When I returned to Moorside we initiated the usual shopping around process by arranging three learning platform presentations from different companies. The platform that was on the top of our list was by far the most expensive so I delayed my decision much to the frustration of the techies; then they came to me mob handed. They said this decision should not be made purely on the basis of cash. The learning platform in question was the best; they really wanted it to work, I was told to stop being a ‘bean counter.’ We went for it. Leaping into action The installation and training process were relatively easy because of the newly formed ICT focus group. This consisted of five VLE champions who trail blazed developing resources on the learning platform and creating ways in which staff working practices were made much easier.  Crucially, they also led an excellent staff training programme.   But staff use was still inconsistent so I issued a dictate. I told everyone that from a certain date all Moorside business could only be done by using the e-mail system on the learning platform. This worked brilliantly because the school could not function without receiving e-mails and consequently our culture started to change.   All subjects now use the learning platform, but I will give you just one example of how things have improved. We knew that our homework policy was not working. We also knew that our kids were not very good at independent learning. So we scrapped homework in Key Stage 3.   Instead we introduced Independent Study (IS). This is a weekly extended task governed by a rota of subjects which we publish at the start of the academic year. For instance, everyone knows that the IS for Year 7 in week three of the spring term is English. Staff soon saw that the learning platform was an ideal context for supporting IS – so that students could access guidance and support online. Some teachers even film themselves giving advice and then post it on the VLE.   Fortunately over 80 per cent of our families are online, but we do still have to make hard copy provision for those who are not.   This has certainly impacted well on levels of independent learning and has increased the time our students study in their own time. We know this because of our recent parent and pupil Kirkland Rowell surveys.   The overall benefit of our learning platform can also be measured by the odd occasions when our internet provider fouls up. If the VLE goes down we feel that our life support system has been switched off; it really is that bad.   We have been revolutionised by the implementation of a VLE. It raises standards but also improves relationships. It has certainly brought teachers and students closer together because it gives a great context for communication and support.   So where next? We are excited about developing a parent portal which will give parents and carers daily information about their children’s behaviour, attendance, punctuality and, above all, learning. It might even remove the need for the ‘reporting to parents treadmill’ we are on at the moment.   In short, implementing a VLE is one of the best things I have done in six years of headship. We really are learning all of the time.