Context
A local academy trust has announced plans to introduce a virtual teacher for top-set maths at Valley Leadership Academy, which has raised concerns among the community. The questioner is working with the trust to ensure that such measures are implemented in the best interests of pupils and not as a cost-saving measure.
Question
In Rossendale, the academy trust that runs our ‘stuck’ school, Valley leadership academy, recently announced plans to introduce a virtual teacher for top-set maths. This approach has understandably raised a lot of concerns, and I have been working with the trust to make sure it is designed in pupils’ best interests. I have been assured that this will be a temporary measure, that a qualified maths teacher will be in the room to provide additional support, and that an appropriate range of adjustments will be made for SEND pupils. However, I remain concerned that, without safeguards, virtual teachers may become a default cost-saving measure to address recruitment challenges. Will the Minister share her view on how we can ensure that such an approach is always designed in pupils’ best interests?
Answer from The Minister for School Standards (Catherine McKinnell)
Technology has the potential to enhance time efficiency for teachers, reduce workload and improve student engagement and attainment, but it cannot replace the valuable relationship between teachers and pupils. We know that high-quality teaching has the biggest impact on a child’s educational outcomes. School leaders rightly have the autonomy to make decisions about staff deployment, and they are best placed to make decisions about the needs of their pupils.
Not addressed: The Minister did not provide specific safeguards or measures to prevent virtual teachers from becoming a default cost-saving measure.
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