Across St Bart’s Multi-Academy Trust, Skriva Stylus has been introduced as an intuitive edtech tool to support high-quality writing and make digital learning more effective. As part of a wider approach to using technology meaningfully in the classroom, the stylus helps maintain the benefits of handwriting while enabling smooth use of iPads in everyday teaching.
Supporting Everyday Classroom Practice
Teachers across the Trust have found Skriva Stylus easy to use, with no complex setup required. Its natural writing feel allows pupils to produce neat, controlled work on screen, supporting accurate letter formation and reinforcing key literacy skills. The stylus integrates seamlessly into existing lessons, enabling pupils to move confidently between written and digital tasks.
For staff, this simplicity has made adoption straightforward, allowing them to focus on teaching rather than managing new technology. Skriva fits easily into a range of classroom activities, from note-taking to completing structured work.
Engaging and Inclusive Learning
Pupils have responded positively to using the stylus, finding digital writing more interactive and engaging. It encourages greater focus and care in their work, helping to improve overall presentation and confidence.
The stylus also supports accessibility, particularly for pupils who find writing on a screen challenging. By providing a more precise and comfortable way to write, it helps ensure all learners can participate fully in digital lessons.
A Consistent Approach to Digital Learning
The use of Skriva Stylus across the Trust reflects a shared commitment to practical, purposeful technology. By establishing a consistent approach, schools can support both staff and pupils with tools that enhance learning without adding complexity.
By combining ease of use with meaningful impact on writing and engagement, St Bart’s Multi-Academy Trust continues to develop a balanced digital environment, one where technology supports strong classroom practice and positive outcomes for all learners.
