Customer Story: Stocksbridge High School

Rebecca Hodkin and Paul Schuller both recognised that something needed to change. As Subject Leaders of English and Science, they were dealing with inconsistent homework completion and students who lacked confidence in how to revise effectively. Rebecca explains:

“We had a real issue with students completing homework. We’d tried different platforms and even gone back to paper-based homework, but nothing was really sticking.”

From Paul’s perspective, the challenge was compounded by the structure of Science teaching.

“We teach in specialisms, so students can have more than one teacher,” he says. “Trying to manage homework consistently across that setup was very time-consuming for staff.”

Both leaders could see their students’ potential, but without reliable independent study habits, that potential wasn’t being realised.

When a marketing email about Access GCSEPod landed in Paul’s inbox, it felt timely. Having used GCSEPod successfully in a previous school, Rebecca was confident it could address many of the issues they were facing.

“We were at the point where we thought, let’s just try something different,” Rebecca says. “So we agreed to give it a go.”

In September 2025, Stocksbridge High School launched Access GCSEPod across English and Science, initially focusing on Key Stage 4. The aim was to establish strong routines, evaluate impact, and then build from there.

Starting smart

Rather than overwhelming staff or students, Rebecca and Paul designed clear, manageable approaches within their departments.
In English, students were set weekly homework consisting of three pods to watch and two sets of multiple-choice questions. In Science, Paul introduced one assignment per fortnight per specialism, carefully aligned to the two-week timetable.

“Consistency was really important,” Paul explains. “Students know exactly what’s expected, and staff aren’t constantly having to rethink how homework works.”

Rebecca adds:

“We deliberately kept things simple. Multiple-choice questions work well for students and help keep workload realistic for staff.”

Building GCSEPod into the culture

The success of Access GCSEPod wasn’t just down to the platform itself, but how it was embedded into everyday practice.

Consistent communication

Both departments send regular reminder emails to parents, reinforcing expectations and supporting families to help their children stay on track.

“It’s about being clear and consistent,” Paul says. “Parents know what homework looks like and how students are expected to engage with it.”

In-class modelling

Teachers actively demonstrate how to use GCSEPod during lessons — showing students how to pause pods, use subtitles, and use key on-screen text for revision notes.

“We don’t assume students know how to revise,” Rebecca explains. “We show them.”

Strategic scheduling

Using GCSEPod’s scheduling tools, homework can be planned well in advance. Rebecca says:

“You set it, and it’s done. After that, you’re just checking engagement.”

For students: Building confidence

The short, focused nature of pods has helped students approach homework and revision in a more manageable way. Paul notes:

“They like the immediate feedback, they can see straight away how they’ve done.”

Students are increasingly using pods flexibly — on the bus, between activities, or in short bursts at home.

“I keep reminding them they don’t need to watch everything in one go,” Rebecca says. “Little and often really works.”

The clear language and focused content has also supported accessibility for a wide range of learners, including those with SEND.

For teachers: Reducing unnecessary admin

Both departments report that setting and managing homework is now far more straightforward.

“Once homework is scheduled, it removes a lot of the mental load,” Rebecca explains. “You’re not constantly planning from scratch.”

Paul highlights the impact on Science staff in particular:

“Paper-based homework just isn’t practical with multiple teachers. GCSEPod makes it manageable without adding to workload.”

Multiple-choice questions provide immediate feedback for students, while removing the need for manual marking.

Greater oversight for subject leaders

Access GCSEPod has also strengthened departmental leadership.

“It gives you instant visibility,” Paul explains. “You can see who’s engaging and where follow-up is needed.”

Rebecca agrees:

“It gives me the information I need to have meaningful conversations with staff and students. You’re not guessing — you’ve got the data.”

Both have already noticed that students who engage most consistently with GCSEPod are also those performing strongly in lessons.

Exploring AI-powered assessment

Access GCSEPod Evo AI has added another layer of opportunity, particularly in Science.

Paul’s team has been trialling AI-marked free-text questions with higher-attaining students. One teacher developed a workflow where AI-generated feedback is printed and added to students’ books as formal feedback.

“That worked really well,” Paul reflects. “It’s something we want to build on.”

Rebecca adds from a leadership perspective:

“The AI tools make it easier to create and share assessments across the team. Once something works well, everyone can benefit.”

1.    Communicate expectations early

Regular parent communication supports consistency and engagement.

2.    Teach students how to revise

Model effective revision strategies rather than assuming students already know them.

3.    Embed GCSEPod into teaching

Use pods in lessons and reference them regularly to reinforce learning.

4.    Use engagement data proactively

Early conversations are far more effective than late intervention.

5.    Build confidence before challenge

Early success helps students stay motivated and engaged.

Looking ahead

With one term completed, Rebecca and Paul are already planning next steps, including expansion into Key Stage 3, greater whole-school consistency, and increased use of Check and Challenge for exam preparation.

“It’s one platform, all subjects, and students already understand how it works,” Rebecca says. “That makes scaling much easier.”

Why it works

From Paul’s perspective, the value is clear:

“Anything that reduces unnecessary admin while still supporting learning is a positive.”

Rebecca agrees, highlighting the cultural shift:

“It puts responsibility on the student as well as the teacher. That balance is really important for building independent learners.”

Stocksbridge High School’s experience shows that with the right platform and a clear implementation strategy, schools can improve homework engagement, support independent learning, and make homework more manageable for staff.

As Rebecca reflects:

“We’ll be able to compare results with usage next year. But already, the students engaging most consistently are the ones we’re seeing respond best.”

Access GCSEPod: All subjects. One platform. Real results