Tag Archives: Podcast

Embracing Microsoft at the Fallibroome Trust (Microsoft 365 User Adoption Episode 15)

In this podcast episode, we speak with Stuart Carvell, Assistant Head at Eaton Bank Academy, which is part of the Fallibroome Trust about how Microsoft 365 is being rolled out across the trust and its academies and schools.




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“Microsoft 365 was an obvious choice for Eaton Bank Academy. Many of the schools in the Fallibroome Trust are Microsoft Schools, with some exceptions,” says Stuart. 

“As the trust grows, our need to be able to collaborate across schools increases and Microsoft is helping us do this.” 

As with any new technology or process, getting everyone on board can be a challenge. Stuart outlines how the trust is helping people feel more confident with Microsoft by using champions in each school and department:

“It’s good to have people feeling confident when using a new product. We had a group of early adopters that championed Microsoft and shared knowledge with other members of staff,” he tells us.

“The team was made up of around 12-15 people from a range of subjects, job roles and IT ability.”

Skill sharing in this way has been an integral part of user adoption success at Fallibroome and this helped the trust face lockdown and the subsequent school closures.

“At the beginning of the pandemic, we brought together our primary and secondary colleagues and asked them to share what they’ve learned about Microsoft 365,” Stuart reveals.

“We’re very lucky that our staff were enthusiastic and ready to share their knowledge.” 

One key to getting staff on board with new technology is to demonstrate its benefits to their everyday teaching.

“In the long run, using these digital tools will save our staff a lot of time. However, it will take time and effort initially,” Stuart continues. 

“Before using Microsoft, we were so used to sending different versions of files, but now we have the ability to co-author the same documents at the same time. It’s all about changing those habits to benefit us in the long term.” 

Adopting Microsoft 365 has also enabled their students to become more independent:

“Our students have become more independent and have said using the software has been a positive experience for them. But can we evidence this? I’m not sure at this point,” he adds.

“What I will say is that, if you asked me a year or two ago if our students could manage their own time, receive an education without being in school and organise their own learning, I would have said no. But now they can do all of that.” 

Another challenge that has affected the Fallibroome Trust is making sure everyone has access to suitable devices and a good level of digital literacy. 

They have created videos and resources to upskill both parents and students, alongside looking into how they can support the school community with laptop lending and loan schemes. 

Stuart tells us that the Fallibroome Trust still has a way to go in terms of its long-term strategy for online learning. But teachers and students are beginning to make real use out of the digital resources and in some cases, online learning has become common practice:

“My colleagues and I have become more comfortable in creating video content for our students and thinking ahead towards a blended approach. Meanwhile, all of our assignments and homework tasks are completed in Teams, so the students are continually using the product and refreshing their skills daily.” Stuart enthuses. 

“Our strategy goes beyond the pandemic. We are building resource libraries and thinking of them as long-term resources that we can use year after year.” 
 

Want to discuss how your school or trust can adopt Microsoft 365? Speak to Cloud Design Box’s education experts today.

Wilberforce Sixth Form College Awarded Microsoft Showcase College Status (Microsoft 365 User Adoption Podcast Episode 14)

Cloud Design Box has been working with Wilberforce College, a further education Sixth Form College in Hull, to support them in moving to Microsoft Teams and SharePoint, through training and strategy sessions, as well as software set up and implementation.

Assistant Principal at Wilberforce College Jonathan Butler recently joined us on a webinar to discuss best practices in Microsoft Teams and how working with Cloud Design Box has helped the school achieve their goals with cloud-based learning.




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“If you’re thinking about moving over to Teams, you must think about how you’re going to share and store files – it should be your priority. If you don’t have a backend storage system – like SharePoint – linked with Teams, things can become a little bit messy, especially when you enter a new school year,” Jonathan explains.

“Cloud Design Box has helped us to set up Teams and SharePoint in a way that will serve us year after year, with long-term resources that can be reused for each new class you teach.”

The College was crowned a DfE EdTech Demonstrator School and are now part of the network of schools and colleges who have shown they can use technology effectively and have the capacity to help other education organisations do the same.

“We had a head start in moving across to Teams and SharePoint thanks to the long-term strategy and technology rollout implemented by Tony and the rest of team.”

Wilberforce College has witnessed a massive increase in staff engagement and enthusiasm for Microsoft 365.

“After taking part in the informative training sessions with Lloyd at Cloud Design Box, our staff have been inspired to learn more and look deeper into how we can use Teams better in the school. Around 80% of our teaching staff took it upon themselves to seek further training from Microsoft,” Jonathan adds.

“The enthusiasm and uptake of the product sort of snowballed from there. We have now been awarded Microsoft Showcase College status and are the only sixth form in the UK to be awarded this accolade.”

CPD Training Graph

Throughout the pandemic, Teams and SharePoint has transformed the way teachers and school staff collaborate at Wilberforce:

“It’s great to see so many members of staff recording quick training videos and sharing them with colleagues. At the tap of a button, this valuable content can be shared to all staff, or specific groups. For example, we recently had a teacher share a video on immersive reader,” he tells us.

“Teachers are no longer working in isolation – they’re sharing their resources, skills and knowledge. Even when the pandemic is over, we must make sure this kind of collaboration continues.”

Here’s a video featuring the staff and students at Wilberforce College, talking about how Microsoft 365 has transformed learning.



How To Achieve More With Breakout Rooms In Microsoft Teams (Microsoft 365 User Adoption Podcast Episode 13)

Breakout rooms in Microsoft Class Teams launched in January 2021, allowing teachers to create sub-meetings within the main class meeting for students to work together in small groups and discuss their learning.

In this discussion, we’ve included everything you need to know about breakout rooms in Teams, from how to set them up to safeguarding and saving time.




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How To Set Up Breakout Rooms In Class Teams

It’s straightforward to set up breakout rooms in Class Teams.

You can set up a breakout room once the meeting is open in the desktop app by selecting the breakout room button.

start teams breakout room

We have a step-by-step guide on setting up breakout rooms in Class Teams here.

The teacher can manually allocate each student to a specific breakout room or allow Teams to decide automatically. It’s entirely your choice – many teachers prefer to manually assign students, but it might be quicker to randomly assign everyone.

Once a breakout room is open, the students are placed into the room after 10 seconds. Breakout rooms can also be renamed.

How To Save Time Setting up Breakout Rooms in Class Teams

Currently, breakout rooms cannot be pre-planned and must be created while you’re in a Class Teams meeting. However, there are several ways to get around this.

The first is to open the meeting early and set out the rooms, then exit the meeting until you need to return, i.e. at the time of the class.

The second is to create recurring meetings for your lessons. Once you set up your breakout rooms in your first recurring meeting, it’ll save those rooms and reallocate the same students to the rooms for the next lesson.

reoccurring mreeting

How To Structure Breakout Rooms in Class Teams

The structure of your breakout rooms depends largely on how you teach your class. Here are some common examples:

  • Pairs or small groups.
  • Mixed ability groups.
  • Small groups with a teaching assistant.
  • Similar ability groups – i.e. red table, yellow table.

Think about how you structure your physical classroom and how you would group together students and apply this to the online classroom.

Ideas for Breakout Rooms in Class Teams.

Like with real-life group work in schools, breakout rooms are a great way to engage students in a different way that simply listening to the lesson and completing individual tasks.

Our Teaching and Learning consultant Darren Hemming was formerly a Modern Foreign Languages Teacher and has some ideas on how he’d use breakout rooms to enhance learning:

“One way is to set up a jigsaw activity, where each group takes a specific area or topic and completes questions or a task around that topic. Each group can then be brought back into the main Class Teams lesson to present to the rest of the class,” says Darren.

“There’s also the possibility of putting students into groups to complete individual work, but the breakout room is there as a co-working space. So the students can be working on their tasks, whether that’s completing a set of questions or doing some artwork, and if they get stuck, they can ask for peer support.”

Darren also points out that breakout rooms are a great way to reduce distractions on a students’ screen. If their screen is filled with 30 people, they may be less likely to contribute and also get distracted by their whole class staring virtually back at them.

Smaller groups mean fewer distractions and a less daunting environment to ask questions and contribute.

Safeguarding Students in Class Teams Breakout Rooms.

Safeguarding issues, inappropriate behaviour and cyberbullying are common concerns among teachers and staff who are dipping their toes into the world of breakout rooms.

“Firstly, you need to set expectations and communicate with both students and parents about what type of behaviour is acceptable during online learning,” Darren adds.

“Whether students are being taught online or in the classroom, safeguarding issues crop up. But there are some ways teachers can use the technology to closely monitor what’s happening within each room, as well as encourage them to stay on task.”

Teachers can hop in and out of the breakout rooms unannounced, and by doing this regularly, you can make sure students are staying on track.

Breakout rooms can also be recorded, which may help deter students from getting distracted or behaving inappropriately. To do this, teachers need to join the breakout room and hit record, but when they leave the breakout room, Teams will continue recording.

Another step to take in terms of safeguarding is updating your online learning policy to include Class Teams and breakout rooms.

“It’s all about being clear with your students that the expectations online are exactly the same as they would be on school premises,” says Darren.

Keeping Students On Task in Class Teams Breakout Rooms.

The methods mentioned above on safeguarding in breakout rooms can also be applied to keep students on task and steer them away from distractions and off-topic conversations.

A key way to keep students on task in breakout rooms is to keep the sessions short. By injecting a bit of urgency into the breakout rooms – i.e. only opening them for a few minutes at a time, you can make sure students are focusing on the task and not getting bored, going off-topic.

“It’s difficult to discipline students if they’re behaviour isn’t appropriate when teaching an online class. But you can always take them out of a breakout room (or the main Class Teams area) and into a breakout room with only you and talk to them about their behaviour,” Darren suggests.

“Of course, if the behaviour becomes an ongoing issue, you can then decide to take it further through the usual processes of your school, whether that would be to talk to their form tutor, head of house and eventually parents/guardians.”

Other Things To Remember About Class Teams Breakout Rooms.

Here are some additional tips you need to know about breakout rooms in Class Teams:

  • When a student enters a breakout room, their mic is unmuted and they have the ability to share their screen and present. But when they re-enter the main lesson, they are muted and can no longer present.
  • Recordings of individual breakout rooms are only shared with the specific participants, not everyone in the class. The teacher can access them, if needed, via OneDrive.
  • Reminders and time warning messages can be sent by the teacher to all breakout rooms to communicate with the class.

Microsoft 365 User Adoption Episode 12: Saving Teacher Time With Class Notebook

Our Office 365 User Adoption Podcast highlights real-life stories from schools, academies and Multi Academy Trusts on how they’ve successfully rolled out Microsoft 365, SharePoint and Teams to staff and students.

In this podcast episode, we spoke with Rachael Howarth, Vice Principal at Bradford Girls’ Grammar School and Business Studies teacher on how they’re using Microsoft 365 to support students’ learning and save teachers’ time, whether they’re working remotely or in the classroom.




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Bradford Girls’ Grammar School started using SharePoint in March and April 2020 when UK schools were forced to close due to the Covid-19 pandemic and subsequent lockdown.

“We started out using SharePoint, but from mid-May, we’ve been using Teams to improve the interaction between teachers and students,” explains Rachael.

“Since September, it has been a government requirement that anyone absent from school has immediate access to remote learning, so we adopted Class Notebook to achieve this in an efficient way.”

Rachael explains that the school decided it would be a lot easier if teachers planned lessons via Class Notebook so that they could use the resources in the classroom, as well as distributing them to students who were not in school, as well as another cover staff who required access to them.

“It’s been working really well. Students have access whenever they need to, and can go back and revise from these resources at a later date.”

An example of this in action is a Year 13 Business lesson Rachael shows us during the podcast.

Class Notebook

“Within this lesson, I have written down some instructions for students. If the lesson was recorded, I could link the video and there wouldn’t be a need for so many words here,” Rachael demonstrates.

“I have also added in links to YouTube videos and an audio recording of myself describing how this lesson fits into the rest of the A Level Business Studies course.”

Rachael explains how using links to videos is a great way to quickly share important learning resources without having to manually upload and embed resources multiple times. You can also do this with other files from your own OneNote, such as PowerPoint.

“We structure our files so that we have a centralised resource bank for each subject, then just reference or link to them in lessons rather than embedding and uploading those files for every single class. It saves a lot of time.”

The Grammar School has been making the most of centralised resources by allowing staff members to share and collaborate when creating learning materials.

“This has significantly reduced teacher workload. Our teachers have really appreciated being able to remotely co-author documents together and save time,” she continues.

“Centralising files in this way also allows department heads to check the quality and consistency of learning resources and – as an added bonus – we can instantly give our support and cover staff access to resources without manually having to send lesson plans and resources.”

Alongside Class Notebook, the school is also using Assignments.

“We keep our Assignments and Class Notebook separate so that students have an area to upload their classwork – any work that they complete during a lesson and therefore doesn’t have to be necessarily marked by a teacher. Meanwhile, they use Assignments for more formal, graded work,” Rachael shows us.

“Forms is also a really useful way to quickly quiz students and check their progress.”

As Darren Hemming, our Teaching and Learning Consultant, points out, having an online area where students can upload classwork enables the teacher to remotely walk around the classroom and look over students’ shoulders to check everyone is on track.

“Assignments has been a great way to instantly give digital feedback to students during Covid-19, without worrying about swapping pieces of paper back and forth between teachers and their classes.”

One challenge the school has faced during the pandemic is live teaching to students who are working from home.

saving teacher time with class notebook

“We’re located in a deprived area of the country and not all of our students have easy access to devices that they can work from. We’re lending students our spare devices and working with the government to provide as many tablets and laptops as possible, but the reality is some families still have to share one device between them,” Rachael tells us.

“Because of this, live teaching would not currently be possible if we had another school closure. Many students would be unable to attend timetabled classes and that’s why we’ve taken the approach of recording lessons and letting students access the videos and written materials at a time that suits them.”

During the beginning of lockdown, when some students only had mobile phones to work from, the school was able to work around this barrier by allowing students to take a photo of written work and upload it to Class Notebook.

“We’re now looking at setting up virtual drop-in sessions so students have access to their teacher on a regular basis to ask questions,” she points out.

“With the help of ongoing support and training, our students and staff have picked all of this up incredibly quickly. I’m looking forward to improving how we work and making it run even more smoothly.”

You can watch the full episode and the full podcast series on the Cloud Design Box YouTube channel. If you have any questions about adopting Microsoft 365, Teams and SharePoint in your school or organisation, get in touch with a member of our team right now.

Office 365 User Adoption Episode 11: Supporting Students with SEN and EAL with Office 365

In this podcast, we spoke with James Emmet, Network Manager at Engineering UTC North Lincolnshire about how they use features in Office 365 to support students with Special Education Needs (SEN) and English as an Additional Language (EAL).




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“We have a high number of students who are EAL, SEN, dyslexic and have low reading ages. I passionately believe that – when used in the right way – ICT is one of the most crucial tools to help these students with their learning,” James tells us.

“Our school’s main intake starts from Year 9, so it’s not long after they start before, we have to start prepping them for their GCSEs. Office 365 and key tools like Immersive Reader are essential for helping these students to learn.”

Immersive Reader is a free tool built into many of the Microsoft Products, including Microsoft Word.

“Using Immersive Reader, students can change the style and appearance of the text to help with reading comprehension,” James explains.

“For example, you can change the font, text size, text spacing and even create a virtual coloured overlay.”

Meanwhile, Picture Dictionary, the Translate tool and Read Aloud are particularly handy for supporting EAL students.

Picture Dictionary allows students to select a word they may not understand and view an explainer image, while Read Aloud turns the text on the page into speech for the student to listen to.

Both of these, combined with the Translate tool, are invaluable when it comes to improving reading comprehension in the classroom.

“We have found that Immersive Reader is being used by all of our students, not only those with EAL and SEN. In fact, one of our GCSE students who is predicted a level 7 in English regularly uses Immersive Reader to break down texts and closely analyse them,” James adds.

Immersive Reader also enables students to highlight word types, such as nouns and verbs, as well as break sentences down into syllables, which both students and their teachers have found useful for English and language-focused subjects.

“Because Immersive Reader is already built into many of the Microsoft products, we have not had to spend any extra time rolling it out into classrooms,” he tells us.

“It’s really taken off in our school. For example, we demonstrated the tool to one student and by the next lesson, the rest of their class were using it.”

The great thing about Office 365 and Immersive Reader is that it works on any connected device. Of course, this capability is more important than ever before as we see many children learning from home.

“We love the fact that Office 365 can be accessed via multiple devices and actively encourage our students to use their own devices or one from our bank of iPads. It gives their learning an extra boost.”

To find out more about Office 365 for Education, get in touch with a member of our team today.

Office 365 User Adoption Podcast Episode 9 – What is an MIE Expert and how do I become one?

In this podcast episode, we’ve taken a different approach. Instead of focusing solely on a school’s user adoption methods, we’re looking at how the process can be made easier when you have a Microsoft Innovative Educator (MIE) in your ranks.

But what exactly is an MIE Expert and how can your school, multi-academy trust or organisation get one?

We spoke with Elaine Topham, Senior Learning Technologist at Grimsby Institute, MIE Expert and one of six UK-based MIE Fellows.



“An MIE is someone who has nominated themselves to join the Microsoft community of educators that work with Office 365,” Elaine tells us.

“The MIE Status recognises those who are using the latest Microsoft technology in their schools and classrooms to better learning and student outcomes.”

Elaine’s journey to becoming an MIE Expert is an incredible one:

“I’ve always been quite interested in technology; however, I didn’t have the best start – I left school at 15 with no qualifications, so it was quite difficult getting into work,” admits Elaine.

In 2001, she landed a work placement at Grimsby College, working with IT technicians to install computers around the campus and also supporting students who were studying Level 1 and Level 2 IT qualifications.

Several years later, she began working at community learning centres, supporting people who were also completing the IT course:

“I loved this role because it gave me the opportunity to work with people who had perhaps never used digital before – it was a really rewarding job.”

Elaine joined Grimsby Institute in 2010, working as a tutor and teaching IT Functional Skills to students.

“I spent five years in that role, but by this point, I felt that my skills were best suited to supporting teachers in grasping digital. For me, this has a big impact on the students’ learning experience,” she continues.

Today, she oversees the work that the innovation team does, administering VLE and ensuring all their staff have the right training and support they need to do their jobs well.

“Our goal is to make sure our staff are supported and can meet the demands of digital.”

Her recognition as an MIE came about after she was encouraged to apply for the programme by her manager:

“I hadn’t heard of the scheme before, but I looked it up and decided to apply. I put a lot of effort into my application, including all the ways I use Microsoft in my job.”

Elaine was accepted and has been an MIE Expert for almost four years now.

“You have to apply each year, answering questions about why you feel you’re an MIE, what tools you use, and how you share your knowledge beyond the classroom.”

The Microsoft Innovative Educators programme is all about building a community of educators that are willing to share best practice and techniques, so a lot of the benefits revolved around this powerful and well-connected community.

When you’re an MIE, you have a monthly connection call via Microsoft Teams with other MIEs, as well as being kept in the loop about early releases, product demonstrations and new features.

“It’s a global programme, so you get to meet and talk with people from all over the world and learn how they’re using technology in their roles as educators,” enthuses Elaine.

“Because we’re speaking regularly with Microsoft, we also get to guide some of the development of the products, letting them know what works best for us, what doesn’t and what we’d like to see next.”

As Elaine explains, having this kind of insight into the digital tools used throughout your school is invaluable:

“Digital moves so quickly, so being an MIE offers me a quicker way of getting the knowledge I need to be able to pass it onto the staff and students at Grimsby Institute. I’m able to know what’s coming out soon and even shape the future of some of the products to improve the learning experience of our students.”

You can find out more about being a Microsoft Innovative Educator here:
MIE Programs
MIE Expert Applications

There is no limit to the number of MIEs you can have at one organisation, anyone can apply and it’s completely free.

Office 365 User Adoption Podcast Episode 10 – Virtual Lessons using Microsoft Teams

We’ve been asked by some schools facing part and full closure to create a podcast about delivering virtual lessons using Microsoft Teams.

In this podcast, we focus on using Microsoft Teams to provide remote lessons.

Darren Hemming, our Teaching and Learning Consultant, explains how these tools allow some continuation of learning, even if teachers or students are unable to get into school or are remotely located.



How do I create a virtual lesson using Microsoft Teams?

Step one is to start a video call to broadcast and record your lesson. You can do this via the general channel.

The idea is to replicate a lot of the things you would do normally in a real classroom, so don’t be put off by the technology.

Of course, virtual lessons are not the same, but the resources available in Microsoft Teams should help you continue to deliver quality lessons and resources to your class.

Once you start the call, you should mute the students. If you mute the first five that enter the video call, the rest are muted automatically.

That’s one thing you can’t do in a real classroom!

All jokes aside, this allows you to smoothly deliver the first part of the lesson; usually a presentation, demonstration or discussion about a specific topic.

If you have a Powerpoint Presentation, a Word Document or a video you’d like to show to the class, you can do so by sharing your screen as you talk through the content.

Meanwhile, if you have something physical to show your class, you can turn your webcam around to demonstrate. This is great for art teachers, design and technology lessons and science subjects.

How do I record a video lesson?

What’s brilliant about Microsoft Teams is that you can record your video lessons so that students can look back on them for future revision, or perhaps if some students can’t make the lesson at the time of delivery.

All recorded lessons can be stored in Microsoft Teams for both you and your students to rewatch at a later date.

Lesson Recording in Microsoft Steam

How do my students complete class tasks in Microsoft Teams?

Once you have delivered the lesson, it’s time to get students started on a task or project.

Students can use OneNote to take notes and complete any tasks or questions you assign them.

Teachers can view students’ individual notesdocuments, just as you would if you were walking around the classroom and looking over their shoulders.

If a student is having some issues, or simply not completing the work, you can message them individually to give support and guidance.

Likewise, if a student is struggling on a specific question, they can message the teacher in a private message, away from the eyes of the rest of the class.

However, we have seen a lot of collaboration between students, where someone asks a question to the class via the general channel and their classmates respond and support them with answers and suggestions.

Can I set up different channels or groups for my class?

There are two ways to set up channels in Teams – private and public. But there are endless ways in which you can use them when delivering virtual lessons.

We suggest the following as a starting point:

Private channels are great for dividing the class into groups, where they can receive different levels of support or work together on a specific project.

Meanwhile, public channels are typically used for dividing resources and lessons. For example, you could create a public channel for each topic you teach, and from here students can access key resources, rewatch video lessons and discuss assignment tasks.

How do I deliver a plenary or finish my virtual lesson?

You can finish the virtual lesson by opening up another video call to answer any final questions students may have.

Students’ work can also be presented to the rest of the class by sharing your screen as either individual students, or groups, discuss the work they’ve created.

Remember, if you record your video lessons, these can be stored where students can access them at a later time.

What are the main barriers of virtual lessons?

There is so much you can do with Microsoft Teams to create a quality virtual lesson for your students. But, we do understand that there are some challenges to delivering classes remotely.

One main barrier is ensuring all of your class has access to a connected device, such as a tablet or mobile phone.

A mobile phone isn’t ideal, but it is the most common. With a smartphone, students can still participate and listen to what is happening, but of course, some of the details may be difficult to see on such a small screen.

Training is also a barrier. We’d recommend going through a few practice runs when possible to make sure that everyone knows how to join a call and access Teams from their devices.

Not only is this great for you as a teacher, who may feel uncomfortable by delivering a lesson remotely, but also reinforces the learning for your pupils.

We wish you the best of luck in delivering virtual learning, and if you do have any questions, feel free to get in touch to see how we can help you.

Office 365 User Adoption Episode 8: School Leadership with Microsoft Teams

We’ve spoken a lot on this blog and in our podcast about how Microsoft Teams and SharePoint transforms the classroom, from sharing class resources with pupils to improving student engagement with Digital Ink and Class Notebook.

However, there are also many opportunities to use these tools to drive School Leadership Teams.

We spoke with Gareth Rose, Assistant Headteacher of Notley High School & Braintree Sixth Form to see how their School Leadership Teams, Heads of Faculty and Subject Leaders use Microsoft Teams and SharePoint.



“SharePoint is a brilliant tool for sharing files. And, while it has a lot of collaboration tools within it, we find Microsoft Teams the easiest way to co-author documents used and created by the School Leadership Teams (SLT),” explains Gareth.

“We have five core Teams: one for SLT, one for the admins who support SLT, a data admin team and a pastoral middle leadership team that includes SLT and the Heads of Houses.”

A Team acts as a central hub for collaboration – a place where you can talk with Team members, share and co-author files and keep meeting minutes all in one place.

“To keep everything connected with our SharePoint site, Cloud Design Box has set it up so that users can access the relevant Teams from their SharePoint mega menu.”

School Leadership Teams Heads of Faculty and Subject Leaders use Microsoft Teams and SharePoint

Within each Team, Notley High School has private channels where only specific people can access files and conversations. Private channels in Teams can be controversial as many believe you should simply set up a new Team if a private channel is required.

But, as Gareth explains, it’s a structure that has really worked for them:

“If we set up a new Team every time we need a private channel, we’d have far too many Teams with them all linking off in different directions. With our structure, everyone can access, view and edit the files applicable to them.”

To further simplify processes, Gareth has maintained one rule: SharePoint is for sharing finalised documents and Teams is for collaborating on WIP files.

“All the work-in-progress documents are stored within their corresponding Teams, where they can be accessed and edited by the right people. It’s only when they’re finished that they can be released into SharePoint,” he tells us.

“We have a one version policy – if the file is being worked on, it’s in Teams, and if the file is finalised, it’s in SharePoint.”

It’s easy to see why Notley High has chosen this method of working. This is a great example of Office 365, SharePoint and Teams adoption that shows how the products can be used by the school leadership to work together more dynamically, keeping everyone on the same page and everything in one place, without having to waste time copied into unnecessary emails.


Watch the full Office 365 User Adoption podcast on School Leadership with Microsoft Teams on our YouTube Channel.

Meanwhile, if you would like to discuss adopting SharePoint, Office 365 or Microsoft Teams for your school or multi-academy trust, speak with a member of our team today.


Cloud Design Box

Office 365 User Adoption Podcast Episode 7 – Unlock Classroom Collaboration Potential with Files in Teams and SharePoint

Conversations and instant messaging are only one part of Microsoft Class Teams. Its true power shines through when teachers share their resources with their classes through the File Sharing tabs and SharePoint integration.

Students can immediately access files and resources that their teachers upload and continue learning outside of the classroom.

However, many teachers spend hours uploading and moving files in specific Class Teams. Sound familiar?

Luckily, there’s a much more effective way of managing class resources in Office 365.

Instead of storing your main resources in separate Class Teams, we recommend making use of SharePoint by having a central hub for all of your long-term resources – i.e. the ones your pupils will need over and over again, right the way through the school year.

Not only is this faster for you to manage, but by creating a central SharePoint resource library for each subject, you remove the need to duplicate work while allowing teachers and heads of departments to collaborate when creating valuable learning resources.

“Resources quickly become siloed if you only upload them to individual classes,” Darren Hemming, our Teaching and Learning Consultant says.

Darren is a former teacher of Modern Languages and ICT and is a passionate advocate of blended learning. He has also worked with schools, leading several large-scale learning platform projects for local authorities and for Building Schools for the Future.

“I’ve seen the collaboration and sharing of resources work very well across departments, and even across different schools inside of one multi-academy trust.”

Once this central hub is set up, you no longer have to worry about attaching individual files and folders to individuals Class Teams.

Simply select + to add a tab and then add your SharePoint resource library to the Class Team.



Now, we’re not telling you to avoid sharing anything directly in Class Teams.

Of course, if you have a one-off resource to share with your class on a specific topic, sharing only in Teams instead of SharePoint first makes a lot of sense.

However, creating a central library for your main resources and then adding them to Teams is a much faster, straightforward way of file sharing with your classes.

Office 365 User Adoption Podcast Episode 6 – Conversations in the Classroom with Microsoft Teams

Microsoft Teams is a great collaboration tool and can be used to extend the classroom. In our latest podcast, Tony and Darren from Cloud Design Box discuss the real benefits of using Microsoft Teams in the classroom. This time we are focusing on the conversation aspect.

Communication is central to good lessons and learning in the classroom. That could be teacher to student, or it could be students working together in the class. Teams allows this communication to happen anywhere by extending the classroom.



The Invisible Child

In every class there are students who are shy or lack confidence to answer questions in the classroom. Although they may know the answer, they never raise their hand in class – so their classmates may never know the understanding and passion that person has for a topic. Other students simply prefer to draft and research an answer a little bit before they share it.

Microsoft Teams conversations gives these students a voice and helps the classroom become more inclusive. The same students who didn’t have the confidence to speak in front of the class can contribute to discussions via a digital platform.

Threads in Conversations

Controlling Conversations

Having class Teams with open conversations can be a concern for teachers. There are ways to control this which we will look at next but it’s worth remembering that everything is audited in Office 365 including conversations so this is a much safer place for students to engage than outside of the school on social media and other platforms.

If you are not ready to use Teams conversations with your class or want them to use it at limited times (such as in lessons), then you can mute individuals or the whole class using the mute settings.

muting students in Microsoft Teams

In the next user adoption podcast, we will look at the other aspects of Teams including files, Class Notebook, assignments and SharePoint integration.