Client Name Arial Bold 28pt

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The Home Access programme
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Purpose of this presentation

• By the end of this presentation, colleagues and
  will
• understand the aims and desired outcomes of the
  Home Access programme
• be aware of how they can contribute to and take
  advantage of Home Access.

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A compelling reason for change
Having a computer at home associates with a 2
grade improvement in one subject at GCSE. This
means that a pupil who would have got a D, could,
with the effective use of technology at home, now
get a B at GCSE.   Children who have access to a
computer at home are more confident and capable
users of technology and more independent learners
overall.
Source Institute of Fiscal Studies (2009),
Passey et al (2004), Somekh et al (2004) and NFER
(2009)
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A compelling reason for change

• Other evidence to support Home Access
• Three quarters of a million households with
  children lack an ICT device and even more homes
  lack high quality connectivity
• Schools struggle to build on existing
  ownership and access
• Penetration is slowing
• Young people with a computer at home are less
  likely to play truant at ages 14 and 16 than
  those without a computer.
• Home access can also increase parents ICT
  skills

Home Access underpins Digital Britain and
helps equip people with the capabilities and
skills to flourish in the digital economy
Also supports Estelle Morriss call for basic
computer skills training for all adults in her
Independent Review of ICT User Skills.
Sources Institute of Fiscal Studies has
analysed data from the DCSF Longitudinal Survey
of Young People in England DCSF Impact Assessment
of Home Access
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A clear vision of the future
Home Access aims to provide practical and
financial support to low-income families who may
not be able to afford a computer or the Internet.
We will support these families to ensure that the
educational and social benefits of 21st century
technology are available to them.
Diana Johnson, Parliamentary Under Secretary of
State for Schools
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A clear vision of the future

• The Home Access programme will be successful
  when
• 01 There is a reduction in the technology gap
  between varying income groups
• 02 Special needs learners have access to software
  or assistive technology appropriate to their
  needs
• 03 There is improved learning amongst eligible
  learners
• 04 There is increased awareness, interest and
  parental involvement in their child's learning
• 05 The number of parents using technology to
  learn for themselves has increased
• 06 Families economic status improves through
  effectively using technology

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The offer
Home Access Grants for low income families to
cover the cost of
Assistive technologies for those with additional
needs
Approved suppliers to provide these packages
designed to support learning
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The customer
Low income families
Other families
can purchase equipment with their own funds, to
access the additional value of the
package. parents and carers can also use
equipment for learning.
can apply for a grant for their childrenparents
and carers can also use equipment for
learningover 270,000 households will benefit
from grants for national rolloutfirst phase
applications will be open to learners in years 3
to 9maximum of one grant per household.
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Home Access provision
Main Home Access programme
Looked After Children
Parents apply for a Home Access Grant and, if
successful, purchase a Home Access package from
an approved supplier. This is the main model
for national rollout.
Looked After Children will be catered for by the
main Home Access programme. Local authorities
will use the key review points to identify a need
and make an application on their behalf.
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Home Access provision
Assistive technology
Aggregation
There are two types of assistive technology
provision 1. Basic assistive technology software
is pre-loaded on all packages and learners can
apply for basic hardware if required 2. Learners
will additional needs can undergo an additional
assessment for an individual Home Access package
LAs or schools can choose to take an active role
as an agent for Home Access. Under this model
parents apply for a Home Access Grant and choose
to allow their LA or school to purchase on
their behalf.
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Customer journey

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The customer journey and the role of local
authorities
Customers receive or request a guidance pack and
application form
Customers become aware of and learn about Home
Access
Main Home Access model
Consumer Model
Consumer Model
Underpinned by Becta (and commercial partners)
promoting Home Access and responding to enquiries
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The customer journey and the role of local
authorities
Customers complete application from, append
documentation and return to grant provider
Customers receive confirmation of approval,
suppliers info and card
Main Home Access model
Consumer Model
Consumer Model
Underpinned by Becta (and commercial partners)
responding to enquiries
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The customer journey and the role of local
authorities
Customers collect goods in-store or Packages are
delivered to their home address by supplier
Customers present letter, payment card and
identification. Payment is completed.
Customers receive payment card and activation
notice from card provider
Customers and select appropriate product from an
approved supplier
Main Home Access model
Consumer Model
Consumer Model
Underpinned by Becta commercial partners
providing purchase mechanism and Home Access
packages
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The customer journey and the role of local
authorities
Customers receive timely and effective support to
counter technical issues (if required)
Customers develop broad and meaningful use of the
packages
Customers deepen their understanding and use of
the package
Customers discover how to use the package
Main Home Access model
Consumer Model
Consumer Model
Underpinned by Bectas work promoting parental
engagement in schools, learning platform usage,
self review framework etc
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Working in partnership at a local level
The evidence from the pilot demonstrates that the
involvement of the LA is integral to the
programmes success and can aid local
regeneration.

• The Home Access scheme is so important to the
  regeneration of the borough. For Oldham it means
  that it will bring together parts of the
  community who are looking at re-skilling
  themselves.
• The devices have increased the use of other
  online council services. We hope Home Access will
  serve as a catalyst to deliver more services
  online.

Oldham Council
Suffolk believes that ICT is a powerful catalyst
and agent for transforming learning, teaching,
leadership and management. Home Access has
already begun to help ICT to become central to
the way students work, as well as supporting more
effective communication of progress, ready access
to attainment information and exemplar work,
online assessment and e-portfolios.
Suffolk County Council
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Working with schools - national level
Schools can support the use of technology at
home for learning through Using the
self review framework to ascertain how
technology can be used in school
Developing learning platforms Adapting
schemes of work to ensure that use of ICT
is fully integrated at home Encouraging
parental engagement through online
reporting and adult skills workshops
Ensuring teachers have the right skills and
development opportunities
Becta support in using technology is available
through a series of online resources at
http//schools.becta.org.uk/
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School case studies
Home Access is reducing the technological divide
and allowing parents with children to access
technology that they would not otherwise have
done.Primary school, Oldham
The assistive technologies and software side of
the scheme were excellent in contacting school
staff and ensuring relevant provision was made
for these children. Special school, Suffolk
Home Access provides a clear benefit for
low-income families and a useful focal point to
promote learning through technology. More parents
are asking for help in using technology either to
increase their own opportunities or those of
their children. Secondary school, Suffolk
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Case study Rebecca and Evan

• The Home Access scheme has made a big difference
  to us because it means we have got access to the
• internet when we need it, not just when we can
  get it. I used to be worried about Evan getting
  left behind. Not so much now, but I was aware
  that it was would become an issue. Its been a
  big change because I can just look up jobs or
  apply to different courses. I've enlisted on to
  an online maths course so when Evan goes to
  secondary school I'll be able to help him with
  his homework."

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Case study the Healey family

• I think having a computer in the house is
  important because when it comes to stuff like
  homework that Kyle brings home obviously theres
  going to be things that I dont understand and
  with the internet I could always type it on the
  internet and then it will bring up loads of
  options up.
• The internet is very important for families to
  have because a lot of council things is done with
  the internet now, a lot of government things is
  done with the internet, even the schools done
  with the internet now.