Research and analysis

Connecting gigabit communities: Revisiting rural schools

Published 10 April 2024

1. Executive Summary

In 2022, Building Digital UK (BDUK) published Connecting gigabit communities and rural schools: the gigabit journey. It included interviews with schools between 2020 and 2022, at different stages on the journey to receiving gigabit connectivity under the Rural Gigabit Connectivity Scheme (RGC). In this scheme, eligible rural primary schools described as ‘Hubs’ are equipped with physical broadband infrastructure to provide the school with a gigabit capable broadband connection. Schools in the Rural Gigabit Connectivity programme were connected between 2019 and 2021. BDUK have decided to revisit two of these schools, at least two years on from when we last spoke to them, to determine how they have changed since.

This report illustrates how people accessing public services at these two hubs are impacted by availability of high-speed internet. It reflects on how their interactions and expectations of high-speed internet differ over time. Qualitative research insights were collected through two interviews to inform understanding about the value of high-speed internet in rural communities. Qualitative approaches help us build depth to our evidence base, enabling exploration of complexity, divergence from assumption and details, but are hard to generalise to other schools who have benefitted in a similar way. The findings are used alongside process, impact and economic evaluation of infrastructure demand stimulation programmes to inform decision making, future design and understand change. This research took place from June 2023 until February 2024.

Key findings detailed in this report include:

• pupils and staff are using connectivity and technology more frequently, and more confidently, both for learning and extracurricular activities
• this is balanced with offline learning, ensuring pupils can still enjoy and learn about the outdoors
• connectivity to the hub has helped to demonstrate the value of connectivity in the wider area, leading to an increased demand for faster connectivity

This study will be of interest to those working on projects and policy concerning rural community development, homes and housing, access to health and wellbeing, education and digital skills and inclusion.

2. Research background and aims

As part of the Rural Gigabit Connectivity Scheme (RGC), eligible rural public buildings described as ‘Hubs’ were equipped with physical broadband infrastructure to provide a gigabit-capable broadband connection. ‘Connecting Gigabit Communities’ is a research package which sets out to establish impacts of high-speed internet in rural and hard to reach communities from the perspective of the users and stakeholders of schools, GP surgeries, libraries and other public buildings that are recipients of funding to install gigabit-capable broadband connections. This paper revisits a previous research paper done by BDUK in the “Connecting Gigabit Communities” series called “Connecting gigabit communities and rural schools: the gigabit journey”. The aim of the study in this paper was to reconnect with rural schools that were part of RGC, and determine how their school has been impacted by access to high-speed internet provided through RGC. This research seeks to understand:

• how broadband upgrade builds contribute improvements and opportunities for education over time
• what the short, medium and longer term benefits of gigabit-capable broadband are to children, teachers and school staff. This paper acknowledges the interaction between BDUK’s RGC scheme, and the Department for Education’s Connect the Classroom programme. Connect the Classroom is a funded programme to improve internet speed in schools by upgrading wifi access points and network switches. Any English schools which were connected by the RGC scheme should also have been supported by the Connect the Classroom programme, which should allow schools to better utilise their enhanced connectivity throughout the school.

3. Method

‘This paper builds on the work conducted in ‘Connecting gigabit communities and rural schools: the gigabit journey’ which conducted a survey of 261 RGC schools, followed up by 10 interviews with headteachers, teachers, office staff and IT staff in 6 schools.’ Given that the focus of this paper is on understanding how connectivity has developed at the schools interviewed previously, it was decided not to re-attempt the survey in this paper.

Where possible, we tried to re-engage the same staff, however this was challenging given rates of staff turnover. Alongside these interviews, researchers also took part in dialogue with education stakeholders including the Department for Education (DfE) to provide additional context.

This research seeks to gain insights on change over time in rural schools and so it was appropriate to selectively sample schools which took part in the previous research project. Of the 7 schools interviewed previously, 2 agreed to take part in research again: Crosthwaite Primary School, Cumbria, and Llanychllwydog School, Pembrokeshire. Interviews took place between November 2023 and January 2024 and were conducted online.

Other schools from the previous research were contacted but did not reply. This means there is possibly selection bias for the two schools in the research; both schools are very advanced in their use of education technology (ed tech) as will be discussed in the results, and so both were confident to take part in the follow-up interviews. These interviews were designed to be exploratory, allowing BDUK to see what is possible with connectivity, rather than representative of the way all schools with gigabit connectivity may use their new speeds.

We followed a similar method to the last interviews, taking a semi-structured approach. This time we asked questions exploring:

• how pupils use the internet at school and for extra-curricular activities
• how teachers, headteachers and office staff use the internet
• how these things have changed since the last interview

The first two topics were chosen as researchers felt that these points had less emphasis in the initial research paper, and could therefore generate interesting findings. The last question was included to facilitate a direct comparison between the two interviews, to allow BDUK to learn how connectivity changed over time. The interview schedule used can be found in Annex 1.

Deductive analysis was used to review interview transcripts using the previous research paper and the BDUK Benefits Framework to identify typical themes.

BDUK’s Benefits Framework is a tool used to represent the known impacts of BDUK’s programmes and projects by using evidence generated through evaluations, research or modelling. This allows BDUK to have an effective way of summarising our benefits, as well as giving us a lens by which to interpret any new benefits which may emerge from new research or evaluation.

Key benefits that could be observed in rural schools are “Enabling Public Sector Efficiency” and “Reducing the Digital Divide & Providing Public Value”. By providing schools with connectivity, there should be improvement to the quality of teaching and learning, without additional cost to the school. This therefore constitutes an improvement in public sector efficiency. Connectivity in schools should lead to rural children having increased digital competency now and in the future, which reduces the digital divide. Additionally, we would also expect to see these schools operate within the Hub model; they should generate wider connectivity in their area which then further reduces the digital divide.

4. Findings

4.1 Case Study 1: Crosthwaite Primary School, Cumbria

Crosthwaite is a primary school in rural Cumbria. Staff and pupils from Crosthwaite were initially interviewed in December 2020, prior to their connection in March 2021. In November 2023 we spoke with Matthew Jessop, Headteacher.

Even before the upgrade of broadband connectivity through RGC, Crosthwaite was advanced in its propensity to embrace technology, which the interviews found it still is with staff being encouraged to experiment with technology. They have been a Google Reference School since 2017, a scheme run by Google which recognises and certifies the school’s commitment to the use of technology to aid in learning, and provides teachers at the school with access to enhanced learning and development around ed tech. This makes attribution of the findings from this school complicated; where this might not reflect the experiences of the average school receiving a broadband upgrade through RGC it demonstrates the potential that the schools now have.

The main issue for Crosthwaite previously was their poor connection speed^{[footnote 1]}. Pupils and teachers at Crosthwaite both identified issues with their connectivity prior to their upgrade. While teachers had identified that their connection was “decent” as a rural school, the connection would not allow multiple pupils to use the internet at once, thereby reducing their ability to learn key digital skills:

“So sometimes we’re in an ICT lesson, and we’re trying to code with Scratch Genius and we couldn’t go on because sometimes when everybody’s using the same, the same website or programme, it just crashes and the internet speed goes like right down or we can’t use it!” - Norah, pupil, 2021

Now, Crosthwaite has a 10 gigabit per second connection as a result of the RGC Hubs programme. This connection not only makes things faster for individuals, but also ensures that multiple pupils and teachers can go online at the same time without buffering or delay:

“We can have 100 kids online, 75% on video calls, and we don’t notice any issues whatsoever now.” - Matthew Jessop , headteacher, 2023

This aligns with the findings BDUK found in the RGC School Benefit Survey in 2022, where over 90% of schools surveyed felt that the connection was meeting lesson planning and other needs “most or all of the time”.

This new connection has allowed Crosthwaite to use their connectivity in unique ways as well. They previously had aspirations of running virtual school exchanges with other classrooms in Norway, Liverpool and Indonesia, which they have since been able to do.

“I think for us, [the technology] at the primary level will enable the children to have a much better, more dynamic understanding of the world. So you’re using the technology to broaden visibility. A small rural school is a protected environment, you don’t get a lot of the issues that you’re getting in a city type environment, or you might get in Norway, for example. So the more the children can see those environments without having to get out of their classroom is actually one of the tremendous benefits of using the tech, but you need the tech not to fall over and not to be difficult.” - Stuart Wren, governor, 2020

The 2022 Schools Benefit Survey showed that the upgraded broadband from RGC enabled schools to consider different teaching and learning strategies, as well as innovative teaching practices such as blended learning. Crosthwaite have since used their connectivity to facilitate exchanges with schools elsewhere in the UK and around the world. These projects can range from a one day exchange, to a week-long project. During these week-long projects, pupils will work in groups to research and compare their schools and the surrounding area. These comparisons often centre around a theme, such as the local environment or population.

“What we do find is that the kids especially here are so confident they take the responsibility and use that software to lead the groups” - Matthew Jessop, headteacher, 2023

This is an invaluable experience for the reasons Stuart identified in 2020; allowing children to broaden their horizons and learn more about the world. Due to how often they work with technology, pupils are more confident in these sessions, as identified by Matthew in the interview. This means that as well as learning how to use technology, they are also learning teamwork and leadership skills. It is also something which would not have been possible without their enhanced connectivity, and is therefore a clear demonstration of “Enabling Public Sector Efficiency”.

“You need at least a gigabit so yeah vital to that sort of project.” - Matthew Jessop, headteacher, 2023

While connectivity at the school is important, it is just as important that pupils have connectivity at home, to allow their home learning and school learning to be integrated. From the most recent RGC Hubs evaluation, we know that Hubs can lead to additional connectivity in their wider area, albeit slowly. Crosthwaite proves as an interesting exception to this however, as their connectivity was delivered by B4RN, a Community Benefit Society, which worked intentionally to connect almost all of the wider community around the school. B4RN has engaged families in the area to get wayleaves, or the right to build on their land, and has also used this engagement as a chance to connect the households they pass.

“We know a lot of our families are these people giving wayleaves and are signing up to it“ - Matthew Jessop, headteacher, 2023

Pupils at Crosthwaite are also using the internet during extracurricular activities. There are a number of student councils, including an eco-council which looks after the animals and the environment at the school, which use Google Forms to survey other pupils on ideas and motions they may have for the school:

“The kids will just set up a Google Form and send it out to all the Google classrooms and the kids will then just take it from the choices or feedback their comments” - Matthew Jessop, headteacher, 2023

Matthew identified that this is something which the pupils will do instinctively, compared to 10 years ago where children might opt for a clipboard and paper. This shows how learning with technology influences the way children approach problems, which is a key skill as technology progresses further. In spite of this, there is also an attitude that outdoor learning still needs to be a focus at Crosthwaite, with a naturally occurring balance in the way that Crosthwaite uses technology, ensuring both online and offline learning. Children will still learn how to do handwriting as part of their core skills for primary school, and will have times where they focus on outdoor learning activities.

“We do a lot of… technology-based work learning and we do a lot of outdoor based learning and that’s a conscious decision to balance the two out. You could come in a wintery week in December and find that most classes will be using computers or devices for something in most lessons over the course of the week. You might come the week after and actually they’re not out at all because it’s Christmas based activities; church visits, nativities. In summer it’s probably a greater focus on outdoor learning” - Matthew Jessop, headteacher, 2023

This seasonal fluctuation is something which happens organically, and there are no set limits about how much must be done online or offline. Pupils are often given the choice in how they approach their learning, unless there are particular skills like handwriting which is a curriculum requirement and must be done using a pen and paper. There are instances where online and outdoor learning are blended; pupils will use technology to enhance their outdoor learning through organisations like The Prince’s Trust. The Prince’s Trust offers a selection of programmes which allow young people to give back to their community and develop key business skills, which Crosthwaite have been able to offer to their pupils thanks to their connectivity.

“We do take devices outside and the kids were recording what they’re doing for diplomas that they’re applying for from The Prince’s Trust” - Matthew Jessop, headteacher, 2023

The skills learnt throughout their time at Crosthwaite are highly valuable and can help prepare pupils for adulthood and work, however there were concerns that due to secondary schools in the area having poorer connectivity, or less emphasis on ed tech, that some of these skills will be lost.

“They’ll end up out of practice when they go to secondary around here.

“[interviewer: are some of those secondary schools in the area not connected then or?]

“They’re not, and I think they’ve got different pressures haven’t they?” - Matthew Jessop, headteacher, 2023

This demonstrates that there are key considerations needed when delivering government projects. One possible solution for future approaches is to consider the use cases of interventions throughout various life stages or how different public sites might interact.

In 2021, despite having superfast speeds on a good day, teachers encouraged digital experimentation at Crosthwaite, creating an appetite for better connectivity. Gigabit connectivity has allowed experiments to move into implementation, enriching the learning experience of pupils and providing them with key digital skills. This aligns with findings from the 2022 School Benefits Survey, which showed that technology enabled by the broadband upgrade was positively affecting attainment, with 95% of respondents stating that it had already had an effect or it was expected to.

4.2 Case Study 2: Llanychllwydog School, Pembrokeshire

Llanychllwydog is a very remote school in an ancient glaciated valley in Pembrokeshire, Wales, connected by BDUK in August 2019. In 2021, Sara and Gemma, parents and governors of Llanychllwydog, spoke to BDUK over a video call and shared photos of the local area and the outdoor school. In January 2024 we spoke to Amanda Lawrence, Headteacher.

In the initial interviews, Llanychllwydog discussed their poor connectivity prior to upgrading. Pupils would experience drop-outs whilst learning, which made online learning more challenging. Since being connected through the RGC programme, this had improved however:

“My boys used to come home and say they got halfway through something and they weren’t able to complete it because the internet cut out. So yeah, slightly frustrating for them when they were trying to do things online. But I haven’t heard that for a long time.” - Sara, parent & chair of governors, 2021

Llanychllwydog had the longest period of time between connection and interviewing initially, made apparent by pupils not complaining about poor connectivity “for a long time”. Revisiting the school now 4 years post-connection, the sentiment remains the same.

“It used to be a terrible challenge, pupils would sit there and just watch a little wheel going round for about half an hour sometimes and not be able to achieve anything. Then maybe because of the breaking connectivity you might lose something you’ve been working on for a long time. That was very disheartening for children. So all of that has improved hugely” - Amanda Lawrence, headteacher, 2024

Sara and Gemma also spoke about the importance of access to the outdoors at the rural school. Although they identified downsides of being rural, it was essential for them, and Llanychllwydog’s rurality and local traditions offered unique benefits for them and their children.

“When I sent him to school, I want him to be out, you know, learning in the woods and playing and, you know, learning and not being on an iPad, really. But on the other flip side of the coin, I do realise he has to do these things. So I wasn’t overly concerned before, to be honest. But I am obviously happy that he is doing things online. And because obviously, that’s going to be the jobs for the future, isn’t it?” - Gemma, parent & vice-chair of governors, 2021

The importance of outdoor learning and a sense of how this may conflict with increased connectivity was still present in the more recent interview with Llanychllwydog. For some families, they still did not have or want full internet connectivity at home, and were hesitant about its use at school:

“There are still some of our pupils who live in very remote areas and it’s not so easy for them to access… other parents haven’t got a high value on the internet” - Amanda Lawrence, headteacher, 2024

Connectivity in Llanychllwydog has to work with rurality and the green open spaces that the school has. Similarly to Crosthwaite, Llanychllwydog also found ways to integrate online and offline learning, taking advantage of some of the wooded areas and fields around their school to help with lessons:

“One example would be if you were teaching angles, it would be good practice to use an iPad. Maybe if you were teaching pupils explicitly how to recognize a 90 degree angle, one nice activity might be to send the children on a treasure hunt outside preferably to look, and to photograph 90 degree angles. They might then use those images to create their own collage which could feed into their bank of work. whether that would be in their exercise book or in a file online” - Amanda Lawrence, headteacher, 2024

This fits with a wider ethos which Llanychllwydog described in their recent interview, about their approach to technology:

“We don’t necessarily teach [technology] explicitly; we teach through it. We use it as a vehicle to deliver lessons” - Amanda Lawrence, headteacher, 2024

This is in part supported by the Hwb system, which is a Welsh Government initiative that uses online applications for pupils of schools in Wales. They can use this for homework or for extra-curricular tech-based learning, like coding basics.

Connectivity to Llanychllwydog as a hub also seems to have had additional benefits to the wider area. We know through our recent RGC Hubs evaluation that hubs can lead to wider connectivity in the area. However, the interview also suggested that hubs can help to demonstrate the value of connectivity, thereby increasing demand for connectivity amongst some of the wider community.

“Recent times have brought about a change, a number of locals now have built their businesses now around making use of the internet” - Amanda Lawrence, headteacher, 2024

Llanychllwydog had been connected for a while before the first interview, so we do not see a drastic improvement in their connectivity since last time. However, an underlying note throughout the interview is the skills and comfort with technology. Llanychllwydog have been able to use their better connectivity in a way that works for them, which balances with their rurality while allowing them the benefits of online connectivity. A finding reflected in the 2022 Schools Benefit Survey, which majority of respondents said their upgraded connection met their schools’ needs most of the time or all the time.

5. Discussion

The RGC Hubs evaluation published in December 2023 demonstrated that schools connected under the RGC scheme now have faster and more reliable connectivity. Wider attribution of the qualitative findings in this report would be unreliable on their own, as they are based only on the perspectives of the staff interviewed. However, throughout this report are links to BDUK’s recently published evaluation and Schools Benefit Survey, where evidence from a wider representation of schools connected through the RGC programme aligns with and corroborate these experiences.

This report presents further evidence of where and how the broadband upgrade has removed a key barrier to online learning for their pupils. In these examples prolonged use and growing confidence has led to an increase in lessons which use the internet and enabled these schools to explore the possibilities provided by faster connectivity: e.g. Crosthwaite to organise cultural exchanges with schools across the UK and around the world. While connectivity is a key barrier, it is also worth noting that both schools had a high ratio of devices to pupils, which other schools may not have. This could present an additional barrier for RGC schools which are less well equipped.

Pupils and staff at Llanychllwydog and Crosthwaite are able to use online learning more effectively. At Llanychllwydog, pupils are able to fully utilise the Hwb system at school, and Crosthwaite pupils are similarly using their connectivity to build online portfolios of their classwork and homework through their later years. This gives pupils the ability to develop digital skills and competency, which is becoming increasingly more important. This is a core part of BDUK’s benefit of “Reducing the Digital Divide and Providing Public Value”, as it ensures that pupils at schools with previously poor connectivity are not falling behind on digital skills.

Crosthwaite highlighted that poorer connectivity at the secondary school level in their area may limit the retention of digital skills, as children may fall out of practice with advanced digital competency once they move on. Before and during delivery of RGC Hubs, BDUK made efforts to ensure delivery would be focused in rural areas with very low internet speed, and areas that were not going to be covered in commercial build plans. As such, this means fewer secondary schools were included in the RGC Hubs programme, as their internet speeds were often considered to be sufficient or met through leased lines. The assertion from Crosthwaite is that there could be a novel experience where pupils in some areas could go from primary schools with exceptional speeds, to secondary schools with a more basic speed package, where this may not be adequate to meet the elevated skills. Participants expressed concerns that would limit the long-term impact of connecting the primary school. It is therefore important for government interventions to consider the impact or limitations of their interventions across different life stages. In BDUK, we know that Hubs can lead to wider fibre deployment, though this takes time. It may mean that eventually, we see the secondary schools receive better connectivity through the market, however it means that any pupils who progress through during this time will fall between the gaps.

Both schools emphasised the importance of balance between indoor and outdoor learning, and that initial concerns that connectivity may increase indoor learning were proven wrong. In some cases, connectivity has been able to amplify outdoor learning by using technology and applications in new and interesting ways with pupils. This provides additional insight into the priorities of rural people. “Reducing the Digital Divide and Providing Public Value” as a benefit is about ensuring that people everywhere in the UK can access online, while these sentiments show that for people around these two schools, increased digitisation is not always seen as a positive impact. Engaging in their rural surroundings and having opportunities to be offline are still important.

Attitudes to online learning and current use of technology were generally positive, with both schools explaining that some parents were initially hesitant, but have since been happy with the outcomes. This could be due to the efforts to balance indoor and outdoor learning, or it could be due to effective uses of technology by schools. This is itself underpinned by an ethos explained by Amanda from Llanychllwydog, stating that they do not teach use of technology, instead they teach through technology. This sentiment was also apparent in the discussions with Crosthwaite; by using technology as the medium for learning, children can passively learn how to use technology while learning other key skills. This demonstrates the benefit of “Enabling Public Sector Efficiency”, as connectivity has played a key role in enabling learning through technology.

Overall this demonstrates how RGC schools can benefit from connectivity in a variety of ways. These best align with BDUK’s benefit framework categories of “Enabling Public Sector Efficiency” and “Reducing the Digital Divide & Providing Public Value”.

6. Annex 1: interview schedule

• Thanks for participating. We met over email, but it is nice to chat properly. As a refresher, I am a researcher from Building Digital UK, specifically looking at benefits of high speed, or gigabit, connectivity.
• We are hoping interviews will take 30 - 45 minutes, but we’ve booked in an hour just in case.
• We will record interviews and transcribe them later so we can accurately represent what you say. Do you have any questions before I start the recording?

BEGIN RECORDING

So, we’re here today to talk about connectivity through our Rural Gigabit Connectivity programme which provided your school with a gigabit capable connection in X.

(IF ENGLAND: There will be some overlap with DfE’s Connect The Classroom programme which is a funded programme to improve internet speed in schools by upgrading wi-fi access points and network switches. An easy way to think of it is that BDUK supported connection to the school, and DfE supported connection inside the school).

Just to check, were you working at the school before X?

• If after X, when did you start? (verbally confirm where this places on timelines for RGC & CTC[if applicable])
• What was connectivity like when you joined?

IF from before connectivity

IF from after connectivity

Has connectivity changed anything for you? Has it changed the way you make lesson plans? Has it changed the way you think about your pupil’s learning? What is the balance between online learning and offline learning? Is it intentional or does it just work out that way?

Did you work at another school before this? What was connectivity like at the last school you were at? Was it better or worse? How has it been navigating a change in connectivity speeds? Has it changed the way you make lesson plans? Has it changed the way you think about your pupil’s learning? What is the balance between online learning and offline learning? Is it intentional or does it just work out that way?

Looking back at the last interview, in 2020 to 2021 when Marion from BDUK last spoke with someone from your school, your internet connection:

Was a lot slower than it is now	Had only just been upgraded
Our research found that your school and others like it were often frustrated with the way their connection performed, often causing issues in lessons which were reliant on remote learning or in a classroom of computers accessing the internet at the same time.	Our research found that your school and others like it had previously been frustrated with their poor connectivity, but were beginning to find early benefits of having faster internet speeds, and were optimistic about how they could continue to further use their connectivity.

How does that summary compare to your current situation? How does it feel thinking about that?

We’re going to talk about internet use at your school now, and how different people use the internet at your school. I understand you can’t answer for everyone and we can skip any groups if you are uncertain, but it would be valuable to hear your perspective on how yourself and others are using connectivity wherever possible.

How do children use the internet at school?

• Follow up:
• In classes, during breaks, in after-school/extracurricular activities?
• How has it changed since you joined the school? Since you received digital connectivity? Since you received CTC support?
• How is it different from when you were at school?
• Have things changed since you trained as a teacher? How has it been to navigate these changes?
• How do you feel these changes have impacted your work? Are there positives and negatives? How do you feel about it overall?

Do they also do homework online too?

• Follow up:
• Do any of them struggle to access homework online?
• Do they talk about what other things they do online at home?

How do teachers use the internet at school?

• Follow up:
• In classes, during breaks, in after-school/extracurricular activities?
• How has it changed since you joined the school? Since you received digital connectivity? Since you received CTC support?
• How does it connect with work you may do outside of the school (i.e. grading, lesson planning etc)?
• Have things changed since you trained as a teacher? How has it been to navigate these changes?
• How do you feel these changes have impacted your work? Are their positives and negatives? How do you feel about it overall?

How do non-teaching staff use the internet at school?

• Follow up:
• How has it changed since you joined the school? Since you received digital connectivity? Since you received CTC support?
• How do you feel these changes have impacted your work? Are their positives and negatives? How do you feel about it overall?

One final question now, to reflect on the whole interview. How do you feel about online learning as a whole?

1. 94% of respondents to the baseline school benefit survey said that reliability, speed and accessibility of internet connectivity was a main barrier (2020 survey findings) ↩