Where every learner belongs
Make your curriculum accessible to every child, in every classroom.
Live UK Event
Belonging that builds learning evidence
Belonging isn’t something you add on. You see it when pupils are confident enough to take part in learning in ways that work for them.
In classrooms where this happens every day, evidence builds naturally.
Supporting pupils shouldn’t mean extra paperwork or separate systems. Seesaw fits naturally into everyday classroom practice, helping teachers capture learning as it happens, notice progress over time and keep families informed.
In UK primary schools, Seesaw is used to build a clear, ongoing picture of learning for all pupils — including those with additional or special educational needs. Photos, videos, voice notes and pupil work reflect real learning in lessons, rather than evidence created later for reviews and meetings.
This guide shares practical ways schools use everyday classroom activity to keep progress visible and evidence organised in one place, without adding to staff workload.
Download the guide:
Belonging that builds learning evidence
Belonging that builds learning evidence
"*" indicates required fields
Designed for primary schools.
Built for belonging.
Belonging starts when learning is kept together.
When learning, feedback and communication sit in the same place, it becomes easier to notice who is taking part, who might be struggling and where small changes can make a difference. Nothing gets lost between lessons or meetings, and support feels part of everyday classroom life.
Seesaw is the whole-school learning platform that allows you to do just that. Because, when learning is designed this way, it does not just feel better for pupils. It also reflects what research shows makes the biggest difference to learning.
Putting research into everyday practice.
The Education Endowment Foundation highlights approaches that have a strong impact on pupil outcomes. Seesaw supports schools, through its award-winning multimodal tools and whole-school learning platform, to put those approaches into practice. What this looks like in the classroom is simple and familiar.
Feedback
+8 Months
Voice Notes: The EEF highlights the importance of timely, specific feedback. Voice notes make it easier to respond quickly and personally, without adding to marking.
Metacognition
+7 Months
Reflective Portfolios: Pupils don’t just share their work. They explain how they approached it. Simple reflection prompts help pupils talk about their thinking and build independence over time.
Oral Language
+6 Months
Multimodal Tools: Video and audio give pupils more chances to talk, rehearse ideas and build vocabulary, especially when writing is a barrier.
Parental Engagement
+4 Months
Inclusive Messaging: Translation in over 100 languages helps more families understand learning and support it at home.
Informed by evidence from the Education Endowment Foundation Teaching & Learning Toolkit.
What Seesaw looks like in schools.
Clear insights, confident decisions and supportive to every child.
Hear how Seesaw helps Cheryl Shirley, Director of Digital Learning at Leo Academy Trust, to create a culture of belonging.
As a leader, you need to know whether inclusive practice is actually working, and where pupils may need a bit more support.
Seesaw brings together everyday classroom activity so you can see what’s happening across a class, a school or a trust — without asking teachers to do anything extra. You get a clearer picture of who is accessing learning, who is taking part, and where patterns are starting to emerge.
You can step back to look across groups or year levels, or look more closely at individual pupil evidence when you need to, whether that’s for inspection, review meetings or planning next steps.
Teach once & support everyone.
Support inclusive practice where learning actually happens.
Not every child shows what they know in the same way and that’s normal in a busy classroom!
Seesaw gives pupils different ways to respond, whether that’s speaking, drawing, recording video or using text. Learning isn’t limited by writing speed, confidence or who puts their hand up first. You can make adjustments to activities or add scaffolds without rewriting the same lesson again and again — using what you already teach.
As pupils work, it becomes easier to see who’s comfortable, who’s unsure, and who might need a quiet check-in. Support happens during the lesson, not once it’s over and the result is a classroom where more pupils take part, feel capable, and know they belong.
Access that works in the classroom and beyond.
Listen to how Tom Mullins and his colleagues use Seesaw to support inclusive practice so that pupils find their voice and express themselves.
Inclusion works best when it’s part of everyday teaching, not something added on afterwards. Seesaw helps teachers make small, practical adjustments so pupils can access the same learning in ways that work for them — without separating pupils or lowering expectations.
Because pupils can respond in different ways, understanding that might otherwise be missed becomes visible. Over time, it becomes easier to see patterns across classes and year groups, and to understand what’s working and where support might need to change.
This makes conversations with staff, leaders and parents and carers more straightforward, because everyone can see the same picture and is part of the learning loop.
Trusted by over 1.5 million school leaders, teachers. parents and pupils across the UK.
“The quiet and easily overlooked pupil can get lost within a regular ‘raise your hand to speak’ type of classroom. With Seesaw, every pupil’s voice is heard. That is truly something special.”
Kirsten Ries
Technology Coordinator
