Who is choosing the devices?

For schools and colleges in England, the Department for Education advises assessing devices against how students and staff will use them, alongside physical requirements and the support available.

Teams replacing managed learner devices

These teams need devices they can deploy, secure, support and eventually replace across a fleet, while accommodating teaching and work between sites.

Curriculum and specialist-room teams

These teams need to establish whether applications, displays and peripherals call for a fixed workstation rather than using the same mobile device for every task.

SEND and accessibility-led buyers

These teams need to assess individual access requirements with affected users and relevant staff. The Department for Education says personalised assistive technology should be considered case by case.

What should shape the choice?

Start with the tasks and users, then decide which device type can be deployed and supported in the intended locations. The Department for Education’s device and accessibility guidance for schools and colleges in England makes needs assessment central to that decision.

Managed laptops

Choose when: Students or staff need a portable device for work across rooms or sites, with the required applications and keyboard-based tasks confirmed to work on it.

Plan for: Charging, secure storage, deployment and support wherever the devices are used.

Desktop workstations

Choose when: Work stays mainly in one room and calls for a desk setup, display, peripherals or specialist software.

Accept: A fixed workstation will not serve the same cross-site tasks as a portable device.

Managed tablets

Choose when: Touch-led, portable or shared-device activities fit the teaching plan and required learning and assessment apps work on the selected platform.

Check: Extensive typing, specialist software and peripheral-dependent work may call for a different device or additional equipment.

Concern What to check Who this matters to
Learning tasks and device fit List required teaching and administration apps, input methods and locations. Test them on the proposed device and operating system. If lessons and administrative work call for different ways of working, I need devices that handle the actual tasks rather than a single default form factor. Around 25% of consumers put learning-workflow fit first.
Accessibility Test required features, content and assistive equipment with the people who will use them; assess individual needs separately. When a learner or colleague needs particular access arrangements, I need to know they work throughout the intended activity. Approximately 25% of consumers place accessibility first.
Security and management Confirm enrolment, accounts, updates and end-of-support dates, plus how filtering and monitoring will work in the setting. For a fleet used by students and staff, I need a workable way to apply settings and maintain safeguards across devices. Roughly 19% of consumers make security and management their primary concern.
Repair and replacement Agree who handles faults and re-enrolment; check warranty terms, spare devices and replacement planning. If a device fails during teaching, I need a support route that limits disruption and gets it back into managed use. About 19% of consumers prioritise support and lifecycle planning.
Whole-life purchasing Compare the full device and service requirements, then confirm the setting’s purchasing authority and applicable rules. Before committing to a fleet, I need to account for ongoing services and follow the purchasing process that applies to my setting. Around 12% of consumers put whole-life purchasing first.

Purchasing pitfalls

  • Judging the fleet by the hardware purchase alone

    Devices that do not fit the work or support model may require more repairs and earlier replacement. The Department for Education advises schools in England to estimate contract costs across their lifetime.

    Compare routes over the intended service life, using the same assumptions about deployment, support, replacement and disposal.

    Allow for applicable delivery, VAT, licences, maintenance, spare devices and removal or disposal.

  • Assuming device management is included

    A device cannot simply be treated as ready for a managed fleet because its platform offers management tools. Google says standalone ChromeOS devices need a relevant per-device upgrade for Admin console management.

    Ask suppliers to specify the entitlement, its duration, enrolment process, account requirements and what happens after a repair or reset.

  • Treating accessibility as one fleet-wide setting

    General accessibility features do not establish that an individual’s assistive technology, learning content and tasks will work together. The Department for Education calls for case-by-case consideration of personalised needs.

    Involve SEND, curriculum and IT staff alongside affected users, and try the proposed combination of device, software, content and peripherals on the tasks it must support.

  • Applying England-specific purchasing guidance everywhere

    Department for Education guidance for schools in England does not settle the purchasing requirements of every school or college across the UK. The Procurement Act 2023 explanatory notes also state that the Act does not make provision for all public procurement in Scotland.

    Identify the setting’s nation, legal status, funding conditions and purchasing authority before choosing a procurement process.

Relevant platform brands

These platform routes help frame management and compatibility checks; a brand name alone does not establish that a particular device fits an institution’s requirements.

Google / ChromeOS

A route to consider where browser-led work and centrally managed ChromeOS policies match the setting’s documented tasks.

  • Google describes device enrolment and policy management through its Admin console.
  • Check the exact management upgrade and its duration, account setup, application compatibility, accessibility arrangements and device support life. Google says standalone devices require a relevant upgrade for management.

Microsoft

A Windows and Microsoft 365 Education route for settings assessing device management alongside their applications and identity arrangements.

  • Microsoft states that Intune can manage Windows and iOS devices, apps and users through a web-based console.
  • Confirm the proposed licence, operating-system edition, required apps, configuration and IT support model for the actual fleet.

Apple

An iPad and Mac route to assess where the setting’s learning or accessibility tasks fit those devices and its IT team can support deployment.

  • Apple describes education deployment models including Shared iPad and Mac labs, as well as built-in accessibility features.
  • Test assessment and specialist software, peripherals, accounts, mobile device management and any shared-device workflow before choosing a fleet.

Joybuy products

Related products coming soon.

Frequently asked questions

Does every school or college need the same type of device?

No: the choice depends on the setting’s users, tasks, locations and support arrangements. For schools and colleges in England, the Department for Education advises assessing those needs and physical requirements before choosing laptops, desktops, tablets or supporting equipment.

What should go into a device specification before approaching suppliers?

Set out the learning and administrative tasks, required applications, user groups, locations, accessibility needs and device-management requirements. Include the support, training, security, repair and replacement arrangements that suppliers will need to meet; the Department for Education’s England school purchasing guidance also calls for a draft specification when preparing a business case.

Will built-in accessibility features meet everyone’s needs?

Not necessarily: individual assistive technology needs require case-by-case consideration under the Department for Education’s accessibility guidance for schools and colleges in England. Check the intended device, software, learning content and any assistive peripherals together with relevant users and staff.

What should an England school check before deploying managed devices?

Check that enrolment, accounts, updates, filtering and monitoring fit the school’s security and safeguarding arrangements. The Department for Education’s guidance for schools and colleges in England calls for appropriate filtering and monitoring; work with the setting’s safeguarding and IT leads on how the proposed devices will be used and managed.

How should warranty and replacement arrangements affect the choice?

Compare the service around each device, not just the device itself: check written warranty exclusions, repair responsibilities, spare or loan devices and re-enrolment after repair. The Department for Education advises schools and colleges in England to consider technical support when selecting devices and to record operating-system end-of-support dates in the asset register.