Well, once again it seems summer went by in the blink of an eye. The British weather may have been predictably unpredictable, but we do hope you all managed to get some much deserved R&R. As August becomes a hazy memory, and you all embark on what is always the busiest term of the year, normal service resumes here at EdExec HQ. As ever, we’ve hit the ground running with a fantastic September issue.
This month, we are bringing you a roundup of both our north and south EdExec Live events (page 6) that took place only a few months ago and were a roaring success. Now in their 10th year, I think it’s fair to say we have a winning formula for the best day of learning and networking in the sector, but you can decide for yourself as we give you a whistle stop tour of the topics covered by our fantastic speakers.
Then we explore the art of productive meetings with David Carne’s wisdom. His advice on making meetings engaging and dynamic is especially relevant in an era where virtual connections have become the norm.
Laura Williams takes us on a trip down memory lane in her piece on “The Illogical Logic of the SBM.” on page 18. Her reflections remind us that the lessons from our past experiences can be invaluable in steering our schools towards success.
Management takes centre stage with Sue Birchall discussing sustainability in education. The imperative to embrace eco-consciousness is undeniable, and her insights on taking the first green steps are both timely and pragmatic.
In the world of ICT Matters (pages 26-33), we delve into the latest trends in edtech. Educators are calling for a better understanding of online safety, and we explore whether the Online Safety Bill goes far enough. Dr. Fiona Aubrey Smith and Professor Peter Twining help us understand the intricate relationship between pedagogy and digital technology on page 30. Nigel Millington recommends looking at refurbished devices – they are less expensive, widely available and more reliable than people think. Find out more on page 32.
In this ever-changing and ever challenging world of school business leadership we think there’s something for everyone of you in the issue, and we hope you enjoy it and we hope you have a fantastic school year!
The education sector can be difficult to navigate at times, and those in school business management play a pivotal role in steering schools to success. Tasked with everything from finance and procurement, to HR and admin, you keep the education cogs turning. Education Executive addresses the most pressing matters faced by SBMs, offering meaningful insights and practical advice.
DAVID CARNE Executive Business Manager CardinalGriffinCatholicCollege
LAURA WILLIAMS Director L J Business of Education
SUE BIRCHALL Long-standing SBL
SIMON HEPBURN Founder MarketingAdviceforSchools
DR FIONA AUBREY-SMITH Director OneLifeLearning
PROFF PETER TWINING Professor of Education
NIGEL MILLIGAN IT technician manager StHerbert’sRCPrimarySchool
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Is your school doing something wonderful? Do you have an opinion or experience you’d like to share? A story suggestion? Or some advice you’d like to share with your peers?
Get in touch – email joanna@ intelligentmedia.co.uk
JO BAILEY EDITORNEWS & VIEWS
04 NEWS
The latest news and views from the world of education
06 EDEXEC LIVE: 2023 ROUND UP
All the highlights from this year’s inspiring EdExec Live events
LEADERSHIP BY EXAMPLE
15 MAKE YOUR MEETINGS MORE PRODUCTIVE
David Carne gives his advice on making meetings engaging and dynamic
18 THE ILLOGICAL LOGIC OF THE SBM School leadership coach Laura Williams takes a trip down memory lane
20 TALKING POSITIVELY ABOUT PUPIL BEHAVIOUR
Are schools focusing enough on positive behaviour? Paul Featherstone thinks there is more work to be done
22 HOW GREEN CAN WE BE?
SBL Sue Birchall talks about the first steps everyone can take towards sustainability
24 WHEN NEWSLETTERS STOP BEING NEW
The school newsletter is evolving – but how can you make it work harder for your school?
ICT MATTERS
26 SWITCHED ON
The latest news and views from the world of ICT and edtech
28 IS THE ONLINE SAFETY BILL ENOUGH?
According to educators, a better understanding of online safety is required
30 UNDERSTANDING THE EDTECH ICEBERG
Dr Fiona Aubrey Smith and Professor Peter Twining explore the link between pedagogy and digital technology
26
Education Executive is the first business management magazine written exclusively for school business managers and bursars, bringing you the latest issues affecting your role, from finance to premises, procurement to HR. EdExec delivers the lowdown on all the hottest topics in education management right here, every month.
Design
Graphic designer Amanda Lancaster amanda@intelligentmedia.co.uk
Editorial
Editor Joanna Bailey joanna@intelligentmedia.co.uk
32 TECHNO GEEK: THE BENEFITS OF REFURBISHED TECH
Just as reliable as new models, refurbished ICT equipment can save money and improve accessibility
Sales info@intelligentmedia.co.uk
Publisher Vicki Baloch vicki@intelligentmedia.co.uk
Take a break and enjoy some
@CherylSBM: The usual internal back and forth is about to begin - online or paper planner? I periodically think I want to do everything online but still tend to drift back to a paper planner time after time. Can I ever go digital? #SBLTwitter #SBM
Sudbury’s Salvation Army church and community centre is offering relief to struggling families as the cost-of-living crisis persists, the BBC reports. For the second time, the centre has launched a uniform swap shop, aiding households facing financial strain.
The initiative distributes quality second-hand uniforms, focusing on primary-aged children. The event, located at 1 Station Road, took place on August 11th from 09:30 to 12:00 BST, attracting about 100 families on the first day alone.
Anita, attending for the second year, praised the “brilliant” sustainable solution, calling it “an absolute blessing” for families in need.
Patsy Attwood, leader of Sudbury’s Salvation Army, highlighted the importance of alleviating the back-to-school financial burden. “Having a free uniform that fits properly is one less thing to worry about,” she noted, acknowledging the strain on parents dealing with high uniform costs.
The Salvation Army also assists adults and children with clothing needs throughout the year, often through referrals from their food bank.
In a world of financial uncertainty, this initiative offers more than just uniforms; it extends a helping hand and a sense of community to those in need.
@MulhernC: National school absence has risen from 4.7% to 6.4% and persistent absenteeism has doubled from 10.9% to 22.3% compared to pre-pandemic levels. I’m convinced the answer is not fining parents but finding out the cause and supporting families. #edutwitter #headteacher #schools
The BBC has reported that Scotland’s prominent teaching union, the Educational Institute of Scotland (EIS), has raised concerns over a rise in newly qualified teachers abandoning the profession due to a lack of long-term job security.
EIS general secretary Andrea Bradley urged the Scottish government to bolster funding for the creation of permanent teaching positions in a letter directed to first minister Humza Yousaf. Bradley revealed that EIS members had expressed distress over the summer, fearing unemployment at the commencement of the new school term.
The EIS underscores the necessity for dedicated funding allocated to local authorities, earmarked for the establishment of stable and enduring teacher roles. This move is deemed essential, particularly as the number of students requiring specialised support and those affected by socio-economic challenges continues to rise.
Although the Scottish government maintains its commitment to supporting teacher numbers, the EIS asserts that more robust measures are imperative to ensure the teaching profession remains appealing and viable amidst this wave of uncertainty.
A UN report from Unesco recommends a worldwide ban on smartphones in classrooms to enhance learning and protect student well-being, reports The Independent. The report notes a link between excessive phone use and lower academic performance, highlighting detrimental effects on children’s emotional stability.
UNESCO cautions against the overuse of digital tech in education, urging a focus on the “social dimension of education.” DirectorGeneral Audrey Azoulay stressed the need to ensure that human-centred learning is not replaced by digital tools.
UNESCO calls for clear principles to ensure tech benefits students. Around 25% of countries have implemented bans in schools,
including France, Finland and Italy. China now limits usage to 30% of teaching time.
The report serves as a reminder that technology should serve education thoughtfully. While digital progress is promising, prioritising meaningful learning experiences is paramount.
As reported by The Guardian, the education secretary has acknowledged the ongoing struggle to improve student attendance rates in England. Department for Education data for the 2022-23 school year confirmed that absenteeism in state schools remained significantly higher than pre-Covid times, encompassing both authorised and unauthorised absences.
Gillian Keegan emphasised, “School attendance is just as important on the last day of term as on the first... There’s still more work to do.” Keegan also highlighted the ongoing efforts to support schools in ensuring consistent attendance.
Inverclyde, a Scottish town known for its unique twin phenomenon, is about to witness an extraordinary event. As reported by Yahoo News, 17 sets of twins are poised to embark on their primary school journey together. The pre-school dress rehearsal at St Patrick’s Primary in Greenock, Inverclyde, saw 15 out of the 17 sets of twins preparing for their first day of school in late August.
St Patrick’s and Ardgowan Primary will host the largest number of twin pairs, each receiving three sets. Astonishingly, this isn’t the first time Inverclyde has experienced such a high influx of twins; in 2015, 19 sets of twins started school together.
Graeme Brooks, depute provost at St Patrick’s Primary, expressed excitement for the new term’s start and described the tradition of welcoming twins to primary school as an annual highlight. He added that the sight of uniformed pupils brings joy and anticipation.
The unique occasion also provides a delightful experience for parents, doubling as a dress rehearsal before the actual start of school. The town’s investment in education, including the recent rebuilding of St Patrick’s, emphasises its commitment to fostering an exceptional learning environment.
National data showed a 60% rise in missed school days, with 7.5% of days absent in the 2022-23 academic year. Primary schools saw rates double to 6%, while secondary schools hit 9.3%, compared to 5.5% prepandemic. Persistent absenteeism, constituting 17% of primary and 28% of mainstream secondary pupils in the past school year, has doubled from 2018-19.
@PastoralThings: A school doesn’t only educate the student, it serves the community. Parents/ Carers aren’t overly bothered about an OFSTED grade, they’re bothered about regular engagement, the care the students receive, and positive communication.
#PastoralThings
#EduTwitter
Inspiring, invigorating and informative – we look back at EdExec LIVE 2023 and the key takeaways from two highly successful days of development and learning
There is nothing like seeing motivated, passionate people coming together to connect over a common goal. We look forward to seeing this at each EdExec LIVE event, and this year was no exception. As always, it was fantastic to feel the buzz of camaraderie in the SBL community at our Edexec North event in May and South in June.
The Radisson Blu in Manchester and the RCGP Building in London, once again provided the perfect backdrops to welcome new faces and catch up with old friends (over a coffee or two). SBLs from across the country arrived in their hundreds – ready to absorb what promised to be a great day of networking and seminars. Each event, as ever designed with the demands and challenges of the SBL role in mind, saw speakers take to the stage for multiple presentations covering everything from increasing productivity to ideas for generating extra revenue during the funding crisis.
Alex GreenEdExec LIVE South
Developing a green culture in your school
Suzanne and Alex’s informative sessions provided an insight into the zero-carbon agenda, how it will affect schools and better strategies for implementing green initiatives. Starting on the path toward sustainability can seem like a daunting prospect. But every journey begins with a single step. The sessions offered numerous quick wins that can get every school on the right track when it comes to reducing carbon impact. Making small but effective changes now can be instrumental, quickly adding up to have a big impact in the future.
Steve
TinniswoodEdExec LIVE South
Think you know paper? The masterclass that will save you money, time and trees!
Steve’s seminar offered SBLs an overview of the world of paper – giving everyone the information needed to make more economical and eco-friendlier choices. Looking at the background of the paper industry and how to develop strategies for saving money at a time when costs are rising, Steve’s session was an informative and intriguing look at one of the staple supplies in any school.
Laura Mumford - EdExec LIVE South and North Steps to improving your school food offer
With the cost-of-living crisis putting more pressure on families, ensuring students receive healthy and well-balanced food at school is becoming ever more imperative.
Laura’s skills and expertise as head of training, Chefs in Schools, were centre stage during the first session of the day. The seminar covered successful models for improved school food provision, Laura’s top tips for transitioning from outside to in-house catering and advice on the all-important financial aspects of managing catering services that appeal to and support a healthy student body.
Jo Gathern and Emma Daziel– EdExec LIVE South
Getting your school ready for ‘the call’
Even the most experienced and well-prepared SBL will likely feel nervous when faced with an impending Ofsted visit. It can be even more daunting if it is your first inspection experience. Fortunately, Jo and Emma were on hand to reassure and offer valuable advice during their presentation – covering what SBLs can expect, how to prepare for an Ofsted visit, the sorts of questions you might be asked, and sharing their personal experiences. Attendees were also signposted to knowledge banks where further guidance can be found.
Lauren Chiren– EdExec LIVE South/ Dr Sandi Mann
– EdExec LIVE North Menopause: Supporting staff in the workplace
Creating a supportive and inclusive culture in schools is a big part of the SBL role. This seminar offered valuable yet straightforward and easy-to-apply advice on dealing with the needs of colleagues and staff affected by the menopause. The information provided will help SBLs to make informed choices underpinned by a greater understanding of the mental and physical impact of menopausal changes.
Such a valuable opportunity to create links with other SBMs whilst filling in knowledge gaps
Sophie O’Shea
Developing a robust IT strategy
Neil’s wealth of experience working with schools and multi-academy trusts as an IT consultant lent itself perfectly to this seminar designed to build a better understanding of IT systems. SBLs gained advice and knowledge to take practical steps toward identifying priorities and implementing improvements in their IT strategy. Neil also gave SBLs a better look at the functions of an IT team and how they work, meaning everyone left with a better understanding of how to support their IT department and staff.
Laura Williams - EdExec LIVE South and North
The key to productivity
A popular seminar subject amongst the SBLs at both the south and north events, Laura’s look at productivity left those in attendance motivated and inspired. SBLs were encouraged to apply her practical tips on how to get more out of the working day as well as methods to defeat those inner ‘imposter syndrome’ demons – the ones that try to make you think you’re not doing a good enough job (you are, trust us). Laura’s presentation tackled the causes of procrastination and the best ways to gain control of even the most daunting of workloads. Positive and empowering, the key takeaway from this session was that, above all else, you’ve got this!
How school business managers can learn to ‘take care of the person in the role’
As an SBL, you wear multiple hats daily – problem solver, motivational speaker, crisis averter – but how often do we take a little time to remember the person beneath it all? This was the question posed by Viv during her seminar, which focused on self-awareness and emotional and occupational fulfilment. Taking the time to reassess and realign with your core values and goals is a crucial part of self-development that allows you to do an even better job. During the informative and reflective session, Viv asked SBLs to consider what strategies could help reignite professional passion on those days when it can feel like all those hats are weighing a little heavier.
Viv Grant’s session on how to take care of the person in the role was fantastic – I wish it could have been longer! There was so much information which was really useful and very valuable Angela Alexander
The SBM’s guide to buying IT for less Navigating IT procurement can be a tricky and time-consuming process. The IT market is fast moving as technology continuously changes and redirects. All this can mean that finding the best deal for your school is a real challenge. Giving SBLs a deeper insight into the IT procurement world, Ian’s seminar – drawing on 20 years of experience – armed attendees with the right tools and knowledge to find and negotiate the best deals on the market.
Justin
Smith- EdExec LIVE South
Rebooting recruitment –a smarter way
Tackling the challenges of effective recruitment, Justin used real-life examples of best practise to highlight straightforward methods that can help uncomplicate and boost your recruitment strategy – working smarter but not harder! Looking at the what-to-dos and what-not-to-dos when it comes to developing an attractive and fruitful campaign, the seminar aimed to get creative juices flowing as SBLs considered what USPs they can offer potential recruits.
Al Kingsley -The school landscape has shifted dramatically in England over the past few years. In this seminar, the best-selling author of the ‘My School Governance Handbook’, Al Kingsley,
took SBLs through an in-depth overview of good governance and its vital role in school growth. The talk covered strategies for identifying risks and opportunities, with everyone taking away a handy checklist for future reviews. Support and cooperation were focus points as SBLs work to develop better working relationships with governors, trustees and local authorities.
Matthew Clements-Wheeler
- EdExec LIVE North AI unleashed: transforming the school business manager role in the digital era
AI is a word on the lips of almost anyone you meet these days. Changes in technology are often followed by panic as people worry about keeping up. But SBLs are adept at keeping a level head. As Stephen explained during this session, there are multiple potential benefits to implementing AI tools in school business management. AI can help with daily operations and data-driven decision-making. With AI use almost certainly becoming part of the SBL role soon, the time to embrace this new technology is now.
The session on AI was really engaging. The presenter was great, and the content was interesting and thought provoking Juliet Doherty
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Phil Burton - EdExec LIVE South and North Ways to generate extra revenue during the funding crisis
A subject at the top of every SBL’s priority list, Phil talked through some exciting ideas for more adventurous and innovative ways of generating additional income. Top tips for improving connections with the local community and exploring community funding gave SBLs plenty of inspiration to take home. As school funding gets tighter and SBLs must find more inventive ways to make money stretch further, the positive ‘can do’ message behind the presentation helped to raise spirits and lift moods.
Kevin Parker - EdExec LIVE South Building links with businesses Forging better, stronger relationships with local and national businesses can bring a wealth of benefits to your school. In this seminar, Kevin explained how building these links can allow SBLs to tap into commercial expertise and opportunities that can help raise school profiles. From introducing your school to businesses to identifying potential financial gains, Kevin gave SBLs tips to get the best out of the businesses that can drive schools forward.
Fiona Stagg - EdExec LIVE North
The importance of team building and good communication were the cornerstones of Fiona’s seminar, which offered advice on developing a more effective governance team. Fiona also spoke about the importance of self-evaluation in governance and how to identify the key questions that can lead to better practises. SBLs were supplied with toolkits to help apply the knowledge gained from the session.
Michael Heverin - EdExec LIVE North Transforming supply teaching: How to fundamentally change absence in schools SBLs can often find themselves having to fill gaps in staffing at short notice - and with minimal resources to find suitable cover, the need for a proactive absence management strategy is clear. Michael was on hand to take SBLs through the technology that can help alleviate the stress of managing teacher absence and allow SBLs to make informed choices. This session also looked at the benefits of a more flexible workforce.
Rounding off each event was a dedicated Q and A session where SBLs put their questions to a panel of SBM professionals, drawing on their extensive knowledge and personal experience. The discussion –which offered SBLs the opportunity to gain real time advice and insight - saw fantastic interaction from the audience and panellists.
Running alongside the seminar programme, networking time and a dedicated exhibition space gave SBLs the chance to make new contacts and catch up with colleagues from across the country. As always, EdExec is proud to be able to facilitate and help strengthen growth in the SBL community.
Both events saw a fantastic turnout, further proving the commitment, dedication and passion of everyone working in this challenging yet rewarding role. Thank you to our speakers for delivering such incredible seminars, and thanks to all the SBLs who attended.
WATCH THIS SPACE! Plans are underway for EdExec 2024 – we hope to see you there! If you would like to find out more please email us at hello@edexeclive.co.uk
Once again, it was fantastic to feel the buzz of camaraderie in the SBL community
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Executives spend on average 23 hours of every week in meetings. In one survey, 47% of people cited meetings as the biggest cause of time wasted at work. Ninety-one percent of people admit to having daydreamed during a meeting, 73% to working on other things, and 39% have actually fallen asleep. As one commentator wrote, “Most meetings are an all-out assault on the human soul.”
I would suggest that we do not so much hate meetings, we hate bad meetings. But often the issue is they are bad because we don’t prepare well enough, or spend enough time thinking about how we are going to run them. In this article, I focus on ways we can potentially improve both our preparation and running of meetings.
A popular meme on a t-shirt I saw recently said, “Survived another meeting that could have been an email!”. Generally, meetings are not needed for updates, where feedback is being sought, or where no decision or action is going to result. If an issue is not ready for a decision, request an update or feedback instead.
Only hold a meeting if all the key decision makers are going to be there, otherwise postpone.
Organisations are structured around routine, timetables and calendars, but sometimes we become slaves to the structure we create. If there is nothing to discuss, cancel or shorten a meeting and allow people to get on with their actual work.
Invite everyone who is necessary, but no-one else. Putting lots of senior leaders in a room for an hour is hugely expensive and has a significant opportunity cost. If people are going away from a meeting with no actions to follow up, it’s likely that their presence wasn’t really necessary.
Be clear what the objective of the meeting is and communicate this in advance. Objectives should be action oriented. Properly brief people in writing, prior to attendance. Each meeting objective should ideally have a short briefing memo addressing the key issues, and the decision required. While smart people may come up with ideas when put under pressure, they come up with their best ideas when they are fully briefed and have thinking time.
Establish an expectation that people come prepared
having read documents in advance. This will save time recapping at the meeting.
Clearly communicate with all attendees what specifically you require them to contribute at the meeting. Moreover, invite and respond to questions before to the meeting, rather than adjourn to seek answers which could have been given in advance. Both can be done via email and should be specific.
Don’t invite mission creep – be specific otherwise people will assume you want their contribution on everything.
Check in on people’s views prior to the meeting. People are far more likely to tell you what they really think one-toone and this will give you an opportunity to work through any concerns so they are empowered to input into a decision at the meeting.
Research on circadian rhythms indicates that 75% of people are most mentally alert between 9am and 11am, and after 2pm our cognitive capacity for logical reasoning drops off. Time meetings accordingly.
Speaking of time, keep meetings short. Research suggests that the optimal length is just 30 minutes. If a meeting has to run past 30 minutes, use the Pomodoro time management technique of 25-minute periods on each topic broken by fiveminute breaks, but meetings of two hours or more should really be avoided.
Putting lots of senior leaders in a room for an hour is hugely expensive and has a significant opportunity cost
Given that nearly half of all meeting attendees believe that people arriving late or leaving early for meetings is one of their biggest irritations, establishing meeting discipline in terms of arrival, starting, and finishing on time, is vital. Consider stand up meetings. According to research, the quality of outcomes is similar in both stand up and sit-down meetings, but the meeting length is around 50% less.
● Ensure there is a leader - this might seem obvious, but if no one is in charge the meeting will be unproductive.
● Start on time - stick to the objectives, stick to timings and end on time. It is estimated that the average delay to the start time for a meeting is 10 minutes and 40 seconds, rising to 15 minutes and 42 seconds for senior leaders. And that lost time hurts organisations. Challenge tardiness, explaining how arriving on time helps reduce meeting time.
● Ensure everyone has a say - knowing how to move the attention away from someone who is dominating the
discussion and encourage others to contribute is a real skill, and key to getting full engagement. In the words of author Susan Cain, “There is zero correlation between being a good talker and having the best ideas.”
● If people are pulling you off tangent, record the idea with a promise of further discussion at a later stage - Follow this up after the meeting.
● Confirm actions at the end of the meeting - ensure that everyone knows what they are doing at the end of the meeting, and that everyone knows what you are doing as well.
Prepare discussion questions. Questions should be clear and should require a specific response.
Bill Marriott, of the Marriott hotel chain, talks in his autobiography about having the personal discipline to always let everyone else give their view before you express yours. As leaders, very often if we express our view, the room becomes an echo chamber with others repeating back to us verbatim what we have already said. When a team member speaks, it is usually best that the leader is not the first to respond. If you ask people to contribute they have to feel like you are not disagreeing with their contributions.
While it may be true that meetings are not likely to disappear from our calendars, perhaps better preparation and running of meetings could at least make them shorter, more focused, and engaging for all concerned.
David is a school business professional and executive coach.
Sometimes, I ask my husband to remind me what funny, random things have happened to us so I can share them in my emails and my articles.
I did this not long ago and his answer totally threw me.
He thought for a minute and said, ‘Remember when you bought all those A-Zs?’
In truth, I had forgotten all about it so I said, ‘Oh yeah, but why would I write about that?’
His reply: ‘I have no idea! Why did you buy them again?’
I shrugged, we laughed about it, and the conversation moved onto something else.
I sat in the car the whole way home wondering, not why I would write about it, but why on earth had I bought all those A-Zs?!
We’d been looking to move for a while and whilst we knew we wanted to move
out of the area, we had no idea where we actually wanted to move to.
We weren’t limited in any way given the type of work that we do, so we found ourselves randomly driving around and scoping out cities, towns and villages within a 50-mile radius.
For various reasons, we couldn’t move right away which meant we got stuck in a torturous limbo for quite a long time.
Psychologically, making a decision to leave or move on is difficult enough. But when you finally flip the switch, if you’re trapped where you are, it can make you feel helpless, restless and unsettled.
So we drove and we drove and we drove – trying not to look too much at specific houses to avoid the disappointment of not being able to buy at that point, but also to keep our minds engaged in some form of proactive behaviour to stop us going mad.
At least if we knew where we should be looking, by the time
we were in a position to move, we’d know exactly where to start.
But, of course, things don’t go quite like that!
We found areas that we could afford but didn’t like, we saw places we liked but couldn’t afford and the vastness that is a 50-mile radius began to drive us slowly insane. We began asking ourselves ‘What if we had missed the perfect area?’
What if it wasn’t on the list yet and when the music stopped, we rushed to buy in one of our ‘maybe’ places and really, if we’d have just kept driving, we would have found the one that was truly meant for us?!
This is where the A-Zs come in. Because I’m a SBL and I like to know everything and plan for all eventualities, I decided that purchasing some A-Zs was the answer. Yes, really.
My logic? They would help me
make sure I wasn’t missing anywhere out, I would be able to study each area and arm myself with the knowledge I needed to pick exactly the right house in exactly the right location.
Even as I type this now, I know how absurd and truly illogical it seems.
They weren’t even up to date. Google Maps would have been accurate, easier to access and free!
Who actually studies maps anyway? And what on earth could an A-Z tell me about what it would be like to live somewhere?
All in all, it was a ridiculous thing to do.
But I was in a situation where I knew nothing and could do nothing. A very scary feeling for a SBL.
For the first time ever, I didn’t have a to-do list. It sounds like heaven but trust me, it was hell.
I was panicking! I needed something to do! And this was a
thing to do.
At the time, when everything around me was turning to crap and I hadn’t got the foggiest idea what I was doing or where I was going (literally or metaphorically) it seemed like the best idea ever.
It was an action that I could take to make me feel better, despite the ludicrousness of it.
And it worked - I did feel better.
Okay, I didn’t look at them once, but at the time, I felt better knowing I had them – just in case.
My point is that, sometimes, what we do doesn’t make sense.
It defies logic. It makes people look at you funny. It doesn’t have a defined, tangible or even sensible outcome. And that’s okay. I promise.
Because if you need to do something to make you feel better or to distract you or to help you to let something go so you can move on… then so be it! Have at it.
If it gets you through then it doesn’t matter if it’s logical or what other people think about it.
For me, those A-Zs were a life raft in a stormy sea. And even though I’m embarrassed about it now, they served their purpose.
So give yourself permission to be illogical for once, to be afraid, to take a step just to keep moving even if you don’t quite know where it’s going to take you.
For the first time ever, I didn’t have a to-do list… it was hell
Issues such as bullying, conflicts between pupils and lowlevel disruption in the classroom can have a negative impact on a child’s enjoyment of school and the progress they make in their learning.
Managing challenging behaviour can be stressful and time consuming no matter how experienced the teacher. But putting effective strategies in place to help staff understand the issues, nip problems in the bud and shift the emphasis to the positive can make a real difference to teachers, pupils and the wider school community.
There can be small tells in a pupil’s behaviour, such as a child not settling easily at the beginning of the class or regular absence on certain days, that give teachers an early indication that something is going on for them. It might be they are having an issue with another pupil or there’s been a change in circumstances at home.
The reasons behind lack of engagement in lessons can be complex too. It could be an indication that a child is
not being adequately challenged, but it may also be that they are struggling to access the curriculum due to an as yet unidentified special need, or they don’t have the right equipment to participate fully in the activities being set.
With the ability to spot changes in pupil behaviour early, schools can uncover the reasons behind it and take appropriate action to provide support in a timely way to help children get the most from their time in school.
Tracking behaviour across the school can reveal developing issues that need to be addressed too. If you know scuffles between pupils tend to break out when the corridor outside the canteen gets busier at lunch times, a new policy of staggered break times could eliminate the issue altogether.
Whether it’s tailored support for an individual child or group, extra midday supervisors or additional training for teachers in how to de-escalate tension that’s needed, with greater insight into the reasons behind behavioural incidents schools can target budgets more effectively to reduce problems.
There is often great emphasis placed on recording details of the negative behaviour that goes on in school to help flag where investment is needed to prevent it. This approach has its place, but it is just as important to capture details of positive pupil conduct.
Pupils are likely to feel alienated and disengaged if the only attention they receive about their behaviour in school is negative. Imagine the delight on a child’s face if their headteacher sees them around school and makes the effort to congratulate them for getting their homework in on time or praises them for helping another pupil in the playground.
Technology can help by enabling teachers to record all behavioural incidences centrally within the school’s management information system. Automatic alerts can then be set up so that notifications arrive directly to a staff members mobile device when certain criteria are reached.
This also supports reward schemes, such as pupil medals or class-based initiatives where positive conduct points can be swapped for sports equipment or extra time in the playground with friends. The gamification of positive behaviour helps to motivate children and makes it more fun.
Parents have a key role to play in supporting positive behaviour in school and with carefully designed communications, they are much more likely to be able to make a difference.
Receiving a timely text message from school to let a parent know their child has just received a kind pupil award or scored full marks in a maths test gives them the opportunity
to congratulate and reward the pupil when they get home. This personalised communication has much greater impact than a generic email sent home as a reminder of the school’s behaviour policy.
How parental communications are delivered matters too. Simple text messages letting parents know how many days of school their child has missed, delivered at the right time can boost the proportion of students maintaining good attendance for example. Parents will often favour text messages as they are easy to read on the move and tend to be shorter, so they are be more likely to read them than an email or letter stuffed into the child’s school bag.
If a behaviour management policy is too complicated or time consuming for teachers to manage, they will not feel supported in delivering it consistently across the school.
Schools that implement efficient and effective behavioural strategies focused on the positive can bring about significant change and make it easier for teachers, parents and pupils to work together to create a happy and productive learning environment for all.
SUE BIRCHALL, long-standing SBL, discusses how green schools can actually go while looking at the various initiatives her school has implemented on its journey to net zero
The green agenda for public bodies has been underway for some time now, and the pressure to become carbon neutral is something that is always on the horizon. But how much can the education system sensibly achieve?
The SBL always has best value and value for money at the heart of all that we do. Our drive to engage with this topic will no doubt in some way be influenced by the financial savings that can be made whilst making efficiencies. This is particularly true at the moment with the cost of resources at an inflation busting high.
As a school, we have already started on this journey in a very tentative way. We have an Eco Council, various wildlife initiatives, grow your own veg, a large recycling programme and various other smaller initiatives, but these are not a consolidated project. To move this forward we have completed a Wilder Kent Award application and are working with our school community to improve our approach and make it more dynamic. Recognition being a great motivator which will enforce our efforts and raise the profile to include our whole school community.
I was interested to sit in on a seminar at the recent ‘Edexec by Alex Green of the Go Zero 2030 charity. This charity, which works closely with the DfE on sustainability and climate change, supports all schools who sign up to meet their obligations as public sector bodies. Registration is free and open to all schools and is an opportunity to share good practise and your journey as well as pick up support and motivation. Needless to say, we will be joining up but back to our journey.
Our school is PFI, and our PFI provider, along with our link in the local authority, are keen to look at fuel usage and ways that all schools could make savings, both monetary and carbon usage. The school is onboard with this, and we all met to discuss first steps. The outcome of this is that we are going to hold a ‘turn it off’ week. This will involve a week
where everyone is encouraged to turn off any items using power at times when they are not being used. In addition, the management company will look at streamlining the uses of power for all aspects of building management.
This will then result in a review on actual savings on our energy usage across the event which we can advertise to our school community to encourage the good practise adopted in this week to continue. Schools are busy places, and everyone has a wealth of learnt behaviours and attitudes that can prove very hard to change. Often an event has the greatest impact, albeit for a short period of time.
In an effort to inspire the changes needed, our project is going to be part led by our sixth form. They will be integral in promoting the event and encouraging the whole school to take part and as a reward will be offered a percentage of the amount saved towards
Once the event has happened the results will be measured by the management team and shared with all staff and students. Encouragement will then be given for the turn off to continue and it will be followed by further event weeks later in the year. For instance, letting them know how much was saved each day and estimating the financial savings of turning off certain items based upon their energy consumption. Thus reducing our carbon footprint.
As an aside to arranging this, we are already looking at software which turns off electrical items when not in use, concentrating on purchasing locally and plastic use reduction to make ongoing savings. I can see
Schools are busy places, and everyone has a wealth of learnt behaviours and attitudes that can prove very hard to change
SIMON HEPBURN, founder of Marketing Advice for Schools, looks at the evolution of the school newspaper and shares his top tips at making them as effective and helpful as possible
One of the biggest time drains on school office staff is the newsletter.
Most schools I work with produce one every week, ranging from a simple one-page summary of key dates and facts to a dozen or even more pages of news, internal adverts and the latest thoughts and reflections of senior leaders.
But are they effective and helpful? Most of the time when I survey parents for schools, newsletters are read, but when questioned in detail, parents want different content – more about their children, more created by their children – and a different format with fewer words and more pictures and video.
The first change that schools can make to save time and better meet parent needs is more proactive content creation. Create a simple grid with the three or four key messages you would like to share across the top and the number of newsletters you plan to produce in the next term down the side. Then fill the
gaps with stories that you can create in advance – for example a review of a sporting team’s season, a look at the best work produced in your maths classes or a student review of your drama production.
You’ll find that you have time to produce higher quality content, perhaps using video. If you add key dates in advance, you’re well on the way to removing those frustrating Fridays when a promised article hasn’t appeared or you’re waiting to see if you have permission to use a specific photograph.
Alongside changes to content planning, the good news is that there are also a growing number of free, effective solutions for schools to share multimedia newsletters. Tools such as Microsoft Sway (sway. office.com), Canva (https://www.canva.com/ education/) or Adobe Express (https://express. adobe.com/) produce web-based newsletters that can be easily shared via messaging apps, email or social media.
A few years ago, they moved their newsletter, the ‘Wilnecote Warbler’ from a printed newsletter to a PDF document.
However, they took the decision to review this following the COVID lockdown. The school realised that a lot of parents were using mobile devices that didn’t work well with PDF documents and had to pinch and zoom to read different parts. And the school had also moved to video for regular communication –something that didn’t fit well with the PDF format.
Carl Savage, marketing manager, explains what happened next. He said:
“We tried a range of solutions and firstly went with Microsoft Sway which is really good and used by a number of primary schools in our trust. It is very mobile friendly and great for those who are new to this.
“I wanted to evolve it further though as Sway can restrict creativity. Canva for Schools is free, and I’ve used their website creator to make each newsletter a separate website. This makes it very mobile friendly, and we’ve also added audio versions of articles as we have a lot of parents who can speak English well but find reading less easy.
“Now this is up and running and we’re creating two newsletters every half term. With drag- and droptechnology it is easy to copy and reuse things and it now takes me around a day to produce each one. I’ve also been able to share templates with primary schools in our trust so they can use them easily.
“We push the newsletter down lots of channels and Canva gives feedback, so we know that the first one was read by 900 people – not bad when our school has 900 pupils!”
See the latest issue of the Warbler at https:// warbler3.my.canva.site/warbler-issue-8
Has also changed to a digital platform for its newsletters, using Microsoft Sway.
James Tucker, deputy headteacher, explains why:
“We’ve found our metrics are much improved having gone fully digital with newsletters. Using Sway allows us to share far and wide via social media and literally puts our content in front of parents and carers without the need for emails or downloads. Most families have some form of social media presence and therefore the content just appears as they scroll.
“Since the need to send more nuanced messages during the pandemic, we have tried to stick with video messages which online publications make far easier. Auto-translation makes a huge difference to those families where English is not the predominant language used at home.
“More recently we’ve used the Sway platform to share our wide extra-curricular offer. It’s really easy to live edit, so can be adapted term-by-term as dates, times and events change. It’s a much slicker and more professional look than a constant stream of emails and notices. Here’s an example: https:// sway.office.com/6avxxY4NGzHKmEVv?
ref=Link&loc=play “
Simon Hepburn is founder of Marketing Advice for Schools (www. marketingadviceforschools.com)
The first change that schools can make… is more proactive content creation
As reported by The Telegraph, Euan Blair's apprenticeship company, Multiverse, is asserting the equivalence of artificial intelligence (AI) skills with core subjects like English and math.
Starting this September, Multiverse, known for connecting school leavers with top employers like Google, will incorporate AI training into its programs, impacting over 300 partners. Multiverse collaborates with UK apprentices, adapting to the rising importance of AI proficiency in modern workplaces.
A survey indicated that about 50% of apprentices underutilised AI tools. An additional survey of 1,000 business leaders by Multiverse found 83% planning rapid AI training for staff. The curriculum covers critical assessment of AI outputs, "prompt writing," and cultivating critical thinking and leadership for adept AI adaptation.
The announcement coincides with Clare Marchant, head of the Universities and Colleges Admission Service, suggesting apprenticeships as an alternative for students facing university admission challenges.
A recent UNESCO report highlights the urgent need for effective governance and regulation of technology’s role in education. The report stresses that nations must establish their own criteria to ensure technology complements, rather than replaces, traditional teacherled instruction. Entitled “Technology in education: A tool on whose terms?” the 2023 Global Education Monitoring Report was unveiled in Uruguay by UNESCO. It addresses four pivotal aspects: Appropriateness: While technology can enhance learning, qualified teacher involvement is crucial to prevent negative impacts on education. A balanced approach that values human interaction is vital.
Equity: Ensuring equitable access to meaningful connectivity is a cornerstone of the right to education. The report calls for universal connectivity benchmarks by 2030, with a focus on marginalised students. Scalability: Thorough, impartial evidence of technology’s educational impact is imperative. The report urges considering long-term costs and aligning technology expansion with basic education needs.
Sustainability: As technology rapidly evolves, adaptable education systems are essential. Fostering skills such as digital literacy and AI comprehension is vital. Safeguarding user rights and cybersecurity is crucial.
A survey conducted by Plan International UK, a children's rights charity, has unveiled a significant trend among young people seeking sexual health and period advice from AI chatbots, reports inews. The survey, which engaged 1,200 respondents, highlighted that approximately 700,000 young people have turned to AI technology for information on these sensitive matters.
The data revealed that nine percent of young women and eight percent of young men have utilised chatbots to acquire information related to sexual health. Additionally, 12% of young women have used AI to seek answers about periods. These statistics point to a growing reliance on technology for crucial information, particularly in areas that are often considered private.
While the availability of AI chatbots for this purpose can be convenient, concerns have been raised about the potential for these systems to offer inaccurate or biased information. Kathleen Spencer Chapman, director of communications at Plan International UK, underscored the importance of providing accurate and diverse resources that cater to the varied needs of young people across genders, ethnicities, and sexual identities.
Chapman emphasised the significance of addressing
the issue of sexual health and relationships education in schools, which is currently under review by the UK government. The objective of the review is to prevent students from being exposed to inappropriate content for their age, with revised guidelines anticipated in September.
However, some experts have cautioned that the updated guidance should encompass topics beyond the biological aspects of sexual health, including relationships, gender identity, and sexual orientation. The aim is to provide comprehensive and inclusive education that prepares young people to navigate the complexities of human relationships and sexuality.
Sinem Görücü, an AI researcher and founder of feministdesign.co, noted that AI chatbots tend to reflect the data they are trained on, which could amplify existing biases and inaccuracies.
The consensus among experts is that chatbots should not replace in-person education that addresses the emotional and social dimensions of these topics. AI has the potential to enhance learning, but it is crucial to strike a balance between convenience and accuracy to ensure that young people have access to comprehensive and supportive resources.
EMMA
Despite the proposed Online Safety Bill being a major legislative effort to protect students using digital devices, a recent study by Bett uncovered a troubling reality - only 10% of educators believe it will be effective. While 40% view the bill as a step in the right direction, many remain unconvinced that it can truly improve online student safety. Recent research by Ofcom shows that despite two-thirds of young adults and teens having experienced harmful content, only one in six reports it.
These statistics are worrying, emphasising the importance of a continued collective effort to enhance online safety education in schools. After all, ensuring that our students are safe online is a shared responsibility we cannot afford to ignore.
The online world can be a double-edged sword – it has great potential for learning, connection, and exploration – as well as its potential harm to those who are unprotected.
Creating greater awareness within the education system on supporting students in navigating online safety is a positive step toward a safer online world. However, a significant one-third of teachers admit they lack sufficient understanding of the Online Safety Bill, severely impeding their ability to foster safe practices among students.
Delving deeper into the research, an interesting divide emerges among teachers on their perceptions of the Online Safety Bill’s impact based on age.
Teachers aged 50 and above seem less supportive, with only 20% believing that the Bill has made minimal progress in safeguarding students onlinecompared to just nine percent of younger teachers sharing this view. However, it is worth noting that younger teachers (aged 20-30) are likelier to admit their ignorance about the Bill, with a whopping 37% confessing their lack of understanding.
It’s alarming to see how little educators know about online safety, especially in light of recent findings. The truth is, unless we take immediate action and bridge these knowledge gaps, the Online Safety Bill won’t be nearly as effective as it could be; the Bill’s success depends on educators fully understanding its provisions and implications.
To provide teachers with well-rounded support in the Online Safety Bill, we require a comprehensive approach comprising various aspects of online safety. This could include incentivising teachers who demonstrate strong online safety expertise, offering timely training on digital trends and technologies, and promoting best practices for internet safety in educational institutions.
Attending specialised training programs focusing on digital literacy development is another key step, and exploring topics like cyberbullying, online privacy, digital footprints, reliable information sourcing, and social media etiquette through interactive exercises and real-life case studies, could also be used to highlight the urgency of the issue.
Educational institutions could also enhance online safety measures by establishing a robust support network to ensure online safety for their students. This support could include access to administrators, counsellors, and technology specialists who can offer valuable advice and guidance when needed.
Once teachers’ confidence and awareness of online safety are improved, the next crucial step is empowering students with online safety knowledge through effective strategies. This includes seamlessly integrating digital literacy and responsible online behaviour into various subjects, without the content feeling disjointed from their day-to-day teaching.
Another technique to boost a student’s online safety is to use online resources such as tutorials on the awareness of malicious websites, creating strong passwords and the basics of web safety. Or, engaging with students through workshops and events focused on e-safety will provide a more interactive educational environment, enabling students to fully comprehend appropriate online behaviour.
It’s vital we collaborate with educators to provide access to online safety resources for our students. Through digital safety promotion, we can foster a culture of trust and respect, while minimising the occurrences of online harm.
Through digital safety promotion, we can foster a culture of trust and respect
This autumn sees the release of a hotly anticipated new book by Dr Fiona Aubrey-Smith and Professor Peter Twining, From EdTech to PedTech: Changing the way we think about digital technology. Already featuring on Amazon new release bestseller lists, and with critical acclaim from leading education figures from around the world, this new book shifts the paradigm for thinking about digital technology in schools. So, what is this book about and why is it seen as such a key point in the global EdTech conversation?
Twining explains, “For many years, EdTech has been plagued by a wellmeaning hype cycle, whereby each new technology offers promise and inspiration for teachers and learners. Yet despite huge investments in infrastructure, tools and training, the sector has found it very difficult to identify the impact or codify it at scale. This book tackles that challenge head-on, by summarising the vast body of existing research, setting out what leaders and teachers need to know, and then providing a sequence of activities that walk individual teachers as well as school teams, through what to do next”.
For example, if you are leading a school this year, you need to feed these six key findings into your school improvement conversations:
Any decision in a school is ultimately a pedagogical decision because it will affect choices that can be made by teachers and learners. Therefore, any decision about EdTech should be made by those who understand its pedagogical implications and possibilities (not just the technology, security or training implications). As headteachers and senior T&L leaders you must lead these conversations – drawing in expertise to advise your own thinking –you must lead from the front.
Every teacher and leader needs to understand their individual pedagogical beliefs and how these translate into strategic intentions and everyday classroom practice. There are many things that influence teacher beliefs – most of which we rarely unpack. We must invest time in developing a meaningful understanding of our pedagogical values because these are the single biggest influence on the learners we work with. It’s vital to remember that pedagogy is not just about Teaching and Learning strategies – that’s only a small part of the picture. Teachers love exploring these ideas – it reminds us why we came into teaching. Reflection and precision are important here.
DEVELOP AN ON-DEMAND MINDSET This means that learners need to be able to independently access and meaningfully use a laptop or tablet device as and when they feel it supports them in their learning. This is strongly influenced by educator beliefs about classroom relationships and power dynamics. It might mean a 1:1 device to learner ratio, but it doesn’t have to. Mindset about use matters far more than the number of devices, and it is mindset that results in greater impact.
AUBREY-SMITH and Professor PETER TWINING explore the transformational impact that pedagogically underpinned uses of digital technology can have on education
facing different forms of disadvantage. But it all starts with developing a culture of trust. Sometimes that’s about taking a risk, creating a plan, and having faith in the plan and the people.
Leaders often talk about the importance of learners becoming confident, independent, curious and collaborative, yet how often are these meaningfully monitored through robust data analysis? Digital technology can make a profound impact on learning that is not explicitly captured by existing performance measures (e.g. autonomy, dignity, metacognition). These ingredients are the foundations for accelerated progression, sustained outcomes and lifelong trajectories. So be clear about what you really value and then monitor that diligently and robustly. You’ll quickly see what the impact and implications are.
EVERYTHING Digital technology changes power relationships in the classroom. This can be intimidating for those in school contexts where there is a lack of trust of learners and/or teachers. However, digital technology offers the most benefit in a context where learners are taught to be agentive within their own learning. Schools who embrace this find significant improvements to behaviour, attendance, motivation, inclusion, and consequently, progress and attainment. Notably, closing the gap for learners
Evidence and understanding about specific learners’ needs and about effective pedagogical approaches to meet them should be at the heart of all thinking, decision making, and action. We are now in an evidence-informed era in education which can feel overwhelming for many. But we must be more discerning about research headlines and soundbites which are often misleading or heavily biased. Detail is key, and understanding how published research findings relate to your own specific and nuanced context really matters.
With each of these ideas explored in depth in their book there is a lot to think about. But as Dr Aubrey-Smith explains, “From EdTech to PedTech was written to provide a practical handbook
to support teachers and leaders in making sense of it all and to make some fairly complex research more accessible to practitioners. But we also wanted to provide practical activities to help readers unpack and understand their own practice more meaningfully and ultimately bring clarity and precision to support future improvement. Through our own research, teaching, consulting and advisory work around the world we have seen the transformational and significant impact that pedagogically underpinned uses of digital technology can have. We deeply believe that every child and young person should benefit from these kinds of opportunities and accelerated learning experiences – not just the lucky few.”
“This book should be read by every school” Professor Sir Tim Brighouse
“This book explains exactly how pedagogy can unleash the potential we have anticipated for so long.”
Professor Mick Waters
“A must-have resource”
Professor Dame Alison Peacock
“This thought-provoking book will definitely be the go to guide for all educators”
Zaitoon Bukhari
“This is a brilliant book”
Professor Yong Zhao
We are now in an evidenceinformed era in education
NIGEL MILLIGAN, IT manager to schools and businesses, discusses how refurbished devices don’t just help bridge the digital divide, but also reduce your school’s carbon footprint and ease budgetary pressures
Technology has become essential in education. Schools are embracing the use of devices such as laptops, and mobile devices such as iPads, to enhance learning experiences. However, budgetary constraints often pose significant challenges for educational institutions. This is where refurbished devices emerge as an excellent solution. Refurbished devices, which are pre-owned electronics restored to a like-new condition, offer several compelling advantages for schools. This month’s article explores the reasons why refurbished devices are great for schools.
One of the most significant benefits of refurbished devices is their cost-effectiveness. Educational institutions often face limited budgets, making it challenging to invest in brand-new technology. Refurbished devices, on the other hand, provide a more affordable option without compromising functionality. By choosing refurbished devices, schools can stretch their budgets further and acquire a larger number of devices, thus allowing more students to have access to technology. A great example of this is iPads. For example, this year there are many seventh generation iPads coming available from three year rentals at a fraction of the cost of new iPads. They will still support the latest Apple iPadOS for another few years ahead. Refurbished devices enable schools to bridge the digital divide and promote equal access to technology. Many students come from economically
disadvantaged backgrounds, and refurbished devices provide an opportunity to level the playing field. By making technology more accessible, schools can ensure that every student has an equal chance to explore educational resources, engage in online research, and develop digital literacy skills.
Refurbished devices contribute to environmental sustainability by extending the lifespan of electronic equipment
Refurbished devices contribute to environmental sustainability by extending the lifespan of electronic equipment. Instead of adding to the e-waste problem, schools can choose to refurbish and reuse devices that still have considerable functionality. By opting for refurbished devices, schools actively participate in reducing electronic waste and promoting eco-friendly practices among students and staff.
Contrary to popular misconceptions, refurbished devices undergo rigorous testing and refurbishment processes to ensure their quality and reliability. Reputable refurbishment companies thoroughly inspect and repair devices, replacing any faulty components, updating software, and restoring them to optimal working condition. These devices often come with warranties, giving peace of mind, and ensuring their longevity in the classroom.
Refurbished devices offer a wide range of options, allowing schools to select the most suitable devices for their specific educational needs. Whether it’s laptops, Chromebooks or iPads, refurbished options are available across various brands and models. This flexibility empowers schools to choose devices that align with their curriculum goals, teaching methods, and student requirements.
By investing in refurbished devices, schools can save a significant portion of their budget. These savings can be allocated to other crucial areas, such as teacher training, curriculum development, or infrastructure improvements. Additionally, the cost savings realised from purchasing refurbished devices can be reinvested in future technology upgrades, ensuring that schools
stay up-to-date with the latest advancements.
I always like to give you all food for thought. The refurbished option presents an excellent opportunity for schools to enhance their technological capabilities within limited budgets. The advantages of costeffectiveness, enhanced accessibility, environmental sustainability, quality assurance, flexibility, and future financial savings make refurbished devices a great choice for educational institutions. By embracing refurbished technology, schools can provide students with the tools they need for a modern education, foster digital literacy skills, and empower them to thrive in an increasingly technology-driven world. nigel.milligan@inamconcepts.co.uk LinkedIn: https://www.linkedin.com/in/ nigelmilligan/ Twitter: @mrnmilligan
By investing in refurbished devices, schools can save a significant portion of their budget
Time to take a few moments out for some light and interesting reading – a wellearned break from numbers and statistics!
Years of poverty, genocide and dictatorship left the nation of Zimbabwe struggling with an epidemic of depression. In response, Dr Dixon Chibanda and a team of volunteers set up the ‘friendship bench’ project, where elders deliver mental health support and therapy right in the neighbourhoods where it’s needed.
Founded in 2007, the Friendship Bench project has treated 280,000 people across 70 communities in Zimbabwe and at spin-off projects in Malawi, Kenya and most recently Zanzibar and Vietnam.
Now, this happy resource is spreading its wings globally, and will arrive in London in 2024. A series of Friendship Benches will be installed across the city in its most marginalised communities. Dr Chibanda told Positive News,
“Whether it’s London, New York or Zimbabwe, everywhere the issues are similar. There are issues related to loneliness, access to care, and to just being able to know that what you’re experiencing – whether you call it stress or depression or anxiety – is treatable.”
As the evenings draw in, there’s no better time to get the fire pit going in the garden. Save money and avoid fossil fuels by fashioning a firelighter out of your dryer lint. Simply stuff an empty toilet paper tube with lint and your fire will be roaring in no time.
1. What’s the currency of both Saudi Arabia and Qatar called?
2. How many stripes are on the flag of the USA?
3. What’s the most-streamed song of all time on Spotify?
4. What was the original name for sportswear company Nike?
5. If you suffer from ‘gymnophobia’, what are you most afraid of?
Answers: 1. Riyal 2. 13 3. Shape of you – Ed Sheeran 4. Blue Ribbon Sports 5. Nudity
There was once an astronaut who was allergic to the moon. During the Apollo 17 mission, astronaut Harrison Schmitt found out that he had a severe reaction to moon dust.
Researchers have developed arrays of AI-controlled cameras and microphones to monitor and identify animals and birds in the wild, aiming to combat the growing biodiversity problem in Britain. Tested at sites including Barnes, Twickenham, and Lewisham, the technology captures sounds and images, allowing computers to identify species and map their locations.
The AI successfully recognized various birds by their songs and identified mammals like foxes, deer, hedgehogs, and bats. Network Rail’s involvement provided access to relatively wild land for testing. The technology is set to expand to other areas, including Chobham and the New Forest.
By using AI, researchers aim to understand species movement due to climate change, aiding biodiversity preservation amid increasing temperatures. The massive data analysis required underscores the importance of machine learning in conservation efforts.
In a wild tale from Silsbee, Texas, Peggy Jones found herself in comedic chaos while mowing her lawn. While minding her own business, a snake dropped from the heavens and wrapped itself around her arm. Moments later, a hawk joined the party, swooping down and trying to grab the snake for a snack. Peggy, in a state of disbelief, turned into a one-woman arm-waving circus, shouting, “Help me, Jesus!” The hawk, determined to play the role of the villain, went after the snake several times before finally making off with it, leaving Peggy with a bloodied arm and probably a story for the ages. Peggy avoided a snake bite, but ended up with scratches from the hawk’s claws. Luckily Peggy has since recovered from her unusual ordeal.
The way to get started is to quit talking and begin doing.
Walt Disney
