it due to personal circumstances or because they pursue some time-consuming activity outside of school, OOS’ entirely online way of learning can be a breath of fresh air. “Working with students from countries where the education system has failed them is particularly rewarding. These students often feel liberated by the freedom and personalisation that online learning offers. Being able to create an environment where they can flourish academically, without the pressures or limitations they faced before, is incredibly fulfilling.” Cleary then, for OOS, online learning is not a limitation, but a true strength. The quality of the teaching provided across these courses is bolstered by the fact that Ajla and her team choose to partake in the voluntary Ofsted inspections which have recently been rolled out to online schools. Not only does this process highlight the increasing validity of the digital classroom in wider society, but it highlights OOS’ dedication to benchmarking its standards on a national level, ensuring that the online learning it provides is truly stellar. Remaining at the forefront of the UK’s digital classroom scene is the primary aim of OOS over the next five years or so, and just like in almost every sector, doing so will require the implementation of AI technology. Determined to utilise AI and other such technologies to bolster critical thinking across the educational spectrum, OOS recognises that the way to get the most out of AI is to deploy it with a distinctly human touch, a balance it has already struck throughout its suite of online primary, secondary, and A-level programmes. For Ajla: “If we think of AI more as a part of our toolbelt than something to be ‘used’, there will be better results in education. AI is changing the game in terms of opening barriers and affording access to more academia, which has traditionally been clad behind iron walls of massive fees, and disregard for the sixth former as not being able to complete higher level research.” As mentioned above, research skills are given priority at OOS, with all A-level students required to complete an Extended Project Qualification (EPQ). These EPQs are the equivalent of 50% of an A-level and are worth up to a maximum of 28 UCAS points – which are the points acquired across this level of study and are used by universities to assess whether or not a student should be offered a place on one of its courses. Ajla adds: “Having students complete successful EPQs and receive As and A*s is one of the biggest goals each year, as this ensures that each cohort has a strong set of research skills that they will be able to use in and out of the classroom.” As for OOS’ other focus areas, Ajla tells us: “Another goal this year is increasing the globalisation of our online classroom, and we are exploring both local and international partnerships to further enhance the global reach and diversity of our educational programmes. These initiatives will help us to continue growing whilst also maintaining the high standards of personalised, flexible learning that our school is known for.” Having been in the education industry now for more than 12 years, four of which have been spent as the head of OOS, Ajla Duckollari has, with help from some truly expert teaching staff, succeeded in building the most inclusive online school in the UK. With diverse students from all over the world lining its learning environment, Oxford Online School is filled with rich perspectives, quality educational experiences, and the sort of commitment to futures that parents have come to expect from private education in the UK. Named as the Most Inclusive e-Learning Academy 2024 - South East England, the more than 30 nationalities it plays hosts to across two annual intakes underpin that this is an award well deserved, and we wish Oxford Online School all the best as it continues to set the standard in the field of online education, both throughout the UK and far beyond. Company: Oxford Online School Web Address: www.oxfordonlineschool.org/
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