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CATERING

SCHOOL MANAGEMENT

BUILDING A BETTER BOARD Does your board have the right skills to take the school forward?

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SUCCESS IN NUMBERS

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BEYOND THE CLASSROOM The link between experiential learning and academic performance

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VOLUME 18.3

RM EDUCATION – P83

CATERING

ICT

ACADEMY CONVERSION

SCHOOL MANAGEMENT

BUILDING B UILDING A BETTER BOARD O Does your board have the right skills to take the school forward?

SUCCESS UCCESS IN NUMBERS U S

The case for collaborative academy conversion for primary schools

OUTDOOR LEARNING

BEYOND THE CLASSROOM Th The he link link k between experiential experiientiall learning and academic performance

IN THES NEW

g for ng fundin ini • New science tra r ers compute headteach00K • Moreng over £1 l ls bil earni schoo • Co-op nched lau

Comment

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

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Private Members’ Bill aims to make it easier for schools to go co-operative Five years on since the first co-operative school opened, MP for Sheffield Heeley Meg Munn has said her Private Members Bill, which was given an unopposed first airing in the House of Commons on April 17, would amend the Education Act 2006 to enable schools to register as Industrial Provident Societies. It would also allow nurseries to be established as School Trusts for the first time. Munn told MPs: “Much is said about choice in education but if this is to become a reality we need to allow co-operative school trusts to flourish and remove the hurdles which make that difficult.”

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In March 2008, Reddish Vale Technology College in Stockport became the first Co-operative Trust school. Back then, Conservative leader David Cameron was all in favour. He said: “I want to explore how we can create a new generation of co-operative schools in Britain, funded by the taxpayer, but owned by parents and the local community.” With over 450 schools now operating as part of a co-operative trust, two schools in Letchworth Garden City are the latest to join in. The Highfield School and Fearnhill School will be partnered by the University of Hertfordshire, Herts County Council and the Co-operative Society. With academies occupying the lion’s share of current coalition school policy, there have been few signs of support thus far, and although endorsed by teaching union NASUWT, the Bill is unlikely to progress without government backing. Interested parties can pledge their support for the Bill here - tinyurl.com/d86lp9d

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Volume 18.3 | EDUCATION BUSINESS MAGAZINE

EB 18.3 3-34.indd 3 new3.indd 1

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Contents

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

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CONTENTS EDUCATION BUSINESS 18.3 07 EDUCATION BRIEFER

59 SECURITY

13 SCHOOL MANAGEMENT

63 COMPUTING & ICT

Co-op Schools Bill launched; £2m funding for Computing ‘Master Teachers’; Leasing guidance needs changing, says BESA

Information destruction should not be overlooked writes James Kelly of the British Security Industry Association

How do you recruit and develop a good school board and get the best performance out of the one you currently have? Tina Allison investigates

Aaron Saxton, head of ICT at Ashton on Mersey School in Trafford, discusses the new-look Computer Science curriculum

69 HEALTH & WELLBEING

21 FINANCE

Tam Fry of the Child Growth Foundation and National Obesity Forum, examines childhood obesity and advocates an early start

Will Ofsted’s growing focus on how the Pupil Premium is used change the way schools invest? Plus CIPP’S Samantha Mann on processing Pay As You Earn (PAYE) information in real time

73 CATERING

Practical healthy cooking is to be included in the proposed curriculum for 2014. The Children’s Food Trust elaborates

27 ACADEMIES

Owen Willcox and Peter Hill from TPP Law examines how primary schools should approach academy conversion, plus a look at the new Bushey Academy, officially opened by Lord Sugar in March

41 59

41 DESIGN & BUILD

79 SPORT & FITNESS

David Stalker of ukactive reports on the importance of physical activity

85 OUTDOOR LEARNING

Is there a link between experiential learning and academic performance? asks Kim Parry

Schools need to understand current planning laws if they are to make best use of their built assets, writes Karen Cooksley and Lindsay Garratt. Plus What can an established framework provider offer when embarking on a construction project?

95 SEN

A special needs policy update from nasen

99 RECRUITMENT

Nigel Gardener discusses effective recruitment procedures

51 ENERGY

Joseph Williams from the Carbon Trust identifies three efficiency areas which could result in huge savings

103 EDUCATION SHOW

57 HEALTH & SAFETY

111 GRAMMAR

This year’s Education Show addressed changes in the education sector

RoSPA’s David Rushton outlines where responsibilities for health and safety lay in different school sectors

www.educationbusinessuk.net

What has the reaction been to the new English Grammar, Punctuation and Spelling Test?

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EDUCATION REFORM

NEWS IN BRIEF

Gove backs plans to create Royal College of Teaching

A new report which discusses the merits of setting up a ‘Royal College of Teaching’ was published at the end of April. The booklet, Towards a Royal College of Teaching: Raising the status of the profession, examines the practicalities of creating a body that would be run by teachers and which would focus on promoting excellent practice in schools. It comes after education secretary Michael Gove gave his backing to the idea during a speech at the National College for Teaching and Leadership. Gove said: “There is a growing consensus that teachers should emulate other professions and set up a new Royal College identifying, exemplifying and defining best practice in the teaching profession.” The booklet follows a recommendation from the Education Select Committee that the teaching profession should look at setting up such a body. The document, produced by a coalition of teachers, educationalists and professors, includes a wide range of contributions from within education as well as other professionals who already have a Royal College representing their sector. These include Professor Jonathan Shepherd of the Royal College of Surgeons, Jon Prichard of the Engineering Council, and David Weston, chief of the Teacher Development Trust. Charlotte Leslie MP, a member of the Education Select Committee and one of the proponents of the idea, says in the foreword:: “There is an outstanding momentum of consensus from an incredibly broad range of interests who all agree that the time has now come for the teaching profession to look to form its own professional body. “An organisation along the lines of a medical Royal College is an opportunity to give teaching the same status and recognition as other professions and to support the professionalism which is at the heart of every school. “A Royal College could support the professional development of teachers so that Qualified Teacher Status is just the beginning of a professional journey; it could start to look

Childrens commissioner’s concern over illegal exclusions Schools should be heavily fined if they falsify registers to cover up illegal exclusions, the children’s commissioner for England Maggie Atkinson says. Head teachers should also face existing sanctions of prosecution if they illegally exclude children, she says in the report ‘Always Someone Else’s Problem’. TO READ THE REPORT VISIT

tinyurl.com/cyx9522

at a practice-based career ladder for teachers who do not want to move into management.” The Prince’s Teaching Institute (PTI), which has also been involved in developing the idea, announced the creation of a Commission and Teacher Committee which will examine the practicalities of creating the body. It intends to publish a consultation document later in the year along with workshops planned for the autumn. Chris Pope, chairman of the Commission and co-director of the PTI, said: “We have been busy reviewing possible operating models and potential structures for the governance of such an organisation. We are delighted by the broad agreement on the need for a College of Teaching that would be independent from, but work with, government and that would not involve itself in pay and conditions. “The common thread in all my conversations has been recognition of the need for the teaching profession to establish an independent body that will promote and uphold high professional standards in teaching.” In his speech, Mr Gove added: “The creation of a Royal College is not DfE policy – on the contrary, I’ve had nothing whatsoever to do with it, which is why it’s such a good idea. It’s about teachers taking responsibility for ensuring the profession is seen to be serious about standards.” TO DOWNLOAD THE BOOKLET VISIT

tdtrust.org/rcot

HEADTEACHER PAY

More headteachers earning over £100K Figures released by the Department for Education have revealed that the number of headteachers being paid six figure amounts has increased considerably in the past twelve months. Six hundred headteachers earned between £100,000 and £110,000 last year and a further 200 received a salary of more than £110,000 – twice the average salary for a head. Academy schools are more likely to have heads who are earning within this pay bracket. On average, heads in academies are paid more than local authority schools and latest figures

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have sparked fears that similar discrepancies might occur when schools are allowed to set their own pay levels, beginning in September. Christine Blower, general secretary of the National Union of Teachers, said: “It is quite obvious that despite what the Secretary of State (Michael Gove) says about his plans for the deregulation of pay, it is clearly not about paying a few teachers more but about paying the majority of teachers less.” TO READ MORE VISIT

tinyurl.com/bn3vxk7

4,000 more teachers since last year says DfE DfE figures reveal that as of November 2012, there were 442,000 teachers 4,000 up on November 2011, 7,800 higher than in 2005 and 36,200 higher than in 2000. Just over 121,000 of the 442,000 teachers in England were in academy schools (up from 79,300), demonstrating the increase in the number of heads and governors choosing to take advantage of academy freedoms. The figures also show the teacher vacancy rate remains at 0.1 per cent - its lowest level since 2005.

Ofsted reports on PSHE Ofsted has published ‘Not yet good enough’, a report which evaluates the strengths and weaknesses of personal, social, health and economic (PSHE) education. Based on evidence from 50 maintained schools and an online survey of 178 young people, the report found PSHE education was good or better in 60 per cent of schools but required improvement or was inadequate in 40 per cent. TO READ THE REPORT VISIT

tinyurl.com/dybnzef

Teaching Agency and National College merge The merged Teaching Agency and National College will now be known as the National College for Teaching and Leadership. Its remit will include continuous professional and leadership development and supporting school improvement. TO READ MORE VISIT

tinyurl.com/btsjmp9

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Saint Martin’s, Solihull Lloyds TSB Commercial customer

WE’RE INCREASING LENDING TO THE INDEPENDENT SCHOOL SECTOR. At Lloyds TSB, we understand your commitment to making your school best-in-class. Which is why we’re here to support you with the funding you need. Last year we increased our lending to the independent school sector by over 12%* and are committed to lending more this year. Our dedicated, locally based Education Relationship Managers are specially trained to understand the cashflow needs of independent schools and are on hand with support and guidance. They can also offer tailored flexible deposit arrangements to your requirements. Because we understand that to make your school a success, getting the right support is essential. So, to find out how your school can benefit from our help, call 0800 681 6078.

Any property given as security which may include your home, may be repossessed if you do not keep up repayments on your mortgage or other debts secured on it. All lending is subject to a satisfactory credit assessment. *Figure relates to June ’10 to May ’11. Calls may be monitored or recorded. All lending is subject to status. 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. Authorised and regulated by the Financial Services Authority. Licensed under the Consumer Credit Act 1974. We subscribe to The Lending Code; copies of the Code can be obtained from www.lendingstandardsboard.org.uk

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CO-OPERATIVE SCHOOLS

Co-op Schools Bill launched; calls for Nursery inclusion The Co-operative Schools Bill has been launched by Meg Munn MP. The bill calls on schools to be able to register themselves as Industrial and Provident Societies, and seeks an amendment to the Education Act 2006 to ensure that nursery schools are able to join primaries and secondaries in establishing school Trusts. Co-operative Schools place a high focus on schools, teachers and the community working together. At the core of cooperative philosophy is the development of young people into active global citizens. The Bill was developed with the Co-operative College. Mervyn Wilson, principal, said: “In the last five years nearly 500 schools have adopted cooperative models. The measures proposed in the bill would help further develop the strong cooperative presence now emerging

within our education sector.” The educational co-operative sector is now growing and the Schools Cooperative Society has been created to help co-ordinate the sector. Ms Munn, Labour MP for Sheffield Heeley, said: “Children get the best education when schools, parents and communities work together and when they feel their views are taken into account.” The Bill is supported by teaching union NASUWT and the Shadow Secretary of State for Education Stephen Twigg MP. Chris Keates, general secretary of the NASUWT, said: “Co-operative solutions put stakeholders in the driving seat of securing quality education for all children and young people.” TO READ THE REPORT VISIT tinyurl.com/dybnzef

TEACHER TRAINING

Teachers rate CPD poorly says latest BESA survey A recent British Educational Suppliers Association survey has suggested that the quality of training and continuing professional development (CPD) provided to schools is poorly rated by teachers. The findings come from BESA’s annual Classroom Learning Resources survey, which takes into account the views of 612 (314 primary and 298 secondary) heads of curriculum, key stage leaders and heads of English, maths and science. The survey comes at a time when the Government is giving schools increasing levels of autonomy which demands investment in staff development. Only 17 per cent of primary and 18 per cent of secondary teachers surveyed stated that the quality of training was always or mostly of good quality. Of the teachers surveyed 57 per cent stated that printed resources, 36 per cent of digital content and 32 per cent of teaching aids, were always good quality. However, only 17.5 per cent of those surveyed felt that the quality

of training and CPD available was always of good quality. 20 per cent stated that the quality of CPD and training they had, had been of the lowest quality. BESA director Caroline Wright comments: “The findings will be good news to the suppliers of printed material, digital content and teaching aids but suppliers of training and CPD are clearly not meeting the current needs in schools. Recent years have seen unprecedented changes in the needs of teachers and it is vital that training providers appreciate and meet these needs.” In other survey findings, 84 per cent of teachers stated that a lack of budget and the high price of quality alternatives were two of the limiting factors in replacing any lower quality resources with higher quality alternatives. Other factors include the ability to find appropriate quality resources (54 per cent) and a limitation in the number of providers offering quality options (34 per cent). TO READ THE REPORT VISIT tinyurl.com/dybnzef

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

NEWS IN BRIEF Leicester Council pioneers ‘report a bully by text’ system

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Leicester City Council is giving all its schools software, which enables their pupils to report instances of bullying to teachers at anyt time via text, phone and online. The system also allows bystanders to report an instance of bullying, even if they are not the victim. It is also helping schools to identify areas where bullying takes places, and tackle incidents that happen outside school. The software was developed by the city council in consultation with the Contact Group READ MORE - tinyurl.com/cuxhsua

’Undervalued’ treasurer embezzled school cash A school treasurer who stole nearly £56,000 because she felt ‘undervalued’ by education bosses has been spared jail. Susan McDiarmid, 52, was handed a two-year suspended jail term after pleading guilty to five counts of fraud and one count of theft. Over a five-year period she syphoned thousands of pounds from Waterloo Primary School in Ashton-under-Lyne and Broadbent Fold Primary School in Dukinfield in her role as a bursar. McDiarmid used cheques and school credit cards to filter money away from the schools between 2006 and 2011.

Simon Mayo presents Itch at ASE Summer conference The Association for Science Education (ASE) has announced the programme for its Summer Celebration Conference in June. The line-up includes radio presenter Simon Mayo, who will be talking about his children’s books, Itch and Itch Rocks - stories about the adventures of an accident prone hero - the 14 year old element hunter, Itchingham Lofte. READ MORE - www.ase.org.uk

Science teaching resources inadequate, says SCORE Research commissioned by SCORE (Science Community Representing Education) shows that on average, state-funded schools and sixth form colleges have just 70 per cent of the resources that SCORE has identified as being essential to teach science subjects. The group says the situation is worse in primary schools, with teachers having access to an average of only 46 per cent of the materials required to teach practical science. The data comes from a survey of teachers at primary and secondary schools and sixth form colleges. Professor Julia Buckingham, chair of SCORE, said: “Taking part in practical work is an integral and essential part of learning the sciences, but our findings indicate that teachers do not feel equipped to give their students the full learning experience that they should be able to. Practical work is being limited by missing equipment and a lack of access to appropriate facilities TO READ MORE PLEASE VISIT... such as laboratories and tinyurl.com/dxsyql6 outside space.”

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

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TEACHER TRAINING

Funding for computer science training ‘Master Teachers’ More than £2 million of funding has been set aside for the best computing teachers to help train others teaching the new computer science curriculum. The funding will allow the British Computer Society (BCS) to recruit 400 ‘master teachers’ in computer science over the next two years, by building on its existing network of excellence in teaching computer science (NoE). Each ‘master teacher’ will pass on their skills and subject knowledge to 40 schools so that computing teachers in 16,000 primary and secondary schools will be in position to deliver the computer science element of the new computing curriculum and the new computer science GCSE. Computing (previously ICT) will remain a statutory subject for all pupils in primary and secondary school. The draft curriculum has a strong emphasis on the principles of computer science and practical programming, including algorithms, coding and hardware. Computer science will be included as a science option for the English Baccalaureate from January 2014. The announcement was made at an event co-hosted by Facebook and the Gates Foundation, the charitable organisation run by Microsoft founder Bill Gates and his wife Melinda. Bill Mitchell, director of BCS Academy of Computing, part of BCS, The Chartered Institute for IT, said: “Children from the age of

five will be taught computer science once the new statutory curriculum for computing comes into force. Therefore we need to ensure all teachers can teach the computer science and programming elements of the new curriculum. “Our plan now is to work in partnership with the Computing At School group (CAS), universities and schools to extend the network into a national infrastructure that can provide CPD opportunities for 16,000 teachers over the next two years.

ASBESTOS REMOVAL

Steve Beswick, director of education, Microsoft, said: “We need our children to learn the foundations of computational thinking at school so that they have the knowledge and skills they need to build successful careers here in the UK. This belief is integral to our Get On programme which aims to help 300,000 young people get inspired, get skilled and get a job. We will continue to work with DfE and teachers to help schools deliver the new computing curriculum.”

TO READ MORE VISIT

tinyurl.com/a4hsemg

LEASING

JUAC urges schools to check heating systems

BESA says schools ‘limited’ by current leasing guidance

The Joint Union Asbestos Committee (JUAC) has urged schools to get their heating systems checked by professional asbestos consultants. A statement said: “This warning is specifically about warm air cabinet heaters where the cabinets were constructed on site. Other types of heaters can also contain asbestos materials which also need to be checked against guidance in the Gas Safe Register.” Chair of JUAC, Julie Winn, said: “The Cwmcarn High case clearly demonstrates the confusion around asbestos management and the poor management of it in many schools. However, the HSE said that the JUAC statement ‘misrepresents’ the findings from testing at Cwmcarn. A spokesperson said: “Airborne sampling at Cwmcarn and at other schools has shown that there is only extremely low fibre levels in the vicinity

Schools in England are wasting millions of pounds each year on expensive ICT leasing contracts due to outdated Government leasing regulations, according to the British Educational Suppliers Association (BESA). Responding to the Department for Education’s consultation Review of Efficiency in the Schools System, BESA is calling for the Government to introduce new leasing guidance in time for the introduction of the new National Curriculum in September 2014 - little more than a year away. BESA believes that current guidelines are preventing headteachers from signing up for best value-for-money finance leases. Its members operating in the leasing market estimate that schools are losing more than £10m per year because of restrictive Department for Education guidance. As a result many schools have

of the heater units while the units were operating normally. “That is not to say that schools should ignore the presence of asbestos in heating systems, but that they shouldn’t focus disproportionate attention on them. They need to manage all asbestos risks. The presence of asbestos alone should not be a concern if it is appropriately managed.” Under the Control of Asbestos Regulations 2012, schools must maintain and regularly update an asbestos register with the location and condition of asbestos-containing materials.

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been left with less money to spend on commonly leased products such as computers and other ICT resources. Caroline Wright, director, BESA explains: “By limiting schools in their choice of leasing arrangements the Government risks placing in jeopardy the successful adoption and introduction of its flagship new National Curriculum. “If the Government fails to amend its current leasing guidance schools will continue to be hamstrunginto spending over-the-odds”. Wright continued: “This is not just about saving money. It is about giving schools the chance to make the right educational choices and helping them ensure that they are getting the maximum life from the equipment they buy.” TO READ MORE VISIT

tinyurl.com/dybnzef

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

School Management

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SCHOOL BOARDS

Written by Tina Allison, Crowe Clark Whitehill

BUILDING A BETTER BOARD With the competence of school boards called into question recently, Tina Allison looks at some of the common pitfalls for school governance boards, and explores strategies for improvement Schools boards have hit the news recently, with a spate of reports questioning the competence of some trustee board members and proposing solutions to fix the perceived governance problem facing our schools. Improvements can be made reasonably quickly by training and more rigorous recruitment processes for school governors, but bigger queries are arising, with questions about the role of school governance boards, and how they fit into the effective running of schools and academies. Ofsted recently asserted that some school governors do not fully understand their roles and responsibilities. Through experience of auditing schools, and working with school boards to help improve their performance, I lean towards agreement with Ofsted’s assessment. Some school boards do not have the right skill sets, experience and business knowledge necessary to plan a successful strategic direction for the school, particularly in difficult economic circumstances. A HUGE ASSET However, this is certainly not true of all school boards. Some schools have excellent governing bodies which demonstrate best practice in executing their duties. A good board is a huge asset for a school. With the right people,

The l key skil d in ede sets ne a school ing govern perience in are ex ion, legal educat ledge, know eting, rk HR, ma nance and fi

a school board can develop a harmonious and productive relationship with the management team for the ultimate betterment of the students, rather than the combative approach that unfortunately can characterise some relationships between trustees and management. The ideal school board, in my experience, is one composed of people with diverse skill sets across a number of areas and a strong understanding of their roles and responsibilities and the risks and opportunities facing the school, who actively participate in decision making. A good board has an appropriate governance structure, with specialist sub-committees to ensure that the right people with the right skills are considering the relevant issues and making appropriate recommendations to the board. But how do you recruit and develop a good school board and get the best performance out of the one you currently have? THE SCHOOL BOARD In some school boards certain groups can be over-represented, such as members of the local community or parents. While

it’s a positive step that people are eager to be involved in their local community through board participation, or take a keen interest in their child’s schooling, it is important that any group has the skill set necessary to make the best decisions for the school. Having diversity in the board membership and some people independent of these groups brings different perspectives to discussions enabling healthy debate. A board which doesn’t hold the necessary skill sets or diversity can have a lack of understanding of corporate structure, and possibly little experience in a commercial board environment, which can cause problems in the decision-making process. If trustees are too closely connected to their school there can be a tendency towards emotional attachment to ‘sacred cows’ sometimes hindering progress. This over-involvement and feeling of personal attachment to the school itself can cloud trustees’ decision-making processes. One trend I have seen in ineffective boards is panicked reactions to any sudden change such as a fall in pupil numbers. Some boards embark on a flurry of impulsive actions and changes without fully understanding the underlying reasons for the change and if indeed the fall is likely to be an ongoing problem. Too often these changes can E

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

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SCHOOL BOARDS  precipitate further collapse. Many changes made over a short period of time, can undermine parents’ confidence in the school, create a change in perception locally about the school and result in further reductions in pupil numbers. Taking a balanced approach to decision making is essential. OVER DOMINANCE The other scourge of some school boards, which is linked to my earlier point about trustees’ lack of experience in corporate board environments, is the rise of one over‑dominant personality. Poor structuring and an approach to hierarchy and seniority based on length of tenure rather than experience can lead to one strong-willed person, or a small cabal, dominating a school board and resulting in others falling into line behind their decisions. This can result in other board members tending to abstain from the debate and letting the dominant person push their ideas through without question. If this happens, all members of a school board need to recognise that they are all responsible for any decisions made. The chairman needs to ensure that there is participation and ownership of decisions from all trustees, not just those who have more dominant personalities. THE SKILLS TO LOOK FOR So what skill set should a trustee have in order to make an effective contribution, and what qualities should those responsible for board recruitment look for when composing a school board? The first step towards building a better school board is to cast the net wider when recruiting trustees. Rather than always looking for local people recruitment for a school board should focus on finding people with appropriate skill sets and experience of acting on a board. Many companies and not for profit organisations operate corporate social responsibility programmes and encourage their staff to take up non executive roles where their wider skills sets can be utilised. Approaching these entities and establishing relationships with their social responsibility and human resources teams is a good first step towards recruiting effective trustees. In my assessment, the key skill sets needed in governing a school are experience in education, legal knowledge, human resources, buildings and estates, marketing and financial management. A good board should contain a mix of these skill sets. The board should assess their current skill set, and look to recruit the necessary skills to include a balance of expertise. During the board selection process, the trustee’s roles and responsibilities need to be made clear to prospective candidates. Some school trustees take on the role under the misapprehension that they are going to ‘run the school.’ This is not the

role of the school board – responsibility for day-to-day management rests with the head teacher and the senior management team. The board of trustees is responsible for, amongst other things, setting the overall strategy with the head teacher and the overall oversight of its delivery. They should be supportive to the head teacher and their senior management team in the delivery of the strategy but be aware it is the responsibility of management to deliver the strategy not the trustees. Making such matters clear at the beginning should stand the school in good stead for the future. An important position on the board is that of chairman, as they have the responsibility for the key relationship with the head teacher. It can often be a difficult role as the individual needs the personal relationship skills to enable them to manage the relationship with the head teacher, both professionally respecting their position and capabilities whilst acting in a line management capacity and offering constructive challenge where necessary. It can often be a difficult balancing act. However, with the right skill sets a strong relationship between the chairman and head teacher is a valuable asset in the running of any school. IMPROVING YOUR CURRENT BOARD Not every school is in the position to be able to recruit new board members. Improving the performance of the existing board is a priority for many. Training, a more professional approach to board duties and increased awareness of trustee roles and responsibilities can go a long way towards fostering better trustee performance.

A possible solution to this is using an independent external facilitator, who can assist in the process to ensure that any evaluation of trustee skill sets is kept objective, professional and does not become heated or personal. Once the evaluation is complete, specific training needs to be provided to meet any shortfalls in trustee skills. This should be monitored over time to track performance and any areas that need further development. A school board should work within a culture of continuous improvement with regard to trustee knowledge and skills, rather than looking for quick-fix solutions for specific issues.

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STRUCTURE OF BOARD MEETINGS The way board meetings are conducted can go a long way towards improving trustee performance. To ensure thorough, well thought out decision-making and consideration of the issues facing the school, board meetings must have structure and an agenda, and be properly minuted. Trustees need to focus on the issues that are important, as well as those that are urgent. This will ensure the board considers the long-term strategic goals of the school, and makes appropriate decisions to achieve them, rather than being distracted by very detailed issues that may not need their time. The board of trustees is a crucial factor in a school’s success or failure. As school governance comes under increasing scrutiny from Ofsted and other authorities, every school needs to take a close look at their board, and assess whether their

The ideal school board, in my experience, is one composed of people with diverse skill sets across a number of areas and a strong understanding of their roles and responsibilities and the risks and opportunities facing the school, who actively participate in decision-making Creating awareness of responsibilities and expectations is the first stage. Speak to your trustees and make sure they are fully aware of what is expected of them, and their duties, and provide specific training where necessary. Ask your board to carry out self‑evaluation exercise, and report on their own skills, strengths and weaknesses as well as carrying out an independent appraisal. Board appraisal and self-assessment can be difficult in some circumstances, particularly where dominant, defensive or sensitive personalities are involved. Performed successfully it can be effective in making necessary changes to a board.

trustees have the right set of capabilities to steer the school successfully into the future. A careful assessment of skills, rigorous recruitment of trustees and appropriate training will result in a school board that is equipped to deal with the challenges facing modern schools, leading to a more stable, well-planned school environment for the ultimate beneficiaries, the students, to achieve educational success. L ABOUT THE AUTHOR Tina Allison, is partner and schools and academies specialist at national tax, audit and advisory firm Crowe Clark Whitehill

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HEALTH AND SAFETY

OWN THE SAFETY PROCESS

World-class companies adopt a safety-first approach to operational performance that places a healthy work force at the top of all corporate objectives. Milliken & Company is one such firm. This 145+ year-old multinational chemical and performance materials company has been on a continuous improvement journey with a particular focus on complete employee ownership for safety

Milliken’s thriving financial and operational performance is a direct result of its heightened emphasis on safety and performance. In fact, Milliken is one of the last major American textile manufacturers to survive the off shoring of the industry. After a two‑decade long journey that culminated in winning both the Malcolm Baldrige Award and the Japanese TPM (Total Productive Maintenance) Excellence Award, Milliken now applies its best practices in client organizations using its robust consulting group. Performance Solutions by Milliken™ helps companies compress their learning curve to drive rapid results in the area of safety and operational performance. CULTURE OF WORKPLACE SAFETY The Milliken Safety Way™ process is a systematic 20-step approach designed to engage your complete organization in owning the safety process. Performance Solutions by Milliken clients break through their safety performance plateaus and achieve Total Illness and Incident Rates (TIIR) closer to the goal of zero with Milliken’s Safety Way™ system. Performance Solutions by Milliken practitioners guide their clients toward improved manufacturing safety practices while creating a culture of workplace safety that is effective, scalable and sustainable. The Milliken Safety Way™ system helps reduce costs associated with accidents, boosting productivity and morale while improving all‑round performance. Milliken Performance Solutions’ Practitioners are seasoned Milliken operational leaders averaging over two decades of hands on experience of building and supporting the safety process in their own locations. Many of their plants have gone many years without a lost accident. They support clients in their journey to build a stronger safety process, tailoring the

approach to suit the local needs and culture, with a strong emphasis on leadership coaching, first line supervisor mentoring alongside a significant focus on developing employee confidence in ownership for the safety process. One such client using who has engaged with Performance Solutions by Milliken is ConAgra Foods. VP of ConAgra Performance System, David Alvarado states, “ConAgra Foods is committed to continuous improvement, especially in areas like employee safety and overall equipment effectiveness. Our partnership with Milliken has strengthened our performance in these areas and reinforced the power of our overall performance system.” Another firm concerned with its employees’ safety was Tilcon Connecticut, Inc. “Our Milliken Safety journey has been invaluable in terms of helping us establish an employee based safety program that is designed by our employees for our employees,” says

Performance Solutions by Milliken clients typically report a 65% reduction in injuries after the first year of engagement. Also, clients also experience a 60-85% increase in involvement of their employees in the safety journey. Needless to say, this precipitates an increase in motivation and morale among client employees. In terms of consequence costs, a reduction of 30% is typical in the first year. Performance Solutions by Milliken’s Safety Way™ system typically uncovers safety opportunities two to four times greater than a client’s leadership team will quantify across the company. Chris Poole, European Business Development Manager for Performance Solutions reflects on the progress that Milliken clients have seen: “The biggest challenge we see in the organisations that ask for help, is a disconnection between those employees who are exposed to the hazards in the workplace and those who own the decision making process for managing those hazards. Very

A business that engages every employee in ownership for safety problem-solving, always sees significant reduction in risks, hazards, incidents and true ownership for safety Ciaran Brennan, Tilcon Connecticut’s former President and CEO. “The vast majority of people who work for us possess far more talent, capability, creativity and intelligence than their present jobs require or even allow them to use on a daily basis.” He adds that through his company’s safety engagement with Performance Solutions by Milliken, Tilcon Connecticut was able to “create the right set of conditions for these behaviours to emerge.”

often, leaders do not understand the details needed to make the right decisions, and the employees on the floor feel that safety is ‘done to them’, rather than something they feel they own, can improve and sustain. RESOURCES, SAFETY AND PROBLEM‑SOLVING EDUCATION “We design the process with the floor employees at its heart and work with leaders to provide resources, safety and problem‑solving education, and most importantly time to engage in safety every day. We call this time, ‘sacred time’, and it is the single most important aspect for leaders to commit to so that they can realize the full potential of their employees. A business that effectively supports their people in these ways always sees significant reduction in risks, hazards, incidents and true ownership for safety.” L FURTHER INFORMATION Chris Poole, European Business evelopment Manager chris.poole@milliken.con Tel: 07834 608255

EDUCATION BUSINESS MAGAZINE | Volume 18.3

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Vestfold University College

How an open and integral security management platform supports business processes and reduces administration and costs dramatically.

“Before students start studying at Vestfold University College, they import their personal details via our website, which is then transported to the student database and imported into AEOS. On their very first day of college, students can step into our new photobox to log on to their personal account and take a picture. This picture will be saved with their personal details into the student database linked to AEOS. Printing the card for the new student is all there’s left to do for the student administration desk. Only for special authorisations students visit me.” Jarle Steen Hansen - Security Officer

It’s full-blown January with heavy snowfall and chilly weather. Christmas holidays are over and the second part of the school year has just begun. Whilst the students attend these first school days of the New Year somewhat reluctantly, Security Officer Jarle Steen-Hansen explains why he welcomes the students and the start of a new day at work with such joy. For the past 10 years, Vestfold University’s Security Officer has been using the same access control system and has been satisfied with it. However, an enormous expansion of the University College in the last couple of years has made this system unsuitable. This was due to the limitation of the

amount of doors it could handle. And with the expectation of further future growth, Vestfold has been forced to assess alternatives for access control during spring 2010. Vestfold University College needed to be comfortable in the knowledge that a new security solution could grow and change with the expansion of the University site. After a competitive selection process AEOS has been chosen as the security management platform to meet the University’s requirements and capability to adapt and expand over a period of time. Now, 2,5 years later, in an evaluation meeting at the University College with both Nedap and its Business Partner, Jarle is sharing his user experience.

Facts at a glance 4 Faculties 20 Bachelor programmes 9 Masters programmes 1 Ph.D. One campus from august 2010 4,500 students 450 employees Established in 1994 700 doors secured with AEOS

Diminishing administration effort Jarle admits he was a bit skeptical towards the implementation of a new security platform. “After utilizing the same system for over 10 years, I was used to the system and to perform the manual tasks. Since the University College and its student administration desk wished to automate a lot of these tasks in a new system, I was afraid to lose a lot of control. But after the implementation of AEOS I noticed that I had just taken for granted previously the long queues of students standing outside my office at the beginning of every new college year and the extra workload for the following three to four weeks. Now AEOS is implemented, the queues in front of my office have diminished dramatically and the extra workload at the beginning of the new year is manageable.” Each year, after the summer holidays, 1500 new students start at Vestfold. Evidently this results in a lot of extra work for Jarle, seeing that he is the one to provide and change authorizations for students and staff. However, since AEOS was implemented, he has noticed that this workload has reduced significantly. Utilizing advanced features in AEOS, authorising students and staff is now automated. Consequently, 80% of authorisation requests are now managed automatically, and Jarle can focus his time on other tasks, improving safety and security for staff and students.

An unified security platform saves costs Whilst implementing AEOS access control, Vestfold chose to add intrusion detection within the security platform. Because AEOS is an integral security management platform that’s able to combine video management and intrusion detection in one application, setup costs are reduced, while efficiency in task management is further improved.

Scalability allows growth As with the implementation of every security management platform, problems can occur when implementing AEOS. “However, both Nedap and its Business Partner were there to solve the problems”, Jarle explains. “It’s safe to say that the support I got from both Nedap and the Business Partner couldn’t be better.” Of course, a well functioning solution encourages more ideas; a door will probably be added here and there, and it doesn’t end there. Vestfold University College has big plans: some buildings will expand to twice the size they are now. In addition, the future is likely to see the student residences at the campus site equipped with access control as well. “So, the partnership with Nedap will continue because our security platform AEOS is capable of expanding with the growth of our University College”. More info: www.nedap-securitymanagement.com

Volume 18.2 | EDUCATION BUSINESS MAGAZINE

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PUPIL PREMIUM

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THE IMPACT OF INCREASED PUPIL PREMIUM FUNDING

In February this year, Ofsted stated that ‘schools could do better with Pupil Premium funding’. However, having assessed the allocation of Pupil Premium funding in 70 schools in England, only a small minority were identified as spending the extra funding for poor pupils ineffectively, with some struggling to show how they use Pupil Premium payments. The Pupil Premium was introduced by the Coalition Government in April 2011 to provide additional support for looked after children and those from low income families. Schools are free to spend the money they are allocated as they see fit. In 2013/14 the Pupil Premium funding will increase to £900 per pupil, but with this comes a growing focus from Ofsted to ensure schools are using the Pupil Premium to ‘support their disadvantaged pupils and close the attainment gap between them and their peers’. HOW’S THE MONEY BEING USED? BESA’s most recent research from 263 primary and 169 secondary schools, carried out by the National Education Research Panel (NERP), provides us with an insight into how the money is being used and how the renewed Ofsted interest will affect the application of funding. 60 per cent of the SEN co-ordinators (59 per cent primary, 61 per cent secondary) saw the Pupil Premium as extra funding, while only 44 per cent of headteachers and deputy heads saw it in this way. However 41 per cent of all those interviewed said that they saw the money as both extra and general funding, with only 8.5 per cent seeing it as general funding. The research revealed that about a third of schools interviewed stated that all the funding is ring-fenced for specific schemes relating to disadvantaged pupils; the remaining majority stated only some is used. This leaves around a fifth of schools saying that no funds are ring-fenced. However we cannot conclude that just because the funds are not ring fenced, they are not used to support disadvantaged children. It simply concludes that the surveyed schools do not ring fence the funding. The question is, where does that leave these schools in terms of their Ofsted inspection? Will the 20 per cent of schools who do not ring-fence their funds change their current practice to ensure positive Ofsted inspection reports?

THE IMPACT In the majority of cases, it appears that schools will not be making any changes to their current Pupil Premium investment. Just 20 per cent of primary headteachers and deputy heads stated that they are planning on making changes, while SEN co-ordinators are more likely to make changes (30 per cent). Rather than ignoring Ofsted’s inspections, the research suggests that schools, who

their decisions. With Ofsted inspections assessing schools’ competence in raising standards and supporting the specific needs of each child, it is heartening to know that schools feel they are using the Pupil Premium effectively and are therefore confident about their Ofsted inspections. L

Written by Caroline Wright, director, BESA

In 2013/14 the Pupil Premium funding will increase to £900 per pupil, but with this comes a growing focus from Ofsted to ensure schools are using the Pupil Premium to support their disadvantaged pupils. Will this change the way schools invest? BESA’s Caroline Wright, investigates

FURTHER INFORMATION www.besa.org.uk

In 2013/14, the Pupil Premium funding will increase to £900 per pupil, but with this comes a growing focus from Ofsted to ensure schools are using the Pupil Premium to ‘support their disadvantaged pupils and close the attainment gap between them and their peers’ are free to spend the money as they see fit, are comfortable that the use of their Pupil Premium allocation is helping the children who will benefit from additional support. In support of this view, Malcolm Trobe of the Association of School and College Leaders argues that headteachers should continue to have discretion over how the money is spent: “It is essential for schools to have the flexibility to create solutions to suit their own particular circumstances.” It appears that what schools are doing is supporting those pupils who will gain the most from this increased funding and they are happy with

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PAYROLL

HOW WAS 6 APRIL FOR YOU?

6 April 2013 started out like any other, it was a Saturday and it was sunny. But as Saturdays go, this particular day probably saw more employees than normal heading towards their place of work – why was that you ask? Well, quite simply because Saturday 6 April 2013 marked the go-live date for Real Time Information (RTI) – or rather the most significant change to Pay As You Earn (PAYE) processes in almost 70 years and one that would see all employers having to, rather than choosing to, use software in order to process their payroll and submit their PAYE data in real time (as opposed to up to one year in arrears). One additional complication for many working in the payroll profession, particularly those in the outsourcing industry, is that this date falls within the period of time where tax year end returns need to be submitted to ensure that client employers don’t fall foul of late filing penalties. The deadline for the 2012/2013 tax year still remains 19 May for the submission of the Employer Annual Return, along with a form P14 for each employee whose earnings during the tax year had been recorded on a form P11 deductions working sheet.

So many forms, so many form numbers. I mention them largely because the 2012/13 tax year will be the last tax year that we see or use the P35 and P14 and depending on the wording used within our payroll software the P11 may also be enjoying its final days.

over to HMRC, for example because you are recovering statutory payments, you will need to submit, via your software, an Employer Payment Submission (EPS). GET REAL Before you can begin submitting information in real time however, you will need to submit an Employer Alignment Submission (EAS) – the EAS takes a snapshot of the employees that reside within your PAYE scheme, and aligns the details that you hold against those held by HMRC. So much more could be written within this article on the detail of real time, but word limits prevent this potential masterpiece, but the 6 April 2013 also brought about an update to RTI guidance on all things real time at the HMRC website www.hmrc.gov.uk/payerti/ index.htm. Traditional hard copy guides that can be downloaded from the HMRC website such as E13 Day-to-day payroll in real time along with the CWG2 (2013) Employer Further Guide to PAYE and NICs have been updated to take account of the real time impact, but no specific downloadable real time guide is available. Going forward, and in line with their digital strategy, employer guidance will be updated first online. In advance of the ‘go‑live’ Ruth Owen, HMRC’s Director General Personal Tax, said: “This will be a year of transition.” So be aware that guidance will be updated to reflect amendments that will inevitably follow – remember that the one constant in payroll is change!

Before you canitting ubm begin s tion in real informa will need to u time, yot an Employer submi gnement Ali sion Submis ) (EAS

WHAT CHANGED? – A BRIEF OVERVIEW These forms will be replaced with a Full Payment Submission (FPS) which will must be submitted to HMRC ‘on or before’ pay day which may require a weekly submission, a fortnightly submission or a monthly submission, or indeed any combination of them all. The FPS will report, via your software, many items, but essentially it will be reporting the payments you have made to each of your employees. You will also use the FPS to report any starters or leavers in the pay period, do not try to submit, or send, a P45 or P46 to HMRC. The FPS is the main submission that employers will use routinely going forward. On the occasions where an FPS is not needed, or indeed you need to adjust the remittances that you will be paying

Written by Samantha Mann, senior policy & research officer, Chartered Institute of Payroll Professionals

6 April 2013 marked the go-live date for RTI – or rather the most significant change to PAYE processes in almost 70 years and one that would see all employers having to, rather than choosing to, use software in order submit their PAYE data in real time. CIPP’S Samantha Mann reports

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SO HOW IS IT GOING? Dare we say, so far so good? At the time of writing this article, we are only four days in to the new tax year and the most recent figures quoted by HMRC are 70,000 returns submitted in real time so far, granted, over the weekend and even into Monday, tax year end E

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PAYROLL  submissions (P35 and P14) for the 2012/2013 tax year caused some employers to experience delays due to lengthy response times, but as far as we are aware, no delays to real time submissions have yet been experienced. So what remains for us to say? By the time you read this article the tax year end will have concluded and our thoughts will be turning to upcoming summer holidays and the deadline of 6 July for the submission of Expenses and Benefits in Kind (forms P11D and P9D) – a process that has yet to be affected by real time – but as with the progress of PAYE in real time – watch this space. L FURTHER INFORMATION www.cipp.org.uk

Forms will be replaced with a Full Payment Submission (FPS) which will must be submitted to HMRC ‘on or before’ pay day which may require a weekly submission, a fortnightly submission or a monthly submission, or indeed any potential combination of them all

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New advice to help schools set performance‑related pay

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Advice helping schools decide how to pay their teachers has been published by the Department for Education. The advice is being sent to all schools in England, alongside a revised version of the School Teachers’ Pay and Conditions Document that reflects reforms to teachers’ pay. Schools will, from 1 September 2013, be able to link teachers’ pay to performance allowing them to pay good teachers more. This follows recommendations from the independent School Teachers’ Review Body, which last year called on the government to link teachers’ pay more closely to their performance. By this September every school will need to have revised its pay and appraisal policies setting out how pay progression will in future be linked to a teacher’s performance. The first performance-linked pay increases will be made from September 2014. The new arrangements provide increased flexibility for schools to develop pay policies tailored to their particular needs. These freedoms will support heads in attracting teachers in specific subjects based on their school’s needs. It will also help schools across the country recruit and retain excellent teachers. Evidence shows that improving the quality of teaching is essential to raising standards in schools. According to the Sutton Trust, for poor pupils, the difference between a very good teacher and a bad teacher may be a whole year’s education. The advice highlights factors schools could consider when assessing teachers’ performance. This includes a teacher’s impact on pupil progress; impact on wider outcomes for pupils; contribution to improvements in other

areas (eg pupils’ behaviour or lesson planning); professional and career development; and wider contribution to the work of the school, for instance their involvement in school business outside the classroom. Schools could consider evidence from a range of sources, including self-assessment, lesson observations, and the views of other teachers and of parents and pupils. It is up to each school to decide how best to implement new pay arrangements – and each school must make the link between pay and performance clear. Heads and school leaders are responsible for developing arrangements for performance‑linked pay. Governing bodies will ensure schools adopt pay policies which clearly set out arrangements for linking appraisals to pay progression. School leaders will be responsible for explaining to teachers how appraisal outcomes lead to pay decisions. A Department for Education spokesperson said: “It is vital that schools can recruit and reward the best teachers. The advice will help schools to review their pay policies and put in place arrangements that enable them to pay the best teachers more.” The advice is available on the Department for Education’s website: www.education.gov.uk

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FINANCIAL MANAGEMENT

Clarity of financial policies which are well thought out and adhered to are essential for sound financial management in academies, writes Kerry Ace, Finance and Policy Manager, CIPFA Academies are big news and are becoming ever more so as numbers rapidly expand. These are indeed interesting times for these schools with their new found freedoms, new funding methodologies and a new regulator. After 2013, the education leaving age will rise to 17 and from 2015 it is set to rise again to 18 – so there’s potential for a lot more students too. And of course more public money will follow these new students. In his recent Autumn Statement, George Osborne confirmed the Government’s commitment to the sector by announcing an investment of £1bn “to improve good schools” and build 100 new free schools and academies. Of course, academies won’t be the only institutions hoping for a significant rise in student

numbers – sixth form colleges and further education colleges will also hope to benefit. In his speech, the Chancellor commented that: “Since improving our education system is the best investment in a competitive economy, I am today committing £270 million to fund improvements in further education colleges.”

The challenge for all involved with academies is to ensure that they stay financially strong eliciting greater value for money and ensuring resources are focussed on improving the quality of education and opportunities available for young people across England

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Written by Kerry Ace, finance and policy manager, CIPFA

ACADEMIES: TIME TO UP THEIR GAME FINANCIALLY?

COMPETITION Will colleges and academies be able to compete with each other for students in the future? Will they be able to develop and maintain their facilities to attract students as they would wish? Will they be competing on a level playing field? I was recently reminded of this when I visited a large and clearly well resourced academy. The principal surveyed a very level playing field and expressed the hope that one day her academy might be able to take out a mortgage to fund a new computer block for her students, which she had in mind to build on part of the playing fields. This could really happen one day – maybe. After all colleges are able to take out loans, why not academies? But a policy will require more than the DfE simply allowing academies to borrow against their assets to be successful – they will need to prove to potential lenders that they are a safe financial bet. The academy sector as a whole would need to demonstrate that it has taken heed of criticisms regarding ineffective E

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FINANCIAL MANAGEMENT  financial management and poor internal control. Clearly not all academies have problems, but the perceived risks with the sector are higher because they are new and having to manage their finances themselves for the first time. The tales regarding ill judged finance leases and expense fiascos will need to end. The sector will need to demonstrate a maturity with regard to its financial management and it could do worse than to look to other institutions in education to show them the way forward. Both the college sector and universities are now mature sectors that can be trusted to take on, and pay back, loans. Universities in particular have emerged from an era when the only capital funding they needed to borrow for was halls and catering to one where capital investment in their academic facilities can be attracted through borrowing. COMPLIANCE In the university sector, the funding bodies have a responsibility to protect the public investment in institutions. They require universities to comply with any related guidance issued and to satisfy certain conditions on long and short term commitments. For example, the institution concerned must be able to repay sums borrowed and to repay related interest without impairing its financial and academic viability. The institution must be able to demonstrate the value to be generated by the transaction, if it involves refinancing, and of any new investments to be financed by borrowing. In addition, any new investment must be in accordance with the institution’s strategic plan. Term loans from banks have been raised by higher education institutions on a large scale since the mid 1990s. Typically 20 to 25‑year terms, secured or unsecured borrowing has been on offer at attractive margins. On the whole, university loans are of a traditional mortgage nature, with funds secured against assets although there have been instances of more complex arrangements including debentures and securitisation of residential income streams. At the same time, higher education institutions are aware that the price and term of borrowing is driven by their credit worthiness and they therefore strive for a consistent operating performance to ensure that their credit rating remains high. FINANCIAL MANAGEMENT Like colleges and universities, academies are independent and autonomous. Unlike universities, they generate almost all income according to how many young people enrol with them. Academies have to control their costs and cash flow to stay in surplus and solvent, without, currently, being able to borrow. The challenge for all involved with academies is to ensure that they stay financially strong eliciting greater value for money and ensuring resources are focussed on improving the

If academies are to be allowed to borrow in the future, then they will need to show first that they can manage their finances responsibilities and safeguard rather than jeopardise the public funds with which they have been entrusted quality of education and opportunities available for young people across England. Financial management in academies goes well beyond sending in returns to the funding body. It is affected by the skills and knowledge of the academy’s finance director and his/her ability to influence academy senior management and the governing body. This isn’t a new challenge. Schools have always been required to manage within their means.

However, the formal legal independence of academies has thrown the need for financial stability in to greater focus for many. Meanwhile, academies should be checking that existing financial management is sound and financial controls are being properly adhered to. A BBC Panorama programme recently exposed the aftermath of some outrageous hard selling of vastly over-priced IT equipment – and some E

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FINANCIAL MANAGEMENT  out‑right leasing scams. Their examples included laptops priced by the manufacturer at £458 costing £3,033 and photocopiers similarly priced at £10,995 costing £174,787. The consequences for some schools were debts of £1 million to £2 million. One school came very near to having to close and several sacked their headteachers. PERMISSION TO SIGN In the cases discussed in the programme, the problem generally arose where headteachers were signing leases which would previously have been handled by the school’s local authority. So the first line of defence is to make sure that all decision-makers, especially the academy’s board of governors, are all absolutely clear about who can sign what financial documents – and who cannot without prior approval. There should be no ‘rubber stamping’ after contracts are entered into. These arrangements would normally be set out in an institution’s financial regulations. One area where CIPFA will be assisting academies in developing effective financial management is through the production of a guide to financial regulations which academies will be able to tailor to their own requirements. The guide will be published later this year. Secondly, the school should know when to seek expert advice and ensure that this is done. Headteachers are usually appointed on the basis of their teaching and managerial skills – not their financial and legal expertise. Leases and other contracts involving large sums and long-term commitments are not part of the everyday management of a school that headteachers should be expected to deal with. Finally, it is crucial to remember that while academies may enter into operating leases, they are not normally permitted to enter into finance leases. A lease is classified as a finance lease if it transfers substantially all the risks and rewards incident to ownership. Finance leases count as borrowing – and the normal policy of the funding and regulatory agency (currently) is that academies should not be granted permission to borrow. If academies are to be allowed to borrow some time in the future, then they will need to show first that they can manage their finances responsibilities and safeguard rather than jeopardise the public funds with which they have been entrusted. THE RIGHT SYSTEMS To return to more general issue of overall financial management, to conduct its business effectively, an institution needs to ensure that it has sound financial management systems in place and they are strictly adhered to. Part of this process is the establishment of financial regulations which set out the financial policies of the institution. Financial regulations make good business sense for education institutions. For academies, their funding agreement sets out the arrangements to be followed as a condition of receiving grant and refers to the need for them to comply with the requirements of the Academies Financial Handbook. Academies must ensure that they make appropriate arrangements for a sound system of financial management, internal control and risk management. Financial regulations are a core component of such a system. Financial regulations translate into practical guidance an institution’s broad policies relating to financial control. They should set out the policies of the institution in respect of its governance structure – including the body with overall responsibility for the administration of the institution and its financial responsibilities; the committees which have delegated responsibilities together with the staff with financial responsibilities. They should set out the institution’s risk management and supporting procedures and the specific features of its financial management and control activities including arrangements for accounting, audit, treasury management, income and expenditure. Clarity of financial policies which are well thought out and adhered to are essential for sound financial management in academies. And could help bring the level playing field a little bit closer. L FURTHER INFORMATION www.cipfa.org

CIPFA’s annual conference

Finance: Academies

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This year’s CIPFA annual conference will be taking place 9-11 July in London’s Novotel London West Hotel. It will examine the topic ‘Beyond austerity: designing the future state.’ The conference takes place at a pivotal time for public services. With no let-up in budget cuts, and few signs of growth, it’s time for a great leap forward by public sector leaders. We need to re-imagine how we design public services, how to deliver them sensitively and fairly – and ask difficult questions about what kind of state we want. The conference will bring commentators and thought‑leaders to the main stage to explore new thinking from across the private and public sector, in the UK and abroad. Leading professionals from the breadth of the public services will share their knowledge in a series of practical workshops. Broadcaster and journalist Stephanie Flanders will give an overview of this and other great recessions and how people got out of them, asking what’s different this time and what’s in store for the UK and its public finances by 2020? What’s more, Chuka Umunna, Shadow Secretary of State for Business, Innovation and Skills, will tackle the topic of the public services role in fostering the conditions for prosperity and growth. For more information, visit www.cipfaannualconference.org.uk

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PRIMARY SCHOOL CONVERSION

Academies

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COLLABORATE AND CONVERT

There are some interesting models developing to encourage primary school conversions, including forming primary academy clusters with shared management and forging symbiotic relationships with neighbouring secondary academies. Owen Willcox and Peter Hill from TPP Law reports

TIME TO COLLABORATE In addition to receiving a lump sum conversion grant of £25,000 – to cover conversion expenses such as HR and legal fees, enhancing the financial management system, signage and uniforms – a further grant of £25,000 is currently available to primary schools if they convert on a collaborative basis together, rather than each becoming a single standalone academy. Just as collaboration benefits geese flying in formation, collaborative academy conversion should give a double win. If you have identified suitable partners for your group, what choices are open to a primary school minded to explore group arrangements when appraising how to collaborate and convert? There are three models: Multi Academy Trust (MAT); Umbrella Trust (UT); and Collaboration Agreement (CA). While each model has some flexibility, they differ considerably in character. Starting with MAT academies, all academies are owned, and the staff employed, by one MAT company. All or most important decisions are made centrally by the MAT board. Individual academies in the MAT have either a local governing body with decision making power limited to specific items, or a local advisory board with no

decision making power. Budgets are pooled. The MAT is driven from the top down. UNDER THE UMBRELLA The Umbrella Trust (UT) model means each academy is a separate standalone academy owned by a separate academy trust company. Each academy trust company employs its own staff. The UT selects areas for decision making by the UT. These can include governance issues, but need not do so. Budgets are separate. Individual academies agree a proportion of their individual budget to fund the UT. Areas for co-operation are selected by the UT and can be added to later. All academies in the UT take part in its

but it is important to understand what this relationship is built on and how it will be sustained. There are no right or wrong answers, just different ways of doing things. Any model can be successful; any model can also fail if trust in the decision‑makers is lost. Poor communication of strategy, progress and achievement or a lack of mutual reassurance are just as likely to be causes of failure as disagreement over matters of fundamental principle. LEADERSHIP CONSIDERATIONS Some careful evaluation is required to ensure that the model chosen matches the mindset and aspirations of all those collaborating;

Written by Owen Willcox and Peter Hill, TPP Law

Why do geese fly in V-formation? As a goose flaps its wings, it creates uplift for the goose which follows, so that the second goose expends less effort flying. If the V-formation is maintained and the leader is periodically changed between different members of the formation, the flying range of the formation is increased greatly, perhaps by as much as 70 per cent. So we should learn that sharing the same destination and sticking together can make progress faster and easier for all compared with going-it-alone. Being much smaller than secondary schools, and so with smaller scale resources, the pros and cons of a primary school converting to academy status may be more finely balanced. However, the underlying reasons for conversion are the same: more opportunity to realise better educational outcomes, independence from a local authority, greater flexibility in the organisation of the school and how it chooses to spend its funding.

Choosing an Umbrella Trust as the conversion vehicle offers good opportunities both for formalising existing collaboration arrangements between individual schools and extending these further to benefit other members of the group decision. The UT is driven from the bottom up. The Collaboration Agreement model means that each academy is a separate stand alone academy owned by a separate academy trust company. Each academy trust company employs its own staff. All decisions are to be agreed by all academies participating, but not every collaboration activity needs to involve all participants. Additional activities can be added later. Budgets are separate. Activity budgets are agreed between the activity participants.

also that it will facilitate delivery of the style of leadership which is envisaged. When the lead goose tires, it rotates back into the formation, and another goose flies to the front. Leadership is hard work. In the healthiest organisations it is a burden shared with the support of a team. Being E

A COMMON DIRECTION Like geese, academies sharing a common direction and sense of community can reach their destination more quickly and easily if they travel on the thrust of one another,

Academies

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Made by Tony Thornley, ex-HMI and ASCL consultant; author of ASCL’s SEF and self-evaluation guidance. The lesson observation DVDs are intended to be used by schools to train observers and to moderate judgements of lesson quality. They are also very helpful for professional development related to teaching, learning and inspection. The observations are of a range of teachers working with ordinary students. Two DVDs containing:

Year 7 Drama, mixed ability Year 8 English, mixed ability Year 10 Science, set 2 Year 10 Maths, set 1 Year 10 Maths, set 2 Year 12 Accountancy Year 13 History

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A feedback discussion with each teacher

An interview with a video evaluator for each lesson

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A video evaluator’s completed evidence form for each lesson

A blank evidence form

A set of criteria for judging lessons

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EDUCATION BUSINESS MAGAZINE | Volume 18.3

The International Middle Years Curriculum (IMYC) provides an enriching, engaging and rigorous learning experience for Key Stage 3 students. It is practical for the school to deliver, and inspiring and relevant for students, preparing them well for the next stage in their learning. The IMYC is a curriculum that makes meaning, connects learning and develops minds. It delivers rigorous and transformational knowledge, skills and understanding of all subjects, linking all learning to a conceptual theme. The IMYC creates a challenging, student-led learning environment preparing students well for GCSE, A levels and IB Diploma. Each IMYC unit guides students to make meaning of the conceptual theme through a personal and global perspective which they represent at the end of their unit learning through a media project. Within each IMYC unit there is a learning process designed to engage and inspire teenagers, helping them to become

confident, independent learners. IMYC member schools and students are part of a worldwide IMYC community (currently spanning 26 countries) through which they share learning experiences, ideas and resources. The IMYC is part of Fieldwork Education which, since 1984, has been helping schools around the world to develop children’s learning. FURTHER INFORMATION Tel: 020 7531 9696 www.greatlearning.com/imyc

Hillier Hopkins understands Academy accounting Hillier Hopkins is a leading accountancy practice providing academy audits and expertise to primary and secondary schools, and multi school trusts. Hillier Hopkins understands that academies have their own individual needs, and offers a tailored package of advice, support and training to help you set up and successfully manage the financial aspects of your academy. Alex Bottom, academy audit partner (pictured) is assisted by a team of academy specialists. Their experience comes from many years supporting the education sector and through close liaison with Government regulatory bodies. Hiller Hopkins’ team members are highly experienced in academy audits, and have been working with schools since the start of the programme. Expertise covers

a whole spectrum of matters including: The conversion process; practical accounting changes arising from academy status; use of trading subsidiaries; VAT; separate grant claims and audit of grant spend; risk management; trustee and governor responsibilities; teacher pension schemes and tax efficient benefits employment and HR matters. Hillier Hopkins offers a fixed fee which includes unlimited telephone and email support, which means that you can comfortably budget those costs. Hillier Hopkins offer a free initial consultation and school visit. For an initial discussion or to arrange a meeting, contact Alex Bottom via the details below. FURTHER INFORMATION Tel: 01923 809429 alex.bottom@hhllp.co.uk www.hillierhopkins.co.uk

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PRIMARY SCHOOL CONVERSION  in the limelight is part of leadership; some enjoy it more than others. Hogging the limelight is not a sign of good leadership, and may be a signal that leadership is in danger of becoming dominance. If several primary schools are combining to convert together, choosing to form a new Multi-Academy Trust (MAT) as the conversion vehicle will add a significant additional dimension of change to the shape and function of the individual schools’ management teams just when resources will be stretched by the demands of the conversion process. A MAT will need to fill only one pre-eminent leadership position of executive headteacher or chief executive. That role will require oversight and performance management of the heads of the individual academy schools. Likewise, the pooling of budgets for the group will mean the MAT needs an upgraded business and finance team headed by a finance director who will assume responsibility for the enhanced financial planning, financial management and reporting of the whole group. In contrast, where schools convert by being absorbed into an existing MAT where the central management infrastructure is already in place, the process can be expected to run more smoothly. Centralisation of finance and other business management and support functions may relieve pressure and bring positive benefits where the individual school team is already stretched. A PHASED APPROACH Choosing an Umbrella Trust (UT) as the conversion vehicle offers good opportunities

both for formalising existing collaboration arrangements between individual schools and extending these further to benefit other members of the group. The degree of co-operation can be over one or more of education resources, support services and governance. If not all of these are chosen initially, they can be added to later. This phased approach will have strong appeal where the converting group is planning to work together for the first time, or to a much greater extent than previously, and needs to create the protocols essential to allow the co-operation to be effective. Retaining and administering separate budgets will ensure no-one feels their autonomy is being threatened. The need to agree within the group how the UT will be funded will be a good test of how well the collaboration works in practice. If the functions agreed as allocated to the UT go well, come the next budget discussion expect to see more enthusiasm for the allocation to be increased. Compared to an MAT, a UT is a looser legal tie. But, if there is strong commitment from all participating schools to good working relationships and the ethos of mutual help and improvement by consensus, the potential for achievement is no less. It is clearly a good vehicle for a partnership between equals. AT ARMS LENGTH One advantage of a Collaborative Agreement (CA) as the basis for the partnership is that it preserves an arms‑length relationship between the

One advantage of a Collaborative Agreement as the basis for a partnership is that is preserves an arms-length relationship between individual academies, without extending into common governance, therefore protecting independence

Academies

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About the authors Owen Willcox is a director and solicitor, and Peter Hill is an associate and solicitor at Public services specialist firm, TPP Law. The authors are grateful to Alexandra School, South Harrow for pointing out the lessons to be learned from geese.

Peter Hill Owen Wilcox

individual academies without extending into common governance, so there is no threat to the independence of each participant. Areas ripe for collaboration, for example through sharing of resources or joint procurement, can be specifically identified with a focused objective, such as cost saving. The commitment to the collaboration and the speed of its development can be tailored to accommodate particular members of staff. Partial rather than full on collaboration initially may be an easier path towards changing culture, with sceptics persuaded later. A CA should be regarded as organic, an incremental approach that will grow and flourish if nurtured. If a goose is sick or injured and unable to continue the flight in V-formation, two other geese also drop out of the formation to help and protect it. The benefits of partnership, whichever form of combination is chosen, should show in times of crisis as well as when schools are performing well. Academies as independent schools no longer have the support safety net of local authority service infrastructure – although they can choose to buy-in elements of this. Whether in the medium and longer term local authorities can or should maintain a full school support service infrastructure remains an unresolved issue. While the DfE has an active role as regulator of academies, this is no substitute for the comprehensive range of advisory services and specialist resources traditionally offered by a local authority. And why do geese flying in V-formation honk? Because the right sort of honk encourages the leader to keep up speed. Are the right noises coming from your group? L FURTHER INFORMATION www.tpplaw.co.uk

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Academies

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CSD can help guide schools Accounting and business through the academy advice for education conversion process Richard Place Dobson, Chartered Dobson’s expertise and integrity Considering a new provider for your support services? “A high quality consistent service at a fair price” is what the Samuel Ward Academy said about the services provided by Customer Service Direct (CSD). CSD’s vision is clear. Whilst your team focuses on student achievement, CSD works closely with you so you can have confidence that your support services operate efficiently and cost effectively. CSD brings a wealth of experience from its work with schools and academies across the country. The company has supported Local Authority maintained schools since the introduction of LMS in 1990 and since the announcement of the academies bill in May 2010, has guided schools through the conversion process and helped them to take advantage of the new freedoms and opportunities. If you choose to work with CSD,

the company will deliver a service that is personalised to your needs. By continuously challenging and improving its products and processes, CSD ensures that you have relevant, cost effective and innovative solutions. The company is proud of our customer satisfaction levels • 100 per cent for Finance • 99.5 per cent for HR • 98 per cent for Payroll and Pension • 98 per cent for Sims Support

Accountants and Business Advisers, has always been proud to be an independent practice and has never tried to compete with the big, multinational firms. Key to its ethos is offering a personalised, cost effective and reliable service combined with the knowledge and expertise you would expect from a larger practice. The company uses its size as a strength, allowing it to offer a personalised service with a friendly and down to earth approach. It takes the time to understand its clients’ needs and tailor its services to meet them. With extensive experience of acting for registered charities and educational organisations, Richard Place

in this area is something clients can take for granted. Headed up by Darren Harding FCCA, DChA, the company’s specialist charity team has more than twenty five years’ experience of the educational, charity and not for profit sectors. Services offered to not for profit and educational clients include sector specific accounting and audit, governance reviews, advice on policies relevant to the specific needs of the educational sector, attending trustee/governors’ meetings and guidance on funding. FURTHER INFORMATION Tel: 01293 521191 darren@placedobson.co.uk www.placedobson.co.uk

FURTHER INFORMATION Contact: Julia Dolan Tel: 07717 513520 academies@csduk.com

Supporting you right through the process of becoming an academy

MIST Services aims to help solve complex timetabling problems for schools

Because Strictly Education works closely with Academies, it understands the challenges. Its experience in helping over 150 Academies to convert means it can support you not only in making that decision, but right through the process and beyond. Strictly Education’s unique holistic approach gives you advice and help, in one place, on every aspect of becoming an Academy and beyond. A single point of contact will manage your support across numerous fields from finance to HR, premises to asset management. The company’s starting point is a discussion to tailor its advice and guidance to your needs and to discuss the benefits and potential barriers – and solutions – to conversion. Strictly Education has extensive experience of working with over 150 Academies. It offers

This is the time of year when your timetable should be well under way. However, it is also the time of year where we receive panic phone calls from Academies who struggle to finish their timetable, and we help in a variety of ways. Timetabling is a complex puzzle, and for a range of reasons the process sometimes de-rails. What would your situation be if your timetabler was suddenly taken ill? Or how will you get support if your timetabler is struggling to implement changes and improvements? The new term is hurdling towards us, and failing to have a plan B can become very costly. MIST Services offers complete outsourcing where it writes the entire timetable, for example in cases where the timetabler is suddenly unavailable/unable to complete the job, or can offer handholding and consultancy to help the timetabler solve particular challenges. Workshops are a new approach

a one-stop-shop approach, handling all aspects through one contact point. The solutions it offers are tailored to your particular circumstances, and once Academy status is attained, the company continues to provide seamless ongoing support. Strictly Education offers simple budgeting of a fixed capped cost against a clear support specification, and is a DfE recommended supplier. FURTHER INFORMATION Tel: 01908 208289 sales@strictlyeducation.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

to timetabling-support. A fantastic cost effective alternative to on-site consultancy, with the added bonus of collaborating with other timetablers. The timetablers come along with their own data, and receive expert help with their specific issues. Download MIST’s free timetabling calendar to check if you are on target at www.mistservices.co.uk/calendar FURTHER INFORMATION Tel: 01858 530876 mist@mistservices.co.uk www.mistservices.co.uk

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ACADEMY OPENING

Academies

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LORD SUGAR OPENS NEW HERTFORDSHIRE ACADEMY

The Bushey Academy settles into its striking new £30m state-of-the-art premises In March this year, Lord Alan Sugar officially opened The Bushey Academy, Hertfordshire’s most improved school and its striking new £30m state-of-the-art premises. Lord Sugar, principal Andrew Hemmings and sponsor David Meller were joined by the ceo of Viglen, Bordan Tkachuk, students and their families. The Academy replaced Bushey Hall School, which was placed in special measures by Ofsted in 2009. Andrew Hemmings became principal in 2009, and by 2012, following three years of working in temporary or dilapidated accommodation, the Academy had become the most improved school in Hertfordshire and the 35th most improved school in the country (out of 5272). This year, it moved into its £30m, state-of-the-art new accommodation. and now proudly boasts some of the finest educational facilities available, built around the central, three storey market place. Included in the academy are an Internet Cafe and cutting edge ICT facilities provided by Viglen, alongside a Science Mega-lab, The Cube Theatre, climbing wall, dance studio, fitness centre and art, TV and music studios. Principal, Andrew Hemmings, explained that the new building was the icing on the cake following three years of transformation. He credited the success of the academy to high expectations, a relentless focus on the individual and the effort, enthusiasm and hard work of all members of the academy community.

working closely with the Academy’s Senior Leadership Team to deliver a programme of training and Continued Professional Development (CPD) support that will help to embed the ICT into teaching and learning throughout the school. Commenting on the grand opening, Lord Sugar, said: “Principal, Andrew Hemmings and his team have done an outstanding job turning the school around and making it Hertfordshire’s most improved school and a true exemplar of best practice in education – their exam results speak for themselves. I’m delighted to be opening these stunning new premises, featuring an end-to-end ICT solution installed by Viglen. Technology plays a vital role in the learning environment, helping today’s students prepare and gain the skills required for employment.” Bordan Tkachuk, ceo of Viglen, said: “Viglen is very excited to have been selected to design and implement the ICT solution for The Bushey Academy. This solution brings the Academy into the 21st Century with a bang. We have worked together with the Academy to deliver a ‘state-of-the-art’ solution deploying the very latest technology to provide an engaging ICT solution for the pupils, teaching staff, and support staff that will continue to evolve and develop as

al Princip w Andre s says ing Hemm building w the ne e icing on was the following k the ca e years of e n thr rmatio o f s n a tr

BUSINESS AND COMMUNICATION The Academy offers an innovative and individually targeted curriculum, built around the specialism of Business and Communication, plus an outstanding range of drama, art, music and media lessons. Guests had the opportunity to explore the premises and participate in various events culminating in a balloon race at 5pm, where 1,500 balloons The Bushey Academy places ICT at the heart of creating a successful learning environment for its students, and awarded a £1.8million five-year contract to Viglen, for the supply of its ICT. A total of 1,350 students at the Academy will benefit from the technology provided by Viglen, which is also

Lord Sugar does the honours with Viglen ceo Bordon Tkachuk

the needs change, and more importantly to provide a solid backdrop to aid the educational transformation which will assist the Principal, Andrew Hemmings, vision of the future. I’m personally committed to working with the Academy to see this vision fulfilled.” Concluding, Andrew Hemmings said: “We are delighted to welcome Lord Sugar to the Bushey Academy. As education strives to meet the challenges of the 21st Century and the modern economy, visionary business leaders have an important part to play in setting the agenda and inspiring youngsters to make the most of the opportunities presented to them. Lord Sugar is an example of someone who has done just that; there is a palpable excitement about his visit and about having the opportunity to quiz him about his views.” FURTHER INFORMATION www.thebusheyacademy.org www.viglen.co.uk

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Bradford Academy first opened in September 2007 and secured All-Through Academy status in September 2010. The Academy has partnered with leading managed document services provider Altodigital to rationalise its print fleet for its staff and student body. The partnership has seen dramatic cost savings and reductions in energy and paper consumption With 1,200 pupils and 200 staff members, Bradford Academy’s printing demands are high. Administration sheets, lesson plans and teaching materials are needed on a daily basis. However, in the five years since it opened, Bradford Academy’s printing fleet had grown to unmanageable proportions, spiralling to 36 devices and an annual spend of over £51,000. Mark Berry, IT Director, Bradford Academy, commented: “We didn’t have the transparency that we needed over our printing practices, which made it difficult to budget for. As an educational institution it is important that we are able to add as much value as possible to our students, but our previous solution wasn’t allowing us to do that.” THE SOLUTION Kyocera first facilitated an introduction, citing Altodigital’s extensive experience working with schools and colleges. Altodigital set about auditing the entire Academy to gain a full understanding of its needs. After the assessment it emerged that, if they were to implement all of the proposed changes, Bradford Academy could be in line for a 48 per cent reduction in devices, 28 per cent reduction in power consumption, 40 per cent reduction in print costs, and a 28 per cent reduction in paper use. Berry continued: “From their proposals it was clear that they understood our needs perfectly. The savings that they were able to offer, in terms of cost, energy, and paper, as well as their SLAs, were incredibly attractive so we decided to take them on. Altodigital were able to offer us a fully managed service – which is exactly what we were after. By offering us a fixed price per page, the solution promised to give us more transparency over our printing practices.” Altodigital’s solution was geared towards cost savings and efficiencies. Integral to this has been Altodigital’s remote device management software, Optimise, as well as Equitrac for secure document release. Andy Hargreaves, Sales Manager, Altodigital, commented: “We wanted to give the Academy as much control over their devices as possible. Optimise allows our support

teams to monitor the devices remotely to ensure that they are performing at their optimum levels: the software automatically alerts us to malfunctions and when the devices are low on toner. With Optimise, we are able to keep downtime to a minimum.” Equitrac has been one of the most significant cultural shifts in the Academy, helping to dramatically reduce paper consumption and as a result, costs. With Equitrac, both staff and pupils are required to swipe their own MiFare card to retrieve print jobs from any device in the school. Jobs that aren’t claimed within twenty-four hours are removed from the printing log. The software gives complete transparency over the printing practices of each department, allowing for better

a 40 per cent reduction in print costs. Altodigital’s SLAs have been one of the key advantages of the solution, offering a guaranteed four-hour response time, should a device break down, taking the burden out of device management for staff. In addition, the devices are monitored closely by a dedicated Account Manager who conducts frequent reviews to ensure that the solution is best meeting the Academy’s needs. Berry concluded: “We’ve seen some dramatic savings, which is fantastic. It does however go further than the bottom line. We are conscious of our carbon footprint so we are thrilled to have reduced our energy and paper consumption. “Altodigital have given us complete

“Altodigital have given us complete transparency over our printing costs, with a fixed price per page. With Equitrac we have been able to make staff and students more accountable for their printing activities. It has also allowed us to identify which departments have the greatest print requirements and can therefore budget accordingly” – Mark Berry, IT Director, Bradford Academy cost allocation, as well as making users more accountable for their own printing. With eco-efficiency in mind, all of the devices have been set to eco-mode whereby the devices ‘sleep’ when they haven’t been used for more than 15 minutes. In addition, all print jobs have been set to duplex and black and white by default to preserve resources and minimise costs. THE BENEFITS True to their initial forecasts, Altodigital rationalised the printing fleet down to just 19 devices from 36. With this came a paper reduction of 28 per cent, a 28.29 per cent reduction in power consumption and

transparency over our printing costs, with a fixed price per page. With Equitrac we have been able to make staff and students more accountable for their printing activities. It has also allowed us to identify which departments have the greatest print requirements and can therefore budget accordingly. “Our experience with Altodigital thus far has been excellent and we expect to work with them for some time to come.” L FURTHER INFORMATION To learn more about Altodigital please call 0845 504 5353 or email learnmore@altodigital.com

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

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PLANNING LAWS

Written by Karen Cooksley, Lindsay Garratt

PLANNING FOR ESSENTIAL NEW SCHOOL PLACES

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At a time when pressure on school places and buildings is increasing, and the public sector is being asked to make more cuts on spending, it is critical that school providers understand current issues on planning if they are to make best use of their built assets, according to Karen Cooksley and Lindsay Garratt from law firm Winckworth Sherwood The National Audit Office in March this year said that 250,000 new school places are needed by Autumn 2014, with the need most acute in our major towns and cities. Some 90,000 new places are needed in the London area alone. Schools are going to need to make best use of their built assets if they are to fill this much-needed shortfall. Measures to achieve new school places might include maximising buildings or land to increase the quantum of floor space and numbers of classrooms by way of redevelopment, acquiring sites for new school premises, and/or releasing existing sites or part of sites that are no longer required, or buildings that are no longer fit for purpose. These measures would help with generating income and capital receipts, which can be used to provide modern facilities or other services. Whatever route is adopted, school providers will need to understand the planning process and the relevant planning policy matrix for each individual site. First and foremost, the provider will need to consider whether any works it wants to do can be done under permitted development rights; whether planning permission is required and whether redevelopment should include other uses in addition to education facilities. For example, residential, which could enhance the value of the site and secure additional income for the school provider concerned. NO NEED FOR PLANNING PERMISSION Permitted development rights allow certain types of development to be undertaken without the need for planning permission. The government is currently undertaking

a large-scale review of many types of permitted development rights and introducing new ones. The aim is to make it easier for development to come forward and to help the economy to grow. At present, schools have several permitted development rights available to them. Planning legislation permits extensions up

building (for example: from office use, which falls within Use Class B1, to educational use, which falls within Use Class D1). Prior to submitting an application for planning permission, the school provider will need to instruct an architect to design the scheme for which permission is required. Depending on the size of the scheme and

The government is currently undertaking a large-scale review of many types of permitted development rights and introducing new ones. The aim is to make it easier for development to come forward, helping the economy to grow to 25 per cent of original floor space of the school, or 100 square metres, whichever is the lesser. According to the General Permitted Development Order (1995), local authority run schools are permitted: “any small ancillary building, works or equipment on land belonging to or maintained by them required for the purposes of any function exercised by them.” There are, however, certain caveats to these permitted development rights and providers should check carefully whether they can use the rights or whether a planning application is required before any works go ahead. SCHOOL DEVELOPMENT Planning permission will be required in order to construct new buildings, to alter or extend existing buildings or to change the use of a

its complexity, it may be necessary for other specialist consultants to be instructed to deal with specific issues in relation to the site. These could include issues relating to: ecology, landscape/open space/trees, sunlight and daylight (such as the effect of the new building on the amount of light received by neighbouring occupiers), or transport effects of increasing the size of the school. School development can sometimes be controversial and a planning application may generate as many objectors as it does supporters. The school provider will need to develop a clear communications strategy to explain the proposals to the local community as well as the benefits of the application. Pre-application consultation is essential with both the local planning authority and the community to resolve as many issues or E

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

A NEW SCHOOL OF THOUGHT

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PLANNING LAWS About the authors Winckworth Sherwood is a law firm specialising in planning and education law. Karen Cooksley is a partner and head of planning law and Lindsay Garratt is a senior associate in the planning law team. Visit www.wslaw. co.uk

ey Karen Cooksl

Lindsay Gar

rat

 problems as possible before the application is formally submitted. MEET THE COMMUNITIES NEEDS Documents and reports will need to be prepared in support of the application. The extent of which will depend on the individual requirements of the local planning authority. A planning statement may be required, explaining how the proposed development complies with the Local Planning Authorities’ (LPAs) policies and national planning policies in the National Planning Policy Framework (NPPF), setting out the overarching policies for development in England. In terms of school development, Paragraph 72 of the NPPF emphasises that the government attaches great importance to ensuring that a sufficient choice of school places are available to meet the needs of existing and new communities. It encourages LPAs to take a proactive, positive and collaborative approach to meeting this requirement, and to development that will widen choice in education. LPAs should therefore give great weight to the need to create, expand or alter schools; and work with schools promoters to identify and resolve key planning issues before any applications are submitted. Architect drawings and a design and access statement, explaining the principles of the scheme, as well as reports on the results of engagement with the community and how the scheme has been revised (if at all) in response to consultation. Other specialist reports will be required depending on the site, the proposal and its likely effects. For very large schemes or proposals relating to sensitive sites, such as in the green belt, an environmental statement may be required to assess the likely significant effects of the development on the environment, pursuant to the Town and Country Planning (Environmental Impact

Assessment)(England) Regulations 2011. The application must be submitted to the local planning authority for determination. For minor development, the application should be determined within eight weeks, for major development the timetable is 13 weeks, for development requiring an environmental statement it is 16 weeks. COMMUNITY INFRASTRUCTURE LEVY The school provider must also consider whether the development will be liable to the community infrastructure levy (CIL) recently introduced by the Planning Act 2008. This is a new tax on development that local planning authorities may choose to adopt in their area. The purpose is to raise money to pay for the delivery of new infrastructure in the LPA area, which includes school development. Many LPAs are bringing forward a CIL, with others already up and running. In London, the Mayor of London, the London Borough of Redbridge and the London Borough of Wandsworth all have a CIL in place. CIL is charged by reference to the gross internal area of the new development, and liability for CIL crystallises when planning permission is granted. The LPA can set the particular CIL rate for different geographical areas and uses. The Mayor of London’s CIL is, for example, a flat rate per square metre of development that varies in different boroughs. It will be important to check whether the proposed development will be liable to a CIL or whether school development is exempt from the LPAs CIL. The Mayor of London’s CIL, for example, specifically excludes development used “wholly or mainly for the provision of education as a school or college.”

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CONSIDER OTHER USES Depending on the size of the site, the school provider may wish to consider whether the development should incorporate other uses in addition to education facilities. For example, should the development incorporate residential dwellings or other commercial or community uses. This may enhance the viability of the development or secure a valuable income stream for the provider. A development along these lines will require greater input from a range of specialist consultants to ensure that the non-education uses proposed are acceptable in planning terms and in themselves are also policy compliant. It will be necessary to understand whether the relevant LPA involved will accept non-education uses on the site, therefore pre-application discussions will be important. Where residential dwellings are proposed, the school provider may be required to offer affordable housing and the overall package of Section 106 planning obligations are likely to be significantly greater than if the development comprises solely an education use. FREE SCHOOLS Since the introduction of the “free schools” regime, there has been something of a conflict between the education and the planning systems. This is because it has not been easy for those opening such schools to find suitable premises, which are often not already in existing school/D1 use, and obtain the necessary planning approval. In recognition of this, the government has recently announced that planning restrictions will be relaxed in relation to free schools to

The school provider may wish to consider if the development should incorporate other uses in addition to education facilities. For example, should the development incorporate residential dwellings or other commercial or community uses Once planning permission is granted there is a three-month judicial review period, within which an objector may challenge the LPA’s decision to grant permission in the High Court. This is both a costly and time‑consuming process, and could result in the quashing of the permission. For that reason it is important to avoid or mitigate the risk of judicial review of the planning permission by ensuring that all the relevant procedural steps have been followed in the application process, and all relevant issues have been addressed. The risk of judicial review must be factored into the application process to ensure that all the required procedural steps are properly followed by the LPA.

enable these to open sooner, without having to wait for the relevant planning permission to be granted. This is to be achieved by changing “permitted development rights” and simplifying the conversion of empty and under-used buildings into free schools. It is proposed that a free school will be able to open in almost any building, such as former offices or hotels, without obtaining planning permission during the first year. The free school will then be given extra time to obtain planning permission after the first year has passed. It is expected that these new rights will come into effect in June 2013. L FURTHER INFORMATION www.wslaw.co.uk

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FRAMEWORK ARRANGEMENTS

BUILDING ON THE NEED FOR QUALITY EDUCATION

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Not all schools, academies or free schools have the expertise to deal with the complex tendering and procurement processes in advance of a construction project. So where can they turn for help? Schools and other educational facilities face two important issues relating to the built environment that they need to be able to see beyond to help them improve learning and educational standards. First of all, achieving high standards of learning is dependent on the quality of the built environment. This means providing quality solutions both in terms of the design of the learning facility as well as the construction of the building. Secondly, schools need to be redesigned to meet the need for more capacity. This means remodelling existing facilities to improve the learning environment, expanding capacity and facilities and building extensions. And non-school buildings being converted into free schools must also seek refurbishment solutions that will produce an environment where students can thrive. The Priority School Building programme has only scratched the surface and there is much to be done to meet the demands of the modern education system. Commissioning and managing works can present an administrative hurdle with red tape and bureaucracy to navigate through. Solutions must be identified which will provide best value whilst meeting acceptable quality standards. To make the situation more challenging, many local authorities have lost expertise, both technical and procurement, as cuts and efficiencies dig deep and departments are forced to shed jobs. COMPLEX TENDERING In England, academies are faced with an even greater problem. They are finding themselves stretched and unsupported as they no longer have the same level of help that was previously provided by local education authorities and their technical and procurement resources. Academies now have to deal with complex tendering and procurement processes before construction has even begun, and they will often not have the expertise to deal with these themselves. This is why academies have been encouraged to group together to form procurement consortia for many of their needs. But accessible existing consortia may provide a ready-made solution for them. Consortia such as LHC offers framework arrangements to those needing refurbishment, extensions and maintenance works. Free schools find themselves in a similar

Burnham Upper School in Buckinghamshire (now called The E-ACT Burnham Park Academy) used LHC’s Aluminium Windows and Doors frameworks to install aluminium windows, saving money and energy, and improving heat retention

orks Framew s allow of ent assessmwho have ies companthrough the been rocess and p many refurbishment, tender ven their extension and pro maintenance works ability projects will exceed

situation. Although these have the support of the Education Funding Agency, they still need quick and effective procurement solutions to meet tight time frames. Pre-tendered framework arrangements or agreements provide a solution for all local authorities, public sector schools, colleges and other educational establishments. As well as giving specialist expertise and routes to quality and best value procurement for establishments, which do not have the full in-house resources, framework providers can also provide support to established technical and procurement teams. This will help them to commence and complete works quickly and efficiently, which is important when deadlines are tight. Framework arrangements allow those involved in the procurement process to access companies who have already been through the sometimes complex tender process and proven their ability to do the task at hand within required benchmarks. COSTLY CONSEQUENCES EU and UK regulations govern how public bodies purchase goods, services and works above a specified value through EU procurement thresholds. It is likely that

these values and schools will need to adhere to the regulations when procuring. This is also often referred to as the OJEU (Official Journal of the European Union) process. However, getting it wrong can lead to consequences. Contractors who believe the correct procedures have not been followed by a school or local authority could mount a legal challenge, which would probably delay the works and prove costly, particularly if their challenge is upheld. Companies appointed to LHC framework arrangements have been through the OJEU tender procedure, thus avoiding the need for prospective users to go through this process. This can save both time and money. Even where the value of the works falls below the OJEU threshold, many public sector organisations choose to go down the framework route. This is because it can significantly speed up the process for contracting companies to be appointed and complete the works. This route also provides reassurance about the competency of the contractor to meet the required standards, as they will have been assessed fully by the framework provider. E

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FRAMEWORK ARRANGEMENTS  AVOID DISRUPTION Other significant benefits of using frameworks are that they are often provided by specialists, such as not-for-profit LHC, which focuses on the public sector building refurbishment, maintenance and construction sectors. For this type of work, using LHC frameworks will help get the work needed done on time and within a timetable that minimises disruption to the learning environment. Avoiding disruption is particularly critical in the learning environment, especially if work is necessary during term-time. This is also an important consideration during the tender process conducted by LHC, and companies will need to demonstrate that they have experience of school refurbishment and building work to be appointed. LHC will also ensure projects are completed on time to minimise disruption to learning timetables. LHC can provide procurement advice, ensure adherence to health and safety standards and offer best-value technical solutions for sustainable school buildings. LHC’s experience in providing framework arrangements for educational establishments has resulted in the development of a new specialist framework arrangement for schools and community buildings due to be launched in June. The Schools and Community Buildings (SCB1) framework arrangement replaces and builds on LHC’s specialist Education Contractors framework, which came to the end of its term at the end of 2012. John Skivington, director of LHC, said: “Over the past few years we have seen demand increase for our frameworks from schools. Sometimes this is for the completion of a specific type of works, such as a new roof or replacement windows. However,

increasingly as schools modernise and expand, the requirement is for an all-encompassing framework, where the contractor will take on extensive works for refurbishment and new build extensions with supported design. “Many schools are now used as a community facility and LHC has experienced interest from those managing community buildings who wanted to use the previous Education Contractors framework, but fell outside of its scope. Additionally, many more councils are turning to frameworks for all there other buildings for public use,” Skivington continued. “The new Schools and Community Buildings framework was designed to include the requirements of schools and other educational establishments as well as other community buildings. The framework covers external works that will include roof coverings, windows, doors, cladding, insulation and landscaping of buildings, including resurfacing of car parks and updating outdoor sporting areas. These kinds of works are vital to maintaining a building’s lifespan,” explained Skivington.

Even e when ththe f value o s below l al works f threshold, U the OJE ework route the frampeed up the can s racting cont ss proce

FIT FOR PURPOSE Internal works, including refurbishment of learning environments, such as science laboratories and home economics facilities, remodelling of buildings and refurbishment of sports changing facilities, are also all covered by the new framework. “Learning environments have got to be fit for purpose if schools want to be able to offer the best to their pupils and get the best from them in return,” added Skivington. “Classrooms and other facilities need to be fully functional and offer students the best possible place to learn. Whether it is refurbishing physics labs or updating home economics kitchens, remodelling works give

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existing school buildings a new lease of life and helps make teaching that bit easier. “Many of the UK’s educational buildings are still rooted in old-fashioned architecture, with single-glazed windows, archaic layouts and sub-standard facilities. This is not the face of education in 2013 and school leaders are trying desperately to modernise these tired buildings,” added Skivington. An example of this was Burnham Upper School in Buckinghamshire (now called The E-ACT Burnham Park Academy). It used LHC’s Aluminium Windows and Doors frameworks to install aluminium windows, saving money and energy, and improved heat retention, as a result. Bob Walter of Buckinghamshire County Council said: “The existing windows were providing insufficient insulation in the cold winter months, plus they could not be opened in the warmer weather.” “By procuring through LHC, work could begin on site quickly and complete in good time for the benefits to be felt. Euro Windows supplied and installed new, fit‑for-purpose, aluminium windows, which have already reduced heat loss and are helping to deliver energy savings. The result is both the aesthetic appearance and working environment of the school is much more pleasing and a reduction in heat loss is helping to deliver significant energy savings,” Walter continued. The project was carried out during term-time, with minimum disruption to the academic timetable enabled by scheduling delivery and work times around school hours. At a time when school and educational sector budgets are under pressure, it is essential that local authorities, schools and other educational establishments can ensure that much-needed repair, maintenance, refurbishment and remodelling projects are quickly and efficiently completed without the need to compromise on quality. FURTHER INFORMATION www.lhc.gov.uk

Lighting solutions for schools of the future Teaching methods today are differently organised and modern aids require multiple solutions with greater flexibility, in the architecture of the building and also in the application of the lighting to be used. Lighting is essential in the process of communication between the teacher and pupils. Controlled focus on the teacher simplifies the communication process making it easier to acquire knowledge. Specific solutions will give a better learning environment, for differing age groups and subjects. Light is the primary conveyor of information to the five senses. That’s why students need correct artificial lighting to retain optimal focus and concentration during

the learning process and maintain a sense of wellbeing. We always focus on the kind of activity intended for a room when considering the concept of ‘correct Lighting’. A young child’s ‘object vocabulary’ is not as well developed, so it takes longer to identify unfamiliar objects. These children need more direct lighting to

assist with the identification of shape. This contrasts with classrooms for older students where more indirect or diffused lighting is needed as their requirements are more focused on paper and screens. By looking into the challenges that lay in new lighting technology and marrying these with new teaching methods, Glamox Luxo can make a major contribution by producing technical solutions for the schools of the future. FURTHER INFORMATION Tel: +44 (0) 208 953 0540 Fax: + 44 (0) 208 953 9580 ukoffice@glamoxluxo.com www.glamoxluxo.co.uk

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Property support services from Styles&Wood Ltd

JR Lighting – at the cutting edge of new technology

Styles&Wood Ltd provide a fully integrated range of property support services including design, building intelligence, carbon abatement, programmes and project delivery, in both foreign and domestic markets. Understanding its clients’ markets, the company utilises over 30 years industry experience to develop bespoke solutions, responding to the changing needs of its clients and their customers. Currently more than 70 per cent of the company’s revenue is generated from ongoing strategic partnerships. Styles&Wood’s business model provides its clients with the full suite of professional and contracting products and services required to manage their property assets, throughout the full life cycle. This includes Business Intelligence which is delivered through iSite, the company’s online property management portal utilised to drive value, reduce cost, optimise service delivery and

JR Lighting has over 35 years experience bringing high quality lighting to Ireland and the UK. Products range from the highest quality decorative chandeliers to electrical equipment and energy efficient solutions including LED Lighting. The company is very much at the cutting edge of new technology with regards to energy efficient lighting options. Due to increased environmental pressures, it is important in every industry to be seen to be helping the environment. The installation of LED lighting is a highly cost effective and a simple way to lower your carbon footprint. The levels of energy consumption can be reduced as LED lighting is at least five times more efficient than traditional incandescent bulbs and over 65 per cent more efficient than fluorescent tubes. This can save considerably on energy costs, which is an important factor during a time of high competitiveness and

manage risks.Services also include refurbishment, fit out and refresh programmes; design – a stand-alone offer or an integrated design and build service; project delivery for refresh, refit and refurbishment services; and carbon abatement – energy management, energy efficiency and micro generation solutions. At the heart of the company lie its values. Working together to make a difference is more than just its vision and the company truly believes that it has the right mix of skills, expertise and confidence to make that happen. FURTHER INFORMATION www.stylesandwood.co.uk

10 per cent discount on all school floors booked throughout summer 2013 Having your school floor sanded is a great way of restoring the look of your wooden floor. The Wooden Floor Specialists Ltd have been renovating school hall wooden floors for over 25 years. Its sanding and re-finishing process is one of its most trusted services. This is due to the quality of its specialist workforce and the high quality materials used. This combination guarantees the finished floor will last for years. Because of the amount of wear a school floor gets, it is crucial that only the best finishes are used and applied correctly. The company offers a large choice of finishes that are easily maintainable and extremely robust. Its sanding process is a cost effective

solution for your school and will leave your floor looking stunning and remaining highly practical. The company offers a free on site survey and consultation followed by a free no obligation quotation. The Wooden Floor Specialists Ltd is currently offering a 10 per cent discount on all school floors booked in throughout summer 2013 FURTHER INFORMATION Tel: 020 8675 2431 enquiries@woodenfloors.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

possible restricted budgets. JR Lighting has a number of completed energy efficiency projects in its company portfolio - organisations which are already enjoying the financial benefits of this move to LED technology. JR Lighting can offer a free of charge survey on your premises to establish the long and short term benefits of such an installation. Its new E-Commerce shop is at www.onlinelightingshop.com. This brings a wide range of domestic and commercial products to you at the touch of a button. FURTHER INFORMATION Tel: 0283 0263282 www.onlinelightingshop.com

Elegant and energy efficient lighting from Concord Concord Lighting is part of the Havells-Sylvania Group and is one of Europe’s most respected architectural lighting brands for schools and educational establishments. With a strong manufacturing base in the UK, Concord is renowned for its strong design ethos, high technical performance and aesthetic form. Havells-Sylvania is one of the world’s major lighting groups. For more than a century, the company has improved the way people live by enabling them to enjoy better lighting in a more sustainable manner. Today, it continues to build on its exceptional reputation as an innovator and creator of high-efficiency, energy-saving, light sources and luminaires, by providing full spectrum lighting

solutions tailored to individual and local needs. The group’s three brands- Concord, Lumiance and Sylvania – concentrate strengths in research and development, LED lighting technology, product design, engineering and production, plus in-depth application expertise in the use of high-end architectural, decorative and functional professional lighting. The parent company, Havells India Ltd, has 94 branches and representative offices and 8,000 staff in more than 50 countries, and has grown rapidly to become a $1.3 billion company. It currently operates 18 manufacturing plants in India, Europe, Latin America and Africa. FURTHER INFORMATION www.havells-sylvania.com

VENTILATION

Design & Build

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While this is a relatively small pilot programme, the results appear fairly consistent and suggest that air quality in schools is probably not as good as it should be.

IS CLASSROOM AIR QUALITY MAKING THE GRADE? Nick Hudleston, SE Controls’ natural ventilation division manager, believes that while the Priority Schools Building Programme should improve the learning environment, it also presents new challenges for schools The new Priority School Building Programme (PSBP) Facilities Output Specification, launched last October by the Education Funding Agency, proposes some significant, positive and welcome changes to school ventilation specifications, when compared to the existing BB101 standard. Alongside ventilation and carbon dioxide levels, it also provides clear guides on specific performance standards for thermal comfort while recognising that indoor air quality, ventilation strategy, temperature, humidity and energy efficiency are all intrinsically linked. However, will schools that fall outside of the PSBP and its associated funding find that their pupils suffer as ‘legacy’ classroom designs struggle to meet the new standards, particularly for CO2? CLASSROOM CARBON DIOXIDE LEVELS EXCEED BB101 In the last quarter of 2012, we ran a pilot test with a small number of ‘nonPSBP’ primary schools in the Midlands

and Northern Home Counties to gauge the actual level of CO2 in classrooms. Using the integral CO2 sensor and data‑logging function in our NVLogiQ room controllers to monitor and record carbon dioxide levels for later analysis, the units also provided ‘traffic light’ warnings to teachers prompting them to manually open windows to improve ventilation. HEADLINE RESULTS When the initial data was analysed in January this year, the headline results raised some significant concerns and were as follows: For most days, the daily average occupied CO2 level exceeded the recommended 1500ppm figure in BB101; In some cases the CO2 figure was between 2500ppm and 3700ppm on every day of the week; BB101’s maximum 5000ppm level was breached four times per week in some cases; A maximum reading of 7200ppm was recorded, resulting in the CO2 levels exceeding 5000ppm for almost three hours in one case.

CONTROL IS THE KEY In ‘post-test’ de-briefings, teachers said they were too busy to constantly monitor and respond to ‘traffic light’ signals, so relying on manual opening proved to be unviable due to the intrinsic lack of precise control Unless automated ventilation solutions are adopted, such as window automation linked to dedicated monitors and controllers or a hybrid mixed mode system to provide additional backup, then it’s likely that children and teachers will continue to work in poorly ventilated and non-compliant schools with the inevitable result of reduced learning performance. By utilising devices such as NVLogiQ, which can be configured to operate either as a networked system or be dedicated to individual areas, classroom CO2 levels, temperature and energy efficiency can be managed as an integrated set of parameters to provide optimal ventilation while saving energy and money. PERFORMANCE MONITORING AND ‘SOFT LANDINGS’ While the value of effective monitoring and logging of CO2, energy efficiency and other parameters provides a constant source of information for analysis and system ‘tuning’, the real benefits come from long term building performance and environment monitoring. This information allows consultants, contractors and school facilities mangers to understand and refine a building’s overall performance. This facility has even more value within the framework of BSRIA’s Soft Landings programme, which formally establishes a process of managed and extended handover from contractor to owner or occupier to help create a culture of ‘shared responsibility and co-operation’. A LEARNING ENVIRONMENT PSBP provides a tremendous opportunity to bring our schools up to date with quality facilities and better, more comfortable energy efficient buildings. It’s evident that the ventilation industry and the education sector have learned a lot since the original introduction of BB101, yet the issues identified in our classroom CO2 pilot study suggest that while there are still some lessons to be learned, the ventilation solutions are already available. SE Controls’ 30 years of experience in creating and installing natural ventilation solutions in a diverse range of sectors, alongside an ongoing commitment to rigorous academic research, equips us with skills and technologies that can help make PSBP work, while helping improve building performance overall. L FURTHER INFORMATION www.secontrols.com

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Energy

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Tomkinson Heating helps schools benefit from low carbon technologies Educational establishments could make savings on their heating and fuel costs by installing a biomass boiler, fuelled by wood. Wood is obtained from sustainable sources so it is extremely carbon lean, leading to large savings in carbon dioxide emissions.Housing a boiler in an Energy Cabin at education establishments provides the opportunity for wider curriculum benefits, giving a practical demonstration of a low carbon technology. Would you like a biomass boiler fitted Free? Tomkinson Heating Ltd is a specialist in the biomass boiler sector, with over 50 years of experience, J&G Marshall is a specialist in academy conversion and understands the education sector. Constant Energy Ltd has the funding options – a truly Free

to Fitʼoption that only requires the enduser to purchase the heat generated. Under theʻ’Free to Fit’ option, the end user does not have any capital or O&M costs. Educational establishments could also benefit from the revenue available from the Renewable Heat Incentive, which could amount to thousands of pounds in extra funds. If you would Iike a free no obligation discussion, please contact Philip. FURTHER INFORMATION biomass@ tomkinsonheating.co.uk Tel: 07748 443805

EnergyDeck provides energy management insights EnergyDeck is a new type of energy and resource management tool, providing organisations with the ability to track and manage all their consumption data in a single online platform. Users can conduct analyses and benchmarks to identify savings opportunities, and gain additional insights by leveraging the community. In addition, EnergyDeck makes it easy to learn about resource savings measures and track implementation. EnergyDeck comes in three main editions - a free version that allows users to track one building and up to five input sources; Premium plans allowing for up to 100 sites and 500 meters, of which up to 100 smart meters, and; Enterprise versions for very large users with specific requirements. EnergyDeck provides a range of advantages over spreadsheet-based tracking approaches and other platforms: It is powerful, yet easy to use,

cost effective with a free entrylevel version and covers all consumption categories from electricity and gas/fuel/heat to water, waste and transport. EnergyDeck has smart metering capability and features flexible export of all consumption and site data. Other features include account sharing, automatic conversions and emission factors, automatic carbon footprinting, advanced analytics and benchmarking, impact tracking of savings measures, and access to a best practice savings projects database. FURTHER INFORMATION Tel: 07825 246490 www.energydeck.com sales@energydeck.com

100 95 75

25 5 0 100 95 75

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Well Educated Banking www.lloydstsb.com/schoolbanking

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CARBON REDUCTION

In an era where the need for austerity and cuts are frequently discussed, opportunities can often be overlooked. The case for the education sector to invest in carbon management is compelling. Over the past few years fuel and electricity prices have risen steeply, putting additional financial pressure on schools. Cutting carbon and energy bills can liberate budgets. In fact the Carbon Trust have calculated the average secondary school could save enough to pay for an additional teacher’s salary by properly managing energy use, and implementing low and no-cost measures. The Carbon Trust ran a service for local authorities, helping them to run a pilot carbon management programme in a sample of their schools. Over fifty local authorities from around England, from Cornwall to Cumbria, completed this programme. They succeeded in identifying energy saving measures adding up to a total saving of £2.4 million, which equates to nearly 15,000 tonnes of carbon. Following the pilot these local authorities committed to rolling the service across their school estates, with the potential to save over £20 million and 130,000 tonnes of carbon.

Written by Joseph Williams, Carbon Trust

CARBON FRIENDLY MEASURES FOR SCHOOLS

Joseph Williams, educational programmes manager at the Carbon Trust, discusses the three efficiency areas which, if implemented well, could result in huge savings for the education sector

Energy

Sponsored by

THREE EFFICIENCY AREAS The three key areas of focus for energy efficiency are switching off equipment, proper maintenance and refurbishment. Simply switching off lights and ICT when they are not needed can make a real difference. Pewsey Primary School in Wiltshire identified annual savings of over 20 per cent in their energy bill just by making sure that all their lighting and equipment was turned off when it was not needed. Ongoing maintenance and proper operation can have a surprisingly significant impact, for example a regularly serviced boiler can save up to 10 per cent on annual heating costs. Often this is as simple as making sure that the right temperature is set on thermostats. Sometimes it is enough to change only a part, rather than an entire system. Richard Whittington School in Bishop Stortford managed to shave over 20 per cent off their heating bills with just E

Ongoing maintenance and proper operation can have a surprisingly significant impact, for example a regularly serviced boiler can save up to 10 per cent on annual heating costs. Often this is as simple as making sure that the right temperature is set on thermostats Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Energy

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Inspiring technology for Freedom Renewables energy-conscious schools full service makes using renewable energy a reality As one of the Freedom Renewables specialises in the planning and installation of renewable energy technologies serving both the domestic and commercial sector. The company offers all customers expert free advice and for its domestic customers can usually provide free or funded energy measures such as external wall insulation, cavity, hard to fit cavity, loft insulation, replacement boilers, biomass boilers, solar panels, wind turbines, LED lighting and draught-proofing. For business customers, whether you have your own commercial property such as an office building, school or factory or whether you own domestic properties as a landlord or Housing Association, Freedom Renewables would be able to assess the property(s) and recommend a range of energy improvement measures based on the age and condition. The larger the property, the

more significant the potential savings in both energy costs and maintenance costs. Freedom Renewables prides itself on offering a full service from an initial technical survey, Energy Performance Assessment (EPC) and Green Deal Assessment survey through to project management and delivery of the full installation, Quality Assessment of 100 per cent of work carried out and excellent customer service throughout. FURTHER INFORMATION Tel: 0161 220 1710 info@freedomrenewables.co.uk www.freedomrenewables.co.uk

New Xi3 modular computer offers space and energy advantages Educational establishments are feeling the ever-increasing pressure to produce better results with lower budgets – a seemingly impossible task until now. Introducing the smallest, fastest, longest-lasting and lowest total cost desktop computer on the planet: The Xi3® Modular™ Computer. The Xi3 offers 6-10 years of useful life through affordable upgrades. Plus, the Xi3 Modular Computer runs on a typical 20 Watts, creating significant energy savings. Ask yourself this – why should I pay the electricity bill for a computer running at a typical 200 watts when the Xi3 can do the same computing on just one tenth of the electricity? Schools often struggle with limited desktop space and inadequate power outlets. The incredibly small Xi3 can easily be mounted behind monitors, under desktops, or in server racks – and the ultra-low

power requirement lets you install many more workstations with your existing wiring. Patented Xi3 ‘building block’ approach enables quick & easy modifications, making it ideal for classrooms, computer labs, libraries and campus data centres Brought to Europe by Office Convergence Ltd, providing ICT consultancy to the educational and finance sectors throughout the UK. FURTHER INFORMATION www.energysavingpc.co.uk sales@energysavingpc.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

leading installation companies in the south-east of England, NCS Technology has been designing and installing costeffective and reliable systems to meet the needs of organisations working in a wide range of environments for over 25 years. Renowned for its specialist knowledge of both wired and wireless networking, audio visual and electrical installations, the company can tailor a solution that is not only cost effective but will also enhance learning in the classroom. NCS has introduced an exciting range of energy-efficient equipment and systems to help you monitor, manage and reduce your power bills. Energy monitoring and management software, affordable Solar PV systems, low-energy LED lighting

and audiovisual equipment can all make a dramatic difference to energy costs and reduce your organisation’s carbon footprint. From design through to implementation,NCS can offer value for money and a service like no other to help build a better future for our younger generation. FURTHER INFORMATION Tel: 0845 899 5444 info@ncstechnology.co.uk www.ncstechnology.co.uk

Energenie helps reduce energy bills and emissions With budget constraints hitting education, revaluating your building’s energy consumption is a fast way to reduce costs and keeps budgets on track. Energenie has specialised in smart energy saving products and services for five years and is an Energy Saving Trust approved company. Its products cut energy bills and deliver a healthy return on investment for businesses. As experts in renewable energy, Energenie offers a comprehensive end-to-end energy audit for schools, colleges, universities and LEAs. Its service provides a complete assessment of current energy inefficiencies through to implementation of its comprehensive LED lightning solutions and energy saving products such as rundown

timers, remote controlled sockets, Wi-Fi-enabled power management systems, standby shutdown products and electronic thermostatic radiator valves. All its products are fully certified and manufactured to the highest quality. The impact of an energy inefficient building can be major. By investing in energy efficient equipment for your classrooms, offices, IT suites or the entire building, Energenie can help cut electricity bills by up to 43 per cent and reduce carbon emissions in the process – providing a greener outlook for your organisation. FURTHER INFORMATION Tel: 0844 412 7923 asmith@energenie4U.co.uk

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CARBON REDUCTION  a £6,000 investment in boiler controls. They had not changed their heating system since it was installed in 1977, so by upgrading this and properly setting broken or faulty thermostats and timers, they managed to get a return on their investment in four years. Refurbishment of building fabric and installing new energy efficient equipment also makes a lot of sense, particularly since there a number of financing options available for schools where the repayments can be entirely offset by the savings on bills. Energy efficiency is also a way of improving the learning environment. Priorslee Primary School in Telford had a problem with under-lit classrooms. With help from their local authority they invested in more efficient ceiling‑mounted lighting, along with occupancy and daylight sensors. This resulted in a 30% reduction in lighting costs as well as increased light levels for students. LIGHTING Lighting is one of the biggest opportunities for investment in new equipment, as it makes up around a fifth of a typical school’s energy costs. Big steps forward have been made in the affordability of LED technology over the last few years. The returns on the investment of replacing all lighting with LEDs can be as little as two or three years. This has the added benefit of reducing maintenance costs because they last longer, and therefore need to be replaced less often. Of course there are lots of options for improving energy efficiency which can make sense for schools: from insulation and double glazing, through to solar panels and biomass boilers. There are also supplementary benefits to implementing energy efficiency measures. It can be seen as an educational opportunity for students, providing practical learning opportunities and real‑life examples. This can be integrated into classes such as Maths, English, Science and Citizenship. By engaging students the impact can also carry over to their home life, and influence parents and communities. CARBON MANAGEMENT By investing in carbon management local authorities and schools will not only see the financial and carbon benefits for their own organisations, but will show leadership to other schools and their local communities. Climate change has consequences that will impact future generations, and by taking action on carbon the education sector has the chance to make a difference to the future of the next generation. L FURTHER INFORMATION publicsector.carbontrust.co.uk

Energy

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Climate Week 2013 Schools up and down the country took part in events for Climate Week 2013, which took place 4-10 March. Here’s a snapshot of what schools got up to: Climate Week Challenge at Manchester United FC Hosted by Gary Neville, 24 children from four schools across Manchester took part in the Climate Week Challenge at Old Trafford. This year’s Challenge was to create the ultimate eco-home. Sustainability Exchange Forum A forum was held each day of Climate Week, discussing the impact of climate change in the education sector covering different topics such as food, leadership, education, consumerism and transport. This was held in partnership with Environmental Association of Universities and Colleges (EAUC). Norwich High School A week of events started with a special

assembly full of tips on how we can live more sustainably delivered by Mr Hall, Head of the Lower School, and students from the Climate Week Team. Monday was also Meat Free Monday and on Wednesday lunchtime, the Jameson Library hosted a Climate Week Swap where girls were able to swap their unwanted goods for those donated by fellow students. About 400 items, including books, games, DVDs and pencil cases, were ‘traded’ within 45 minutes. Wigan Borough Eco-Schools – Teacher’s Network An informal and friendly meeting open to teachers and Eco‑Coordinators in Wigan Borough. The event provided an opportunity to share ideas about Eco‑Schools and the role that teachers can play in encouraging green practises.

Cost-effective energy saving light solutions from Think Energy UK Schools have high energy bills mainly from heating and lighting. Think Energy UK provides unique and cost effective (quick payback) energy saving lighting solutions enabling schools to reduce their lighting cost by an average of around 50 per cent, and at the same time helping them become greener and improve the learning environment. Free, no obligation reports are produced with detailed cost analysis of existing lighting and Think Energy’ unique lighting saving solutions. The company supplies and installs energy efficient replacement lighting using its own team of qualified electricians. Think Energy UK’s solutions are included on the Energy Technology List enabling private schools to claim Enhanced Capital Allowances thus improving their cash flow. Think Energy is able to provide

good quality and value for money solutions at zero cost (savings are greater than monthly payments). Public schools are eligible for unsecured interest free funding through Salix Finance and private schools can obtain unsecured funding through Carbon Trust/ Siemens Finance – effectively offering pay‑as‑you‑save schemes. To date the company has supplied its unique energy saving lighting solutions to schools working in partnership with local councils including several schools in Croydon and a range of small to medium-sized businesses in Richmond, Merton and Lambeth boroughs. FURTHER INFORMATION Tel: 020 8680 8262 Tel: 020 8288 3505 info@thinkenergyuk.com www.thinkenergyuk.com

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Advertisement Feature

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PRINTING SERVICES

GREEN PRINTING DOESN’T HAVE TO COST THE EARTH Graham Lowes, marketing director, Oki Systems UK discusses how schools and colleges can deliver cost effective green printing Despite the government’s pledge to protect the education budget from on-going public spending cuts, the Department for Education has seen funds reduced from £58.28bn to £56.27bn, down by 5.7 per cent. As such, many schools and colleges are looking for ways to work as efficiently as possible and reduce costs. One of the best ways to reduce spend is to go green, particularly when it comes to print. According to the Carbon Trust, UK, schools could save around £70 million per year by reducing their energy costs. The Trust believes in going green so strongly that late last year it wrote to all schools in England urging them to take action on energy efficiency to help reduce their £500m a year fuel bill. In the past, many schools and colleges may have thought going green was an expensive and time consuming commodity that wasn’t of relevance. But it doesn’t have to be and by working with an expert print provider such as OKI, a global business‑to‑business brand dedicated to creating cost effective, professional in-house printing solutions, printing can be made as green as possible without breaking the bank. With the availability of solutions such as OKI’s managed print services, reducing print spending and going green can be readily achieved. A CHANGE IN APPROACH A cornerstone of OKI’s business philosophy is its commitment to providing the greenest most efficient printing solutions. OKI’s managed print services approach unifies and manages all print processes, while ensuring printing operations are more closely matched to a school’s workflow and specific goals, such as reducing costs, energy consumption and carbon footprint. For many, the first step to going green is to gain a transparent view of the print landscape and review existing practices, as often many do not have a clear view of their current print environment, energy usage or spend. Once an audit has been completed, it becomes a lot easier to identify what action needs to be taken and with the right tools and practices in place going green and cutting costs becomes a lot easier. In fact, the first port of call when delivering managed print services is 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

EDUCATION BUSINESS MAGAZINE | Volume 18.3

used in the most resourceful manner. Analysing the results, an experienced print vendor can also point out any previously unseen overheads such as the cost of man-hours spent supporting disparate systems so that savings can be made across the organisation. After gaining a transparent view across all print practices, a consultation is held between the print vendor and the school and a flexible print programme, one that uses best green practice print practices, is devised. However, this is not a one off meeting. OKI understand the importance of building up a long-term

relationship with customers to ensure print practices are consistently re-evaluated to meet changing requirements. Indeed, working with an experienced print vendor, schools and colleges can be reassured that any jointly agreed strategy will be professionally rolled out and continuously managed. With a closer eye kept on printing, schools and colleges can start tracking and controlling print usage, which instantly makes printing more efficient as users become aware of what they are printing. A best practice managed print services approach

will also ensure that where necessary, only the most efficient and technologically advanced devices are deployed, in order to streamline processes, reduce energy consumption and in turn, cut costs. By consolidating a number of individual printers, such as slow, high cost inkjet printers with a reduced number or even just one high speed, high quality OKI printer, schools can work more resourcefully. Similarly, departments could benefit by combining printing, copying, faxing and scanning needs with one multifunction printer (MFP) instead of having separate devices. GREENER PRINTING – RISE OF THE MACHINES Many schools and colleges probably don’t even release how much energy they are wasting as with no clear view of the print landscape these inefficiencies may have previously gone unseen. But with the results of a managed print services audit in hand, you can see clearly where both energy and money can be saved.

On a daily basis, schools are required to print a range of materials from teaching documents to school reports to A3 posters and information leaflets, which can be a very expensive task. With such a large volume of printing carried out, schools should consider deploying the latest print devices in order to work more efficiently. IDC research reports that newer printers typically use 30 per cent less energy than legacy devices – and of course, lower energy consumption and product usage has positive financial implications. OKI is continually developing new more energy efficient and greener products such as Deep Sleep mode, which is available on all OKI devices and reduces power consumption to the bare minimum (often less than one watt). Some of the latest OKI printers also offer ‘AutoPower Off’ technology, which automatically turns off the printer after extended periods of non-usage. While, the newest OKI C800 series of printers includes the world’s smallest A3 laser colour printers, which can help schools save on much needed work space. OKI launched its first generation digital LED‑based printers in 1989 and has continued to refine and improve the technology over the past two decades. Today, LED printers offer

To further drive green efficiency, OKI devices can be set to print in mono as standard, thereby reducing unnecessary colour printing, while enabling them to use colour when required, such as when users want to print eye-catching leaflets or teaching documents on demand. In addition, printers can be set up to print double-sided as default, dramatically reducing the amount of paper used by up to 50 per cent. OKI offers a lot more than solutions to educational organisations; it can also provide advice, help and training on waste reduction, expert disposal of redundant equipment and a national programme for recycling used consumables. All these changes to working habits can help to reduce the amount of energy used within a school of college – it is just the knowhow and guidance that many schools and colleges need to get them started on their journey to driving green efficiency.

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PICK THE RIGHT PARTNER Partnering with a print vendor such as OKI that combines a detailed understanding of the managed print marketplace with compelling product offerings ensures that any school or college can draw on the resources of an expert

To work as efficiently as possible, OKI has a policy of continuous improvement on green issues where it is constantly striving to reduce the environmental impact of every OKI product, from its manufacture, to its running costs and recycling. user’s consistent quality and print performance within a highly compact design as they use a smaller dot size when printing; this is far more precise even at higher printing speeds. Determined to work as efficiently as possible, OKI has a policy of continuous improvement on green issues – where it is constantly striving to reduce the environmental impact of every OKI product from its manufacture, to its running costs and recycling. Maintaining a sustainable future, OKI meet and, where practical, exceed all legislative requirements placed on them. The second tier of the European Union Energy-using Products (EuP) directive came into effect in January, which requires all new print devices sold after this time to have an ‘auto off’ mode and a ‘soft switch’ which enables users to switch off products without shutting down a menu – an important consideration OKI has taken into account when developing new devices. A NEW WAY OF WORKING However, it’s not purely the use of the most innovative printers that can help a school or college to operate more efficiently, it’s the small changes to the way staff carry out simple daily tasks that can really make a difference.

third party to deliver all, or part of managed print services. As a result, educators are free to focus on educating and can be assured that working with an established firm they will achieve maximum green and cost benefits. In fact, a school or college who draws on all the resource a print vendor has to offer could well be the one making the smartest move – they have very little to do, so incur minimal costs themselves, while at the same time achieving specific goals such as going green. MAKE THE MOVE Driven by a need to gain value for money and a desire to improve environmental credentials, schools and colleges are steadily migrating towards greener printing solutions and OKI is perfectly equipped to meet this need. OKI is a pioneer in the print space and its managed print services and new product ranges enable smarter, greener printing. Ultimately, by streamlining operations and working more efficiently schools and colleges can become more responsible for the environment. L FURTHER INFORMATION www.oki.co.uk

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Health & Safety

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Manage your risk register the easy way

Lazarus first aid courses tailored to suit schools

bRisk is a 100 per cent webbased solution that will help you to successfully manage your risk register and incident reporting. Do away with spread sheets or scraps of paper scattered all over your office! Features include: No software to install – because the software runs on the internet, there is no software to install on your computer. You only need a modern web-browser and an internet connection. Multiple users – assign unlimited employees to help manage your risk register. No more chasing paper! – assign admin users with higher privileges that can add hazard categories and delete risks etc. Multiple Business Units/ Departments – add multiple business units and departments to help reporting on your risks/incidents. Export your data at any time – export in multiple formats

The need for first aid training in schools is well established, but finding the right course for your school isn’t as clear. Workplace first aid training is currently regulated by the Health and Safety Executive, but most is aimed at the average workplace, rather than the specific environment of a school. Whilst many first aid skills are universal, for example we all bleed the same way, providing first aid to a child has specific challenges. For example, a child’s body reacts differently to the effects of blood loss than an adult’s. To ensure that school staff are capable and confident to apply first aid to a child, the training must allow them to practice relevant skills, in an appropriate setting, with age appropriate manikins. With the forthcoming changes to the structure of first aid training, schools will be able to dictate their requirements to their training provider. The HSE will set underpinning standards/

such as MS Word and Excel. Audit Trail – all actions by employees are audited so you can see who added/ edited hazards etc. Risk Matrix – editable risk matrix to suit your requirements. Project management – manage projects with ease including features such as risks, tasks, milestones, notes, files and timesheets. Register for a free no obligation 30 day trial at www.online-risk-register.co.uk Enter the promotion code EDBZ on the registration page and get 10 per cent off your subscription fees. FURTHER INFORMATION www.online-risk-register.co.uk

Training services to suit your business needs T&S is a fully registered training and consultancy company and approved training centre for ITSSAR, HSE, LANTRA, IOSH, and QUALSAFE. T&S Training is a well established training services company that specialises in a range of areas. These areas include health & safety, first aid and PTLLS. The company can provide its service to you in whatever way suits you best as it has its own training facilities and can deliver training on your site. For any more info please don’t hesitate to pick up the phone as T&S will be more than happy to answer your queries. Course can be catered to suit your work timescales, either morning, afternoon, or weekends. All courses will maintain a high standard of training. Trainers attend yearly refresher trainer courses in their specialised fields. This

will ensure all your employees attending the training courses are kept up with the changing legislations. Services and products include first aid training, health & safety training, IOSH manage safely, PTTLS training, food & hygiene, fire awareness, diabetes awareness, manual handling, and fire marshal courses. If you cannot see your course contact T&S as the list is not exhaustive. FURTHER INFORMATION Tel: 01568614000 t-s.training@hotmail.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

requirements, but the emphasis is increasingly on schools satisfying themselves of the suitability of the training proposed. Lazarus Training has a range of courses for schools that meet the current workplace requirements. Scenarios are relevant to the age range of schools, using its own videos and photos. Staff are experienced and qualified in providing medical care and training, but Lazarus Training works with schools to ensure that its training is current, relevant and reliable. FURTHER INFORMATION Tel: 0800 2425210 www.lazarustraining.co.uk info@lazarustraining.co.uk

Breath life into the subject of health and safety at your school The Interactive Health and Safety Company (IHASCO) work with over 1,500 schools to deliver essential health and safety training courses via high quality e-learning. Its courses are ideal for schools; they save time, money and hassle and can be used by staff independently or in groups during inset days. Each course is high quality, user friendly and effective and will help schools both comply with legislation and build a safer, healthier and more resilient team. IHASCO offers great value too, costs are around £1 to £2 per person per course. Courses include Stress Awareness, which helps teachers recognise and manage pressures before they get stressed. Fire safety courses include Fire Awareness in the Workplace – essential for all school staff – and fire warden training, which is indepth training for nominated school staff, often

provided to every teacher. MSDs cause 7.5 million working days to be lost and it’s easy to underestimate how much teacher’s carry. IHASCO therefore offers a Manual Handling in the Workplace course. The company also offers Display Screen Equipment Training, which is a requirement for anyone who ‘habitually’ uses computers or other DSE; Asbestos Awareness, which is vital for school maintenance staff, and useful for all other staff; and slips, trips & falls, which is useful for everyone. To arrange a live online demonstration, a 14 day trial account or for details of our webinars for education, contact IHASCO on the details below. FURTHER INFORMATION Tel: 01344 867088 j.tillyer@ihasco.co.uk

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RISK ASSESSMENTS

JUDGING THE RISK INVOLVED

Health & Safety

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Health and Safety in educational establishments is a prime concern, and effective risk management practice is essential in order to enable children to undertake activities safely. RoSPA’s head of education and leisure David Rushton outlines where responsibilities lay in different school sectors Written by David Rushton, RoSPA

The rapid increase in academies and Free Schools sets a new challenge when it comes to whose responsibility it is for health and safety. Whereas traditionally, local authorities managed health and safety in schools, these new establishments are free to undertake their own arrangements. This means the school and its governors, as the employer, are responsible for ensuring that their legal responsibilities for health and safety are met; this also means making sure that teachers, staff, visitors and parents are confident that both their and the pupils’ safety is being taken seriously in school and on off-site visits. TYPES OF SCHOOL The overall responsibility for health and safety in other types of school is as follows: for community schools, community special schools, voluntary controlled schools, maintained nursery schools and pupil referral units, the employer is the local education authority (LEA). For foundation schools, foundation special schools and voluntary aided schools, the employer is usually the governing body, as in the case of academies and Free Schools. For independent schools, the employer is usually the governing body or proprietor. School life is made up of many activities which take place in a wide range of settings. As well as classroom-based activities, there are, for example, school visits, the use of leisure facilities and play equipment, work experience placements and journeys in minibuses and on coaches. The employer should ensure, as far as is reasonably practicable, the health and safety of its employees and anyone else affected by its actions. RISK ASESSMENTS As an employer, schools should treat risk assessment and risk management as important tools to enable children to undertake activities safely – and not to prevent activities from taking place. Risk assessments and risk management set in motion a process of thinking about risks and how best to tackle them. It does not mean writing a risk assessment for every activity, but some activities, such as a school trip, can involve higher levels of risk and so a specific assessment of significant risks may be necessary. In summary, it is about striking the right balance by keeping risks under control and judging the risk of doing something against the cost of not doing it. This is an approach from which you can gauge what safety issues might need to be overcome, not to encourage children to become risk

averse. It is good practice for pupils to be involved in the risk assessment as this is an important part of the preparation for adult life. Many LEAs will no longer provide a health and safety support service and some academies and Free Schools may choose to make their own arrangements, even when health and safety is still within the LEA’s remit. It is good practice for individual schools to draw up their own health and safety policies. RoSPA has produced guidance for schools to help in this area. The ‘Framework for a School Health and Safety Policy’ is available at tinyurl.com/bsc5shk Setting a policy is a great opportunity to make health and safety a ‘whole school’ issue that is owned by everyone – teachers, other staff members including lunchtime supervisors, office workers and facilities staff, and importantly, pupils. When developing a policy, try to focus on encouraging a school ethos that positively promotes safety and health. Find out what the children know and understand about safety (for example, you could involve them in safety audits, surveys and research projects), consult the school council, and remember to seek the ideas and views of non-teaching members

of staff. Look for opportunities to link your policy to other initiatives, such as the Healthy Schools programme and the development of a School Travel Plan. OFSTED INPUT It is worth noting that although there is a drive to reduce the so-called ‘burden’ of health and safety, it still has a significant input into the new Ofsted inspection framework (2012), which is more important than ever in ensuring high standards in schools. Incorporating safety and risk education into the curriculum as part of your policy would pay dividends. Risk education is not about isolating pupils from all potential hazards. It is about equipping them to deal with situations safely (see www.lasersafety.org. uk for information about interactive safety education schemes that operate across the country). Sharing good practice with your counterparts in other schools is a good way to go, as is making effective use of local and national safety organisations. L FURTHER INFORMATION www.rospa.com/safetyeducation/ help@rospa.com.

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Security

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Customised templates for Taking the time & hassle the education sector from out of badge ordering the Template Company Thomas Fattorini Ltd is acutely The Template Company specialises in making Microsoft Office work for you. The company started out producing templates for legal and banking sectors, with ease of use and speed of productivity in mind. Of course customised templates with the aim of making it easier to be ‘on brand’ are a natural outcome, but it’s clear that productivity is equally important. “We find that similar organisations tend to have similar core processes and we would like to bring those organisations together and standardise processes while enabling effective branding that will bring out the individualism of the organisations.” The Template Company has made a strategic decision to take solutions into the

education and charity sectors as this is where productivity can be a huge gain allowing those organisations to focus on their core ‘real work’. It’s clear that staff at the Template Company have a passion for what they do. If this company can get people out of admin tasks and back into the real work of education then this passion can be applied to help educators pursue theirs. FURTHER INFORMATION Tel +44 (0)1733 475710 enquiries@thetemplate company.co.uk

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conscious that teachers are busy, so it aims to take the hassle out of badge ordering. The company offers a user friendly and informative website which will also allow you to order on line. It also provides a free design service without obligation to assist you with your special badges. Thomas Fattorini ltd has been designing and making school badges for over 100 years “Helping Teachers Motivating Children” by recognising achievement in all disciplines including academic, sports and school clubs, distinguishing between houses and/or roles within year groups such as Prefect badges, prizes for end of year and sports days, identifying members of the PTA etc. The range of school badges signs and nameplates Thomas Fattorini Ltd produces for schools is impressive with a vast range of standard titles such as Prefect, Council and Buddy, through to a unique schoolbadge designed

to celebrate an anniversary or change of status to an Academy. Nameplates for door and desk are always popular, as are namebadges and nameholders for parent evenings. FURTHER INFORMATION Tel: 0121 236 1307 sales@fattorini.co.uk www.schoolbadges.co.uk

The SBL330 from Securefast features the new ‘EasyCode+’, an enhanced security option for mechanical digital locks. The difference may be very subtle, but then that’s the point. The new SBL330 code buttons have ‘no feel’ which eliminates the possibility of experienced ‘lock pickers’ from discovering the code. SBL330 is available with knob or lever operation.

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Securefast Group

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Sales Hotline: 01543 501600

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INFORMATION DESTRUCTION

An important aspect of school security is the protection of valuable on-site equipment but just as vital is secure data disposal. James Kelly, chief executive, British Security Industry Association, advises on the importance and critical need to secure a trusted information destruction company At a time when sufficient information destruction is of the utmost importance, according to a BBC report earlier this year, identity fraud more than doubled in value to £26.3 million last year, with counterfeit goods’ fraud coming in at a five-year high. While this rise in risk of fraud is predominantly faced by British businesses, schools should be taking precautionary measures to ensure that the education sector does not see a similar rise. The research also suggested that insider fraud was to blame for more than 80 per cent of fraud-related financial losses in 2012, highlighting the importance of secure data management and destruction in avoiding financial and reputational losses.

Written by James Kelly, BSIA

INSUFFICIENT DATA DISPOSAL CAN DESTRUCT MORE THAN REPUTATIONS

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TIME AND INCONVENIENCE Speaking about the revealing research, Anthony Pearlgood, chairman of British Security Industry Association (BSIA)’s information destruction section, commented: “It’s important to remember that if confidential information does fall into the wrong hands, it not only causes problems for certain individuals or businesses but there is also the time and inconvenience involved in contacting the authorities and sorting out paperwork once a security breach has occurred. Moreover, as this research shows, data breaches often occur from inside an organisation, meaning it is extremely important that staff are adequately vetted before gaining access to sensitive information. “Only a fraction of organisational waste paper and data-processing products, such as hard drives, CDs, memory sticks and DVDs are destroyed annually by professional firms,” Pearlgood added. “By far, the majority of such material continues to be disposed of through means of municipal refuse collection or waste paper reprocessing.

Your confidential data is at much greater risk if it is not securely handled for destruction

AVOIDABLE RISK “Neither method generally involves any kind of secure handling. However, it is not uncommon to find much confidential data included amongst general waste, becoming a significant cause of avoidable risk,” Pearlgood continued. “It is not surprising in these circumstances that the rubbish bin is E

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Restoring and maintaining school floors can save on long-term costs First impressions are last impressions. Maid of London can help you create the best environment for students, teachers and visitors. With constant foot traffic, floors can quickly become distressed and damaged, which leaves an untidy appearance and can result in having to replace the flooring completely. Specialising in floor cleaning and maintenance, Maid of London can restore the condition of your floors. The company’s regular cleaning and maintenance service can increase the lifespan of floors, saving costs in the long term. The company also provides post-build clean-ups, removing waste left by builders and deep cleaning the premises to ensure that your school site is back to normal as soon as possible. With professionally trained staff (CRB checked), high-tech equipment and eco-friendly products, Maid of London can

ensure each room, including the floors and windows, in your building are cleaned to the highest standards, creating a clean and healthy environment. The company takes specific measures to guarantee a consistent, professional and reliable service. With over 10 years of experience, Maid of London has developed a strong reputation in the commercial contract cleaning industry, offering a tailored service to suit your needs and budget. FURTHER INFORMATION Tel: 020 7969 27 46 info@maidoflondon.co.uk www.maidoflondon.co.uk

Learn how schools can shred for less with Box-it Are you confident that you are securely dealing with your confidential waste and pupil records? It is imperative that educational establishments ensure that they have the right measures in place to protect themselves against the threat of data breaches to avoid sensitive information falling into the wrong hands. Alongside the immediate repercussions, there is also the longer term reputational damage and the prospect, in serious cases, of penalty fines for breaches of the Data Protection Act. The British Security Industry Association (BSIA) recently conducted a survey across 100 schools in the UK to establish the challenges faced with regards to information destruction. There

can be no room for complacency as 79 per cent of respondents said that the threat posed by lost, or inadequately disposed of data, had increased, or stayed the same, over the past 12 months. Box-it is committed to recycling and shredding of confidential paper, and strives to help customers achieve high standards of excellence, accredited to ISO9001 and ISO14001 standards. FURTHER INFORMATION Tel: 01256 406791 marketing@boxit.co.uk www.boxit.co.uk

Recall – safe and secure document storage for the education sector

IP User Group hosts London event to help schools choose effective security

Information, both physical and digital, is a by-product that all organisations produce and must be managed, stored and protected. Failure to do so, in some instances, is a criminal offence. Recall provides off-site document storage, data tape protection and digital workflow solutions for schools, colleges and universities not only in the UK but across the globe. The company provides the off-site storage of documents and media, in sites protected by premium security, safeguarding your information and returning it to you when required. At the end of its lifecycle, Recall can then securely destroy that information. Recall also specialises in the provision of digital workflow systems that greatly improve efficiency, reduce costs and will see a return on investment within 12 months. The company can manage your transition

Providing security for schools, universities and other educational institutions involves more than the best choice of products and features. Education Authorities and Staff are especially challenged to provide safe environments for employees, students and staff. Schools and Colleges, by their nature, are designed to be open and accessible, which means street crime and other dangers can easily enter through doors if not properly protected. In this financial environment, it is essential that educational institutions seek to proactively and continually reduce operating costs and limit liabilities. Many establishments are turning to technology to help make the security staff more productive and effective. New solutions for security, facility and data management enable educational institutions to both reduce costs and improve the safety at their facilities. Those in education can learn how

from paper to digital too. Recall has dedicated document and microfilm scanning centres and its expertise in digital conversion projects has assisted many schools and universities in their journey from paper to pixels. Recall has been storing, managing and protecting information for over 30 years, delivering peace of mind. Find out how your information can be securely managed in one simple solution. FURTHER INFORMATION Tel: 08456 732255 education@recall.com www.recall.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

security systems such as access control, intrusion detection, and digital video surveillance can be deployed to protect students, staff, property, and information. Hosted by IP UserGroup International, an Independent Security Technology Forum, IP-in-Action LIVE London on September 5th comprises a Table-top Expo, workshops and product demonstrations, a series of focused seminars covering many aspects of today’s security and safety technologies and a ‘Quiz the Guru’ Session which provides an opportunity to ask the experts. Free to delegates and guests, the day includes a complimentary buffet lunch. To register, visit the link below. FURTHER INFORMATION www.ip-in-action-live.com

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INFORMATION DESTRUCTION  a regular source of prosecutions under the Data Protection Act, just as it has long been a core element of the private detective’s trade.” Although these figures do relate to businesses, it does not mean they are any less relevant to educational establishments and, coupled with the startling statistics revealed by BSIA research last year, the education sector should be prioritising information destruction as part of their security strategies. NEGLIGENT ATTITUDES A BSIA survey of head teachers, deputy heads, teaching staff, bursars and administrators from nearly 100 schools across the UK last year proved concerning, with attitudes to sensitive disposal appearing somewhat negligent. One-third of those answering the school survey reported that they had not received training or guidance regarding data protection issues, while 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 of responses 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. Discussing the findings and statistics, BSIA’s Anthony Pearlgood felt that “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.” He continued, “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,

professional and trusted provider to dispose of this kind of information. PENALTY FINES Since the Data Protection Act of 1998, which aims to balance the rights of the individuals and organisations who are legitimately holding and using their information, proficient information destruction procedures carry great importance to all kinds of institutions. The government particularly recognises the significance of this responsibility and in 2010 the Information Commissioner’s Office 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. 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 like uniforms, which, 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 onsite 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 a certification of destruction. MEETING THE STANDARDS Many professionals who are responsible for securing information destruction companies may not be aware of the fact that there are particular standards these companies should meet. Such standards guarantee that the service being provided is secure and

Professionals who are responsible for securing information destruction companies may not be aware there are particular standards these companies should meet, which guarantee the service being provided is secure and professional that searching questions are asked to ensure that any provider is actually working to the pivotal EN15713 standard.” COMMITTED TO DATA PROTECTION Careless disposal of student and staff records, or financial documents, 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, another essential 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. The company’s premises should also be isolated from any other business or activities operating on the same site. In terms of security measures, intruder alarms that are closely monitored by an alarm receiving centre 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

Anthony Pearlgood: “It is not uncommon to find confidential data included amongst general waste, becoming a significant cause of avoidable risk.”

vehicles that transport the information due to be destroyed should also be fully secure. A British standard these companies should comply with is BS 8470. This details the secure destruction of information and includes the identification of product specific shredding sizes, guaranteeing that information is destroyed to the point of irreparability. BSIA information destruction companies are inspected to both of these standards, amongst many other important principles, making them reliable service providers. SOURCING A RESPECTABLE SUPPLIER When it comes to school security, there is no room for complacency, particularly when it comes to sourcing a reliable information destruction provider. When choosing a BSIA information destruction company, you can rest assured that your information is in safe hands, with all BSIA companies complying with the highest standards. The information destruction section of BSIA is committed to best practice, and all follow a specific code of ethics that solidifies the section’s dedication to providing the best service for their customers. One particular aspect of their code that will be especially important to educational establishments is that of environmental responsibilities. Today, all kinds of organisations, especially schools, are mindful of their carbon footprint and endeavour to be seen as environmentally responsible. The BSIA’s information destruction section is also particularly conscientious of their environmental responsibilities. A member will, where feasible, recycle material that has been destroyed or shredded. In cases where the end product cannot be recycled, the environmental impact, cost and convenience of other methods of waste disposal (such as incineration) would be taken into account. In terms of landfill, this method will only be used when no other method of disposable is practicable. Members of BSIA’s information destruction also commit to review all aspects of their business including transport, production, administration and sales in relation to the environment. L FURTHER INFORMATION To find out more about BSIA, the trade association covering all aspects of the professional security industry in the UK, visit www.bsia.co.uk. To locate a professional information destruction service near you, visit www.bsia.co.uk/information-destruction

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Transforming Education Projection Mitsubishi Electric’s complete ultra-short throw line-up

Mitsubishi Electric’s ultra-short throw classroom projectors have been designed to meet the demands of today’s educational establishments. Joining the existing XD360U-EST (XGA) projector are the NEW WD390UEST (WXGA) with ‘cloud technology’ and the lamp free NW31U-EST (WXGA) solid state projector. Offering a solution for every possible kind of educational environment the line-up all utilise large diameter lenses and a unique optical design resulting in throw ratios of 0.469 and 0.375 respectively. Choosing between possibilities such as projecting onto a 4x3 screen with the XD360U-EST or through the WD390U-EST utilising the latest ‘cloud technology’ to connect to tablet devices or consider the NW31U-EST which benefits not only from ‘cloud technology’ but is a lamp free projector capable of operating for up to 20,000 hours. What’s more, the line-up is also available with an optional interactive module kit, further enhancing the range’s capabilities through uncompromising performance, quality and reliability with a 3 year education warranty as standard.

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COMPUTER SCIENCE CURRICULUM

LEARNING TO LOVE THE COMPUTER ALL OVER AGAIN

ter Compu will Science ottom ‘b instil a proach, up’ ap iudents t where sxpected to e will be erstand und actice daily prory the

Technology is a constantly evolving phenomenon; you do not have to glance back too far into the history books to find a world without computers, television, radio and modern communication. However, these technologies have arrived and what’s more, are constantly changing. As a result the way we are teaching our children about these new technologies and how best to use them in the business world today has to be adaptive. Just as the landscape of the technological world is sliding away from PCs into the palms of our hand and back pockets, ICT provision in state schools is also transforming. It’s important today to teach the next generation not just ICT skills but also about the science of computers.

DECONSTRUCTING LANGUAGES The transition that is being made could be likened to an equivalent in modern languages. Rather than teaching the students to repeat stock phrases, teachers now offer tools to deconstruct language understanding – syntax, grammar rules and phonetics are all important features of teaching. Through understanding the construction of a language, students can then be organic with their development in a second language, for example they can learn to develop their own sentences and conversations. The same shift is happening in computers, rather than teaching students to just utilise computers, Computer Science breaks down

the technology – essentially demystifying code so that students can understand how computers work. Last year, Michael Gove called for radical reform in ICT provision in schools. The reason behind this reform is so that Britain can compete in the era of technology. In the past, ICT trainees had been required to have an A-level in ICT and a degree in any discipline to qualify to teach the subject. However, as ICT is changing into ‘Computer Science’, (previous information technology programmes of study will be phased out by September), for the first time, graduates will be required to demonstrate an understanding of key Computer Science concepts and approaches such as algorithms, data representation and logic. In addition, to encourage quality graduates to opt to become Computer Science teachers, benefits such as scholarships of up to £20,000 are available for high quality graduates. But before we take a detailed look at Computer Science today, let’s review the journey from ICT and Computer Science. ICT has been under scrutiny since Ofsted’s report of 2011, ‘The importance of technology – a collaborative white paper for schools’. This was a document that recognised ICT could be taught well, but in far too many cases (a fifth of all the schools visited) teaching and subject matter was outdated and inadequate. There have been some changes in recent years. In 2010, a new ICT GCSE was

Written by Aaron Saxton, head of ICT, Ashton on Mersey School

Aaron Saxton, head of ICT at Ashton on Mersey School in Trafford, discusses the new-look Computer Science curriculum and explores why graduates should consider a career in teaching Computer Science

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introduced which paid greater attention to digital and emerging technologies and the importance of e-safety, however, evidence indicates that these curriculum reforms have not led to significant improvements in ICT education in schools. UNDERSTANDING CODE Where perhaps these new Key Stage 3 and 4 curriculums failed was laying the foundations of understanding and using code and algorithms. As a result, from September 2012 until September 2014, (when the National Curriculum review will be complete), schools have been given the freedom to take their own innovative approaches to the teaching of Computer Science. Eric Schmidt, chairman of Google, reiterated this view in his keynote speech at the Media Guardian Edinburgh International Television Festival in August 2011 stating: “The UK IT curriculum focuses on teaching how to use software, but gives no insight into how it’s made. That is just throwing away your great computing heritage”. In short he stated that we are not developing graduates with skills in rigorous Computer Science and programming, skills which our high-tech industries so desperately need. In practice it’s possible to see that this ‘teaching of software’ has been uninspiring for students. In five years, from 2006 to 2011, there had been a 50 per cent decline in the number of applicants to study ICT in E

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COMPUTER SCIENCE CURRICULUM  further education. At the same time, Steve Jobs was revolutionising the way we interact with music, books, phones, and computers and giving the world the most wonderful technology in its simplicity. Consequently, there should have been a knock on effect boom in A-level students wanting to engage with developing this kind of technology but instead, their perception of ICT has been that it’s dull. We therefore have a generation which leaves school disenchanted with negative perceptions that turn them off the subject completely. MODERN THINKING Several high profile bodies, including The British Computer Society, Naace and e-skills UK, have reiterated Michael Gove’s call for reform to the national curriculum marking the current ICT provision as unsatisfactory and arguing for more widespread teaching of Computer Science in secondary schools. They are observing a clear distinction between digital literacy and computing. The Secretary of State echoed this in his speech at the BETT show on 11 January 2012, where he emphasised the importance of Computer Science as a rigorous, fascinating and intellectually challenging subject. In this speech, he pledged his support for the development of high quality Computer

Science GCSEs. One of the key desired outcomes for the Government’s Education department when embarking on the National Curriculum Review was to give teachers’ greater autonomy and flexibility to teach the best way they see fit. For Computer Science, this means that teachers will be able to engage their students with the latest innovations in education initiatives. The vision is that Computer Science teachers will themselves be innovators, driving whole school change programmes and improving communication Moore’s Law states ‘that the power of computing doubles every two years’. If we take this aspect, we need a dynamic curriculum that can adapt. The rebranding and reinvention of ICT into Computer Science is just the first change we can expect to see in the coming years in terms of students’ ‘technology’ education. So what other changes can we expect in thousands of computing classrooms across the country? As the gap widens between the school leavers’ computer skills and the ever

increasing demand from businesses for highly skilled technical individuals, we need to place more emphasis on the evolution of the computer scientists of the future. Education ministers have looked to global businesses such as Facebook, IBM and Microsoft to help develop the courses and training tools for the next generation of Computer Science teachers. As with languages, teachers will be encouraged to teach the theory of Computer Science independently of specific applications, making information transferable to any application. Computer Science is intended to develop students’ ability to be solution driven. Rather than being given the solutions to a specific set of problems/challenges, students will be given the skills to handle new and complex computing problems. Computer Science will instil a bottom up approach where students will be expected to understand the theory which underpins daily practice, for instance there will be programming modules delivered where the focus is on algorithmic thinking. Students will be introduced to advanced theoretical concepts of Computer Science, to give them a taste of what to expect should they pursue the subject in further education.

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WORKING IN BUSINESS ROLES The new curriculum must adapt to ensure that all students leave school with a broad overview of the key principles of Computer Science to ultimately enable them to work in business roles which require the use of computers to complete tasks. There should be supplementary and more completive courses on offer at Key Stage 4 for interested students to gain a deeper understanding of Computer Science. Changing the programme of study and methods of assessment is only half the battle; unlike other subjects where the subject matter changes very little over the course of time, e.g. French or Maths, Computer Science is constantly evolving. As such, there must be funding in place to ensure Computer Science teachers have access to appropriate and professional development opportunities. This in effect would allow them, under some National Curriculum guidelines, to implement their own curricula and incorporate new technologies into their teaching. In comparison to other countries such as the USA, Canada, and South Africa, Britain is somewhat slow off the mark in phasing out ICT in favour of Computer Science. This does lend us the advantage of being able to learn from their experience; most notably leading change of this kind can only succeed if appropriate resources are E

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SignSpell: a new teaching resource that uses fingerspelling and visual actions to aid learning An innovative new teaching resource that uses fingerspelling and visual actions to aid literacy and numeracy learning in children is now being used in primary schools across the country. SignSpell, written for Key Stage 1, 2 and beyond, is the first teaching resource of its kind to incorporate elements of British Sign Language (BSL) as a complementary approach to phonics-based learning. Many teachers are discovering that using BSL is an effective tool in stimulating learning of language and numeracy skills for hearing children, and is an inclusive method supporting all learning styles and levels of ability. Dr Rona Tutt OBE, National Literacy Association, said: “SignSpell takes a fresh approach to developing children’s communication skills. BSL and fingerspelling are introduced, creating an added dimension to the development of young children’s language skills and introduces them to another way of communicating, which involves movement. In addition, it extends their understanding of communication and gives them another route to remembering how to read and spell words.” Research has shown that some children

find it very helpful to use signs to remember more challenging spellings. Dr. Marilyn Daniels, a professor at Penn State University undertook several studies involving over 400 primary level pupils which revealed a range of benefits of learning sign. Dr Daniels found that “By associating words and symbols with actions, children can remember things faster and better. This means teaching Sign Language facilitates the teaching of regular language.” Findings also revealed that BSL promotes oral language development by providing

strong visual clues to words contextual meanings, leads to faster learning through attentiveness and fascination, strengthens reading comprehension and encourages inclusion. SignSpell can be used for individual selfteaching, or as a group-learning activity for class participation exercises. It includes a series of 12 brightly coloured characterbased story books, interactive whiteboard activities, games and books, printable activities, flashcards, videos of signed words and phrases, and lesson plans. Graham Nicol, teacher at Town End Academy, said: “Literacy is an example where SignSpell can be used to explore vocabulary and gestures can be introduced in play scripts; signs can be used in science to present and explain concepts and for maths it can be used to recall memory.” EDS, the Learning Organisation said that SignSpell left children wanting to learn. They described the children who had used it as “motivated, engaged and fascinated by the concept of ‘another language.” FURTHER INFORMATION info@signspell.co.uk www.signspell.co.uk

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COMPUTER SCIENCE CURRICULUM  put into place in all phases of development of the curriculum through to execution. WHY BECOME A COMPUTER SCIENCE TEACHER? For high quality, passionate and motivated graduates, looking for a challenging and rewarding career, there has never been a better time to get into teaching Computer Science. Computer Science Initial Teacher Training (ITT) applicants are eligible for bursaries of up to £9,000. The British Computing Society (BCS) will also award around 50 teacher training scholarships worth £20,000 for eligible computer science trainee teachers starting in the 2013/14 academic year. The BCS is looking for outstanding individuals with an enthusiasm to share their knowledge. The scholarship will be instead of the standard bursary, but trainees who are not awarded the scholarship will continue to be eligible for the standard bursaries. A career in teaching offers many career progression opportunities – teachers are twice as likely to be in management positions as graduates in comparable jobs after three and a half years. There are also several clear advantages to joining the teaching profession as a Computer Science specialist during a

period of change – you could hope for quick progression as a leader in your field. You can look to innovate within your school or local area, improving whole school efficiency. What better way to challenge yourself than assist in the development of a young mind which may turn into the next Steve Jobs or Sir Tim Berners-Lee, creator of the internet? There are various ways to get into teaching including a new option called School Direct. The School Direct (salaried) Training programme is open to graduates with three or more years’ career experience, while the School Direct Training programme is available to all other graduates. Candidates undertaking both programmes are likely to benefit from a job at the end of their training. New professional numeracy and literacy skills tests have also been introduced and need to be taken before teacher training starts. I never stop learning from pupils, whether it is new ways of tackling problems or

App Central revolutionises the school calendar Apps Central specialises in providing calendar and news smartphone apps to schools. The company showcased its service at The Bett Show in January, generating much attention, particularly from overseas visitors. The app is simple. It contains a detailed school calendar, and the facility to send urgent information using free push notifications. This is all self managed from an admin centre, where the client loads up the calendar, provides logos etc and adds in some news. It can then be updated as needed. For parents, being able to check school events on a phone, wherever they are, rather than switching on the computer or reading an outof-date printed calendar is a huge convenience. It also saves on text message costs by using free push notifications. This leads to fewer incoming calls for the school, freeing up valuable admin time. “The ability to put the

detailed school calendar in a smartphone app and send urgent information using free push notifications is a good addition to our communications channels” - Ed Brodhurst, Assistant Headteacher, Carterton Community College. To see a video of the app in action, visit vimeo.com/64546222 FURTHER INFORMATION Contact: Mick Empson Tel: 0131 5100 901 mick.empson@appscentral.co.uk

innovative technology that they want to discuss, everyday is an adventure. Helping and inspiring young people in the classroom is the ultimate job satisfaction for me. In life for any person, young or old, we all want to keep learning and be inspired. In teaching you are perfectly placed for this and let’s be honest, without teachers, there wouldn’t be any other professions. Everyone’s a teacher at some point in their life; I just chose it as my career. I’d recommend the profession to anyone keen to progress in a career which is challenging and rewarding. L

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Aaron Saxton is head of ICT at Ashton on Mersey School in Trafford. For more information on becoming a Computer Science teacher, visit tinyurl.com/aydu27s To apply for a computer science teacher training scholarship visit tinyurl.com/cqoh6km

Millennia Computer Services says Flash storage has now come of age Millennia Computer Services is always looking for innovation to drive productivity in IT. Although the computer has developed in leaps and bounds in the last 20 years, the storage upon which your data sits – the spinning disk – has not changed a great deal relatively. Millennia Computer Services leverages solid state storage (now referred to as Flash), which allows the data flow to match the power of the computer it is attached to. It also benefits from high endurance, low power consumption, as well as up to 50x the performance of its spinning disk counterparts. One of the best uses for this technology today is the move to virtual desktops; where hundreds or thousands of virtual images of desktops

can be consolidated into a single data centre and accessed by client terminals. This allows for increased security and manageability of the desktop estate. Until the advent of Flash Storage this required a lot of conventional disk to provide the performance, and did not stack up against the PC on a desktop model. Today that has all changed – Flash has come of age. FURTHER INFORMATION Contact: John Thorpe Tel: 01423 790124 john@millennia.it

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CHILDHOOD OBESITY

TACKLING OBESITY IN CHILDREN – STARTING EARLY

Written by Tam Fry, National Obesity Fourm

Tam Fry FRSA, honorary chairman of the Child Growth Foundation and the National Obesity Forum, examines the problem of childhood obesity and advocates an early start – when the would-be mother is still at school In April the new look NHS emerged. The UK’s public health budget will be ring fenced and devolved to local authority. A certain amount of its cash and the responsibility for how it is spent nationally will be retained by Whitehall but the bulk of the money – and financial incentives for those who show how it improves local health – will pass to the local Clinical Commissioning Groups [CCGs] and Health & Wellbeing Boards. As far as obesity is concerned, only time will tell if 2013 will be the year when a totally preventable epidemic begins to become a thing of the past. The people in Whitehall are hoping that it will: others – and count me amongst their number – are not betting on it. In my view, success will ultimately depend on local authorities developing a new strategy – or strategies – to accomplish what Whitehall was completely unable to do in the past 13 years. What is needed more than anything else is to stop children from getting fat in the first place. BACKGROUND Too many children are born fat and too many become fat in the first two years of their lives. The simple statistic, that on average 25 per cent of UK children are overweight or obese by the time they enter primary school, is an horrific figure. Somewhere along the line, and certainly within the 1000 days between conception to the child’s 2nd birthday, the chance for hundreds of children in your local authority’s area to look forward to a healthy lifestyle has evaporated. Certainly from their first signs of life - and probably for some time before - we are failing them. Something must be done about it – and soon. Something must be done since the consequences of childhood obesity may be worse than the simple obesity itself. Type II diabetes, which used to be an adult onset condition, is increasingly appearing in young people. Cardiovascular problems and some cancers are two further co-morbidities threatening the lives of adolescents. In fact, early death itself is a possibility and it is truly appalling to consider that children may now

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Something must be done since the consequences of childhood obesity may be worse than the simple obesity itself. Type II diabetes, which used to be an adult onset condition, is increasingly appearing in young people be at risk of dying before their parents. It is arguably even more appalling that the parents themselves are blissfully aware of the dangers because successive national governments have not got this message across. It is difficult

to believe that with this knowledge any parent would feed their children on junk food and allow them to drink highly-sugared energy drinks in an effort to be ‘cool’. There are several national weight loss programmes which are on E

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Harrison – fresh, healthy A healthy lunchbox choice school food prepared on-site online from Innovate Since its founding in 1994, Harrison Catering Services has been committed to quality fresh food prepared onsite. The company provides school meals to thousands of primary and secondary school pupils every day. “What our children eat, particularly in the primary years, affects their health and their ability to learn and perform in the classroom, so feeding them balanced meals and showing them how to make healthy food choices is tremendously important,” said Dr Juliet Gray, company nutritionist. “Instilling a love and understand of fresh, healthy food at a young age can positively influence them throughout life.” All Harrison staff receive training in how to prepare and serve healthier food through the company’s bespoke Eat Well Live Well training programme. At each school the Harrison team engages with the staff and pupils in a variety of ways, from

working with student councils to test new menu items to holding workshops on how to make salads, pasta, pizza and bread. “Our experience shows that teaching children to eat healthily in the primary years has a real influence on their food choices once they get to secondary school,” Dr Gray said. “As caterers, we can make a real difference, and we take that responsibility very seriously.” FURTHER INFORMATION Tel: 01844 216777 Fax: 01844 217333 www.harrisoncatering.co.uk

Sun-Maid California Raisins: a fun way to get kids to eat more fruit Sun-Maid Growers of California has served consumers since 1912, providing quality raisins from farmers in California to homes around the world. As a co-operative, SunMaid Growers of California is owned by family farmers who grow Natural Seedless Grapes in areas of the San Joaquin Valley of Central California. Once the Thompson Seedless grapes have reached their maximum sweetness, they are harvested, sun dried, sorted, washed and packed. Sun-Maid California Raisins are 100 per cent natural with no added preservatives, oils or glazing agents – all we add are ‘Just Grapes & Sunshine’ For 100 years, Sun-Maid’s famous little red boxes containing succulent California raisins have been enjoyed by children all over the world. They are an ideal play time snack or lunch time treat. Naturally sweet, portable and convenient, Sun-Maid raisins

make a healthy alternative to confectionery and an excellent ingredient for many recipes. Sun-Maid California raisins are good sources of several essential nutrients, such as fibre and potassium. They serve as a convenient way to increase fruit consumption, and are as healthy as fresh fruit and pound for pound are cheaper too. Sun-Maid California Raisins are a convenient, fun way to get children to eat more fruit in their diets. FURTHER INFORMATION Tel: +44 (0) 1689 878700 Fax: +44 (0) 1689 825892 www.sunmaid.co.uk

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Back in 2009, in a bid to crackdown on childhood obesity, new nutritional guidelines were introduced in all secondary schools. This saw an end to a range of foods and ingredients being served, including sugary drinks, crisps and chocolate. While this overall commitment to healthy eating can only be applauded, there is an ongoing element, which threatens to undermine this great work every single day: unhealthy lunch boxes. Innovate Services conducted a ‘Lunch Box Amnesty’ study, which highlighted how only seven per cent of packed lunches sampled complied with the standards, while 77 per cent contained a type of food or drink that is not permitted in accordance with the school meal standards. Ultimately, producing a lunch box that includes the right nutrients, is not exposed to potentially harmful bacteria and offers variety at an affordable price is a difficult balance for parents to achieve.

Innovate is launching an online packed lunch ordering service, which means students can chose a freshly made, temperature-controlled lunch box for the equivalent price of the school’s ‘free school meal’ rate. By launching this service, not only can Innovate help improve food standards for all students, but also to help change eating habits longterm, which is a positive step for everyone involved. FURTHER INFORMATION www.innovate-services.com

Fight childhood obesity in your primary school The latest childhood obesity figures make depressing reading. The February update from the NHS confirmed that 9.5 per cent of children are overweight or obese when they enter primary school at the age of five. By the time they leave at eleven years old, that figure will have doubled to 19.2 per cent. We know that 80 per cent of obese kids go on to become obese adults, and it’s now clear that much of the damage is being done in the primary school years. That’s where schools, Health & Wellbeing Boards and Clinical Commissioning Groups need to focus their attention. We owe it to the next generation to make sure that we’ve taken positive steps to stem the obesity epidemic in our local area. But how can we do this in time to make a difference and without busting the budget?

Food Advisors may have the answer. Their Kool Kidz programme combines fun ways to educate children on nutrition and healthy eating with underlying behavioural change. It also includes the latest technology-driven activity that makes exercise fun rather than a chore. The 12 sessions can be run for one hour a week over a term and you can license the programme for anything from a single school to an entire district. FURTHER INFORMATION Tel: 020 8948 1248 www.foodadvisors.eu

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CHILDHOOD OBESITY  offer in many UK towns and cities – MINI‑MEND, The Carnegie Weight Loss Programme, Trim Tots etc – and they do the best that they can. They do not however reach every locality and can’t cater for the tens of thousands of children who need them. When family efforts at weight loss have broken down these programmes are the only alternative since pre-pubertal children, unlike adults, can’t be given drug or bariatric surgical solutions. Even if they could the cost to the NHS would be prohibitive. It is imperative therefore that new, low cost local strategies are implemented which are aimed at getting all children born at an average weight, fed correctly from the start and pointed in the direction of a healthy lifestyle which, hopefully, will stay with them for life. What might the strategies be? Here are some priority pointers. START AT THE BEGINNING Start at the beginning actually means starting well before birth when the would-be mother is still at school. Because women are increasingly entering pregnancy either overweight or obese, and courting the real dangers that such fatness might lead to, every female of childbearing age should be taught from as early as is reasonable just how important it is to stay trim for conception. Recently the Royal Society of Medicine heard a presentation flippantly entitled ‘get in shape for serious sex’ but the message was serious enough. The speaker emphasised that the opportunity to deliver it was when girls gathered en masse for their rubella and human papillomavirus immunisations in secondary school. Even if 50 per cent forgot the message the moment the school nurse left the building, 50 per cent just might remember it and 50 per cent is, co-incidentally, the approximate percentage of unplanned pregnancies. There is little chance of getting the very overweight woman at booking-in back to size since dieting in pregnancy is not recommended: it’s a no brainer therefore that she should do everything possible enter pregnancy at a reasonable weight. BODY MASS INDEX If she is overweight at booking-in, calculating her body mass index [BMI] and then doing something meaningful with it should be another priority. It would be ideal, too, if at some early stage of the pregnancy the father’s BMI could be calculated since the risk factor for the baby to develop overweight in childhood increases dramatically if both parents are fat. Knowing if either or both parents have high BMIs should direct both midwifery and health visitor teams to anticipate a rapid weight gain after delivery, plan intervention programme to mitigate it and deliver appropriate dietary advice. At booking-in midwifery teams in particular should also hammer home the message that pregnancy is not the time for the would-be mother to “eat for two” and that the midwife should routinely monitor pregnancy weight gain over the ensuing months. It is quite

disturbing that in 2006 NICE dismissed the need routinely to check this with the result that to-day far too many women are being wheeled into the labour ward at a quite unhealthy size. It is brilliant that more women than ever are making the decision to exclusively breastfeed – and subconsciously follow nature’s way of slimming children down after the first weeks of life. It is tragic however that their aspirations to continue to do so for the next six months are being are being stymied by the failure to provide proper support for them in their ambition. Only 1 per cent achieve it. Successful breastfeeding is for many an acquired skill and it can be some time before mother and baby have an acceptable modus operandi. Patience from whoever is delegated to the support task should be mandatory since without it mothers will turn to formula preparations and a real benefit to the health of both parent and infant will be lost. If this lack of support is also compounded by your local environment – workplaces, shops, offices, restaurants and public buildings – not tolerating breastfeeding, a priority should be to sort them out, too. It is disgraceful that years after a law was passed stating that mothers should not be prevented from breastfeeding in public – and should be offered a quiet room in which they could breastfeed in private – mothers are still being shown to the toilet or nappy‑changing room to feed their infants. ROUTINE WEIGHT CHECKING Implementing the routine monitoring of 1st yr weight routinely to check that it is not significantly shifting upwards towards obesity has to be another priority. A substantial number of the 25 per cent

success in childrearing is misplaced. To curb inappropriate early weaning doesn’t escape the priority list either. Early weaning is a risk factor for obesity since it is likely to instil an unwarranted dependence on solids and over‑consumption. No infant should be fed solids prior to 17 weeks but stories abound of mothers having no qualms in offering their babies pureed chips and remnants of their previous night’s takeaways at 12 weeks! Such food – or indeed any food - will be injurious to the gut and kidney at this age. A final priority should be that health visitors are enabled to continue to undertake a role that the educational system abandoned twenty years ago and teach mothers to cook. It is an indictment on society that there are UK mothers who left school finding that even boiling an egg is a challenge and are quite incapable of producing the kind of meal which you and I would call ‘healthy’. It is a relief that cookery as a classroom subject is starting to re-emerge in primary and secondary schools but it will be a decade or longer before many very young children get the nutrition that a healthy lifestyle calls for.

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ACTIVITY Footnote: If nutritious food is important for an infant to learn this lifestyle, learning to physically exercise is equally so. Contrary to popular belief, research has shown that being overweight leads to inactivity and not the other way round. New guidelines have recently been published recommending movement from the earliest age. ‘Tummy time’ or scrabbling around the floor is emphasised for infants

A substantial number of the 25 per cent of pre‑schoolers who are overweight at age four didn’t suddenly put on that weight overnight: they will have begun to pile on the pounds as early as two weeks following delivery of pre-schoolers who are overweight at age four didn’t suddenly put on that weight overnight: they will have begun to pile on the pounds as early as two weeks following delivery. Currently, routine weighing is frequently not adhered to because the Department of Health’s own child health manual, The Healthy Child Programme, fails to recommend any routine that will identify the early stages of obesity as recommended by the Chief Medical Officer for England in 2003. Indeed, over the last generation, the UK has ignored the value of charting any growth monitoring throughout the early years of life and that is a fact that must have contributed to the current epidemic. The popular conception that to have a big, bonny, bouncing baby is the epitome of

who are not yet walking with 3hrs of daily activity for those who are. Floor-based and water-based play, such as ’parent and baby’ swim sessions encourages infants to use their muscles, develop motor skills and finish up with a trim tot. Play also provides valuable opportunities to build social skills and emotional bonds. L ABOUT THE AUTHOR Tam Fry, 73, honorary chairman of the Child Growth Foundation, has spoken for children with growth problems since 1977, has championed childhood obesity since 1994 and became a Forum Trustee in 2005. For further information of the work of the National Obesity Forum, visit www.nationalobesityforum.org.uk

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FOOD EDUCATION

HEALTHY COOKING IN THE CURRICULUM

It’s something that the charity’s chairman and professional chef, Rob Rees MBE, says they’ve supported for years: “As the current state of our children’s health dips into what has been described as an obesity epidemic – it’s been reported around one third of all pupils about to enter secondary school are classed as either overweight or obese - to make cooking lessons compulsory couldn’t come at a more crucial time. “We’re also in a growing nutritional recession, with the cost of food limiting choices for many families. Giving families the practical cooking skills which can help keep down their food bills could make a big difference.” As schools prepare to swap pens for pans for a few hours each week, what do you do if you don’t have a teaching kitchen or the space and funds to fit one? Rob says: “So many teachers are already delivering excellent lessons with very limited

time and resources, and

we’ve seen first hand with our Let’s Get Cooking Pupils real a programme that you t e g can pride from can teach people to f o cook anywhere. f o e s g n a b se a “It’s fuss-free and g o turnin edients int focuses on giving r g h children, adults and n t i o raw al that b s local communities the e e a m and tast skills and know-how to make nutritious and looks licious affordable meals from de

scratch by using simple recipes, low-cost ingredients, basic equipment, and - to the surprise of many - you don’t actually need a kitchen.” Let’s Get Cooking began life six years ago with a £20m grant from the BIG Lottery and has grown to become the country’s largest network of healthy cooking clubs, with more than 5,000 up and running in schools and community centres, that to date have helped over 2.6 million children and adults improve their cooking skills. Run by volunteer coordinators who are given training on running cooking sessions, healthy recipe packs which also contain

food discovery activity ideas, resources and an online support community, clubs offer groups of children and adults the chance to learn new recipes and techniques – with lots of laughs, fun and new friendships. The impact it’s having on schools, pupils, parents and the wider community is huge and showing no signs of slowing down. NINE OUT OF 10 USE NEW SKILLS AT HOME Results from an evaluation of the programme show that learning to cook in the after‑school clubs makes a big difference to what children and their families eat at home. Of all club members surveyed, 92 per cent said they use their new cooking skills at home and more than half of members reported that they now eat more healthily after their involvement with the programme. Furthermore, Rob says: “We know that three months after taking part in Let’s Get Cooking, nearly half of all club members are still eating more healthily than they were before they joined the club and once club activities have ended, 91 per cent of club members are continuing to use their new cooking skills at home.” “This tells us that the desire to cook and eat healthily stays with club members far beyond the lifespan of a club - a very encouraging result now that all school children will be given these skills too.” What a lot of people may not realise is that learning to cook can stir up a huge range of other benefits. Let’s Get Cooking has found that it gets children to give new greens a go, it can give them a confidence boost outside the kitchen, it can raise their self-esteem and encourage them to share their knowledge with others. An added bonus is, food and cooking has turned out to be a fantastic way to engage with parents, families and the wider community.

Written by the Children’s Food Trust

News that practical healthy cooking is to be included in the proposed curriculum for 2014 has been welcomed by those working in the health and education sectors with resounding cheers – with one of the loudest coming from the Children’s Food Trust

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EATING THE RIGHT STUFF Parents, school cooks, lunchtime supervisors – in fact nearly all adults - will know how hard it can be to get children to try new foods, especially if they use the dreaded H word - healthy! Teaching pupils how to cook shows them one ingredient at a time what a meal is made up from. It puts them in control of what they eat, takes the fear factor away and demystifies ‘scary-looking’ food. Teacher Laura Woods from Gilberstone Primary School in Birmingham found this out when she set up a Let’s Get Cooking three years ago. When they first started out, Laura says that pupils used to think cooking was a chore and healthy food was boring, but that’s all changed. “Before coming to the club, pupils would just presume they wouldn’t like the food if it was healthy, but learning to cook has made them realise they do actually enjoy lots of different fruit and veg,” said Laura. “Once they would have said ‘oh I don’t like that’ straight away without even trying it, but now E

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Let Me Play’s Summer Transition Camps smooth primary to secondary path

JJ Food Service offers up new ways to shop and pay through its website

Looking for an educational, yet fun summer school programme for your incoming Year 7 students? Let Me Play offers Summer Transition Camps to help ease the move from primary to secondary school for new students. The company has been running educational and sports based transition programmes for over seven years. The programme mirrors government aims to support young people in a successful enrolment into secondary schools and there is full funding available from the Department for Eduction. The Let Me Play Transition Camp is based on raising literacy and numeracy levels for all KS2 – KS3 students so that they are at the expected levels when they start school. Small, focused

JJ Food Service is a privately owned company with a history of almost a quarter of a century supplying all sectors of the food industry. The company has a product range of ambient, frozen, chilled, fresh, packaging and cleaning products. JJ Food Service has branches in Enfield (head office), Basingstoke, Birmingham, Bristol, Manchester, Doncaster, Sidcup and Leeds.These eight purposebuilt fully operational distribution centers are strategically placed to offer a full national coverage. High specification cold rooms hold chilled and frozen goods at each branch, with over 200 multi-temperature E5 vehicles for distribution. Other services include national direct delivery, contract distribution (logistics) and export services. Customers also have the option to ‘Click and

group work and 1:1 sessions with qualified teachers ensure these aims are met. The camp also focuses on making the transition from primary to secondary school as smooth as possible, and is tailored to suit each school’s individual requirements. Camp is educational and fun, combining academic activities with fun sports, drama, and arts based sessions. FURTHER INFORMATION Contact: Yohana Franklin yohana@letmeplay.co.uk Tel: 020 8735 5379

Skillfully designed healthcare kitchen areas The Holmes Group is a leading designer, manufacturer and installer of food service and kitchen production areas using, where necessary, equipment from leading food service equipment manufacturers. Holmes Group utilises in house design skills to the benefit of its clients by converting initial conceptual ideas into practical and exciting operational facilities. Throughout the process, highly skilled and knowledgeable designers provide advice and recommendations to its client’s team, working closely with them to achieve their objectives. With a highly skilled R&D team, Holmes Group has a number of products which are unique to the industry, including the patented Aplate™ energy saving food service display hotplates. Independently tested by a leading UK retailer, this has been proven to save 75 per cent of the electrical running cost compared to standard products. Alongside the Aplate™, Holmes Group have developed

other products including heated cupboards and chilled displays to reaffirm its commitment to developing innovative energy saving equipment. In healthcare environments, great emphasis is placed on the ability to keep all equipment hygienically maintained. Holmes Group works with a very wide range of clients including leading hospital and healthcare groups, major retailers, blue chip companies, universities, schools and casual dining restaurants. FURTHER INFORMATION Tel: 01759 375 500 holmes@hce.co.uk www.hce.co.uk www.holmesgroup.co.uk

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Collect’ or ‘Call and Collect’ from one of its branches. Click & Collect: This service allows you to shop using the JJ Food Service website. You will then choose to pay online or pay at a branch counter, but as you have selected the time and place of collection, you will have all your goods ready for you when you arrive. FURTHER INFORMATION Tel: 08433 09 09 91 www.jjfoodservice.com nationalaccounts@ jjfoodservice.com

Nim’s Fruit Crisps are a healthy and delicious alternative snack Nim’s Fruit Crisps are the latest, pioneering innovation in healthier snacking now available in schools. Fresh fruit is thinly sliced into generous pieces and air-dried using a unique process that gives them the crispy crunchiness whilst retaining the mouth-watering, tangy flavour. Nim’s are made only from fresh fruit with no additives or preservatives, sliced and air dried into delicious, crunchy crisps, enhancing their natural flavour and are suitable for those with allergies to wheat, nuts and dairy. All fruits (except Pineapple) used to produce Nim’s are air dried with their skin on, thus retaining more of the nutrients. Recently shortlisted for the FreeFrom

Food Awards in the Children’s Snack Category, Nim’s Apple & Pineapple varieties are stocked in schools, colleges and universities As such and as official partners with Change 4 Life Nim’s are dedicated to promoting healthy eating and a healthy life style for children and adults alike. Nim’s Fruit Crisps are dried not fried, free of additives and preservatives, less than 75 calories per pack, one of your five a day, fat and gluten free, high in fibre and vitamin, no added sugar and absolutely delicious. FURTHER INFORMATION Tel 0843 289 5519 nimisha@nimsfruitcrisps.com www.nimsfruitcrisps.com

FOOD EDUCATION  nine times out of 10, they love it. You can see how surprised they are when they find out what it really tastes like! Seeing how food is prepared from start to finish is the key – it’s increased their understanding of food.” A CONFIDENCE BOOST Pupils can get a real sense of pride from turning a bag of raw ingredients into a meal that both looks and tastes delicious. The way Let’s Get Cooking enables children to learn in small steps (from the importance of food hygiene all the way up to adapting own recipes) and encourages them to build confidence over time until they can singlehandedly cook a full meal. Carolyn Hannan, who runs the Let’s Get Cooking club at Beverley School in Middlesbrough, found the experience to be particularly powerful for pupils with autism. She explains: “Because our pupils face a lot of difficulties with social interaction and being introduced to unfamiliar people in social settings, we try to offer them as many different opportunities as possible to help prepare them for when they leave school. “Pupils can follow recipes and help each other practise safe chopping, peeling and grating – it’s a big achievement for pupils who struggle to communicate. But it’s the change in their confidence and independence that’s really bowled us over, especially when it comes to cooking for and hosting community events. “Big events full of unfamiliar people would have once caused a lot of stress and anxiety for pupils, but they’ve grown to absolutely love them. Pupils chat and mingle with guests they’ve never met and have a lot of fun doing so. They’re also much happier when they work with children and adults they don’t know and it’s made members of the community think a bit differently too – feedback has been phenomenal and the school now seems like a really welcoming place for visitors.” A big part of Let’s Get Cooking is getting pupils to pass on their new skills to others – whether it’s family, friends, peers or members

of the wider community. Teenage boys at Sandbach School, in Cheshire, have embraced this so much that Food Technology teacher, Jamie Huddleston, has found that his lessons run more smoothly since setting up their club. Jamie said: “Learning to cook has inspired pupils to learn more independently. The older boys help the younger pupils practice safe cooking, they pass on skills in pairs and act as middle management to help oversee cooking. They’ve become like a sub-team of chefs who support newcomers and help me teach.” Jamie’s found that this doesn’t just happen in club sessions, it’s branched out into the classroom in a really big way. He added: “All the boys who come to the club approach food technology lessons with much more confidence and are better equipped to follow instructions. In essence, club members are getting double the teaching time, but it’s different skills they are learning and passing on.”

Catering

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often miss out, so this has been the perfect opportunity to fill the gap,” says Andrea. “At first, the dads were really cautious and would wait for step-by-step instructions. They’re learning something completely new together with their children – it’s been so lovely to see them supporting each other, bonding and working as a team.” Andrea found that it’s had an extra special impact on one parent in particular. She added: “One of our dads, Dan, has been a real star. He’s pretty much helped us run the club. He’s full of ideas on how he and other dads can get more involved in school. He wants to revive our old vegetable plot so the children can grow their own produce to use in the club and has is talking to other parents to try and get a group together. Dads are now more involved in school life than ever before.”

ng Knowi me that sotruggle ss s, school e with dad g ag to eng Get Cookin l Let’s hed specia launc g sessions cookinfor them just

GETTING PARENTS INTO SCHOOL As not all parents have the practical skills and knowledge to be able to cook healthy meals on a budget at home, Let’s Get Cooking encourages clubs to get families, parents, carers and members of the community to join pupils so they can learn how to cook together. Knowing that some schools struggle to engage with dads, Let’s Get Cooking launched special cooking sessions just for them. Club coordinator Andrea Wheeldon, from St Willibrord’s RC Primary School in Manchester, was one of the first to give it a go. “Parents are the biggest influence in pupil’s lives so we try to involve them in school life as much as possible. Our mums are already very active but it’s the dads we’ve struggled to engage with in the past. They

A SINK AND A SOCKET Perhaps the real beauty of the programme is that to set up practical cooking sessions all Let’s Get Cooking requires is a sink and a socket. There’s no need for fancy hi-tech equipment or even teaching kitchens. Many clubs that have been running for several years now cook in classrooms after school. The continued success of Let’s Get Cooking offers just a taste of the incredible outcomes learning to cook can conjure up for both children and adults. The return of practical cooking to the curriculum is long overdue. If you’re worried about how your school will deliver it, get in touch for advice. L FURTHER INFORMATION If you would like advice introducing cooking in your school, contact Let’s Get Cooking on 0114 299 6901 or visit www.letsgetcooking.org.uk/curriculum

Food Industry Technical helps achieve CSR goals With over 10 years of experience, Food Industry Technical leads in the area of kitchen energy management control, combining airflow measurement, data logging through remote access, energy monitoring and energy control. By using intelligent controls and sensors to detect when cooking activity is taking place, the energy used is programmed to reflect the amount of activity. Using these innovative systems Food Industry Technical is able to offer a number of solutions to customers which enable them to improve efficiency of the kitchen, monitor and meter energy usage, reduce equipment failure and help them meet their environmental targets and improve profitability. Upon implementation fans will run at 30-50 per cent for the majority of the time. The unique and patented Cheetah™ system has been installed in over 1800 areas throughout the UK and Europe. Food Industry Technical works in all areas of commercial catering, and clients include Whitbread, Mitchells & Butlers, JD Wetherspoon, Hilton Hotels, Tesco and many more.

With energy prices constantly changing, the environmental lobby becoming more vocal and sustainability becoming more important, Food Industry Technical’s expertise, advice and products are, more than ever, an ideal way of helping customers achieve both their CSR goals and at the same time reduce their operating costs. FURTHER INFORMATION Tel: 01189 739310 Fax: 01189 739311 emma.brooks@foodindustrytechnical.com www.foodindustrytechnical.com

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Created specifically for the education sector and uniquely prepared without pre-frying, our new range combines the highest quality, sustainably sourced fish, with our crispiest ever coating, to deliver a range of products that kids will love!

3 Healthy Oven Baked Products â&#x20AC;&#x201C; Not Pre-fried 3 Guaranteed Crispiness 3 MSC Certified Range 3 Natural source of Omega-3* 3 Available in all major Wholesalers For further information and samples please contact Gerry Brown on 07917 261403 or email gerry.brown@youngsseafood.co.uk

*per 100g sold.

0800 132096 www.youngsforchefs.co.uk

NEW TO EDUCATION SECTOR

CATERING

AN ESSENTIAL ITEM ON EVERY SCHOOL MENU

As an extremely important part of a child’s balanced diet, fish is rich in vitamins, high in protein, low in fat and a natural source of Omega-3. As such it should be a regular item on every menu

With a unique heritage in fish and a history stretching back over 200 years, Young’s Seafood are specialists in the supply of fish products and more specifically have a dedicated range targeted at the Education sector. As such, caterers can be guaranteed that each product will adhere to the strict nutritional guidelines required, whilst having the reassurance of the quality that you would expect from a recognised brand. As an extremely important part of a child’s balanced diet, fish is rich in vitamins, high in protein, low in fat and a natural source of Omega3. As such it should be a regular and essential item on every school menu.

KID’S JUST LOVE... YOUNG’S NEW SEAFOOD RANGE Launched last year, the new range of non-fried, sustainably sourced breaded products tick all the boxes when it comes to educational guidelines and have been created specifically for schools. Available under the Ross brand, the new range utilises the unique ‘Lovet’ process (developed by Dutch producer Fishmasters) to bring together the highest quality sustainably sourced fish, with a coating of the crispiest ever, golden breadcrumbs. The process, which gives a greater flavour and has a lower fat content than products prepared in the traditional way, means that the ‘Kids Just Love It’ range will

In addition to being a supporter of The Marine Stewardship Council (MSC) certification programme which aims to recognise and reward sustainable fishing, Young’s has developed its own award winning ‘Fish for Life’ programme

be adored by children and nutritionists alike. With twelve products in the range including White Fish Fillet Fish Fingers, Breaded White Fish Mince Fish Cakes, Breaded White Fish Mince Portions and Breaded Salmon Mince Fish Fingers, all of which are MSC Certified and a natural source of Omega-3, Young’s have a Kid’s Just Love It product for every need.

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THE ULTIMATE FISH FINGER Described as the next generation of fish finger, Young’s Ultimate Fish Finger is the only one available that can boast to being Wheat, Gluten and Dairy Free, whilst also being a natural source of Omega-3. In addition, the ‘Ultimate’ Foodservice Fish Finger contains sustainably sourced, MSC certified fish, wrapped in a crispy non-fried coating, to give a satisfying crunch with each bite. Such a combination of benefits cannot be found in any other fish finger currently available to caterers. Developed exclusively for the education sector, the ‘Ultimate’ Foodservice Fish Finger meets the very latest nutritional guidelines. As Simon Clarke, Foodservice Group Director at Young’s Seafood Limited explains, the unique offering is an important launch for school cooks having to cater for a range of allergies: “In creating the ‘Ultimate Foodservice Fish Finger, Young’s has developed a unique product that ticks all the right boxes when it comes to educational guidelines. By ensuring, for the first time, that the product is wheat, gluten and dairy free we have produced a fish finger that will give caterers complete peace of mind, no matter what allergies exist amongst the children. This is why we are proud to call it the ‘Ultimate’ Fish Finger in foodservice.” In addition to the Ultimate Fish Finger, Young’s has also introduced the Ultimate Fishcake which has all the same free from benefits, albeit in a circular shape. SUSTAINABLE FROM CATCH TO PLATE In addition to being a supporter of The Marine Stewardship Council (MSC) certification program which aims to recognise and reward sustainable fishing, Young’s has developed its own award winning ‘Fish for Life’ programme which is endorsed and recognised by a number of external agencies and confirms their position as the most responsible seafood sustainability business in Europe. Based on the five pillars of sourcing; environmental footprint; healthy diet; community and transparency, The Fish for Life programme is Young’s total commitment to risk assessment on global fisheries and embraces the ten principles of responsible fish procurement that includes traceability, ethics, the environment and communication. For this reason, you can be certain that purchasing decisions are made with a clear understanding of the capacity of the environment to support the fishing or fish farming effort involved. L FURTHER INFORMATION www.youngsforchefs.co.uk

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Sport & Fitness

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Boxercise helps provide Bodystat helps children maintain a healthy lifestyle Grove School pupils with a self confidence boost Understanding correct body composition is key for developing fitness and health in individuals. As well as proving to be far more accurate than BMI in children and adolescents, body composition is essential if one wants to know precisely the percentage of fat, muscle and water in the body. With the knowledge of what is happening inside their body, it is far easier to motivate them to maintain a healthier lifestyle. Data to measure body composition is available on children from the age of six upwards. Results can be downloaded via Bluetooth directly into Windows software or a portable printer for instant analysis. The portable printer allows results to be printed quickly and is something tangible for your students to keep and show. The test works by laying the subject down and applying two electrodes to the hand

and the foot. A small electrical frequency is passed through the body which measures the resistance and reactance to the flow of the current. Based on feedback from its large customer base, not only is Bodystat quick to use, but also noninvasive with good reproducible qualities that don’t require any degree of skill or training. Established in 1990, Bodystat is a British company and are the developers of one of the World’s leading bio-impedance systems. A proud partner of UK Active. FURTHER INFORMATION Tel: 01624-629571 info@bodystat.com www.bodystat.com

Boxercise has been working with schools over the last five years training teachers so that they can provide sustainable, inclusive and most importantly fun exercise sessions within PE lessons. Grove School in Market Drayton, Shropshire has run a Boxercise course at the school for the last three years. James Granger had this to say about the experience: “Our initial aim was to train a small group of PE teachers to run lunch time clubs for SEN students focusing on those with behavioural issues, especially anger management. We found the students benefited significantly from the discipline, respect and physical outlet that Boxercise provides. The greatest impact was the boost in self confidence that the students attained; none of them were part of a school sports team but the Boxercise sessions enabled them to feel part of a team and experience all the

social benefits that this brings. “To build on the success of the initial programme we have since trained TA’s & cover supervisors so that the sessions can occur more frequently and this year we also trained some of our yr13 A-level/OCR National PE students. The students now volunteer during some of their lunch times to lead or assist the Boxercise clubs providing the students taking part with positive role models.” FURTHER INFORMATION Tel: 0844 770 6333 admin@boxercise.co.uk www.boxercise.co.uk

Gymphlex Sportswear provides kits of distinction

MJM Sports supplies leading schoolwear brands

Esteemed private school St Lawrence College is one of the latest customers turning to GFORCE by Gymphlex, after recognising this cutting-edge sportswear brand as the premier collection to enable them to create their perfect kit. Shop development manager, Jo Hills comments: “I first became aware of GFORCE when I visited the Schoolwear Show. It was the only brand I saw that had moved with the times, reflecting the changing needs of the school sportswear market. The designs were contemporary, utilising technical fabrics and offering improved performance. Gymphlex were very helpful, assisting me to identify the perfect garments to meet the requirements of the school.” Gymphlex believes that creating an individual identity can serve as a crucial team motivational tool. When conducted as a group consultation exercise, the inclusive process of designing and creating a contemporary kit instils a greater sense of team pride and

MJM sports have been appointed an official reseller for Russell and Spalding products. Jerzees Schoolgear continues to be a top choice for Schoolwear in the UK providing a wide range of Schoolwear from which to create formal or casual, primary or secondary uniform options. Indeed a number of its garments have come to be seen as iconic within the market, including its 539 Classic Polo and 762 Classic Sweat. Jerzees Schoolgear prides itself on being the brand that ticks all the boxes: quality, choice, ethics, pledge, stock availability and perhaps most importantly, lifetime value. Choose from its range of t-shirts, polos, sweats, fleece, jackets, knitwear and blazers. Spalding has a long heritage as a sports brand, with a history dating back to 1876. In 2012 Spalding launched a range of sportswear for the imprint market

helps build a stronger team ethos. With order minimums of just 10, GFORCE is the perfect fit for clubs and teams of all sizes. Call today to find out more, discuss your specific requirements and arrange a personal visit. FURTHER INFORMATION Tel: 0116 255 6326 www.gforcesportswear.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

that offers the quality you would expect from premium retail brands but without the same price tag. The range includes base layers, a recognised part of any sports kit, and their “One Team” tops and shorts, ideal for school sports teams – and both available for juniors and seniors. To book an appointment to talk with an adviser call 01237 422100 or to place an order www.discountsportonline.co.uk FURTHER INFORMATION Tel: 01237 422100 www.discountsportonline.co.uk

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SCHOOL ACTIVITY

A LESSON IN BEING ACTIVE

For many of us earliest enjoyment of sport and exercise happened as part of our school days, whether it be PE lessons, sports days or after school activities. A positive experience at that time often shapes our participation as adults – motivating us to keep up an active lifestyle, join sports clubs, and participate in events. It is a vital part of any curriculum because physical activity should be a habit for life; so great are the health benefits to people of any age. Worryingly however, in some cases the current generations of primary and secondary school aged children risk missing out on this chance to embed activity into their lives as they grow into adulthood. Complex factors, whether social, political, economic or otherwise, have led to a situation where children are growing up with very poor levels of physical literacy. The rising levels of childhood obesity – a problem virtually unheard of a few decades ago – illustrates this problem. Low levels of activity, sedentary behaviour outside of school hours and poor nutrition mean that a third of young people are leaving primary school overweight or obese. ACTIVE LIFESTYLES – EARLY At ukactive, one of our strategic objectives is to support schools to establish active lifestyles as early as possible. Introducing the benefits of physical activity at an early age is one of the key ways of embedding a long term healthy lifestyle. If things continue as they are now, obesity related illnesses are projected to cost the NHS £50 billion by 2050. Schools hold a unique position within communities but there is a role too for parents as well as policy makers and educators; we need to incentivise families to be active and support them in making lifestyle changes together. In summer 2012 ukactive partnered with Asda Active to deliver a series of 20 community events for families to help them try out new activities. Through these events we learnt that whilst most parents believed their kids were getting enough exercise, 71 per cent of kids said that they want to do more sport and activity, whilst 50 per cent believed their parents needed to be more active. Meanwhile, a report from the Women’s Sport and Fitness Foundation found that girls in particular were being turned off by

school-age activity – just 12 per cent of girls aged 14 meet the official guidelines for physical activity – roughly half the number of boys at the same age. However 74 per cent said that they wanted to be more active. Dean Horridge, ceo and founder of ukactive Vanguard members Fit for Sport: “Children who have a positive experience of activity and sport in school are much more likely to lead an active and healthy life into adulthood. To provide children with these positive experiences it is vital to deliver high quality, engaging and educational PE lessons, playtime and extended school provisions that inspire all children to try their best. “Parents/guardians also play a key role in children’s health and must act as role models

for schools sport, as part of an agreement brokered by Lord Coe and the prime minister. We were particularly supportive of the need for an increased focus on basic physical literacy, which views sport in its widest sense. I personally agree wholeheartedly with Seb Coe’s previous comments on this matter that the debate between competitive and non-competitive sport is a ‘red herring’; it is crucial that any policy incorporates a consideration of the health benefits of physical activity and supports children of all levels of sporting ability to access a type of activity that they will enjoy and engage with. Recognising that there are lots of activities outside the traditional spectrum of competitive sports, we hope that schools will be open to

Written by David Stalker, ceo, ukactive

David Stalker, ceo of ukactive reports on the importance of physical activity to aid students health and wellbeing and how schools can find support in the sport and fitness sector to deliver on this

Sport & Fitness

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Low levels of activity, sedentary behaviour outside of school hours and poor nutrition mean that a third of young people are leaving primary school overweight or obese for their families in leading an active and healthy life. Simple lifestyle changes as a family such as, walking to school rather than taking the car can make a real difference in children’s lives and seeing mum/dad/older brother/sister eat healthily and get active have a huge impact on children’s futures lives.” CAMPAIGNS ukactive has developed a number of campaigns over the past few years to support families and schools in getting children more active, more often. For example, in 2012, ukactive supported Asda to launch Asda Active with the view to help the mission of ‘Getting Britain Moving’ and ensuring a meaningful Olympic Legacy. Building on the success of last summer’s campaign, this year’s Asda Active campaign will support this mission by creating opportunities for over 150,000 young people to complete a Sports Leaders qualification that will help improve their health and wellbeing, support their personal development and enhance their educational and job prospects. ukactive welcomed the announcement from the Government back in March that confirmed a £100m-£150m ring-fenced budget

wider partnerships with activity providers who are ready to help deliver on these objectives. The benefits of participation in sport and physical activity go beyond the health impact to also effect students social lives, psychological well-being and academic performance Dean Horridge, Fit for Sport says: “Sports and fitness play a huge role in not only keeping children healthy and helping with body development (i.e. bone growth) but in building a range of skills which can help people in all aspects of their lives. Being active through sport and fitness activities plays a huge role in developing confidence, team working skills, respect for others and communication skills – all of which are vital in any sort of social environment and therefore help with socialising.” David Batch, ceo of ukactive Vanguard members Premier Sport, adds that there are viable options outside of using PE lessons alone that can support schools in meeting the requirements for physical activity. He says: “I am sympathetic to the challenges faced by school teachers and PE, particularly at primary school level. They are provided with inadequate training, are pressured to deliver excellent academic results and then E

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Sport & Fitness

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Circus skills workshops and shows for schools Circus is an increasingly popular topic in primary and secondary schools across the country. It has broad benefits ranging from confidence to co-ordination and is enjoyed by all children, not just academic or sporty pupils. The best way to bring this subject to life is an assembly and workshop package from professional entertainer Sam Veale. Workshop sessions feature juggling, balancing, plate spinning, tight rope walking and much more, all taught with easy to follow instructions and safety in mind. Southfield Park Primary School, who used the workshop in 2013, commented: “The children have not stopped talking about it and have completed some marvellous work recounting the skills they learnt. Thanks again for such an enjoyable day.” St Paul’s School in London, who also used the workshops in 2013, said: “Thanks very much for coming. We had an absolutely fantastic day. The

workshops with the children were great and they learnt a lot. The assembly was amazing. What a reaction from the kids.” If you are celebrating a special event at the school, Sam is also available to entertain children and adults alike with a spectacular show. Sam Veale has been teaching circus skills to children for over 10 years. He is fully insured and CRB checked.

Sports Facilities Group is a group of companies brought together by a governing body for sport and backed by England Netball, England Basketball and the Badminton Association of England. The company is a genuine one-stop group to solve all of your sports facilities needs, from electronic scoreboards and sports flooring to gym equipment and sports hall construction and more. The company offers a full range of products and services to suit your requirements and your budget. Its range has been developed with performance in mind and in cooperation with the sports governing bodies

to ensure that it conforms with their specific demands. Whether you want a new tennis court, upgrade your sports flooring, electronic scoreboards, sports hall installations to sports clocks, gym equipment or outdoor surfaces, Sports Facilities Group offers you the solution. The company offers a free site visit to help you to choose the right product and will also help with your planning needs. FURTHER INFORMATION Tel: 01664 500456 www.sportsfacilities group.co.uk alan@sportsfacilities group.co.uk

FURTHER INFORMATION Tel: 07712 658 050 sam@circusonpurpose.com www.circusonpurpose.com

Workshops that nurture creative young people Street Style Surgery supports and inspires young people by providing an exciting spectrum of workshops. Covering everything from urban arts and cultural studies to performing arts and business enterprise, these workshops are relevant, inspiring and offer young people a fresh perspective on their future prospects. Street Style Surgery’s principles of practise are based not only on creative learning but also on building self-confidence. The workshops enable children from all walks of life to increase their self-esteem whilst acquiring valuable new skills. These skills enable them to become more ambitious and accomplished people, and to discover exciting new pathways for entering the world of work and careers. The workshops are suitable for children of all ages and from all educational settings including primary, secondary and special education schools, PRU’s, young offenders institutes, youth groups and community arts projects;

A one-stop-shop for all your sports facility and gym equipment needs

we even cater for children’s parties and all types of events. SSS is a one-stop-shop for teachers and education professionals in the UK when it comes to sourcing valuable creative workshops. As well as being culturally relevant and fun theses workshops also cover key aspects of the curriculum including citizenship, PSHE and global entrepreneurship and more delicate topics such as bullying, drug abuse and sexual health matters. Many of our workshops even offer the opportunity to work towards an Arts Award in bronze, silver, gold, explore and discover. Street Style Surgery is extremely proud of its team of creative professionals and the many young people who have already benefited from its workshops. Visit the Street Style Surgery’s website for the full range of creative disciplines covered. FURTHER INFORMATION Tel: 07793633003 www.streetstylesurgery.co.uk sissy@streetstylesurgery.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

Fit-for-purpose playing surfaces for a diverse range of sports activities Total Turf Solutions (TTS) is a Framework Provider for Sport England’s ‘Consultancy services for Natural Grass Pitches.’ Recognised and approved by governing bodies for sport, including the Football Association (FA), Rugby Football Union (RFU) and the England and Wales Cricket Board (ECB), TTS has worked with leading independent schools, grass roots and international sports grounds to create fitfor-purpose playing surfaces for a diverse range of sports. Services offered include consultancy, ground surveys, feasibility studies, sports surface design, project specification, the selection of contractors by tender, project management and grounds management training. For both natural and synthetic surfaces, TTS’s expertise covers

the construction of brand new, and the improvement of existing, sports pitch facilities. Its services are available on an ad-hoc basis; for example stand-alone feasibility studies or system design, or as a ‘turnkey’ solution, where the team will oversee an entire project from conception to completion. FURTHER INFORMATION Tel: +44 (0) 1604 862925 info@totalturfsolutions.co.uk www.totalturfsolutions.co.uk

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SCHOOL ACTIVITY  are berated when they are not providing excellent specialist teaching in an area most aren’t comfortable delivering in the first place. “Instead of blaming, Premier Sport has always committed itself to supporting and enriching practice in partnership with the thousands of schools we work within each week. Recently we even funded an independent Ofsted study, providing really encouraging results about the levels of our provision which help us to shape our intensive staff training programmes and satisfy Head Teacher’s they are making good decisions by using our team of professionals. “We truly believe evidence points to quality outside provision representing a core component of future PE improvement strategy and as a founder member of COMPASS (Community of Providers of Physical Activity and Sports), we are committed to ensuring that providers reach those standards.” In a survey of schools they have worked with, 71 per cent of Premier Sport lunchtime clubs had a hugely positive impact on improving behaviour at lunchtime, whilst 81 per cent said their before school clubs helped to improve school attendance. Another challenge is that students in the 16/17 year old bracket are often at risk of falling of activity, yet participation in sport activities at university can be both a source of social activity and support the transition to university level study. Our annual Flame awards have categories to recognise the achievements of facilities run by schools, colleges and universities. THE RIGHT FACILITIES Access to the right facilities and equipment can without a doubt help to encourage students to be more active and a number of our supplier members have come up with innovative solutions to this problem. At Avon Valley College, the company have pioneered a model with partners to allow schools to set up commercial-standard gym facilities on campus for free, helping

Sport & Fitness

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Students at Park House School in West Berkshire get to grips with the Technogym and VISIOWEB equipment

Another challenge is that students in the 16/17 year-old bracket are often at risk of falling of activity, yet participation in sport activities at university can be both a source of social activity and support the transition to university level study them to promote an interest in fitness, and promote active learning amongst students. The college now boasts a £400,000 state of the art gym and dance facility which is open to its eight feeder primary schools and to the wider community too. Best of all, the gym has not cost the school a single penny and it is a model which is attracting a lot of attention from other schools. Another of their projects, Park House School in West Berkshire is a proponent of cross-curricular learning and uses VISIOWEB, the interactive touch-screen interface on cardio equipment in their gym facility, to promote students’ use of and enthusiasm for French as a foreign language. Integrating the gym as part of a healthy lifestyle hub on campus has also allowed them to raise student interest in health and wellness. Headteacher Derek Peaple says: “We first started talking to Technogym about ‘active learning in the gym’ in 2005 and we were one of the first schools to implement cross curricular learning in this way. We have already

seen a huge change in attitude in our students and a rise in enthusiasm for the sometimes more routine aspects of study. Students are able to learn about healthy eating, work in the ICT suite, exercise in the gym all in the same area as well as take class-based work and continue their studies on the touchscreen incorporated within the gym equipment.” L ABOUT UK ACTIVE ukactive is a not-for-profit body which provides services and facilitates partnerships for a broad range of organisations, all of which support the vision of more people, more active, more often to improve the health of the nation. We exist to serve anyone with a benefit to be gained or a role to play in achieving that goal. ukactive partnerships reflect a wide range of operators, service providers, suppliers and stakeholders from across the sector. For further information visit www.ukactive.com

Sports surface design and construction for schools, colleges and universities Sports surface specialist total-play Ltd is perhaps best known as an ECB (England & Wales Cricket Board) Code of Practice installer for non-turf pitches, and for its range of synthetic match and practice carpet systems; including the ECB approved tp365 design. However, the company’s expertise also extends to natural turf and to sports beyond cricket – encompassing winter games, athletics, MUGA (Multi Use Games Area) and tennis facilities. From the design, groundwork and installation of new and the refurbishment

of existing facilities through to annual pitch regeneration and maintenance services, total-play can provide schools, universities, community facilities and sports clubs of all levels with a solution to meet their needs; even advising on the various funding streams available to help finance projects. Meanwhile, the company’s unique blend of expertise and extensive inhouse capabilities also make it the cricket surface specialist of choice for many of the UK’s leading sports turf contractors.

FURTHER INFORMATION Tel: +44 (0) 1604 864575 info@total-play.co.uk www.total-play.co.uk

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

Hands up for 1:1 devices!

RM recommends Windows 8.

Now all students and teachers can personalise ICT thanks to Shape the Future.

Shape the Future is a simple and cost effective way to get your students and teachers using 1:1 devices at home and in the classroom. This affordable PC and software package is supported by Microsoftâ&#x20AC;&#x2122;s global digital inclusion programme, in collaboration with RM Education and Intel.

Try the new RM NB14 laptop with Windows 8 reliable, robust and perfect for everyday use

Hardware Creativity

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Communication

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Collaboration

COMPUTING

1:1 LEARNING: THE OPTIONS AND PRACTICALITIES

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RM Education and Microsoft has partnered on the Shape the Future scheme to subsidise a range of computer and software bundles aimed at 1:1 student or teacher use for schools in the UK Firstly you should consider what sort of devices and applications pupils and teachers will want to use. There are lots of options – laptops, netbooks or tablets. Secondly, ask youself how you see it supporting learning? Then find out if you can use what you have now or if you will need to buy new devices. Follow this by considering if you want pupils to use their own devices which they are familiar with already. And finally, ask yourself how will you fund the devices. FUNDING OPTIONS Choosing the right funding option for your school is important. Broadly there are four models. Pupils can bring in their own devices from home or parents can buy or lease a device from the school. Alternatively, devices could be joint funded by the parent/ school, meaning they are maintained by the school and funded in part by parents/ PTA. Lastly schools could provide 1:1 access from their own budgets or have a loan pool where technology can be booked out.

There are many advantages to placing mobile ICT in the classrooms and removing the need to have a dedicated PC suite that takes up space and is only available to a set number of students at any one time. But why not extend ICT provision beyond the school gates and into the home. True one-to-one learning is on the rise with some schools enabling students to have access to technology wherever they are. The benefits of a 1:1 scheme include higher student achievement as students can work at their own pace, reducing the attainment gap between learner. It can increase student engagement due to peer assisted learning and collaboration. A 1:1 scheme can transform teaching and learning – through the ability to deliver personalised lessons, and it can increase school efficiency – with technology enabling earlier intervention where necessary and easier 1:1 tutoring. SO WHERE DO YOU START? You may already have everything you require to move your ICT to a 1:1 approach. At a most basic level you will need connectivity, filtering, a reliable wireless network, antivirus and a defined acceptable user policy. To make 1:1 devices operate efficiently it

is critical to ensure that your infrastructure can support your vision for how the devices will be used. It will need to adapt to meet the growing demands for multimedia curriculum resources as well as an increasing number of devices. For example, you will need to have a super-fast broadband connection and your wireless network will need to be able to provide instant and consistent bandwidth to many roaming users and a wide range of devices so that teachers and pupils can access curriculum content and data quickly and securely. INFRASTRUCTURE At this point it is worth considering putting an integrated infrastructure solution in place that will enable you to fully manage and control a range of devices and operating systems; provide fair airtime through your wireless network across the school; and deliver instant access to online services and applications. An integrated infrastructure should also give pupils the ability to utilise school facilities such as printers, and enable data to be stored either locally or in the Cloud. Choosing the right devices comes from understanding what you want within your school but there are some key considerations.

FREEDOM WITHOUT LOSING CONTROL Providing students and staff with the flexibility to use their own personal devices for learning at school and home can bring a number of benefits. Pupils will already be engaged and familiar with the technology, which can ensure a faster path to adoption and it is certainly one way to achieve cost savings as part of a 1:1 computing scheme. Despite the many benefits, managing a mixture of devices can bring its own challenges, especially when there is an expectation that the technology that pupils use at home will work just as well in school. One of the biggest problems with 1:1 computing is that it can be expensive. Microsoft and RM Education has partnered on the Shape the Future scheme to subsidise a range of computer and software bundles aimed at 1:1 student or teacher use. Each Shape the Future device comes with Windows 8 Pro; Microsoft Office 2010; free anti-virus; a host of education software; and RM ReturnCare warranty. To qualify you must be a UK school; it must be for 1:1 student or teacher use; and it must be at least 50 per cent school funded. Premium funds can be used and there are no limits – buy 1, 10 or 1,000. FURTHER INFORMATION www.rm.com

Volume 18.3 | EDUCATION BUSINESS MAGAZINE

EDUCATIONAL TRIPS MADE EASY Award winning coach hire for schools, colleges, youth clubs, scouts, cubs, brownies or guides

At Connections we believe that an educational visit can be the ultimate learning experience. Here at Connections we have an impressive track record of involvement in a wide range of learning outside the classroom activities for both primary and secondary school groups. These include transporting students for participation in drama productions, concerts and other special events. Transporting students to clubs, musical groups and sporting activities held during break-times and before or after the end of the school day. Educational and fun visits organised within the school day and residential visits that take place during the school week, a weekend or holiday. Connections will work with you to ensure your trip is well planned and that it meets your

From

study requirements and budget. In addition we will always endeavour to go a little bit further to make your trip extra special! So whatever the age and size of your group and wherever you want to go in the UK or Europe, get in touch and let Connections take the hard work out of planning your next school trip.

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So call one of our friendly Reservations Team today on: 0845 257 9943 I wish you all the best in planning your educational trip and look forward to helping you make it special for all involved. With best wishes Anna Mitchard Sales Manager

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OUTDOOR LEARNING

Kim Parry, commercial director at The Outward Bound Trust and a trustee of the Council for Learning Outside the Classroom discusses the developing and increasingly important contribution outdoor learning can bring to education Walsall Academy students on their Outward Bound expedition

Since its beginnings in 1941, over a million young people have benefited from the opportunity to develop life skills and realise their true potential through The Outward Bound Trust’s programmes. And the lessons learned remain as valuable and relevant today as they were all those years ago. In the past, many teachers viewed outdoor learning as simply a week’s romp in the countryside where students could benefit from fresh air and time outside the classroom. But schools are realising the far-reaching benefits that outdoor experiential learning programmes can have. Indeed they can be a means of unlocking the true potential of young people, as well as helping them to prepare for the considerable challenges they face as they move on from school and into work or higher education. As a leader in this field, The Trust understands the advantages of working in close partnership with its school clients, many of whom have been committed to outdoor learning for many years. The Trust’s well established Schools Advisory Boards are an essential part of the development of good practice, working with long term clients to help

Written by Kim Parry, commercial director, The Outward Bound Trusts

VALUABLE LESSONS TO BE LEARNED IN THE GREAT OUTDOORS

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The Trust remain closely connected CATERING FOR DIFFERENT to the challenges faced by LEARNING STYLES schools and students. These The Outward Bound Trust orking ave W h working partnerships have integrates the principles s p i sh helped push outdoor of experiential learning partner ush outdoor p learning higher up – young people learning d p e u p hel higher ist many schools’ list of through first-hand g n i n r l ’ lea s l o priorities, making the experience – into o h c many s ties, making outcomes and benefits all of their courses. i r o i d r ever more tangible. For Delivered in inspiring n p a f o comes ore t many schools, outdoor and challenging u o e h t learning is now an integral wilderness environments, s ever m benefit ngible and essential part of the the programmes work ta calendar, with programmes as powerful catalysts for tailored to reflect the ethos and changing behaviours. Kolb’s objectives of each school. Importantly, learning cycle is used to develop The Trust is also committed to investing in and structure each programme with the the evaluation of the impact of outdoor four elements – Experiencing, Reviewing, learning, and its findings are summarised Concluding and Planning – reflecting in a bi-annual ‘Social Impact Report’. how students consolidate knowledge and This research has shown that impact learning. The principle is that the greater often exceeds expectations, and that a wide the challenge given to an individual, the variety of outcomes can be achieved from greater the reflection and theorising they well planned outdoor learning interventions, will undertake, and the greater the intensity including improving student behaviour, of the learning experience. This process developing more positive attitudes, building allows students to learn new skills, attitudes confidence and lifting academic performance. or even entirely new ways of thinking. E

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Husson 4 Schools Everything you need for outdoor play Husson play equipment will help your children: Play to discover, play for fun, play for their health, play to imagine, play to share and above all help them play to grow up. All this in complete safety using robust, long lasting play equipment that has been thoughtfully designed and is certificated to EN1176.

Sand pits

Husson sand pit kerbs are ideal for creating attractive and safe sand play areas. Comprised of straight or curved section the modules can be assembled to create numerous configurations to suit any given space.

goals

Husson is known for its superb, high quality ball courts and has led the way in championing the multi-use games arena. Husson has now tailored its product for a younger age group with this cute range of mini goals. Our goal components are tested and certificated so you can rest assured that children can play in completeÂ safety.

Play houses

Our play houses can be incorporated into Husson sand pits or used as standalone play units. With a large range of HDPE panels our play houses can be supplied in many exciting and imaginative themes.

covered playgrounds

Let them play outside, whatever the weather! Husson roofing is comprised of a metal framework with aÂ stretched textile membrane over it. This system combines Every possible advantage its translucent, has excellent acoustics and is self cleaning. With a high ceiling and large span. This product is ideal for covering most type of play equipment and can be used as an integral part of the Husson MUGA system.

dune disabled access feature

The new Husson Dune concept invites children of all abilities to play together. The clever, rock/ramp type design enables children with a disability to progress alone or with assistance. It also allows children or adults with a more serious disability the opportunity to access the upper levels of a play unit and experience the joys of sliding down a slide or viewing their surroundings from a higher viewpoint. Designed in collaboration with a team of specialists the Dune concept encourages a disabled child to take an extra step forward and in so doing will hopefully instil greater confidence.

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OUTDOOR LEARNING  CLOSING THE GAP BETWEEN THE BEST AND POOREST ACADEMIC PERFORMERS One of the most impressive – and perhaps unexpected – aspects of outdoor experiential learning is its potential to influence academic performance. For instance, Flixton Girls’ School in Manchester has been working with The Trust to develop a structured, comprehensive programme to address falling academic standards. In 2007, only 39 per cent of the school’s Year 11 students achieved 5+ GCSEs (including a C or higher in English and Maths), well below the national average (48.8 per cent). The school’s Curriculum Review highlighted that the girls who were under-achieving, shared a lack of self-belief and confidence. The school’s catchment is diverse and includes economically disadvantaged students, some of whom have endured traumatic experiences in childhood. Although the school could not alter the background of its students, it was committed to tackling emotional and behavioural issues in a creative, imaginative way and that’s where outdoor experiential learning was able to help. A large number of students at Flixton were encouraged to access Outward Bound Trust bursaries, and were thus able to take part in a programme. Julie Hazeldine, Flixton’s Head Teacher cites the inspirational words of Kurt Hahn, Co-Founder of The Outward Bound Trust. He believed that: “We are all better than we know. If only we can be brought to realise this, we may never be prepared to settle for anything less.” This principle has been behind the four-year partnership between Trust and school, and has yielded extraordinary results.For instance, academic standards have soared. The number of students achieving 5 or more A-C grades has increased from 39 to 69 per cent, well above the national average for Academies (58.3 per cent) and state schools (48.8 per cent). This is echoed by The Trust’s latest Social Impact Report which found that 60 per cent of teachers observed an improvement in their students’ performance in the classroom on return to school from one of the courses, as a result of improved enthusiasm and confidence in learning. These are not simply impressive results – Flixton has recently received an ‘Outstanding’ rating by Ofsted, including an ‘Outstanding’ rating for ‘Partnerships’. The Trust’s work was commended for the huge benefits it brought to the school – a fantastic achievement and validation of the on-going partnership. Equally, relationships between students, and between staff and students, have improved. The school engaged as many students and staff as possible in the Outward Bound experience, resulting in greater levels of confidence and trust being developed. This has endured well beyond the courses themselves and is manifest in the classroom. Again, the Social Impact Report findings support this: 93 per cent of teachers observe better relationships between students, family and teachers on return to school.

Flixton Girls School brave the elements

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Outside the constraints of the school environment, participants on outdoor learning courses can test themselves in new ways, both physically and emotionally, learning first-hand the practical life skills that simply could not be learned within the confines of the classroom SUPPORTING STUDENTS IN REALISING THEIR TRUE POTENTIAL Outside the constraints of the school environment, participants on outdoor learning courses can test themselves in new ways, both physically and emotionally, learning first-hand the practical life skills that simply could not be learned within the confines of the classroom. The experience of Harwich and Dovercourt High School in Essex is a case in point. They wanted to focus on giving their students essential life skills such as increased confidence, enthusiasm for learning and resilience. A course was developed that would

push the young people out of their comfort zone and encourage them to try progressively harder, more adventurous activities throughout the programme. Working in groups of 12, outside their normal circle of friends, activities were designed to encourage team skills, build resilience and develop personal confidence. Results were very positive, with teachers reporting improved team-working skills and increased resilience in their students. Activities such as raft building focus on working together to ensure success, but they also encourage individuals to persist when things are tough, thus demonstrating to students that effort brings reward. Brenda E

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OUTDOOR LEARNING Besdale School students learn to cook in the great outdoors

 Westwood, Assistant Head Teacher said: “Our students came back more confident, ambitious and prepared for a challenge.” SUPPORTING STUDENTS IN THEIR TRANSITION INTO SECONDARY SCHOOL AND INTO WORK For many young people, starting a new secondary school can be extremely daunting. Bedales School in Petersfield, Hampshire wanted to help its new students cope with the challenges surrounding this change. Key priorities were to increase individual, team and leadership skills and encourage positive attitudes among peers as well as a stronger sense of community. Once again, participation in a tailor-made course lead to impressive results, including positive improvements in resilience, team working skills and attitudes to peers. Philip Brittain, the school’s Duke of Edinburgh’s Award Coordinator said: “On returning from these courses, we find that our students embrace new challenges, develop persistence and see effort as the route to success.” One of the most challenging steps for young people today is the move from school to the workplace. With youth unemployment so high, it is vitally important that young people are given the opportunity to develop essential skills required by future employers, such as flexibility, resourcefulness, resilience, and personal responsibility – skills that are often more readily learned outside the classroom environment. The Trust has worked with Walsall Academy to prepare their young people for the future workplace by targeting precisely those skills identified as valuable by employers. Outdoor activities took place alongside

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Research has shown that impact often exceeds expectations, and that a wide variety of outcomes can be achieved from well planned outdoor learning interventions, including improving student behaviour, developing more positive attitudes, building confidence and lifting academic performance teaching sessions to highlight students’ individual learning styles and personality traits. Knowledge was taken back into review sessions so that students could reflect on the skills they were developing in order to become more effective in the workplace. IMPROVING STUDENTS’ ENVIRONMENTAL AND SOCIAL RESPONSIBILITY As well as designing courses for improving personal and employability skills, there are courses tailored to improving awareness and understanding of the natural environment, including climate change and sustainability issues. A really productive experience was that involving Year 6 geography students at Leighswood School in the West Midlands. Understanding of the local environment, map reading and orienteering were developed on an Outward Bound course, and complemented topics and issues taught in the classroom.The result was an increased level of environmental awareness, supporting The Trust’s most recent Impact Report research finding that 72 per cent

of teachers questioned observed improved awareness of the natural environment in their students on return to school. Schools working with the Trust have found students returning from their Outward Bound experiences are enthused to engage in new activities and take greater social responsibility. The John Muir Award launched in 1997 is a nationally recognised environmental award scheme. It offers young people of all backgrounds and academic ability the opportunity to engage with wild places, conservation and biodiversity and is widely incorporated into many of the courses. SUPPORTING OFSTED AND CURRICULUM REQUIREMENTS The requirements of OFSTED’s new framework include consideration of SMSC (spritual, moral, social and cultural) development, equal opportunities, curriculum enrichment and partnerships, as well as academic achievement. Those schools engaging in outdoor learning programmes can access fantastic opportunities for meeting all these requirements in an exciting and E

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OUTDOOR

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LEARNING Walsall Academy students engage in teamwork on a mountainside

 enjoyable way. Standing on a mountain top, appreciating the greatness of nature, engaging in teamwork, mixing with students from outside their usual peer group or ethnic background, all support broad development. The results from participating schools speak volumes for the benefits of outdoor learning and are evidence of the enrichment taking place when experiential learning courses are integrated into the curriculum. EXPERIENTIAL OUTDOOR LEARNING – HUGELY BENEFICIAL TO EDUCATIONAL DEVELOPMENT The benefits of experiential learning approaches cannot be underestimated, as the examples here have demonstrated. Through positive engagement with schools

and colleges, The Trust helps to improve students’ confidence, self-esteem and team work as well as enhancing practical skills and academic performance. And life skills developed on courses are shown to help enormously with the transition from school to employment. Every year, The Trust’s work benefits thousands of students from all over the country – a major and continuing validation that experiential learning has a central role to play within education and beyond. FURTHER INFORMATION The Outward Bound Trust is an educational charity and the UK’s leading provider of bursary-assisted outdoor learning. It aims to help young people

Outdoor Learning

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realise their potential through learning in the wild, and creates a supportive and challenging environment in which young people can learn about themselves and see clearly what they might truly be capable of achieving in life. Visit www.outwardbound.org.uk for further information The Council for Leaning Outside the Classroom is a registered charity existing to champion learning outside the classroom (LOtC) and encourage young people to get out and about because research shows that children learn best through real world, hands on experiences. Visit www.lotc.org.uk for further information.

Legal compliance with school toilet requirements 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 environment – right through to the provision of appropriate toilets. “Theoretically, as soon as a school takes in even 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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Outdoor Learning

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Let Rich Adventure create the perfect adventure for your school or academy Rich Adventure Limited is a family-run business based in the midlands, giving it easy access to venues across the country. The company offers a variety of outdoor activities to school groups through tailor-made packages. Rich Adventure delivers what you want, when and where you want it. Whether you’re interested in running low cost challenges within the school grounds, fundraising activities for your local charity, residential trips camping in the mountains or near a river, the company will be delighted to work with you to create that perfect adventure for your school. If you have a particular theme or development targets in mind, the company will select activities specifically to meet your objectives. All its activity sessions can be easily linked

to the national curriculum in a variety of subjects, and help your school to meet its learning outside the classroom objectives. Rock climbing on real cliffs and learning about how they were formed, building rafts to escape capture by pirates, exploring a forest to meet the animals that live there and learning survival skills to join them in their habitat. FURTHER INFORMATION www.richadventure.co.uk

Continuing Professional Development with a couple of famous faces Freeward Thinking... offers a range of accessible online e-courses for all your needs. Assert Yourself: Learning to be Assertive is a fabulous example of the selection on offer. Learn from the ground up watching famous faces Kris Marshall and Pippa Haywood as they ‘demonstrate’ the subtle differences between assertive, aggressive and passive. The website’s home page has an entertaining sneak preview of this course. From overcoming the fear of being honest to being able to say ‘no’, Assert Yourself will build assertiveness skills to enable you to become more positive and effectively creative. If you are unsure where to start with being assertive, or find that you need to learn the differences yourself, this course is ideal for you. It lasts for two hours online and is appropriate to anyone. There are no formal entry or prior experience requirements.

The course will help you understand assertive behaviour. Recognise submissive, aggressive and assertive behaviour. Use the three principles of assertive behaviour to negotiate positive outcomes. Enable you to deliver and receive praise and criticism. It will also show how to write appropriate emails. Freeward Thinking... looks forward to making you most welcome. FURTHER INFORMATION Tel: 0115 9352 080 info@freewardthinking.com www.freewardthinking.com

EDUCATION BUSINESS MAGAZINE | Volume 18.3

A one-stop-shop for schools planning residential visits First Education & School Travel is part of the First Group of companies, the UK’s largest surface passenger transport company. Its Education team offers a fully packaged, onestop shop for schools planning residential visits. Programmes are delivered throughout the academic year but the company continues to develop more choices during low-season periods, meaning schools get real value for money. As the appetite for low-season trips grows, First Education and its partner providers continue to develop a wider, more comprehensive range of programmes designed to meet the aims and objectives and tighter budgets of primary and secondary schools. With 40 partner venues nationwide, teachers tell First Education that they wouldn’t go back to running trips in peak times as availability and choice can be restrictive and significantly more expensive.

Travelling during the low-season offers the same high quality trip for less money. Themes cover LOtC accredited Eco-Adventure, PE, Geography, and History to name just a few. Packages are flexible in length and importantly are travel-inclusive. Reasons to go low season: Significantly reduced costs for the same services delivered during busier high-season periods; More availability with dates/venues; Opportunities for sole-usage; Many activities designed for outdoors delivery but with indoor alternatives for weatherproofing. FURTHER INFORMATION Tel: 0844 854 2561 school.travel@firstgroup.com www.firsttravelsolutions.com/ education

Lesson planners designed by teachers, for teachers The Teacher Planner Company specialises in lesson planners which have been designed by teachers for teachers. A unique blend of creativity, innovation and pragmatism are what separates the company from the competition. In a class of its own, the Teacher Planner incorporates all the facets of a lesson planner together with practical ideas, informative articles and motivational reflections. The company recognises the outstanding work carried out by teachers and have designed the planner to assist in an efficient and innovative manner. It is essential that we not only motivate our pupils to fulfil their potential academically but also provide the pastoral support and guidance they need. It is also important for

teachers to feel comfortable and inspired, achieving a sound work-life balance in order to get the best out of their pupils and themselves. Teacher Planner aims to support you in these goals by providing a daily organised framework which optimises efficiency while making you smile. The Teacher Planner Company services also extend to providing customised products for schools, organisations and individuals. From concept to completion the company professionally manages each and every request to the highest standard. Products cost only 4.99 (ex VAT & delivery for standard covers – min order 20). FURTHER INFORMATION www.teacherplanner company.co.uk

Create memories with quality outdoor learning

Explore the link between art, history and science

Ask most adults about their favourite childhood school memory and they will likely respond with outings to zoos and museums, adventure residential holidays and day trips out of school. Learning outside the classroom has always been an important part of education. Outdoor learning can give children greater confidence, increase self-esteem, build strong relationships as well as improve problem solving, leadership and life skills. Often schools and teachers face barriers to getting their children outdoors including pressure to meet curriculum targets and funding shortfalls. So how can we address these barriers? The Sayers Croft Trust is an outdoor educational and environmental charity with the aim of involving as many young people in the outdoors as possible. The Trust seeks to make all the facilities of Sayers

Through displays and a small handling collection, school pupils can explore crosscircular links between art, history and science. The Royal College of Surgeons also offers tailored guided tours to colleges, universities, adult learners, community groups and professional organisations. Surgeons’ Hall Museum houses one of the largest and most historic collections of surgical pathology in the world. The museum was developed as a teaching facility for students of medicine. Its fascinating collections, which include bone and tissue specimens, artefacts and works of art, are housed in a magnificent example of William Playfair’s architectural design which was built in 1832. The History of Surgery Museum traces the development of surgery in Scotland from 1505 through the stories of the barber surgeons, anatomists,

Croft available to those who may otherwise be unable to access them due to physical, financial or social disadvantage. This is accomplished in many ways; from tailor-made activity programmes to suit the specific aims of visiting groups to financial bursaries to support tight budgets. By providing fun, adventurous and challenging activities for young people – whether through a school trip, holiday activity or family day – the Trust hopes to create good relationships, increase self esteem, and foster a sense of responsibility and community spirit. The Sayers Croft Trust hopes that a great day out will positively impact on young people’s lives and remain a fond memory for many years to come FURTHER INFORMATION www.sayerscrofttrust.org.uk

The centre for young motor sports enthusiasts Ever wanted to drive the most exciting and realistic motor sports simulators? Now your school can at The Race Centre, Surbiton, Surrey. The professional motor sports simulation centre provides drivers of all ages with a unique and exhilarating ‘immersive’ experience. Operating within a 4000sqft bespoke venue which opened last December, The Race Centre caters for up to 50 drivers at one time providing the perfect educational and experiential facility for young motor sports enthusiasts. Each motor sports driving ‘pod’ provides the driver with a super HD quality display measuring an enormous eight feet by four feet; coupled with force feedback steering and DOLBY quality headsets – every driver will experience the speed and handling of the real motor sports car. Offering over 800 worldwide motor sports circuits and a range of racing cars from

Formula Ford all the way up to 750bhp F1 cars, The Race Centre provides a range not available anywhere else in the UK. Specialising in group events, catering for children from eight years old, The Race Centre provides schools and colleges with a unique and alternative educational experience. Catering and learning centre facilities are also available. The Race Centre – motor sports educational and team building activities for young people. FURTHER INFORMATION Tel: 020 8397 4384 surbiton@theracecentre.co.uk www.theracecentre.co.uk

surgeons and body snatchers, tracing the development of modern medicine, anaesthetics and anaesthesia. The Dental History section incorporates the outstanding object and art collection of Menzies Campbell, and traces the history of dentistry through artefacts, specimens and the dark humour of dental art. Popular exhibitions include Conan Doyle and Joseph Bell: The Real Sherlock Homes and the story of Burke and Hare. The college also runs a programme of events and highlight tours. Open 10 – 5pm, 7 days a week (April to October) 12-4pm, Monday – Friday for the rest of the year. £5/3 Admission charge.

Outdoor Learning

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FURTHER INFORMATION Tel: +44 131 527 1711/1600 museum@rcsed.ac.uk www.museum.rcsed.ac.uk

Equity Travel’s diverse range of tours help bring outdoor learning to life Equity Travel is one of the UK’s premier educational travel companies delivering educational school tours, school ski trips and student tours to a wide range of destinations since 1991. The company principle is simple; to provide teachers and students with safe and inspirational tours that bring learning to life. Equity Travel passionately believes that learning outside the classroom is an essential part of a pupil’s learning experience, bringing tremendous benefits to their personal development. Just a few reasons to book with Equity Travel: Over 20 years’ experience organising excellent educational tours; The ability to tailor make

tours to meet every group’s exact needs; The ability to take the strain off planning, leaving teachers to teach. Clients can be assured that safety is always Equity Travel’s first priority. The company is fully ABTA and ATOL bonded and is a member of the School Travel Forum. With its diverse range of bespoke tours for a wide range subjects, Equity Travel will help make your educational tour a truly unforgettable experience. Contact the company’s expert advisors today for a bespoke quote. FURTHER INFORMATION Tel: 01273 648 248 www.equity.co.uk

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A special needs policy update from nasen, plus a look at the seminar content of nasen LIVE! which takes place at the Reebok Stadium, Bolton on 22nd & 23rd of May Following the draft legislation on provision for children and young people with special educational needs last year, the introduction of the new Ofsted inspection framework, the new Teacher’s Standards and the newly released SEN Indicative draft Code of Practice, special educational needs provision is facing the biggest reform in 30 years. Challenges presented by the current reforms to the education system come at a time of overall reform of local authority support and changes to the health service, resulting in a set of challenges that will require careful guidance and measured progress to overcome. Clear guidance will need to be given on the processes that will need to be in place so that schools can implement the legislative changes, especially in regard to the move to a single assessment process (removal of school action and school action plus) that ensures that all children and young people continue to get the support they need. CODE OF PRACTICE The recently published Indicative Code of Practice and associated Draft SEN Regulations outline the proposed expectations, but these will be developed considerably further before they are finalised in light of the experience of the pathfinders and debates within the committee. The full implications of the new Code will be explored at nasen Live 2013 (22-23 May, Reebok Stadium, Bolton). These reforms have further implications for schools when the requirements laid out in the revised Ofsted Inspection Framework announced in September last year are taken into account. The correct allocation of funding can help schools achieve many of the requirements detailed in the framework, but the knowledge and expertise of SENCOs in the secondary education setting must be recognised in order for regulations to be effectively aligned with the needs of the schools, their pupils and teachers. The framework outlines the expectations for schools to provide accurate information about pupils’ attainment and progress that they make, along with a requirement to identify pupils who are making less than expected progress and/or are unlikely on current performance to make expected or higher attainment. Ofsted expects arrangements to be in place for these E

Nasen Live Seminar Programme: 22 May 10:30-11:30

DCD/Dyspraxia – what is it, and how does it overlap with other specific learning difficulties, and practical management in school

10:30-11:30

What can attachment tell us about the way children behave and relate to others in the classroom?

12:00-13:00

Transforming Behaviour: a tiered approach

12:00-13:00

Understanding and providing strategies to support effective working memory

14:00-15:00

Maximising the Impact of Teaching Assistants

14:00-15:00

Talk of the Town - A community approach to supporting speech, language and communication

15:30-16:30

ADHD: skills and strategies for teaching and learning

15:30-16:30

Inclusive, Active, Accessible, Hands-on and Fun! Investigative activities for the inquisitive mind

Nasen Live Seminar Programme: 23 May 10:30-11:30

Dyslexia and Inclusion: Identifying and Dealing with the Barriers to Learning in the Mainstream School

10:30-11:30

Changes in SEN law – What it really means in practice for schools

12:00-13:00

Enhancing practice in schools and the knowledge of staff for pupils on the autism spectrum

12:00-13:00

Ipads for the busy classroom – getting the most from your portable technology

14:00-15:00

Using Pupil Premium Funding Effectively

14:00-15:00

The role of the SENCO in an era of school-to-school support for SEN

15:30-16:30

Considering your SEND evidence for Ofsted: The Whole School Contribution not just the SENCO

15:30-16:30

Evolution or revolution; the role of all practitioners in supporting children with special educational needs and their families in the early years

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SEN POLICY Timetable of legislative changes March 2011 – SEND Green Paper: Support and Aspiration March 2012 – ‘Progress and Next Steps’ outlined the key measures to be included in legislation December 2012 – Education Select Committee Pre-Legislative Scrutiny February 5th 2013 – First reading of Children and Families Bill in Parliamentck February 25th 2013 – Second reading of Bill Draft SEN Code of Practice follows Bill September 2014 – Implementation  pupils to increase their progress and raise their attainment, with regular and accurate monitoring of this, along with rigorous moderation of the assessment of pupils’ attainment levels and target setting. The challenges facing schools in light of these reforms, whether SEN-specific or general, are considerable. Perhaps the most

important thing to consider is that we now have the opportunity to influence proposals. To enable an effective evolution of provision, reforms need robust debate amongst the entire education sector. Whether through formal or informal consultations, it is vital that we share experiences so that we can continue to refine best practices and identify the successful strategies. It is only by sharing these stories that the sector can help to shape policy and make sure that future legislation provides the best possible foundation for the most vulnerable pupils today, and in future. Effective support arrangements must show that the rate of progress has increased and the ‘gap’ is narrowing and a regular review of the quality of support arrangements with respect to pupils’ outcomes must be evidenced. The new framework also takes into account curriculum reform and the greater freedoms that this reform hopes to introduce, with schools required to provide evidence that they are delivering a curriculum that is broad, balanced and meets the needs and interests of pupils, and promotes high levels of achievement, good behaviour and successful progression to the next stage of education, training or employment. The nasen Guide for SENCOs Preparing for Inspection is available from www.nasen.org.uk.

ABOUT NASEN Nasen is the leading UK professional association embracing all special and additional educational needs and disabilities. The organisation promotes the education, training, development and support of all those working within the special and additional educational needs and disabilities sector. Membership of nasen is an invaluable source of advice, offering an exclusive and vital range of benefits to support teachers, governors, teaching assistants and the entire education support network in the delivery of high quality inclusive practice. Benefits include fresh and creative education resources, dynamic conferences and seminars with world-class speakers. An inspirational professional development programme, plus print and on-line journals and magazines, exhibitions and access to recently completed research are also available. Furthermore, nasen contributes greatly and has a strong influence on policy and practice in the area of special educational needs through consultation and joint projects with other professional bodies. L FURTHER INFORMATION To find out more, contact Lorraine Petersen at welcome@nasen.org.uk or visit www.nasen.org.uk

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PROCEDURES

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Nigel Gardener, associate deputy headteacher at All Saints Catholic and Technology College, Dagenham, Essex, discusses the importance of implementing effective recruitment procedures in schools, and explains how schools can maximise the potential of their greatest resource resulting in significant benefits for the school as a whole A closer alignment between business goals and employee performance is crucial in a challenging economic climate; schools are no different to other organisations in that respect. Set against the backdrop of budgetary constraints, more and more schools are being forced to run themselves as highly efficient businesses. But while many businesses have financial capital to fall back on, for schools it is human capital that often makes the difference between success and failure. Ensuring that you recruit and retain the right staff is key. Having the right person, in the right place, at the right time is crucial for us here at All Saints. Our employee turnover is currently less than three per cent; a testament, I believe, not only to the positive and supportive work environment we have established but also to the emphasis we place on implementing effective recruitment procedures. When it comes to recruiting we often enlist the help of higher education partnerships and invite trainee teachers who have completed their teacher training at the school to apply for unfilled positions. The benefit in doing this is significant; these teachers are already very familiar with the school itself, the staff and they know how our internal systems work. Most importantly, however, they know the students; they have spent time building up valuable rapport with them and know their strengths and weaknesses. Approximately 20 of our current teachers (around 30 per cent) were trainees in the school prior to appointment in all curriculum areas. THE RECRUITMENT PROCESS When our trainee teachers are not suitable for a particular post we turn to trusted advertising sources such as the Times Educational Supplement (TES) Jobs section, or those associated with Teaching Learning and Responsibility (TLR). We also regularly utilise the Barking and Dagenham Borough Jobs Bulletin. Interested candidates are asked to first submit a letter of application; we usually get quite a substantial number of these and go through them with a fine tooth comb in order to create a shortlist. Shortlisted candidates are invited to come for a tour of the school, often led by our students. This is a key step, as being located in an area of multiple social deprivation, will often mean they have some preconceptions about All Saints, some of which may be quite negative. However, once they come to the school and experience the respectful and positive

atmosphere for themselves, our ethos of ‘keeping the school an oasis where the streets are kept “outside’, is very well demonstrated for them. They are introduced to our school council and there is also an informal meeting with department area staff and technicians, where appropriate. Candidates are then asked to teach a lesson on a topic provided with a set list and student data to allow us to judge resources, effectiveness, communications and engagement. A formal interview then ensues. Often, for more senior positions, we include some additional strategies such as the analysis of school data, and dealing with “in-tray” activities to assess prioritisation skills and managing scenarios. Particular attention is given to the techniques they would use to resolve conflict or respond to a parent.

There is also a heavy focus on in-school development through paired observations of practice, mentoring and coaching approaches (Teacher Training & Professional Studies is largely focused on new entrants whereas for existing staff it’s more CPD focused). Opportunities for secondment to the Senior Leadership Team (SLT), which are often focused on internal professional development and career progression routes, are also available to our teachers. Consequently, many of our senior staff have been promoted through the school in this way. KEEP ‘EM SWEET We want to ensure that our teachers are as happy as possible in their roles; by doing so we ensure that they remain as motivated and productive as they can be, staff turnover remains low and our students reap the benefits. People management strategies allow us to hone in on what is required for managing effective teams. Heads of department have meeting slots included on the school timetable to support the academic and social development of their areas. We also have an open door policy for discussions with senior leaders and can arrange for time to be given to staff to discuss any issues with line management in a non-threatening atmosphere.

CPD is ed identifif the o as part rformance pe teacher ent strategy m manageis matched to which needs of the a whole school

YOU’VE GOT THE BEST, NOW WHAT? Only when we are certain that a candidate meets all our requirements do we offer them a position at the school. Confident that we have hired the very best candidate, we set about making them ever better through Continuous Profession Development (CPD) programmes. CPD is identified as part of the teacher performance management strategy which is matched to the needs of a whole school, including departmental areas and individual circumstance, and plays a big role here at the school. We implement a mixture of whole school INSET/CPD on a weekly basis, which includes programmes on teaching and learning, literacy, numeracy and so on. Teacher training is ongoing and integrated into CPD as appropriate. We encourage all our teachers to become involved in accredited CPD such as, The National College Middle Leadership Development Programme, Catholic Certificate in Religious Studies, DATA Health and safety Training, and First Aid. We also encourage Masters Level studies in education management and specific subjects. Not only do we provide opportunities for our teachers to avail themselves of in-house CPD, but we also encourage them to engage with external agencies to access, for example, HEI provided courses or commercial programmes.

THE BENEFITS GOING FORWARD The environment we have created in the school closely means that everyone is equal and should be respected and treated as such. If we can sustain a positive environment that supports teachers, nurtures creativity and rewards success then we can rest assured that our teachers will remain motivated. ABOUT ALL SAINTS All Saints is a designated National Teaching School and works closely with the National College for School Leadership and the Teaching Agency. The school holds IIP status and also has nationally recognized awards in school governance (School Governor Mark) and the National Equalities Award. For further information visit www.all-saints.bardaglea.org.uk

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RECRUITMENT

HOW DO YOU TAP INTO TOP TEACHING TALENT? As schools across the UK scramble to secure quality candidates for once coveted roles, a clear strategy for attracting the brightest talent is crucial, writes Capita Education Resourcing Government data shows teacher numbers have fallen by 10,000 in the state school system since 2007, and a recent study by Buckingham University has found that one in three people who train to be a teacher in England do not go on to work in the profession. In addition, applications to train as primary teachers were down sharply last year which indicates an imminent teacher shortage. But as schools across the UK scramble to secure quality candidates for once coveted roles – what is your strategy for attracting the brightest talent? According to a recent YouGov survey, 55 per cent of professionals working in education say that teacher morale is low. Reduced budgets and the removal of mandatory pay points may go some way in explaining this current attitude, but passionate teachers with the right skills and expertise are taking control of their careers and looking for fresh, exciting and challenging opportunities. Of course, factors such as results, location, reputation, funding, facilities and opportunities are all taken into consideration by jobseekers before they apply. But the hard work, ethos, beliefs and culture of a school – which may be attractive prospects to potential recruits – may be harder to establish. THE RIGHT STAFF Teacher quality is paramount to offering our young people high quality education. Capita Education Resourcing understands that attracting and recruiting the right staff is key to the success of any school. This is why the company has recently launched a specialist permanent recruitment consultancy to connect high-calibre education professionals with employers who are seeking talented teachers. Its consultative approach allows staff to work in partnership with its clients and understand the culture of their establishments to expertly manage their needs. The team assists schools, academies, nurseries and local authorities in attracting the most highly skilled candidates to their institutions. Peter Flannery, managing director points out: “Schools are increasingly seeing the value of utilising an external resourcing partner. They recognise that there is a real war for talent taking place in education and to compete against the landscape of looming teacher shortages, some innovative thinking will be required.” So, whether you are seeking a head

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of department, key stage specialist or nursery nurse, CER’s extensive search and selection processes will find candidates to fit perfectly with your requirements. IN THE PIPELINE Paying upfront for a one off job advert with no guarantee of success can be a lottery. During times of drought, we know that you have to dig deep to find the best talent, which is why we are consistently building a pipeline of highly skilled and driven candidates across the UK. By investing in their people, head teachers and other decision makers are able to effectively shape the experiences, happiness, welfare and success of their students. CER’s service is tailored to fit the needs of each and every individual client, meaning that whether you have a one off vacancy that you need assistance with or you are looking for a total outsourced recruitment solution, Capita Education Resourcing has the capability and know how to make its service cost effective and time efficient. CER’s experienced consultants take time to build relationships with its clients to understand what makes them tick. The team takes into account the mission statement of the school it is working with so that it is able to effectively showcase the institution’s attributes to potential candidates. It is through this consultative approach that CER is able to locate and deliver teachers that match the culture and ideology our

clients. Schools that take advantage of the services find that the company’s reach, reputation and relationships with candidates result in successful placements that add long-term value to their establishment. SPECIALIST EXPERTISE Trust in the experts to tap into the teaching talent that is right for your school. As part of one of the largest education recruitment agencies in the UK, with the support of a host of education-related businesses across the Capita Group, the company is uniquely placed to offer you a total solution for your long-term recruitment needs. If you are currently searching for candidates, you should be talking to Capita Education Resourcing. To find out more about our specialist permanent service or to place a vacancy with us please contact Matthew Hall, general manager of the Permanent Division at the details below. L FOR MORE INFORMATION matthew.hall@capita.co.uk 0207 202 0031.

RECRUITMENT

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Developing Yopur Potential believes that the best quality recruitment service shouldn’t necessarily cost the earth. As well as providing high quality candidates for a variety of educational roles, full support services are included ‘Developing Your Potential’ Recruitment and Training specialises in education recruitment for primary & secondary teachers, SEN teachers and assistants, learning support assistants, cover supervisors and supply teachers across the whole of the UK. We have developed a service specifically aimed at supporting all of our candidates when helping them with the next step in their career. Not only do we offer candidates access to many teaching roles across the UK, we also offer a bespoke training course that will help enhance your CV and ensure you have the right skills and experience to work in a classroom environment. We are a professional recruitment agency specialising in assisting those looking for work a primary and secondary teachers, SEN teachers and assistants, learning support assistants, cover supervisors, supply teachers across the whole of the UK and volunteers via the ChildLine Schools Service. BESPOKE APPROACH We believe that recognising and fulfilling the needs of each of our schools is vital. We also believe that it is our bespoke approach which enables ourselves to consistently provide our schools with an unbeatable level of service. Our expert teams of recruitment consultants are always on hand to talk to you about your specific recruitment needs. Putting our clients’ and candidates’ needs first is at the heart of everything we do. We firmly believe that only when people are treated with the honesty, reliability and respect that they deserve, can there

be a successful, lasting relationship. An added extra here at Developing Your Potential Recruitment is our work alongside charities; we believe that our work with ChildLine and The National Autistic Society is invaluable and its benefits equally so. RECRUITMENT Developing Your Potential is committed to becoming the number one choice in education recruitment for all schools. Why? Because we believe that nothing is more important than ensuring that the people teaching our children are of the best possible standard for our future generations. At Developing Your Potential we feel passionately about working closely with our clients to help them reach their full potential. We provide more than just a recruitment service; we also provide advice, support, a high-standard quality of candidate and free advertising on all major job boards in the UK for a whole month. Currently one of the cheapest, if not the cheapest Teaching Agency on the market, we understand that budgeting is important within each and every school; because we believe that the best quality service should not have to cost the earth. We have a wide range of candidates available from our database and we will endeavour to make sure you are only provided with the CVs that closely match your job specification. L FURTHER INFORMATION www.developingyourpotentialrec.org

“We are dedicated to placing the right teaching staff in the right jobs by ensuring that our candidates have all the tools they need for maximising their experience and giving children the education they deserve” Bradley Draycott, director, Developing Your Potential

Other services In addition to supply teachers and permanent teachers, we also provide a variety of other staff you will need for temporary and permanent positions within your school including: • Primary & Secondary Teachers • Teaching Assistants • Higher Level Teaching Assistants • Learning Support Assistants • Cover Supervisors • SEN Teachers • SEN Assistants We also have candidates interested in volunteering to help gain additional experience. We aspire to be the best and most competitive in our field but above all else strive to deliver exceptional service to our clients. Here is a summary of why working with ‘Developing Your Potential’ is beneficial to you and your school: • The provision of good quality teaching and support staff; all of our candidates hold 2 excellent references • Ensuring safeguarding regulations are met and all candidates are fully checked • The efficient administration of temporary/full time staff • We will remove the burden of a lengthy screening process • We provide free advertising for your entire job adverts via major UK job boards • Our goal is not only to develop the potential of our candidates, but the schools we work with to • Our reliability and honesty • We remove the hassle of recruiting • The best possible staff to aid your students • We provide full DBS (formally known as a CRB) checks to meet all provisions before candidates are presented to your school.

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EVENT REVIEW

A FOCAL POINT FOR LEADERS

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With the world of education experiencing a major shift, this year’s Education Show proved to be a focal point for school leaders and classroom practitioners from across the country as the draft primary National Curriculum took centre stage

This year, people came to the Education Show with a very different perspective on the education sector. With the extent of changes taking place throughout all areas of the sector and the consultation for the primary National Curriculum, schools are under pressure from all angles to continue to provide the exemplary education that has come to be expected. Historically, the event has always taken pride in its position and ability to reflect developments in educational policy and the resource needs and requirements of schools, and this year was no different. On Thursday 15 March in the Central Area of the Education Show, Department for Education (DfE) representatives provided visitors with details on the new draft National Curriculum, including information on the major changes planned for the core subjects and computer science. The initial overview session offered visitors an outline of the new curriculum, an explanation of the areas of the curriculum that have been evaluated and the opportunity to share their views. Shortly after this, a series of individual seminars proceeded, covering a selection of curriculum areas, namely maths, English, science and computer science. These were presented by representatives from the DfE who worked directly on the Programmes of Study for these subjects.

ACADEMIES FORUM New to the show this year was the Academies Forum, an independent conference for education professionals and schools considering conversion and those already in the process, to discuss and debate the merits and concerns of academy status. The two-day conference, which ran from Thursday 14 March to Friday 15 March, was supported by the National Association for School Business Managers (NASBM). The Academies Forum brought together a panel of respected school leaders and experts, including Sam Gallacher, national director of Teaching Schools at the Academies Enterprise Trust, and William Simmonds, chief executive of the National Association of School Business Management, along with headteachers and members of senior management teams from leading UK academies and schools. Topics covered included academisation as an impetus for improvement, the changing role of staff and the future of academy finance.

r’s This yea Show on Educati d more offere tinuing n free Co ssional Profe ment Developties than ni opportur before SCHOOL LEADERS eve SUMMIT

Also supported by the NASBM was the School Leaders Summit which offered visiting school leaders high quality continuing professional development over Thursday 14 March and Friday 15 March. Focusing on the most crucial issues affecting school leaders, heads and business managers,

the high-level conference debated the new curriculum and examination systems, how to meet individual and collective challenges, funding and many more hot topics. Through the high impact 20 minute sessions, delegates were given insightful and inspiring best practice ideas to take back to the classroom. The keynote address delivered by Glenys Stacey, chief regulator and chair at Ofqual, explored the balance between assessment preparation and preparation for the future. As school budgets become tighter, accessible, cost-effective training, advice and ideas are crucial. As a result, this year the Education Show offered more free Continuing Professional Development opportunities than ever before. Growing in popularity and size year on year, the show’s Learn Live series of CPD seminars returned to inspire visitors. Divided into four programmes; Early Years, Primary, Secondary and SEN, topics discussed included core curriculum subjects such as maths, science and English, the value of assessment, outstanding lessons and the role of the classroom environment and technology in learning. Kicking off the proceedings on Wednesday 14 March at 10am in the Early Years theatre was Susan Ayliff’s session ‘Putting ‘fizz’ into physical development’. As a lecturer & freelance childcare practitioner for Oxford & Cherwell Valley College, Susan’s seminar gave practical ideas for how teachers can promote physical development in even the smallest of settings. The session discussed the connections between physical development and later cognitive development and considered some of the latest research in this area. LEARN LIVE In the Learn Live Primary Theatre on 15 March at 2pm, Graham Horton, executive headteacher and NCSL professional partner at Down Ampney CofE Primary, ran a seminar entitled ‘From pupil progress to Ofsted success: Use assessment data to raise school standards’. This session offered guidance on how to streamline pupil levelling across a school, identify individual learning needs, analyse assessment data effectively and prepare results for Ofsted using Classroom Monitor’s online tracking system. Another popular seminar in the Learn Live Secondary Theatre was Tara Hartley’s ‘Different forms of outstanding teaching outside core subjects’ which ran on the 15 March at 1pm. As the director of teaching and learning for HASC and E

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REVIEW

 Sociology at Smestow School, Tara demonstrated the different techniques that can be used in the classroom, from role plays, to innovative use of technology, to POSE, Pause, Pounce techniques in questioning. The show also hosted free SENCO training from nasen, the UK’s leading professional association embracing all special educational needs, developed in partnership with the Schools Network and leading SENCOs. The training is funded by the DfE and ran alongside the show’s CPD accredited SEN seminar programme for all practitioners, Learn Live SEN. In the Learn Live SEN theatre, Jane Friswell, lead SEND consultant ran the session The Pupil Premium: Exploring effective ways for schools to tackle disadvantage on the 15 March at 3pm. The seminar identified what the pupil premium is and its significance for all schools in the provisions they make for disadvantaged pupils. It explored how excellent practice in utilising pupil premium funding can make a significant contribution to narrowing the gaps in learning and achievement for those pupils who are eligible. An explanation of the implications for schools under the Ofsted School Inspection Schedule pertaining to Pupil Premium was also discussed.

the opportunity to trial a range of products and services, under one roof. With continuing professional development a continued need for all educators, the Guardian Teacher Network showcased Essential CPD, a new platform that enables teachers to undertake online professional development at their own pace and chosen time. The courses provide both primary and secondary teachers with key, real world skills they need to cope with some of the most crucial areas of teaching and to become more effective teachers. In light of the new place for computer science in the draft National Curriculum, and an increased focus on teaching digital literacy skills to keep up with the changing face of computer technology, educators visited ComputerXplorers which offers hands-on children’s technology sessions. ComputerXplorers’ technology‑based after school activities, workshops and in curriculum time classes are designed specifically for primary and preschool children, with skills learned including coding, 3D animation and web design through to digital art, robotics, film making and forensic technology. To help leadership teams measure the efficacy of school achievement plans, visitors to Touchstone Associates saw its Education Leadership 360, an online 360° appraisal tool designed specifically for the education sector. The easy-to-use online 360° questionnaires are designed to give relevant, comprehensive feedback for staff and governing bodies which enhances self-awareness, gives insight into skills and behaviours needed for success, facilitates inter-team understanding and communication, as well as personal and professional growth, and that identifies key areas for development. With these insights, it claims that head teachers, governors and

The on Educati lso Show a gether t to brough g education in the leadliers, along supp -effective t wth cosurement proc s scheme

BEST VALUE PROCUREMENT The show also brought together the leading education suppliers, along with innovative and passionate smaller companies, showcasing the latest teaching tools and most cost-effective procurement schemes. From whole-school solutions to best-value classroom resources, more than 350 companies offered visitors

senior managers can be better equipped to deliver improved performance. Encouraging young people to think about their future and raising their ambitions and aspirations are important responsibilities for primary school teachers. The new Yes Programme showcased its bank of 90 career-related films and resources developed with curriculum specialists.

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HEALTH & SAFETY While in a school’s care, it is vital that the safety of children and young people is ensured. Visitors to the show were able to see Medpac’s practical bags, specially designed for storing and carrying medicines safely and securely to improve organisation. Each comes with a Photo ID card for easy identification, and a treatment card to write down all the essential information required to administer the medicine. Science resources proved to be a major draw for many visitors, and Twig World’s brand new primary resource, Tigtag, was showcased. The resource features more than 600 short films as well as lesson plans, suggested activities and teacher support, sitting alongside Twig World’s award-winning online secondary resource offering more than 1500 short films and support materials on science, mathematics and geography. With the growth of academies throughout the UK, there is a new need for tailored support, reflected in the content at the Education Show. ESPO also launched Academy Procurement Solutions (APS), a new online resource designed to enable academies to access an extensive range of frameworks. It’s not until you start to add up the cost savings from the free professional development opportunities that you start to see the value that the Education Show offers schools. L FURTHER INFORMATION To discover more about the Education Show, visit www.education-show.com

ConquerMaths – filling the gaps in Maths knowledge ConquerMaths is the most effective way ever to help students who have gaps in their maths knowledge or who need to raise their grades. Every student is different, so it’s difficult to know where each needs help. ConquerMaths uses diagnostic tests (which adapt to each student’s ability) to point towards specific areas where students have gaps in their knowledge. The programme will even suggest which lessons to take to correct those problems. With over 1,100 animated and narrated lessons, ConquerMaths provides immediate access to the entire maths curriculum from primary through to AS-Level.

Each tutorial is clear and concise and lasts around five minutes – perfect for keeping student engaged.After every lesson students are tested to ensure a rock-solid understanding. Results and achievements are stored in each individual student’s on-going progress report.

Teachers can login to view or print a range of student or class reports; set independent learning tasks and fully control the lessons available to their students. Parents can also login to view their children’s progress or set up weekly email reports. This has been shown to encourage greater involvement in their children’s learning. To subscribe to this programme or arrange for a free school trial, contact ConqureMaths via the deails below. FURTHER INFORMATION Tel: 0191 240 1990 info@conquermaths.com www.conquermaths.com

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Education Show

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Stationery to suit all ages and lifestyles from BIC BIC was launched over 60 years ago by Marcel Bich in France, where the first high quality and affordable ballpoint pen was created. BIC now has stationery to suit all ages and lifestyles from the iconic BIC® Cristal® and BIC® 4-Colour™ pens, to the colourful and creative BIC® Kids ranges, through to numerous Tipp-Ex® correctional products- there is something to suit everyone. At the Education Show, BIC hosted a creative colouring workshop to demonstrate how to create a paper dress made from strips of artwork designed solely by BIC® pens, pencils and colouring products – an easy-to-do project teachers could take away and use for their own class plans. They also proffered entry forms for teachers and those working with children for their BIC® Picture creative writing and drawing competition which is themed ‘Imagine yourself as a super hero’. The aim is to encourage children between the ages of 4 and 11 to use their imagination and invent

themselves with supernatural powers and appearances, then name or write a descriptive poem or story about themselves. BIC will be offering some fantastic prizes to the winners. The competition will be open from mid May until September 2013. FOR MORE INFORMATION Log on to www.bickids.com to read more or download an application form.

bksb solutions help pupils develop skills by using their own learning area bksb is the leading online solution-provider for functional skills development in English, maths and ICT. The company provides an outstanding solution for developing the underpinning skills of learners, and the understanding of how to apply these skills in a functional way. Each learner has an individual journey through the bksb solution. Firstly, they log in to their own learning area, before being guided through an initial assessment to identify their current level of ability, followed by a diagnostic assessment to highlight their specific skill gaps. They are then given a tailored programme of learning resources which will allow them to develop the skills they were previously missing. To confirm competence, the bksb Skill Checks ensure that the learner has all the underpinning knowledge they will require.

To compliment this main process, revision scenarios and vocationspecific resources are available to motivate the learner and ensure they are ready to pass their functional skills qualifications. bksb is recommended by City & Guilds and is used by thousands of education providers and millions of learners around the world. To see why, contact the company for a free online software trial or a visit from one of its regional advisors. FOR MORE INFORMATION Tel: 01623 413333 enquiries@bksb.co.uk www.bksb.co.uk

Outside Classroom Boards Attach-a-Tag – the Learning...Off the Wall revolutionary way to Outside Classroom Boards label school uniforms designs, manufactures and supplies affordable, high quality Dry/Wipe Educational Boards for permanent use outside – the perfect way to take lessons into the fresh air. Their vibrant, colourful, high gloss finish enhances playgrounds and outdoor areas quickly and easily as well as providing learning opportunities and reinforcement for children during lessons and play. The range of resources is constantly growing with all products designed and manufactured at the company’s West Sussex workshops. Outside Classroom Boards offers variations to the majority of its range as the company understands every school’s needs can vary greatly - from funding, to space available.The resources can also be produced in alternative languages, including Welsh and Gaelic. Outside Classroom Boards’ established, family run sign

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making business prides itself on its personal service and its desire to fulfil customer needs and ideas. As the company prefers to make its products to order, it is able to offer personalisation and adaptions whilst still keeping the prices realistic. To see Outside Classroom Boards’ large range of resources please visit the website (details below) or email the company at DeltaSigns@aol. com to request a catalogue. FOR MORE INFORMATION Contact: Mary Brewer Tel: 01903 785207 DeltaSigns@aol.com www.OutsideClassroomBoards.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.3

Fed up of wasting time sewing, ironing and marking clothes? Attach-a-Tag is the revolutionary way to label school uniforms and other clothes. Simply attach-a-tag with your name laser etched on and in one click the garment is labelled, discretely and permanently. They are secure, so can’t be pulled off, but by using the removal tool on the applicator you can safely remove the tags and reuse them over and over again. Used by parents across the UK, Attach-a-Tag provides a quick and easy way to label any item – so no more losing school uniform, sports kit or expensive trainers.

Why not ask about our fantastic fundraising scheme for schools? Register your School or group online at www.attachatag.com and we will send you a fundraising pack with all you need to get started. Any orders received through your line will generate a 10 per cent commission and once joined you will be automatically entered into our Easter and Christmas draws for your chance to win £100 in book tokens. For a discount of 10 per cent use promo code MKEPK23 when you order online. FOR MORE INFORMATION www.attachatag.com

Using puppets in education can help with numeracy and literacy Puppets can bring a story to life and extend a child’s imagination. Children react differently to puppets as opposed to adults, speaking directly to them, asking their advice, seeking their approval and take to heart any message given via them. In education a puppet can help with counting, language and literacy. The puppet can also overcome any issues with regard to speech, creating a pressure free space for the voice of a child, it is the puppet that talks not the person and conversation becomes a game not a problem. A puppet can instill confidence in an otherwise shy child and teach them how to express their emotions. Puppets Plays and Storydays has recently launched the story set collection including the new ‘Room On The Broom’ and

ever popular ‘Gruffalo’ story. Visit the website of Puppets, Plays and Storydays (details below) to view a full range of puppets and educational resources. For storytelling and puppet training, contact Carol Burton. FOR MORE INFORMATION Contact: Carol Burton Tel: 01482 860513 info@puppetsplays andstorydays.co.uk www.puppetsplays andstorydays.co.uk

After school club – if it’s not broken, why fix it? With many issues competing for the limited time of your headship team, when it comes to your before and after school clubs it’s tempting to stick your head (forgive the pun) in the sand and ignore the short-comings. But it’s not called an extended school for nothing; it is an extension of your school’s good name, of your responsibility to pupils & parents and importantly an extension of your fundraising potential. There is no reason why your school should not have an out of school care offering that delivers developmental benefits for your children and revenue to your bottom line, without being a drain on your resources. Does yours? Sherpa Kids, who bring best practice to the UK from NZ and Australia has a proven, partnership-based, model that delivers all three. Firstly, rather than just kill time, children enjoy pre-planned

activities from weekly play themes through which beneficial outcomes are derived. Secondly, the school gets a significant income via a share of the takings. Finally, proven operating systems remove all of the administrative and management responsibilities from school staff. If you are up for the challenge of raising standards then maybe you’ll concede that your after school club does need fixing after all – and it is easier than you think. FOR MORE INFORMATION Tel: 0208 350 7613 Info@sherpakids.co.uk www.sherpakids.co.uk

Safe and stimulating educational equipment from Ed-Solutions Direct

An educational programme to help children recover from grief and loss

The right equipment can help create inviting and appropriate surroundings and promote a child’s independence and autonomy. By providing safe and stimulating equipment, EdSolutions Direct can assist the educational professional to create the right environment. The company’s innovative classroom furniture, along with an assortment of exciting play equipment, has been selected to help children develop skills as they actively explore their surroundings. Unique value-for-money products include climbing frames, sand & water play tables, trikes, bikes and scooters. Ed-Solutions Direct has a variety of innovative products

Non-profit training company Grief Recovery UK is hoping to revolutionise the way we work with children experiencing grief following a significant emotional loss. Founded in the US 36 years ago, the Grief Recovery Method is an educational programme which gives grievers a specific set of tools to move beyond death, divorce and other losses. Because this is an educational programme, anyone can learn to teach it. Managing director Carole Batchelor is very keen to see it used in schools: “Most schools have a policy in place for when something ‘major’ happens such as the death of a parent. However, very little exists for most loss events such as break up of the family, a friend leaving school or death of a pet. Even for the ‘big’ events, what happens when the counsellor has gone? Teachers have to

for maths, science, language, art and crafts, role play, ICT, design and special needs. The company operates an online-only service, keeping costs low, and provides an easy ordering facility on its website, which features the full and comprehensive range of products. FOR MORE INFORMATION Tel: 020 8690 6995 Fax: 020 8690 8990 sales@ed-solutionsdirect.com www.ed-solutionsdirect.com

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cope with the every day reality of grief with little or no help in how to do this effectively.” Training to teach the Grief Recovery Method takes four days and comes with lifetime support. Schools that have invested in this training can potentially make this resource available to other schools in the area and thereby recoup their costs. FOR MORE INFORMATION Tel: 01234 862218 www.tgrm.co.uk

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PRINTING Panacea lent a test model for a month. “We were looking for one printer that we could standardise on for all our classrooms and which provided a longer-term stable system – we didn’t want to get into a situation where we were again managing hundreds of cartridges. When the Epson WorkForce Pro was recommended, I had doubts. I knew the print quality would be good. But inkjet printers in my mind can be expensive to run, a little slow and cartridges need to be changed often. I was wrong.”

COST EFFECTIVE PRINTING FOR NORTH LINDSEY When North Lindsey College realised its print fleet wasn’t delivering on value, implementing Epson’s WorkForce Pro managed to shave a third off the cost of laser North Lindsey College is one of the largest providers of post-16 education and training in North Lincolnshire. It offers a huge range of full-time, part-time and apprenticeship courses. Its education services are described as outstanding by its latest Ofsted report. The college is committed to giving its 4,000 further education and higher education students and staff high-quality IT services. As part of the investment, it recently updated its fleet of 160 printers used in classrooms. Andrew Parker, the college’s Support and Infrastructure Manager, explains why: “Over time we had come to run a fleet of 40 or so different inkjets and 10 different lasers. While all were from a well-known manufacturer, this mix of printers was an expensive headache.” He continues: “For instance, when a printer model changed – around every 12 months – the cartridge changed too. This meant that we were stocking 70 different types of cartridge. At one point, we had retired several models of one printer but found we had enough consumables

left over to support ten of these printers for a year when we only had five of that model left.” In addition, print quality of the older printers was deteriorating and the college found that using non-genuine toner cartridges reduced reliability. Also, the laser printers had ink drums that had to be rotated when cartridges needed changing. It was a fiddly process that meant IT had to attend in most instances to change cartridges. “Working in the education sector we have to deliver quality, with cost-efficiency. With a cost per print of around 7-10p and the reliability and admin issues we were facing, our print system was not delivering on either front. It was time to change.” COLLEAGUES RECOMMENDED EPSON As part of the review process Andrew spoke to colleagues from the UK’s Northern Colleges IT Group and one of his IT partners, Panacea IT Limited. Both sources recommended testing Epson’s WorkForce Pro business inkjet printers.

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IMPRESSIVE PERFORMANCE Andrew’s team decided to replace all of its classroom printers with WorkForce Pro models. He says: “Print quality was excellent and fast too which is important as most students tend to print one or two pages so you can have a long queue of jobs printing small volumes. Another important aspect is that the WorkForce Pro printers are solid, businessgrade printers, which look and feel like a laser. If they looked like inkjets people may be reluctant to use them, while the solid build gives our lecturers confidence that we have invested in robust and reliable technology.” The college has already installed the first 100 printers with the other 60 to follow this year. It has also implemented PaperCut software on each printer to provide students with print credits to encourage people to print conservatively. As well as the strong performance of the fleet of WorkForce Pro, the college is seeing significant financial benefits. MAJOR COST SAVINGS The WorkForce Pros cost less than a third of the amount that the college was paying for its laser printers. Cost savings extend further as the IT team only has to manage one type of cartridge. Moreover, as cartridges are easy to change, staff are happy to do this – saving the IT team time. Cartridges also last much longer – a month on average – and cost £34 each with four required. This compares to £100 per cartridge (£400 to replace all colours) for its older laser printers. “Working in education we have to be conscious of cost and the new system really delivers,” observes Andrew. “Cost per page is 3.4p so costs have fallen by between 50 and 65 per cent. The great thing is that we have achieved this while moving to genuine ink supplies. Epson also plans to support and provide cartridges for the printers for three to five years. So we have a stable, long-term print platform. Also, as the cost of buying a unit is so affordable we can comfortably buy new printers if needs be and we have a clear idea of what our print costs will be moving forward. The Epson WorkForce Pro printers have changed my opinion of what inkjets can do; I strongly recommend them.” L FURTHER INFORMATION www.epson.co.uk

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GRAMMAR & PUNCTUATION

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The new English Grammar, Punctuation and Spelling Test, which will be sat by all 11 year olds in May, is aimed at addressing a decline in the correct use of grammar. However, this change has not been welcomed by all, writes Louise Moore that grammar and punctuation are over rated, irrelevant and that they stifle the creativity that the current curriculum was designed to encourage. However, pupils need to understand how language works before they can use it skilfully to express their thoughts clearly and creatively in a way that helps the reader follow their intention. I know that when I read letters from people, including letters of application for jobs, I partly judge a person by their written English. The incorrect use of apostrophes or colons suggests to me a poor standard of English, or a lack of attention to detail. For me and many others, the refocus on grammar, punctuation and spelling that the Government is calling for is long overdue.

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The increasing use of text language and the abbreviations used in social media have led to a slow decline in the correct use of grammar and punctuation. In addition to this, there has been a move away from the traditional teaching of grammar, punctuation and spelling with a focus on creative writing. Unsurprisingly, the result has been a slow deterioration in the correct use of our language. The argument against the new tests is

Before a fronted adverbial Before a coordinating connective To separate parenthetical elements in a sentence OPPORTUNITIES These are certainly skills that could make an employer decide for or against an applicant and therefore they are a major contributor to a student’s opportunities in life. With the competitive nature of the world in which we live, we need to give our pupils every advantage possible to increase their chances of success. How many of us have not struggled to help pupils meet basic literacy standards that should have already been mastered? We all know that in upper KS2, sometimes creativity has to be employed to help a pupil understand how to write a basic sentence correctly. A recent report in the Metro revealed that schools are paying experts £14.02 an hour for up to three weeks’ work a year to correct grammar, spelling and punctuation mistakes made by teachers in pupils’ school reports. Former head teacher Chris McGovern, chairman of the Campaign for Real Education, backed this up, stating: “It is very rare to find teachers who are not making mistakes in grammar and punctuation.” TRAINING The question is, have teachers had the correct level of training to deliver this learning? In too many cases, the answer is no. One problem with our education system today lies in the fact that we have a lot of young teachers who came through the English education system at a time when grammar and punctuation were not taught to a high enough standard, so we have a significant skills gap in our teaching profession. Qualified teachers make basic errors such as using the word ‘your’ instead of ‘you’re’ and the verb ‘to practise’ instead of the noun ‘practice’. It fair to say that many teachers need professional development to help them E

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GRAMMAR & PUNCTUATION  meet the demands of the new test; historically they simply haven’t been given this as a focus. BOYCOTT We are already starting to hear whispers of boycotting the test, but I believe that, as a profession, we need to consider what is in the best interest of the pupils in our care; pupils we are preparing for adult life. We have to approach this new test with an open mind and a desire to improve our own knowledge as much as that of our students. In terms of getting this training, there are challenges: finding suitable provision to meet training needs; having available finances to fund courses and the supply teachers needed to cover classes; finding a suitable time in the school calendar to release teachers for the day. For these reasons, I started working with the publisher Rising Stars and the Guardian Teacher Network to write an interactive online course, ‘Essential CPD (continuing professional development)’, that takes four hours to complete and will provide teachers with all they need to know in order to meet the new requirements. The course can be stopped and re-started at any point to fit in with the time available and therefore no supply cover is required.

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Colon or semi colon? The summers in England are warm and wet; the winters are cold and wet. The semicolon shows that the two statements are closely related. Jane is crying: Pascal has broken his leg. The colon shows that one has caused the other. Jane is crying because Pascal has broken his leg. A colon introduces an explanation, elaboration or summary of what has come before.

What is important is to start including a level of grammar and punctuation teaching. Once teachers understand the key rules of these, there will be significant changes required in everyday teaching In my view, the only benefit of attending a training course is the interaction with the other trainees. For this reason Essential CPD retains this social element of training, enabling you to share your ideas with other people taking the course by posting comments or replying to posts from other users. For those who want to keep their thoughts to themselves the ‘private’ button can be selected so your comments remain visible only to you. What is important is to start including a level of grammar and punctuation teaching in all classes, and it is interesting to note that the students I have worked with have given an incredible response to my recent increase in focus. I have Year 5 students discussing the most appropriate, interesting and effective phrases and clauses to use when building different sentences, and explaining clearly where to use an apostrophe. As with all learning at this age, they have absorbed it quickly and appear to love the challenge. Once teachers understand the key basic rules of grammar and punctuation, there will be small but significant changes required in everyday teaching. L ABOUT THE AUTHOR Louise Moore, a senior teacher, is also the author of the Rising Stars and Guardian Teacher Network’s new online Essential CPD course in Grammar, Punctuation and Spelling. For further information visit essentialcpd.co.uk

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High quality residential education experiences that make a difference Hinning House is a purpose built outdoor education centre located in the awe inspiring Duddon Valley, in the Lake District. It has a successful history of delivering relevant experiences to a range of young people. Highly experienced teaching staff have the flexibility to allow educational need to drive the programmes that they deliver and young people are challenged at a pace appropriate to their stage of development. By using a variety of activities, including: mountain and valley walking, orienteering, self-led expeditions, rock climbing, off-road cycling, bushcraft, ghyll scrambling and art as vehicles for learning, the centre provides visitors with the maximum opportunity to participate in all sessions. Young people get the chance to set individual goals and take part in a range of progressive, innovative and exciting activities. For many, a visit to the centre is their first trip away from home and often counts as the most

memorable experience in a young person’s school career. The skills that young people develop during a residential visit are skills for life and engender life-long learning. All courses are fully-catered and the property has accommodation in small bedrooms for up to 30. Brathay Trust, which manages the centre, also has two more stunning outdoor education centres at Low Bank Ground, on the shores of Coniston, and at Brathay Hall, a beautiful Georgian country house near Ambleside, in the Lake District. FOR MORE INFORMATION www.lowbankground.com www.brathay.org.uk

Kingfisher welcomes new expert lighting manager Kingfisher Lighting is an expert in every aspect of exterior lighting design, including all sports lighting applications. Many schools, colleges and universities benefit hugely from having the best available sporting facilities, of which correct and energy efficient lighting is an important factor, allowing sports training and competitions to continue after dark. Neil Johnson, Kingfisher Lighting’s new sports lighting manager, is an associate member of the Institution of Lighting Professionals and a lighting engineer of 28 years experience. He has been responsible for the design and installation of some of the UK’s iconic sports lighting systems including Lord’s, The Oval, Edgbaston and Trent Bridge Cricket Grounds, Kempton Park Racecourse as well as numerous football and rugby stadia. Neil was also responsible for the design of two 2012 Olympic/ Paralympic venues at Broxbourne

Canoe Slalom Course and the Eaton Manor Tennis Complex. He has also written articles for lighting industry publications and regularly speaks at SAPCA sports industry events on aspects of sports lighting design and light containment. Kingfisher is delighted to gain such a wealth of experience in Neil and will be using his knowledge to expand on the Sports Lighting sector. Visit the company’s website to download its brand new Sports Lighting brochure FOR MORE INFORMATION Tel: 01623 415900 Mobile: 07813 025658 njoson@kingfisherlighting.com www.kingfisherlighting.com

Horticon helps to make the most of your outdoor space Horticon has traded for over thirty five years and provides all aspects of hard & soft landscaping and minor civil works throughout the North West, North Midlands and Yorkshire areas. Customers include local authorities, schools, nurseries, housing associations and building contractors. The company employs over 45 highly skilled and qualified staff and owns a large fleet of plant and machinery. It undertakes all aspects of external works to schools including the construction of play areas, car parks, outdoor classrooms and outdoor sports facilities including multi-use games areas, tennis and netball courts, natural turf and synthetic turf pitches. Horticon provides access improvements from the construction of footpaths and access ramps through to the installation of electric doors and gates and intercom systems. It also installs temporary classrooms and

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other modular buildings. In Horticon’s complete service from design through to construction and maintenance, it works closely with clients to ensure it fully understands their requirements and delivers projects to their complete satisfaction. Horticon is an accredited member of BALI, CHAS, Constructionline and SAPCA and all works are undertaken in accordance with its ISO9001 Quality and ISO14001 Environmental Management Systems. FOR MORE INFORMATION Tel: 01565 872 151 info@horticon.co.uk www.horticon.co.uk

Experts Midshire warns schools against bad purchasing practices BBC’s Panorama recently exposed some disturbing rogue practices within the contract copier supply industry. Schools in particular have fallen easy prey to deals, which on the face of it look great value, but on closer inspection prove both expensive and very difficult to cancel. The expose found that many schools have been left in financial difficulty after signing leases that left them paying up to 15 times the going rate for photocopiers and IT equipment. Midshire are an award-winning, national supplier and has been working with schools and academies for over 15 years, growing its education client base through a combination of moneysaving measures and service add-ons such as data security audits and ICT Health Checks.

The company has put together a checklist for schools to use when considering a new supplier for their copiers and printers, and will even undertake a free print audit, looking at print volumes and running costs as well as specific requirements for individual schools, with savings of up to 40 per cent of current spend. Midshire is urging schools to be vigilant (and cynical) and carry out due diligence before signing up to an agreement. Midshire offers free, no obligation trials as well as useful no-strings audits nationwide, designed to help schools make an informed decision and reduced spend. FOR MORE INFORMATION Tel: 0161 494 3370 info@midshirenorth.co.uk www.midshire.co.uk

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Help in managing the burgeoning use of email – a simple solution to saving emails and documents to SIMS Saving emails to the SIMS student record can be a chore, so much so that it generally isn’t always done regularly. That leaves a trail of unmanaged emails on local PCs, ad hoc collections of printed documents to be filed and more importantly an immediate gap in the student record. Cohesion Software’s RECORDLINKwriter simplifies the process of storing emails by using an easy to follow wizard launched from MS Outlook. Emails appear in the SIMS record as usable Outlook items, complete with attachments and audit trail in the SIMS record in the same way as linking documents manually. At the time of saving users can create database entries such as Behaviours and save to single or multiple student records, all managed by their SIMS permissions. Similarly RECORDLINKwriter works with MS Word and Excel. In the Lower School office at Cecil Jones College the staff use RECORDLINKwriter on a daily basis and find it invaluable in maintaining their records and ensuring that all correspondence is stored in the one place against the pupil’s record in SIMS.

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They really wouldn’t like to be without it. Once emails are part of the SIMS record they are also part of the disaster recovery plan, available over the network, protected by SIMS and user permissions. They are also arranged by the SIMS file plan, auditable and form a more complete student record, ultimately improving data management and outcomes. And with administrators typically spending 15-20 per cent of their time in filing and retrieving hard copy documents the reduction in time gives a fast

return, freeing up the administration team for more valuable tasks. There is an overarching benefit to centralising emails and documents and using SIMS to manage the documents. Once documents are moved from multiple and often unknown locations to SIMS, the record represents a single view of pupil profiles, available in the office, classroom or remotely if the school network allows. This improves information quality and visibility in the SIMS pupil record enabling a better understanding of the student from any location. As the burden of document management and electronic document handling rises, coupled with increasing email usage, schools can reduce their administrative costs and more effectively manage their files by adding RECORDLINKwriter to complement their existing MS Office and SIMS applications and practices.

Products & Services

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FOR MORE INFORMATION Tel: 01285 760 301 info@cohesionsoftware.co.uk www.cohesionsoftware.co.uk

You help others prepare for their future Let us help you prepare for yours Wesleyan for Teachers are specialists in financial planning for teachers. Our Financial Consultants are experts in the Teachers’ Pension Scheme and are dedicated to working with their local schools to deliver important information about financial matters affecting teachers. Our services include: • An outline of the features and benefits of the Teachers’ Pension Scheme – how it works today, and how it may change in the future. • Useful information on other financial matters affecting teachers. You will also have the opportunity to ask questions or request a personal no-obligation meeting with your local Financial Consultant. Whatever your future goals, a no-obligation, face to face meeting with your local Financial Consultant can help you make informed decisions. To arrange a visit to your school, or to request a personal appointment in the comfort of your home contact us today.

teachers@wesleyan.co.uk

Quoting reference 60780 Wesleyan for Teachers is a trading name of Wesleyan Financial Services Ltd. Registered in England and Wales with company registration number 1651212. Wesleyan Financial Services Ltd is authorised and regulated by the Financial Conduct Authority and is wholly owned by Wesleyan Assurance Society. Wesleyan Assurance Society is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority. Wesleyan Assurance Society: Head Office: Colmore Circus, Birmingham, B4 6AR. Website: www.wesleyanforteachers.co.uk. Telephone calls may be recorded for monitoring and training purposes. WFT-AD-94-04/13

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EDUCATION BUSINESS MAGAZINE | Volume 18.3

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