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A challenging year ahead The first big education news of 2013 comes courtesy of a National Union of Teachers sponsored survey which suggests there is a morale problem in the education profession.

According to the poll of 804 teachers conducted by YouGov, the majority feel untrusted by the government and unconvinced of Michael Gove’s education policies. Many feel that consultation is inadequate regarding secondary qualifications and the primary phonics test. The survey also recorded that 77 per cent of teachers believed Gove’s academies and free school programmes were not taking education in England in the right direction. Focusing on the recently released Academy Commission report Unleashing greatness – getting the best from the academies system, the mainsteam media all picked up on a part which suggests that some academies may ‘covertly’ select pupils by using extra information on families or holding social events with prospective. See page 13 for more details of the Academies Commission report.

The Bett education technology exhibition is just round the corner. The event, which takes place at the ExCeL, Docklands for the first time, attracts a truly global audience. Read more about whats on show, and find out which companies and products have been shortlisted for a prestigious Bett Award on page 21.

With standardised designs a recent hot discussion topic, our Design and Build feature in this issue looks at a highly thought provoking study into school designs between 1966 and 1988. Author Geraint Franklin and his colleagues at English Heritage have unearthed a wealth of information about the thought process of the architects and local authorities of the day.

Ribble Valley MP Nigel Evans has recently called on primary schools to raise awareness of autism. The Deputy Speaker has got behind the National Autistic Society’s newly‑launched Andersons School’s Challenge, aimed at increasing pupil’s knowledge of the condition – see www.autism.org.uk for details. On page 107, Dr Karen Guldberg, director of the University of Birmingham’s Autism Centre for Education and Research looks at how technology-enhanced learning environments have generated successful results.

Our next issue of Education Business will take a longer look at the Education Show, which takes place on March 14 at the NEC, Birmingham. Read more on page 99.

Danny Wright

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Contents

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

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CONTENTS EDUCATION BUSINESS 18.1 07 EB NEWS

87 EDUCATION BUSINESS AWARDS 2012

Joan McVittie and Sally Coates made dames in New Year’s Honours list; Academies Commission report highlights

Examples of excellence from winning schools at the 2012 EB Awards, held at the Emirates in December, presented by BBC Newsnight’s Gavin Esler

17 FINANCE

BESA director Caroline Wright discusses how schools can safely use leasing as way to finance equipment, following the recent leasing scam that affected several schools

17

99 EDUCATION SHOW

Education professionals will gather at the Education Show on 14-16 March at the NEC in Birmingham to debate and share ideas on the future of UK education in what looks to be an interesting year in curriculum development

21 BETT 2013 PREVIEW

Discover new approaches, the latest products and practical guidance for improving and enhancing learning

103 EDUCATIONAL TRIPS

53 ICT

Adrian Ferraro, director of the Stretching Horizons forum, looks at inspiring trips that have been shortlisted as finalists in the Educational Journey of the Year Award

NSPCC tackles the issue of cyber bullying and gives advice about how to teach online safety to pupils

61

61 DESIGN & BUILD

105 CONFERENCES & EVENTS

The English Heritage’s study on post‑war school buildings in England charts key educational and architectural developments and explains why different types of schools look the way they do

69 ENERGY

A look forward at some of the exhibitions and conferences featuring on this years’ educational events calendar

107 SPECIAL EDUCATIONAL NEEDS

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Dr Karen Guldberg, director of the University of Birmingham’s Autism Centre for Education and Research, explains how technology‑enhanced learning environments can benefit children with autism

Schools up and down the country are getting involved in Climate Week from 4 to 10 March by finding imaginative solutions to combat climate change

73

73 SPORT

Rory Carroll from the Football Foundation explains why an £18m Premier League funded scheme to develop sports facilities is good news for schools, plus a look at look at the 2012 BBC Young Sports Personality of the Year award

87

www.educationbusinessuk.net

113 SECURITY

In addition to the threat of financial penalties, the careless disposal of confidential information can put schools at a security risk, warns the BSIA’s chief executive James Kelly

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FINANCE EDUCATION

Proposals could see banks use branded material in finance lessons The Telegraph has reported that Lloyds, Royal Bank of Scotland (RBS) and Barclays are among the big name banks that could be put on a list of financial service firms allowed to use branded material in the classroom.

Such firms would make classroom presentations in English primary and secondary schools from September 2014.

Conservative MP Justin Tomlinson, who chairs the All-Party Parliamentary Group on Financial Education for Young People, told the Financial Times: “Teachers have to be trained to certain level but there should also be a database of organisations willing to go into schools.”

The proposals come amid calls by more than 200 MPs to make financial education compulsory by incorporating it into core subjects like maths. But there are concerns among teachers about the involvement of financial service firms potentially making the education process into a marketing exercise.

Christine Blower, general secretary of the National Union of Teachers, said: “Children and young people should not be exposed at an impressionable age to companies seeking to gain a foothold in their school.”

The idea also comes less than a month after consumer group Which? said its survey of branch and call centre staff at HSBC, RBS, Lloyds, Barclays and Santander indicated that many workers were still being driven towards putting “sales before service”, despite previous major misselling scandals in which banks were found to be pressurising their staff into pushing products that may be unsuitable for the consumer.

Some banks have already been providing teaching materials to schools on a more informal basis and deny it is a commercial exercise.

Staff from RBS and Natwest have also given lessons in about 1,200 secondary schools over the past 18 years as part of their MoneySense for Schools programme.

The Department for Education said that corporate involvement in teaching was not prohibited and brand names were allowed to be displayed on teaching materials.

Tracey Bleakley, chief executive of the Personal Finance Education Group, a leading financial education charity, said young people were getting into increasingly complicated financial situations and any mistakes they made were likely to have repercussions.

“We have to help children get into good habits at school, encourage the concept of saving, and everyone – parents, teachers, politicians, the financial industry – seems to back that.”

Last month a study by by the Centre for Economics and Business Research has found that a lack of financial education costs Britain £3.4bn a year. It has been claimed that financial education could reduce the risks of unemployment by 10 per cent and that better education could help reduce the unemployment subsidy by £600m.

TO READ MORE VISIT...... tinyurl.com/abkkvrs

National copyright deal to save £6m A three-year deal between Copyright Licensing Agency (CLA) and the Department for Education sign a three-year deal on the copyright licensing for schools which, according to the government, could save up to £6 million Currently the administration of the CLA Schools Licence is managed by local authorities.

From April 2013, the Department will manage a national CLA Schools Licence for all state maintained schools in England, which schools need this licence in order to copy materials

from books, magazines and websites legally.

The deal will also include a new licence from the Music Publishers Association to cover copying of items such as printed sheet music.

With an increasing number of schools converting to academy status with their own policy and budget,managing the licences at a local level had become problematic for those involved. New academies in particular have been faced with the cost and administration of managing licences and other services previously dealt with by the local authorities.

The change will save around £1.6 million in 2013-14, but as more schools become academies the saving are expected to reach around £6 million. CLA will continue to have direct contact with the schools sector to increase awareness and understanding about the use of copyright material.

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School starts lessons in libel An independent school in Somerset has begun teaching 13- and 14-yearold pupils how to avoid defaming people on Twitter. Taunton School has decided to teach pupils about libel risks on Twitter, Facebook and other social media following the Lord McAlpine case. The decision was made to teach pupils in Year 9 the basics of libel and defamation. The lessons may now be rolled-out across all age groups in the school. tinyurl.com/akckx8d

Asbestos removal in Welsh schools unlikely due to cost The cost of removing asbestos from schools in Wales would make the task “wholly impractical” a new investigation has concluded. All 22 local education authorities in Wales were asked to provide the most recent information on the scale of the problem. Opposition party Plaid Cymru which asked for the details under the Freedom of Information Act says making schools asbestos free was likely to cost hundreds of millions of pounds – tinyurl.com/bb7k5p4

Automatic library enrolment A school is to automatically make its pupils members of their local library as part of a project by Arts Council England. St Andrew’s Catholic School in Grange Road, Leatherhead will be signing its students up to their local library automatically, with parental consent. The scheme is being organised by Surrey County Council (SCC) as part of a project which aims to increase the number of children and families using libraries. If it is successful, it could be rolled out to schools across the county.

Imperial measurements return in draft curriculum A new draft primary school syllabus requires pupils to understand and use the “basic equivalencies” between metric and common imperial systems. The move – outlined in a Parliamentary answer – comes despite calls from former Conservative chancellor Lord Howe to ditch imperial measurements to end the “deeply confusing shambles” of using two systems side-by-side.

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We’ve also created the Lloyds TSB Guide to Academy Status which is full of helpful information on the key considerations to becoming an academy, the process involved and useful case studies, to help you on your way.

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New style academies refers to academies created under the 2010 Academies Act. †Figure as at 31 December 2011. *Free day-to-day banking applies to state schools only and includes day-to-day tariff transactions such as cheques, standing orders, cash, UK Sterling Direct Debits, deposits and withdrawals. All we ask is that you operate your account in credit or within agreed limits. Note that charges for other services may apply. Calls may be monitored or recorded. Lloyds TSB Commercial is a trading name of Lloyds TSB Bank plc and Lloyds TSB Scotland plc and serves customers with an annual turnover of up to £15m.

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PERFORMANCE RELATED PAY

ACSL: cautious welcome to performance pay proposals ASCL, the association that represents 80 per cent of secondary headteachers, has given a cautious welcome to proposals to introduce performance‑related pay for all teachers. The views are part of ASCL’s response to the STRB report, published in mid-December.

Performance-related pay currently applies to more senior teachers only. However ASCL also warned that the changes will potentially increase the workload and vulnerability of governing bodies, which are ultimately responsible for approving pay awards.

ASCL General Secretary Brian Lightman said: “The options currently available to schools for progressing teachers through the pay scale are too blunt. There are clearly cases where a teacher’s performance falls some way short of expectation and therefore it may be appropriate not to award a pay rise. This should be an option available to governing bodies.

Likewise there are cases where performance is so exceptional that it would be appropriate to give an additional pay award.

“The implications of the changes for school governing bodies

are profound and must not be underestimated. Governing bodies are ultimately responsible for the pay policy and pay awards, and variations in pay will inevitably generate more appeals to governors. The level of expertise in some governing bodies is insufficient to deal with these issues unless there is significant investment in training.

“While more flexibility to link pay and performance is welcome, pragmatically it will be difficult to do within the current school budget constraints. In a climate where budgets are at best static and at worst declining significantly, the corollary of paying some teachers more must be paying other teachers less, or making them redundant. For these flexibilities to work, there must be fair funding which addresses need at regional and institutional level.”

Lightman added: “ASCL will be putting in place a programme of seminars for school leaders and governors during the summer term but this does not reduce the need for a properly coordinated national training programme.”

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OCR launches new entry level computing qualification Examination body OCR has launched the first entry-level qualification in Computing, with the aim of giving young learners in Key Stage 3 (KS3) and Key Stage 4 (KS4) a solid introduction to the subject. The entry-level qualification will also provide a platform for further study of computing at GCSE and beyond, according to OCR. “It is essential to stay ahead in our industry and to do this we should encourage computational thinking as early as possible,” said Lorna Panesar, curriculum leader for Computing at The Emmbrook School in Wokingham.

DfE and GPS strike new deal with Micosoft Following extensive negotiations led by Government Procurement Service (GPS) with the Department for Education, a new agreement with Microsoft could lead to an estimated £10m of savings. Under a new three-year Memorandum of Understanding (MoU), starting on 1 January, all schools in the UK will be able to take advantage of improved discounts and better licensing terms across a wide range of Microsoft’s academic software. The MoU involves no financial or contractual commitment for schools or the Department for Education.

Schools urged to comply with new wireless microphone rules Since radio frequencies used by wireless microphones have been re-allocated to the broadcast of Freeview television signals and 4G, the operation of wireless equipment in the 800MHz band is illegal as of 31 December 2012. “We’re shocked by just how little awareness there is amongst schools about the changes in the law,” said Glyn Chapman, managing director of EAV, which provides a free checking tool at www.e-av.co.uk

POLITICS

John Nash appointed as new Schools Minister John Nash is the new Parliamentary Under-Secretary of State for Schools following the departure of Lord Hill of Oareford.He is the lead non-executive director at the Department for Education and has been a non-executive director for more than two years.

Nash has worked increasingly closely with ministers and officials on all aspects of the department’s work, particularly the recently announced department restructuring. After 30 years in venture capital, in 2006 Nash set up a charity, Future, to support young people through the sponsorship of Academies. Pimlico Academy has been sponsored

by Future since September 2008, the school having previously been in special measures. In 2010

the academy was awarded an outstanding Ofsted rating. Nash will be stepping away from all relevant business interests while he is serving as a minister, and he and the permanent secretary of the department are putting in place arrangements to prevent conflict between his ministerial duties and his charitable interests.

Commenting on the announcement, Nash said: “I have greatly enjoyed working in my capacity as a non-executive director with ministers and officials in the Department over the past two years.”

Nash continued: “I believe that every child and young person should have the right to a really good education and that education is the key to the future success of our country.”

Free school breakfast on the menu for all primary pupils in £700,00 Blackpool project Blackpool Council is providing free breakfasts for all primary school pupils in a three-month pilot project to stop children starting the day hungry. The council says teachers are finding too many pupils coming to school without having any breakfast.

The £700,000 project will provide breakfasts for all 12,000 primary pupils in Blackpool, regardless of their family income and whether they are eligible for free school meals. National Association of Head Teachers’ president, Steve Iredale, said the scheme would have a “huge impact”. Council leader Simon Blackburn says a healthy meal before lessons will help pupils “focus on learning”.

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ACADEMIES

Academies Commission report highlights ‘covert selection’ concerns The Academies Commission report Unleashing greatness - getting the best from the academies system was asked to consider both the impact of the academies programme to date and what should happen when the majority of schools may be academies.

The report looks at the opportunities and risks associated with academisation, and makes important recommendations as to how further change might be implemented so that all children and young people experience the benefits of academisation.

The scale and speed of the Academies programme is dramatic: from 203 academies in May 2010 the total number had reached 2456 by November 2012. Unleashing greatness - getting the best from the academies system report suggests that some academies may ‘covertly’ select pupils by using extra information on families or holding social events with prospective parents. The commission says that publishing socio-economic data about who applies and who is offered a place could combat this.

In the reports foreword, chair of the commission Christine Gilbert, former Ofsted chief inspector, said: “The Commission was asked not only to consider the impact of the academies programme to date but also to anticipate what should happen when the majority of schools may be academies.

We were clear from the outset that we would not engage in debates about the decision to develop the Christine programme. During the seven months of the Commission’s work, while we reviewed the academies landscape, we kept our sights focused on the future. We were more interested in ensuring that the academies programme delivers on its promise of a better education for every child. Our recommendations span both the present and the future: the present, a system that is becoming increasingly academised, in transition, perhaps, to a future in which all or the majority of schools are academies.

“Witnesses to the Commission referred to the difficulties the Secretary of State would have in managing over 20,000 schools in England. If the Secretary of State has to manage any schools, the academies programme will have failed.

“Schools manage themselves – and never more so than when they become academies.

However, there has to be enough support and challenge in the system, and enough checks and balances, for academies or groups of academies to be able to use the independence they have gained proessionally and with moral purpose. In a successfully academised

system, we will see schools supporting and learning from one another. They will operate as a community of schools, each independent but working best if connected to the rest of the system. Any business expanding at this rapid rate, however, would want to reassure itself that expansion was occurring in the most effective way. The Commission’s report seeks to test this. We hope its recommendations will be used to support further implementation.”

The report says no school should be judged outstanding for leadership unless it can provide evidence of its contribution to system-wide improvement, such as support for the improvement of another local school.

The Academies Commission was set up by the Pearson Think Tank and the RSA charity to examine the implications of the “mass academisation” of state schools.

Bill Watkin, operational director at the Specialist Schools and Academies Trust, stated: “An education system in which “strong” schools take responsibility for turning around the performance of “weak” schools. However, this is a policy that needs further work, if it is to have the desired impact.

Strong schools are asked to engage in outreach work and support weak schools but there is no additional funding for this work; there is no refined matching exercise to ensure that the strong school has strengths to match the weak school’s weaknesses, and; the t r Gilbe accountability framework is not clear; what happens if the strong school does not succeed in improving outcomes in the weak school?

Is the strong school no longer strong?”

Commenting on the report, Stephen Twigg MP, Labour’s Shadow Education Secretary, said: “This report highlights serious problems with Michael Gove’s management of one of Labour’s key school improvement programmes. Academies under Labour were about raising standards and this Government is putting that legacy at risk. The report issues a clear warning on the implementation of the Academies policy, echoing Labour’s concerns that under this Government the schools system is becoming chaotic, impacting on standards and fairness.”

Christine Blower of the national Union of Teachers stated: “On top of this report comes the news in the Financial Times that a Whitehall funding ‘blunder’ has led to individual academies being overpaid up to £1m this academic year – an error costing at least £174m this year – causing further budget problems for the Department for Education and ultimately for

“..If the Secretary to as of State h schools, ny manage aademies the ac e will programm d....” have faile

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all schools.

This is in addition to the National Audit Office report last month highlighting the Department for Education’s £1 billion overspend arising from the Government’s academies’ obsession.

“This is a situation which will only get worse as the Government hands yet more schools over to unaccountable sponsors and allows more free schools to open. It is a very worrying picture for parents, pupils, teachers and society. We need to see a return to an accountable education system with a central role for local authorities which are best placed to plan and manage school place provision and oversee fair, accountable school admission policies.”

Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers (ATL), said: “We are delighted that the Academies Commission has accepted all of ATL’s main objections to the academies programme, particularly that academy status is not a magic bullet to solve all problems in education. Academies face the same challenges as other state schools, and have similar success rates in meeting those challenges. Many schools, both academies and state schools, work exceptionally hard to provide an excellent, rigorous and challenging education to all their pupils.

“This report backs up ATL’s consistent questioning of Michael Gove’s view that academies are the best and fastest improving schools. It rightly supports our argument that schools that improve have done it through a relentless focus on teaching and its impact on learning. ATL continues to believe that the academies programme is a distraction rather than the solution to improving children’s education.”

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EDUCATION LEADERS

Joan McVittie and Sally Coates made dames in New Year’s Honours list for services to national education Two headteachers who have contributed to education at a national level have been made dames in the Queen’s New Year’s Honours.

Dame Joan McVittie transformed two schools in deprived areas of London, while Dame Sally Coates has overseen huge improvements at Burlington Danes Academy in west London.

Dame Joan, now 60, said she was “absolutely thrilled” to be singled out for her work in education and only wished her parents had been around to see her receive the honour. She says the secret of her success in schools has been to get a good team and to ensure that the people around her grow and develop. “It’s about playing to people’s strengths,” she added.

Dame Joan was recognised for her work in improving Leytonstone School, and then going on to transform Woodside High in Tottenham, taking the school dubbed “the worst school in London” from the verge of closure to an outstanding Ofsted rating in just five years.

Last year it was rated one of the top 25 most improved schools in the country for its GCSE results. She is also rewarded for her time serving on a national body encouraging good school leadership, National College for School Leadership, and for her contribution to the Association of School and College Leaders, of which she is a past president.

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Dame Joan McVittie

Dame Sally Coates

Dame Sally, who has worked in teaching since she was 22, is also credited with transforming a school on the deprived White City Estate in west London. Now 59, she took over Burlington Danes, which replaced a school in special measures in 2008.

Pupils’ poor behaviour and poor results was disheartening, she said, but she managed to begin the process of change by having high expectations of her pupils, and plenty of optimism and resilience. “The thing to remember is that everyone wants things to work. The teachers want to work in a good school, the parents want the school to be good and the children want to be in a good school.”

Dame Sally also recently oversaw a review of the standards expected of teachers for the government and served as a member

TEACHER TRAINING

of the committee which recently reviewed the national tests children take at the end of primary school.

Dame is the female equivalent of the honour of knighthood in the British honours system Formerly, a knight’s wife was given the title of Dame before her name, but this usage was replaced by “Lady” during the 17th century.

The youngest person to be appointed a dame was Ellen MacArthur at the age of 28; the oldest was Gwen Ffrangcon-Davies aged 100, who died the following year. A number of high-profile figures, such as actress Vanessa Redgrave, have declined the honour.

About 10 per cent of the total new year honours go to people for their work in education. Some 31 head teachers were recognised in all.

EDUCATION TECHNOLOGY

Tarleton Academy gets BESA members prominent ready for pioneering teacher on BETT Awards shortlist The finalists for the 15th training programme annual Bett Awards have been A Lancashire school is pioneering a project to re-shape the way the next generation of secondary school teachers are trained.

A programme designed to give full time on-the-job training to post graduate trainees from across Lancashire, Manchester and Merseyside has been drawn up by Tarleton Academy, near Preston. The Academy is the first secondary school in the North West to be accredited by the Teaching Agency to award qualified teacher status to trainee teachers - something that at secondary level in the north west is usually reserved for universities.

Leading the programme head of science and assistant headteacher Leanne Wren is said Tarleton is part of a partnership of schools that will be delivering this alternative. She said: “ We are in partnership with Edge Hill University, already an outstanding

provider and will still be working with them but this is very different to the university-based programme.

“Basically, instead of paying their fee to the university then going out on placement etc post graduates, or those wanting a career change, will pay us and come directly to school where they will spend the whole time.

The programme, which has taken a year to put together, is being hailed as a flagship model and would be rolled out in the region in conjunction with Edge Hill University and The Sutton Academy. Tarleton Academy headteacher Lesley Gwinnett said: “Gone are the days when trainee teachers were left to their own devices in the classroom.

Nowadays, outstanding teacher training involves all teachers in powerful conversations about how to deliver outstanding

announced by the organisers i2i Events Group. BESA is proud to report that its members have a strong representation in the shortlist, with over 25 per cent of the shortlisted companies being BESA members. The Bett Awards are considered to be the most prestigious in the education sector, and are committed to celebrating a distinctive and diverse digital education resources market that meets the needs of the education system.

Of the 84 companies shortlisted for a Bett Award, 22 are BESA members, spread across a wide variety of categories, from “Innovations in ICT” to “ICT Company of the Year”. Such an impressive performance highlights the dedication and commitment of BESA members to delivering high quality products and innovation to the field of education technology.

Caroline Wright, director, at BESA comments: “The high percentage of BESA member organisations in the awards shortlist is a testament to the quality of products offered. We are suitably impressed by the outstanding success of our members.”

The winners will be announced at the Bett Awards dinner on Wednesday 30 January 2013 at the brand new Grange Tower Bridge Hotel, Tower Bridge, London.

SEE THE FULL LIST OF BETT AWARDS FINALISTS ON PAGE 21

Volume 18.1 | EDUCATION BUSINESS MAGAZINE

13

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EDUCATION BUSINESS MAGAZINE | Volume 18.1

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SCHOOL SCIENCE

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Beccles free school promotional leaflet banned by ASA The Seckford Foundation for Free Schools Trust has had a leaflet promoting its new Beccles Free School banned by the ASA for making “misleading” claims about its headteacher and the results of its pre-registration inspection.

The Suffolk-based school, which opened on in September 2012, received two complaints about a leaflet promoting the school. The first related to a claim that the headteacher, John Lucas, was the “director of learning for Cambridgeshire” when in fact he was only the director of learning at one school in Cambridgeshire. The second referred to a claim that the school had passed its pre-inspection “with flying colours”, while pre-registration inspections provide only a “likely to meet” or “not likely to meet” qualification for criteria.

The Advertising Standards Authority (ASA) found that on both counts the leaflet was misleading and that the claims regarding its pre-registration inspection were exaggerated in their nature. The Trust, which currently runs three free schools - Beccles, Ixworth and Saxmundham - was warned not to exaggerate the extent of the headteacher’s previous experience or the results of the inspection.

West Sussex School wins lesson of a lifetime with Prof. Brian Cox One lucky class from Rydon Community College in Pulborough is set for an out-of-this-world experience in February after winning the chance to be taught by TV presenter and science star Professor Brian Cox. School children, teachers and parents entered the nationwide competition for a chance to see their class scoop the science lesson of a lifetime on 6 February 2013. The competition – organised by The Big Bang UK Young Scientists & Engineers Fair – will see the TV scientist rocketing in to Rydon Community College, where the winning class will enjoy a space workshop exploring everything from the Big Bang and black holes to extraterrestrial life.

Professor Brian Cox said: “It’s exciting to be heading back to the classroom to host my lesson for a third year with The Big Bang Fair. The response from students, teachers and parents alike has been wonderful, and I’m delighted to see so many young people eager to find out more about the natural world and our scientific understanding of it.”

Mr Collins, Head of Science at Rydon Community College, said: “We hope that many of our young people taking part in Professor Cox’s special lesson will be spurred on by this opportunity to realise their own ambitions in pursuit of successful science careers.”

READ MORE: www.thebigbangfair.co.uk

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Volume 18.1 | EDUCATION BUSINESS MAGAZINE

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Cannons – experts in payroll management School payroll has become increasingly complex with constantly changing legislation. Once, solely the preserve of the LEA, payroll expertise on school issues is now more widely available.

Cannons Payroll knows first-hand how complex it can be to manage a payroll. Because of our expertise working with permanent, long-term contractors (working more than 24 months at one location) as well as our agency experience with temporary workers and recruitment consultants, we are familiar with large and complicated payroll administration.

We manage every aspect of payroll, including many complex and typically time-consuming tasks such as: • HMRC registration for new hires • Maintaining payroll records • Creating year-end tax documentation such as P60/P14/P35 • Handling all HMRC forms such as P45/P46 • NIC calculations for company Directors We also offer your staff a special telephone number that we answer in your company name so that we can answer all their payslip and pay day queries on your behalf.

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LEASING

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Written by Caroline Wright, Director, BESA

FINDING FAITH IN LEASING

The recent leasing scam that affected several schools has delivered a costly word of warning to others. BESA director Caroline Wright summarises the advantages and potential pitfalls of leasing and how BESA is working with members to stop this mis-selling controversy from happening again Purchasing goods for the education market can seem rather like the child catcher scene in Chitty Chitty Bang Bang. If you remember, lured by the offer of free lollipops, ice-cream, chocolate, cherry pies and treacle tart, Jeremy and Jemima climbed into the horse drawn carriage on the streets of Bulgaria and were snatched and imprisoned. It is not surprising, that they got caught; the treats were on offer only going to be offered free

and supported this with a significant investment in technology in schools.

Unsurprisingly the substantial budgets for ICT meant that it was not long before suppliers across the UK recognised the enormity of this potential new audience, and in turn, new hardware and software resources designed for schools starting appearing on the market.

The classroom environment soon evolved from having a shared BBC

Sadly, the recent negative publicity has resulted in schools becoming very cautious in entering into lease arrangements, it is likely that the resulting reduction in available funding to schools will have a detrimental effect on their ability to invest in the best equipment and maintain standards of charge on that one day and the benefits appeared to be too attractive to refuse.

Similarly for several schools, the promise of free computers if they signed a contract too long to read, lured trapped them into outrageously over inflated lease agreements.

However this recent example of mis-selling is not new to the sector. If we roll the clock back 15 years, Tony Blair summarised the focus of his plan to grow the economy with the iconic statement “education, education, education”,

micro‑computer on a trolley, to a place where every child has access to a PC device.

A range of e-Learning software started to become available to suit each child’s learning needs and interactive whiteboards replaced the traditional blackboard.

SO FAR, SO GOOD However, with the funding came the expectation of an improvement in developmental standards. Many schools

started to notice the positive effect that technology was having on student engagement and therefore wanted more.

When it got to the point that school’s requirements were greater than the available budget, schools started to look at other ways of financing products.

In some local authorities (LAs), the significant level of ring-fenced government funding for ICT investment was held by the LA, who procured on behalf of their schools, while other authorities devolved their funding straight to their schools to make their own investments. In recent years the government’s education technology agency, Becta, which had been responsible for reviewing and approving suppliers, was dissolved. As a consequence, despite a lack of training, many head teachers had to become business managers overnight and mistakes were inevitably made.

Many of the resources that became available to them were designed by credible suppliers who understood the sector’s needs, but sadly others resembled the child catcher.

Stories started to circulate of some unscrupulous suppliers of high cost products, turning up at a school, promising them a ‘too good to be true’ deal and then encouraging forcing the head teacher to sign a completely inappropriate contract for finance. Sadly, many head teachers with little business experience, but large ICT budgets were seen as ‘rich pickings’ by suppliers with far too little moral integrity. E

Volume 18.1 | EDUCATION BUSINESS MAGAZINE

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LEASING  REGAINING FAITH However, despite amongst all the recent negative media coverage of leasing, huge benefits can be realised if schools have and apply a small amount of knowledge of this potentially very valuable part of their procurement process.

Looking at the advantages of leasing first, the main and most obvious benefit is that schools can invest in resources they need, when they need them, whether or not the full initial capital is available. The periodic payments are fixed and so the equipment cost is spread over a number of years which can significantly help protect and plan maintain cash flow, which is critical to all schools. This benefit is enhanced when the school finances not only hardware but also the increasingly critical software and services that are required.

Secondly, because the finance contract provides both the budget and the means to pay, schools can acquire the technology they need rather than just what they have the budget to pay for. So educational outcomes can be delivered and schools can avoid the false economy of buying cheaper products.

Thirdly, the majority of available leases for school equipment allow for technology upgrades, enabling the head teacher, governors and bursars to manage the life of their products. Depending on the term of the lease, as new equipment becomes available schools can upgrade to the latest models often at the same monthly fee. Of course the upgrade usually comes with a new fixed term contract, but with many ICT equipment leasing programmes, schools have the flexibility to add-on extra computer equipment, or upgrade current computer equipment. This enables schools to progress with the latest technology and equipment and avoiding being left with obsolete equipment to dispose of.

WORKING THE BUDGET Another popular advantage of leasing in schools is based on the fact that a lease agreement is almost always a fixed contract, which means it is relatively easy to budget and forecast. The amount can be worked into the school’s budget much more easily than an irregularly occurring lump sum, allowing better control over current and future cash flow. In the event that an item needs replacing quickly, such as a server, schools can do so with a relatively minor monthly adjustment to the budget, instead of a lump sum that could seriously affect cash flow.

While not a major issue at the current time, leasing is also inflation friendly.

Although inflation will be built into the lease, it is based on the current cost of the products rather than how much they will cost at the end of the contract. Of course, with the price of many ICT products falling, this can equally be a disadvantage.

Sadly, the recent negative publicity has resulted in schools becoming very cautious in entering into lease arrangements, it is likely that the resulting reduction in available

funding to schools will have a detrimental effect on their ability to invest in the best equipment and maintain standards over time.

LEASING SAFELY Therefore, as the sector’s trade association, we are committed to finding a way for schools to achieve the substantial savings from leasing while ensuring the contracts are straight forward and transparent and cannot be altered by a finance company at any time during the term of the lease. In partnership with BESA member RM Education, the leading supplier of ICT to UK education, we are keen to work with the government to make a small change to the current leasing and finance guidance it provides to schools so that schools can safely realise the available benefits.

Jon Higgins, RM Education, explains: “By amending current leasing guidance to reflect industry best practice, schools will be able to secure better value leasing contracts, which are more relevant to their educational needs. In this way they can achieve multi-million pounds benefits across the sector, supporting the Government in the delivery of its publicised efficiency targets.

“Our belief is that new directives, supported and promoted by this industry, would also ensure that schools benefit from clearer, simpler guidance to avoid the unfortunate scams recently publicised.”

BESA member Syscap shares these concerns.

Philip White, chief executive officer, Syscap outlines the work it has been doing to support schools.

“Recognising the significant benefits that can be achieved in schools through leasing, we worked with the Department of Education to produce a short guide entitled ‘Tips for successful leasing in schools.’ The advice was written in association with the Technology Advisory group of the Finance and Leasing Association (FLA) of which I am vice-chairman, and the National Association of School Business Management (NASBAM).

Finance

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arrangements to schools are the equipment suppliers rather than finance companies themselves. It is therefore important not to be pressured into signing a leasing contract with the product supplier before reviewing the actual leasing company offering the finance. Choose a company that is a member of the UK Finance Leasing Association (FLA) and bound by their rigorous and well-documented codes of conduct.

Another important consideration is the term of the lease. What some schools don’t understand is that buying a computer which will, on average, last three years, is a very different investment from something like school playground equipment which could last 20 years.

The period of the leasing agreement should reflect the expected economic life of the product.

Going back to the total cost of ownership, schools have a legal requirement to dispose of products in an environmentally friendly way. With a lease, the school is agreeing to rent the equipment, not to buy it. Therefore the responsibility of disposal may lie with the leasing company, not the school. Accordingly leasing may be very compatible with any school’s environmentally sensitive procurement policy.

Many for llow leases aquipment e school r technology allow foades to the upgr dels, often o latest mhe same at t y fee monthl

FIVE STEPS TO SUCCESSFUL LEASING So let’s look at our five important top tips in turn.

The first step is that the school will carry out a detailed evaluation of their needs, evaluate the suppliers and consider the total cost of ownership (including training, maintenance, support and expected life span of the product), not just the initial product cost. Leasing can allow schools to use better equipment that despite appearing to be too expensive to buy outright, does have a better ‘total cost of ownership. The total cost of ownership should also include the cost of disposal of the product at the end of its life.

We will come back to this point shortly.

The next step is to find a credible leasing company. Many businesses offering leasing

TIME FOR AN UPGRADE The majority of available leases for school equipment allow for technology upgrades, enabling the head teacher, governors and bursars to manage the life of their products. Depending on the term of the lease, as new equipment becomes available schools can upgrade to the latest models often at the same monthly fee.

Of course the upgrade comes with a new fixed term contract, but with many ICT equipment leasing programmes, schools have the flexibility to add-on extra computer equipment, or upgrade current computer equipment. This enables schools to progress with the latest technology and equipment and avoiding being left with obsolete equipment to dispose of.

Leasing today is a very appropriate tool to ensure schools have a sustainable investment strategy, but it is vital to work with an appropriate supplier and leasing company. An easy way of identifying these companies is to ensure they are members of the FLA and BESA. Companies who are members of these associations sign up to a code of business practice that considers the quality of the product and service and its relevance to the needs of the school.

As summarised by the Department for Education, ‘used with care, leasing can be a useful way of paying for equipment over the period it will be used, avoiding a large one-off payment, and potentially saving money.’ L FURTHER INFORMATION www.besa.org.uk

Volume 18.1 | EDUCATION BUSINESS MAGAZINE

19

education innovation

CONFERENCE AND EXHIBITION

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Free CPD, training, workshops, access to debates, keynote speakers and exhibition.

education innovation is designed with the education professional and head of ICT in mind. It will consist of two jam-packed days of keynote speakers, free CPD training, “how to” sessions, practical seminars, workshops, central debate hub, ministerial addresses and leaders conference, fully integrated with an exhibition of hand-picked education technology experts.

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Emma Mulqueeny, Alice Roberts, Tanya Byron, Martin Doel, Maggie Philbin, Mary Bousted, Brian Lightman, Tim Rylands and Francis Gilbert.

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Microsoft, NAACE, Teaching Leaders, Computing at School, Education Funding Agency, BCSE, National Education Trust, Innovation Unit, Whole Education, 157 Group, AoC, ALT, Mirandanet, Edugeek helpdesk, Oracle, Apple Distinguished Educator David Baugh, Peter Tinson (UCISA), Sue Edwards (LASBM), NFER, BSCE, B&ES and many, many more.

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BETT 2013 PREVIEW

EDUCATIONAL TECHNOLOGY IN ACTION: BETT AWARDS FINALISTS ANNOUNCED

ICT: Bett 2013

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

A highlight of the educational technology industry calendar takes place later this month – the winners of the 2013 BETT Awards will be announced at the Awards dinner on Wednesday 30 January 2013 at the brand new Grange Tower Bridge Hotel The finalists for the 15th annual Bett Awards have been announced by organisers i2i Events Group, and British Educational Suppliers Association (BESA).

The Bett Awards are committed to celebrating a diverse digital education resources market that meets the needs of the education system.

Every year the judges, comprised of leading education sector stakeholders, look for organisations and products that show a clear understanding of the sector and its needs.

A large number of entries are received each year from a broad range of organisations, from large corporations to the smallest companies run by just one or two people. All organisations entering the awards are looking for acclaim for the hard work and commitment invested in the creation of their products and services.

Debbie French, event director at i2i Events Group comments: “It is the quality of these products and services that helps to maintain the UK’s position as the leader in the use of technology in education.

The specific nature of each individual child’s learning requirements means that judging the products and services entered into the Bett Awards is possibly the most challenging of any award programme. This year we have been astounded by the levels of innovation in the judged products.”

Caroline Wright, director of BESA and chair of judging, adds; “Despite schools now realising that they do have strong available budgets, teachers are becoming more shrewd in assessing the aptness of products for their specific needs.

Products therefore need to be of the highest standard to ensure that, aside from the initial purchase price, the total cost of ownership is low. This is what the judges have identified; products that offer the highest quality and are fit for purpose. These Bett Award finalists are certainly companies that schools can safely consider to be amongst the best available.”

FURTHER INFORMATION The winners will be announced at the Bett Awards dinner on Wednesday 30 January 2013 at the brand new Grange Tower Bridge Hotel, Tower Bridge, London. To book your place please visit www.bettawards.com

Bett Awards 2013: the finalists COMPANY PRODUCT

Early Years Digital content Busythings Ltd

busythings.co.uk

Early Vision Ltd

Early Vision Online

Focus Education UK Ltd

Fingertips Online

Ten Town Ltd

Ten Town

The Usborne Foundation

Teach Your Monster to Read: First Steps

Primary Digital content Collins Education

Collins Big Cat apps

EducationCity.com

Primary Britannica

Espresso Education

Espresso Primary

Fiction Express

Fiction Express

Film Education

Thinking Film, Thinking Primary Literacy

Oxford University Press

ProjectX CODE

Rising Stars

Switched on ICT for Key Stage 1

Sherston Software Ltd

Planet Sherston

Zulogic Ltd

Zu3D

Secondary Digital content 3D Learning

Mathletics

A2orn CIC

Drive IQ

Digital Explorer

Digital Explorer Resource Bank

e-skills UK

Behind the Screen Cyber Security Project

Film Education

Thinking Film: secondary resource series

Gigajam Music School Ltd

Gigajam Virtual Learning Environment

Science Museum

Futurecade

TrueTube/CTVC TrueTube.co.uk

ICT Tools for Learning and Teaching 2Simple Software

2 Build a Profile

Dynevor ePace GenericMaths Ltd

ConquerMaths

Just2easy j2e5 MediaCore MediaCore Melvin Eng

Physics in Crisis: Downtown Pandora

Royal Shakespeare Company

Teaching Shakespeare

Royal Society of Chemistry

LearnChemistry

Digital Collections and Resource Banks British Pathe

British Pathe Education

Browns Books for Students

VieBooks

Encyclopedia Britannica

Britannica Online School Edition

London Grid for Learning

The Romans in London

National STEM Centre

eLibrary

Volume 18.1 | EDUCATION BUSINESS MAGAZINE

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BETT PREVIEW Bett2013 Awards 2013: the finalists Digital Collections and Resource Banks (cont’d) Oxford University Press

Oxford School Improvement Online Videos

Twig World

Twig World

Twinkl Primary Resources

Twinkl Primary Resources

Bett moves to a bigger, better venue

ICT: Bett 2013

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Wildscreen ARKive

ICT Special Education Needs Solutions Apollo Creative

Apollo Ensemble

AssertiveWare

Harry and Rosie Text to Speech Voices

Crick Software Ltd

Clicker 6

Dyslexia Action

Load2Learn

Iansyst

CapturaTalk for Android

Inclusive Technology

HelpKidzLearn

Osborne Technologies Ltd

SensoryPod

Digital devices A1 Technologies Ltd

David SLS-1 Structured Light Scanner

Atlay Scientific Spa

RED – Really Easy Data Sensors

Avantis LearnPad2 Data Harvest

EasySense Vu

eInstruction EMEA

Mobi ViewTM

Orange Music Education

The Music Board

Promethean ActivTable Vision

Techconnect Amplifier

ICT Leadership and Management Solutions CSE Education Systems Ltd

Service Manager

Follett Aspen Groupcall Limited

Groupcall Messenger

LCP Ltd

iTRACK Primary

ReportBox ReportBox RM Education

RM Intelligence

Teachers Media International

Teachers Media Online CPD Service

Innovation in ICT Capita SIMS – SIMS Discover

SIMS Discover

Firefly Solutions

Firefly Student Planner

Groupcall Limited

Groupcall Emerge

Little Bridge World

www.littlebridge.com

Oddizzi

ClassPals by Oddizzi

PingToys

The Magic Cloud

ScienceScope Ltd

Dynakar

TeacherCentric Ltd

Show My Homework

ICT Service and Support Azrteq

Ergo Computing

Hsis – Havering School Improvement Service

Joskos Solutions Ltd

RM Education

Scomis

Wolverhampton Learning Technologies Team

ICT Company of the Year – less then £1m turnover Allesoft

Bladetec Ltd

Just2easy Limited

SchoolsICT Limited

WIRIS team @ Maths for More

ICT Company of the Year – between £1m and £3m turnover 3P Learning

CentraStage

Contact Group

Crick Software Ltd

Joskos Solutions Ltd

Osborne Technologies Ltd

ParentMail

ICT Company of the Year – over £3m turnover Capita IT Services

EducationCity.com

European Electronique

Frog

KYOCERA Document Solutions UK Ltd

Bett 2013 will be located at ExCeL, London, the multi award winning, purpose-built exhibition venue situated in London’s thriving Docklands. Since opening in November 2000, the £500 million ExCeL venue has hosted more than 4,000 events including the Olympics and Paralympic Games, and has welcomed more than 12 million visitors. Since the Olympics the travel infrastructure has been developed to make ExCeL easily accessible to visitors.

TRAVEL BY TRAIN For visitors based in the UK, ExCeL can be reached by either of three Docklands Light Railway stations (Royal Victoria, Custom House for ExCeL and Prince Regent), all easily accessible from the London Underground’s Jubilee line. The Jubilee line now offers a service every two minutes. Custom House is the nearest DLR station to the west entrance which will be the main entrance for Bett visitors. The DLR can also be accesses from Stratford Underground station on the Central Line.

TRAVEL BY ROAD AND PARKING ExCeL can be easily accessed from the M25, M11, A406 and A13. Those driving will benefit from the 3,700 on-site parking spaces including: Orange & Purple Car Park – 2,162 spaces; including 124 disabled spaces (located directly under the exhibition halls) TRAVEL BY LONDON CITY AIRPORT London City Airport which receives more than 350 flights a day from 35 international locations is just five minutes from ExCeL London by car or taxi, 10 minutes by the DLR or a 15-minute walk.

EATING ExCeL offers visitors more than 40 on-site cafés, bars and restaurants with many more available within a short walking distance or underground journey.

ACCOMODATION Seven on-site hotels offer visitors 1,400 rooms. are also available within a few minutes’ travel. www.excel-london.co.uk

Volume 18.1 | EDUCATION BUSINESS MAGAZINE

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A selection of the innovative educational technology companies demonstrating their products at the Excel from January 30-February 2 10MONKEYS.COM A new Finnish company, 10monkeys. com, has published a math teaching application that works alongside traditional teaching material. Released in November, 10monkeys.com is a digital learning tool designed for nursery and primary schools. It runs as a cloud service, and is designed to be used with computers and tablets, also encouraging home practice.

The teaching tool utilises the Finnish teaching experience which has shown exceptionally high results in OECD’s PISA studies. The content of 10monkeys.com is designed by Lisen Häggblom, who has a long career in mathematics teaching materials, and it has been developed co-operatively with primary schools and universities. The company is anticipating rapidly growing global demand for user-oriented digital teaching solutions in the near future, as the technological capacity of schools improves.

“We see huge potential for Finland in this sector, particularly because of the Finns’ pedagogical and technological expertise.

10monkeys.com aims to put it in a compact package and send it out to the world”, explains managing director Katri Björklund.

The 10monkeys.com application contains hundreds of math exercises in an entertaining world of monkeys.

The characters lead the learner into various exercises of various skill levels.

The application includes over 200 types of exercises from seven categories: understanding numbers, addition, subtraction, division, multiplication and verbal and money-related calculations.

The application is currently available in English, and other languages will be added in the near future.

ABBY ABBYY is a leading provider of document/data capture and linguistic technologies used by individuals, libraries, universities and large organisations.

Its OCR and linguistics software, such as FineReader and Lingvo, are used by teachers, SENCOs and administrative staff to convert documents for making exam/study materials, for archiving, working with assistive technologies like text‑to‑speech. Enterprise software, such as Recognition Server and FlexiCapture, automate key processes within organisations and departments like Accounts Payable or HR. Products are available through partners & educational resellers.

Stand: B104 ALDEBARAN ROBOTICS Aldebaran Robotics designs, produces and commercializes autonomous humanoid robots with the aim of contributing to the well-being of humans. Today, over 2600 NAOs are used in more than 450 universities & schools worldwide. Fully programmable, interactive, equipped with many sensors & actuators, combined with sophisticated embedded software and adapted educational content, NAO is the trusted platform to explore computer sciences, mechanics, electronics, physics or mathematics for Secondary and Higher Education.

Stand: C26

AMT AMT specialises in staging, lighting, digital signage and audio-visual installations.

New products to be launched at BETT include a flexible modular staging system, ideal for productions & presentations, and an all new LED lighting system which combines bright punchy colours with cool running, low power consumption and zero maintenance.

AMT’s Digital Poster System enables content to be produced and scheduled in minutes, and is for cafes & canteens, reception areas, corridors, etc.

Stand: E345 APOLLO CREATIVE Apollo Creative’s Ensemble technology has been shortlisted for the ICT Special Educational Needs Solution category in the 2013 Bett Awards.

The Yorkshire‑based company makes its debut at the show this year, showing its Ensemble system – designed to empower young people with physical or learning difficulties.

Ensemble uses a range of switches and sensors matched to the user’s ability, giving them control over music, sound, image, video and lighting.

Ensemble can be adapted easily for different applications across the learning curriculum, whether for a single person or a whole class, using a musical instrument or a complete sensory environment. E Stand: B141

Stand: F343 A1 TECHNOLOGIES A1 Technologies specialises in bringing cutting-edge 3D digital technologies into every level of education from primary schools to universities. The company is fully committed to its philosophy of making these technologies accessible to students at the earliest opportunity within school curriculums to encourage understanding and uptake by tomorrow’s engineers. Whether for creative development or for targeted STEM (Science, Technology, Engineering and Maths) activities, the A1 Technologies’ product range can be used across the curriculum to promote and develop key skills.

Stand: B14

Aldebaran Robotics

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BETT 2013 PREVIEW  BBC MOTION GALLERY For over 70 years, BBC content has entertained and educated, informed and inspired. Its video archive is amongst the greatest in the world, encompassing a vast wealth of subjects. From this wellspring, the BBC has produced thousands of ready-to-use educational modules, each of which can be previewed on its Education Gateway site (www.bbcmotiongalleryeducation.com).

Created in collaboration with education publishers across the globe, these modules can map directly to a national curriculum, or can be used in a more illustrative approach to introduce a topic, theme or idea.

Stand: F351

decades of expertise dedicated to the design of sustainable furniture and is committed to reducing its carbon footprint through superior workmanship and environmentally‑compliant manufacturing practices.

Stand: F56 BRITISH PATHÉ British Pathé provides a 20th Century view of topics covering History, English, Geography, Citizenship, media/Film Studies, ICT, Sociology, Religious Education and Physical Education.

Educational subscribers have unlimited downloads of films and stills and have access to curriculum based learnspaces.

British Pathé is the finest film and newsreel archive in the world, spanning from 1896 to 1976 and containing over 90,000 individual film items and 12 million stills.

The archive covers an enormous range of subjects including modern British and world history, news, fashion, sport, entertainment, travel, warfare and 20th Century social history. Nominated for a Digital Collections and Resources Bank BETT 2013 award, it is considered an invaluable learning and teaching aid for teachers and pupils.

Educational subscribers have unlimited downloads of films and stills and have access to curriculum based learnspace.

Stand: B344D

Bi-Bright

BI-BRIGHT During 2012, the research team at Bi‑Bright has worked to develop two new Bi-Bright interactive whiteboards, which are being launched at BETT 2013.

Taking resistant and durable ceramic steel surface, eRed 4X surges with Multi-Touch (4 touches) for Windows, Mac and Linux, multi-user and multi-cursor features. It recognises the presence of a pen, finger or wand on the board surface, and is suited to four users sharing an interactive experience.

The eRed 4X was designed to offer the familiar experience of other touch enabled devices.

Bi-Bright has also developed a new IWB with different design concept. Slim Line series is a Multi-Touch (4 touches) for Windows and it has Plug & Play technology, incorporates IR-LED Technology and is available at 56”, 78” and 96” sizes.

Stand: B165 BRETFORD Bretford is a global manufacturer of technology-enabled furniture, offering smart products that support evolving technology worldwide. They are built for interaction so everything fits and works together, allowing people to increase productivity and efficiency. Bretford holds more than six

CAPITA SIMS Capita SIMS will launch SIMS Agora, a new online payment solution for schools which enables parents to pay for school meals, trips and uniforms securely online.

SIMS Agora allows schools to provide a safe and secure way for parents, guardians and even extended family members to make payments and purchase school items whether they are at home or in the office. As SIMS Agora is integrated into a school’s management information system, it provides school administrators with instant access to the names of an entire class or group of pupils so payments can be assigned easily. Whether the school wants to collect school meal payments, sell uniform, offer trips by instalments, or even after-school activities, SIMS Agora ensures the process is simple, consistent and straightforward.

Graham Cooper, head of product strategy at Capita SIMS, says: “As a parent, I know all too well about last minute payments for school trips. Likewise, I have visited countless schools in dire need of a solution that can reduce the burden of processing payments for individual pupils, year groups or indeed the entire school. The cashless school office is becoming a reality. SIMS Agora will make a real difference to schools and parents alike.”

Stand: B250

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CASIO Casio is a market-leading manufacturer of projectors, calculators and rugged Android Tablets. The lamp-free technology in Casio projectors delivers top performance at a fraction of the lifetime cost of conventional lamp-based projectors, making them the perfect choice for schools and colleges. Casio also offers a range of products to help bring learning to life in the classroom. Visit the stand to see how Casio graphics calculators and rugged Android Tablets can help to create a dynamic, interactive learning environment.

Stand: D50 CJM SOFTWARE CJM Software is a FileMaker education developer which provides award winning school management software for primary and secondary schools. The systems work equally well on both windows and Apple and are now available on the iPad and iPhone.

New developments include Music School Manager, the leading Music department management software combining academic and music timetables, exam, event, ensemble management, billing and much more.

The company is also launching the sports team management software to provide analysis of team performance and pupil.

Stand: F80 DRAMAFORUM OY Dramaforum Oy’s product line consists of Petra´s Planet virtual world and Petra books.

Petra´s Planet is a safe online environment where children can play, socialize and get creative. At BETT Dramaforum introduces a new addition to the product line; Petra´s Planet for Schools, which is an educational extension to the virtual world. Petra´s Planet for Schools offers content also for interactive white boards. Dramaforum Oy´s goal is to support childhood needs and children’s natural curiosity to learn in a way that is fun, interesting and safe.

Stand: B61 EPRAISE EPraise is a fully featured school rewards system, designed to motivate students.

It is designed to be both easy to use and visually appealing, making it a big hit with both students and teachers. The company returns to BETT having had an amazing response from schools - five times more schools use EPraise than did last year.

Stand: B368 EPSON With a product line-up encompassing inkjet, laser, thermal and dot matrix printers, plus 3LCD projectors, scanners and crystal devices, Epson’s high-precision technologies are E

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BETT 2013 PREVIEW  relied on by millions worldwide in sectors ranging from business, retail and pro-graphics to government, education and home users. Led by the Japan-based Seiko Epson Corporation, the Epson Group comprises nearly 75,000 employees in 100 companies around the world.

Stand: D240 ERGOTRON Ergotron, a global leader in mounting and mobility solutions, offers global professionals the opportunity to explore Ergotron’s full portfolio of ergonomic mounts and workstations, which are suitable for creating active spaces in any education, healthcare, office, industrial, digital signage and/or home setting. Ergotron is synonymous for innovation, productivity, wellness and balance,and is committed to making ergonomics affordable for computer users everywhere, helping to make lives healthier and more productive.

Stand: F328 ESPRESSO EDUCATION Espresso Education is a worldwide leading provider of digital educational resources.

Espresso Primary is the award-winning service that covers all subjects from Foundation to KS2. Espresso’s combination of video-clips, activities and printable resources, are proven to make a difference and save teachers 50 per cent time when preparing lessons.

Clipbank is a learning service for secondary schools, covering 16 subjects and providing daily video news. It contributes to building a vibrant curriculum, providing departments with access to engaging material while developing students’ literacy and language skills. Clipbank’s topical resources make a unique contribution to developing students’ spiritual, moral and social education.

Stand: D90 EUROPEAN ELECTRONIQUE BETT 2013 will start an exciting new year for European Electronique with the launch of a new range of innovative products and services. Building on last year’s mobility and client to cloud theme, this year will see the official launch of ‘Freedom,’ European Electronique’s cloud service for education.

Freedom makes the most of web 2.0 services available from the world’s leading technology companies, such as Microsoft, and combines these with market leading cloud applications using an innovative approach to integration. The service maximises the use of the web whilst minimising cost.

Freedom provides ultimate flexibility to meet the exacting demands of schools, academies, UTCs and further and higher education establishments.

Stand: C92

EVOKE IT Evoke IT is a SharePoint Specialist company providing intranets and bespoke portals for schools and universities. Using SharePoint as the base, they develop customised file sharing and collaboration applications including personalised home screens showing individual project and assignment deadlines for both students and staff. Intranets can integrate with other systems such as moodle, and are designed to be easy to use for even the youngest primary school pupils. Evoke IT always involve the in-house IT team at every stage so that ongoing administration is simple.

Stand: C12 FEEDBACK INSTRUMENTS Feedback Instruments has been a key player in electrical-based engineering teaching equipment in more than 100 countries since 1958. Feedback Instruments in now part of the LD Group and represents the science, automotive and engineering teaching products of the Leybold brand for the UK market. Equipment covers the following areas: Electricity & Electronics, Control & PLCs, Process Control, Telecommunications, Electrical Power & Machines, Refrigeration & Air-conditioning and Pneumatics & Hydraulics. Many products are supported by its ESPIAL software.

Stand: C21 FROGTRADE Frog is launching a new cloud based platform for learning specifically designed for tablet and mobile devices. This signals the beginning of a new and exciting journey in education.

Teachers will be able to create interactive resources and students will be able to learn at home, on the train, anywhere using an iPad or Android device. This new product gives teachers a valuable insight into their students and helps them understand how they actually Espresso Education

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Frogtrade

learn. They can identify weaknesses, monitor progress and improve outcomes, creating an individual learning experience for every child. You really need to see it to believe it.

Stand: D100 FUJITSU Fujitsu is transforming communities and helping them realise their objectives by exploiting innovative ICT through its integrated product and service portfolio.

Young, inquisitive minds benefit hugely from fast, reliable IT. Fujitsu offers exactly that from durable notebooks and all‑in‑one devices for students on the move, to supercomputing-based research collaboration for universities and many more managed services and products.

Stand: F90 GENEE WORLD Genee World is a world leading manufacturer and supplier of ICT equipment. We as a brand are dedicated to provide high quality Visualisers, Interactive Whiteboards, Learner Response Systems and Touch Screens. As well as hardware, we also now specialise in providing software solutions to adapt to all of our clients needs.

All of our branded products and services are designed to serve our core values, which are: Interaction, High Quality and a User‑Friendly function. We currently supply to over 80 countries and are still growing.

We believe that the future will consist of both mobility and collaborative learning.

Stand: C180 GO LEARNING GoLearning will showcase its affordable and robust range of GoTab Tablets, GoNote Netbooks, Laptops, Ultrabooks and PCs, and GoBook eReader devices at Bett 2013. These are designed to give schools, academies and higher education facilities the digital tools to allow students to achieve their learning potential at home, and in the classroom. E Stand: B125

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Versatile Drama Specialists

Stage Systems has a distinctive reputation as a leading supplier of staging and theatrical products to primary, secondary, independent, further and higher education facilities, providing individual solutions to create versatile theatrical spaces.

STaging

SeaTing

• Different modular designs

• Retractable solutions

• Versatile formats

• Fixed seating options

• Simple construction

• Portable tiered designs

• Reversible decks

• Choice of chair & bench options

SOUnD, LigHT, aV & THeaTRiCaL CURTainS

• Compact storage

Stage Systems Ltd, Prince William Road, Loughborough, Leicestershire, LE11 5GU

• Fully installed theatrical sound, lights & controls • Free standing or installed kits • Projection & AV • Performance tracks & drapes

Tel: Fax:

01509 611021 01509 233146

info@stagesystems.co.uk www.stagesystems.co.uk

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BETT 2013 PREVIEW  GROUPCALL Groupcall provides communication and data solutions to the education, public and private sectors and is one of the market leaders with its parental communication system, Groupcall Messenger, used in more than 2,500 schools Nationwide. Co-founded by Sir Bob Geldof, Groupcall’s product portfolio comprises of Messenger, Xporter, Alert and Emerge – the intuitive ‘App’ enabling schools to have an up‑to-the-minute copy of their MIS data instantly and securely in the palm of their hand for access anytime, anywhere. Registration can be taken and student information, such as timetables can be accessed wherever you are.

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Horizon Fuel Cell Technologies

Stand: C234 GRATNELLS Gratnells is the world leader for school storage. Its system of trays and accessories have been adopted in over 50 countries as a preferred storage method for science and other educational items. Many world renowned science equipment companies use Gratnells tray system as a packaging method allowing storage of experiment kits within the classroom to be safe, efficient and seamless.

Stand: C4 HARDWARE ASSOCIATES Hardware Associates is a leading independent supplier of Dell spare parts and refurbished systems. Established in 1998, the company holds over 20,000 items ready for immediate shipment. Spares are stocked for laptops, desktop PCs and servers. memory, CPU’s, keyboards, blanking plates and other upgrade options are also in stock. Accounts can be set immediately and orders placed before 6pm can be shipped for next day delivery.

If your school or college is using any Dell equipment Hardware Associates will help ensure a fast supply of quality spare parts.

Stand: B5 HEWLETT PACKARD HP will exhibit its newly extended education offering, supporting mobile learning through to back office IT infrastructure with sleek and simple solutions. The high performance classroom is integral in delivering outstanding education and HP will highlight how it supports this with its solutions. HP’s print management services and its leadership in networking, virtualisation and cloud computing highlight how the education sector can deliver a more cost effective and innovative IT environment with the right partner.

Stand: D120 HILLS COMPONENTS Home of the ‘almost unbreakable headphones’ 2013 Sees Hills 40th year of working closely

with education as a one stop resource for IT, Networking and AV/Multimedia accessories. for all departments, including Sciences, Technology, Languages, SEN. A full range of headphones, SEN Hi-Vis keyboards, mice, projector lamps and remote controls are available including notebook/ netbook PSUs, notebook cases. service aids, tools and music accessories, batteries, LED, plasma, projector brackets and TV trolleys. Hills also supplies a comprehensive range of pre-manufactured cables.

Stand: C122 HITACHI As a global provider of software and hardware to the education sector, Hitachi offers the latest in interactive technology for education. The strength and depth of experience available from Hitachi has created a range of Interactive whiteboards, LCD projectors and accessories that combine ease of use with increased functionality and durability, ideal for use in the classroom.

Stand: D60 HODDER EDUCATION Hodder Education is a leading educational publisher and service provider for schools and colleges. Its Dynamic Learning service is an online teaching and learning resource which is easy to integrate with existing plans, saving time and providing great value for money. Question Practice helps students to excel in exams with focused and flexible preparation. Featuring graded responses to exam questions its ideal for question practice all year round.

Available exclusively on the iBookstore now, Globe Education Shakespeare iBooks have been produced in collaboration with Globe Education and provide a bold new approach to exploring Shakespeare’s plays.

HORIZON FUEL CELL TECHNOLOGIES Horizon fuel cell has developed a complete line of renewable energy science experiment sets and battery-free toys. In 2009, the company partnered with science experts and educators in the US to develop high value educational content and teacher manuals that will bring renewable energy to the classroom. The resources section of its website offer a detailed look at fuel cells and other clean energy technologies, provide useful information as well as specially-designed animated explanations.

IANSYST iansyst will be launching azzapt – a new cloud-based service which removes barriers to accessing books, learning materials and text on the move. iansyst will also be featuring a line-up of new products including CapturaTalk for AndroidTM – a literacy support tool that helps build reading, writing and note taking skills; and the Earlbright eLearning Portal, specifically designed to work as a companion for students who receive one on one training from iansyst.

CapturaTalk for Android application is a revolutionary tool that provides literacy support to improve reading and writing skills on Android mobile phones and tablet devices.

Utilising Optical Character Recognition (OCR) to capture text from a photograph or digital document, users can have the text read aloud via text-to-speech, translate the words into over 20 languages, check spellings and meanings using the integrated dictionary, add voice notes and save text as audio, providing added assistance for anyone requiring reading and writing support.

Stand: B130 I-DESK SOLUTIONS With over 18,000 i-desks in schools, colleges and universities across the UK, i-desk Solutions have continued to lead the way E

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2013 PREVIEW protect unlimited numbers of internet connected devices including tablets, smart phones, desktops and laptops.

Stand: E340

Fujitsu

 in integrated PC/desk technology. Since inventing the patented i-desk in 1999, i-desk Solutions work with Education to launch new, innovative designs all of which have proven a success. Compact and efficient cooling, cabling and jigsaws mean we confidently lead the way in safety, security, flexibility and cost effectiveness.

Stand: C290 IMPERO SOLUTIONS Impero provides educators, technology directors and technicians a comprehensive set of tools to better manage network computers and users. From website and application filtering to remote control, power management and print quota software, Impero has features that will aid network computer management and computer user monitoring.

The software features regular incorporation of end-user feature suggestions paired with frequent software updates.

ITWORX ITWorx is a Strategic Education Partner which specialises in providing K12 solutions to ministries of education, local counties, and private schools and academic institutions to help realise their e-learning vision. K12 institutions selecting ITWorx offerings include Durham County Council schools, Kent County Council, and Twynham school in UK; Ministry of Education, GEMS Schools, and AL-Ghad Schools in UAE; Manarat Schools in KSA; and Coram Deo Academy in USA. Stand: F260 JABBLA Jabbla develops AAC devices and AAC software to assist people with communication challenges. Each one has multiple access methods and adaptable software, so they can be customised to each individual user.

Jabbla’s SprintPlus software helps children, young pupils and adults with reading, writing, spelling and learning difficulties - speech and language technology means users can listen to any available text on your computer, which helps in developing the user’s reading and writing skills.

SprintPlus evolves with the user’s needs. It has proven its efficiency in the field of education.

Stand: B112

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JUST2EASY Just2easy is looking forward to showcasing its award-winning tools and revealing two new products at BETT 2013. The company has been established since 2006 delivering innovative online tools for schools. The toolset enables users to create dynamic online resources that help build awareness, knowledge and develop thinking skills and creativity.

Stand: E20 KARIN OHLIS FIRMA School Font is a simple writing program app for use on iPad and iPhone. The letters look the same on screen as letters written by hand. Speech Synthesis reads the word aloud when the space bar is pressed, and reads out the complete sentence when pressing the final punctuation. It can be used by primary & early years, secondary and SEN. It is available in six different languages: English, Swedish, Danish, Norwegian, Deutsch and French. In the Danish, Norwegian and Swedish versions, you can listen to the letter sound. Available at App Store for just £2.

Stand: B128 KENSINGTON With the evolution of the digital classroom from Projector – Interactive Boards – Tablet learning, Security, Protection and Productivity has never been more important.

Kensington, a leader in Smart, Safe, Simple computing accessories, is the recognised industry standard trusted by enterprises around the world. Kensington’s mobile security product offerings include laptop and E

Stand: C280 IOMARTCLOUD iomartcloud provides business critical online safety, security, email and storage solutions. Its new Netintelligence Web Filter software allows schools to block and filter inappropriate content across all internet-connected devices, including tablets and laptops, via one central online control panel where system administrators can access a live overview of their entire network. Netintelligence was the first esafety product awarded the PAS74 BSI Kitemark for Child Online Safety - iomartcloud is also member of the Internet Watch Foundation and a supporter CEOP and Childnet International.

The Netintelligence Web filter ensures all users of iOS devices enjoy safe and secure browsing, providing protection from known threats while automatically assessing new sites in real time. Its central management and control allows you to

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 mobile security locks providing a new generation of front-line protection for Windows & iOS mobile devices. In addition Kensington offers accessories including power adapters, cases, mice, keyboards, universal docking stations and more.

Stand: F330A KYOCERA Print management is a vital strategy for every education establishment examining its entire potential for cost reduction. Kyocera offers a complete portfolio of print management solutions (including PaperCut, SafeCom, Equitrac) to control document output, reduce costs, prevent paper waste and improve data security from classroom to boardroom. Staff and students can enjoy an intuitive user interface and the ability to print anywhere and anytime on any networked device while the administration benefits from detailed reports on usage provide a means of charging costs back automatically to the right department.

Stand: F336 LAN2LAN LAN2LAN is a specialist systems integrator focused on driving technologically innovative solutions. At Bett 2013, the company will be promoting its Security (Fortinet) and Infrastructure (Exinda) solutions on Stand B353. Fortinet’s security system addresses the full range of network security threats in the Education sector, and gives visibility & control of the applications being accessed by students from their own devices. Unlike conventional approaches to controlling network traffic, Exinda applies a set of education application packs & policies to simplify and facilitate how you wish to prioritise access to the Internet and applications on your Learning Network.

Stand: B353 LAPCABBY LapCabby is a renowned leader in the manufacture and design of educational furniture. Showcasing at the event is TabCabby Charge & Sync, the latest innovative storage and charging unit that synchronises 32 tablets, from the company’s market-leading LapCabby range. TabCabby provides the solution to the safe and efficient management of iPads and tablets in the classroom. Also launching all LapCabbys in new colour – Purple.

Stand: F42 LEGO EDUCATION LEGO® Education is helping reshape approaches to teaching and learning through cutting edge educational resources and methods that meet these needs. LEGO Education has developed a range of resources for primary and secondary schools that cover core areas of the curriculum; Science, Maths

Kensington

and Literacy in an authentic and hands-on way. LEGO kits build realistic working models that bring text books and theory to life.

Stand: C152 LENOVO Lenovo produces innovative PCs, servers, services and solutions, and has a commitment to creating shared value with education through research and development via the Education Research Institute. Lenovo also serves on multiple international, national, regional and local education organisations and advocacy organisations, including those within the United Nations and World Economic Forum.

Stand: F140 LIGHTSPEED SYSTEMS Whilst many filtering companies talk about how well they can block content, we also recognise the importance of allowing good content. Our Collaborative Filter provides safe access to web content while enforcing policies on acceptable use. Our VLE, My Big Campus, creates a collaborative learning platform for teachers and students. Our Mobile Manager solution makes managing policies, apps, and use of mobile devices across your school easy and effective.

Stand: F180 LITTLE BRIDGE WORLD Little Bridge World combines 30 years’ experience within the world of

children’s publishing, and award winning specialists in 3D animation and interactive gaming technology. It is committed to raising standards in educational publishing and creating breakthrough software to close the gap between educational materials and the kind of games children play at home. Principally focused on the primary age group, the company creates stunning 3D graphics and ‘virtual worlds’ which, together with sound educational foundations, ensure truly engaging and effective products.

Stand: D190 LIVEREGISTER Live Register is a leading supplier of biometric and card based systems for education.

Live Register Suite consists of a number of modules; Cashless Catering, Access Control, Print & Copy and Attendance which can be integrated to create an environment where access is carefully controlled, systems are centrally managed and usage can be closely monitored and reported on. Live Register has a widespread and satisfied user base of schools, colleges and academies throughout the UK. Stand: F240 LIVESCRIBE Livescribe’s award-winning smartpens allow educators and students to easily capture written and verbal instruction and make it accessible anytime, anywhere.

Livescribe smartpens link what is being written on paper with real-time audio E

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BETT 2013 PREVIEW  recording. Teachers and students can then review their notes on almost any platform.

Stand: F86 LONDON GRID FOR LEARNING Incorporated in 2001, the London Grid for Learning Trust is a successful regional consortium combining all 33 London LAs and a provider of the ‘NEN’ Education Network. It connects 2500 schools serving an ethnically diverse population of over 1 million pupils, from leafy suburb to inner city, from the most deprived to the most prosperous neighbourhoods.

Alongside broadband connectivity LGfL provides an integrated suite of managed services including email, authentication, web hosting, virus protection, remote access, email and internet filtering; a regional learning platform; the e-admissions school application portal, and an extensive portfolio of high quality digital learning resources.

Stand: F120 LUMENS Lumens has developed various applications for high definition portable, desktop and ceiling document cameras. Lumens is the first document camera company to offer a full five-year warranty. Lumens also developed the world’s first wireless solution – the DC120 Flyer, which won the 2012 BETT award in the digital device category. Lumens was recognised as the

best visualizer/document camera brand in Europe by the AV News Channel.

Stand: F91 LYNX NETWORKS Lynx Networks provides IT infrastructure expertise, IT support, data cabling and telephone systems from its offices in Milton Keynes and Portsmouth. The company ensures installed systems can deliver speed and resilience, a rapid return‑on‑investment, increased productivity and functionality, improved service quality and infrastructure that will flex with ever-changing needs. Accreditations and partnerships range from ISO9001 to Microsoft, Cisco, HP, Meru, Mobotix, Siemens, Krone and HellermannTyton.

Stand: F231 MACMILLAN EDUCATION Macmillan Education (part of the Macmillan Publishing Group) is a global publisher of English Language Teaching (ELT), Curriculum, Digital and Online materials, ranging from primary school through to university and the professional workplace. Dedicated to providing the most effective learning resources in new media, Macmillan produces digital and online materials to accompany its publications, as well as a virtual learning environment, the Macmillan English Campus.

Additionally Maths Doctor provides oneto-one live eTutoring services over the internet using the latest in web-conferencing technology, and ‘Bettermarks’, the online

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solution that helps students efficiently learn maths at primary and secondary level.

Stand: B56 MATRIX Matrix produces resources for teaching and learning electronics, computer science, science, automotive technology and pneumatics.

Brands include Flowcode, E-blocks, MIAC, Airways and Locktronics. At BETT, Matrix will demonstrate its new range of innovative products for teaching computer science.

Flowcode e-system design software allows those with little programming experience to develop complex electronic systems for both microcontrollers and personal computers; E-blocks is a flexible range of 50+ circuit boards that snap together to form electronic systems compatible with Windows, Android, Raspberry Pi, Apple and other computing systems. MIAC e-system design suite: allows students to quickly develop control and datalogging systems.

Stand: B3A MEDIACORE MediaCore is the fastest, easiest and most cost-effective way to create an incredible multimedia library for your students. Used by schools, colleges and universities, over five million students are now accessing their video and associated course materials on the MediaCore platform. Whether integrated with a virtual learning environment such as Moodle, or as an online media library, you can transform the way your students learn by E

LapCabby

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EVERY PAGE COUNTS TO MANAGE RESOURCES AND FINANCES BETTER

With budgets constantly under pressure, small costs soon add up. If you could reduce the cost of routine activities like printing, you would have more to spend on the equipment you really need. So next time you buy a printer, consider KYOCERA. Our unique consumables system means fewer components to replace, so every page costs less to print. And by avoiding needless waste, our technology reduces environmental impact, too.

Visit www.everypagecounts.co.uk/education to find out more.

KYOCERA. COUNT ON US. KYOCERA Document Solutions (U.K.) Limited – Phone 08457 103 104 – www.kyoceradocumentsolutions.co.uk

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NAACE Naace the ICT association is a community of educators, technologists and policy makers who share a vision for the role of technology in advancing education. As a professional association, it represents the voice of the UK education technology community in the schools sector at a national and international level, as well as supporting one another across the sector through conferences, courses and the dissemination of resources, research and reflection. NAACE plays a key role in both members’ professional development and the development of the profession as a whole, through the sharing of innovation and expertise.

Lumens

Stand: E250A

 allowing them to access their videos and other content, anytime, anywhere, on any device.

Stand: F319 MENDIT MendIT is a leading business in laptop/ desktop repair, warranties and insurance.

As a full service business, accredited by major IT manufacturers, MendIT can repair manufacturer in-warranty devices absolutely free and provide extended warranties and insurance. MendIT guarantee’s to provide a fast, cost effective and reliable service. RecycleIT provides a nationwide WEEE compliant service and recycles all IT equipment.

RecycleIT is a simple process; submit details of the equipment you want to recycle. The company then collects it, wipe it clean, disposes of it in accordance with legislation, and pay you for it.

Stand: C322 MICRO LIBRARIAN SYSTEMS As well as the latest versions of core systems Eclipse.net and Junior Librarian. net, MLS will be showcasing some new ideas to help with promoting reading enjoyment throughout schools.

Anywhere anytime access to your library is provided through its new mobile app, which is great for encouraging parental engagement with reading. Reading Cloud is MLS’s new online reading community designed to engage students, parents and educators in reading for pleasure.

The OverDrive eBook platform allowing students to enjoy titles on computers, mobile phones, tablets, iPod, and hundreds of other devices, downloaded from your school’s eBook library website.

Stand: F320

MISCO Misco are one of Europes largest ICT resellers, with over twenty five years experience in dealing with education establishments from the largest LEA to the smallest primary school.

Schools are becoming increasingly aware of the benefits of using media technologies to engage and inspire their students. From podcasting lessons to students, to composing music or directing movies to be broadcast online, ICT and creativity are catching on.

Stand: C300 MOODLE (SYNERGY LEARNING) Synergy Learning is the UK and Ireland’s leading Moodle, Mahara & Totara Partner, with over 15 years experience in creating solutions for online education. Services are specifically designed for its learning platforms and the company has a dedicated team of in-house experts ready to make sure clients optimise their e-learning. The company uses experience of working with all levels of education from primary schools and universities to SMEs and blue chip companies in order to tailor our services for each individual client. Synergy Learning offers secure hosting, hands-on training, round the clock support, bespoke development and award-winning design.

Stand: F230 MY ECO SCHOOL My Eco School is a fully integrated energy management system - designed especially for schools. Linking smart meters with a central web portal, My Eco School enables pupils, teachers and parents to see how efficient their school is – and provides assembly and classroom resources to help understand and improve the schools use of resources. My Eco School is not a short project or time-limited campaign. It’s a permanent service that helps schools to make lasting change, and achieve year-on-year savings.

Stand: C11

NASEN Nasen is the leading UK professional association embracing all special and additional educational needs and disabilities (SAEND). Celebrating 21 years of ‘Helping Everyone Achieve’, nasen promotes the education, training, development and support of those working within the SAEND sector.

Membership of nasen is an invaluable source of advice, offering an exclusive range of benefits to support teachers, governors, teaching assistants and the entire education support network in the delivery of high quality inclusive practice. Visit stand B118 for details of free training for SENCOs and the full range of membership benefits including discounts on a wide range of resources.

Stand: B118 NATIONAL STEM CENTRE The National STEM Centre works with partner organisations to facilitate collaboration that improves STEM education. The centre offers meeting and conference facilities, hot-desking and online community support.

At the heart of the centre is a purpose-built library, housing extensive teaching and learning resources for science, technology, engineering and mathematics. Freely available physical and eLibrary collections feature both contemporary materials, including print, multimedia and practical activities, and archive resources from recent decades.

The eLibrary currently contains over 1,600 teaching resources for the STEM subjects.

Stand: C368 NETSWEEPER Netsweeper delivers Becta-accredited high performance, low-latency web filtering that is designed to meet the needs of the UK education market. With Netsweeper, you can manage and report on access to web content throughout your organization. It helps to block proxies, inappropriate content and web threats, control access to social media, and ensure that pupils are having a safe E

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Internet Controls: DFE consulation provides food for thought says Smoothwall ceo Richard Moore The DfE’s response to the consultation on Internet Controls has given us plenty to think about. Consultations, like many methods of capturing public opinion, can suffer from the fact that only those people passionate about a subject take part. It’s quite interesting to see the overwhelming majority of respondents saying that parents should take final responsibility for the content their children view.

As a player on the frontline, helping schools provide content that supports learning, we were pleased to see Government recognise that default filtering may provide a false sense of security and that worried parents may not get the level of protection they might expect.

At the same time a set of fairly innocuous statements has handed UKCCIS some significantly difficult tasks. For example there is a requirement to help “define which children are most likely to be vulnerable online” and “how a person’s age can be verified effectively”.

Take the first question. How many factors might play a part in whether a child is vulnerable; their age and social background, their other online activities?

Unless we accept some simplistic rules;

for example - all users of social media are vulnerable, then what information would be used to make this determination.

Being able to provide systematic protection based on these factors is almost certainly going to require users to login at the network level. Essentially it will oblige ISP’s to hold a database that identifies all the children using the internet. This will include mobile devices as well as on traditional pc’s.

Whilst no-one would doubt the security measures that would be applied to that database, recent high profile security breaches show that these identities may not be completely safe. In other words a system set up to protect children may contribute to put them at risk. The fact that adults will also have to sign in will provide further fuel to claims of a surveillance society.

We know that in schools, control of internet access works most effectively when the access policies are determined as close to the students as possible, if the classroom teacher can make the decisions then so much the better. If filtering is applied in the home then it needs to be managed in the same way without creating a new set of risk factors to worry about.

FURTHER INFORMATION Tel: 0870 1999 500 www.smoothwall.net

visit www.smoothwall.net or come and see us on stand B290 at BETT

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Sponsored by

BETT 2013 PREVIEW  and productive internet experience. A variety of deployment modes and options (including on-premises, cloud-hosted, and delivered through your service provider) means that you can get the filtering you need, in the way that you need it.

Stand: F120 ODDIZZI Oddizzi is BETT‘s 2012 award winning digital resource for primary schools that develops knowledge and understanding of the world.

Oddizzi’s content includes ClassPals, a simple tool that enables classes to link up and communicate with each other across the globe, maps, extensive age appropriate teaching material, live news, thousands of images, classroom friendly videos and games.

Oddizzi is easy to navigate and e-safe. It saves teachers time sourcing classroom materials and embeds use of ICT in the classroom.

Oddizzi supports teaching of Geography, Literacy, Art, MFL, PHSEE, Citizenship, Community Cohesion and multicultural topics.

Stand: C114 ONELAN Founded in 1988, ONELAN has been developing digital signage products since 2001. It has developed leading edge hardware appliances and software products that deliver ease of use, manageability, network security and scalability. The company’s Net Top Box devices are used as standalone appliances and in dynamic digital media networks within retail, education, industry, government and hospitality. ONELAN’s NTBs are now installed in a variety of organisations including such well-known corporates as Airbus, ING Bank, Vodafone, Virgin Holidays and PricewaterhouseCoopers.

Stand: G40 ORANGE MUSIC EDUCATION Orange Music Education’s aim is to improve music education standards and make music more accessible to everyone.

The company will be featuring three new products at the BETT show., including its award winning all-in-one music recording computer with built-in amplifier, for schools and colleges. Created by Orange amps, it comes with a selection of premium software already downloaded. Complete with keyboard and mouse, no external mixing software needed. Perfect for the teaching of all music and recording techniques.

debit card or through the PayPoint network – making ParentPay the only fully socially inclusive payment system. The convenient secure cashless solution has proven to increase the uptake of school meals, clubs and trips, saving up to 80 per cent in administration time by removing cash from schools. This year alone, ParentPay will help schools collect and manage over £250 million from parents.

Stand: C339 PC WERTH PC Werth’s education division has been improving classroom communication for over a decade with practical and effective solutions to common (and commonly ignored) problems.

JUNO, the incredible new lesson capture software records all whiteboard visuals and speech allowing students to review lessons at home and teachers to flip the classroom.

Bespoke hall systems and acoustic treatments compliment PC Werth’s well-known expertise in Soundfield systems that has already benefited thousands of classrooms nationwide.

Stand: G180 PEBBLE Pebble are specialists in finance software and funding solutions to save you time and manage your money more effectively.

Pebble’s products are trusted by over 2,000 schools and academies, giving Pebble an unrivalled reputation in the education sector for delivering intuitive software that represents real value for money, with the very best customer service from their experienced team. Pebble also works closely with Local Authorities to design and deliver bespoke financial management and reporting solutions to meet their finance and catering needs.

Stand: B231 PROMETHEAN Promethean is a global leader in interactive technologies, with its solutions used by over 15 million learners across 100 countries.

Promethean’s specialist expertise in education has ensured that teachers and learners are supported worldwide. Promethean’s suite of interactive solutions are helping transform the way teachers engage, assess and motivate 21st century learners. These include flexible interactive whiteboard systems, resource‑rich software, market leading Learner Response Systems, visual presenters and

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audio-enhancement systems. Promethean promotes professional development through its online global teaching community, Promethean Planet (www.

PrometheanPlanet.com), where educators can share best practice, access online training and download free digital resources.

Stand: C80 QWIZDOM Qwizdom is a market leading provider of learning solutions through the use of learner response systems and innovative software that allows users to fully engage the classroom or training room. Qwizdom hardware and software enables teachers and trainers to instantly gauge opinions, monitor learning outcomes and view feedback, increasing interaction and learning outcomes.

Qwizdom has recently launched a webbased solution, QVR, which allows students and trainees to provide live feedback to their presenter using any web-enabled device, from the classroom or a remote location. Using Qwizdom you can work within PowerPoint,run self-paced sessions and work across PC and Mac platforms.

Stand: D40 RADECAL Radecal Machine Sales & Service, provides new and second user print, CNC and print finishing machinery. The company specialises in the sale of CNC routers, premium cutting tables, laser cutter/Engravers, large format printers, cutter plotters, engravers and other sign making and print finishing equipment.

Radecall is also a proud reseller and approved authorised dealers of all of Roland’s printers, cutters and engraving equipment. Radecal are approved partners for German made Aristo premium cutting tables, Piranha CNC routers and laser cutter engravers, Koolkut panel saws, Zapkut vertical panel saws and software from CorelDraw, WASATCH, Vectric and CADLINK Stand: F63 RM EDUCATION RM is focused on helping teachers to teach and learners to learn in an engaging and effective way, by developing inspiring solutions for the use of technology in education. For over 35 years, RM has created an extensive range of innovative and award-winning products, solutions and services – all E

ONELAN

Stand: B346D PARENTPAY The market leader in online school payments and income management, over 1 million parents use ParentPay to make secure online payments to 3,000 schools by credit and

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There’s a LapCabby for everyone LapCabby is the market leading laptop trolley for charging, storing and moving classroom ICT equipment. And because we know that every school has different needs we’ve designed a whole range of innovative trolleys so teachers can choose the one that’s right for them.

LapCabby horizontal

LapCabby vertical

LapCabby netbook

Stores up to 32 laptops

Stores up to 20 laptops

Stores up to 32 netbooks

TabCabby

LapCabby Plus

Media-AVCabby

Stores up to 32 tablets

Trolleys for enhancing WiFi access and connectivity

A multimedia trolley that stores classroom media equipment such as amplifiers, DVD players and projectors.

Find your LapCabby See our full range at www.lapcabby.com and find a supplier by calling us on 0115 982 1771 or send us an email at sales@monarchuk.com

New thinking in ICT storage

Juno NEW!

EffortlEss voicE controllEd lEsson capturE tEchnology With Juno you can capture entire lessons, presentations, exam revision or even set assignments. In fact, just one voice command is all it takes to record anything on your active board AND your voice!

BETT STand G180

■ For the first time students and parents can review ALL lesson content at home including teacher’s explanation ■ Supports homework, notes, absence and revision ■ Integrates seamlessly with all existing active boards and ICT suites

Learn Live at Bett 2013 – search for Pc Werth / stand g180

Phone: 020 8722 2700 Email: sales@pcwerth.co.uk Online: www.soundforschools.co.uk Juno.Education Business half pg10.indd 1

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professional services. Taking pride in offering a low total cost of ownership (TCO), Stone offers tangible benefits that answer the specific challenges, such as resource gaps exposed by reduced budgets. The company prides itself on offering a superior service that has been created and continually refined to meet the specific and evolving needs of UK schools, academies, FE colleges and universities.

Stand: C70 SUNFLOWER LEARNING Sunflower for Science from Sunflower Learning is a huge KS3 and 4 resource, covering everything from plants to nuclear physics.

Our mission is to help teachers explain the tricky bits of Science. We are launching the latest edition with more original Biology, Chemistry and Physics content at BETT, with a brand new interface that will make it easy to share ideas with students at home.

Stand: B282

Iansyst

 carefully designed to meet the needs of UK education. From classroom resources and essential infrastructure, to the UK’s most popular network and progressive cloud‑based school management solutions, RM Education is a trusted and valued ICT partner.

Stand: C160/C170 RM SPACEKRAFT SpaceKraft manufactures educational, interactive areas for people with special needs and for inclusion within mainstream schools. Drawing on the expertise of professionals working in the field, SpaceKraft has created a range of sensory products which come with a built in seal of approval from users. The company offers a free sensory room design service and provides comprehensive support after installation.

Stand: C144 SMART TECHNOLOGIES SMART Technologies is a leading provider of technology solutions that enable inspired collaboration in schools and workplaces around the world by turning group work into an interactive, engaging and productive experience. SMART delivers an integrated solution of hardware, software and services designed for superior performance and ease of use, and remains a world leader in interactive displays. New developments make the company’s interactive whiteboard software more accessible and easy to use.

SMART Notebook Interactive Viewer software will allow users to download, at no charge, a basic version of SMART Notebook to view and interact with content offline. Users can view SMART Notebook software pages, make annotations with digital ink, play Flash

content and page recordings and interact with widgets, animations and activities.

Stand: C240 SMOOTHWALL Smoothwall’s Web Filter and UTMs deliver an integrated, secure and easily manageable system that effectively gives you full visibility of your network. With its light-touch real-time Dynamic Content Analysis™ technology, users can filter, monitor, control and easily report on; malware, social-media use, instant messaging, proxy avoidance - all without impacting on the browsing experience. Smoothwall’s accredited systems are deployed throughout education and government around the world and enable customers to run their networks in their own way and provide a secure environment to work, learn and play on the web.

Stand: B290

TOA CORPORATION TOA is a world renowned provider of audio solutions, manufacturing a wide range audio products. At the BETT show, TOA will be showcasing a brand new wireless classroom system designed specifically for the educational market. TOA’s affiliate brand Trantec will also be present, showing off the very best wireless systems.

TRIBUNE BUSINESS SYSTEMS Tribune is an approved supplier for the Department for Education’s ICT Services Framework Agreement. Through partnerships and accreditations with all leading ICT hardware and software suppliers, Tribune provides complete ICT solutions from design through to implementation, managed services and support. Tribune is the leading provider of Virtual Desktop Infrastructure (VDI) and cloud based services to the E RM SpaceKraft

SOLAR READY Solar Ready develops technologies utilising 12v DC energy, and manufactures a range of low-energy servers for Microsoft Multipoint Server 2011/2012, admin/network Servers, as well as power management products which allow users to benefit from renewable energy. The company’s product portfolio will expand in 2013 with the launch of new technologies to reduce energy consumption and improve access to utilising the energy generated from renewable energy systems in schools, business and the home.

Stand: B86 STONE COMPUTERS Established in 1991, Stone Computers is a leading provider of IT hardware and

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Moore Secure IT: providing award winning anti-spam software for Microsoft Exchange email servers In November 2012 Moore Secure IT, the sole distributor for award winning anti-spam software Cloudmark Server Edition (CSE) commissioned an independent product review (through Binary Testing Limited), the results of which are summarised below and steadfastly confirms that CSE exceeds industry expectations.

“Managing Microsoft Exchange servers can be a tough enough job for administrators, so any messaging security solution that adds to this daily burden is unlikely to be appreciated.

CSE aims to make administration easier, as it integrates seamlessly with Exchange mail servers and requires minimal administration.

It achieves high detection rates by leveraging Cloudmark’s Global Threat Network, which provides hosted anti-spam and anti-virus services. It processes over 1.6 billion mailboxes globally, and CSE’s automatic feedback feature allows users to contribute using simple drag and drop.

CSE computes a hash fingerprint for each inbound message, using details such as the header, body and attachment. The hash is then sent to the Cloudmark servers, which determine whether the message is spam or infected and sends instructions back to CSE

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on how to deal with it. Product testing used Windows Server 2008 R2 domain member server, running Exchange Server 2007 and loaded CSE on the same system. It comprises two components, with a CSE service and an administration console.

The whole process only took a few minutes and is clearly documented in the user guide.

Installation is equally swift, as CSE communicates directly with Exchange, using the MAPI protocol. You can also decide how you want spam handled. The CSE console is simple and there’s very little that needs changing.

A server configuration screen allows you to change the spam settings chosen during installation and enable the automatic user feedback option. Communication with Exchange is seamless, as all existing users appear in the CSE console and new users are added to it as they are created.

CSE is an ideal choice for organisatons that want a simple, but highly effective, Exchange anti-spam and anti-virus solution.

It’s easy to deploy, is very good value and

moore SECURE IT has virtually no management overheads.”

See their website for the full review.

Moore Secure IT provides 15 per cent discount for all registered education and charity sector organisations. The company also distributes Cloudmark Authority for Spam Assassin, targeted at 2000+ mailboxes.

FURTHER INFORMATION Tel: +44(0)207 193 4244 sales@mooresecureIT.com www.mooresecureIT.com CSE Price: 200 users/1yr subscription £2,059 + VAT

Sponsored by

BETT 2013 PREVIEW  education sector, transforming teaching and learning through cost effective, secure, 24/7 access from anywhere, with desktop deployment and management across any device. Tribune provides educational managed learning for all schools including SEN. Stand: F72 TTS GROUP With TTS now spreading its wings into secondary education the company is pleased to showcase a very strong ICT resources offering for Early Years through to Key Stage 3, covering many subjects; Science, Maths, Literacy, PSHE, PE and ICT. TTS Group’s ear to the ground approach enables new educational resources to be introduced into schools and nurseries every year. 2013 is no exception, with 15 new products being unveiled at BETT. Highlights include; Talking Turtles, Sound Around, Clever Candles, Interactive Wall and USB Headset.

On hand will be noted Apple distinguished educator and mentor, Barbara Ainscough to answer questions, demonstrate key features and discuss any staff training requirements.

Stand: C150

UK TRADE & INVESTMENT UK exhibitors and visitors to the BETT Show 2013 have a unique opportunity to develop their international business by meeting key decision makers from a range of international markets where new and innovative educational technology solutions are becoming increasingly important. The UKTI Meet the Buyer event will provide the opportunity for short one-to-one introductory meetings to discuss how UK educational products and solutions can be applied overseas.

Sponsor

WAYMARK IT attro is designed to simplify the capture and use of data. attro collects your school’s data, stores it and allows you to present the outcomes in the format you require. A collaborative tool, developed by Waymark IT in conjunction with St Thomas More School in Gateshead, attro optimises data collection to support live recording of lesson observations, work scrutiny, performance measurement, school administration and more. attro can be used on tablets, laptops and PC’s and by all education establishments.

Stand: C351E

VISION OBJECTS Vision Objects develops and markets accurate high performance handwriting recognition technology for touch and pen based user interfaces, and provides solutions for digital ink management, for searching in handwritten text, and for the recognition of geometric shapes and mathematical equations. Vision Objects’ MyScript technology is available in more than 54 languages and for all major operating systems.

Stand: C265

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XIRRUS Xirrus is the leading provider of highperformance wireless networks. Xirrus’’ Array-based solutions perform under the most demanding circumstances with wired-like reliability and superior security. The Xirrus wireless solutions provide a vital strategic business and IT infrastructure advantage to the education, healthcare, government and enterprise industries that depend on wireless to operate business-critical applications.

Stand: B324

Stand: F357

Canopies Walkways & Sustainable buildings

www.fordingbridge.co.uk

01243 554455

FOOTBALL PITCH • S.T.P. & 3G • MULTI USE GAMES AREA • TENNIS COURTS • CRICKET WICKET & OUTFIELD • CRICKET NETS • GOLF TEES & FAIRWAYS • MAINTENANCE EQUIPMENT SALES & HIRE • ATHLETIC TRACKS • RUGBY PITCH • HOCKEY PITCH • ALL WEATHER MENAGE • PLAY AREAS • TRIM TRAILS • OUTDOOR GYMS • OUTDOOR CLASSROOMS • SPORTS EQUIPMENT SUPPLIED

telephone: 01642 488328

www.cleveland-land-services.co.uk info@cleveland-land-services.co.uk

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DIGITAL SIGNAGE

EDUCATION EDITION

A part of

New Education Edition available!

Updated suite of templates Faster loading content TV, Video, RSS Dynamic data feeds

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SCREENS IN OPERATION AND COUNTING!

1

See our NEW Digital Signage Education Edition in action at BETT 2013 We know your time will be precious at BETT 2013 so why not pre-register for a VIP visit to our stand?

We’ll ensure a Fast-Track to your dedicated presentation and complimentary refreshments while you are with us.

Call 0845 647 6467 or visit www.mrgdigitalsignage.co.uk to arrange your VIP visit.

MRG Systems Limited The Mill. Upper Mills Estate, Bristol Road, Stonehouse, GL10 2BJ

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E info@mrgdigitalsignage.co.uk W www.mrgdigitalsignage.co.uk

Frog - Education Buisness Magazine.indd 1

T 0845 647 6467

14/12/2012 09:08:44

Digital signage from MRG on show at BETT 2013

Get the web you want with Smoothwall security

MRG digital signage is used widely by schools and colleges across the country, and we are fortunate to have some fabulous customers, some of them household names. We invite you to join a prestigious group of customers using our systems by taking a few minutes to visit us at the BETT Show 2013 for a brief demonstration. Whether you are large or small we want to meet you to discuss what you would like to achieve with your digital signage.

During the past twelve months we have enhanced the system in many areas after listening to our customers. Now we want to share these great new features with you and show you why our digital signage better suits your

Smoothwall’s proposition to customers is simple; with Smoothwall you can have “The Web You Want”.

With operations in the UK, USA and Australia and a partner network that spans the globe, we support business customers and organisations in the education, health and government sectors worldwide.

Our product range includes web security systems that incorporate our dynamic content filtering and firewall technology. And, we believe, the best anti-malware and anti-spam from our globally recognised technology partners.

Smoothwall was the first security vendor to develop intelligent content-based web page analysis, a now-essential technology that has rendered URL-blocklist based filters all but obsolete in the context of today’s dynamic web. Our award winning web filter

requirements than any other system. Many of our customers have remained with us for many years, not just because our products work well, but because we have developed good working relationships with them and we know how important that is to all clients, existing and future.

We look forward to meeting you on Stand B332. If you wish to register your interest in advance please contact Ian Hunter via the details below.

FURTHER INFORMATION Tel: 0845 260 8026 www.mrgsystems.co.uk

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uses this real-time intelligent technology to protect millions of users worldwide, solving the challenge of protecting end users and networks from undesirable content, while still allowing open access to legitimate on-line resources.

Our solutions are uniquely versatile and can be deployed as hardware, software or virtual appliances to suit differing networks and user environments. Increasingly this means dealing with mobile devices and we have solutions that facilitate BYOD and managed browsing on laptops, smartphones and tablets.

FURTHER INFORMATION www.smoothwall.net

Frog launches new platform LapCabby makes for tablets and mobiles classroom ICT far simpler Visitors to stand D100 and more productive at BETT will get the first glimpse of Frog’s cloud based platform for learning. This new product brings all a school’s online systems into one place and as it works across all devices, teaching and learning can take place anytime, anywhere – making collaborative working much easier.

New assessment and feedback features help teachers understand how their students learn. They can identify weaknesses, monitor progress and improve outcomes, creating an individual learning experience for every student.

With priorities changing all the time, schools can build Frog as they go using the Frogstore, where a range of applications can be added into the platform whenever they need it.

As part of this new development, Frog acquired ‘I am Learning’, the games based revision and assessment system

and they will be on stand D100 showcasing a number of new features, including multi-player games, tablet friendly interfaces and revision planners.

On the stand there will be daily presentations at 13.30 from schools that have launched mobile devices in the classroom. At 15.00 Frogasia will present on international learning and in between there will be interactive games, competitions and the famous Frog goodies.

FURTHER INFORMATION Tel: 01422 250800 hello@frogtrade.com www.frogtrade.com

LapCabby is the market leading solution for storing, charging and moving latops, netbooks and tablets in the classroom. Their remarkable success has been built on a commitment to understanding the needs of teachers and pupils and acclaimed levels of service, value and quality.

LapCabby’s popularity and reputation has reached such levels that its list of stockists is growing at an incredible rate. Not only does the company supply many stockists all across the UK, it is also building a burgeoning international reputation; its laptop trolleys are now used in classrooms in over 30 countries worldwide.

LapCabbys come in a range of sizes and functions including horizontal and vertical laptop units, netbook trolleys, TabCabby (a trolley designed for storing and charging tablets) and Media AVCabby for storing a range of media equipment.

And with a wide range of innovative design features to provide safety, security and efficiency, a LapCabby helps protect children, teachers and the school building while making classroom ICT use far simpler and more productive.

FURTHER INFORMATION www.lapcabby.com

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Providing CLARITY 9INE STRATEGIC LESSONS LEARNT SO FAR..........

ARE YOU A TECHNOLOGY LEADER OR DECISION MAKER? TAKE SOME TIME OUT OF BETT TO VISIT 9INE WE ARE OFFERING LIMITED SPACES IN OUR TECHNOLOGY SANDPIT, SET UP IN THE TACTIC6 ROOM IN THE ALOFT HOTEL, RIGHT NEXT TO THE CONFERENCE CENTRE Each weekday (30th and 31st of Jan, plus 1st Feb) we are hosting: “Nothing like a free lunch” 12pm-2pm: to re-charge you with the essential beverages and food stuffs or: if you cannot make lunch a one hour consultation at any other time (please book in advance to avoid disappointment)

We’ll provide an independent view to help you put the new technologies you’re seeing into context - and enhance the experience for your learners.

Please call us, or drop us a line, if you’d like some quality time with 9ine Phone: 020 8144 6916 Email: info@9ine.uk.com

9INE CONSULTING 63 WINGATE SQUARE, CLAPHAM, LONDON SW4 0AF

@9INECONSULTING

WWW.9INE.UK.COM

ICT

GETTING YOUR IT STRATEGY RIGHT WITH 9INE

For years, everyone who has ever even taken a tentative step towards bringing more technology into their school, academy, college or university has been enthusiastically pointed towards the ‘vision’ as the first thing they need to get right. So much so that the word itself, in some quarters, has become slightly tainted as ‘consultant-speak’ and dismissed as just another gimmick that will suck money away from the coalface of learning. But it shouldn’t be passed by lightly – getting your strategy right, and having a comprehensive idea of how technology applies to you, should always be the starting point. We think that this is plain old common sense – and that having a clear vision into the future is definitely better than just having a blurry squint.

9ine is a small but (we like to think) perfectly formed bunch of people that has been helping organisations both here and abroad understand technology for the last few years.

Despite the fact that we have grown quite a bit, we’ve maintained a culture, quality of staff and consistency around a way of doing things that means we deliver - for everyone. Within our ranks we naturally have teachers and IT geeks, but also those who have developed skills outside of education to cook up a team approach that seems to work. Take a typical quote from one of our clients “Working with 9ine, we’ve overcome our challenges” (Neil Willis, Principal Longfield Academy) – that’s the sort of thing we live for.

IPAD ROLLOUT AT LONGFIELD Longfield is an example of one of the higher profile things that we are starting to become known for (we validated the need for, and then rolled out, over a 1,000 iPads for them) but it’s a small part of a much larger learning process that has given us, and our clients, a recipe for success.

So before we can ‘inspire minds’ through the various clever stuff that BETT will showcase, we have to grab a proven way of firming up what you strategically want from your technology – our good old friend ‘the vision’.

9ine’s process involves us getting together your clever people and our clever people in a space where thinking can be led in the right direction as well as being grounded in reality.

At BETT we will have a miniature version of what we call our ‘sandpit’ (if only BETT was at a different time of year, we could make all

written by 9ine Consulting

The 2013 BETT show is shaping up to be one of the biggest in recent memory. With the education sector still in a major transition, those who teach and learn are more open than ever to ideas and opportunities for improving what they do in their day-to-day lives. BETT calls it “inspiring minds through technology” – it’s a very exciting time to be poking around in the world of IT

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9ine is a small but perfectly-formed bunch of people that has been helping organisations both here and abroad understand technology sorts of sea-side references) that is usually based in our Clapham office, and allows us to guide you through where you want to go.

As part of this, we give your IT a ‘health check’, where we take a good look at where you are, what you want and how you can get there. We are completely, obsessively some might say, independent, so although we may get to know suppliers and solutions very well, we only recommend what we know will be right for your specific situation. The sandpit allows for any infrastructure to be replicated and played with (including what you’ve currently got) so you really can get your hands dirty – plus we let you write on the walls (back at base anyway – other places don’t seem to like it as much), that always feels more satisfying that you expect.

TECHNOLOGY BRIEFING 9ine’s above approach merges nicely with BETT’s theme of ‘powering learning’, which the Department for Education has also been echoing for a while. Earlier in the year they gave a Technology Briefing that linked in with Ofsted’s direction around

‘driving schools through effective use of their IT resources’ – so do your classrooms provide an environment that fosters and develops effective use of technology?

We know that this push has resulted in grants becoming available directly from the DfE for schools that can demonstrate and want to share best practice regarding technology use. It has also provided a specific focus on supporting innovation within SEN. So the Departments’ view is that teachers should innovate with technology without constraint – and if that doesn’t ‘power learning’, nothing will.

Given all of that, 9ines advice is to stick with making your vision, find someone who can help you get that clarity, and then use a proven way of bringing it to life. So refresh your thinking, escape from the crowds and drop in on 9ine at BETT – it would be great to see you.

FURTHER INFORMATION Tel: 020 8144 6916 info@9ine.uk.com www.9ine.uk.com

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Just one voice command records your speech and anything from your active whiteboard.

The new Juno system has it all. Effortlessly voice-controlled lesson capture records entire classes, presentations, exam review and even homework assignments. The teacher’s voice is recorded and synced seamlessly with visuals captured from the active whiteboard.

Every student, parent and staff member is able to access and view any lesson that you want them to, promoting improved results, inclusion and multimedia integration in the classroom and at home. As well as significantly reduced time-wasting on catch up, review and exam preparation, the Juno system’s natural voice amplification and home review is a perfect way to support any learner in need of some extra help.

After recording, MP4 files are automatically saved with name and date, ready to be uploaded onto your intranet or server. This

BrainPOP UK® (www.brainpop. co.uk) creates animated, curricular content that engages students across phases, supports teachers, and bolsters achievement – in classrooms, at home, and on mobile devices.

Classrooms across the world use BrainPOP® to improve knowledge and understanding, to craft opportunities to promote literacy and numeracy in any subject, and to enchant learners.

Our digital resources are used in numerous ways from introducing a new lesson or topic to illustrating complex subject matter to reviewing before a test.

There are also dozens of places within a single BrainPOP topic to develop literacy and numeracy skills, or stimulate independent learning opportunities.

Uniquely suited for 21st-century learning, all content is compatible with interactive whiteboards, learner response systems, iOS/ Android devices, Macs, and PCs. No downloading, installation, or special hardware is required.

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automatic scheduling function compliments seamless ICT integration, no installation and voice control commands to make the Juno System seriously simple.

Already a hit in the US, Juno’s ability to record lesson for home viewing is promising to totally revolutionise the way we use precious lesson and homework time. Extra support makes for better results and better learning.

FURTHER INFORMATION 020 8772 2700 juno@pcwerth.co.uk www.soundforschools.co.uk BETT stand no. G180

Technology health check

Based in London, 9ine is focused on enhancing the learning experience through delivery, change and technology management services. We are dedicated to delivering projects that meet our client’s needs while maintaining our independence, providing a high level of transparency throughout.

Using our internal research and development capability we can replicate your architecture and provide your organisation with a technology health check; let you assess various technologies in a safe, supportive environment, and; help develop your vision, and a plan to realise it Our resulting delivery plan could enhance what you’ve got, or

install something new to improve how you use technology. Or both.

We will ensure that we stay focused on the original things you wanted to achieve, managing the change within your organisation.

So whatever you are planning to do, we believe we have the capability, creativity and personality to meet your needs.

Come and see us at Bett - we may give you the breathing space that you’re after.

Find us at BETT, in the aloft hotel right next door to the conference centre.

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resources are available in British and American English, Spanish, French, and Chinese.

We also offer BrainPOP ESL™, for English language learners.

BrainPOP sites and mobile apps support individual, team, and whole-class learning in traditional, blended, and ‘flipped’ settings. Our content is aligned to key academic standards, and easily searchable with our Curriculum Matching Tool.

FURTHER INFORMATION Tel: 0800 141 2404 info@brainpop.co.uk www.brainpop.co.uk Twitter: @BrainPOP_UK

TQ Education: development through adventure TQ Education and Training runs Humphrey Head Centre for Outdoor Education, located five miles south of Lake Windermere on the shores of Morecambe Bay. The centre occupies a superb position and is set in about two acres of grounds within a SSSI. Not far away, to the North, are the fells and lakes of the Lake District National Park giving boundless opportunity for study and activity.

The Centre sleeps over 40 personnel in the main building and comes with a separate bungalow that sleeps smaller groups of up to 10. The activities are designed individually to our clients’ needs and are delivered in an environment that is safe whilst challenging.

We offer day and residential courses for schools, Prince’s Trust, National Citizens Service and many other groups.

At TQ we are passionate about the outdoors as a medium for education. Our programme takes a holistic approach, placing emphasis on healthy activities, healthy eating and sharing.

As an optional extra, all schools can achieve the John Muir environmental award and the ‘Heart Start’ award at no extra cost.

FURTHER INFORMATION Humphrey Head Centre: 01539 534338 TQ Head Office: 01536 351300 enquires@tq.com www.tq.com/outdoor-education

FURTHER INFORMATION Tel: 020 8144 6916 info@9ine.uk.com www.9ine.uk.com

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European Electronique Showcase Flagship Offerings at BETT 2013 BETT 2013 will start an exciting new year for both European Electronique and its customers with the launch of a new range of innovative products and services. Building on last year’s Electronique’s cloud service for education. Freedom makes the most of ‘web 2.0’ services available from the world’s leading technology companies, such as Microsoft and combines these with market leading cloud applications using an innovative approach to integration.

The service maximises the use of the web whilst minimising cost. Freedom provides ultimate Higher Education establishments.

Now that most educators have embraced a strategy that integrates a range of cloud based services, the discussion has moved from ‘when’ to ‘how’. European Electronique will be running a series of customer led workshops to help in the next stage of this journey and bridge some of the complex issues that need to be addressed. The following workshops will be held;

▪ ▪ ▪ ▪ ▪ ▪ ▪

James Garnett, ICT Director, ULT ~ how to achieve the right balance of access and protection Steve Bolingbrook, MD, Kunskapsskolan ~ the critical importance of ICT adopting the Swedish model James Penny, ICT Director, Harris Federation ~ Steps to building your own cloud service and save money Sarah Gore, Chair, West London Free School ~ The ICT decision is critical to sustainability HE Frameworks member ~ maximising the value of the HE frameworks.

Guest speakers from Microsoft will also be presenting on the latest developments including, will deliver compelling new ways of learning and teaching.

Maximising the impact of your ICT investment will also be a major focus and the show will see the launch of the EE educator programme. Experts will be on hand to advise customers on a wide range of topics from integrating Apple devices into the curriculum through to the practicalities of running student purchase schemes and the introduction of game based learning into the classroom. European Electronique will be running a series of lunchtime workshops to give practical help in these areas, including; BYOD schemes, wireless networking and hands on sessions with all mobile devices.

The stand will also showcase the latest innovations in wireless, storage and device technologies from the world’s leading manufacturers.

European Electronique stand number is C92 Register to attend Bett 2013 at www.bettshow.com

e: sales@euroele.com t: 0845 345 8330 w: website www.euroele.com

a: European Electronique Ltd Eynsham, Oxford, OX29 4TT

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ONLINE SAFETY

TEACHING ONLINE DEFENCE

ICT: Online Safety

Sponsored by

Schools are uniquely placed to engage with children and young people about how to stay safe online. However with issues such as cyberbullying and ‘sexting’, teachers and pupils alike can find it difficult to talk about. Children’s charity the NSPCC gives advice on how to approach the issue The fact that the internet, and in particular smartphone mobile technology is used so prolifically by pupils is not necessarily a bad thing. From an educator’s point of view the internet offers great benefits and can be used to enhance their pupils’ learning experience. It can provide teaching materials, be the source of information for pupils’ research projects, and in some cases even allow children to expand their horizons by interacting with peers around the world through Skype link ups with other schools.

From a child’s point of view, in addition to the information and entertainment they can get from the internet and mobile technology, both of these allow them to easily communicate with their friends. At the NSPCC we also see how going online can provide children with another way to access advice and support – in 2011/12 ChildLine, our confidential helpline service for children and young people, received more than 217,000 online contacts. Children tell us that it is sometimes easier to ask for support in this way – they are willing to communicate online whereas they would find it too difficult to make a call.

KNOW THE RISKS Alongside the opportunities brought by the internet and mobile technology however, come risks. Pupils are often either unaware of these, or do not know how to manage them.

Schools are uniquely placed to engage with children and young people about how to stay safe online. However across schools practice remains variable, with some having excellent e-safety teaching programmes, whereas others do not see this as an area to focus on.

This article focuses both on risks posed to the pupils by the internet and mobile technology, and also sets out some recommendations based on NSPCC research and that of others into how schools can ensure they are doing what they can to help their pupils protect themselves.

re Pupils aware na often u et risks. n of inter re uniquely a Schools o engage with placed t n and young childre le about WHAT ARE peop safety THE DANGERS? e n i l on The key risks associated

with the internet and mobile technology are outlined below. In this section the risk focused on most is that of young people sharing explicit images or “sexting” because we know from research E

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ONLINE SAFETY  this is an area in which pupils need more support, but that both they and teachers can find it difficult to speak about.

The dangers include accessing harmful content on the internet. Children may deliberately or accidentally access pornography or other upsetting material such as violent images while using the internet. Around 10 – 15 per cent of 8-15 year olds who use the internet at home have reported seeing something that made them sad or embarrassed (EU Kids Online).

Sharing personal information with strangers is another risk. According to Ofcom around 20 per cent of eight to 15-year-olds with social networking profiles have them set to open, allowing strangers easy access to their photographs, personal details and information about where they will be. Even those who do not have open profiles may be willing to befriend people they do not know online and be manipulated into giving more information about themselves. In some cases this may lead on to online grooming.

BUILDING RELATIONSHIPS Online grooming is another danger. This is where someone builds up a relationship with a child, with a view to abusing them at a later stage. This may be through a variety of methods including flattery and bribery.

The potential abuser may lie to the child about themself, for example pretending to be younger or better off than they are.

They may go on to encourage the child or young person to meet with them in person for the purposes of abusing them, or ask them to send sexual images.

Cyber-bullying is another danger. This is when a person or a group of people use the internet, mobile phones, online games or any other kind of digital technology to threaten, tease, upset or humiliate someone else. In 2011/12 ChildLine received more than 2,500 calls from children who were being cyber-bullied – a seven per cent increase on the previous year. The cyber-bullying may

Unless given proper training and support to keep up to date with the technology being used by their pupils it will be difficult for teachers to appear credible and successfully engage with pupils on online safety issues be an extension of the face to face bullying suffered by a child, or could be separate – in some cases the cyber-bullying may even be anonymous. The particularly disturbing feature of cyber-bullying is its pervasive nature – it can take place at anytime and in any place, including their home, leaving the child or young person to feel there is no escape.

Sending sexually explicit images or messages/sexting is another risk. It is important to recognise that this itself can be a form of cyber-bullying, particularly for girls. Often this point is missed with those pressuring others (generally boys pressuring girls) to share the images presenting it as ‘a bit of fun.’ Often this risk in particular is one that young people often do not get enough support with – in part because they, their parents and teachers can all find it embarrassing to speak about.

INVESTIGATING THE PROBLEM The NSPCC’s May 2012 report ‘A qualitative study of children, young people and sexting’ looked into the impact of sexting by speaking with pupils at two schools in London. The research showed that there can be great pressure put on girls to send sexual messages or images of themselves to boys at the school.

If the girl gives into the pressure this image may be circulated or shown to people other than the recipient, leading to the girl herself being denigrated as a ‘slut.’ If she does not, the girls in our study said the boys may become angry and in some cases spread false rumours about them anyway. Boys on the other hand are affected differently in that they

ICT: Online Safety

Sponsored by

are ‘rated’ by the amount of sexual images or messages they receive from girls and if they do not participate in this practice, risk being excluded by their peers or labelled as ‘gay.’

Many of the girls seemed aware that sending a sexually explicit message or being filmed performing a sex act meant there was a likelihood that this would be widely circulated. However it was clear that this was not a risk that everyone was aware of, or if they were, they were still not prepared for the consequences and were often devastated if this happened.

In addition, while not explicitly addressed as part of the study, it did not appear that the children or young people were aware that sending these images, keeping them, or sharing them is illegal – these are child abuse images.

While this was a small scale qualitative report, and the extent of sexting cannot be determined from it, these pupils’ experiences are unlikely to be isolated. Previous research has shown more than a third of under-18s have received an offensive or distressing sexual image by text or e-mail.

It is clear that more education needs to take place about this issue. Girls should never be forced to carry out sex acts, or send sexual images, and boys must understand it is not acceptable to put them under such duress that they have little choice but to agree.

COMMUNICATING E-SAFETY Firstly, it is vital that the teachers responsible for teaching e-safety are given the opportunity to keep up to date with the technology E

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Multi touch gives students the opportunity to build cognitive, social and fine motor skills whilst having fun and enjoying the

playful experience. The ProMultis Vari Stand is ideal for wheelchair users and children as it can be simply changed from a flat table position, to 45 degrees and vertical.

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For more information on multitouch, visit www.promultis.info FURTHER INFORMATION Tel: 02392 512 794 education@sourcetech.co.uk www.sourcetech.co.uk

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ONLINE SAFETY  their pupils are using to communicate with. For example, they would need to be aware of the different terminology used, with different smartphones, and the different safety settings or options they offer for sharing images. They also need to be aware that the way in which young people communicate changes quickly – this was demonstrated by the young people who took part in the NSPCC study referred to above. When the study took place in the summer of 2011 the majority of communication took place using BlackBerry Messenger (BBM). Young people are now also using other types of networking such as Kik – a networking app that can be easily downloaded on to smartphones.

Unless given proper training and support to keep up to date with the technology being used by their pupils it will be difficult for teachers to appear credible and successfully engage with pupils on these issues.

USING THE CURRICULUM Secondly it is crucial that e-safety messages are fully embedded into the school curriculum.

These can easily be incorporated into classes such as PHSE, SRE or Citizenship. However the importance that this type of education is accorded varies from school to school. In order to help pupils protect themselves it is important that e-safety messages are taught as an integral part of the school curriculum.

The success of getting e-safety messages across to pupils is also dependent on the way in which they are addressed. This may not be applicable to all e-safety messages but for issues, that affect boys and girls differently, such as sexting, it may be preferable to speak about these in a single sex environment.

Cultural and religious issues also need to be considered, and these may inform the way

that messages should be delivered. Different messages will also be appropriate for different age groups. However care should be taken to ensure that these messages are not left too late – in our study it was those in Year 8 rather than Year 10 that appeared more worried and confused about the sexual and sexting pressures that they faced, but due to their youth were less likely to receive support from their parents and teachers.

DON’T FORGET THE BENEFITS When speaking to children about online and mobile technology it is important for teachers to recognise the benefits brought by these as well as talking about the problems.

Mobiles have become a vital part of children’s lives – so much so that the division between “real” life and “online” life is often not recognised. Recognising this and the benefits they bring rather than appearing to be hostile towards mobile technology can help.

One way of doing this (if you are teaching a class where all children have smartphones) is to set an assignment using these.

As teachers will know pupils are often more open to listening to their peers than adults – another way to effectively get e-safety messages across to pupils therefore is to arrange for children or young people to speak about their own experiences and offer advice to pupils a few years younger.

Schools can also play a part in engaging parents around e-safety issues. Data from Ofcom and EU Kids Online shows around a fifth of parents do not speak with their children about online safety, are not confident they can protect their children and have no rules relating safe internet use. This can be a particular issue in relation to sexual risks, as the research indicates parents are often

unaware of the sexual risks their children face online. It also showed that though children were less likely to tell their parents about sexual issues than they were about problems such as cyber-bullying, they would like to feel able to talk to them about it. Schools can provide a forum to increase parental awareness of the issues and encourage them to speak with their children about their online experiences. Schools may need to be innovative about the way they do this as not all parents would be willing to come in for an evening about e-safety.

Inviting speakers from companies such as Google to speak at these events is more likely to increase attendance from parents.

Helping pupils protect themselves from the risks posed by online and mobile technology should be seen as a crucial part of their education. Teachers, alongside parents, and internet service providers, have a responsibility to teach children how to minimise the risks to themselves online, while still taking advantages of the benefits.

ICT: Online Safety

Sponsored by

FURTHER RESOURCES The NSPCC has a training and consultancy service that can help ensure that your e-safety policies are up to date. We also have a variety of online resources that can help – go to www.nspcc.org.uk/education What’s more, the Child Exploitation & Online Protection Centre (CEOP) runs a website offering help and advice for children of different ages and teachers about safe internet use. Visit www.thinkuknow.co.uk L FURTHER INFORMATION contactus@nspcc.org.uk 0844 892 1026 www.nspcc.org.uk/education

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FEATURE well as delivery across the network. A Crestron control system connected by a combination of Ethernet and CresNet is housed in the control room while the lectern in the main hall features a 15-inch touch-control panel mounted by the presenter. The hall can also be controlled remotely using an X-Panel remote interface over university LAN or Wireless infrastructure.

An exploration lab designed for individual study has also been created. This contains all the necessary technological equipment to present and receive feeds. A projector, TeamMate Tutor lectern, visualiser, control panel, screens and microphone are combined with the facility to receive IPTV and also to record outputs to an Echo360 lecture capture with Polycom HD videoconferencing.

EXETER UNI’S AV EXPLORATION

Opened in May last year, Exeter University’s ‘Forum’ project provides an impressive new learning space, with a host of audio visual enhancements supplied by GV Multi-media The University of Exeter’s constant drive for improvement has resulted in a number of upgrades in recent years with The Forum Project being the latest major development.

Officially opened in May 2012 by Her Majesty the Queen, Forum is one of the most impressive student environments in the country both in terms of aesthetics and function. A host of new learning spaces includes a 400-seat auditorium, a new library, student services centre, technologically-rich learning spaces plus new retail and catering outlets have changed the face of Exeter.

Exeter commissioned GV Multi-media to provide and integrate the vast Audio Visual (AV) system throughout the development.

The very latest AV systems have now been installed within the Alumni Auditorium, the two Exploration Labs, the Technology Centre, the Seminar Training Room and the Seminar Block.

The 404-seat Alumni Auditorium is the jewel in the crown of Forum. The space has been perfectly designed for presentation of visual and audio content to allow for cinema-quality screening of films, video conferencing and streaming and has the acoustic qualities and equipment to allow for musical presentations.

The Auditorium now features a trio of full-HD projectors integrated into the design of the ceiling. As such, they’re practically invisible to most of the theatre and therefore do not

compromise the room’s impressive aesthetics.

The projectors provide a variety of image types including the display of multiple images and even a seamless edge-blended image from all three. The projectors display onto a 10m wide screen at the front of the theatre.

Also in the theatre is a lectern that has been integrated with a SMART Podium SP‑524 24-inch interactive display, a Panasonic DVD/VHS combination player, a Blu-ray player and a voice microphone. The lectern also features a 19-inch LCD panel for displaying logos and other customisable graphics from the control room.

VIDEO CONFERENCING The space also features an impressive video conferencing system to capture the presenter and audience. There are two 60‑inch flat screen monitors on the rear wall of the Auditorium for lecturer confidence. The system also uses four radio microphones to pick up audio from presenters in addition to ceiling microphones to pick up the ambient audio feed. The video conference system is connected to a capture system, allowing users to access the presentation remotely either live or at a later date.

A specially built control room houses the necessary equipment to monitor and route content and audio for display and streaming as

TOUCH PANEL PREVIEW The Group Study Exploration lab is set up in the same way. However, it has also been equipped with ten 60-inch wall-mounted flat panel displays – all in positions suited to the positions of 10 touch-tables. The touch-tables are connected to a matrix switcher, which allows a single source to be routed by the lecturer onto the video displays or each table to any screen. This lab also features an Echo360 lecture capture system which uses a controllable camera that has been fed into a streaming encoder to allow for a touch-panel preview.

Forum also features a large seminar block featuring two types of seminar room. One side is a series of rooms that are separate and independent of their adjacent rooms, while the opposite side of the space features rooms with partitioned walls – enabling users to combine them into a larger area if required.

In the independent rooms and the partitioned room with a fixed wall (master room) are wallmounted 92-inch high contrast fixed-frame screens while the rooms with partitioned walls feature electric screens.

All have been installed with a high quality projector, speakers and a TeamMate Trainer Pro lectern. In each of the partitioned rooms a separate lectern is supplied, yet the master room’s lectern can also provide feeds to both the local room and to the other rooms in the suite as the configuration requires.

A further Group Study room, featuring a SMARTBoard interactive whiteboard, and Training Seminar room plus Multimedia room – designed for video editing and format conversion have also been supplied.

The creation of Forum was a major project for both the university and for GV Multi-media. The team has worked alongside other contractors efficiently and effectively and despite delays the deadline was met and the university has been provided with a tailored solution that is at the cutting edge of what is possible. The result is an unparalleled AV installation that is as breath-taking technically as it is visually.

FURTHER INFORMATION www.gvmultimedia.com

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Sports hall (now Edinburgh Dome) for Malvern Girls’ College (now Malvern St James); Godwin & Cowper (job architect Michael Godwin), engineer John Faber of Oscar Faber, 1977-78, listed grade II in 2009. One of the first pneumatically-inflated concrete structures in Britain, pioneered and patented by the Italian engineer Dante Bini.

Photograph by James O. Davies © English Heritage

LESSONS TO BE LEARNED FROM POST WAR SCHOOLS With renewed interest in standardised designs or ’flat pack’ schools, the post-war experience with prefabrication and the lessons learnt in the process will be of special interest to policy makers, local authorities, architects and schools. English Heritage has published England’s Schools 1962-88, its first major study of post war schools in the country. As author Geraint Franklin of the Heritage Protection Department points out, their educational value shouldn’t be underestimated

School buildings can make amazing learning tools. Colour schemes, bespoke fittings, displays of work, and child-sized furniture make for stimulating and characterful learning environments. In the post-war era, school designers explored all these things, as well as new forms of prefabricated construction, natural lighting and ventilation, the landscaping of school grounds, and distinctive materials or architectural styles.

INVESTMENT DEBATE School buildings are one of those topics which are seldom out of the spotlight. The continuing debate on investment across the school estate is rightly perceived as a crucial one. It’s a subject that most hold views on, often formed by their own, or their children’s experience of schooling. Yet how much do we know about the school buildings that we discuss?

Based on new research by English Heritage’s Assessment Team, England’s Schools 1962-88

is the first study of post-war school buildings in England for 25 years. Through a mixture of photographs, plans, interviews and archival research, the study charts key educational and architectural developments and explains why different types of schools look the way they do.

The report outlines the different ways in which school buildings responded to the pastoral and educational needs of particular age groups, children with disabilities and the requirement to share facilities with the wider community. New educational ideas had a huge impact on school design, especially ‘child-centred’ learning in the primary school or curricular reform in secondary education.

The scale of demand necessitated entire programmes of school building, and collaboration between architects, educationists and administrators. Distinctive regional approaches were developed in London, Coventry, Nottinghamshire, Leicestershire, Hampshire and elsewhere. Independent E

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ENGLAND’S SCHOOLS 1962-88

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 and voluntary schools represented test beds for private architectural practices.

HISTORIC CHANGES We’ve aimed to enhance understanding and appreciation of our most recent schools heritage. Some school buildings may reflect historic changes in educational practice, whilst others may have architectural significance.

Many are valued by their users and local communities. By identifying distinctive features and significant trends it is hoped that all these aspects will be recognised and valued in the planning of future school provision.

England’s Schools 1962-88 forms part of the Later Twentieth Century Heritage measure of the National Heritage Protection Plan, which aims to enhance the knowledge base as well as increasing public appreciation of the value of our most recent heritage. A small number of the very best examples of the period will be assessed for designation in 2013 in recognition of their architectural and historic significance. England’s Schools 1962-88 complements English Heritage’s policy advice on historic school buildings.

EXTRACTS FROM THE REPORT The thematic study of later-twentieth-century school buildings was commissioned by English Heritage’s Schools Working Group.

Post-war demand for places encouraged local authorities to think in terms of programmes of scnditure made the last quarter of the twentieth century an era of contraction, rationalisation and rehabilitation of building stock. Prescient themes of the 1980s include energy conservation, more enclosed plans and the introduction of market forces.

Primary school design facilitated informal, ‘child-centred’ learning in various ways.

A variety of group sizes and activities was encouraged by the sharing and interconnection of teaching space. The 1963 ‘Newsom report’ on secondary education challenged traditional subject boundaries and called for specialised resources and informal plans. Secondary education was dominated by questions of selection and transfer between educational stages, and middle schools were as much an element of non-selective reorganisation as an educational concept in their own right. Assimilation was a major theme, with facilities for the wider community and disabled children integrated into mainstream schools.

FRAMEWORKS OF SCHOOL DESIGN The report is divided into four sections.

The first, entitled ‘Frameworks of School Design’ presents an overview of the circumstances, processes and protagonists of school building programmes, including the interaction between administrators, educationists, architects and other professionals. This is followed by a survey of school building types which

The report’s front cover image is of the Vanessa Nursery School in West London, built in 1972-73 to the designs of Fitch & Co Ltd. An unusual example of a purpose‑built nursery, it shows the influence of product design on architecture in the 1970s -Fitch was not an architectural practice but a leading firm of design consultants. It is named after the actress Vanessa Redgrave, who funded the building. relate to educational stages (nursery, secondary and so on) or to specific requirements, such as special education or the integration of community facilities.

Part III profiles wider aspects of school design such as construction, lighting and landscaping.

The final and largest section highlights regional responses and profiles school building in nine local education authorities notable for their architectural or educational approaches.

Part IV is bookended by studies of voluntary and independent schools and the Architects and Building Branch of the Ministry of Education.Each regional study concludes with a gazetteer of school buildings which illustrate characteristic or innovatory approaches to

educational thinking or architectural design.

The report is based on a combination of primary and secondary documentary research, interviews with architects and visits to schools.

The last two decades have seen great changes to post-war schools and our understanding and appreciation of them.

Recent research has identified new priorities and hitherto-neglected topics. As is often the case, research into particular buildings and building types has often been prompted by the designation process, and key cases have informed the present study as appropriate. The chronological scope of the study encompasses the 1970s and 1980s, applying an historical perspective to buildings erected E

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ENGLAND’S ENGLAND’S SCHOOLS SCHOOLS 1962-88 1962-88

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Double-ended, hexagonal assembly hall at Acland Burghley School, of 1963-67 by Howell, Killick, Partridge & Amis, one of the key practices associated with the ‘New Brutalism’. Photograph by James O. Davies - © English Heritage.

 within living memory. The extensive media coverage of recent listing cases is a reminder of the considerable popular interest of the topic and its capacity for controversy.

But as public attitudes to late-twentiethcentury buildings alter, so too does the building stock. The first decade of the present century was marked by a return to largescale programmes of school building, such as Building Schools for the Future (BSF) and Primary Capital Programme (PCP). The scale and pace of change was considerable, and the amount of renewal probably unprecedented.

At the local authority level, programmes of rationalisation, educational reorganisation or asset disposal can result in the closure and loss of historic schools. Others suffer gradual attrition of character and architectural integrity through incremental change. The changed economic circumstances of the past few years have again altered the pattern of interventions to historic school buildings.

Repair and extension are currently more likely options than wholesale replacement, but recent increases in the birth rate suggest that this is unlikely to be a long-term trend.

The period 1962-88 saw changing attitudes towards urban planning, a recognition of the social problems of the post-industrial city and the reciprocal relationship of these things with education. From the mid-1950s inner-city schools also saw greater numbers of immigrant children, who by 1972 accounted for 3.3 per cent of all children in maintained schools.

The 1967 Plowden report on primary education suggested that specialised teaching methods, teaching assistants and in-service courses could lessen language and cultural barriers. Slum-clearance and comprehensive redevelopment on the basis of strict zoning policies were the norm at the beginning of the 1960s.

Recognition of the social costs of these policies and the longer-term depopulation and industrial decline of inner-cites slowly filtered from academia and the social professions to government. By the end of the 80s, the balance was being redressed through mixed use planning, rehabilitation of historic fabric, and regeneration through of Urban Development Corporations, Urban Development Grants and Enterprise Zones.

SCHOOL TYPES – PRIMARY Pedagogy was one of a number of interrelated influences on the design of the post-war primary school. Minima and maxima were determined by central government in the form of space standards and cost limits. Up to c.1970 high levels of daylighting were prescribed, resulting in dispersed plans and multi-lateral lighting.

Methods of construction, whether traditional or prefabricated, each imposed their own peculiar constraints on planning. A balance between divergence and convergence, between seclusion and communality, was achieved with the ‘hen & chicks’ or ‘cluster’ plans developed at the Architect’s Department of Hertfordshire County Council c.1949 at around the same time that cost limits were being announced.

‘THE TRIPOD’: PROTAGONISTS AND COLLABORATIONS IN SCHOOL DESIGN David Medd, a post-war authority on school building, talked of school design as a tripod, an interdependent and equal collaboration between three professionals: E

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ENGLAND’S SCHOOLS 1962-88  the educationist, the administrator and the architect. So much have models of public-sector procurement changed since the period considered in the report, it is worth outlining the crucial relationships in central and local government.

FINMERE AND ‘BUILT-IN VARIETY’ The Architects and Building Branch of the Ministry of Education was instrumental in developing and promoting planning techniques which facilitated child-centred teaching practice. The breakthrough in education-led primary school planning was Finmere Primary School in Oxfordshire of 1958-59, a fifty-place village school designed

by David and Mary Medd of Architects and Building Branch. Responding to certain characteristics of village schools - mixedage groups, more informal pupil-teacher relationships and teacher cooperation - the Medds provided a ‘built-in variety’ of spaces of differing character. Their compact, squarish plan had a central shared area with a high ceiling and exposed roof trusses that could be divided from the two classes by sets of folding doors. Each class had an enclosed room for rest and storytelling and three bays for practical work. Structured space was thus provided for a range of working groups, from individuals and small groups to activities involving the whole school. The design elements of Finmere ‘- home bases’ for each class, enclosed quiet rooms, shared areas, practical bays and verandas - became widespread in the planning of English primary schools in the later twentieth century. The Medds went on to extend built-in variety to a range of briefs and school types, including larger primary schools, middle schools and the lower school of a comprehensive.

SECONDARY SCHOOLS The post-war period was dominated by the accommodation of competing conceptions of the secondary school and an ongoing debate about curricula, teaching methods and social relationships, all of which informed school design. The 1950s saw doubts cast on the efficiency and equality of the tripartite model and growing acceptance of non- selective education. By 1960, the Ministry could point to numerous new primary schools (including their own development projects) which facilitated ‘child-centred’ approaches to teaching and learning in different ways. Reforming the fragmented secondary sector was a more protracted and contentious process.

Timetables, staffing, departmental structures and, in turn, the design of buildings were traditionally compartmentalised according to subjects and teachers could be reluctant to exchange the specialisms in which they had been trained for a generalist approach. But the move towards nonselective education, with its larger scale and ranges of abilities and ambitions, invited broader approaches

and central government came to dominate curricular reform in the later twentieth century.

As part of the 1963 Newsom investigation the architects David and Mary Medd developed a series of theoretical studies and sketch designs, some of which were published in the ensuing report. They include a science and craft centre, drama, music and art centre, arts centre, centres for younger and older pupils and a ‘club house’ which combined social facilities for older pupils and adults with acquisition of ‘home management’ skills. Large schools were to be broken up into upper and lower schools on a single campus.

The Medds’ work acknowledged a move away from a compartmentalised curriculum to more informal and flexible aggregations of related topics into ‘centres of interest’.

This implied the cooperation of two or more teachers of related subjects and the sharing of resources in a more fluid layout. The legacy of the 60s move towards more integrated and inter-disciplinary learning is a latter-day emphasis on investigative project work, such as the coursework component of the GCSE qualification introduced in 1988. Aspects of Newsom’s pedagogical aspirations and the Development Group’s architectural response recurred in the secondary schools subsequently designed by Architects and Building Branch.

YEAR GROUPS REPLACE HOUSE SYSTEM From independent boarding schools came the idea of a house system, with its connotations of separate social bases, a mixture of age groups and decentralised dining. Houses were adopted in the early comprehensive schools of London, Coventry, Nottinghamshire and Staffordshire, but the house system

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(1968); Bosworth College, Desford (1970

by Gollins Melvin Ward); Wreake Valley College, Syston (1971, also Gollins Melvin Ward) and Countesthorpe (1970 by Farmer and Dark). Fluid layouts of teaching areas, planned around a central library or resource centre, encouraged private study and small group project work. Sixth-form, youth and adult facilities were separated out, as were sports facilities, creating an amorphous plan with a central core and long limbs.

The Leicestershire schools were widely published in the architectural journals, where they were favourably compared with John Bancroft’s 1,725-place Pimlico School in Westminster, completed in 1970. This took the form of a long, low spine block with an internal ‘street’.

THE MULTI-USE CENTRE The logical conclusion of community education involved breaking the schools mould by co-locating educational provision along with other facilities into a new and urban building type, a single, multi-use centre. This combined one or more schools with a wide range of community facilities, sometimes expanded to include civic and commercial functions in addition to sporting and arts facilities. The centres were often envisaged as focal points in the renewal of deprived areas, as at the Abraham Moss Centre, Manchester and the Sutton Centre in Nottinghamshire. The concentration of a diverse range of functions and users under a single roof was a powerful expression of the integrationist philosophy of community schools, and can perhaps be related to the architectural interest in ‘megastructures’ fashionable in the 1960s.

The breakthrough in education-led primary school planning was Finmere Primary School in Oxfordshire of 1958-59, a fifty-place village school designed by David and Mary Medd of Architects and Building Branch fell out of use in the early 1960s and in its place, horizontal groupings of year groups gained dominance. The first London school planned with year rooms rather than houses was Malory School, London of 1958 by Bridgewater and Shepheard. The logical conclusion of horizontal organisation was separate upper and lower schools on a single site. Acland Burghley, Camden of 1963-66

by Howell, Killick, Partridge and Amis was organised into lower, middle and upper schools with year rooms rather than houses.

Increased emphasis on private study and centralised resources led to a greater convergence in the planning of secondary schools and colleges from c.1970. At Leicestershire, a new wave of school plans emerged at Manor High School, Oadby

ABOUT THE AUTHORS England’s Schools 1962-1985 was written by Geraint Franklin of the Heritage Protection Department with Elain Harwood, Simon Taylor and Matthew Whitfield. Extracts have been reproduced with permission from English Heritage. The study forms part of wider English Heritage project – ‘Later Twentieth Century Heritage, which aims to increase public appreciation of the value of England’s most recent heritage. L The full report can be downloaded from the English Heritage website at tinyurl.com/a23n9bp

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CLIMATE WEEK 2013 Climate Week is Britain’s biggest environmental occasion held each year in March. It culminates in 3,000 events attended by half a million people, showcasing the positive solutions to climate change. There are three good ways for schools to take part. Firstly, they can take part in the Climate Week Challenge. This is the UK’s biggest environmental competition, with teams of pupils across the country working to come up with solutions to climate change – in 2012 over 130,000 pupils and adults took part.

Secondly, schools can take part in the Climate Week Swap. All they need to do is run a swap event in your school and invite parents, teachers and pupils to come along and swap their clothes, books, toys and DVDs. Thirdly, schools can run their own event during Climate Week. This could be a talk, workshop, film-screening, energy saving project or walk‑to-school scheme. Whatever works for your local school and community. Register your involvement at climateweek.com.

ABOUT CLIMATE WEEK Climate Week is a supercharged national campaign to inspire a new wave of action on climate change. It culminates with thousands of events and activities taking place throughout the week of 4 to 10 March 2013, planned by organisations from every part of society. Showcasing real, practical ways to combat climate change, the campaign aims to renew our ambition to create a more sustainable, low-carbon future.

Climate Week is backed by all sectors of society – from the Prime Minister to Paul McCartney, the National Primary Headteachers’ Association to the Met Office, the TUC to the CBI, Girlguiding UK to PTA-UK. During Climate Week 2012 over 3,000 events were attended by half a million people across the UK. WHY SHOULD SCHOOLS TAKE PART? Climate Week offers schools, organisations and community groups an occasion to profile all the work that they are doing to tackle climate change. There are so many positive solutions already taking place across Britain and by providing a platform for these solutions and activities, Climate Week hopes that millions more people will be inspired to take action.

Climate Week enables teachers to put a particular focus on the issue for one week of the year, and provides practical, educational and creative ways to engage students and pupils. The Climate Week Challenge draws on the environmental knowledge that pupils will have learnt in their lessons, and challenges

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CLIMATE CHANGE: TAKE ACTION

Schools up and down the country are getting involved in Climate Week from 4 to 10 March by finding imaginative solutions to climate change them to apply that knowledge in order to come up with real, workable solutions.

It uses their presentation skills, teamwork, creative talents and communication abilities.

It also gives them a chance to be nationally recognised for their skills and ideas.

The actions and positive steps that take place at school as a result of Climate Week can be a real turning point for schools, and encourage a wider shift in attitudes. St Christopher’s School in Accrington for example began with a ‘Pledge 4 Veg’ campaign that was led by the students and has developed into a whole school action plan encouraging the school – and its surrounding community – to live and work more sustainably.

THE CLIMATE WEEK CHALLENGE Registrations are now open for the Climate Week Challenge, Britain’s biggest ever environmental competition. Already over 500 schools and organisations have registered to take part. The Challenge is open to all ages,

One of the featured judges for the Climate Week Challenge in 2013 will be Robert Swan OBE, environmentalist and adventurer, and one of the world’s pre-eminent polar explorers and environmental leaders

can be done on any day during Climate Week and it is completely free to take part. Over 130,000 people participated in 2012 in a challenge to come up with an idea to green a local space and make it more environmentally friendly. The entries were judged by a celebrity panel and the winners went on to take part in workshops organised by industry and business leaders. Winning designs included the Water Pebble – a device for the shower that flashes green when you first start washing, amber for when it’s time to rinse off and red for when it’s time to get out the shower. The pupils [pictured] really enjoyed their workshop learning about climate change, developing their design and creating a school action plan.

AS-level students from Prince Henry’s Grammar, Otley, were winners in the 16+ category. Their design was for a new style of ‘eco-fridge’ using the latest thermo-acoustic technology, which would be installed in their local supermarket. The students visited a fridge manufacturing plant in Birmingham who supply directly to companies including Tesco, and were given a tour around the factory before pitching their idea to industry leaders.

Bryony Barlow, one of the team members, said: “We presented to professionals and pitched our idea, not many people can say they’ve done that! I’m definitely going to look into engineering.”

Paul Alway, responsible for Technical Standards Refrigeration for Tesco, said of E

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CLIMATE WEEK 2013  their design: “A fantastic piece of work that accurately identified and addressed all the main energy usage issues associated with refrigerated cabinets in supermarkets.

I particularly liked the proposed use of new and exciting technologies like Thermo-acoustic refrigeration to do away with harmful fridge gases. It’s good to see the long term future of retail refrigeration is in safe hands!”

One of the featured judges for the Climate Week Challenge in 2013 will be Robert Swan, environmentalist and adventurer. Robert Swan, OBE is one of the world’s pre-eminent polar explorers and environmental leaders.

By age 33, Robert Swan, OBE became the first person to walk to both the North and South Poles. He has dedicated his life to the preservation of the Antarctic wilderness and promoting recycling, renewable energy and sustainability to combat the effects of climate change through positive leadership.

He will in fact be in the Antarctic running the Climate Week Challenge during Climate Week, and is excited about judging the UK entries. Register for the Challenge by visiting our website climateweek.com THE CLIMATE WEEK SWAP In 2013 there will be a new feature to the campaign, the Climate Week Swap.

Swapping clothes, books toys and DVDs saves previous resources, reduces waste and carbon emissions and is completely free to

run. Hosting a Swap can be done by anyone in any setting – whether at work, at home, or in the community – and those who register can win a signed celebrity item! Celebrities involved include Hugh Laurie, Frank Lampard, Zoe Wanamaker and Hayley Westenra.

Parents can host a uniform or sports kit swap, children can take part in a toy swap and school libraries could run book swaps.

The simplest way to run a Climate Week Swap is just to invite friends, work colleagues or neighbours for an hour of swapping. Everyone comes with as much or as little to swap as they want.

A more organised system is to give everyone tickets when they arrive – if someone brings eight things for the swap pile, they receive eight tickets. They can then exchange their tickets for eight things they choose to take home.

THE CLIMATE WEEK AWARDS The Climate Week Awards recognises inspirational and impressive actions taking place in every sector of society. The judging panel contains the advisor to the Prince of Wales’ Sustainability Unit, Tony Juniper, the former President of Ireland, Mary Robinson, and the Bishop of London. We have a category dedicated to Best Educational Initiative, last year won by Turner’s Hill C of E School.

The Award winners will be announced at our Awards ceremony on 4 March 2013 and the deadline for entries is 25th January

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2013. If you think your school could win an Award then nominate them now, or let us know about someone you think deserves recognition. Visit climateweek.com/awards.

RUN YOUR OWN EVENT The event ideas listed above are suggestions, but schools and organisations that are already doing fantastic work can run an event that profiles these initiatives during Climate Week. You could put on a workshop, hold a debate, organise a cycle‑to‑school scheme or host a film-screening.

Whatever suits you and your school.

Nurseries, schools, colleges and teaching associations can get involved now by starting to plan an event for Climate Week, whether that be one of the events described above, or your own event. This provides a unique opportunity to profile your own initiatives and innovations to staff, students and the community, members and the media. You can also spread the word in advance, so that others find out about Climate Week in time to plan their own activities.

You can help right now by asking the schools and teachers you know to plan an event or activity for Climate Week. You can also enter the Awards and register to take part in the Climate Week Challenge. L FURTHER INFORMATION www.climateweek.com

UK fuel bills to increase by £600 per year unless low carbon alternatives are investigated, says Solen UK households could see their fuel bills increase by £600 per year unless they invest in low carbon alternatives. This warning comes out following a report released last week by the Governments official advisers on climate change.

Debbie Webb of Solen Energy UK said, “This latest report emphasises just how important investing in renewable energy is.

“The countries reliance on fossil fuels has been further demonstrated by the announcement to restart ‘fracking’ which is the potentially hazardous process of extracting gas from shale.

“UK businesses and householders should seriously consider investing now in renewable sources of energy such as solar power to protect themselves from fuel prices that look set to spiral out of control.”

Current average energy bills are £1000 and analysts are worried that the predicted increases will plunge more and more people into fuel poverty.

The Committee on Climate Change chairman Lord Deben (former Government Energy Secretary John Gummer) said: “A strategy which invests in low-carbon technologies provides of portfolio of energy sources

as insurance against the risk of high gas prices. It lessens the impact of household bills in the long term and enhances the competitiveness of UK industry.”

Debbie Webb added: “Individuals, businesses and community groups that take action now and invest in renewable sources of energy are protecting themselves against the volatility of the global energy market.”

“Investing in renewable energy is not only about saving the planet, it’s also about protecting yourself financially for the future.”

FURTHER INFORMATION Solen Energy UK Ltd Cornwall: 01726 862470 Liverpool office: 0151 448 9662 www.solenenergyuk.co.uk

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Success: Premier League CEO Richard Scudamore joins Sir Alex Ferguson to launch a new 3G pitch at Stretford High School in Trafford

Written by Rory Carroll, The Football Foundation

FUNDING FOR SCHOOLS AND FOOTBALL CLUBS TO LINK UP

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The Football Foundation’s Rory Carroll explains why an £18m Premier League funded scheme to develop new or refurbished sports facilities for local people is good news for schools Pupils at Stretford High School could not contain their delight when Manchester United’s manager, Sir Alex Ferguson, paid them a visit. With a total of 48 titles to his name, so far, he is the most successful manager in British football history.

This was not merely a social visit from Sir Alex, however; he was accompanying Premier League Chief Executive, Richard Scudamore, to officially open the school’s stunning new 3rd-generation all-weather playing surface that is also a venue for the Manchester United Foundation’s community work.

investing £18m over three years to develop new or refurbished sports facilities for local people across the country. It is good news for schools that are interested in improving their facilities whilst partnering with a local professional football club’s community scheme.

“This £18m of funding, which is available to 160 clubs across seven divisions of English football, is investment that will have a lasting impact,” the Premier League’s chief executive, Richard Scudamore, said.

“The community of North Trafford is the first to benefit from the PLCFF. They have

The Premier League Community Facility Fund, funded by the Premier League and delivered by the Football Foundation, is investing £18m over three years to develop new or refurbished sports facilities for local people across the country The event also formed the backdrop to the launch of an exciting new national funding programme for facilities, from which schools, such as Stretford High, can potentially benefit: the Premier League Community Facility Fund (PLCFF).

PREMIER LEAGUE FUNDING The Premier League Community Facility Fund (PLCFF), funded by the Premier League and delivered by the Football Foundation, is

never had far to look for inspiration and this new facility will add to that legacy by significantly increasing sports participation to the 3,000 young people who will use.”

However these enhanced sites will be much more than simply spaces for sport.

They will be linked to a local professional football club – from Premier League level, down to Conference North and South – and become important locations for that club’s community outreach work.

As Scudamore explained: “Stretford High School will also be Manchester United Foundation’s eighth base for their magnificent Hub of the Community work, so once again one of our clubs is placing itself at the heart of their local community and using football to make a positive social difference.”

In the last twenty years clubs’ community trusts and foundations have developed way beyond providing ad hoc football coaching sessions. They now use a range of different sports and sophisticated diversionary activities, which address mental and physical health, tackle substance abuse and crime, support education and employment, and many other issues.

BRINGING IN THE BOSS Jointly launching the PLCFF programme with the Premier League chief was Manchester United boss Sir Alex Ferguson – particularly fitting, as Sir Alex actually officially opened Stretford High School twenty years earlier in 1992. He was clearly impressed with what he saw on his second visit.

“The Stretford Sports Village is a fantastic facility for young people. Whether the young people who use it ever become a champion or not, play for Manchester United or not, that is not the issue – the thing is they’ll be enjoying playing sport and they should take great inspiration from it.”

“The great thing about the Premier League is that they’ve been doing this kind of work for a long time now. They E

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FOOTBALL FACILITIES  don’t get the publicity they deserve and without their funding initiatives like this it wouldn’t happen,” Sir Alex added.

A third dimension to PLCFF sites is that they have the potential to bring the excitement of professional football games closer to home and into the back yard of people that are not at the game. The Stretford Sports Village therefore is also set to play host to Manchester United fan-zone experiences for the local community to enjoy on match days.

But the PLCFF is also good news for the Premier League’s fellow Football Foundation partners, The FA, government and Sport England. These new and refurbished facilities support their objectives of increasing participation and supporting coach and club development. The Stretford facility, for example, will be a venue for the Manchester FA’s coach education programme, 9 v 9 football and a range of junior, women’s and disabled football clubs.

And although based at a school, over half of the usage of the pitch (55 per cent) will be for the local community. Approximately 1,100 Stretford High School students will use the facility, with a further 1,900 weekly users from the community also benefiting.

So the programme is a new and multifaceted direction for the Premier League’s partnership with the Football Foundation, and one that will benefit both grassroots sport and professional clubs’ charitable aims.

Scudamore reiterated the commitment to the grassroots game that drove his League to establish the Football Foundation alongside The FA, the DCMS and Sport England 12 years ago, saying: “The Premier League has been banging the drum for sports participation for many years now and it is heartening to see that this issue is moving higher up the political agenda. The Premier League Community Facility Fund is all about providing sports facilities that reinvigorate local communities.”

Football Foundation Chief Executive Paul Thorogood underlined the partnership, adding: “The Football Foundation is very proud to be delivering the PLCFF programme in partnership with the Premier League, which will see £18m invested into developing new grassroots sports facilities and strengthening link between professional football clubs and their local communities.

“I would wish to take this opportunity thank the Premier League for its support to grassroots football over the last 12 years, during which time it has directly invested nearly £200m into the Football Foundation to support projects like this all over the country.”

Another new dimension to the Premier League Community Facility Fund sites is that they all have the potential to bring the excitement of professional football games closer to home and into the back yard of people not at the game

OTHER FA FUNDING SCHEMES Schools can still apply for grants towards improving their sports facilities through the Foundation’s two core funding streams: the Facilities Scheme and Build the Game scheme.

The Facilities Scheme offers grants from between £100,000 to £500,000 towards projects such as changing rooms or

provides grants of up to £100,000 for smaller‑scale facility projects, such as installing new showers or resurfacing a multi-use games area. Again, schools will need to demonstrate how the project will support the growth and retention of grassroots football.

Schools can apply online or find out more details on all Football Foundation

clubhouses and real grass or artificial grass pitches. Schools may be eligible if they can demonstrate a need for such facilities in their area, value-for-money, and that improving the facilities will help increase participation and increase access to football and sports provision amongst the local community.

The Foundation’s Build the Game scheme

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funding schemes at www.footballfoundation. org.uk. They should contact their County FA for pre-application advice in the first instance – contact details can be found on the website.

Since it was launched in 2000, the Football Foundation has awarded 1,391 grants worth more than £84million towards

improving school’s sports facilities right across the country, thanks to money generously provided by its core funding partners: the Premier League, The FA, and the Government (via Sport England). L FURTHER INFORMATION www.footballfoundation.org.uk

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BBC YOUNG SPOTY

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BBC’S YOUNG SPORTS PERSONALITY OF THE YEAR

15-year-old swimmer, Josef Craig, was named BBC Young Sports Personality of the Year 2012, after becoming the youngest Paralympic gold medallist at the London 2012 Olmpics, winning the S7 400m freestyle final. We look at Josef’s achievements, as well as the other contenders for the title

Winner: Josef Craig with Sue Barker at Sports Personality of the Year 2012. Copyright: BBC

The BBC Young Sports Personality of the Year award is given to the outstanding young sportsperson of the year, who is aged 16 or under on 1 January 2012, selected from nominations made to the BBC and by sports governing bodies via the Youth Sport Trust. The star-studded ceremony was held at Excel London on 16 December 2012.

The 15-year-old swimmer, Josef Craig, won the title of Young Sports Personality of the Year after becoming the youngest Paralympic gold medallist at London 2012, winning the S7 400m freestyle final. Josef, who has mild cerebral palsy, won the final in a new world record, knocking nearly two seconds off the previous best.

Speaking to the BBC Josef said: “A big thanks to everyone who helped me get the gold. I’d like to thank my family, friends and Performance Director John Atkinson at British Swimming.”

SPORTING HISTORY Josef attends St Joseph’s RC Comprehensive School in Hepburn, which was part of the Youth Sport Trust’s STARS Squad (Supporting Talented Athletes on The Road to Success) in 2008-09 and he competed at the 2010 UK School Games in Newcastle and Gateshead.

Joseph was Great Britain’s youngest 2012 gold medal winner, winning the 400m freestyle gold medal in a record time at the Paralympic Games. The year also saw him win his first British medal with a bronze in the 100m freestyle at the 2012 British Swimming Championships back in March, leading him to be selected for three events in the Paralympics.

Adding to his success, in early December, Josef was joint winner of the BBC North East Sports Personality award with Olympic rowing gold medallist Katherine Copeland.

Josef told BBC Newcastle: “It feels absolutely amazing. I didn’t expect to get one award so to get two is an honour and it shows how much success I’ve had this summer.”

JUDGES The shortlist was drawn from the nominations by a panel of judges chaired by BBC Sport’s John Inverdale. The panel also includes former Young Sports Personality of the Year winners Amy Spencer and Harry Aikines‑Aryeetey, two representatives from the Youth Sport Trust, BBC Sport presenters Ore Oduba, Sonali Shah and Tina Daheley and two E

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BBC YOUNG SPOTY About BBC Young Sports Personality of the Year The BBC Young Sports Personality of the Year award is presented at the annual BBC Sports Personality of the Year award ceremony.

It is awarded to the sportsperson aged 16 or under as of 1 January of that year, who has made the most outstanding contribution to sport in that year. Nominees are generally British. Non-Britons are eligible if they are UK resident, play a significant amount of sport in the United Kingdom, and their core achievements for the year took place in the UK, and were not done with a non-UK national team. All winners to date have been British.

Nominations are put forward via Youth Sport Trust, and a judging panel then decides on a ten person shortlist. The panel later reconvenes to choose the top three, and decides on the winner by secret ballot.  representatives from the Sports Personality of the Year production team.

Josef Craig won from a shortlist of three, which included fellow Paralympic swimmer Jessica-Jane Applegate and gymnast Rebecca Tunney. Previous winners of the award include footballer Wayne Rooney, tennis star Andy Murray and diver Tom Daley.

GOING FOR GOLD Josef Craig, won the title of Young Sports Personality of the Year after becoming the youngest Paralympic gold medallist at London 2012, winning the S7 400m freestyle final.

He knocked almost two seconds off the previous record time in the heats and repeated that feat to finish in four minutes 42.81 seconds.“I was quite shocked when I looked around and saw the time,” he said.

Josef trailed China’s Shiyun Pan at the halfway stage, but took the lead with 150m to go and could not be caught. He said: “I was worried [when Shiyun Pan was ahead], but I thought I’ll do everything I can to catch him.”

Josef was diagnosed with Graves’ disease last summer, which resulted in a thyroid removal, and he only just recovered in time to secure his place in the Paralympics GB team for London at the final trials in April.

He said: “I wanted to start [my career] in Rio [2014], but I now want to go there and smash that [world record] again.”

Team-mate and pre-competition favourite Jonathan Fox, who is from Cornwall but trains in Manchester, touched in fourth place and the 21-year-old tweeted: “Such a

tough swim, I gave it everything and that’s all I can do. Well done Josef, great time.”

HOT ON HIS HEELS Josef Craig won from a shortlist of three, which included fellow Paralympic swimmer Jessica‑Jane Applegate and gymnast Rebecca Tunney.

Jessica-Jane Applegate won gold for Paralympics GB at London 2012 in the 200m freestyle, setting a new Paralympic record.

She also took part in the 100m backstroke, finishing just outside the medals in fourth place. In a huge year for the young athlete, 2012 also saw Jessica-Jane enter her first overseas tournament at the Berlin Open, taking two bronzes in the 50m and 100m freestyle, and earlier in the year she took the gold in the 200m freestyle at the 2012 British Swimming Championship in March.

Rebecca Tunney is an artistic gymnast from Manchester who was the youngest athlete to compete at London 2012 at the age of 15. In May she helped her club, City of Liverpool, win first place in the British Teams competition, then in July she won the British all-round gymnastics championship in her first year as a senior. Rebecca finished 13th at the Olympics in the women’s individual artistic all-round final and was also part of the GB women’s all-round team which came sixth.

OTHER CONTENDERS Here are the other ten contenders shortlisted for the prestigious BBC Young Sports Personality of the Year 2012.

16 year old Athlete Olivia Breen was part of the women’s T35/38 4x100m relay team who picked up Paralympic bronze in London this summer. She was also in the finals of her two individual Paralympic events; finishing 5th in the T38 100m and 8th in the T38 200m.

Kyle Edmund is a 17 year old Tennis player. He is the 2012 boy’s US Open

School Sports

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doubles champion and also achieved great success in other Junior Grand Slams this year, reaching the quarter-finals of both the French and Australian Open.

16 year old golf player Georgia Hall is the number one amateur European female golfer and is ranked fourth in the world. She also won the British Girls’ Championships, rounding off a fantastic 2012.

Quillan Isidore is a 16 year old BMX world champion in his age category after an incredible display at the UCI BMX World Championships in Birmingham. last season Quillan has also won every one of the British BMX Series events in the junior men’s class.

17 year old swimmer Siobhan-Marie O’Connor was the youngest swimmer competing for Team GB at the London 2012 Olympic Games. She was part of the women’s 4x100m medley relay team who went on to make the final.

Saskia Sills, a 16 year old windsurfer is a multiple youth world champion in sailing, as well as picking up European and national titles in 2012.

Kimberley Woods is a 17 canoe Slalom champion. She is an Under-23 world champion in the K1W team event, as well as bronze medal winner in the C1 women’s event. Kimberley is also the Canoe British Open junior and U23 champion.

Meanwhile at the awards, Lord Coe, London 2012’s chief was awarded the Lifetime Achievement Award, recognised for his efforts both on and off the track and leading the bid to bring, and subsequent successful delivery of, the Olympic and Paralympic Games to London.

During his acceptance speech, Lord Coe praised the role of PE teachers and the value and power they have on young people’s lives. L FURTHER INFORMATION www.bbc.co.uk/sport/0/sports-personality www.youthsporttrust.org

London 2012’s chief Lord Coe, winner of the Lifetime Achievement Award, praised the role of PE teachers and the value and power they have on young people’s lives at the ceremony

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At Absolute Performance we understand that the needs and requirements for every customer varies, so developing bespoke fitness equipment solutions is key, including gym design, equipment and flooring specification, supply and installation.

We’re an independent company, which means that we can give you the best advice and recommend products that are right for you and your budget.

Absolute Performance has a proven track record of installations across a multitude of schools, colleges and universities throughout the UK. Don’t just take our word for it, check out what some of our customers have to say about us and see our extensive range of products.

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

SPORTS FACILITIES

SPORTS HALL MAKEOVER With the Olympics fresh in the minds of pupils, now is a good time to develop sports facilities that will help the next generation of Olympians. But how can this be done on a budget?

School sports have been thrust into the spotlight as a result of the success of London 2012 and an announcement by Prime Minister David Cameron that competitive team sports within schools will be made compulsory for all primary school children.

These plans are to be included in a revised national curriculum, to be published in the Autumn, that will make it compulsory to take part in what Downing Street called ‘recognised and recognisable sports’, such as football, hockey and netball. It will also prescribe ‘team outdoor and adventurous activity’.

LEGACY PLAN The Olympics success is fresh in the minds of schoolchildren and the enthusiasm for sports in general couldn’t be greater. Government statistics claim that 1.3 million more people are playing sport every week in England than when we won the bid in 2005. That is why it has put into place a ten-point plan to ensure that London 2012’s lasting legacy will be a commitment to ‘Inspire a Generation’.

The ten-point legacy plan includes a £300 million investment into world-class

sports facilities that will support community and elite sport for future generations.

It also includes a recognition that more needs to be done to ensure that all children have the chance to enjoy sport in school, to compete against their peers and to promote and celebrate sporting excellence.

The plan will reintroduce the school games programme, which is a four level – intra-school, inter-school, county festivals and national finals – competition for school children.

It will also include an investment of £50 million in over 700 community sports projects with a focus on making it easier for local community and volunteer groups to improve and refurbish sports clubs or transform no-sporting venues into modern grass roots sport facilities.

FINDING FUNDING The issue for many schools is that whilst competitive team sports are to be actively encouraged there are yet no details on how this will be supported or funded by the government and there are no plans in place for secondary schools.

Written by Chris Trickey, SAPCA (The Sports and Play Construction Association)

Image courtesy of Gerflor

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NEW FACILITIES, LOW BUDGET So, with budgets so tight, how can a school provide sport facilities for the next generation of Olympians? Firstly, they can look at new, shared facilities with the community as seen at Winchcombe School in Cheltenham. Here the school worked with community groups to get joint funding for a synthetic turf pitch that is used by the school, the local community and local sports clubs. The government’s Places People Play programme has specifically earmarked funds for such shared facilities.

Karen Woolland of wctd, an expert on sports project funding says: “In order to make your project a reality it is advisable to move away from the thinking of a traditional project of synthetic pitch and changing rooms for one main user group, the key is to work in partnership and link with as many community partners as viable. This partnership approach will help reduce running costs for core services, increase sustainability and profitability and will allow each partner to identify an achievable funding target to bring to the project.”

MAKE DO AND MEND An alternative option is upgrade the facilities already in place – resurface or rejuvenate sports surfaces, add new fencing, replace the lighting or upgrade sports equipment such as goals and nets. E

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SPORTS FACILITIES  Darren Wood of indoor flooring specialist Gerflor is shocked at the quality of school sports facilities: “With the majority of education stock pre-dating the 1980s, many facilities are looking tired and dated. Many sports halls have old traditional type floors in situ; hard surfaces that are uncomfortable to run on and painful to fall or dive on, especially for children.

“It is universally accepted that playing sport on hard, solid floors can lead to a higher risk of injury for players. These injuries usually manifest themselves as foot, knee, hip and back problems. It is also acknowledged that if a player sustains a major injury early on in their sporting life, then more set backs will quickly follow – just look at the blighted playing career of footballer Michael Owen.”

Cardinal Heanon School in Liverpool had its sports hall repainted, the lighting repaired and the existing wooden floor over laid with a Taraflex Sports System.

“We wanted to provide the pupils, staff and local community with a new and modern sports facility and we looked at a number of solutions that would enable us to do that,” said Jake Collin, director of community support. “The walls were re-painted, repairs to the lighting system were undertaken and a brand new sports floor was installed. This has given us what looks like a million pound venue for a fraction of the price. In fact we spent just £45k and the feedback has been fantastic.

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A football pitch in need of an upgrade. Image courtesy of Materials Science Consultants Ltd

The same football pitch after the upgrade. Image courtesy of Materials Science Consultants Ltd

GETTING STARTED For those wanting to get more information on developing school sports facilities, the SAPCA website is a great starting point. It includes guidance, information sheets and copies of recent presentations including: Funding Sources for Sports Facilities; Cost-Effective Upgrading of Existing Sports Facilities; Performance Specifications for Sports Surfaces; Understanding Indoor Sports Surfaces; and Safety Standards for Sports Equipment. Visit www.sapca.org. uk and go to the Technical Guidance page.

The Sports and Play Construction Association (SAPCA) represents specialist constructors, manufacturers and suppliers of sports and play surfaces (and related products) and plays an important role in the promotion of high standards for sports and play facilities.

SAPCA offers specifiers and buyers free advice on what to look for when buying sports facilities, surfaces or equipment; peace of mind when choosing a supplier that is a SAPCA member (all our members are credit scored annually and have to adhere to strict codes of practice); access to its membership database to source providers of quality installations; a technical mediation service (in case it is ever needed); access to free seminars and exhibitions. L FURTHER INFORMATION www.sapca.org.uk Tel: 024 7641 6316 info@sapca.org.uk

A resurfaced tennis court. Image courtesy of Materials Science Consultants Ltd

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Help your students kick off their career in the sports industry!

What’s Your Goal?

Career related competitions brought to you by npower and The Football League Trust.

Your Year 7 to 11 students can now enter our competition for the chance to be mentored for a day by TV Presenter Clare Balding or one of 10 other amazing female professionals from the world of sport.

Your Year 10 and 11 students also have the opportunity to win a fantastic 4 day work experience placement at their local Football League club during the 2013 Easter holidays.

Competitions close on Friday 1st March 2013 - so don’t delay!

Visit npower.com/whatsyourgoal

Terms and conditions apply.

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

SPORT

WHAT’S YOUR GOAL?

Advertisement Feature

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With nearly 1 million young people in the UK not in education, employment or training, it has never been more important for companies to look for ways to engage young people in the world of work. This is why npower has launched its career related ‘What’s Your Goal?’ competitions in partnership with The Football League Trust for another season npower has made the most of their Football League sponsorship to do just this as Clare McDougall, head of community and education at npower, points out: “Our partnership with The Football League gives us an amazing opportunity - through young people’s love of the game we hope to get them thinking about their careers. The chance to do work experience in a Football League club is a fantastic opportunity for many young people.

Likewise shadowing someone in football at the top of their game is a dream for many students. We have put together two competitions in the hope that we spark an interest in young people across all ability levels who, without these opportunities, might never apply for a job at all.” npower ran these competitions last season too and found that football is a wonderful tool to help address some of society’s key challenges. npower received hundreds of entries and heartwarming stories from young people saying how much the game means to them and how such a work experience opportunity would change their lives. This season they hope to give even more young people the chance to develop their employability skills and experience the world of football.

The competitions require the young people to complete a typical job application form – they have to list the skills they would bring to the job and what it would mean to them if they were successful. For most applicants last season this was their first exposure to a job application form – all good experience for when they are ready to join the world of work.

The competitions provoked many students to actually think about what they might like to do with their lives, what skills they have and those they need to develop in order to have a chance of getting the job they want.

The competitions are delivered in partnership with The Football League Trust – their community coaches visit hundreds of schools and over 35,000 students each season, delivering lessons on careers. They’ve got the young people thinking, not just about careers in the world of football, but about careers in general – what are their skills and what jobs are they suited to? Mike Evans, general manager, The Football League Trust said:“We’re really excited about helping young people in the communities around our 72 clubs, giving them an insight into the huge variety of jobs within our industry and

Sasa Ihringova (Referee) and Bethan Smith

The competitions require the young people to complete a typical job application form the opportunity to see what goes on off the pitch! The longer term benefits have been significant for example some of our winners successfully followed up their experience by applying to join our apprenticeship programme. Some winners decided to volunteer at our clubs to gain that all important experience for their future career.”

There are teacher resources available on the npower website so any teacher can deliver these lessons and could even get a complete class of students applying if they so wish. It’s never too early to get young people building a vision of themselves in a job.

COMPETITION 1: WHAT’S YOUR GOAL? SPEND A DAY WITH A MENTOR This year npower is championing women in sport - following on from the amazing success of Britain’s female athletes in the Olympics – and they hope to see hundreds of boys and girls thinking about their careers. There are 11 amazing roles that students in Years 7-11 can apply for. The dream team of 11 winners will each be mentored for a day by an inspiring female professional. For example they could be presenting on TV with ‘national treasure’ Clare Balding at the Play Off Finals, refereeing a match with leading female referee, Sasa Ihringova, or be at the heart of a game’s action

and taking photos with sports photographer Georgie Gillard. “What’s Your Goal is an excellent way to get our Year 9 pupils thinking about their future as preparation for making their option choices. It encourages them to consider the skills they have, highlights the skills they need to develop, and invites them to think of new careers in a fun and engaging way.” says Horace Letchford, head of CRE, Sweyne Park School COMPETITION 2: WHAT’S YOUR GOAL? WORK EXPERIENCE In partnership with The Football League Trust, each of the 72 Football League clubs will be delivering work experience placements for Year 10 and 11 students during the 2013 Easter holiday. There are over 350 placements for students to choose from. Roles include community coach, public relations manager to sports therapist and groundsman to name a few. This highlights the range of professions required within the football industry which young people are now able to experience.

FURTHER INFORMATION Applications for the competitions close on Friday 1 March 2013. Visit www.npower.com/whatsyourgoal to find out more

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EVENT REVIEW

A ROUND OF APPLAUSE FOR THE EDUCATION SECTOR

Education Business Awards

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Schools, academies and colleges across the country have been awarded for their hard work, dedication and achievements at the seventh annual Education Business Awards on 6 December 2012 The Education Business Awards recognise the outstanding achievements of primary and secondary schools from all sectors. The 2012 event, sponsored by RM Education, took place at the Emirates Stadium, London, on 6 December and were presented

by Newsnight presenter, author and award- winning journalist Gavin Esler.

Among the achievements that impressed the judges were “the crisis school” Baxter College in Worcestershire, which took home the Outstanding Progress Award for secondary education for its impressive turnaround, and a cultural exchange trip to Kurdistan, northern Iraq, organised by King Edward VI School in Suffolk, which won the The Educational Visits Award. Here are the award winners in more detail.

MAKING PROGRESS Baxter College in Worcestershire, for years describe as “the crisis school”, took home the Outstanding Progress Award for secondary education, sponsored

by NEC Display Solutions.

Baxter College, an 11-19 Academy in Kidderminster, serves the seventh most socially deprived ward in England. 50 per cent of pupils are on the SEN Register.

The Governors appointed a new leadership team, which has been relentless in improving every aspect of the organisation from recruiting outstanding staff, to a curriculum that mattered. 14 national teaching awards have followed plus a place in the top 100 schools list for sustained improvement from 2008 to 2012. Conversion to an Academy has been followed by a successful submission to make its Pupil Referral Unit a Free School from January 2013.

The Outstanding Progress Award for a Primary School went to Iqra Primary School.

Iqra Primary School’s modestly understated principles of ‘improvement, quality, respect and achievement’ provide the overarching philosophy that helps build on the knowledge, skills and experiences that pupils bring to school and prepares them for the opportunities, responsibilities and experiences of adult life. Iqra gained top marks in the Times Education Supplement’s 2012 School Awards, coming first in the ‘most outstanding’ primary category and runner-up for the overall best UK school. A clear indication, in Iqra’s thriving and productive environment, that staff and pupils – together with parents’

and community members’ support – are dedicated to creating premier standards.

Meanwhile, Sevenoaks School in Kent was presented with the Outstanding Progress in an Independent School, sponsored by Espresso Education and Channel 4 Learning.

growing sophistication can be seen in the recently inaugurated Baccalaureate-linked Centre for Innovation lectures announcing top flight academic and professional speakers and inviting local schools and the wider Sevenoaks community to participate.

Among the achievements that impressed the judges were “the crisis school” Baxter College in Worcestershire, which took home the Outstanding Progress Award for secondary education for its impressive turnaround, and a cultural exchange trip to Kurdistan, northern Iraq, organised by King Edward VI School in Suffolk, which won the The Educational Visits Award Sevenoaks School has an enviable record as a coeducational day and boarding school, providing academic excellence with a strong pastoral and co-curricular emphasis, as well as a global perspective inspired by the International Baccalaureate. The Sunday Times named Sevenoaks as the top performing co-educational independent school in 2012; A testimony to the school’s

ENERGY EFFICIENCY The Environmental Building Award, sponsored

by Big Green Book, went to Richmond Hill Primary School in Leeds. The school is part of a world-class development specifically aimed at drastically reducing every aspect of energy use while making conservation paramount and achieving very low running costs. The school has not only achieved Passivhaus certification, E

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At Bett 2013, LAN2LAN will be showcasing Network, Content and Application Security with Fortinet and Next Generation WAN Optimisation with Exinda on Stand No. 353 (Hall: ExCel Modules N1-N17).

Tablets and smartphones are flooding your campus – but are you at risk?

Tablet PCs, iPads and smartphones have revolutionised learning. When you allow students to bring their own laptops and tablets into the classroom learning environment, these bandwidth-hungry users are logging onto your network to access social media, online applications, multimedia documentation and assignments – there are two things to consider; - network security threats and challenges - visibility and control of applications being accessed.

As a Fortinet Gold Partner, LAN2LAN will highlight to you the network security threats and challenges that traditional port-based firewalls cannot defend. Fortinet’s multithreat security systems provide a complete solution that addresses the full range of threats to educational campuses.

Fortinet FortiGate systems will also give you visibility and control of the applications that are being accessed on your network – so you can prevent access to harmful or inappropriate content.

Fortinet: Network, Content and Application Security • Protect: defend your network security against new cyber-attacks • Secure: safeguard against harmful or inappropriate content • Manage: gain visibility & control of multiple applications and devices on your network • Consolidate: deliver greater security with reduced budget

enabled learning technologies to engage students more profoundly and drive a more collaborative learning experience. At the same time, the ideal educational experience must provide an engaging academic curriculum, as well as support a healthy level of social interaction.

With the increasing demand for ‘Bring Your Own Device’ (BYOD) policies, educational campuses are challenged to provide students and faculty with predictable performance and a high quality user experience. How can education campuses cater for greater freedom in both devices and applications AND ensure the network must also support teaching, learning, study and recreational use?

Exinda Networks solution is designed specifically to assure the Learning Network. Unlike conventional approaches to controlling traffic in education facilities, Exinda applies a set of education application packs and policies to simplify and facilitate how you wish to prioritise access to the Internet and other critical applications on your Learning Network.

These targeted, layer-seven application packages are designed to protect the user experience for your most strategic learning and examination management systems, such as Blackboard, Moodle, and Securexam. By focusing network resources intelligently where you need them most, you can guarantee bandwidth to these applications on a per user basis.

Exinda: Next Generation WAN Optimisation • Visibility: monitor traffic across your network • Control: prioritise learning-critical applications and internet access • Accelerate: increase bandwidth without upgrading connections.

Powering the Learning Network with Bandwidth Control Educational campuses are increasingly embracing Internet

If Network, Content and Application Security and Next Generation WAN Optimisation is important to you, come and see LAN2LAN with Fortinet and Exinda on Stand No. 353 (Hall: ExCel Modules N1-N17).

Telephone: 01483 594100 Email: info@LAN2LAN.com Website: www.LAN2LAN.com

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EB AWARDS 2012  but has actually improved on the air tightness target of the Passivhaus Institute itself. The school will use up to 80 per cent less energy than a conventionally built equivalent facility, reducing carbon emissions by 60 per cent without the use of renewable energy. To help achieve superior levels of thermal insulation a solution was found for the eradication of cold bridging between the building’s piled foundations and steelwork frame, by using high-strength insulation normally used in industrial process plant installations. The walls and roof of Richmond Hill School achieve optimum thermal insulation effectiveness, far exceeding the requirements of the current building regulations.

Meanwhile, Stanley Park High School took home the School Building Award for its £35m building that opened earlier this year. It won the distinguished London Design Award for a new build, with judges declaring it had created the ideal space to “fire students’ enthusiasms”. The award celebrates how new buildings contribute to the quality and environmental sensitivities of the capital. The project’s internal public way and relaxed spaces are important aspects sparking students’ outlook and artistic creativity. And the architects’ scrupulous approach to seamlessly mixing new with the old reflects thoughtful understanding of how to captivate 1,400 pupils.

Of particular note is the way the site is divided into four small logically arranged schools. These are ‘World’, specialising in the humanities and foreign languages; ‘Performance’, concentrating on PE, dance, music, drama and media; ‘Trade’, where vocational subjects, technology, art and design are studied; and ‘Horizon’, a specialist school for children with autism. The central space at the heart of the School, designed to resemble the corporate headquarters of a largescale company, provides an ideal learning space for all students.

It contains facilities for ICT and a variety of seating arrangements for students to learn inside and outside formal lesson times.

KEEPING PUPILS AND STAFF SAFE The School Security Award was won by Clissold Park School thanks to its new approach to access control. Clissold Park School sought a more reliable and flexible way of controlling access through 40 doors in the extensive day-to-day movements of everyone across the site. The previous arrangement of keys and codes proved to be both impractical and unreliable. The new system uses electronic locks activated by key cards that can be programmed to allow or restrict access to different parts of the building. It enables teachers and assistants to use cards that allow them to pass freely about the school. For cleaners, access may well be restricted to certain parts of the school deemed relevant and that fit in with certain times of the day. In this case Clissold School added another layer of security by personalising the cards with photographs to double as staff IDs. The technology allows for a vast array of configurations, including the ability to lock down the entire system should circumstances require it. Scheduled opening and shutting can be set for toilets, common room, dining area, etc. Operating in a wireless environment where the original doors and locks can be retained, readers on the main entry and exit points log arrival and departure times, providing another level of efficiency with time and attendance functionality.

Education Business Awards

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area of Preston, a high proportion of Corpus Christi Catholic Sports College students come from the most deprived local areas, with 33 per cent on free school meals. The school is an 11-16 state school with 782 students, and became a sports college in 2005. Through the Football Foundation, and a former pupil, it has developed excellent sporting facilities, and has gradually built up an excellent PE Department with an array of sporting backgrounds. Corpus Christi believes that by using sport as a tool to increase attendance, examination results, and confidence, the school is preparing students for the world beyond. Over a third of each year group takes a qualification in PE, and individual mentor meetings with the students help them to take the course that is suitable to them. After school clubs are at the heart of the department and play a vital role in raising students’ confidence and self belief. Every year, Corpus Christi takes part in the Living for Sport initiative through Sky Sports to focus on a group of students in school who are either badly behaved or lack motivation/ self esteem. The school is currently working with a group of girls in year 9, using sport to develop confidence and social skills.

FURTHER INFORMATION www.ebawards.co.uk

HEALTHY AND FIT St. Matthew Academy, London scooped the School Catering Award, sponsored by Bernard Matthews. It has achieved Healthy School status by investing extensively in its catering facilities to deliver restaurant standard healthy breakfasts, snacks and lunches to its students. The quality of food at the Academy has rapidly improved over recent years through astute purchasing; developing reciprocal connections with local suppliers of eggs, meat and vegetables; and producing a variety of nutritional fresh meals every day. Tremendous educational benefits have been observed due to a better standard of food available for the students; behaviour has improved and it is even believed better attendance is down to the psychological effect of quality food availability since pupils don’t need to abscond to buy food they want to eat.

Meanwhile, the Corpus Christi Catholic Sports College took home the Sports Award, sponsored by Collinson. Although set in an affluent

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Health and wellbeing of staff takes priority at Wennington Hall Over the past fifteen years the school has developed its profile county wide, nationally and internationally. Prior to this the schools profile was less than positive. This has lead to a more positive recruitment profile.

The school has constant hits by prospective staff from all over the country.

Staff accommodation is exceptional. Health & wellbeing of staff became a priority with the development of a very specialised gym including weekly access to a physiotherapist. This not only created a more healthy staff group but also acted as a draw for new staff. Meals are prepared at restaurant standard and served in a beautiful dining room. The option to eat out in the Oasis Garden, listening to the tinkle of the waterfall is available throughout the year. Staff training is given a very high priority and school works with the colleges and universities across the North

West helping deliver RSW and Teacher Training. The school has held IIP status since 2001.

As a result of improved recruitment pupils progress and attainment is exceptional.

The school has been graded as ‘Outstanding’ many times by both Ofsted Education and Ofsted Care.

FURTHER INFORMATION Tel: 015242 21333 Reception: 015242 22140 email: head@wenningtonhall. lancs.sch.uk

A stimulating new school environment at Drapers’ In September 2012, Drapers’ Academy officially moved into a new state-of-the-art building. The Sixth Form also opened its doors – a first for the Harold Hill Community. The impressive facilities provide a stimulating environment for the children’s learning.

In accordance with the Academy’s ethos and vision, the school provides for every child’s needs to help them achieve the most from their education and to help them prepare for adulthood and their futures.

The faculties each benefit from various new technologies and facilities offering great teaching aids for staff and an overall better environment to work in. In particular, the sports faculty boasts a fully equipped gym, a climbing wall, a multi-weather sports pitch and three grass football pitches.

The brand new £24m building project was completed within the time frame and also to budget.

The design of the building takes

full advantage of the 23-acre surrounding landscape views.

The Academy was officially opened on Friday 26th October 2012 by Her Majesty The Queen, who described the school as being “a great asset to the community.”

Drapers’ Academy completes the first stage of a learning village which is part of the regeneration of the local community.

FURTHER INFORMATION Tel: 01708 371331 www.drapersacademy.com admin@drapersacademy.com

WST: exceptional tours expertly delivered

Six reasons why Samuel Ward Academy is thriving

WST is about people, helping teachers to take pupils on great trips to learn and have fun whilst doing so. From start to finish you’re in safe, dependable and expert hands.

With more than 230 years of combined experience, we deliver what tour leaders want.

The 3 ways WST promise you a perfect educational tour: Personal service – We’ll listen to you and keep our promises so you get the perfect tour to suit your needs exactly, first time.

Best value prices – We offer competitive pricing, the price we quote is the price you pay as well as early booking discounts to help you save money.

Expert support from beginning to end – Your trip is designed

Samuel Ward is one of the highest performing schools in Suffolk, with results above the national average in some of the most demanding subjects for six key reasons.

Firstly, the Academy believes that pupils thrive best when they are in small groups.

That is why tutor groups have a maximum of 15 pupils, Year 7 and 8 are nurtured in their own purpose designed building and all pupils are part of a House system.

Pupils make rapid progress in Year 7 and 8 because of tailored teaching approaches and most reach national year 9 standards one year early giving them more time on GCSE. All pupils from year 7 are taught leadership skills leading to a range of accredited awards including work in primary schools and leadership of learning at Samuel Ward.

Hobbies, interests and competitive sports are a

by subject and destination experts to pack the most into every minute and we make the whole planning process as easy as possible for you too.

FURTHER INFORMATION Tel: 01253 441900 office@wsttravel.com www.wsttravel.com

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key part of a pupil’s wider development and that is why enrichment is compulsory for Years 7, 8 and 9 for 3 nights per week. Pupils select from nearly 60 activities and grow in confidence and skills.

With strong links with European countries and International status, all our pupils have the opportunity to broaden their experience preparing them for sixth form and university.

Finally, pupils are taught strong moral values through a small meeting with their learning coach every morning. This does not only give them a sense of place but engenders respect, responsibility and resilience.

For these reasons, Samuel Ward gained outstanding in every category in its recent Ofsted in October 2012.

FURTHER INFORMATION Tel: 01440 760333 Fax: 01440 761899 Mobile: 07979 534420

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As one of the best-known brands and leading innovators in the UK food industry for over 60 years we are committed to providing nutritionally sound, great tasting and cost effective food solutions for schools through our Big Green Tick range of turkey products.

All our turkeys are 100 per cent British, reared on our own farms across Norfolk, Suffolk and Lincolnshire, and are fed on a nutritious cereal based diet, the majority being locally sourced wheat. Our farms are Quality British Turkey and Assured Foods (Red Tractor) certified and our farming practises are in line with the Farm Animal Welfare Councils’ Five Freedoms.

Naturally low in saturated fat skinless turkey breast is a versatile source of protein, which typically costs less than other meats, fitting perfectly with the needs of school caterers right now with nutrition and affordability at the heart of the agenda.

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Lampton School is a Teaching School in Hounslow, West London. The school received an outstanding Ofsted Report in 2008 and featured in the Ofsted’s Twelve outstanding schools – Excelling against the odds publication.

In 2009, in conjunction with the National College and the London Leadership Strategy, the school developed a school-to-school programme that focused on the leadership of SEN in schools. The Inclusion Support Programme, led by Dame Sue John and David Bartram, identified outstanding SEN practitioners (from special and mainstream sectors) including SENCOs, teachers and senior leaders that had the ability to work outside of their own context.

Lampton School was aware that the opportunity for outstanding SENCOs and Inclusion leads to share their knowledge and good practice with other colleagues was limited. The challenge was to unlock this knowledge and

natural cuts, roasting joints, kids favourites and a wide choice of ingredient products is made from fully traceable, farm assured, quality British turkey giving caterers complete piece of mind. Each product is free from artificial colours, flavours, preservatives and HVO’s and contains 15 per cent or less of a child’s GDA for fat, saturated fat and salt per portion.

As a Food for Life Catering Mark approved supplier caterers can lean on our Big Green Tick range of quality British turkey products to create menus which meet the food and nutrient based standards and kids will love.

FURTHER INFORMATION www.bernardmatthews foodservice.co.uk

Education Business Awards

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move it freely around schools. The programme placed experienced SEN practitioners directly into schools to work alongside SEN colleagues. Supported schools were identified by London Challenge and the DfE. The programme has now supported over eighty schools and its reach has expanded beyond London to include Kent, Essex and Middlesborough.

A case study of this work was recently featured in the SEN Green Paper 2011, Support and Aspiration: A New Approach to Disability and SEN. FURTHER INFORMATION londonleadershipstrategy.com

Heartlands does the business 30 years’ experience in Heartlands Academy education procurement was nominated, shortlisted and won the Academy Partnership category of the Education Business Award 2012. This was in recognition of its work with business partners to enhance students personal skills and knowledge in preparation for college, university and employment.

The academy has developed a sophisticated level of business connections ranging from PricewaterhouseCoopers (PwC) and Deloitte to Chambers of Commerce and Business in the Community, Business Class, Enabling Enterprise and EDT. Students have attended enterprise sessions delivered by BMW, Jaguar and Thomas Vale Construction.

PwC is a primary partner, and backs the delivery of enterprise classes by offering students business mentor support and professional enterprise guidance facilitated through a

structured programme created through Enabling Enterprise.

Heartlands Academy’s ethos is that no matter what challenges students face, they can all achieve to the best of their ability and beyond. Their aim is to ensure all students leave the academy with a range of academic qualifications and personal skills that have prepared them for the world of work and a prosperous future.

Heartlands Academy provides a range of enhanced programmes for students that can be viewed through their website. For further information please contact Rachel Buckingham, community director.

FURTHER INFORMATION Tel: 0121 4645530 / 3931 r.buckingham@heartlandsacademy.org.uk www.heartlands-academy.org.uk

At ESPO we have more than 30 years experience supporting our Education customers, and we fully understand the needs and demands of this sector, particularly the importance of good value, compliant procurement.

We want to ensure that purchasing and procurement is not added to your list of “challenges” and with this in mind we have created Academy Procurement Solutions (APS).

APS is an innovative procurement resource designed to put solutions that cover the majority of the needs of an Academy together in one place. With specialist consultancy advice available from our consultancy framework at the inception of the conversion process, through the professional services you may need to source along the way, to the quality everyday school resources that ESPO is synonymous with, we believe this to be a comprehensive, ‘one stop’ procurement resource

which includes procurement help and advice, Academy Connect (our online forum for Academies) and the facility to book a free procurement healthcheck.

The guide, available on request, is only a small part of the APS solution and is designed to provide an overview and quick reference to the comprehensive portfolio of products and services available from ESPO. FURTHER INFORMATION Visit www.espoacademies. org or www.espo.org to access our Academies portal and our full suite of Academy Procurement Solutions. We look forward to helping you on your journey as an Academy

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COLLECTION SYSTEMS Fathom’s systems address a broad range of requirements within both outsourced and in-house markets, including debt collection agencies, lawyers, household name organisations, debt purchasers, and both central and local government.

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Innovative technology in use at The Cooper School

Highline’s cost effective activities for schools

The Cooper School, Bicester, has a proud history of finding innovative ways to use new technologies to improve teaching and learning.

The school is making good use of its Chroma Key and new High Definition Television recording and editing suite to produce educational videos that support and enrich students’ learning. Staff and students are involved in creating the hundreds of teaching and learning videos in every curriculum area that are posted on the school’s dedicated YouTube channel and made available to students anytime, anywhere.

The school continues to use its website as a free, dynamic combination of Blogs and Google sites. Students can share work with their teachers and ask for feedback in an instant and our Student Welfare Managers have found students more willing to report issues they are experiencing.

Highline Adventure delivers dynamic mobile outdoor and indoor adventure activities for schools, organisations and events.

All activities are suitable for six year olds and above, and include nine metre high climbing walls and seven metre spider mountain, bouldering, canoeing, skate boarding, archery, mini-fencing, problem solving/team building and orienteering, all of which promote personal development and working together.

Activity programmes are designed for groups of around 20- 25 people per activity. The portable nature of the activities means a fully supervised, cost effective event can be delivered direct to your school or venue. Highline Adventure mobile equipment can be used indoors or outdoors - there’s no need to undergo the cost and logistics of transporting your group and assessing sites. We bring our range of risk-assessed and liability insured activities operated by fully qualified, CRB checked staff to your site.

The future? The school is currently experimenting with a range of mobile devices from iPads and Nexus7 tablets to Chrome Books and e-readers in a bid to widen the range of devices we have available for staff and students to use. We believe that if students can choose how they engage with learning materials they will have taken an important step to personalising their learning and truly independent study.

FURTHER INFORMATION www.cooper.oxon.sch.uk

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Single and multi-activity programmes can be designed to meet your requirements, highlighting specific dynamics within a group.

Our aim is to provide a reliable, top quality experience that is easy to achieve at an affordable price.

FURTHER INFORMATION Tel: 0845 409 1303 info@highlineadventure.co.uk www.highlineadventure.co.uk

Springfields – providing big Get the web you want with Smoothwall security support for other schools The Springfields Academy, TES’ Outstanding Special School, Overall Outstanding School of the Year 2012 and the Education Business Awards 2012 SEN Provision Winner is a world class residential, specialist school. The number of students educated fulltime is currently 94 and this is supplemented by up to 500 students, from 38 Primaries and 22 Secondary providers on ‘alternative learning programmes’.

“Springfields is an extraordinary school, doing ground breaking work with its own pupils and also providing invaluable support to other schools. In their drive to show pupils that anything is possible, staff from Springfields go to the ends of the earth – literally” - TES Awards Judges 2012.

The school has made a significant, uncompromising and exceptional improvement, year on year. Overall outcomes for students, including achievement, are outstanding.

The Academy meets the needs

of society’s most complex, vulnerable and disaffected students. These additional needs have resulted in multiple permanent exclusions from mainstream, special and independent settings across seven local authorities.

The Springfields Academy is the lead school for the ‘Extreme Classroom’ concept, featured on BBC TV, in which young people develop social and emotional resilience, alongside literacy and numeracy skills using innovative an inspiring 21st Century methods of engagement.

FURTHER INFORMATION www.springfields.wilts.sch.uk

Smoothwall’s proposition to customers is simple; with Smoothwall you can have “The Web You Want”.

With operations in the UK, USA and Australia and a partner network that spans the globe, we support business customers and organisations in the education, health and government sectors worldwide.

Our product range includes web security systems that incorporate our dynamic content filtering and firewall technology. And, we believe, the best anti-malware and anti-spam from our globally recognised technology partners.

Smoothwall was the first security vendor to develop intelligent content-based web page analysis, a now-essential technology that has rendered URL-blocklist based filters all but obsolete in the context of today’s dynamic web. Our award winning web filter

uses this real-time intelligent technology to protect millions of users worldwide, solving the challenge of protecting end users and networks from undesirable content, while still allowing open access to legitimate on-line resources.

Our solutions are uniquely versatile and can be deployed as hardware, software or virtual appliances to suit differing networks and user environments.

Increasingly this means dealing with mobile devices and we have solutions that facilitate BYOD and managed browsing on laptops, smartphones and tablets.

FURTHER INFORMATION www.smoothwall.net

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Gavin Esler (left) and Chris Munday from RM Education (right) present Andy Peet of Essa Academy with the ICT Facility Award at the 2012 EB Awards in December 2012

Education Business Awards

ICT

THE PURSUIT OF EXCELLENCE RM Education, sponsor of the Education Business Awards, reflects on the day and look at Shape the Future, a programme designed to help children benefit from 1:1 learning RM Education was delighted and hugely honoured to sponsor the Education Business Awards this year. Chris Munday from RM Education delivered the opening speech immediately before lunch and joked that he wouldn’t keep the hungry audience long, although knowing how busy schools are at this time of year, they were probably enjoying the chance to sit down for five minutes and relax.

In a way that’s what these awards are all about. It’s a chance to pause for a moment, to reflect and celebrate achievements.

Something that doesn’t happen often in the day to day whirl of activity at school.

Everyone attending the awards was present because they’ve achieved something outstanding. Even if they didn’t win their category they should all be congratulated and hugely proud to be shortlisted.

STRIVING TO BE OUTSTANDING If you take a look at the award categories, the word ‘outstanding’ crops up frequently. It seems to be the word we’re all striving for now – satisfactory having been rejected as inadequate.

Although we should absolutely strive to be the best we can be, with that commitment to being outstanding comes increased pressure.

RM Education knows from conversations with its customers that the last couple of years have been a time of rapid and sustained change.

Teachers’ workloads have increased, they are under greater scrutiny than ever but still demonstrate daily that they are committed, passionate and doing their absolute best for their students. Again, these awards are here to recognise and appreciate those efforts.

As an ICT partner for many schools, RM sponsored not only the Education Business

Awards as a whole but also the two ICT award categories because it believes the efforts made by teachers should be celebrated. Where technology is concerned, rapid and sustained change is a permanent feature. It’s only a few years ago that the fixed suite of desktop computers was considered cutting edge. Now, RM Education helps schools integrate mobile technology throughout the curriculum and across all age ranges. It has developed RM Unify to help schools integrate and consolidate all the fantastic Cloud based services that they are using, and it has the first ebook system designed specifically for schools, RM Books, allowing access to more flexible digital material.

It’s an extraordinary thing to have witnessed and change continues apace. The move to digital content, the proliferation of wonderful,

can improve attainment and therefore boost earnings in later life. When BECTA reported back on its Home Access programme it found that children who are online at home can achieve a two-grade improvement at GCSE. SHAPING THE FUTURE But not everyone has access to their own computer. Shape the Future is an innovative programme designed to help schools achieve 1:1. The affordability of the devices and educationally focused software package provided under this programme is supported by Microsoft’s global digital inclusion programme, in collaboration with RM Education and Intel.

It’s designed to get technology into the hands of every child, to level the playing field and close the attainment gap between the affluent and

Shape the Future is designed to get technology into the hands of every child, to level the playing field and close the attainment gap between the affluent and the less well-off low cost Cloud services, and the explosion of devices offers huge learning opportunities and challenges in equal measure.

LEARNING AT HOME It’s not just at school that technology is fully integrated. Many children are used to having access to computers at home, whether that’s a laptop, a smartphone or a tablet. Used properly this can present amazing learning opportunities. There’s a lot of research that shows how technology

the less well-off. RM Education hopes that by providing affordable, good quality computers through the Shape the Future scheme that more children can reap those benefits and they too can strive to be outstanding.

Heartfelt congratulations from all the staff at RM Education go to Essa Academy for winning the ICT Facility Award and to The Cooper School for winning the ICT Innovation Award.

FURTHER INFORMATION www.rm.com

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EVENT PREVIEW

THE PLACE FOR DEBATE

Education Show

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Education experts, educators, associations and policy makers will gather at the Education Show on 14-16 March at NEC Birmingham to debate and share ideas on the future of UK education Times are changing like never before.

Historically the pressure on headteachers to manage their school and improve standards was staggering. Today their responsibilities also include managing a highly effective business – the school.

The recent autonomy given to schools certainly opens up a wealth of opportunities, giving the senior management team a chance to invest in services and resources that meet the very individual needs of their school. But this can only happen if school leaders have the insight and information needed to make these decisions along with an understanding of what is available to them. Making informed decision is the only way to achieve outstanding success.

The Education Show 2013 has been specifically designed to provide leaders with the support they need; and all free of charge. Running over three days from the 14 to 16 March 2013 at the NEC Birmingham, education experts, educators, associations and policy makers will gather at the Education Show to debate, discuss and share ideas on the future of UK education.

CONTINUING PROFESSIONAL DEVELOPMENT Recent research by the British Educational Suppliers Association (BESA), the education sector’s trade association, showed that schools are increasing their investment in continuing professional development (CPD). To reflect this, the Education Show this year offers the largest showcase of training which is CPD accredited by the CPD Certification Service.

What has always set the education sector apart from other industries is the general lack of post qualification training, so this change is good news. The shift in expenditure is being experienced to a greater extent in primary schools who felt there was a 52 per cent greater chance of using their budget to pay for CPD, while secondary schools are 28 per cent more likely to invest.

SCHOOL LEADERS SUMMIT It is important however to remember that all the training and conference programmes at the Education Show are free of charge.

For instance, the School Leaders Summit, running for the first two days of the show, offers a range of quick fire, insightful sessions, covering the issues currently facing school’s senior management teams. The first day’s programme starts with Glenys Stacey, chief regulator and chair of Ofqual who will be helping leaders in the session: ‘Weighing up preparation for assessment against preparation for the future’. Later that morning, a selection of inspiring teachers will share their best practice experiences. Dr Peter Kent, headmaster at Lawrence Sheriff School, will open the session ‘Best methods for assessment: Checking progress quickly and effectively’ by explaining how he feels his school has found these methods to work most effectively. In the afternoon a panel of school leaders will share their thoughts on the new Ofsted framework in a session entitled ‘Demystifying the inspection process, by a school that’s been through it’. Later on that day at 2.10pm,

The on Educati 3 has 01 Show 2 ecifically been sp to provide d designers with the leade they need, supportall free of and charge

Nicky Brewerton, headteacher at Ramsden Infant School, will give her advice on ‘Achieving Outstanding: How to climb the Ofsted ladder’.

The second day of the School Leaders Summit (Friday 15 March) is focused on creating a sustainable funding strategy. Beginning the day’s presentations, Stephen Morales, business director of Watford Grammar School for Girls, will share his experiences of ‘Dealing with financial change: Getting to grips with funding reforms.’

Later on that day at 1.40pm, William Simmonds, chief executive of the National Association of School Business Management (NASBM) – a major contributor to the 2013 Education Show – will lead a panel of teachers in a discussion on ‘Understanding the impact of academisation on the role of the business manager’.

CONFERENCES AND TRAINING PROGRAMMES However, the show is not just designed for school leaders. The range of conferences and training programmes are designed to suit a wide range of the school’s team. These include the first national conference for members of the increasingly important Parent Teacher Associations from PTA-UK, another programme of free training managed by the National Association of Special Educational Needs (nasen) for primary school special educational needs coordinators (SENCOs), the new Academies Forum offering advice, debate and discussion opportunities on the merits and challenges of the move to academy status, and finally the ever popular Learn Live seminar programme which each year delivers the highest quality CPD for all members of the school team. E

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STEM: BUILD YOUR FUTURE Free support for developing your students’ STEM skills

As we are aware, STEM education is critical for the development of our future workforce. Exciting career opportunities for students that have STEM education and skills qualifications will become more abundant, but we must engage young people with the importance of STEM education and the impact it could have on their future career.

To help support schools in addressing the current STEM skills shortage, Army in Education has developed an exciting suite of free materials, STEM: Build Your Future, for 14-16 year olds.

Comprising three sessions, STEM: Build Your Future raises awareness of the importance of STEM skills and gives students the opportunity to develop their own skills, within a real life context.

The engaging STEM Careers Presentation highlights the importance of STEM in any career and explores the wide variety of STEM careers, both civilian and military.

Resources are provided for two Design a Hovercraft Lessons, in which students plan and design a hovercraft, within the constraints of a limited supply of materials that they can use.

Finally in the Build a Hovercraft Workshop, students work in teams to build their hovercraft designs with free materials supplied by Army in Education.

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EVENT PREVIEW  Taking the PTA-UK’s national conference first, the membership organisation exists to serve its members by providing support, guidance and practical resources for PTAs, working extensively with teachers, governors and local authorities. As prolific fundraisers, PTA-UK members raise more than £100 million a year, making a huge difference to schools. Topics expected to be discussed at the inaugural conference include how to run your PTA, practical guidance on applying for grants, and advice on how to use social media to effectively reach supporters and local communities.

A full programme for the PTA conference will be announced on the Education Show website over the coming months.

FOCUS ON SEN The primary SENCO training which runs over all three days of the show, is organised by nasen and supported by the Department for Education. Entitled ‘Whole School Approach to Improving Access, Participation and Achievement,’ the training is designed for mainstream primary schools to meet the needs of all pupils.

The modules within the training are extremely flexible and can be easily adapted to meet individual schools training needs.

This offers primary schools an excellent opportunity to receive valuable free personal professional development, but also network with other SENCOs. Once again, please visit the show’s website for full details and to apply for a place.

The Academies Forum on the first two days of the Education Show will offer visitors an independent forum for academies and converters to discuss, debate and network.

The first day of the forum looks at dealing with the changes arising from academy status. Providing you with just one session as an example of what is on offer, a selection of principals from some of the best performing academies will be sharing their vision for ‘The place of the academy’ and asking ‘what are we trying to achieve as academies?’

The second day of the Academies Forum is more focused on chains, federations and other options for working together, looking at the range of ways that schools can collaborate. At 11.00am, Mark Stanyer, principal at Ormiston Sir Stanley Matthews Academy, will share his experiences of assisting local schools with the academy conversion process.

And finally, the Learn Live series of CPD seminars, which grows in popularity and size every year, returns to the Education Show.

Learn Live is divided into four programmes; Early Years, Primary, Secondary and SEN. THE TEACHING OF READING To give you an idea of some of the sessions in the primary theatre, at 10.00am on the first day of the show, Andrea Sherratt, ‘Every Child a Reader’ teacher leader from

Coventry Local Education Authority will be giving her advice to ‘Empower the Teacher to Teach reading’. This session will include consideration of the ‘Simple view of reading’, allowing teachers to consider where they may place individual children according to ability criteria. Teachers will leave the session with ready-to-use resources and an understanding of the power of effective prompting and specific praise in the teaching of reading.

Meanwhile in the secondary theatre at 1.00pm, Diane Cochrane, senior lecturer in mathematics education at the University of Wolverhampton, will share her innovative

context driven activities weekly so there is always something new and relevant to use.

With the topical ‘2Publish Projects’, children are able to address many curriculum areas such as periods in history, a range of science and maths themes and even current affairs.

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PUBLISHERS The Education Show has built a reputation over the years as the show to meet with the sector’s publishers and keep up to date with the latest published material. Although the publishers are only a small part of the show, with the changes in curriculum,

With the opportunity to meet more than 300 exhibitors face-to-face, leaders are in the unique position of being able to ask questions, trial products, and gather advice approaches to teaching maths in an exciting and interactive way with minimal resources in the session ‘Innovative approaches to teaching maths’. This session will consider ways of using simple everyday material to explore areas of the curriculum in a different way.

At mid-day in the SEN Theatre, Debbie Woolfe, teacher advisor at Looked After Children Education in Wolverhampton, will looking at ‘The impact of trauma on learning’. The workshop will use both theoretical and practical strategies to address the impact that trauma has on brain development and learning.

MEET THE SUPPLIERS Short dynamic sessions continue in the primary, secondary, early years and SEN theatres across all three days of the show.

Please spend time on the Conferences and Workshops pages of the show’s website to decide which sessions are best for you. Having attended some of the most appropriate conference and workshop sessions the next step towards achieving excellence is to know which resources are the best investment, not only in terms of their fit for purpose but also for their quality and total cost of ownership, which includes considerations such as the level of support and warranty.

With the opportunity to meet more than three hundred exhibitors face to face, you are in the unique position of being able to ask all the questions you have, trial the product, gather advice and potentially even negotiate the price!

On stand E75, multiple award winner 2Simple is demonstrating PurpleMash, its new online space where teachers and learners (ages three-11) can access a suite of creative tools, curriculum content and motivating learning games. These are web browser driven so can be accessed anywhere and anytime. Each pupil also receives their own online portfolio to store and retrieve their work. The site is updated with new tools and

let’s look at what will be on offer.

On stand G130, Barefoot Books will showcase it multi-cultural storybooks for children aged up to 12. The traditional and modern tales, that represent some 80 cultures worldwide, open hearts and minds inspiring children to read deeper and explore their own creative gifts.

On stand J104 Phonic Books, specialist publisher of reading books for beginner and ‘catch-up’ pupils, will present the exciting, new ‘Magic Belt Series’. Designed for older, struggling pupils at KS2 and KS3 who need a systematic phonics intervention programme, ‘The Magic Belt’ offers an appealing, motivating quest series with age-appropriate stories.

The new English grammar, punctuation and spelling test will soon be here.

Helping teachers to support their students through this new curriculum, Espresso is releasing the Espresso English grammar, punctuation and spelling module for Key Stage 2. It will consist of a range of humorous and animated teaching and learning videos with relevant supporting materials.

Espresso English grammar, punctuation and spelling will be fully aligned with the new proposed tests. Espresso is on stand D84.

LEADERSHIP LOUNGE And finally, with collaboration a watch‑word throughout education, stop

by Leadership Lounge hosted by BESA at the Education Show, designed to enable head teachers, deputy heads and members of senior leadership teams to network with peers, discuss current education policies, and to share solutions and ideas.

Take the chance to meet with fellow school leaders and share ways to help meet individual and collective challenges. L FURTHER INFORMATION www.education-show.com

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PUPIL WELLBEING

CONNECTING CLASSROOMS TO THE REST OF THE WORLD

Educational travel is something that many people feel passionate about and in a time of increasing globalisation, world-experience can have a valuable and lasting impact on young people. Whether the journey is a sightseeing break for historical or geographical context, a sports tour to promote friendly competition and team work with overseas schools or helping communities in developing nations, the experiences often continue to shape students’ world-views long after their return.

Connecting the classroom to the world beyond through educational travel can have a transformational effect on students, and the EJOY Award was created to celebrate these stories, while also offering inspiration to other schools and teachers. The journeys were selected based on a scoring system that encompassed, amongst other criteria, the activities, experience, pre and post trip opportunities, responsible tourism and the cultural impact of the trips.

FAR, FAR AWAY Caterham School’s ongoing school link and expedition programme to Tanzania is a model example of how communities can come together and shows how responsibly arranged school links benefit all concerned. The 16 day trip happens every summer and a very special bond has developed between the two schools.

Time at the link school is complemented with challenging adventure in the form of a trek on Mt Meru (10th highest peak in Africa).

Silcoates School meanwhile took a trip to India.

Encompassing so many different aspects of Indian life – people, music, dance, yoga and general ‘life experience’, and adventure – this school trip really stood out for us. Arranged through Inspire Worldwide, 19 days in Goa saw 22 students undertake building renovation, education, tourism schemes and real integration into the local community.

A commitment to return with four more trips within ten years ensures the promise of ongoing support.

VALUE FOR MONEY Queen Elizabeth Grammar School in Blackburn took pupils on an 18 day community/ education project in Uganda, including a three day safari in Murchison Falls National Park. This caught our eye as particularly good value for money. The trip was based around the primary school in Kampala with which QEGS have an on-going link. In addition to their trip funds, students raised a further £12,000 for the link school in a host of pre-trip events and further visits are already in the pipeline.

The entry from King’s College School in Wimbledon was close to being the cheapest trip entered into the competition, and it was certainly one of the most specialist and in‑depth.

Travelling to Leiden University and other research centres in Holland for five days, the 15 students heard about current research being done in low temperature physics, astrophysics and robotic engineering, through talks on electrical conduction through a wire made of a single line of atoms, quantum communications, cryogenics and the exciting discoveries of planets orbiting stars outside the solar system. Staying in a typical Dutch family run hotel ensured a responsible approach to sourcing accommodation.

COMMUNITY LINKS In December, The Wey Valley School travelled to Nepal for three weeks. The aim was to experience a third world culture, foster a spirit of adventure, forge community links with Okhle village and Bayapani School and develop leadership qualities amongst the students. The expedition was open to all and cost was kept to a minimum by independent organisation of flights, insurance, travel, guides, accommodation and food. You can hear more about how this trip was organised in-house at the school by two teachers at our educational travel conference in Bristol.

Meanwhile, 34 students from The Coopers’ Company and Coborn School undertook an audacious 29 day expedition to Madagascar this summer, all arranged in-house through one inspired teacher.

As ‘journeys’ go, the mix of transport, project work, ecosystems, challenges and wilderness environments made this trip really something special. The experience gained in such a unique destination and the commitment to local guides and communities, resulted in an incredible educational experience. Queen Elizabeth Sixth Form held a ten day project

ting Connec room s the clasworld to the hrough t beyond ational educ have a an travel c rmational transfoffect e

in Romania, an excellent example of how adventure and real life educational experiences can be found within Europe’s shores, and at a reasonable cost too. A building project assisting the ostracised Roma community ensured students saw life at the ‘other end of the spectrum’ from their own. Being just a short flight away no doubt brought this home all the more. The trip proved to be excellent value for money.

SPORTS Exeter School held a 17-day combined rugby and hockey tour of South Africa and Namibia.

This trip really is a fantastic example of how a sports trip can be developed into so much more than just sport. From giving the older pupils key responsibilities, to pre-departure fundraising and the sheer variety of the itinerary, this sports tour really stood out for us. The combination of team sport, comradeship on tour, real-life experiences and adventure made for a truly excellent educational experience for those involved.

The most expensive trip entered into the competition, and also probably the most challenging - both in terms of physical challenge whilst on expedition, and also in the difficulty in arranging in it, was Stamford Endowed School’s 31 days in Chilean Patagonia. The range of activities and adventures the 40 students undertook was in itself amazing and included a week long Duke of Edinburgh snow‑shoeing expedition, sea-kayaking amongst the fjords, avalanche awareness training on a self-supported week long winter trek, and a SES-funded community camp for 200 local children. Whilst impressive, it was how the teacher went about arranging this trip in an innovative and responsible manner that really made it stand out for us.

Ashton Park School’s ongoing link with Kenya is model example of what can be achieved when the whole school community comes together in the name of international educational partnerships. The ‘Inspirations School’ project started in 2004. The school in Kenya then had two classrooms and 48 pupils. With funds raised by the Ashton Park community, plus numerous expeditions to Kenya, the Kenya community now have 550 pupils at the school, with a target for 800 by 2014. The 2012 expedition saw 15 students travel to Kenya for 22 days. L

Written by Adrian Ferraro, Director, Stretching Horizons Forum

The finalists for the Educational Journey of the Year Award cover numerous areas, from community project work and treks to sports tours and scientific research expeditions. One common thread connects them all; each journey has inspired, challenged and encouraged the young people involved

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EVENTS

DATES FOR YOUR 2013 DIARY

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A look at this year’s educational events and exhibition calendar BETT 2013 30 January-2 February 2013, ExCel, London In times where modern learning environments are becoming more mobile and learning anywhere is more of a possibility, BETT gives visitors the opportunity to explore how technology can power learning, raise attainment and increase efficiency. The event will allow visitors to discover new approaches, the latest products and practical guidance for improving and enhancing learning in schools and universities.

The event will host over 150 workshops, seminars and discussion sessions, a School Leaders Summit with a conference on helping school leaders to adapt to change and training sessions on the latest classroom software and content. What’s more, visitors can get see the technology products and solutions on show, including virtual learning environments, learning management systems, lesson software and much more. www.bettshow.com EDUCATION INNOVATION CONFERENCE 8-9 March 2013, Manchester Central Education Innovation is a new national conference and exhibition that brings together leading education experts, thought leaders and inspirational practitioners to share expert advice, training and guidance in using technology to improve teaching and learning.

Whether you’re an experienced education professional looking for fresh ideas – or just starting out in your career – Education Innovation will give you an insight into all the latest learning technologies and how they can be used to help your students achieve their potential.

The four free seminar areas contain CPD sessions, workshops and case studies delivered by educational professionals and thought leaders. The event will also host an exhibition featuring leading technology providers offering on-stand training and advice. www.educationinnovation.co.uk EDUCATION SHOW 14-16 March 2013, NEC, Birmingham The Education Show is the largest educational training and resources event. It is suitable for all those involved in education – from the Early Years right through to Secondary and from all type of school. It offers the widest selection of free CPD accredited professional training, practical and engaging content, and over 350 leading suppliers, offering exclusive show offers and discounts.

Visitors can choose from over 120 sessions presented by fellow practitioners and

industry experts and share best practice.

There will be free conferences, seminars and workshops for all visitors, including the PTA-UK National Conference on 16 March, Primary SENCO Training, on 14-16 March, and the Academies Forum – an independent forum for academies and converters to discuss, debate and network – on 14-15 March. www.education-show.com THE ACADEMIES SHOW 24 April 2013, ExCel, London The Academies Show 2013 is dedicated to the Academies Programme. It provides heads of schools, governors, local authorities advice about converting to academy status.

It is organised in response to high demand from established academies, schools considering conversion, and aspiring sponsors. seeking information on the topic.

The Academies Show London in 2013 will feature a high-level conference, engaging seminars and a comprehensive selection of specialist suppliers. Visitors will be able to access the latest information directly from senior figures who set and implement the national education agenda, as well gain best practice advice on all aspects of converting and managing successful academies, supported by real-life examples. www.academiesshow.co.uk NASEN LIVE 2013 22-23 May 2013, Reebok Stadium, Bolton Nasen Live 2013 is designed to get you up-to‑date with the latest education developments and help you access the training and resources your role demands.

Visitors can also browse the latest products and services designed to enhance learning for SEND children.

Topics addressed at Nasen Live 2013 will include Ofsted, autism, behaviour, pupil premium, and dyslexia. There are also free CPD sessions to support the main seminar programme. Lorraine Petersen OBE, Chief Executive Officer, Nasen, will give an update on Special Educational Needs and Disabilities (SEND) for 2013. www.nasen.org.uk WORLD OF LEARNING 1-2 October 2013, NEC, Birmingham This year’s World of Learning will feature even more opportunities to discover the latest in L&D with over 120 exhibitors, live workshops, one-to-one consultations, free seminars and its renowned annual conference.

Whatever your level of experience and area of learning expertise, whether managing, implementing, planning or purchasing, the World of Learning

Conference & Exhibition offers you a unique platform to source ideas and suppliers that will tangibly improve your business.

By combining extensive research with authoritative input from key industry figures, the conference programme provides an up-to-the-minute overview of the vital issues facing the senior L&D professional.

The Conference programme concentrates on the current issues of most concern to L&D professionals. It will present delegates with a combination of first-hand case-study presentations, lively panel debates and discussions, and interactive workshops. www.learnevents.com TES SPECIAL EDUCATIONAL NEEDS 11-12 October 2013, Business Design Centre, London Over the two days, TES Special Educational Needs will be packed full of thousands of resources and services from hundreds of educational suppliers offering the widest range of ICT, software and classroom resources to support children in their learning. Visitors can shop for the latest SEN resources and services from hundreds of suppliers, for every kind of special and additional need, with exclusive show discounts.

The comprehensive seminar programme offers SEN focused and up‑to-date CPD training, all packed full of the latest tips, tricks and ideas to take back to your classroom or setting.

The show will also play host to a series of free workshops, designed to take your learning even further. Workshops will cover topics such as writing for children with dyspraxia, addressing communication in the curriculum, as well as looking at how assisted technology can enhance learning. www.teachingexhibitions.co.uk EDUCATION BUSINESS AWARDS 5 December 2013, Emirates Stadium, London For the last seven years, the Education Business Awards have been recognising the outstanding achievements of primary and secondary schools from all sectors.

Keep an eye on the website to find out when to submit your entry statement. www.ebawards.co.uk

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AUTISM

Researchers are working with children, parents and practitioners to understand more about how technology-enhanced learning environments can benefit children with autism, with successful results to date. Dr Karen Guldberg, director of the University of Birmingham’s Autism Centre for Education and Research, explains

Ed gets a lift to his new school with his mother every morning. In the car, they use the sat nav every time they take a new route.

Ed tends to listen to his iPod on the way to school and sometimes plays a quick game on his mobile phone. At school, teachers use the interactive whiteboard in most lessons, and the class regularly do group work using iPads. The school has a separate timetabled computer room where they work on the PCs. In the entrance to the school, there is a plasma screen, which displays photos of the work the children have been engaged with throughout the day. The school has a website with a parent portal which enables communication between Ed’s parents and the school. When Ed gets home, he communicates with his friends on Facebook, and plays on the Xbox for a while. He completes most of his homework on his laptop.

Ed’s everyday life is shaped by the technology that has become a central part of his world. His experiences are by no means unusual. Television, computers, gaming and mobile devices exist in most homes. In schools, Interactive Whiteboards, computers and IPads are all commonly used and technology is integral to teaching in most schools. There is no doubt that technology is affecting the way pupils interact with one another and with the world, and that it is also having an effect on how teachers teach. Whatever we think of

technology, it is here to stay and it is a natural and almost invisible part of children’s lives.

DIGITAL DIVIDE Yet the digital divide means that those who have a difficulty accessing technology, for whatever reason, are at a serious disadvantage.

Many educational professionals also worry that increasing use of technology is impacting on the communication and comprehension skills of pupils in a negative way. Without effective support for these areas of development, children are at risk of underachievement in many other areas of learning.

It ought therefore to be a priority to investigate how technology can enhance children’s social communication skills and understandings. One way of doing this is to focus on how technology can best support a group of learners who have particular difficulties in these areas of development, so that we can understand more about how we can harness the use of technology to enhance communication and interaction for all children.

SOCIAL COMMUNICATION The Shape project is a project where researchers from a number of Universities are working with schools to investigate how a range of technologies can support the development of social communication and peer interaction for children on the autism

AUTISM AND COMMUNICATION Pupils with autism have difficulties in functional communication and language, social understanding and joint attention, peer interaction and play. Many children on the autism spectrum have language delay and limited non-verbal communication in terms of their use of an understanding of gesture facial expression and body language. They show little joint attention, are often delayed in development of pointing, with showing and gaze following often being absent. A focus on teaching these early communicative behaviours can offer potential for later development of social and communication skills. Learning through interacting with peers is also an important area of development for all children, and children on the autism spectrum need interventions that can explicitly support them to do this. The provision of this support is critical because children on the autism spectrum often do not interact spontaneously with other children due to their difficulties and social understanding.

Technology is an excellent medium for reaching this group of learners. Most pupils with autism find technology safe and motivating. The predictability has the potential to make TEL environments ideal for pupils on the autism spectrum who typically experience discomfort at unexpected change and the uncertainty of face-to-face communication. Technology can also reduce anxiety because it can offer a controllable medium where various multisensory inputs of the real world can be reduced.

Activities can approximate the real world in a way that can take away some of the dangers that are detrimental to children’s learning. The learner can also abstract from realistic situations to be able to concentrate on relevant issues. TEL environments can E

Volume 18.1 | EDUCATION BUSINESS MAGAZINE

Written by Dr Akren Gulberg, University of Birmingham Autism Centre for Education and Research

CAN TECHNOLOGY ENHANCE SOCIAL COMMUNICATION?

spectrum. The premise of this work is that an inclusive education system should meet the needs of all learners and that technology has a role in enabling access and inclusion.

A focus on the needs of children with autism, who have significant difficulties in the areas of social communication, can give insights into ways of using technology to support the communication skills of all children. Rather than make a distinction between teaching practices that are available to all learners and separate interventions for children with additional needs, the project therefore explores the notion that an inclusive curriculum is about its applicability to all from its inception and not about adaptations and extensions to make a non-inclusive curriculum more applicable to excluded groups.

We therefore use the diversity of learner needs embodied in the needs of children with autism as a starting point for providing rich Technology Enhanced Learning (TEL) opportunities for all children by addressing how newly developed technologies can respond to learner differences in a way that can support inclusion.

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AUTISM  also provide a pedagogically safe space in which to try out new actions and alternatives, with consequences that remain restricted to the virtual world. Learners can repeat actions in order to practice them, and they can try out new actions. Through this they can develop an awareness of alternatives and resulting consequences.

The Shape project builds on knowledge about the learning needs of pupils with autism, and on the positive potential of technology by working with four different technologies that have been developed specifically for children with autism. All the technologies have shared a focus on participatory design and have empowered children, their carers and teachers, to have a voice as software co-designers, users and learners from the outset. This, in turn, has helped researchers and practitioners explore how research and development of TEL can be embedded in practice, focusing on how processes of inclusion are encompassed in knowledge, attitudes and beliefs about learning. Researchers are achieving this by working closely with children, parents and school staff in order to explore new ways of using technology in the classroom.

The technologies have major differences in terms of their pedagogical aims and the technologies used to meet these aims, which are enabling us to explore the appropriation of these different technologies in a range of classroom settings. The findings from evaluations are providing crucial information for training practitioners in how to use TEL to support learning.

THE TECHNOLOGIES ECHOES employs artificial intelligence in innovative and unique ways. It is made up of a range of hardware and software and designed in conjunction with children, researchers, parents and teachers. Elements include a large multi touch screen, two web cams for detecting gaze and facial expressions, a virtual character that uses artificial intelligence to react to children’s actions in real time; gaze and touch tracking software that informs the environment’s reactions to the child; social signal processing and user modelling software.

Initial observations from a recent study of attention and gaze following in children on the autism spectrum showed that they were able to learn to follow gaze cues or communicate with the ECHOES virtual character and that they treated the virtual character as an agent and as an equal partner in the interaction.

Some children were also able to self regulate during the interactions, which surprised and delighted the daily carers. In particular, children showed improvement in sustained focus of attention, anticipation as well as knowingly searching for interaction cues from the virtual character. This learning environment is now being developed for IPads and other devices, with the focus being on how the virtual character in ECHOES can

About the author support children to attend to instructions, to engage with a virtual character and to work with other children to complete tasks.

COSPATIAL COSPATIAL focuses on the development and application of innovative technologies to support children’s social and communication skills in the domains of collaboration and social conversation. The emphasis of COSPATIAL is in finding new ways to adapt existing classroom technology, including laptop computers, to engage children on the autism spectrum in learning social skills. In the UK, this has been achieved through the use of collaborative learning environments, which allow more than one user to interact with the virtual space at any one time. Two main applications have been developed: ‘Bloc party’ which is a perspective taking task that requires peer pairs to communicate and cooperate with each other to achieve a shared goal in the game; and Talk2You’ which scaffolds children’s social conversation through software and teacher inputs. Both games attempt to support children’s understanding of the main concepts being taught as well as to allow them to practice those skills directly. The games provide structured ways of supporting children with a range of needs to develop their collaborative and conversation skills.

REACTICKLES Reactickles is a multiplatform and open source software application that uses everyday technologies to enable users to express idiosyncratic, emergent and body interests and to value these as triggers for communication.

Central to informing understanding of the expressive qualities of communication is the ability of Reactickles to reveal the perceptual and behavioural mapping of input and output, as every movement, touch or sound is amplified without the use of complex semiotic graphics.

The evaluation of Reactickles, which has taken place over extensive time periods, revealed that the sensory perceptual triggers afforded

by Reactickles can increase the self-awareness necessary for social communication to be meaningful for an autistic child. Reactickles magic and Somantics are new projects, informed by Reactickles. Both are designed to support play through repetition and flow, both of which underpin emotional self-regulation.

ROBOTICS We have also been working with NAO the humanoid robot produced by Aldebaran robotics.

This is a knee-high humanoid robot that can interact with children, play games, dance to music and show basic emotions through body language. We have been looking at how the robot can support children to communicate more effectively and to interact with one another.

We have found that children are engaged, motivated and focused when they work with the robot and that the work with the robot increases their interactions with one another.

Dr Karen Guldberg is senior lecturer and director of the Autism Centre for Education and Research at University of Birmingham.

Dr Guldberg’s research explores ‘best practice’ in early interventions for children with autism and she has a particular interest in Technology Enhanced Learning. Recently, she has been involved in a number of interrelated Technology Enhanced Learning projects. These include the ECHOES project, a research project that developed a Technology Enhanced Learning environment for children with autism. She is now leading the Shape Project, a project that investigates how four different technologies can be embedded and used in the classroom with children with autism. Dr Guldberg and colleagues are also starting a project called Share-It. This will be exploring technology use for children with autism across the home and school environments.

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Crucially, researchers are working with children and teachers in school and with the company that produces the robot in order to identify the kind of behaviours that it would be most useful to develop in the robot in order to maximise it as an educational tool for pupils with autism.

The work involved in investigating how these technologies can be used in the classroom is exploratory and also participatory. It has a clear aim and this is that these technologies should enable teachers to move beyond using technology to impart knowledge, to using technology as a tool for enabling interaction and engagement, not only between the teacher and pupil but between pupils themselves. The work is at the beginning stages and an important aspect of this work is to disseminate information about good practice in schools through the creation of digital stories and other resources.

Furthermore, the project is creating the foundations for the development of an effective online community whereby practitioners and researchers can address how to extend the use of TEL for this group of learners and can identify future use of technology in the classroom. L

The above projects have all been funded by the ESRC (Economic Social Research Council) and the EPSRC (Engineering and Physical Sciences Research Council).

Acknowledgements: With special thanks to all the children, teachers and parents who have been involved in the project, the funders and all the researchers engaged in the project.

FURTHER INFORMATION Email Dr Karen Guldberg at K.K.Guldberg@bham.ac.uk www.birmingham.ac.uk/shape

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www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Empowering teachers to help each child realise their full potential Effective classroom behaviour management is at the heart of outstanding teaching and learning. Your children deserve their teachers to receive behaviour management CPD from a specialist with knowledge and practical experience. Jonathan Cowey is an experienced BESD specialist, providing CPD and INSET training.

Jonathan bases his training on his work teaching and leading in a wide variety of schools – SEN, PRU, mainstream and independent.

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FURTHER INFORMATION jonathancowey.co.uk/ courses jonathan@jonathancowey.co.uk

Supporting young people with complex needs Based in Coventry, RNIB Pears Centre for Specialist Learning offers individuallytailored education, care and therapies to children and young people with complex needs who are blind or partially sighted.

Short breaks and respite care, outreach and training are also available with us.

Additional needs we cater for include: learning difficulties and disabilities, Autistic Spectrum Disorders (ASD), physical disabilities, communication difficulties, additional sensory impairment (deafblindness) and additional behavioural needs.

Building on more than fifty years of expert care and education, RNIB Pears Centre offers a stimulating and supportive environment with state-of-the-art facilities for young people to reach their

full potential for learning, independence and fulfilment.

Our education, care and therapy teams offer a wealth of specialist expertise and can provide training, advice and support to professionals and organisations working in this field. Topics include: adapting the curriculum, promoting independence and life skills, mobility/habilitation, communication and sensory needs, effective personal care support, leisure and play solutions, managing challenging behaviour, assessing and testing vision, transitions.

FURTHER INFORMATION Tel: 024 7636 9500 Fax 024 7636 9501 pearscentre@rnib.org.uk www.rnib.org.uk/pearscentre

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EDUCATION BUSINESS MAGAZINE | Volume 18.1

10/11/2010 09:32

SEN

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PREPARING YOU FOR A ROLE IN SEN

Working with children with special needs can be hugely rewarding, but recent legislative changes mean that deciding on a route into the field can be difficult, says Capita Education Resourcing New regulations introduced in 2009 by the Department of Education (DFE) require all new SENCos to achieve the National Award for Special Educational Needs Co-ordination. But NQTs need adequate training and support if they are to fulfil their ambitions of becoming SEN coordinators.

With 1.62 million pupils with SEN-D in England in 2011-12, a career within special needs can be hugely gratifying.

However appropriate accredited training and qualifications – at an affordable cost – continue to be scarce. But if you have the patience and passion to change the lives of young people with special needs, then it is essential that you find the right training programme to enable you to enhance your natural abilities.

STATE OF THE NATION REPORT It has been four years since the TDA commissioned a ‘state of the nation’ report on continuing professional development which noted that teachers and support staff in school are put off by what they saw as a “bandwagon” approach to some staff development. More to the point, some professionals seemed to regard CPD as synonymous with “going on a course”. Needless to say that high quality staff development in a forever evolving education system needs to me more than just that. So what is the answer?

Earlier this year, Capita Education Resourcing embarked on an exciting four year journey with Edge Hill University to offer appropriate and up-to-date training to drive excellence in SEN-D. ACCREDITED WORK BASED TRAINING With access available through our nationwide office network, the Edge Hill Capita Education CPD portfolio provides accredited and work based training to meet the needs of our

TDA to enhance the practice and raise the profile of SENCos within educational settings.

Our partnership with Capita Education Resourcing provides Teachers and classroom support assistants with the opportunity to reflect upon and improve their practice, learn more about special educational needs and engage with a wide range of extremely useful reading as a stepping stone to the award.”

Capita Education Resourcing understands the importance of equipping Teachers and classroom

Bite-size modules ensure that the year-long portfolio helps teachers to build a wide, deep and solid knowledge base clients. Unlike some part time or fast-track CPD programmes which fail to have an impact – more often than not simply because people lose momentum - Capita Education Resourcing’s programme takes a sustained approach. Bitesize modules which focus on areas such as ‘Dyslexia’ and ‘Assessment for Learning’ ensure that the year-long portfolio helps teachers to build a wide, deep and solid knowledge base whilst gaining credits for further specialised Higher Education study programmes.

Chris Joynson, assistant head of Professional Development for the Faculty of Education at Edge Hill University, explains: “The national SENCo award has been introduced by the

assistants with the skills they need to foster a safe, stimulating and supportive learning environment for young people with special needs.

We can guarantee you are offered practical and emotional support to ensure that you are given the very best start in carving a career within SEN. If you are interested in the programme, why not get in touch?

FURTHER INFORMATION To enrol in 2013 or for further information contact Baljinder Kuller, National SEN Development Manager at Capita Education Resourcing. Tel: 0800 023 2272 or email sen@capita.co.uk

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Winners of the 2012 Security Excellence Awards Security Partnering Initiative of the Year Category

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CONFIDENTIAL INFORMATION

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THE DAMAGING EFFECT OF CARELESS DATA DISPOSAL

(ICO) was given additional enforcement powers resulting in them being able to issue penalty fines of up to £500,000 in the case of a data breach. Simply discarding data is not enough – it must be destroyed securely and by a professional company.

tion Informa tion destruc res the su itself en isposal of d secure ion in all its t informa, from paper forms dit cards to and cre al media digit Key decision makers at educational establishments have a wide variety of responsibilities and when it comes to school security, there are many aspects to consider. Along with securing valuable on‑site equipment, at the forefront of many people’s minds will be the protection of the staff and students themselves. This sort of security extends beyond the direct protection of personnel, and applies to all the data stored within a school containing important information regarding pupils and staff.

Careless disposal of this kind of information can be detrimental to an establishment and if placed in the wrong hands, opportunists can find ways of using the information to their advantage. Consequently, it would not just be the immediate repercussions that a school would face if their data security had been breached. Non-secure disposal of data can also lead to long-term damage to a school’s reputation, painting it in an inevitable negative light. Therefore, it is a key responsibility for educational establishments to enlist a professional and trusted provider to dispose of this kind of information.

THE DATA PROTECTION ACT The Data Protection Act 1998 has ensured

that proficient information destruction procedures carry a greater importance to all kinds of institutions. Brought into force in March 2000, replacing the 1984 Act, it aims to balance the rights of the individuals and the organisations who are legitimately holding and using their information. Covered under the act are all personal data including paper and computer records, CDs and disks from which a living person can be identified – most of which can be found inside a school.

Technically, a school is considered to be a ‘data controller’ and must therefore comply with the Act. Consequently, when disposing of personal data an organisation must ensure that it complies with certain obligations under the Act. In terms of security, it is recommended that leaders within an establishment prepare a policy that sets out their commitment to information security. It is also important to ensure that members of staff are fully aware of their responsibilities regarding the security of information, and that they aware that data to be destroyed should not be accessed or used for any other purpose other than that what is required to complete the destruction process.

The Government particularly recognises the significance of this responsibility, and in 2010 the Information Commissioner’s Office

WHAT IS INFORMATION DESTRUCTION? Society has become increasingly focused on personal privacy and wider confidentiality, meaning that there is a greater scrutiny of any organisation’s performance in relation to this issue. Perceived shortcomings in this area, as mentioned, can lead to a damaged reputation and a perception that a school – for example – is not concerned with the overall safety of its staff and students.

Information destruction companies can advise establishments on these areas and make the necessary arrangements to ensure that information is destroyed properly.

Information destruction itself ensures the secure disposal of information in all of its different forms. This ranges from paper, credit cards, SIM cards and media equipment with important information on such as CDs, DVDS, hard disks, and hard drives. It also includes the destruction of branded products such as uniforms, which imaginably, if retrieved by the wrong person, could pose a great risk to a school. All of these types of confidential materials are then destroyed, either on-site or off-site, to the extent that they may never be reconstructed. The customer should then be provided with a full audit trail, which includes certification of destruction.

Product destruction is the fastest growing sector of the information destruction industry.

Each year, BSIA information destruction companies destroy 200,000 tonnes of confidential waste – this includes nonpaper material such as IT equipment and audio and videotapes. Through a secure destruction process, the losses through fraud of all types can be significantly reduced. To guarantee a professional service, decision makers must ensure that the company they entrust with their information destruction is reliable and operates to industry standards.

Written by James Kelly, Chief Executive, BSIA

Schools are in possession of a wealth of valuable and private information, including student records, details about staff and financial reports. Careless disposal of this kind of information can be detrimental to a school and if placed in the wrong hands, opportunists can find ways of using the information to their advantage, warns the BSIA’s Chief Executive James Kelly

MEETING THE STANDARD Many professionals who are responsible for appointing information destruction companies may not be aware of the fact E

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Security

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CONFIDENTIAL INFORMATION

Only 34 per cent of surveyed schools confirmed that they used a professional information destruction company; the remaining 66 per cent either did not use one or were unsure if they did  that there are particular standards these companies should meet. Such standards guarantee that the service being provided is secure and professional, another requirement of the Data Protection Act. One of these standards is the key European standard for information destruction, EN15713. This standard includes a range of requirements that an information destruction company must meet, such as having an administration office on-site where records and documentation are kept for conducting business. In terms of security measures, intruder alarms that are closely monitored by an Alarm Receiving Centre (ARC) should be installed on the property and CCTV should be placed at the points where the unloading, storage and processing of information is conducted. The vehicles that transport the information due to be destroyed should also be fully secure.

Putting your data destruction needs in the hands of a company that not only complies to EN15713:2009, but has it incorporated into their quality management system ISO 9001 and is inspected against it, is of crucial importance in ensuring the reliability of the services and products provided.

Companies who are compliant with these standards have met a certain number of conditions, including: demonstrating that their confidential destruction premises are secured and managed in the appropriate way – avoiding contamination or security breaches, having a clear and accurate process in place to ensure all contracts with clients, suppliers and sub-contractors are up to standard, informing clients wherever sub contractors are used, undergoing staff screening and

vetting against British Standard BS7858, and having in place tested, secure and appropriate processes for the collection, retention and destruction of confidential material.

There is also a British standard that these companies should comply with, BS 8470, which includes the identification of product specific shredding sizes, guaranteeing that the information is destroyed to the point of irrepairability.

BSIA information destruction companies are inspected to both of these standards, amongst many other important principles, making them reliable service providers.

HOW AWARE IS THE EDUCATION SECTOR? In 2012, the BSIA carried out some research on behalf of its Information Destruction section, in order to find out how information destruction is being used and viewed. Part of the research consisted of two separate surveys – one which was received by head teachers, deputy heads, teaching staff, bursars and administrators from nearly 100 schools across the United Kingdom, with the other surveying members of the BSIA’s Information Destruction section.

The information gained from the education survey proved to be somewhat concerning, with attitudes to sensitive data disposal appearing lax. One third of those answering the school survey reported that they had not received training or guidance regarding data protection issues.

In addition, 79 per cent also felt that the threat posed by lost or inadequately disposed of data had either increased or stayed the same over the previous year.

Worryingly, only 34 per cent confirmed

that they used a professional information destruction company; the remaining 66 per cent either did not use one or were unsure of whether they did. Only half of those who used a professional provider were aware if their operator met with the European standard.

The survey of section members revealed that the education sector is a key market for member companies, with 87 per cent of those surveyed stating that they had supplied a service within this area over the last year. Prior to using a BSIA member, members revealed that in their experiences 43 per cent of cases had used local authorities or general waste as means for disposal, with a mere 14.3 per cent of establishments relying on a provider with a similar quality level to that of BSIA companies.

Both surveys found that the key decision makers in regards to data protection in schools were head teachers and bursars.

Speaking on the results, Anthony Pearlgood, Chairman of the BSIA’s Information Destruction Section, commented: “The results of this survey serve to underline the fact that educational establishments need to place a renewed focus on how they deal with information destruction.

“Given the repercussions when things go wrong it is imperative that this process is handled in a professional manner and, where it is being outsourced, that searching questions are asked to ensure that any provider is actually working to the pivotal EN15713 standard.”

BSIA information destruction members are all inspected to these fundamental standards and can offer their confidential services within the educational sector.

It is vital that schools do not take short cuts when disposing of important information.

When choosing a supplier, be sure to research the company efficiently and check that they meet with the standards that will ensure a safe, quality and professional removal service.

BSIA members can provide just that. L FOR MORE INFORMATION www.bsia.co.uk/information-destruction

Box-it: top of class for secure document management Box-it is a leading provider of paper and digital document management solutions, helping schools and colleges to streamline their administration processes and manage information securely and more efficiently to adhere to relevant compliance criteria.

Offering full document lifecycle management, Box-it provides confidential document destruction, document storage, scanning and data capture as well as secure cloud based solutions. The latter comes in the form of its Omnidox platform for the total control and management of paper and digital records across one or multiple sites. Omnidox Records Manager is the latest innovation for physical

archive records retention management.

There are also specific Omnidox products for accounts and HR functions, as used by Imperial College and University College London.

Secure document destruction is especially pertinent following recommendations by the BSIA and ICO. Working in accordance with ISO 9001:2008 and ISO 14001:2004,

Box-it uses its own uniformed personnel and liveried vehicles for collections of obsolete paperwork which is taken away in shredding sacks or secure containers. Barcoded, they are securely fastened and fully- tracked for accurate traceability and audit trails.

Shredding takes place under video surveillance.

Certificates of Destruction are issued on completion. The shredding is baled and recycled into new paper based products.

FURTHER INFORMATION Tel: 01962 830 200 sales@boxit.co.uk www.boxit.co.uk

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Outdoor Places is delighted to offer the benefit of outdoor play - almost inside.

We invite you to look at our bespoke ‘Lean-to’ shelters. Developed with schools to provide a low fuss, low maintenance and low cost solution to awkward, unusable, muddy and even eyesore outdoor areas, these outdoor covered solutions will transform your school environment.

Pictured is a recent installation which shows the versatility of the Lean-to range – a light airy space for learning and play protected from the rain and harmful UV sunlight.

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Recent research carried out by the Local Authority Caterers Association and ParentPay, launched to an audience of millions watching on BBC Breakfast TV, found that 90 per cent of parents prefer to pay schools online or via PayPoint, and that 81 pert cent of parents want information about school meals online Speaking at the parliamentary launch of the research, Neil Carmichael MP and member of the Education Select Committee said: “Governors and School Leadership Teams should seriously consider this report when making decisions”.

ParentPay’s online payment solution is already meeting the needs of over 1 million parents across 3,000 schools – while enabling schools to save substantial administration time by removing cash from school offices.

Schools using ParentPay have reported saving up to £15,000

CRB checked team bring all the equipment and materials and carefully install the Lean-to.

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per annum - money or resource that can be re-directed to other school management tasks.

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Cross curricular activities at Cardfields Learning Centre

Legal compliance with school toilet requirements

Cardfields has been established as a residential outdoor learning centre since the 1980s, and each year welcomes a range of schools and groups from Islington, other London boroughs and Essex.

A large Victorian country house set in five acres of well maintained grounds, Cardfields is situated near Hatfield Peverel with beautiful views across the River Chelmer and surrounding farmland. We are well resourced to provide educational and recreational visits for schools, community groups and private hire.

The centre provides courses and cross curricular activities that support and enhance the national curriculum, especially KS1 and KS2, for residential or day visits.

We ensure that all formal and informal activities are designed to meet the needs of the visiting group and aim to promote

Education authorities and providers are being given a simple solution towards compliance with legal requirements re provision of school toilets for disabled pupils, through developments at Total Hygiene.

The company has launched a complete package to provide design guidance, supply, installation, commissioning and on-going maintenance of the special hygiene equipment needed by many students with disabilities.

Latest statistics reveal that the number of disabled children has increased by 62 per cent in the past 25 years. Some 60 per cent of statemented children are now in mainstream schooling.

Over 20,000 students have a disability – almost 6 per cent of the student population.

There is therefore a growing, and continuing need, to ensure disabilities are accommodated in the educational environmentright through to the provision of appropriate toilets.

“Theoretically, as soon as a school takes in even

learning through discovery, investigation and experience.

At weekends, many groups such as secondary schools, youth and church groups visit to run their own courses and workshops.

At Cardfields we pride ourselves on the warmth and friendliness of our staff and quality service so that visitors come back year after year. In April 2010 Cardfields was awarded the Quality Badge for Learning Outside the Classroom.

FURTHER INFORMATION Tel: 01245 380371 www.cardfields.co.uk

Product Profiles

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

just one disabled child, it legally needs to provide appropriate toilet facilities,” says Robin Tuffley, Total Hygiene marketing manager.

“This could be an adaptation as simple as a cubicle with a wheelchair-wide door and a grab rail, installation of a ‘wash and dry’ toilet, through to a dedicated hygiene room complete with changing bench and hoist.

“We can apply 50 years’ of expertise to ensure the school complies in the most cost-effective way, and has the ability to ensure the equipment works for years.”

FURTHER INFORMATION Tel: 0161 969 1199 www.clos-o-mat.com info@clos-o-mat.com

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ADVERTISEMENT FEATURE

POWER TO THE STUDENT The proliferation of tablets and mobile devices in education has thrust Office Electrics’ Pluto range of charging solutions to the fore The modern classroom is increasingly adopting mobile one-to-one devices such as tablet computers as a useful teaching aid. However whatever the device and whether ‘school issued’ or ‘student owned’ (BYOD) there is a common, critical, yet all too easily overlooked hurdle that schools face – daytime charging!

After all, students rarely need help when it comes to thinking up excuses or getting unwanted attention at school, so providing them with a “my battery is dead” get out, is a situation that teachers would prefer to avoid. Plus the health and safety risk posed by kids sitting on the floor in corridors, next to power sockets, is all too obvious!

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make charging points easily accessible, aesthetically pleasing and fun to use.

As well as the obvious adequacy of number, the particular type of charging point is important as well. In advance of the implementation of new EC legislation controlling the proliferation of charger plugs, mobile phones and tablets are now standardising on USB cable charging. As a result, charging can be carried out from a dedicated 5V DC USB charging socket rather than conventional 3 pin mains power socket.

However most laptops, older phones and tablets may still need a mains socket to plug in their dedicated power supply. Therefore a mixture of these charging points would be required to ensure adequate all round provision.

Whatever the device and whether ‘school issued’ or ‘student owned’ (BYOD). there is a common, critical, yet all too easily overlooked hurdle that schools face – charging anywhere: classroom, library, and student open areas. Each of these places may need a different solution. In providing charging points for student use, a policy of “where they sit, they can charge”, should ideally be adopted. Inevitably this means that furniture, as well as walls, must be considered as locations for charging points - especially in reconfigurable, open-plan classrooms or breakout areas. The ideal aim being to

Importantly, where USB charging sockets are provided, they should be capable of fast charging, regardless of device brand. For instance, charging an iPad2 (0-100 per cent), with a 500mA USB charger, can take up to 18 hours, whereas, with a high quality fast charger, that can be reduced to under five hours.

Safety goes without saying, and in this regard the UK is fortunate to have

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a British Standard to follow regarding the provision of electrical systems throughout educational furniture, namely BS6396:2008. This standard provides a simple set of guidelines to enable educational establishments to show their compliance with the Electricity at Work Act, as required by the HSE. PLUTO is one of a new range of charging solutions, from Office Electrics Ltd, that manages to satisfy all these requirements and more. With a range of mounting solutions to suit every application, Twin USB Fast (TUF) charging, compliance with BS6396, crisp design and limitless possibilities of finish, PLUTO is the perfect educational partner.

Office Electrics is recognised worldwide for its range of power, data and AV modules and especially in the UK, where many products have been specifically designed around the BS6396 standard. For over 25 years, it has supplied the commercial office industry, and more recently the education market, from its UK manufacturing plant in Wakefield, Yorkshire.

And as for fun... well, all we can do is leave that to the imagination, but the PLUTO ‘Mushroom’ must be pretty close! L FURTHER INFORMATION Address: 1a Briset Street, London, EC1m 5NR Tel: 01924 367 255 E-mail: sales@office-electrics.co.uk Web: www.office-electrics.com

Volume 18.1 | EDUCATION BUSINESS MAGAZINE

119

Here's an original way to save money on printing. print cartridges

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printer ribbons

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Always use OKI Original Consumables.

OKI's Original Consumables are designed and manufactured to work seamlessly and effortlessly with your OKI printer hardware.

Whereas non-genuine supplies can cause problems. From paper jams to poor quality prints. From premature "toner out" messages to damaging other printer components.

That's why we always recommend you choose OKI Original Consumables. Of course, if you risk using non-genuine supplies, you may get more, or less, than you bargained for – and your free, three year OKI printer warranty would be invalidated.

Get more value out of your printer with OKI Original Consumables.

All together, a better way to print.

www.oki.co.uk

PRINTING

CUTTING THE COST OF PRINTING IN EDUCATION Recently, the Institute of Fiscal Studies revealed that George Osborne could be forced to extend public spending reductions, by a further three years, to 2018. However, given current public spending cuts many schools are already struggling to reduce costs.

In these challenging economic times, the temptation to chase cheaper alternatives to print consumables, rather than those from the original manufacturer may seem like a smart way to cut costs. Yet, this is not the case – if it looks too good to be true it probably is. Printer performance and quality may be compromised as a result of purchasing consumables from any source other than the named manufacturer.

Schools should consider adopting a smarter printing approach, one that can help to streamline operations and reduce print spend, such as OKI’s managed print services. Deploying an expert vendor to manage print, schools can reap the cost benefits of working more efficiently. Instead of acting on impulse and buying inadequate cheap printer consumables, with managed print services, a long term and smarter printing approach can be instigated.

THINK TWICE BEFORE YOU BUY Most cheap compatible consumables fail to meet the high technical demands of an educational organisations printer’s hardware. As a result, working with poor compatible substitutes will almost certainly have a negative impact on both performance and print output quality.

In the long run, the use of inefficient consumables reduces the life expectancy of the printer itself as the increased wear and tear of the machine can lead to more maintenance support and then, ultimately, the printer needing to be replaced. Not using the manufacturers’ consumables may also invalidate the devices warranty, so fixing or replacing a printer may well prove to be a costly operation, particularly as it could have been avoided with the use of approved consumables.

In addition, there is the added danger that when looking to purchase cheap consumables it can be hard to spot counterfeit products, which are illegal. An area where schools need to ensure they operate a strong ‘zero tolerance’ policy.

While the substantial cost savings made on non-standard printer ribbons and toner cartridges can seem very seductive at first,

Written by Graham Lowes, OKI

Graham Lowes of OKi Systems UK explains why compatible consumables are not the answer to reducing print spend, and how schools can achieve better efficiency by adopting a smarter printing approach

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Managed print services can be particularly beneficial across education as many schools don’t even realise how much they spend on print. in the long term these impulse purchases can prove to be very costly and can even break the law. Equally, there is no reason to be seduced when there are other options to consider such as managed print services.

MANAGED PRINT SERVICES When it comes to printing, often being more efficient is as much about the right choice of printer as it is about adopting smarter printing practices. OKI offers the perfect solution to meet this need, in the form of managed print services, an approach that unifies and manages all print processes, while ensuring printing operations are more closely matched to an organisation’s workflow to help meet specific goals, such as reducing costs.

Managed print services can be particularly beneficial across the education sector as many schools don’t even realise how much they spend on print. In fact, the first step of managed print services is to deliver an all-inclusive analysis of the print environment. The results are then used to design a long-term print solution – one which ensures print devices are used in the most resourceful manner and that printing practices are managed more closely.

Working with one print contract, OKI manages the process of purchasing printers or supplies and provides maintenance support.

As a result, educational organisations are free focus on core tasks, reduce capital investment and can be assured that only manufacturer consumables are used.

Printing in-house, it becomes possible to eliminate the over-runs typical of outsourced printing and by raising the level of ‘right first time’ printouts it reduces the need to repeat work. Printers can also be set up to print doubled sided and in mono, which further helps to reduce both paper and ink wastage and in turn, reduces print costs.

In addition, OKI ensures that only the most innovative green printing technology is used, which can help educational organisations reduce the amount of energy wasted powering outdated equipment, particularly when it is not in use. OKI is now building ‘AutoPower Off’ technology into many devices, the setting automatically powers down the printer after extended periods of non-usage, which can be determined by the user.

Buying compatible consumables is not the answer to reducing print costs, not when there is an effective alternative in the form of OKI’s managed print services – an approach which can offer real benefits, both today and well into the future.

FURTHER INFORMATION www.oki.co.uk

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74

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10

PC Werth

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78

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59

Quartz 15

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14

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110

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96, 97

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122

115

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82

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RWE Npower

26, 117

TQ 51

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Tribune 34

42

110 76 84, 85

TTS Group

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91

Wilo 68 WST Travel

91

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STANDARD, WIDE AND SHORT THROW MODELS MULTI-PURPOSE ECO PROJECTION FLEXIBLE INSTALLATION AV MUTE SLIDABLE COVER OR BUTTON UP TO 6000 HOURS LAMP LIFE (ECO) MATCHED FILTER AND LAMP CHANGE

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