Hybrid Learning Transforms Student Experience
Two years ago, Ellie Ball struggled to attend school regularly. Now, at 16, she is preparing to take four A-levels and aspires to study astrolaw – "It’s basically space law," she explains – at university.
This significant change in Ellie’s educational journey has been largely facilitated through remote learning.
Ellie attends remote lessons from home four days a week, provided by the UK’s only nationwide hybrid school provider. Once a week, she travels alone by train and tube, enduring a one-hour commute through crowded public transport, to attend in-person classes.
"The journey takes an hour," she said. "I don’t like it. But I do it happily because I absolutely love going to school now."
This week, Ellie’s school, London Park School (LPS) Hybrid, based in London and part of a private family of schools, was named a finalist for the World’s Best School prize in the overcoming adversity category. The shortlist also includes a Polish school supporting Ukrainian refugees, an American school serving children of migrant workers, and a school in the Amazon that educates approximately 4,000 young people.
LPS Hybrid, which plans to open a sixth form soon, has also been shortlisted for a Tes award recognizing pupil mental health initiatives.
National Debate on Technology and Education
The national discourse on children’s use of technology is increasingly contentious, with many schools imposing smartphone restrictions and UK ministers proposing social media bans.
For Ellie, these debates seem disconnected from the realities faced by students like her.
"Screens aren’t bad; it’s the way they’re used that’s bad," she said. "My mainstream school didn’t use screens and I was miserable there.
"Hybrid school uses screens but without them, I would not currently be in education – much less loving school, planning four A-levels and university."
Ellie’s father expressed concerns about the proposed social media ban, warning it could limit access to valuable online GCSE resources for students like Ellie.
"If the act goes ahead as it’s proposed, this will be one of the massive potential downsides. Our younger daughter also uses social media to engage with the outside world, she’s massively into books and theatre so follows all of her favourite authors and artists. Without it she would be really lost."
A spokesperson from the Department for Science, Innovation and Technology, responsible for the social media ban, clarified that the ban does not target "dedicated educational platforms, which support schoolwork and learning."
Building Confidence Through Hybrid Learning
Ahlam De Chausay, 16, who previously struggled with confidence in communication, has flourished after five years at LPS Hybrid. She now confidently speaks at open mornings, addressing questions from prospective parents who often express concerns about screen time.
"The questions I get asked show parents can be nervous about the question of screen time," she said. "They assume us students must be isolated and unable to communicate as a result of hours learning through screens.
"But hybrid learning has helped me become more confident and social because I’ve been able to develop the necessary skills at my own pace. Also, because we have a lot of independent study periods built into the day and break times where we have to prove to the teachers that we’ve found things to do away from the screen, I’m more independent, too."
Recognition for Overcoming Adversity
Vikas Pota, founder of T4 Education, which organizes the World’s Best School prizes, praised LPS Hybrid’s inclusion in the overcoming adversity category.
"In this country, we are seeing a crisis around student wellbeing, leading to absenteeism and poor education outcomes. There is a pressing need to recognise that students learn differently, and those with special educational needs often aren’t well served in mainstream schools."
England’s schools face increasing challenges, with over 170,000 children severely absent last year, missing at least half their lessons.
"If mainstream schooling isn’t catering to those diverse needs, it’s failing hundreds of thousands of students," said Pota.
He emphasized that LPS Hybrid’s significance lies not in its technology use but in the opportunities that technology enables.
"Through its hybrid online and in-person model, this school is changing learning outcomes in a really innovative way," he said. "We have to recognise that technology, when used responsibly, does offer solutions to enduring challenges that our schools face."
Educators Advocate for Digital Literacy
One of the founders and co-directors of LPS Hybrid, , compared advising young people to avoid screens today to telling previous generations to avoid books.
"The jobs of tomorrow demand digital literacy and technological confidence, and our hybrid learners very early on develop their skills in using screens safely," she said.
Jamie Whiteside, also co-director of LPS Hybrid, highlighted that the educational use of screens at their school differs significantly from the online environments that concern many parents.
"What we do on a screen is very simple: through screens, humans who know each other, talk to each other," he said.
