The release of the government’s White Paper, “Every Child Achieving and Thriving,” is signalling a shift for UK schools. Moving on from debating whether to use technology, the focus is shifting to how we use it to drive school improvement and meet the new 2030 targets.
As Lady Kirsty Grundy (Executive Principal, Shireland Technology Primary) perfectly summarised during the EdTech Hubs Bett 2026 Leadership Panel:
"It’s not about EdTech change; it’s about school improvement, and technology is just a tool to help us all get there."
For school leaders looking to navigate this evolving new landscape, the LGfL/EdTechUk EdTech Hubs Programme and the Universal Design for Learning framework can help provide a practical roadmap to help turn these high-level policy goals into classroom reality.
Universal Design: Making Inclusion ‘Invisible’
The White Paper demands a "sophisticated inclusion" model where SEND support is seamless. LGfL’s Learning Resources and CPD training support can empower schools to move away from retrofitting lessons and instead design for all from the outset.
We saw this in action at the Bett 2026 Live Classroom, where the Pioneer School demonstrated how technology provides a voice to learners with complex needs. By integrating digital scaffolding into tactile activities like cooking, the technology became an invisible framework for independence. This is the heart of the White Paper’s ambition: removing barriers before students even encounter them.
AI as a Co-Pilot, Not the Pilot
With the White Paper’s focus on teacher workload and responsive teaching, AI has moved from a "futuristic concept" to a daily utility.
However, leadership remains the vital ingredient. During the AI Leadership @ Bett panel discussion, Julie Carson (Woodland Academy Trust) reminded us:
"AI can do the heavy lifting, but you are the person who knows best. It is a co-pilot, not the pilot."
LGfL’s AI Vendor Evaluation Checklist and the AI Policy Toolkit ensure schools meet the January 2026 DfE safety standards. LGfL’s Safeguarding Lead, Alex Dave, warned that we must protect the "emotional world" of the pupil, ensuring AI supports cognitive development rather than providing shortcuts.
Accelerating the Feedback Loop
To halve the disadvantage gap by 2030, we need "responsive teaching." The Ribblesdale School masterclass in Year 11 Literacy showcased exactly how this works. By using tablets to "peer into" student work, teachers provided instant, private feedback on their set text, “An Inspector Calls”.
This discreet feedback is a game-changer. It allows teachers to correct misconceptions in real-time without interrupting the flow of the lesson or highlighting a student's struggle to their peers, directly addressing the White Paper’s call for precision assessment.
Moving Past the ‘Ostrich Effect’
Perhaps the most striking takeaway from the EdTech Hubs archive is the warning against the "Ostrich Effect" (the risk of leaders ignoring digital advancement).
The Leo Academy Trust demonstrated in their Bett show Live lesson masterclass that speed of change is possible; their Year 6 students moved from new workflows in September to seamless, "normal" digital mastery by January. This reinforces the White Paper’s message: when technology is a core component of school improvement rather than a "change project," the impact on student outcomes is immediate.
A Shared Vision
The “Every Child Achieving and Thriving” White Paper is an invitation to move from "narrow to broad."
By leveraging LGfL’s training, EdTech Hubs, and UDL resources, your school isn't just "buying tech"—you are building a sustainable, inclusive ecosystem.
As you plan your next steps, remember: the compelling use cases are now undeniable. It’s time to move from persuading to practising.
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