Education Business Magazine issue 16.7 by Public Sector Publishing

www.educationbusinessuk.net

A member of

A key media partner

Sponsored by

VOLUME 16.7

BBC newsreader Moira Stuart reveals this yearâ&#x20AC;&#x2122;s winners

BETT 2012 Innovative Technology to inspire learning

DESIGN & BUILD | SPECIAL EDUCATIONAL NEEDS | + MORE INSIDE

It’s Monday morning. You’re ready. So are your students. What about your ICT?

Sound familiar? And then when it is ready, there are those nagging reliability issues; the all too frequent calls to tech support and those time consuming reboots. Let alone the sheer noise and heat generated by the average classroom PC. We believe you deserve better classroom ICT that’s reliable, and just works. Needs little or no day-to-day management, and is cool and silent in operation. Everything to ensure you get the very best classroom computing experience. Every day of the week.

If you’re ready for change, then act today. Arrange a one-to-one demo with a Wyse specialist at BETT 2012: Drop by our stand: E119 | Email us: BETT2012@wyse.com | Tweet us: @WyseEMEA

BETT 2012 11–14 January, Olympia, London

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EDUCATION BUSINESS MAGAZINE www.educationbusinessuk.net

A member of

A key media partner

Sponsored by

VolumE 16.7

BBC newsreader Moira Stuart reveals this year’s winners

BETT 2012 Innovative Technology to inspire learning

DESIGN & BuIlD | SPECIAl EDuCATIoNAl NEEDS | + moRE INSIDE

Comment

Sponsored by

DEAR READER The winners of the 2011 Education Business Awards were announced at our very own awards ceremony at the Emirates Stadium, London, on 10 November. The awards shone a light on the many deserving schools, colleges and academies that have demonstrated how teacher and staff dedication, coupled with sound business decisions, has led to an improvement in educational outcomes. To find out who won an award, turn to page 51. Next year’s BETT show on 11-14 January is fast approaching. With schools gearing up to invest in new technology, this issue of Education Business focuses on ICT. Find out what exciting new technologies will be revealed at BETT on pages 20 and 27, read the debate on e-safety on page 11, and get to grips with website accessibility on page 37. This issue also focuses on special educational needs, specifically dyslexia. Research suggests that fewer than 14 per cent of teachers could confidently recognise a dyslexic child, while fewer still believe they could teach one. On page 41, Dr Kate Saunders from the British Dyslexia Association, explains the signs to look out for.

Angela Pisanu editorial@psigroupltd.co.uk

P ONLINE P IN PRINT P MOBILE P FACE TO FACE If you would like to receive 6 issues of Education Business magazine for £45 a year, please contact Public Sector Information Limited, 226 High Road, Loughton, Essex IG10 1ET. Tel: 020 8532 0055, Fax: 020 8532 0066, or visit the Education Business website at:

www.educationbusinessuk.net PUBLISHED BY PUBLIC SECTOR INFORMATION LIMITED

226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Fax: 020 8532 0066 Web: www.psi-media.co.uk EDITORIAL DIRECTOR Danny Wright ASSISTANT EDITOR Angela Pisanu PRODUCTION EDITOR Karl O’Sullivan PRODUCTION DESIGN Jacqueline Grist PRODUCTION CONTROL Julie White ADVERTISEMENT SALES Jake Deadman, Jasmina Zaveri, Kati Ackerman, Jade Fisher, Carl Skinner ADMINISTRATION Victoria Leftwich, Alicia Oates SALES SUPERVISOR Marina Grant BUSINESS DEVELOPMENT MANAGER Carol Symons PUBLISHER Karen Hopps GROUP PUBLISHER Barry Doyle REPRODUCTION & PRINT Argent Media

© 2011 Public Sector Information Limited. No part of this publication can be reproduced, stored in a retrieval system or transmitted in any form or by any other means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the publisher. Whilst every care has been taken to ensure the accuracy of the editorial content the publisher cannot be held responsible for errors or omissions. The views expressed are not necessarily those of the publisher. ISSN 1362 - 2541

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Even better for schoolsâ&#x20AC;Ś and even better for parents ParentMailâ&#x20AC;&#x2122;s next generation, parental engagement service takes school-to-home communications to a whole new level.

With a single ParentMail account parents can receive messages, calendar notifications, give consent and make payments to their school, nursery and every other club their children attend â&#x20AC;&#x201C; all from their mobile or computer.

ParentMail 2, it changes everything.

p Free Apnts for pare

Call us now for a demonstration on 0844 356 0000.

Connecting schools and parents www.parentmail.co.uk

info@parentmail.co.uk

Tel: 0844 356 0000

Well Educated Banking www.lloydstsb.com/schoolbanking

Contents

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Sponsored by

CONTENTS 07 NEWS

67 DESIGN & BUILD

96 SPORT & FITNESS

A new framework in the West Midlands is helping to deliver high quality schools against a backdrop of severe public sector cuts

As the Olympic and Paralympic Games loom, will they inspire and excite young people to engage in sport and physical activity?

79 FURNITURE

105 OUTDOOR EDUCATION

Modular building suppliers are well positioned to provide modern, comfortable and functional facilities to an education sector that continues to feel the pinch.

11 ICT

Communication is the key to making sure that children and young people know the risks of being online Richard Allen examines how technology and ICT supports, empowers and enables education relevant to the modern world Ray Barker, director of BESA, summarises the wealth of interactive technologies that will be showcased at BETT 2012

A successful joint venture between a Gloucestershire school and its town council has resulted in the construction of a new £1.2m sports hub

Selecting the right furniture for educational establishments involves much more than a simplistic, one size fits all, approach

27 BETT 2012

We preview the world’s largest technology in education event, taking place from 11-14 January 2012 at London’s Olympia

David J. Ball and Laurence Ball-King take a look at safety in the great outdoors and urge schools to fairly weigh up the benefits against the potential risks

83 SECURITY

109 LANDSCAPING & GROUNDSCARE

A properly considered investment in security really can save schools a great deal in the long run, argues Chris Pinder from the National Security Inspectorate

37 WEBSITE DESIGN

Martin Littler, founding chairman of BATA, explains the issue of website accessibility and usability for young people with SEN

The new playground of English Martyrs Primary has succeeded in providing the pupils of this inner city London school with an inspirational and engaging play area

87 ENERGY

Schools can save energy costs equal to a newly-qualified teacher’s annual pay, argues the Carbon Trust

41 SPECIAL NEEDS EDUCATION

113 CATERING

The School Food Trust highlights how cooking can be used more creatively in school

89 FIRE SAFETY

Dr Kate Saunders looks behind research suggesting that fewer than 14 per cent of teachers could confidently recognise a dyslexic child

Graham Ellicott, CEO of the Fire Industry Association, explains the best way to combat unwanted fire signals at your education premises

A review of the 2011 TES Special Educational Needs Show in London

117 INCENTIVES & REWARDS

The UKGCVA discusses how to develop and operate a successful reward scheme

92 INSURANCE

51 EB AWARDS

Find out who picked up an award for educational excellence

The adequacy and appropriateness of a school’s insurance cover should be checked at least once a year, urges Jon Taylor

57 FINANCE

94 EDUCATIONAL PLAY

121 CONFERENCES & EVENTS

Get ideas and inspiration for your staff Christmas party in the capital

The Association of Play Industries examines the educational qualities of play.

School business director Kerry Brimfield gives her views on the new School Financial Values Standard (SFVS)

123 FACILITIES MANAGEMENT

Facilities managers cover a wide range of areas that ensure the smooth running of your educational premises

63 SCHOOL BUSINESS MANAGEMENT

A look at the winners of the NASBM’s National School Support Staff Awards

Sponsored by

Education Business

www.educationbusinessuk.net CATERING – Make simp

le changes

GY ENER

at TY – Be

SAFE FIRE

s sonist the ar

eas ng id rovokie change ght-p Thou ckle climat to ta ns sig fety fire sa g new ducin S Intro

PLU

SECU RITY

to your cant een and incre ase meal take -up as a resu lt

EDU TRIPSCATIONA L BUSINESS MAGAZINE Volume 16.7 | EDUCATION Open in to ne g young w po ssibili minds ties

EDUC ATIO N SH OW 20 11 - pr eview of the UK’s

larges t educ ation

Extensive new range of innovative and inspiring washrooms.

Vibrant new colours and prints.

Complete washroom solutions to fit your budget.

We know that performance, practicality and cost-effectiveness are your key considerations. Theyâ&#x20AC;&#x2122;re ours too. Contact us to order our new brochure. Call 01474 353333. www.venesta.co.uk 10-year guarantee.

We know education.

Well Educated Banking www.lloydstsb.com/schoolbanking

ENERGY

Coventry school harnesses energy from hallway footfall A Kent grammar School has installed an energy harnessing system in the tiles of its busy school corridor. Every time a Pavegen slab is stepped on by one of 1,100 staff and pupils at Simon Langton Grammar School for Boys, kinetic energy is converted into electricity, five per cent of which goes into lighting an LED on the surface of the slab, with the remaining power used for lighting the interior of the corridor. Langton Grammar School’s design & technology subject leader said: “From my perspective, the key feature of Pavegen’s technology is that it’s simple in concept but

challenges us to think about how we source our energy – that’s innovation at its best. “But it’s Pavegen’s enormous green energy potential that has fascinated our A-Level and A/SLevel students. They have been able to consider the potential future implications of ‘crowd sourcing’ energy in urban environments as part of their design & technology sustainability modules.”

News

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Sponsored by

NEWS IN BRIEF School children fight to save rare British apples Following a year of being involved in the Fruit-Full Schools project, 50 secondary schools have now created orchards to preserve the longforgotten local varieties of fruit within their neighbouring communities. The Fruit-Full Schools programme, developed by the national school grounds charity – Learning through Landscapes – aims to support environmental sustainability and demonstrate the benefits of locally grown produce. So far it has enabled secondary schools to graft 1,500 local heritage apple trees that are in risk of dying out. As they enter their second year of this four year project, schools have so far grafted their trees, developed nursery environments and designed their own orchard areas in their grounds, each one receiving a further £1,000 to implement these designs.

CHILD WELFARE

£16m to support training of educational psychologists People training as educational psychologists will have their tuition fees paid by the government, and will be offered bursaries to help them cover the costs of training, under new government plans. £16 million of government funding will be available to support the training of new educational psychologists over the next three years. The decision follows a government review of training and funding for educational psychologists which recommends that training needs to become more sustainable. Educational psychologists have a vital role in supporting children’s development and helping them to reach their full potential. They work in schools and local authorities to provide professional advice on children’s emotional and educational development. In particular, they work with children with special educational needs (SEN) to identify where children may need statements, and to provide ongoing support. TO READ MORE PLEASE VISIT...

www.educationbusinessuk.net/n/018

FREE SCHOOLS

Eight special and alternative provision Free Schools approved The Department for Education has announced that the first ever special and alternative provision Free Schools have been approved to open from September 2012. Approved plans include a new school for vulnerable young people to be run by Everton Football Club. The eight new Free Schools, including three special schools and five alternative provision schools, join 79 others that are due to open from next year onwards. Like Academies, Free Schools have more autonomy than local authority run schools. It is hoped that Free Schools will help raise standards for those living in disadvantaged communities. A full list of approved schools is available at www.educationbusinessuk.net TO READ MORE PLEASE VISIT...

www.educationbusinessuk.net/n/019

Teaching maths early is crucial, says Ofsted Providing the best grounding in mathematics at primary school is of fundamental importance to children’s future success in education, life and at work in today’s mathematical world, according to an recent Ofsted report. ‘Good practice in primary mathematics: evidence from 20 successful schools’, looks at how 20 schools successfully taught arithmetic, a key component of mathematics. The report highlights the approaches that best help children progress in maths. The study shows that practical activities are of crucial importance for three to seven year olds, coupled with plenty of opportunities for developing understanding of mathematical language.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

FREE TRIAL

Would you like a FREE Trial of Groupcall Emerge and/or Groupcall Messenger? Call: 020 8502 7344 quo ng EB1111

The Right Informa on in The Right Place at the Right Time Your data in the palm of your hand! Groupcall Emerge - the powerful yet intuitive ‘app’ which enables schools to have an up-tothe-minute copy of their MIS data instantly and securely available in the palm of their hand for access anytime, anywhere. Registration can be taken simply with Emerge and written directly back to the schools MIS. Student information including timetables, attendance, medical information and behavioural data can be accessed wherever the teacher is located (even in another country while on a school trip) without the need to rely on a desktop PC. Emerge is totally portable and available on both Apple iOS and Android devices.

Also fully integrates with Groupcall Messenger The Parental Communication system of choice for over 2,500 schools throughout the UK.

Book your free trial now! Visit: www.groupcall.com/emerge

T: 020 8502 7344 F: 020 8498 1099 E: emerge@groupcall.com

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CURRICULUM

NEWS IN BRIEF

British history back on the menu?

EB AWARDS winners announced at the Emirates The winners of the 2011 Education Business Awards were announced at spectacular awards ceremony at the Emirates Stadium, London on November 10. The Awards, sponsored by ETeach, recognise successful schools and projects that demonstrate how the dedication of teaching and management staff, coupled with sound investment, have delivered better learning environments. Awards presenter Moira Stuart OBE announced the winners in 22 categories covering a range of areas in education, including outstanding progress to SEN provision. To find out who won, see page 51 or visit www.educationbusinessuk.net TO READ MORE PLEASE VISIT...

www.educationbusinessuk.net/n/020

SPECIAL EDUCATIONAL NEEDS

Achievement for All pilot shows progress in SEN attainment Children with special educational needs and disabilities (SEND) have made good progress in attainment, behaviour and attendance under a government-funded pilot, according to a new report. Results from the Achievement for All programme, which has been running in around 450 schools for the last two years, saw children make greater progress in English and maths than other SEND children across the country. A significant number even exceeded the progress of non-SEND children. The independent evaluation, carried out by the University of Manchester, also shows pupil attendance significantly improved, with an average reduction in

News

Sponsored by

persistent absence of 10 per cent. Children’s Minister Sarah Teather said: “It’s fantastic to see that Achievement for All has had such impressive results. This shows just what can be achieved for children with SEND with strong school leadership, innovative thinking and close working with families.” Achievement for All was a large-scale pilot, funded by the government and supported by the National College, to improve the attainment of pupils with SEND in English and Maths. It tracked the progress of pupils with SEND in Years 1, 5, 7 and 10. The pilot included children across the full spectrum of need, including those with statements, school action, and school action plus.

Children are to be given traditional lessons in British history amid claims that around half of 18 to 24 year-olds are unaware that Nelson led Britain to victory at the Battle of Trafalgar, or that the Romans built Hadrian’s Wall. The Education Secretary Michael Gove stated that too many children were finishing compulsory education lacking in the most basic knowledge of the past because existing syllabuses had been stripped of core content. Gove indicated that a sweeping review of the National Curriculum in England would spell out the core content that pupils should understand at each key stage of their education. It is also likely to place a bigger emphasis on British history, with a focus on periods such as the Vikings, Tudors, Victorians and both world wars. Data from one major exam board has shown that only a tiny minority of children specialise in Britain’s past as part of GCSE history. Some 48 per cent of children who study the subject focus on the American west, while 44 per cent study Germany and the rise of Hitler between 1919 and 1945. Only eight per cent study British history, it was revealed. In a speech, Gove said he was an unashamed and unapologetic advocate for the central role of history in our curriculum. He stated: “I’m genuinely worried that – despite the best efforts of brilliant history teachers, gifted academics, the television and publishing executives who’ve helped to popularise history – our curriculum and examinations system mean that children thirsting to know more about our past leave school woefully undernourished.” Fewer than a third of children currently chose to study the subject at GCSE level and numbers have slumped by almost fifth since the mid-90s.

BUILDING REGULATIONS

Schools to be freed from over-prescriptive building rules Ministers are consulting on simplifying and reducing the regulations around school buildings, as part of the independent Capital Review recommendations, which proposed how to build and maintain school buildings better and more cost effectively. The new proposals free up schools to take a more common sense approach. The current regulations for maintained and independent schools contain some over-prescriptive and burdensome rules,

such as complicated lighting requirements, specific requirements on the numbers of toilets and wash basins per pupils, and a precise measurement of gaps between school beds at boarding schools. Under the new proposals, the relevant supporting guidance will be be simplified, going from 32 pages to just eight pages of clear and concise advice. A further 5,000 pages of other guidance on school buildings will be reduced next year, by around 75 per cent. TO READ MORE PLEASE VISIT...

www.educationbusinessuk.net/n/021

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

We know you enjoy bright and colourful We know education washrooms.

Case study

‘‘To meet the rigorous demands of this type Tudor Grange in Solihull is a of environment, all Solihull Council, having specified mixed, 11-16 age academy, facilities in our Venesta in the past, chose our formed in 1974 from the academy have to be Centurion range for the six male combination of well established and female toilet facilities situated robust, efficient and boys’ and girls’ grammar schools throughout the campus. on the same site. fit for purpose. Centurion has fulfilled The academy has a reputation for Centurion combines strength and these requirements, rigidity with wall channels and excellence and academic pilasters that extend to the floor, and has given an achievement and is popular with parents and students alike. In fact, obviating the need for pedestals. excellent finished it’s always over subscribed. When This gave the academy the appearance in all long-lasting quality that they were it came to refurbishment, washroom areas.’’ Facilities Manager, Graham Turner, looking for. Tudor Grange Academy

many rigors of this large and busy academy.

was looking for a highly robust, high specification cubicle that would be able to withstand the

Graham Turner, Facilities Manager, Tudor Grange Academy.

We know education.

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

ICT

Sponsored by

Written by Brian Runciman

ONLINE SAFETY

CREATING ONLINE SAVVY CHILDREN Young people are increasingly savvy when it comes to technology and have an innate ability to be online for hours. But do we know what children are looking at or who they are talking to? Eric Schmidt, Google’s executive chairman, recently said there are only two states for our children today: ‘asleep or online’. A recent BCS roundtable discussion on e-safety training in schools addressed the implications of this. The debate was chaired by Brian Runciman, editorial publisher at the BCS, The Chartered Institute for IT. The panel included David Miles, director of the Family Online Safety Institute (FOSI); The United Learning Trust’s James Garnett; Alan Earl, harm reduction officer at Avon and Somerset Constabulary, on secondment to the South West Grid for Learning; and Jeremy Barlow from the BCS, The Chartered Institute for IT. Parents, teachers and pupils know the ‘stranger danger’ approach for helping children deal with people they don’t know, but they need to be similarly savvy in the online environment. Meanwhile schools need to be sure they are doing the right thing, as Ofsted

requires them to verify that they are managing these risks and teaching the relevant skills. RESPONSIBILITIES The BCS debate began with a look at how we can teach young people about safety in the virtual world. Earl started the debate with: “The internet is a powerful tool. You wouldn’t send someone who came into a school with a knife to the design technology department, but with internet issues, people usually get directed to the IT department – and the issue is bigger than that.” There is a permanency to what our children post online and parents are not always well equipped to address online safety issues, especially as they can be time-poor. “As to the division of responsibilities,” Garnett commented, “they are across the board. Educators can raise issues, but

children don’t always take this on board. We have a duty to educate the teachers as well. In one of our schools over half the teachers didn’t use social networks.” “FOSI represents 30 of the largest social providers in the world,” said Miles. “We need to recognise that these are often innovative technologies, so there will be disruption to social norms. One of the ways we frame that, because it’s a global phenomenon, is that we talk of digital citizenship – bringing social responsibility of the real world into the online world. This includes the role of government and law enforcement. It’s a real challenge, but all those stakeholders have a duty to work together.” Earl believes that there is a very important role to be played by parents. He said: “We’ve dealt with 7,000 parents and we find there is still a lack of dialogue between parents and children. Children aren’t challenged about how they behave online by their parents. They need to speak together.” BEHAVIOUR ON SOCIAL NETWORKS The EU Kids Online report said that 59 per cent of 9-16 year olds use social networking sites (and 49 per cent of 11 to 12 year olds) and of those, 26 per cent have public profiles so that anyone can see their personal information. This indicates that the perception of privacy is changing, so how should that affect our approach as a society? Miles said: “A lot of children go online E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

ICT

Sponsored by

ONLINE SAFETY The BCS e-safety qualification BCS has launched e-safety – a Level 1 qualification that maps to parts of the National Curriculum for PSHCE – Personal Wellbeing, Citizenship, ICT and Every Child Matters. It aims to help teachers raise the issue of online safety with their students and covers the potential risks associated with being online, how to protect yourself and your personal information online, as well as how to behave responsibly and within the law whilst using the internet.

Parents, teachers and pupils know the ‘stranger danger’ approach for helping children deal with people they don’t know, but they need to be similarly savvy in the online environment. E technically underage, and parents are complicit because they want their children in the online world, to talk to relatives. There’s an education process there. Facebook has updated its privacy settings to reflect changing views, which is an ongoing process. The notion of privacy is changing, and youngsters have a different perception of offline and online friends.” Earl said: “The way children view privacy is changing the way adults view it too. It’s difficult to simplify privacy policies, so talking to kids about it is vital. It’s about education.” Meanwhile Garnett commented: “How children manage their online social brand is important; children have to think about what may be available about them when they come to look for jobs. Universities and future employers can easily find this information today. There is a large growth in acceptable youth policies recently – should a teacher friend a pupil and so on – the scope is large”. PRIVACY SETTINGS Social networking is based on sharing and being open – so expecting sites to automatically set privacy at the highest level is unlikely and in many ways going against the philosophy of the idea. It’s also not just about Facebook. There’s also Twitter, uploading photos to Flickr and so on. Even iTunes has an age limit of 13. So how rigorously should we enforce age limits on social networks? Miles said: “There are 194 countries in the

world and they all have differing legislation. Over the last few years it’s changed. Five years ago there was a fixed PC, in a public room, but now networking is on games consoles, phones, and so on. At school age there has to be a conversation between the parents and children about this. At that point you can share in the positives and find out how children use technology and celebrate their creativity. Then discuss, secondarily, risks and security at a level relevant to their age.” RISK MANAGEMENT A 2011 OFCOM survey highlights that 33 per cent of 12-15 year olds speak to friends of friends or people they do not know online. So what can teachers and parents do to improve children’s understanding of the risks? “Talk to them,” says Garnett. “In the Byron review, it mentioned the concern that children are being taken away from risk. Ask about apps and be aware of the changing technology; don’t be afraid to appear to be behind the curve when speaking to your children.” Barlow said: “The language we use is important. The very term ‘risk management’ has fear culture connotations. We want to enrich the online experience, remove the fear and use the right language that children will understand and identify with.” “It’s like we are in an aeroplane,” says Earl, “but the children are flying it. We need to go into the cockpit and ask them what they are

doing. It’s my belief that it’s the child we need to educate the most – help them understand risk, but parents are very important too.” Miles added: “It’s about rules, tools and resilience in the online world. Parents do the rules and tools; children should work out the resilience. Parents are catching up; the playing field is levelling.” WHERE NEXT? Garnett said: “The new BCS e-safety qualification is an easy way to get the right information across to students. With it, a school can frame its curriculum around a recognised qualification so it can satisfy a school inspectorate and prove that it has begun on the right path to ensuring safety online for our students”. “I’d like to reiterate,” urged Miles, “that in the longer term we have to recognise the child/parent conversation. Governors’ bodies and parents associations have a role. There is a generational transition going on. There are challenges, but I think we are now coming through the worst of it. In the next 10 years we are going to see real benefits from that.” Earl added: “The internet is such a great environment, so it’s really important that e-safety is part of school curriculum.” “We also need to understand that the area is evolving with new platforms and emerging technologies,” says Barlow. “Ofcom suggest 35 per cent of 15-year-olds have smartphones. I’d like to quote a piece from The Guardian by Stephen CarrickDavies, from 19 July 2011: ‘A new three Rs of literacy would help us to understand the risks, better manage online reputations and together build resilience to cope with the contradictions and opportunities of the online world.’ I think that’s a good summation.” Miles concluded: “E-safety is a set of life skills. Some countries talk about digital wellbeing. We need to look at this as a lifestyle health issue rather than a tech issue.” L FOR MORE INFORMATION www.bcs.org/esafety

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

IT’s Viglen with Toshiba

IT’s choosing the right mobile computers for your school, it’s easy to become confused by the endless choices available. Lightweight? Powerful? Energy efficient? Long-lasting battery? Don’t limit yourself to a vendor who can only provide you with a single choice. Choose Toshiba notebooks from Viglen and you’re opening the door on a partnership which can accommodate all the choices you have to make. As a Toshiba Premier Partner, Viglen can show you the wide range of Toshiba mobile devices, from powerful desktop replacements for the classroom to the latest thin and light Ultrabook and tablet designs for students on the go.

IT’s the right notebooks?

With Viglen, you’ll be partnering with an ICT partner who can help you every step of the way. Viglen’s trained staff will help you select the right model for your requirements.

IT’s getting the best deal?

With more than three decades of experience, Viglen can maximise the benefit of purchasing framework deals in your area, at the same time as advising you on volume licensing savings on your favourite software. When you choose Toshiba Viglen, you’ll receive the reassurance of a partnership to help you with configuration, deployment and support.

Call Viglen today on 01727 201 820 to find out how Toshiba mobile computing can work in your school. Make a note in your diary to visit us at the BETT show 11th -14th January 2012 at stand B70 and explore the latest Toshiba technology on the Viglen stand.

Toshiba Portégé Z830

Toshiba Tecra R850

Viglen Limited, VHQ, 7 Handley Page Way, Old Parkbury Lane, Colney Street, St. Albans, Hertfordshire AL2 2DQ T: 01727 201 820 E: sales@viglen.co.uk W: www.viglen.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION â&#x20AC;&#x201C; www.educationbusinessuk.net

ICT

Sponsored by

INFORMATION TECHNOLOGY

Richard Allen, an executive at ICT association Naace, examines how technology and ICT supports, empowers and enables education relevant to the modern world Technology and ICT have been drivers that have re-engineered our society and commerce in recent years. Some might say they have presented opportunities for change that have lead to unique benefits. Just as in any market, we have seen both pioneers and early adopters, and, at the opposite end of the spectrum, those schools that are slow and reluctant to accept change.

Across England, Wales and Northern Ireland, the ICT Mark, administered by Naace, is a good indicator of the maturity achieved by schools in their use of ICT in leadership and management, planning, learning, assessment, professional development and use of resources. Over 2,000 schools have achieved this quality mark and can demonstrate how ICT delivers benefits

Naace sees two types of school â&#x20AC;&#x201C; those where technology is thoroughly embedded, and those where technology is available, but for various reasons is not being exploited fully.

to all aspects of school and student life, and more broadly, into the community. MODERN TECHNOLOGY No one can deny the impact that technology continues to have on almost every aspect of our daily lives, nor the speed with which new developments are adopted by us. The mobile phone is ubiquitous, and not just for anytime-anywhere voice communication. Broadband data connectivity brings access to the internet and our personal and business communications. GPS can give us geographical guidance. A camera gives us video as well as image and sound recording capability, and local storage continues to get ever larger and ever cheaper. With the E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Written by Richard Allen, an executive at Naace, the ICT Association

THE ROLE OF TECHNOLOGY IN MODERN LEARNING

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

The new flexible total lectern solution The Swiss army knife lectern for teachers, presenters and system integrators • Dual monitor system • 12” touch panel • 17”-22” pen/ touch monitor • Electrical Height & Tilt • Fully lockable • IC card access • Flexible integration of display technology / room control • 12U-19” rack inside • DDA compliance for seated users Primary / secondary education call for our classroom audio technology and media automation systems

premier choice for intelligent lecterns specifications subject to change

www.intelligentlecterns.com sales@intelligentlecterns.com

Call ILS at 0203 355 7919 for a flexible teaching platform!

Microsoft Word for education – we’ll fix your documents Report and letter writing can be time-consuming and sometimes a lack of advanced software knowledge on the part of the user can prove frustrating. CDEV’s custom Microsoft Word templates and tools greatly speed up document production and deliver accurate, good-looking results. One key feature allows documents to be automatically populated with information read from databases. Content can also be inserted from a user’s personal library, or a shared library of standard paragraphs. CDEV’s message is that there is no need to retype any data that already exists elsewhere – the company makes it easy to locate and import that information. Added to this, CDEV sets up your base templates using Microsoft Word best practice to create documents that are reliable, easy to use and

carry your brand image and logos. The business has created a number of document automation systems for education in use around the world. These produce detailed documents very quickly and are a huge boost to productivity. With 17 years’ experience working with the world’s largest and most successful companies, CDEV says its proven track record allows it to exceed its customers’ requirements and expectations. “There is nothing we don’t know about Word and how to get the best out of it,” says the company. “We’ll happily troubleshoot your Word problems and unlock the software’s full potential within your organisation.” FOR MORE INFORMATION Tel: 02380 740990 info@cdev.co.uk www.cdev.co.uk

Ubiquitous Cuts through the Cloud to Offer Education Sector a Viable IT Solution Financially constrained school IT departments across the country can take advantage of a new Cloud Computing hardware and software solution from Technical Services called Ubiquitous. The organisation, part of Commercial Services, is offering education establishments the opportunity to benefit from this latest development in computing services solutions. Ubiquitous provides full IT solutions that address many of the challenges faced by the cash strapped public sector. Technical Services offers benefits to the education sector at a number of levels and is working within the sector to upgrade complete systems and take the onerous and time-consuming aspects of IT care to a new level of managed service. Technical Services is able to provide new hardware and software solutions including cloud based and dedicated on-site servers. The advantage of a cloud based system for servers is increased data security, off-site

back-up, and regaining the physical space traditionally used by servers. One of the primary benefits for the education sector will be enabling schools to increase the number of computer monitors and laptop computers available to pupils while maintaining budgets. Ubiquitous also has the ability to help this sector reach its environmental goals through reduced carbon footprint. The necessity for constant power to the servers and dedicated air-conditioning systems is removed as the servers go off-site. Chris Geary, Head of Business Solutions for Technical Services said, “Being part of Kent County Council provides us with a strong knowledge base of the education sector. We understand many of the challenges faced by the sector.” Mr Geary continued, “This knowledge allows us to provide a completely hosted or partially hosted service designed around the specific needs of education establishments.

In some cases we have been able to double the amount of desk based workstations without increasing the actual IT spend.” Key benefits for education include longer lifecycle of hardware, reduced software licence costs, secure automated off-site back up of information and the flexibility of allowing students to work remotely from other locations. Environmental benefits include increased energy efficiency, a typical Ubiquitous Sun Ray unit consumes about 20w per hour (including server power consumed), compared with the average PC which is around 150w, providing an 86% power saving.

Ubiquitous new website aimed at the education sector is now live: http://education.ubiquitousdesktop.com/

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

ICT

Sponsored by

INFORMATION TECHNOLOGY E introduction of apps, we now have almost untold free or low cost support to use and manage the information to which we have access. With the developments in cloud computing, and the ability of the internet to connect people, our access to and use of information continues to evolve relentlessly. Today it is the norm to use a range of personal data tools that specifically suit our needs. Tablet computers such as the iPad are popular for publications such as newspapers or books and magazines, delivered digitally. Along with laptops and MP3 players they offer us portability – anytime anywhere access. 21ST CENTURY LEARNING Just as devices are now ubiquitous, with the connectivity they offer, so too is access to knowledge. It is now commonplace to use technology socially to communicate, collaborate, elicit and offer opinion, share ideas and to use Web 2.0 and Web 3.0 technologies to build knowledge. These are the skills our young people are developing, and according to Microsoft research presented at Bett 2011, these are the very same skills that employers are seeking from potential employees. This must surely be the context in which education operates? Many schools understand this and exploit technology effectively and in context, but many are still attempting to deliver success in the context of education structured in a bygone age. What should we be endeavouring to deliver in the 21st century? We can now assume that via technology, much knowledge is free and readily available. Learning facts from a particular text and demonstrating the ability to regurgitate those

facts under controlled examination conditions doesn’t deliver what is needed. Tony Wagner in his book ‘The Global Achievement Gap’ (2008) describes seven survival skills deliverable by 21st century learning. These include critical thinking and problem solving; collaboration across networks and leading by influence; and agility and adaptability. Other skills needed are initiative and entrepreneurialism; effective oral and written communication; accessing and analysing information; and curiosity and imagination. These are all skills that are associated with proactive development and change and have clear links with how business and society have developed in recent years with ICT embedded throughout their operations. The importance of ICT to education as a sector is far greater than the consideration of ICT as a discrete knowledge based subject, and it should be seen as such. THE SCHOOL APPROACH How are schools embracing technology in their activities? Naace sees two types of school – those where technology is thoroughly embedded, and those where technology is available, but for various reasons is not being exploited fully. Schools that demonstrate effective and embedded use of ICT do transcend the knowledge based learning agenda. When staff and pupils are confident with skills and their use, the ICT becomes much less important; it unobtrusively delivers effectiveness and efficiency so that for example, in teaching English the focus becomes the quality of creative writing, rather than the ability to word process. Schools have said that the use of good online teaching and revision resources can lift grades, for

example in mathematics, by 0.5 or more. The Organisation for Economic Co-operation and Development suggests that we live in a ‘knowledge economy’, but that we need to think carefully about is what constitutes knowledge. It proposes four distinct types: ‘know what’, ‘know why’, ‘know how’ and ‘know who’, and suggests there is growing demand for the latter three compared with the traditional curriculum of the ‘know what’ category. Schools that are confident with technology are moving away from knowledge based curricula. Some secondary schools have adopted programmes which focus on ‘learning to learn’ and ‘enquirybased learning’ which move learning away from simple subject knowledge to higher level thinking skills in all subjects. This is key to delivering what society and business want to see from our education system in the 21st century. It is not about excessive concentration on ICT skills per se, but allowing those skills to support the delivery of a much wider and more relevant curriculum. LEARNING CONTINUITY During the snowy days early in 2011, some schools fully exploited their learning platforms. Those who already had a culture of supporting students with anywhere, anytime learning kept students and parents fully informed of school closures, and could operate almost as normal with learning materials and activities available from anywhere, ongoing student teacher communications and on-line submission of completed work. How common is it now for people in business to be able to continue with their mental, creative and communication related aspects of their business activities E

Naace Naace is the ICT Association – a community of educators, technologists and policy makers who share a vision for the role of technology in advancing education. Naace members include teachers, school leaders, advisors and consultants working within and across all phases of UK education. As a professional association, Naace represents the voice of the UK education technology community in the schools sector at a national and international level and offers support to professionals across the sector through conferences, courses and the dissemination of resources, research and reflection. Naace plays a key role in both members’ professional development, through the challenge and support of a community of practice, and the development of the profession as a whole, through the sharing of innovation and expertise.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

INFORMATION TECHNOLOGY E from home or elsewhere? There is no reason why a school’s intellectual activities should stop because access to the building might be interrupted. How many schools do we know that simply closed when the snow came? All schools should now have access to a learning platform and the functionality associated with it, and with the success of the home access project many more students have access to the internet, thus enabling greater levels of remote learning to take place. Research undertaken by Becta demonstrated that parental engagement with a child’s learning during primary years can improve outcomes by as much as 50 per cent, and therein lies a recipe for success. Let us not forget that in this connected world we must do everything we can to ensure the safety of all learners. E-safety and internet literacy are essential subjects that we as a society ignore at our peril. WHAT DOES THE FUTURE HOLD? In terms of technology we are starting to see individuals using multiple devices in a variety of ways. The days of the ICT suite are starting to look numbered, other than perhaps for basic skills training and use in assessment. The technology is needed when and where the learning process takes place. The ‘cloud’

is becoming the home of the information repository and will deliver applications and programmes to our devices as and when required. Devices will become cheaper. Applications will also become free or, because of higher volumes, will be available at lower cost. All this relies heavily on suitable infrastructure being available, but as we move to digital TV, relatively high digital capacity will be available from the bandwidth released by analogue transmissions. CONNECTIVITY The internet is likely to have a big impact on our lives. By this we mean the online connectivity of systems, machines and sensors. Much of the technology already exists, but isn’t yet at sufficiently high volume and low cost to be pervasive. Empowering our educators and encouraging co-operation and collaboration across agencies should be fundamental. The technology exists to allow safe and secure sharing of information at local level and across agencies without the need to structure national sized data repositories. Information can be shared by local professionals and their clients with integrity and information security devolved to the professionals. Students are engaging with new

Say goodbye to noticeboards – digital signage is here Digital signage is a system that offers a dynamic, exciting method of communicating with your staff and students, making it easy to inform, engage and entertain them. With a few mouse clicks, Dynamax’s digital signage software takes your news and information to the right audience, to the right place, at the right time via a network of screens installed in your locations. It supports all modern media formats so you’re offered endless possibilities of using the system. Create a sense of community through the informative display of internal news and information, such as classroom timetables and upcoming events. Messages can be scheduled to play according to the time of day, or day of week. The system can also show different images on each screen (such as welcome messages in reception, news and events in corridors). A useful way of instilling a sense of pride and achievement

among the students is by using the screens to showcase outstanding work. digitalsignage. NET also enables different levels of access to students, teachers and senior members of staff. From a more commercial perspective, third party advertising can also be displayed on the screens in order to generate extra revenues for your establishment. The company offers a fully functional 30 day free trial along with free email support, all so you start communicating ‘smarter not harder’. FOR MORE INFORMATION Tel: 01254 503666 info@digitalsignage.net www.digitalsignage.net

EDUCATION BUSINESS MAGAZINE | Volume 16.7

technology and the tools technology offers. They are forging their own relationships outside of the school environment – something educators should not ignore. There is a need for change. Perhaps this is a great opportunity for UK education? We have good infrastructure and we have some leading and exemplary schools who are really exploiting the benefits that can be gained from ICT and technology across their whole educational operations and estate. Look out shortly for announcements about schools that have achieved the Naace 3rd Millennium Learning Award – schools who understand what can be achieved when technology is truly embraced and becomes embedded. Many countries in the world are introducing similar developments and look to our lead. However we have a long way to go in order to move the whole sector towards the same high levels of benefit and outcome. There is still a culture of change that needs to be addressed and a workforce that needs to be supported. We must be careful not to throw away the heritage we have, but we must drive forwards blending the new opportunities in the context of the successes of the past. L FOR MORE INFORMATION www.naace.co.uk

A world leader in projection technology Paradigm AV Ltd is a world leader in projected images, projection screen technology and interactivity. Formed over 25 years ago, it has a combined experience of over 100 years. It is both a manufacturer and distributor, working through resellers, consultants and OEMs internationally and is best known for its rear projection mirror rigs – helping clients fit large screens into tiny places. It’s also known as dnp’s leading distributor for its optical front and rear projection screens, which are designed to provide high quality images even in brightly-lit environments, such as classrooms and lecture theatres where light-dimming isn’t ideal. From single to multi-touch interactive tables and screens,

Paradigm AV is the UK and Ireland distributor for Displax and VisualPlanet. It also works very closely with GestureTek and its gesture-based interactive products. The company is a world leader in gesture-based interactivity, and added to Paradigm’s imaging expertise, this is creating major successes worldwide. The firm’s reputation and friendly, professional approach means it still has clients with which it has worked for 25 years. FOR MORE INFORMATION Paradigm AV, Unit 9, St Martin’s Business Centre, St Martin’s Way, Bedford MK42 0LF Tel: 01234 843388 Fax: 01234 340850 info@paradigmav.com www.paradigmav.com

ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

STEM

INSPIRING CREATIVITY IN STEM TEACHING

John Pinkney, the E-learning advisor for Warwickshire County Council, shares his experience of using LEGO® Education to inspire creativity in secondary schools

Teachers often tell me that creativity is such a key part of education and yet it’s an aspect that is all too easily squeezed out of the curriculum. So, 18 months ago, working with four teachers from four Warwickshire secondary schools, we undertook the challenge of getting creativity back in. We decided to take a science, technology, engineering and maths (STEM) approach. Next came what I perceived would be the difficult part – finding a creative a partner with which to work. Enter LEGO® Education. Firstly a confession. For some reason, best known to my parents, I had a LEGO-less childhood. It appears I am alone in this, as everyone else seems to have a LEGO story to tell. In simple terms the world loves LEGO and when attempting to bring about change this gives you one huge advantage. CREATIVE TEACHING We worked with LEGO Education, which designs and delivers LEGO products solely for education, on developing five LEGO Education Innovation Studios. These are complete rooms fully kitted out with LEGO Education’s products and resources and supported by its training. We included one at our ICT Development Service Centre in Warwick and four others in each of the identified secondary schools. The focus for each Innovation Studio was to develop creative teaching and learning in a hands-on, experimental learning environment, with LEGO Education supporting the process with advice, support and training. While our model has been based on collaboration, each Innovation Studio has an

individual story to tell. The impact has been wide-ranging and, by not specifically focusing on the same aspects across all schools, it has given us a rich pool of knowledge to share. TURNING THEORY INTO PRACTICE There has been immediate curriculum enhancement, as Pete Maguire, Etone College, explains: “Turning theory into practice is a key part of learning, but not always easy in the classroom. Using LEGO has given us the opportunity to do this. The renewable energy kits have proven to be an effective way of generating renewable energy that students can then utilise to power a LEGO car. The concept of renewable energy is easy to teach when the students are engaged and in control of their own learning – presenting focused learning with real creative opportunities. “LEGO MINDSTORMS® is also proving popular as a creative, hands-on enrichment opportunity for the sixth formers to experiment with the engineering of robotics.” Greg Armstrong at Henley-in-Arden School has also looked to develop their technology curriculum and picks up on the idea of the competitive aspects of LEGO: “We have developed a Year 9 flexible curriculum deep learning programme, giving students extended time developing skills and knowledge in detailed robotics. The learning that takes place has creativity at its heart, promotes experimentation and celebrates ‘failure’. It is driven by a competitive edge that extends to members of staff. Using LEGO® MINDSTORMS® we have overhauled our KS3 curriculum which has brought a new focus to the area of control

and sensors. Traffic lights are so last year!” Science has been the initial focus point for Southam School where Steve White is working with the department to develop its curriculum: “We have a very successful science curriculum, but LEGO gives us the opportunity to develop greater breadth and allow students more freedom in their thinking. We are also now setting up sessions to introduce other subjects to the power of LEGO”. Indeed, all schools report other subjects moving into their Innovation Studio. Interest has also spread beyond the schools. Maggi Armitage at Lawrence Sheriff School has focused initial work on developing wider links with the community. She explains: “I have been astounded by the way students have responded to the use of the LEGO Education resources. Community sessions have had a long term impact, both in terms of the enhancement of knowledge and skills, and by creating enthusiasm to learn. It has been great watching students and staff learning together – the adage that learning is lifelong is far more powerful when it is seen in practice. Everybody wants to be involved – we have all concluded that it is very addictive!” THE FIRST® LEGO® LEAGUE With our LEGO Education Innovation Studios established we are now looking to expand the use of LEGO into other areas of the curriculum – it’s always great to share the enthusiasm for learning that LEGO can bring. We are also about to get warmed up for the FIRST® LEGO® League – an opportunity for Warwickshire students to showcase their creative minds on a wider stage using LEGO MINDSTORMS robots. Programming is becoming an increased focus for schools as they look to give their ICT provision an overhaul with fresh challenge and excitement. Maybe 2012 will be the year of the robot? FOR MORE INFORMATION For more information on the work that Warwickshire County Council is currently involved in, please contact ictdsservicedesk@warwickshire.gov.uk or call 01926 414100. For LEGO Education contact Enquiries@LEGOEducation.eu or call 0800 334 5346.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Sponsored by

Well Educated Banking www.lloydstsb.com/schoolbanking

INTERACTIVE TECHNOLOGY

GET INTERACTIVE IN TWENTY-TWELVE Ray Barker, director of BESA, summarises the wealth of interactive technologies that will be showcased at BETT 2012 The task in hand – to summarise exhibitors at BETT 2012 offering ‘interactive technologies,’ is certainly a challenging one, mainly because of its breadth. Interactivity, collaboration, communication, creativity, learning and of course technology

– now virtually every learning resource is interactive. However, this product category has developed over the years. In general, schools will standardise with one brand of interactive whiteboard so that the created lesson activities can be used on all displays.

At the turn of the century, interactive was a word reserved for interactive whiteboards – now virtually every learning resource is interactive. are words that have become a part of virtually every education product description over the past decade. With more than 600 exhibitors to choose from at BETT we need to narrow this question down a little further. INTERACTIVE WHITEBOARDS At the turn of the century, interactive was a word reserved for interactive whiteboards

EDUCATION BUSINESS MAGAZINE | Volume 16.7

However, visitors wanting to consider alternative brands, either because they offer different functionality or a cheaper price may want to visit the following stands at BETT. Guangzhou Shiriri Electronics is on stand H12 with its Seewo IIP (Interactive Intelligent Panel) highly incorporated product which uses a full HD LCD panel as the display and operation platform,

combined with technologies of mancomputer interaction, panel display, multimedia information processing and network transmission. With functions of handwriting, remarking, drawing, multimedia entertainment and net meeting Seewo IIP has become an interesting consideration. On stand G30 Hitachi Solutions is showing its recently announced StarBoard Link EZ, a unit type interactive whiteboard system, which transforms any flat surface into a fully functioning interactive whiteboard. The system consists of digitiser and reflective bars, which can be easily attached to a wall or an existing dry erase board. Once attached, it is connected to a computer and projector. The StarBoard Link EZ is based on touch technology. All the way from China, Zhejiang BCY Electronics Stock will be on stand E95 in the Grand Hall demonstrating its interactive whiteboard. Founded in 1990 this company, whose main sales message is the quality of its global wide customer service and support, is also known for its electronics laboratory equipment. Elex Electronics Technology & Development located in Xiamen, is another China-based interactive whiteboard manufacturer of infra red and electromagnetic whiteboards. Visit stand K15 to find out more. COLLABORATING TECHNOLOGIES An evolution that has happened over recent years is for interactive whiteboards to become E

These are the children Enjoying their creative lesson With brushes, paper and paints Ordered from Viking By their favourite teacher Call us today on 0844 412 0000 or shop online www.vikingschools.co.uk

All the inspiration your school needs

ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

INTERACTIVE TECHNOLOGY E the central display area for information received from other collaborative technologies. These include interactive response, or voting systems, as they are better known; tablet PCs or smartphones and event visualisers, also known as document cameras. And certainly Promethean has bought into this concept, recognising that now goes beyond being an interactive whiteboard company. It aims to offer products that address the big issues in schools at the current time including productivity, data driven decision making, assessment for learning and collaborative learning, as well as how integrated technologies can be used to improve teaching and learning. Promethean’s portfolio of solutions encompasses many types of usage, including whole class, small group collaboration, personal, online and mobile learning, as well as supporting assessment across the full range of modern technology. These solutions are enhanced further with curriculum content, community tools, technical support and online training.

Promethean is currently working with schools to effectively integrate the technology with which pupils are already familiar such as smartphones and tablet devices like iPads. Promethean will be available at BETT on stands B30 and N2. Another exhibitor stepping beyond the realms of interactive whiteboards is eInstruction on stand S36, which will be demonstrating this progress through its Collaborative Classroom Suite which adds a new, portable, individualised dimension to learning. The suite contains Mobi View™ a mobile, handheld touchscreen interactive whiteboard with its CPS™ student response system, which works directly with its student assessment software Together, these products help create an environment where students can work together and learn from each other, improving collaboration for greater progress. INTERACTIVE RESPONSE SYSTEMS Looking towards exhibitors offering interactive response systems, Turning Technologies on

Promethean’s portfolio of solutions encompasses many types of usage, including whole class, small group collaboration, personal, online and mobile learning, as well as supporting assessment across the full range of modern technology.

EDUCATION BUSINESS MAGAZINE | Volume 16.7

stand E96 will showcase its latest additions PresenterWare™ and PresenterCard™. Both presenter tools provide remote control of TurningPoint suite of polling applications and allow teachers to move freely about the classroom while still progressing through their interactive voting presentations. PresenterWare and PresenterCard offer the users control of the presentation, while not being tethered to a computer. Those considering the benefits of visualisers or document cameras as they have also been termed may want to visit PolyVision’s stand D99 in the Grand Hall. The new fuse visualiser is a scanner web-camera and digital camera in one offering schools a compact solution for creating distance learning between remotely connected classrooms. Their TrueSnap™ technology automates perfect alignment and document clean-up to free up lesson preparation time – and bring learning to life. At the same time, Visual Education on stand H49 will be airing its view that the majority of response systems are too limited in their choice of responses. Charlie Boshier, science teacher, Compton School, Barnet, agrees: “The modern science syllabus is about exploring opinions in the media and the scientific community; you can’t resolve that down to A, B, C.” The company’s answer to this contentious issue is WordPad 2, a new student response system being launched at BETT 2012. It’s an interactive interface where students use joypad controls to navigate round the screen, E

NEED A

WEBSITE? IT’S QUICK AND EASY GET YOUR NEW WEBSITE IN MINUTES Our web developers have created an exciting new website package especially for schools and colleges – 1&1 MyWebsite. With professional layouts, text and images to complement your school or college, 1&1 MyWebsite makes it quick and easy to represent your educational institution online and includes everything you need for an attractive web presence.

Call

0800 171 2631 or buy online

Calls are free from a BT landline and BT mobile, calls from other operators may be higher.

1&1 MY WEBSITE

WITH SPECIALISED

CONTENT FOR

EDUCATION

www.1and1.co.uk

ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

INTERACTIVE TECHNOLOGY About BETT 2012 BETT 2012, the world’s largest technology in education event, takes place from 11-14 January 2012 at London’s Olympia. Featuring an extensive educational programme which includes seminars, interactive workshops and high-level conference content, visitors to BETT 2012 will be able to learn first hand from the industry’s most eminent experts on how to enrich learning with technology. BETT 2012 is also used by leading suppliers as the launch platform for the very latest technological innovations in the market, ensuring it’s a must-attend event for the industry. A comprehensive seminar programme under the brand new banner, Learn Live will provide four tracks of interactive and inspirational sessions. Learn Live is an exciting programme of interactive, informative and enjoyable workshops, seminars and other kinds of learning session at BETT 2012. At BETT, education professionals love the opportunity to share their expertise with peers from across the UK and from around the world, and Learn Live at BETT 2012 offers the opportunity to do just that. E competing to get top of the leader-board. Alternatively it can be used to create dynamic spider diagrams as students type in their ideas from their keypads. It’s like a games machine for the classroom. A smarter alternative to thinking up three hundred wrong answers. The mention of games brings me on to another growing area of interactive classroom technology – gaming. The quantity of gaming products on the market is possibly equal to the number of parents arguing that children should not use these applications in the classroom when parents have such a challenge limiting their gaming time at home. While a valid argument, the flip side is that in today’s multimedia environment we have to enrich each student’s visual experience to stimulate their learning. Now is the time to take advantage of the way children entertain themselves, to employ those same media and thinking habits they foster for the betterment of learning outcomes. Because so much of students’ experience is shaped and surrounded by imagery, highly visual interactive activities have truly become the new currency of learning. However, with this in mind, significant consideration of the learning content of highly visual gaming resources must be given. Following the recent launch of the Joint

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Mathematical Council’s report into digital technologies and mathematics, STEMsubject innovator Texas Instruments (stand J30) should be of interest to mathematics and science teachers. The TI-NspireTM CX colour software, handheld and datalogger, was developed to offer an interactive learning tool and address demand for greater understanding of and engagement with core concepts in maths and science. Q&D Multimedia its one company that has carefully considered this balance and on stand B39 it is showing Busythings. co.uk, offering over 120 educational games for three to six-year-olds with a new one being added every month. Dedicated entirely to early years and children with special educational needs, busythings.co.uk was a BETT award winner this year for Best Early Years and Primary Digital Content. WORKSHOPS & TUTORIALS Artech Academy on stand H3 is another company offering games applications focused on learning content, with its hightech workshops and online tutorials in video game design. Aimed at teachers and students in both primary and secondary education, Designing Video Games is a cross-curricular activity that equips teachers

with the tools to incorporate video game design into the existing curriculum. PlayBrighter is another games based learning resource which recognises the struggle of motivating teenage students to learn in the classroom. PlayBrighter therefore combines such gaming with studying in a unique online platform that offers cuttingedge educational games to re-engage pupils with learning. PlayBrighter can be used to teach any subject from maths and science to art, history and Welsh; teachers are able to choose from a database of over 2000 question sets or input their own tailored questions. Visit PlayBrigher on stand T52. In my attempt to discuss interactive technologies at BETT I have only touched the surface by looking at alternative interactive whiteboards, interactive response systems and gaming devices. Of course, interactive technologies includes virtually all eLearning resources, and hardware, but I hope this has given you an idea of the breadth of learning resources at BETT. Please come to visit us at the BESA Information Point for information on any other areas of learning technology. L FOR MORE INFORMATION www.educationbusinessuk.net www.bettshow.com

EASY AS 1&1 GETTING ONLINE IS EASY

All you need to set up your own website is an Internet connection. Choose your industry sector, select a colour scheme and enter your institution‘s address – done! Professionally written content and graphic elements especially created for schools and colleges are included with your website package and can be customised or changed online at any time. PLUS: Your package includes a free Internet address!

1&1 MY WEBSITE

TRY IT FOR

FREE!

www.1and1.co.uk/education

30 day free trial, then from just £9.99 per month* Choose or upload images with a few clicks. Weekly projects and exchange programmes offer fun ways of broadening ‚ students horizons and gaining valuable experience |

Improve your search results with a free, memorable domain name.

Easily customise the text.

Easy integration of Facebook and Twitter buttons so visitors can recommend your website.

Change colours instantly.

Call

0800 171 2631 or buy online

Calls are free from a BT landline and BT mobile, calls from other operators may be higher. * 12 month minimum contract term applies. Visit www.1and1.co.uk for full promotional offer details. Prices exclude VAT.

www.1and1.co.uk

The unique lamp-free light source in Casio projectors delivers up to 20,000 hours of superb performance at up to 4,000 ANSI lumens for bright, engaging lessons.

witness the of the world’s brightest lamp-free projectors Light output remains consistently bright for the lifetime of the projector, and with no lamp to replace your school will save considerable sums in comparison to conventional projectors. A 5 year/10,000 hour* light source warranty delivers the ultimate peace of mind. Contact us today to see how Casio’s Laser & LED hybrid light source could bring long life, low cost projection solutions to your school.

projectors@casio.co.uk casio.co.uk/projectors * Whichever comes first. Terms and conditions apply

2 1.5

MOBI SHOW

INTELLIGENT BRIGHTNESS CONTROL

INTERACTIVE

POINTING

FUNCTION

MOBI SHOW

INTELLIGENT BRIGHTNESS CONTROL

INTERACTIVE

POINTER

MOBI SHOW SHOW MOBI

INTELLIGENT INTELLIGENT BRIGHTNESSCONTROL CONTROL BRIGHTNESS

MOBI SHOW

INTERACTIVE INTERACTIVE

POINTING POINTING

FUNCTION FUNCTION

MOBI SHOW

INTELLIGENT BRIGHTNESS CONTROL

INTERACTIVE

POINTING

FUNCTION

INTERACTIVE

POINTING

FUNCTION

Come and see us at BETT 2012, 11-14 January, Olympia, London

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EVENT PREVIEW

A LAUNCH PAD FOR TECHNICAL INNOVATIONS BETT 2012 will showcase the latest educational technology products, resources and best practice on 11-14 January For educationalists, 2011 has seen great change. Many of the changes forecast for education by the new government have taken place or are currently underway. Diminishing budgets were a concern for schools at the start of the year, however research from the BETT-commissioned whitepaper, ‘Futuresource research into technology procurement plans of UK schools’ found that on average, schools expect a three per cent increase in ICT budgets in 2012. Many schools, when making budgetary decisions or discussing change management, continue to trust in events like BETT for guidance, advice and support. BETT 2012, the world’s largest technology in education event takes place from 11-14 January 2012 at London’s Olympia. Featuring

an extensive educational programme which includes seminars, interactive workshops and high-level conference content, visitors to BETT 2012 will be able to learn first hand from the industry’s most eminent experts on how to enrich learning with technology. BETT 2012 is also used by leading suppliers as the launch platform for the very latest technological innovations in the market, ensuring it’s a must-attend event for the industry. FIRST CLASS CPD – LEARN LIVE A comprehensive seminar programme under the brand new banner, Learn Live will provide four tracks of interactive and inspirational sessions. Learn Live is an exciting programme of interactive, informative and

BETT 2012

Sponsored by

enjoyable workshops, seminars and other kinds of learning session at BETT 2012. At BETT, education professionals love the opportunity to share their expertise with peers from across the UK and from around the world, and Learn Live at BETT 2012 offers the opportunity to do just that. The Education Leaders @ BETT conference will once again provide a high-level strategic programme which explores the most pressing issues facing leaders today. Subjects discussed will include curriculum and assessment change; maximising the benefits of greater autonomy and teacher recruitment and retention. New Worlds of Learning will be explored within the central feature of BETT 2012, Learn Live Teach Live. Hosted by Professor Stephen Heppell, children will be showing how easy it is for schools to use technology to interact with schools from around the world to share ideas in order to enhance learning. To explore how technology is currently used within the many different educational institutions in the UK, Learn Live Teach Live will feature speakers from a variety of establishments including academies, independent schools, international schools and free schools. These representatives will share their experience of how technology can best be incorporated into these different environments. Both the speakers and the children will be featured in the continuous E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

h t i w h c In tou n o i t a c u Ed

Discover StarBoard – a complete range of interactive whiteboards and tools for Education. The interactive whiteboards from Hitachi are exceptional tools that blend the strength of a traditional whiteboard with the latest multi-touch technology. For further information visit www.hitachisolutions-eu.com or call 020 7246 6868

Visit us at BETT SHOW: 11-14 January, 2012, Olympia, London EDUCATION BUSINESS MAGAZINE | Volume 16.7 G30 28 Stand

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EVENT PREVIEW

Featuring an extensive educational programme which includes seminars, interactive workshops and high-level conference content, visitors to BETT 2012 will be able to learn firsthand from the industry’s most eminent experts.

BETT 2012

Sponsored by

E broadcast stream from BETT Radio which will be running live throughout the event. Anderton Tiger Radio are the official BETT 2012 radio media partner, and broadcaster Russell Prue is no stranger to BETT – he’s spoken at every BETT there has ever been. Russell is running BETT Show broadcasts in the months prior to the show – podcasts are available at www.andertontiger.com/ BETTradio, together with notes, photos and Twitter recommendations from the show. EXHIBITORS With a comprehensive cross-section of exhibitors, visitors to BETT 2012 will also be able to explore the most cutting-edge products and technologies available in the market. Here’s a preview of just some of the exciting product launches you can expect to see at BETT 2012. Looking to simplify ongoing administration processes? ParentMail, the school-to-home communications service, is on stand A16 demonstrating the new portable ParentMail iPad package. Running the next-generation ParentMail 2, as well as being able to use ParentMail’s communications and payment collection system from a PC, an iPad supplied by ParentMail can be used in and around the school to help with other administrative functions, taken off site on school trips, or to take payments from parents on site. A new portable Dinner Register is designed to simplify the catering and payment process. Schools can select in the canteen a photo of each pupil who has taken a dinner to quickly log a purchase, which is then deducted from their ParentMail account dinner money balance. LEARNING CLIPBANK Recognising the ongoing need to engage and educate young people in current affairs, Channel 4 Learning Clipbank is on stand C30 demonstrating the latest addition to the cross-curricular learning service. ‘News Hub’ is the new home to Clipbank’s extensive news resources for Key Stages 3 and 4, providing topical, teenage relevant, subject-focused resources. These include a Daily News Blast arriving each day by 8am; weekly news bites to summarise events that include modern foreign language versions; and specialist English GCSE Spoken Language resources featuring ITN reporters to offer a complete, accessible and engaging news service. School purse strings are still closely guarded, and to help this Hewlett Packard is on hand at BETT 2012 offering the chance to register to join its new ‘HP for Schools’ club. Similar to many store loyalty cards, schools purchasing Hewlett Packard PCs can earn points (one point for every £ spent) to be redeemed for free sports, classroom and technology equipment. Additionally, if a school is registered, student’s parents who buy a Hewlett Packard PC can also register their purchase and enter E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Tel - 0 1

623 7

26 10

op HP LG650ET Lapt

HP LG641ET Laptop

Only £560.00

sktop HP XY171ES De.00

nter HP CB509A Pri .00

Cisco L WS-C2960-24TCSwitch

CISCO877-K9 Router

HP 633407-421 Server

HP J9147A Procurve

Only £550.00

Only £389.00

Only £199.00

Only £295

Only £1575.00

Only £525

Only £1400.00

IML Technology your dynamic and innovative

Cisco 45 WS-X 48-GB-RJ45 Switch

Only £1995.00

I2U APC SUA1500RM s up Smart

Only £395.00

2G cisco CP-794 ip phone

Only £120.00

MI2U APC SUA3000R s up t ar Sm

Only £765.0

All prices and codes are correct at time of publishing. Errors and Omissions Excepted. Prices quoted are available to education institutes and exclude VAT If you are not an educational body we can still offer you large discounts, please contact us for more information. ©IML Technology.

Total IT solutions provider. Established in 2003, our experienced team of staff provide consultancy, implementation and support services for our customers. We deliver on all fronts offering exemplary service coupled with fantastic pricing and this is why our turnover has increased year on year taking us to a £33m organisation. We stock over £2m worth of discounted hardware from leading vendors such as HP, Cisco & APC, as well as holding key industry accreditations from vendors such as Dell, VMware, Microsoft and Veeam.

Excellent Pricing & Service

Well D o

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION â&#x20AC;&#x201C; www.educationbusinessuk.net

EVENT PREVIEW

BETT advert.pdf 1 16/11/2011 11:40:06

BETT 2012

Sponsored by

E their school into a competition to win free technology from Hewlett Packard. Visit the company on stand E70 to find out more. The effective implementation of a VLE continues to be an area of concern; some schools continue to rarely use them for teaching and learning. Smart Learning is on hand to showcase its new ICT Skills Packs to help ease the workload for teachers who do not have time to create and implement effective resources for their VLE. The Skill Packs offer ready to use ICT lessons in a SCORM-compliant format. These cover the entire ICT curriculum for Key Stage 3, but teachers have the flexibility to pick and choose the packs covering ICT skills that are a priority for them. This helps to make the implementation of a VLE an easier, less time-consuming task. Visit stand K68 to be in with the chance of winning a free Unit of VLE content, containing at least 5 complete ICT lessons for Key Stage 3. LEASING In recent years, schools and colleges have come to rely increasingly on leasing as a means of funding new equipment, unable to afford total upfront costs for new equipment out of tighter budget. With budgets still under close examination, new exhibitor Investec Education Leasing is at E

CMY

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Visit us at BETT 2012, STAND E100 11 - 14 January, Olympia, London

Complete Education Solutions

Classroom Management for Windows Classroom Monitoring for MacÂŽ & Linux Remote Control for any Platform Powerful Desktop Alerting Desktop Security Web-based Helpdesk

More than ever, education relies on ICT to promote school improvement and student learning. This presents many challenges to leadership teams who have to manage the TCO of ICT assets and classroom teachers who need to deliver effective and inspiring computer-led lessons. NetSupportâ&#x20AC;&#x2122;s range of complementary software solutions has been helping schools get best value from their ICT investments for 22 years. From powerful ICT asset management to multi-platform classroom management and monitoring tools, NetSupport has the answers to your ICT challenges. Download free trials at www.netsupportsoftware.co.uk.

ICT Asset Management

w: www.netsupportsoftware.co.uk | e: education@netsupportsoftware.co.uk | t: +44 (0)1778 382270

Well Educated Banking www.lloydstsb.com/schoolbanking

BETT 2012

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Sponsored by

EVENT PREVIEW

5 £17

HIP

S BER E EM SAV TO LFPRICEM

UWPITHHA

With a comprehensive cross-section of exhibitors, visitors to BETT 2012 will also be able to explore the most cutting-edge products and technologies available in the market. E BETT to discuss its operating lease facilities to schools, and assisting them in purchasing equipment. Investec can provide a service to directly purchase the equipment, for schools to repay the costs over an agreed period of hire. Regulations on leasing for education can appear daunting, but attendees can visit Investec on stand K70 to discuss options they have in mind. NCOMPUTING Visitors looking to streamline, simplify and make savings on computer systems can visit NComputing on stand J50 which is showcasing its ‘Classroom in a Box’ virtual desktop solution. Supporting both Windows and Linux platforms, the package including virtual desktops and software can transform the typical virtual desktop structure from one user per virtual machine to 30 users. This can offer potential finance and energy savings; saving on up front computer acquisition costs, reducing power use, maintenance costs and the threat of theft. L FOR MORE INFORMATION To register for free entry, visit www.bettshow.com/register You can also keep up to date with the event’s news by following the event on Twitter @BETT_show or on Facebook, www.facebook.com/BETT_Show

ASCL MONTHLY MEMBERSHIP RATES* HEAD £17.50 | DEPUTY £15.60 BUSINESS MANAGER £12.00 ASSISTANT HEAD £13.00

As a school or college leader, you need information and advice that is clearly relevant to your role. Because ASCL only represents leaders in secondary schools and colleges, all of our work is focused on the sector – from financial management to understanding the latest Ofsted framework. With ASCL you have access to the very best professional advice, through our publications and telephone hotline, and excellent trade union support should you ever need it in your working life. *Monthly membership rates from 01.01.12 payable via direct debit in ten instalments. Other terms and conditions apply. For further details visit www.ascl.org.uk/offers

Join the leaders at www.ascl.org.uk/offers

ASCL M'ship2012_A4half_105x297mm.indd 1

11/11/2011 15:01

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

The benefits of using

Ricoh Supplies is one of the largest office products & printer consumable suppliers within the UK. Offering award winning services & customer care, we are a trusted source of office supplies to organisations of all sizes, from small private enterprises to large public sector organisations.

Paper & Staples Pro Synthetic Media; Specialist Production Print papers; Copier paper; Copier staples

Desktop Printing Devices, Binding & Laminating Supplies GelSprinter; Mono Laser; Colour & MFPâ&#x20AC;&#x2122;s; Velobind; Binding Consumables

Comprehensive Range of Laser & Ink Cartridges Original Equipment Manufacturer (OEM); Premium alternative cartridges (re-manufactured)

Office Stationery â&#x20AC;&#x201C; One stop shop for office supplies

For more information call us now on

020 8328 1000

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Making light work for a sound education

Wireless communication solutions from Multitone

Clarity specialises in the design, supply and installation of sound, lighting and audiovisual systems for primary, secondary and higher education (including those with special needs requirements). Clarity has over 15 years’ experience and offers unbiased advice. The company’s service includes training to ensure users are confident in the use of the equipment, free technical support and on-site and extended warranties. The company offers a wide range of installed or portable sound and lighting systems for use in school halls and studios and can supply new systems or make improvements to existing systems, working within any budget to maximise investment in equipment. Clarity conducts a site survey to establish a customer’s requirements and provides a detailed report and quotation that specifies the equipment recommended and explains the operation of the system.

Multitone Electronics Plc, specialists in wireless communications, have developed communication systems enabling staff working in challenging environments to summon assistance with speed and discretion. Multitone’s expertise within the education sector has proven benefits to schools; staff feel less isolated and have more confidence to teach using more creative methods. The environment is calmer and staff absenteeism reduces. Senior staff use the data provided to ascertain if changes made to the school have a positive or adverse affect on the students. As experts in communications, Multitone also provides solutions to meet customers’ specific needs within SEN schools. Multitone’s solutions allow staff to care at a distance as a child’s location can be monitored and an alert automatically raised if they

Installation, where required, is completed with minimal disruption to premises and staff. “We also recognise that after sales support is vital to any successful partnership and so we pride ourselves in ensuring that, following any installation, we continue to provide help and assistance where required,” says Stuart Graham, Clarity’s managing director. Visit the Clarity stand (Q58 in the Grand Hall Gallery) to discuss your requirements and to view Clarity’s portfolio of recently completed projects or go to www.clarityslv.com FOR MORE INFORMATION Tel: 0845 678 0725 Fax: 0845 678 0726 enquiries@clarityslv.co.uk www.clarityslv.com

ASCL – a leading union for secondary school and college senior leaders The Association of School and College Leaders (ASCL) is the only professional association and trade union in Britain to speak exclusively for secondary school and college senior leaders. ASCL has responded to the needs of all its members by developing a wide range of professional support services. It is the only association to speak exclusively for the leaders of Britain’s secondary schools and colleges. Its steadily growing membership, now over 15,000, reflects the way in which its distinguished heritage has been adapted to meet the needs of today. Numbers continue to grow as more leaders recognise the benefits of joining an association that so

clearly addresses their needs. ASCL members receive legal cover and support, access to advice through a hotline, guidance and resource materials, updates on the latest education news via the website, and commercial discounts. Through ASCL they know that their concerns and views are heard at the highest government levels, as well as being a major provider of training courses and consultancy for schools. FOR MORE INFORMATION For the latest subscription offers please visit www.ascl.org.uk/offers or email jointheleaders@ascl.org.uk

enter potentially harmful areas of a facility. Children are given the freedom and independence to go about their daily routine, producing a more relaxed environment for staff and children. The EkoTek system is a wireless alarm system comprising of pagers, fobs, a network hub and repeaters which create a meshnetwork within your premises to provide location information. Visit stand SN85 at BETT for a demonstration of Multitone’s solution. FOR MORE INFORMATION www.multitoneeducation.com Tel: 0845 200 3361 nick.atkinson@multitone.com

Viglen – an ICT partner that can help you every step of the way When choosing the right mobile computers for your school, it’s easy to become confused by the endless choices available. Lightweight? Powerful? Energy efficient? Long-lasting battery? Don’t limit yourself to a vendor who can only provide you with a single choice. Choose Toshiba notebooks from Viglen and you’re opening the door to a partnership that can accommodate all the choices you have to make. As a Toshiba Premier Partner, Viglen can show you the wide range of Toshiba mobile devices, from powerful desktop replacements for the classroom to the latest thin and light Ultrabook and tablet designs for students on the go. With Viglen, you’ll be partnering with an ICT partner who can help you every step of the way. Viglen’s trained staff will help you select the right model for your requirements. With more than three decades of experience, Viglen can maximise the benefit of purchasing framework deals in

your area, at the same time as advising you on volume licensing savings on your favourite software. When you choose Toshiba Viglen, you’ll receive the reassurance of a partnership to help you with configuration, deployment and support. Find out how Toshiba mobile computing can work in your school. Make a note in your diary to visit Viglen at the BETT show 11-14 January 2012 at stand B70 and explore the latest Toshiba technology on the Viglen stand. FOR MORE INFORMATION Viglen Limited, VHQ, 7 Handley Page Way, Old Parkbury Lane, Colney Street, St. Albans, Hertfordshire AL2 2DQ Tel: 01727 201 820 sales@viglen.co.uk www.viglen.co.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Websites, apps and social media for schools

Riflebird – delivering top of the class websites

‘Bringing Schools Marketing & Communications to Life’ is Interactive Schools’ strapline, and underpins both its approach and the solutions it offers to schools. It aims to differentiate. The business is at the cutting edge of schools’ marketing. With modern parents and prospective pupils expecting more from schools, Interactive Schools ensures it is positioned to deliver this to clients. Such understanding enables the business to pioneer many solutions, including Interactive School Websites™, Interactive School Prospectuses™, Interactive School apps™ (including iPhone/iPad apps, Facebook apps, Twitter apps, YouTube apps, Flickr apps, a LinkedIn app – in fact, any kind of app), and interactive CDs, DVDs and USBs. It has created what it calls a blueprint for a ‘socially-connected strategy’ within schools marketing and admissions – and believes in the reality of the ‘connected school’.

More than ever before, businesses and organisations require an understanding of the value of effective online communication. This is especially true in education, where a compelling school brand needs to be conveyed alongside the provision of essential information to students, staff, parents and prospective new pupils. Based in North Yorkshire, Riflebird combines great design with effective usability, delivering the right information to your visitors while communicating your school ethos and identity. Your website is often the first port of call for prospective new students, so delivering a useful, relevant and engaging online presence is vital. What’s

Some of its clients include Harrow School, Woldingham School, Godstowe Prep School, Cheam School, Bedford Girls School, Dean Close School, Newton Prep School and Kincoppal-Rose Bay, Sydney. Interactive Schools is a marketing company at its core – and through its other trading brand, www.intuitionmedia. co.uk, provides strategic digital marketing solutions to clients including WHSmith, GAME, Walkers Pepsico, Phones 4u, Lucozade Sport, easyJet and the Mayor of London.

FOR MORE INFORMATION For details of web and brand services to suit all budgets, please get in touch. Tel: 01423 546603 info@riflebird.co.uk www.riflebird.co.uk

FOR MORE INFORMATION Follow us on Twitter & Facebook @schoolwebsites schools@tiarc.co.uk www.interactive-schools.co.uk

m11346 MAXX schools ad Oct 2011 AWP.indd 1

more, you need to be confident that your site is getting seen, so optimisation for search engines should be an integral part of your site’s content. A passion for good design must also go hand in hand with great customer service. Which is why you’ll deal with one person who’ll deliver to deadline, respond quickly to your requests or questions, and is upfront and honest about the work that goes into any job.

EDUCATION BUSINESS MAGAZINE | Volume 16.7

27/10/2011 11:30

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

ACCESSIBLE WEBSITES

ONLINE ACCESS FOR EVERY CHILD Martin Littler, founding chairman of BATA, explains the issue of website accessibility and usability for young people with SEN One in every five or six learners in our schools has needed some form of extra help for close to 100 years now. That proportion – referred to as having Special Educational Needs (SEN) or Additional Needs in Scotland – has remained remarkably consistent over that time, as has the 1.5 per cent to two per cent requiring

special education assistance, according to UK Government reports. Many of these learners lack speech, they may only be able to make limited voluntary movements or have severe problems with sight or hearing. Also, they may suffer profound cognitive problems or, conversely, no cognitive problems at all other

Computers, for instance, provide SEN learners with opportunities to express themselves, and to experience and influence the world at large in a way that was not previously possible.

UNIVERSAL AND SPECIAL In a mainstream setting the concept of ‘inclusion’ has been the key. An exponentially increasing range of resources accessed online can be tailored to the precise needs of those in need of extra or more graphic explanation – or just bigger print. Meanwhile, those needing extra help in reading or writing will find all of the support they need from British Assistive Technology Association (BATA) members. Pre-text learners and early learners of all ages have greatly benefitted from the picture or symbol-supported text systems developed by Widgit, Mayer-Johnson, New2-You and Makaton. Widgit’s ‘Point’ can be licensed to any website giving users picture support for any word that puzzles them.

Written by Martin Littler, Founding Chairman of BATA and CEO of Inclusive

than being ‘locked-in’ by their disability. Almost all of the two per cent actually have a unique mixture of the challenges just outlined, recognised under the umbrella term of Severe and Complex Special Needs. Indeed, it is very difficult, or uneconomic, to include them in mainstream schools where it is unlikely the facilities or training will cope with a child that has a particular mixture of these challenges; something they will not come across again for another 30 years perhaps. Consequently, the existence and success of so many special schools persists. The two per cent ‘severe’ and ‘complex group’ has received immense help through 30 years of technology advance. Computers, for instance, provide them with opportunities to express themselves, and to experience and influence the world at large in a way that was not previously possible. This includes the earliest opportunities to play and to experience the effect of an individual’s actions on the world – or at least the screen – even if only one voluntary sound or movement can be made, even if it was just a gaze. I’m proud to report the UK has a world lead in this switch accessible software.

Website Design

Sponsored by

WEBSITE STANDARDS There are accessibility standards for websites, the most basic of which is the facility to convert the confusing array of graphics panels into simple running text – which can be magnified or read to you if needed. The last UK Government’s admirable Home Access Scheme certainly focused on providing physical access to the internet for every child however severe and complex their access needs. What was missed was whether what they got access to made any sense to them or met their needs at all. The need was for a learning platform special to this group rather than access to what everyone else used. The almost sectarian doctrine of inclusion is valuable but can only be taken so far. An analogy is to be found in any airport. We are all grateful for the invention of wheeled luggage and the absence of any steps, which contrasts with London underground. This is ‘inclusion’ or ‘universal design’. However, E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

We’ll be showing updates to our Learnanywhere Primary VLE and mobile apps for schools, plus some new Moodle features and add-ons - including our updated MIS integration system. Most importantly we’re bringing the kettle - so feel free to pop by for a cuppa! www.webanywhere.co.uk 0800 862 0491 Visit stan us at d K4 9

Safeguarding Children: A Crucial Responsibility Statutory duty to conduct CRB Checks on Staff

Guidance published by the Department of Education in April 2011 for schools applying for Academy status includes the following statement concerning Criminal Records Bureau Disclosures: “The Independent School Standards place a statutory duty on Academies to ensure that all members of staff have received an enhanced CRB check prior to the confirmation of their appointment or as soon as practically possible thereafter, and that this check confirms their suitability to work with children. New disclosures should be sought unless the member of staff has worked in a relevant educational setting within the previous 3 months. “ First Standard, a specialist Umbrella Body with the Criminal Records Bureau, has wide experience of working with schools to fulfil this requirement. We work with you to establish appropriate protocols and procedures to ensure that the checks are completed on time.

For further information, visit our website: www.firststandardltd.co.uk Email: checks@firststandardltd.co.uk Tel: 01434 600547

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

ACCESSIBLE WEBSITES

There are accessibility standards for websites, the most basic of which is the facility to convert the confusing array of graphics panels into simple running text – which can be magnified or read to you if needed. E some passengers will need wheelchair access to the rear of the plane – obviously nobody advocates this for every passenger. Resources should be as accessible to all as possible, but some will need something specially designed just for them. PAST RESOURCES Interestingly, the ‘something special’ can grow to become universal design. ‘My World’, the most popular primary school programme of the 1990s, was originally designed to provide a graphic diary for a single SEN pupil in Derbyshire. Touchscreens were a special needs resource for 25 years before Steve Jobs of Apple fame made them accessible to everyone; and Clicker was originally a special needs (and switch accessible) resource before it was adopted in every mainstream primary school. Website accessibility and usability has some way to go before all sites are easy to use for everyone let alone those with SEN. I’m not sure that this is any longer the whole issue. We now use websites

for less than half our time online. Social media, broadcast media, Skype and the like are now much bigger users of the web. This offers great opportunities for groups who share low-incidence disabilities to communicate in ways which may be unique to them about their common interests. They will also be able to share activities and news of activities specific to their needs with a worldwide community. Resources for low-incidence disabilities have always been too few and too expensive because of the small market served. Worldwide markets will greatly accelerate the creation of these resources at lower cost, and news of this should spread quickly via an increasingly wired up and accessible world. L

Martin Littler is the founding chairman of the British Assistive Technology Association (BATA) and CEO of Inclusive Technology Ltd. He has been active in the field of Assistive Technology for 30 years and sees the current period of iPads, tablets and accessible technology as the most exciting yet.

Website Design

Sponsored by

About BATA The British Assistive Technology Association believes every human being should have the right to communicate, a right that enables them to learn using assistive technology and so maintain a level of independence. The organisation is committed to providing expert and impartial support and advice to government departments and agencies. It is also dedicated to British assistive technology products and expertise at home and overseas.

Aims To campaign for the rights and interests of those needing assistive technology. To provide expert and impartial support and advice to government departments and agencies. To educate and inform widely on the benefits of assistive technology. To promote British assistive technology products and expertise at home and overseas.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

DYSLEXIA

Dr Kate Saunders looks behind research suggesting that fewer than 14 per cent of teachers could confidently recognise a dyslexic child, while fewer still believe they could teach one Dyslexia affects around 10 per cent of the population and is a Specific Learning Difficulty (SpLD). It not only concerns reading and writing, but can also impact on maths, spelling, memory and organisational skills. Dyslexia is one of an array of Specific Learning Difficulties (SpLDs). Others included under this general term include:

• Attention Deficit Disorder (ADD)/ Attention Deficit Hyperactivity Disorder (ADHD) – this condition includes difficulty sustaining attention, ADD can exist with or without hyperactivity; • Dyscalculia – specific difficulty with aspects of mathematics; • Dyspraxia/Developmental

Dyslexic learners can show a combination of abilities and difficulties that affect the learning process. Some may have strengths in areas such as problem solving, design, creative skills, interactive and oral skills.

CHARACTERISTICS The Rose Review (2009), commissioned by the government in England, ‘Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties’, provided the following working definition of dyslexia and its characteristics: ‘A learning difficulty that primarily affects the skill involved in accurate and fluent word reading and spelling’. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. It occurs across the range of intellectual abilities and is best thought of as a continuum, not a distinct category, with no clear cut-off points. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds, or has responded, to well founded intervention.’ E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Written by Dr Kate Saunders, the British Dyslexia Association

CHILD DYSLEXICS: THE MYTHS AND THE REALITIES

Co-ordination Disorder – involving difficulty with motor co-ordination and organising some cognitive skills; • Dysgraphia – difficulty with fine motor skills, especially for handwriting; • Aspergers syndrome – this includes difficulty with certain interpersonal skills and may be seen as the mild end of the autistic spectrum; • Specific language Impairment.

Special Educational Needs

Sponsored by

Great quality, realistically priced www.ashdistribution.co.uk Exclusive UK Distributor of

Products

Ash Distribution are proud to be the exclusive UK distributor for the Trueway range of computer peripherals which was originally launched in November 2005. Trueway products are manufactured to a very high standard using state of the art technology from across the industry. Coupled with the quality and reliability that Trueway has to offer, the products are competitively priced. Over the coming months our range of Trueway products will be expanding rapidly due to the high demand.

Mice

Keyboards

E-Tab

£9.87

£131.24

£2.09

550-4110 7” Capacitive Multi Touch Screen Tablet 1Ghz Samsung CPU, 512Mb RAM, 4Gb Storage, Android 3.0

570-9110 Trueway Optical Mouse

590-6719 Trueway 2.4GHZ Wireless Keyboard and Optical Mouse Kit

Accessories £4.67

£4.19

571-3779 Trueway 2.4GHZ Wireless Optical Mouse

560-4110 Trueway Mini Keyboard

From £4.44

Dane-elec 393-1409 Micro-SD for storage upgrade 4GB 393-9001 Micro-SD for storage upgrade 8GB

From £4.40

Kingston 393-7999 Micro-SD for storage upgrade 4GB 393-8664 Micro-SD for storage upgrade 8GB

From £3.28

110-3308 Mini-HDMI to HDMI cable 2m 110-3986 Mini-HDMI to HDMI cable 3m

Ash Sales Tel: 0191 418 3188

Fax: 0191 418 3182

E-mail: sales@ashdistribution.co.uk Follow us on:

Address: Ash Distribution, Crowther Road, Washington, NE38 0BW

AshDistribution

CANFORD Portable Sound and PA Systems, Speakers, Stands, Headphones, Microphones and Amplifiers. • • •

@ashdistribution

Discounts for Educat ion and Trade

Over 35 years in the Pro Audio,Video & Broadcast industry Dedicated International Sales Team and Free Technical Support Canford is “THE source”

...and over12,000 products from 600 class leading manufacturers.

X2U XLR (Pro Mic) to USB Converter

£75.00

exc

VAT

UK Sales Tel: +44 (0) 191 418 1122 Fax: +44 (0) 191 418 1001 E-mail: sales@canford.co.uk

International Sales Tel: +44 (0) 191 418 1133 Fax: +44 (0) 191 418 1134 E-mail: international@canford.co.uk

CanfordGroup

@Canford_Tweet

All products are subject to availability. All prices are shown in £ sterling and are valid at the date of going to press. Prices exclude VAT. Specification is subject to change without notice. Canford Group retain all rights. Errors and omissions excepted (E&OE). Canford Group PLC is a company registered in England and Wales with company no. 3154977 A0003

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

DYSLEXIA their expected levels. This can make the transition to senior school traumatic for them. It is during this time that the child may begin to become anti-social and their behaviour may deteriorate dramatically. For these young people, the future is potentially blighted and they are at serious risk of becoming disaffected and in some cases involved with the criminal justice system. Of course there are exceptions and there are schools which are very good at recognising dyslexic children and who can provide the appropriate support and assistance. Students who have had their dyslexia recognised at school find their learning development less troublesome and tutors are more knowledgeable as to their learning difficulties and possible strengths.

E Acknowledged by the BDA, some dyslexic individuals also experience visual processing difficulties. These can include visual stress, visual tracking problems, binocular visual dysfunction and difficulty with visual-motor perception. They may reverse letters or numbers or mis-sequence, report that letters ‘move’, lose their place more frequently reading across lines of print, be sensitive to the ‘glare’ from the white page/board/ screen and their eyes can tire more easily when reading. These difficulties can also affect reading musical notation. Visual stress symptoms can also sometimes be suffered by non-dyslexic individuals. Furthermore, dyslexic learners can show a combination of abilities and difficulties that affect the learning process. Some may have strengths in areas such as problem solving, design, creative skills, interactive and oral skills. Phonological processing problems are widely accepted to be a key difficulty for many dyslexics. Connecting letter shapes to letter sounds, breaking words down into

sounds, or building strings of sounds up into words and understanding of the way sounds work within words can be a struggle and can undermine the early acquisition of written language skills. Hearing the difference between certain letter sounds, word retrieval and speed of processing can also be problematic for some dyslexic individuals. These issues can impact on musical skills. OTHER ISSUES Some dyslexic individuals also experience elements of another SpLD. These are referred to as ‘co-morbid’ or ‘co-occurring’ difficulties, though in families where dyslexia is evident there can be a higher amount of individuals with other SpLDs that the dyslexic individual may not have personally as co-occurring. The present statistic of one in five children leaving primary school unable to read or write is contributed to by those who fall behind in their reading at school, not being correctly identified if they are dyslexic and given appropriate intervention programmes until they are two or more years behind

Special Educational Needs

Sponsored by

POSSIBLE SIGNS OF DYSLEXIA Throughout their school career a dyslexic child may display certain tell-tale signs. These may include appearing to be bright and able, but unable to write their thoughts down on paper; having areas in which they excel, particularly in drama, art and debating; be clumsy; act as the ‘class clown’ to mask what they see as their academic failure; become withdrawn and isolated, sitting at the back and not participating; be able to do one thing at a time very well but can’t remember an entire list; look ‘glazed’ when language is spoken too quickly; go home exhausted at the end of a normal day because they have had to put so much effort into learning, and succeptibility to being bullied. There are also more age-specific signs. Pre-school children may show: • Persistent difficulty in learning nursery rhymes or the name for things, like ‘table’ or ‘chair’; • Difficulty with clapping a simple rhythm; • Enjoyment of being read to but no interest in words or letters; • Delayed speech development; Primary school children may show a poor sense of direction and confusion between left and right; pronounced reading difficulties, specifically hesitant or laboured reading, omitted lines or repetition of the same line or loss of place in the text and difficulties in saying multi-syllabic words. They may also confuse similar letters, like ‘b’ and ‘d’, ‘p’ and ‘q’ and ‘w’ and ‘m’– resulting in some bizarre spelling. Secondary school pupils may continue to experience the same problems as at primary school, such as continuing to read inaccurately; confusing places, times and dates; have difficulty planning and writing essays, and suffering poor confidence and low self esteem. FURTHER CHALLENGES In addition, secondary school offers a new set of challenges which place a huge amount of pressure on dyslexic pupils, who already have problems with their shortterm memory and organisational skills. E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Special Educational Needs

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

DYSLEXIA

E These may demonstrate themselves through difficulty organising life around a timetable; failing to remember which books to bring to class; misunderstanding complex instructions; problems making notes at speed and completing work on time; having memory impediments which affect the marshalling of learned facts in exams. One area that needs to be addressed is how school and colleges spend their Special Education Needs budget. A dyslexic student may be allocated time with a learning support teacher and some may receive targeted assistive technology. More often, if support is provided within state schools, it may well be from a teaching assistant (supporting in the classroom and/or delivering a recommended written language programme, such as in a small group). It is crucial that all of these staff have appropriate levels of dyslexia training, but often this is not the case. The BDA accredits courses for teachers and teaching assistants working in this field (see www.bdadyslexia.org.uk for details). A prime example of how dyslexia specialist support can allow a child to reach their potential is the case of Ben. Ben is a 12 year old dyslexic boy who had been given learning assistant support for the past six years yet made no improvement in his reading, writing or spelling. Ben was then given 20 hours of dyslexia specialist support and his reading, writing and spelling improved by two years. There is not a cure for dyslexia but by using appropriate coping strategies dyslexics can overcome their difficulties, as Ben has, allowing them to achieve good qualifications and suitable employment in the future.

EDUCATION BUSINESS MAGAZINE | Volume 16.7

DYSLEXIA TRAINING In response to the immense demand for dyslexia training, the BDA has developed an INSET (in-service) dyslexia awareness training day to help teachers, in all areas of education, support their dyslexic students. The four specific areas of the training are: dyslexia awareness, how to identify dyslexia, how to support the dyslexic student and how to choose appropriate assistive technology. The training day also includes specific teaching techniques and the impact of dyslexia on the individual. With every teacher place there is a free place for governors. Overloading pupils with instructions or criticisms can have a negative impact. Dyslexic pupils benefit from multi-sensory teaching methods that are clear and broken into brief sections. This principle is central to the course, which teaches that difficulties with reading and writing need not lead to dyslexic pupils feeling alienated from school if teachers use an approach that recognises that dyslexic individuals process information differently. Keys to a ‘dyslexia friendly’ classroom include the removal of any necessary barriers to learning and enhancement of strengths; the determination of all individual learning needs, and teaching in such a way that these individuals can learn from. Teachers often comment that what works well for dyslexia pupils also benefits other pupils as well. This is an important point as being ‘dyslexia friendly’ actually means being learner friendly for everyone. Crucial to a child’s education is appropriate use of ICT and assistive technology. Some

of the popular computer programmes used in today’s classrooms were originally designed for dyslexic children. When ICT is used effectively, many of the barriers to and differences in learning can be reduced or overcome. Assistive technology, used in conjunction with multi sensory teaching, can enable the dyslexic child to access the curriculum and learn more successfully. DYSLEXIA FRIENDLY CLASSROOMS As part of the mission to achieve ‘dyslexia friendly’ classrooms, the BDA runs a certification scheme, the Dyslexia Friendly Quality Mark, which encourages schools to make themselves more responsive to the needs of dyslexic pupils; the BDA’s training courses can form a part of the process for achieving this status. Several local authorities and many schools have achieved the Dyslexia Friendly Quality Mark certificate, benefiting their pupils. (Further information is available from: qualitymark@bdadyslexia.org. uk or 01344 38 1551). For general help and enquiries about dyslexia go to the BDA’s website where you will find a wealth of information, or call the national helpline (0845 251 9002) between 10am and 4pm, Monday to Friday, and between 5pm and 7pm on Wednesdays. L FOR MORE INFORMATION Tel: 0845 251 9002 admin@bdadyslexia.org.uk www.bdadyslexia.org.uk For video clips of famous dyslexics: www.xtraordinarypeople.com

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Musical educational learning centres Playchimes is an innovative, award-winning Irish company that designs and manufactures Musical Educational Learning Centres for Nursery, Montessori, Primary and Special Needs Schools. Its focus is on child development. The company’s playchime aids in the enhancement of social and motor skills, hand/eye coordination, concentration, rhythm, interaction, stimulation and fun. The unit consists of musical chimes tuned to the conventional scale of D surrounded by an array of percussion instruments, such as jam blocks, bells, triangle, cymbal and tambourine, all of which are hit with special beaters. Included is a coloured, laminated music book with 10 everyday nursery rhymes which allows children to achieve a musical piece even if they are not musically orientated,

by simply hitting the corresponding numbers of the chimes to those in the book. Playchimes also provides this in actual notation for the more advanced. Its aim is to help introduce music as a form of education and therapy. The chimes create a sense of calm and wellbeing, while the percussion delivers a symphony of fun and sound exploration. The company’s most popular product is the wheeled classroom model which allows it to be easily transported from room to room, and from inside to outside on sunny days. After launching at the SEN conference at the Business Design Centre in London last October, the response has been massive, says Playchimes. FOR MORE INFORMATION Tel: 00353 8685 63 664 info@playchimes.ie www.playchimes.ie

Progress with Quest – a new literacy programme for dyslexic pupils Progress with Quest is a new and fun multi-sensory literacy programme designed to motivate all children, especially dyslexic learners. The programme introduces all the consonants in the alphabet, short vowels, blends, digraphs and high frequency words from the Letters and Sounds Programme. Together, these elements enable successful mastery of early literacy skills. Progress with Quest has been created by Cheron Macdonald, BDA Teacher of the Year 2011. The programme provides the learning professional with a training video, a comprehensive set of lesson plans, teaching resources, sound cards and interactive computer games.

The programme is structured into three sections and takes children on a journey through history – Dinosaur Quest, Ice Age Quest and Stone Age Quest. Children start as pages and are given tasks and challenges to complete the quests. The aim is to collect all three jewels that are missing from Sir Quest’s shield to achieve the title of Squire. FOR MORE INFORMATION www.progresswithquest.com

dyslexic.com helping make the most of your abilities

Call us on: 0800 018 0045 for your free 2012 Buyers Guide

dyslexic.com is packed full of information, advice, guidance and products to help you make the most of your abilities. We source a large range of Assistive Technology to match the needs of a variety of different disabilities. www.dyslexic.com www.iansyst.co.uk www.its4students.co.uk info@iansyst.co.uk

SPECIAL EDUCATIONAL NEEDS TRAINING At last there is a supervised SEN distance learning diploma course with an NCFE level 3 accredited award for successful students. This means that teaching staff can fit professional training around their busy schedule to become more effective in helping those with special educational needs. We already supply many schools with other courses including; n Teaching Assistant – NCFE Level 3 n Supporting Learning and Teaching in Schools - CACHE level 3.

For full details call Elsa on 0844 351 0098 or visit the website:

www.teachingassistantcentre.com Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Mike Ayres Design For a complete range of sensory resources and soft play Multi level softplay

Sensory rooms

Ball pools

Sensory trolleys Tactile murals

Safe spaces, seats and cushions Sensory studios

Bubble tubes Soft play rooms

Infinity huts

See our catalogue for the complete range.

Interactive floors

On the web: www.mikeayresdesign.co.uk Email request: enquiries @ mikeayresdesign.co.uk Ring for a hard copy: 01359 251551 Member of

Sponsors of Education Business Awards

SENSORY PLAY

SENSORY DEVELOPMENT

Special Educational Needs

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Sensory products and soft play environments offer children a safe adventure into sensory stimulation. Mike Ayres Design provides a complete service from design, manufacture and installation Mike Ayres Design is an independent company that specialises in the design, manufacture, installation, training and maintenance of multi-sensory environments, studios, soft play rooms and equipment for anyone with special and additional needs. MULTI-SENSORY ROOMS Multi-sensory rooms have evolved from the Dutch concept of ‘Snoezelen’ and Mike Ayres was instrumental in introducing the concept into the United Kingdom back in the 1980s. They are designed to give anyone of any ability the opportunity to learn and experience through all their senses. It creates an environment that presents tactile, visual, audio, olfactory and multiple experiences in ways that anyone can access and understand. SENSORY STUDIOS Sensory studios are a development on from multi-sensory rooms. They give you the infrastructure and tools to create any sort

physical opportunities and challenges within a completely safe environment. The soft cushioning and structures completely cover the floor and walls and include dens. huts, platforms, tunnels, slides and steps and many other forms to explore. They are extremely tough and safe spaces made for adults and children. The company offers a complete service from the initial contact right through to the completed environment. It can guide you through the decisionmaking process, creating environments and providing long-term servicing and training. CONTROLLABLE PRODUCTS As well as creating complete sensory environments, studios, safe areas and soft play rooms, Mike Ayres Design specialises in designing and manufacturing many related products. Switch2 and Switch4 control systems are manual and radio remote, fully integrated systems that are used to control a wide

Multi-sensory rooms are designed to give anyone of any ability the opportunity to learn and experience through all their senses. It creates an environment that presents tactile, visual, audio, olfactory and multiple experiences in ways that anyone can access and understand. of space that you want, for communication, learning, atmosphere, experience and fun. It has fully integrated audio, visual, access and control systems, allowing anyone to control the equipment and whole space, no matter what their difficulties are. A sensory studio can be immediately transformed into a historic scene, a festival, outer space, deep under the sea, a cinema, a games room or any type of exploratory. RELAXATION ROOMS Relaxation rooms are also often known as ‘chill out spaces’. These rooms offer a calming and controllable space that will cater for everyone, particularly those who cannot cope with, and need respite from our noisy and cluttered surroundings. They are also particularly useful for people with extremely challenging needs, who can find a safe and relaxing refuse. Soft play rooms are designed to offer

range of equipment and rooms. They enable anyone of any ability to control effects and equipment. The switches you use are the most important component for controlling equipment. Mike Ayres has created a range of basic very high quality switches, which are extremely durable and reliable. The sensory trolley meanwhile, is a mobile sensory resource that can be used anywhere in a building as an addition to a sensory room or as a stand-alone unit for when you need ultimate mobility, or are short of space. DIFFERENT SENSATIONS Murals and panels from Mike Ayres Design offer a spectacular range of tactile sensations. Standard panels are available in various forms including a ‘Very Tactile Caterpillar’ and ‘Wots in the Wellie’. The murals are all individually designed and can be used as features and textural wayfinders around buildings.

SERVICES Design – this can be for existing spaces, new buildings, complete environments, areas within rooms or individual pieces of equipment Manufacture – a substantial proportion of the equipment is designed and manufactured in our own workshops. This gives us complete control of the production quality of our equipment. Installations – Mike Ayres uses its own experienced teams to carry out installations to the highest standards and will accommodate your timetable and working practices. Maintenance – Mike Ayres Design has its own dedicated maintenance personnel who provide an ongoing service for your rooms and equipment. The company also makes a wide range of beautiful, switchable and completely interactive bubble columns and walls in many sizes. They can be a centrepiece for a room or lobby or used as a tool for learning or experience in any sensory space. What’s more, the company makes LED colour-change lights. With these lights you are able to colourwash or flood any space with spectacular light colour. You can control and make the room any colour on the visible spectrum with just the touch of a switch. They can be used to create any mood or ambiance in the room, instantly. All these and many more products are in Mike Ayres’ Sensory Resource catalogue 4. While not a large company, Mike Ayres aims to be the best in the world in its chosen field and to always be in the forefront of inspirational and technical developments. L FOR MORE INFORMATION Mike Ayres Design Ltd Address: Unit 8, Shepherds Grove, Stanton, Bury St Edmunds, Suffolk, IP31 2AR. Tel: 01359 251551 Fax: 01359 251707 enquiries@mikeayresdesign.co.uk www.mikeayresdesign.co.uk www.tactilemurals.com

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Specialist support every step of the way For over 35 years Hesley Group has provided specialist care, education and vocational services for people with complex needs, challenging behaviours and severe learning difficulties arising from autism. People placed within our services are valued and respected as individuals, are at the centre of everything we do and are always in receipt of personalised care and support. Over 50 local authorities, adult services departments and primary care trusts throughout the UK entrust the Hesley Group with placements. Children’s Services enable young people to realise their potential through individual care and physical and emotional plans to ensure they are well supported with their needs. Hesley Group’s two schools, Fullerton House and Wilsic Hall, have been recognised as ‘outstanding providers’ of care by Ofsted. Adult Services offers care pathways that are based on the

individual needs of each person. This enables each individual to work towards achieving a progressively independent life. Hesley Group’s Supported Living Service supports adults with autism and complex needs to live their own lives in the community of their choice. The services are based on individual needs and wishes. The company says it delivers the highest standards of service for the best possible outcomes. FOR MORE INFORMATION Tel: 01302 866906 Fax: 01302 861661 enquiries@hesleygroup.co.uk www.hesleygroup.co.uk

Unique products and educational resources from LEGO® Education LEGO® Education provides unique products, educational resources and training courses for children and students, from pre-school through key stages 1-4 to higher education. Based on the LEGO heritage, all our products have been designed especially for education. The range is curriculum-targeted and extends from the foundation stage to ICT, science, technology, engineering and maths (STEM). All resources provide students with a hands on practical approach to learning that is fun and engaging. Learning is at the very core of the LEGO Group’s most heartfelt values. The company’s education division has for over 30 years invested in co-operation and research with child development specialists and teaching professionals to build a rich understanding of what it takes to provide truly effective learning experiences.

LEGO Education solutions enable students to be active, creative and collaborative solution-seekers. In this way their instinct to learn is stimulated, and they are motivated to apply their learning in new contexts, which means that they embark on a self-directed learning process. The company calls this being ‘LEGO Smart’. By working in this way, they develop their understanding and ability to retain knowledge of key curriculum concepts, and therefore do well in school and on high-stake tests. FOR MORE INFORMATION Tel: 0800 334 5346 enquiries@LEGOEducation.eu www.LEGOEducation.co.uk

ANDYVASS E D U C A T I O N

C O A C H

Offering a rewarding alternative to mainstream education

Specialising in meeting the needs of pupils aged 7-18 with Asperger’s Syndrome, high functioning autism, speech, language and social communication difficulties, ADHD and those associated with SpLD.

NEW - Online Tutorials for NQT Support Transform your NQT Induction and Mentoring Programme - with my new behaviour management resource: 9 Video tutorials Filmed in my NQT training sessions Includes printed ‘Mentor Guidance Notes’

The Holmewood School offers:

HD quality, fast streaming

Individualised learning programmes and specialist teaching that address both academic potential and social development. l Sensory Integration, OT, Speech and Language and other innovative therapies integrated within the daily curriculum. l A unique opportunity, through our link school, to access mainstream curriculum experiences

Unlimited viewing for 12 months

For more information contact Mrs Nadine Huseyin in admissions on 020 8920 0665 or email nhuseyin@thsl.org.uk 88 Woodside Park Road, London, N12 8SH www.thsl.org.uk

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Subscription just £199 + VAT Be sure to check them out at my website

www.andyvass.net/nqt_support

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EVENT REVIEW

A MULTI-SENSORY EXPERIENCE

The 2011 TES Special Educational Needs Show in London offered a one-stop-shop for all things SEN, from exciting new products and services, to inspirational seminars and useful advice Knowledge, networking, offers, news and resources; this year’s Special Needs London was more than just a show, it was the key event in the industry. The event took place on 14-15 October at the Design Business Centre, London. As the dedicated event for special needs professionals, it offered a one-stopshop for all things SEN, from exciting new products and services, showcased by more than 180 exhibitors, to inspirational seminars. The comprehensive seminar programme offered a low cost way to benefit from the experts, with pure SEN focused and up-to-date CPD training. Visitors were engaged, challenged and informed as they discovered the tools and strategies to support a range of special needs, from visual impairment to ASD, dyspraxia to ADHD. Sessions topics included the Green Paper, preparing for Ofsted, communication skills, ICT, behaviour analysis tools and dyslexia friendly education. A BUSY FLOOR The exhibition area was buzzing with practitioners and resource providers swapping ideas and best practice. Visitors discovered thousands of resources for every kind of special and additional need – from books, ICT, software, play equipment and arts, to music, furniture, teaching aids and professional services. Hundreds of suppliers demonstrated their extensive product ranges and offered delegates the chance to try, compare, and buy everything you need for your school or setting. Visitors also benefited from bargains, exclusive discounts and free samples. Nasen, formerly the National Association for Special Educational Needs, is the leading organisation in the UK which aims to promote the education, training, and development of all those with special and additional support needs. Nasen exhibited at the show to give information on its DfE-funded training for SENCOs; nasen membership benefits and rates; and information on the latest SEN CPD, legislation and resources. CAREERS ADVICE The experienced team at specialist recruitment consultancy TES Prime provided free consultancy at the Leadership Lounge at

this year’s show. The team and key figures from within the sector provided specialist advice on career paths and development; leadership development opportunities; and recruitment strategies for senior positions. In addition, the team was on hand throughout the day providing an introduction to personality profiling and gave attendees the opportunity to undertake complimentary psychometric tests. INNOVATIVE PRODUCTS AND SERVICES Escendency launched a holistic web-based system for special schools, allowing them, for the first time, to centralise all academic and non-academic progress for all students. Explore your Senses, a new exciting supplier of sensory resources for special needs, showcased its great range of sensory products, including timers, magic mirrors, light-up balls, LED spinners, tactile feely fidgets and much more. Meanwhile Axis Education launched

government’s introduction of a new reading test at age six, there will be a renewed focus on reading at primary level in the coming months and years. Stothard addressed the issues of monitoring children’s development of key literacy skills from the age of four to 11, specifically young readers’ phonic and alphabetic skills, and reading comprehension skills. The session also covered the continuity of support and assessment to ensure that interventions are having a positive impact, and to help schools find out whether improvements have been sustained. Carol Allen, advisory teacher, ICT & SEN, led a seminar on using technology to support learners with ASD. Communication barriers, whether concerned with reading, writing, speaking, or listening, lie at the heart of the learning difficulties associated with those on the autistic spectrum. Combine these with difficulties in organising thoughts and following unfamiliar routines, and the classroom teacher faces many challenges when trying to successfully include these learners. Allen focused on each of the four areas of communication and offered tried and tested practical methods which visitors could take away and develop into their own practice.

Special Educational Needs

Sponsored by

SENSORY PROCESSING Alan Heath, education consultant at Learning Solutions took a seminar on sensory processing and the autistic spectrum. The National Autistic Society states that autism is a lifelong developmental disability characterised by difficulties with social

Visitors discovered thousands of resources for every kind of special and additional need – from books, ICT, software, and play equipment, to music, furniture, teaching aids and professional services. three brand new series of high-interest low-level reading books. Based on research from educational psychologists, these titles have a reading age of seven and an interest age of 14 plus – perfect for engaging reluctant and struggling readers. Rising Stars exhibited its new resources including Dockside, the new phonic based reading scheme for older, beginner readers with age appropriate storylines, illustrations and language. DEBATING THE TOPICS THAT MATTER Dr Sue Stothard, Honorary Research Fellow, University of York, took a session on how to identify specific patterns of reading difficulties in primary school pupils. With the

communication, interaction and imagination. It is also widely accepted that sensory processing problems are a part of daily life for anyone on the spectrum. An autism specialist and author Chantal, Sicile-Kira, comments: “I have yet to meet a person on the autism spectrum who does not have a challenge in this area.” This session saw Heath explore the sensory processing challenges underpinning many autistic behaviours and offered practical programmes to help develop sensory processing and integration skills. These can help areas as diverse as listening and language, sleep patterns and continence. L FOR MORE INFORMATION www.teachingexhibitions.co.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Unlock potential with Kumonâ&#x20AC;&#x2122;s maths and English study programmes Kumon is the UKâ&#x20AC;&#x2122;s leading supplementary education provider. Established for over 50 years, Kumonâ&#x20AC;&#x2122;s unique maths and English study programmes nurture confident, independent children with a passion for learning. The Kumon programmes are tailored to the needs of each individual child and are therefore suitable for children of all ages and abilities. With Kumon study, children master a subject at their own pace whilst developing independent study skills required for success. As well as building speed and accuracy, the maths and English programmes develop abilities such as concentration, time management and problem-solving; abilities which will prepare

students for a successful future. As a result, children can improve their all-round academic performance and also gain the confidence to tackle new challenges both in and outside of the classroom. To find out more about the Kumon maths and English study programmes, call 0800 854 714 or visit www.kumon.co.uk

0800 854 714 kumon.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EVENT REVIEW

AT THE BUSINESS END OF EDUCATION

Education Business Awards

Sponsored by

The winners of the 2011 Education Business Awards were announced at a spectacular awards ceremony at the Emirates Stadium, London, on 10 November The Education Business Awards, sponsored by ETeach, recognise successful schools and projects that demonstrate how the dedication of teaching and management staff, coupled with sound investment, have delivered better learning environments. Awards presenter Moira Stuart OBE announced the winners in 22 categories covering a range of areas in education. Vic Goddard of Passmores Academy and Anthony Hull of Costessey Junior School picked up the Outstanding Teacher Awards (Secondary and Primary), with London’s Bethnal Green Technology College winning the Outstanding Progress Award (Secondary) category, sponsored by NEC, and Oxford’s Rose Hill Primary School receiving the Outstanding Progress (Primary) category, sponsored by Primary Teaching Services. OUTSTANDING PROGRESS AWARD – PRIMARY sponsored by Primary Teaching Services Winner: Rose Hill Primary School, Oxford Rose Hill Primary’s teaching leadership has, in a matter of a few years, raised the school’s status from being on special measures in 2007 to become the most improved primary in England, an unprecedented achievement by any standards. The scale of what had to change in English, Maths and Science; the quality of teaching and learning, and attendance levels that had to be raised was daunting. But through determined and dedicated work, drawing teachers, pupils and parents into a team with a common cause, the school progressively put in motion a plan to get back on track. Ofsted returned and declared that Rose Hill had improved “beyond all recognition”. OUTSTANDING PROGRESS – INDEPENDENT SCHOOL sponsored by Espresso Education and Channel 4 Learning Winner: St. Joseph’s School, Cornwall St Joseph’s School recently received the Independent Schools Association (ISA)

Award for Excellence. From top exam results and sporting prowess to national music and ballet success, alongside community fundraising, which pupils have organised over the past two years, the school is increasingly sought after. With a substantial increase in pupil numbers, the school’s continued commitment to maintaining small classes remains a bedrock priority. St Joseph’s combines broad, challenging, quality education with excellent pastoral care and extracurricular opportunities. High in self-esteem, pupils respect others and their school environment, underlining the school’s aim to provide ‘a firm foundation for life’. OUTSTANDING TEACHER AWARD – SECONDARY sponsored by Eteach Winner: Vic Goddard - Principal, Passmores Academy Passmores achieved its best ever results for Year 11s with 50 per cent achieving five-plus GCSE’s at A*-C, including English Language and Mathematics. Along with Deputy Head Stephen Drew (also nominated), Vic Goddard has created an innovative curriculum following various pathways that provide well for a range of student interests with initiatives such as ‘flexible Fridays’, one-day structured projects; or 100 minute lessons, all of which are popular. The developmental factor is prominent: ‘Aspire’ days are linked with national initiatives such as European Day of Languages and National Sports week to raise student awareness of what is happening at a local, national and global level. OUTSTANDING TEACHER AWARD – PRIMARY sponsored by Eteach Winner: Anthony Hull – Headteacher, Costessey Junior School Anthony Hull’s razor sharp vision, clarity of thought and ‘can do’ commitment to primary education over the last 10 years is an outstanding example of considerate, E

Awards presenter Moira Stuart OBE announced the winners in 22 categories covering a range of areas in education.

Outstanding Progress Award - Primary

Outstanding Progress - Independent School

Outstanding Teacher Award - Secondary

Outstanding Teacher Award - Primary

Outstanding Progress Award - Secondary

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

11-14 JANUARY 2012 / OLYMPIA, LONDON www.bettshow.com

TOUCH, TEST AND COMPARE BETT is the place to see technology in education. Discover the latest resources for all areas of the curriculum and hear from fellow educators who are using technology to improve teaching and learning. Make sure you are investing in the best solutions.

WWW.BETTSHOW.COM/REGISTER enter priority code BC01 for free entry

POWERING LEARNING Follow us on Twitter @BETT_show and tweet using #BETT_show

PRODUCED BY:

IN ASSOCIATION WITH:

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EVENT REVIEW E inspirational leadership and focused strategic planning. Imbued with traditional, professional values, he has gained a national reputation for wise counsel. The resourceful transformation of the physical and teaching environment at three schools – with a fourth underway – demonstrates his unerring drive to attain the highest standards; a model educational approach to emulate. Since joining Costessey Junior School in 2006 many more pupils are now attending university and teachers are reaching exemplary levels of achievement. OUTSTANDING PROGRESS AWARD - SECONDARY sponsored by NEC Display Solutions Winner: Bethnal Green Technology College, London Four years on from ‘special measures’, Bethnal Green Technology College (BGTC) has made another leap in GCSE results, achieving 80 per cent five-plus A*-C grades, including English and Mathematics. That took them from 27 per cent in 2007 and on to 57 per cent in 2010. Each has been a tremendous jump. Much of that has been guided through strong, long-term management, carefully targeted resources and high retention of committed teachers. Creating a tightly structured environment and staff development programme, assisted by Teach First, BGTC transformed other schools’ excluded students and created a new culture of expectation. They have received approval for Academy status. SEN INCLUSION AWARD sponsored by Mike Ayres Designs Winner: Baxter College, Worcestershire Since 2004 Baxter College has relentlessly reshaped itself and directed its educational principles to eradicating the ‘crisis school’ image that arose in a ward considered the seventh most deprived in England. Baxter College’s equal opportunities, attitudes and values, cohesive school life, curriculum flexibility and proactive community perspectives, have a critical impact: from personalised ‘hot lesson’ learning, mentoring and hardship funding to external, assisting partnership groups recognised as ‘outstanding’

by Ofsted. Such is the resolve and creative teaching expertise the school also runs nurturing sessions for five local primaries. That is testimony enough to both their emerging worldly learning vision and their desire to catch every pupil ‘doing something good’. SEN PROVISION AWARD sponsored by Mike Ayres Designs Winner: James Brindley School, Birmingham As a result of the outstanding care, guidance and support that James Brindley school provides its students, pupils’ medical barriers to learning are successfully overcome. Parents readily explain their view of the exceptional assistance they gain in helping them understand and manage their children’s needs, especially when children are returning to mainstream schools or are moving to the next stage of their education. Where pupils spend extensive periods of time at the school, target-setting is used effectively in promoting their personal, social and academic development. Thorough monitoring systems track the work of the school, and assessment data accurately targets where further improvements are due.

Education Business Awards 2012 Next year’s Awards Ceremony will take place on 6 December 2012 at London’s Emirates Stadium. The Awards will continue to recognise successful schools and projects that demonstrate educational excellence. Keep an eye on the website, www.ebawards.co.uk, to find out when entries will re-open. The 2012 event will be supported by the British Educational Suppliers Association (BESA); nasen, the UK’s leading UK professional association for special and additional educational needs; ICT association NAACE, and the Independent. Education Business is also pleased to announce the following sponsors are already confirmed for next year:

Education Business Awards

Sponsored by

OUTSTANDING ACADEMY AWARD sponsored by Kumon 2011 Winner: Globe Academy, London Over three years Globe Academy has successively improved its GCSE grades, including during the period of adjustment from its predecessor school into the Academy in September 2010. Results are revealing. In 2009 grades for five-plus GCSEs at A*-C, including English and Mathematics, stood at 35 per cent; that increased to 45 per cent in 2011. For any combination of five GCSE’s at A*-C, a more significant 50 rising to 84 per cent in 2011. The broader picture revealed commercial potential in the recent Design Museum’s Virtual Ventura Award to students, while the Academy was the only UK school to host a visit from President Obama and Prime Minister David Cameron. L

Part two of the winners EB Awards winner report will appear in the next issue of Education Business. Further information about all this years’ winners and shortlisted schools can be found on the website at www.ebawards.co.uk

Innovative funding solutions for your school Capital Solutions Group provides an unrivalled choice and service in the educational sector allowing a real alternative to captive finance companies working with technology vendors who often have their own agendas. Its consultative approach ensures you can acquire the latest technology, equipment, sports facilities and renewables at a very cost effective whole life cost with predictable and simple upgrade options. In a difficult and sometimes restrictive climate, it is imperative that you choose the right funding

or to make the best savings possible to reduce your carbon footprint and running costs either through its preferred suppliers who it trusts to deliver, or via your own.

partner to ensure that your funds go further. CSG offers bespoke, innovative and alternative funding solutions which enable your school to be at the forefront of technology, utilise the best equipment,

FOR MORE INFORMATION Capital Solutions Group Ltd. Bayheath House, Fairway, Petts Wood, BR5 1EG. Tel: 0844 800 9927 Fax: 01689 806989 www.csg-lease.co.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

School Recruitment is Changing Attract Candidates Every Day!

Everything you need for school recruitment and guaranteed to cut costs!

Unlimited Job Advertising

Create and manage your own distinctive school profile

Capture quality candidates with Talent Pools

Over 20,000 teachers have joined Eteach Talent Pools

Applicant Tracking System

Offering improved candidate management

Call 0845 226 1906 today and find out how Eteach Premium is revolutionising recruitment for schools

RECRUITMENT

MYTHS AND REALITY Good recruitment practice is an area where there is huge potential for schools to minimise the financial pressure they are under and become better employers

RECRUITMENT MYTHS It is simply a myth that schools still need to advertise in the traditional, highly expensive trade press. A recruitment strategy based on purchasing a restricted number of advertisements because the budget will only stretch so far is a negative and short-term approach. Schools can recruit more effectively by using online adverts on their own school website or turning to online recruitment sites like Eteach. Other business sectors are streets ahead in recruiting online and the big corporates often include recruitment as part of their marketing plan. There’s no way an individual school will have the resources of Marks and Spencer, for example, but despite the recession and budget cutbacks, online recruitment offers schools the potential to recruit the best possible candidates and even form their own talent pool of teachers who are interested in working at their school in the future. …AND THE REALITY Every business needs to attract the best possible candidates in a competitive market place and this applies equally in the education sector. Teachers, especially younger ones, find that looking for their next job online is quicker – but this means that schools need to spend more time building their own online brand, advertising effectively and making sure that their recruitment processes are efficient and easy-to-use. Working with thousands of schools over the last ten years, we’ve found that the importance of a professional website is

Written by Paul Howells, Eteach

Amongst the many challenges facing school managers, two of the most pressing are becoming more efficient and saving money, while still providing quality teaching and learning. With the National Audit office warning that financial pressure may put more schools in the red and the DfE advising that: ‘all schools should be working to make savings, spending their funds prudently and looking to maximise their resources’, schools haven’t got any choice. This is one of the reasons why Eteach was pleased to sponsor this year’s Education Business Awards and three of its individual awards. One of the awards sponsored was the School Recruitment Award. Recruiting good teachers by its nature affects the quality of teaching in our schools, so it’s no surprise that Ofsted is taking more of an interest in this activity. It’s also an area where there is huge potential for schools to minimise the financial pressure they are under and become better employers.

Education Business Awards

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Moira Stuart OBE presents Anthony Hull, headteacher, Costessey Junior School, with the award for Outstanding Teacher (Primary), with Paul Howells, Eteach

often overlooked. A school’s website is its shop window and it needs to be interactive, informative and search engine optimised. Eteach developed an off-the shelf portal that its member schools can incorporate into the recruitment zone of their own website. The resulting professional career site promotes the benefits of working in the school to our database of over 600,000 candidates, who can find all the information they want within three-to-four clicks. ADVERTISING Schools also tend to overlook the importance of writing good advertisement copy. For recruitment success, candidates must not only find the job, but want to apply for it; cutting and pasting a job specification won’t do. Some schools forget that it’s a job advertisement: they need to sell the job, the salary, benefits, and the school. What may be less obvious is using search enginefriendly descriptions and keywords that candidates are likely to search for. Eteach has developed a free best practice guide for recruiters that can be downloaded from www.eteach.com/best-practice-guide When applications come in, managing the process can be very time consuming, especially if they need to be seen by several members of staff. Here again online technology can help, allowing management teams to easily view and search applications, manage candidates through all the recruitment stages and improve communication with them. Eteach’s unique

applicant tracking system, which is free to member schools, includes all these functions and ensures a better candidate experience. I want schools to optimise the power of online technology, not just to minimise recruitment costs, but also to enable schools to collaborate in finding teachers. Hence the company’s decision to develop school and regional talent pools. Recruiters can set up a talent pool of their own, a database of potential employees that attracts enthusiastic, aspirational teachers who want to work in their school. They can also join a regional talent pool, attracting candidates that are looking in their region and enabling them to share ‘surplus’ candidates with other schools in their area. Eteach realises that online recruitment may not be ideal for every school. My advice is to use it as the ‘default’ method; if it doesn’t work for hard-to-fill roles and schools decide to advertise in the press, they’ll still be saving money. But for schools prepared to embrace change, online technology is the future for recruitment, with its potential to make schools more efficient and maximise budgets that should be spent where they’re most needed – on pupils’ education. L FOR MORE INFORMATION www.eteach.com

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Looking for an accountant that understands Academies?

For more information on how Dains LLP can guide you through the conversion process and beyond contact: academies@dains.com or call Andy Morris on 0845 555 8844.

much more than chartered accountants... •charity audit•training & support for governors •establishing financial function•managing surpluses •payroll

0845 555 8844 www.dains.com Registered to carry on audit work and regulated for a range of investment business activities by the institute of Chartered Accountants in England and Wales

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION â&#x20AC;&#x201C; www.educationbusinessuk.net

Finance

Sponsored by

FINANCIAL MANAGEMENT

THE TOOLS TO ENSURE FINANCE ADDS UP

School business director Kerry Brimfield gives her views on the new School Financial Values Standard (SFVS) and why she thinks it will help school business managers and governors in the financial management of their schools Do you remember Financial Management Standard in Schools (FMSiS) which was introduced in the early 2000s and made compulsory in 2007 for all schools? FMSiS was that self evaluation tool which enabled business managers to compile file upon file of documentation to satisfy a bureaucratic need to meet more than 100 different assessment criteria. There is no doubt that there is a requirement for some sort of tool to assist governors in discharging their duties, but this required a simpler national standard to avoid the massive burden to schools which previously existed. A CLEARER METHOD OF SELF ASSESSMENT The Schools Financial Values Standard (SFVS) was introduced from September 2011, comprised of 23 questions aimed at governing bodies to assist them in ensuring they have secure financial

systems and management in place. The list of questions is split into four sections: the governing body and school staff; setting the budget; value for money, and protecting public money. These are followed by a summary of agreed remedial action and a timetable for reporting back. On the face of it the 23 questions alongside the support notes provide a much simpler and clearer method of self assessment, together with guidance for governors that enables them to be confident about the financial

management of their school. It should be clear that the standard is primarily aimed at governors, however it is inevitable that the schoolâ&#x20AC;&#x2122;s business manager will be heavily involved in the self-evaluation process. Although this appears as more work for the SBM in a world where we are seeing falling educational budgets, it is imperative that we have effective financial management to target resources to raise standards and attainment. I find it is also an ideal opportunity for governors to gain E

With an improved and more streamlined structure of self assessment in place I hope that governors will see the benefit in undertaking the annual review and feel more confident when reporting to other stakeholders. Volume 16.7 | EDUCATION BUSINESS MAGAZINE

“One thing is certain – nothing stays the same. So it’s good to have solid specialist support.” Bruce Doy, Business Manager at The Boswells School.

For Bruce, like anyone else managing a school, change is always on the horizon. So his local Relationship Manager’s in-depth knowledge of the education sector is very important to him. All our school clients benefit from this locally-based expertise, as well as: • Direct access to a local specialist support team • A best value package of services, support and products • Discounts on ParentPay – an innovative service which provides a cashless online payment system for schools and parents.

To see if our service impresses you as much as it has Bruce, visit www.lloydstsb.com/schoolbanking or call us on 0800 681 6078.

Calls may be monitored or recorded. Lloyds TSB Commercial is a trading name of Lloyds TSB Bank plc and Lloyds TSB Scotland plc and serves customers with an annual turnover of up to £15m.

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FINANCIAL MANAGEMENT

E an insight into the role of the business manager and the finance team as a whole. CLARITY The notes which are available to help governors assess the answers to each question are a vast improvement on the old FMSiS, giving clarity to what they are looking for and what evidence would be appropriate. Using this document as part of the induction and ongoing training for governors, particularly those who sit on the finance committee, has proved useful in ensuring that the strategic role of the governing body remains clear, as well and giving them the confidence to ask those challenging questions which are both appropriate and timely. RESPONSIBLE OFFICER One of the positives to have come out of the financial handbook for academies is the introduction of the responsible officer (RO) role – a role which could be replicated in maintained schools. The RO, whose responsibility it is to sample transactions to ensure that correct procedures are being followed, would be in a position of strength and able to lead the governors through the SFVS self assessment process, being confident that the evidence which has been gathered is a true reflection of the systems and processes which are embedded in the day-to-day running of the school. Following the demise of the FMSiS,

governors still need to have assurance that they have secure financial management in place and the framework of the SFVS provides this assurance. Unlike its predecessor SFVS will not be externally assessed but a copy of each signed record must be sent to the local authority’s finance department, where it will be used to inform the programme of financial assessment and audit. This is an annual return and good practice would be to build this in to the governors’ annual schedule of meetings. THE ROLE OF GOVERNORS I cannot say I was the greatest fan of FMSiS as it was a heavy bureaucratic burden, particularly on some of the smaller primary schools I work with, but I feel reassured that the governors will continue to be required to accept, and recognise, the responsibility they have with regard to the financial management of their school. With an improved and more streamlined structure of self assessment in place I hope that governors will see the benefit in undertaking the annual review and feel more confident when reporting to other stakeholders. We often find that recruiting governors onto our finance committee the most difficult, frequently because they feel insecure about their knowledge of school finance. Although they are still not beating down my door to come and spend some time going through the finance systems we have in place, the supporting notes, which

Finance

Sponsored by

are far more accessible with (on the whole) plain, easy to understand, language, makes the role a little less highbrow and specialist. I believe we should be transparent in our leadership and management of the resources of our schools. I am never afraid to have a governor come and talk through what I do and challenge me over some of the decisions I make and, having the structure of the SFVS to guide those discussions, will ensure that we stay on course. L

About the author Kerry Brimfield is school business director at Dyson Perrins CofE Academy in Malvern, Worcestershire where she provides strategic business leadership to the school and seven local primaries. As a School Business Management support advocate for the National College for School Leadership, Kerry leads one of the college’s demonstration projects aimed at highlighting the role of the school business director. For more about the college’s school business management programmes and the work done by Kerry and her colleagues, go to www.nationalcollege.org.uk/sbm

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Finance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

ACADEMY SCHOOLS

HELP IS AT HAND FOR ACADEMY SCHOOLS Andy Morris, head of the Charity and Education team at accountant and business adviser Dains LLP, looks at the challenge that converting schools now face and the support available “Every school is different because the experience of people working within each school varies dramatically,” says Morris. “Some schools require support in establishing a financial function and the staff working within it, others are past this point but require assistance in choosing the right software options and considering payroll solutions. “Choosing advisers to work alongside is not a straightforward decision – it’s very easy to fall into the trap of picking a firm that can deal with the audit requirements of the academy, but very little else. We believe that by being involved on a more frequent basis, we can help academies to make high quality business decisions in the same way that our corporate clients do. “Many of our clients seek guidance before making investment decisions so that they can ensure they have considered all options. It’s as important to consider long term cashflow as it is to consider the background behind a major purchase. “With some careful planning, we can help our clients build a sensible financial plan that works in the long term and protects the interests of all stakeholders.

governance, which very often results in inefficiency and delays in making decisions. At Dains we believe that helping clients is at the heart of what we do, as opposed to being a remote adviser who completes an independent audit once a year.” Fellow partner at Dains LLP is Lisa Richards, chair of Derbyshire ProHelp – a network of professional firms providing advice and support to charities and not for profit entities. She believes that academies require more support: “There is a lack of real help available when it comes to financial advice and support. The academies handbook and the DfE website will only get you so far – sometimes there is just no substitute to picking up the phone or having a meeting with your trusted adviser. “We are enjoying the challenge of supporting academies – the learning curve can be steep but with the right level of interest and help, it’s surprising how quickly things come together. Once the accounting function is established we can really start to get stuck into day to day commercial issues and ensure the smooth running of the academy. “There’s no substitute for hard work

Lisa Richards

With some careful planning, we can help our clients build a sensible financial plan that works in the long term and protects the interests of all stakeholders. This is a particularly useful exercise to consider upon conversion – especially if the academy needs to access surplus funds.” Having worked within the charity sector for almost 20 years, Andy recognises that there are cultural differences between academies and businesses. “It’s vital that advisers recognise and adapt to the culture of the client. We work hard to support our clients so that they understand the roles and responsibilities for trustees and also to establish good governance. Decisions need to be made every day and it is core to the success of the academy that heads, teachers, bursars and business managers understand what they can and can’t do without reference to the trustees. “Unfortunately, not all advisers are proactive in this area – this can lead to poor

EDUCATION BUSINESS MAGAZINE | Volume 16.7

and rigour at the outset and we like to be alongside clients throughout this process. This is in keeping with our cultural values of being empathetic to our clients and working together to achieve our clients’ objectives. Last week our team spent an afternoon on site at a school converting to academy status to decide on the most appropriate accounting software package to adopt. Later on in the week our team was advising another school on payroll and HR support. It’s great to be involved and really see the benefit of spending time with our client – long before we start the audit work.” Lisa believes that choosing the right adviser is something to consider early on in the conversion process: “By being involved early on in the process we can deliver our support when it is most needed. Although auditors will not be required on site for some time – it

Andy Morris

is worth thinking about the support your financial function will need as a whole. “Time spent now can help academies avoid some of the problems that others have had in managing cashflow, producing budgets, running payroll, and so on. Our advice is to seek advice from a team that understands academies and has the technical competence to deal with charity audit work. But more than anything else, one that recognises the need to work closely with the academy and trustees.” L FOR MORE INFORMATION For more information please contact Andy Morris or Lisa Richards on 0845 5558844 or e-mail: academies@dains.com

PERFORMING ARTS

Finance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

SUPPORTING CREATIVITY There is a history of performing arts within schools, ranging from drama clubs to Christmas pantomime performances. But how and why might the arts play more of a significant role within your school’s strategic vision? School management teams today are seeking opportunities to look at innovative, exciting and engaging ways to be successful, build capacity and produce results through fundraising, and we know that the arts can play a significant role in this. Schools have gone on a truly gripping journey over the last 12 months, navigating the new demands, restraints and opportunities that show clear signs of being here to stay. We are living in rapidly-changing and challenging social, environmental and economic times, where art is seen by some as a luxury. It’s fair to ask how this can be when it is clear that arts and culture offer opportunities and solutions to lift individuals beyond current experiences, but is it as clear that arts can also generate a much-needed additional income stream for your school? OPPORTUNITIES IN THE ARTS A handful of schools with real vision have already started to seek out exciting opportunities in the arts; creating youthled theatre companies where learners can take charge of school events and become community hosts, developing an art exhibition space or more permanent gallery, receiving touring theatre companies, having resident artists rent out your equipment or space out of school hours, making real art commissions for the corporate sector giving meaning and purpose to projects, putting on performances written and directed by young people with a box office and marketing department made up of learners – the excitement is vast and the possibilities truly are endless! These opportunities not

only bridge the ever-increasing gap within our communities today, but also begin to develop viable social businesses. The Real Ideas Organisation (RIO) has many years of experience in setting up creative companies within schools, and have seen how the lives of both the participants and the many hundreds of individuals that attend the events, or are engaged in some way, have been enhanced by being involved in such unique cultural activities. The projects start a truly gripping journey, forming a new heartbeat for the society, strengthening bonds and developing a backbone to harness a positive change. CULTURE Not only can approaching the arts in this way act as a unique and diverse way to generate income, it will also change how many young people perceive theatre and art as a whole – opening their own doors to culture. We all know how hard it is for young people to rise above the elements that they have inherited from the current social and economic climate. With extensive research, reports and evaluations from practitioners and school leaders we know that this taste of culture, with social enterprise embedded in its core, really does make a positive change happen for all involved, and leave a legacy for generations to come. L FOR MORE INFORMATION Real Ideas Organisation Tel: 08458 621 288 info@realideas.org www.realideas.org/schoolsservice

Not only can approaching the arts in this way act as a unique and diverse way to generate income, it will also change how many young people perceive theatre and art as a whole – opening their own doors to culture.

The results Leaving a legacy of new skills, confidence and aspirations with both teachers and pupils Enabling children to learn without realising it whilst enjoying themselves and being both challenged and stimulated Raising aspirations and awareness of our local heritage and community and the city and surrounding areas as a place to visit, enjoy and even work in Exciting future generations about theatre and performing arts whilst opening young eyes to new ideas and horizons Providing cohesion within the community and within individual schools and classes (made very apparent in the way the teachers and pupils support each other) Challenging ourselves to constantly improve as leaders in the field of arts and education provisions Generating a sustainable income stream through venue hire, ticket sales, secondary spend, sponsorship, funding from Trusts and Foundations and other activities.

About RIO The Real Ideas Organisation’s (RIO) Schools Service is the enterprise solution for schools, providing cost effective ethical consultancy to help heads, teachers and pupils get the most out of their school; through real, impactful, purposed learning.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

School Business Management

THE BUSINESS MAGAZINE FOR EDUCATION â&#x20AC;&#x201C; www.educationbusinessuk.net

NASBM offers a wide range of courses and workshops to help school business managers develop their skills Effective Maintenance and Repair of School Premises is a one day workshop designed for those managing and responsible for the school site. Taking place on 14 March 2012, in London, the programme aims to raise awareness of best practice in effectively maintaining school buildings; taking account of cost efficiencies and demanding regulations. Suitable for: SBMs, premises managers, and caretakers. The IOSH Accredited Health & Safety Training for Schools, on 22-23 March 2012, Stoke-on-Trent, is an introductory programme for managing health & safety in schools. It awards the IOSH Certificate, which is subject to renewal every three years. A number of school business managers worked in conjunction with Owen David Risk Management Ltd, to produce a tailored programme specifically meeting the needs for managing health, safety and risks in schools. The Performance Management (Appraisals) Workshop, on 15 November 2012, London, is a one-day development workshop for those looking to deliver effective performance review discussions as well as review their performance management systems and procedures, ensuring alignment to school improvement plans. So You Want To Be A School Business OlivSoftl86x125.pdf Manager? This one-day workshop is14/11/11

EDUCATION BUSINESS MAGAZINE | Volume 16.7

for those considering a career in school business management. The workshop will look at the roles and responsibilities of school business managers, appropriate qualifications and experience for entry into the profession, current issues for schools and future developments in education. These workshops take place on 9 February 2012 in Bristol and 31 May 2012 in Manchester. Schools Financial Value Standard Workshop is a a half day programme designed for schools looking for assistance in completing their SFVS return, which is a mandatory requirement for local authority maintained 12:29:24 schools. The SFVS training is relevant to

school business managers, headteachers and governors and is beneficial for all. The workshops take place on 26 January 2012 in London and 22 March 2012 in Lancaster. In addition to the dedicated training programmes shown above, NASBM also offer dedicated INSET training days which can be tailored to the specific need and audience and are delivered on site. This can be a cost effective way to train multiple members of a team. FOR MORE INFORMATION diane.gregory@nasbm.co.uk www.nasbm.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EVENT REVIEW

NATIONAL AWARDS FOR SCHOOL SUPPORT STAFF

School Business Management

Sponsored by

Support staff are in many cases the unsung heroes of a school, ensuring the smooth running of activities so that there is no disruption to teaching and learning. These inspiration people were awarded at NASBM’s National School Support Staff Awards The National Association of School Business Management is pleased to report that the National School Support Staff Awards 2011 were a huge success. The awards, which took place at the Thistle Marble Arch Hotel, London, on 8 October, provide schools with the opportunity to recognise the contributions that support staff individuals and teams make to the success and achievements of the overall school environment. Support staff are in many cases the unsung heroes of a school ensuring the smooth running of activities so that there is no disruption to the teaching and learning and providing a safe and enjoyable environment for pupils. The nominees are put through a rigorous judging process, and those making the final in each category, have every reason to be very proud of their achievement. Each year we receive a huge response in each category and have to whittle this down to three finalists. THE EXTRA MILE Despite the pay freeze in place, reducing budgets and the concerns over job safety, the efforts and determination of individuals to go the extra mile and demonstrate their commitment to their schools continues. The awards provide the perfect opportunity to demonstrate the whole team involvement in running a successful school and give parents a greater insight into the dedication of these teams. We congratulate all the award winners and those receiving distinctions, and would like to thank all of our sponsors. The awards are sponsored by a number of key suppliers and industry bodies including, RISO, Schools Advise Service, UNISON, HAYS, Zenergi, Aspire People, GLS, The Education Broker and eteach. The national finalists in each category attended the awards ceremony and we are pleased to announce the winners, see box. THE ASSOCIATION NASBM is the UK’s leading association working exclusively on behalf of the school business management profession. Its membership includes school business managers, bursars, finance officers, administrators, school secretaries and others who fulfil this important role. The association was established to support the training, qualification and professional regulation of the role of school business managers. L

NAME

SCHOOL

WINNER OF

Dr Elizabeth Carter

The Warwick School, Surrey

Technician of the Year Award

Ms Jo Watts

Norbury Manor Primary, London

School Business Manager of the Year Award (Primary)

Ms Bev Higgins

Horbury School, Wakefield

Caterer of the Year Award

Mrs Barbara James

The Long Eaton School, Nottingham

Eco Award (Whole School)

Mrs Adrienne Laing

Bridgewater High School, Cheshire

School Business Manager of the Year Award (Secondary)

Mr James Lundy

Campbell College, Belfast

Premises Worker of the Year Award

Mrs Sarah Lyons

Didsbury Road Primary School, Stockport

Learning Support Assistant of the Year Award

Mrs Carol Thompson

St George’s School, Isle of Wight

Lifetime Achievement Award

Mrs Joan Cooper

Collingwood College, Surrey

Administrator of the Year Award

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Cloud Accounting for Further Education

Lean operations made simple with Symmetry FinancialsC, cloud accounting solutions for education.

With FinancialsC you can choose to simply benefit from our cloud accounting software or you can also take advantage of our add-on services, from data entry tasks to monthly reporting and debt management. Simply change your service level to suit your changing requirements.

Why FinancialsC ? ×

Reduce overall costs

No ongoing hardware or licensing costs

Ease shared-service adoption

Re-allocate IT resource

Outsource inefficient tasks and processes or projects

Always access latest version of software

Minimal downtime for upgrades

Short implementation time

Opex not capex – only pay for what

Share information via Dashboard views

you use Access finance on any device

Access finance on any device in any location

To see FinancialsC working for yourself, ask about a 15minute informal online meeting with one of our advisors on 0117 900 6262. To see a typical agenda, email ‘agenda’ to syminfo@symmetry.co.uk Alternatively visit www.symmetry.co.uk/financialsc

CLOUD COMPUTING

FINANCIAL PRESSURES MAKE CLOUD COMPUTING A REALITY FOR COLLEGES

School Business Management

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

With budgets being cut, compounded by the additional challenges of rising levels of bureaucracy and falling enrolments, concepts such as the Cloud have become more appealing There is no doubt that the FE sector is coming under increasing pressure to reduce costs and increase efficiencies wherever it can. With budgets being cut, compounded by the additional challenges of rising levels of bureaucracy and falling enrolments, concepts such as the Cloud have become more appealing and it is the public sector that is leading the way with adoption. Recent research reveals that over 30 per cent of public sector organisations questioned use cloud applications, compared with 19 per cent of private sector organisations. SWITCHING TO THE CLOUD Unsurprisingly college finance departments are some of the first to wake up to the benefits of the Cloud. As the technology becomes mainstream, security concerns have diminished and FDs understand how the concept can be applied across the organisation to help save money and improve overall efficiency and performance. A Cloud strategy also fits perfectly with a shared services philosophy, so not only can individual colleges spend less on IT hardware and resources to support and maintain technology, they can also spread the costs with sister colleges or perhaps others in the same region. Interestingly, nine per cent of FE institutions are already using a shared service for their finance system. WHAT KEY CHALLENGES CAN BE SOLVED? The key advantage of putting your finances in the Cloud is that you immediately move to an ‘opex’ rather than ‘capex’ arrangement, whereby you only pay for what you use and you do not have to invest in or maintain hardware internally. Both of these factors can represent significant cost-savings. Firstly you no longer have to budget for hardware or upgrades and secondly it means you become less reliant on your IT team and in turn they can re-allocate their time to more valuable activities. Recent adopters of Symmetry’s cloud accounting solution cite the need to reduce downtime and ease the burden on internal

staff when making software upgrades as a key reason for the move, whilst the reduced pressure on IT departments is also high up on the list of drivers. These, coupled with the additional server capacity made available to support other core tasks, is giving colleges’ limited resources a much needed helping hand.

tasks though, it can also be applied to more strategic projects too. For example, many colleges do not have the necessary information or time to assess what individual courses are costing them and whether they actually make financial sense to run.

TAP INTO ADDITIONAL SERVICES The very nature of the Cloud means that your systems are hosted virtually, meaning not only does the Cloud provider take care of

LONG TERM SAVINGS By applying activity based costing, a third party with access to data in the finance system can calculate this and deliver a

A Cloud strategy fits perfectly with a shared services philosophy, so not only can individual colleges spend less on IT hardware and resources to support and maintain technology, they can also spread the costs with sister colleges or perhaps others in the same region. the maintenance and any upgrades, but they can also offer you additional support services which can often be carried out more quickly and economically than you could do internally. With staffing costs being reduced, the Cloud represents a viable option to outsource more time-consuming, administrative tasks to a third party. Take for example a busy college finance department. Even without recent personnel cuts, there are delays in getting reports completed, debt management is overlooked and at busy times such as year-end or enrolment there is a mounting backlog. The Cloud facilitates the ability to outsource certain tasks to a reliable service provider who can take care of these on your behalf. So a finance department could feasibly outsource monthly reporting, month end or simple data entry as and when it needs to. UNDERSTAND WHAT COURSES ARE PROFITABLE The service element of the Cloud is not restricted to just administrative

report that highlights which courses are economical and which are not, taking into account all types of variables such as student numbers, staffing costs, estates management information and so on. This is the type of activity that ordinarily might be overlooked by a busy finance department, but it can be carried out relatively easily as a standalone project and will deliver long-term savings. FOR MORE INFORMATION For further advice on cloud-based accounting as part of a shared services or stand-alone strategy, or to evaluate a cloud-based accounting solution, speak to a Symmetry advisor on 0117 900 6262 www.symmetry.co.uk/financialsc Linkedin members may also like to join the ‘Cloud Accounting in FE’ group.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Langley School Library Solihull

Cutting costs not corners Wernick modular buildings When cost-effectiveness, a tight delivery and minimum disruption are top priorities The eight modules that comprise Langley School’s new library were delivered and craned into position in one day! On-site finishing work took just eleven weeks, thus minimizing disruption on campus. A similar traditionally built structure would have taken approximately double that time to complete. The open plan interior has air-conditioning, recessed lighting and a 2.7 metre high ceiling that gives the library a feeling of spaciousness. A ceiling mounted projector and multi-media IT equipment makes the attractive and flexible interior a great venue for evening lettings. Wernick’s modular system offers rapid off-site construction using the latest energy efficient materials and a choice of traditional external finishes. It’s flexible enough to meet all educational building needs, from nurseries and crèches to complete schools. Designs are limited only by the architect’s imagination.

❝

We asked Wernick to design and build this third modular building for us. Why Wernick? Because of time restraints, build quality and the fact that the school has worked very successfully with them before. Ray Baynes, School & Complex Manager.

❞

Available for sale, lease or hire, Wernick buildings come with a complete design and build package.

Ask for a copy of our brochure and DVD and open your eyes to modular building.

Designed for living, learning, growing and working

For additional information visit www.wernick.co.uk or call Wernick Buildings 0800 18 18 22 Wernick Hire 0800 51 55 55

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CONSTRUCTION SOLUTIONS

With their knowledge and experience, modular suppliers are well positioned to provide modern, comfortable and functional facilities to an education sector that continues to feel the pinch

Buildings supplied today needn’t look like ‘boxes’ nor subscribe to the old image of characterless ‘site huts’. We have reached a point where it is difficult to tell them apart from traditional developments. Such buildings can be designed to meet both the functional needs and budgetary restraints that are important today. When looking at either replacing extending or adding to existing school, college, university or nursery facilities, the list is endless as modular

buildings can meet any client-set criteria. High quality modular accommodation is flexible enough to meet education needs – layout and design services are also available from suppliers as well as expert advice on planning issues, building regulations and safety requirements. FAST INSTALLATION Portable or temporary accommodation units are available from some companies supplied

SPARSHOLT REFURBISHMENT Sparsholt College Hampshire, near Winchester, a centre of excellence in land-based studies, has chosen the highly sustainable recycled modular building approach from Foremans Relocatable Building Systems to expand its teaching accommodation. Five modular buildings were required by the college following an increase in student numbers and as part of its continued expansion. The single-storey teaching blocks were refurbished ready for installation on three sites around the campus during the holidays to minimise any disruption to students and the entire project was completed within four months of order. The buildings were partially clad in sustainably-sourced timber to help them blend into the surrounding rural environment, and fully refurbished and fitted out off site at Foremans’ production centre. Commenting on the project, Tim Jackson, Principal at Sparsholt College, said: “Foremans offered the most cost-effective solution to providing very high quality additional classrooms to accommodate the significant volume increases in students. “The classrooms look absolutely excellent E

Written by Jackie Maginnis, CEO, The Modular & Portable Building Association Limited

MODULAR SCHOOL BUILDINGS GET INBUILT FLEXIBILITY

with fittings and service connections in place, dependent on your requirements. We know from experience that buildings are available for both purchase or hire from many of our member companies. Companies which, have embraced changes to meet the requirements of new regulations and everincreasing demands for energy efficiency. The strength and benefits of modular buildings can be expressed in simple terms. They offer sustainable solutions with low embodied energy, reduced waste and minimal carbon emissions – all factors that can help save our planet for future generations. When planning your buildings, save time and money by cutting out the middle men and talking directly to the industry. And have confidence in an industry represented by its own trade body.

Design & Build

Sponsored by

R G STONES (BUILDINGS) LTD have been providing modular and flatback buildings for nearly 40 years

We have a excellent reputation for quality and service, manufacturing buildings to customers individual requirements. We offer the full turnkey package from design & planning, to project management & final handover.

For more information, why not visit our new website at www.rgstones.co.uk Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

MAKING THE GRADE FOR OVER 50 YEARS Rollalong have been creating modern and effective educational environments for nurturing, learning and development for over 50 years. Rollalong Educational Building Solutions are: SUSTAINABLE

LOW MAINTENANCE

FLEXIBLE

ADAPTABLE

INNOVATIVE

BEAUTIFULLY ENGINEERED TO A HIGH QUALITY

DURABLE

RECONFIGURABLE

ROLLALONG ENGINEERED QUALITY BUILDINGS www.rollalong.co.uk

INSTALLED WITH MINIMUM DISRUPTION TO THE PUPILS AND SCHOOL

Rollalong Ad 125x178mm.indd 1

27/10/2011 09:46

For Schools...

anne minors performance consultants

Sound Space Design

BeatBox

y access cubicles

emergenc

the music practice solution

kid’s cubicles

cubicles for wet

Lockers

Overhead Service Boom areas

Changing areas

Bringin g labs to life Grant Westfield Ltd Westfield Avenue Edinburgh EH11 2QH t: +44(0)131 337 6262 f: +44(0)131 337 2859 e: sales@grantwestfield.co.uk

BeatBox is a mobile music practice space providing a stimulating dedicated soundproofed environment for music creativity for young people. TM

personal space cubicles

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Available to order for purchase or hire. Please contact us on 0208 877 5860 for more information or visit: www.ampcstudio.com

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CONSTRUCTION SOLUTIONS

The strength and benefits of modular buildings can be expressed in simple terms. They offer sustainable solutions with low embodied energy, reduced waste and minimal carbon emissions – all factors that can help save our planet for future generations. E and have been clad with cedar panelling and installed at ground level, rather than being elevated, which makes them look like a very settled part of the campus. We were very happy with the service and the finish, and would be happy to recommend the approach to other education providers.” Nigel Stephens, property manager at Sparsholt College, said: “The use of recycled building modules is highly sustainable, and minimised any impact on the environment – an important requirement for the college. The modular approach also helped us to address the limitations of our site and its restricted access, as well as ensuring the classrooms would be in place for the start of the new term. “This is the first time we have used recycled and refurbished modular buildings and we are very pleased. You really can’t tell the difference between these classrooms and

newly manufactured modular buildings. This was a very successful project and Foremans’ service was very good.” Each recycled modular building was fully refurbished with new windows, wall linings, partitions, M&E services, doors and flooring, creating high quality teaching accommodation for the college’s permanent use. Sparsholt College is a Centre of Vocational Excellence, and is one of the largest and best regarded colleges of further education that specialises in land-based studies. It has more than 1,400 full-time and 6,000 part-time students. The recycling and refurbishment of relocatable buildings is one of the most sustainable methods of construction – helping to reduce carbon emissions, waste sent to landfill, and improving a building’s carbon footprint. Sustainability benefits are manifold.

Design & Build

Sponsored by

In particular, Foremans’ approach generates less than 10 per cent of the carbon emissions compared to a newly-manufactured building of equivalent size (source: CO2 Emissions from Use, Scrapping and Manufacture of Modular Buildings, MPBA). And because much of the refurbishment work takes place off site, the approach generates fewer vehicle movements to site than traditional new build. Also, the bulk of the embodied energy in a modular building is in the steel components and the insulation materials used in the manufacture of the building envelope. By refurbishing the building modules and preserving these elements which have significant embodied energy, Foremans is extending the life of the building. Case study provided by Foremans. NEW BUILD Wernick Buildings recently supplied additional teaching space to Slough’s local education authority in double quick time. “My senior staff visited a Wernick school building not far from here to see what a modular building looked like,” says Arina Hester, headteacher at Godolphin Infant School, Slough. “They were surprised because it did not look very much different from any other new, traditionally-constructed school building, except that it was very smart and air-conditioned. The big difference was E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

T.Preece

Make your school accessible to all with...

Clear & concise Signs...

Timber Buildings Classrooms, Pavilions, Changing Rooms, Accommodation

Tactile & Braille Signs...wayfinding... handrail step indicators...Makaton & Widgit Symbols...Moon Signage...... DDA / Equalities Act signage audits throughout the UK

Modular Classroom built to 2011 building regulations Tim Preece has been involved in designing and constructing quality timber homes and buildings for the past 20 years, gaining wealth and knowledge in this field. Our buildings are of bespoke design therefore can accommodate a variety of educational needs including kitchens, showers and toilets. We can offer a numerous choice of internal and external finishes, to fit with existing buildings and surroundings. Each unit is hand built and transported from our workshop at Cleobury Mortimer on the Shropshire/Worcester border. The mobility of our units means their positioning can be altered at any time or even sold on at a later date.

t: 01922 454 656

www.braille-signs.co.uk Unit 2, ABS Business Park,

Architectural Northgate, Aldridge, Walsall

If you have any requirements you wish to discuss or to obtain prices, then please do not hesitate to contact us on the number below or visit our website.

Symbols & Signs Ltd.

Tel: 01299 272801 www.tptimberbuildings.co.uk 1400 WACO Hpg EB Mag 12.10.11

12/10/11

11:24

Page 1

West Midlands WS9 8TH

RNIB preferred supplier

PREMIERPLUS - SIXTH FORM COLLEGE

PREMIERPLUS - COLLEGE CAMPUS

PREMIERONE -CLASSROOM

PREMIERCLASSIC - NURSERY

When your budgets are cut, don’t cut education standards PremierClassic - a cost-effective timber-framed building ● for use as single or 2-storey applications. ● PremierOne - a lightweight steel-framed building for use ● as single or 2-storey applications capable of multiple ● relocations. ● PremierPlus - a high quality long-life, steel-framed building for use with single or multi-storey permanent applications and can be relocated.

PremierHire - a range of standard classrooms and bespoke educational facilities to suit temporary and permanent applications. Our range of Premier buildings features ● Surety of cost and programme.

Minimal site disruption. Durable and resilient building system. Fully compliant with all DfES Building Bulletins. Environmentally friendly with sustainable materials used. Timber harvested from approved FSC managed forests.

● Long-term warranties and design life exceeding 100 years. ● Exceed building regulations for thermal efficiency - can radically reduce energy costs. ● Excellent acoustic performance.

PREMIERPLUS - STUDENT HALLS OF RESIDENCE

● Significantly faster build programmes compared to traditional build. ● Committed delivery teams for each project. ● Easily relocated, extended, modified, purchased or hired as required.

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CONSTRUCTION SOLUTIONS

The use of recycled building modules is highly sustainable, and minimised any impact on the environment – an important requirement for the college. The modular approach also helped us to address the limitations of our site. E the teaching space available. That really surprised them – they were immediately suggesting what the extra teaching space would allow us to achieve.” Hester’s accommodation problems started when local parents started to register their children for the 2010-2011 academic year. The school roll is multi-faith and 97 per cent multi-ethnic with the school age population in its catchment area increasing at a rate above the national average. Although Arina and the local education authority were well aware of this trend, the figures they had did not reflect the real situation. They just did not have enough space in their existing school building and time was not on their side. Fortunately funds were available for ‘areas of most need’ and Godolphin had a very strong case to obtain the cash that was required, but these building developments do not happen overnight. However, the project was quickly approved, architect’s designs passed and the job completed in six months. Neath Abbey based Wernick Buildings was appointed to supply the new 13 bay modular

building which was delivered over two days, with on-site finishing work taking just eight weeks to complete. Delivery started in June and the building was completed in August, so Arina’s pupils saw the start of the project and came back in the new school year to a completed building. This would not have been achievable using traditional building techniques. “One delightful moment,” Hester recalls, “was when our year one children watched one of the building modules being craned in. As the unit touched gently into position the children broke into spontaneous applause and all the Wernick site personnel took a bow. It was a lovely moment. This was typical of the approach taken by Wernick, we couldn’t have asked for a better site manager. Everything I enquired about received a straight answer; there were no nasty surprises.” The L-shaped, 417-square metre building has two very large classrooms which can be rapidly divided into four rooms by drawing sound-proof screens. There is also a spacious staff office and large store for each classroom. The exterior is finished in

Design & Build

Sponsored by

cedar cladding and an attractive acrylic render. Toilet facilities are also included for staff, pupils and disabled people. STAFF REACTION “Initial staff reaction to the new building can only be described as ecstatic,” Hester says. “One teacher was seen dancing with delight at the size, specification and finish of her new room. They were all absolutely delighted with the space available. These new rooms, even with the folding partitions closed, are twice the size of the rooms in the old school and the old classrooms have no cupboard space. “Since the new building was completed we have experienced a full fire alert with fire crews in attendance,” Hester says. “The alarm was for the old school building, so we evacuated all 300 children quickly into the four new classrooms. We were amazed that they all fitted in so comfortably and lessons were continued by the staff in an orderly fashion. I was absolutely delighted that a potentially dangerous situation was averted and the new accommodation proved to be so flexible”. Case Study provided by Wernick Group. L

Case studies provided by members of the MPBA. Member details and other case studies are available under the ‘Industry News’ section of the association’s website. FOR MORE INFORMATION Tel: 0870 241 7687 www.mpba.biz

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

OFF-SITE BUILDING SOLUTIONS TRUSTED PARTNER TO THE EDUCATION SECTOR

increased speed of construction design and build improved quality modern methods of construction waste reduction off-site manufacturing sustainable design

OFF-SITE BUILDING SOLUTIONS

EDUCATION BUSINESS MAGAZINE | Volume 16.7

0800 085 8231 construction@elliottuk.com www.elliottuk.com/off-site

OFF-SITE BUILDING SOLUTIONS

BUILDING MAINTENANCE

Planned preventative measures ensure that routine maintenance is continuously undertaken, smoothing out the peaks and troughs in an annual building cost cycle

The independent review of Education Capital led by Sebastian James, director of operations at Dixons Plc, has now been published. The Review considered how the Department for Education could achieve better value for money and improve efficiency in capital investment. The report delved into the Building Schools for the Future (BSF) record, to see if lessons could be learned and looked at proposals for a new capital spending regime for schools. It is too early to be talking about the BSF ‘legacy’ but it will reflect poorly on the system where focus was on transformation for the few and neglect for the many. Targeting ‘fitness for purpose’ is the new agenda. On 19 July the government provided an initial response to James’ review of education capital. Their response accepts many of the review recommendations, subject to a thorough 12-week consultation period. There is much to be resolved emanating from the report and the industry response is mixed. The ‘Fitness for Purpose’ agenda needs to be developed and there is a need to clarify what this means. Building condition is at the forefront of this. REAL VALUE A large proportion of our work with schools currently revolves around establishing the stock condition, looking at maximising the use of the accommodation and squeezing more out of what is available for the schools, both in terms of money and space – in

effect, getting real value for the schools via practical, economic and realistic means. In an era of reduced capital spending, schools need to be paying particular attention to their existing buildings, and look to save money whilst still endeavouring to create enhanced educational environments. The question of course is how to do so in a practical and cost effective manner. In many instances schools will require a mixture of refurbishment and new build extension with an element of ‘refresh’. With their advisers, schools should be looking at their estates as a whole and seek solutions that are tailored to the reduced financial capital available. Working with our school business management client groups, we are planning schools’ future needs and the spending profiles required. We are setting up realistic budget information, so that schools can plan ahead positively. One area where schools can particularly benefit is in planned preventative maintenance, which in turn leads to more effective asset planning. Unlike corrective maintenance, planned maintenance is based on systematic inspections that detect, correct and prevent any failures before they become actual or major. PREVENTATIVE MEASURES Planned preventative maintenance ensures that routine maintenance is undertaken, smoothing out the peaks and troughs in an

MAXIMUM BENEFIT This approach ensures the maximum benefit is gained from the information obtained through the survey. Works can be broken down into elements of fabric, structure and mechanical and electrical services and prioritised/budgeted accordingly to enable forecasting of preventative maintenance and to inform business plans of forthcoming required capital expenditure. Reports derived from the planned maintenance inspections are then developed to ensure that a robust case for funding can be submitted and justified. Considering additional elements of the James review, the ‘standardisation’ strand in the review is very interesting. Solutions that offer excellent value for money and significant programme, quality, sustainability and health and safety benefits are available. Off-site manufacture can offer exceptional level of quality in design and delivery. Standardisation can relate to many things, but it does not have to deflect from attainment of high quality, great value bespoke accommodation. You can use both terms together. PRIORITY SCHOOL BUILDING PROGRAMME At the time of publication of this article, schools will also be considering the Priority School Building Programme. This newly privately financed school rebuilding programme has been launched with the aim of rebuilding schools in the very worst state of repair. Open to all publicly funded schools; local authorities, schools and organisations with responsibility for schools are able to submit applications for this programme via the Partnerships for Schools. Schools are entering an age of significant change in their capital spending programmes and the amount of funding actually available. They must look at new and innovative ways to improve and maintain their estates. L

Written by Jo Parody, partner, calfordseaden LLP

PLAN NOW TO PREVENT HIGH BUILDING COSTS

annual maintenance cost cycle. This in turn ensures that the asset value of the building is maintained or enhanced. Current planned maintenance programmes tend to be written with facilities managers in mind, focusing more on mechanical and electrical services rather than the building fabric, which often makes up an equal proportion of annual maintenance costs. At the outset of an instruction, the survey should be designed specifically to a school’s individual needs.

Design & Build

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Jo Parody is a senior partner at construction and property consultants calfordseaden LLP. FOR MORE INFORMATION If you would like to find out more, contact: Jo Parody, partner, calfordseaden LLP Tel: 01689 888 222 jparody@calfordseaden.co.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

MULTI-USE SPORTS HALLS MODERN

BRIGHT

AFFORDABLE

CHALLENGER™ SPORTS HALL

744m2, Newbridge High School, Leicestershire

Challenger™ and Mugacova™ Sports Structures from Collinson are used for football, tennis, netball and much more; ideal for schools, colleges, universities and academies. Each building is manufactured to order, up to 100m clear span and any length or height. The heavy duty PVC coated membrane lets in natural daylight and can be personalised with your logo. Play and train all year round whatever the weather!

MUGACOVA™ COVERED MULTI-USE GAMES AREA

• Custom design and build • Multi-purpose or sport specific • Natural daylight, energy efficient • Ventilation and heating options • Optional ancillary rooms

28.5m x 16m, The Charter School, London

Tel: 0800 840 1698 www.collinson.co.uk Riverside Industrial Park, Tan Yard Road, Catterall, Preston, Lancashire, PR3 0HP

Sports Facilities

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

NEW BUILDS & REFURBISHMENTS

SMARTER CONSTRUCTION

Design & Build

Sponsored by

A new framework in the West Midlands is helping to deliver high quality schools against a backdrop of severe public sector cuts. Andrew Peasgood, Worcestershire County Council’s framework manager for West Midlands Contractor Framework, explains how Just as schools get back to work after the summer break, the news comes that the public sector cuts first introduced in October last year are beginning to take their toll on public sector building. It’s been expected for some time, but the Construction Products Association’s (CPA) industry barometer, the Construction Trade Survey has unveiled a 50 per cent decline in public sector (non-housing) workload. That’s a significant fall in output and one directly linked to the government’s 60 per cent capital funding cuts announced last year, and it’s likely to cause concern for those in the construction industry and education sector alike. While it’s unlikely to come as a shock for many in the industry, to the casual observer these statistics only serve as proof that school building has all but dried up in the UK. But that’s not the case; successive governments have learnt the lessons of the 1980s and 1990s and want to make sure school investment continues – just not on the scale we’ve seen over the last decade. And that’s the nature of austerity, not to avoid spending, but to spend wisely. It means the sector has to become smarter about procurement, construction, the supply chain and the way work is managed. PARTNERSHIP WORKING This is the background against which the West Midlands Contractor Framework – WMCF –

exists. The WMCF was launched in September 2010 by a partnership of local authorities to deliver a range of public sector construction projects in a way that aims to reduce spend without sacrificing quality. Rather than tendering projects individually – an expensive process for contractor and local authority alike – projects are instead awarded on a rotational basis to an agreed list of contractors who are monitored regularly. In the case of WMCF, these contractors are Kier Moss, Thomas Vale Construction and Speller Metcalfe, who have been engaged for the duration of the four-year, £180 million framework. With the Wyre Forest district of Worcestershire in need of investment in new educational facilities, school building has become an important part of our remit and four new primary schools in this region alone will be built over the next 18 months. It’s a significant investment in a relatively small area, but it’s one that is essential in providing

a better quality of school in a region hit by public sector spending cuts in 2010. It’s also important in showcasing what the WMCF – and frameworks as a whole – can achieve. TIME-CRITICAL In an industry where time is often crucial and a school has to be delivered in-line with term dates and times, being able to start on a project as early as possible has huge advantages, and a framework often grants a local authority and a school this opportunity. While traditionally tendered projects often mean a contractor is engaged at a later point in the planning and design of a school, a framework can allow early engagement between contractor and designer. This means practicalities of construction – including material consideration, logistics and design constraints – can be factored into a project at a far earlier stage, reducing downtime, cost and allowing for better project planning. E

With the Wyre Forest district of Worcestershire in need of investment in new educational facilities, school building has become an important part of our remit and four new primary schools in this region alone will be built over the next 18 months.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Design & Build

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Well Educated Banking www.lloydstsb.com/schoolbanking

NEW BUILDS & REFURBISHMENTS

E The same benefits apply over the longterm too with learnings from one project feeding into the next, ultimately boosting efficiency and unlocking cost savings. The four projects that are already underway – Stourport Primary School, St Catherine’s Primary School, St George’s Primary School and Offmore Primary School in Kidderminster – hold these principles at their core. For example, at Offmore Primary School in Kidderminster we’re using the latest in sustainable technology and close working relationships with the designer and contractor to aim for a BREEAM ‘Excellent’ rating. The school, due to open in March 2012, is being built to replace an ageing facility on the same site and is the first WMCF project to target the prestigious award for excellence in sustainable construction. It’s also aiming to do so in a way that ensures it delivers value for money and a high quality learning environment for pupils. GREEN CREDENTIALS Drawing on experiences from previous projects and by working closely with Worcestershire County Council’s designers, WMCF has introduced a range of technologies to maximise the building’s potential as a sustainable school – and reach the ‘Excellent’ rating. To keep the school warm in the summer and cool in the winter, we’ve looked closely at insulation and how to keep the building as airtight as possible. By reducing the air flow into (and out of) the building, it’s possible to control the temperature of the building

Sponsored by

EDUCATION BUSINESS MAGAZINE | Volume 16.7

with as little energy as possible. Backed by a biomass boiler and high-performance doors and windows, the school’s heating and energy bills will be a fraction of their current cost. Likewise, the use of innovations such as wind catchers and solar chimneys will also limit the need for air conditioning in the summer and bring natural air and lighting into the building, helping to create healthier, lighter rooms and corridors. Where lighting is required, the latest low-energy bulbs will be installed to cut energy consumption by as much as 80 per cent compared to standard bulbs. Water use will also be monitored, and low-flow taps, toilets and urinals could help reduce consumption by 67 per cent. And with energy and water bills climbing steadily, these aren’t luxuries, they’re designed to significantly cut wastage and contribute to a cleaner and more sustainable environment that offers financial savings now and for years to come. LANDSCAPING We’re also thinking about the landscape – an important part of any school. Rather than relying heavily on hard pavements and playgrounds, we’re using Sustainable Urban Drainage Systems (SUDS) to manage and dissipate rainwater. Using natural channels and basins which follow the contours of the site and ground to control water run-off during rainfall, water is dispersed naturally rather than disposed of to artificial drainage systems. At Offmore,

the channels will lead to a small, permanent pond and filtration area which, as well as managing storm water, will support wildlife habitats and underpin the school’s role as an educational facility first and foremost. Naturally, in this environment it’s important we also consider – and promote – recycling and reuse, and we’re working hard to ensure we source and use materials carefully. With the existing Offmore Primary School being demolished on site, we’re transferring as much material as we can from the old school to the new. That means we’re recycling bricks, aggregate and timber where possible to reduce new material costs, transportation and increase our recycling rates. If material cannot be used in the new school, it’s being considered for use in landscaping procedures or sent for recycling off-site. When material does need to be brought on to the site, we’ve been careful to identify local suppliers of materials such as aggregate and timber. BREEAM takes into account external issues, such as material transportation and CO2 emissions, so it’s important we’re able to reduce miles travelled from supplier to site. This has the added benefit of reducing costs for transportation and allows us to develop close working relationships with local businesses. We see these relationships as an important part of the framework process that allow us to contribute to the West Midlands economy and give smaller supply chain businesses the opportunity to work across a number of projects over a longer period of time. That’s vital, and it allows them to invest in new technologies, innovations and – importantly - staff. CELEBRATING SUCCESS The WMCF celebrates its first anniversary this September, and it’s already demonstrating how successful a framework format can be. The decisions made at Offmore – and at its sister projects at St George’s, St Catherine’s and Stourport Primary Schools – are being mirrored elsewhere in the framework, whether that is the use of biomass boilers, low-energy light bulbs or SUDS. We’re also working to capture best practice and coordinating cost efficiencies to ensure that we’re not only developing excellent facilities for publics and teachers, but we continue to learn from each of them. This means better customer service and schools delivered in a more cost effective method, in line with our expectations and those of the local tax-payer. We’re not going to suddenly stop needing new schools, hospitals, libraries and police facilities, but we do – like the government – recognise there are better ways to build. What we’re doing in the West Midlands is using this opportunity to empower our decisions and look for ways to create buildings that help us achieve cost savings. L FOR MORE INFORMATION www.worcestershire.gov.uk/wmcf

Make more of the outdoors with Canopies UK

Quality canopy systems offer protection from rain, strong winds and heavy snow - allowing students and staff to enjoy more of the great outdoors, whatever the weather. With OFSTED strongly promoting outdoor learning, there's no reason to be confined to the indoors in winter. All our canopies have been fully weather tested and we offer a 'no nonsense' five year guarantee on every one. Covered walkways, outdoor learning environments, covered seating areas, bike sheds and parents' waiting shelters are just some of the applications our canopies are used for. A covered area also makes for much safer conditions underfoot!

To request a brochure or arrange a free survey

call 01254 777002 or visit www.canopiesuk.com

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION â&#x20AC;&#x201C; www.educationbusinessuk.net

INTERIOR DESIGN

Furniture

Sponsored by

CHAIR NECESSITIES Selecting the right furniture for educational establishments involves much more than a simplistic one size fits all approach, argues Jonathan Hindle, group managing director at KI, a member of the British Contract Furnishing Association (BCFA) Furniture is a crucial component in the creation of a quality learning environment. In recent years we have seen evidence of furniture solutions maximising flexibility for teachers and students. It is clear that investment in quality furniture is at the heart of a successful modern educational environment. Seating should be comfortable and durable, while work surfaces need to accommodate specific tasks such as note-taking, using laptop computers and conducting experiments. Beyond these obvious aspects a highly functional and efficient environment portrays the message that excellence is what is expected of everyone. There are various factors and challenges that one is faced with when producing furniture for schools. Budget challenges, varying class sizes, teacher shortages, student performance assessments and technology-driven instruction methods represent some of the many issues facing educational facility managers. The right type of furniture, however, can have a positive impact on each of these issues. KEEPING FUNCTION IN MIND When designing a classroom with more functional flexibility, a teacher can easily vary instructional methods to accommodate different learning styles and course topics simply by utilising reconfigurable furniture. Teachers can arrange seating into rows for test taking, circles for group discussions, semicircles for lectures and presentations or several smaller groupings for collaborative team projects. By breaking this down into parts and approaching this subject from different angles one can begin to understand the importance of educational furniture and the impact that it has. It is essential to acknowledge that the gap between teachers and architects/ designers needs to be bridged, as often these two parties fail to communicate well enough. Furniture fundamentally supports an activity and one tends to think that school furniture is a one size fits all solution. However, this is not the case. When you try and make one setting or space do everything, compromises will be made. Instead, schools need to look at specialist settings which help support particular activities. Consider these four factors as a basis for furniture solutions: design around activity; comfort leads to concentration; technology extends activity; zone around behaviour and atmosphere. Furniture can be critical in the support of different types of atmosphere. For example, E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Demountable staging... Simple and quick to build - only the deck panels weigh more than a bag of sugar, yet will take the weight of a grand piano. Heights up to 600mm (2ft) in increments of 50mm (6ins) are standard. Stages up to 1.2m (4ft) high can be created by stacking one securely onto another. Reversible panels measure 750mm (30ins) wide x 900mm (36ins) deep and fit onto supporting rails.

Classroom furniture... chair and desk Robust, stacking chair and tiltadjustable desk. Chair can be supplied on a range of bases and beams. State-of-the-art plastics mouldings create durable, posturally correct and comfortable classroom solutions.

workstation Create an infinitely versatile and comfortable classroom. Our unique saddle is combined with a tiltadjustable writing surface to form a light, wheeled, classroom work ‘pod’.

tip n’ store Perfect for the Refectory. Castors make wheeling units into position and into storage - safe, effortless and quick. Simply tip them onto their castors, queue them up and roll them to wherever they’re needed.

saddle For music rooms, labs, ICT suites, art studios... Anywhere where a healthy, alert, comfortable posture can be of benefit to the performance levels of your students.

For news and details... www.aalborgdk.com

The Aalborg range of furniture is available worldwide. Please contact us... • To arrange a product demonstration • For detailed product information • For details of your nearest approved stockist. T: +44 (0)1509 264112 M: +44 (0)7768 931016 E: info@ah07.com www.ah07.com

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

INTERIOR DESIGN

It is essential to acknowledge that the gap between teachers and architects/designers needs to be bridged, as often these two parties fail to communicate well enough. E softer settings are more suitable for relaxation and calming. Comfort is also vital for concentration. This does not necessarily imply that one would need soft seating – instead it is about properly supporting the body. SPECIALISED SETTINGS KI finds that schools also are starting to move beyond the table and chair. The alternative approach is to create a diverse range of more specialised settings that support a range of activities. However, it is not necessary or affordable to create a distinct setting for every activity you want to support. Instead designers often need to create multimodal settings that support two or three activities at a time. KI recently carried out a project for Chelsea Academy, which had approached the issue of furniture selection through the use of debating. The furniture for the new building similarly needed to be appropriate for the aspirational setting, but robust and fit for purpose. The academy employed both the help of the students and teachers in the selection of the classroom furniture. Groups of students and teachers were asked to evaluate a selection of classroom furniture such as chairs, desks and stools from different companies and manufacturers from which a selection from KI was chosen. It is a useful tool to discuss and understand what an ideal learning experience could look like – and mapping out scenarios for a variety of learning journeys, episodes or sessions that would be involved in that learning experience. Of interest is how the size of a learner group, and the duration, frequency, atmosphere and quantity of its lessons influence how a space is designed – and how best to utilise and maximise that space using the correct furniture. It is important to enter this phase with a clear understanding of what you are looking for – not the item itself, but the criteria by which you will judge whether this is the right item. The Chelsea Academy’s own study created many surprises and changes from initial impressions and preconceptions. FURNITURE STRATEGY Another solution for schools would be to create a furniture strategy. Pilot schemes are great ways of testing new spaces and ideas. They enable the education establishment to see if the settings, space and furniture work and create the correct atmosphere. The next stage of the strategy would be the rollout phase and the opportunity to gain feedback from staff. The selection criteria is an important phase and should be entered into with a clear understanding of what one is looking for, in order to judge whether one has selected the right item. Cost can be intrinsically linked to durability. Functionality is about supporting activities, however, it is also about some of the behaviours the educationalists want to take place. Safety and durability are essential and furniture must be tested to be hardwearing and functional. The aesthetics of furniture such as colour, shapes, sizes and fabrics all change the feel of a space. They can make it feel muted, vibrant, calm, hard, soft, formal or informal. Ergonomics also plays a part, with poorly-designed furniture being just one of the factors associated with back problems experienced by young people. With schools increasingly having more control and authority over their own budgets the ability to ringfence funds is increasing. The protection of furniture funding for the roll out of future phases will be an important part of delivering any change management plan. L

Furniture

Sponsored by

About BCFA The British Contract Furnishing Association (BCFA) was established in July 1970 at the Décor International exhibition in London.Collaborative marketing among members in the UK was quickly followed by representation at overseas exhibitions with the BCFA appointed by the government to provide guidance and access to funding. In time networking events grew to become an important part of the association’s activities with the annual luncheon, now held at the Dorchester, the favourite place for the industry to entertain clients. The services of the BCFA expanded to meet a variety of needs with members looking to the association for representation on government and regulatory bodies to help set the standards for the industry. The core objective which remains today, is to enhance the commercial success of the membership. BCFA members supply contract quality products that meet appropriate durability and fire requirements for the educational market. Regarded at home and abroad as the commercial focal point and authority in a multi-million pound marketplace, the BCFA has a key role to encourage and maintain levels of excellence in design, innovation, product quality and in particular customer service. Membership is a distinction that is not automatically awarded. Achieving accreditation and becoming a member shows commitment to serving the industry at the highest level. It allows access to the BCFA brand and network of services.

LEE L E E & PPLUMPTON L U M P TO N MEMBER

Visit us at stand D92

FOR MORE INFORMATION www.thebcfa.com

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

• Why not use your Door Access System to feed into your e-registration system? INTEGRATION! • How about a single electronic purse for use in all cashless transactions on campus? SIMPLICITY! • Why not allow students to check their attendance and top up their cards at an information kiosk? EMPOWERMENT!

Visit us at BETT 2012 on stand V47

Intuitive Access Control

Creating a safer environment for education

Monitoring and Management at your fingertips Define which areas staff, students and visitors can access Seamless Integration with Capita SIMS No need to enter student information into two systems MIFARE Smart Cards Use cards for multiple applications – library, cashless vending, access control t: +44 (0)1202 723535 e: sales@tdsi.co.uk w: www.tdsi.co.uk 5949_Education Ad_half page.indd 1

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Save Energy Switch off lights and other facilities when the room is empty

09/11/2011 09:32

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PUPIL & STAFF SAFETY

Security

Sponsored by

Written by Chris Pinder, National Security Inspectorate

A WISE SECURITY STRATEGY The financial saving from opting for the cheapest security solution should be weighed up against the cost and harm caused to the school and individuals should an incident occur Cases of consumers opting for the cheapest security solution as opposed to best value are sadly not unusual. Unfortunately, all too many have regretted a decision that has, in the longer term, proven costly: and not just in financial terms. Schools are complex environments that have to strike a balance between ensuring smooth access and egress for the pupils and teachers whilst restricting access to unauthorised visitors. The possible array of security incidents that can occur within a school is very wide. Potential for theft, arson and violence – including attacks on teachers – are just a few examples from, sadly, a more extensive list.

Having been invited to write an article for this publication, it would have been easy to write a feature offering guidance on what security solutions should be implemented within the education sector. However, having conducted a preliminary search on the internet, it is quite clear that there are numerous reputable websites already offering excellent advice. These websites include both governmentrelated and teaching association websites. All offer more extensive advice than I could possibly cram into my allotted word allocation. In addition, of course, there is always the phone call to the local police

Schools are complex environments that have to strike a balance between ensuring smooth access and egress for the pupils and teachers whilst restricting access to unauthorised visitors.

force Crime Reduction Officer who is well versed in crime prevention. The local Crime Reduction Officer will be aware of local crime patterns and is able to provide advice that is bespoke to each individual school or college. As an alternative approach, I started to think about the all too frequent cases of customers confusing cheapness with best value. Unfortunately, this confusion is witnessed across many sectors and is not unique to the education sector. NO COMPROMISE ON SECURITY Providing a safe environment in which our children can learn and thrive is an issue that is, I have to declare, particularly personal to me. Indeed, anyone leaving their own children in the trust of a school will share my interest. With two beautiful daughters in the education system and an indelible memory of the 1996 Dunblane Primary School massacre, it has frequently crossed my mind that I hope the security, safety and E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

The UK’s leading approvals and certification body The National Security Inspectorate (NSI) is the leading approvals and certification body providing inspection services for UK fire and security companies involved with electronic security installation, fire detection and manned security services. Whilst working closely with bodies such as the Security Industry Authority, the police, insurers and the fire and rescue service, NSI is an independent and not-for-profit body with a history dating back 40 years. NSI’s mission is to raise standards in its customers’ interests. Every customer, whether a large commercial organisation or an individual householder, is entitled to receive a professional, quality service from their security or fire contractor. Therefore, NSI-approved companies are regularly and rigorously inspected by a team of nationwide full-time inspectors to ensure they comply with the appropriate

British and European Standards and NSI Codes of Practice. NSI’s owl brand is today widely recognised as the benchmark of quality in the fire and security sectors and is a symbol that buyers and specifiers can trust knowing that NSI approval is only granted to those companies that consistently meet exacting standards. FOR MORE INFORMATION Tel: 01628 637512 www.nsi.org.uk

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Quality CCTV and security solutions from Amission Amission Ltd provides a complete range of security products and services to help customers benefit from a safe working environment, secure property and protected assets. It specialises in CCTV, door entry, gate automation, access control, automated gates, intruder and fire detection systems. The company has a strong IT and security background and its solutions are always tailor made to meet individual customer’s specific security and budgetary needs. With a strong sense of quality Amission ensures its customers receive unparalleled service at every stage of the process. It provides a free pre-sales visit and survey to discuss and ascertain the customer’s exact needs and environmental parameters.

It addition, it provides solutions that are fit for purpose and meet agreed budgets and timings. Amission says its commitment and services do not end with the completion of projects. It is also there to offer first class support and maintenance thereafter, to ensure customers receive the highest return on their investment during the life of the equipment. Quality, flexibility, customer service and fairness are key aspects of Amission’s working ethos and business principles. It can also provide customer contacts from many sectors, as references in support of its claims. FOR MORE INFORMATION Tel: 08456 44 07 01 Fax: 08456 44 07 02 mail@amission.co.uk www.amission.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PUPIL & STAFF SAFETY

Security

Sponsored by

schools are integral to a sector bearing the brunt of cuts and reduced budgets. Schools therefore must look at where they can save money. They do not wish to compromise on the quality of the education they provide so they will inevitably include the supplementary areas when reviewing spending. Security, like the core education delivery, should be ring-fenced. The consequences that a breach of security can be disruptive, harmful to a hard earned reputation or, at worse, lead to closure of the school.

E education of my children are not compromised for the sake of a financial saving. Major incidents within schools are, thankfully, relatively few. However, when those major incidents do occur, they are the ones that hit the headlines. Emotionally, nothing moves us more than child-related news. When we see the dreadful famines in Africa, it is the pictures of the starving children that persuade us to donate; when we see people suffering through illnesses, it is the images of sick children that call us to action; and, when we see the tragic stories on the news, it is those that involve children, such as the Dunblane massacre, that fill us with greatest sadness and most anger. The fact that parents and guardians leave their most valued treasures to the trust of a school on a weekly basis is testament to the professionalism of the local authorities, governing bodies and head teachers that provide our children with a safe and secure learning environment.

fire safety, yet the main entrance is funneled to one central point. This ensures there is no ‘unauthorised’ access to the building. A secure perimeter is in place: the border maximises use of the natural hedging where possible and utilises secure fencing at the weak points and offers solid entry gates at its central point. This all contributes to providing a boundary that discourages the opportunist criminal and a boundary doesn’t make the children feel they are within a fortress. Their senior school, an older and much larger school, has faced greater challenges. It is a multi-sited complex that has given consideration to the basics and more. IT equipment is kept off the ground floor; there is natural surveillance from windows across open spaces, playgrounds and car parks; valuable assets are property marked; lighting is plentiful and it has out-of-hours usage so it would be difficult for a criminal to sneak around the complex unnoticed. Any refurbished areas build in security at the design stage.

INVISIBLE FORTRESS I have been fortunate to witness just how my own daughters’ schools have, thankfully, taken security seriously. Their respective schools have achieved the required balance between security and aesthetics. The security solutions they implement are evident but not prominent. To the layman it may appear that there are no security features – that is a tribute to clever design. Their schools have implemented security solutions that compliment the very fabric of the school. Their primary school was newly built a year before they started their journey into education. The architects should be applauded for considering security at the design stage. There are multiple entrances and exits for

DIFFICULT TIMES We are all in the tightening jaws of a very challenging economic climate. Traditionally, in periods of difficult economic times and increasing unemployment, crime levels rise. Current austerity measures are tough, especially in the public sector. Yet when we hear of the economic situation in Greece, the potential of Italy following suit and, nearer to home, the situation in the Republic of Ireland, we seem to appreciate that these measures are painful yet necessary. Just like our own household or corporate budgets, the country must live within its means and that necessitates cut backs and forsaking the ‘nice to haves’. As a major component of the public sector,

NO INCIDENTS, SECURITY WORKS Many security measures require little or no funding. Ensuring staff are clear on security procedures, locking the gates during the day, ensuring visitors (including parents) are not permitted to walk around a school unaccompanied are all simple, effective and cheap measures that make a difference. It would be easy to consider cutting the security budget. It is a sad fact that the true contribution of security is often only fully appreciated after it has been reduced or removed. Successful security is security that works. It is a deterrent, it helps identify the culprits, it protects assets, and it protects people. Yet because it works, because there are no incidents, the tendency is to think it is not required. Wrong. There are no incidents because security is doing its job well. When considering the security required for your school, be clear as to what threats you face, what solutions you require and then ensure that you procure the best you can afford. Ensure your security is installed and/or operated by companies that have proved their competence in their field. SECURITY SUPPLIERS Security is a specialised profession backed by industry standards and best practice. Source a company that has been independently inspected so that their competence has been proven. Such companies can be found, for example, via www.nsi.org.uk. NSI-approved companies installing security systems or providing guarding services are required to screen their staff to industry standard BS7858, thus providing additional peace of mind that contractors on site have been subject to pre-employment checks. The quality companies have proven their credentials by opening their processes and procedures to independent inspection. They are the ones that have invested to demonstrate that they comply with industry best practice – as a minimum. Investing in proven companies provides peace of mind that your security has been properly implemented by professional contractors. A specialised, competent contractor can ultimately save you money; protect your assets, your staff, your pupils and your reputation. When it comes to investing in our education system, a properly considered investment in security really can make a big difference. L

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Powering Profits

Primary Source Management – Secondary Source Generation Dynamic Voltage Regulation Optimises your electrical usage, reduces consumption and carbon foot print – energy savings are typically 15% per annum

3 Increased Return on Investment 3 Reduced Energy Bills 3 Reduced Carbon Foot print 3 Reduced Maintenance Costs Ashdown Energy – UK Manufacturing – Protecting Jobs, Protecting Margins, Protecting the Future Enquiries@ashdownenergy.com www.ashdownenergy.com

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Energy

Sponsored by

About the Carbon Trust

CARBON REDUCTION

STIMULATING LOW CARBON ACTION Schools can save energy costs equal to a newly-qualified teacher’s annual pay, argues the Carbon Trust, who is helping over 400 pilot schools implement cost-effective energy savings Hundreds of schools across England are taking part in a bold new national scheme to slash rising public sector energy bills and reduce UK carbon emissions. Fifty-two local authorities will pilot new school schemes by the Carbon Trust in a move to reduce energy bills now costing the sector £543 million annually. The Carbon Trust’s Collaborative Low Carbon Schools Service will help over 400 pilot schools implement cost-effective energy savings as the basis for helping local authorities save up to £40m in energy bills and 270,000 tonnes of carbon across all their regions’ schools. SIMPLE MEASURES Simple measures such as switching off lights and installing more efficient heating could help the average secondary school save £21,500 in energy bills – almost equal to the annual salary of a newly qualified teacher. This figure is based on 25 per cent energy savings for the average UK secondary school (£86,000 per year) and the minimum starting salary of a newly qualified teacher of £21,588 (Source: Teacher Development Agency). The Carbon Trust’s experience of driving public sector energy efficiency reveals that UK schools account for over half of local authorities’ carbon emissions, with a total £543 million annual energy bill, of which as much as £135m could be saved through simple cost-effective measures typically paying back in less than three years. Forty-three local authorities have signed up to take part in the pilot, including Camden,

Cumbria, Bedford, Buckinghamshire, Walsall, and Wiltshire. The 10-month programme will help schools save up to 25 per cent on their energy bills through free expert advice, new pupil switch-off initiatives, and cost-effective measures such as installing energy-efficient lighting and heating. RESOURCE EFFICIENCY A further nine East Midland authorities are also taking part in the Carbon Trust’s School Collaboration on Resource Efficiency (SCoRE), a tailored scheme funded by Climate East Midlands which began in March and will eventually be rolled out to all 2,260 publicly funded schools across the region. Richard Rugg, director of Carbon Trust programmes, said: “The Carbon Trust’s work with local authorities shows that schools can play a pivotal role in helping the public sector to save millions of pounds while slashing carbon emissions. With a squeeze on budgets, our focus is on helping local authorities in collaboration with their schools estate to identify low cost opportunities that deliver high financial savings. Whether a pupil, a teacher or a school site manager, every member of the school community must play its part in saving energy.” Any organisations that would like to be considered for the future phases of the programme should contact the Carbon Trust by emailing publicsector@carbontrust.co.uk L FOR MORE INFORMATION www.carbontrust.co.uk

The Carbon Trust is a not-forprofit company with the mission to accelerate the move to a low carbon economy, providing specialist support to business and the public sector to help cut carbon emissions, save energy and commercialise low carbon technologies. By stimulating low carbon action it contributes to key UK goals of lower carbon emissions, the development of low carbon businesses, increased energy security and associated jobs. The Carbon Trust has already supported a wide range of public sector organisations to implement projects that will save 12 million tonnes of carbon dioxide and £426 million (net) over their lifetime, with many more projects in the pipeline. The Carbon Trust helps to cut carbon emissions by: • Providing specialist advice and finance to help organisations cut carbon • Setting standards for carbon reduction We reduce potential future carbon emissions by • Opening markets for low carbon technologies • Leading industry collaborations to commercialise technologies • Investing in early stage low carbon companies

About Climate East Midlands Climate East Midlands is one of a national network of Climate Change Partnerships that work together through a Community Interest Company called Climate UK. Climate East Midlands works with a network of local public, private and voluntary sector partners to tackle the causes and consequences of climate change by supporting local action to reduce greenhouse gas emissions and to support communities in positioning themselves to maximise the benefits of, and become more resilient to, a changing climate. Its programme of activity is funded by central government through grants from CLG and Defra.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Life Safety comes first with Apollo Products for a Lifetime Apollo, together with our 72 panel partners, strives to produce the lowest life cycle costs - the true cost of a fire detection system throughout its lifetime. Our Product Lifetime Guarantee provides a warranty on our products, which for detectors is 10 years (CO detectors, 5 years). The guarantee supports our recommended working life of the product and endorses our commitment to providing reliable, quality fire detection products. Our Open Protocol offers greater choice too, so upgrading or replacing products is easy and cost-effective. Our products save lives and protect property around the globe from the risk of fire for a lifetime – a huge responsibility and one we take very seriously.

www.apollo-fire.co.uk

ww.apollo-fire.co.uk

The product lifetime guarantee is subject to terms and conditions. For further information, please refer to our current General Conditions of Sale. ‘Lifetime’ refers to Apollo’s recommended working life for its products, being 10 years (5 years for CO detectors).

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FALSE ALARMS

Fire Safety

Sponsored by

It’s not only students in university halls burning toast, as educational establishments in general have a problem with false alarms. Indeed, a 2006 report from London Fire Brigade showed that that they get approximately ten false alarms per day from educational establishments. The revised CFOA/FIA False Alarms Policy attempts to clarify the relationship between those responsible for the protected premises; the fire alarm service provider, Alarm Receiving Centres (ARC) and the Fire and Rescue Services (FRS). It ties in the responsibilities of all those involved to their duties under the Regulatory Reform (Fire Safety) Order 2005. The policy sets out a distinction between what happens at the premises, the point at which the alarm signal is considered a ‘false alarm’, if there is no fire; and at the fire brigade where the signal becomes an ‘unwanted fire signal’. Unwanted because the FRS only want to respond to real fires. The policy goes on to look at how this ‘fire’ signal can be dealt with at the various stages before it reaches the FRS.

Is there a recurring problem of unwanted fire signals at your education premises? Graham Ellicott, CEO of the Fire Industry Association, explains the best way to combat the issue

ATTENDING FIRES Coming back to the burnt toast scenario; then what happens? Well, the smoke alarm goes off but under the new policy, the FRS will attend the first time there is a signal from the premises. However, if they arrive and it turns out to be a false alarm the premises will receive a letter from the FRS requiring the premises be registered to the policy. Part of the registration will involve the FRS, the premises and the maintenance provider discussing the best way of managing the problem, which can involve system changes, if appropriate, or in most cases, a change in the management of the system. Therefore, if there is a fire signal from the system in the future there should be a management system in place to investigate the signal before it is transmitted to the ARC or FRS. If it’s a confirmed fire then the signal is passed to the FRS and they arrive with the appropriate level of response, as dictated in their Integrated Risk Management Plan. It is not envisaged that the responsible person is expected to do a full search of the premises – the fire panel should give them the location of the signal and they should be able to safely check if there is a fire or a false alarm.

If you have a high incidence of false alarms in your educational premises you may want to think about how it not only uses the time and resources of your staff but also that of the local Fire and Rescue Services. Indeed this was the case with Kings College in London, which has worked successfully for many years alongside its fire alarm maintenance provider to try and eliminate the false alarm problems, but more of that later. With various Fire and Rescue Services making policy changes to their attendance at automatic fire alarms (AFAs) it could be time

CHANGES IN RESPONSE If no management plan is in place at a later date and a false alarm reaches the FRS as an Unwanted Fire Signal, then the FRS can instigate the changes in the response level given in the plan, but they will still work with the premises to improve the system. If nothing is done and false alarm signals from the premises continue to reach the FRS, they will look to take action against the premises under the Regulatory Reform (Fire Safety) Order. The policy recognises that in many cases an alarm at protected premises E

THE REAL COST OF FALSE ALARMS to take notice of this problem if you want to avoid paying for unwanted fire signals. FUNCTIONING EQUIPMENT Let us firstly consider our trusted friend the humble toaster – often the cause for setting off the smoke detector and calling out the Fire and Rescue Service, wasting a lot of time and money in the process. One thing to point out here is that the smoke detector has done its job. Many people attribute false alarms to equipment malfunction when, in reality, a lot of them are about premises management.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

EMEX Ad 86x255 for Education Business 14/10/2011 14:09 Page 1 THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Reducing unwanted fire signals in schools There are many reasons for a high incidence of unwanted fire signals in education premises, including inappropriate system design, low maintenance standards, equipment failure and vandalism, to name but a few. Implementing several simple and easy to follow steps will enable education premises to deliver a real reduction in the incidence of unwanted fire signals: • Review available data • Form strategic partnerships with stakeholders • Establish appropriateness of the current system • Review testing and maintenance • Improve management processes The success of this methodology can be seen at Kings College, London. As a maintenance provider, Drax worked closely with their senior safety officer and Honeywell to significantly reduce false fire alarms by a third across 80 college buildings from 2008-2010. There was considerable work undertaken

High performance, low maintenance

and upgrades implemented along with many specific actions and measures put in place which contributed to this success. Drax also offers innovative alarm management solutions, which can integrate with existing standalone systems to centralise control and monitoring. This can deliver improved safety standards and efficiencies, often with significant cost savings across most organisations.

BSI certified to BS EN 50171

New space saving available

FOR MORE INFORMATION For more information on how Drax can help your education premises, please visit www.draxuk.com

Keep your business safe and illuminated EMEX power systems are specifically designed for emergency lighting applications and provide high battery performance and low running costs.

Drax (UK) Ltd is a leading provider of fire detection, alarm systems and alarm management networks. Our products and services include: 3 Fire alarm design & installation 3 Fire alarm service & maintenance contracts with web based reporting option 3 Alarm management & integration products 3 Fire-risk assessments

230V and 400VAC/AC Static Inverters allow utilisation of most standard luminaires and ensure full light output

Modular construction reduces the need to carry extensive and costly spares

Excellent overload performance and low parasitic consumption

Can be supplied with EMEX Test monitoring software

Wide range of luminaires available

For more information please call 0113 281 0600 or visit www.emergi-lite.co.uk

Please call 0845 459 2300 or visit our website www.draxuk.com

EDUCATION BUSINESS MAGAZINE | Volume 16.7

: :

. ,

. . .

. ,

. . .

. .

We are third party accredited to ensure our processes comply with highest recognised standards including ISO 9001: 2008 and BAFE SP203.

Literature now available

Engineer’s Companion EMEX Centr al Power

EMEX Cen tral Power Supply Syst ems Catalog Cat uealog 200ue 9

Supply Syste ms

Thomas & Betts, Emergi-Lite Bruntcliffe Lane, Morley, Leeds, LS27 9LL Tel 0113 281 0600 • Fax 0113 281 0601 Email emergi-lite.sales@tnb.com • Web www.emergi-lite.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FALSE ALARMS

Fire Safety

Sponsored by

and 8pm unless these signals have been investigated and confirmation of a fire given. The FIA is very concerned about these changes in attendance policy from fire and rescue services as lives could be put at risk. Also, the uncoordinated nature of the changes makes it very difficult for businesses that operate nationally to manage their fire risks. In addition, the maintainers of the AFA systems need to know of changes in AFA Attendance Policies so that they can advise their clients and make any necessary adjustments to the systems themselves.

E never reaches the FRS as it is handled by the management systems, either it was proved to be a false alarm and the call was cancelled, or it was a fire but was dealt with by first aid firefighting equipment. Regarding signals from an ARC, the policy presupposes that the onsite checks already have been carried out as part of the contract between the premises and the ARC, so the FRS will go to the premises assuming that there is a fire. If it turns out not to be a fire then the same action mentioned above begins. The policy also treats social alarm providers (telecare) separately but they still have to confirm that there is a fire, either by call back or their management plan. It also deals with the 999 call to the brigade. All of the above scenarios are covered in flow charts which form part of the policy. COMPETENT PERSONS The policy is clear that competent persons have a big role to play and that third party

certification is the best method of providing proof of competence, with regard to fire alarms. The policy currently only recognises BAFE SP203 and LPS 1014 as suitable schemes to prove competence in fire alarm systems. The aforementioned policy was signed by CFOA and the FIA in September 2010 but worryingly several fire brigades are now deviating from the policy primarily because of cuts in their funding. For example, West Midlands Fire Service’s new policy states that they will no longer respond to calls from ARCs between 08.00hrs and 20.00hrs unless the premises is a specified life risk building. During the remainder of the day they will respond to all calls received through an ARC but with an appropriate level of response depending on the premises type. A more extreme change in attendance policy comes from Warwickshire Fire and Rescue Service who will not attend automatic signals from fire detection and alarm systems in non-domestic buildings between 7am

IN YOUR AREA So if you are the person responsible for fire safety in your building and the premises has an automatic fire detection system it would be wise of you to check with your local fire brigade to see if they will attend if an automatic fire signal is sent. If attendance is reduced or in the worst case, non-existent, then you should amend your fire risk assessment in the appropriate manner. So, if you’re one of those persistent false alarm offenders and changes in fire service attendance to AFAs isn’t enough to make you re-assess your fire safety management; perhaps financial implications will. If the Localism Bill, which is making its way through Parliament now, is passed it will give Fire and Rescue Authorities, after local consultation, the right if they so choose to start sending out bills for false alarm attendance to persistent offenders. The FIA estimates that these invoices will be £350 or more per attendance depending upon where you are and how many fire engines arrive at your door. So, if you don’t take false alarm problems seriously you should look out for a bill landing on your desk! So what happened with Kings College? Well, theirs is truly a success story with the 2010 number of alarms being a third lower than it was in 2007, showing the power of working together with your fire alarm maintenance provider. L FOR MORE INFORMATION www.fia.uk.com

Thomson Fire Consultancy excels in fire safety Essex-based Thomson Fire Consultancy operates throughout the UK and has built a strong reputation for providing fire safety services. It advise its clients on all aspects of fire safety from fire safety strategies (of which fire risk assessments are of course an integral part), fire safety management, fire safety risk assessments, fire safety audits, fire engineering in building design, fire evacuation strategies, as well as fire safety training and fire investigations. It also continues to make a name for itself

as one of the leading independent fire safety specialists within the Education sector across the UK. Working both within the private and public education sectors it has a strong working ethic and proven track record with local authorities and independent schools as well as educational support service suppliers in fire safety and management. Its specialist services provide educational institutions, architects,

designers and contractors the facility to meet the end-user life safety provisions with innovative strategies and fire engineering solutions. It also provides direct services to educational facilities offering fire safety management services. FOR MORE INFORMATION Tel: +44 (0)1799 514900 info@firesurveys.co.uk www.firesurveys.co.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Insurance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FIRE SAFETY

Written by Jon Taylor, head of education, Marsh, a member of BIBA

IS PREVENTION BETTER THAN CURE? Insurance is often forgotten about until the loss occurs, catching many schools out. Instead the adequacy and appropriateness of the cover should be checked at least once per year, urges Jon Taylor What is the best way to ensure that your school is protected as well as it can be against fire? Adequate insurance protection is only part of the solution. Schools can take preventative steps to reduce the risk of fire breaking out, whether deliberate or not, by implementing a number of risk assessments and relevant improvements, rather than simply relying on insurance to foot the bill. Consider for a moment the fallout from a school that suffers arson, which is still the biggest single cause of fires in schools, as the staff and pupils arrive in the morning and see the teaching block and all its contents completely destroyed by fire. In this particular example, the building contained the library, main office, headteacher and deputies offices, staff room and 16 classrooms. The headteacher explains: “The first reaction is shock and numbness, followed by total disbelief and then realisation those 25 years of resources had gone. All the carefully collected photographs, booklets and artefacts from all over Europe had gone, all the paperwork for the administration of public examinations had gone, and all the school text books and personal belongings had gone.” BAD TIMING The timing of this particular fire – one of 20 suffered each week by UK schools – was particularly unfortunate, since Year 9 SATS were to be held later in the week and GCSE examinations were due to begin within a month. Heads of subjects had to contact examination boards to discuss what arrangements could be made for loss of coursework and pupils revision material. The burnt out classrooms were replaced by mobile rooms and the school had a derelict building at its centre for over a year; this became a demolition site and then a building site. These circumstances are obviously not conducive to marketing the school and pupil recruitment, in particular the sixth form, suffered. This had a massive impact on the school budget. All in all, a complete disaster although at least the school was properly insured meaning that plans could commence for how to rebuild. FIRE PREVENTION A properly insured school will of course get back on its feet in due course but the process of demolition, planning and rebuild will take months and probably years to complete.

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Schools can make substantial reductions to their premiums by installing a range of protections such as fire alarms, intruder alarms, security lighting, locks and grills, CCTV and the like. So how can schools lessen their chances of suffering at the hands of an arsonist. Many arson attacks are opportunist, although typically the school arsonist will be between 10 and 18 years of age and live in the local area. Fires are frequently started by a pupil, ex-pupil or someone with siblings at the school. A school and its staff can handle an individual with a grudge but dealing with the after effects of a serious fire is something entirely different. Protecting against such an eventuality does not necessarily mean 24-hour security, expensive alarm systems or hour upon hour of risk assessment. Some simple housekeeping

techniques will very often reduce the risk of a successful arson attack and although these are fairly well publicised it is well worth reiterating the principle areas to consider. This includes deterring unauthorised entry by the use of signs and fencing, reviewing lighting as nearly all arson attacks occur in darkness, and ensuring that locks on doors and windows are of the appropriate standard. In addition, schools are urged to check that roof lights cannot be accessed from the outside, ensure that any intruder alarm systems are maintained and well publicised, and to remove all combustible material including wheelie bins from near the building. E

Well Educated Banking www.lloydstsb.com/schoolbanking

E Clearly the full list of preventative measures is more detailed but these easy low-cost tactics are not to be avoided. ARRANGING INSURANCE Despite all efforts, fires do occur and it is at this point that the insurance cover arranged by the school will come into its own. Ensuring that the cover is appropriate is something that should be done before a loss occurs. Insurance is often forgotten about until the fire or other loss occurs but the adequacy and appropriateness of the cover should be checked at least once per year. An annual review with the school’s broker will provide the framework for this check. Buying insurance can be easy but if the cover isn’t right for the school then that cheap deal could turn out to be very expensive indeed. One of the most important questions that will need answering as part of the insurance review is: what is the value of the sums at risk? Don’t forget that the sum insured for buildings needs to take into account all professional fees such as architects and surveyors as well as allowing for the cost of demolition and debris removal following a fire or other large loss. Establishing the correct sum insured is the foundation of good insurance and will mean that there will be no shortfall in the claims settlement by insurers. In the fire at the school highlighted

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

earlier, the correct sums insured has been established meaning that, despite the obvious work required in preparing the claim, the school knew that it would not have to make a contribution due to the settlement due to any underinsurance. If the sums insured do not reflect the sums at risk then the insured might only be able to recoup a proportion of the claim amount. Setting the sums insured is something that brokers and insurers will be able to help with although the final responsibility for the sums insured remains with the insured. Once the correct sum insured is established, the risks to be insured need to be decided. Most insurers will offer ‘all risk’ cover to buildings with perhaps the peril of subsidence being an optional extra. PREMIUMS Insurers will charge a premium that is commensurate with the risk and thus a school located in a known flood area can expect to pay more for this part of the portfolio. In addition, insurers will look at the protections that are in place and charge accordingly. Schools can make substantial reductions to their premiums by installing a range of protections such as fire alarms, intruder alarms, security lighting, locks and grills, CCTV and the like. The most substantial discounts apply when sprinklers are fitted although this is not always

Insurance

Sponsored by

practical to do in older school properties. Newly built schools will probably have this feature but it remains that still fewer than 1,000 of the 32,000 schools in the UK have sprinklers. Setting the sums insured for contents is a little trickier and unless the school has an asset register with each and every item included, then a certain amount of estimating will be needed. Again, the broker and/or insurer should be able to help with this. Most insurers will provide new for old cover meaning that the sums insured need to be calculated on the basis of contents being replaced as new regardless for their age and condition right now. Any items that have an antique or art value should be listed separately and specialist advice might be needed when it comes to establishing these values. Additional expenses that are incurred following a fire also need to be insured. This is generally known as consequential loss or business interruption insurance. An example of this cover is the hire of portacabins for a period of time after the fire and during the rebuilding period. Loss of letting income should also be taken into account. Suffering a fire loss is always going to cause problems and distress but if loss prevention techniques and a sound insurance portfolio form an integral part of the school’s risk assessment procedures then this distress can be minimised. L

An insurance broker with a difference… Insurance for children’s & youth organisations with 100% of our profits returned to charity. Unity insures over 7,000 children’s and youth organisations, protecting 500,000 young people and over 100,000 adults who work with them. Find out how we can help you and get a quote: Call 0845 0945 702* or email info@unityinsuranceservices.co.uk www.unityinsuranceservices.co.uk Authorised and regulated by the Financial Services Authority, FRN 312976. * Lines are open Monday-Friday, 9am-5pm. Calls are charged at the local rate from a BT landline. Calls from other networks may vary.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Educational Play Written by Association of Play Industries

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PLAY EQUIPMENT

A HOLISTIC ENVIRONMENT CREATED THROUGH PLAY If play and education are to interact to ensure optimal outcomes for school children, it is vital that the growing diversity of new play equipment is fully accommodated in schools across the UK As the play landscape shifts and changes, so education must move alongside it to better accommodate the growing diversity of new equipment available. Play companies are actively making more open-ended play resources which can meet the demands of wider age groups and abilities to create playful experiences that combine added learning outcomes and exercise value. Devolved UK governments have recently been actively promoting the children’s right to play, in keeping with Article 31 of the United Nations Convention on the Rights of the Children which have major implications for education in the UK. The UN’s aim has been to ensure all UK governments concentrate their attention on play when deciding what might affect children’s play opportunities, such as the formation of the school day and how play can help meet specific learning outcomes. Sadly, England still lags behind in this regard but a new campaign called the Right Year for Children – led by the Children’s Rights Alliance for England (CRAE) along with several charitable partners – is aiming to push children’s rights to the top of the parliamentary agenda. By promoting Article 31 it is hoped the essential links between learning and play will be highlighted so that playgrounds and classrooms can merge creating a holistic environment where children’s wellbeing and having fun remain in focus. LOOSE-PARTS THEORY One of the rising stars in educational play design is the theory of ‘loose-parts play’ which offers different kinds of play opportunities compared to fixed play space equipment. The loose-parts idea arose from the ashes of the Second World War after children were found to be playing in the shells of bombed-out houses where they created makeshift play spaces. This phenomenon in child-led play design, initially known as ‘junk playgrounds’, was first imagined in the 1930s by landscape architect, Carl Theodor Sorensen. By 1943 it was put into practice in Copenhagen during the German occupation after he was tasked with creating new play spaces for children to reduce juvenile delinquency rates. The key feature Sorensen noted was the open-ended nature of these do-it-yourself play spaces that gave children more responsibility for how they played, enabling them to learn through building their own play spaces. The

EDUCATION BUSINESS MAGAZINE | Volume 16.7

positive feedback from children and Sorensen’s inspired discovery of another way to design play spaces led to the terms ‘adventure play’ and ‘loose-parts play’ being adopted. Interestingly, the situation in Copenhagen was paralleled in wartime Britain and repeated in the 1970s. Brownfield sites in impoverished areas became playgrounds for children who built dens and odd structures from junk and waste materials left behind. Now, this movement has begun to catch on again both in and out of schools with disused land being turned over to communities as playable space for children. NEW APPROACHES Encouraging children to be creative when they play has long been at the heart of the play industry; and the lessons learnt from the bomb-sites, junk playgrounds and loose-parts play is driving companies to embrace new approaches to educational play. Some have responded with pod-based systems containing a variety of objects loosely related to randomly found items. Each of these objects has a unique colour, shape and properties, which mean they can fulfil several functions in play while also representing everyday objects. These systems have the advantage of flexibility and any number of permutations that can be adopted. Indeed, children are limited only by their imaginations. Other loose-parts systems are more kit-focused or often correspond to more uniform, mathematical shapes which interlock

and are ideal for building structures. Both kinds of loose-parts systems are slightly different but both offer immense educational value when used to their full potential as part of a lesson. The children might be asked to build a spaceship in one moment, and in the next to create an obstacle course to run around. Many companies also offer learning resources such as lesson plans that advise teachers on possible uses of loose-parts play equipment to achieve direct learning outcomes; also providing uniform sets of play parts gives an added dimension with colour and shape recognition. The beauty of loose-parts play is that it works well alongside existing school play structures, enhancing the flexibility of the systems and available space within a playground. The parts can be used pictorially, to map out an image of a spaceship or a monster; or more structurally, with one school using a loose-parts system to create makeshift air raid shelters when learning about the London Blitz in the Second World War. So the learning outcomes have come full circle from the original adventure play sites. PLAY SPECTRUM There are other skills that play encourages that are not strictly school-learning outcomes and in some respects cannot be ‘taught’. This added element of challenge comes from more focused play equipment such as fitness trails, which can be made from loose-parts or installed ready-made. These are very flexible E

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

A DAY IN THE LIFE E systems where children are encouraged to form a game around the equipment that can alter which skills are being practised. This gives a competitive edge to the lesson and helps children to learn teamwork and cooperation skills and can be a great primer for sport. However, one of the most important methods of sustained learning, where children are constantly challenged, is through the use of different kinds of educational equipment. Some play systems can fulfil specific needs. For example, a sand-and-water panel take the principles of sand pits and put both materials through cogs, ramps and wheels. This helps children to learn about natural materials and how they move and interact, giving them a grounding in basic physics. At the other end of the play spectrum there are fitness trails, a kind of obstacle course using beams for children to move from balancing point-to-point, improving coordination skills. This more active style of play can be used by children of all ages; the balancing points can be shifted to make a longer or shorter course and games can be formed around team-building or time challenges. NEW SCHOOLS, NEW OPPORTUNITIES The British school system is currently undergoing radical changes, so there are more opportunities for schools to think independently about how much play they

incorporate into their lessons. Changes in funding structures – with limited budgets being handed down from local education authorities to individual schools – has created more spending freedom as each school is free to choose their own budget priorities within the school business plan. Also, as academies and free schools were introduced, they have been able to set their daily agenda with the structure of lessons and even the length of a school day being subject to change. This new freedom of decision-making means that play times can be stretched or blended into lessons. Giving children the opportunity to play outside more can also increase concentration levels once they return to the classroom environment, enabling children get to play and learn more. With the long-term goal to make outdoor learning in schools equally as valuable as lessons in the classroom, the future of play should be focused on hitting targets and having fun. The advantage of using outdoor spaces throughout the year is that it gives children access to seasonal weather to learn about changing environments, as well as giving them the opportunity to be creative and have more responsibility over how and where they should play. L

of an early-years school day with a greater emphasis on play

Educational Play

Sponsored by

8am-9am: Playtime or breakfast club in the morning 9am-10am: Bell goes, into the classroom for first lesson or to assembly for news. 10am-11am: Drawing and colouring-in 11am-11.30am: Break time, then straight into a play-based lesson 11.30-12.30: first half of the lesson focuses on gathering different kinds of leaves, children then return to the classroom to draw and discuss different kinds of leaves. 12.30-1pm: Lunch/Free time 1pm-2pm: Classroom – going over themes from earlier in the day, expanding on science behind a leaf 2pm-3pm: outdoors/indoors – using loose-parts for role play, with several scenarios that keep changing from pirates to outer space, back to the earth and into jungle

FOR MORE INFORMATION www.api-play.org NS_FTF_Ad_125x86mm_CMYK:Layout 1 24/10/2011 14:53 Page 1

Cover the cost of a new pitch with Fast Track Funding With Notts Sport Fast Track Funding you could get your perfect artificial sports pitch in no time. And because you pay for your facility over flexible terms of up to 7 years, you can use hire revenue to cover some or all of your payments. To find out more, call +44 (0) 1455 883 730, email: info@nottssport.com or visit: www.nottssport.com

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Sports & Fitness

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

SPORTS CONSTUCTION

TEAMWORK YIELDS GREAT RESULT FOR COMMUNITY A successful joint venture between a Gloucestershire school and its town council has resulted in the construction of a new £1.2m sports hub and could prove to be a useful co-operative model for other small towns across the UK The ancient Saxon town of Winchcombe nestles quietly in the Cotswolds, 10 miles from Cheltenham, its nearest neighbour. But its relative isolation hasn’t stopped Winchcombe from setting good examples in the area of civic teamwork. Its six thousand residents have just gained from an unusual joint venture between its town council and the governors of Winchcombe School, which has resulted in the construction of a new £1.2m sports hub development including a full size floodlit 3G artificial pitch, new changing rooms, performing arts studio, and lecture rooms for both community and school use. JOINING FORCES Winchcombe, like so many rural towns, is largely isolated outside business hours when there is no public transport to Cheltenham

– at 10 miles away from the nearest town. Hence with the benefit of some Section 106 money, Winchcombe Town Council sought to provide new sports facilities for the local community, but was thwarted by the lack of any large enough open spaces. At the same time the governors of the school, which occupies a 17-acre site in a beautiful location in open country on the edge of the town, also had plans to build a full size artificial pitch for its students.

organisations including the Football Foundation, Gloucestershire County Council, Tewkesbury Borough Council, Gloucestershire Playing Fields Association and other local organisations. SERENDIPITY STRIKES By chance, the chair of governors of Winchcombe School is Peter Grimshaw who, as an original founder member of what is now the Tennis Court division, has been

Across the UK there must be dozens of schools and smaller town councils with insufficient resources to build new sports facilities on their own, which could succeed if they followed the far-sighted Winchcombe model. In a small community it was only a matter of time before the two parties joined forces, with the school leasing two areas of its playing field to the town council and providing some 20 per cent of the funding, in return for the exclusive use of the facilities during school hours. A joint steering group set about raising the remaining funds required from

a keen member of SAPCA (Sports & Play Construction Association) since its beginning. His involvement brought in-house knowledge of sports construction and civil engineering to the project. Grimshaw also donated the services of his company to the joint venture. And so it was that Cheltenham-based Grimshaw Group came to design the new E

Opening of the new sports hub

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

About SAPCA E facilities and obtain planning permission, which was granted in 2009. To avoid any conflicts of interest, the company was excluded from tendering for any of the work. Town councillors Kevin Willett and Ron Harrison, headteacher Neil Hall and Peter Grimshaw became the working group tasked with masterminding the construction phase, and they soon appointed chartered quantity surveyor Wood & Weir Limited as their professional project manager. To reduce costs on such a diverse project, it was split into three separate contracts, with civil engineering contractors tendering for the new car/coach parking, building contractors for the building elements, and SAPCA pitch group members for the floodlit pitch (AGP). SAPCA consultants also tendered to develop the planning permission designs for the AGP and handle that tender process, site supervision and testing. Sports Labs Limited was duly appointed as consultant for the AGP and AP Thompson Sports Engineering Limited as the contractors to built it. COMPLEX SITE Handling three separate contracts within the confines of an operational secondary school called for careful planning and co-ordination. Whilst certain local lobby groups called for a sand dressed carpet, suitable for hockey play to be installed, the

Football Foundation grant required 3G. In the event the selected carpet was Desso’s 50mm 3G with iDNA fibre which, on the Winchcombe pitch, subsequently passed onsite testing for FIH national hockey standards. The new facility includes various novel concepts such as having only six 15m high lighting columns in due deference to the outstanding natural beauty of the area around the school site. The building also has segment shaped rooms that mirror an adjacent classroom/music school building. Heating for the new building is supplied by a ground-source-heat-pump drawing heat from beneath the school playing field. THE FRUITS OF COLLABORATION Following the project’s completion earlier this year, the town council handed the operation of the sport hub over to a small group of trustees, who in turn appointed former Cheltenham Town FC captain John Finnigan as the development manager to run the new facilities. Thanks to the far-sighted approach of both Winchcombe Town Council and Winchcombe School, both the community and the school have gained financiallyviable, top class facilities that neither party on its own could have aspired to. The work completed to date is only phase 1 of a ‘bigger dream’ and there

SAPCA is the recognised trade association for the sports and play construction industry in the UK. Its role is to foster excellence, professionalism and continuous improvement throughout the industry, in order to provide the high quality facilities needed at all levels of sport, physical activity, recreation and play. It has over 240 corporate members from across the UK, all with a direct involvement in sports and play facility development, including contractors, manufacturers and suppliers, professional consultants and test laboratories, as well as sports governing bodies and related organisations.

Sports & Fitness

Sponsored by

can be little doubt that this successful partnership of town council and school governors has the potential to provide even more facilities to the benefit of both the community and school. Across the UK there must be dozens of schools and smaller town councils with insufficient resources to build new sports facilities on their own, which could succeed if they followed the farsighted Winchcombe model. L

Manufacturers and Distributers of the Finest Sports Equipment that money can buy!

Manufacturers and installers of all types of indoor and outdoor equipment, with over 30 years experience in the industry you can trust Universal Services with all of your sports equipment needs. Universal Services Beckingham Business Park, Tolleshunt Major, Maldon, Essex. CM9 8LZ Tel: 01621 868700 Fax: 01621 860697 info@universalservicesuk.co.uk www.universalservicesuk.co.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

GIVE YOUR PUPILS AND LOCAL COMMUNITY

A NEW EXPERIENCE Your pupils and their parents expect the very best. We’ll help you deliver and exceed that expectation. Whether you intend to refurbish an existing fitness facility or develop a brand new sports complex, Precor can assist you in creating an ideal fitness solution. Contact Precor to learn how we can help you engage pupils, staff and the local community, whilst also creating healthy revenue for your school.

08448 480101 info@precor.com www.precor.com

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PUPIL WELLBEING

CREATING A BUZZ AROUND SPORT

As the Olympic and Paralympic Games loom, will they inspire and excite young people to engage in sport and physical activity? Or will a preoccupation with the concept of sport hinder progress? The London 2012 Olympic and Paralympic Games – an event that Lord Coe pledged would inspire two million people to take up sport and physical activity – is almost upon us. This is surely welcome news to every parent and/or carer who must be haunted by

the fact that by 2050 almost 90 per cent of children will either be overweight or obese. But the reality appears to be well short of Lord Coe’s dream. According to a recent survey by The Observer, fewer than a third of state schools have signed up to the

Fewer than a third of state schools have signed up to the government’s plan to use the ‘Spirit of the Olympics’ to revive competitive sport in schools – raising further doubts about the longterm legacy of the 2012 London Games.

Written by David Stalker, CEO, Fitness Industry Association

UK Government’s plan to use the ‘Spirit of the Olympics’ to revive competitive sport in schools – raising further doubts about the long-term legacy of the 2012 London Games. According to the survey, only 6,500 primary and secondary schools out of 23,000 in England have registered for the School Games, forcing the organisers to extend the registration deadline from September to November. Is that so surprising, given the fact that many of 17,000 primary schools lack the facilities or staff to deliver competitive sport for their pupils, even with some government help? What is the real problem? Is it that head teachers are so pressured into meeting academic targets that ‘sport’ is not a priority? Could it be that teachers responsible for developing and delivering the sports curriculum are already so busy that for them 2012 is more a spectator activity rather than a participative one? Perhaps the truth lies in the fact that, to quote one sports teacher we met recently: “Only two out of 10 girls I teach are interested in sports.”

Sport & Fitness

Sponsored by

SPORT AND ACTIVITY PRIORITIES Perhaps what we should be advocating in our schools is physical activity as well as sports. After all, most young people’s attitudes to sport do not make it a priority for their teachers and head teachers. Perhaps the truth lies somewhere in the ground between all these suppositions. Talking to young people and the adults responsible for their activity programmes, it seems fewer of them are interested in playing sport or getting involved in other forms of physical activity. Anyone who has ever tried to get a group of reluctant teenage girls to exercise will be familiar with the battery of excuses they have for avoiding it. To quote a recent pamphlet I read: ‘It’s true the thought of exercise doesn’t make everyone jump for joy, but no one was born with a ‘rubbish-at-sport’ gene.’ The excuses are plentiful, ranging from the “I’m no good at it” to “It’s not cool!” And the killer: “I’d rather play with my computer/watch TV/talk to my mates.” CREATING A BUZZ So how do you excite young people, especially teenage girls, enough to raise their activity levels sufficiently to establish good lifelong skills? How can we help them derive sufficient health benefits in the short term, to reduce the risk of over 20 diseases ranging from asthma and diabetes, to obesity related illnesses? Perhaps the problem does lie in the ‘S’ word: sport. Thousands of people take part in fun runs ranging from Race for Life – the largest women-only fundraising event in the UK – to the London Marathon, an event which attracts over 35,000 runners and is viewed by over six million people in 150 countries. Are these ‘sporting events’ and would their participants consider themselves sportsmen and women? I would argue not. E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Education website Ch-arted launches with countdown to the ‘greatest show on earth’ The build up to the ‘greatest show on Earth’ is to be used to help engage young people in a wide range of curriculum-based activities, thanks to the launch of a new website. Education-based Ch-arted, which went live at www.ch-arted.co.uk this autumn, has just launched a special section dedicated to the Olympic Games, with the first resources now online and new items set to be uploaded regularly in the run-up to London 2012. The Big Countdown, which is available free to teachers and education professionals across the UK, will offer a variety of cartoons, activities and fact files, designed to stimulate young people’s interest in the games and offer an interactive way of covering subjects such as literacy, history, citizenship, mathematics, geography, design technology, music and art and design at key stages one and two. The first items to go live include a fact sheet on the history of the Olympics, an accompanying cartoon created by artist Alex Collier and instructions for five classroombased activities exploring key records from the Games and the origins of the Olympic Motto, Citius, Altius, Fortius – faster, higher, stronger. These include step-by-step guides on how to stage small 100 metre races in honour of Usain Bolt’s record 9.69 second run of 2004, shot-put competitions inspired by Ilona

Briesernik’s 1980 World Olympic record of 22.42 metres and high jump events, which also explore a human’s ability to jump in relation to animals such as kangaroos and snakes. New downloads will then be added to The Big Countdown area of the Ch-arted site each month, with the aim of maintaining students’ interest in the Olympic Games and teaching them a wider range of facts and figures via activities such as roleplay, drawing, games and creative writing, in time for the event being held in the UK. Emma Horsman, Cultural Development Manager at North-East based arts venue The

Customs House, which developed the site said: “All of the Big Countdown resources on Ch-arted, have been specificallydesigned to teach students more about the event and hopefully stimulate their interest so they really feel a part of it when it arrives in London in 2012.” The Customs House developed Charted in association with educational resource specialist Shoo-fly Publishing and with backing from Arts Council England, CCE, Creative Partnerships and North and South Tyneside Councils. The site will be regularly updated with a new range of interactive educational tools, lesson plans and ideas for classroombased activities, all designed to engage young people in subjects and social issues applicable across key stages one to four. Many of the resources will be free for teachers and education professionals to download and use, with others being made available for a small one-off fee or yearly subscription charge. FOR MORE INFORMATION For more information visit www.ch-arted.co.uk or contact The Customs House Cultural Development Team on 0191 427 8197/88.

Sports & Civils Designers and Builders of the Best Sports Surfaces and Facilities in the UK Some of our valued independent school clients:

Worksop College – Sand Dressed Hockey Pitch and Spectator Terraces

Driving educational achievement through PE and sport Be inspired by the Youth Sport Trust’s annual conference and exhibition – focusing on PE, school sport and whole school achievement. 8-9 February 2012, Telford International Centre

port. s year for s u to n e m o 2012 is a m Join us.

www.youthsporttrust.org/2012conf

100

EDUCATION BUSINESS MAGAZINE | Volume 16.7

tator h – Spec key, Eastleig oc Tennis, H Gallery, tches Pi Football

St Leonards Mayfi eld – Hockey Pitch and Tennis Courts

bal lors’ – FIH Glo Merchant Tay ckey Pitch Standard Ho

Charterhouse, Uppingham School, Hampshire Collegiate School, Wentworth College, Oakham School, St Bede’s College, Vinehall School, Merchant Taylors’ School, Highgate School, St Leonards-Mayfield, Worksop College, Trent College, Sutton Valence School, Thornton College, Royal Grammar School, Worth School, Kings College School, Exeter School and Saint Teresa’s

Please call us for a no-obligation site survey and design consultation to find out how your school can benefit from our sports surface design, construction and surface maintenance services.

Tel: 01529 461500 Hockey Athletics Track, Winchester – Grass Infield Installation Pitch, Natural

cial Rosebery School – Artifi e Construction Phas

Pitch

email info@smithsportscivils.co.uk

www.smithsportscivils.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PUPIL WELLBEING

E MORE ACTIVE, MORE OFTEN Every year millions of people attend dance classes, spin sessions, yoga, pilates and a whole host of other supervised workouts. They might not be officially taking part in sports, but they do derive all the benefits of doing so. Are they not part of Lord Coe’s Olympic Legacy dream? Just imagine what an impact there would be on the government’s £100bn health bill if we could persuade the 50 per cent of the population who are inactive, to be more active, more often. Perhaps the focus on sport is blurring the issue. When he launched the School Games earlier this year, following an outcry over government cuts to the overall school sport budget, the culture secretary, Jeremy Hunt, said he wanted them to bring “the magic of the Olympics” into every school in the country. Ministers said that the school games would revive competitive sport between schools, as well as sport in schools, as children and teachers became involved in high-profile new inter-school competitions in 30 different sports, culminating in finals at the Olympic park itself. But many schools, particularly primary schools, claim to find the plans unconvincing because not only do they lack the grounds to stage the competitions

Sport & Fitness

Sponsored by

To me, teaching sport and physical activity is as important as teaching Arithmetic, English, Sciences and all the other subjects on the curriculum – if we are to prepare the children of today to be rounded adults tomorrow. but they have no means of transporting children to enable them to take part. GAMES AND PARTNERSHIPS Some sports teachers claim that the Games are no substitute for School Sport Partnerships, a successful network which organised games within and between schools and cost government almost £170m a year – the funding for this was withdrawn following a temporary reprieve. The issue is further complicated by the fact that many claim that the funding allocated (over £7,000 a year per secondary school) to release a teacher for one day a week to help coordinate the games in their area is not ‘ring fenced’, thereby allowing the schools to use it to use the money for anything it wants to and not ‘sport at all’ – for which it was originally intended.

Back to my earlier point: the issue might be the preoccupation with concept of sport and the subsequent need to have motivated and qualified staff who can deliver a meaningful lesson, to a group of (at best) agnostic pupils. Let me therefore give you the David Stalker solution to this conundrum: • Our school children and young people must be active enough to derive some health/medical benefits from it • We must accept development of lifelong activity habits are as important as the delivery of functional skills • If schools do not have the ‘right’ resources on their payroll, they should be free to outsource this valuable service • Government must make sport and physical activity in schools a priority and provide the (ring-fenced) financial resources to deliver on this priority. E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

101

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Who else wants a 17-Seat School Minibus that doesn’t need a further test pass for every teacher driver? Now you can with our EasyDrive 17-Seat School Minibus. With a gross weight below 3.5 tonnes, the EasyDrive can be driven by any teacher over 21, holding a standard Category B licence for 2 or more years and who receives no payment or consideration for driving the minibus. The EasyDrive saves schools time and money: n School trips now simple to organise n No category D1 training, tests or supply cover costs n Lighter minibus = Better fuel economy

Call for more info or a demonstration

01633 485858

www.MinibusSales.co.uk

Train your learners and staff with the Academy’s new eLearning Active IQ Academy provides eLearning and online educational resources for colleges, commercial training providers and apprenticeship providers. Its eLearning is mapped to QCF qualifications – engaging and interactive, it produces an audit trail of learner activity and achievement. Users can choose from its eLearning library, which includes: • Key skills • Customer service • Fitness instructing • Personal training • Low back pain • Obesity and diabetes • Leisure operations

102

• Leisure management • Exercise referral • Assessor and verifier training • From January 2012, PTTLS In 2011 Active IQ Academy provided eLearning to over 6,000 learners. Its eLearning platform provides a comprehensive audit trail of learning activity and achievement which lets you fully engage with your learners. FOR MORE INFORMATION For more information and to register for your free demo Tel: +44 (0) 1480 410333 info@activeiqacademy.co.uk www.activeiqacademy.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Cleveland Land Services – sport, leisure and landscape contractors In a highly competitive market Cleveland Land Services Ltd (CLS) stands out from the rest of the market. It achieves this through its dedication to best practice and its appreciation of the specific needs and demands of building projects for the education and sporting sectors. CLS always provide a complete professional design and build package covering all aspects of drainage, attenuation, irrigation and construction. In these times of difficult budget choices, being able to tailor the project to suit your budget without compromising the long term with short term quality cuts, is an invaluable resource at your disposal. CLS has recently completed a wide range of large and small schools, some wellknown and others less known but all equally important to the local community. These include Yarm Grammar School and Ripon Grammar School

along with seven schools in Barnsley for Laing O’Rourke. Whether the project is a multi-use games area, single or multiple pitches, natural or synthetic surfaces, maintenance or full design and construction the same attention to detail, focus, execution and delivery is always guaranteed. If you require any guidance or a site visit please contact us. FOR MORE INFORMATION Natural pitches: john@cleveland-landservices.co.uk Synthetic pitches: don@cleveland-landservices.co.uk

Hydrocycling – the UK’s newest fitness phenomenon Hydrocycling takes all the exercise benefits of studio cycling into a swimming pool, adds a little twist, with lots of splashing, laughs, music and provides a fantastically different workout that is fun for all. This class is so versatile and beneficial that people from the ages of 14 to 80, whatever their fitness level, can join in and still have the same exhilarating experience. Some of the company’s latest projects have been working with schools in its local area, to see if the classes would be received well by pupils. The response has been fantastic and every single pupil who participated would like to continue hydrocycling on a regular basis. If you would be interested in a taster session at your site, Hydro Fitness Solutions offers free

demonstrations for pupils and staff to try out this revolutionary exercise class. All that is needed is a full swimming costume for females, with the options of shorts and t-shirt, and shorts for males, with an option of t-shirts. If you want to be one of the first schools in your area to dive in with this incredible new class, please contact fitness director Ryan. FOR MORE INFORMATION Tel: 01528 755 377 www.hydrofitnesssolutions.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PUPIL WELLBEING E • Service providers (the health and fitness industry and the National Governing Bodies of sports included) must work together more effectively and more extensively to create an activity pathway, or continuum which starts at the pre-natal stage and continues to the care home. Let me address the school/curriculum issue first, then tackle the resources conundrum. To me, teaching sport and physical activity is as important as teaching Arithmetic, English, Sciences and all the other subjects on the curriculum – if we are to prepare the children of today to be rounded adults tomorrow.

Sport & Fitness

Sponsored by

MORAL OBLIGATION TO FUND The government has a statutory and moral obligation to provide sufficient funds for schools to deliver a holistic education, not just an academic one. Some might argue that the cost of insufficient knowledge about wellbeing related issues is as costly to the economy as a skills shortage. Deployment of ring-fenced resources at the discretion of the head teachers is key, i.e., to choose whether they want to employ dedicated PE (not just sports specialist staff) or whether to opt for an integrated sports and physical activity/education capability. Is the issue about money or is it about strategy – or lack of? Some argue that there is a lack of clear strategy. Given the fact that £35m of lottery funding has been committed until 2014-15 the government is promising that £65m will be available in 2011-12 and 2012-13 to ensure one PE teacher per school is released for a day a week to ensure efforts to boost competitive sports are ‘embedded’. FLAWED FOCUS ON SPORT? But, perhaps the current focus on sport, though well meaning, is flawed – given the teacher’s comments above. The government is committed to a sports-led strategy. The Secretary of State for Education Michael Gove declared: “I want competitive sport to be at the centre of a truly rounded education that all schools offer. But this must be led by schools and parents, not by top-down policies from Whitehall. I’m looking to PE teachers to embed sport and put more emphasis on competitions for more pupils in their own schools, and to continue to help the teachers in local primary schools do the same.” But according to Richard Caborn, the sports minister when the UK launched its bid for the 2012 Olympic and Paralympics, the UK is “failing completely” to honour its pledge to increase sporting participation among adults and deliver a sports legacy. “There needs to be a major change of direction in the strategy on this.” Perhaps the Legacy dream comprises 10 simple words: medals are good, but a more active nation is better. L FOR MORE INFORMATION www.fia.org.uk

“I want competitive sport to be at the centre of a truly rounded education that all schools offer. I’m looking to PE teachers to embed sport and put more emphasis on competitions for more pupils in their own schools, and to continue to help the teachers in local primary schools do the same” – Michael Gove, Secretary of State for Education.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

103

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

www.reachoutplus.org

Exciting venues available to hire for educational trips and holidays If you are looking for venues for your group or class which can offer a wide range of activities and educational opportunities contact us now for a quote. Our three boats each take 12 passengers – and our new larger boat (from August 2012) will take 35! The Chellington centre will sleep up to 40 in bunk-beds and can take up to 80 for daytime use. ReachOut Plus is a registered charity which works to support young people and those with disabilities and to create opportunities which change people’s lives.

For more information contact Sue on 0845 2160081 or check out the website on www.reachoutplus.org Charity No. 286212 1-4 page advert Elements.pdf 1 20/09/2011 13:08:19

Improving Learning and Employability Supporting a young person You CAN reduce the numbers back into education through of young people not in one of our programmes could Education, Employment or Training (NEET).

NEW for 2012

‘Adventures in Creativity’

Looking for an alternative to traditional adventure breaks?

CMY

SAVE

Exciting residential creative arts adventure opportunities in rural Lancashire and the stunning Lake District National Park.

£15,000 per young person,

per annum

3 day adventures to 7 day courses!

from only

£95 +VAT

For a 10% discount please quote EDBUS1 In association with

KS2 through to FE

For further information or to place a booking

01772 - 655455

www.elementsoutdoorarts.co.uk 104

Local Authorities

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Higher grades Increased merits OUR programmes HELP young Reduced demerits people to achieve success. Evaluation of our work proves Educational progress that Commissioners can expect the following impact: Improved attendence

Brathay is having a positive impact on Local Authority Budgets. So get in touch... Brathay Trust, Brathay Hall, Ambleside, Cumbria, LA22 0HP t: 0844 225 3100 www.brathay.org.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

HEALTH & SAFETY

AVOIDING HARM’S WAY IN THE GREAT OUTDOORS

Outdoor Education

Sponsored by

David J. Ball and Laurence Ball-King take a look at safety in the great outdoors, the classroom and public life, and urges schools to fairly weigh up the benefits against the potential risks The great outdoors is unavoidably a risky place where bad things may happen from time to time. It is a fact that risk in the outdoors cannot be eliminated and by venturing there you take it on. Safety is never guaranteed. Similar issues also apply throughout educational life and public life in general, though perhaps less starkly. For example, during the last few years concerns have been raised over safety as it relates to playground equipment, football games during break, swimming, science experiments in classrooms, sports days and fêtes, and even trees and bushes, which occasionally shed a branch or may produce poisonous berries. IMPORTANT OPPORTUNITIES This concern, however, was after an interval followed by another concern – that children and young people were being deprived of two things: important educational opportunities and the opportunity to experience life and hence to learn how to manage risk at a personal level. Life, after all, is a risky business from beginning to end. Somewhere and at

some time it is necessary to face risk and learn the consequences of judging and misjudging it. This latter concern became so great that by 2006 the government introduced new legislation in the form of The Compensation Act. This was specifically in order to try to deter over-the-top requirements to take precautions against some risk of injury where those requirements might either prevent a desirable activity from taking place, or discourage persons from providing them.

This though is by no means the end of the story. In 2010 Lord Young made further recommendations to government in ‘Common sense, common safety’ and this is even now being progressed by the Löfstedt Review. EXPOSURE TO RISK Outwardly, these events might seem unforgivingly dull, but the fact is that there are some very fundamental issues at stake that affect everyone. Crucial amongst them is E

During the last few years concerns have been raised over safety as it relates to playground equipment, football games during break, swimming, science experiments in classrooms, sports days and fêtes, and even trees and bushes, which occasionally shed a branch or may produce poisonous berries.

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

105

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Auriga – astronomy education at its best

Outdoor learning at Grafham Water Centre

Auriga Astronomy is a highly affordable mobile planetarium and astronomy lecture/talk service (it can give presentations for up to 500 people) for schools and colleges. It produces in house AV presentations with broadcast quality videos selected from the best images and videos found worldwide. Owner/presenter Dave Buttery sits on international working groups dedicated to improving science communication, and is a recognised leader in this field. His speciality is making the difficult seem easy. The firm’s contacts in the world of astronomy include Hubble, Nasa and Eso. These ensure that its shows contain the latest images and knowledge from this rapidly moving area of science. Buttery has been an outreach consultant for the UKAEA (nuclear fusion division) and he conducts evening lectures in astronomy at Derby College. He is a fellow of the Royal Astronomical Society and

Based in Cambridgeshire by the UK’s finest inland sailing venue, Grafham Water Centre is the perfect environment to learn in. Our Centre is welcoming and flexible – equipped to accommodate groups of up to 110 people. Access for all is a priority and we provide a variety of specialist equipment to ensure everyone can participate fully in the Grafham Experience. We recognise the positive impact that high quality outdoor education has on young people. Our Centre Vision – ‘Changing young people’s lives’ – is at the forefront of everything we do. We want to engage young people to learn and achieve and make our vision a reality. We set high expectations for each group, listen to what people say and constantly monitor the impact of our programmes to ensure children and young people leave us inspired. Our activities include sailing, windsurfing, canoeing, kayaking, raft building, river studies, orienteering, mountain biking, archery, climbing, ropes courses, bushcraft and problem solving.

was selected by the BBC to run planetarium shows as part of the Sky at Night anniversary celebrations. Shows start from as little as £230 for three shows in your facility. A visit from Auriga minimises the impact on the school day, whilst offering amazing value for money. Put the wow factor in your science lessons with a visit from Auriga today. FOR MORE INFORMATION Contact: Dave Buttery FRAS Tel: 0845 052 5262 info@auriga-astronomy.com www.auriga-astronomy.com

All activities can be structured to achieve specific outcomes and we will tailor your personal programme to your own individual aims and objectives. So whether you’re looking at day visits, residentials or courses, look at our website, request a brochure or call us on 01480 810521 to discuss your requirements and we will do our best to exceed your expectations! FOR MORE INFORMATION Grafham Water Centre Perry, Huntingdon, Cambridgeshire PE28 0GW Tel: 01480 810521 Fax: 01480 812407 grafham-water-centre.co.uk

AWARD WINNING LANDSCAPING FOR SCHOOLS AND COLLEGES

Outdoor Activities Brought Direct to your School

• NGB Qualified Staff • Fully Insured & Risk Assessed • Multi-activity Provision Tailored To Your Needs • Personal Development /Team Work • Indoor & Outdoor Activities • Large or Small Schools All Ages Catered For

HANDS UP FOR LEARNING OUTDOORS WE BELIEVE THAT EVERY YOUNG PERSON SHOULD EXPERIENCE THE WORLD BEYOND THE INDOOR CLASSROOM AS AN ESSENTIAL PART OF LEARNING AND PERSONAL DEVELOPMENT, WHATEVER THEIR AGE, ABILITY OR CIRCUMSTANCES.

For an event tailored to fit your needs, please feel free to contact a member of our team or visit our website for further information or to request a brochure

0845 409 1303

info@highlineadventure.co.uk www.highlineadventure.co.uk

106

EDUCATION BUSINESS MAGAZINE | Volume 16.7

Visit twiggroup.co.uk or contact miranda@twiggroup.co.uk

T 01580212717

TWIG is a member of

TWIG GROUP COMBOURNE FARM BUILDINGS G O U D H U R S T KENT TN17 1LP

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

HEALTH & SAFETY E that people, whether they be educators, pupils, students or members of the public, constantly and knowingly expose themselves to risks in order to acquire the benefits of some thing or some activity. Bunsen burners and chemistry experiments in class entail some danger but have immense value in raising interest and providing hands-on experiences. All sports pose some risk of injury, sometimes a high risk, but in general improve health and demeanour and provide enjoyment for many. And mature trees are things of beauty, provide shade on hot days, and are a part of the ecosystem. The problem is, however, that the standard approaches to risk assessment which were largely fashioned in industry and which we are now expected to use, even in non-factory environments, seldom if ever acknowledge this trade-off between risk and benefit. Most risk assessments are couched in terms of identifying hazards, assessing risks, and then reducing, minimising or eliminating them by some means or other. REDUCING RISK With no reference to the effect of risk reduction measures upon the benefits, of leading a school outing, or conducting an experiment in class, risk reduction becomes an insatiable and boundless task which could eliminate much that is otherwise valued. Of course, most risk assessors are subconsciously aware of the importance of these things, but without an explicit requirement to think formally about them they receive piecemeal and variable recognition, and sometimes none. For this reason, in writing ‘Common sense, common safety’, Lord Young proposed that within education there should be a shift to ‘risk-benefit assessment’ from the currently practiced ‘risk assessment.’ But this raises another issue. The implication of risk-benefit assessment is that we should, on contemplating whether some activity or some object ought to be permitted, weigh up its benefits (these might include health) against its risks of harm. If benefits outweigh risks, then logic suggests it should be sanctioned. To be able to draw this conclusion obviously requires knowledge of both benefits and risks. But most health and safety professionals have no particular expertise in assessing the benefits of a classroom lesson, an educational outing, a tree or some other thing of beauty. The health issues that health and safety officers know about are mainly those of illhealth through exposure to, say, chemicals or through overuse of badly-adjusted chairs or VDUs. They do not include health benefits, physical and psychological, of educational activities and public life. No wonder, then, that the media has had a field day exposing many ridiculous health and safety stories that have included the evacuation of Henman Hill/Murray Mount at Wimbledon and interruptions to test match cricket over marginal lighting conditions. But

this too is dangerous, because health and safety, wisely pursued, has saved numerous lives in Britain over the last century. Its descent into ridicule will hinder any further progress. MAKING BETTER DECISIONS What can be done? In the autumn of 2011 we published our book ‘Public safety and risk assessment – making better decisions’. This book seeks to demystify the business of health and safety, which is not really that difficult, and expose the value systems upon which it lies. It transpires that even the commonly expressed assertion that “health and safety is paramount” is simply not true and never has been as a general statement of position. The guiding philosophy, established and fought for over centuries, has been one of doing what is reasonable to reduce risk, and not more than that. The meaning of reasonable is thus of interest. It means taking account of the severity and likelihood of harm posed by some hazard, and weighing up the cost and difficulty of controlling it and, importantly, any other effects on the benefits or social utility of the hazard or hazardous activity. Only by incorporating these latter considerations is it possible to contemplate how outdoor adventurous activities, popular sports, classroom experiments and mature trees could ever logically be permitted. RESISTANCE There is, however, embedded resistance to risk-benefit assessment as described here, despite the fact that in other sectors, like food safety and healthcare decision making, it is common practice. There are a number of reasons for this. Health and safety has become a vast industry in its own right and provides jobs and a way of life for a surprising number of people who, naturally, do not wish to relinquish their control. Secondly, it superficially appears that it has an unassailable claim upon the high moral ground. It is difficult to argue against more of some thing which sounds good, like injury prevention. The way out of this dilemma, we think, is to adopt the Hippocratic line, namely, ‘to do no harm’, which permits the contemplation of both the risks and the benefits of activities as opposed to the single focus of the injury minimisation mantra. Do no harm has its own ethical appeal with which many people will be familiar, through its association with medicine, permitting a challenge for the high moral ground. In conclusion, we express some sadness at the intention to abolish the Adventure Activities Licensing Authority (AALA). Of the specialist risk management agencies we have encountered, AALA appeared to us to be the one which most understood the risk-benefit issue and put it into practice. We think we know why too. It’s because AALA inspectors have been steeped in adventure activities throughout

their careers, long before they even joined AALA. Therefore, they have acquired what sociologists have described as ‘interactional expertise’ through immersion and experience in the business. Just the stuff, we think, to enable one to make risk-benefit decisions. This leads to a final and interesting question with which we leave you. If it be true that interactional expertise is the key to knowing how to balance risk and benefit, who then is best placed to make such decisions in the educational environment and, more specifically, in the outdoor education sector? This is a crucial matter and one which was aired in court in 2010 in Regina (HSE) v North Yorkshire County Council. The argument, in part, was over the relative amount of control that should have been exercised by health and safety personnel in NYCC’s headquarters, compared with that of outdoor adventure leaders actually on the job. The jury, in that case, decided in favour of NYCC whose emphasis was on the latter. This likely remains, however, a point of contention between different worldviews. It is something that deserves careful consideration because, whichever route is taken, it will have an effect on safety in outdoor education. L

Outdoor Education

Sponsored by

About the authors David J. Ball is professor of risk management and director of the Centre for Decision Analysis and Risk Management at Middlesex University. Laurence Ball-King has a Masters degree in risk management and a BA in economics and politics.

Safety tips from the authors You cannot do enough to stress the benefits of outdoor education Recognise and admit that safety in the outdoors cannot be guaranteed Be aware that because going into the outdoors necessarily exposes people to risk that this can only be justified if you consider the benefits of going there Beware the ‘lulling’ effect of paperwork The degree of safety achieved depends crucially on the skills, competence and experience of outdoor leaders The law, and common sense, do not require you to eliminate risk of injury

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

107

number one for service, choice and value since 1880

free delivery on orders over

£30

KEEP CALM AND PASS IT ON 10% off

your first order quote GLS259

Your leading one-stop-shop for educational supplies.

View our full range online today, visit www.glsed.co.uk or call 08451 203 213 to request your 2011/12 catalogue *Free delivery on all orders over £30 (excluding VAT). To receive 10% off your order you must spend a minimum of £30 (exc VAT). This offer only applies to customer’s placing their first order. Only one offer permitted per establishment. The offer is valid until 31.12.2011. GLS Educational Supplies are part of Findel Education registered in England number 1135827.

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

STIMULATING DESIGN

HOW TO CREATE PLAYGROUNDS THAT STIMULATE The new playground of English Martyrs Primary has succeeded in providing the pupils of this inner city London school with an inspirational and engaging play area Contractors Bartholomew Landscaping, winner of a prestigious 2011 BALI (British Association of Landscape Industries) National Landscape Award for the design and construction of the playground, explain the journey from headteacher’s vision to an invaluable community resource. In the summer of 2009, when Bartholomew Landscaping was appointed design and build contractors for the English Martyrs Primary School playground project, head teacher Anne Boyd and her staff knew they wanted a playground with a ‘wow’ factor – something of which she and the school community could be proud. The existing playground was a typically dull and unprepossessing space with no play structures, bland tarmac, high

walls, an under-used nature garden cum planting area, and a derelict toilet block. The playground and associated classrooms are separated from the main school building by a road and public footpaths and the playground is, therefore, by necessity also an arrival and departure space for the children and their parents. This meant that shelter and seating areas large enough to accommodate large groups of people were also a prerequisite of the design. DEMOCRATIC DESIGN Following a visit to the school, during which the teachers’ wish lists were received and some of the children described what their ideal play area would look like, initial concept ideas were presented to the headteacher

for her consideration and further input. The government’s Early Years Foundation Stage Statutory Framework requires that playgrounds should be more natural, inspirational spaces, creating interesting and exciting features that help children play, and providing them with additional access to the six stated areas of learning: • Personal, social and emotional development • Communication – language and literacy • Problem solving • Understanding the world • Physical development • Creative development. The playground at English Martyrs School is used by up to 120 Key Stage 2 children between the ages of seven and nine. The new design had to provide enough retained open space for cycling practice as the area had an established use for formal cycling lessons. In addition, opening up the existing wildlife and planting areas by the removal of the old toilet block, fencing and walls would provide access to this particular area of the playground at all times. Retaining as much as possible of the existing planting would be key to the design, as would the inclusion of additional seasonal planting to encourage wildlife and mini beasts, and a new pond, positioned away from the boundary wall. The area dedicated to educational planting was also to be increased and relocated. The school wanted the playground to include off-the-peg play equipment selected to promote co-ordination and improve E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

Landscaping & Groundscare

Sponsored by

109

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

STIMULATING DESIGN

E upper body strength, a stage to encourage role play and informal performances, and the use of natural materials with different colours and textures. The headteacher was happy with Bartholomew Landscaping’s proposals and the design team then visited the school and introduced themselves to the pupils and staff in an extended assembly. The announcement that the school would be having a new playground and that the pupils would be very much involved with the design process created an instant buzz of excitement. Each class that would be using the playground was then visited by the design team during special lessons to find out what the children liked to do during playtime. Emphasis was placed on the understanding that everyone wants something slightly different and that there should be areas for quiet contemplation, study and talking, as well as active play. Blank plans were given to each child and they were then encouraged to put forward their own ideas by preparing lists and drawings of what they would like to see. The range of ideas was diverse and inspirational with the favourites being a tree house, a slide, and the opportunity for underground play with tunnels and caves. An initial idea to link the two parts of the school with an aerial tramway or roller coaster was ‘parked’ at this stage in the process. The children’s ideas were incorporated into the final design and detailed plans and a 3D model prepared. Two weeks later Bartholomew Landscapes presented these to the children in the form of a ‘fly through’ movie on a giant screen during a special assembly. The children’s reaction was overwhelming and the designers had to stop their presentation and just let the movie do the talking. It was important to the school that the children’s enthusiasm was maintained and work on the playground was started as soon as possible a couple of weeks before the Christmas holidays. Bartholomew Landscaping carefully demolished the toilet block and fenced off the areas during the works so that

the school could maintain safe access across the site and continue to operate normally. DESIGN ELEMENTS Throughout the playground elegant curves and circles of paving in brick, natural stone, coloured safety surfacing and resin bound gravel in contrasting colours were introduced. The different textures provide immediate interest. Paths were laid to meander throughout the playground linking the various spaces and so encourage flowing movement and imaginative play. Using these techniques to define key areas a range of spaces was created for both active play and for quieter social interaction and study. In the centre of the playground the main feature, comprising a raised deck with associated mounding and a play house, has been located around existing trees. The space under the deck is large enough to provide shelter and encourage interaction. Waste material from the excavations was used to create the large grass covered mound with a tunnel running through it and a large clear Perspex viewing dome in the centre. This feature helps to divide the playground into two distinct areas and protects the planting and wildlife areas from the intensive play in the main activity area. The deck and tree house are accessed via steps on top of the mound and stepping stones leading from the nature area. A double width stainless steel slide enables a quick route down and adds to the fun. In order to encourage physical play the school selected the stork’s nest piece of play equipment supplied by Lappset and this was located in the main area of safety play that extends under the deck. The use of natural products and materials has greatly enhanced the space. An amphitheatre for summer classes was constructed using timber log rounds infilled with safety surfacing. Leading on from this is a new meadow lawn area and ecological planting was established around the existing trees and a number

of enclosed seating areas have been set into the natural planting to encourage quieter contemplation and conversation between small groups of children. CLOSER TO NATURE A new pond with an ornate bridge and study deck have been included to encourage as much wildlife as possible and enable the children to get close to the wildlife. The safety of the children is ensured by the installation of a diamond deck plastic grid just below the water level. It was important to ensure that there was enough space for every child to have the opportunity to do educational planting. A new, large lean-to greenhouse with extensive shelving was positioned against the south facing boundary wall. This was equipped with water butts to harvest the rainwater for use on the new plants, and compost bins to encourage recycling. The planting beds were created using log rounds, raised slightly to protect them from accidental damage. Encouraging pupils to plant their own flowers, fruits and vegetables has proved a great success. A wooden pavilion with bespoke seating was built in a quiet corner to provide shelter from the elements and provide additional outdoor teaching space. The old bin store has been repositioned conveniently adjacent to the main entrance and is screened from the playground by a high, robust log wall. The access gate used by the parents and children at collection and drop off time is flanked by two bespoke shelters that are frequently used by the children and parents as rest areas and to shelter from the rain and sun. The new playground is separated from the main sports activity area at one end by a castellated fence with seating and raised log beds, planted with silver birch and a selection of flowering and fragrant shrubs. Space has also been allowed within these beds for additional educational planting – an activity in which the children can take part. The popularity of the new playground has resulted in the school carefully managing the space to allow individual classes to use this part of the playground at set times. This means smaller groups are able to enjoy it fully without the area becoming overcrowded. The unmitigated success of the playground at English Martyr’s Primary School in Southwark has resulted in Bartholomew Landscaping designing further areas and installing a smaller reception playground at the school this year. L

Landscaping & Groundscare

Sponsored by

Bartholomew Landscaping is a member of BALI, the UK’s largest trade body for the landscape industry. Visit its website for further information, or to find designers, contractors or landscape product suppliers in your area. FOR MORE INFORMATION www.bartholomewlandscaping.com www.bali.org.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

111

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

TRAINING

Catering

Sponsored by

PUT YOUR CHEF’S HAT ON AND GET CREATIVE ‘Too many cooks spoil the broth,’ according to the saying. But at the School Food Trust’s Let’s Get Cooking programme, we think there can never be too many. In fact, we want to create many, many more – because we believe every child should have the cooking skills they need to grow into healthy adults. We’re often asked about the best ways to do this. With the review of the national curriculum currently underway, it’s a good time to think about how you can use practical cooking in your school community, and where to start if you want to do more. SPREADING THE WORD Led by the School Food Trust, the Let’s Get Cooking programme provides training, resources and support to help people set up healthy cooking programmes. We’ve worked with students at university, staff at work, residents in care homes, families through children’s centres and charities, as well as with other organisations and campaigns such as the London 2012 Olympic and Paralympic Games Organising Committee, Change4Life, the Tottenham Hotspur Foundation and the Best Practice Network. But Let’s Get Cooking is best known for establishing England’s biggest network of healthy, school-based cooking clubs for children and families with support from a £20m grant from the BIG Lottery – reaching more than 1.5 million people. More than 4,500 schools across the country now have a Let’s Get Cooking club, and the network covers every local authority area. So far, independent evaluation shows that 90 per cent of people taking part in Let’s Get Cooking have used their new cooking skills again at home. 58 per cent tell us that they eat more healthily as a result of learning to cook. And cook they do – in a recent poll of our clubs, home-made muffins and curries topped the chart of favourite healthy recipes to make with children. Recipes for both sweet and savoury muffins, many with fruit or vegetable bases, won almost a quarter of the votes, whilst spicy dishes including Thai green and seven vegetable curry received a further 12 per cent of nominations. In case you’re wondering, Let’s Get Cooking’s healthier muffin recipes include chocolate versions made with fresh beetroot and ‘autumn’ muffins made with apples, carrots and oats. Other recipe choices from E

Written by Caroline Fanshawe, senior manager, Let’s Get Cooking, School Food Trust

With one in three children either overweight or obese by year 6, learning to cook healthy food from basic ingredients gives young people the knowledge and skills to make healthy food choices, now and in the future, says the School Food Trust’s Caroline Fanshaw

So far, independent evaluation shows that 90 per cent of people taking part in Let’s Get Cooking have used their new cooking skills again at home. 58 per cent tell us that they eat more healthily as a result of learning to cook. Volume 16.7 | EDUCATION BUSINESS MAGAZINE

113

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Maclin Group unmasked as secret supplier Since 2003, Maclin Group has been a confidential supplier to many of the UK’s largest chemical cleaning companies, major retailers, the Ministry of Defence, UNICEF and others. Now these same high specification products are available to purchase direct online at great savings at www.hygiene4less.co.uk Instant credit accounts are available to all schools, colleges and universities on receipt of official purchase order references sent by email or fax. The online shop site offers a wide range of easy-to-use cleaning and hygiene products that help you with due diligence compliance and safety, whilst saving you money. Products include solutions for body fluid spillages (blood, urine, vomit) and a protocol paper is downloadable free of charge. Hand disinfecting solutions

are also available, including 70 per cent alcohol hand gel with refill packs for added economy. For gym equipment sanitising, the company also provides a range of wipes that kill germs and viruses and reduce infection risk. Similarly, play equipment, door pushes, tables, telephones and any other hard surface can all be sanitised to reduce the risk of transmitting germs and viruses. Maclin also provides a range of quickly and easily-applied playground and hall line-marking paint aerosol solutions. Online and telephone technical support is available. FOR MORE INFORMATION Tel: 01284 810887 Fax: 01284 811908 info@hygiene4less.co.uk www.hygiene4less.co.uk

Stopping deadly disease is as simple as washing your hands “Alcohol rubs – even when used properly – won’t stop the spread of some deadly germs let alone colds,” said Manty Stanley of TEAL – the portable handwashing people. Her view is endorsed by Professor Jim Gray, consultant clinical scientist at the Specialist Virology Centre – part of the department of microbiology, Norfolk and Norwich University Hospitals NHS Foundation Trust. “People use alcohol rubs as a substitute to hand washing but they just don’t work on C.difficile, norovirus or the common cold. Whenever we have a norovirus outbreak, we remove the alcohol rubs from the wards and reinforce handwashing instructions. “Statistically, soap and hot water hand washing has been shown to decrease diarrhoeal episodes,” said Gray. The TEAL handwash system needs no mains water supply or drainage and costs a fraction of

plumbing in a basin. There is now a model to suit every educational environment, even outdoors. “Good hand hygiene is a habit that has to be cracked by the time children leave the nursery,” said Manty, “and it’s so easy at that stage because you make it fun. Our website features colour competitions, certificates and even a handwashing song!” FOR MORE INFORMATION Visit www.kiddiwash.com for support materials for preschool and primary models or www.tealwash.com for other products.

Healthy and fairtrade vending solutions for schools Eagle/Fairtrade Vending has been pioneering healthy and Fairtrade vending and beverage solutions for schools over the past seven years. The company has seen an increase in the up-take of vending in schools over the past two years, with soft drink and hot drinks vending being the most popular. With levels of obesity still rising in five to 16 year olds, there is real concern for the health of this future generation and the cost impact on the NHS over the next 30 years. The company has made it one of its goals to promote healthy drinks and snacks in schools and awareness of Fairtrade through its exclusive range of branded machines. However, educating children and teenagers in the perils of unhealthy eating and lifestyles is hard work. The proof is that 75 per cent of all pupil spending power is outside the school gates. Schools can benefit from vending solutions, not only as an additional income stream, but it can also ease pressure away from the serving counters. Feeding 1,000 pupils in 45 minutes is hard work and vending provides the ‘grab and go’ culture they expect in every high street. As more and more schools go cashless, again vending can play an important

114

EDUCATION BUSINESS MAGAZINE | Volume 16.7

role, giving better control of what they spend and what they eat. Often schools get the money up-front when parents or pupils top up in advance. Undoubtedly hot chocolate is a big seller

in schools. The company’s Fairtrade low calorie hot chocolate machine is proving to be a real winner; from machines sales and trial sites the average school sells between 50 and 120 hot drinks per day – and you’ll make more profit from hot drinks than anything else you’ll sell over the counter. Eagle offers a wide range of hot drink beverage systems to cater for any given specification, such as main canteens, sixth forms and staff rooms. With ‘bean-to-cup’ also becoming more popular among older students and staff, the company can provide real profit making opportunity for schools. With national coverage, your school could really benefit from one of Eagle’s Fairtrade hot chocolate machines – with school compliant low calorie chocolate that has less than five per cent added sugar. The machines can sit on serving counters or be wheeled out on trolleys during breaks. With regards to cashless vending, you really need to know that the machines you require are going to work with your cashless system provider. So speak to an expert first. Eagle is more than happy to advise you on what works and what doesn’t. FOR MORE INFORMATION Tel: 01634 722999 info@eaglevending.co.uk www.fairtradevending.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

TRAINING

Catering

Sponsored by

E participants in the poll included soups, scones, vegetable dishes, chilli, smoothies and cous cous, as well as bread and home-made pizzas. PART OF THE CURRICULUM We submitted evidence of Let’s Get Cooking’s impact to the review of the national curriculum earlier this year. We believe cooking and food skills should be a compulsory subject in all schools because it enables children to learn the skills to make healthy and informed choices about the food they buy and eat; and when children know how to eat better, they will do better. It offers a practical way to learn many different subjects right across the curriculum, and it underpins the long-term health of children and adults. It also secures the future success of a significant part of the UK food industry. With nearly a quarter of children either overweight or obese as they start school, and that figure rising to one in three by Year 6, the health and life chances of too many children – particularly those from disadvantaged backgrounds – are being undermined by obesity and diet related diseases and conditions. Learning to cook healthy food from basic ingredients gives them the knowledge and skills to make healthy food choices, both now and in the future. Just as PHSE helps them to make safe and informed choices, so cooking and food skills prepare them to become discerning and healthy consumers. Both subjects provide a core of essential knowledge to help all children realise their potential and live independently as adults. It has often been assumed that children will learn cooking skills at home, but increasingly this is not the case. There is a social divide, with children from poorer homes less likely to have opportunities to learn about cooking from scratch and developing food skills. As cooking and eating together are frequently the occasions for families to reinforce social and communication skills, these children are also more likely to have low self esteem, which in turn impacts on learning. IMAGINATIVE LEARNING Being able to feed yourself well is an essential life skill as much as numeracy, literacy, and science. And teaching food skills can be combined with these lessons. Recently, a Cumbrian school used a huge cooking event for children to teach about food during World War II. The school got the whole community involved to cook a pie that was recommended by the wartime food minister, Lord Woolton, to encourage healthy eating during rationing. For the children, cooking offered a route in to learn not just history, but also numeracy and literacy, design and technology and PHSE. Science teacher and PHSE coordinator Nick Pritchard, from Oldershaw School on the Wirral, used cooking to help some of his students build their self-confidence. He created

Learning to cook healthy food from basic ingredients gives children the knowledge and skills to make healthy food choices, both now and in the future. a ‘Let’s Get Cooking – pass it on curry club’ to encourage boys to give cooking a try. It was so successful that they’ve been showing pupils from a nearby primary school how to cook their spicy recipes, helping quieter students to come out of their shells. Nick told Let’s Get Cooking: “It is great to see kids who can be a handful in the classroom really show off the meal they have produced, and the interaction between them is great.” For some children, covering the basics will be enough to start them on a healthy and informed future. Others will want to take their cooking further, with ambitions to make a career in food. Whatever their involvement, cooking and food education are too valuable – both in terms of the educational experience as well as the educational outcome – to be an optional extra or a ‘nice to have’. They form part of the essential knowledge that all children should take with them into adulthood. That’s why we’re now offering training on using cooking more creatively in school. This low-cost, one-day course explores

ways in which you can integrate food and cooking activities into regular lessons. MAKING FOOD MEMORABLE The activities you’ll cover will help you involve children in learning on different levels and through a variety of media, making the experience all the more memorable and meaningful. The course covers basic food safety and hygiene requirements relating to food activities in schools, safe food preparation skills suitable for use with children at primary school, and teaching ideas, activities and techniques which will energise different curriculum areas and make learning fun Learning about cooking gets results for people of all ages. That’s why Let’s Get Cooking is growing: recently, it was chosen as one of the first projects in the country to receive Health Lottery funding from the People’s Health Trust to improve health in local communities. L FOR MORE INFORMATION www.letsgetcooking.org.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

115

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Multi-store Gift Cards

O4A UK PSI HalfPg.indd 1

116

EDUCATION BUSINESS MAGAZINE | Volume 16.7

16/11/2011 13:10

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

STAFF MOTIVATION

Rewards can be highly effective in improving the performance of learners and teachers. However, to develop and operate a reward scheme successfully, there are many considerations In this article, experts from the motivation and reward industry discuss reward schemes within the education sector and explore how to ensure they are implemented successfully. Introducing engaging rewards solutions that offer incentives for achieving short term and long term goals is an excellent strategy within the education sector for addressing issues such as underperformance, absenteeism and punctuality, as well as for recognising improvement. While the economy has forced a cautious approach to rewards and recognition, it is important that appropriate performance incentives are used to maximise results. Whether used to motivate staff when pay rises are not feasible, or to incentivise with an aim to create positive changes in students’ habits, rewards can have a positive impact. Rewards are a highly effective way to ensure people feel valued and that the work they are doing is recognised. Andy Philpott, sales and marketing director at Edenred, comments: “A reward programme is a good way of driving desirable behaviour, be it good attendance, hard work or excellent results.” A VARIETY OF REWARDS Naturally, in order to ensure that rewards have the ability to change behaviour, there will need to be certain elements in place, as Philpott explains: “A reward programme will not achieve its targets if the reward does not fit the requirements or lifestyle of the recipient”. Adrian Duncan, business development director at P&MM Motivation, explains: “I’m often asked what type of prizes work best in employee incentive schemes. While we receive regular requests for some unusual rewards, offering prizes which are too extraordinary may alienate some of the workforce. While it is important to get people on board by making incentive schemes exciting and interesting, the key objective must be to provide suitable incentives for the target audience. For this you need to know your people and give them as wide a choice as possible”. Philpott summarises: “When it comes to rewards, a one-size-fits-all approach will not work. Recipients have different requirements depending on their lifestyle, status and

family situation and will respond better to a reward that matches their interests.” Within any educational setting, people will have different tastes and interests. For example, the particular needs and aspirations of a 24 year old trainee teacher are usually poles apart from those of a 55 year old, yet both may be working under the same scheme. Rewards that appeal to many tastes and act as excellent motivators are well-being incentives and rewards, according to David Butler, general manager at National Garden Gift Vouchers. The popularity of this type of incentive is perhaps driven by the current economic climate, which means that staff may be expected to work longer hours and take responsibility for more work. “The demand for well-being incentives is being driven by both employers and staff themselves,” says Butler. “Making sure that everyone is fully engaged and committed is key to any education business success, whether in the public or private sector, which means that motivation and reward schemes, particularly short term or instant rewards, need to have a high-satisfaction level and well-being appeal. “Sometimes a simple voucher that promotes work-life balance and is family inclusive can be a cost effective and much appreciated incentive solution.” Most important is that the recipient feels they have an element of choice and control over their reward. It is not enough to simply hand out a gift card or gift voucher and expect this to have an impact as the reward must be relevant to the individual. Butler summarises: “In fact, rewards and incentives that allow choice, have a similar perceived value or ‘cash’ appeal as vouchers but at the same time encourage physical and holistic activities, are a favourite option”. A WEALTH OF OPTIONS AND EXPERIENCES Experiential rewards are also an effective motivator and rather than the recipient gaining a material keepsake, they will gain a memorable experience. David Pearson, director at Filmology, says: “Experiential rewards are particularly popular. Rewards and incentives that employees are able to enjoy, often with

Written by the UKGCVA

INSPIRED IDEAS FOR MOTIVATING YOUR TEAM

friends and family members, carry wide appeal due to their ability to create memories. “Film and cinema-based rewards carry widespread accessibility and universal appeal and are unusual in that they offer new choices every week. The demand for cinema vouchers as incentive rewards has been consistently high, quite simply because everybody enjoys a trip to the movies. The relatively low cost of offering cinema vouchers and the widespread popularity of film makes cinema an appealing proposition for employee rewards.” Philpott says: “Reward platforms that offer a vast range of incentive and reward solutions are particularly effective. For example, Compliments Select offers recipients the ultimate choice of single store vouchers and gift cards from 70 retailers, multi store vouchers and cards offering a choice from more than 160 retailers, an experience card offering 1,000 experiences, or a travel voucher”.

Incentives

Sponsored by

COMMUNICATION OF A SCHEME Vouchers and gift cards can be utilised as incentive tools for both student and staff alike, and while the type of reward and the way it is introduced may differ, the importance of communicating the scheme to the targeted audience is instrumental to its success. Duncan explains: “The way in which a reward is presented is inherent to the success of an incentive scheme. The overall impact it has on boosting performance, attendance, behaviour and punctuality for example, depends largely on the quality of communication and how effectively and frequently it is conveyed. The communication must have the wholehearted support of senior managers to ensure they are fully aware and able to communicate the details and their commitment to students or to staff. It is important to generate excitement and a buzz around a scheme so that people feel engaged and that it is applicable to them. Students need to understand clearly what is expected of them in order to participate, and also feel that it is accessible to them individually and that whatever is expected of them is achievable”. TECHNOLOGICAL MOTIVATION Whilst the importance of offering a range of choice is a key factor, another point to bear in mind is the delivery format of an incentive or reward. A gift voucher or card may be ideal for some recipients, whereas for others a digital voucher may be preferred. David Butler says: “In many rewards and incentive programmes, vouchers are still very popular because they are extremely flexible and often represent a more appropriate and thoughtful gift than cash bonuses and other incentives. Plus, the recipient can easily see the value of what they have been given, which is not always the case with a gift card”. For those who like the durability of a gift card, a pre-paid card is ideal. Duncan states: “Pre-paid MasterCards, such as the Spree E

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

117

Enjoy 1/2 price dining with a tastecard & help raise money for your school or college! tastecard is the UK’s largest diners’ club, offering our 500,000 members 50% off the total food bill at over 5,500 restaurants throughout the UK. Restaurants range from popular national chains such as PizzaExpress, Café Rouge, Strada, Zizzi, ASK, GBK, Bella Italia, La Tasca and Prezzo through to neighbourhood independents and venues from celebrity chefs.

tastecard currently works with a number of LEAs, schools and colleges, offering both a discounted price for membership and a unique and exciting opportunity to raise money for your school or college. Membership to tastecard will be offered through your organisation for an exclusively reduced price, and for each membership sold a donation will be made to your school or college.

For more information on this exciting initiative please contact Rob Wood on 0203 3300 143 or email benefits@tastecard.co.uk

www.tastecard.co.uk

it’s a dining revolution

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

STAFF MOTIVATION E Card, are another method which can be used to help participants accumulate funds, which are then paid onto a recipient’s card. This gives even greater choice and flexibility, allowing participants to build up funds and then spend them anywhere MasterCard is accepted. “Whether that’s a payment for a new laptop or text books, this method provides branded cash in the participant’s wallet and provides great flexibility, ensuring points are spent, therefore reinforcing the action that generated the funds.” For others, a digital voucher may be a convenient way of receiving a reward. Gilles Coccoli, managing director of PrePay Solutions, says: “Prepaid MasterCard is an effective way for parents to give students a certain amount of money as student funding. It is flexible, secure and does not allow the student to go over budget. “Whilst gift cards and vouchers are an effective method of incentivising or rewarding, the impact is lost if the delivery does not match the needs or lifestyle of the recipient. A mobile voucher is an effective way of reaching out directly to the recipient, especially as a large number of people are smartphone owners, meaning these would be ideal in both a teacher and student reward

scheme. In the UK alone it is estimated that 11 million people currently own a smartphone, a figure that is set to increase as mobiles continue to develop and evolve. “A person’s mobile is connected to their world, both personally and professionally, and the use of mobile vouchers targets people on the move, whether teacher or learner, wherever they are. What’s more, the recipient is likely to always have their handset with them.” David Pearson says: “A mobile voucher makes perfect sense. The mobile phone is a platform which typically remains with the user 24 hours a day, so what better channel to deliver a reward?” A POSITIVE DRIVER Of course, given current budgetary constraints, and that people who become teachers often do so for altruistic reasons, then it would make sense to consider the concept of recognition in itself. Duncan explains: “Introducing a method for people to be recognised in a consistent and regular way will have great benefits in itself. There is a range of methods to facilitate this: online, on print and on smart phones. Recognition, when executed effectively, is an excellent way to improve performance, without costing the Earth. The recognition

itself is the motivator, but small rewards can be given as tokens of appreciation which eventually accumulate so that recipients can choose something of real value. “It is also worth considering non-monetary rewards and additional benefits as part of your motivation package, rather than pure reward. “In similar environments we have seen access to voucher discount schemes being given as a reward. For example, with rewards given via a Spree Card, employers can choose to allow recipients to load their own money onto the card and receive discounts at retailers. Only the cost of the card is paid for by the employer, whilst the recipient has the opportunity to save hundreds of pounds over a year. This can be a cost effective way to maintain motivation over an extended period.” As we can see, the type of reward to offer really depends upon the nature of the programme, its objectives, the duration of the programme and the intended audience. Duncan concludes: “Ultimately, we find that choice is key. The education sector encounters similar constraints and issues to those faced by commercial businesses and provided that a reward programme successfully produces measurable results, it can prove hugely powerful in encouraging positive behaviour.” L

Incentives & Rewards

Sponsored by

Gift vouchers are the present buyer’s flexible friend Gift vouchers and gift cards really are a ‘flexible friend’. They are seen as the ideal present as they give receivers a choice of goods and retailers, putting an end to unwanted presents being purchased. As the gift voucher market matured, the customer choice expanded through options such as multi-store gift vouchers. This choice and flexibility made the gift voucher ideal as a retiring or leaving present, with many public sector organisations using a variety of gift vouchers as a preferred option to cash. With the growth of staff and customer incentive programmes, the gift voucher is the ideal reward, with inspirational products such as balloon rides, holidays, high street shopping, and luxury goods available. They are seen as a personal treat, rather than cash, which can disappear into the household budget. With almost every purchase covered by gift vouchers, the value of the reward or incentive programme is enhanced by the feel good factor of being able to choose your own gift. Vouchers have also been used to encourage difficult sections of the community, such as teenagers and smokers, to enrol into programmes that not only help themselves but reduce the long term cost to the nation. In the current economic climate, many departments within the public sector are using gift vouchers and cards as staff rewards for recognition of service and performance.

With budget cuts affecting staff morale, performance improvement schemes are being introduced to improve the overall situation and give a tangible reward to staff. Many of these programmes have been introduced as point-related rewards, which are collected and converted into gift vouchers when the right number of points have been achieved. New technologies allow the employer to top-up the value of the gift card as performance is achieved, giving quicker access to the rewards, less administration, and a greater satisfaction to the customer or staff member. By the use of a secure code, which

is issued with an associated secure website, staff members can activate and select from a vast range of gift vouchers to the value of their secure code, giving the greatest choice possible and as quick a delivery as possible. The level of choice, variety of value and methods of delivery really do make gift vouchers and cards the true ‘flexible Friend’. FOR MORE INFORMATION Tel: 01323 841253 Fax: 01323 848807 sales@vouchers4charity.org.uk www.vouchers4charity.org.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

119

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

LONDON

CHRISTMAS IN THE CAPITAL

Conferences & Events

Sponsored by

London & Partners highlights the best activities and events happening in the city over the festive period and explains why London really knows how to host a very memorable staff party Christmas in London is truly enchanting. Ice skating in the shadow of a medieval tower, sipping mulled wine and cheesetasting in Borough Market, gazing at the dazzling Oxford Street lights while browsing for that special gift – there are literally hundreds of magical experiences waiting to be discovered in the UK’s capital. For teachers and other school members looking to plan a fantastic festive celebration, the choices are as diverse as they are plentiful. Instead of huddling by a fire – why not get active and outdoors and wrap up warm for a high speed adventure with London RIB Voyages’ Jingle Bell Blast. Take your team to sing along to Classic Christmas carols during this festive mixture of fast speed, fun style and fabulous storytelling. Thames RIB Experience is offering free Santa hats, mulled wine and Christmas carols for bookings on the ‘Canary Wharf Experience’ throughout December. Treat your group to an outing with Festive City Cruises. Its special Christmas Showboat will welcome guests on-board with a drink and four course meal with wine along with live entertainment and plenty of dancing. Or get into practice before the big day with the annual Santa Cruise down the River Lee. Complete with mulled wine and mince pies, it’s the perfect opportunity to ditch the diet and start the festivities early. SKATING ON THIN ICE There’s no better (and healthier) Christmas incentive than to get your teams out on the ice over the festive period. And there’s no better place than London to take them for a magical turn around one of the many famous rinks on offer. Winter Wonderland in Hyde Park will feature a spectacular rink this year alongside the rides and market stalls, under a canopy of over 100,000 festive lights. ‘Eyeskate’ at the EDF Energy London Eye will invite guests to glide across the ice under the silhouette of London’s most iconic landmark. Combine with a London Eye experience complete with mulled wine and mince pies for the perfect festive treat. Skate in the shadow of some of London’s stunning historical buildings. The ice rinks at Hampton Court Palace, the Natural History Museum, and the Tower of London will all return for a season of splendid skating. For something extra special, head to Somerset House Ice Rink, presented by Tiffany & Co. for a turn around the ice followed by a Tiffany teatime treat with a hot chocolate or tea, and a glass of champagne for adults. Looking for something a little different? Head to Kempton Park Racecourse and see live reindeer racing at the all-weather

racing, business and entertainment venue. Or for an Oktoberfest-style Christmas party package, Bavarian Beerhouse offers mouth-watering Bavarian specialties such as sausages, schnitzel and Munich pork roast, at its Old Street and Tower Hill locations. The National Army Museum will play host to a ‘Blitz Christmas’ where visitors can finish off a 40s day of fun by dusting off their dancing shoes for an evening’s entertainment at Jingle Bell Jive. Step back further in time for a Tudor Christmas at Hampton Court Palace where Henry VIII and his new young wife, Catherine Howard, will celebrate her first Christmas as queen with stories, songs and a splendid feast. Or for something a little more medieval, head inside the Tower of London where King Edward I and his court will celebrate Christmas like its 1284. FESTIVITIES FOR FOODIES If it’s a yuletide lunch you’re in the market for, London has hundreds of options to whet your appetite. Home to some of the best restaurants in the world, and cuisines from all over the globe, you won’t be short for choice when looking for that perfect Christmas lunch venue. For something a little special, head to the Mandarin Oriental, home to the acclaimed Bar Boulud, which will be serving up French festive fare, as well as the famed Dinner by Heston Blumenthal – sure to give your team a real treat. If healthy eating is a must on the menu, head to one of the many Giraffe locations for some great value, healthy dining options. Bigger groups can book out a whole restaurant for a night of global mini appetizers, wines and cocktails. Enjoy a whole host of festive goodies at Kew Gardens this Christmas, including a free, guided Winter Evergreen walk with Kew’s expert guides and hands-on festive cookery sessions. Roasted chestnuts and mulled wine will be available outside the south end of the Princess of Wales conservatory, or you could choose from the special festive menu, at one of four onsite restaurants. And if you want your pamper your palette with more festive goodies then head to ExCeL London between the 2-4 December 2011 and treat yourself to an indulgent day out at Taste of Christmas, where some of the capital’s top restaurants and renowned foodies will be on hand to educate and inspire with an array of seasonal activity. And what better place to celebrate the spirit of Christmas than with a dinner inside a church. Enjoy a three course meal in the crypt of St Paul’s Cathedral – the largest Crypt in Europe, or head to St Martin’s in the Field for a Christmas-themed afternoon tea with

mulled wine and mince pies, before heading out to see the stunning Trafalgar Square tree. VAMP IT UP WITH A TOP LONDON VENUE London’s venue options for private parties are as diverse as they are plentiful, and top spaces across the capital are pulling out all the stops to ensure your evening is a magical one. Blue Fin Venue is London’s stunning new event space with a double storey glass Wintergarden and views over St Paul’s Cathedral and Tate Modern. The venue has put together a Wintergarden Wonder package which includes hire of the festively decorated Wintergarden, champagne cocktails on arrival, a five course bowl food feast and a festive four drinks per person. Organisers can also choose two great ‘stocking fillers’ including a DJ, magician, photo booth, saxophonists, caricaturist, silhouette artist, solo pianist, casino table and jazz duo. Many of London’s top hotels are offering fantastic value Christmas party packages. Select from a range of Hilton Hotels, each offering a different bespoke package, all at great prices, or head to Dukes for some private dining and a specially created bespoke menu. Park Plaza Westminster Bridge will be hosting parties in the acclaimed Brasserie Joel, with live music and cocktails at Primo Bar, accompanied by perhaps one of the best views in London of the House of Parliament. H10 London Waterloo has recently opened elegant Circus Lounge, where party-goers can enjoy a drink before dinner in the stylish 302 restaurant. Its Spanish chef will be happy to create delicious dishes combining the most traditional English cuisine with the best Spanish signature dishes. L FOR MORE INFORMATION londonandpartners.com/convention-bureau

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

121

Peer reviewed vs. Chlorine â&#x20AC;&#x153;During the study, no difference in cleaning efficiency was seen between agents on this basis of ACC, mean MRSA colony counts or percent detection of MRSA on environmental sample sites.â&#x20AC;?

6-LOG REDUCTION Kills up to 99.9999% of pathogens

HIGHLY EFFECTIVE Against viruses, fungi and spores

WATER BASED No hypochlorite, no bleach, no alcohol

SAFE Safe, fast and easy to use

NHS AVAILABLE Now available in the NHS

A high performance and highly effective alcohol free cleaner and disinfectant range. DuoMax has been subject to a 12 month peer review which concludes there is no benefit to using a extensively used branded hazardous chlorine product. The DuoMax range is a complete infection control series and independently proven to kill pathogens such as Swine Flu (H1N1), Avian Flu (H5N1), C. difficile spores, MSRA, E.coli, Noro virus among many other.

0845 217 7750

www.healthcareic.co.uk

Well Educated Banking www.lloydstsb.com/schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

ESTATES MANAGEMENT

PROVIDING A SAFE AND EFFICIENT ENVIRONMENT

Facilities Management

Sponsored by

Effective facilities management is vital to the success of any organisation, says the British Institute of Facilities Management “Facilities management is the integration of processes within an organisation to maintain and develop the agreed services which support and improve the effectiveness of its primary activities.” This is the definition of FM provided by CEN, the European Committee for Standardisation, and ratified by BSI. Facilities management professionals are responsible for services that support business. Their roles can cover management of a wide range of areas including health and safety, risk management, business continuity, procurement, sustainability, space planning, energy, property and asset management. They are typically responsible for activities such as catering, cleaning, building maintenance, environmental services, security and reception. Facilities management encompasses multi-disciplinary activities within the built environment and the management of their impact upon people and the workplace. THE EVOLUTION OF FM Some key points in the development of facilities management include the cost-cutting initiatives of the 1970s and 1980s under which organisations began to outsource ‘non-core’ services, and also the integration of planning and management of a wide range of services both ‘hard’ (e.g. building fabric) and ‘soft’ (e.g. catering, cleaning, security, mailroom, and health and safety) to achieve better quality and economies of scale. The formation of the British Institute of Facilities Management (BIFM) in 1993, followed by the development of specialised training and a qualification was also a key point, along with step-change with the Private Finance Initiative (now Public Private Partnerships), becoming an integral part of large-scale projects to manage, replace, and upgrade the country’s infrastructure and public service facilities. This new approach was swiftly followed in the private sector and abroad. EFFECTIVE FM Effective facilities management, combining resources and activities, is vital to the success of any organisation. At a corporate level, it contributes to the delivery of strategic and operational objectives. On a day-to day level, effective facilities management provides a safe and efficient working environment, which is essential to the performance of any business – whatever its size and scope. Within this fast growing professional

Facilities management encompasses multi-disciplinary activities within the built environment and the management of their impact upon people and the workplace. discipline, facilities managers have extensive responsibilities for providing, maintaining and developing myriad services. These range from property strategy, space management and communications infrastructure to building maintenance, administration and contract management. Excellent facilities management can, amongst other things: • deliver effective management of an organisation’s assets; • enhance the skills of people within the FM sector and provide identifiable and meaningful career options; • enable new working styles and processes – vital in this technology-driven age • enhance and project an organisation’s identity and image; • help the integration processes associated with change, post-merger or acquisition • deliver business continuity and workforce protection in an era of heightened security threats. Successful organisations will approach FM as an integral part of their strategic

plan. Those organisations that treat FM as a ‘commodity overhead’ will be at a significant strategic disadvantage. FACILITIES MANAGEMENT TODAY The FM sector is now large and complex, comprising a mix of in-house departments, specialist contractors, large multi-service companies, and consortia delivering the full range of design, build, finance and management. Estimates vary; market research suggests that, in the UK alone, the sector is worth between £40bn and £95bn per annum. The facilities management profession has come of age. Its practitioners require skill and knowledge. The sector definition continues to expand to include the management of an increasingly broad range of tangible assets, support services and people skills. L FOR MORE INFORMATION Tel: 0845 058 1356 info@bifm.org.uk www.bifm.org.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

123

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

INFECTION CONTROL

THE IMPORTANCE OF HAND HYGIENE IN SCHOOLS Lost school days in the UK could be avoided by raising the standard of hand hygiene A British manufacturer has teamed up with a nursery school owner to raise the standard of hand hygiene in educational settings after it was revealed millions of school days are missed each year due to avoidable illness. Research also shows the spread of common bugs and infections throughout schools costs the UK economy millions of pounds, and forces thousands of teachers to regularly take time off. However, many of these illnesses could be avoided by simple improvements in hand hygiene. Donna Row, who runs the Yorley Barn Nursery in Suffolk and DaRo UV Systems – which makes hand hygiene inspection cabinets used by NHS organisations throughout the UK – have now joined forces to raise awareness of the importance of hand hygiene in educational settings. RESEARCH BACKGROUND Row decided to review her nursery’s hand hygiene policy during the recent swine flu outbreak and approached DaRo UV Systems after reading how its hand hygiene inspection cabinets had played a vital role in the reduction of hospital superbugs such as MRSA. The pair decided to carry out some research – which included gathering facts and figures from the Department of Education and the Office of National Statistics – and were startled by their findings: • Department of Education statistics show 58,90,790 school days were missed by children in England in 2009/2010 due to them being absent, with the overwhelming majority of absences due to sickness. The top five illnesses which cause children to miss school are the common cold, sore throat, stomach bugs, ear infection and conjunctivitis. These illnesses could be avoided if stringent hand hygiene practices were in place and implemented, meaning millions of missed school days could be avoided. • The Department of Education also revealed around 300,000 teachers take sickness leave each year, which equates to around 2,700,000 school days. It is estimated around half of staff sickness is also due to common infections, such as colds and stomach bugs. The annual cost of supply teachers and support staff to cover for sick days is around £3m. • Sickness in school environments also has a significant impact on the UK economy. A 2005 report by the Office of National Statistics estimated the cost of absence

from work to the UK economy to be £11.6bn. The same reports shows evidence that parents take more time off work than those with no dependents, as they often need to care for sick children.

CLEAR RESULTS Julian Cant, general manager at DaRo UV Systems, said: “We have been astounded by the results of our research. It is quite clear the spread of infections in schools causes children to miss school unnecessarily, forces teachers to take time off work and costs the UK economy millions of pounds. “We know from our experience within the NHS that improved hand hygiene measures can dramatically reduce the spread of infections and cross contamination. Microbiologists and infection control experts now recognise without any doubt that stringent hand hygiene procedures will reduce infections and this is why we have seen such a dramatic decline in hospital superbugs, such as MRSA. Clearly, the educational sector needs to follow the example of the NHS, and introduce comprehensive hand hygiene policies.” BUSTER PACKS Together with the Yorley Barn Nursery the company has developed an innovative hand hygiene educational support package called Buster, which is being offered to nurseries and primary schools across the UK. The Buster packs use cartoon characters to take children on a fun, educational journey about the importance of hand hygiene in preventing the spread of infections. The packs use an ultra-violet light ‘glow box’

to ensure children are using the correct hand washing techniques. A special glitter lotion is applied to the hands and then washed off. Hands are then placed under the colourful Buster ‘glow box’ and any remaining lotion will fluoresce showing any flaws in the hand washing process. The Buster packs also come with exciting, funpacked posters, stickers, certificates and an interactive activity book to teach the children about the importance of hand hygiene. EDUCATING PEOPLE Row said: “It is clear many agencies are trying to re-educate parents and teachers of the importance of thorough hand washing, but until now there was no actual complete educational and support package, such as Buster, available to schools and nurseries. We are already using the Buster pack at Yorley Barn and the children love it. They really engage with the characters and have a lot of fun learning how to wash their hands properly. “The safety of our children is always paramount so it is vital they understand the importance of hand hygiene. We believe the Buster package could significantly reduce the amount of time both pupils and staff miss from school.” L FOR MORE INFORMATION For more information on the Buster packs call 01787 370187 or go to www.busterbugs.co.uk Further information about the Yorley Barn Nursery can be found at www.yorleybarnnursery.co.uk

Volume 16.7 | EDUCATION BUSINESS MAGAZINE

125

Advertisers Index

THE BUSINESS MAGAZINE FOR EDUCATION â&#x20AC;&#x201C; www.educationbusinessuk.net

Sponsored by

Well Educated Banking www.lloydstsb.com/schoolbanking

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service 1 & 1 Aalborg Amission Apollo Architectural Symbols & Signs Armitage Venesta ASCL Ashdown Energy Ltd Auringa Astronomy BETT 2012 Brathay Hall Trust British Thornton Ltd Calfordseaden Canford Audio Canopies UK Capital Solutions Group CDEV Computing Ltd Charity Gift Vouchers Ch-arted Clarity SLV Ltd Cleveland Collinson Plc Dains LLP DaRo UV Systems Ltd Drax UK Dynamax Technology Ltd Eagle Vending Elliott Group Ltd Elements Outdoor Arts eteach Excellent Telecom Ltd Findel Education First Standard Grant Westfield Ltd Group Call Ltd

23, 25 80 84 88 70 6, 10 33, 35 86 106 52 104 78 73 42 77 53 16 116, 119 100 35 102 74 56, 60 125 90 18 114 72 104 54 38 108 38 68 8

Handsam Ltd Hesley Group Highline Adventure Ltd Hitachi Solutions Europe Hydro Fitness Solutions Hygiene 4 Less & Maclin Group Iansyst Ltd IDXtra ILS Ltd Induced Energy Ltd Intec Microsystems Ltd Interactive Schools Jupiter Play & Leisure Ltd Kumon Education UK Lapsafe Lee & Plumpton Lego Lloyds TSB Maxx Design Ltd Mike Ayres Design Multitone Electronics Ltd National Security Inspectorate NEC Netsupport Ltd Office Depot OKI Panasonic Paradigm Audio Visual Ltd Parent Mail Pembridge Vehicle Management Ltd Playchimes PRECOR Premier Global Principle Media Progress with Quest

72 48 106 28 102 114 45 82 16 84 30 36 95 50 31 81 19, 48 58 36 46 35 84 OBC 32 21 110 IBC 18 4 102 45 98 102 120 45

Qualitis Healthcare Solutions Reach Out Plus Real Ideas Organisation Renault RG Stones Building Ltd Ricoh UK Ltd RIFLE Bird Rollalong Ltd RSA Environmental Health Ltd Sensory Technology Smith Sport & Civils Softlink International Sound Space Design Symmetry Ltd T.Preece Timber Buildings Ltd Tastecard Teaching Assistant Centre Teal Patients Ltd The Gift Voucher Shop The Holme Wood School London Thomas and Betts Ltd Thompson Fire Consultancy Time & Data Systems International Ltd ubiquitous Unity Insurance Services Universal Services Viglen Vizeum UK V-Tech Solutions UK Ltd Waco Web Anywhere Webb Associates Wernick Buildings Wyse Technology UK Ltd Youth Sport Trust

122 104 61 12 67 34 36 68 112 40 100 62 68 64 70 118 45 114 116 48 90 91 82 16 93 97 14, 35 26 124 70 38 95 66 IFC 100

P ONLINE P IN PRINT P MOBILE P FACE TO FACE

Education Business Magazine 126

EDUCATION BUSINESS MAGAZINE | Volume 16.7

www.educationbusinessuk.net

SOLUTIONS for EDUCATION

New UB-T880 touch-sensitive Interactive Whiteboard • Multi-touch operation: 3 pupils can work together and multiple points can be used to manipulate objects. • Both finger-touch and electronic pen operation or simultaneous usage of both. • Highly durable surface to resist everyday use. • Large screens for high-impact lessons 86-inch (UB-T880W) and 78-inch (UB-T880). • Built-in stereo speakers and 2 USB ports. • Easiteach software included for creating engaging lessons. • Height adjustable stand as an option.

EVERY THING MATTERS

UB-T800

UB-T800W

For more information on Panasonic Products see www.panasonic.co.uk/education

You can also visit the Easiteach website: www.easiteach.com

with eBeam Technology

www.bettshow.com

11-14 January 2012 Olympia, London

Interactive Learning

FINALIST

The new NEC interactive classroom projection solution utilises your existing NEC short throw or ultra short throw projector, reducing your costs for an easy installation and future proof investment. Compatible with industry standard software or available with fully featured eBeam software, the NP01Wi interactive wall mount will enhance your teaching and stimulate your students.

Visit NEC Display Solutions on stand E90 in the Grand Hall

For more information please visit

www.nec-display-solutions.co.uk

Copyright 2011 NEC Display Solutions Europe GmbH. All rights are reserved in favour of their respective owners. This document is provided â&#x20AC;&#x153;as isâ&#x20AC;? without warranty of any kind whatsoever, either express or implied.