Education Business Magazine issue 16.4

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VOLUME 16.4

MUSIC

SECURITY

SPORTS & LEISURE Choosing and installing a high performance synthetic sports surface

Recognising successful investment in education

CATERING – Make simple changes to your canteen and increase meal take-up as a result

Accept Visa payments to make your life easier.

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To find out how your school can accept Visa, visit visa.co.uk/schools

Life flows better with Visa

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VOLUME 16.4

MUSIC

SECURITY

SPORTS & LEISURE Choosing and installing a high performance synthetic sports surface

Recognising successful investment in education

CATERING – Make simple changes to your canteen and increase meal take-up as a result

Comment

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

WELCOME Ofsted has published the results of the latest school inspections carried out during the autumn and spring terms 2010/11 – I hope your school did well! If you would like to be recognised for the improvements delivered in your school, through the dedication of teaching and management staff and sound investment, you should enter the 2011 Education Business Awards.

Last year the Outstanding Progress Award went to Perry Beeches school, and its impressive improvement has also caught the attention of Michael Gove. The EB team travelled to Birmingham to meet its inspirational head teacher and find out how it was achieved. Turn to page 27 to read the interview.

For the past decade the UK has been positioned at the top of the international league in terms of the significant government investment in educational ICT and its corresponding implementation in the classroom. But with the era of ring-fenced grants for ICT over, how will schools’ investment in new technology be affected? The British Educational Suppliers Association examines this issue on page 103.

Enjoy the issue.

Sofie Lidefjard, Editor editorial@psigroupltd.co.uk

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

www.educationbusinessuk.net PUBLISHED BY PUBLIC SECTOR INFORMATION LIMITED

226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Fax: 020 8532 0066 Web: www.psi-media.co.uk EDITOR Sofie Lidefjard ASSISTANT EDITOR Angela Pisanu PRODUCTION EDITOR Karl O’Sullivan PRODUCTION DESIGN Jacqueline Grist PRODUCTION CONTROL Julie White ADVERTISEMENT SALES Emma Lines, Jake Deadman, Jasmina Zaveri, Kati Ackerman SALES ADMINISTRATION Jackie Carnochan, Martine Carnochan ADMINISTRATION Victoria Leftwich, Joanne Mackerness SALES SUPERVISOR Marina Grant BUSINESS DEVELOPMENT MANAGER Carol Symons PUBLISHER Karen Hopps GROUP PUBLISHER Barry Doyle REPRODUCTION & PRINT Argent Media

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

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

03

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CONTENTS 07 NEWS 11 EB AWARDS It’s time to send in your nominations for the event that recognises successful investment in education

19 SCHOOL BUSINESS MANAGEMENT The National Association of School Business Management believes it is imperative for schools to train and professionally recognise those with health and safety responsibilities Perry Beeches is a remarkable, unique school that went from failing to the most improved school in the UK. We find out how

33 FINANCE Ray Barker of BESA argues the case for continued investment in technology

41 DESIGN & BUILD Modular and portable solutions are becoming increasingly popular within the education sector, says the Modular & Portable Building Association

49 ENERGY We discuss the findings of a pioneering survey into energy efficiency within the education sector

55 SECURITY

61 FIRE SAFETY

91 MUSIC

Steve Mills, on behalf of the Chief Fire Officers Association’s Prevention and Protection Directorate, examines fire safety provision in schools and explains the challenges ahead

The Schools Music Association of Great Britain warns of lost opportunities if the erosion of music teaching is allowed to continue unchallenged

65 CLEANING We look at the latest products and find out what to consider when purchasing new equipment

69 CATERING The School Food Trust offers help and advice to increase meal take-up and make your dining space inspiring

73 SPORTS & LEISURE The Sports and Play Construction Association offers a comprehensive guide to installing the right synthetic surface The Football Foundation’s Paul Thorogood gives grant applicants a helping hand

85 OUTDOOR EDUCATION Outdoor education experiences can help to develop key learning behaviours, says the Association of Heads of Outdoor Education Centres

89 SENSORY PLAY We look at the importance of stimulating, nurturing and maintaining brain development in young children

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

Education Business

Contents

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

The Federation of Music Services states the case for nurturing musical talent in UK schools

101 ICT Being able to use technology doesn’t automatically mean children understand how to protect their privacy and personal information online, says BCS, the Chartered Institute for IT

107 CONFERENCES & EVENTS Scotland is the perfect place for all your conference, meeting, incentive and event management needs

111 ERGONOMICS Environments created with the needs of both students and teachers in mind yield better results, says professor Andree Woodcock

115 BULLYING Charity Stand Against Violence offers teachers and schools a solution to teaching conflict resolution

117 SPECIAL EDUCATIONAL NEEDS We look at the importance of developing an understanding of the needs of children for whom speech and communication is an issue

www.educationbusinessuk.net Volume 16.4 | EDUCATION BUSINESS MAGAZINE

05

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News

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

SPORTS & LEISURE

Join 14,000 schools and five million children and take part in Britain’s largest celebration of school sport Lloyds TSB National School Sport Week is Britain’s largest celebration of school sport.

The 2010 week saw 14,000 schools and five million young people taking part – and the 2011 week promises to be bigger and better.

Taking part 27 June-1 July, pupils will pledge to achieve a personal best in an Olympic or Paralympic Sport, individually, with their class, or with their club, and at every level and standard.

Secondary schools taking part in this year’s event have the chance to carry the Olympic Flame in the London 2012 Olympic Torch Relay, and primary schools can win tickets to the London 2012 Games for pupils and teachers.

Taking part in this national event can have an impact on pupils’ sport participation: 79 per cent of primary school pupils indicate that following the week they play more sport than before. Around a third have gone on to join a new club or team in or outside of school. 75 per cent of teachers said the week had a good or very good impact on behaviour and learning.

Parents and guardians are also being urged to get involved in National School Sport Week this year, with parental inspiration found to be a major factor in their child’s involvement in sport.

Lloyds TSB National School Sport Week

ambassador, Gabby Logan, comments: “As a keen sportswoman myself, I believe it is my role to inspire my children to try new things and take part in more sport and physical activity and that is why I will continue to encourage and facilitate their sporting activities, both in and out of school.”

Recent research by Lloyds TSB found that 81 per cent of parents or guardians of school

aged children who take part in five or more hours of PE and sport per week played sport outside of school when they were growing up. 87 per cent of parents who loved sport at school consider themselves “physically active parents” now and they in turn support and encourage their child, who is then more likely to spend more time taking part and enjoying sport, both in and out of school.

FOOD WASTE Young people in Loughborough cook up a treat with leftovers Young people in Loughborough have been learning to cook up a treat with leftover food scraps thanks to a new initiative.

Pizza, spaghetti bolognese and sausage risotto are just some of the dishes members of DC’s Youth Club, which meets at the Moira Youth and Community Centre, have conjured up as part of the scheme.

They have been using a special training pack developed by the Leicestershire Waste Partnership to help people set up classes and promote the messages of food waste prevention and saving money.

Youth worker Barbara Walker said: “The toolkit has been easy to use and the fact in the kit which shocked us the most was how much money people waste every year by throwing away food that could be eaten.”

CHILD SAFETY Orkney launches campaign to help the public spot signs of child abuse Everyone can help to keep children safe. That’s the message of new information materials launched by the Orkney Child Protection Committee.

A public information leaflet, which raises awareness of the signs that may indicate a child is suffering from abuse or neglect, and explains what to do if you are worried about a child or young person will be circulated throughout Orkney this month.

Gill Smee, chair of the Orkney Child Protection Committee, said: “Everyone who

works with or comes into contact with a child has a role to play in protecting them. We know that people can be wary of getting involved, but the more caring adults they have looking out for them, the safer children will be.”

An e-bulletin highlighting the work being done locally to protect children has been sent to organisations whose staff and volunteers work with children, and new web pages for children and young people, and for adults who are concerned about a child are now available at www.orkney.gov.uk/childprotection

NEWS IN BRIEF Children walk for road safety

New play park in Bradford

More than 100,000 children took part in this year’s Giant Walking Bus event.

The event is part of road safety charity Brake’s Kids Say Slow Down campaign, which raises awareness about the dangers of traffic and how important it is for children to walk to school.

Children at two Bradford schools are celebrating the opening of a new outdoor play park which was partly funded by Bradford Council. The new Community Adventure Playground will be enjoyed by 1,200 children from Horton Grange and Farnham primary schools.

The £75,000 project designed by Bradford Council’s Landscape Design Unit has seen the transformation of an unattractive, badly-drained uneven patch of ground into an exciting adventure area.

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Specialist facility for autistic pupils opens in Biggleswade A facility that will offer specialist support for up to eight pupils with autism has been unveiled at a school in Biggleswade.

Cllr Mark Versallion, executive member for children’s services at Central Bedfordshire Council, said: “While it is very important that children with needs due to autism are able to access mainstream education, clearly some need extra specialist support to help them deal with the demands of school life.”

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Volume 16.4 EDUCATION BUSINESS MAGAZINE

07

News

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CHILD SAFETY

Scheme keeps kids safe Children in Wandsworth schools recently took part in the popular Junior Citizen scheme.

The two-week scheme is held twice a year and teaches year 5 pupils about how to keep out of danger. The sessions are offered to every school in Wandsworth.

The unique scheme was set up 24 years ago and has provided training to more than 30,000 youngsters over the past two decades on how to avoid dangerous situations in everyday life.

Children act out 12 different interactive scenarios, giving them a chance to safely learn what to do in each. These include keeping safe in the kitchen, avoiding live railway tracks, how to escape a fire, keeping safe around water and how to be a good citizen.

The different scenarios are carried out by officers from the fire brigade, the police and the ambulance service, plus school nurses, victim support, a rail safety officer, council officers and students from the

Public Service course at South Thames College. They are given guidance on how to cope with the tough issues young people today have to face, including exposure to drugs, alcohol and tobacco.

Chairman of Junior Citizen, Cllr Angela Graham, said: “We know that what children learn at Junior Citizen stays with them and helps them know what to do when they face real dangers. This is a really valuable opportunity for all our youngsters, and we’re really proud of the scheme.”

Wandsworth’s Junior Citizen is one of only a handful throughout the UK to be officially accredited

by The Royal Society for the Prevention of Accidents (RoSPA).

ROAD SAFETY

County works to manage speed outside schools Denbighshire County Council’s programme of road improvements outside the county’s schools is nearing completion.

In 2007, the Council reviewed accident data and carried out speed surveys in areas surrounding all of the county’s schools.

Based on this information, 23 sites were selected and then ranked in priority order based on numbers of existing accidents and existing traffic speeds. Work was then carried out to identify

potential measures that could be implemented at each location to improve safety. These works were developed into a programme that the council has been implementing over the past four years.

Some of the measures that have been introduced include a part time 20 mph speed limit outside Rhyl High School and a new puffin pedestrian crossing outside Denbigh High School.

TO READ MORE PLEASE VISIT... www.educationbusinessuk.net/n/006

EARLY YEARS Education Minister launches Early Years Learner Support Handbook to ensure children are given best start Northern Ireland’s Education Minister John O’Dowd, has launched the Early Years Learner Support Handbook developed within the Belfast Education and Library Board (BELB) by a range of practitioners, schools, health professionals and statutory and community organisations. It will provide advice and guidance on areas that have been identified as causing most concern in early years settings.

Speaking at the launch of the handbook, the Minister said: “There is growing evidence that these first years of life are

vital for a child’s development and future life chances so we must therefore ensure that we give all our children the best start.

“We should have high expectations for all

children, especially our most disadvantaged.

This handbook should prove to be a valuable resource in identifying what particular problems may be, how best to offer help and where to get it from.

While suitable for any practitioner working with children in their early years, the handbook is particularly targeted at staff in pre-school settings, complementing existing guidance. It will be given to every early years setting within the Board area, along with a DVD which promotes speech and language development.

NEWS IN BRIEF

08

Council clamps down on irresponsible school run drivers

School pupils get artful in the fight against dog fouling

Education secretary announces tougher exam targets

Parking wardens in Barnet are paying unannounced visits to schools across the borough cracking-down on dangerous parking. This follows concerns raised by local residents and schools about parents parking dangerously at the start and end of the school day.

Councillor Brian Coleman, cabinet member for environment, said: “We cannot let dangerous and irresponsible parking become the norm. We will be clamping down to send a strong message to those drivers who flout the law outside the borough’s state and private schools.”

Prestonpans Infant School pupils have been putting pen to paper and using their artistic skills to encourage people to clean up after their pets.

Fed up of dog fouling on their playing fields, pupils helped East Lothian Council’s amenity protection officers drive the message home that owners must clean up – or face the consequences.

Education secretary Michael Gove has announced tougher exam targets for schools.

By 2015 he expects every secondary school in England to be achieving the current national average of at least 50 per cent of pupils achieving five A*-C grades at GCSE, including English and maths. If not the school will be regarded as underperforming.

Those that fail to reach the target could be taken over by successful schools or academies. Last year’s exam results would have seen 870 of England’s 3,000 secondary schools miss the new target.

EDUCATION BUSINESS MAGAZINE Volume 16.4

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EVENT PREVIEW

RECOGNISING A COMMITMENT TO EDUCATION Sponsored by eteach.com, the 2011 Education Business Awards on 10 November, will continue to reward outstanding examples of best practice in schools, academies and colleges across the UK Every year, the Education Business Awards recognises outstanding achievements in both state and independent schools, where personalised learning techniques, new facilities and new ways of teaching have helped improve academic outcomes and behaviour.

The 2011 Education Business Awards, held 10 November at the Emirates Stadium in London, will be presented by former BBC news presenter Moira Stuart and will include 21 awards in different categories, focusing on facilities, specialisms and innovation. Entry is open to primary and secondary schools from all sectors, with certain awards only open to secondary schools and academies.

Last year Perry Beeches school in

Birmingham won the Outstanding Progress Award in the secondary school category. In 2010, results at Perry Beeches School broke all previous records. In 2007, just 21 per cent of pupils gained the benchmark five A* to C grade results at GCSE including maths and English. Now, 74 per cent of its pupils achieve the benchmark, making it the most improved school ever over a three-year period. It has a 100 per cent record for pupils gaining five A* to C grade passes. Ofsted is considering laying on visits so other schools can learn from Perry Beeches about how to reverse their own fortunes and improve education. This year, the Outstanding Progress Award in the secondary school catergory

EB Awards

Education Jobs Online

is sponsored by NEC Display Solutions.

This year there will be two new awards, recognising an outstanding teacher in both primary and secondary education. Both awards are sponsored by eteach.com and will recognise individuals whose dedication to teaching has gained recognition in the community and helped to improve the reputation of their school.

ACADEMY AWARDS The Academy Development Award recognises recently completed academy projects that have demonstrated sound project management and procurement skills in order to complete development on time and to budget. Last year, the £38m Evelyn Grace Academy won the award for its unique design.

The Academy Partnership Award is presented to the established specialist academy that can demonstrate benefits to the community through a partnership with an existing establishment (primary school, secondary school, university). Last year the award went to Bacon’s College in London which has worked closely with Swazi schools in Southern Africa.

The Outstanding Academy Award, sponsored by Kumon, will be presented to the specialist academy that can demonstrate outstanding progress both in its specialisms and in general education. Last year the award went to Manchester Academy E

The 2011 Education Business Awards, held 10 November at the Emirates Stadium in London, will be presented by former BBC news presenter Moira Stuart and will include 21 awards in different categories, focusing on facilities, specialisms and innovation.

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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EVENT PREVIEW E for the academic improvement achieved from when it was Ducie High School.

BUILDINGS AND FACILITIES The Environmental Building Award is awarded to the school building project that can demonstrate a benefit to both the learning and local environment through its design. Last year the award went to St Luke’s CE Primary School, which, according to BREEAM standards, is Britain’s first ‘environmentally excellent’ primary school.

The School Building Award is presented to the establishment that has provided what is judged to be the most technically advanced building constructed for the purpose of teaching present and future pupils. Last year the award went to Rednock School in Gloucester for its innovative design.

The ICT Facility Award is won by 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. The 2010 winner was Fairlawn Primary School in London thanks to its Apple Mac and Windows integration, one of the most impressive IT installations in a UK primary school.

The ICT Innovation Award is presented to the educational establishment that can demonstrate the most innovative use of ICT in order to further the learning experience of pupils and help improve results in curriculum based subjects. Scargill Junior School in Essex took home last year’s award for its innovative and sustainable use of handheld devices and games consoles.

The School Security Award recognises a school that has made outstanding efforts to increase security through a combination of increased awareness in staff and pupils, and the procurement and installation of additional security measures such as CCTV, fencing, manned guarding, and so on. Last year Redhill School in Nottingham won the award thanks to its integrated security system.

The School Recruitment Award, sponsored by eteach.com, will recognise an educational establishment which has invested in its recruitment methods and processes to ensure a timely intake of appropriate teaching and support staff. Last year the award went to Richard Rose Central Academy in Carlisle for its improved recruitment processes.

ART, MUSIC AND TRIPS The Music Award is presented to the educational establishment that can demonstrate a commitment to improving the quality of musical learning through the provision of a first class teaching environment. Twyford School won the award last year for hosting ‘First Class’, the world’s first live music lesson streamed over the internet into over 900 schools.

The Art & Craft Award is presented to the educational establishment that can provide first class learning environment and modern, flexible facilities for students of art and craft.

EB Awards

Education Jobs Online

Rose Bridge High School in Wigan took home last year’s award for its success in this area.

The Educational Visits Award is presented to the educational establishment that can demonstrate a commitment to providing students with a range of subject specific educational visits in order to further their learning experience. Presdales School and Richard Hale School in Hertfordshire won the award last year for its geography field trip to study geothermal activity in Iceland.

The Sports Award is presented to the educational establishment in the UK that can demonstrate an outstanding commitment to developing the sporting skills of its students through the provision of first class facilities and coaching programmes. Last year, the Harefield Academy took home the award thanks to its Elite Sports Programme.

MAKING PROGRESS The Outstanding Progress Award (primary) is presented to the UK primary school that has made outstanding progress in the management of its facilities, finances and human resources and can demonstrate an increase in the educational performance of the school. Last year Blue Bell Hill in Nottingham took home the award. Head teacher Jo Bradley attributes the school’s success to enthusiastic teaching, a strong, dedicated governing body and partnerships with private sector have brought benefits to the pupils.

The School Catering Award is presented to the educational establishment that can demonstrate a commitment to healthy eating and value for money through the provision of a first class catering service available to all students. Folkestone Academy in Kent celebrated last year thanks to the establishment of a bistro-style establishment rather than a traditional canteen.

The Science Award is taken home by the educational establishment that has excelled in the provision of a first class environment for teaching science subjects including biology, chemistry and physics.

Last year High Tunstall College of Science in Hartlepool won the award for its continued investment in its science curriculum.

The SEN Provision Award, sponsored by Mike Ayres Designs, is presented to the UK SEN establishment that can demonstrate an increase in the quality of care and education services provided to students with special educational needs. Last year, Cuckmere House School in East Sussex took home the award for its committment to SEN provision.

The SEN Inclusion Award, also sponsored

by Mike Ayres Designs, will be presented to the UK Mainstream School that can demonstrate an increase in the quality of care and education services provided to students with special educational needs. L FOR MORE INFORMATION To enter visit www.ebawards.co.uk and submit your entry statement by 30 September.

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

13

We know education.

As the recognised standard for children’s washroom cubicles, Genesis is a popular, highly flexible choice for your school or nursery. Contact us to order our new brochure. Call 01474 353333. www.venesta.co.uk

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Maths and English study programmes from Kumon

Education display solutions from NEC

Kumon offers maths and English study programmes to children of all ages and abilities, and is the leading supplementary education provider in the UK. The programmes are worksheetbased and can be tailored to the needs of each individual child.

This allows them to develop as confident, independent learners and to fulfil their potential.

The Kumon method of learning was developed in Japan in 1954 by parent and maths teacher Toru Kumon. Today there are around 63,000 Kumon students learning at more than 620 study centres in the UK, with over 4.2 million students worldwide. Children attend their local centre once or twice a week, and are given daily worksheets to keep up with their studies at home.

At the centre, the Instructor – who is also the franchisee and owner of the business – observes each student working and monitors their progress, setting new work

Carrying the badge for quality and reliability, LCD displays and projectors from NEC Display Solutions deliver functionality and value alongside its knowledge and expertise as a preferred supplier of ICT equipment to education.

With Ultra Short Throw and 3D Projection solutions for the class room environment; super High Bright Stacking Projector solutions for lecture theatres and intelligent digital signage networks connecting the entire school or campus – NEC offers a comprehensive portfolio of display products and solutions.

By harnessing innovative technology and adopting the highest engineering standards, NEC Display Solutions deliver superior display solutions whilst minimising life-cycle environmental impact to lower the total cost of ownership.

NEC’s product innovation is well placed to meet the requirements of education users by offering easy to adopt eco

and encouraging children to take ownership of their learning.

The maths programme takes students all the way from counting through to calculus, whilst the aim of the English programme is to develop a life-long habit of reading for education and enjoyment. Besides building speed and accuracy, Kumon’s maths and English programmes develop abilities such as confidence, concentration, time management and independent learning.

FOR MORE INFORMATION Tel: 0800 854714 www.kumon.co.uk

Experts in creating multisensory environments Mike Ayres Design is an independent company that specialises in the design, manufacture, installation, training and maintenance of multi-sensory environments, studios, soft play rooms and equipment for anyone with special and additional needs.

The company offers a complete service from the initial contact right through to the completed environment. We can guide you through the decision-making process, creating environments and providing long-term servicing and training.

Design – This can be for existing spaces, new buildings, complete environments, areas within rooms or individual pieces of equipment.

Manufacture – A substantial proportion of the equipment is designed and manufacture in our own workshops. This gives us complete control of the production quality of our equipment.

Installations – All carried out by our own experienced teams. We

install to the highest standards and will accommodate your timetable and working practices.

Maintenance – Mike Ayres Design has its own dedicated maintenance personnel who provide an ongoing service for your rooms and equipment We are not a large company but we aim to be the best in the world in our chosen field and to always be in the forefront of inspirational and technical developments. We also have an extensive catalogue and website full of ideas, projects and products.

FOR MORE INFORMATION Address: Unit 8, Shepherds Grove, Stanton, Bury St Edmunds, Suffolk IP31 2AR Tel: 01359 251551 Fax: 01359 251707 enquiries@ mikeayresdesign.co.uk www.mikeayresdesign.co.uk www.tactilemurals.com

products, solutions and tools to extend product lifecycles, minimise power consumption and provide the means to quantify cost savings. Setting the highest eco-design standards in projection technology, NEC is the first manufacturer in the world to receive a TCO certificate for projectors verifying their ergonomic and ecological characteristics.

NEC Display Solutions can provide a total display solution to harness technology for educational advantage whilst minimising costs both to your budget and to the environment.

FOR MORE INFORMATION Tel: 08701 201160 infomail@nec-displays.com www.nec-displays.co.uk

Sensory resources from Mike Ayres Design As well as creating complete sensory environments, studios, safe areas and soft play rooms, Mike Ayres Design specialises in designing and manufacturing many related products. These include: Switch2 and Switch4 control system – manual and radio remote, fully integrated systems that are used to control a wide range of equipment and rooms.

They enable anyone of any ability to control effects and equipment.

Switches – the switches you use are the most important component for controlling equipment. Mike Ayres has created a range of basic, very high quality switches, which are extremely durable and reliable.

Sensory trolleys – the sensory trolley is a mobile sensory resource that can be used anywhere in a building as an addition to a sensory room or as a stand-alone unit for when you need ultimate mobility or are short of space.

Tactile murals and panels –

Mike Ayres Design murals and panels offer a spectacular range of tactile sensations. Standard panels are available in various forms including a Very Tactile Caterpillar and Wots in the Wellie. Mike Ayres murals are all individually designed and can be used as features and textural wayfinders around buildings.

All these and many more products are in our Sensory Resource catalogue 4.

FOR MORE INFORMATION Tel: 01359 251551 Fax: 01359 251707 enquiries@ mikeayresdesign.co.uk www.mikeayresdesign.co.uk www.tactilemurals.com

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

15

Welcome to the Titan Furniture Range Encouraging good posture for our children To compliment the One Piece Chairs we offer the Skid, 4 Leg, Reverse Cantilever, Swivel and High Chairs all manufactured with a moulded one piece high impact polypropylene shell bolted to a super strong frame. To complete the range we have the Titan Stool, Height Adjustable Table and the Titan Exam Desk all conforming to EN1729.

A superb range of hard wearing furniture specifically developed for use within the educational environment.

The Titan one piece chairs are manufactured from a solid polypropylene making them the strongest educational chair available, all one piece chairs are tested and have passed EN1729 Part 1 and 2 by FIRA.

Titan products are now being specified in many schools throughout the world.

Titan Chairs Suitable for teachers and students

Functional Accessories A comprehensive range of accessories to make the Titan Chairs even more functional

Titan Stools Developed with a unique leg style that protects laboratory flooring or matting

Titan Chair Trolley Allows chairs to be easily transported

TM

Titan Seat Pad Upholstered seat pad for added user comfort

Titan Linking Clip Ideal for linking chairs together in halls or assembly areas

Anti-Tilt - All Titan one piece chairs have been developed with a unique leg system that actively prevents children from leaning back on their chairs. there are 7000 accidents that occur in our UK schools - the Titan chairs help to prevent this

Insist on the best.... Insist on Titan

Index The Professionals Choice!

A quick reference guide of our complete Titan range of educational products to help you quickly identify the item you require.

Titan One Piece Chairs Available in 4 seat heights

Titan 4 Leg Available in 4 seat heights

Titan High Chairs Available in 4 seat heights

Titan Skid Available in 4 seat heights

Titan Stool Available in 4 seat heights

Titan Reverse Cantilever Available in 4 seat heights

Titan Height Adjustable Table Single and double option available

Titan Swivel Junior & Senior models available

Titan Exam Desk 2 top colour options

For a product catalogue or details of your nearest Titan stockist call our sales team on 0845 130 8022 Titan Furniture UK Ltd • Unit 7 • Heywood Estate • Pottery Road • Kingsteignton • Newton Abbot • Devon • TQ12 3BN

sales@titanfurniture.co.uk - www.titanfurniture.co.uk

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HEALTH & SAFETY

A TAILORED PROGRAMME The National Association of School Business Management believes it is imperative for schools to train and professionally recognise those with health and safety responsibilities

School Business Management

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

The National Association of School Business Management provides a wide range of training activities that have consistently received very positive evaluations from participants and client organisations. But how do we know if the training really adds value and improves performance in key functions in schools?

The purpose of an impact review is to go deeper into analysing the effectiveness of our training programmes and to develop the tools needed to collect the evidence that demonstrates the direct review of our training on individual and school performance.

H&S REVIEW We decided to base our first review on the IOSH Accredited Health and Safety Training for Schools because it is a well-established part of NASBMs training programme and over 60 people working in schools have completed the training since it started in 2008.

It is also delivered by external consultants who developed this training specifically for schools and this is an opportunity to provide them with more in depth feedback for the future development of the training.

The methodology was to ask former participants of this training to reflect on how they have used their learning in their schools and to complete a short questionnaire.

The IOSH Accredited Health and Safety Training for Schools is currently a two-day introductory training programme for managing health and safety in schools. It awards the IOSH Certificate and is renewable every three years.

The training was developed by a number of school business managers, who worked in conjunction with NASBM and Owen David Risk Management Ltd, to produce a tailored training programme specifically meeting the needs for managing health, safety and risks in schools. This training has received accreditation from the Institute of Occupational Safety and Health and has the following advantages: • Recognised and accredited qualification within the sector • Supported and promoted by the Independent Schools Bursars Association • Course provides policies and management systems for this specialist environment • Is created around 20 years consultancy experience in hundreds of schools • Can be readily modified to take into account legislative and enforcement changes.

OBJECTIVES The objectives of the training are to provide a recognised and accredited IOSH qualification for school business managers and colleagues,

The objectives of the training are to provide a recognised and accredited IOSH qualification for school business managers and colleagues, and to understand the broad spread of legal and moral responsibilities across the school. and to understand the broad spread of legal and moral responsibilities across the school.

Further objectives include understanding more about the cost of accidents, causation and prevention; applying the general principles of risk assessment in relation to hazard and probability; knowing and understanding the principal hazards in the school environment and the management of controls of each; and be able to establish and run an Active Monitoring Inspection Programme involving all school managers.

It covers six modules: Introduction & overview of health & safety management; Principles of effective health & safety management; Health & safety law;

Risk assessment; Managing the risks in schools; and Assessment & project.

The programme particularly focuses on school trips, fire, asbestos, design and technology, slips and trips, stress, lone working, control of contractors, workplace and school transport.

CASE STUDY Lee Miller is the business director for the City of Portsmouth Girls’ School and he joined the school in January 2008 from a career outside education. Lee had trained as a chartered accountant and had worked in a number of private and public sector organisations. This was the first E

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Take your students on a journey of discovery with an interactive whiteboard from Systems AV In a modern teaching environment we no longer see a blackboard, chalk erasers and worn down chalks, we expect to see a whiteboard and projector, we expect to see computers or laptops, we expect to see speakers and screens. Nowadays we see what we used to think were luxuries for a school as essentials.

Research is constantly being carried out investigating if the benefits of using AV technology is the way forward and in short, the answer is yes. Teaching was built on effectively communicating and engaging with audiences. Before whiteboards we had chalk – chalk was a teachers visual aid – and audio – the teacher or tapes – but with new technology available to teachers and to students, if you were to sit a class down in front of a blackboard and tape player its unlikely they’ll be motivated to listen, let alone learn. Which is why education establishments are always looking to update, improve and innovate on up and coming technology.

The latest on the market? Interactive whiteboards. Soon to be in every classroom, teachers can use interactive whiteboards to take students on a journey of discovery.

The versatile boards allow for interaction with the computer on a large scale.

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communications, allowing the head teacher to communicate instantly with their students, whether its to present an assembly or important message from their office and have it streamed into every one of their classrooms.

Not all new technology is for the front of the classroom, however. The most cutting edge technology on the market right now is Energy Management Systems and with the soaring energy prices you can see why. Energy management gives you control to manage your energy remotely, giving you the power to shut down classrooms completely or just turn the lights off when not in use. Energy management not only reduces your carbon footprint and saves you money but gives you

the opportunity to educate your students and lead by example on going green.

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AV Solutions & Installations We specialise in supplying the education sector with a range of solutions • Projectors & Audio Solutions • Interactive Whiteboards • Digital Signage • Visualisers • Classroom Automation Systems • HD Screens & Video Walls • Networked AV & Live Distribution • Sound Re-enforcement • AV Automation for Auditoriums & Halls • Energy Management Systems • Service and Maintenance Agreements (pcm or p/a)

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EDUCATION BUSINESS MAGAZINE Volume | 16.4

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HEALTH & SAFETY E role that required him to be responsible for all health and safety management.

Lee had not previously participated in any formal training in health and safety and therefore felt that the course developed

by NASBM was ideal for his new role.

“The role of business director was new to the school and combined previous responsibilities held by the deputy head and director of administration. As I had no formal training in health and safety and this was now a key responsibility, it was felt that this accredited training would be good for the school to ensure it is meeting its statutory requirements.”

Lee found that the most useful part of the training was linking the complicated requirements around health and safety legislation to the context of a school. This ensured that the participants were able to see a direct link to the training and how they could make a positive review in their own school environment.

NEW PROCEDURES Lee also used his learning to introduce a number of new procedures/practices or to change or improve existing procedures/ practices, for example: “I have used the course to develop a new health and safety policy for the school and alongside that a Health

& Safety Committee, which is made up of various stakeholders (pupils, staff, governors and managers) to oversee the management of health and safety and hold me accountable.

“It is now reported under a separate heading ‘Health & Safety costs’ and this budget is controlled and monitored by the Health and Safety Committee.

“We have completely changed the risk assessment process used for trips and events outside school. This ensures that all outside learning opportunities are planned in the safest way and all requirements are met before a trip is allowed to leave school. This electronic and automated system is used for all outdoor learning opportunities.

“Staff training sessions have increased in numbers and have improved in their effectiveness at ensuring the correct training is delivered by competent staff and is recorded.

“We have developed a new internal audit process to ensure that we are compliant with legislation but also focuses on a cycle of continuous improvement. The results of audits are shared with senior management and the Health & Safety Committee.

“We now have a number of staffs who are highly trained and who are competent in health and safety matters.”

Lee summed up his reflections about the training by reporting that: “I feel

competent and able to deal with health and safety issues that may arise.”

And he concluded his feedback for the review assessment by saying the training was: “A fantastic event and well worth the cost and time out of school.”

NASBM runs this training throughout the year and at different locations across the UK to ensure that it is accessible for all schools.

The costs of attending the two-day course are £725 for members and £785 for non-members.

Costs include 1x24-hour delegate rate and 1xday delegate rate at the venue including all refreshments, lunch, dinner, bed & breakfast, IOSH accredited trainer fees, registration, project assessment and certification from IOSH, plus comprehensive IOSH training materials and notes used during the training.

If you have previously been on the NASBM IOSH training or have completed a different course and your training is up for renewal then please contact us and we will discuss with you how you can go about renewing your training and ensure that your certificate is kept up to date. L FOR MORE INFORMATION If you would like further details on courses that will be available near you then please contact training@nasbm.o.uk or call Diane Gregory on 01788 573300.

Services for your school or academy

VTCT – world class vocational qualifications

Whether you are a maintained school, an academy or an independent school, choosing Babcock 4S as a partner will help you to reduce costs and achieve the best possible outcomes for learners.

Our approach is to develop a detailed understanding of your unique circumstances, apply our experience of working with thousands of schools to meet your requirements.

Our breadth of bespoke services includes: • Education Consultancy – focusing on leadership and management, teaching and learning, assessment and evaluation, inclusion, early years and 14-19.

• Education Support Services – packaged and bespoke services covering facilities management, finance, governance and human resources.

• ICT Managed Services – expert consultancy and strategic planning backed up by innovative ICT solutions,

VTCT is the specialist awarding body for the hairdressing and beauty sector offering vocational qualifications.

Our full qualification package covers complementary therapies, sports and active leisure and business skills.

As a government approved Awarding Body, VTCT offers National Vocational Qualifications (NVQs), Scottish Vocational Qualifications (SVQs) and other vocationally related qualifications (VRQs). VTCT has been at the forefront of developing the vocational system of qualifications for over 45 years.

VTCT is also supporting the government’s campaign, to encourage hair and beauty salons to adopt apprenticeships to train future hairdressers and beauty therapists. Apprenticeships are funded by the Skills Funding Agency and providers are able to apply for funding.

The National Apprenticeship

remote and on-site support.

• Training and conferences – a portfolio of 1,500 courses delivered by expert tutors through public or in-house training, together with high profile themed conferences.

Babcock 4S, awarded ‘Best Supplier to the Education Sector’ in 2010 and ‘Best use of ICT in a learning environment’ in 2009, is a joint venture with Surrey County Council. It is the largest integrated school improvement and support services provider in the UK. FOR MORE INFORMATION Contact the Services to Schools team today to discuss your requirements.

Tel: 0800 0734444 ext 834008 consultancy@babcock.co.uk www.babcock-education.co.uk

School Business Management

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Service (NAS) match up young people looking for an apprenticeship in hairdressing and beauty therapy with an employer and apprenticeship provider. The apprenticeships framework is designed by the Sector Skills Council to meet the skills needed to be fully competent in the role.

Hair and beauty apprentices learn through direct experience in a salon and at a college, making them not only qualified but also experienced.

VTCT offers apprenticeship packages in hairdressing, barbering, beauty therapy, activity leadership, exercise and fitness, personal training, and customer service. These include NVQs, Technical Certificates, Key Skills/Essential Skills Wales and Functional Skills and Employment Rights and Responsibilities.

FOR MORE INFORMATION www.vtct.org.uk

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

21

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10% off & free delivery is on all orders over £30 (excluding VAT). GLS educational supplies is a division of Findel Education ltd. Registered in England number 1135287.

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NASBM Summer Regional Conferences provide insights into the changes and challenges for schools following the comprehensive spending review The NASBM Summer Regional Conferences will provide delegates with insights into the changes and challenges for schools following the comprehensive spending review.

They will take place at Menzies Carlton in Bournemouth 30 June, and at the Cambridge Belfry 5 July.

At the Bournemouth event keynote speakers will provide advice on School Funding – presented by Christine Dickson, managing director, Centre for Education & Finance Management – and The legal aspects of converting to academy status with legal education experts Veale Wasbrough Vizards.

The Cambridge event will see keynote speakers deliver guidance on School Funding – again from Christine Dickson – and Reviewing your school catering service balancing efficiency with quality, with Jon Rayment from the School Food Trust.

Delegates can choose to attend workshops on current hot topics including Converting to academy status; Assuring best value in facilities management; Team building & motivation; How to meet the school vision with limited resources; and Factors in school funding success.

The conference will provide the

opportunity to meet with colleagues and learn from their recent experiences.

Cost to NASBM Members is £105, and for non NASBM Members it’s £135. Included in this price is a day delegate package, access to at least ten exhibitors, as well as lunch and coffee.

“All the topics covered were very helpful and have given me food for thought in my role as an SBM. More heads should encourage or be encouraged to send SBMs to these conferences,” said Hazel

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Hitch, office and business manager at Henlow VC Middle School.

The full programme and workshop choices are available to view/download from the NASBM website. Please see the individual conference programme for full details.

FOR MORE INFORMATION Tel: 01788 573300 conferences@nasbm.co.uk www.nasbm.co.uk

NASBM responds to increased pressures on schools to convert to academies with CIPFA/NASBM Accredited Finance Training for School Business Managers NASBM asked CIPFA to prepare a proposal looking at options for the delivery of finance training to school business managers across the country which would be aligned to the competency guidance document produced by NASBM and the National College. This was in response to the increased pressures placed on schools by the coalition government to move to academy status leading to a need for school business managers to have greater financial awareness within their role, including finance, governance, risk and funding.

The programme will be delivered over a 9-month period, with the first cohort now full and commencing in September 2011.

The next cohort will commence in March 2012 and to request an application form you should e-mail diane.gregory@nasbm.co.uk The programme will include a half day launch and five and a half days classroom based delivery. This will be supplemented by the online Learnfusion platform, which will provide delegates with online reading, assessments and evaluation. Participants will also have access to technical and tutorial support throughout the programme.

The six days will be spread out over the duration of the programme. The dates for the

spring cohort have not yet been agreed.

The nine modules will be: 1. Structures, governance and standards 2. Education funding schemes 3. Risk management 4. Fraud awareness 5. Financial reporting for academies 6. Economic appraisal and the business case 7. Budget management and control 8. Communication and the presentation of figures 9. Best practice in grant claims The programme will be accredited by the Institute of Administrative Management

(IAM) and endorsed by CIPFA. Delegates will receive accreditation once the full programme of all nine modules has been completed.

The successful completion of all nine modules will lead to the awarding of the IAM Diploma in Management Practice NQF Level 4 and a possible 120 CATS points. At the present time there is no formal agreement with a University for the progression on to an undergraduate or post graduate degree. Graduates would be expected to negotiate their own exemptions.

The course fees will be £3,000 for NASBM Members and £3,450 for non-members.

Participants will also be expected to cover their own expenses. Places on cohort will be allocated on a first come/first served basis.

In order to secure a place candidates will need to complete and return an application form and forward a 20 per cent non-refundable deposit to diane.gregory@ nasbm.co.uk by 14 December 2011. The full balance of the fees will be payable before 29 February 2012 and is non-refundable.

FOR MORE INFORMATION Tel: 01788 573300 www.nasbm.co.uk

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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Meeting the needs of teaching professionals across the world CEM: • Holds contracts with both independent and state schools in over 30 countries including England, Scotland and Northern Ireland, Australia, New Zealand, Netherlands, Hong Kong, China, and South Africa • Assess over 1,100,000 students each year • Provide assessments in different languages including Irish, Luxembourgish, Serbian, South Africa (English, Afrikaans, Sepedi, Zulu), Thai, Spanish, Bengali, Urdu, Cantonese and Arabic with development opportunities for additional languages • Holds one of the largest educational data banks in the UK • Has provided information to teaching professionals and authorities for 28 years CEM is the largest supplier of computer adaptive assessments outside the United States and offer computer adaptive assessments for students from primary through to post16 education.

Benefits of Computer adaptive assessments: • • • • •

Caters equally well for high or low abilities Each child’s assessment really is unique More questions at an appropriate level Very few questions are too easy or too hard Prompt feedback is available from our baseline Computer adaptive assessments typically within 2 hours after your students’ results files have been received • The assessment is capable of being diagnostic • Our computer-based systems are typically 25% cheaper than our traditional paper-based systems • Our computer-based systems and attitudinal survey prices have been frozen or reduced* for 2011/2012 * Yellis computer-adaptive assessment prices have been reduced for 2011/2012

“The interactive and adaptive nature of the questions meant the weaker children did not feel disheartened when they could not answer the more difficult questions.

Conversely the brighter children were able to demonstrate their higher ability by the more challenging questions” Sheila Major, Head teacher For more information about our systems please visit:

www.cemcentre.org

SOFTWARE

THE VALUE OF ASSESSMENT AND MONITORING

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Professor Robert Coe, director of CEM, looks at the value of assessment and monitoring solutions within the education sector and how it can help students achieve their potential CEM (Centre for Evaluation & Monitoring), part of Durham University, is one of the largest independent providers of educational monitoring systems in the world. CEM, a not-for-profit organisation, provides nurseries, schools, academies and colleges with objective, independent data to help all students achieve their potential.

CEM is the largest provider of computeradaptive assessments outside the United States with over 60 per cent of our users opting for our secure, efficient computeradaptive assessments. We offer a suite of information systems that are designed as a result of our evidence based research to meet the needs of everyone involved in education.

We offer a range of assessments using both traditional paper based assessments through to computer adaptive assessments and a combination of the two. We currently assess the progress of over a million students from pre school to post 16 in the UK and internationally each year.

At the heart of all our activity is the fundamental aim to improve teaching and learning across society today and tomorrow.

This approach has driven the organisation for over 25 years to ensure that we adapt our systems, assessment methodology and reporting systems to provide evidence based results to teaching professionals which can be shared with pupils, parents and management teams in addition to supporting inspections and accreditation procedures.

Our systems provide objective, independent, nationally (and internationally) standardised data to support as well as challenge professional judgement. Whilst this often substantiates what teaching professionals already know about their students’ capabilities, it will frequently add detail on their potential and their progress in core subjects – information that is not easily obtained through daily class interactions alone.

HOW CAN ASSESSMENTS HELP? Our assessments provide raw and standardised scores in core areas of the curriculum through the use of computer based assessments, covering everything from early maths, reading and phonological awareness for primary pupils to maths, vocabulary, non-verbal and additional skills for secondary pupils.

How can value added monitoring help?

CEM systems provide schools with feedback that shows value added measures at the

student and subject level, along with facilities to enable on-course tracking, allowing the school to monitor student progress or measure the effectiveness of various interventions.

MOVING FORWARD CEM is committed to the continual development of its systems in which computer adaptive tests form a key element. Advantages of our computer-adaptive assessments include: • Prompt feedback is available from the majority of our baseline assessments typically within two hours of your students’ results files been received • Feedback is accessed via our secure websites, enabling you to easily manage your school’s data wherever you are,

Rob Coe

Our assessments provide raw and standardised scores in core areas of the curriculum through the use of computer based assessments, covering everything from early maths, reading and phonological awareness for primary pupils to maths, vocabulary, non-verbal and additional skills for secondary pupils. whenever you want • Our baseline assessments adapt to the ability of each student, providing a tailored and more enjoyable assessment experience • Our systems offer flexibility – students can be tested in small groups (even individually), with absentees and late joiners added after the main testing window • Early testing is available.

CEM has a long history of developing relationships and working with schools and authorities, helping to ensure the changing requirements of education establishments are met. Fife Council has been using CEM assessments in their authority for the last nine years. The success of the relationship was summed up by Ken Greer, executive director of education for Fife Council, who stated: “We don’t want assessments that don’t support learning. We want to promote improvements in learning, teaching and schools’ performance. The assessments provided by CEM enable our schools to achieve this aim.”

Other services offered by CEM include:

Entrance Testing – we create specialist diagnostic and entrance tests which are bespoke to the organisations we work with.

Research & Evaluation – CEM is the largest UK university based educational research unit and publishes a range of papers and reports. We house one of the largest educational data banks in the UK containing over two decades of information.

We provide specialist research and evaluation services to the public, education and private sectors and government bodies.

Teaching, Training and CPD – we deliver a programme of specialist school/college monitoring and assessment training linked to our systems and research in local venues for teachers and authority representatives, and host a range of conferences domestically and internationally. L FOR MORE INFORMATION Further information on all of the systems and services on offer from CEM is available from www.cemcentre.org

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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Using the very latest in off-site design and building technologies, we specialise in designing, creating, installing and commissioning education and classroom projects to the highest specification, on time and on budget, every time. Change the way you construct.

Think smart, build smart with McAvoy.

HEAD TEACHER INTERVIEW

WORKING TOGETHER TO ACHIEVE A COMMON GOAL Walking into Perry Beeches school, any trepidation about encountering large and intimidating groups of youngsters melts away. The school is a haven for respect, hard work and achievement, with both pupils and staff seemingly happy to be there.

But it wasn’t always like this. Walking into the school just three years ago and you would have been faced with a very different situation: “On an average day there were fights, a fair amount of bullying and no real respect for each other,” remembers head teacher Liam Nolan. “It was on the floor academically and very quickly put into a failing category by Ofsted.”

In 2007, just 21 per cent of pupils gained the benchmark five A* to C grade results at GCSE including maths and English. Now, 74 per cent of its pupils achieve the benchmark, making it the most improved school ever over a three-year period. Not including maths and English, it has a 100 per cent record for pupils gaining five A* to C grade passes.

What makes this transformation so incredible is that it is not the result of buckets of government funding or a shiny new building: “We have not received a single penny more money in order to achieve what we have done,” explains Nolan. “We ourselves had to go into deficit – £580,000 worth – but none of this came from the council. I’m pleased to say that we are now close to paying it off.”

LEADERSHIP STRATEGY Understandably, this transformation has gained a great deal of interest nationally; Education Secretary Michael Gove has requested a meeting to find out the secret to this success and Ofsted are considering laying on visits so

other schools can learn from their achievements.

So how was this transformation achieved?

Nolan explains: “I was appointed head teacher in April 2007 and Ofsted came in September 2007. I knew the school was well below target and I actually asked them to put us in the ‘notice to improve’ category.

“It was part of my leadership strategy.

This way there had to be changes and I could rally together pupils, staff and parents and say ‘look, we’ve got a year to turn the school around otherwise we will be put in special measures’. It was a way to get everyone working together for a common goal.” And to reinforce this team message, the school adopted the title ‘team PB’.

It was a back-to-basics approach that formed the foundation of this transformation. “The first thing I did was re-introduce standards. I insisted on proper uniform, attendance and punctuality. If students turned up without the correct uniform, I would send them home.

When

this first happened, we had to send back about 140 youngsters.”

In order to get staff on board, Nolan made sure teachers felt appreciated: “Even the little touches like making tea and toast for staff at breaktime was a major moral booster.”

While strict changes were put in place, surprisingly, Nolan met little resistance: “It helped being in ‘notice to improve’. The school was failing so there had to be changes and the majority were behind me. I did have to be fairly dynamic and strong to follow it through. People were very clearly told that this was how the school was to be run.

“But some people don’t get it even now, I still have parents who want to take children on holidays during school time and students who are not behaving how we want them to. But that’s life.

What you must do is be consistent and reinforce the agenda at all times.”

Written by Angela Pisanu

Through simple changes and real desire for change, Perry Beeches has achieved the seemingly impossible; radically transforming behaviour and academic achievement without any extra funding

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A MARK OF RESPECT When the head teacher or senior member of staff walk into a classroom, the pupils and teacher stand. The original reason for this, Nolan explains, was to stop any fighting that had broken out. “Before when I walked into a room, there were often pupils fighting and I had to shout over the noise to get them to notice me. By getting everyone to stand was a real simple way to get the fighting to stop – it’s instant and non-confrontational.

I’m then able to say ‘good morning year 10, it looked a bit lively in here. Could you wait outside a moment’ to the pupils involved.

This means I’m in a position to talk to them about what happened privately and in a non-confrontational manner.

“Now we are at the stage where if we are disappointed in a student, that’s punishment enough.” The fact that there have been no permanent exclusions in the last two years is testament to this style of leadership and discipline.

While the ethos and attitudes have changed, the school is still in the same catchment area as before and still suffers from the same issues as it did three years ago. Deprivation is significant; over 38 per cent of pupils are on free school meals, 38.4 per cent come from households that are in the lowest 20 per cent income bracket and 75.5 per cent are from the lowest 40 per cent income bracket. “We’re still a tough, inner-city comprehensive,” explains Nolan. “We’ve achieved E

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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Case Study Belleville Primary School ‘‘Before this project went ahead we stipulated that our suppliers needed, not only to provide highly thought out, stylish systems but also to be hot on the quality of their service too. I’m delighted to say, we got both from Venesta.’’

Mr Grove, Head, Belleville Primary School

Named ‘outstanding’ by Ofsted in 2007, Belleville School in Battersea, looks after 730 pupils, aged between 4 and 11.

Housed in a classic Victorian building, the school is committed to providing a warm and friendly environment for children to learn and spends a lot of time and effort ensuring its pupils feel safe, secure and stimulated.

Charged with an extensive refurbishment to the whole school, chartered surveyors, Wilby and Burnett, briefed Venesta to provide a cubicle range that would answer the school’s need for a fun, safe, hygienic environment.

Genesis was selected for its design and variety of height options making it the natural choice. School head, Mr Grove, was particularly impressed by Venesta’s online design studio which allowed him to visualise different colour mixes before making his selection.

A key consideration on this project was timing. The refurbishment was planned for the school holidays, meaning it had to be gutted and refitted in just six weeks.

Thankfully, the highly efficient Venesta team was able to rise to the challenge and delivered the cubicles on time and ready to install.

Contact us to order our new brochure. Call 01474 353333. www.venesta.co.uk

CRM Solutions for the Education Sector

Concentrix helps organisations in the education sector harness Customer Relationship Management (CRM) software to: » Improve employer engagement » More effectively run student recruitment and marketing campaigns » Manage student placements, apprenticeships and training » Administer alumni programmes » Help achieve the Training Quality Standard » Compete with other training providers For more information about CRM in the education sector, contact Concentrix TSG!

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HEAD TEACHER INTERVIEW

School Business Management

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Head teacher Liam Nolan engages with pupils and teachers during an art class

E what we have by creating relationships, not because we sedate our youngsters.”

FOCUS ON LEARNING Nolan prides himself on creating a learning school, where it is not only the pupils, but also the teachers and staff that are engaged in some form of training. Nolan himself has been taking GCSE English classes for some of the non teaching staff – and all have passed.

Since taking post, the budget for exams has gone up to give pupils better chances at passing. “Gaining qualifications should be like taking a driving test; you don’t only get one chance to pass and you can’t drive until you pass because you are not ready.

Likewise you can’t move on to level 3 qualifications if you don’t have GCSE maths and English because you are not ready.”

Another initiative that Nolan and his team started was the Academic Mentoring Programme. This involves a group of nonteachers that have come from industry, such as IT and banking, to focus on pupils that are seriously falling behind. A pupil is assigned an individual mentor outside of the time table to focus on the areas where they struggle. Pat Short, lead academic mentor said: “We’re not teachers and therefore are not interested in the bureaucracy that schools can get caught up in. We’re just here to focus on our pupils – to give them the individual attention they need.”

TO BE OR NOT TO BE AN ACADEMY The school was offered the option to become an academy but it was originally refused.

So much can be achieved just by making simple changes – focusing on standards, building on the positives, and creating relationships.

“I was adamant that we were never going to be an academy, we were proud to be a normal state school. But my attitude has changed. We had a couple of engagements with the local authority that really made me realise how held back the school was.

“We have reached a fullness and are now considering changing to an academy because it offers us the freedoms we need to grow. We’re even considering expanding the team of PB schools to incorporate other failing schools.”

“Our achievement was really a result of getting back to basics,” Nolan concludes.

“Schools need to realise that it is absolutely attainable, but you really have to believe and get pupils, teachers and parents to believe. So much can be achieved just by making simple changes – focusing on standards, building on the positives, and creating relationships.” L FOR MORE INFORMATION Tel: 0121 3604242 www.perrybs.bham.sch.uk

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

29

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BECTA LAUNCHES ICT SERVICES FRAMEWORK Becta announces 25 new suppliers to help the schools and further education and skills sectors save time and money.

Becta have launched the ICT Services Framework which has been structured to ease the burden on schools, colleges and training providers investing in and maintaining effective ICT systems. With this launch, Misco has been named as an approved supplier in Lot 1 having successfully completed a rigorous evaluation process and demonstrating that Misco has the capability to meet the Becta technical and service requirements and to understand the needs of the education and skills sectors. Lot 1 (22 suppliers) - focuses on ICT infrastructure and mobile/bundled connectivity services, enabling customers to buy these particular core services individually or in combination.

The framework runs until November 2014 providing education and skills customers with a quick and easier route to procure from approved, high quality, trusted suppliers in a fully EU-compliant manner.

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Finance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

TECHNOLOGY

A POSITIVE IMPACT ON LEARNING Ray Barker, director of the British Educational Suppliers Association, analyses their recent research into the budget cuts and the effect on investment in new technologies Our 14th annual ICT in UK State Schools’ survey, carried out in September 2010, revealed that despite government funding cuts for ICT in education, schools appeared positive in their outlook. 58 per cent of the primary schools and 51 per cent of the 1,379 UK schools (812 primary, 567 secondary) had stated that they felt they were likely to maintain planned ICT investments for 2011/12.

However, moving forward six months, sadly our schools’ views appear to be very different.

Our annual ‘Impact of New Technologies’ survey into the views of English Maintained Schools on a range of new technologies

used by teachers and students carried out in conjunction with the National Education Research Panel (NERP) shows that an increasing majority of schools (56 per cent primary, 65 per cent secondary schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2011/12.

As the education sector’s trade association, our role at BESA is to sit between the government and industry (schools and suppliers) to support improving standards.

Our regular surveys provide the sector with an indication of changes and trends and our member’s code of practice ensures products and services purchased by schools are of the highest value, delivered with the optimum level of service and support.

THE CHALLENGE The challenge offered by the results of this survey focuses on the continuation of innovation in ICT, both in product development and in classroom practice. For the past

decade the UK has been positioned at the top of the international education league in terms of significant government investment in ICT in education and its corresponding implementation in the classroom.

However, the perception of educators today is that they now have no money for ICT. Many believe that they cannot try innovative new products and approaches; the apparent lack of interest in netbooks and smartphones is an example. Fewer than 30 per cent identified a high level of usefulness of netbooks and the majority of primary schools considered smartphones to be of very little or no use at all.

One of our members Barbara Higginbotham, sales director at Data Harvest, manufacturer and supplier of specialist educational science and technology equipment, recognises the current pressure felt by schools. She comments: “Secondary schools are still buying the new data loggers to deliver the modern science curriculum as the immediate feedback is seen as engaging and motivating.

However, a perceived lack of funding is impacting our sales and will, in time, affect our ability to offer free training and ultimately to invest as much in new developments.”

FREE CONTENT For a sector that has built a reputation for its investment in, and utilisation of technology, this move by schools to avoid investing in E

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

33

Accounting in the cloud

Feedback shows positive attitude from FE sector

Initial positivity towards cloud accounting spreads as the sector seems set to embrace the shift towards cloud.

In March this year, over 50 colleges attended a webinar on cloud-based accounting held by Symmetry, the largest supplier of accounting software to the FE sector. Initial reaction was very positive indeed, with over 2/3 of colleges expecting cloud accounting to be adopted within the next two years, and over 70% viewing cloud accounting as relevant in the light of likely collaborative projects in the next 12-24months. Since this event, interest has spread across the sector and Symmetry now finds itself talking to an ever-expanding cross-section of the FE sector.

The aim of the initial event was to introduce the company’s new FinancialsC solution and to gauge existing opinion within the sector towards adopting cloud-based technology. As the word has spread, FE Finance and IT professionals have naturally been very inquisitive with the number of online meetings being arranged escalating considerably and this month seeing Symmetry present to the Yorkshire & Humber Region of the College Finance Directors Group (CFDG), just one of a number of planned group sessions for the sector.

Open technology for the sector The webinars and group sessions are just two of many exercises to engage with FE professionals and canvas opinion, so that any future development continues to focus in the right areas. Symmetry’s own technological pedigree is based on an ‘open’, yet robust technology platform,

distinct from many rivals, particularly when it comes to integration and interoperability issues. Combining this technology advantage with Symmetry’s experience in this sector, FinancialsC is able to talk to, draw upon and blend information from the widest range of organisations’ third party applications, be these on premise or in the cloud, and display this on any device.

from using the system to outsource low-value tasks such as data entry, through to using Symmetry’s Partners to help deliver processes such as audit assistance and year end.

With financial pressures squeezing education to get more for less, cloud accounting gives FE the perfect opportunity to embrace lower costs as well as take part in collaboration.

Cloud accounting gives FE the perfect opportunity to embrace lower costs as well as take part in collaboration.

Why Symmetry & the cloud FinancialsC is delivered via a hosting environment that has been specified by independent consultants in order to ensure it delivers on the key factors of availability, security and performance.

Symmetry has gone beyond the standard boundaries, to match the stringent demands of the education sector regarding the robustness of the IT environment, the actual physical data centre itself being of military grade and offering some of the highest security levels in the UK. Symmetry has also become one of the first suppliers able to sign up to BASDA’s (Business Application Software Developer’s Association) “Cloud Vendor Charter” that encourages vendors to adopt a responsible approach to data management, application availability, security and customer management for cloud-based solutions. It also provides multiple options for organisations to transform their finance operations, from using the system to outsource low-value tasks, through to using Symmetry’s Partners to help deliver processes such as audit assistance and year end.

Key benefits of cloudbased accounting × No need to be tied to a single supplier for multiple applications - solutions offering high levels of interoperability enable you to choose the best systems for your organisation. × Reduced hardware, software & licensing costs × Location independent and ideal for shared services between a group of colleges × Pay for what you use monthly × Reduce level of IT resource required × Data is held remotely with service provider responsible for back-ups × Allows you to focus on core finance issues without the distraction of technical issues × Always on the latest software with minimal downtime for upgrades × Short implementation time × Higher returns on investment

Fair and Transparent pricing The pricing model, being volume transaction based, is fair and transparent with multiple options for organisations to transform their finance operations,

To find out more or to book either a group or online meeting, contact Symmetry: T: 0117 900 6262 E: phill.kay@symmetry.co.uk W: symmetry.co.uk/financialsc “Cloud Accounting in FE” group

TECHNOLOGY E new technologies is a shame for both the industry that has always responded to the needs of the sector by creating new, innovative products, and for pupils who receive new technologies with aplomb. The growth in the use of free digital content also reflects this.

Unsurprisingly, in a time of budget constraint, the research identified that 86 per cent of primary schools and 64 per cent of secondary schools expected free content to be the most useful technology in the classroom by 2012.

However, looking at a free communication technology that has become a core part of both teachers’ and students’ lives, namely social media, the survey revealed that the majority of schools apparently make no use of social networking sites. Despite approximately 75 per cent of teachers and the majority of children using social media to communicate, 88 per cent of primary schools and 79 per cent of secondary schools confirmed that they made no use of the tool in the classroom.

PURCHASING POWER What is important to stress, however, is that schools do still have money. Despite the current and anticipated reduction in schools ICT budgets, projected budgets for 2011/12 are expected to be the same as recorded seven years earlier in 2004/05.

The change that schools are experiencing

is that there is now one centralised pot of money. The era of ring-fenced grants for ICT is over. Schools now have to make their own purchasing decisions based on their school development plan. Schools have the autonomy to decide how they spend their budgets. If their specific challenge is to improve standards in key stage maths, for example, what approach will they choose?

Madeleine White, head of marketing, Whizz Education and developer of Maths Whizz, comments: “Schools have had many years experience to recognise what has the most positive impact on learning.

While our new, less rigid curriculum gives teachers the freedom to invest in resources, procurement and delivering results in the most cost effective way remains a key focus. In the majority of cases opting for a learning resource that is non prescriptive and therefore applicable to all students at each stage of development is seen as the most viable and efficient option.”

The fact that schools still have money to invest in technology is supported by the fact that they are still investing in specific technologies. Visualisers are one example of this. 75 per cent of primary schools and 68 per cent of secondary schools currently use the technology while 85 per cent and 66 per cent, respectively, forecast their use

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Finance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

by 2012. More traditional technologies such as laptops were considered to be very useful to 49 per cent of primary schools and 34 per cent of secondary schools while budgetary constraints appear to have led many schools to feel they are unable to afford innovative new products and approaches.

REPLACING EXISTING TECHNOLOGY The divide in terms of current spending is based on investment in emerging technologies that enhance and replace existing technology (e.g. tablets replacing netbooks) and those technologies that are a new way to teach and learn, but that do not necessarily replace any existing technology (e.g. learning platforms).

In addition, new technologies that replace solutions with a cost-effective alternative (e.g. cloud computing) are likely to do well, while technologies that enhance, but do so at a higher cost (e.g. large LCD displays replacing IWBs) are more likely to struggle to compete.

Recent research by McKinsey on what makes successful school systems has shown that innovation makes a large impact on moving schools from ‘good’ to ‘great’ – so the question is, will schools remember the value of ICT in the classroom. We certainly hope so? L FOR MORE INFORMATION www.besa.org.uk

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Volume 16.4 | EDUCATION BUSINESS MAGAZINE

35

Looking for an accountant that understands Academies?

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

much more than chartered accountants...

•charity audit•training & support for governors •establishing financial function•managing surpluses •payroll

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

MONEY MATTERS

Finance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

HELP IS AT HAND FOR ACADEMY SCHOOLS Andy Morris, head of the Charity and Education team at accountants & business advisers Dains LLP, looks at the challenge that converting schools now face and the support available “Every school is different because the experience of people working within each school varies dramatically. Some schools require support in establishing a financial function and the staff working within it, others are past this point but require assistance in choosing the right software options and considering payroll solutions,” says Andy.

“Choosing advisers to work alongside is not a straightforward decision – it’s very easy to fall into the trap of picking a firm that can deal with the audit requirements of the academy but very little else. We believe that by being involved on a more frequent basis, we can help academies to make high quality business decisions in the same way that our corporate clients do.

“Many of our clients seek guidance before making investment decisions so that they can ensure they have considered all options. It’s as important to consider long term cashflow as it is to consider the background behind a major purchase.

“With some careful planning, we can help our clients build a sensible financial plan that works in the long term and protects the interests of all stakeholders.

governance, which very often results in inefficiency and delays in making decisions.

At Dains we believe that helping clients is at the heart of what we do as opposed to being a remote adviser who completes an independent audit once a year.”

Fellow partner at Dains LLP, Lisa Richards, chair of Derbyshire ProHelp, a network of professional firms providing advice and support to charities and not for profit entities, believes that academies require more support: “There is a lack of real help available when it comes to financial advice and support. The academies handbook and the DfE website will only get you so far – sometimes there is just no substitute to picking up the phone or having a meeting with your trusted adviser.

“We are enjoying the challenge of supporting academies – the learning curve can be steep but with the right level of interest and help, it’s surprising how quickly things come together. Once the accounting function is established we can really start to get stuck into day to day commercial issues and ensure the smooth running of the academy.

“There’s no substitute for hard work

Lisa Richards

With some careful planning, we can help our clients build a sensible financial plan that works in the long term and protects the interests of all stakeholders.

This is a particularly useful exercise to consider upon conversion – especially if the academy needs to access surplus funds.”

Having worked within the charity sector for almost 20 years, Andy recognises that there are cultural differences between academies and businesses.

“It’s vital that advisers recognise and adapt to the culture of the client. We work hard to support our clients so that they understand the roles and responsibilities for trustees and also to establish good governance.

Decisions need to be made every day and it is core to the success of the academy that heads, teachers, bursars and business managers understand what they can and can’t do without reference to the trustees.

“Unfortunately, not all advisers are proactive in this area – this can lead to poor

and rigour at the outset and we like to be alongside clients throughout this process.

This is in keeping with our cultural values of being empathetic to our clients and working together to achieve our clients’ objectives.

Last week our team spent an afternoon on site at a school converting to academy status to decide on the most appropriate accounting software package to adopt, later on in the week our team was advising another school on payroll and HR support.

It’s great to be involved and really see the benefit of spending time with our client – long before we start the audit work.”

Lisa believes that choosing the right adviser is something to consider early on in the conversion process: “By being involved early on in the process we can deliver our support when it is most needed. Although

Andy Morris

auditors will not be required on site for some time – it is worth thinking about the support your financial function will need as a whole. Time spent now can help academies avoid some of the problems that others have had in managing cashflow, producing budgets, running payroll etc. Our advice is to seek advice from a team that understands academies and has the technical competence to deal with charity audit work but more than anything else, recognises the need to work closely with the academy and trustees.” L FOR MORE INFORMATION For more information please contact Andy Morris or Lisa Richards on 0845 5558844 or e-mail: academies@dains.com

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

37

Take a fresh look at leasing an alternative way to invest in IT When you look at the costs associated with leasing ICT you’ll see that they are generally less than the price you would pay for an outright purchase. In addition, if you factor in the associated costs of equipment ownership you could save an additional 18% when compared to paying cash.

The DFE, in conjunction with the FLA (Finance and Leasing Association) and NASBM, has recently issued a guide entitled ‘Tips for successful leasing in schools’, as they believe it offers a viable alternative to outright cash purchase, particularly when budgets are tight and cash is in short supply. Syscap has been providing ICT finance and leasing solutions to education sector for over 15 years so were delighted to have lent a hand in the guide’s production and development. We believe and have always maintained that leasing makes perfect sense.

To ensure that your current leasing requirements meet your local regulations and follow the DFEs guide please contact us to request a free leasing compliance health check.

Alternatively, before you make your next ICT acquisition, call us on 0208 254 1870 to talk to an experienced account manager in your area about your needs and a faster, easier, and more cost effective way to achieve your ICT goals.

Kevin Flowerday, Head of ICT Finance at Syscap

Recent Government data on school expenditure has revealed that secondary school’s investment in ICT learning resources does boost pupil performance There’s no denying it!

To read the full story and find out more about us, visit www.syscap.com/public/education

ADVERTISEMENT FEATURE

Finance

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FORMING FEDERATIONS Ian Buss, head of Education at Lloyds TSB looks at the benefits of collaboration in our sixth forms that would previously have been too uneconomical to run individually.”

Left to Right: Joanne Lampkowski (Lloyds TSB Commercial relationship manager) and Teresa Laybourne

With budget cuts placing increasing pressure on local authority spending, it is important that maintained schools get as much value as possible from the funds they receive.

For those schools free from local authority control, such as academies, prudent spending is also a sensible approach to maximising value in the current period of austerity.

However, for many schools operating alone, it can be difficult to find those important cost savings at a time when prices are rising and budgets are being squeezed.

An increasingly popular way for schools to collaborate and overcome these cost barriers is to form groups or federations. Broadly speaking, there are two types of federation.

A ‘hard’ federation is where schools have a formal agreement to work together. There is often a single, shared governing body that runs more than one school and is given legal status under the Education Act 2002.

A ‘soft’ federation, or collaboration, is an informal partnership between schools. There is no legal agreement in place, but schools work together in a variety of ways to share resources.

BRINGING COSTS DOWN All member schools of a federation, whether hard or soft, can retain their separate identities and have separate funding agreements. This means that forming a federation can provide an excellent way for schools to bring down costs.

It enables more buying power, as a

federation may be able to achieve increased economies of scale when dealing with suppliers, by enabling the placing of a bigger order at a lower ‘per unit’ cost.

Staff and learning resources can also be shared among schools in a federation, such as special education needs or modern foreign language specialists, which schools individually may struggle to fund. While cost savings are obviously beneficial to all schools, this can be particularly helpful for smaller schools, or those in more rural communities.

The benefits of working together in this way are not just financial. A federation of a high school with its feeder schools, for example, can also help ease the transition for pupils moving from primary to secondary school and help closer management of the feeder pipeline.

Across the country, schools have experienced the benefits of forming a federation with other institutions in their area.

The Chatham and Clarendon Grammar School Federation in Ramsgate, Kent, achieved academy status in January this year. But prior to conversion, Clarendon House Grammar School for Girls and Chatham House Grammar School for Boys joined together as a hard federation.

Rita Wilding, finance and premises director of the federation, explains how this made a difference both financially and educationally: “As separate, single sex grammar schools within such close proximity, it seemed practical to put a relationship in place to share facilities and expertise. This enabled us to offer subjects

OTHER BENEFITS In Sunderland, Town End and Bexhill primary schools were prompted to form a federation after the local authority struggled to find a new head teacher for Bexhill.

This led to Teresa Laybourne, the head teacher at Town End, being asked to become executive head teacher across both schools.

This saved them from paying for two head teachers and allowed the federation to appoint a school business manager, who can free up the head teacher’s time by efficiently managing the school’s budget and spending.

But as Teresa explains, the cost saving was only part of the benefit to forming the federation: “Savings are an attractive part of federations but the exciting part is innovation.

We have been able to introduce a family liaison development officer to work with children and parents who need additional support.

“This has been a great success and we are keen to look at other things we can do to add value for pupils and parents.”

SUPPORT AND GUIDANCE Both schools are customers of Lloyds TSB Commercial, and we were able to help provide support and guidance on a variety of issues around collaboration.

We know that schools face unique challenges and opportunities. They need a strong support network, including a bank that understands the education sector.

Our team of locally-based, specialist relationship managers work hard to maintain a thorough understanding of the current issues affecting schools and provide help and guidance to our customers in the education sector.

Lloyds TSB Commercial is an approved partner of the National Association of School Business Management (NASBM), and we are the only bank to have our education relationship managers accredited by the organisation. Our teams have just completed the NASBM Certificate in School Commercial Services to further their understanding of the sector. L

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

FOR MORE INFORMATION For further information on how Lloyds TSB Commercial can work with your school, please contact my team on 0800 681 6078 or visit www.lloydstsb.com/schoolbanking

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

39

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MODULAR BUILDINGS

OFF-SITE TICKS THE BOXES

Design & Build

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Modular and portable solutions are becoming increasingly popular within an education sector struggling for space, says Jackie Maginnis of the Modular & Portable Building Association Since 2002 the the Modular & Portable Building Association (MPBA) has played a role working with the government on behalf of a major contributor to off-site construction, assisting the industry sector to have a fair playing field in competing against its traditional counterparts.

With the requirements for Energy Performance Certificates (EPCs) for modular buildings in the new regulations there was a need to consider the impact this would have on companies that have existing buildings and the way forward for the future, in particular to what is known as distress purchase to serve the health and education sector of the market.

CONTROVERSIAL BUILDINGS Prefabricated buildings as they were known historically (and still so in many people’s eyes) have not always enjoyed good press in the past. More often than not they have attracted or been associated with controversy and it is fair to say that when used in the education sector they have had their share of criticism.

Considered by many to be a poor substitute for the real thing before they arrive – this has also been compounded by

local authorities choosing the most basic models anticipating a trouble free building for the rest of its life. Not so today!

Nowadays, everyone is being asked to consider sustainability, reduction of carbon emissions, reduction of waste, and embodied energy. These are four major factors that play great parts in the products that our industry produces today.

PERMANENT SOLUTIONS Our industry has proven the sceptics wrong – for many years now we have been providing temporary schools and colleges, which still today remain as a permanent feature.

The current trend of off-site construction is not new to the manufacturers and hirers of modular buildings. For some 20 years the industry has been filling the need for additional classroom facilities throughout the UK. With the current government campaign to redevelop and rebuild, the benefits of modular buildings can be of great assistance.

To ensure that the industry can still respond, MPBA has put in place a compliance scheme for both members and non-members to continue to be able to provide quick

solutions for clients as in the past. The industry has always been able to offer a fast track solution to providing equipment; the scheme enables this to still apply.

With the assistance of Local Authority Building Control (LABC) and the Association of Consultant Approved Inspectors (ACAI), a guidance document has been written by the MPBA and sent to all building control offices. This incorporates flow charts to enable ease of understanding of the requirements.

MODULAR CLASSROOMS As an industry modular buildings are now increasing used in the education sector for a variety of reasons.

Classroom modules used as a temporary measure can be added or removed (dependent on design) when a particular school new build is ready for occupation. This enables buildings to be removed and reused if required.

All buildings fully comply with the required building regulations, and are carefully planned by specialist personal that have many years’ experience in this type of facility. Soundproofing was an issue for many years, E

King’s School in Ottery St Mary

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MODULAR BUILDINGS

Farnborough School in Nottingham

Classroom modules used as a temporary measure can be added or removed (dependent on design) when a particular school new build is ready for occupation. This enables buildings to be removed and reused if required.

E but with the new modern materials used this has now been overcome. The same principle applies to heating and lighting.

With limited space available, which is often the case for existing school facilities, the advantage of modular buildings gives clients the opportunities of making use of every space available.

PLANNED DELIVERY Consideration needs to be taken with regards to term times in order to avoid disruption to surrounding buildings on locations. It is always worth remembering that with modular buildings, ground works and production can take place at the same time.

The modular and portable building industry has many companies who will be able to meet the quality and needs of any project and will perform to a high standard of service and reliability.

Consider all the factors and you have an ideal solution to solving your problems of new or replacement buildings. If in doubt the industry is supported by its very own industry association and will answer any questions that you may have.

MODULAR BUILDINGS IN RECORD TIME To expand their school facilities quickly and cost-effectively local education authorities are turning increasingly to factory built, modular construction. Not only are great savings achieved in construction costs

and site development times, but the steel framed buildings look just as pleasing and are as equally robust as those that are built using traditional building techniques.

The King’s School in Ottery St Mary is just one such a case. Its new two-storey building, designed and built by Neath Abbey-based Wernick Buildings was delivered over four days, which is fast for a 723 square metre, 15 room building.

The decision to construct the school’s latest building using this modern method of construction was influenced by several key factors.

Firstly – less disruption on site. The school’s authorities did not want lorries passing through the front gates of the school at any time. Modular construction minimises health and safety risks because much of the construction is done at the factory, yet the 28 modules that comprise the new building were delivered while the school was open.

This was achieved by craning the modules into position, from their delivery lorries drawn up in the school’s coach park on the other side of the school from the main gates.

A modular building is generally highly competitive in price when compared to the cost of conventional construction methods, though this building looks as though it has been built using traditional methods.

Internal and external finishing work took 20 weeks to complete from the date of delivery to site. The work included a pitched tiled

Design & Build

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

roof with a vented Dutch gable at each end, and a brick and rendered exterior wall. The new building is positioned on the site of an old swimming pool, which required some thorough site preparation work before the new building’s ground works could be completed.

The building’s sprinkler system pump house and reservoir required special attention because there was no available space near the building, so they had to be built 120 metres from the school. Sprinkler outlets were required in the loft space as well as all the classrooms, where concealed heads were used to prevent the system being deliberately triggered. The loft sprinklers required insulation, an electricity supply and walkways, and the pump house is diesel powered.

The King’s School’s history can be traced back to the 14th century, but its attitude to education is certainly up to the minute, with an achievement for all-policy that encompasses a belief that all their students have a unique skill and potential the school has the creativity and ability to unlock.

It’s hardly surprising that with its long history and purposeful attitude to education the school is heavily over-subscribed. It consistently achieves a high examination success rate and also has the kudos of being designated a specialist sports college and training school. The new building, specifically designed to blend in with the older buildings that surround it, houses the expanding geography department and the 6th Form centre and IT room.

The 6th formers are not surprisingly very proud of their purpose designed facilities and the expansion of the geography department’s accommodation will allow for a general increase in student places throughout the school.

PRE-OWNED MODULES RECYCLED Farnborough School in Nottingham, a specialist technology college, has selected a highly sustainable modular building solution from Foremans Relocatable Building Systems to provide purpose-designed accommodation for its Humanities Faculty and Art Department over the next three years.

Following the closure of another school in the area, Farnborough School’s pupil intake was planned to increase by around 170 students. This required a rapid expansion and reorganisation of the teaching facilities as an interim measure until the Farnborough site is redeveloped under the Building Schools for the Future initiative.

Foremans currently has another preowned modular classroom building on hire at the school and so following a successful tender, were given the challenge of delivering a second contract to a demanding timescale of just three months from receipt of order to fitting out.

Foremans refurbished and reconfigured a recycled modular building to the school’s exact requirements, creating seven additional E

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“It’s not just a dance surface, it’s also an acoustics surface…”

Andy Scorgie Head of Facilities Management Shakespeare’s Globe

When Shakespeare’s Globe looked at floors for their new education and rehearsal centre, Sackler Studios, they chose a Harlequin ActivityTM floor with a hardwood oak surface.

“It’s a product I am particularly familiar with due to working in and creating different spaces over the years and was something our acoustic consultant was keen on using. From a look and feel as a working surface and as part of the sound separation between all the studios I’m tremendously pleased.”

Andy Scorgie

Head of Facilities Management Shakespeare’s Globe

British Harlequin plc Festival House, Chapman Way Tunbridge Wells, Kent TN2 3EF Tel: 01892 514888 Fax: 01892 514222 Freephone: 0800 28 99 32 www.harlequinfloors.com enquiries@harlequinfloors.com

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MODULAR BUILDINGS E general classrooms, two art rooms, a dark room for photography, kiln room and computer suite. Foremans also undertook the foundations and fitting out – and delivered the whole project on time and on budget.

Commenting on the scheme, Martin Sanderson, deputy head teacher at Farnborough School, said: “You would never know this is a recycled building. It looks and feels like a new facility. Inside the classrooms really are as good as a traditionally-built building. The staff, pupils and governors are all impressed with the quality.

“We were delighted with the help, care, support and service we received from the Foremans team. Having used their building solutions before, we were confident in their ability to deliver this challenging and time-sensitive project.

“It was critical that the new building was up and running in time for the new pupil intake. This was achieved with Foremans’ excellent organisation, flexible approach, and willingness to ensure the building met our precise and detailed requirements.

We are confident in recommending Foremans without reservation. Their performance was outstanding.”

On hire from Foremans for three years, the two-storey teaching block comprises 34 recycled and refurbished

steel-framed modules which were craned into position during school holidays to minimise disruption to the school. The modular approach maximised off-site working which was essential for such a constrained site with limited access.

Established in the 1950s, Farnborough School is a co-educational comprehensive intake specialist day school with around 1,000 pupils. The new building provides a safe, bright, customised, welcoming and efficient environment for staff and students, which also benefits from views over open countryside.

Foremans specialises in the supply of quality recycled and refurbished modular buildings, designed to individual project requirements.

COST EFFECTIVE Britspace is once again leading the way forward in offsite manufacture by securing a three-year Education Leeds framework agreement with Leeds City Council worth up to £40million. Following a rigorous application and assessment process, the scheme will see up to 17 schools built within the next year alone, equally split between the three main contractors approved by the framework.

Britspace’s bespoke approach to offsite manufacture gave the client a cost effective solution whilst retaining the look and feel of a traditional build project.

PLANETSAVER

Design & Build

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The Britspace ethos towards construction is to approach every project with both methods of construction working in harmony together to achieve the best solution for the scheme. Over the last 12 months Britspace has proven that just because the client is using offsite methods the development should still look and feel traditional.

Able to replicate traditional schemes in terms of layout, appearance and specification made Britspace stand out from the crowd whilst giving the council the added benefits of offsite manufacture, including guaranteed programme, quality and cost assurances.

This contract award by Leeds City Council of the three-year Modular Framework proves first and foremost Britspace’s desire to build schemes that complement the existing school and not compromise its character, working alongside a well established independent architect each scheme will be individually tailored to meet the modern day educational requirement and fit naturally into its community. L

Case Studies provided by Wernick Buildings, Formans Relocatable Buildings and Britspace, all members of the MPBA. FOR MORE INFORMATION www.mpba.biz

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AUTISM RESOURCES

A NEW LOOK AT AUTISM Life Beyond Labels Autism Resource section is a supportive web based resource, utilising social media to help all those whose family, friends, helpers and medical advisors place labels upon them Autism is much in the news and many people have no idea what it is or what is being done about it. It is often described as a spectrum of psychological disorders, including acute difficulties in personal communication and in relating to others.

Laurence Mitchell was only diagnosed as autistic, in his case with Aspergers Syndrome, at the age of 48. Despite a lifetime of interpersonal difficulties and communication challenges, Laurence has determined that his life’s work is the development of a web resource for all those who have been labelled in some way as “different” or “not normal”.

Laurence’s site, Life Beyond Labels, gives anyone who has been labelled the opportunity to choose another kind of label – one they are happy to wear. It is also a major resource where those who suffer from any form of autism, those who care for them and those seeking to offer them treatment, can distribute information, tips and share on their own particular wall. Not a wall to protect – but a wall to share thoughts and ideas, offer support and find friends with.

Using the latest web technology, Life Beyond Labels is an enabling resource to help anyone manage their thoughts and organise their lives. A person’s own wall can be used for several purposes: • For personal development by organising the labels on a person’s wall according to their current importance in a person’s life.

• To help, teach and support those with special needs and challenges of any kind.

• To open up any label and develop it into a personal website.

“Your wall is your life and within it there are a number of walls which a person can design and build to support them,” says Laurence.

HUMPTY DUMPTY Your guide through the world of Life Beyond Labels is Humpty Dumpty. But not the Humpty you may be familiar with from the children’s nursery rhyme. This Humpty is no longer a cracked egg as he cannot fall off his wall as he has learned to tear off any unhelpful and unwanted labels others have pinned on him.

Whether your interest is to build a wall built of a single label or a thousand, very simple and straightforward instructions apply. The first thing you have to know is that it is a requirement to become a member of the LBL community to be able to access all the tools on Life Beyond Labels. Once you have registered and are logged in with your username and

password you will be ready to build your wall.

When you log into your account for the first time you will see Humpty Dumpty sitting on a wall built of a single row of labels delivering the message: “Select a Topic and Start rebuilding your life, brick by brick.”

YOUR CHOICE Each wall is a technical masterpiece in its own right because not only can you build walls with it but you can turn it into a game, a diary or organiser, learn how to organise your mind and manage your life and many more things. Each wall has been designed to make sure you don’t have to have any technical knowledge so it doesn’t matter whether you are a novice or expert all the hard technical stuff has already been done for you.

For more information on how to build a wall, the types of walls that can be built, about labels, adding images to labels, adding content, types of content, adding images and other media to content, information about content, you can view the instructional video.

FOR MORE INFORMATION www.lifebeyondlabels.com

Laurence Mitchell

Some of the things you can do at LBL • organise and prioritise in your life • custom build your own mind games and exercises • create a guide to your life • deposit and retrieve any information you want • network • upload videos and images • join forums and meet like-minded people • make friends with those who have common interests or conditions

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ENERGY MANAGEMENT

Energy

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

LEARNING LESSONS IN ENERGY EFFICIENCY FROM THE STAR PERFORMERS Over half the public buildings on the DEC energy rating database are schools. When only a tiny percentage of these were awarded an A rating, for many it was a clear case of ‘could do better’ Energy and the environment are key topics on the educational curriculum for children as young as seven, but the schools in which they are learning account for a major proportion of energy usage in non-domestic buildings across the UK. This was a keynote finding in a pioneering survey into energy efficiency within the education sector in England and Wales by LessEn, the free global building energy efficiency initiative created by the Urban Land Institute (ULI).

Here, Robert De Jong, LessEn programme manager at the ULI, explains the findings, outlines how Dorset topped the table

through its sustainable property team and provides schools with tips on how to become more energy efficient.

THE LESSEN LEAGUE TABLE Last year, we analysed data provided by 11,993 primary and secondary schools in England and Wales that have been granted a DEC (Display Energy Certificate) rating.

The data ranked 152 local authorities with more than 10 school buildings per local authority. Of the schools involved in the LessEn League Table, only 29 (under 0.24 per cent) achieved an A rating. In contrast, 1,703 (14

per cent) were given the lowest rating of G. DECs provide an energy rating of a building from A to G, where A is very efficient and G is the least efficient. These ratings were based on the actual amount of metered energy used by the building over a period of 12 months.

Over half the public buildings on the England and Wales DEC database were schools.

CHALLENGE The analysis clearly pointed towards a sizeable challenge to schools. But rather than focus on the problems, we turned to the best performing schools to understand what E

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ENERGY MANAGEMENT E others could learn from their energy efficiency strategies and celebrate the champions.

TOP OF THE CLASS At the top of the league was Dorset County Council. Schools within its area account for 60 per cent of the council’s carbon emissions and Dorset has made reducing energy a priority for over 30 years. It can demonstrate by investing money in energy conservation and by tracking data going back to 1978, it has made clear progress towards reducing its fuel bills.

Mike Petitdemange, principal engineer for the Sustainable Property Team at the council, said: “We can demonstrate that our annual energy costs would have amounted to £4.6 million more if we had continued to consume fuel at the same rate that we were 30 years ago.

“Schools account for a major proportion of energy usage in Dorset and we are proud that our efforts have resulted in a good DEC rating, but we are always pushing to improve upon this.”

These steps include improving procurement of gas and electricity, automatic energy data capture and analysis, awareness

Energy

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“Schools account for a major proportion of energy usage in Dorset and we are proud that our efforts have resulted in a good DEC rating, but we are always pushing to improve upon this” – Mike Petitdemange, Dorset County Council. programmes in schools to engage staff and pupils, and close liaison with LessEn partner the Carbon Trust, to develop workable energy efficiency strategies.

Of the top 20 local authorities in the LessEn League Table, the majority are in rural rather than urban locations. Exceptions to this are Richmond upon Thames, Stockton-on-Tees and Hillingdon. However, there are huge differences to be seen even in neighbouring local authorities. In London for example, the average DEC rating in Islington is 93, which puts it into the D band, while Haringey is in the F band and Hackney and Camden are G rated.

Ultimately, the evidence of sound investment is clear: Dorset has an average DEC rating of C, and tops the LessEn table.

THE DORSET STORY There has been an energy team in Dorset County Council since the mid 1970s – before carbon reduction and climate change were in the headlines the main focus was on saving money. To this end, standard energy conservation measures were undertaken with a focus on quick paybacks. These included insulating lofts and cavities, draught-proofing, removing tungsten lighting and later changing T12 fluorescents for more efficient T8s and T5s. Hot water production was made more efficient and boiler controls were improved.

The team eventually settled on the TREND building management system (BMS) which allowed the council to calculate what its buildings consume, in order E

USING CLASSROOMS TO LEARN LESSONS TEN TIPS FOR MORE ENERGY EFFICIENT SCHOOLS As well as being good financially, making school buildings more energy efficient creates an environment that is good for students and staff and good for the environment.

At LessEn we are helping to guide schools become more energy efficient as cost effectively as possible. With our key knowledge partner Arup, we have created a ten point checklist to help schools make all the right grades.

• Identify your school’s energy rating: You will find your School Display Energy Certificate rating on the League Table or the LessEn Energy Map. If you use an iPhone, Android or smartphone, you can also use the LessEn app (free to download from www.less-en.org). It shows your school’s most recent energy rating and CO2 emissions data. You can also share comments about the school building, and explore ways to improve its energy performance.

• Improve your rating: Find out if there is a working group on energy. If not, set one up and appoint a leader. The most successful groups include the school’s leadership, technical staff, governors, parents, support staff and students. Make raising your DEC rating your aim and report your results monthly. Join the Eco Schools programme www.eco-schools.org.uk • Start with the simple stuff: Are outside lights

on during daylight hours? Are computers switched off at night? Is lighting or heating left on overnight, during weekends or during holiday periods? Appoint class monitors for lights, blinds and heating. Bring teachers and students to work together to understand energy and check that the heating and lighting systems switch off during periods of no use. Leaving heating on over Christmas can result in a ten per cent increase in heating related energy bills.

• Get to know how your building works: Could it be keeping you warmer or stopping you overheating? Regularly review your buildings and assess where you could be losing heat in winter or storing too much heat during the summer.

• Build relationships with partners who can help: Contact your local authority, local sustainability organisations and energy provider. Opportunities that may be available include funding, training, collaboration work with other schools as well as advice from energy and property experts on energy efficiency strategies.

• Become more energy smart: Install smart meters, obtain an energy audit and set up sub-metering. You can obtain the energy data you need by reading your meters weekly or daily and using the results not just to improve performance by identifying ways to save energy, but also to raise awareness and understanding in the curriculum, and create behaviour change with teachers, students and building managers, for example, you

can include energy management in maths, business and science lessons.

• Check out your kit: Arrange for your caretaker or facilities manager to review and commission systems in the building to ensure that they are running as efficiently as possible. This will not only help you run your school in a more energy efficient way, but also potentially increase the life of your equipment.

• Replace and upgrade: Install low-cost energy saving technologies such as low energy lights, energy efficient heating and variable speed pumps.

Ideally, develop a programme to replace older, less energy efficient equipment with low energy alternatives.

• Go bright green: When you have done the basics explore ways to generate clean energy through renewable technologies, such as solar, wind and biomass. Local authorities may have funding available to support this and our partners at 10:10 campaign can point you in the right direction. You can vist 10:10 at www.1010global.org/uk • Get out your tambourines: It’s time to celebrate your success – obtain your new DEC rating by contacting your schools energy manager, building manager or local authority and boldly share your success story with all your staff, pupils, local authority and neighbouring schools. Then get in touch with LessEn to share your success and become an active part in the schools’ programme.

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ENERGY MANAGEMENT

Energy

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Put your school on the energy map www.Less-En.org provides an engaging website to showcase your school’s skills and expertise in building energy efficiency. Content could include: Case studies of energy efficiency in existing buildings. This could include behaviour change techniques, building retrofit projects and multiple or single technology solutions log or news articles; share B school news or blog articles by e-mailing Robert de Jong at LessEn (robert.dejong@less-en.org)

By closely monitoring their usage, pupils can see the immediate effect of turning lights and IT equipment off and are encouraged to see that each one of them can make a real difference.

E to more effectively manage energy.

There is a limit, however, to what a small team can achieve, so relationships were formed with other groups, such as the maintenance and design teams to maximise initiatives, for example funding the marginal cost of upgrading insulation when a flat roof is being replaced, or paying for the TREND controller in a boiler replacement project.

DATA AND ANALYSIS Dorset County Council receives and pays fuel bills centrally on behalf of schools, therefore there is an opportunity to capture data. At first this was carried out using the mainframe, but later investments were made in the TEAM Energy Accounting Software and now the system receives electronic billing, which is checked and paid, while the data is captured for reporting purposes.

Even well designed schools will consume large amounts of energy if they are not used properly. Various methods are therefore employed to raise awareness and change occupant behaviour. For example, theatre companies regularly tour in secondary and primary schools to raise awareness of energy saving and to encourage the emotional involvement of pupils. A Light Monitors Pack – a free self help guide for schools – provides groups of pupils with badges, stickers and log books. These pupils then patrol their schools during break and lunch times, turning off unnecessary lights and recording their efforts.

Dorset County Council also has an inhouse sustainability team to develop policies and coordinate activity, which has proved

very successful. This put the authority in a strong position to take part in various initiatives and bid for additional funds.

SCHOOLS CARBON REDUCTION SCHEME Since September 2010, Dorset has focused on energy saving in 20 pilot schools.

These schools have been monitoring their weekend and day-time consumption and are developing their own approach to managing their consumption.

Along with the installation of Automatic Meter Reading (AMR) some schools have been provided with energy monitoring equipment that displays real time electricity consumption. By closely monitoring their usage, pupils can see the immediate effect of turning lights and IT equipment off and are encouraged to see that each one of them can make a real difference.

The experience of the scheme is already being shared with other Dorset schools and it is hoped that the pilot can be developed into a full programme of work next year.

Success in building energy efficiency for Dorset has allowed the council to recently gain INTERREG IIIC funding to work on a threeyear schools carbon reduction project which complements their own scheme. INTERREG IIIC is an EU-funded programme that helps Europe’s regions form partnerships to work together on common projects. Dorset will use this funding to work in collaboration with Devon and Wiltshire Councils and two French authorities from Northern France – Conseil General des Cotes d’Armor and Lannion Tregor Agglomeration – LTA (a consortium of town councils). L

Become a LessEn blogger by including LessEn in your blogs or commenting regularly on the LessEn site F ollow LessEn’s social network activities and discussions through Twitter P olicy reviews: have you seen or reviewed energy efficiency or building energy efficiency policy?

Send policy summaries or articles to LessEn to be included in the Policy Summary section of the website P ut your school on the energy map; if your building is already on the map click on it and include a brief summary of what you are doing to reduce the building energy. Send full case studies or blog articles to LessEn so we can link and tag this on the site.

Share business case models in the LessEn knowledge bank that drives energy

What is LessEn? LessEn is a movement with a clear ambition to reduce the energy consumption of existing non-domestic buildings. The organisation has a simple plan: point to the problem and then point to the solution – share the best ideas, products and opportunities.

LessEn has an attitude: challenging, optimistic, transparent – to inspire people to do better, to inspire the best to share their stories.

Based around a website www.less-en.org, LessEn showcases best practice through events, campaigns and a current knowledge bank of case studies, policy summaries, energy efficiency products and building efficiency news.

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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Lessons in Access Control from Siemens

Access Control is important in order for an Education establishment to provide an exceptional place of study and work.

By using a fully scalable access control system from Siemens to monitor and control door access in and out of your establishment will bring the following benefits: • Reduce your energy costs - Energy cost savings can be achieved by utilising the lighting control feature (i.e. lights can be automatically switched off when room is not in use) • Protect staff, pupils and assets - Control who gains access to certain areas or rooms • Monitor attendance and people counting - Know exactly who is in and where via electronic registration •Alignment of common databases - Remove the duplication of entry and effort via a single platform •Support for 3rd party access components - Access control rights can be assigned to both online and offline components simultaneously For further information please contact 01291 437920 or email: securityproducts.sbt.uk@siemens.com www.siemens.co.uk/buildingtechnologies/securityproducts

Answers for infrastructure.

1

ACCESS CONTROL

Security

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

LEARNING LESSONS IN SCHOOL SITE SECURITY Accessing schools is hardly a challenge, so protecting the perimeter and buildings themselves with physical security measures is essential in order to deter intruders. Such measures can be cost effective, according to James Kelly, CEO of the British Security Industry Association 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, as well as 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 to deter 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.

SECURING THE PERIMETER 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 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 E

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 unauthorised access.

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Nortech – enabling access with distinction

He’s got ideas on a new masterpiece...

...but we got there first.

‘Intruder Alarm or Exterior Deterrent Product of the Year’

Prevention is better than the cure!

The innovative and award winning Merlin Graffiti Detector from Elmdene uses an advanced algorithm to identify the exact sound signature of aerosol spray paints.

The Merlin is very flexible – connect it to a local siren that will sound and deter the perpetrator in the act of spraying graffiti or integrate it with remote CCTV and alarm monitoring solutions to assist with the apprehension of perpetrators.

Ideal for use in schools and colleges, railways and undergrounds, car parks, public buildings – any place where graffiti is a problem!

Merlin MGD-S Graffiti Detector • Easy to install and set up • Compact and unobtrusive • Reliable and accurate • Fast detection – typically 5 – 8 seconds • Wide coverage with option to link devices for maximum protection • Easy to integrate with other systems • Tamper protection as standard • More cost effective than repeated cleaning

Elmdene International Ltd., 3 Keel Close, Interchange Park, Portsmouth, PO3 5QD. Tel: +44 (0)23 9269 6638.

Email: stop-graffiti@elmdene.co.uk www.elmdene.co.uk

First class security and safety solutions for schools at sensible prices • Quality digital CCTV systems/ remote viewing • Access control, door entry and gate automation • Audio/Video door entry system • Intruder and fire system installation • Design, supply, installation and maintenance • State of the art solutions offered for every budget • Schools, commercial and public premises For further details, surveys, quotations and tenders please contact:

0845 644 0701

mail@amission.co.uk www.amission.co.uk 27 Old Gloucester Street, London WC1N 3XX

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EDUCATION BUSINESS MAGAZINE Volume | 16.4

Nortech specialises in the design, manufacture and distribution of personnel and vehicle access solutions. From key card entry systems to car park management solutions we produce technology that allows the controlled movement and monitoring of people and vehicles.

The access control solutions available range from PC-based networked systems capable of managing access for 128 doors, to standalone solutions that monitor admission through a single access point. Typically, a combination of both allows for total site coverage using the same pass cards and thereby avoiding the need to run cables throughout the whole premises.

Nortech’s product range offers various ways of validating access permissions, including keypad systems, fingerprint readers, proximity cards/fobs or by using a long range identification system for hands free access.

Each system carries its own benefits and Nortech strives

to configure the most relevant and appropriate system on a per project basis to ensure the levels of security are sufficient, cost effective and simple.

Where an existing system is in need of improvement while retaining existing cards, specialist reader capabilities are essential.

As a leader in card reading technologies, Nortech is unique in its ability to offer a choice of scalable and affordable upgrade options to most system types.

Whether you are considering implementing an access control system or are looking to update or modify an existing system we are happy to guide you through the process.

FOR MORE INFORMATION Tel: 01633 485533 Fax: 01633 485666 info@nortechcontrol.com www.nortechcontrol.com

Complete security and fire safety solutions Established 1996 and is now one of the UKs leading providers of security and fire protection services with a prestigious portfolio supporting business, schools/academies, nurseries, universities, councils and properties in the private sector.

An experienced team with over 60 years of intelligent design and planning experience possessing knowledge in all aspects of electronic fire and security systems.

We have achieved the internationally recognised quality assured standards ISO 9001 – 2008 accredited by NSI Gold standard in intruder alarms, CCTV systems, door access control systems and fire alarms of which we are also BAFE approved.

Health and safety: • Safe contractor approved

• CHAS • Construction line • Passport to safety • Members of the Electrotechnical Certification scheme insurance: • Employers liability £10 million • Public liability £5 million • Professional liability We offer the complete security solution from design to maintenance, remote monitoring, man guarding, key holding, fire extinguisher services, security gates and barriers. Adept Security offers full transparency and only installs open protocol systems that allow the client full flexibility.

FOR MORE INFORMATION Tel: 01902 786780 Fax: 01902 786781 dave@adeptsecurity.com

ACCESS CONTROL

Security

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E 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. 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.

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 they try 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 and 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.

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 that 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

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

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 on its website to 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 BSIA’s website is a great place to start to find out more about physical security measures available to protect your school. L

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.

ADVICE IS ON HAND Local police forces can provide clear guidance to schools as to the type of security

FOR MORE INFORMATION Tel: 0845 3893889 www.bsia.co.uk

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Security

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CCTV

SAFEGUARDING STUDENTS The safe guarding of students is a key issue within education, and the focus on ensuring that pupils are provided with a secure environment is set to remain a critical aspect of modern education business planning and provision CCTV for an educational institution serves multiple purposes, providing security for both staff and students, and acting as a proactive deterrent for criminals considering breaking in or breaching a perimeter.

Advances in technology have seen the approach to site security change drastically over the last decade. The days of CCTV being recorded onto VHS tapes are long gone – the latest digital systems have sophisticated functionality and features, while the cameras can deliver HD quality footage allowing incredibly detailed images to be recorded in all light levels, day or night.

These modern systems can provide an extremely cost effective method of providing security over large areas. The potential to network the system means live streaming images can be viewed from any authorised networked computer. Incidents can be reviewed instantly with footage being digitally watermarked to make it admissible as evidence in the event of prosecution.

Furthermore, the latest generation of CCTV system can be remotely accessed by authorised members of staff via their home computers, laptops, or even iPhones and iPads.

This capability is particularly relevant for those performing out of hours key holder duties, allowing them to log in to the CCTV system and see what is actually happening on site prior to leaving home when responding to a call out – potentially preventing exposure to a dangerous or threatening situation.

EDUCATIONAL SECURITY AT ITS BEST CDA Solutions is a leading national provider of security systems for the sector, installing high definition CCTV systems and access control equipment to schools, colleges and universities of all sizes throughout the UK. CDA has spent a decade developing its digital Digistore HD CCTV system and it represents the pinnacle of CCTV capability providing stunning picture clarity, ease of use, and exceptional value for money. Due to its digital platform the Digistore is an extremely flexible system, allowing for simple future expansion in a very cost effective manner.

Unlike DVR systems, which require complete replacement once camera capacity is reached, the Digistore can simply be upgraded at minimal cost to add more and more cameras as the school site develops or coverage requirements expand. This inherent flexibility makes for a highly effective investment for any institution intent on long term financial prudence, protecting against the need for

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EDUCATION BUSINESS MAGAZINE Volume | 16.4

Aerial view of Bradfield College’s stunning 350-acre campus

repeated large scale capital expenditure in order to simply keep pace with the ever growing requirement to monitor activities within the grounds and communal areas.

MAKING CCTV WORK FOR YOU Bradfield College was founded in 1850 and enjoys an enviable reputation as one of the country’s leading co-educational independent schools. In 2009, having decided to undertake a comprehensive review of the site’s security, and appreciating the challenging geographic nature of its 350 acre campus, CDA Solutions were brought in for consultation and advice.

The huge area requiring coverage, including beautiful period properties, meant that a technologically advanced solution was required involving minimal impact upon the environment and little in the way of ground works. Taking advantage of the established IT network CDA designed an advanced CCTV system incorporating locally positioned Digistore servers with remote viewing capability, accessible to authorised personnel throughout the site.

This advanced solution does not affect network speed yet still provides 30 days of high quality, uninterrupted digital recording.

The carefully considered and integrated nature of the Bradfield solution means that vehicle number plates in key areas are also recorded.

COLLABORATIVE APPROACH CDA’s highly experienced and qualified engineers worked closely with the IT

managers at Bradfield prior to and during the installation. This collaborative approach ensured a smooth and efficient roll out with all work on site being completed in a manner which caused minimal disruption to the everyday activities of the students and staff.

Ian Barnes of Bradfield commented: “We were extremely impressed with CDA from the start. The equipment has proved highly successful whilst being the most cost effective method available. The picture quality is superb and the Digistore software is simple to use.

“The guys are incredibly knowledgeable but also very approachable and friendly.

The work carried out in all areas was done with the upmost professionalism and we look forward to working with CDA for many years to come.”

Since the initial installation in February 2009 the Bradfield CCTV network has continued to grow and now incorporates almost 100 cameras providing comprehensive coverage of the stunning 350-acre estate.

The CDA Digistore HD CCTV system has remarkable capabilities, from small infant schools having four camera installations through to extensive networked systems such as that employed at Bradfield. All enjoy the same combination of unrivalled HD image quality, reliability and value for money. L FOR MORE INFORMATION Tel: 0845 2577465 www.cdasolutions.co.uk sales@cdasolutions.co.uk

MULTI-USE SPORTS HALLS MODERN

BRIGHT

AFFORDABLE

CHALLENGER™ SPORTS HALL

744m2, Newbridge High School, Leicestershire

Challenger™ and Mugacova™ Sports Structures from Collinson are used for football, tennis, netball and much more; ideal for schools, colleges, universities and academies.

Each building is manufactured to order, up to 100m clear span and any length or height.

The heavy duty PVC coated membrane lets in natural daylight and can be personalised with your logo. Play and train all year round whatever the weather!

MUGACOVA™ COVERED MULTI-USE GAMES AREA

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

28.5m x 16m, The Charter School, London

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

Sports Facilities

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Can your educational establishment get more for less?

With costs rising and budgets squeezed, this daily dilemma can detract from the real purpose of education, so any organisation offering a sensible solution deserves to be carefully considered. PEL Services Ltd has worked hard for more than 35 years to supply cost effective systems and services to educational establishments that are worthy of such consideration and believes that now, perhaps more than ever, efficient service is essential to gain genuine economy of scale.

Imagine the benefits of obtaining your sound, fire, security and communications systems maintenance from a single quality assured organisation – a team of professionals that make sure from the outset that your particular requirements are understood by all concerned and that communicates effectively with you, a team with over 35 years experience and a track record that is highly regarded.

Because PEL is so well established it shouldn’t be surprising that every system and service offered by the company is handled in-house rather than sub-contracted. PEL engineers are trained to support fire alarm, intruder alarm, escape lighting, access control, CCTV, audio visual, sound field, pool alarm and class change systems, thus optimising routine service programmes.

It isn’t difficult to imagine how much admin time, workplace disruption, duplicated effort and staff involvement, not to mention unnecessary cost, that is caused

Fire & Security

by numerous visits from individual services providers. Add to this the environmental impact of repetitive journeys and the picture is clear – there is so much to be gained by employing one organisation to do the work previously undertaken by many others.

PEL offers a range of service agreements, including routine maintenance and fully comprehensive cover, on third party as well as PEL systems. Both single site and group customers benefit from high quality response from our experienced engineers throughout the UK and Eire.

Sound & Communications

Audio / Visual

Maintenance & Service

EDUCATION BUSINESS MAGAZINE Volume | 16.4

FOR MORE INFORMATION Tel: 020 8839 2100 www.pel.co.uk

PEL Services Ltd have supplied and maintained Sound, Fire, Security & Communication Systems throughout the UK for over 35 years.

Our multi-discipline engineers ensure genuine economy of scale...

• combined site visits • simpler administration • reduced carbon footprint Call 020 8839 2100 to discover how to get ‘more for less!’

www.pel.co.uk 60

Think of the savings in time and money and the saving of effort and administration that this genuine economy of scale provides – then please contact us for a quotation.

For over 35 years PEL Services has been a leading UK systems company that designs, supplies, installs, commissions and maintains sound, fire, security and communications systems.

PREVENTION

FINDING THE CORRECT TOOLS FOR FIGHTING FIRE Steve Mills, retired fire officer, on behalf of the Chief Fire Officers Association’s Prevention and Protection Directorate, examines fire safety provision in schools and explains the challenges ahead The potential for serious fires to occur in schools and other educational establishments has been highlighted over a number of years by fire professionals. This has also been illustrated graphically in numerous incidents across the United Kingdom where school buildings have suffered disastrous damage caused by fire.

We have been very fortunate that despite the number and severity of some of fires, there have been few casualties and no recorded fatalities in school fires the UK. This has not been the case in other parts of the world and while we have an unenviable record, there is no room for complacency.

There are likely to be many contributory factors as to why school buildings are susceptible to fire, ranging from the level of fire safety provision and management of fire safety issues to the construction techniques employed within the building and their vulnerability to malicious attack. Fires regularly occur during school hours, when they are likely to be occupied. The supposition that such fires were in predominately out of hours periods no longer holds true. Significantly this has far reaching implications for the safety of those who use school buildings.

NEW LAMPS FOR OLD During the last Westminster administration, one of the primary ways in which the raising of educational standards were to be achieved was the Building Schools for the Future (BSF) programme. The aim, to replace every secondary school with a modern, purpose built premise has, in my opinion, delivered many first class establishments where pupils have been encouraged in their education through the provision of great environments in which to learn. In addition to this there has been the replacement of many aging primary schools with modern facilities.

In 2007, the government issued Building Bulletin 100 (BB100) entitled ‘The design for fire safety in schools’. Aimed to complement the BSF programme, BB 100, which is still current, is a design guide that shows clearly how the requirements for fire safety can be met in the design of a new school or an extension. This guide explains what design

teams should do to introduce innovative design, employing fire safety engineering and a risk-based approach. It also covers the principles of fire safety management and describes the fire protection measures that the designer should consider.

What makes this different from previous fire safety guides, which were primarily concerned with adequate provision for means of escape in the event of fire, is that it stresses the additional importance of protecting the

Fire Safety

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quarters to fit sprinklers in schools, due to a variety of, and sometimes spurious, issues. The upshot was often a patchy compliance with BB100’s guidelines on the use of sprinklers, often depending on a poor understanding of sprinkler systems by an architect, major contractor or project sponsor. All too often, omitting a sprinkler system is seen as a cost saving but figures from some new builds suggest that a suitable system can be installed for about 0.5 per cent of the total build cost.

SHORT-SIGHTED THINKING More worryingly, a recent survey carried out

by London Fire Brigade indicated that six out of ten schools that have proposed building work in the last three years were not going to install sprinklers. Clearly not within the spirit of BB100 and one wonders how widespread this type of short-sighted thinking is?

To their credit, many new school providers have had sprinklers installed and we have seen instances where this 150 year old technology has been incorporated and has activated in fire situations, preventing a disastrous outcome.

From a survey carried out in 2010, the Chief Fire Officer Association were informed of at least 150 schools in England now fitted with

While the number of school fires has decreased over recent years, the costs associated with school fires have escalated, while the effects of loss of facilities, equipment, coursework, disruption of classes and lowering of morale also have a significant impact. fabric of schools, effectively making them a sustainable asset for years to come.

While the number of school fires has decreased over recent years, the costs associated with school fires have escalated, while the effects of loss of facilities, equipment, coursework, disruption of classes and lowering of morale also have a significant impact.

FIRE SUPPRESSION In a bold and innovative approach, BB100 also includes extensive guidance on the use of fire sprinklers and their importance as a weapon against fire. Their use was even endorsed by the then Fire Minister, Jim Knight.

To complement BB100, a sprinkler design guide, risk assessment and cost benefit analysis tool were also issued.

The aim of these was to supply any potential provider of new schools with a comprehensive tool kit in order to maximise the benefits of fitting sprinklers into new build and major refurbishments.

Just how these tools were and are still utilised is hard to gauge. In my own experience there was a reticence in some

sprinkler systems. The picture in Scotland and Wales is likely to further enhance these figures.

One of the challenges will be to continue to encourage the fitting of sprinkler systems in schools in the future.

SILK PURSE OR SOWS EAR One of the very first steps the current administration took when gaining power in 2010 was to cancel the BSF programme and replace it with the academies programme.

Notwithstanding the politics and economics of this decision, it is likely to have a marked effect on the finance available to schools. One of the outcomes is likely to be a rationalisation of what is affordable for fire safety measures within schools, especially any that are likely to undergo building or refurbishment.

One clear effect of the change in direction has been that many decrepit and decaying school buildings that are well past their “sell by” date are likely to remain in service for the foreseeable future. Many of these buildings were built in my youth and have not effectively stood the test of time.

From a fire safety point of view, many schools that were due for renewal, whose E

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PREVENTION E buildings are of the ‘CLASP’ type or similar, are likely to have inherent problems associated with lack of fire stopping or poor fire separation between compartments and voids through which fire can rapidly and unknowingly spread, all of which have in the past led to rapid and sudden collapse of structure in a fire. With the continued use of these aging buildings, it is my concern that such matters will only be exacerbated as the decay process continues.

MANAGEMENT IS THE KEY At times in the past, the enforcement of fire safety in schools could perhaps be described as taking a “light touch” approach.

Since the introduction of The Regulatory Reform (Fire Safety) Order, some Enforcing Authorities have taken prosecutions against responsible persons with regard to failings of fire safety measures in schools but it would appear that lessons are being learned with, for instance, the number of fire risk assessments increasing all the time.

Having a current fire risk assessment (FRA), important as it is to comply with the law, only serves to provide a tool for managing fire safety within schools or indeed any premises.

Fire safety, in my experience, is not a dark art and anyone with a modicum of common sense should be able to identify

hazards and put in place appropriate measures to reduce risk from fire. What it does take is a realistic understanding of what fire is and does, an understanding of what risk reduction measures are in place and importantly why they are there, a commitment to continually assess where and when hazards are likely to occur, and a willingness to take action when necessary.

In essence it is taking responsibility for managing fire risk to as low a level as possible. Though there are clearly identified responsible persons in respect of the legislation, all building users have a moral duty to practise a fire safe approach. To this end I cannot over-emphasise the essential nature of good fire safety training.

LOOKING AHEAD I think it is clear that schools will continue to suffer fires, whether accidental or deliberate. The challenge is to ensure that both the current and future building stock is suitably protected so that school fire losses are reduced.

My simple rules for ensuring fire safety within any premise are: • Prevent – don’t have a fire • Detect and alert – warning in the event of a fire • Protect – ensure people can use escape routes • Suppress – get an extinguishing

agent on the fire quickly.

These principles are straightforward and reasonably well understood but often systems break down and weaknesses occur when a human element is introduced.

Apart from those projects from the BSF programme that survived the economic downturn, it is as yet relatively unclear how the academies programme will provide new buildings in future. There will, quite possibly, be a greater role for private enterprise.

One fear is that financial considerations will take precedence over sound fire safety thinking, particularly around the application of new building materials and techniques, the use of fire engineering theory and the omission of a suitable fire suppression system in new build schools.

The Chief Fire Officers Association fully endorses the view that new build and major school refurbishments should have fire suppression factored in from the very inception of the project in order to maximise the financial and practical benefits of fitting them and would encourage the maintenance of high fire safety standards within schools and other educational premises. L FOR MORE INFORMATION Tel: 01827 302300 www.cfoa.org.uk

Vaults Fire and Security Ltd – first for access

Dedicated to delivering the best security service

Vaults Fire and Security Ltd is a family run company and an established provider of leading security solutions. Based in the Midlands, we specialise in protecting schools and colleges nationwide.

To increase the security of your property, improve personal safety and reduce the fear of crime, we offer within our portfolio of products, a complete range of adaptable access control door entry systems. These include: • Key fob systems • Key pad (code) entry systems • Automated electronic gates • Magnetic door locks • Electronic door releases All of our access control systems provide one of the most efficient and convenient ways of protecting your building, whilst offering flexible control over users access rights. Access may

Central Fire & Security Services Ltd is dedicated to delivering the UK’s best security services.

The company specialises in providing access control systems, CCTV, EAS tagging, fire alarm systems intruder alarm systems and portable fire extinguishers.

We are BAFE accredited for SP203 - 1 for the design, installation, commissioing/ handover, maintenance and verification of fire detection and alarms, emergency lighting and nurse call systems, and conduct certified fire risk assessments.

As a security specialist Central Fire & Security Services Ltd can provide tailored solutions for

also be restricted by time, only giving permission to particular users at certain times of the day or night. Some of our products can also be integrated into large computer based systems and will deliver reports on staff movements.

We are approved installers at the highest level, of Paxton Access systems, leaders in stand-alone and computerised access control.

Depending on your specific requirements, Vaults Security will provide a suitable system to meet your requirements or develop a bespoke, fully integrated solution to meet your access control needs.

Fire Safety

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intruder alarm systems, CCTV and access control systems all with the option of off-site monitoring and can offer a nationwide service to all its customers.

The company install all systems to: • NACOSS approval • DD243 compliant • EN50131 compliant • Graded equipment • ACPO & insurer compliant FOR MORE INFORMATION Central Fire & Security Services Address: Commercial House, 23 Meadow Road, Netherfield Nottingham NG4 2FR Tel: 0800 7817274 sales@centralfire-security.com

FOR MORE INFORMATION Tel: 0121 354 5525 sales@vaultssecurity.co.uk www.vaultssecurity.co.uk

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Food Hygiene Rating What’s your score?

9,616 schools and colleges across the UK have had their food hygiene rating published with 1,672 scoring just 3 stars or lower. With 127 contributing councils, Scores on the Doors is the #1 national food hygiene rating scheme.

Rentokil Specialist Hygiene can help you achieve a food hygiene rating score you can be proud of.

We review and improve all cleaning, from health and safety through to compliance, throughout your establishment.

Our Services aKitchen Deep Cleaning aWashroom Deep Cleaning aLegionella Control aSpecialist Disinfection Service aKitchen Ventilation Cleaning aDrain Maintenance aSpecialist Cleaning aAir Hygiene

UK accredited hygiene services available locally T: 0845 60 20 900 W: www.rentokil-hygiene.co.uk E: specialisthygiene-enquiry@rentokil-initial.com Kitchen Deep Cleaning 4 Legionella Control 4 Drain Maintenance 4 Specialist Disinfection 4 Washroom Deep Cleaning

PROCUREMENT

Cleaning

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TAKING THE HARD WORK OUT OF CLEANING We talk to Gordon McVean, of British Institute of Cleaning Science member Truvox International, about latest developments and what to consider when purchasing new equipment In the mid-20th century, around 60 years ago, cleaning a school usually meant making it smell of disinfectant with liberal applications of carbolic wherever those in charge thought infection might be lurking, sweeping up the detritus of the previous day and polishing oak parquet floors. The disinfectant tended to be concentrated to the lavatories, and was only occasionally used in the areas where school dinners were cooked and served, probably because the smell of carbolic was even worse than the smell of the meals. The sharp odour of wax polish pervaded everything.

Prevailing domestic standards of cleanliness were usually the guiding light of school cleaners, since they were rarely professional contract cleaners, but more commonly ladies living locally to the school, who were more ready to adapt to special needs arising from the school’s programme of events than a cleaning contractor working to a regular weekly schedule.

CHANGING PRIORITIES Priorities have changed more than a little, and the focus has shifted from polished and shiny to infection-free and safe. Schools in the early years of the 21st century, even the older schools, have few parquet floors needing polishing and more plasticsbased hard yet flexible non-slip safety surfaces. Cleaning regimes take much more account of the mechanisms of transmission of both viral and bacterial pathogens, understood following numerous research programmes undertaken over the years.

The emphasis now tends to be on mechanical scrubbing to remove dirt and infection from floors, systematic cleaning of all frequently touched surfaces to neutralise deposits of pathogens left by unwashed hands and untidily blown noses, and some mechanised polishing and burnishing, to maintain appearances.

To give cleaners a better chance of maintaining near-asepsis, students and staff are extensively trained in hand hygiene to try and minimise the spread of infection. In schools that have a kitchen where food is actually prepared, staff must be trained in food safety. In canteens and dining rooms, much more extensive precautions are taken against infections on surfaces than was once the case.

Cleaning teams also have to be much more vigilant than they once were about

avoidable hazards. Schools have to be extremely careful to avoid getting blamed for accidents, so cleaning teams cannot afford to leave floors wet after cleaning, or to use equipment with trailing power leads if there are staff or students still in the building when cleaning is carried out.

Some 60 per cent of the UK’s educational establishments are cleaned by in-house cleaners, engaged either by the school or by its local authority, possibly because in-house cleaners are more likely than contractors to accept providing extra work or flexible cover to support the school’s special needs and events.

Gordon McVean, sales and marketing director at floor-cleaning manufacturer Truvox International, makes the point that cleaning equipment purchasers’ concerns about musculo-skeletal injuries and possible compensation claims make the weight of floor-cleaning machines, their balance when lifted and the ease with which they can be manipulated into lifts or up stairs major issues when buying.

“Certainly, the three sizes of our rotary scrubbing machines are popular in education, mainly because of their costefficiency, but also because they are easy and safe to move around,” he said.

Chris Ryan, group manager of cleaning services for Staffordshire County Council, explained that it was primarily the simplicity of using the Truvox Multiwash scrubber on notoriously labour-intensive safety flooring that prompted the council’s initial purchase for cleaning Staffordshire schools, and that it was the effectiveness and reliability of the machine design that encouraged the council to buy more.

“We had trialled various alternative contra-rotating machines, which we found not to be as easy to use or as effective as the Multiwash,” Ryan said. “For our school cleaning services, this is the most userfriendly, easy to maintain and cost-effective multi-purpose machine available.”

The Truvox Multiwash washes, mops, scrubs and dries on both hard and soft floor coverings in a single pass and leaves floors ready to walk on in minutes. Easy to use and manoeuvre, the machine has quickly interchangeable brushes, with a range of different brushes available, and easily accessible and removable tanks to make filling, emptying and cleaning straightforward.

MANOEUVRABILITY IS VITAL Manoeuvrability is also very important to schools, especially where older buildings have had to be adapted to handle a much larger number of students and where there are areas in which furniture and equipment are in closer proximity than would once have been the case.

A compact scrubber dryer for small or middle sized areas, capable of work in confined spaces and narrow passages, the Orbis Battery Scrubber-Dryer is powered by two minimum-maintenance rechargeable 12V Gel batteries. The machine is particularly useful to contract cleaners because the battery power frees them from the need to gain access to power points to be able to do their work, and it is ideally suited to daytime cleaning because there is no trailing power lead to cause a hazard. It has a 17-litre solution tank with adjustable solution flow and a removable and easily emptied 26-litre dirty water tank, probably the largest capacity on the market for a scrubber drier of this size.

Increasingly, school cleaning purchasers are thinking green when buying cleaning materials and sustainable when specifying how their cleaning is done. Health and safety is paramount, but buying machines that use less energy is becoming a major issue. With the environmental lobby in hot pursuit, no school or cleaner would dare do otherwise. So it is essential to keep up with latest developments in floor-maintenance equipment and cleaning materials and with the latest areas of concern among school managers and parents.

VACS WITH HEPA FILTRATION One of these issues that concern parents is that of childhood asthma. Around 1.1 million children in the UK have asthma1, and the number appears to be increasing.

One of the major triggers for asthma is dust mite, and a high standard of HEPA filtration greatly reduces the likelihood of dust mite and other allergens being discharged by a vacuum cleaner as it is used The latest range of Truvox vacuum cleaners, introduced in 2010, provides a high standard of HEPA filtration. The compact and manoeuvrable Truvox Valet Upright Vac is ideally suited to use in schools and wherever there are large areas of carpet and plenty of people to make them dirty. Its 3-stage filtration includes a HEPA 10 filter to keep airborne particulate to a minimum. L Notes 1. www.cks.nhs.uk/patient_information_ leaflet/asthma_in_children

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OUTSOURCING

Cleaning

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IMPROVING PRODUCTIVITY THROUGH OUTSOURCING resource works in partnership with educational establishments to create bespoke, managed solutions that give greater efficiency, improved productivity, reduced administrative burden and most importantly, financial transparency and cost-savings resource is a privately-held company that delivers and advises on key outsourced services such as cleaning, security, front of house staff, car park management and window cleaning in specialist areas across the private and public sectors. The company has national offices across the UK and Ireland in locations such as London, Birmingham, Leeds, Edinburgh, Cardiff, the Isle of Man, Belfast, Dublin and Limerick. Every day our people help our clients to deliver better customer services and add value to their businesses.

RESOURCE IN THE EDUCATION SECTOR Education establishments can be housed in anything from a listed building to a high tech environment, but all have complex requirements. resource has many decades of experience in the sector, and understands that healthy, high performance, secure and sustainable educational environments are critical during both during term-times and vacations.

We work in partnership with educational establishments to create bespoke, managed solutions that result in greater efficiency, improved productivity, a reduced administrative burden and most importantly, financial transparency and cost-savings.

This integrated approach allows our clients to focus on providing high quality academic services whilst maximising income, as resource delivers vital support services. These range from the cleaning of educational, research and residency facilities, to portering, guarding, control room and CCTV services, as well as waste recycling, H&S management and car park controls.

Our commitment to reduced environmental impact is amply demonstrated by our BSEN ISO 14001:2004 accreditation. We also have many working partnerships with organisations known for their development of ecologically sound, sustainable cleaning products.

Our experience includes Imperial College London, Westminster School, City of London Academy and the Trinity College of Music, amongst others. resource has an exceptional portfolio of educational sector contracts across UK and Ireland; we are therefore ideally equipped to meet the requirements of

this sector as our experience of working with major educational establishments is unsurpassed. We employ over 1,500 team members at over 100 educational campuses throughout the UK and Ireland, providing over 2,000,000 service hours per annum.

Our high standards of service are driven by best-use of technology,

the required support service disciplines Recent additions to our education portfolio include Queen Margaret University in Edinburgh and the contract to provide complete cleaning services for Dudley College, an educational establishment resource has worked with for over five years delivering on site security services.

“resource offer a high productivity programme that made them an obvious choice to offer the contract to, and we’re delighted to be working with them on another service within the college.” – Steve Johnson, director of estates and capital projects at Dudley College expert local contract support, in-house employee screening expertise and the continual application of innovation.

KEY CONTRACTS An excellent example of our service delivery is our contract with a large, highly prestigious educational establishment in London. Our contract includes office cleaning, accommodation and residence cleaning, housekeeping, janitorial services, laboratory cleaning, clinical waste management, carpet cleaning and window cleaning services.

Currently we have 600 staff working a variety of shifts across the various campus sites. This staff base provides exceptional cover and allows resource to provide any additionally required services with ease Accommodation cleaning is a key component of the contract as the client uses the residences for the provision of hotel, hospitality and conferencing facilities during the summer vacation. resource delivers a highly effective programme of turnaround cleaning of all the residences over a single weekend at the end of the spring/summer semester.

Ever mindful of our clients’ need to keep a close eye on operating costs, a large percentage of the resource operatives engaged at this site are cross-trained across

With Dudley College we have implemented the HEEPI programme (Higher EducationEnvironmental Performance Improvement) which aims to improve the environmental performance of colleges and universities by developing environmental benchmarking within higher education and promoting best practice throughout their cleaning methods.

Steve Johnson, director of estates and capital projects at Dudley College said: “Working with resource will allow us to maintain excellent standards of cleanliness whilst significantly reducing our impact on the environment. resource offers a high productivity programme that made them an obvious choice to offer the contract to, and we’re delighted to be working with them on another service within the college.” L FOR MORE INFORMATION For further information about resource visit www.resource-group.com For business development enquiries please contact the business development team on 0113 2607328.

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For further information about the Findus range of products please contact Tel: 0800 132 096 or visit www.youngscaterer.co.uk

CANTEEN RESCUE

THE IMPORTANCE OF BETTER EATING ENVIRONMENTS According to the saying, you are what you eat, but what about where you eat? The School Food Trust offers help and advice to increase meal take-up and make your dining space inspiring The links between a healthier lunch and better concentration from pupils in the afternoons are well documented, but an independent study looking at the relationship between school meal take-up and dining environments suggests that the huge efforts to improve the quality of school food over the last six years could go to waste unless schools ensure their canteens are also fit for purpose.

The study, carried out on behalf of the School Food Trust, highlighted several environmental factors that contribute to low school meal uptake, including cramped canteen layouts, poorly-managed queuing systems, inefficient payment methods and high noise levels.

Alongside the study, further experiments in school canteens tracked the eating behaviours of children in primary and secondary schools and found that even small improvements to dining spaces can make young people eat more school food. After making minor changes to the environment, such as staggering lunch queues to give children more time to eat, introducing tablecloths and replacing plastic plates, knives and forks with crockery and cutlery, the average child threw away 38 per cent less food.

Jane Nicholls, deputy head teacher of Langley Park Girls School, where one of the experiments took place, said: “The small changes we made to the dining room made a huge difference to our pupils and turned lunch into a special occasion where the girls took the time to sit down and really appreciate their food. It has made it obvious to us that encouraging healthy eating is as much about providing an attractive environment as improving the food.”

SIMPLE CHANGES To tackle the issues highlighted by the study, the School Food Trust launched Canteen Rescue in 2010, a campaign to encourage schools to make simple changes to their dining environments and drive the take-up of school meals as a result.

The first phase of Canteen Rescue was a national competition to give five schools a complete dining room makeover. The emphasis was on pupils being at the heart of the design and planning process for

their new canteens and the competition received entries from over 1,000 schools.

One of the winning schools was Albany Science College in Chorley, Lancashire. The school’s eye-catching design for a 1950s style diner caught the attention of a panel of celebrity judges and public voters. Their makeover is now complete and pupils are enjoying an authentic 1950s experience every time they eat, with booth seating, a vibrant colour scheme and working vintage jukebox.

Extended schools manager, Wendy Johnstone said: “The whole school really got behind the Canteen Rescue project and we’re thrilled with the results of the makeover. We’ve been seeing more students coming in to try it out, which is exactly what we set out to achieve.”

Following the success of the national competition, Canteen Rescue then helped a further eight schools by offering grants of up to £10,000.

COMMITTED TO IMPROVEMENTS The successful grant applicants had to show that they were committed to improving lunch time, and many had already started to make changes that were having a positive impact on the dining room experience.

Before submitting their successful bid to Canteen Rescue for new tables and chairs, Alison Walsh, head teacher at Greenfield Primary School in Walsall, along with the school’s School Nutrition Action Group (SNAG), made up of pupils from Year 5 and 6, came up with innovative solutions to improve lunch time.

“In terms of cost, one of the cheapest changes we made was to buy the tablecloth for our ‘golden table’, which was £3 a metre, and we bought special crockery and cutlery for it. The golden table is only set on a Friday and pupils are awarded a place at it for good behaviour during the week.

The pupils love sitting at the golden table, it makes them feel special,” Alison said.

She believes that finding out what pupils think about lunchtime is a powerful tool for increasing school meal take-up: “Getting pupils involved doesn’t cost anything. I meet with the SNAG for 45 minutes each half term and they feel as if they’re doing their bit – and

Catering

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

they are! Their contribution is really important.

“Since the changes we’ve seen more pupils trying school meals for the first time and some pupils who used to have a packed lunch every day are having a school meal once or twice a week.”

SHARING YOUR IDEAS If you’re thinking of making a few improvements to your canteen and want to raise some funds to help get things started, tell people exactly what you want to do – you might be surprised how willing they are to offer support.

Get talking to people in your community and let them know about your school’s plans.

You might find there’s an opportunity for your school to get a sponsorship, or a local organisation might be interested in working with you to put on a fundraising event.

If your school has a Let’s Get Cooking club, cooking can be a great way to fundraise. If you don’t already have a cooking club, find your nearest Let’s Get Cooking club at www. letsgetcooking.org.uk – they might be able to offer advice and tips on community events Local businesses may be willing to lend support or give you better deals on goods, equipment or furniture for your school canteen area. Consider approaching larger corporate organisations that have branches in your local area, to see if they can support or sponsor your project.

Hold fundraising events that are fun, interesting and involve everyone – pupils, caterers, teachers, parents and members of the community. Fundraising is all about appealing strongly to people – a great way to do this is by using photos. Take photos of your current canteen and project team and use them to help get people on your side.

You can also approach a local artist to create a giant mural that everyone can add to.

MAKING ROOM FOR DINNER The School Food Trust can provide expert support and advice to improve school kitchen and dining spaces, with our Making Room for Dinner service, offering a range of support tools. We can also provide a detailed report and action plan, which will review areas such as the layout and flow of the kitchen and dining hall; working practices and processes to ensure maximum efficiency; the servery area to help entice customers and encourage healthy food choices; the interior design of the dining hall; and the range of equipment used.

Through our expert knowledge and experience, we can offer both quick win, lowcost solutions, as well as recommendations for areas where more further planning and cost may be involved. We can work with any school, local authority or caterer, whatever the size of your budget or ambitions. L FOR MORE INFORMATION info@sft.gsi.gov.uk www.schoolfoodtrust.org.uk

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sQuid’s ePayment platform is the latest innovation for schools to save money and reduce costs sQuid’s innovative, state-of-the-art cashless ePayment system has been well received by schools, colleges, universities and campus environments across the nation. The system has proved to save administrators significant time in managing their school accounts, and reducing the costs of handling cash.

Payments are made using contactless smart cards or biometric identification, allowing a safer, smarter transaction. sQuid operates in establishments across the UK, as well as in Kenya where sQuid is working with banks and universities. The system was recently recognised by Frost and Sullivan who awarded sQuid the title of Europe Smartcards Market Penetration Leadership. sQuid’s cashless payment solution for educational facilities is a new convenient and revolutionary way to pay for school meals and school trips. Students no longer need to bring cash or cheques in to school as parents are able to pay online, from the comfort of their own homes. sQuid is a safer, more reliable and convenient alternative to carrying cash, and it allows parents to track their child’s spending in a quick and easy manner. Money is held securely and parents can protect the account balance if a card is lost or stolen. Parents simply register their child’s details online and top up their account with money, check

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their balance and view their transactions. sQuid is not a bank so parents will never get into debt and they have the peace of mind that sQuid is also regulated by the FSA. Because every transaction is pre-cleared sQuid saves school administrators time, and reduces the hassle associated with cash handling. sQuid also provide management with detailed reports and visibility of all transactions on their campus. sQuid is a pre-pay payments network, sitting outside of the banking system, which enables them to charge the lowest transaction costs in the sector. Educational campuses can be set up with either stand alone terminals and readers, or linked to existing till and EPOS systems.

sQuid is easy for students to use and for parents to manage, while saving school administrators time, also providing them with reports and visibility of all transactions on campus. Free school meal beneficiaries are catered for as are duty staff and visitors.

As parents can top up online, there is no need for cash on campus, which removes the need for cash handling with all of its associated costs.

FOR MORE INFORMATION Bede Feltham, marketing director, sQuidcard Tel: 020 83392111 education@squidcard.com www.squidcard.com/education

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Flexible cashless payment solutions from Uniware Uniware’s cashless payment solutions are increasingly being adopted by schools, colleges and universities as a convenient and secure means of making payments as well as delivering greater operational efficiencies. By replacing cash at point-of-sale and vending outlets with a pre-loaded card, transactions can be up to six times faster.

Uniware’s Upay solution integrates with the accounting and EPoS system being operated but replaces cash transactions at the point-of-sale. Unlike other cashless payment solutions, Upay can also integrate with any existing cashless card or biometric payment system, which avoids any additional expense being incurred if Upay is adopted.

Upay operates in a similar way to online banking. Card holders or their parents have complete control of their cashless account at any time of the day, and can top-up their cards, view their balance and receive statements by going online. Alternatively they can use the new Upay Mobile web application, which will take users directly through to the passwordcontrolled site from their mobile phone.

The online information also enables parents to keep track of their children’s eating habits.

Top-ups and statement details can be set up according to individual preferences and once a card has been topped-up it can be used immediately without having to validate the new amount at a terminal.

Features of Upay include:

• Live account balance display • Mini and detailed statements • Top-up reminders by text or e-mail • Auto account top-up • Function/trip booking • Fee payment Uvend extends the cashless payment option to vending machines. The software is suitable for all vending machines and can also operate alongside the existing coin operation providing an additional choice for users.

Importantly, as well as speeding up purchases, Uvend can also reduce the downtime of each vending machine as a result of coin jams.

Features of Uvend include: • Further reduces the amount of cash held on-site

• Increases vending machine uptime (80 per cent of vending downtime is due to coin jams) • Control free vends for different user groups • Increases consumer spend • Removes the issue of carrying the correct change Each of the solutions can be hosted on a server on-site or hosted remotely avoiding the need for software to be uploaded and maintained on-site. Operators can simply access the system as long as they have an internet connection.

FOR MORE INFORMATION 0844 8006200 info@uniware.co.uk Twitter: @Uniwaresystems

Cashless Payments Are Going Mobile Cashless payment solutions are about to get smarter with the launch of Uniware’s Upay mobile web application.

Upay is one of the leading cashless payment solutions. Now users can top up their funds, view statements and check their card balance simply by clicking on their smartphone web application.

To access the web application go to www.upaymobile.co.uk using your mobile device.

Uniware Systems 84/85 Riverside III Sir Thomas Longley Road Rochester ME2 4BH

T:+44 (0) 800 393 307 E: info@uniware.co.uk Twitter: @Uniwaresystems

leading the way in cashless payment solutions

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Hunts – one of the UK’s most experienced contractors in providing sports pitches, athletics tracks, tennis courts and football pitches for the education sector Hunts Contractors’ most fundamental belief is that its success is directly linked to the success of its clients. They have the responsibility of providing a complete project from start to finish, on time and on budget.

A market leader in the industry since 1999, they have an uncommon expertise within the construction and drainage sector, offering a broad portfolio of services that covers everything from the construction of synthetic pitches through to macadam surfacing, natural turf pitches, drainage work, civil works and landscaping (hard and soft).

They aim to provide a quality service from site set up through to site clearance, as either main or subcontractors, depending on the project. Working alongside many main contractors and consultants, the company is able to advise and fulfil all needs and requirements, including all peripheral works.

They regularly, for instance, provide a full construction service for synthetic pitches of all types and sizes, whether it be a green or brown field site, whilst creating minimal damage on surrounding areas.

The company also has its own macadam surfacing division, incorporating a tracked laser guided paving machine, as well as a fleet of laser controlled grading equipment and trenching machinery. The company has invested around £250k in new equipment in the last year alone – enabling it to meet the challenges of the current financial climate by maximising productivity and diversity.

It also provides a full construction service

for all types of natural turf pitches, from simple re-grading and reseeding, through to the topsoil strip, cut and fill, drainage and layered construction of a premier league pitch. Hunts Contractors is highly experienced in all aspects of drainage work, watercourse diversion, balancing ponds, construction of lakes and ponds for wildlife habitat, and for the relocation of endangered species.

This is in addition to its expertise within the civils works and landscape sectors.

The company is committed to achieving quality construction whilst being environmentally conscious and to this end are members of SAPCA, CHAS, LDCA and Constructionline.

They have spent over £25k on staff training in the last 24 months and continue to invest in the future. When the opportunity for design input arises they always try and take the most sustainable option without compromising quality.

FOR MORE INFORMATION For a brochure or other enquiry please call 01427 788445, e-mail enquiries@ huntscontractors.co.uk or look at our website www.huntscontractors.co.uk

Building Relationships by Exceeding Expectations

To request a brochure or for more information call 01427 788445 or email enquiries@huntscontractors.co.uk

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SYNTHETIC SURFACES

BENEATH THE SURFACE

Sports & Leisure

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The choice of site and installation of a synthetic sports surface can be a minefield. Mike Abbott, technical chairman of the Sports and Play Construction Association, offers a comprehensive guide When we play our favourite sport on one of the huge varieties of modern synthetic surface, we seldom consider what may lie below our feet. As in every type of construction, only the best foundations will provide the long-term performance demanded by players and facility operators. Let’s look at some of the major elements in the construction of a suitable base.

should be given to the factors that influence the construction processes employed.

FLAT SURFACES Sports surfaces are laid to very flat gradients, meaning that the slope on the finished surface is minimised to ensure that the effect on the sport is imperceptible. In sports where the

In an ideal world the surface would be laid totally flat, but consideration must be given to dealing with the surface water drainage, thus all surfaces tend to be laid with some degree of fall towards the drainage outlet.

The first, and most obvious consideration is the selection of the site. In many cases the selection process boils down to “Hobson’s choice” because there is only one location available. If, however, the luxury of selection exists, careful consideration

ball rolls on the surface, such as football and hockey, the path taken by the ball will be influenced by the slope, as will be the pace, depending on whether the slope is helping or hindering the roll. In sports where the ball bounces, such as tennis, the effect of the slope

is more likely to be felt by the players than any material effect on the bouncing ball.

In an ideal world the surface would be laid totally flat, but consideration must be given to dealing with the surface water drainage, thus all surfaces tend to be laid with some degree of fall towards the drainage outlet.

The various governing bodies of each sport have recommendations on slopes and falls on playing surfaces for their sport and due cognisance should be taken of these requirements when planning a new facility.

It is likely that some degree of earthworks will be required to achieve the single plane required for the playing surface but, ideally, this should be kept to a minimum. Disposal of surplus excavated material off-site is a very expensive business in these days of landfill tax so, if possible, retaining the materials on site should be an objective when designing the finished profile.

MISCONCEPTIONS One of the most common misconceptions is the area of land required for an individual E

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Neptunus is in the premier league of tents and temporary structures for sporting events The construction of a sports hall is a unique discipline. Often, a special floor is required and specific demands are made with regard to height, infrastructure and finishing. Neptunus has the experience and range of products to fulfil these requirements.

Whether you need semi-permanent sports facilities, a temporary solution after a disaster, to cover your existing outdoor area, or a large multi-day sports tournament – Neptunus has the answer.

Neptunus is an international specialist in the provision of temporary structures for hospitality and corporate events as well as semi-permanent buildings for a wide range of applications including sports facilities, shops, supermarkets, showrooms, exhibitions and conference halls, restaurants and classrooms.

Neptunus’ semi-permanent structures are the most technologically advanced and versatile temporary structures available in today’s market. Based on a highly technical and innovative design with durable components, the structures have similar properties to their permanent counterparts, making them particularly suitable for sports and leisure applications.

Neptunus has provided temporary sports hall solutions to the Dutch Olympic Team

Semi-Permanent Solutions Do you need temporary space?

Are you going to rebuild, or would you like to dispose over substitute accommodations in the meantime? Has a fire or other calamity occurred, whereby you would like to quickly restart your business in emergency facilities or temporary accommodations? You have short-term requirements for some temporary extra space?

Neptunus is the specialist in the design and installation of temporary structures and semi-permanent buildings.

Any application you can think of is possible, due to the very short delivery and assembly time, flexible dimensions, a clear span of up to at least 60 m, and the look and properties of a permanent building.

in preparation for London 2012, Esporta Health Club following a fire, Cranfield University during a refurbishment project, and the Defence Academy’s military staff training college in Shrivenham while it underwent expansion.

Readily available and quick to assemble, Neptunus temporary structures provide a highly cost-effective solution for sports, health and leisure centre operators embarking on expansion, renovation or improvement projects, or whenever extra space is needed. With a range of flexible hire, lease

Events Solutions Neptunus is a specialist in the design, production and hiring out of tents, marquees and temporary structures for events.

Due to the very wide product range, and because all the structures can be combined and linked to one another, you will always be assured of the right solution for your event.

Neptunus’ experience can be seen in the quality and the smart details. All tents and temporary structures are, for instance, fitted with a robust, raised floor system, including an integrated rain gutter. These are details that make the difference.

You can always count on the newest trends with Neptunus. For instance, Neptunus was the first in the world to build a tent with three storeys.

and purchase packages that can be combined and tailored to individual requirements, Neptunus’ fully relocatable structures can be used to market test new locations to help determine whether a facility would attract new members. Or in the event of a disaster such as a fire or flood, Neptunus can supply structures from stock on a rolling contract, helping customers through the recovery.

Available in 10-50m clear span widths, unlimited lengths and sidewall heights up to 13m, Neptunus’ structures provide ample space for a wide range of sports. The range of optional features includes doors, windows, internal walls, mezzanine floors and staircases, all of which make it difficult to distinguish from a permanent building.

Neptunus also provides turn-key packages, complete with a wide range of options including sports flooring, lighting, heating and ventilation and security systems.

Neptunus is a member of SAPCA, the Sports and Play Contractor’s Association.

FOR MORE INFORMATION Tel: 0845 1804001 Fax: 0116 2320150 sales@neptunus.co.uk www.neptunus.co.uk

Specials & Sales We have been able to build up an enormous know-how through our years of experience.

Besides the development and manufacture of tents and structures for our own hire programme, we also apply this know-how for designing, producing and selling special constructions and accommodations, which are completely customised to the wishes of the customer. And our modern production facility in Poland is a guarantee for the quality, for which Neptunus is known.

NEPTUNUS Ltd. The old Rectory | Main street | Glenfield | Leicestershire LE3 8DG Tel: 0845 1804001 | Fax: 0166 2320150 | sales@neptunus.co.uk | www.neptunus.eu

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SYNTHETIC SURFACES

Sports & Leisure

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It is essential that the drainage of the proposed facility should be given proper consideration. It is all too common to find a tennis court that has been installed without any thought as to where and how quickly the surface water will discharge.

E sports facility. The client looking for a tennis court in their back garden will invariably consider the dimension taken on the play lines, finding (when taking side-runs, runbacks, fencing, drainage and excavated banks into account) that the actual area required can be more than three times the playing area.

To a lesser degree, this can also be the case when constructing athletics tracks and artificial grass pitches. It follows that an accurate site survey is always required before a site is chosen. This site survey will also define the proposed orientation of the facility.

In an ideal world, the preferred orientation is north-south in the UK to avoid playing into the setting sun, from one end, in the evening.

The survey should also identify site boundaries, trees and existing services, and plot the position of roads and access to the site.

A comprehensive sub-soil survey is also a basic requirement prior to final site selection and certainly prior to construction. It is essential to know the load bearing potential

of the sub-soil as well as its drainage characteristics and depth of topsoil.

CONSTRUCTION PHASE This information will be used in designing the overall thickness of the baseworks construction to carry the superimposed loads during the construction phase. In most cases, the maximum load imposed on a synthetic surface construction is from the contractor’s plant at the time of installing the facility.

When the pitch, track or court is finished, the predominant load is pedestrian (players) with light vehicular equipment for maintenance purposes.

In certain cases it may be necessary to make provision for heavier long-term loading from vehicles at specific access points. A typical example would be a crossing point on an athletics track to allow heavy vehicles to pass from the external road on to the central grass pitch area. This provision can be made by installing an extra depth of

structural base at the defined access points.

Where the sub-soil has a tendency to be unstable, such as certain clays or frost susceptible soils, a greater depth of base construction is installed to ensure that the surface layers are stable and will be unaffected by the passage of construction traffic, or winter frosts, in future years. The excavated formation should be treated with an appropriate residual herbicide to ensure that any vegetative growth is neutralised.

STRUCTURAL STONE BASE LAYER It is usual to install a geotextile membrane on the formation to prevent contamination of the structural stone base layer by sub-soil punching up from below. This membrane is semi-permeable and allows the passage of water through the textile while preventing silt passing up into the structural layers.

The dry stone structural base comprises a layer of clean crushed rock that is graded to ensure a “lock” of the individual pieces E

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SYNTHETIC SURFACES E of stone, and is compacted to a finished thickness of between 150 and 250mm, depending on the sub-soil conditions. This layer must be porous on completion to allow the passage of surface water through open-textured systems. It will normally be necessary to install the base stone in at least two layers with the final layer laid to a fine tolerance. Bound base layers for artificial sports surface construction normally consist of bituminous macadam. This macadam will be open-textured in the case of porous systems, and densely graded for impervious systems.

The construction layers of a pitch, track or court are normally retained around the perimeter by a pre-cast concrete kerb. This kerb will be laid on a mass concrete foundation and will be haunched with concrete to provide an accurate line and level for the edge of the facility.

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CONSIDER DRAINAGE It is essential that the drainage of the proposed facility should be given proper consideration. It is all too common to find a tennis court that has been installed without any thought as to where and how quickly the surface water will discharge.

In sites with poor sub-soil drainage characteristics, it will be necessary to install a pattern of drains below the surface of a pitch. This seldom needs to be done in the case of tracks or tennis courts because the horizontal distance the water will have to travel over, or under, the surface is much less than the case of a soccer or hockey pitch.

Provision must be made to accommodate water that may be inherited from outside the area, such as from adjacent higher ground or cut banks. This is normally done by providing a cut-off drain on the outside edge of the facility. It is equally important to cope with the excess water that will run off the surface of the facility during periods of torrential rain.

This resultant surface water must be conveyed away from the facility to an adjacent watercourse. In some cases the E

Sir Trevor Brooking and Kaiser Chiefs launch all weather pitch at St. Mary’s Sir Trevor Brooking, director of development for the FA, has officially opened a new state of the art floodlit synthetic turf pitch at St. Mary’s School in Menston, West Yorkshire.

The new sports pitch, designed and constructed by Smith Construction (Heckington) Ltd. forms part of a £750,000 investment in sport at the school. The natural grass pitches are also being upgraded to a high standard.

Players from the school, local community and football clubs Guiseley Juniors FC, Menston Juniors FC and Burley Trojans FC, will benefit from the all-weather surface.

The 3G surface is a long pile football turf with cushioned rubber granulate infill giving superb player performance and characteristics replicating natural grass.

Developed and manufactured by Limonta Sport, it is tested to meet FIFA 1* regulations.

Kaiser Chiefs’ Peanut Baines and Nick Hodgson joined fellow ex students for a game on the new turf. They included professional footballers Aiden White, Niall Canavan, Tom Taiwo, Luke Hendrie and Jordon

Sinnott, as well as professional cricketer David Wigley and ex professional footballer and now broadcaster John Hendrie.

The project was part funded with the help of a £325,000 grant from the Football Foundation. Paul Thorogood, chief executive of the Football Foundation said: “We are delighted that St. Mary’s and the local community will have access to these fantastic new facilities, and commend the school and the County FA for all their hard work in making this happen.”

FOR MORE INFORMATION Tel: 01529 461500 Fax: 01529 461463 info@smithsportscivils.co.uk www.smithsportscivils.co.uk

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Where the sub-soil has a tendency to be unstable, such as certain clays or frost susceptible soils, a greater depth of base construction is installed to ensure that the surface layers are stable and will be unaffected by the passage of construction traffic, or winter frosts, in future years.

E only option will be a soakaway, but design and construction of soakaways is a specialist area and should only be undertaken as a last resort and then with great care.

The new “all-weather” facility will not, in itself, create any more surface water from the area than was created in the past. The difference is the intensity at which the surface water will reach the outlets. The period of time between the rain falling and the resultant volume of water reaching the outlets will be much less than when the topsoil, turf and vegetation are retained in the run-off allowing a much slower percolation to the drains. This “flash run-off” could result in existing drains surcharging, briefly, until the storm subsides.

The playing surface is laid on the baseworks described above.

There are numerous types of synthetic sports surface available, but the list may be broken down into three major generic types of artificial grass, polymerics and acrylics. The factor they all have in common is that construction considerations are essential requirements if the system is to provide a top-class sports facility that will perform to the highest standards throughout its life. L

Images courtesy of Hunts Contractors Ltd. FOR MORE INFORMATION www.sapca.org.uk

imovesdance.com is a new online resource for teachers who deliver dance and fitness to children and teens. The resources are designed for all teaching abilities relating to dance and fitness, and include exciting fun schemes both boys and girls will engage with and learn from.

All the resources are based around online training videos saving money on external training, and time and effort on preparation. Lessons plans and teaching notes can be printed off directly from imovesdance.com and are easy to follow and fun to teach. Specially designed music CDs are available to enhance each theme.

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Sports & Leisure

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everything a school needs to teach a fun exciting programme of study in dance and movement to music. It includes helpful training videos, either online or DVD, music CDs and lesson plans designed to keep children active throughout the year.

Popular themes for boys are SportsJam and Creative Combat, while other themes such as Cheer and Funky YogaFit appeal to girls. The resources have been approved by the Professional Development Board for PE as ideal for schools to use in the delivery of the PE curriculum.

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technical advice. Please contact your County FA development manager to discuss your project.

Contact details are available on our website.

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Q. Can I apply online?

Yes. Please see our website for the online forms and assistance in completing them.

Q. How long will an application take?

We expect a Facilities Large grant application for over £50,000 (maximum £500,000) to take up to 19 weeks to process. The process is not designed to be bureaucratic but to ensure that the best and most appropriate advice can be given. For example, the period of pre application consultation with the relevant County FA is there to improve the overall quality of projects.

A ‘Continuous Improvement Cycle’ is at the heart of how the Football Foundation ensures efficient assessment of applications.

Since 2005/06 the average time taken to offer a grant has more than halved. This is of huge benefit to applicants who need to secure additional funding from other sources and obtain realistic construction costs.

Blackburn Rovers midfielder, David Dunn, with pupils from Queen Elizabeth’s Grammar School on the site of new community sports pavilion.

GRANT SCHEMES

A HELPING HAND FOR APPLICANTS Paul Thorogood, chief executive of the Football Foundation, gives pre and post-funding advice by addressing some of the applicants’ most frequently asked questions

Funded by the Premier League, The FA, and the government via Sport England, the Football Foundation is the nation’s largest sports charity. Launched in July 2000, the Foundation has so far supported around 8,000 community sports projects worth £947m.

The Foundation receives money from the very top of the professional game and also from the Department for Culture, Media and Sport through Sport England. It then uses this money to leverage even more partnership funding, to deliver a programme of new and improved community sports facilities in towns and cities across the country.

The Foundation also funds projects that increase participation in football and other sports and address some of society’s key

challenges, such as social inclusion, health, education and equalities. Its mission is to improve facilities, create opportunities and build communities throughout England.

PRE APPLICATION Q. Who should I initially talk to regarding my project?

You can complete a short Expression of Interest form that can be found on our website.

Completed forms are forwarded to appropriate FA and County FA representatives, one of whom will contact you to discuss your project, and help you complete a full application form. The Foundation works with The FA to offer advice on a range of issues including pre-application, football development and

Q. What facilities will you fund under the Facilities scheme?

Foundation Facilities funding is primarily available to support organisations that wish to develop and/or refurbish facilities to sustain and/or increase participation in football. Types of facilities we fund include: grass pitches, changing rooms, pavilions, clubhouses, artificial grass pitches (AGPs), and multi-use games areas (MUGAs).

Q. Does my organisation need to have a lease or freehold on the land we want to develop?

All applicants must have security of tenure by means of “the freehold” or by means of an uninterrupted lease. Security of tenure is a guarantee that you own or will be able to use a site. This can be acquired via a license, lease or freehold.

Our minimum security of tenure requirements are: • for grants up to £20,000: 10 years • for grants up to £250,000: 20 years • for grants over £250,000: 25 years Q. How much do you expect the applicant to put towards the project?

The grant level for projects is decided on the merits of the case.

Even in these cases, the applicant must demonstrate that they have made significant efforts to secure alternative funding sources and that no further funding is available for the project. The financial need of the applicant will be the key factor in determining a suitable grant amount.

AFTER THE GRANT HAS BEEN AWARDED Q. How long have we got to start work and make our first claim for money? E

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Former football manager Lawrie McMenemy puts some Robert May’s youngsters through their paces

E Six months from the date of your Offer Letter from us. If you think that you won’t be able to do this in time, you will need to contact your foundation project manager as soon as possible. The full ‘Terms and Conditions of Grant Aid’ document, which will accompany the formal grant Offer Letter, will have the full details.

Q. How do I make a claim?

Before you can make a claim, you must have fulfilled all pre-claim conditions detailed in your formal Offer Letter. To make a claim, you will need to download a claim form from our website, fill in the form and send it with your supporting paperwork. We will pay claims at the percentage detailed in your formal grant Offer Letter. For example, if your grant is 50 per cent of costs and you submit a claim for £4,000 we will pay you £2,000.

We will treat every claim in this way until we have paid 95 per cent of your total grant.

Q. What if we’ve started work but the project is running behind schedule – who should we tell?

If your project is running behind schedule, you will need to let your foundation project manager know when you think the work will finish, so that a completion inspection can be re-scheduled.

Foundation Facilities funding is primarily available to support organisations that wish to develop and/or refurbish facilities to sustain and/or increase participation in football.

Q. What if we’re having problems with our contractor – can anyone help?

The Foundation is unable to intervene in any dispute you may have with your contractor, as we are not legally a party in the contract. However, our qualified staff can offer support, and advise on potential action that you could take. You are able to speak to one of our highly qualified technical advisors for further advice.

THE FOOTBALL FOUNDATION’S AGP FRAMEWORK In conjunction with the FA and the Rugby Union (RFU) the Foundation recently launched a framework for the procurement of artificial pitches. This was tendered under European procurement legislation and took the innovative approach of dealing directly with companies that manufacture artificial turf carpet instead of the more traditional route of tendering projects with the installation contractors.

This was driven by a desire for single point responsibility, whereby the same company not only designs, manufactures and supplies the carpet, but arranges its installation and then oversees the pitch maintenance throughout its life. This end-to-end control facilitates the issuing of meaningful warranties covering the performance and life expectancy of the pitches. The aim is to drive up the quality that we receive from our investment.

The companies on the framework are Fieldturf Tarkett, Lano, Greenfields, SIS (Support in Sport), Tigerturf and Limonta Smith.

Visit the Football Foundation’s website for an even more detailed examination of the range of topics inherent to a school or education establishment thinking of applying for funding or seeking advice after a grant has been awarded. L FOR MORE INFORMATION Tel: 0845 345 4555 www.footballfoundation.org.uk

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SKILLS DEVELOPMENT

SHAPING CITIZENS IN THE GREAT OUTDOORS

Outdoor Education

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David Harvey, acting head of two Lake District outdoor education centres, and chair of the AHOEC’s Northern Region, argues that outdoor experiences can deliver profound benefits and nurture skillsets that extend young personalities in ways not achievable in the classroom Outdoor education in the UK has a history that stretches back to the early 20th century. The first centres were established in the 1950s, and many are now represented by the Association of Heads of Outdoor Education Centres (AHOEC). AHOEC centres are at the forefront of delivering innovative, real, and exciting experiences to young people across the UK, its key aims being to promote all-round personal development through outdoor education and residential experience; to develop, establish and maintain good and safe practice in outdoor education; to encourage awareness of, and active respect for the environment; and to foster greater confidence and regard for others through a series of adventurous challenges requiring cooperation set in the outdoors.

As well as those from Local Authority Outdoor Education Centres, membership also includes managers of multi-activity centres, sometimes in urban areas, and centres equipped for

Arguably, outdoor education and learning experiences, by definition, should result in some development of an individual’s understanding, be it of themselves, other people, the environment or a specific subject.

The experiences that young people have in the outdoors can be used in a variety of ways, and links can be made to different aspects of life. For some, simply enabling young people to experience a new environment involving challenging activities is enough. The contrast with home life is so great, and the impact so profound, that no overt references are needed to the curriculum. However, it is very straightforward to keep the unique experience intact and use the opportunities to make links in a variety of ways to different aspects of life.

By thinking about where a trip fits into the school year it is possible to move it away from being an isolated special event and embed it further into the school. Could the

Taking part in life at the centre fosters independence and responsibility – to yourself, others and the environment – and an awareness of the issues inherent in living as citizens in both a close community and a wider, global one. those with special needs. The association is affiliated to the National Association of Head Teachers, and has representatives on the governing bodies of the main adventure sports and the key organisations concerned with outdoor education. Membership is widely regarded as a hallmark of ethical and quality management, with all that implies for the quality of the provision managed.

BENEFICIAL BEYOND THE VISIT A visit to an AHOEC centre can have many different outcomes. It can be used to develop a range of skills, both interpersonal and activitybased; a chance for personal development – facing new challenges or overcoming fears – or just an opportunity to experience new things or have a break. There are, however, many more things that can be achieved by thinking of the visit as part of a longer process and not simply as an isolated special event – a view shared by Ofsted and highlighted in its 2008 report: ‘Learning Outside the Classroom’.

visit link directly to SEAL units? Is a values approach being taken in school that could underpin a trip? What topics are being covered before or after? Can the visit fit into these?

Team building might be appropriate at the start of the school year, but is it appropriate at the end of year six as an objective? Why not build the visit around the skills needed to help the transition to high school? Prework could involve anything from research around the area, to practicing to ride a bike, to learning how to make a bed. After the visit, a wide range of activities is possible that can continue the themes developed on the course.

Central to the AHOEC lies the concept of the residential visit. These can help develop core values reflecting a focus on the emotional, physical and mental wellbeing of every individual. Both the young people themselves and their accompanying staff recognise the importance of the experience in getting to know each other in a different light, the day to day action of living providing

a means of breaking down some of the societal barriers that can exist in school.

This can be a highly positive process that often has far-reaching consequences away from the centres. Visiting teachers often (but by no means always) see a different person to the one that they struggle with in school. Taking part in life at the centre fosters independence and responsibility – to yourself, others and the environment – and an awareness of the issues inherent in living as citizens in both a close community and a wider, global one.

The skills that young people utilise and develop during a residential visit are skills for life. Centres can thus support the Citizenship and PSHE agenda in schools, for example, by providing a potential link for course leaders and visiting teachers to draw upon.

Students may return from such experiences with a store of authentic experience that that will allow them to engage in informed debate surrounding citizenship issues.

COURSE AIMS AND LINKS TO LEARNING Randall Williams, in his summary of outdoor learning research ‘Time for Change’, shows that there is now clear and demonstrable evidence that challenging outdoor activities and environmental studies contribute towards a range of societal targets across education, health, anti-social behaviour and community cohesion. These goals can be best met if there is a clear and articulated purpose to the visit.

The non-syllabus benefits of residential visits and outdoor education activities are widely recognised. While the emphasis on these courses is more often on aims associated with PSHE, it is possible to use the activities purely to meet requirements of specific syllabi.

Within the National Curriculum, outdoor and adventurous activities lie within the remit of PE. Teachers at KS2 can use the facilities and expertise found in outdoor centres to provide what might otherwise be very difficult to deliver in school. By the time students reach KS4 they are much more focused on exam syllabi, and many access-specific activities (such as climbing, kayaking and hill walking) as part of their GCSE PE course.

It is also possible to take curriculum subjects directly into the outdoors – geography and the field sciences being the traditional approaches – but there are opportunities to apply this thinking to all subjects. Outdoor education, E

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SKILLS DEVELOPMENT E however, is not just about directly teaching a subject outdoors. Many activities can be used as vehicles for learning – whether it is to develop learning behaviours or life skills, or by using realworld situations to help embed learning from other subjects, outdoor education programmes bring learning to life. Teaching people to tie a certain knot takes on new meaning when it is going to be used to hold a raft together, or attach a safety rope to a harness.

Contextual learning makes the skill relevant and real – the heart of experiential learning – but the importance of past experience (and consequently pre-existing knowledge) needs to be taken into account, along with how it affects the present and how it can be helpful in the future.

HABITS OF LEARNING Teaching students to be able to apply problem-solving skills in a range of situations and their ability to transfer what they have learned to other situations is a key goal of schooling. It also lies at the heart of outdoor education. In his book ‘Building Learning Power’ Guy Claxton advocates setting targets for developing learners based around the 4Rs – resilience, resourcefulness, reflectiveness and reciprocity. He identifies these attributes as successful habits of learning and suggests that developing these skills can help to

raise both engagement and achievement, as well as promoting lifelong learning.

Outdoor education has a long history of enabling young people to develop these skills.

Activities that are progressive, innovative and exciting provide opportunities for young people to take ownership of their experience and be challenged at a pace appropriate to their stage of development, no matter what their background or start point. The activities themselves often require commitment, endeavour and resilience. As a result, many young people develop leadership qualities and grow in self-confidence and self-respect, often finding a voice that may not be apparent in their everyday lives.

Alongside the need to develop personally, acquiring the skills associated with working with others has been recognised as crucial in the modern world. Outdoor education experiences can help to develop key learning behaviours such as the ability to plan, communicate and resolve conflict.

Increased self-esteem, self-confidence and self-awareness are all possible outcomes.

These experiences also place young people in situations that, by their very nature, have risk attached to them. Understanding the concept of risk becomes an important goal if young people are to grow up capable of making informed decisions regarding their

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Consultancy – the first stop consultant for all those seeking to become more inclusive, including access audits of marketing, practice and facilities.

‘Whatever It Takes’ The Equal Adventure Roadshow 2011 – a series of one day training events across England and Wales answering all your questions

on inclusive opportunities for your service or facilities.

Summer Programme and Festival – activity weeks and short courses for beginners or more advanced outdoor adventurers: open canoeing, sea kayaking, hand-cycling amongst others.

The EA Festival over the last weekend in August, at Glenmore Lodge National Outdoor Training Centre is an opportunity for individuals and teams to develop their skills, meet new people and build team spirit.

own and others’ safety in the future.

Whether teaching particular skills or by using different activities as vehicles for learning, the emphasis is often the development of the whole person. Outdoor education provides opportunities to engage with the world by using more than just the eyes and the ears.

Visits to outdoor centres often count as the most memorable in a young person’s school career, providing for many their first time away from home and a chance to see the world through different eyes. This change of perspective is vital, and for some can be life-changing: the opportunities provided by AHOEC centres lie at the heart of this belief.

Outdoor Education

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AHOEC GOLD STANDARD This exciting development brings quality outdoor education to the fore. For many years the outdoor field and its clients have focused almost entirely on the safety of what we do.

Whilst this is important it is time to move the debate on to quality as well as safety.

At any centre displaying the Gold Standard logo, visitors can be assured of a safe and quality outdoor experience. All Gold Standard centres are also accredited to both the LOtC Quality Badge (www.lotcqualitybadge.org.uk/home) and for Adventuremark (www.adventuremark. co.uk). This gives further reassurance of the quality and safety of your chosen provider. L

Arthog – the philosophy behind the experience The philosophy is not a new one – but it is more relevant now than when first embodied into the 1944 Education Act. Outdoor education uses the challenge of adventure activity and the stimulus of the natural environment to encourage personal and social development, inspire learning and promote healthy lifestyles.

It is multi-faceted and complex.

The impact of the experience is difficult to quantify – but often profound. The evidence is mostly anecdotal – from the teacher, the youth worker, the parent and perhaps most significantly, the young people themselves. It is a guided journey of discovery about self, about each other and

about the world in which we live.

In a time when many people have no access to wild, open space; have a desire for adventure but limited opportunity to experience it; have inactive lifestyles; and are detached from the natural world, the justification for outdoor education remains as strong as ever.

Arthog is a local authority outdoor education centre, situated in a stunning coastal location in the Snowdonia National Park.

FOR MORE INFORMATION Tel: 01341 250455 Fax: 01341 250023 jane@arthog.co.uk www.arthog.co.uk

FOR MORE INFORMATION 01479 861200 hello@equaladventure.org www.equaladventure.org

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LEARNING ABILITIES

THE LONG REACH OF CHILDHOOD Sue Gascoyne, educational trainer and founder of Play to Z Ltd, discusses the importance of providing rich sensory experiences to strengthen brain development and how these can be accessed During the first five years of life, research has shown that a child’s brain develops more rapidly than it does at most other stages in life. 90 per cent of the vital connections are formed between the two sides of the brain, essentially establishing a stronger ability to learn new information in future life. It is important therefore to stimulate, nurture and maintain this development to make it as strong as possible.

At birth the brain is incomplete, with thinking, remembering, communication and movement still developing. Imagine a child’s brain as a newly built house – while the walls, floor and electrics are in place, they will not work until the connections between them are made (Brotherson, 2005). Similarly, while we are born with many nerve cells, or neurons, it is only through experiences in our early years through to adolescence that these connections are actually made.

ELECTRIC SIGNALS When a stimulus occurs, an electrical signal is passed from one neuron to another through synapses, relaying information about what we see, touch, taste, smell, and hear. Each sensory experience forms a new pathway – the more times these connections are made, the thicker the pathway becomes, and the more accurately and swiftly this functions.

Sensory-rich experiences reinforce synapses while those not used are pruned to increase efficiency. Connections used repeatedly during the early years become the foundation for the brain’s organisation and function throughout life, so it is vital to offer a stimulating environment. One of the most accessible (and cost effective) ways is through sensory play.

ENGAGING THE SENSES Many toys primarily stimulate the visual sense. The brain takes in the world through its sensory system – the external senses of sight, sound, touch, smell and taste, and the lesser known inner or sixth senses detecting position, balance and movement.

Sensory play is essentially play that focuses on engaging one or more senses, adding a significant extra dimension.

The example of heuristic play, a term coined

by Elinor Goldschmied describes play and exploration of the properties of objects.

Heuristic play can stimulate all the senses, creating a rich learning experience. Key to success is the careful sourcing of stimulating objects and allowing children time and space to explore these fully and freely.

UNDERSTANDING THE PROCESS Piaget and later Hughes identified a guide to understanding the play process. Early play

Sensory Play

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is about exploration ‘What is this object?’ and ‘What is it like?’ A natural curiosity to explore and the joy of discovery keeps children entertained for hours. As children get older, they tend to play in a more complex way, combining objects and other resources to ask ‘What can I do with it?’

Finally children typically explore ‘What can it become?’ where simple objects become whatever their imagination inspires.

The recent review of the EYFS highlights the importance of explorative play. In fact, sensory play that enables children to explore, experiment and examine can target all areas of learning and development in the EYFS, making meaningful curriculum outputs commonplace. Children’s imagination, creativity and learning are stimulated, while learning about the properties of materials e.g. heavy, light, big, small, can develop problem solving, reasoning, fine motor skills and hand-eye coordination.

RESPONSES TO SENSORY PLAY Even experienced practitioners can be surprised by children’s responses to sensory play, with children engaged for almost two hours with seemingly ordinary objects. A treasure basket – a sturdy basket containing an assortment of 30 to 80 “treasures” – is ideal for encouraging sensory play. Picked for their sensory-rich appeal, contrast and variety (unlike heuristic play resources), these should include metal, stone, cardboard, wood, rubber, fabric and a mix of colours and shapes.

For this exploration to be satisfying and free, children need space, time, access to stimulating resources and permission to get messy. By encouraging sensory play in this way we can help put children on the path to maximising the vast potential of their amazing brains. Practitioners have an important role to play in laying these vital stepping stones for children’s happy and successful lives. L

Sensory equipment tailored to your needs Total Sensory manufactures, supplies and installs sensory equipment. Our Starter Sensory Room Package is very popular and comes at a reasonable price incorporating the most popular sensory products.

Site visits and layout drawings of your room/area are provided free of charge and if you are not sure where to start, Total Sensory can provide advice and expertise and work to your budget.

“The service we have received from Total Sensory, from our initial enquiry through to installation has been both very professional and informative. They listened to our needs and gave advice and feedback where useful. The installation went well with a clean and efficient job carried out. The sensory room itself is brilliant

and will be used to it’s full potential,” said Alexandra, Trust School, Devon.

Total Sensory’s 40 page catalogue has been well thought out, offering everything from Sensory Garden Packages to Magical Interactive Floor Systems. Smaller items such as soft play rockers, portable sensory boxes, projector packages, mirror balls, bean bags and tactile tubs are also available.

Prices are listed throughout and we cater to nurseries, schools, parents, and care homes.

FOR MORE INFORMATION Please contact us on 01702 542231 or e-mail info@totalsensory.co.uk to request a free catalogue. Alternatively, please visit www.totalsensory.co.uk to view the catalogue online.

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Your School &

Partners in Music Education

Yamaha UK’s vision for music education is simply to help engage more young people in making music and to help make it a life-enhancing activity for teachers and learners.

This vision is evident in our UK-wide education partnerships, which include ‘Yamaha Class Band’, our inspiring whole-class wind band pilot project in secondary schools in partnership with the music services in Coventry and Staffordshire, and our Wider Opportunities ‘Yamaha Partnerships’ projects in primary schools, pictured above.

In these challenging times we must work together to ensure this generation gets all the musical, personal and social benefits of learning to play an instrument with their friends in class.

With our almost 60 years of expertise in this and your educational know-how, we think we can make beautiful music together!

Find out how! Email amanda.maynard@gmx.yamaha.com Yamaha Music Europe GmbH (UK) www.yamahamusiceducation.co.uk/pages/projects.html

STRONGER TOGETHER

MUSIC PROVISION

Music

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KEEPING THE MUSIC ALIVE While sterling work is being done by the Schools Music Association of Great Britain and others to bolster the accessibility of music among young people, SMA honorary secretary Carole LindsayDouglas warns of lost opportunities if the subject’s erosion is allowed to continue unchallenged The Schools Music Association of Great Britain (SMA), supporting music and the arts in schools, is one the country’s oldest subject associations and was formed in 1938 with a festival concert in Shropshire, involving singers and players from local schools. This was in the era before music advisers, as such, and was born out of the realisation that young musicians benefited from coming together en masse. This initial festival gave birth to many other local schools music associations, which in turn grew together to form the Schools Music Association of Great Britain. Its first president was the eminent conductor Sir Adrian Boult CH. During this period, the SMA formed the British Schools Orchestra, which eventually developed into the National Youth Orchestra of Great Britain. In 1983, when Sir Adrian died, the presidency passed to Sir Peter

under the baton of noted conductor Ronald Corp, with a wide range of repertoire from the classics to contemporary songs.

At least three more of these events are in the planning stage at present.

AWARDS SCHEME A recent SMA initiative is the introduction of the SMA Awards for School Choirs. With the success of the last government’s SingUp! Project, there is no question that the quantity of singing in primary schools has greatly increased, but SMA is also concerned about the quality of the work being done across the whole range of school ages. This awards scheme, open to all schools and categories, is a way for any school to obtain an unbiased assessment of how their work compares, both nationally and internationally.

An experienced panel, under the

Music is powerful and life-changing by its very nature, and we must be vigilant that opportunities for the study of and expression through music and the arts are not denied our children.

Maxwell Davies CBE, Master of the Queen’s Music. In the 1980s, educational music cruises were a feature of SMA’s offering, when pupils of secondary age could spend a week or so on the Mediterranean, engaged in a programme of rehearsal and sightseeing, with on-shore performance opportunities along the way. There were also concerts at major venues such as the Royal Festival Hall given by children of all ages.

AN ACTIVE PRESENCE This illustrious past is matched by an equally vibrant present, with the SMA providing high quality CPD for teachers, at day courses and at the Annual Course/Conference (1416 October 2011 in Stevenage, Herts.) as well as organising local events for young instrumentalists and singers, and the flagship Cathedrals Festivals, which have been made possible largely through funding from the National Union of Teachers. The aim is to bring an SMA Festival, held in association with the Historical Society and the Royal College of Organists, to every cathedral in the land.

So far 14 cathedrals have resonated to the sound of young singers (register classes from years 5 and 6) who in turn enjoy the thrill of singing together in fantastic acoustics,

chairmanship of Douglas Coombes, wellknown composer and conductor, listens to three pieces sent in on CD and, depending upon the marks awarded, the school receives an award (diamond, gold, silver, bronze or copper) together with a detailed and constructive critique, which exceeds the adjudication normally received at, say, a competitive festival, offering ideas for repertoire, helpful exercises, and so on.

The awards scheme is open to all schools, whether SMA members or not, and interest in participating is growing every day. From this coming September, the scheme is to be open to instrumental groups as well.

SMA has added another new branch to its supportive role in the arts in schools – the Guild of Adjudicators and Workshop Presenters (GAWP). This new guild is an approved listing of those professionals available to come into schools and festivals to judge inter-house competitions, direct or adjudicate festivals, present master-classes, lead practical workshops or provide INSET. With music provision very much under review, SMA aims to be a resource for all schools and festivals when they are looking for professional input from beyond their immediate staff. SMA is confident that E

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MUSIC PROVISION E all good schools will still regard music and the arts as vital components of a well-rounded education, whatever the National Curriculum Review throws up.

With the potential re-organisation of Music Services, and the reduction in the number of music specialists emerging from universities, head teachers and subject leaders/coordinators could be left high-and-dry for practitioners and advice. SMA, by the establishment of GAWP, aims to plug that gap by providing freelyaccessible information, to assist in finding the right person for the job. GAWP-approved members now range in location from Glasgow to the Isle of Wight in both music, and speech and drama. The plan is to include dance as well as the graphic arts in due course.

SMA is a registered charity and is run entirely by volunteers – a living example of the Big Society one might say. The Council of SMA comprises serving music teachers, those from the music industry, higher education lecturers, music consultants and those with

on the National Curriculum in a bid to slim down present demands. What has alarmed SMA and most practitioners in the arts field, particularly in music, is the fear that music (and other arts subjects) will be made nonstatutory. Indeed, according to a survey carried out by the Times Educational Supplement, of those asked, no Conservative MPs thought that music in school was important, and nine out of ten Labour MPs were of a similar opinion. Could it be that they are remembering painful childhood memories of having to “suffer” music? If music were to be removed as a statutory subject, it is almost inevitable that many schools will cease to make the effort to keep it in the timetable.

Minimum requirements can so often become maximum provision. Furthermore, with no mention of music in the English Baccalaureate at present (though we are hopeful of reconsideration by the government on this issue) there is evidence that secondary schools are already removing opportunities

Whilst the council of SMA sees its prime role as providing opportunities for CPD and practical, non-competitive music making for children and their teachers, it is also there to provide an interface with government departments and other organisations. an interest in the arts but from other spheres, such as the Civil Service and the world of political consultancy. The membership is similarly diverse. There are very few overheads when compared with organisations that employ salaried staff, and this enables each pound (contributed mainly through subscriptions) to be used very effectively.

The SMA Bulletin is a termly magazine produced for the members and it contains MUSICWorld, a music teaching resources magazine that comes with permission to photocopy (so long as the recipient is in current SMA membership).

Additionally, members receive six e-mail newsletters each year.

KEEPING MUSIC ON THE AGENDA Whilst the council of SMA sees its prime role as providing opportunities for CPD and practical, non-competitive music making for children and their teachers, it is also there to provide an interface with government departments and other organisations. Recently, it has been difficult to ignore factors that could prevent music flourishing, or even existing, as a subject in our schools. SMA is vigorously contributing to the national debate on the future of music education.

Despite the dire shortage of funds nationally, the government has found sufficient money in the state coffers to commission a consultation

for students to take the subject at GCSE in the next academic year (2011/12).

We all know that today’s music lessons are a far cry from the rigid and mono-cultural experiences of the past. Music is powerful and life-changing by its very nature, and we must be vigilant that opportunities for the study of and expression through music and the arts are not denied our children.

Music is sometimes, quite wrongly, accused of being elitist. This is simply not true, however, if a policy of implementing a National Curriculum devoid of music and the arts is pursued, it will impoverish the lives and learning ability of the majority of children, and will indeed be considered the preserve of those attending independent schools, where music will continue to be highly valued both within the curriculum and as extra curricular activity.

One only has to read prof. Susan Hallam’s excellent study ‘The Power of Music’1, for confirmation of all the positives relating to participation in playing and singing, and in creating and listening to music. The study of music increases the ability to listen and concentrate, to discriminate between sounds and improves phonetic awareness leading to enhanced language and literacy skills. It demands cooperation and selfdiscipline working in a team, it helps develop leadership qualities and there is a proven positive impact on spatial reasoning, physical

Music

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coordination and handwriting ability.

Self-confidence too, is another bi-product of performance; the lack of self-confidence is so often the barrier to learning. Surely, given that music is the only subject which uses so much of the brain, and that almost every other subject can be taught through or linked to music, our politicians must realise the foolishness of even thinking of weakening the curriculum by cutting out music?

DWINDLING OPPORTUNITIES Notwithstanding the recommendations of the Henley Review and the government’s response, the Council of SMA feels that now is not the time to be complacent. Music currently has 570 teacher-training places and Michael Gove has announced a reduction of 180 places, which represents 31.5 per cent fewer qualified music teachers. According to figures compiled by SMA corporate member the Incorporated Society of Musicians, the UK music industry provides 12 per cent of our gross domestic product. How will we sustain that if we neglect the musicians of the future?

More importantly, what kind of society will be created where arts participation and access is only for the well off? Tragic news has just reached me, as I write this article, that PGCE courses for music specialists are closing at the following universities at the end of this academic year: Goldsmiths, Roehampton, Southampton and Bishop Grosseteste (Lincoln) – all centres of excellence in music.

I have also learnt that the PGCE in music at the University of Cambridge will be running for one further year, but will close after that.

Times are indeed tough and, at this time, the Schools Music Association is even more relevant and its work even more important.

When most individuals at age 73 would be thinking of calling it a day, the council of the 73-year-old SMA is determined to continue to help bring music to young people’s lives whatever the political or economic climate.

We welcome members joining at any time, although the membership year runs from September to August. If you are thinking of becoming an SMA member, joining at this time of the year, gives you 14 months for the price of 12 (i.e. no renewal until 31 August 2012).

More details can be found on the SMA website. If you would like a free sample of an SMA Bulletin (including MUSICWorld) please send e-mail with full postal details. We welcome any opportunity to enlarge the SMA family. L Notes 1. ‘The power of music: its impact of the intellectual, personal and social development of children and young people’, International Journal of Music Education 38(3), 269-289.

FOR MORE INFORMATION Tel: 01767 260815 Fax: 01767 261729 secretary@schoolsmusic.org.uk www.schoolsmusic.org.uk

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Bri sh Educa onal Leadership, Management and Administra on Society Annual Conference 2011 The Robinson's Execu ve Centre, Wyboston Lakes near Cambridge Friday 8th to Sunday 10th July 2011

‘Educational Leadership in an Age of Globalisation’ Are you concerned about the effects that priva sa on, markets and compe

on can have on schools ? BELMAS Conference provides a forum for informed discussion on these issues which have implica ons for many aspects of educa on and par cular resonance for leaders and managers. This event has become a fixture in the calendar for those interested in ‘Leadership in Educa on’ and it a racts professionals from a broad spectrum of educa onal interests along with delegates from around the world. With a full and varied programme of Seminars, Workshops and Presenta ons, the Conference also features contribu ons from the following outstanding guest speakers: Professor Michael Apple, who is the John Bascom Professor of Curriculum and Instruc on and Educa onal Policy Studies at the University of Wisconsin-Madison, will present a paper on “The Poli cs and Possibili es of Educa onal Reform in a Time of Globalisa on”. He is highly regarded as an important voice in "contemporary progressive educa on" and has wri en extensively, deconstruc ng and analyzing the educa onal system in the United States. He has made central contribu ons to cri cal scholarship in curriculum studies and teaching as well as in educa onal theory and policy.

Maggie Farrar is Strategic Director for Policy Research and Development at the Na onal College. Having taught in Northern Ghana and London before moving to Birmingham, she is co-founder of the University of the First Age, a na onal charity which develops extended learning experiences for young people in school. Since May 2003, Maggie has been working at the Na onal College for Leadership of Schools and Children’s Services where she was ini ally the Opera onal Director responsible for ‘Every Child Ma ers’ and Standards before taking up her current post on 2008. Maggie will address issues of succession challenge, school improvement, leadership development and developing a self improving school system.

Professor Tony Bush, Professor of Educa onal Leadership at the University of Warwick and Vice President of BELMAS, has wide interna onal experience, having been a visi ng professor, external examiner, consultant or invited keynote speaker around the world. He has published extensively, including his best-selling trilogy of books on Theories of Educa onal Leadership and Management and has directed many research and evalua on projects on aspects of leadership and leadership development. He is also the editor of the leading interna onal journal, Educa onal Management, Administra on and Leadership. Tony's keynote presenta on is en tled: “Globalisa on and Leadership Development”.

Embedded in these sessions is our wish to involve a broad range of professionals, especially those in nursery, primary, secondary and college se ngs.

For booking information, programme and location details, please go to the ‘Conference and Conversations’ area of www.belmas.org.uk

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BENEFITS OF MUSIC

Music

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MUSICAL OPPORTUNITY REMAINS INSTRUMENTAL IN STUDENT SUCCESS Virginia Haworth-Galt, chief executive of the Federation of Music Services, states the case for nurturing musical talent in UK schools and says the subject’s continued inclusion within the National Curriculum can inspire life-changing opportunities for children of all backgrounds Music is the Cinderella subject of a child’s total school learning. Despite its miniscule government funding (£82.5m) in comparison with the overall education budget, music carries an emotional weight and influence that is out of proportion to the money invested in this sector of our children’s education.

For some children music is an avenue of learning, the alchemy that can turn a young person’s life around; for many it is a lifelong passion that aids appreciation of the senses and moulds characters. Music’s power to improve numeracy, literacy and build social skills is well documented. The transformational effect that music can

bring never ceases to astonish teachers, schools, parents and pupils alike.

One music teacher recounts a story of a boy with a difficult history who frequently played truant from school. The music teacher identified a natural talent for drumming, and with his encouragement and tuition, the boy ended up playing in a German ensemble and eventually went on to study maths at university.

Music can affect families too: one little girl came from a very low income background, but her grandfather, recognising her talent and enthusiasm, sold his car to buy her a top class trumpet. That girl went on to make a career in an orchestra.

Every day of the week music teachers tell these stories of how the power of music transforms children’s lives, as a geography teacher was overheard to say in the common room one day: “Eureka moments rarely happen when discussing the topography of central Europe!”

GOVERNMENT RECOGNITION Music education bodies have been pressing the government on maintaining funding and were gratified that the coalition’s recent Review of the Delivery and Funding of Music Education, conducted by Darren Henley, has acknowledged the power and E

Young bassoonists

A jazz ensemble in concert

Julian Lloyd Webber’s cello lesson

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Music

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BENEFITS OF MUSIC

Howard Goodall, composer and National Singing Ambassador

Music’s power to improve numeracy, literacy and build social skills is well documented.

The transformational effect that music can bring never ceases to astonish teachers, schools, parents and pupils alike.

E importance of music. The Secretary of State for Education, Michael Gove, recently stated: “Music has the power to touch the soul. It is a universal language understood by people of every culture. And it gives us all the chance to be transported by beauty.

“All young people should have the chance to benefit from the opportunities that music can bring – not simply those pupils from wealthy backgrounds that can afford to pay for lessons.”

It is heartening news that the government has recognised music’s intrinsic values; currently there is a National Plan for Music being drawn up for implementation from 2012/13 onwards. This year’s main government funding (the Music Grant) has remained thankfully uncut although local authorities who also top up funds to about 60 per cent of Music Services (the organisations that deliver instrumental and vocal tuition in schools) have been reducing their contributions and in some cases plan to withdraw all funding. This is already having an adverse effect on the resources available to children locally and means in the long term that more parents (those that can afford them) having to pay for lessons.

MUSIC ON THE NATIONAL CURRICULUM The Federation of Music Services (FMS), which represents 98 per cent of the 160 or so Music Services in England, Wales and Northern Ireland, is concerned that music education will be the poorer if music no longer remains part of the National Curriculum, currently up to age 14.

The curriculum debate is on-going but

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it seems likely that the power will be left in the hands of schools to choose which additional subjects to concentrate on over and above Michael Gove’s anchor learning subjects. He has made it is clear that he remains steadfast in his commitment to improving core learning in the areas of literacy, numeracy and languages.

In addition, music educators are concerned about the Baccalaureate and this was endorsed by Darren Henley’s in his report when he said: “Music should be included as one of the subjects that go to make the English Baccalaureate.”

This has been supported by FMS chief executive, Virginia Haworth-Galt: “If music were not to be part of the Baccalaureate it would most certainly undermine the nation’s future musical standing and erode our children’s education in the broadest sense.

We have thousands of superb, qualified music teachers in this country with a range of skills and experience unmatched anywhere in the world. They give our children life-changing skills and a sense of worth and being that no other academic subject can offer. To ignore music as a long-term educational conduit for good would be to the detriment of our children. The gulf that music would leave by its absence would be catastrophic.”

Music education is delivered in primary and secondary schools for the most part

by Music Services. These organisations are often part of the local authority (a few are independent) but they are all in receipt of central government funding.

They offer schools a wide range of instrumental and vocal tuition from classical

to jazz, guitar and African drumming – most musical genres you can think of!

Equally importantly they help run over 4,000 school and county orchestras and ensembles. Music Services have 12,000 qualified teachers and teach two million children every year and represent the backbone of music education in England.

The importance of music as a driver for the economy and as a part of our national psyche is fundamental. The seeds of this musical Britain start in our schools. This quality of teaching is endorsed by many leading figures in the world of music.

Howard Goodall, the composer of the Blackadder and the Vicar of Dibley theme tunes and National Ambassador for Singing said: “I wonder how many people realise that when they listen to the virtuoso skills of Alison Balsom’s trumpet playing how she began her rise from schoolgirl to musical icon? Like so many other musical giants in music she trained at a Music Service.”

Julian Lloyd Webber observed: “Music contributes so much to our national culture and helps us define ourselves individually and collectively. The heartbeat of our musical journey is born in our schools and nurtured by Music Services.”

NEW WAYS OF WORKING We live in constrained times and music educators are being asked to do more for less.

Irrespective of the outcome of the National Curriculum debate the recent review of music education by the coalition has indicated that the local delivery of both music and cultural subjects to schools is streamlined.

There has been criticism of there being too many providers and there is a need for more joined-up thinking. This is going to mean the formation of Music Education Hubs, which will embrace a wider arts provision for schools and children and also bring more money to front line teaching. This is an ambition programme with Music Services and Art council portfolio organisations joining together to provide schools with a richer service at the point of delivery. These plans are currently being developed for introduction in the 2012/13 academic year.

Music education remains firmly on the government’s radar and it is to be seen how the new Music Education Hubs work in practice. The theory is sound and now it is a question of getting like-minded people to work together in partnership to deliver more for children. Change is not something every body of educators always finds welcome but the plans evolving should deliver more access to quality teaching across musical genres and broader arts based activities like dance and theatre. If this makes children better educated, more rounded, citizens then this must be an ambition in which we all share. L FOR MORE INFORMATION www.thefms.org

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Music with the Utterly Butterly Ukulele Project

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Ukulele workshops can be stand alone, full or half day in a school or community environment or can be run as part of a series of workshops in a geographical area over several days, where everybody comes together for a massed Ukulele jam session and performance. In a 1-day event 60 pupils can each make a Ukulele to play and keep.

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With a large stock of fully serviced instruments always available we can meet your musical requirements quickly and efficiently. Instruments available on the rental scheme include violin, cello, guitar, saxophone, flute, clarinet, trumpet, trombone and keyboard.

In addition, other instruments are available on special order.

As a high street retailer we also offer a huge range of instruments and accessories for sale at very competitive prices. We can supply anything from recorders to grand

halls, and all materials are provided. The workshops have proved universally appealing and can work as either drop in or timetabled sessions. The project can complement: Sing Up, arts and health initiatives, KS2 national curriculum, community cohesion initiatives, family learning, music in libraries, arts award, extended schools, Every child matters, NI 11 participation in the arts, Music Industry Association (MIA) or ‘Weekend Warriors’.

FOR MORE INFORMATION Tel: 07785 575468 020 81337940 steve@slyarts.co.uk www.tubup.org

Interactive music workshops tailored to your individual needs The Music Workshop Company was established in September 2002.

Since that time we have supplied projects to primary schools, secondary schools, youth clubs and community groups all over England, Wales and Scotland.

Our projects are suitable for all ages and abilities from nursery to adults.

All Music Workshop Company musicians are experienced workshop leaders and have the relevant CRB checks. Projects can be tailored to the needs of the school, covering topics of choice, on the date of choice and following the timetable of choice. We are happy for workshops to be photographed /videoed/audio recorded for your records (if required).

We offer a wide range of workshops including African drumming, Latin American percussion, world percussion, junk percussion, composition,

song writing, singing, historical workshops, inset workshops and much more.

Workshops for schools start from as little as £330. All quotes include the musicians’ time (including planning, set up and workshop), travel, use of instruments and administration costs.

The Music Workshop Company works with musicians from all over the UK and can offer workshops in all areas of England, Wales and Scotland.

FOR MORE INFORMATION Tel: 0844 5838131 info@music-workshop.co.uk www.music-workshop.co.uk

pianos and stock a vast selection of printed music, all available via mail order. Discounts are available to educational establishments. Our shops are staffed by musicians who understand the requirements of customers and are always on hand to offer advice.

We offer a professional repair service on brass, woodwind and stringed instruments. Our experienced technicians are highly skilled and we offer a guarantee on all work carried out.

FOR MORE INFORMATION For further information on any of our services please visit our website at www.abcmusic.co.uk or call our Head Office on 01372 466195.

Drumvoice spreads the joy of African drumming Birmingham-based company, Drumvoice, is capturing the imagination of children and teachers alike with its inspirational drumming workshops and teacher training programmes in schools across the UK. Drumvoice director, Sarah Westwood is passionate about the benefits drumming can provide. She says: “We have seen drumming make a real difference in children’s lives – from foundational listening, language, maths and motor skills, to building confidence and social skills in children of all ages.

“Teachers tell me that children are coming into school with poorer and poorer language and motor skills, and that our love affair with computer and TV screens is largely to blame.

“Children need physical activities that build their coordination and fitness; they need the stimulation of positive social interaction. Music provides this and a lot more.”

Drumvoice is brought into

schools for music residencies, Africa projects and arts weeks, and to provide specialist courses for GCSE music students.

For teaching staff, Drumvoice also has a lot to offer. ‘Drumming for Teachers: Teambuilding & Stress-Relief’, ‘Successful Music Leadership with Percussion Instruments’, and ‘Ready Steady Drum! For Early Years’ have all received high praise from educational bodies.

FOR MORE INFORMATION For brochures and enquiries, contact Sarah on Tel: 0121 442 4976 Mob: 07812 991770 sarah@drumvoice.co.uk www.drumvoice.co.uk

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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BECTA LAUNCHES ICT SERVICES FRAMEWORK Becta announces 25 new suppliers to help the schools and further education and skills sectors save time and money.

Becta have launched the ICT Services Framework which has been structured to ease the burden on schools, colleges and training providers investing in and maintaining effective ICT systems. With this launch, Misco has been named as an approved supplier in Lot 1 having successfully completed a rigorous evaluation process and demonstrating that Misco has the capability to meet the Becta technical and service requirements and to understand the needs of the education and skills sectors. Lot 1 (22 suppliers) - focuses on ICT infrastructure and mobile/bundled connectivity services, enabling customers to buy these particular core services individually or in combination.

The framework runs until November 2014 providing education and skills customers with a quick and easier route to procure from approved, high quality, trusted suppliers in a fully EU-compliant manner.

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ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

E-SAFETY

SCHOOLING YOUNG MINDS IN THE WEB’S DARKER SIDE With learners living in a digital world, Cliff Lineker, director of qualifications at BCS, the Chartered Institute for IT, says the longstanding need for online safety skills to be taught in schools is finally starting to gather some momentum As recent news coverage on the topic of injunctions has revealed, Web 2.0 and social networking sites are challenging traditional notions of privacy and security in cyberspace.

As the gap between virtual and reality becomes increasingly blurred by current and emerging technologies, the way we communicate and interact with one another is changing as well. But what are the implications for our privacy, and what impact will this have on our safety and security, children’s education and teachers?

Despite the fact that Facebook’s terms of service require users be at least 13, a recent survey1 shows that of the 20 million minors who actively use the site,

7.5 million are younger than 13 and more than five million are younger than 10.

PROTECTING PRIVACY Statistics like these are quite alarming.

Social networking and the internet are here to stay and as more and more of our public services go online, we need to educate our children how to operate in this digital age in a safe way. Today, children are very digitally savvy, but being able to use technology, doesn’t automatically mean that they understand how to protect their privacy and personal information online and why it’s important.

In BCS’ publication ‘Virtual Shadows:

Children are digitally savvy, but being able to use technology doesn’t automatically mean they understand how to protect their privacy and personal information online and why it’s important.

Your Privacy in the Information Society’, Karen Lawrence Öqvist says: “Web 2.0 is an enabler, making it so easy for us to share our personal information with the rest of the world, willingly and knowingly.

“This fact alone has opened a Pandora’s Box when it comes to our children’s safety. Children like to show the world that they are here, what they do in their lives and what they think: they do not think twice about publishing photos and videos of themselves online and dating online is becoming the norm.”

Ryan Land is a teacher and e-safety coordinator at Don Valley School and Performing Arts College in Doncaster. He reinforces this message when he says: “The internet is an exciting and empowering tool.

Learners today are living in a digital world, and as such are becoming complacent with digital technologies. It is vital that today’s learners fully understand the risks that such a powerful tool carries, and maximise the learning potential that the internet offers.” E

ILS – the premier source for intelligent lecterns ILS is the premier source for lecterns that are especially suited for presenting, training, and teaching at events and conferences.

All their lecterns are very user-friendly and feature large embedded touch screens.

Several screens come with a choice of flexible options for audio and system control.

ILS brings together its own state of the art designs, and successful designs from partner companies. ILS markets globally, achieving scale savings that were previously impossible, thereby presenting resellers and end-users with cost-effective solutions.

Until now system integrators have embedded small displays in wooden cabinets, focusing more on the control

of the environment, than on supporting the presenter. ILS intelligent lecterns are different: they provide very easy to use appliance like solutions, with small footprints, using advanced metals and

structural materials. All systems include large touch displays and come with software that makes presenting a breeze.

It helps the presenter with his delivery, offers easy navigation, quick switching between presentations, and much more.

Their products meet stringent norms with no compromise for reliability, ease-ofuse and out-of-the-box functionality.

ILS is happy to advise you on the intelligent lectern that best suits your needs, and that will allow you to turn your presentations into professionally run events.

FOR MORE INFORMATION www.intelligentlecterns.com

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Zonic ICT – providing ICT technician services and supplies to schools Zonic ICT Services is an independent company providing both on-site and off-site ICT technical support and project consultancy to primary, middle and secondary schools in South East England (including Essex, Kent, Suffolk, Barnet and Cambridgeshire).

Our support service covers standalone computer systems and all network systems including CC3 and CC4 networks, CSE network systems, Ergo Free2Teach networks and Microsoft Windows Server (Vanilla) networks. We offer regular weekly or fortnightly on-site visits for a fixed low hourly rate of just £22.49p per hour (excluding VAT) with no complicated pricing structures and no contracts. All services are covered by public liability insurance and professional indemnity insurance and all technicians are CRB checked.

We also offer free consultancy and project advice, and supply

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equipment to schools to offer a complete solution to the schools’ ICT needs. This includes ink and toner cartridges, bulbless projectors and projector lamps, visualisers, laptop batteries and power supplies, laptop trolleys, netbooks and desktop PCs. We offer a no obligation 18-hour free trial to try our technical support services.

For more information, please contact us and discover why the schools we support are so happy with our services.

FOR MORE INFORMATION Contact: Steve Perry Tel: 01245 423683 Mob: 07783 580980 steve@zonicict.com www.zonicict.com

EDUCATION BUSINESS MAGAZINE Volume | 16.4

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01670 363 346

What do these companies have in common?

They all use the same content management system – eZ Publish. eZ Publish is an open source, enterprise level, web content management platform which allows you to publish any type of information, from anywhere, at any given time.

Imagine what eZ Publish could do for your website…

Experts in eZ Publish consulting & development

online VisionWT.com

email info@VisionWT.com

phone 020 7354 4300

ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

E-SAFETY E E-SAFETY CERTIFICATION To help address the need for digital safety skills to be taught in schools, BCS, The Chartered Institute for IT, plans to launch BCS e-safety later this year. The Level 1 qualification that maps to parts of the National Curriculum for PSHCE – Personal Wellbeing, Citizenship, ICT and Every Child Matters, is currently being beta tested at a number of schools.

The aim is to help teachers to raise the issue of online safety with their students.

The course covers the potential risks associated with being online, how to protect yourself and your personal information online, and how to behave responsibly and within the law whilst using the internet.

The qualification has been designed specifically for schools, to help them improve the standards of e-safety amongst staff and young people, and follows a 2010 report2 by Ofsted that recommends that schools should: • audit the training needs of all staff and provide training to improve their knowledge of and expertise in the safe and appropriate use of new technologies • work closely with all families to help them ensure that their children use new technologies safely and responsibly both at home and at school • provide an age-related, comprehensive

curriculum for e-safety which enables pupils to become safe and responsible users of new technologies.

OFSTED INSPECTION We know that from September 2011 Ofsted inspectors will be looking at several areas of student behaviour and safety, which includes online safety. While all schools currently offer e-safety to a greater or lesser extent, there is no standardised approach and this leaves Ofsted inspectors with a subjective assessment.

We hope that this new qualification will help schools demonstrate to Ofsted inspectors that by delivering a recognised qualification their school is focused on the behaviour and safety of their pupils.

The qualification is suitable for delivery in schools at key stage 3 and 4, and for adult learners who work with or care for children.

It covers four main safety areas: the benefits and risks of using the internet, how to report and respond to e-safety issues, how to protect yourself and your computer online, and the legal issues of downloading from the internet.

A CHANGING WORLD The qualification has been welcomed by the Family Online Safety Institute (FOSI) which works to make the online world safer for kids and their families. They do this by

identifying and promoting best practices, tools and methods in the field of online safety that also respect free expression.

Dave Miles, EMEA director of FOSI, says: “There’s no doubt that the world has changed dramatically in the 20 years since the web was introduced. This has produced opportunities and challenges for all of us and none greater than those educating children.

“We’re all connected and children naturally want to be part of this world. Our responsibility as adults, educators, parents, and businesses is to enable them not only to be digital citizens, but to do so with an understanding of both the benefits and potential pitfalls of our Web 2.0 world.

“This also means that we need to support those who work with children, both educators and parents, and help them understand the steps they can take to support children in this area.” L Notes 1. Survey published in the June edition of Consumer Reports.

2. The safe use of technologies, by Ofsted www.ofsted.gov.uk/publications/090231 FOR MORE INFORMATION Tel: 01793 417417 www.bcs.org

eLearning can be easy learning with Vision WT

Video conferencing in the education sector

Does your current eLearning system give you the flexibility of a content management system? Allow trainers to add and edit their own courses? Provide you with the adaptability to help future proof your eLearning projects?

Vision Discover allows you to do this and more and provides a different kind of eLearning environment. It is based on eZ Publish, a leading open source, enterprise content management system. Tried and tested for over ten years, eZ Publish is the preferred content management system for publishing and media companies. Vision Discover gives you the freedom to customise all the content on your eLearning platform. eLearning tends to get overlooked when business

As schools begin work more collaboratively, the need for clear, concise, communication is vital. One of the best ways of communicating, wherever you are in the world, is video conferencing. Video conferencing allows two or more schools to be connected over the internet and permits them to share content, such as powerpoint or live demonstrations, quickly and easily.

Education product specialist, AVerMedia, known for its extensive range of visualisers, has recently launched a range of highly specified, yet value for money Video Conferencing products, called the AVerComm H Series. AVerComm is easy to set up and simple to use, as well being highly cost effective.

AVerMedia has used its market leading video processing technology gained in the educational visualiser market to give the AVerComm video conferencing system outstanding performance. Users will be

requirements are considered, but Vision Discover is a flexible, adaptable and future proof solution that brings the power of content management to your eLearning projects.

Benefits of Vision Discover include letting clients add eLearning content quickly and easily, and allowing a trainer to create and edit his or her own courses. There is no need for video expertise, and it converts easily to web formats. It is built on a solid and reliable base – eZ Publish Enterprise CMS. To see Vision Discover in action and to discover more, go to VisionWT.com/Vision-Discover FOR MORE INFORMATION Tel: +44 (0)20 73544300 info@VisionWT.com www.VisionWT.com

impressed with the experience of the 720P HD clarity and 30fps smoothness, together with a pin-sharp 5 megapixel PTZ (Point, Tilt, Zoom) camera.

Compared with other products available at the same price point, the AVerComm range provides a fully-integrated video conference product for an affordable price.

The AVerComm Video Conferencing range works seamlessly with other technologies found in the modern classroom, to bring collaborative learning, whether you are in Stockton on Tees or Saskatchewan, to life!

FOR MORE INFORMATION www.avermedia-europe.com

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Investec Education – providing operating lease solutions to the education sector since 1991 As one of the few providers of this type of funding to the UK education sector, we ensure that schools are able to arrange the finance they require for almost any equipment type from IT, technology and furniture to sports equipment and vehicles.

The government spending review outlined further constraints on budgets within the education sector and as a result, we are seeing an increasing number of schools turning to us for assistance in securing the funding required to develop educational facilities.

Despite these changes and that all leasing must be undertaken via operating lease, there are still many schools continuing to limit spending on equipment or entering into lease agreements that are not recognised as compliant with current regulatory accounting guidelines; often resulting in issues that could have been otherwise avoided under the terms of an operating lease.

With summer fast approaching, many schools are in the process of planning equipment investment but with budgets under constant pressure; it is essential that schools look at alternative methods of purchasing.

At Investec Education, our Operating Lease facility is fully aligned with all current accounting regulations, supporting schools in achieving the equipment they need, when they need it and reducing the large capital

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EDUCATION BUSINESS MAGAZINE Volume | 16.4

outlay usually associated with purchase.

Instead, schools are able to benefit from immediate use of the equipment required, whilst paying for it over a term they determine as financially appropriate.

Essentially leasing is a means for schools to maximise school funds, leaving existing budget resources untouched and available for investment in more essential areas of development. It is also an effective means of achieving better cash management, given that schools have the ability to spread the cost of repayment over two to five years, dependent on equipment type.

Our specialist team of consultants are well

versed in all areas of education funding and will work alongside your school finance team to source and finance the equipment you require whilst giving you the reassurance that any equipment purchases undertaken are 100 per cent compliant. We provide automatic acceptance on single transactions up to £250,000; with no limit on the total volume of funding we can arrange.

FOR MORE INFORMATION To find out more on how Operating Lease could improve your future purchasing plans, contact us today on 01244 525406.

ICT

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

E-LEARNING

LEARNING TO LEARN ‘Outstanding’ Shipston-on-Stour Primary School implements ePace online learner profiling tool to support ‘learning to learn’ culture

“Rather than focusing on a single aspect of learning, the tool assesses a broad range of skills essential for learning, which is crucial to the overall development of our pupils.” – Christian Hilton, head teacher, Shipston-on-Stour Primary School Under the leadership of head teacher, Christian Hilton, Shipston-on-Stour Primary School in Warwickshire has transformed from ‘satisfactory’ in 2007 to ‘outstanding’ in 2010. As part of its ongoing strategy to engage the entire school community in learning, the school has implemented ePace, a brand new online profiling tool that evaluates a child’s strengths and weaknesses in 11 critical areas of learning. Providing a complete toolkit to support teachers in a mixed learning environment, ePace also incorporates a reporting suite, practical resources and strategies to enable more informed engagement with parents and carers.

HOW CHILDREN LEARN Keen to help every pupil become a confident, independent learner capable of achieving their potential, Shipston teachers focus on both what they are learning and very importantly, how they learn. One major element of this strategy has been the introduction of ePace.

Developed in conjunction with cognitive psychologist professor Rod Nicolson at the University of Sheffield, ePace requires students to participate in a fun and easy-to-complete 45-minute online

assessment, which delves deep into how they process, retain and recall information.

Christian Hilton comments: “When we discovered ePace, I could immediately see a synergy between our learning culture and the information the tool could provide.

Rather than focusing on a single aspect of learning such as cognitive ability, the tool assesses a broad range of skills essential for learning, which is crucial to the overall development of our pupils. ePace plays a vital role in supporting our learning power approach as it helps identify areas where we can help children improve.”

The school has used ePace with Year 5 and 6 students. Once students complete the assessment, results are generated into a class profile. Teachers can instantly see how the whole class performed. Christian explains: “We are continually evaluating and looking for new ways to engage pupils in their learning.

Being able to sit down with each child’s ePace results at the beginning of term or new school year and discuss their learner profile has been a very empowering experience. By highlighting their strengths and helping them understand their weaknesses at such a young age, we are unlocking hidden talent and helping

them grow into strong, confident learners.”

Every ePace report is written in child-friendly language, enabling teachers to easily share the results and talk them through with students. Reporting on 11 different elements of learning – auditory memory, visual memory, listening skills, emotional control, decision making, focus, hand/eye coordination, mental speed, timing, literacy and impulsivity – ePace facilitates an understanding of the complete learning performance of every child. “One of the most important aspects of ePace is that it provides both teachers and pupils with a visual representation of how they learn best. It has also helped us to provide evidence to Ofsted on the different strategies we have in place to improve the learning experience,” Christian comments.

PARENTAL ENGAGEMENT The school also uses ePace to open discussion with parents. “The insight ePace provides into each pupil’s learning plays a pivotal role in parental engagement.

Putting students at the heart of the learning triangle, it helps us unite parents, teachers and pupils in a common understanding of each child’s ability,” Christian enthuses.

In the future, teachers plan to use ePace to help tailor lesson delivery and provide truly personalised learning to students.

Understanding the learning profile of the whole class, with the facility to organise groups with similar skills accordingly, greatly enhances opportunities to teach effectively.

The school will also use ePace with Years 3 and 4. Christian concludes: “To help every child succeed and prevent disaffection, it is imperative that we teach them about learning from an early age. We plan to use ePace at the beginning of the school year to set every pupil off on the best foot possible and instil pride in them which our teachers can then build, both in class and at home.” L FOR MORE INFORMATION www.epaceonline.com

CHANCE TO WIN To win a free annual subscription to ePace (worth up to £1,895) e-mail your answer to the following question to info@epaceonline.com by 8 July 2011.

Q. Name one of the 11 critical areas of learning that ePace evaluates.

Also, until 31 July 2011 you can buy a bundle of 30 ePace tests for just £150!

Visit www.epaceonline.com.

Volume 16.4 | EDUCATION BUSINESS MAGAZINE

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Only in Scotland will your conference be truly inspiring.

Scotland provides a stimulating environment to give new perspective to your own ideas and spur you on to greater heights.

Some of the world’s oldest universities and modern research institutes nurture fresh talent to follow in the famous footsteps of alumni, who have changed the world as we know it.

Given Scotland’s reputation as a leading light in the fields of science, medicine, finance, energy and technology, it’s no surprise we have conference facilities to match.

And it’s never been easier to get here. So to find out more about hosting an event in Scotland, log onto conventionscotland.com Or perhaps that should be unconventional Scotland.

Only in Scotland

Hi-tech conference centres in stimulating surroundings.

You can’t help but be inventive.

SCOTLAND

UNIQUE AND INSPIRING

Conferences & Events

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

With a warm welcome, fine food and drink, and venues to suit all budgets and tastes, Scotland is the perfect place for your conference, meeting, incentive and event management needs A resurgence in Americans returning to Europe, more indigenous companies choosing to stay closer to home, and the strength of the euro against the pound and the dollar are all factors combining to inspire a renewed sense of optimism around the business tourism sector in Scotland. In addition, 2011 is a year that will see an unprecedented number of large-scale projects – both new-build and redevelopments – opening their doors to provide yet more choice for meeting planners and event organisers.

All of which is all good news for a sector which, between leisure and business travellers, is a huge contributor to the Scottish economy and one of the country’s biggest employers.

With almost three million business trips to Scotland in 2010, up 13 per cent on 2009, VisitScotland’s Business Tourism Unit (BTU) continues to fly the Scottish flag at home and abroad with a robust marketing programme aimed at existing and new markets.

FOREIGN INTEREST In Europe the pace of economic recovery varies from country to country, with France leading the charge and Spain yet to get off the ground. In terms of inbound business travellers to Scotland, interest from France has been gaining momentum over the past 18 months, while the BTU is noting a sudden upswing from Germany late 2010 onwards.

Enquiries continue to increase from lucrative North American markets too. Canadian visitor numbers are up 20 per cent on last year and more and more American companies are bringing incentive-based trips to Scotland to take advantage of the range of luxury venues on offer at competitive rates.

Amanda Henderson, BTU marketing manager, Europe, comments: “The wish list for European visitors is increasingly shorthaul, but still with the appeal of the exotic, and obviously Scotland fits that bill in spades.

France in particular is eschewing previously popular destinations in West Africa because of growing political unrest and is seeing Scotland as an undiscovered Celtic region.

“The net benefit to us is huge with French visitor numbers doubling to 44,000 from 2007 to 2009; and the value of enquiries rising from £1 milllion in business year 2009/10 to £3.6 million in 2010/11. Given results like these, our tourism providers are increasingly encouraged to partner with us and support our activities in Europe as they can see the value in the opportunity.”

In total, business tourism contributes over £800 million to the Scottish economy, with almost a quarter of all association

conferences and events held in the UK being hosted by Scotland. Glasgow and Edinburgh are second only to London as the location of choice for government and other professional associations looking for something a bit different. And 2011 is certainly the year to find it!

Tourism in all its many forms is the biggest employer in Scotland and the country is justly proud of its competitive advantage in providing one of the warmest welcomes in the world, a reputation for fine food and drink, a range of activities to challenge even the most adventurous and accommodation to suit every budget.

Investment in the areas of culture and heritage facilities are headlining and giving Scotland plenty to shout about this year. In the course of 2011, a host of major projects are set to be unveiled, all of which will add to both Edinburgh’s and Glasgow’s dynamic tourism, cultural and heritage scenes.

First off the blocks will be the brand

be few more inspiring backdrops for gala dinners for up to 850 people.

The city’s other major project is the threeyear refurbishment of the Scottish National Portrait Gallery which is completing this year.

Previously hidden galleries and arcades have been uncovered that have both extended the space and returned this iconic building to its 19th century grandeur. Breathing new life into one of Scotland’s best-loved buildings, the transformation will be revealed in November when the Portrait Gallery opens its doors to exciting new exhibitions and welcomes corporate events into what will be a unique setting in the heart of the capital city.

A STEP BACK IN TIME In Stirling, a popular choice for association conferences with the University, Stirling Management Centre and Stirling Castle all offering first-class facilities, the restoration of the 16th century Royal Palace has just completed. Traditional craftsmen and women

Tourism in all its many forms is the biggest employer in Scotland and the country is justly proud of its competitive advantage in providing one of the warmest welcomes in the world, a reputation for fine food and drink, a range of activities to challenge even the most adventurous and accommodation to suit every budget. new £74m Riverside Museum beside the River Clyde, which is opening this summer.

Designed by internationally acclaimed architect Zaha Hadid, this futuristic structure will house Glasgow’s existing transport collection and new exhibits, with the Clydebuilt Glenlee Tall Ship berthed alongside.

The museum can be hired in whole or in part for themed events and meetings, with capacity for up to 900 guests for receptions.

Edinburgh boasts two highly prestigious developments, both opening in 2011. This summer, the £46.4 million redevelopment of the National Museum of Scotland will transform this magnificent example of Victorian architecture into a world class 21st century experience. The museum will open for corporate events from October, offering a range of different event spaces ideal for meetings and receptions. With the stunning Grand Gallery’s soaring atrium and 16 new galleries, there can

have been brought on board to restore the palace to how it was in the heyday of the Castle’s royal court, bringing an added dimension to events. With costumed characters and sumptuous surroundings, the Royal Palace is sure to be a favourite for drinks receptions and the chance to step back in time to see life as it was.

Kerry Watson, marketing manager, Associations for VisitScotland’s Business Tourism Unit, is buoyant about the impact of the level of investment coming on stream and says: “The wealth of major new developments topping the bill in Scotland this year is unprecedented in recent years, with three projects alone accounting for over £150 million in terms of investment. Many, such as the National Museum of Scotland and the National Portrait Gallery, have been underway for several years and have therefore had the advantage of being able to make the most of corporate space E

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SCOTLAND E closures during recent leaner times.

“But with the 2014 Commonwealth Games looming, and so many high-profile projects about to launch, there is undoubtedly a renewed optimism in the sector, and an appreciation of the importance of business tourism to the Scottish economy. While it is impossible to make absolute projections on visitor levels, there is no doubt that with so many fantastic new facilities, Scotland is well placed to retain its competitive advantage and poised to benefit from the upturn when it comes.”

DOING BUSINESS OUTSIDE THE CITIES From the Highlands to the Lowlands, there is a wealth of choice of events venues with their own distinct characters and easy access to the major cities. Areas such as the Kingdom of Fife, Lanarkshire and Perthshire open the door to new experiences, greater choice and a wider flavour of what Scotland has to offer.

Fife’s Carnegie Conference centre is a purpose-built meetings and events facility situated on private grounds adjacent to Carnegie College in Dunfermline. The Centre has recently completed a refurbishment to provide conferencing facilities for up to 250 delegates, with 25 meeting and break-out rooms, and a video conference suite. Food is very much on the agenda with two restaurant areas offering first-class dining overseen

by a head chef who has worked in some of the most prestigious hotels in Scotland.

North Fife also boasts the superb New School of Medicine at St Andrew’s University.

Following a £45 million investment, this cutting-edge new building is available for conferences and major exhibitions and, with the range of accommodation facilities within St Andrews, there is great scope for large events to be held in an historic seat of learning.

In Lanarkshire, home to two World Heritage Sites – the Antonine Wall and New Lanark, a beautifully restored 18th century cotton mill village close to the dramatic Falls of Clyde – investment is ongoing in conference facilities.

The New Lanark Hotel, Shawlands Park Hotel, and Westerwood Hotel and Golf Resort each offer state of the art facilities for inspiring events all within easy reach of Edinburgh and Glasgow. In particular, Westerwood’s central location and capacity to host conferences up to 400, has proved popular for a range of education-related events such as the Scottish Qualifications Authority, the Independent Schools Careers Organisation, School Leaders Scotland and Catholic Heads and Primary Schools conferences.

Rural Perthshire, with its rolling landscapes and traditional villages, is the perfect setting for anyone organising a business event with pleasure built in. Crieff Hydro, Scotland’s oldest registered

business set in 900 acres, has something for everyone. The hotel’s capacity for events up to 500 delegates, extensive accommodation with 213 bedrooms, plus lodges throughout the estate, is complemented by over 40 onsite activities – from swimming and quad biking to Scotland’s only off-road segway challenge.

In short, the perfect place for conference organisers to offer their visitors the chance to celebrate Scotland’s Year of Active programme.

ACADEMIC VENUES Throughout the country academic venues abound, many with extensive residential facilities available outside traditional term times.

Scotland’s indigenous expertise in a range of sectors, from biotechnology to computer games, and from medicine to life sciences, energy and financial services, means that there can be no better place to do business.

VisitScotland’s Business Tourism Unit is on hand to provide support and match the perfect venue for perfect events, plus offer advice and guidance on an unrivalled range of support facilities – from team building to fine dining.

With everything that is on offer, there are more reasons than ever before to put Scotland on the shortlist of event locations. L

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SCHOOL DESIGN

BETTER SCHOOLS, BETTER LEARNING

Environments created with the needs of both students and teachers in mind yield better results, says professor Andree Woodcock from Coventry University’s school of Art and Design School buildings are used to not only accommodate, but also facilitate teaching and learning, and children spend a large proportion of their formative years within them. Environmental factors such as building age, heating, lighting, air quality, noise, use of colour, type of furnishings, room layout and density have all been associated with significant, measurable changes in student attainment and performance and in influencing student morale, values, aspirations and expectations.

Where the buildings support teaching and encourage learning, it may be hypothesised that teaching becomes easier and teachers derive more job satisfaction. It is therefore crucial that school buildings are designed with the needs of their occupants – both students and teachers – in mind.

HUMAN FACTORS Ergonomics is frequently termed ‘human factors’. In the design of work places (and schools may be defined as the work place of both pupils and teachers), it aims to put people first, to design tasks, information and the environment to suit the needs and capabilities of each worker – based also on an understanding of the physical and psychological characteristics.

Here we are not concerned about the design of teaching and learning material, the tasks, the organisational structure and social

environment, such as teamwork or supportive management, but on the design of the physical environment (temperature, humidity, lighting and noise). This article is based on the latest research conducted by the author and other internationally-accredited researchers.

It shows conclusively that all manner of environmental factors effect behaviour and school performance.

DESIGN OF SCHOOL BUILDINGS The appearance of the school and the statement it makes when it is approached makes an immediate impression. Does the school invite children and visitors? Is it a place of welcome? Or are its structures intimidating?

Many secondary schools in the UK are featureless and surrounded by security fencing.

They are neither inviting nor welcoming. The entrance sets the tone of the conversation its occupants and visitors will have with the school. For example in many schools, the vestibules are too small for parents to have relaxed conversations, or to wait with their other children to see teachers. Clean, well maintained school facilities play an important role in the teaching and learning process.

Children learn to respect their school environment, especially when they see their ideas implemented. All schools should be scaled to the size of their occupants. The transition from home to nursery and primary school, where children are left alone, away

Ergonomics

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from the security of the family, represents a major developmental stage for children, who not only have to associate with unfamiliar children and adults, but learn to be away from the safety and security of their family.

This transition is made easier if the schools are located near to the home and their size is not too large. Child-sized spaces for child-sized children enable them to relax, to listen and to have fun. Equally important is the need for a personal space, perhaps the same chair or position on the carpet for reading where the children can have a sense of belonging.

Smaller schools have been linked with higher attendance rates and graduation percentages, greater participation in extracurricular activities, fewer social and behavioural problems, decreased vandalism, a more effective learning environment, increases in student self-esteem, personal responsibility and leadership qualities.

The performance of students attending small schools has been recorded as between 11 per cent and 34 per cent higher when compared to children in overcrowded schools; 15 per cent higher in mathematics scores and four per cent to nine per cent higher points in reading scores. Children in larger schools cannot achieve sufficient levels of privacy and are over stimulated.

OUTSIDE THE CLASSROOM Public areas where socialising can take place are often not given sufficient attention. They provide opportunities for children to gather, exchange views and share ideas, and to relax perhaps away from the gaze of others.

Well-designed outdoor areas that naturally blend with the school’s functions and form, give the children a sense of being in a natural setting and not in an institution. They provide opportunities to enrich student experience, bring the learning out of the classroom and provide play opportunities for the acquisition of social, cognitive and physical skills.

Sports and recreation areas help develop muscles and bones, increase motor coordination, eye-hand coordination and have E

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SCHOOL DESIGN E a positive effect on processing skills such as decision-making, attention and planning which can improve academic performance. In the US, educational attainment scores were much lower in junior schools where outdoor spaces were poorly designed. Additionally, views out of windows provide visual relief and keep children in touch with the outside world.

LIGHTING AND COLOUR Natural or daylight is one of the most important environmental inputs, especially in terms of visual development. Variations in the quality of light can have profound influences on the body and mind, for instance by providing visual relief, improving health, reducing vandalism and mental fatigue.

In daylit schools where students are exposed to full spectrum light, attendance levels are raised by just over three days a year, noise levels are lower and student progressions can be up to 20 per cent faster. Whilst such figures must be treated with some sceptism, because of the influence of other factors, most researchers concur. In one such study, 21,000 students were compared, with those attending daylit schools scoring 20 per cent better on mathematics and 26 per cent on reading.

On the contrary, inappropriate lighting can cause eyestrain, blurred vision, negative visual development and headaches, and can affect mental concentration and learning. A balance between full spectrum fluorescent, cool white fluorescent and natural lighting can improve student behaviour as it affects mental attitude, attendance and performance and is a crucial factor in learning.

Colour carries associative and symbolic effects. In relation to educational environments, studies have shown that neutral tints in class relieve eye fatigue and that changes in colour schemes affect academic performance and IQ scores, and can reduce absenteeism. Additionally, teachers comment that children exposed to highly-coloured environments become more hyperactive and harder to manage during the day.

CLASS DENSITY AND SIZE Increases in class density or overcrowding have been associated with behavioural problems, aggression, social withdrawal, dissatisfaction and stress, resulting in less time spent in group involvement and more time in solitary play. It has also been noted that students lose motivation to pay attention or complete a task in high density classes.

Children in smaller groups score higher in all standard achievement tests, especially for reading and maths. Reducing classroom size from 30 students to 20, yields a six per cent increase and reducing classroom size from 20 to 10 students resulted in a 13 per cent points increase in achievement scores.

CLASSROOM FURNISHINGS A comfortable classroom greatly impacts learning, productivity and creativity. Research

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indicates school children complain of high rates of discomfort in the back and neck causing a source of distraction and interfering with their ability to learn and function.

Furniture design should accommodate free movements for all sizes but discourage unnatural extreme postures.

Soft classrooms are characterised by warm colours, soft furniture and textured floor coverings and have been shown to encourage better attendance, greater participation and improved attitudes towards the class, instructor and peers.

Even minor changes to class arrangements may produce increased engagement with instructional materials.

SEATING AND LAYOUT The change from traditional row seating to the use of cluster arrangements typical of cooperative learning may lead to superior academic achievement, better attendance, motivation, self confidence, and greater student interaction. However, in some cases, the row formation is more supportive of learning-related behaviours. Students sitting in the front row and centre of the classroom (known as the action zone) have higher achievement, levels of verbal interaction and

persistence in task completion, high blood pressure and “learned helplessness”. It also lowers performance and decreases motivation.

A Californian study found 3rd grade students in noisy buildings were 0.4 years behind in reading and 0.2 years behind in maths, while 6th grade students were 0.7 years behind in reading.

Internal noise of combined talking, desks and chairs sliding and papers shuffling is detrimental to learning as it leads to a constant state of aggravation, restlessness, and increased movement. Without a good acoustic environment, learning activities can be severely hindered, particularly where children have to work in a second language.

TEMPERATURE AND AIR QUALITY Although the optimum temperature for classrooms is still being debated, an effective temperature range is considered to be between 62-73F in terms of work performance, with a relative humidity of 50 per cent and good air circulation. Students working in nonair conditioned rooms tend to perform more poorly (3-12 per cent) than their counterparts in air conditioned rooms.

The US Environmental Protection Agency estimates 10 million days lost each year by

Variations in light quality can have profound influences on the body and mind for instance by providing visual relief and improving health, and also reducing vandalism and mental fatigue. participation, with course grades dropping at the rear and sides of classrooms.

Open classrooms lead to increased interaction among teachers, creating a greater sense of autonomy, satisfaction and ambition.

In an open, self-contained classroom students were noted to be more independent, and selfdirected.

Studies also indicate that within the open classroom it is necessary to arrange for individualised instruction with group contingencies and that there can be an increase in academic production, positive social behaviour and interaction with students in smaller, more intimate group clusters.

ACOUSTICS Students spend 45 per cent of their time listening. Poor acoustics is a concern for both students and teachers. Where the sound quality in the classrooms is poor, teachers have to shout to make themselves heard (increasing their stress and ill health), and children may not hear what is being said.

Exposure to noise has been found to effect reading, memory, concentration, thinking, listening, behaviour and distracts from visual tasks such as teacher instruction. It creates distraction, dissatisfaction, stress, lack of

students due to asthma attacks caused by high counts of settled dust and fibre. Poor air quality causes respiratory infections, aggravates allergies, and causes drowsiness and shorter attention spans. These can all lead to absenteeism, or a feeling of being unwell, and all in turn contribute to poor learning.

The ability to open windows for fresh air is an important factor for students.

TAILORED ENVIRONMENTS The ergonomics of school environments is a relatively new field. Treating the classroom as a work environment, with the attention centred on children, enables the environmental effects on student performance to be studied.

The research cited here clearly shows the influence of environmental factors on children.

As alluded to in the introduction, this is just one set of factors that need to be considered.

As more is discovered about individual learning styles and the ways in which environments can be tailored to individual requirements, educational facilities should be built that will enable every child to achieve their full potential. L FOR MORE INFORMATION www.coventry.ac.uk

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CONFLICT RESOLUTION

Bullying

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CHARITY BACKS CLASSROOM INITIATIVES TO CONFRONT VIOLENCE AMONG YOUTHS What do a short film and a classroom of children have to do with reducing violence on our streets? A lot, according to violence prevention and reduction charity Stand Against Violence The Home Office estimates that youth violence committed by or against young people accounts for 60 per cent of all violence committed in England and Wales1. Added to that, Accident and Emergency statistics show that admissions due to assault are rising, with the most common from the 15-24 age group2.

These figures indicate that we are still struggling to overcome the problems behind the violence and to allow young people to grow up without fear of assault from their peers. The answer may well lie in education.

EFFECTIVE LEARNING Although it is argued that negative attitudes influencing behaviour in children need to be changed by the age of eight, young people remain impressionable and this does not mean that the attitudes of those in their teens cannot be positively influenced.

One of the difficulties in educating pupils about violence and conflict is that not all teachers are confident they can effectively deliver these subjects in the classroom.

Currently, no formal PSHE training is provided on the subject of youth violence and additional concerns over the emotional reaction of students can be daunting for teachers. According to research carried out by GLEAN (2010), the majority of teachers said they were least confident teaching subjects based around topics of conflict resolution.

A new specialist charity, Stand Against Violence, offers teachers and schools a solution to these issues. Following the violent murder of Lloyd Fouracre in 2005, the charity was formed to promote classroom education as a means of reducing and preventing youth violence.

TEACHING CONSEQUENCES Stand Against Violence uses the example of what happened to Lloyd to demonstrate to young people the potential consequences of violence and the impact of individuals’ actions on those around them. A film dealing with the impact of Lloyd’s death on his family, friends, classmates and the wider community is the basis of the charity’s free online resources for teachers.

Stand Against Violence provides lesson plans that have been specifically designed by teachers to accompany the film. Covering themes such as anti-social behaviour, crime, violence and alcohol awareness, the film aims to provide powerful messages that leave a lasting impression on young people.

comes from the young people themselves: ”Stand Against Violence has made me think not just about the tragedy for the Fouracre family, but also about the kind of person I am, and the kind of choices I make, and the impact those choices have on my peers and on wider society,” said a Year 10 pupil.

RECORD OF ACHIEVEMENT Stand Against Violence has already had tremendous success on a national scale and its classroom materials and workshops are being used by schools, police and youth offending teams, among others. Impact reports show

A UNIQUE APPROACH While youth violence continues to be a major issue for teachers, parents, police and healthcare services, there are few free educational resources available to schools. Stand Against Violence is one

Stand Against Violence has already had tremendous success on a national scale and its classroom materials and workshops are being used by schools, police and youth offending teams, among others. Impact reports show that users of these resources are noticing a positive effect on their young learners. that users of these resources are noticing a positive effect on their young learners.

One report from a behavioural support worker in Gloucestershire said that the film had been used, “very successfully in 1:1 sessions with the kids…one boy in particular has stopped his daily fighting as a direct result of seeing the film.”

Teachers and PSHE tutors have also noted the impact on their students. “Occasionally in teaching, you come across a resource that you know will have a dramatic impact on the students in the classroom. The challenging subject matter in the Stand Against Violence resource provoked some incredible and emotive discussions from all of the young people. One young learner said: ‘This has made an impact on my life that will stay with me for life’,” said Jo Elliot, head of PSHE at The Kings School, Devon.

However, the most encouraging feedback

charity that is dedicated to providing education professionals with the specialist resources that can make a difference.

By using a film to tell a real life story and showing the harsh consequences of the violent attack that claimed Lloyd’s life, Stand Against Violence has proven that classroom education can be effective at changing the attitudes and actions of young people.

See how the young people you work with could benefit. Watch the film and find out more about the charity’s classroom materials and the website. L Notes 1. Home Office (2003) 2. HESonline (2009) FOR MORE INFORMATION To find out more please visit www.sav-ed.co.uk

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SPEECH, LANGUAGE & COMMUNICATION

TOUGH TALK Imagine being in the classroom and not being able to understand all the words that are being said, words that others find easy to understand but you struggle with.

You find it impossible to learn the more complex technical words associated with different subject areas. Sentences are hard to follow and understand, they are too complicated and so you switch off. It’s very difficult to put words into sentences and people don’t understand you when you speak so what’s the point in bothering.

Your self esteem diminishes, you lose motivation, you start to exhibit challenging behaviour or you silently withdraw. Your peers isolate you and you find it harder every day to make and maintain relationships.

Research has demonstrated that if you have persistent speech and language difficulties beyond the age of 5 ½ years then you are at risk for developing additional literacy problems1. You start to struggle in all areas of the curriculum because talking, understanding, reading and writing are fundamental to everything and you can’t do it. School is an unhappy place and learning is too difficult.

Sadly for the 2.7 million children in the UK with communication difficulties this can be the unhappy scenario.

THE COST In the report ‘The Cost to the Nation of Children’s Poor Communication’ it is suggested that upwards of 50 per cent of children start school with poor language skills – equivalent of over 15 students in every classroom. The incidence of children with a long term, persistent speech, language and communication need is 10 per cent of the school population. This means one in ten children has severe speech and language difficulties and needs long term support2.

The speaking and listening strand of the national curricula across the UK has raised awareness of the need to work on these core skills. However, sometimes the impact of communication difficulties on the whole of the curriculum and the total educative experience of the child can be overlooked and not completely appreciated by those of us who can communicate well.

FINDING THE TIME With such large numbers of children starting school with SLCN this issue must obviously be addressed. Is this really happening?

Education staff are sometimes asked to carry out a series of written activities that haven’t been clearly explained to them because of lack of time and busy schedules. They are keen to implement speech and language therapy programmes because they know the importance of the work and value the professional contribution of others but a number of factors means that this doesn’t always happen. The school day is already full, the work that has been left can be seen as an additional pressure and the value of completing it is not always clear.

Life is busy and the weeks go by, the work is left in the drawer until the next visit of the speech and language therapist (SLT), a flurry of activity may happen prior to this but because it’s too little too late progress is slow and can be dispiriting. Does this sound familiar?

How liberating would it be to work on speech and language issues at the same time as supporting other curriculum areas?

Insight into the nature and extent of children’s difficulties and strategies, which can be used to develop their understanding in PE as well as maths, science and the arts, are available and can be implemented. However, to ensure that this happens effective training has to be given to teach staff what to do and to tell them why they are doing it. This can transform the situation.

MEETING CHILDREN’S NEEDS Recent reports inform us that this is an issue that really needs to be dealt with. Children with SLCN are not having their needs effectively met in schools because staff feel ill-equipped. Over a third of teachers’ state they had no preparation during their initial teacher training for special educational needs3, over 60 per cent of primary teachers lack confidence in their ability to meet children’s language needs4, and many report that the emotional difficulties often associated with SLCN are difficult to manage5.

In a recent report into successful outcomes for children with special educational needs in mainstream schools,Ofsted identified the need for high quality, specialist teaching6.

With the majority of children with language and communication difficulties educated in mainstream schools, it is essential that staff are equipped with the professional development programmes to enhance their skills and knowledge in this crucial area7.

Developments in delivery of Speech and

Written by Liz Elks of Elklan

Have a laugh, chat with your friends, listen to and understand information, influence others – all essential skills in life which many of us take for granted. Easy for some but tough for others

Language Therapy (SLT) services further underline the need for effective training.

Sometimes individual or group therapy is provided but increasingly therapists are working through a consultative model where they visit an educational establishment and leave a programme of work for the staff to carry out with the child in the school or pre-school. This can be a valuable way of working for some children as it helps them to practise and learn essential core skills within a meaningful environment, however if this is to work effectively rigorous training of those implementing the work is essential.

This approach links with the government’s initiatives outlined in the report ‘Overcoming Barriers to Learning’. In this there is a recognition that the challenges facing children with communication difficulties are complex and broad and that professional groups must work together to meet not only individuals needs but to support the communication skills of all children.

To implement a consultative model of service delivery quality training of education staff, teachers and teaching assistants is essential so that the information supplied by the SLT service can be understood and embedded effectively. This view is supported by the Royal College of Speech and Language Therapists (RCSLT)8.

As a speech and language therapist and trainer for Elklan for 13 years I believe passionately that SLTs have vital and essential information to share with our professional colleagues. We also have much to learn from our friends in education and so partnership and collaboration are essential if the aspirations of us all in relation to children with SLCN are to be met. We have a responsibility to equip and skill the wider workforce and parents to help them understand the difficulties children with SLCN face and to give them effective, well thought through, practical strategies.

Talking can be tough? Yes, but developing an understanding of the needs of the children for whom this is an issue and being equipped with effective strategies and information can take the toughness out of talking for us all. L

Special Educational Needs

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Notes 1. Bird, Bishop and Freeman (1995) and © I CAN 2006: Reprinted 2009 2. Law et al (2000) 3. Times Educational Supplement Survey 2005.

4. Sadler, J. (2005) 5. MacBeath, J., Galton, M., Steward, S., MacBeath, A. and Page, C. (2006) 6. Ofsted (2006) Inclusion: Does it matter where pupils are taught?

7. Lindsay et al (2005) 8. Resource Manual for Commissioning and Planning Services for SLCN, published by RCSLT 2009

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