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A busy start to the year...

Stand by your beds. Ofsted’s leisurely stroll towards unannounced inspections nears the end. This has finally been made possible by Parent View, which, as its name suggests, enables the views of parents to be used in consultations. These are now underway, and from September, it could be your school (although I would imagine most head teachers are far too busy to worry about Ofsted barging in unannounced).

On the 30th anniversary of the BBC Micro, the term ‘ICT’ was broken down and smashed to bits by the Royal Society’s ‘Shut Down or Restart?’ report (see page 65). The study, which started in 2010, reveals a stark shortage of teachers that are able to teach beyond basic digital literacy, and a need to improve the understanding in schools of the nature and scope of computing.

The recommended ‘restart’ led to Michael Gove’s announcement that the ‘boring’ ICT curriculum is to be scrapped from September, which appeared to be met with a widespread sense of relief by many, although David Willmot, head of faculty at Blackfen School for Girls, did point out: “..the timing of it isn’t great for students currently working towards these qualifications, it will be quite demotivating for them.”

But a small price to pay perhaps for the promise that academia and the private sector can now work together to develop computer science and IT qualifications that are focused, and will hopefully deliver the UK’s next batch of innovators.

The BETT show was busy. After kicking off with the aforementioned Gove announcement, visitors were treated to a splendid array of technology to inspire learning, with some particularly impressive SEN resources on show at Olympia (see page 45 for our BETT review). And if you work in SEN, be sure to book early for the superb seminar sessions on offer at nasen Live 2012, which takes place in May (details are on page 43) And finally, it’s just not satisfactory anymore. Sir Michael Willshaw says it now ‘requires improvement’ instead. OK?

Danny Wright

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Contents

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

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CONTENTS 07 NEWS

43 SPECIAL NEEDS

11 FINANCE

In times of reduced funding, strong financial management is more important than ever, states the National Association for School Business Management

45 BETT 2012 REVIEW

A plethora of new IT products for learning on show at the Olympia this January

17 FM/SECURITY

57 IT

Perimiter Security plays a vital (and costeffective) role in protecting schools from intruders, says James Kelly of the BSIA

A look at the Royal Society’s ‘Shut down or Restart?’ report plus Ray Barker from BESA takes an interesting look at how technology can enable lessons to continue when schools are shut due to bad weather etc

21 DESIGN & BUILD

A happy roof makes for a happy building, says the National Federation of Roofing Contractors, plus Jackie Maginnis taking a look at efficient and effective modular buildings

67 HEALTH & WELLBEING

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A recent survey by the Youth Sport Trust highlights the lengths that young people are prepared to go to in pursuit of sporting excellence

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A S H D OW N

29 ENERGY

from the BETT show

A looks towards the impressive seminar sessions at nasen Live 2012, taking place in May at the Reebok Stadium

ENERGY

The Government would like all schools to take the renewable lead by showcasing wind, solar and biofuel energy, says the Renewable Energy Association, plus a look at EcoBuild 2012

77 EDUCATION SHOW PREVIEW

The all-encompassing education event takes place on 15th - 17th of March at the NEC and boasts a comprehensive series of seminar sessions as well as products aplenty

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37 LANDSCAPING

The winners of the British Association of Landscape Industries’ Awards have been announced

85 EDUCATION BUSINESS AWARDS

39 CATERING

A look back at last years Education Business Awards winners

The Soil Association celebrates the awardwinning Food for Life Partnership

95 NEW PRODUCTS More technology for learning

www.educationbusinessuk.net

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EDU TRIPSCATIONA L BUSINESS MAGAZINE Volume 17.1 | EDUCATION Open in to ne g young w po ssibili minds ties

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OFSTED INSPECTIONS

No notice inspections on the way Ofsted’s new Chief Inspector, Sir Michael Wilshaw, has announced plans to introduce no-notice inspections for all regular school inspections from September this year.

Speaking about the plans, Sir Michael said: “Ofsted has been moving towards a position of unannounced school inspection over a period of years. I believe the time is now right for us to take that final step and make sure that for every school we visit inspectors are seeing schools as they really are in the corridors, classrooms and staff room.”

Ofsted already undertakes unannounced inspections in a number of circumstances, including where concerns are raised about a school and for some satisfactory schools that do not show enough capacity to improve. Since the first Ofsted school inspections in 1992 there has been a steady journey towards unannounced

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NEWS IN BRIEF CBE for National College chair

visits. Initially, schools received over a year’s notice of inspectors turning up. Over time this shifted to six to eight weeks’ notice and then, from 2005, around two days.

“As part of the changes introduced in 2009, Ofsted consulted extensively on no-notice inspections and also piloted unannounced visits. We found a great deal of support for the move. At that time, however, we could not overcome the important issue of being able to get parents’ views as part of the process. With the introduction of our new Parent View online questionnaire last year, parents can now share their opinions of their child’s school at any time, making a move to nonotice inspections possible.” The details of how the changes will work will form part of a wider consultation on the future of inspection that will be announced in coming weeks.

Vanni Treves, chair of the College’s governing council, was made a CBE for his services to education in the new year honours list. On receiving the award, Vanni said: “It is a great privilege to be chairman of the College. It has earned an international reputation for its work on school leadership; and, more important, makes a continuing and measurable contribution to the life chances of children throughout the country.

TECHNOLOGY IN SCHOOLS

Naace Conference devotes a day to ICT Curriculum Naace has announced that it will devote a full day to the development of the curriculum at the Naace Strategic Conference 2012.

It plans to work with Naace members, partner organisations such as TES, Rising Stars, IBM and other professionals to define and elaborate on the first draft.

Incoming Naace Chair, Miles Berry, comments ‘We are delighted with the interest in and the appetite for the modern ICT curriculum. This is a

Primary School population soars Figures show almost 800,000 additional children aged 11 or under will be in state education by 2020 because of rising birth rates and the effects of immigration.

According to the Department for Education, the primary population is set to soar by a fifth – reaching its highest level since the early 70s.

rigorous scheme that will provide a sound basis for learners to engage in a wide range of KS4 academic and vocational options including Computing, ICT, Business Studies and media related courses. It will therefore assist in advancing education for our learners which is, after all, our mission in Naace.’

Full details can be found at www.naace.co.uk/ks3ictcurriculum

FUNDING

Phonics funding aims to raise reading standards Primary schools have already signed up to spend more than £7.7 million on new phonics products and training to drive up their pupils’ standards of reading, new Department for Education figures have revealed.

So far 3,211 schools have taken advantage of the Government’s match-funding scheme to buy the products. The products include books, software and games. Additionally, 987 schools have booked phonics training for their staff (at a total spend of £1.3 million) to improve their teaching of phonics, the method internationally proven to improve reading, especially among younger children.

The scheme went live in September last year with the publication of the phonics catalogue of approved

products and services. Under the scheme, any state-funded school with Key Stage 1 pupils – including Academies and Free Schools – can claim up to £3,000 to buy products and training until March 2013.

However, some areas have not yet taken up the offer. In Central Bedfordshire, Bedford, Hull, Medway, Portsmouth, Luton and Sheffield. And in 20 local authorities, not a single school has booked training for their staff yet.

Schools Minister Nick Gibb said: “This is a chance for schools to gain extra funding to improve reading standards so I am naturally concerned at the number of areas where few schools have not yet taken the opportunity to do so.”

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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EXAM RESULTS

HUMAN RESOURCES

Latest GCSE figures reveal a ‘shocking waste of talent’ according to Nick Gibb According to the latest available figures, a total of 58.2 per cent of 16-year-olds sitting exams last summer gained five good grades including English and maths.

But this proportion plummeted to just a third among the poorest pupils.

The figures also suggest that just one in six teenagers gained decent GCSEs in English, maths, science, a language and either history or geography. Among pupils eligible for free meals, the proportion dropped to only one in 25.

Nick Gibb, the Schools Minister, said the data exposed which schools were consistently ‘letting children down’, warning that they could be taken over. He stated: “We should have high

expectations for all children regardless of their circumstances. These figures reveal a shocking waste of talent in many schools across the country. All too often, pupils from disadvantaged backgrounds aren’t given the same opportunities as their peers.”

However, Russell Hobby, general secretary of the National Association of Head Teachers, told the Telegraph: “Unlike the world’s most successful education systems, England focuses on crude measures of school performance published in a high stakes adversarial climate.

The result is distortion and gaming, followed by ever more complex attempts to combat the gaming; ending up with no-one confident that the data represents what it is supposed to - great teaching and deep learning.”

TECHNOLOGY IN SCHOOLS

POLITICS

Shut Down or Restart report identifies low percentage of ICT specialists

Time to tweet Gove

A new report from the Royal Society has found that just 35% of ICT teachers in England had a qualification considered by the Department for Education to be relevant. This compares to 74% of maths teachers, 69% of physics teachers, 73% of chemistry teachers and 88% of biology teachers.

Similar figures are found when “Arts” subjects are examined, for example 80% of English teachers, 76% of history teachers and 87% of music teachers all have a relevant post A-level qualification.

See Page 65 for further details

SOCIAL WORK

Baroness Tyler named as Cafcass chair Baroness Tyler has been appointed as the new Chair of the Children and Family Court Advisory and Support Service (Cafcass). It works with children, families and social workers to advise the courts on what is best for the child.

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People with questions on the government’s education policy have been invited to tweet them using the hashtag #AskGove, so that MPs on a cross-party committee can press the Education Secretary with the most important questions. The Commons Education Select Committee said they wanted to make sure their questions for Gove reflected “the most pressing concerns in the world of education”.

Plans to make performance management easier New arrangements for teacher and head teacher appraisals in maintained schools in England, and for dealing with underperforming teachers, have been announced by the Department for Education.

The changes will come into effect from September 2012 and include giving schools more freedom over managing their teachers through simpler, less prescriptive appraisal regulations. The three-hour limit on observing a teacher in the classroom (the so-called “three-hour observation rule”) has been removed so that schools have the flexibility to decide what is appropriate. It contains a requirement to assess teachers every year against new, simpler and sharper Teachers’ Standards.

The arrangement will allow poorly performing teachers to be removed in approximately a term – currently, this can take a year or more. More than 50 pages of unnecessary guidance have also been scrapped. Ministers are also consulting on new proposals to help schools when they recruit new teachers. This will mean that schools will have to pass on information to prospective employers, on request, about whether a teacher is or has been subject to capability procedures. This would help deal with the problem of ‘recycling’ of poor teachers.

Recent research from the Sutton Trust shows that during one year with a very effective maths and English teacher, pupils gain 40 per cent more in their learning than they would with a poorly performing teacher. Education Secretary Michael Gove said: “For far too long schools have been tangled up in complex red tape when dealing with teachers who are struggling. That is why these reforms focus on giving schools the responsibility to deal with this issue fairly and quickly.”

Amanda Phillips, head teacher at the Ofstedrated ‘outstanding’ Old Ford Primary in Bow, East London, dealt with underperforming teachers at the school when she took over in 2003. Welcoming the changes she said: “No head teacher wants to dismiss a teacher, but when they are not performing to the required standard despite support, it is not in anyone’s interest – the pupils, colleagues, school and teacher themselves – for that teacher to remain in post.”

Russell Hobby, General Secretary at the National Association of Head Teachers (NAHT), said: “After teaching, performance management is one of the most important things that happens in schools, because it’s the way we make sure that teaching keeps getting better.” “We believe that the vast majority of teachers are dedicated, talented professionals who do an essential job in often challenging conditions. Better performance management will celebrate this fact. It is not easy; and it is also about far more than policies and procedures. We recognise the duty of school leaders to ensure they apply procedures with integrity and empathy.

Brian Lightman, General Secretary at the Association of School and College Leaders (ASCL), said: “One of the strengths of the policy is the way in which it clearly separates the appraisal process from any formal capability procedure.”

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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“One thing is certain – nothing stays the same. So it’s good to have solid specialist support.”

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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.

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Finance

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FINANCIAL MANAGEMENT

CHEQUES AND BALANCES: FINANCIAL BEST PRACTICE Financial pressures are growing on local authority maintained schools and the need to reduce costs is becoming greater. At the same time, the capacity of local authorities to monitor and support financial management in schools is itself under pressure With its report: ‘Oversight of financial management in local authority maintained schools’ published last October, the National Audit Office (NAO) examined the effects that budget reduction, greater financial independence and monitoring of public money was having on schools, and whether they were ready to effectively manage the process with clear audit trails and accountability.

“There must be early warning systems in place to alert the Department for Education to emerging issues requiring action and intervention,” according to Amyas Morse, head of the National Audit Office.

The NAO underlined the importance of effective financial management in schools, highlighting that it is essential that the financial management framework for schools is capable of alerting the Department for Education to any systemic issues that may require action or intervention.

The report notes that weak financial management and weak academic

performance often go hand in hand. Therefore the ability and quality of the schools financial management is hugely important in ensuring the high quality delivery of education. If the operations of the school infrastructure are not managed properly then the likelihood of the right materials, staff and resources being available are impacted.

The Department has a limited role in relation to the financial management of schools. It sets standards but responsibility for financial

management and cost reductions lies with schools themselves, with local authorities responsible for exercising effective oversight.

Ultimately governors will be held primarily accountable for compliance of school finances and the replacement Schools Financial Value Standard (SFVS), the successor to FMSiS, which launched on 18 July 2011. This is a mandatory requirement for maintained schools and those that had not attained FMSiS will be required to submit SFVS to E

Fraud – is your school at risk?

As a school business manager, headteacher or governor in a school you will already have ensured that there is a financial procedure manual in place but, without the underpinning of an annual audit, how do you know for certain that this is operating effectively and providing adequate protection?

The new SFVS lists types of fraud and theft that could occur in schools and this can be used to challenge and test the school procedures.

Ultimately a school needs to consider what controls are in place to prevent and detect the following activities: • theft, for example retaining cash collected for school dinners or trips for personal use or taking

away school assets for personal use; • false claims, such as for travel which did not take place or for unworked overtime; • unauthorised purchases of equipment for personal use; • processing false invoices for goods or services not received and pocketing the proceeds; • payment of inappropriate bonuses; • buying from supplier or contractor known personally to a member of staff without following required procurement procedures or declaring a business interest.

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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FINANCIAL MANAGEMENT

An example of recent fraud

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A finance officer, who was also a cheque signatory, forged the name of another cheque signatory on numerous cheques. The cheque stubs indicated that money had been paid to suppliers when it had been paid to her own account and credit card accounts. The value of the loss was £288,000. This might have been prevented by: • another member of the team being involved in the cheque processing, bank reconciliations or dealing with suppliers; • an audit trail including the related invoice when signing off cheques to be reviewed and checked by both counter signatories; E their local authority by 31 March, 2012, and annually thereafter. Other maintained schools will be required to make a submission as well by this date, and annually thereafter.

The NAO acknowledges that schools’ financial management capability has improved – especially as more schools have employed, or have access to, a school business manager.

However, many primary schools still do not

reduce the administrative burden on schools and local authorities. Local authorities do not publish systematic data to demonstrate how they are monitoring schools’ financial management and that they are intervening where necessary. At a time when some schools may need support most, many local authorities are set to devote fewer resources to monitoring and supporting schools’ financial

The most important factor in delivering accurate, timely and good financial management is having a qualified and well-trained business manager overseeing the day-to-day activity of the school. have access to such a manager, meaning that financial management and capabilities are impacted. This is being addressed through the development of cluster and local authority development groups where resources and best practice are being shared.

REDUCED FUNDING In the current financial environment, more schools have to manage with reduced funding, and strong financial management is more important than ever. Many headteachers have no personal experience of leading a school during a period of financial constraint. Many schools consider that they need to reduce staff costs and that they need guidance on how to do so while maintaining high-quality education. This should always be the last resort when looking at streamlining costs and reducing overheads. Consideration should be first given to collaboration, sharing resources across other schools and how to best deliver other high cost budgetary items like sickness cover and energy costs, where significant savings can be made.

The department now requires less detailed assessment of financial management, to

management. Forty per cent of authorities responding to an NAO survey do not believe they have sufficient resources to provide effective support to schools and almost half of those authorities are planning to reduce the amount of staff time spent on support.

Having the right skills to ensure that your school can meet the demands of the reducing budgets and deliver value for money is fundamental. By ensuring that money is spent most efficiently you can maintain standards and resources across the board. A discipline of budgeting and resource management needs to be developed across all members of school staff to ensure that collaboration and best use of materials occurs. A school should not simply devolve its budget by department and monitor the spend to ensure no overspending; they should also create central purchasing of basic materials such as pens and paper so they are not bought as one-off items by multiple individuals in the school.

The most important factor in delivering accurate, timely and good financial management is having a qualified and well-trained business manager overseeing the day-to-day activity of the school. E

• a monthly audit of all cheques issued; • the finance officer not being a cheque signatory.

Who is ultimately responsible for the school’s financial management?

Individually and collectively the school governors have a legal responsibility for proper control of the school’s finances. The buck does not stop with the school business manager or the financial administrator. A school governor is responsible for the interests of the children and the taxpayer and ultimately for the reputation and sound finances of the school.

All school staff are usually completely trustworthy but things can go wrong, which can have dire consequences for the school.

Budgetary pressures, both at home and at work, can tempt even senior and faithful staff into considering fraud. Domestic and family issues can also affect a person’s actions. This is especially likely where an individual has unrestricted access to funds and may be tempted to help themselves to money or inappropriately award a contract for an incentive.

Some school governors can leave too much unquestioned or ineffectively challenged or scrutinised. A lack of review and control by the governing body and the introduction of SFVS which sees little outside scrutiny and no external audits required could result in a greater likelihood for future fraud in schools.

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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Finance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

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FINANCIAL MANAGEMENT

In the current financial environment, more schools have to manage with reduced funding, and strong financial management is more important than ever.

E Where a primary school does not have this opportunity then having access to a shared resource and ensuring the school is a member of appropriate organisations can assist in the delivery of sound financial management.

The SFVS has been designed in conjunction with schools to assist them in managing their finances and to give assurance that they have secure financial management in place. Governing bodies have formal responsibility for the financial management of their schools.

Concerns have recently been raised that the change from the FMSiS to the SFVS will see less accountability, a lack of evidence and little intervention and review of a schools performance. Schools will be asked to complete and return an annual SFVS of the financial management in their school and the chief finance officer at the LA will be required to sign and say that all maintained schools in their area have completed their SFVS return.

Having a less bureaucratic and evidencebased review of financial practices in schools is fine in principle, but many schools are now concerned that the SFVS lacks structure, guidance and enough rigidity to ensure that best practice is delivered, adhered to and monitored. With increasing levels of fraud taking place in schools and appearing in the press there would appear to be a direct correlation between a reduction in the controls and monitoring of schools finance and the ease with which fraud can be committed. L FOR MORE INFORMATION www.nasbm.co.uk 01788 573300

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

What are potential signs of fraud?

Potential signs of fraud can vary.

Here are some of the more common features:

Behavioral issues: • increased stress for no obvious reason • hesitancy, avoidance or confrontation when asked direct questions • secretive or economical with the truth • personal problems, including financial problems • reluctance to take holiday entitlement • poor work practices, including bending rules • lifestyle disproportional to income

Financial and organisational issues: • late or poorly presented accounts • accounts and documents not circulated in advance • accounts do not balance • financial inaccuracies cannot be explained clearly • poor records and minutes • lack of openness and transparency If you are concerned that fraud could be taking place in your school then you should act immediately and raise the concern with the interested parties, governors and the auditors. You should never accuse someone directly as you need to ensure that the matter is investigated properly. You can get

support from the Audit Commission which offers an advisory service. A useful advice sheet is available. To get a copy, email: info@nasbm.co.uk

Helpful resources and support For further information or support on any school business management issue please contact the National Association of School Business Management (NASBM). NASBM is the UK’s leading association working exclusively on behalf of the school business management profession and represents over 2,000 members.

The association offers the profession an influential voice in national educational policy and continually strives to raise the profile of school business management. The association is a body recognised by the Department for Education and receives requests to sit on a number of the steering groups including the School Funding Implementation Group and the Efficiency Group. NASBM is then able to both represent the views of its members in relation to items being discussed and also feedback updates and information from these meetings.

NASBM offer information, support, advice, practical tools and training for school business managers, the school leadership team and support staff. For as little as £105 a year, NASBM can provide a school with updates on legislation changes, HR updates, funding announcements and fraud prevention, and produce termly guides for members on current issues including academy conversion, managing the workforce, and energy. NASBM also provides member rates for both off site and bespoke on-site training.

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PHYSICAL SECURITY

Security

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GETTING PHYSICAL Protecting the perimeter and buildings with physical security measures is essential in order to deter intruders. Physical security measures can be cost effective and play a vital role in securing educational establishments, writes James Kelly, Chief Executive of the British Security Industry Association (BSIA)

Schools vary in size with some small sites contained in a single building whilst others are stretched across multiple blocks and campuses. As they are frequently located among highly populated areas such as housing estates or town centres, sites are within easy reach of well-meaning staff, pupils, parents and visitors as well as deceitful intruders.

Although the overall incidence of criminal activity in schools has dropped in the past few years - thanks to increased awareness amongst staff and parents and the introduction of sturdier security measures - acts of theft, vandalism and especially arson are still a reality. To avoid the nasty consequences that intrusions can have on schools, it is important to ensure the sites are equipped in a way that such breaches are effectively prevented. Physical security measures are the first and arguably one of the most important aspects of school security, as they serve as deterrent to criminals and are aimed at physically keeping intruders out of the vulnerable areas of the site. Ensuring the safety of staff and, in particular, students is paramount and educational establishments should endeavour to use quality equipment that complies with the relevant British Standard and Acts. As well as addressing physical security needs, the establishment of clear strategies, such as key control ones, should be given great consideration.

PERIMETER SECURITY When protecting a school’s perimeter with physical security, a great deal of planning is required, particularly when it involves combining technological systems with other more traditional measures. In an environment where the flow of people entering and exiting the site must be monitored, it is important to ensure the perimeter provides meaningful physical barriers that will deter any sort of unauthorised access. Creating such barriers demands attention to a E

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Reliance protect – a lone worker is never alone According to the Health & Safety Executive, each year there are over one million incidents of physical violence and threats to workers in England and Wales.

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by Reliance High-Tech, an established market leader in the provision of technology led security solutions, from its BS 5879 Cat II accredited remote monitoring centre. With the single press of a button, lone workers will ‘no longer be alone’ and will be quickly connected to a specialist operator who

manages and records incidents to provide swift and proportional escalation, including police involvement where required.

Reliance offers a range of devices, including the award winning Identicom, that suit the varying environments of lone workers which can be used and configured depending on the user and their risks.

To arrange a complimentary lone worker review please contact Reliance using the details below and quote ‘lone worker’.

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SYNTHETIC PITCHES

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From its comprehensive range of induction cooking hobs to its latest innovation - an induction hot plate system Induced Energy caters for all prime cooking, theatre cooking, and keep-hot requirements.

Now that the professionals are beginning to recognise the benefits of induction, sales at the company have increased considerably, with local councils, restaurants, hotel groups, schools and hospitals all taking advantage of the energy efficiency, cleanliness and controllability of this technology.

CIVIL ENGINEERING

Export sales are also on the increase - the latest order about to be shipped to Australia’s Gold Coast is for Induced Energy’s astonishing drop-in induction hobs which are able to cook through Pyrolave. This volcanic stone comes in a dazzling array of colours and is able to withstand the heat of cooking.

The magnetic field produced by the induction hob passes through the counter and interacts with a ferrous pan on top, producing amazement in onlookers.

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BUILDINGS

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

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PHYSICAL SECURITY

Security

Sponsored by

E variety of design considerations such as sufficient height and strength, the use of climbing impediments, secure ground fixing as well as the provision of clear areas to facilitate surveillance and maintenance.

Security fencing comes in a variety of forms and should comply with the British Standard 1722-17: 2006 in order to ensure quality.

To enhance the effectiveness of perimeter fencing, physical barriers must be underpinned by measures to detect, identify and react to intrusions. Combining physical security with other measures such as intruder alarms and CCTV will provide even tougher protection, for if a trespasser attempts to breach the barrier an alarm could be triggered to alert a monitoring centre of the intrusion. Clever landscaping can also be utilised to soften the look of fences and barriers, avoiding the risk of making school premises look more like prisons rather than places of learning.

SINGLE ACCESS ROUTES Ensuring all visitor traffic is limited to a single access route is another way to secure the perimeter of a school. Signage highlighting entry points will direct foot and vehicle traffic to the clearly designated paths, ensuring more vulnerable parts of the buildings are not accessible by unauthorised people.

Traditional gates can be used to secure these entrance points, and alternatives such as bollards can be employed to control vehicle access, by sinking into the ground or being removed when authorised vehicles approach the site.

LOCKING INTRUDERS OUT Physical security measures are essential not only for the protection of perimeters, but also for the buildings themselves, externally and internally (locking rooms). Locks are the most basic of measures, and provide a fundamental layer of security, which will prevent crime by deterring criminals and slowing them down when trying to break in. A good quality lock can last for years; however, the popularity of this security product means that people often buy one that is inferior in quality under the misunderstanding that it will provide them with financial savings.

High standards are essential when selecting and installing physical security.

A quality lock, for example, should comply with BS 3621: 2007 and be specified to meet the requirements of the door or window that it is securing.

Locks are useful for any type of building, particularly one where individuals all require access to different areas. Schools and colleges can offer accommodation to students and staff, therefore the categorisation of different internal areas, such as private rooms, designated communal areas, laundry rooms, to allow only authorised access is pivotal.

One BSIA member worked with Canada’s Queens University to implement lodging security in their International Study Centre.

Combining physical security with other measures such as intruder alarms and CCTV will provide even tougher protection, for if a trespasser attempts to breach the barrier an alarm could be triggered to alert a monitoring centre of the intrusion.

The requirements of the security system meant there was a need to ‘compartmentalise’ different parts of the residences, with specific access codes for different residents. Following a thorough site survey, a locking system was implemented which demonstrated all of the requirements: safety, restricting and zoning of areas, audit security trail and time efficiency were all covered by the system, as well a competitive annual expenditure. The success of the installation ensured the safety of staff and residents, and has resulted in further work being done to extend the project to the main reception, the main education centre, castle and accommodation blocks as well as the forthcoming extension.

KEY CONTROL No matter how sturdy a locking system is, it becomes worthless without clear key control strategies. Unfortunately, however, the question of who has access or can get access to the keys is a consideration that is very often overlooked.

It is important to remember that an unauthorised person gaining access to an area or premises using just a key can make any insurance claim invalid. By using a key, the intruder will have the advantage of leaving no evidence of a forced break in meaning it

could therefore be a considerable amount of time, if ever, before the unauthorised access is detected. This will put the school at a great disadvantage and may often end up with the school having to pay out for any losses.

ADVICE Local police forces can provide clear guidance to schools as to the type of security breaches they are likely to incur and how these can be countered. Gloucestershire police, for example, have recognised the risks associated with school security, and has dedicated a whole page to its site highlighting the importance of physical security measures to avoid breaches. Moreover, employing reliable security consultancy services will confer schools the peace of mind that their premises security is being taken in hand by independent and experienced professionals.

The British Security Industry Association (BSIA) is the professional trade association of the UK security industry.

Its members produce over 70 per cent of the country’s security products and services to strict quality standards. L FURTHER INFORMATION Tel: 0845 389 3889 www.bsia.co.uk/physical

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ROOFTECH

INDUSTRIAL AND COMMERCIAL ROOFING SOLAR PANEL INSTALLATIONS

PHOTOVOLTAIC SOLAR PANELS Why choose Solar Power?

3 Reduce carbon emissions by producing your own renewable energy.

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Why choose RoofTech?

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3 REAL Assurance Accredited Installer to ensure best quality and service.

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3 Proven track record for large scale PV installations.

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Customer: Supermarket chain Site: Preston, Lancashire System: 229 no. 225w panels totalling 51.53kWp Output: 43,446kWh per annum C02 savings: 18,686 kgs per annum

Customer: Supermarket  Chain Site: Chingford, Essex System: 300 no. 225w panels totalling 67.5kWp Output: 56,916kWh per annum C02 Savings: 24,480 kgs per annum

Customer: World leading manufacturer in the aircraft industry Site: Uxbridge, Middlesex System: 1268 no. 235w panels totalling 297.98kWp Output: 255,786kWh per annum C02 savings 134,799kgs per annum

Customer: Supermarket chain Site: Darnley, Glasgow System: 54 no. 225w panels totalling 12.15kWp Output: 7,753kWh per annum C02 savings: 3,334 kgs per annum

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ROOFING

It’s imperative that all roofs on UK educational establishments are well designed and maintained, among other things to help reduce the financial burden, mainly on local authorities’ stretched budgets. Ian Henning, Technical Manager at the National Federation of Roofing Contractors, explains Simple maintenance can prolong the life of roofs on educational establishments.

For instance, by clearing leaves and other debris from outlets and gutters. Protective chippings (if they were present) that have been moved by wind scour should be replaced too and any loose trims or flashings refixed.

It’s also important that close consideration is paid to energy efficiency aspects of roofing and the reduction of carbon emissions, which can lead to lower running costs and a positive return on investment.

Regular inspection by a roofing contractor is paramount, as is first-class, qualified advice on a roof’s weatherproofing qualities, performance and longevity.

“

”

Written by Ian Henning, Technical Manager, National Federation of Roofing Contractors

WHAT’S ON THE ROOF?

UNDERSTANDING ROOF TECHNOLOGY occasionally, metal sheets. A number of metal Where repair and maintenance are concerned, roof systems were developed post war by it is essential to have an understanding aircraft manufacturers, specifically for schools of the construction and technology of our and consisted of flat aluminium sheets riveted roofs. For instance, post-war built schools to aluminum spars. This technology may generally have a number of flat roof areas still be in use though it may have received as opposed to traditional pitched roofs. This various attempts at re-waterproofing. article primarily concerns these types.

Flat roofs are not really ‘flat’. They may be COMMON PROBLEMS curved and have a pitch of 1 to 10 degrees, There may be several common flat roof and originally have had a bituminousproblems. One, for example, is leakage based waterproofing – that’s asphalt or caused by the failure of the waterproof felt laid over a supporting deck. The deck covering. This may be due to several factors is likely to be of concrete but could also be such as bad design, poor detailing, bad woodwool slabs, timber or profiled metal. installation and inappropriate materials.

When they were built, energy efficiency Other causes can be an inability to withstand was not considered too important so the movement, thermal shock, impact or other inclusion of insulation would have been damage, the deterioration of seams, trims minimal – perhaps no more than a layer or flashings, failure of previous repairs, of fibreboard. Over the years the lack of maintenance or simply the waterproof coverings may have waterproofing material reaching been overlaid or replaced the end of its service life. t n e m Govern with another bituminous Ponding of rainwater orities system, or with a and local auth e take can occur but is not g th polymeric or rubber necessarily a problem are encouragin eration single ply waterproofing though it may be n e g ro up of mic or a GRP based liquid an indication of the n as ca applied coating. degradation of the where roof are sis a b e th It is probable that some supporting deck due e d vi pro r la attempt at increasing the to water ingress or so g n ti n u o for m thermal efficiency of the condensation. It may photovoltaic roof would have been made also indicate the lack during this time. This means of fall to the roof, which collectors that even individual flat roofs may be addressed when could include various waterproofing refurbishing. Blistering may also be systems, build-ups and structures that present but, once again, is not problematic may require differing approaches to though it should be monitored periodically. close investigation and refurbishment.

Pitched roof coverings can last for over Pitched roofs, that is roofs in excess of 10 100 years. However, these roofs should be degrees (usually 25 to 45) consist of a support examined for loose and broken tiles, flashings structure of timber, steel or concrete, with and other problems. Metal sheeted roofs can the waterproof elements be inspected for corrosion, loose or being tiles or, missing fixings, and trims. E

Design & Build

Sponsored by

Churchwood Primary School, St Leonards on Sea

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Sola basins with non-concussive taps

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ROOFING

Design & Build

Sponsored by

St. Boniface’s College, Plymouth

Colmonell School, South Aryshire

E REFURBISHMENT & ENERGY EFFICIENCY If the roof is to be simply refurbished by recovering then the Building Regulations will come into play, particularly with regard to energy efficiency. They state that if more than 50 per cent of the existing waterproofing is being stripped, if it’s technically and economically feasible the whole roof must be brought up to the standard of the current energy related regulations. This means that a roof will require substantially more insulation than is currently present.

For example, a school roof installed in 1995 will, possibly, have about 40mm of rigid polyurethane insulation meeting the then current regulations. In 2012 that thickness will need to increase to 140mm.

When a roof is refurbished rather, than simply repaired, it may have other potential roles, in addition to ‘keeping out the weather’. For instance it may lend itself to a vegetated or ‘green roof’. Or perhaps it could be the location for important microgeneration equipment such as solar thermal or photovoltaic panels. In this case the entire roof design including the structure will need to be taken into account.

Government and local authorities are encouraging the take up of micro generation where roof areas can provide the basis for mounting solar photovoltaic collectors. The electrical energy they can produce may be used to power a building’s interior. Any extra electricity generated can be fed into the National Grid.

Many solar systems are available for retrofitting to both flat and pitched roofs.

The key considerations, however, are that the roof structure is capable of accepting the increased load, that the roof members are substantial enough to take the additional mounting brackets and fixings and, of course, the waterproofing effectiveness of the roof covering is maintained.

No existing roofs were designed to take solar equipment and, therefore, expert advice will need to be obtained from a qualified engineer. While solar equipment is likely to be commissioned by a supplier it will be the roofing contractor’s responsibility to ensure its effectiveness and the roof’s integrity.

GREENING YOUR ROOF Green or vegetated roofs are growing in popularity – especially in the new-build arena. In some instances they can be

UNITE James Leicester Halls, London

Green roofs are highly engineered and should not be fitted and forgotten. They need careful design, maintenance and consideration for irrigation. retro-fitted to existing roofs. The benefits of a green roof include sustainable drainage, increased bio diversity, countering of solar gain and increased thermal efficiency.

In a school a green roof can provide interest and the feeling of well-being. They are installed as a complete system comprising the waterproofing, root resistant layer, moisture retention layer, drainage layer, filter layer and, finally, the growing medium.

Green roofs are heavy – even the simplest sedum based covering adds an extra 100kg per square meter and the more intensive systems will be a tonne or more, plus the extra weight of retained rainwater. The existing roof structure must be able to accommodate significantly heavier loads.

Green roofs are highly engineered and should not be fitted and forgotten. They need careful design, maintenance and consideration for irrigation. Further information can be obtained from www.livingroofs.org INSPECTING AND ASSESSING ROOFS Flat roofs are relatively easy to access for inspection, basic maintenance and to reclaim balls and other items that have been lost up there. Also, they are easy to fall off. In fact 50 per cent of fatalities in the construction industry are the result of falls from height and therefore the basic requirements of the Work at Height Regulations must be applied. This involves, even when simply inspecting a roof, that the work should be planned, supervised and carried out in a reasonably safe manner.

A trained and competent roofing contractor is totally conversant with these regulations as well as seriously regarding other potential risks, such as from asbestos-containing materials.

COMPETENT ROOFER SCHEME BRINGS SAVINGS The NFRC government-approved CompetentRoofer scheme is extremely important and can bring significant cost savings to every educational establishment that needs repairs, maintenance or re-roofing work.

The CompetentRoofer scheme ensures total satisfaction, involving special self-

certification by the roofing company that totally eliminates costly and time-consuming local authority building control procedures.

It presents all-round cost reductions, whilst maintaining performance and legality.

Roofers’ self-certification through CompetentRoofer means that their clients get an ‘all-in-one’ service that does not need building control officer approval.

The building owner receives a Building Regulations Control Completion and the roofing work is automatically registered with the relevant local authority.

CompetentRoofers receive random site inspections checks so their work is always first rate. Special training courses have been developed to increase operative awareness of the scheme and its implications. Also there is a ‘hot-line’ to anonymously report errant companies. For more information: www.competentroofer.co.uk SPECIAL HERITAGE ROOFERS Many older schools and educational establishments are listed buildings and require very special attention to detail and consideration. So the NFRC has a unique register of Heritage Roofing Contractors.

All old roofs must be covered or renewed precisely and in line with the strictest energy efficiency rules. This is because certain government parameters have been set to which roofs must comply in order to meet the common goals of zero carbon emissions. All NFRC Heritage Register roofers have the specialist knowledge, skills and workmanship to carry out this exacting work.

ABOUT THE NRFC Through its members, the National Federation of Roofing Contractors (NFRC) leads the way in possible cost-saving solutions while encouraging first class workmanship, maximum performance, plus the installation of cutting-edge materials. L For more information about the NFRC and its members see its website for more details www.nfrc.co.uk

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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MODULAR BUILDINGS

In common with most sectors, education will be looking to resolve its future construction requirements using the most efficient and cost effective options possible.

The modular building industry may have the solution.

For those seeking more efficient, on-time project delivery with improved quality, measurable carbon emissions, reduced waste and labour costs, the answer could lie in modules built off site in a controlled factory environment. Such volumetric buildings are often delivered to site in a virtually finished state, having been built to a very high degree of precision.

Key drivers for the use of modular volumetric buildings include sustainability, waste reduction and lower carbon emissions. Many still regard offsite construction as risky and look instead to traditional construction. Yet even when its procurement practices can create low productivity, often poor quality finishes, more material, contract over-runs and cost increases, many people still choose not to consider off site construction options.

Energy Performance Standards introduced in October 2010 updated the building regulations to encompass modular buildings.

The regulations also require zero carbon by 2020. Today’s modular building companies compete favourably in all these areas and can deliver a turnkey package without the need to absorb expensive procurement costs.

Modern buildings can also be finished to blend in with existing buildings, fit into difficult locations and be tailored to suit clients’ budgets. Buildings can be bought new, but also acquired as recycled units.

Some suppliers even provide a hire service.

The Modular & Portable Building Association promotes companies that specialise in all types of building applications. It has published several Codes of Practice, some of which have subsequently been incorporated into the British Standards. L FOR MORE INFORMATION www.mpba.biz

CASE STUDY

New school building heralds arrival of academy status for Wymondham High A dedicated sixth form centre is now in use at Wymondham High, a new academy in Norfolk.

The scheme was constructed using a highly sustainable recycled modular building from Foremans Relocatable Building Systems. It was completed ahead of schedule, reducing the programme to under three months.

Designed by architects NPS South East, the project marks the start of a significant new phase in the history of the school. In line with government policy to increase the number of academies across the UK, Wymondham High now has Academy status.

The additional teaching accommodation was needed as the school caters for over 1,600 pupils, with 400 in the sixth form from the start of the 2011/12 academic year and plans are in place to increase pupil numbers to 2,000.

FLEXIBLE SPACE The purpose-designed facility was craned into position in just one day during the school holidays to minimise disruption to staff and students. The single-storey building accommodates five seminar rooms for students studying social sciences, and sixth form facilities, including a break-out area, toilets and administration office. The main contractor was Farrans (Construction) Ltd. Commenting on the new building, Victoria Musgrave, principal at the academy, said: “This project has definitely exceeded our expectations and both staff and students are genuinely thrilled with it. They like the ambience it has created, the flexibility of the space, and the fact that we now have

Written by Jackie Maginnis at The Modular & Portable Buildings Association

ROOM SERVICE WITH A TWIST

Design & Build

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a dedicated facility for our sixth form”.

“The Foremans team was very helpful, personable and efficient throughout and the modular solution has given us the very best scheme for our available budget. It was also sufficiently flexible to meet our project-specific requirements and has provided us with a high quality teaching environment, which symbolises the start of a new era for the school.”

Louise Robinson, project architect at NPS South East, said, “This scheme has changed our perception of modular building. It feels robust and secure and has good sound quality – you would never know it is a E

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Make more of the space outdoors...

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

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MODULAR BUILDINGS E modular structure. We are impressed with the finish, particularly externally, and the cladding is crisp and well executed”.

She added, “Foremans’ performance was excellent. The building was installed in just one day and the modular approach gave us the benefit of a critical saving on time. The project had to be delivered in just three months before the start of the new academic year, which was a major challenge. I am pleased to report the school was actually able to move in several days earlier than planned”.

The additional teaching accommodation was needed as the school caters for over 1,600 pupils, with 400 in the sixth form from the start of the 2011/12 academic year and plans are in place to increase pupil numbers to 2,000.

ENVIRONMENT A collaborative approach was taken to the design of the new building. The most appropriate aesthetic solution for the exterior was discussed at workshops with sixth form design students. Students were keen to use timber from a sustainable source and to introduce colour into the project.

The architects worked with Foremans to develop a cladding solution using natural larch with vertical ‘windows’ cut out to reveal the modular steel structure finished in three colours – jade, heritage green

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and wedgewood blue.

Wymondham High is a mixed academy specialising in the arts and sciences. Its sixth form has been recognised as ‘outstanding’

by Ofsted and it has been listed as one of the best performing schools in East Anglia.

All Foremans’ recycled modular buildings are fully refurbished with new windows, wall linings, partitions, mechanical and electrical services, doors, flooring, and cladding, to create high quality accommodation for a wide variety of education applications.

Apart from being highly cost-effective, compared to new builds, recycled and refurbished modular buildings for schools, colleges and sixth form centres have many advantages, and can have bespoke designs that meet specific project and site requirements. They can also reduce programme times by up to 70 per cent.

Such buildings can easily be expanded, reconfigured or removed if teaching requirements change and, as off-site working is maximised, safer, quieter and cleaner sites and reduced disruption to teaching are the result. L

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Pa r t o f t h e H av e l o c k E u r o p a P L C G r o u p o f C o m p a n i e s

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Powering Profits

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RENEWABLE ENERGY Proud pupils show off their model solar powered eco home at Prince of Wales Primary in Enfield - Credit: Kathy Hill/Sunny Schools

inherit a worse world than ours). But, as this demographic is generally less accepting of climate change than others, perhaps these investors simply see the financial sense in a guaranteed 25-year income to leave to their families and their grandchildren’s schools.

The programme also offers an educational package to bring the energy into the classroom. ‘Web boxes’ record the installations’ output data and enable teachers to incorporate local, real world examples of maths and physics problems into their teaching, as well as correlating weather conditions to unit

apply to new installations) have pulled the rug from under the feet of those schools which might have wished to follow suit.

Government has work to do to restore investor confidence, and can start by building stable degression mechanisms into its subsidies.

NATIONAL CAMPAIGNS 10:10, a leading UK climate campaign group, launched a new initiative in September called Solar Schools, which helps schools raise funds to buy their own solar panels.

A £5 donation buys one solar tile, and a

Written by James Beard – Renewable Energy Association

There are two social benefits to installing renewable energy on-site at educational establishments: real world cuts in carbon emissions, and the cultivation of an environmentally-aware future generation. But renewables bring more immediate benefits too: waste-free energy, energy security and, often, cost reductions and new revenue streams.

Seaton Primary won a prestigious Ashden Award in 2007 thanks to its 2.5kW wind turbine, its 4.7kW solar PV array, and its solar thermal-heated swimming pool. The wind and PV generate electricity for use on-site and have saved an estimated two tonnes of carbon per year. Headteacher Alan Simpson regularly uses assembly to update the children on their energy production, and renewable energy problems are now incorporated into maths and science lessons.

Seaton pupils proudly boast of their awareness of environmental issues and their own environmentally friendly behaviours – from switching off lights and computers, to tending to the school’s compost wormery and grass snake conservation area. As the school states: ‘caring for the environment is not just a subject to be studied – it’s an ethos’.

ENERGY

The UK’s Sustainable Development Strategy states that ‘by 2020, the government would like all schools to be models of energy efficiency [and] renewable energy use.’ They should, it says, also take the lead in their communities by showcasing wind, solar, bio-fuel energy [and] low-energy equipment

Wey Valley operates a ‘free solar’ model, which means the Co-operative retains ownership of the panels, but the schools get all the energy the panels produce for free, while the Feed-in Tariff pays the return to investors.

performance in geography classes.

The project also serves as a real world case study in business studies lessons, teaching MULTI-SCHOOL PROJECTS pupils first-hand about infrastructure Not too far away, the Wey Valley Solar Schools investment. Rachael Hunter, the programme Energy Co-operative launched the largest coordinator, explains that Wey Valley operates community share offer in the country a ‘free solar’ model, which means the last September and attracted Co-operative retains ownership £670,000, enabling it to of the panels, but the schools install 50kW PV units at get all the energy the panels Wey Valley y rg e four Dorset schools so produce for free, while n E ls o o ch S Solar far. Perhaps surprisingly, the Feed-in Tariff pays d e ch un Co-operative la unity grandparents comprised the return to investors. m one of the main investor The early risk-takers the largest com the profiles. This could have benefited most are offer in sh r e b partly be due to the from solar, as their m te p e country last S 70,000, legacy issue of climate tariff is guaranteed 6 £ change (not wanting for 25 years while and attracted install to it g future generation to recent cuts (which only n enabli

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50kW PV units”

colourful online graphic keeps track of which donor or event has paid for which tile.

E.P. Collier Primary in Reading became the first school to reach its £10,000 target just before Christmas. Project coordinator Amy Cameron highlights the importance of social media in raising awareness of the campaign, but traditional fundraising strategies made a big contribution too, including a comedy evening, a disco, and a good old-fashioned teacher gunging.

Caermon explains why the Solar Schools model benefits both school and students: “The school starts making money straight away (no payback period) and acquires a new asset, while the children are directly engaged in the fundraising, and so their own feeling of pride and achievement expands into a positive feeling towards renewables E

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RENEWABLE ENERGY

SNAPSHOTS OF UNIVERSITY RENEWABLES The first large scale wind turbine at a UK university was built at the University of Ulster’s Coleraine campus in 2008.

The 800kW turbine makes the university £230,000 per year in energy sales and avoided electricity costs, and saves the planet 1,074 tonnes of CO2. The University of Westminster has installed not just solar Technology

Tariff value (p/kWh)

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and wind, but a 100kW biomass boiler, too The University of Wales in Newport has been involved in renewable transport for four years, producing biodiesel from waste vegetable oil to fuel its campus maintenance vehicles. This project has generated interest from visiting schools eager to learn about biofuels.

Energy efficiency measures offer great cash and carbon saving opportunities too.

Replacing old boilers and insulating roofs, while less attractive in PR terms than renewables, can also offer big savings. Salix Finance administers government loans to public sector organisations to support energy efficiency and recycling projects. E

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GREEN UNIVERSITIES The Green University League Table has been published annually since 2007 by Oxford-based NGO People and Planet.

You won’t find Oxford at the top of this league table though, as it ranked 103 out of the 142 universities in the 2011 table.

People & Planet’s Louise Hazan explains that energy is among the key factors in the Green League score, its mathematical significance having increased to make it now worth almost 10 per cent of the total: “Points are available both for the purchase of renewable power from the grid, and for the generation of low carbon energy on-site, including combined heat and power (CHP)”.

CHP captures the waste heat from fuel-based power generators for local use. If that fuel is biomass, then the environmental benefit is even greater.

Aberdeen generates the greatest share of electricity from on-site renewables with eight per cent. Thirty-eight universities buy

green electricity from the grid (of which eight buy 100 per cent green energy), while 37 generate some of their electricity on-site, and the number with CHP installed is also 37.

ENERGY

E and an interest in environmental issues”.

Pupils have been very receptive to the educational package provided by Solar Schools’ partner Sunny Schools.

The package comprises lesson plans, presentation slides, practical exercises, and miniature demonstration solar panels.

Cathy Hill, education coordinator at Sunny Schools, says that the integration of data from on-site systems into the packages is also “in the pipeline”.

A S H D OW N

The University of Surrey’s 300kW biomass boiler, expected to generate £33,000 per year under the RHI – Credit: Dale Meadows/University of Surrey

Keeping track of solar power output at the University of Surrey – Credit: Dale Meadows/ University of Surrey

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RENEWABLE ENERGY

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Change Agents: www.changeagents.org.uk DECC: www.decc.goc.uk EAUC CUSP: www.eauc.org.uk/cusp NUS Green Impact Programme: www.green-impact.org.uk People & Planet Green League: www.peopleandplanet.org/greenleague Poole Tidal Energy Partnership: www.energyshare.com/ poole-tidal-energy-partnership Renewable Energy Association: www.r-e-a.net Salix Finance: www.salixfinance.co.uk Solar Schools: www.solarschools.org Sunny Schools: www.solar-aid.org/sunnyschools Wey Valley Solar Schools Energy Co-operative: www.weyvalleysolar.co.uk

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to raise funds and support for a community tidal energy system in Poole Harbour.

The environmental Law School is examining ‘legal and environmental impacts’; the Sustainable Design Research Centre is looking into the ‘technical aspects of potential solutions’; and three student teams from the Business School are involved, too.

‘Visionality’ is working on the business case (economic and social feasibility); ‘Future Adapt’ is focusing on PR and awareness campaigns, while ‘Versatile Consulting’ is ‘project managing across the three schools’.

Change Agents, a graduate-level environmental engagement and employment network, works with NUS and the Environmental Association of Universities and Colleges (EAUC) to promote sustainability within universities.

Change Agents’ Education coordinator Hanna Plant, who helped spur the sustainability drive at St Andrews (which is currently seeking planning permission for a 12MW turbine), sums it up: “Schools, colleges and universities are under increasing financial pressure, and increasing pressure to deliver on environmental objectives. This is a business challenge, requiring innovative new thinking and the consideration of new investment opportunities.

Energy efficiency and renewable energy projects tick all the boxes in this regard”. L

ENERGY

STUDENT ENGAGEMENT The UK’s first BSc in renewable energy was launched by Exeter University in 2003, while the Centre for Alternative Technology (a 2011 Ashden Award Winner) has long been pioneering advanced education in renewable energy systems and principles.

The Poole Tidal Energy Partnership (PTEP) showcases several ways in which students can engage with renewable energy. Andy Hadley, PTEP co-ordinator, explains that three Bournemouth University departments are involved in the PTEP project, which is looking

Further information

A S H D OW N

E GOVERNMENT SUPPORT Most on-site renewable power systems are eligible for Feed-in Tariffs (FITs). For renewable heat, many of the technologies and capacities that schools and universities could implement are covered in the first phase of the Renewable Heat Incentive.

Check the Department of Energy & Climate Change (DECC) website for more details, particularly as the FITs are currently under review.

[1] DECC will reduce the upper end to 21p for systems installed after 3rd March [2] The amount paid for excess electricity exported to the grid, such as during school holidays (see chart on previous page).

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Harnessing wind power to Solar collecting solutions reduce energy bills from Sunergy gather pace Energy is the second biggest expenditure for schools, so with costs rising by around 20 per cent, pressure on budgets is increasing. Many are eager to install renewable energy to reduce energy bills and operate more sustainably but are sometimes put off by the initial cost outlay.

In response, Evance Wind and Moor Leasing has launched a new finance package to help schools install a R9000 wind turbine.

The Evance R9000 will generate over 13,000kWh in a windy site averaging six metres per second annually. This is equivalent to savings of up to

£1,700, depending on electricity consumption, and assuming a rate of 13p per kWh. Evance turbines are already supporting over 50 schools across the UK. This finance package, dependent on site location and wind speed, offers free green energy for 20 years.

After an initial investment no further outlay is required as the finance company will register for the Feed-in Tariff (FiT) income and once this has covered the full investment the FiT income will be shared.

FOR MORE INFORMATION Tel: 01509 215669 www.evancewind.com

Winner of the South East Renewable Heating award 2005, Sunergy is a significant step forward in renewable heat technology.

Combining the best of solar thermal and heat pump technologies, Sunergy’s building integrated hybrid system provides an intelligentlycontrolled heat source to householders, commercial developers and the building trade.

By collecting solar and ambient energy, Sunergy’s system works even on the coldest, cloudiest days as well as at night. BRE testing confirmed that the Sunergy collector is an effective solar collector up to 70°C from due south-facing. However, even a three-bed semi-detached house facing east/west still only had an annual heating bill of £240 using Sunergy! No ugly bolt-ons and no need to face due south - just space heating and 44°C hot water on tap.

With approval under SAP Appendix Q in the pipeline and certified as an MCS product, Sunergy is finally getting the government recognition it deserves.

Sunergy has spent years constantly refining and improving its technology, successfully integrating it into new and existing residential developments.

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ECOBUILD 2012

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BUILDING A SUSTAINABLE FUTURE

Ecobuild, the UK’s biggest event for sustainable design, construction and the built environment is back at London’s ExCeL on Tuesday 20 – Thursday 22 March Ecobuild is bigger than ever. Over 1,500 suppliers will create a huge showcase of sustainable construction products. From big names such as Saint-Gobain, BASF Construction Chemicals, Kingspan, Vaillant, and Worcester Bosch, to up and comers in Ecobuild’s Green shoots entrepreneurs’ zone, visitors to the event be able to see the latest in everything from building materials to micro-renewables, from rainwater harvesting systems to interiors.

Ecobuild puts all these innovative products in context through its vast information programme. There’s the three-day, threestream conference, sponsored by the UK Green Building Council, that tackles macro themes such as ‘Beyond construction: achieving a sustainable future’, ‘Making sustainable construction happen’ and ‘Design, architecture & sustainability’ with renowned commentators including Sir John Beddington, Monty Don, Janet Street Porter, Greg Dyke, Tony Juniper and Angela Brady, covering topics as diverse as Growing out of trouble – how social enterprise can help restore society, People and the planet and Collaborative consumption.

SEMINARS Ecobuild’s seminar programme delivers practical advice from experienced practitioners through over 130 sessions including ‘Energy & innovation in buildings’, ‘Better through BIM’, ‘Buildings in use’,

‘Future energy’ and ‘Sustainable by design’.

Visitors looking to get their hands dirty can do so at a dozen or more live attractions literally in the case of Ecobuild’s ‘Natural, traditional…sustainable’ which demonstrates cob wall building alongside straw bale construction and carpentry techniques.

Elsewhere on the exhibition floor ‘Renewable Heat Focus’ gives daily talks and one-to-one advice on how best to benefit from the Renewable Heat Incentive

efficient, solid wall insulation, internal wall insulation, insulating lofts and floors, party wall insulation and cavity wall upgrades.

Ecobuild’s ‘Solar hub’, sponsored by Solarcentury, demonstrates how the installation of solar PV still offers attractive rates of return via the UK Feed-in Tariff, despite adjustments to the Government’s incentive scheme through a series of talks and presentations, plus one-to-one advice.

ROI Visitors will get practical guidance on how to specify the most appropriate system for the best results, maximise the return on investment, reduce carbon emissions

Ecobuild’s seminar programme delivers practical advice from experienced practitioners through over 130 sessions including Energy & innovation in buildings, Better through BIM, Buildings in use, Future energy and Sustainable by design.

(RHI) plus a showcase and working models of the latest technology including solar thermal, biomass and heat pumps.

ENERGY EFFICIENCY Renew, sponsored by Knauf Insulation, provides practical advice on achieving one of the most important aspects of an energy efficient building – a highly insulated, air-tight building envelope.

Daily live demonstrations cover making hard to treat buildings more energy

and mitigate rising energy costs as well as being able to see a range of solar innovative systems from on-roof, to semiintegrated to fully roof-integrated products, and feature the latest technologies from leading modules manufacturers.

The event is free to attend. Visitors can create their own itinerary using Ecobuild’s online planner at the web address below. L FURTHER INFORMATION www.ecobuild.co.uk

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Landscaping & Groundscare

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EXCITING FUTURE FOR LANDSCAPING

The future of landscaping and grounds care has arrived, and it’s all maintenance free, using a wide range of innovative recycled plastic products offered by a family business – Kedel Limited “Right from the start we decided our business should be founded on ethical and ecologically sound principles,” says Dermot Walch, managing director of Kedel. “As far as practically possible, we wanted to make being green a feature of all our company decisions, and not just because it’s become fashionable.”

All Kedel’s recycled materials are sourced from within a 50 mile radius of its base in Lancashire, to avoid adding a massive carbon footprint from transporting it from the other side of the world. It might be cheaper, but it won’t be green.

Rather than offer carbon copies of plastic benches already available, Kedel combines different recycled plastic materials in interesting, innovative and aesthetically-pleasing ways that are colourful, fun and educational, too.

“Recently a customer complained that we had sent a wooden product instead of recycled plastic,” explains Lewis Walch, Kedel customer service manager. “It’s a common mistake – Kedel’s plastic wood is very convincing.”

OVERFLOW CAR PARKING – GROUND REINFORCEMENT GRIDS Kedel’s recycled plastic drainage and ground reinforcement grids are another boon for landscaping and grounds care professionals.

These grids can easily carry up to 16 tonnes of axle weight. They clip together securely and cost as little as £9.00, exluding VAT per square meter. Once laid, they can be filled with a variety of materials, including soil and seed to give a pleasing lawn, which can safely carry heavy traffic for parking or access roads.

No planning permission is needed, as surface water can drain through freely, in line with current SUDS legislation regarding run off.

employee involvement but, being a close knit family, we already have that,” says Lewis Walch. “And it breeds a sense of personal responsibility that makes it natural to go the extra mile for a client.”

One recent project was Ainsley Gardens at Wilmot Street, London, where project organisers wanted to build large raised herb beds from recycled mixed plastic lumber.

“Kedel scrutinised our plans and offered all sorts of useful assistance,” says organiser Henry Dillon. “We’d definitely recommend them. We were really impressed with this tough, durable, maintenance free alternative to timber. And it really is wonderful material to work with.”

The Wilmot Street Blog lists 17 reasons for using recycled plastic instead of wood: http://wilmotstreet.wordpress.com/ PRACTICAL AND ECOLOGICAL BENEFITS Recycled plastic will not rot, will need no paint or toxic preservative, is vandal and graffiti resistant, less flammable than wood, and lasts at least five times longer. It is more versatile than wood, lending its special properties to all kinds of new applications, as seen on the curved recycled plastic profile on this marina development in Leigh, Lancashire (see picture).

About 30% of landfill is composed of plastic waste. No one knows how long it takes to break down. Scientists estimate hundreds of years. The lack of plastic decomposition is a headache for landfill, but a terrific asset when you turn the same material into

SPECIALIST BESPOKE DESIGN SERVICES This year, Kedel has successfully developed over 30 specialist education products that combine recycled plastic in new and innovative ways. Its product design team offers a comprehensive bespoke design service, including product design and development, prototype production, testing and manufacture.

“Many big businesses encourage a strong sense of loyalty and Street Ainsley Gardens at Wilmot

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

lumber or a park bench, where it saves both time and money.

It’s a false economy to use tanalised timber instead of recycled plastic. A study clearly illustrating this was conducted on a recycled plastic walkway by WRAP (Waste & Resources Action Programme).

Over a 25 year period, 100 meters of walkway cost £1,300 in timber, but £370 in recycled plastic. The timber costs included maintenance after the first two years and replacement after seven, which would not be required with recycled plastic. This is typical, where these two materials are permanently outdoors and at the mercy of the elements.

The name ‘Kedel’ is derived from the names of its founders, Kieran, Dermot and Lewis Walch. Within weeks of the company launch two younger family members also came on board, attracted by the company’s ecological principles, and bringing with them a perfect addition of complementary skills in industrial design and on-line marketing.

This really is a no-brainer. Architects, planners, landscapers and construction companies, that take full advantage of the maintenance-free qualities of recycled plastic materials, will steal a march on those who don’t.

Online, Kedel can be found on twitter. com/kedelltd; on facebook.com/pages/ Kedel-Ltd/292973641518 and on youtube at youtube.com/user/kedelvideos/videos FOR MORE INFORMATION Visit us at stand C102 at the Education Show.

Tel: 01282 861325 info@kedel.co.uk www.kedel.co.uk www.kedeleducation.co.uk

Leigh Marina

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BALI AWARDS

Landscape Group success at 35th BALI Awards development in Salford, Manchester – location of MediaCity UK and new home of the BBC. The Awards adjudication panel, chaired by Greg Allen, unanimously agreed that The Landscape Group’s work warranted this most prestigious award. Their citation reads: “The workmanship on this breathtaking waterfront scheme is simply outstanding.

The logistics involved were very complex with the contractor’s 76 employees having to work in cooperation with some 50 other contractors on the site throughout the project. The level of technical excellence achieved on this high profile landmark scheme is clear for all to see and provides a wonderful exemplar of BALI, and British, landscape contracting.

It is a most worthy recipient of the BALI Grand Award.”

Over 650 BALI members, sponsors and guests, including celebrity landscaper Tommy

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Coventry based landscape contractors The Landscape Group scooped the Grand Award at the prestigious BALI National Landscape Awards event at the Grosvenor House, Park Lane, London, on Friday 2nd December.

Held annually to recognise excellence in landscape design, construction and maintenance by members of the British Association of Landscape Industries (BALI), the BALI National Landscape Awards were first introduced by the country’s leading landscape trade association in 1976 and this year celebrate their 35th anniversary.

The Grand Award is presented to the BALI member company whose winning scheme is considered, above all other award winners, to exemplify landscaping excellence and truly outstanding professionalism.

The Landscape Group triumphed over fellow BALI award winners with their landscaping of the Broadway

Landscaping & Groundcare

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Walsh, attended the event and watched the award being presented by Gyles Brandreth who hosted the ceremony. A charity collection taken during the event and sponsored by BALI Affiliate members Van den Berk Nurseries, raised thousands of pounds for the landscape and horticulture industry’s charity ‘Greenfingers’, which builds beautiful gardens for children’s hospices across the UK. Established in 1972 and

celebrating its 40th anniversary in 2012, BALI is the UK’s leading representative trade association for companies and individuals undertaking interior and exterior landscape design, construction and maintenance.

Its membership includes a wide range of associated suppliers of products and services to the landscape industry FOR MORE INFORMATION www.bali.org.uk

Cost effective mowers are a cut above the rest Renowned innovator Trimax Mowing Systems combines the latest technology with high quality materials and over 30 years experience. The result is a wide range of easily-maintained tractor mounted mowers that have lower operating costs, are safety conscious and aesthetically pleasing.

Having set the standard for grass cutting in schools, sports grounds and universities, the latest addition to the Trimax range is the Striker designed for tractors in the 20-60hp range.

A multi-spindled rotary mower with full-width front-and-rear rollers for striping, Striker exceeds the most stringent European safety standards for park mowers and has Trimax LazerBladez fitted as standard for less clumping, improved grass distribution and a cleaner finish. As with all mowers in the Trimax range, Striker has low maintenance

costs and requirements.

Marketing Manager Michael Sievwright has suggested that educational facilities are looking more carefully at the ongoing cost of their machinery, not just the initial price: “When considering life cost, repairs, maintenance and downtime, the value of a Trimax mower is easy to see”.

The unique combination of a Striker and small tractor is a versatile and cost-effective package that will turn grass spaces into attractive turf for many years to come.

FOR MORE INFORMATION Tel: 01933 652 235 www.trimaxmowers.com

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FOOD FOR LIFE PARTNERSHIP

FRESH FOOD YOU CAN TRUST All schools involved in the Food for Life Partnership are working towards bronze, silver or gold award menus as defined by the Food for Life Catering Mark. This mark was developed by the Soil Association to offer an independent guarantee that what’s on the menu is freshly prepared, free from undesirable additives and better for animal welfare. The groundbreaking scheme now accredits over 500,000 meals being served in the UK each day. That’s over 85 million each year and this number is increasing as more and more caterers sign up.

The scheme is open to all food providers but currently the majority of those signed All children up are involved with d school meal provision. o o F e th in d e involv The bronze, silver rship and gold Catering for Life Partne Mark tiers encourage are given the the use of more ‘close the gap’ in health fresh, seasonal, local and academic attainment opportunity to st and organic food. At between disadvantaged visit their neare bronze, the Catering children and their peers. farm Mark’s fixed standards It also revealed that guarantee that all meals schools show a significant are free from trans-fats, increase in free school meal undesirable additives including uptake which is crucial in encouraging MSG and GM ingredients. All eggs are from healthy eating habits, and that twice cage-free hens and meat is produced to farm as many primary schools receive an assurance standards. Organisations serving Outstanding Ofsted rating after working food to early years or school settings must with the Food for Life Partnership. also demonstrate how they meet relevant In fact, says the evaluation, over £3 in social, economic and environmental government guidelines for nutrition. value was created for every £1 The silver and gold Catering Marks operate spent on Food for Life menus. on a points-based system which rewards Food is used as a way to improve the every percentage of an organisation’s total whole school experience, such as making ingredient spend on ethical, environmentallylunchtimes a positive feature of the day, friendly, local and healthy food. To achieve enriching classroom learning with farm silver, an organisation must spend a visits, and practical cooking and growing minimum of 5 per cent of total ingredient activities. Sheila Dillon, presenter of The spend on organic products, with 15 per Food Programme, describes the Food for cent required for gold. This means that Life Partnership as ‘the most important food organisations using organic, higher welfare, project in Europe’. Talking about the impact locally produced or healthier ingredients can of the project earlier this year she said: gain recognition for their achievements.

“For years, for decades, we’ve been looking for this golden way of changing attitudes FARM VISITS to food. The Food for Life Partnership With 90 per cent of the UK’s population has changed things, it’s remarkable”. living in cities, we have become increasingly Hugh Fearnley-Whittingstall who handed disconnected from the farms where our out the award, also gave high praise to the food is produced. All children involved in the programme, saying, “The positive effect Food for Life Partnership are given the E

TRANSFORMING FOOD CULTURE IN SCHOOLS Clio Turton, communications manager at The Soil Association, celebrates the award winning Food for Life Partnership and describes the Soil Association’s work toward improving food culture in educational settings I was delighted when the Soil Associationled Food for Life Partnership was recently awarded the prestigious BBC Radio 4 Derek Cooper Award. The award recognises ‘unsung heroes, whose work has increased our access to, and knowledge and appreciation of, good food’. For five years the Soil Association and its three partners in the project – Health Education Trust, Garden Organic and Focus on Food Campaign – have been working with schools and communities across England to transform their food cultures. The award is well deserved and a fitting recognition for the impact the project is having.

An evaluation of the project found that participation was beneficial to children’s health. It also helps to tackle inequalities, improve education and impacts positively on local enterprise and sustainability. The evaluation confirmed that children are eating more fruit and veg as a result of their participation and that the programme helps

Written by Clio Turton at The Soil Association

of the work is absolutely unambiguous.

It’s proven academically, but more to the point it’s proven in the bright eyes and busy attitude of the kids and the fantastic commitment of their head teachers. And if you think a little bit into the future it means we’ll soon be sending kids into the world as young adults who will themselves be educating their families. If we get this right we can change the whole culture of food at a grass roots level. It couldn’t be more important and we have to see this succeed”.

Catering

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Catering

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PUSHING PROCUREMENT BOUNDARIES IPA is a market leading procurement specialist and catering consultancy that continually pushes the boundaries to provide effective purchasing strategies; reducing overall costs to consistently maximise profits on behalf of their members across the catering, hospitality and leisure, education, healthcare and hygiene industry sectors IPA was founded in 1993 by Vanessa Turner, a respected buying and purchasing professional within the procurement arena. Her strong negotiating skills have often enabled the IPA team to offer the best deals to members. IPA’s mission is to bring together businesses and institutions to provide a free purchasing and product sourcing service. By implementing ‘tried and tested’ strategies, IPA has made it possible for smaller companies to have access to at least the equivalent, if not better, discounts that the larger businesses enjoy.

COMPETITIVE PRICING Allie Philpin, Marketing Executive at IPA, explains that: “By grouping together the independent businesses and negotiating competitive prices collectively on their behalf, it is possible for IPA to deliver the preferential rates that are usually only available to the larger companies and corporate organisations.

With free membership, any UK business that wants to reduce their costs in key spend areas can join IPA, from schools and colleges, to hospitality establishments and independent catering professionals.”

IPA provides three key services to their members - a consultancy service, a managed service and an audit service which, together, improves overall purchasing power. IPA conducts a detailed Audit of a business’ costs, benchmarking pricing against a realistic set of criteria, and providing a detailed analysis including price comparisons that measure existing food/ equipment costs items against the ‘real’ price paid from IPA’s supplier database.

By establishing themselves as purchasing partners with many group and independent

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

businesses, net costs are improved and administration is reduced. This enables members to actively source the best catering commodities and resources via IPA. Key advantages of purchasing partners include clear and transparent pricing on invoices, monthly invoice commodity price monitoring, supplier risk assessment and approval, regular reviews of supplier performance, fixed pricing across key product areas and a dedicated account management team.

PRACTICAL SOLUTIONS IPA’s consultancy service is becoming an increasingly important element in providing professional, creative advice to members and clients. Specialist consultants develop practical solutions that can be effectively implemented when required. A key area is the conducting of strategic and operational reviews or procurement policies, practices and procedures. IPA’s reporting structure provides detailed feedback with practical, cost-effective recommendations covering all aspects including supply chain management, price competitiveness and the maintaining of quality of goods that have been received.

A new service that has been introduced is Central Billing - invoices are sent to IPA who collate and process the data via their in-house system, then generates a monthly statement that details all the transactions with suppliers.

The member makes just one payment. With more control, better management and ongoing support from IPA, Central Billing is proving to reduce paperwork and bank charges, as well as earning members 1% cashback on purchases.

IPA offers a wide range of products and services – from food and non-food goods, to big brands and fresh, local produce – a portfolio of over 300 leading national and local suppliers, such as 3663, Brakes, Nestle, Coca Cola, Unilever and Britvic. From implementing purchasing strategies for catering within educational and healthcare bodies to supporting and working with well-known organisations who run their own food service operations, IPA is proud to work with small businesses to help improve their financial performance, quality of goods and services, and sourcing solutions.

FURTHER INFORMATION Tel: 01372 466966 enquiries@ipapurchasing.co.uk www.ipapurchasing.co.uk

Case study Edenham High School in Croydon, South London which caters for 1200 pupils aged 11-16 years of age and a Sixth Form, wanted to transfer its catering in-house and approached IPA for help and advice. An Audit was implemented to analyse the schools’ current purchasing and deliver recommendations for product sourcing and financial savings. A price review was conducted on all grocery and frozen food purchases which demonstrated that substantial savings of over 18% could be achieved. Edenham also changed to IPA’s recommended local fresh fruit and vegetable wholesaler and meat supplier, which delivered not only a significant improvement in quality and reliability, but also a further impressive 20% in cost savings.

Edenham registered for IPA’s Central Billing service which has alleviated a lot of the administration time for the accounts department by reducing the paying of all invoices from all suppliers to just one statement per month via IPA. Janet Tonks, Catering Manager, commented: “Edenham High wanted to move away from a contract caterer to enable us to offer better quality and variety of food for the same price. With the help and support from IPA, this was made possible. It also became clear how many invoices needed to be processed and payments needed to be paid, so we took up IPA’s offer of Central Billing which has reduced this, and we have just one billing to pay at the end of the month to IPA.” “IPA not only helps with food costs, but everything to do with running a busy business. You just have to ring and if they don’t have the answer, they will find out. IPA made the transition easy with their friendly, approachable advice and fantastic savings.”

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FOOD FOR LIFE PARTNERSHIP

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E opportunity to visit their nearest farm.

These visits help to teach them that food does not just come from a supermarket shelf – an important lesson given that a worrying amount of the food we eat is highly processed and rarely resembles the original ingredients.

Visiting a farm, even just once, can be a lifechanging experience for a young person. The Food for Life Partnership, via a dedicated Farm Links team, encourages schools and farms to set up a programme where small groups of pupils can visit the farm throughout the year. Pupils get the chance to talk with the farmer, get a closer look round the farm and begin to understand the yearly cycle of work.

School picnics, a harvest festival, or a farmers’ markets are just some of the activities which help to bring larger numbers of pupils and community members to the farm to celebrate.

FARM ACADEMY Over the coming year and a half, the Soil Association will be working with 10 schools across London (both primary and secondary) in the Farm Academy Programme, an exciting new innovation which helps teach inner city children about where their food comes from through farm visits and the establishment of school farmers markets that are organised entirely by the pupils.

Supported by funding from the City Bridge Trust and the Food for Life Partnership, the programme will support the Partnership in transforming school food culture. The aim is that Farm Academy is fully linked into the curriculum and that the children have a voice in what happens. Schools taking part also sign up to the Food for Life Partnership programme, providing a structured scheme of activity and awards scheme to monitor

As well as providing opportunities for pupils to learn about food and farming, the Farm Academy Programme helps support small, local producers through the school markets and provides the opportunity for members of the school and wider community to buy local, fresh and seasonal produce and meet the farmers behind the food.

Pupils are involved in running the markets from start to finish. They take responsibility for what happens and the decisions are theirs – enabling schools to communicate the importance of sustainably-produced local food and providing a context for looking at food chain issues and understanding

The scheme is really important to help London pupils realise where their food comes from. The Food for Life Partnership and our school garden have already helped pupils at our school learn more about food and food production. progress. Teamwork is a key part of the visit, with groups working together to harvest produce and prepare their dinner. Teachers have commented on how children who are sometimes disruptive or don’t perform in class have excelled in this new environment.

Last summer, Jubilee Primary and Sebright Primary in Hackney, and Poplar Primary in Merton spent four days on an organic farm, taking part in a variety of activities – from cheesemaking and hen-keeping to growing and harvesting vegetables. Back in the classroom, pupils then applied what they learned to establish a regular farmers’ market – selling their own school-grown produce as well as that from local producers.

where food comes from. The money raised all goes towards further farm visits or food education in the school.

It seems that everyone involved benefits.

Pupils learn ‘on-the-job’ about farming, animal welfare, food growing and cooking; it helps provide a new market for local producers and micro- food enterprises; and it also gives the local community the opportunity to buy affordable and fresh local produce, and meet the farmers who are producing the food.

Roz Wilson, a teacher at Millfield Primary in London which is taking part in the programme, has witness first-hand the benefits of the scheme: “The scheme is

really important to help London pupils realise where their food comes from. The Food for Life Partnership and our school garden have already helped pupils at our school learn more about food and food production. The Farm Academy Programme will allow us to build on this success.

Through the farm visits and the running of school farmers markets, the pupils become champions for helping promote healthy eating in the wider community”.

SECURING THE FUTURE In March 2012, The Soil Association-led Food for Life Partnership will come to the end of its development phase. An initial investment by the BIG Lottery Fund of £16.9million has helped develop and test delivery methods.

Backed up by solid evidence that the Partnership impacts positively on children’s life chances, the partnership is now offering unique, tailored solutions for local areas and delivers real, evidence-based, impact in schools and communities across the country.

Commenting on the future of the Partnership, Sheila Dillon said, “It seems to me that if we lost what the Food for Life Partnership has achieved it would not only be a disaster for the schools and the children, it would be a disaster for the entire British society”.

The Partnership is committed to continuing this work and is keen to work with and hear from new partners, in particular to extend the programme in areas of significant disadvantage. If you would like to explore what value the Food for Life Partnership can bring to the table in your area then please get in touch. L FOR MORE INFORMATION www.foodforlife.org.uk fflp@foodforlife.org.uk

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NASEN LIVE 2012

A LIVELY SEN PROGRAMME Happening on the 23rd & 24th of May at the Reebok Stadium, nasen Live has put together an impressive lineup of seminar speakers Since it was launched in 2010, nasen Live has grown. The annual event is totally dedicated to special and additional educational needs and is hosted by nasen, the leading UK professional SEN association. nasen Live has been enables practitioners to find out the latest teaching techniques, research and best practice methods to meet and exceed all special and additional educational needs.

Having launched nasen Live during an uncertain economic time, the aim has always been to grow the event gradually.

Seminar highlights are as follows.

WEDNESDAY 23 MAY 10.30 - 11.30: Executive

Functioning - Essential Skills for Education and Employment Professor Amanda Kirby Medical Director, Dyscovery Centre University of Wales, Newport Executive function is a set of mental processes that helps connect past experience with present action. We use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. This seminar provides a background to executive functioning, its different components and how it impacts on learning and later employability. It provides the latest understanding and research along with practical management for school and classroom teachers.

12.00 - 13.00: New

OfSTED Framework Lorraine Petersen OBE, Chief Executive Officer, nasen In January 2012 Ofsted implemented its new Inspection Framework which was very clear in its focus on how schools are meeting the needs of vulnerable groups in school. This session will give an overview of the new framework and offer schools support and advice on how to ensure that they are able to provide the evidence needed to support progress for all pupils especially those with special educational needs and disabilities.

12.00 - 13.00: Achievement for

All: Impact of national roll out Professor Sonia Blandford, Chief Executive Officer, Achievement for All & Susan Briggs, Achievement For All Lead

In this seminar Professor Sonia Blandford and Susan Briggs aim to provide an overview of the Achievement for All programme, consider the impact of Achievement for All in raising the aspirations and attainment of the 20% most vulnerable and special educational needs and disabled learners at school level on leadership practice, teaching and learning, parental engagement and wider outcomes. They will also consider the impact of Achievement for All at local Authority level including the impact of school clustering and the educational landscape of England as a whole.

14.00 - 15.00: Developmental

Coordination Disorder (DCD) / Dyspraxia Consensus 2011 – A UK perspective: Guidance and implications for practice. Professor Amanda Kirby Director, Dyscovery Centre, University of Wales, Newport This session will outline the details of the UK DCD consensus statement and the implications for parents and professionals working with children and adults with DCD/Dyspraxia in the UK. Professor Amanda Kirby along with colleagues from the UK Movement Matters group have, after extensive consultation with key bodies developed the consensus on identification and management.

15.30 - 16.30: Phonics Teaching

and Screening for Children with SEN - Implications and Adaptations Anita Kerwin-Nye, Chief Executive Officer, The Communication Trust In response to the introduction of phonics screening this session will consider ways to adapt phonics teaching and screen for children with particular challenges including those who stammer, children with specific language impairment, children with phonological difficulties and children with hearing impairment.

Anita will also identify sources of help for children struggling with phonics.

15.30-16.30 : Story Links: Working

with Parents of Vulnerable Pupils Trisha Waters, Training Consultant, Young Minds in Schools The Story Links model uses the co-creation of stories to engage parents of pupils with emotional and behavioural difficulties (611yr) in supporting their child’s emotional

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wellbeing and reading skills. For many of these pupils, emotional anxiety in school can be related to attachment difficulties with their parents or carers and these anxieties will often impact on their engagement with educational tasks. The presentation will draw on research and case studies to illustrate how the Story Links intervention can support both the behaviour and learning of some of the most vulnerable pupils in our schools.

THURSDAY 24 MAY 10.30 - 11.30: Backwards or

forwards: Is Government SEND policy helping schools and SENCOs give pupils with SEN a better deal?

Christopher Robertson Lecturer in Inclusive Education The Government in its SEN and disability Green Paper ‘Support and Aspiration’ (DfE, March 2011) referred explicitly to SENCOs and emphasised the important role they have to play in providing day-to-day leadership that makes sure children and young people with disabilities and SEN (SEND) receive the support they require and can achieve good educational outcomes. This seminar will seek to appraise more formal post-green paper proposals – including those requiring legislative changes - that aim to improve SEND provision in mainstream schools, from the perspective of SENCOs. It will examine whether or not these proposals are ‘fit for purpose’ and if the policy landscape will help or hinder SENCOs seeking to develop and sustain inclusive educational provision for learners with a range of additional needs.

12.00 - 13.00: Creating Effective

Schools for Children and Young People on the Autism Spectrum Glenys Jones, Lecturer, University of Birmingham What do we know about creating effective schools for pupils with autism? This seminar will consider the physical and sensory environment, reasonable adjustments, staff style and the strategies used to support pupils. How can we ascertain how effective a school is and work to improve the experience for all pupils, staff, parents and carers?

FURTHER INFORMATION A complete list of seminar sessions and further information about how to attend nasen Live, please visit www.nasenlive.org.uk www.nasen.org

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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BETT 2012

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THOUGHT LEADERSHIP IN ACTION AT BETT 2012 The most successful ever BETT (and the last one at Olympia) closed its doors having played host to over 30,000 and featuring many of the latest technological developments in education. It also provided a great opportunity for educators from around the world to unite and provide the inspiration and guidance needed to address future challenges The fact that the show floor was still busy with only 15 minutes remaining on the last day at BETT was a great testament to the vibrancy of this sector. The event had been opened four days previously by Education Secretary, the Rt. Hon. Michael Gove MP, who spoke about the curriculum shakeup for ICT, and highlighted how it is more important than ever to gain practical guidance on the latest education technology and resources available.

There was a lot of interest in Gove’s keynote speech at Olympia. His plans to replace the existing ICT curriculum with new courses in computer science is designed to allow schools to create their own ICT and computer science curricula that equip

pupils with the skills employers want.

Reaction to Gove’s public consultation on the proposed changes to the National Curriculum for ICT has been mixed, but generally positive.

NUS general secretary Christine Blower said that the consultation should be considered “in the context of the current review of the National Curriculum and any changes made to the ICT curriculum in schools should happen at the same time. Piecemeal changes only disrupt the preparation that teachers have to make when initiatives are introduced”.

Gove said that ICT will remain a compulsory part of the National Curriculum, pending the National Curriculum review: “As Google’s chairman Eric Schmidt recently lamented, we

in England have allowed our education system to ignore our great heritage and we are paying the price for it. Our school system has not prepared children for this new world. Millions have left school over the past decade without even the basics they need for a decent job.

“By withdrawing the Programme of Study, we’re giving teachers freedom over what and how to teach. Universities, businesses and others will have the opportunity to devise new courses and exams.

“Imagine the dramatic change which could be possible in just a few years, once we remove the roadblock of the existing ICT curriculum. Instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations using an MIT tool called Scratch. By 16, they could be writing their own Apps for smartphones.”

Bill Mitchell, director at the British Computer Society (BCS) Academy of Computing, welcomed the proposal, saying that it is, E

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BETT 2012 E “Essential we teach our children how to create digital technology and software for themselves. Good schools will now be free to teach the underpinning principles and concepts of computer science through imaginative and rigorous curricula such as the Computing At School curriculum, which is endorsed by both Microsoft and Google”.

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ON THE FLOOR Prominent amongst the show’s many attractions was the ‘New Worlds of Learning’ led by professor Stephen Heppell and sponsored by Panasonic. For the past few years the professor, of Heppell.net, has brought many new learning concepts into the central feature area at BETT. His work in schools across the world ensured

There was a lot of interest in Gove’s keynote speech at Olympia. His plans to replace the existing ICT curriculum with new courses in computer science is designed to allow schools to create their own ICT and computer science curricula that equip pupils with the skills employers want.

Naace also welcomed Gove’s move: “The only constant in ICT is change, and teachers will see this as their opportunity to bring innovation and creativity to their classrooms. To support this, Naace is working with partner associations, teachers, pupils, school leaders and commercial organisations to develop new curricula and supporting materials that will be world class”.

that this dynamic and energetic area of the show gave educators a fresh view of what is possible in education globally.

‘New Worlds of Learning’ was located in a prime position in the middle of the Grand Hall.

It centred on the ‘wise and wired’ children of Hounslow’s Lampton School. Live on the stand, its children questioned and collaborated with

other video-linked schools across the world to identify effective ingredients of learning. They then put these new ideas directly into practice at BETT in some bespoke projects. These included humanities in which the students used an app to research local communities, and gather a rich mix of data through handheld devices while exploring historical, demographic and cultural changes. Another project focused on applied science – using crystal growing kits the students shared their insights and conclusions with students in other countries, via a shared blog space.

The central feature also included full reporting on the key activities as they happened. This was provided by radio presenter Russell Prue, who broadcast live from the show floor in a purpose built studio, and interviewed students, exhibitors and visitors each day.

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CONFERENCE Those looking for continuing professional development (CPD) came away inspired by attending one of the array of sessions offered by the Education leaders @ BETT conference. The free-to-attend event took place during the first two days of BETT in the purpose-built conference centre at Olympia.

Industry speakers brought interesting and E

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BETT 2012

BETT AWARDS

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The annual BETT Awards took place on the Wednesday of the show at the Hilton, Park Lane, London.

Organised and managed by Emap and BESA (The British Educational Suppliers Association), the awards aim to recognise, reward and celebrate ICT excellence within the education sector by honouring outstanding resources and learning solutions developed by educational suppliers. Entries to the BETT Awards are judged by over 50 education professionals to ensure a fair and meticulous process.

E lively debate to the show in two days of compelling presentations, robust discussion and insightful master class sessions. These were all based around key strategic concerns for education leaders, including the curriculum, assessment, finance and autonomy.

The first day of the conference saw Martin Doel, CEO at National Association of Colleges, draw on transferrable lessons from the experiences of FE colleges to host a master class session that provided detailed insights into the challenges facing school leaders. Discussion centred on ways in which the employability of students can be enhanced by working with partners in industry and commerce. This led into a round table session that included a presentation from Frank Norris, divisional manager for education at Ofsted, who shared his advice and experience on adapting to the changing school inspection regime. Members of the round table included Russell Hobby, general secretary, NAHT; Mary Bousted, general secretary, ATL; Martin Doel, chief executive, National Association of Colleges and Dale Bassett, research director at Reform.

The second day of Education Leaders @ BETT conference offered equally dynamic and inspiring discussions, including an afternoon session focused on increasing school autonomy. The session considered what is needed to secure curriculum coherence, rather than creating curriculum chaos. It was led by Tim Oates, chair of the expert panel, National Curriculum Review, and group director of Assessment Research and Development, Cambridge Assessment.

For all educators, including teachers and special educational needs practitioners, the Learn Live seminar programmes at BETT offered interactive, informal workshops and seminars closely aligned to the challenges teachers are facing in today’s classrooms.

Planned and delivered by many of the sector’s most esteemed thought-leaders, Learn Live provided educators with high-impact, one hour sessions of insightful and inspiring E

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OUTSTANDING ACHIEVEMENT Merlin John

In front of over 600 guests, comedian Patrick Monahan presented awards to the winners, selected from an abundance of high quality entries by a judging panel made up of respected educational professionals, who shortlisted the entries and then chose the eventual winners.

Debbie French, exhibition director at Emap comments: “We are very pleased to congratulate all winners in each of the categories of the 2012 BETT Awards. With so many outstanding entries this year, winning a BETT Award is truly a mark of excellence in ICT. Educators can be assured that each of the winners has produced engaging resources that respond to the needs of the education system to improve learning outcomes.”

Ray Barker, director of BESA, says: “As BETT has become the international showcase for what the UK can offer the world in educational ICT, it is important to recognise the value of the BETT Awards as a robust, criterialed, quality mechanism for promoting the best technological solutions that really work in classrooms. The BETT Awards are now the standard by which the UK and international education industry can recognise and reward valuable and innovative resources”.

FOR MORE INFORMATION If you would like to be recognised for your outstanding contribution to education sector resources and learning solutions by entering the 2013 BETT Awards, please register your interest by emailing jemma.hughes@emap.com

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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BETT 2012 E ideas that could be taken away to bring a fresh, more informed view to teaching.

Available throughout the show, a broad range of subjects were covered in four tracks: ICT Learning and Teaching, ICT Buying and Integrating, Leaders and SEN – all ensuring there was something for everyone. One particularly well-attended session was ‘The importance of the new technologies in the strategic leadership of

Humphreys, assistant general secretary, NAHT. BETT’s event director Debbie French, commented: “Teachers belong to one of the few professions that does not provide mandatory training and development after initial qualification. At BETT we recognise that teachers are no different from other professionals in their need for regular training and inspiration. The BETT team works closely with the sector’s key stakeholders each year

Around 650 exhibitors at BETT 2012 showcased technologies at the forefront of their w * Year field, with many using the show as a platform to unveil the latest offerings to educators. onal

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schools and colleges’, which considered the experiences of successful headteachers, governors and technology industry specialists in learning and teaching. Members of the panel shared their thoughts on the future of strategic leadership of digital technology in education. Panel members included Mike Briscoe, director, IET Associates; Bob Harrison, consultant, National College for Leadership of Schools and Children’s Services, Brian Lightman, general secretary, ASCL, and Sion

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the latest offerings to educators.

‘App’ was a buzzword at this years’ show and Autology was showcasing its new learning app for smartphones and tablets, aiming to engage parents outside the classroom. The ‘Autology App’ is the newest user interface for Autology’s pattern matching and search software and learning content database. Eric Hobson, CEO at Autology World, said: “We need to be flexible and responsive to the needs of our users and to stay one step ahead of the market. Apps are the most versatile user interface currently available and enable E

to design a seminar programme that is sure to see educators leave the show with improved knowledge and understanding, and skills that will be practical, relevant and applicable to their current role or career aspiration”.

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Feature Heading Written by Mark Orchison, Director, 9ine Consulting

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EDUCATION: ARE 1:1 DEVICES THE FUTURE?

Specialist consultant 9ine describes a project that has sought to challenge and overcome the issue of providing a stable, secure, educationally enhancing ICT infrastructure in education The last decade has seen significant development of ICT within schools, with a change from providing ICT as a means to support learners, to that of the outcomes based approach adopted by BSF. 9ine, under the direction of Simon Thomas, have taken the best aspects of both approaches to deliver a revolutionary collaborative IT project which transformed teaching and learning. It recently delivered a £2m capital IT project for Kent-based Longfield Academy.

The secondary school moved into a new £26m building last year and introduced 1100 iPads to support teaching and learning.

The academy recently won the Education Business ICT Facility Award – awarded to the educational establishment in the UK that has made outstanding progress in the provision of a first class environment for the teaching of ICT and related subjects.

VISION Longfield Academy is part of a schools federation. Its strategic vision is for all 4500 learners to have access to an iPad

by September 2013. In line with this vision, 9ine’s role was to deliver a change management programme which involved the design and development of the systems architecture (network, servers, storage, wireless and other systems) to support mobile devices on a large scale.

Education specialist European Electronique worked closely with 9ine to support the installation of the Meru wifi architecture and the procurement of 1000 iPads. In collaboration with the academy, 9ine identified that the teaching and learning experience could be improved through the use of individual student devices. However, when the process started 18 months ago no available device was technically suitable, cost effective and sustainable.

To deliver the project, 9ine created three sub-project groups focusing on teaching and learning, e-learning and technical aspects of the systems architecture. Each group worked to a set of actions and objectives to decide on the most appropriate device, the technical systems architecture and change management approach (how would we embed the new technology into teaching plans and the curriculum). Students

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

and teachers trialled 20 laptops, 20 netbooks, 20 MacBooks and 20 iPads for a range of teaching and learning ideas – overwhelmingly, the iPad proved to be the device of choice.

9ine then spent 12 months implementing the practicalities of the scheme, helping the academy to integrate the device and associated applications into each curriculum area. Additionally, the technical systems in the academy needed to be designed to ensure they could support such a large volume of mobile devices.

The biggest technical challenge has been the integration, systems architecture and service management of the iPads. Thought was needed regarding the technical and operational management of the device, including classroom management. It is possible to ‘lock’ the iPad down using proprietary third party software.

However, it was found that users benefit most from having the devices left as open as possible, as they feel total ownership.

To enable this there was consultation with learners, parents, teaching staff and external stakeholder to ensure understanding of the safeguarding responsibilities whilst in the academy and beyond.

The Longfield Academy project is different to most. Firstly, the aim was that all students were provided with a device that was funded by parents

through a donation scheme set up through the e-learning foundation. Secondly, the system’s architecture is completely unique. The academy had chosen to enter unknown territory in the implementation of a 1:1 scheme. A critical success factor has been the method in which the iPad was integrated into the curriculum. Rather than be obligated to use the devices in lessons, teachers are encouraged to discover their benefits for themselves. As a result, classroom creativity has blossomed. In all areas of the curriculum, learners are contributing to their learning and the learning of others by identifying innovative uses for the devices in class. Whilst empirical backup research is not yet available, 9ine has engaged NAACE to research the learning impact of this scheme on academic and pastoral outcomes.

As a vendor-neutral company, 9ine is not affiliated to Apple but, from detailed evaluation, feels that the device is the best device on the market. Undoubtedly a robust wifi system is essential for a large number of mobile devices to work successfully. At Longfield Academy 9ine installed a Meru wifi network (www.merunetworks.com). Its support and guidance has been invaluable, says 9ine.

RECOGNITION The work 9ine has done at Longfield Academy has been nationally recognised in the media, and been nominated for the NAACE National IT Impact Awards 2012 in the Collaborative Group Project category. The company has the experience and knowledge required to deliver successful 1:1 device and iPad schemes on a medium and large scale.

Moving forward, continued discussion on this topic will grow as quickly as the technology itself develops. 9ine strongly believes that technology applied in the way it has been at Longfield is making an incredible difference to learners and staff.

9ine provides leadership and support for IT-led business change and transformation projects. Its talent derives from its combination of experience in business and having its ‘finger on the pulse’ of technology. European Electronique is a leading technology company with over 20 years’ experience in delivering ICT Solutions. Meru’s virtualised Wireless LAN solutions cost-effectively optimise the enterprise network to deliver the performance, reliability, predictability, and operational simplicity of a wired network. L FOR MORE INFORMATION www.9ine.uk.com | www.euroele.co.uk www.merunetworks.com

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BETT 2012 E users to access the benefits of our educational software anywhere and at any time”.

Another ‘appy’ exhibitor was Groupcall, which announced that its Emerge app is now available for android devices. Emerge delivers up-to-minute management information system (MIS) data instantly and securely, with access on an anytime, anywhere, basis.

Technogym demonstrated its Excite Med exercise bikes and treadmills. Students using these can perform simple fitness tests, increase/decrease speed and add resistance while plotting their progress visually on a PC. Data collected by the equipment can be downloaded onto a spreadsheet for analysis in academic lessons such as maths and science. Technogym’s multi-language interface is able to deliver instructions and results in French, German, Spanish and Italian, which gives cross curricular modern foreign language lessons their place in the gym.

Ergo demonstrated its approach to delivering ICT products and services to help schools cut costs and improve efficiencies. One example is Scholaris – software that provides a comprehensive teaching and learning environment that helps keep students involved in learning opportunities and experiences, while keeping their parents informed of progress. Students can share, communicate,

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collaborate and complete assignments while their parents can track student attendance, workload, events and news.

BETT Awards finalist and first-time exhibitor Herff Jones/Nystrom was showcasing StrataLogica. The web-based program, powered by the Google Earth API, gives teachers and students the chance to interact with the world through a computer or interactive whiteboard. It also allows users to share and collaborate with others around the world.

Espresso Education encouraged visitors to ‘crack the alphabetic code’ with its new phonics videos. ‘Espresso Phonics’ is a systematic, synthetic sequence of phonics teaching using structured videos. It consists of six new video-rich modules based of the DfE’s ‘Letters and Sounds’ phases 2 to 5.

CEO Lewis Bronze was also surprised to be visited by Gove on stand C30, who expressed his joy at meeting a ‘childhood hero’.

There was a range of free resources on offer, including Pora Ora, a 3D world designed to make learning fun. Aimed at primary school children, pupils are rewarded for completing educational tasks that are linked to the national curriculum. The educational content is embedded in games and quests throughout the world, so children really are learning while playing. Pora Ora is also a

safe and supervised social networking site where children can learn how to interact safely online with parents gradually relaxing security settings as they get older.

For 2013, BETT moves to the much bigger ExCel at a slightly later date than usual – Wednesday January 30th to Saturday February 2nd. For a comprehensive directory for educational suppliers, visit the BETT website at www.bettshow.com

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RADIOWAVES Radiowaves is the social learning environment that provides social media for education. It enables schools to create and safely share videos, podcasts and blogs. With a free Radiowaves website users can easily start school blogging, join national campaigns and develop digital literacy skills.

Since 2003 Radiowaves has been providing safe social networking for schools through its award winning school blogging network.

It works with schools, local authorities, charities and government departments to publish internet radio, school podcasts, videos and blogs from pupils around the world. Over 50,000 pupils use Radiowaves regularly to broadcast their school podcasts and videos to friends and family via the safe social network. Over 120,000 blogs and videos are already online. E

3D printing technology brings learning to life Abstract and complex designs can be hard to convey on paper.

What if you could put something tangible in students’ hands, to let them see and touch a creation that represents the designs from their course?

3D printing technology (also known as rapid prototyping technology) can do just that!

Objet 3D printers enable educators and students to create 3D models with the push of a button. Made of plastic, the models give students a new, more engaging way to learn.

For more information call Tri-Tech, UK & Ireland approved Objet supplier and 3D printing Experts.

TEL: 01782 814551 | WWW.TRI-TECH3D.CO.UK

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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.

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BETT 2012 E GROUPCALL Launched in 2002, Groupcall provides communication and data solutions to the education, public and private sectors. It is one of the education sector market leaders

in schools, as well as improve parental engagement and lower costs. Groupcall’s product offering also includes a newly developed Systems Interoperability Framework (SIF) agent, which has been

The BETT team works closely with the sector’s key stakeholders each year to design a seminar programme that is sure to see educators leave the show with improved knowledge and understanding, and skills that will be practical, relevant and applicable to their current role or career aspiration. with its parental communication system, Groupcall Messenger, which is currently used in more than 2,500 schools throughout the UK and Europe. Co-founded by Sir Bob Geldof, Groupcall’s product portfolio comprises of Messenger, Xporter and Alert.

Groupcall was initially created to improve general and emergency communication between a school and its parents.

Since then, Messenger has proven to successfully reduce unauthorised absences

designed to complement the complex data requirements of new education initiatives such as the 14-19 Reform.

NORTHGATE MANAGED SERVICES Northgate Managed Services provides cloud based and infrastructure services to public, private and third sector organisations and specialist managed services in the education, government, utilities and charities sectors.

It works in partnership with customers

to gain an in-depth understanding of their organisation and create a technology strategy to support transformation, drive operational efficiency and reduce costs. It helps customers improve their business operations through the effective use of IT, and in many cases takes responsibility for running the IT function, offering improved service levels at a lower cost.

Northgate Managed Services has partnerships with leading technology organisations including Microsoft, Compuware, VMWare, Symantec, Cisco, Citrix, Oracle, HP and DELL.

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EDUCATIONCITY.COM EducationCity.com is a leading developer and publisher of educational content.

It is committed to producing unparalleled educational experiences based on highly engaging content of exceptional quality, and says its products are the future of curriculum content across the globe.

Dedicated to creating new ways of delivering curriculum content and recognised with awards by educationalists, EducationCity. com pioneers the evolution of teaching with technology in the new digital learning era. EducationCity.com is used by over 15,000 schools, including mainstream primary schools, secondary schools and special schools – even with children for whom English is a second language. L

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FITNESS EQUIPMENT

Learning in good shape Technogym is aiming to revitalise the curriculum and engage kinaesthetic learners.

Together with UK students and teachers, Technogym demonstrated how its fitness equipment can be used to capture data from pupils for use in maths and physics lessons in order to personalise their learning.

Technogym’s Excite Med treadmills and exercise bikes were also showcased at Olympia, each with cardiomemory software for the

real-time acquisition, visualisation and storing of all data relevant from tests or training sessions. The equipment can be used to take students studying BTEC PE from a pass to a distinction by providing evaluation data from which they can learn.

The company also demonstrated its ARKE wall mounted or trolley mounted core stability equipment, designed to improve balance, strength and flexibility through zero-impact exercises for students of all ability and fitness levels. www.technogym.com

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rning a e l e orativ b a l l o for c h c e t op Tablet

Global education technology company Promethean unveiled its ActivTable interactive learning concept at Bett 2012. The manufacturer says the technology shakes up the classroom environment by providing a dynamic experience for its users. It inspires users to take an active role in their own learning and that of their friends by driving student engagement, participation and creativity, says Promethean.

ActivTable is aimed at primary school and special educational needs learners. At 46” the screen provides one of the largest interactive surface areas on the market and allows up to six students to use it at any one tim. The interactive nature of the unit encourages inclusion and collaborative skills such as problem-solving, group work, critical thinking and consensus decision making. www.prometheanworld.com

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ICT services provider Stone has developed the UK education sector’s first long-term PC rental scheme, specifically designed to enable schools to invest in new ICT hardware via their revenue, rather than capital budgets.

The Rent-a-PC scheme enables schools and colleges to sustain a high level of ICT availability, despite this year’s anticipated budget cuts. Rent-a-PC allows schools to break away from the standard procurement processes that rely on access to substantial capital budgets, including traditional one-off investments and operating leases. PCs can now be rented from Stone over three years, during which time devices can be returned, upgraded or swapped out at any time. www.stonegroup.co.uk

School Radio Solutions demonstrated its newly enhanced Portable Radio Studio Package - a popular solution with schools, colleges and universities, due, says its manufacturer, to its versatility, ease of use, compact construction and low cost.

Upgrades include 22” computer monitor and extendable desktop side-flap, to include guest speakers. When the unit needs to be moved, the side-flap can be lowered to sit vertically beneath the desktop to allow compact portability. www.schoolradiosolutions. co.uk/portable

Lenovo’s latest Classmate+ laptops, based on the Intel Learning Series, offer users more ruggedness with greater spill resistance and a 10-hour battery life.

The units are available in both traditional clamshell and convertible laptop formats, and provide enhanced usability with the Intel Learning Series software suite via its e-reader, web camera and digital writing features.

“We’re committed to enhancing learning via our platform of PC solutions designed for students,” said Michael Schmedlen, director of worldwide education at Lenovo.

“By joining with Intel to create the new laptops, we’re demonstrating how mobile computing fits into any learning environment, no matter the location or budget.”

The new products include a 10.1” anti-glare screen with touch capability on the convertible as well as optional high-brightness or high-definition on both, or a capacitive touch screen with a pen on the convertible.

The laptops are equipped with the tools students need to do basic work and learning – an Intel Atom N2600 processor, up to 2GB DDR3 memory and up to 320GB hard drive or up to 32GB solid state drive storage. They also boast three USB ports, VGA and an optional HDMI port for transferring data.

The products are available to qualified education and government customers through Lenovo sales representatives and business partners. www.lenovo.com

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LEARNING PLATFORMS

TECH SOLUTIONS MITIGATE WEATHER DISRUPTION the time announced its ‘Harnessing Technology Strategy’ which laid out key priorities for increasing the flexibility and opportunities for study and learning using ICT. Just a few months later it went on to announce funding for its learning platform (LP) framework agreement. This is defined by Becta as combining ‘several functions, such as organising, mapping and delivering curriculum activities and the facility for learners and teachers to have a dialogue about the activity, all via ICT’.

This means that learning platforms can deliver learning regardless of location.

Just over a year ago several councils across the country shut all their schools, with more than 250,000 pupils missing lessons. At least 1,500 of the 2,500 schools in Scotland also shut. More recently the teacher’s strike of November 30, 2011 closed many schools for a day.

Whether a school is closed for bad weather, or a strike, or if a child is hospitalised for any length of time, technology is the key to facilitating learning continuity. The two leading technologies that support remote learning are learning platforms and parental communication systems.

Six years ago, the government at

CLOUD COMPUTING Dylan Jones, managing director of global learning platform provider itslearning, sees continuous access as crucial for 21st century education: “Not only do learning platforms enable schools to deliver uninterrupted education, even during snow days, but cloud computing takes accessibility one step further.

Even if the school network is compromised, a learning platform hosted in the cloud means that staff and pupils can continue to work, communicate and access previous work. It also means that system updates continue to add value to the platform, offering added functionality that’s designed to keep pace

with advancements in technology”.

Originally the learning platform framework was set up to help schools and colleges meet the government’s target of providing all learners with an online personalised learning space. However the potential of learning platforms, if used correctly, is far further reaching; they enable distance learning and 24/7 access through any internet-connected device. The result is that teachers can send out remote learning through the platform at any time for students to work on from home. Once completed, they can send it back to the teacher, who may also be working at home, for marking.

Gareth Davies, managing director at Learning Platform provider, Frog explains further: “Learning platforms are the perfect solution for teachers, students and parents to stay connected and for learning to continue during snow days. If you have a learning platform that is truly embedded into your school, then this will become a natural part of any school closure. We have many schools using Frog that replicate their normal school functions to help with staff cover and maintain the quality of learning.

So on a snow day, teachers can set work and provide learning resources and students can submit work online through E

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

Written by Ray Barker, director, BESA

With the increasing pressure on schools to improve standards, what are the options for learning to continue when schools are shut? BESA director Ray Barker, who works closely between schools, the government and suppliers to support the achievement of excellence, provides his perspective on continuity solutions

59

MUSIC TECHNOLOGY? MAKE BETTER BUYING DECISIONS: CHOOSE YAMAHA Yamaha leads the UK’s music industry in its music education work, harnessing its six decades of groupteaching expertise, world-class instruments and inspirational Yamaha rock, pop, classical and jazz artists.

In these days of ever-reducing budgets you can’t afford to make purchasing mistakes when buying musical

instruments and music technology.

You need instruments that will engage young people and that will last. The 2011 ‘National Plan for Music Education’ focusses heavily on music technology.

Here is some of our most popular music technology for education:

1. YAMAHA LS9 DIGITAL MIXING CONSOLE Industry-standard digital console, perfect for mixing live sound in your school or college’s main live performance space and for music technology work. http://bit.ly/wZ3qC2

2. POCKETRAK W24, DIGITAL MP3 RECORDER

Portable CD quality recording for everyone.

Perfect for the classroom or rehearsals.

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3. AVANTGRAND N1, HYBRID PIANO Top artists like Artur Pizarro are fans because AvantGrand gives the response and sound of a grand piano without the grand piano price tag. Perfect for teaching and performance. http://bit.ly/d0tQU2

4. SILENT BRASS

Brass playing is noisy. Right? Wrong!

With a Silent Brass mute you can practise or teach with sound at the level of a whisper, while you and your teacher listen on headphones. http://bit.ly/AxSiNc

5. SILENT VIOLIN

Originally designed as practice instruments Yamaha Silent strings - violin, viola, cello and double bass - have evolved into performance instruments in their own right. They are a great way to re-inspire string players in their mid-teens. http://youtu.be/wt8GhOxQfp0

ALL THE MORE REASON TO CHOOSE YAMAHA, THE BRAND YOU CAN TRUST! www.yamahamusiceducation.co.uk http://uk.yamaha.com

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LEARNING PLATFORMS An average size school can save at least £2,000 every year using parental communication technology

If we do decide to close the school, this message is changed to inform everyone.

“We give students plenty of information on the website on how they can use our Frog learning platform to access their work, lesson resources and of course the school software to continue their coursework from home.

“This functionality is incredibly important for us as a school. Most of our students and teachers now log onto the learning platform during school closures so that learning isn’t disrupted. The key to our success is making sure that teachers and students are aware of the learning platform all year round. That way, they know instantly that they can still gain virtual access the school to complete homework, add to their coursework or revise for an exam.”

Hemlington Hall School in Middlesbrough uses itslearning and places high importance on extended learning throughout the school year. Joanne Knox, ICT and music teacher at the school, found an approach that laid the groundwork for coping with interruptions to normal school life last year. “Like many schools, we had to close in December 2010 due to bad weather,” she says. “But we recorded a message to inform pupils and parents of the closure and made sure that the work we gave to pupils was interactive and fun but still in context for what we were learning about at that time. Being able to use the itslearning platform to communicate and engage with pupils and parents is incredibly useful and the accessibility aspect is very important too, as it means that pupils can learn when they want to – something that pupils expect more and more in the 21st century. It also gives us a wonderful, safe environment for pupils to learn in.” L

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If education was only about academia, distance learning could be a more permanent fixture in schools, especially post 16.

Schools also have to bear in mind that the learning format doesn’t suit all learners. Many need the motivation and individual attention from a teacher. For these students one or two days away from school due to bad weather may be manageable but it is possibly not a suitable alternative in the longer term. And of course a fact that requires significant consideration involves inclusion. Although the majority of family

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During this time, systems such as Groupcall, ParentMail and ParentPay also come into play, enabling the schools to quickly, efficiently and cost effectively send out message to the parents or guardians about the closure and the learning solution offered. ParentMail estimates that its parental communication technology can save an average sized school at least £2,000 every year based on the cost of paper, photocopying, telephone calls and postage, as outlined in the graphic below.

Geoff Jones from ParentMail believes that the savings are a vital part of 21st century communication for schools: “The reduction in the cost of material resources – and the staff time saved – mean that schools can divert funds back to the classroom without sacrificing communication, which is crucial. Parental engagement is key in education and if schools are able to correspond effectively and instantly with parents and save money at the same time, ultimately everyone benefits”.

The Warriner School in Bloxham is a regular user of its Groupcall Messenger System and took its calculation one step further to also include the cost of staff time in its calculation. As a high user school, within 12 months, £6,000 has been saved on postage alone with further savings on consumables, time management and reduced telephone calls. They estimate the average operational savings for school to home communication have exceeded £12,000.

However, like any kind of educational programme, distance learning comes with a host of pros and cons, and schools must consider these before considering if this as a solution for them.

Distance learning through a learning platform can offer schools many advantages, the first being flexibility. Regardless of the reason for the school being shut or if a student is hospitalised, they can complete their coursework from just about anywhere, provided there’s a computer and internet connection and, if necessary, parental supervision. Learning platforms also offer students wanting to embark on a specific vocational educational a route to finding a school or college that specialises in a particular field that their school can’t offer.

With these advantages come disadvantages.

The first, and in my view the most important, is the lack of social interaction, although this is not an issue for the odd day of school closure due to adverse weather conditions.

homes have internet connection, it would be wrong for schools to assume this is the case for every child, particularly in some areas of the country.

Giving work to the class on a snowy day with an expectation of having it in for discussion and marking the next day could exclude some of the students.

Dylan Jones of itslearning agrees that learning platforms cannot replace face to face teaching time: “A learning platform is designed to increase accessibility in education but a classroom environment also nurtures skills like communication, collaboration and teamwork, all of which are vital for life beyond the classroom. We see the learning platform as a tool to underpin education that takes place beyond a classroom, and its functionality reflects that”.

One school that used its learning platform to maintain learning during the snow at Christmas time 2010 was the Abbey School in Faversham, Kent. James Baldock, a teacher at the school, explains how they managed to continue with learning while the school was closed. “This was the first time that we’d closed the school at the last minute since having a learning platform. Every year, from November onwards, we put a ‘severe weather’ notice on the front page of our website and encourage staff, students and parents to check when the weather is bad.

THE AVERAGE OPERATIONAL SAVINGS FOR SCHOOL TO HOME COMMUNICATION HAVE EXCEEDED

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COMMUNICATE, DELIBERATE, ANALYSE, REPORT From prospect communication to alumni management, Campus Management Corp’s offerings help educational institutions transform into Agile Campuses Today, campuses need to be more integrated, student friendly and responsive than ever before. But to evolve into a truly agile campus that is as close to students as it is to every constituent in the student ecosystem, campuses need to do more.

They need to develop strategy and proposition to competitively differentiate through technology, and promote this consistently to relevant target audiences.

Campus Management solutions specialises in student-centric solutions for higher education and technology that enables campuses to communicate, deliberate, analyse, report and gain strategic insights across the system, the campus and beyond.

The company’s software and services are in step with higher education’s demands for better service and accountability. From student admissions to alumni relations, its products are built around the entire student lifecycle. They help campuses extend and improve services, enhance academics and advising, build and sustain

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relationships strategically, and ensure greater visibility of campus operations for regulatory compliance and reporting.

With the CampusVue Ecosystem, constituents achieve greater visibility and collaboration across campus and beyond.

This unifying academic and administrative platform enables institutions to manage multiple campuses and programs, share catalogues, launch flexible terms and distance education, and form a complete picture of student and operational performance.

Campus Management helps universities turn into agile campuses by managing prospect campaigns. Its solution helps campuses reach out to target audience groups by running multiple campaigns across channels such as email, SMS, text, phones or even social media.

With CampusVue Performance Analytics, campuses can perform instant comparative analysis for making strategic decisions in real-time on a wide range of issues, thus improving their capacity for decision making.

The company’s CampusVue® Ecosystem application helps institutions create and manage personalised web portals for students for on-demand service and interaction with faculty and staff.

Another of its solutions helps faculty and administrators efficiently leverage centralised data and automated workflows, resulting in less time with paperwork and more time helping students.

With CampusVue e-learning solutions, students enjoy web-based access to course materials and knowledge resources.

Instructors are liberated from manual course administration, and administrators have a consolidated view of student and institutional performance across traditional, flexible, and distance education programs.

CampusVue also enables campus-wide reporting for regulatory compliance and decision-making based on real-time data with comprehensive dashboards, and predefined key performance indicators (KPLs) developed specifically for higher education institutions.

The company has also developed solutions designed to help manage the whole student lifecycle. These cover recruitment and retention, helpdesk (knowledgebase), e-advising, fundraising and alumni relations management.

The company’s solutions also allow users to manage multi-channel solutions that help institutions communicate with students and prospects using telephone, social media, email, chat, SMS text messaging and web portals, while offering an integrated view of all communication initiatives.

Armed with these tools, institutions become empowered to run prospect campaigns to attract new students.

Alumni and advancement tools also enable the development of alumni relations, while public affairs staff can improve communications and drive activities necessary to build personal, one-to-one relationships and meet funding goals.

More than 1,700 colleges, universities, foundations, and other organizations in 26 countries rely upon Campus Management Corp® enterprise software products and services. The CampusVue® Ecosystem is a vision for a fully integrated, centralized administrative and e-Learning platform that unifies services, academic delivery, administrative management, and reporting for the range of public, private, and proprietary postsecondary institutions. The ecosystem includes the CampusVue Student administrative system and CampusVue Portal solution, as well as Talisma® Constituent Relationship Management (CRM) and fundraising software.” L FOR MORE INFORMATION Tel: +44 (0)7879 422287 chriso@talisma.com devduttm@talisma.com www.campusmanagement.com

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ROYAL SOCIETY ICT REPORT

SHUT DOWN OR RESTART? As well as identifying a low number of specialist ICT teachers in comparison to other key subjects, the new report ‘Shut Down or Restart’ from the Royal Society points out the case benefits to the UK of a more digitally literate population Just 35 per cent of ICT teachers are specialists, compared with, for example, 74 per cent of maths, 76 per cent of history, 80 per cent of English, and 88 per cent of biology, according to a new report from the Royal Society - Shut down or Restart? The way forward for Computing in UK schools. The report analyses recent declines in numbers of young people studying computing at schools and the reasons for the declines.

The report is the result of an 18 month study, led by the Royal Society, the UK’s national academy of science, involving the education, higher education and industry sectors, learned societies and professional bodies. The study was undertaken with support from 24 organisations, including the Royal Academy of Engineering, BCS, CPHC (The Council of Professors and Heads of Computing), Google, Microsoft Research and several of the UK’s leading universities.

Analysis in the Royal Society report showed marked trends in the numbers of students achieving ICT or computing qualifications, including a 60 per cent decline in the numbers achieving A level Computing since 2003, a 34 per cent decline at ICT A level over the same period, and a 57 per cent decline in ICT GCSE. ICT PROBLEMS The report identified a number of problems with current Information and Communication Technology (ICT) in schools that have led to these declines, particularly a lack of specialist teachers who can teach beyond basic digital literacy and the breadth of interpretation of the current national curriculum which allows the subject to be taught at its lowest level.

Similar figures are found when ‘Arts’ subjects are examined. For example 80 per cent of English teachers, 76 per cent of history teachers and 87 per cent of music teachers all have a relevant post A-level qualification.

The report suggests that the apparently high proportion of non-specialist teachers of ICT may help to explain the recurrent finding that students’ ICT capability often outstrips the teachers’ subject knowledge. It recommends that targets are set for the numbers of computer science and information technology specialist teachers and that training bursaries are provided to attract more suitably qualified graduates. Teachers’ skills should be developed with a specified minimum level of continuing professional development (CPD) in order to ensure that schools can deliver a rigorous curriculum and engaging learning environment.

RADICAL OVERHAUL The report comes at the launch of the Department of Education’s consultation on plans to remove the statutory programme of study in ICT. The Royal Society’s report recommends radically overhauling ICT in the English National Curriculum, replacing it with a programme of digital literacy3 for all from age 5 to 14, alongside opportunities for all pupils to experience the creative side of computer science from primary school age onwards. From the age of 14 students should have an entitlement to study a pair of GCSEs, similar in structure to english language and english literature in which computer science is the language element (how computers work) and information technology is the application element (how we use them).

Professor Steve Furber, Fellow of the Royal Society and chair of the report, said: “Although we were heartened to hear that Michael Gove intends to radically overhaul the National Curriculum programme, we remain concerned that other problems still need to be addressed”.

He continued: “Thirty years ago I helped to design the BBC Micro, the first computer created to educate and inspire children of the potential of computer science yet, today, when computers have become integral to every part of our lives, we see young people turned off by computing in schools. We need a new generation of teachers to take up the challenge of enthusing future generations of young people”.

In support of the report, Eric Schmidt, executive chairman, Google, said: “The UK has an extraordinary computing heritage, but now risks falling behind.

The state of computing in schools lies at the heart of the problem. Most ICT teaching focuses on learning how to use software, rather than giving insight into how it’s made. Too few UK students have the opportunity to study true computer science, resulting in a workforce that lacks key skills needed to help drive the UK’s economic growth.”

The Royal Society is a fellowship of the world’s most eminent scientists and is the oldest scientific academy in continuous existence. L FURTHER INFORMATION To download a copy of the report visit www.royalsociety.org

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A SECURE APPROACH TO BUYING BROADBAND With less money to spend on internet procurement, schools have to think smart when buying broadband services. Winston Poyton of RM Education describes what his company has to offer schools that is leagues ahead of the rest School budgets have hit hard times – right when technology in the classroom is at its best. Government funding through the Harnessing Technology Grant has been cut by £100m and BECTA is no longer around to help schools make their technology procurement decisions. Meanwhile, schools have more choice than ever, so their leaders would be forgiven for feeling overwhelmed.

Technology supplier RM Education understands the pressures being placed on schools and their budgets. It specialises in developing best-value internet connections for schools and has been providing schools with fast, resilient broadband for over 14 years.

Some 8,000 schools now rely on RM’s internet connectivity to learn and teach every day and the supplier prides itself on straightforward, transparent pricing, with filtering and security services included, which can save a school up to 70 per cent over its existing connection.

IT’S NOT WHAT IT IS, BUT WHAT YOU DO WITH IT Broadband is often seen as a complex and intimidating purchase that, if not done well, could leave a school spending too much on things it doesn’t need. RM Education argues that broadband should be treated more like any other utility that helps run your school. Like electricity, broadband is a means to an end. A good internet connection allows a school’s pupils and staff to teach and learn to the best of their ability.

One thing that gets the staff from RM Education up in the morning is keeping broadband procurement as simple as possible for everyone to understand, so schools know what services they’re buying and what they can do with them – whether buying 10 or 100Mbps’ worth of broadband. “It’s not really about the broadband connection itself, it’s about how you’re going to use it,” explains business development manager Winston Poyton.

“We help determine what you need to buy by focusing on what you’re going to do with it.” Uses for good internet connectivity range from accessing a learning platform to sharing video content with schools around the world, video conferencing with staff, or communicating with parents. “Broadband connectivity is an essential enabler, but it isn’t the reason why you do it,” Poyton adds.

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BUYING TRENDS RM Education has seen smaller school federations collaborating to purchase a broadband deal and using that connection to share curriculum content. For example, a lesson could be given at one school and broadcast into another one nearby.

This partnership also allows one site to use another as a back-up site for data.

Similarly, RM Education is seeing much more content going out from schools, whereas historically it’s always been about taking content in. “Now that you’ve got cameras and microphones built into laptops, it’s really easy for a teacher to record a short video and upload it to YouTube or a learning platform,” explains Poyton.

SO MANY CHOICES, SO LITTLE TIME With so many broadband options available and so many different types of schools, it’s hard to know where to start when it comes to procuring a service. With tighter budgets and their own money to spend (in the case of academies), schools are looking for more choice in their broadband packages. “Gone are the days where suppliers can bundle in a whole lot of options for you and be inflexible about taking those options out,” Poyton says.

“If you only want to buy internet connectivity and the filtering service, then that’s all you should pay for. You shouldn’t be forced to pay for an email platform and everything else that has been traditionally bundled into it.”

RM Education offers a brokerage service that helps schools decide which service is best for them. “We look at all the available telecoms options in a region or around an individual site to work out who’s got the best provision and then work with the supplier to get the school the best deal we can,” he explains. “We’ve got multimillion pound deals with most of the major vendors and we use that leverage to get the best pricing.”

END-TO-END SERVICE RM Education is one of the few internet companies to offer an end-to-end service for the education market, from connectivity to internet security/filtering and email services, all tailored to the needs of schools.

They work hard at this; for example they make sure they have the right amount of people at the service desk to take calls when

teachers are on lunch, something that is particularly important at primary schools where being an ICT co-ordinator isn’t always a full-time job. They also offer online support services for those who would prefer (or don’t have time) to pick up the phone.

Internet e-safety is always an issue for schools, particularly as more and more pupils become better-versed in using technology, even bringing in their own devices. “We’ve adapted our products and services to be flexible depending on where students are within the education cycle,” explains Poyton. “So if they’re primary school pupils we protect them very securely. If they’re sixth form students, at some point you do have to start trusting them to use the internet in a safe way by reducing the level of protection around them, while still monitoring and managing it so you understand what’s going on if they do something they shouldn’t and then you can re-educate them. This requires a combination of education and flexible software, rather than a one-size-fits all approach.”

RM Education has produced a broadband buying guide for schools’ leadership teams, which includes eight things to ask providers when researching a purchase (see box out for a list). This, along with more information on technology in schools, is available on the company’s website. L FOR MORE INFORMATION www.rmeducation.com

Eight things to ask when getting a broadband quote 1. How much will it cost?

2. What kind of speed do we need?

3. Can I get through to the support team whenever I need them?

4. Will essential telecommunications costs get marked up?

5. Is the service tailored?

6. How secure is the service?

7. Is the price all-inclusive?

8. What is the service’s up-time performance?

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RM Education argues that broadband should be treated more like any other utility that helps run your school. Like electricity, broadband is a means to an end. A good internet connection allows a school’s pupils and staff to teach and learn to the best of their ability. ails, For det d RM a downlo n’s new io Educat broadband o guide t rement at le procuucation.com/profi med www.r

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A recent survey by the Youth Sport Trust highlights the lengths that young people are prepared to go to in pursuit of sporting excellence. The Trust’s National Talent Camp offers an insight in to the world of performance sport, and its Start to Move pilot, encourages teachers to build their understanding of how young children learn to move E

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FEATURE SUB SECTION YOUTH SPORT TRUST

Health & Wellbeing

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E Some of Great Britain’s young sports stars are travelling up to an astonishing 800 miles a month, training six days a week and spending more than £1000 a year on equipment and training in pursuit of sporting success, according to a new survey by the Youth Sport Trust.

The figures, released by the leading PE and school sports charity during its National Talent Camp at Loughborough University, also showed nearly nine out of 10 elite youngsters (88%) admit they can find it difficult at times balancing their commitment to their sport with their education.

The four-day National Talent Camp offered nearly one hundred 14-18 year olds a unique insight in to the world of performance sport and prepared them for the personal, academic and vocational challenges which lie ahead.

Being an elite athlete requires huge commitment and sacrifice and I know that many of the young people attending this camp are prepared to show the dedication you need to be the best.

TOUGH SESSIONS The young people attending the camp took part in tough physical training sessions as well as focused workshops with athlete mentors looking at the determination and lifestyle required to be an elite athlete.

The sports represented at the 2011 camp were canoeing, cycling, rowing, hockey, wheelchair basketball, girls’ rugby, girls’ football, netball and volleyball.

The Youth Sport Trust surveyed 100 young E

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YOUTH SPORT TRUST

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education. The National Talent Camp represents one element of the Trust’s wider programme of Junior Athlete Education which is implemented through schools.

We’re very pleased to be supporting this revolutionary approach to teaching PE. This is not just another ‘initiative’ – we believe that this is the way PE will be taught by all schools in the future.

E people identified as talented in their sports. More than one in three (36%) train six days a week, nearly seven out of 10 (69%) said their parents or guardians spend over £1000 on training and equipment costs a year and more than one in four (28%) travel more than 200 miles a week to get to training and competitions.

Olympic gold medallist Jason Gardener, who attended the National Talent Camp as a Youth Sport Trust ambassador, believes these statistics show the unbelievable commitment of aspiring sporting champions: “Being an elite athlete requires huge commitment and sacrifice and I know that many of the young people attending this camp are prepared to show the dedication you need to be the best. These figures highlight just some of the lengths they are prepared to go to in order to achieve sporting success”.

MISSING SUMMER HOLIDAYS Other findings from the Youth Sport Trust survey show that nearly all of the young people (95%) would be prepared to miss a summer holiday or a party with friends in order to train but less than half of them (46%) feel they are put under pressure to succeed by their coaches, family, teachers or friends.

Alison Oliver, Director of Sport at the Youth Sport Trust, added: “This camp is all about giving the young people an insight into both the mental and physical challenges they will be presented with if they go on to be elite sports stars. The lessons they learn here are invaluable in preparing them for the many challenges experienced in a successful career in sport”.

The Youth Sport Trust is committed to supporting young people with a talent achieve their best in sport alongside their

START TO MOVE The Youth Sport Trust has been working with Bupa to develop a revolutionary approach to teaching PE to four to seven year olds.

Start to Move: developing physical literacy aims to provide teachers with greater knowledge and confidence in how best to deliver PE in a fun and engaging way.

Since September, over 300 primary school teachers have taken part in the free Start to Move pilot and received training on how to use this new curriculum approach to developing their children’s fundamental movement skills – locomotion, stability and object control. Research conducted to support the project by Dr Jeanne Keay, Dean of Education at Roehampton University, found that one in three primary school teachers are influenced by their own negative experiences of PE when they were children, which impacts on how they deliver the subject to their pupils. Lack of confidence was also cited as one of the major barriers to primary school teachers delivering high quality PE classes.

Start to Move aims to tackle these issues by encouraging teachers to build their understanding of how young children learn to move and to build on the skills the children have, rather than focusing on teaching adult sports before children have the skills to participate.

BUPA PARTNERSHIP Baroness Sue Campbell, Chief Executive of the Youth Sport Trust, said: “It is not entirely surprising to see that some primary school teachers don’t look back fondly on their own PE experiences at school. It has only really been in recent years that we have seen such a transformation in the quality and quantity of PE and school sport which young people can now enjoy.

“By teaming up with Bupa we aim to E

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YOUTH SPORT TRUST

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E equip primary teachers with a far greater knowledge of and confidence in how best to deliver PE to four to seven year olds in a fun, energetic way. This in turn will excite and inspire their pupils who will see PE as an enjoyable experience and hopefully be a platform for them to go

SAID THEIR PARENTS OR GUARDIANS SPEND OVER £1000 ON TRAINING AND EQUIPMENT COSTS A YEAR

teaching PE. This is not just another ‘initiative’ – we believe that this is the way PE will be taught by all schools in the future. By focusing on the essential skills, such as tracking and catching a ball, instead of teaching a child how to play netball for example, the child’s confidence and ability will gradually build. By engaging children while they are still learning about what it means to be healthy, we hope to inspire them to be the next generation of fit, healthy adults”.

The programme is free to all primary schools and starts with a day of training delivered by experienced national trainers.

Support is then provided on an ongoing basis from local educational specialists. The website www.starttomovezone.com will be live in early 2012 and will feature video clips of children demonstrating their progression in activities; showing how they have adopted the basic movement skills and developed these into more complex activities. L

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FURTHER INFORMATION If you would like to get involved with the free programme, you can sign up now by emailing primarypesupport@youthsporttrust.org

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Steele appointed chief executive John Steele will become the new chief executive of the Youth Sport Trust from 6 February Steele, who has led sporting bodies including UK Sport and the Rugby Football Union, said: “I have often looked on with admiration at the work of the Youth Sport Trust and a large part of my motivation for joining the organisation is it’s exceptional record of delivery and expertise. I passionately believe that sport has a crucial part to play in the development of young people and I look forward to taking up this new challenge. Leading an organisation which is playing such an important role within this country’s sporting landscape is an honour.

“In this, the Olympic and Paralympic year, we simply must ensure that every young person has the opportunity to take part in more PE and sport. We have seen such dramatic improvements in school sport over the last decade and 2012 has to be a catalyst to drive these improvements further.

“Whilst understanding the tough economic position the country is in, if we are to capitalise on this sporting moment it is critical that there is the investment and infrastructure in place to support those young people who are inspired by sport.”

Baroness Sue Campbell, who has held the E

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YOUTH SPORT TRUST

We simply must ensure that every young person has the opportunity to take part in more PE and sport. We have seen such dramatic improvements in school sport over the last decade and 2012 has to be a catalyst to drive these improvements further. to deliver, will see young people up and down the country taking part in local competitions and regional festivals, as well as 1,600 competing in a flagship national event at the Olympic Park in May. The Youth Sport Trust’s partnership with Lloyds TSB for National School Sport Week is growing ever stronger with the week set to be bigger than ever this summer with schools getting the chance to stage their own games and capture the excitement of London 2012. A new addition this year is World Sport Day, taking place on 25 June, the first day of National School Sport Week.

The continued support of the Youth Sport Trust’s corporate partners, including Bupa, Sky Sports and Matalan, ensures that in this special year for sport the Youth Sport Trust is providing as many opportunities as possible for young people to discover the fun and excitement of sport. L

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E role of chief executive since March 2011 and will return to her position as chair of the Youth Sport Trust, said: “We are delighted to welcome John to the Youth Sport Trust at what is a truly exciting time for the organisation.

John brings a wealth of experience that will be invaluable in supporting us to shape the future of school sport and ensure that every young person has the opportunity to take part, compete, lead and volunteer in sport.

“We have given careful consideration to this position and have been extremely impressed by the strong list of candidates that we received. This reflects the importance that so many rightly put on school sport and the role it has to play in the development of the nation’s youth.”

Jeremy Darroch, chief executive of BSkyB and a Youth Sport Trust board member, said: “For many years Sky has enjoyed a very successful partnership with the Youth Sport Trust and the appointment of John Steele is welcome news. His knowledge and experience of working in the sporting landscape will be of great benefit to those of us who are working hard to create even more sporting opportunities for young people”.

2012 promises to be a very important year for the Youth Sport Trust. The Sainsbury’s School Games, which the Youth Sport Trust has been commissioned by Sport England

Health & Wellbeing

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About John Steele Former Rugby Football Union chief executive John Steele is a much respected figure in the game. The additional executive experience gained while working for UK Sport is seen as a massive plus in a sporting world that is becoming increasingly political as well as commercial.

It was during Steele’s time as director of rugby at Northampton in 2000 that Saints won their Heineken Cup title. Steele parted company with the RFU following an emergency board meeting in June last year.

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n The shows take place in YOUR school therefore minimise disruption n Shows are unique and presenter led n All shows are full AV production of broadcast standard n Auriga’s ‘blue chip’ clients include the BBC & UK Atomic Energy Authority n We cover the whole of England n We make difficult subjects seem easy due to our delivery methods n We work closely with NASA, ESA, ESO and Hubble teams to ensure shows are always up to date.

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Call us today to see what we can offer your school Dave Buttery FRAS. Auriga Astronomy, 12 Pingle Lane, Belper, Derbyshire DE56 1DW 0845 052 5262 | www.auriga-astronomy.com | info@auriga-astronomy.com

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EDUCATION SHOW 2012

EDUCATION KNOW-HOW Those making their annual pilgrimage to The Education Show, which takes place on 15-17th March at the NEC Birmingham, can look forward to a focus on Continuing Professional Development - the comprehensive seminar programme features more than 60 in-depth sessions Recent changes in education have media from profiles to placed professional development, blogging and commenting. collaboration and the shifting Technology is a focus for needs of the employment market Ian Bean, whose session on at the heart of education. To Thursday 15 March at 3pm looks reflect this, the education sector’s at ‘Assistive Technology in an thought leaders, experts, leading Inclusive Classroom’. “However practitioners and associations sophisticated the technology will gather at the Education may be,” Ian comments, “it Show 2012 to debate, discuss will almost always fall short and share information. The of its potential when it is used event, which is the largest in isolation. Where technology showcase of free, accredited has the greatest impact on professional development and teaching and learning is where educational resources in the we see its use embedded into UK, is free to attend and takes every aspect of the school day.” place from 15 to 17 March Ian’s session explores the use at the NEC Birmingham. of assistive technology in the Continuing Professional classroom; from keyboards to Development (CPD) is at the communicators, iPads to eye heart of the Education Show, gaze, switches to screen readers, with the ‘Learn Live’ programme he will demonstrate what these featuring more than 60 freeresources do, who can benefit to-attend, CPD accredited from them and how their use sessions for all educationalists. can be embedded into teaching.

Covering topics including Comprehensive hand outs behaviour, funding, specific will be supplied and everyone teaching practices and wholeattending will be invited to join school concerns, the Learn Live a free, independent assistive programme aims to address technology discussion forum. the professional development needs of all practitioners.

LEADERS Social networking plays an To help school leadership teams increasing role in pupils’ lives manage current changes, a and it is crucial that children two-day series of workshops are taught the necessary skills have been developed entitled to keep themselves safe online.

Leaders@Education Show, At 3pm on Thursday 15 March, designed to offer practical Kate Valentine, author of the Safe solutions to the big issues Teacher Resources, leads a affecting both primary and workshop on how to secondary schools. incorporate Safe, Key government g the certificate agencies, major experts, leadin d in safe social legal firms and an s er practition networking leaders of l il w s n associatio at primary schools will gather at the 2 level, into the be on hand w 201 o Sh curriculum to inform n o ti ca u Ed ss cu through and advise is d e, at eb d to all aspects school leaders and share of social on what E n

“

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Education Show

Sponsored by

Education Show Seminar Programme n Early Years Theatre

n Secondary Theatre

n 10:00 - 10:45

n 10:00 - 10:45

Simply the best: how Every Child a Reader with Reading Recovery can transform early literacy in your school - Mrs Julia Douetil, Head of European Centre for Reading Recovery, Institute of Education

n 12:00 - 12:45

Improving the Emotional Health of Children and Families in the Early Years - Ms Yasmin Mukadam, Early Years Lecturer, Kingston University

n 13:00 - 13:45

Montessori in a Wider Context - Mrs Barbara Isaacs, Academic Director of Montessori Centre International, Montessori

n 15:00 - 15:45

Engaging Parents in Schools - innovative ways of creating effective partnerships between home and school using a family values approach - Mrs Gill Ellis, Primary Headteacher and Consultant, Behaviour Stop Ltd

n Primary Theatre n 10:00 - 10:45

The If Machine: Philosophical Enquiry in Primary and Secondary Classrooms. How to develop critical and creative thinking in every child - Mr Peter Worley, CEO, The Philosophy Foundation

n 11:00 - 11:45

Teaching Shakespeare - Rachel Gartside, Royal Shakespeare Company

n 13:00 - 13:45

e-literacy not illiteracy - Mrs Kate Ruttle, Inclusion Manager, St Mary’s Primary School Academy

n 14:00 - 14:45

Primary Schools: Teaching And Learning For The Next Decade - Mr Roger Cole, Educational Consultant, Roger Cole Enterprises

n 15:00 - 15:45

How to introduce Safe, the certificate in safe social networking, into your primary school - Mrs Kate Valentine, Teacher, Buckingham Primary School

Making learning engaging for students - Dr Alec Patton, Researcher and Project Coordinator, Innovation Unit

n 11:00 - 11:45

www.faithmakesadifference. co.uk - Rt. Rev. David Urquhart, Bishop of Birmingham and Simone Whitehouse, Television Junction

n 12:00 - 12:45

Motivating minds - Enterprise with pizzazz - a way to win - Ms Claire Young, Director, TeenBiz, School Speakers, GirlsOutLoud

n 13:00 - 13:45

The Digital Science Laboratory - using new technologies to improve teaching and learning in secondary science - Mr Ed Walsh, Science Adviser, Cornwall Learning

n 15:00 - 15:45

Social Networking: Challenges and Opportunities for the 21st Century School - Mr Jeremy Scott, Deputy Headteacher, The John Warner School and Mr Jonathan Brill, Adroit-e Research

n SEN Theatre n 10:00 - 10:45

What’s effective in teaching children on the autism spectrum? - Dr Glenys Jones, Lecturer, University of Birmingham

n 12:00 - 12:45

Mathematics Learning Difficulties and dyscalculia. Quick fix or structured intervention?

- Dr SteveChinn, Lecturer and Author, TwMaths Ltd

n 13:00 - 13:45

Assistive Technology in an Inclusive Classroom - Mr Ian Bean, Independent Special Needs ICT Consultant and Trainer

n 15:00 - 15:45

Auditory Processing Disorder: What is it? How does it affect learning? What can teachers do about it? - Mrs Pauline Grant, Lead Advisory Teacher of the Deaf, Harrow Council and Listen to Learn

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EDUCATION SHOW 2012 16 March

Education Show

Sponsored by

Education Show Seminar Programme n Early Years Theatre n 10:00 - 10:45

Which Phonics - We Advise, You Decide! DFE Recommended Independent Phonics Inspiration - Mrs Jaz Ampaw-Farr, Trainer, Which Phonics

n 12:00 - 12:45

What do level three students in a college of further education in the Midlands know about meeting the emotional needs and development of babies?

- Jackie Musgrave, Lecturer, Programme Manager for Early Years, Solihull College

E change is possible and how it can be successfully managed.

Speakers include Vanessa Pittard, head of technology policy unit at the Department for Education, Dr Rona Tutt OBE, National Literacy Association, and Annette Wiles, policy and research manager at PTA UK. The new freedom given to schools has resulted in each school having its own specific requirements and issues. To help educators source the areas of the show best suited to their individual requirements, the Information Point, run by the education sector’s trade association, British Educational Suppliers Association (BESA) will be situated by the main entrance.

BESA can help visitors plan their visit to get the most from the day, and educators can also pick up a copy of the BESA book, which lists all 300 plus BESA members; educational suppliers of every kind who adhere to a stringent Code of Practice, offering school leaders peace of mind when looking for new products and services for their school.

SEN ZONE In addition to the main show information point, the special educational needs (SEN) Zone information point is available to help schools fulfil the needs of pupils with a special educational need or disability. In 2012 nasen, the UK’s leading organisation embracing all special and additional educational needs, once again hosts the SEN Information Point on stand J100 – K100. nasen is ideally placed

to help schools and teachers discover the latest methods to meet the needs of all learners.

Visitors can also find details on all SEN resources, gain practical advice and meet with experts to discuss the latest inclusive practice and specialist SEN teaching techniques.

COST-EFFECTIVE RESOURCES Health problems in staff created by the work environment can cause serious time, cost, and administrative problems. To help prevent this, first time exhibitor Jolly Back on stand K66 are launching ‘Fit to teach’ a new DVD training resource on manual handling, back and voice care specifically for early years and primary education professionals.

A recent study showed 88 per cent of staff felt they have workrelated back pain from sitting on children’s chairs, bending over low tables, moving equipment and lifting children. 70 per cent have received treatment, and 38 per cent have been off work. Research carried out by the Health and Safety Executive found that a staggering 8 per cent of children under the age of seven experiencing back pain.

‘Fit to Teach’ has been created by a physiotherapist and vocal coaches to provide legislative advice and practical solutions for education staff and their employers to help overcome notoriously difficult challenges.

The Equality Act 2010 covers all schools, and external specialist advice is a good way to help educators make sense of new responsibilities. New at E

n 13:00 - 13:45

Improving Pupils Behaviour in the Foundation Stage Using Practical Strategies and Resources - Mrs Nicola Morgan, Behaviour Consultant, Behaviour Stop Ltd

n 15:00 - 15:45

Movement Play - wiring the brain for later learning, laying good foundations - Mrs Susan Ayliff, Lecturer & Freelance Childcare Practitoner, Oxford & Cherwell Valley College

n Primary Theatre n 10:00 - 10:45

Teaching Children to Listen - a practical approach to improving the listening of primary school children - Mrs Jacqui Woodcock, Speech and Language Therapist, Worcestershire Health and Care NHS Trust

n 11:00 - 11:45

From out of the Dragon’s Den and into the classroom - Tree of Knowledge - Mr Gavin Oattes, Director, Tree of Knowledge

Elizabeth Nonweiler, Trainer and Consultant, Teach To Read

n Secondary Theatre n 11:00 - 11:45

Brazilian Samba Drumming - Mr Mike Simpson, Musical Director, Inspire-works

n 12:00 - 12:45

Atmospheric Experiments and Demonstrations in Physics - Dr Sylvia Knight, Head of Education, Royal Meteorological Society

n 13:00 - 13:45

Active Teaching Strategies to Raise Standards in 14 19 Curriculum - Mr Harvey Grout, Senior Lecturer in Sport Education, University of Gloucestershire

n 15:00 - 15:45

The 21st Century Education Revolution is here… How gaming is changing the climate of the classroom - Mr Dan Roberts, Headteacher, Saltash. net Community School

n SEN Theatre n 10:00 - 10:45

The role of the 21st Century SENCO - Mrs Jane Friswell, Independent SEND Educational Consultant, The Schools Network

n 11:00 - 11:45

Educating and Engaging Students with Asperger’s Syndrome and ADHD: A Practical Skills Therapeutic Approach - Mr Aonghus Gordon, Founder and Director of Ruskin Mill Trust, Ruskin Mill Educational Trust

n 12:00 - 12:45

Using ICT to make an impact in the Primary Classroom - Ms Jo Skelton, Class Teacher, Giles Brook Primary School

Using multi-media to take speaking and listening to another dimension - Mr Mike Tindall, ICT Strategy Leader, Warmley Park School

n 14:00 - 14:45

n 13:00 - 13:45

n 13:00 - 13:45

Improving Literacy and Numeracy Capacity in Schools in Wales - a Long Term Solution - Mrs Deanne Barrett, National Manager, STEPS PD

n 15:00 - 15:45

Independent Trainer and Consultant in the Teaching of Reading, concentrating on synthetic phonics for beginners and those with reading difficulties - Mrs

Aspergers from a person not just a textbook - Ms Robyn Steward, Trainer

n 15:00 - 15:45

Teaching Children with Attention Deficit Hyperactivity Disorder (ADHD)in the classroom: Is it easy as ‘A-BC’? - Dr Faizal Moosa, Associate Specialist Child and Adolescent Psychiatrist, Birmingham Children’s Hospital CAMHS

Continued on page 83

Volume 17.1 | EDUCATION BUSINESS MAGAZINE

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net Affixxius Ed Ad 178x125 ART.ai

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

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When our school first began looking for a new learning platform, two of the main things on the wish list were that it would be easy for staff to use, and that it would engage the children and make them want to use it From previous experience with learning platforms I knew that unless it was easy to use the teachers wouldn’t use it.

The engagement and interest from the children will never be there unless the teacher is able to use and update the learning platform to fit in with teaching.

When I first saw Frog I could see that it would get the interest of the children straight away with the different themes and simple eye-catching menus that made it easy to find your way around.

My worry was that these would only sustain the children’s interest for a short while and that the teachers would need to put things onto Frog in order to keep the children engaged. After a 20 minute demonstration my worries were put to rest.

I was introduced to the Widget Tray where all manner of different features can be added to the page by simply dragging them onto the page and arranging them as required. Videos, photos, sections of text, announcements – you name it and it was there ready to use.

are not so skilled can make a simple yet effective page for their class to use.

We began at the beginning of this year and the feedback and response from staff has been very positive. All forms of communication in school are now done on Frog. The staffroom displays a news and diary page from Frog on two separate monitors so that staff can easily keep up to date with everything.

The feedback from this alone has made me realise I have made the right choice.

Classroom support staff have told me that at first they didn’t understand why we

Written by Phil Timmins, ICT Co-ordinator, Blackheath Primary School

LEARNING MAKES LEAPS WITH FROG

‘top ten’ section where he posts the top ten spellers and mental maths pupils each week.

In the first half term of him doing this his class site had received over 800 views. The children can then comment on their progress or ask the teacher for more support so that they can get higher on the leader board.

In Year 6 I have worked with children to produce videos and sound recordings that have easily been posted on Frog. Using the widgets this is a short and painless task that, when done once, becomes quite addictive and I found myself adding different videos and sound clips weekly to showcase their work.

In a recent survey I did with the children I found that 90 per cent of them go home and show their family the work they have done on Frog and that they love being able to comment on each other’s work. I have recently started a new feature on our Frog site called FrogTube. This is a place where videos can be added and shared with the

Education Show

Sponsored by

In a recent survey I did with the children I found that 90 per cent of them go home and show their family the work they have done on Frog and that they love being able to comment on each other’s work. needed a change but now they feel more informed and that it is more effective than before. Visiting staff who teach music and PE have told me that they like being able to come in and easily see if there is anything that might affect their lessons happening in school and that of all the schools they visited it was the best system they had seen.

MAKING LEARNING EXCITING The pupil engagement on Frog came pretty easily thanks to some really enthusiastic EASY COMMUNICATION staff. The teachers in school are always The simplicity of the widgets and the eager to find ways of getting way the pages were constructed children engaged in school fitted perfectly into the idea I and Frog allowed them to e v a h w o In had for a learning platform do this. There are some that all staff could use. a team of Frog p really exciting things If staff were skilled happening on the de u champions ma 6 ICT users then there class sites that have were ways of making the children logging of Year 5 and lp the page even more on to find out more. e h o h w n childre impressive. But, equally, One of our Year 5 pport teachers the staff who feel they has added a to train and su

“

in other children school”

entire school community. One example is a class rap that a group of children wrote and filmed. We put it on FrogTube and so far have had a great response from the children.

LIMITED ONLY BY IMAGINATION The most exciting thing for me is the ideas the children have for Frog and how it keeps growing. For a while I felt that it was getting too big but I now have a team of Frog champions made up of Year 5 and 6 children who help to train and support other children in school.

Their ideas are amazing and I can’t see any limits to where Frog can go in the school.

I am sure that other learning platforms could create the same buzz and excitement but the ease of use and simplicity of Frog make me believe I made the right choice.

FOR MORE INFORMATION Tel: 01422 395931 hello@frogtrade.com www.frogtrade.com

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Bespoke SEN training from ACE Consultancy A-Class Education Consultancy (ACE Consultancy) runs conferences and workshops that take place in a comfortable and professional location that generally accommodates up to 100 delegates.

Ace’s professional development programmes are used as a tool to develop better understanding and raise awareness of complex SEN in young children, adolescents and adults. These programmes are also designed to develop an understanding of how to identify, assess, teach and support the needs of those with SEN in educational and health environments.

ACE Consultancy carries out research projects on small and large scale on SEN matters, which enable the company to identify its clients’ professional development needs. It also assists it to improve its own services.

Areas that ACE focuses on providing a SENCO Advisory Service, Behaviour Management & Inclusion, ASD, ADHD and other support services. The company offers one to one sessions, Inset training for groups, conferences, consultation and research.

FOR MORE INFORMATION www.ace-consultancy.com

Frog Primary - the learning platform with endless possibilities The creators of the popular Frog secondary learning platform have developed a new platform designed for primary schools in conjunction with early years and primary school teachers. Frog Primary builds on the natural curiosity of schoolchildren, helping them to learn and achieve through collaboration.

Pupils can choose from a selection of themes to make their primary platform their own. This allows teachers to create their own learning content and embed resources that truly engage children. And the best bit? Frog Primary is so simple, intuitive and flexible that anyone can use it!

You can access files, create web pages and build resources literally within a couple of clicks. Because its so easy, Frog actually gets used in primary schools and becomes a tool that increases engagement and improves communication.

The flexibility of Frog Primary means you can share pupils’ work with their parents. You can even create resource sections with hints and tips to support them with their child’s homework.

The company behind Frog Primary aims to help users every step of the way, giving them advice on how they can implement their own learning platform across their entire school, making sure it is fully integrated and achieving value for money on their investment.

FOR MORE INFORMATION Tel: 01422 395931 www.frogtrade.com

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0845 409 1303

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

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EDUCATION BUSINESS MAGAZINE | Volume 17.1

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EDUCATION SHOW 2012 Continued from page 79

E the Education Show this year, Equality580 Ltd (Stand GG109) is an equality training and consultancy business specialising in the education sector. Issues addressed cover additions to equality policy, the publishing of equality information by stateschools, and the focus of Ofsted inspections on equality from 2012.

Questions of policy, curriculum and response to incidents, are all covered by a support package offered to all schools in England; this includes a consultation meeting with governors and senior staff, guidance resources and unlimited phone and email support, as issues arise.

Ensuring the utmost safety for children and young people while in a school’s care is crucial.

Launching at the Education Show is Medpac on stand C68.

Medpac’s practical bags, which have been specially designed for storing and carrying medicines safely and securely to improve organisation, will be on show.

Each comes with a Photo ID card for easy identification, and a treatment card to write down all the essential information required to administer the medicine. The bags come in two sizes, suitable for inhalers, adrenaline auto-injectors, epilepsy and diabetic medication, allergy medication and more.

Expiry dates are displayed on the outside of the Medpac to offer potential time-saving benefits for staff when it comes to managing the medication.

OUTDOOR LEARNING With outdoor learning now playing a more important role in

schools due to its contribution to social development, Highline Adventure returns to the Education Show on stand C90 with its innovative and portable range of indoor and outdoor equipment, and challenging, team building activities available to schools throughout the UK. Managing Director, John Knowles, who is both an experienced teacher and outdoor pursuit instructor, heads a qualified team of professionals who erect the risk-assessed apparatus at suitable sites, and supervise multi-activity programmes for youngsters from age six through to further education.

Furniture in education covers a multitude of products, and selection criteria generally considers durability, functionality, aesthetics, ergonomics and price but above all safety in the learning environment. With these criteria in mind, plastic tray storage manufacturer, Certwood on stand B20 uses its moulding capability to create the StorSystem, Glide and Tilt product. This allows clear, shatterproof trays to stop, open and tilt allowing easy and safe access to the contents within. The system has been awarded the Furniture Independent Research Association body (FIRA) award for ergonomics excellence and a product innovation award. L FURTHER INFORMATION To discover more and to register for the show, please visit www.education-show. com/register; entering priority code EPR11.

17 March

Education Show

Sponsored by

Education Show Seminar Programme n Early Years Theatre

n Secondary Theatre

n 10:00 - 10:45

n 12:00 - 12.45

Making music accessible for the Early Years - Mrs Sue Nicholls, Music education consultant

n 12:00 - 12:45

Bringing the wild back to the nursery - Mr Paul SmithKeitley, Technology Director, Childrensworld UK

Smart Numbers: change how you think about data and transform your school - Mr Andrew Cooley, Assistant Principal, St Alban’s Academy and Ms Suzann Mason, Data Manager, St Alban’s Academy

n 13:00 - 13:45

Bouncebackability - Developing Resilience Skills in Children - Mrs Sarah Rawsthorn, Director, EDGE Inclusion Consultancy

Personality in the Classroom: improve behaviour and learning by understanding teacher and student personality strengths Mr David Hodgson, Trainer and Author

n Primary Theatre

n SEN Theatre

n 11:00 - 11:45

n 10:00 - 10:45

n 13:00 - 13:45

Spelling Myths and Metacognitive Spelling - Ms Margaret Grubb, Mary Russell School

n 12:00 - 12:45

Teaching children to have strong and healthy relationships - Mrs Elizabeth Watson, Development Officer, Beatbullying

n 13:00 - 13:45

Growing emotionally-intelligent learners: how are we creating secure environments for children to grow as confident learners and emotionally-resilient individuals? - Mr Phil Thomas, Assistant Head Teacher, Nansen Primary School

n 14:00 - 14:45

Using technology to reduce stress in the classroom and improve performance - Mr Fintan Connolly, Managing Director, Take Ten Ltd

Facilitating children with speech, language &/or communication needs in a mainstream setting - Ms Ailsa Bowyer, Consultant Speech and Language Therapist, Speech Ease

n 12:00 - 12:45

Supporting Successful Transition to Secondary School - A Group Approach - Ms Phoebe Kent, Speech and Language Therapist, Black Country Partnership NHS Trust. Samantha Hawkesford, Specialist Speech and Language Therapist, Black Country Partnership Foundation Trust

n 13:00 - 13:45

What support and funding is available for disabled students when they make the transition to higher education? - Mrs Ursula Bilson, Assessment Centre Manager, Loughborugh University

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November last year saw the Education Business Awards recognises primary and secondary schools in 22 different areas. Entry for the 2012 event will be open from April ACADEMY DEVELOPMENT AWARD sponsored by Capital Solutions Group Winner: Brighton Aldridge Community Academy Relief and acclaim all-round then when Kier the builders, who began work in March 2010, finished the £25m project on time and to budget in September 2011.

The build was successfully coordinated through Academy Trust, local Council and Partnerships for Schools – together with The Aldridge Foundation’s sponsorship.

The holistic ethos, specialism, practical and experiential approach of the Academy, as an ‘open door’ asset for the community at large, is set to further impress Brightonians noticing a new educational wave underway.

ACADEMY PARTNERSHIP AWARD sponsored by Kumon Winner: Manchester Communications Academy 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’.

SCHOOL RECRUITMENT AWARD sponsored by Eteach Winner: James Brindley School PWhen the new management team were recruited to James Brindley School in 2007/8, the challenge was to retain that outstanding badge by improving on previous best to become, in effect, ‘outstanding plus.

Implementing a new recruitment strategy, every applicant is seen teaching, they are shortlisted, observed in the candidates’ home school environment and, most importantly, in their relationship with pupils and colleagues. Once satisfied,

their skills and ideas for adapting current knowledge are examined. A pupil panel, with support, astutely formulates questions and is encouraged to explore answers further if they do not understand when deciding on a preferred candidate.

SPORTS AWARD sponsored by Collinson Winner: The Oratory School The Oratory School promotes a ‘sport for all’ ethos, and is recognised for students’ exceptional abilities and their dedication to sport with the expertise and commitment of staff and parental support winning through.

Sporting excellence acknowledged the school’s inclusive approach. Pupils reach out to pupils from around the Thames Valley and beyond, bringing together young people from different countries enriching their experiences. That degree of achievement owes much to the coaching capabilities of expert sports professionals who provide training focus. Intensively used and refurbished used sports facilities reveal their strength.

SCHOOL SECURITY AWARD sponsored by Resource Group Winner: Dinnington Primary School Pupils at Dinnington Primary feel safe in school according to parents and carers in an Ofsted report in September 2011, which is positive considering the measures to increase security previously, and is testimony to their determination to build an achieving school.

They took precautionary measures to protect its students by installing 15 CCTV cameras in May 2011 to cover its grounds in May after months of trouble from trespassers and vandals that required a police presence.

CCTV is identifying culprits and parents are alerted. School staff are tackling the offenders with appropriate actions, essential since they are making headway restoring the school to the whole community as the best possible start in life for pupils.

SCHOOL CATERING AWARD sponsored by the Local Authority Caterers Association Winner: Crondall Primary School Crondall Primary School was highly commended in a report by the Environmental Health Department last year for its ‘outstanding’ kitchen and E

Accademy Development Award

Academy Partnership Award

School Recruitment Award

School Sport Award

School Security Award

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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.

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EB AWARDS REVIEW E hygiene conditions, where catering staff’s hard work and diligence proved to be a continuing credit to the school.

Such praise chimes with its flagship Gold status as a Food for Life Partnership member, and derives from the school’s policy of using as much organic produce and seasonal fruit and vegetables as possible, including poultry and meats from local organic farms.

Long before Jamie Oliver’s inspirational TV series highlighted the need for significant improvement in the UK, Crondall were already embarking on their own school meals crusade: nothing fried or processed enters their kitchen.

Indeed, the school has built an extensive organic kitchen garden with staff, pupils and volunteer parents. Assisted in part by National Lottery funding, the school is even looking at selling excess produce to the local community.

ENVIRONMENTAL BUILDING AWARD sponsored by Big Green Book Winner: Crocketts Community Primary School Crocketts Community Primary School last year received the Department of Education Award for Sustainable Schools by creating a school they all wanted through a commitment to the highest possible levels of sustainable construction and innovation.

Since environmentalism runs throughout the school curriculum and their everyday activities, it was only natural that pupils would work closely with architects on the new designs for the school building from the very outset.

Pupils decided 99 percent of materials would be recyclable; they got curved corridors, a ‘green roof’ and solar and wind energy; brightly coloured schemes were used; gardens and an allotment were factored in and sustainable drainage constructed. And it all worked well with the natural topography of the site.

Crocketts teaches their pupils to understand their economic and environmentally conscious place in the world. Emboldened by the school’s growing sustainable expertise they are also helping to build a school in Gambia.

SCHOOL BUILDING AWARD sponsored by calfordseaden Winner: Evelyn Grace Academy The Evelyn Grace Academy has an extraordinary architectural pedigree confirmed by winning the RIBA’s coveted Stirling Prize for the best new European building. A highly stylised zig-zag of steel and glass squeezed onto the tightest of urban sites makes a powerful statement to all in daily attendance. The internal structure is designed to support the innovative nature of the Academy’s four-school umbrella expressing independence, yet also in unity.

The product of cautious investment, the school has carefully placed playgrounds and sports pitches, with a bright red 100m athletics track running from side-to-side. The interior plan elevates the senses, evoking an adult worth for all within and beyond.

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.

ICT FACILITY AWARD sponsored by GCSEpod Winner: Longfield Academy Longfield Academy, first in England to venture school-wide use of the iPad, believes it is ‘revolutionising learning’ by giving students an improved learning flexibility - anytime, any place.

The ability to access to up-to-date interactive information and easy links to their work at any time or place, will help students achieve better results through such a different learning style.

Network access will be monitored while pupils are at school, with a ‘staffed cloakroom’ for storage. This is ICT as an essential skill for life encompassing the mastery of technical skills and techniques. But Longfield also aims to engender this understanding to be applied to such kills purposefully, everyday life and employment. The school’s ICT capability is fundamental to that participation and engagement in modern society.

ICT INNOVATION AWARD sponsored by Hue Animation Winner: Costello Technology College Costello College has developed an online curriculum with learning content created using screen recording software. This enables pupils to access learning resources outside of lessons, both in and outside school, and provides consistency of learning. Teachers use the Virtual Learning Environment to give pupils access to materials ‘on-demand’. Teachers create screencasts by recording activity on their computer screens, simultaneously recording their voice explaining what is happening on screen. Pupils can review lessons that took place months previously with exam and test advantages. Screencast videos are made available online for pupils to review during the lesson or as part of homework assignments.

Crocketts Community Primary School last EDUCATIONAL VISITS AWARD sponsored by WST Travel Winner: Costello Technology College South Bromsgrove school has operated the Duke of Edinburgh Award for over 25 years.

The scheme’s success led to them becoming the largest school-based centre in the country, with over 500 students taking part annually. Volunteering, physical activity and an expedition form the core programme leading through to the Gold Award. Planning typically involves around 240 students L

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

Education Business Awards

Sponsored by

School Catering Award

Environmental Building Award

School Building Award

ICT Facility Award

ICT Innovation Award

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FIRST CLASS FACILITIES FOR 50 YEARS Collinson Sports Facilities, celebrating its 50th year in business, offers a full design and build service to tailor the facility to clients’ exact specifications.

Collinson understands that when it comes to sport, one size doesn’t necessarily fit all. The Mugacova™, Challenger™ and Evolution™ sports structures are customised to each client’s specifications.

Whether clients prefer a conventional style of building or favour more contemporary tensile structures, Collinson can provide a complete ‘turnkey’ service with one point of contact for the whole project. From the preparation and submission of the planning application and site investigations through every step of the build, Collinson’s aim, as a family company, is to deliver a first class product on time and within budget with superior customer service.

For clients looking for a sports hall with a modern twist, the Mugacova™ and Challenger™ ranges are a popular choice. The lattice steel framework can be designed to span from 10 to 100m clear span, with eaves heights of up to 30m if required with no limit on overall length.

Clients can choose from a range of preengineered designs or work with Collinson to develop a completely bespoke facility. The roof profile can be faceted, curved or customised to achieve the desired appearance. The tensile membrane cover is available in a range of colours to meet aesthetic requirements; the

off-white colour most commonly used as it allows natural daylight to permeate into the facility without the problems of glare. This creates a light and airy environment whilst reducing the need for additional lighting during daylight hours, significantly reducing running costs. Logos and graphic designs can also be incorporated into the membrane cover.

Externally, a range of materials such as steel cladding, timber or brick/stone can be fitted to facades to create the desired appearance or to match existing buildings.

detail, and can supply and fit with everything needed - from nets, goals and scoreboards to rebound walls, acoustic apparatus and spectator seating. An extensive range of sports surface solutions offer anything from seamless synthetic flooring for multi-sports or individual sports such as tennis and netball, to artificial turf for football, rugby and hockey.

Collinson’s buildings don’t just stop at sports halls. The structural nature of its tensile facilities can be utilised to create iconic and distinctive buildings for all

Collinson believes that the secret to a great sports facility is in the attention to detail, and can supply and fit with everything needed - from nets, goals and scoreboards to rebound walls, acoustic apparatus and spectator seating.

Internally, due to the clear span nature of the buildings, Collinson can create exactly the type of sports/ play areas required including the optional ancillary areas often sought in sports venues for areas such as reception area, spectator zones and changing rooms.

The Evolution™ range follows a more traditional style, consisting of an insulated steel framed superstructure covered externally with a combination of materials. It can be incorporated for offices, classrooms and storage.

Collinson believes that the secret to a great sports facility is in the attention to

manner of applications, from football academies to entertainment and events venues. The company has recently won the contract to create the new Doctor Who Experience exhibition in Cardiff, which is due for completion in summer 2012.

This year, Collinson celebrates its 50th year in business. News and competitions to commemorate the occasion will be featured on its website at www.collinson.co.uk FURTHER INFORMATION Tel: 01995 606 451 www.collinson.co.uk

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THINKING OF A MASTERPLAN Like many schools, Hayes School in Bromley has developed its facilities over time, but the creation of a masterplan in association with construction and property consultants Calfordseaden is set to provide many benefits Schools, like every organisation, need to adapt to ever changing criteria. Demographics, curriculum, teaching styles, politics, information technology and communications all influence how and what pupils are taught. School buildings, therefore, need to provide flexible and adaptable space to accommodate future changes.

Forward planning a school through a master plan is a good strategy to adopt for various sensible and practical reasons. A clear strategy for the evolution of the school gives focus and inspires students, staff and governors alike.

It also provides a blueprint and rational for expansion, when funds become available. In addition, local authority town planners can fully understand these proposals, especially if building works are to be phased.

PRIORITISING In existing schools the master plan can identify and help prioritise renewal, repair, conversion and refurbishment. Calfordseaden, a multidisciplined construction & property consultancy, has recently completed a master plan and a new building for Hayes School in Bromley, Kent. Hayes School is a mixed secondary set in urban open land, on a sloping green and wooded campus adjacent to the conservation area of Hayes Village.

The school has

an excellent reputation for educational and sporting prowess. Like many schools, it had developed its facilities piecemeal over time, but was keen to see development progress, and therefore commissioned a master plan for creating a new campus.

In consultation with students, staff, parents, Bromley Council and other stakeholders, Hayes School produced an initial masterplan with Calfordseaden’s planning and design consultants to provide a flexible space that refocused the school around the original building and Grade II listed garden.

The masterplan rearranged the main entrance/reception & public areas and addressed the change in levels across the site to make the school fully accessible.

Designed like a pavilion overlooking a sports field, the completed masterplan provided a flexible space for campus style learning.

PHASE ONE The first phase provided a new build standalone library, exhibition, media studies and classroom block catering for Sixth Form diploma students and incorporating a Special Educational Needs centre. The building was sited to minimise the amount of disruption and designed to suit a modular off-site construction method so that it could be completed before the beginning of the new school year.

The relocation of existing school services and functions into the new Phase 1 scheme left spaces within the original school building

A clear strategy for the evolution of the school gives focus and inspires students, staff and governors alike.

vacant. Calfordseaden’s team were involved with the conversion of the old staff room into a training suite, and the former learning resource centre into a staff room. It also included the reorganisation of six classrooms into a Sixth Form centre with a social area, dance floor and computer study suite.

FUNDING Funding is currently being raised for the second phase of the masterplan - a new stand-alone block incorporating a sixcourt sports hall, dance studio, changing rooms and classrooms. The building is to be constructed adjacent to the existing all-weather tennis courts and links onto the earlier Phase 1 scheme. The building has been designed to achieve a BREEAM ‘very good’ rating and incorporates a green roof and photovoltaic panels.

John Spence, architect partner of Calfordseaden, said: “We’re extremely proud to have helped Hayes develop their campus. From planning permission being granted to celebrating its opening, M Block has been completed very quickly – a brilliant achievement, well done everyone!

Generations of students will be inspired by the learning spaces and setting we have created.”

After completion of the first phase of the masterplan, Hayes School was inspected

by Ofsted who judged the school to be ‘Outstanding’. Mr K J Osborne, headteacher, stated: “It was wonderful for everyone associated with the school to receive this accolade, but we are not complacent or any less determined to improve Hayes School even further. Our aim is to go ‘beyond outstanding’ to make Hayes exceptional for every child. We are determined that Hayes is a school where children exceed expectations academically and personally”.

FURTHER INFORMATION www.calfordseaden.co.uk

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A cutting edge for schools supporting Jeans for Genes As part of its corporate sponsorship of the charity Jeans for Genes, Avery is offering schools across the UK the chance to support children with genetic disorders simply by upgrading their equipment for the year ahead.

For every Avery Trimmer or Guillotine a school purchases between now and 31st March, Avery will be giving £5 to Jeans for Genes. It’s simple and easy too - all your school has to do to take part is to purchase your equipment in the normal way and Avery will take care of the rest.

Available in sizes from A4 to A0, Avery Trimmers and Guillotines give total peace of mind with every cut, with full TÜV certification for quality and safety, fully enclosed blades and extended guarantees of up to five years, making them perfect for schools.

Avery has also extended the promotion to its DTR Eco Desktop range, including letter trays, magazine racks, pen pots, book racks and waste bins, giving a further 50p to Jeans for Genes every time your school purchases a product from the range. The environmentally-friendly desktop collection is practical, sturdy and stylish, with an attractive leaf design that lets you proudly display your school’s green efforts.

The money raised by Avery will help Jeans for Genes to fund vital care, support and respite for children affected by genetic disorders, as well as pioneering research into the causes

and cures that could change their futures.

Mark Williams, General Manager at Avery, said: “Avery is proudly continuing its support of Jeans for Genes for a third consecutive year. Supporting the charity is a great way for people across Britain to really make a difference to the lives of thousands of children born with genetic disorders each year. Through our continued sponsorship, Avery has raised £60,000 for the charity and,

with the support of schools, we hope to add another £35,000 to that total this year.”

FOR MORE INFORMATION For more details on Avery Trimmers and Guillotines and the Avery Eco Desktop range, visit www.avery.eu.

For more information on Jeans for Genes, visit www.jeansforgenesday.com or call 0800 980 4800.

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As well as being highly robust, Centurion is wonderfully flexible, so if youâ&#x20AC;&#x2122;re looking for extra privacy with a full height cubicle, Centurion will satisfy your needs. Contact us to order our new brochure.

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Educational Network in 3D XPAND 3D is introduced the Educational Network, providing 3D instructional technology to educators in K-12 and beyond. The company has teamed up with industry leaders to supply network members with free, high-quality educational content.

The company’s PowerPoint 3D plug-in allows users to easily add 3D images and graphics to PowerPoint presentations, and educators can share their presentations on the network

www.xpand.me/education

CLOUD COMPUTING

Serco demonstrates eagerly anticipated Progresso MIS Serco Learning demonstrated its £20million-plus investment in education – the eagerly anticipated fourth generation cloud-based Management Information System (MIS), Progresso was developed in conjunction with over 2000 schools, and differs from traditional school hosted MIS systems.

Tim Murphy, Assistant Head, Sandringham High School in St Albans, comments: “Progresso is a system that any form tutor can readily use regardless of their IT

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VISUAL PRESENTERS

MUSIC

Skoog too takes innovative music box into the mainstream Skoog laucnhed the Skoog töo, a software platform for IWBs and touchscreens that turns these devices into an intuitive and expressive musical interface. The Skoog is a musical instrument for young elementary school students, consisting of various instruments squeezed into one box of technology.

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literacy levels – a system with a highly intuitive interface.

Information is pushed to the desktop alerting users that something’s changed or needs to be looked at. Isn’t that great? The teacher gets an automatic alert saying, ‘These students underperformed in a Geography assessment’.

So she can say, ‘What happened in Geography then?’

It changes the whole nature of the conversation.”

Learning in good shape Described as an ultra-portable, high-definition document camera, the Lumens DC120 wireless version of its eponymous visualiser is ‘go-anywhere’ technology for teachers. For the first time these devices offer real portability, and this opens up interesting and useful applications for teachers and learners.

The Lumens Ladibug DC120 Digital Visual Presenter was designed for teachers to use in schools and colleges. While visualisers are ideal for classrooms, especially when linked to Interactive whiteboards, until now they have not been truly portable, and this innovation won a 2012 BETT Award.

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Improve your performance with BI from SolStonePlus SolStonePlus is a leading business intelligence services company with an established and growing reputation. It enables its clients to be more efficient, provide better service to their customers and improve bottom-line performance through solutions delivering the deep and actionable insight needed to make quicker, smarter, joined-up decisions.

It offers an enviable combination of specialist capabilities and pedigree that other providers simply can’t match.

With an impressive track record in all public and commercial sectors, SolStonePlus has enjoyed particular success in higher education, working collaboratively with more than 20 institutions to deliver

innovative university-wide business intelligence solutions that go far beyond the limited, siloed, proprietary reporting tools still offered by many other vendors.

It works in tandem with the university’s own business and technical people to design an enterprise-wide solution guided

by an overall strategic architecture, then regularly deliver pieces of that solution providing specific business value. One phase may focus on student experience, the next may be module costing or staff analysis.

The secret to success is providing a single joined-up solution where the whole is worth far more than the sum of the parts, and ensuring that full ownership transfers smoothly from supplier to customer as the journey progresses.

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LEARNING PLATFORMS

Frog launches School Improvement Framework

VISUAL PRESENTERS

Multi-function digital visualiser from Polyvision

PRINTING

Learning platform provider Frog launched the Frog School Improvement Framework, a free online tool that lets teachers and administrators evaluate how far technology is embedded within their school. They can review the results and benchmark themselves on their performance. The program also offers a social network where users can create groups, collaborate and discuss ideas with other schools.

Universal printing from mobile devices

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The all-in-one fuse digital visualised is a document camera to display and annotate over live demonstrations. It also acts as a web camera to to connect with other classrooms and ascender to captures student work. Its multi-function capabilities reduce paper use and facilitate virtual field trips to support eco-awareness. www.polyvision.com

Altman Integrated Technologies used Bett 2012 to demonstrate its latest mobile print enabling technology.

Printing from any mobile device, including smartphones, tablets netbook and laptops, to any print device is now basically achievable via a number of technology providers, says AIT. But, the company warns, alongside this convenience, users also need to balance such capability with control, accountability and security.

With AIT’s products, output can be secured from any originating device in a flexible solution that records the time and location of all printing, as well as what costs have been incurred.

The mobile print solutions work with any print accounting and print management software, so any organisation, regardless of its setup, can easily implement them alongside its existing systems.

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IT SECURITY

Keep ‘em safe with Lapsafe Lapsafe showed off a new range of solutions to manage laptops, tablets, gaming devices and more. Configurable to store and charge most USB devices, including the Nintendo DSi, the USB charger can safely charge a maximum of 16 gaming or other USB products. All devices are charged simultaneously, and the case uses low voltage charging for safety, with each lead individually fused.

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ASSISTIVE TECHNOLOGY

DIGITAL SIGNAGE

Engine enables the capture, collation and re-purposing of business data stored in Excel files, SQL databases, MS Exchange servers and XML files to be accessed and displayed on Digital Signage.

AbleNet unveiled a new product for the TalkTrac line, the Wearable Communicator.

The device, designed for children and adults on the autism spectrum, features four messages and two levels for a total of 8 individual messages. The device can be used as an ice-breaker to communicate with friends, family and classmates, or be used to record personal information and to-do lists.

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OneLan TV streaming and data capture OneLan develops network appliances for standalone and end-to-end Digital Signage network solutions. Its TV Streaming platform provides the tools to stream videos around a school and manage the recording, storing and redistribution of content as required by specific signage solutions. Data Capture

Wearable communicator for SEN

Education Business

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Advertisers Index

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Well Educated Banking www.lloydstsb.com/schoolbanking

ADVERTISERS INDEX The publishers accept no responsibility for errors or omissions in this free service A to Z Catering Supplies Ltd Ace Consultancy Affixxus Productions Aalborg Canopies UK Alliotts Armitage Venesta ASCL Ashdown Energy Auriga Astronomy Calfordseaden Charles Laurence Surfaces Chillfactore Chiltern Sports Contractors Collinson English Heritage Enham ESA McIntosh Eteach European Electronique Evance Wind Turbines Faronics Findel Education Avery Frogtrade Groupcall HC Slingsby Highline Adventure Hirstwood Training IDXtra Induced Energy Innova Design Solutions IPA Purchasing Kedel Kumon Lee & Plumpton Lloyds TSB ESTA Brother Mel Bay Music Mewburn Ellis BT Business Mustard Leasing NEC Office Depot Panasonic Parent Mail PC Werth Precor Open University Reliance High-Tech Ricoh UK RM Education Rooftech RSA Environmental Health Sensory Technology Solstone sQuid Card Sunergy Systems Sutcliffe Play Symmetry Syscap Systematic Energy Talisma Trend Controls TDSI Technogym Time & Data Systems International Tri-tech Engineering Trimax Twyford Bathrooms Vizeum UK Web Anywhere WST Travel Y-Cam Yamaha

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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

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.

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.