Education Business 19.1

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VOLUME 19.1

BETT 2014

SPORT & FITNESS

OUTDOOR LEARNING

TAKE TEACHING OUTDOORS Get your pupils outside and increase their appetite for learning

3D PRINTING

FINANCE

A LOOK AT SCHOOL BUYING PATTERNS

What are schools spending their money on this year?

CATERING

FEEDING YOUNG STOMACHS AND MINDS

How school food can directly influence the health of the nation SECURITY

SURVEILLANCE IN SCHOOLS

Challenging the ‘Big Brother’ perceptions surrounding CCTV in schools

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VOLUME 19.1

BETT 2014

SPORT & FITNESS

OUTDOOR LEARNING

TAKE TEACHING OUTDOORS Get your pupils outside and increase their appetite for learning

3D PRINTING

FINANCE

A LOOK AT SCHOOL BUYING PATTERNS

What are schools spending their money on this year?

CATERING

FEEDING YOUNG STOMACHS AND MINDS

How school food can directly influence the health of the nation SECURITY

SURVEILLANCE IN SCHOOLS

Challenging the ‘Big Brother’ perceptions surrounding CCTV in schools

PLUS: FIRE SAFETY | OUTDOOR PLAY | SCHOOL TRIPS | FURNITURE | PEST CONTROL

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Comment

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A RIGHT ROYAL COLLEGE Plans to establish a ‘College of Teaching’ move forward. The Prince’s Teaching Institute continues to cook up a blueprint, which aims to map out a voice for the profession in the same way there are professional bodies in medicine and law.

Improving standards, helping with professional development and using research to improve professional practice are the goals. Membership costs would range between £30-£130 per year, which is expected to be made up from full members (qualified teachers) and associate members – unqualified staff who could join as a stepping stone to becoming a full member. No-one would be allowed to be an associate member for more than three years.

Soon after the election 2010, Michael Gove signalled the end of the General Teaching Council for England, which was founded in 1998 under Labour and eventually abolished on 31 March 2012. It was responsible for the Code of Conduct and Practice for Teachers, and regulated all ‘registered teachers’.

National Association of Head Teachers leader Russell Hobby backed the latest news on the plan: “If teachers want professional respect and freedom from interference, they need a body like this to strengthen their voice.”

Despite the fact it would not be involved in the areas where teachers are represented by unions (such as pay, conditions and disciplinary cases) Chris Keates, NASUWT leader, was more reserved and warned of “diverse and often contradictory ambitions for the college”.

On technology, the Bett show just keeps getting better and better. In January, there was a huge range of educational resources on show at the ExCeL, which is now home to the annual event. A large delegation from overseas was in attendance and Michael Gove actually made it down on two separate days. As well as delivering the keynote, Gove could be seen strolling around the show with his two children, on the show’s closing day (Saturday). Read all about Bett on p31.

Danny Wright

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TAKING CARE OF EDUCATION dly Meet the frien KYOCERA tions team lu o S t n e m u c o D at BETT, on Stand C88 don ExCel Lon 5th from 22nd to 2 14 January 20

KYOCERA’s experts are here to help!

With over 20 years of experience in providing award-winning document solutions to the UK’s education sector, KYOCERA knows what it takes to support schools, their staff and students.

Our experts developed a unique connector for SIMS to ensure the simple, fast and secure storage of documents and information in schools. We recently delivered a Biometric Printing solution which offers a simple and secure method of identification for schools wanting to control print costs.

We can create bespoke solutions to suit your individual needs via our world renowned HyPAS development program, like Teaching Assistant, an app which creates, marks and analyses multiple choice tests, providing detailed or summary information on individual and class performance.

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CONTENTS EDUCATION BUSINESS 19.1 07

07 EDUCATION BRIEFER

63 OUTDOOR LEARNING

11 FINANCE: PROCUREMENT

Teacher Daisy Hamilton describes a trip to Thailand and Cambodia she took with pupils to equip them with some important life skills

Gove wants formal tests for reception children by 2016; new guidance on punishing bad behaviour; Government launches ‘Year of Code’ BESA director Caroline Wright on schools’ budgets and spending patterns

15 FINANCE: PAYROLL

19 41

71 SPORT & FITNESS

19 LEADERSHIP

75 SPORT & FITNESS

More schools are training the next generation of teachers through School Direct, writes NCTL’s Charlie Taylor

David Stalker of ukactive urges schools to take a whole-day approach to activity

23 IT & COMPUTING: CURRICULUM

James Kelly of BSIA challenges ‘Big Brother’ perceptions of CCTV use in schools

27 IT & COMPUTING: TABLETS

31 BETT REVIEW

The world’s leading learning technology event took place in London on 22-25 January

41 PRINTING

3D printing is the latest technological innovation in our schools

43 ACADEMIES

The IAA walks us through the benefits of investing in marketing strategies

47 OBESITY

We take a look at how obesity is affecting children and at recent efforts to combat it

51 CATERING

LACA’s Anne Bull examines how the School Food Plan can improve children’s diets

55 OUTDOOR PLAY

Outdoor play can help tackle child obesity, writes Dr Colin MacAdam of API

59 OUTDOOR LEARNING 105

67 EDUCATIONAL TRIPS

The Youth Sport Trust’s John Steele writes about a network of role models and mentors that believe in the power of sport

BESA director Caroline Wright examines how schools are using tablet technology

75

Sarah Blackwell discusses how schools should help children learn from nature

The CIPP’s Diana Bruce breaks down the Chancellor’s Autumn Statement on taxes

Two teachers discuss their experience of using a new computing curriculum

How the great outdoors can help stimulate pupils not engaged by classroom activity

Education Business

Contents

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79 SECURITY

83 FIRE PREVENTION

IOSH’s Gary Laird gives his advice on how schools can prevent blazes

87 PEST CONTROL

Richard Moseley of the BPCA explains what can be done to prevent pest outbreaks

91 SCHOOL FURNITURE

BESA comments on its recent survey of school satisfaction with furniture procurement and what it means for heads

95 FACILITIES MANAGEMENT BIFM takes a look at award winner Edge Hill University’s in-house FM team

101 APPRENTICESHIPS & WORK EXPERIENCE

Nicola Thompson of All Saints Secondary School in Dagenham shares the school’s successful work placement programme

105 EDUCATION BUSINESS AWARDS 2013

Schools, academies and colleges were awarded for educational excellence at the 2013 Education Business Awards

115 EDUCATION SHOW 2014

This March’s Education Show offers a rich programme of CPD, inspirational keynote speakers, and leading educational suppliers

128 PRODUCTS & SERVICES

Products and services for the education sector

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SPORT & PE

ASSESSMENTS

Extra Gove wants formal tests for reception children by 2016 £150 million Michael Gove has said in an interview on the Andrew Marr Show that children of four and five should be formally assessed when entering reception class to give schools an idea of children’s level of ability.

The tests, which are proposed to begin in 2016, are among the suggestions that came from a DfE consultation in 2013. Countering the notion that it would be harmful to children, Gove said that the tests would “provide teachers with the information they need… to know how to tailor teaching to students,” and that they could help schools working with disadvantaged children.

The idea has been criticised by some education officials. Christine Blower of the NUT said testing at this age would be “too much too soon.” Russell Hobby of the National Association of Head Teachers said he didn’t

to boost primary school sport

Michael Gove

disagree with testing in principal, but warned that it is “a step into the unknown,” and that it should be READ MORE: carried out tinyurl.com/nkkp6ex with care.

SCHOOL DISCIPLINE

Guidance on punishing bad behaviour Schools in England have been sent revised government guidelines on dealing with bad behaviour, making clear that tough but proportionate punishments are just as crucial to an effective education as praising and rewarding good behaviour.

While the previous guidelines made clear the legal backing for setting punishments, they stopped short of outlining potential sanctions - leaving many heads and teachers unclear of the action they could take.

Potential punishments listed in the guidance now include: school-based community service – such as picking up litter or weeding school grounds, tidying a classroom, helping clear up the dining hall after meal times, or removing graffiti. Loss of privileges, such as

FREE SCHOOLS

Nottinghamshire free school plans scrapped The government has rejected proposals for the Newark School of Enterprise in Nottinghamshire. The school would have been run by Andrew Cutts-McKay, the former head of the troubled Al-Madinah free school in Derby. The school failed to achieve the minimum enrolment of 75 children, only finding 50 for September enrolment.

A DfE spokesperson said: “Unfortunately Newark has been unable to reach the high bar we have set and we have withdrawn our approval for the project to proceed any further.”

Nottinghamshire Council have stated that the area has little need for a free school as there are “plenty of places in the two secondary schools.”

Education Briefer

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not being able to participate in a non-uniform day; writing lines or an essay; and being ‘on report’ for early morning and other scheduled times were also suggested punishments.

Education Secretary Michael Gove said: “Our message to teachers is clear – don’t be afraid to get tough on bad behaviour and use these punishments.

“The best schools already ask pupils who are behaving poorly to make it up to their teachers and fellow pupils through community service. I want more schools to follow their example by making badly behaved pupils pick up litter or help clear up the dining hall after meal READ MORE: times.” tinyurl.com/mrl7vbl

David Cameron has announced that primary schools are to receive an additional £150 million a year in sports funding until 2020. This represents a five-year extension of the direct funding scheme which was put in place last year for an initial two year period.

The Primary PE and Sport Premium funds are given directly to primary heads in the form of an £8,000 lump sum and an additional £5 per pupil. The scheme intends to improve sports lessons by allowing schools to purchase equipment and run after school clubs.

The Prime Minister said: “Sport is so important because it encourages children to be active, lead a healthy lifestyle, make friends and, of course, have fun. But quality school sport has benefits that spread right across the curriculum and beyond – it develops confidence and a sense of achievement, it teaches young people how to rise to a challenge, and nurtures the character and skills that will help them get on and succeed in life.”

READ MORE: tinyurl.com/peyqd6n

IT & COMPUTING

Government launches ‘Year of Code’ with £500,000 to train teachers The Chancellor and Education Secretary have announced a new £500,000 fund to get teachers trained up in software coding in the hopes that it will result in a generation of digital entrepreneurs.

Match funding will come from the private sector, and will help prepare schools to deliver the new computing curriculum. It is hoped that through acquainting children with computing concepts from an early age, they will be able to make valuable contributions to the economy.

The announcement coincides with the launch of the ‘Year of Code’, a year-long computer science scheme. George Osborne said: “Backing technology and making sure our children are equipped with the skills for the future is a key part of our economic plan.” A March campaign

will see schools encouraged to provide one hour of coding lessons a week to all pupils.

Components of the scheme include: a £2 million fund for the British Computer Society (BCS) to create a network of teacher trainers; furthering online resources and school workshops for teachers; and stepping up scholarships for those who train as computer science teachers. Mike Warriner, UK engineering director of Google said: “It’s great that teachers will be trained with the skills they need to teach children from a young age and inspire the next generation READ MORE: of tinyurl.com/pdtzvqu developers.”

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FINANCE

ACADEMIES

£20m to improve Welsh underperforming secondary schools

Academies should be subject to Ofsted checks, say Lib Dems

A £20m a year plan to boost underperforming secondary schools is being launched by the Welsh Government. The Schools Challenge Cymru scheme aims to improve the quality of teaching and learning by sharing expertise with high-performing schools.

Up to 40 schools will be selected and monitored when the scheme begins in September. The drive follows similar schemes in London and Manchester. Details of criteria and which schools have been selected will be announced in the READ MORE: coming tinyurl.com/qzwkhwr months.

CAREERS ADVICE

Concern over pupils ‘discouraged’ from vocational training

READ MORE: tinyurl.com/ngmeguj

A survey carried out in January revealed that many young people are being actively discouraged from pursuing vocational paths by parents and schools, raising concerns that many are relegating themselves from training in valuable skills.

The Edge education foundation commissioned the survey of 2,230 people aged 18-35. It was found that of 1,000 people who pursued vocational training, a third said their choice was supported by their school and just a quarter said their parents had encouraged the decision – many had been told they were ‘too clever’ for vocational education.

The survey found similar levels of pay and job satisfaction between the university educated and those who had studied a trade.

Jan Hodges, chief executive of the Edge foundation, said: “It is disappointing that so few parents and teachers see vocational education as being worthwhile. The stigma attached... is old-fashioned and unjust.”

Liberal Democrat schools minister David Laws has called for greater powers to be given to Ofsted to supervise the academy education sector.

The organisation currently has a remit of inspecting individual academies, but not ‘chains’ of academy schools such as the Elliot Foundation or the School Partnership Trust Academies.

Laws told The Independent: “When the academies programme started, it had a lot of enemies and was regarded as a precious flower that needed protection.

“But this flower has now grown strong enough to survive in the full heat of the sun… there are some good academy groups doing an absolutely fantastic job – like Ark and Harris – and some not doing so well.”

He concluded that “Ofsted must be able

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David Laws: “Ofsted must be able to shine a spotlight wherever it wants to”

to shine a spotlight wherever it wants to. I don’t want there are to be any constraints. It ought to be able to READ MORE: inspect the tinyurl.com/ltsh364 chains.”

TEACHER TRAINING

Google to fund Code Club Pro scheme for teachers Code Club, which runs volunteer-run coding clubs after school hours, has launched a training programme to teach computing skills to primary school teachers with £120,000 in financial backing from Google. The scheme, which begins in April, hopes to work with over 20,000 teachers by 2016. Co-founder Clare Sutcliffe told The Guardian: “We’re being ambitious, because this is a huge problem, and we think we’ve designed a model that scales.”

The Code Club Pro scheme, launched by George Osborne in February, will consist of face-to-face training sessions supplemented

with online resources, aimed to facilitate teaching across diverse subjects.

Mike Warriner of Google said: “When you build a program on a computer today, you have to work as a team, learn to understand documentation, think about strategy and planning, and solve problems. It’s a very wide set of skills that we’re hoping people will learn as part of this, and those skills are applicable across READ MORE: the whole tinyurl.com/pjd8num curriculum.”

IT & COMPUTING

New Nesta digital programme for Scottish schools The independent charity Nesta (the National Endowment for Science, Technology and the Arts) is working with the Scottish government on a programme to boost digital creativity in schools. Last year Nesta oversaw four digital creativity events in which pupils worked on activities like editing films and creating moving sculptures. The main focus of the current campaign is CPD for teachers, developing their confidence to deliver lessons in areas such as mobile app development, physical computing and data skills.

There are three main CPD models in use, involving Saturday workshops for groups of teachers, direct engagement with individual

READ MORE: tinyurl.com/pelk4ae

schools and a hub model based on small groups in the same region coming together.

The project, which receives public funding, aims to reach all teachers in Scotland who wish to enhance their pupils’ digital creativity.

Volume 19.1 | EDUCATION BUSINESS MAGAZINE

9

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PROCUREMENT

BESA director Caroline Wright gives an update on schools’ budgets and spending patterns, with research showing an increase in expenditure in a number of key areas Schools’ views of funding, expected spending and outlook for the future are all improving.

The 906 UK schools (600 primary, 306 secondary) that we interviewed as part of our annual ‘Resources in English Maintained Schools’ survey revealed that 63 per cent of primary and 46 per cent of secondary schools feel they are adequately funded – an 8.6 per cent increase from 2013. While not everyone is happy, these findings certainly indicate an increasing sense of comfort with budgets; primary school head teachers, in particular are the most positive about funding adequacy since our survey began in 2007.

Let’s look at each product and resource area in more detail to understand a little more about the changing buying patterns and make some deductions about the causes.

ICT SPENDING Considering the sufficiency of ICT infrastructure provision first, this year’s research showed a more positive

Overall we are tive a pos seeing f funding o picture tment within es , and inv ucation sector the ed continuing with a us on foc ICT

Written by Caroline Wright, director BESA

A LOOK AT SCHOOL BUYING PATTERNS

outlook in primary education for the first time since 2010. All schools claimed a 3.8 per cent increase in spend on ICT and forecast that this will increase to a 7.1 per cent rise in the school year 2014/15.

Unsurprisingly, with the arrival of the new computing curriculum primary schools are forecasting a 10 per cent increase in investment in ICT for 2014/15. However, secondary schools also forecast an 11 per cent increase in ICT investment.

It appears that in terms of the priority of investment, there is an upward trend through the school years. At foundation stage, we are seeing a slight rise in purchasing priorities towards ICT with 20 per cent more schools identifying ICT as increasingly important compared with 13 per cent last year. By Key Stage 1, 38 per cent of teachers see ICT as a priority compared with 22 per cent last year, 51 per cent at Key Stage 2, a slight dip at Key Stage 3 (49 per cent), and then rising again to 54 per cent at Key Stage 4. This demonstrates an increasing need for technology in learning with age.

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PROFESSIONAL DEVELOPMENT Predictably, the research also highlighted a significant E

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PROCUREMENT  and increasingly positive shift of spending in continuing professional development (CPD). The sector has been faced with numerous changes over the past few years including autonomy over financial management, movement towards academy status, a new curriculum for primary schools including computing and a renewed emphasis on modern foreign languages, to name just a few. Without training, schools are unlikely to have the skills to meet all of these new demands.

In 2013 respondents stated a seven per cent reduction in CPD spend, but this year schools indicated a 9.6 per cent increase; an overall increase in spending focus of 16.6 per cent. Looking ahead, surveyed schools forecast that in 2014/15, primary schools are more likely to increase their focus on investment further in CPD. PUPIL PREMIUM Of course another welcomed addition to schools’ budgets was the Pupil Premium, designed to fund extra support for those students registered for free school meals, who in turn, are presumed to have additional learning support requirements.

The trend seems to be that schools increasingly feel that the Pupil Premium does support their budget. Nearly 70 per cent of schools last year stated this, while this year 89 per cent gave the same response.

Those schools that have seen the Pupil Premium provide significant support to budgets are most likely to invest it in small group interventions. Very few schools will spend any of the funds on reducing class sizes. Fifty per cent indicate spending at least some of the funds on classroom resources (down from 58 per cent in 2012), with 23 per cent indicating that none of the additional funds will be spent in this way.

SPENDING ACROSS SUBJECTS With the new primary curriculum ‘going live’ in September, closely followed by the new secondary curriculum, it would not come as a shock to see an up-turn in investment in curriculum aligned resources. And in most areas this is exactly what we are seeing.

Subject-area purchasing priorities naturally show a higher expenditure in primary English/literacy resources but there is also a rise in expenditure from last year across all Key Stages.

Looking at the expenditure on maths/ numeracy learning resources we see an interesting divide between primary and secondary schools, with secondary schools forecasting an increasing investment next year while primary schools are looking to cut their spending. With the government’s emphasis on maths and English in primary

Schools which have seen the Pupil Premium provide significant support to budgets are most likely to invest in group interventions. Very few schools will spend any funds reducing class sizes schools this was quite a surprising result.

Primary schools will, however, be increasing their investment into resources to support the teaching of modern foreign languages. However, it is interesting to note that this upward trend also applies to Key Stages 3 and 4.

THE OVERALL PICTURE Overall we are seeing a progressively positive picture of funding and investment within the education sector and a continuing focus on investment in ICT. Clearly the new primary computing curriculum is influencing this to a certain extent and technology is increasingly becoming an integral part of teaching and learning in the majority of schools.

In fact the only area where investment is forecast to fall is stationery. We could believe that with the increasing adoption of technology in schools, the use of hard copy books and pens are less in demand; spending

on stationery is set to drop by three per cent.

What is most heartening is the development of the sector’s suppliers to meet the changing needs of schools. For example, last year, like this year, our corresponding research highlighted a growing demand for high quality training and CPD. However, this was coupled with a concern over the quality of available training. At the time only 17.5 per cent of those surveyed felt that the quality of training and CPD available was always of good quality. With the arrival of the new National Curriculum in September 2014 this was alarming. Today it is clear that suppliers have worked hard to provide the level of quality required by schools; we are seeing a significant shift in expenditure towards CPD to support the perpetual Government policy changes.

The overarching picture is very positive. L FURTHER INFORMATION www.besa.org.uk

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EMPLOYER TAXES

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Income Tax Allowances: 2014/15

Diana Bruce of the Chartered Institute of Payroll Professionals (CIPP) breaks down the Chancellor’s Autumn Statement on taxes, relevant for many schools operating as small businesses “The best way to help business is by lowering the burden of tax”, said the Chancellor during his Autumn Statement speech on 5 December.

Lowering taxes to reduce direct cost to business is only to be commended but from an employer’s perspective it is the administration of these ‘reductions’ that is still most certainly a burden. However, for individuals and businesses alike it was encouraging to hear that the fuel duty increase that was due to be implemented in September 2014 has been cancelled and there will be no further increase in the current Parliament. And after 93 years paper road discs are to be a thing of the past; an electronic system is to be introduced from October 2014. Here are the key points and highlights of what was revealed for employers.

NATIONAL INSURANCE CONTRIBUTIONS From April 2015 employer NICs will be abolished for employees under the age of 21 earning under the Upper Earnings Limit.

age before the introduction of the new single tier pension in April 2016, an option to top up their Additional State Pension record through a new class of voluntary National Insurance contributions, to be known as Class 3A.The scheme will be introduced in October 2015 and will be time limited.

As it is voluntary the employer will not be required to administer these contributions.

The basic State Pension will be increased in line with the triple lock in April 2014; the higher of average earnings growth, inflation or 2.5 per cent. This is a cash increase of £2.95 per week for the full basic State Pension.

The government has already announced that they will be bringing forward the rise in the State Pension age to 66 from 2026 to 2020, and introducing legislation to bring forward the rise to 67 from 2036 to 2028.

The State Pension age will be reviewed every Parliament based on the principle that people should expect to spend on average,

Lowering taxes to reduce direct cost to business is only to be commended but from an employer’s perspective it is the administration of these reductions that is still a burden This will apply to both existing and new employees and no individual’s state pension entitlement will be affected by the measure.

As part of the government’s drive to reduce the burden of employer NICs, it was confirmed that a £2,000 Employment Allowance will be introduced from April 2014, however at the time of writing, guidance has still not yet been published on the detail of how this saving is to be administered.

STATE PENSIONS A scheme is to be introduced to allow current pensioners, and those who reach State Pension

up to one third of their adult life in receipt of the State Pension. The increase to age 68 is likely to come forward from the current date of 2046 to the mid-2030s and likely to increase further to 69 by the late 2040s.

MARRIAGE From April 2015, a spouse or civil partner who is not liable to income tax or not liable above the basic rate for a tax year, will be entitled to transfer £1,000 of their personal allowance to their spouse or civil partner provided that the recipient of the transfer is not liable to income tax above the basic rate.

PERSONAL ALLOWANCE Up to age 65: £10,000 Age 65 to 74: £10,500 Age 75 and over: £10,660 Income limit for age-related allowances: £27,000 MARRIED COUPLE’S ALLOWANCE Age 75 and over: £8,165 Minimum allowance: £3,140

Written by Diana Bruce, senior policy liaison officer, CIPP

WORKING OUT TAX LIABILITIES FOR TEACHING STAFF

The income tax allowances, rates and bands for the tax year 2014/15 are set out in the tables below.

Blind person’s allowance: £2,230 INCOME TAX RATES AND BANDS Basic Rate: 20%, £0 to £31,865 Higher Rate: 40%, £31,866 to £150,000 Additional Rate: 45%, Over £150,000 The transferor’s personal allowance will be reduced by £1,000. The spouse or civil partner receiving the transferred allowance will be entitled to a reduced liability of up to £200.

SHARES For Share Incentive Plans (SIPs) the individual limits on the ‘free’ shares companies can award to employees for 2014/15 will be increased from £3,000 to £3,600 per year and the individual limits on the ‘partnership’ shares employees can purchase will be increased from £1,500 to £1,800 per year (or 10 per cent of an employee’s annual salary) For Save as You Earn (SAYE), the amount that employees can save and apply towards the purchase of share for 2014/15 will be increased from £250 to £500 per month With Annual Individual Savings Account (ISA) the subscription limit for 2014/15 will be £11,880, of which £5,940 can be invested in cash The annual subscription limit for Junior ISA and Child Trust Fund (CTF) for 2014/15 will increase from £3,720 to £3,840.

There will also be an annual exemption from income tax on bonuses or equivalent payments up to an amount of £3,600 paid to employees of companies that are indirectly employee owned. E

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EMPLOYER TAXES  APPRENTICESHIPS The government will reform apprenticeship funding and introduce a system which will enable employers to receive funding for the training costs of apprentices directly through an HMRC-led system and ensure that employers contribute. The lack of detail in this announcement leaves us to speculate somewhat and our thinking is that the ‘HMRC‑led’ system is going to be where employers receive funding through the PAYE system. This was in a consultation last year and the payroll profession were not in agreement with this option. This will have to go via real time reporting returns and whilst RTI has been successful for many employers there are still issues surrounding the reconciliation of accounts so imagine now putting something into the mix that isn’t in fact earnings; potential for further confusion. The CIPP will be part of any future discussions on how this initiative will be implemented.

The government will introduce a system which will enable employers to receive funding for the training costs of apprentices directly through an HMRC-led system OFFSHORE EMPLOYMENT The issue of ensuring that the correct income tax and NICs are paid by employees and employers when offshore employment intermediaries are used was addressed. Further action will be taken to prevent employers using employment intermediaries to disguise employment as self-employment and thus avoid employment taxes and deny employment rights to their workforce. The government will legislate to prevent employment intermediaries from being able to use contrived contracts to disguise the employment of workers.

PERSONAL SERVICE COMPANIES A select committee of the House of Lords is currently conducting a call for evidence into the use of Personal Service Companies and IR35 legislation. The CIPP and the AAT have been working jointly to obtain views from their members working within payroll, tax and accountancy and will continue to be involved in consultation.

HELP FOR SMALL BUSINESSES Last year HMRC published their commitments to make tax easier to understand and make ‘doing tax’ simpler and quicker. This year they are publishing an update which showcases the improvements and new products HMRC has developed. Small businesses told them an online document would be more useful for them, so this year HMRC has developed an online interactive format which includes lots of links to services and products for small businesses, helping them to get their tax right, first time.

The guide has been structured around a number of themes, so businesses can dip in and out of the sections that are of most interest to them.

The themes include improving support – setting out what support and help is available to small businesses, including apps and products like business tax dashboard. Another section looks at delivering simpler tax rules including the new employment allowance of £2000, available from April, as well as tax reliefs and incentives. Reducing tax burdens to small businesses and service improvement with regard to transactions are also covered.

UPCOMING CHANGES HMRC has also described what’s coming up in the next 18 months or so – especially their new personalised online account service which will allow small businesses to deal with their business tax affairs in one place, simply and easily. The guide can be accessed on the HMRC website. L FURTHER INFORMATION https://www.gov.uk/government/publications/autumnstatement-2013-documents

National Insurance Contributions (NICs) CLASS 1 NICS WEEKLY LIMITS/THRESHOLDS Lower earnings limit (LEL): £111 Primary earnings threshold (PET): £153 Secondary earnings threshold (SET): £153 Upper accrual point (UAP): £770 Upper earnings limit (UEL): £805 CLASS 2 Weekly rate: £2.75 Small earnings exception (per annum): £5,885 Special rate for share fishermen (weekly): £3.40 Special rate for volunteer development workers (weekly): £5.55 CLASS 3 Weekly rate: £13.90

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TEACHER TRAINING

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A NEW APPROACH TO PROFESSIONAL DEVELOPMENT About School Direct School Direct is an initial teacher training (ITT) route that provides the opportunity for schools or partnerships of schools to apply for teacher training places working in conjunction with an ITT provider.

There are two types of training.

One is open to all graduates and is funded by tuition fees paid by the trainee, who may receive a bursary from NCTL. The other, salaried scheme, is for graduates with three or more years’ work experience, although for 2014–15 schools have some flexibility to accept high-quality graduates in shortage subjects with less than three years’ experience.

Schools work in partnerships headed up by a ‘lead school’.

Partnerships decide which university or other ITT provider to work with, how training will be structured and how funding is split between provider and schools.

Partnerships decide how many School Direct placements to request, based on projected staff needs.

NCTL allocates places.

Lead schools oversee recruitment and are responsible for ensuring the criteria for School Direct places are met.

The quality of teachers, alongside leadership, is one of the most important factors in improving the education our children receive. And the people who know best how to raise standards in our school are outstanding teachers and leaders.

Therefore it is heartening that more and more schools are getting involved in training the next generation of teachers through School Direct. Launched in 2012, School Direct is a school-led initial teacher training programme that puts schools directly in charge of finding and training their own teachers.

It is a great example of schools taking on a greater role beyond their own school gates – a self-improving, school-led system where our best schools lead the way in initial teacher training, continuing professional development, leadership and school-to-school support.

DEVELOPING SKILLS School Direct enables you to select the very best talent for your school and decide how you want them to be trained.

Working with a teacher training provider of your choice, you can develop a tailored training programme, customised to suit the needs of your school and your trainees.

Trainees work in school from day one alongside your existing team. This provides a great opportunity for them to gain a real insight into life as a teacher and to be supported by those already doing the job.

As Nicola Shipman, executive principal of the Steel City Schools Partnership in Sheffield says: “Having someone virtually full-time in school means we have the scope to support them very deeply and it makes a tangible difference in terms of their readiness for the

Written by Charlie Taylor, chief executive, National College for Teaching and Leadership

With many schools seeking to take a more hands-on approach to teacher training, NCTL’s Charlie Taylor looks at a school-led scheme which is gaining popularity across the country

job. Being in school four days a week means they are very well prepared in terms of depth of knowledge, skills and application.”

The programme also offers opportunities for experienced teachers to develop their own practice further. Helen Parkinson, assistant principal of Ashton-on-Mersey School – which leads an alliance of 11 schools – highlights how being a professional or subject mentor is excellent CPD for staff: “Coaching and mentoring skills and experience in things like handling difficult conversations are transferable to other areas of people’s work. And the more you reflect on other people’s teaching and learning, the more you reflect on your own.”

GROWING DEMAND School Direct was introduced in response E

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TEACHER TRAINING

For some schools and academy chains, School Direct is just the start of the journey, with a number choosing to take the next step and applying to become school-led and school‑centred ITT providers themselves (known as SCITTs)  to demand from schools to have more influence and control over the way new teachers are trained. The appetite for schools to become involved has been quite staggering – with requests from schools rising from 1,000 places in 2012-13, to over 9,000 in 2013‑14.

And for the next academic year, 15,300 places have been allocated.

School Direct presents a fantastic opportunity to attract the best graduates into teaching – with groups of schools and academy chains offering real career development to compete with the best graduate employers.

“Come and work for us,” they are saying, “and we will offer you great initial teacher training support as a newly qualified teacher, continuing professional development including options to undertake a Masters

or PhD and potentially training to become one of our school leaders in the future.”

POOLING RESOURCES This is one of the reasons why School Direct works best when a group of schools work together – not only do larger partnerships enable you to predict requirements more effectively, they also make it far easier to recruit trainees, organise training, create more opportunities for trainees to learn in different environments and ensure trainees can find work when they qualify.

For any school keen to get involved, I would encourage you to consider this route – working in a partnership led by outstanding schools, teaching schools or an academy chain. This way you can overcome any concerns about capacity as well as being in a stronger position to tempt the best trainees to your school.

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The partnership between schools and training providers is also critical and there are some great examples of successful partnerships emerging or, in many cases, existing relationships being strengthened. Examples include the team at Nottingham Trent University who have always seen strong relationships with schools as essential for successful teacher training and are working with their local schools to create bespoke, cutting-edge programmes.

JUST THE BEGINNING Other universities are also investing in closer school partnerships – the new Deanery at Oxford and the Institute of Education at Sheffield Hallam were conceived with the idea of strengthening and deepening the work they do with local schools, and Birmingham is opening a university training school which will become a beacon of good practice in teacher training.

And for some, School Direct is just the start of the journey, with a number of schools and academy chains choosing to take the next step and applying to become accredited school-led and school-centred ITT providers themselves (known as SCITTs). L FURTHER INFORMATION www.education.gov.uk/schooldirect

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ICT CURRICULUM

SWITCHING ON TO A NEW STYLE OF EDUCATION

IT & Computing

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Two London Borough of Havering teachers, Chris Speller of Elm Park Primary School and Stella McCarthy of Benhurst Primary School, share their views on the challenges of using a new computing curriculum

Each new ICTm u curricul h as the Prior to Michael a new curriculum. vity, sucunit, was i t c a Gove’s announcement Added to this was a n o at Bett 2012, the animatied on a whole lack of ring-fenced c ICT curriculum was to support it. introdu l basis at Elm Infunding supposedly too limited general, primary o scho for the ever evolving school teachers mary Park Pri ol world of technology that were not ICT experts we live in today, or in Michael and weren’t qualified Scho Gove’s words, it was “failing to prepare youngsters for the future.”

If we are to compete globally, students have to understand the breadth of today’s technology and be prepared for the technology of tomorrow. In parallel with developing technology, children’s aptitude and understanding is also constantly evolving – just think how quickly touch screens and social networking have become the ‘norm’. This has to be reflected in the level of our teaching.

However, from September 2012 schools were left to decide what they were going to teach, and this time the scope of the curriculum was thought to be too broad. Teachers across the country were just not prepared or suitably trained for the huge task of creating

to modernise computing education. So in many schools, the situation carried on as before – until the new curriculum changed things.

A NEW CHALLENGE Chris Speller of Elm Park Primary School explains: “At Elm Park Primary School we had a staff meeting a few months ago to introduce the new curriculum. We realised that despite having the knowledge and experience, the new computing curriculum introduces a whole new vocabulary. We started by asking questions such as ‘does anyone know what an algorithm is?’; ‘Who can code and develop sequences’?; ‘Who knows how to create an app?’ and so on. We had a lot of

worried staff in the room, until they realised that what was required was only, to a certain extent, what they were already doing.

“Our teachers had the understanding, passion and vision to achieve a 21st Century technology experience for our children but had never actually received formal training.

However for us in Havering, things weren’t as daunting as they were in many other areas.”

BENEFITTING FROM GUIDANCE Chris mentions the support received by staff at Elm Park: “In the early days, we were lucky enough to have the guidance of Dave Smith and Amanda Jackson, ICT advisers at Havering’s School Improvement Services’ ICT Team. Working with sector computing experts including Miles Berry of Roehampton University and Naace, the inspirational Terry Freedman, who had formerly worked for QCA and Tom Barrett, now senior consultant at NoTosh, and publisher Rising Stars, Switched On Computing had been created.

Designed as a series of schemes of work with associated creative E

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ICT CURRICULUM  activities and links to free software resources to support learning, we started to get quite excited by the freedom that the new curriculum offered. We started to see a way to achieve amazing results from teaching computing to a new, exciting and appropriate level.

“Working through the step by step approach provided by the curriculum, our staff started to realise that when you have the correct level of support and understand the terminology, the task becomes much smaller. The most complex and off putting part of the new curriculum is the words; the way the materials have been designed is ideal and the teachers picked it up straight away.”

GETTING STARTED A major decision at both schools was how to implement the new curriculum. Chris explains: “At Elm Park we decided that as the teaching would be new to all teachers and students, we’d introduce each activity on a whole school basis. So for example, the animation unit was taught across the whole school because although it’s a Year 3 activity, the Year 5 students hadn’t had the chance to learn this under the previous curriculum. Each class teacher adjusted the activity slightly to suit the year group but on the whole it was applied across all groups.”

Stella McCarthy of Benhurst Primary School explains how they got started. “At our school we invested in training for the ICT coordinator, who was then able to cascade the information to whole staff. We are lucky to have had support from Dave Smith and Amanda Jackson from the Havering School Improvement Services ICT Team. Each teacher was given a trial unit to read through with the invitation to go to the ICT coordinator if they had any concerns. After that, each year group decided how their units would fit into the schemes of work for their year.“ TAILORED TO COURSE MATERIALS Stella discusses how she and her colleagues made the course work for their pupils: “Because we do a lot of topic based work, certain units fitted in better with different activities. For example, when we were doing a topic on transport, the children worked with Scratch to create their own vehicle and took it on a journey. At Key Stage 1, the students were programming the Beebot cars to follow a given route.

Equally, when we were studying Henry VIII and Tudors, they created a character of the King at various stages in his life with animated speech bubbles that related to the major historical stories of that time.

“For those schools who haven’t used Scratch, it is a free online resource that lets children programme their own interactive stories, games, and animations and share these creations with others online.

“We then asked the Year 5 students to help the Year 3 students, a scheme that worked very well. During staff meetings we would share experiences and learn from each other. If someone had a specific problem, the chances were that someone else had worked out a solution. For the next two terms we’re going to continue in this way until eventually each year will embark on its own scheme of work from September. It is wonderful seeing the children so engaged. They are coming in each morning telling us what they have created at home; it really is supporting their learning and home/ school links.

“However, rather than just set them off using the programming resource, the curriculum gives us creative ideas for appropriate activities to ensure the students learn to think creatively, work collaboratively and reason systematically, which are all essential skills for life in the 21st century.”

SCHOOL COLLABORATION At Elm Park the students are now sharing their animations with schools across the world, seeking feedback and comments from other schools. As part of an eTwinnings initiative the school is working on a project with schools in Spain and Turkey.

Both schools are finding that the curriculum provides primary school teachers, with a structured range of dynamic activities and a comprehensive list of topics with open source or existing software.

The teacher pack which includes short tutorial videos is a great help.

Chris continues: “We have already started carefully building the skills of pupils from Year 1 to Year 6, including programming and

If we are to compete globally, students have to understand the breadth of today’s technology and be prepared for the technology of tomorrow

IT & Computing

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computational thinking. For schools not using resources such as Switched on Computing, we recommend breaking the schemes of work down step by step and building up a bank of creative ideas to deliver the learning in an appropriate and exciting way, ensuring it has purpose.”

THE RESULTS Stella concludes: “The best part of this new curriculum is that it is not just the more able children who are excelling.

We are finding that many children are completely absorbed in the learning, and achieving incredible results. Even those children with Special Educational Needs are thriving; they work well with the systematic approach to learning.

“Boys who don’t enjoy writing are finding that computing offers them another way to present their thoughts. This used to be via resources such as PowerPoint but now they are able to explore the best way of conveying their thoughts.”

One student at Benhurst Primary School wrote his review of the new computing lessons: “I really like computing and I want to do it at home.

I like the computing lesson where we make a film and then show it to mum. Scratch is brilliant – it is the best computing lesson. I like creating different games and videos. I love making different characters and different back drops and changing the gradient of colours.” L

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Developing a coaching culture will foster learning conversations and professional dialogue that give teachers and their managers an opportunity to understand and articulate how their teaching impacts on learning over time. The use of coaching as part of the drive for excellence creates a framework that dovetails the school improvement strategy with the appraisal process and provides opportunities for focused CPD linked to the vision of sustainable outstanding practice across the whole organisation.

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MOBILE TECHNOLOGY

TAKING-UP TABLET TECHNOLOGY

The adoption of tablet technology in schools has not always come with positive news.

As we move from the ‘innovators’ into the ‘early adopter’ phase of the technology adoption life-cycle, we are starting to see a realisation that successful implementation requires an understanding of the technology’s full potential, rather than simply a consideration of the hardware itself.

Our annual ICT in UK state schools research into 1,238 schools (731 primary and 507 secondary) issued in September 2013 revealed that 24 per cent of schools plan to invest more than expected in ICT this year (2014/15).

The investment in desktop and laptop computers remains fairly static. It is a shift in investment towards tablet technology which is increasing. 25 per cent of schools indicated that investment in pupil PCs and specifically tablets will

be one of the main areas of spend. learning opportunities that these This is good news so far. devices have the potential to enable.

However, at this early phase in the technology adoption life cycle, schools UNDERSTAND THE TECHNOLOGY must carefully consider all Our research suggests that aspects of the use of mobile schools recognise the solutions in the classroom importance of developing before investment. a full understanding Gaining an insight of the factors into how tablets are affecting successful being used to enhance implementation; teaching and learning approximately 40 per means that planning cent of the teachers for implementations and surveyed stressed professional development that they will require anaging m , can make the most training into the use n o s Nik Tu or LearnPad of the of tablet technology. t c e dir One BESA member, LearnPad Group, who supplies educationally aligned tablets into schools, has always stressed that the successful outcome of any tablet implementation is not based on the hardware. Nik Tuson, managing director at LearnPad, explains: “Ultimately a tablet is a tablet. A positive outcome from an investment in tablet technology is based on the content. This is not just the learning content from high quality education suppliers, but also the management system which gives teachers the power to supervise the activities the children are carrying out.

Being able to display any child’s display on the classroom whiteboard, block another child’s activity and restrict access only to approved websites are all features of a tablet management system that help define effective classroom use.” E

“A positivem an e fro outcom nt in tablet e investmogy is based technol content and on the ent system” m manage

Written by Caroline Wright, director, BESA

With more schools investing in tablets, BESA director Caroline Wright examines recent research to find out how schools are using the technology and what factors affect successful implementation

IT & Computing

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MOBILE TECHNOLOGY

BESA research found an increasing trend towards the use of mobile devices in schools, as teachers and pupils become more familiar with using tablets as part of their learning experiences  WI-FI ACCESS As the trend for hardware in schools moves towards mobile devices, the demand for continuous site Wi-Fi access increases accordingly. In the past, schools may have considered themselves well‑resourced with Wi-Fi if they had access in administrative areas, staff rooms and library/resource centres. Such access may now be considered limiting as teachers and pupils need Wi-Fi access in classrooms.

Our most recent research published at Bett 2014 in January was carried out in association with ICT association Naace. This research also found an increasing trend towards the use of mobile devices in schools as teachers and pupils become more familiar with using tablets as part of their learning experiences.

The report, Evolving Pedagogies for mobile technology in schools, focused on how tablet technology is used in schools from initial implementation onwards. The findings revealed that the application of the tablet technology does change through time. Schools

start by using them for creator/consumer activities in the early adopter phase, to community activities at the later stage of implementation, with teachers increasing the use of the technology over time.

Catalysts for effective classroom use include time for familiarisation, experimentation and regular training, backing up our previous research where teachers stressed a need for training. The Naace research also highlighted the point made by BESA member LearnPad. The schools who took part in the Naace study indicated that being able to mirror the pupil device display on to a large screen or interactive whiteboard was an important part of the progression of use over time. Other factors included reliable internet connectivity and the availability of tools and apps designed for learning, rather than ‘focused solely on engagement or ‘edutainment.’

BETTER ENGAGEMENT AND LEARNING Evidence for the study was collected from teachers at the initial stages of tablet

implementation and compared with teachers who had used the technology for a year.

Different tablet types were used by the teachers, but a similar range of learning activities were apparent despite these differences.

The study focused on pedagogies for effective teaching and learning, rather than including other uses of technology that might be more administrative or organisational.

In terms of the technology’s use, referring to research by Melhuish and Falloon (2010) and Clarke and Svanaes (2012), the study concluded that the use of mobile technologies can increase collaboration and communication in the classroom including peer feedback and facilitated engagement with learning.

While the scale of this project was very small, with teachers from five schools being surveyed, informal conversations with a range of educators seems to indicate that the conclusions of the study are valid. As the adoption of mobile technology in schools increases, it is important to understand the factors that facilitate learning to ensure their success. Whilst not conclusive, when compared to other studies, it appears that inclusive tools designed to manage classroom use, the availability of appropriate learning resources along with initial training and adequate time for familiarisation are vital. L

IT & Computing

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FURTHER INFORMATION www.besa.org.uk

NCC Education: bringing literacy to life while awarding great British qualifications NCC Education is a UK awarding body, active in the UK and internationally. Originally part of the UK National Computing Centre, NCC Education started offering IT qualifications in 1976 and from 1997 developed its portfolio to include business qualifications, IT qualifications for schoolchildren and a range of higher education qualifications.

When the UK government recently announced details of significant changes to the UK national curriculum, which will come into force from September 2014, NCC Education was able to demonstrate how its new line of IT qualifications reflect these.

The government changes included a shift of focus from traditional IT teaching to a new computing curriculum, designed to encompass a wider range of digital literacy aspects.

Tracy Briggs, school manager for Kettlewell Primary School in North Yorkshire, says: “After looking at the new curriculum, it appears that the essential learning objectives will be to code, to communicate, to connect and to collect.

“We intend to use simple recommended programmes such as Scratch to enable us to meet the objectives. We use ICT across all curriculum subjects and like with anybody using ICT, you never stop learning new tricks.

Learning ICT is ongoing on a daily basis.”

In preparation for the upcoming curriculum changes, NCC Education has launched Digi-Qualifications, which cover Key Stage 1, 2 and 3 of the computing curriculum.

Consisting of Digi-Explorers, Digi-Navigators and Digi-Trailblazers the qualifications’ curricula have been designed specifically to support the introduction of a ‘fourth science’. All three qualifications centre

on transforming the daunting prospect of algorithms, programming languages and Boolean logic into topics that are both easy to learn and fun to teach. Digi-Qualifications can be studied by children or adult learners.

NCC Education’s managing director, Dawn Postans, confirms: “These progressively staged Digi-Qualifications incorporate the whole new curriculum including introducing key concepts of Digital Citizenship and e-Safety, writing and testing programs and the application of logical reasoning in computing.”

NCC Education has drawn on 37 years of specialist experience to design this new set of Digi-Qualifications, so that they accurately match the new curriculum, and they can be taught by primary and secondary teachers with or without specialist computer teaching experience.

The Digi-Qualifications will be launched to an international audience with events in Sri Lanka, Malaysia and Nigeria. NCC Education is also pleased to sponsor the Primary ICT event, on 8 May 2014, in Central London.

FURTHER INFORMATION Tel: 0161 438 6200 info@nccedu.com www.nccedu.com

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EVENT REVIEW

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RECORD NUMBERS EXPLORE THE CLASSROOM OF THE FUTURE AT BETT 2014

On 22-25 January, the world’s leading event for learning technology took place at ExCeL London, attracting the highest number of visitors in its history. Throughout the show’s four days, 35,942 visitors gathered inspiration and guidance for a classroom-to-boardroom approach to learning of skills which the jobs of the future – and, for that matter, the jobs of the present – demand. From now on, our reforms will ensure that every child gets a solid grounding in these essential skills – giving them the best possible start to their future.”

The world’s leading event for learning technology took place at ExCeL London on 22-25 January, attracting the highest number of visitors in its history. This year marks Bett’s 30th year and throughout the show’s four days in January, 35,942 visitors attended to gather inspiration and guidance for a classroom-to-boardroom approach to learning.

THE OPENING ADDRESS Secretary of state for education Michael Gove opened Bett 2014 and delivered the opening address, where he also went on to speak about the new computing curriculum and the future of education.

Gove said: “From five, children will learn to code and program, with algorithms,

Education secretary Michael Gove opened Bett 2014 and delivered the opening address, where he also went on to speak about the new computing curriculum and the future of education INCREASING GLOBAL APPEAL The attendance figures reveal that Bett 2014 attracted three per cent more visitors than in 2013, and the show’s overall footfall was up six per cent, with a total of 46,508 visits throughout the show. The event’s increasing global appeal was also reflected in the fact that nine per cent more international visitors attended than in 2013.

sequencing, selection and repetition; from 11, how to use at least two programing languages to solve computational problems; to design, use and evaluate computational abstractions that model the state and behavior of real-world problems and physical systems; and how instructions are stored and executed within a computer system.”

He added: “These are precisely the sort

INNOVATIVE LEARNING TECHNOLOGY Following his official appearance at Bett on the opening day, Gove returned on Saturday as a visitor, with his two children. The secretary of state visited a number of companies exhibiting at the show, where he and his children were able to try out some of the innovative learning technology that was on offer.

“Bett is one of the few events that provides content free of charge, and we still believe that this is the key to the show’s success,” says Debbie French, education portfolio director at i2i Events Group. “As in previous years at Bett, we worked with partners, including Naace, nasen and BESA, and also with teachers, leading enterprise professionals and education thought-leaders to create CPD that would resonate with all of our visitors.

“It is the enthusiasm and dedication of the people it represents that have made Bett such a unique show. Our visitors’ commitment to advising and inspiring their peers, along with our exhibitors’ dedication to providing the best possible solutions to support learning and development, is what makes the show a success, year after year. The figures confirmed 2014 as the show’s most successful year to date, reflecting its continued importance within the education sector,” French continued.

INCLUSIVE AMPITHEATRE Bett 2014 offered more free training than ever before, with three bespoke CPD-accredited summits for school leaders, HE professionals and learning and development professionals; practitioner-led sessions in six ‘Learn Live’ theatres, and additional networking and fringe events around the show.

The Bett Arena also returned for its second year, providing an inclusive amphitheatre space where thousands of people were able to collaborate to learn together and share ideas.

Keynote speakers addressing the crowds included Sir Ranulph Fiennes, Sir Bob Geldof and Lord David Puttnam. E

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digital assets will address the 11 major plays used in schools beginning with KS3, including Macbeth, Romeo & Juliet and Hamlet.

Bett is an annual event held in January at ExCeL London. Bett 2015 is scheduled to take place between 22-25 January.

 NEW PRODUCTS FOR EDUCATION Bett provided a hands-on ‘try and test’ experience for visitors, with interactive demonstrations, free guidance and advice on all the latest and most innovative products, and CPD certified seminar content, delivered by world-renowned speakers.

The event saw a number of new, innovative and exciting launches.

Accessibility software firm Recite Me unveiled its product Include Me, which enables greater inclusion for learners with special educational needs or language and communication needs. This product has been developed to support learners in Primary, Secondary and Higher Education.

Providing a range of features that support learners with dyslexia, visual impairments and other communications needs.

Also launched was Levett Consultancy with its new range of products aimed at simplifying the network and cloud technologies for schools: School-ina-Box – full network solutions with classroom management tools; School-ina-Cloud – fully hosted Google Apps and curriculum tools solution; and

Wireless-ina-School – enabling 35 devices per classroom to connect wirelessly. All of these products were all well-received by schools attending the Bett Show.

CAMBRIDGE UNIVERSITY PRESS LAUNCHES SHAKESPEARE RESOURCE To support the new editions of the School Shakespeare series, Cambridge University Press has developed a suite of online teaching and learning tools through its partnership with the Shakespeare Birthplace Trust and the Fitzwilliam Museum. These were launched at the show. Students can design costumes, sequence plots and even explore phrases and insults, whilst teachers can access webinars from expert lecturers and download lesson plans.

Cambridge University Press’s ‘Shakespeare’s World’ gallery offers 360 degree views of artefacts from the world of his plays, whilst a collection of Elizabethan portraits exemplifies characters and costumes of the period – all with related learning resources.

As part of the greater focus on Shakespeare in the National Curriculum, these enhanced

CREATIVE IT TOOLS This year at Bett, education software company Kudlian unveiled its AppFurnace, which is software that enables pupils to design and create their own smartphone and tablet apps.

As well as giving pupils a more hands on experience with the technical aspect of the new Computing Curriculum, AppFurnace is designed to be a cross curricular tool, bringing subjects to life. Pupils can create a revision app to help them learn timetables, design an app pin pointing areas of interest near where they live, or create education game apps.

Firefly launched its Teacher Planner app, the first homework setting tool that is compatible with every school Management Information System (MIS). The Teacher Planner allows teachers to draw on a variety of information related to their timetable, homework submitted, class seating plan, as well as pupils’ profile.

All of the information is accessible in real time for busy teachers on the move. The app is an effective communication tool between teachers and pupils; allowing teachers to set differentiated homework tasks according to pupil ability, provide feedback on homework submitted online, as well as recommend links and resources for further home study.

Firefly was founded by old school friends Joe Mathewson and Simon Hay. While still studying for their GCSEs, they redeveloped their school’s intranet site, which resulted in other schools requesting their services.

This was the origin of their company. L FURTHER INFORMATION www.bettshow.com

BETT awards recognise innovative MFL tool FlashSticks, a new modern foreign language (MFL) tool using Post-it® notes, has been shortlisted for ‘Teaching & Learning tool of the year 2014’ by BETT. Pre-printed foreign vocabulary notes are colour-coded to gender (blue notes for masculine nouns and pink notes for feminine nouns) and a free app enables users to hover a smartphone or tablet over any note to see an instant pronunciation video.

FlashSticks are linked to Key Stages 2-4 curriculum topics and available for French, Spanish, Italian and German.

Packs of 200 notes are currently on sale for £5.99 in WHSmith stores, Staples, Amazon, YPO and KCS. Neil Hopkin, headteacher at Peters Hill Primary School, West Midlands, says: “FlashSticks are a new learning tool for educators.

The children just intuitively get it; the simplicity of a Post-it note and the use of a tablet to bring that note to life. As with all of the new best education products, you want something that is so simple that teachers ask: ‘Why haven’t we always done this?’”

New language options are currently in development, including ‘Learn English’ FlashSticks and a range for British Sign Language in conjunction with the UK’s main awarding body Signature.

FURTHER INFORMATION www.flash-sticks.com

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A Big Favourite With Teachers Interactive Large Format Touch Displays The latest generation of CTOUCH Interactive Touch Displays make a big impression in the classroom. Create eye-catching teaching materials, inspire hands-on manipulation of content and encourage students to work collaboratively with their peers. Put CTOUCH at the core of your lessons. To learn more call us or visit our website.

www.ctouch.co.uk 020 8813 5777

BETT AWARDS 2014

BETT AWARDS REVEAL DEPTH OF INNOVATION

The 16th prestigious Bett Awards, hosted by comedian Jo Brand, saw 580 guests gathered at The Brewery in London to recognise, encourage and award the most innovative ICT products and companies in the education sector.

2014 Bett Awards Winners

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Early Years Digital Content: Rising Stars – Switched on ICT in the Early Years Primary Digital Content: Twig World – Tigtag Secondary Digital Content: Mathspace UK – Mathspace.

ICT Tools for Learning and Teaching: IGGY – University of Warwick.

Digital Collections and Resource Banks: London Grid for Learning – The History of Computing ICT Special Educational Needs: Solutions: Inclusive Technology/ HelpKidzLearn – ChooseIt! Maker 3 Digital Devices: Fourier Education – einsteinTablet+.

ICT Leadership and Management: Solutions: 2Simple Software – 2Build a Profile Innovation in ICT: TeacherCentric – Show My Homework ICT Exporter of the Year: Promethean International Digital Education Resource: Little Bridge World – Little Bridge ICT Services and Support: Groupcall

Comedian Jo Brand hosted the 16th prestigious Bett Awards on 22 January 2014, where 580 guests gathered at The Brewery in London to recognise the most innovative ICT products and companies in the education sector.

The annual Bett Awards represent a partnership between BESA (British Educational Suppliers Association), Bett pioneers and the trade association representing the educational supply industry, and i2i Events Group, the organisers of Bett, the world’s largest learning technology event.

The awards encourage and recognise outstanding education sector resources, learning solutions and companies. The judges, who are all educational professionals, focus on what works in the classroom or the school setting in terms of design, cost-effectiveness, support of higher order thinking skills and effective learning and teaching styles.

OUTSTANDING ENTRIES Caroline Wright, director at BESA, commented: “The quality of entries for this year’s awards has been outstanding. It is hugely exciting to see such an excellent range of products and services on offer to schools, especially with the introduction of the new

National Curriculum in September this year.

The winners’ products and services ensure the UK ICT industry continues to be recognised as the best in the world. The quality of these learning resources is a testament to businesses operating within the UK education sector.”

Debbie French, education portfolio director at i2i Events Group, added: “The Bett Awards are recognised as a mark of excellence and each year some of the UK’s finest companies are recognised for their innovation and commitment to excellence in educational resources and services. The strict judging process carried out by educators and sector stakeholders ensures the awards identify the very best products, resources and organisations within the education sector.”

OUTSTANDING ACHIEVEMENT Lewis Bronze, co-founder & director of content at Espresso Education, won this year’s prestigious BETT award for outstanding achievement in ICT education.

Espresso Education, recently acquired by Discovery Communications, also won the award for ‘ICT Company of the Year – over £10m turnover’ and was a finalist in Primary Digital Content for E

ICT Company of the Year – less than £1m turnover: Room Booking System ICT Company of the Year – between £1m-£10m turnover: 3P Learning ICT Company of the Year – over £10m turnover: Espresso Education Free Digital Content/Open Educational Resources: Microsoft – Kodu Marketing Campaign of the Year: Oxford University Press – Oxford Owl Campaign Educational Apps: Daydream Education – Multiplication App Bett Exhibition Stand of the Year 2014: Education City Outstanding Achievement in ICT Education: Lewis Bronze, Espresso Education

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BETT AWARDS 2014  Espresso Coding and Espresso Primary: Grammar & Punctuation categories.

These awards come just a few months after Lewis was honoured with an MBE for Services to Education in the Queen’s Birthday Honours List for 2013. A former editor of Blue Peter, for which he won a BAFTA award, Lewis co-founded the innovative Espresso Primary service in 1997. In the 16 years since then, Espresso Education has become a leader in e-learning, transforming the way students learn through a blend of visual media and interactive resources throughout the UK market.

The company’s education services are now available in almost 11,500 schools, with brands including Espresso Primary, Clipbank and Channel 4 Learning.

Lewis was presented with the award by Dominic Savage, BETT founder and Director General of the British Educational Suppliers.

Hosted by comedienne Jo Brand, around 600 guests gathered to recognise the most innovative ICT products and companies in the education sector. The outstanding achievement award is chosen by a team of key figures in the ICT education world for outstanding service to ICT education and a contribution over time which has impacted upon the development of ICT in UK schools.

“Nothing could bring me greater pleasure than to give Lewis this well deserved award,” said Dominic.

“Lewis has been involved in children’s education throughout his career. After starting off at the BBC as the Producer of Newsround and the Editor of Blue Peter he turned his attention to pioneering the use of digital video and e-learning in schools.

The innovative Espresso Primary service has consistently set the standard for the use of digital materials in the classroom and is used every day in schools across the UK.” Commenting on his award Lewis said; “This is a proud moment for me, and for Espresso Education. I must thank the whole team at Espresso whose efforts have built our business– they share this award with me.”

“To be recognised by his peers is the ultimate honour and this prestigious award validates Lewis’ significant contribution to the UK digital Education sector,” said James Rosenstock, President of Discovery Education International.

PRIMARY DIGITAL CONTENT Only four months after launching, Tigtag beat strong competition to win in the Primary Digital Content category. This is the third year in a row that Twig World products have won at BETT with Twig World being named the 2013 winner in the Digital Collections and Resource Banks category and the 2012 winner in the Secondary Digital Resource category.

INCLUSIVE TECHNOLOGY Oldham-based Inclusive Technology, provider of learning technologies supporting

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The judges, who are all educational professionals, focus on what works in the classroom or the school setting in terms of design, cost‑effectiveness, support of higher order thinking skills and effective learning and teaching styles children with special educational needs, was≈recognised for its ‘HelpKidzLearn’ resource ChooseIt! Maker 3, which allows teachers to make personalised learning apps for children with special needs and download them to an iPad or Android tablet.

The BETT award was made in recognition of the product’s distinct contribution to supporting learners with special educational needs.

DIGITAL DEVICES Fourier Education’s einstein™ Tablet+ not only acts as a familiar platform for teachers and students but it also includes everything teachers need to get their students actively engaged with real-world, hands-on science learning. The tablet is pre-loaded with multimedia experiments for biology, chemistry, environmental science, human physiology, and physics. Teachers and students can also easily create their own experiments on the tablet with the einstein™ Activity Maker.

Bett judges commented on Fourier Education’s win saying, “einsteinTM Science Learning Platform is a very good product which is ideally suited to supporting the new national curriculum. We like the design, branding and functionality and think the product is durable and robust. We particularly like the way it encourages students to interact and work collaboratively.”

DIGITAL COLLECTIONS & RESOURCE BANKS Since launching the History of Computing resource in October 2013, London teachers have quickly made the resource one of the most popular resources within the LGfL Learning resource portfolio. LGfL, working in partnership with E2bN and The National Museum of Computing, fought off

competition from a range of other high quality productions. The BETT Judges recognised that producing a resource such as History of Computing is beyond the means of individual teachers. The judges said: “Meets a real need in bringing together a wide range of resources which teachers would have difficulty in finding for themselves. Extremely child centred.”

Access to the collection of iconic Computers at the National Museum of Computing at Bletchley Park has offered a unique backdrop in which to appreciate Britain’s digital heritage and helps the current school age population to better understand their digital past and futures. The embedded teaching resource within the resource bank has proved popular with many primary schools using the Brave New World series of lessons built into the History of Computing as their start point. The Naked Computers and Computing Concepts lesson resources have provided a reassuring support for Secondary ICT teachers, many of whom are not specialist computing teachers and hence have to secure appropriate CPD in order to deliver the revised curriculum for September 2014.

EARLY YEARS DIGITAL CONTENT Switched on ICT in the Early Years is a scheme that helps all practitioners, regardless of experience, to embed ICT into the curriculum in exciting and meaningful ways. It brings together technologies that are freely available in the EYFS to engage young minds. It is ideal for confident practitioners, and also for those with limited experience of ICT, as step‑by‑step support is provided for every activity. L For further details on the awards, and to view video footage from the event, visit www.bettawards.com

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Bett 2014

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Innovative educational Cognitive enhancement: a resources across the new advance in education curriculum from TTS Group MyCognition, a trailblazing The TTS stand at BETT 2014 was a hive of activity, offering a colourful sanctuary for teachers looking for hands-on resources that could be taken straight back into the classroom.

TTS Group has been supplying the education market for 28 years, offering an impressive range of exciting and innovative resources suitable for Early Years, Primary and Secondary schools.

TTS supplies resources for the whole curriculum, including literacy, maths, ICT, science, SEN, furniture and much more.

The resources on offer have been carefully developed and selected, based on thousands of conversations with teachers and advisors.

By asking the right questions and listening carefully to what teachers need, TTS develops resources that will really make a difference to children’s learning and teachers teaching. TTS is constantly adapting to the

changing needs of teachers and children, ensuring its product ranges are suitable and relevant for the new curriculum.

If you would like to see some of the wonderful resources TTS has on offer, request your free subject catalogue by visiting www.tts-shopping.com.

FURTHER INFORMATION Tel: 0800 318 686 sales@tts-group.co.uk www.tts-shopping.com

cognitive health company, is launching an innovative solution for measuring and enhancing cognitive ability in students from the ages of nine-18 years.

The cognition assessment tool MyCQEd, which uniquely interacts with the adaptive cognition training video game, Escape from Monster ValleyTM, are available for students of all abilities.

MyCognition has been working with world-leading experts for two years to address the unmet need of enhancing cognition in an engaging way.

Positive cognitive effects were seen last year in a major study of 600 students (aged 11-13) at the Stad & Esch School in the Netherlands.

This showed statistically significant effects in working memory and executive functioning through playing the game for at least 60 minutes per week, over a four-week period.

Consequently, teachers and students saw educational benefits across all areas of the curriculum.

Duncan Knight, CEO of MyCognition, says: “The potential shown to date by both MyCQEd and Escape from Monster Valley in enhancing educational outcomes is exciting. We could change the face of education.”

Contact MyCognition to see if your school could be amongst the first to benefit from the pilots and, subsequently, you will be eligible for a discounted licence fee.

FURTHER INFORMATION info@mycognition.com www.mycognition.com

Get the whole classroom engaged and involved with Epson’s first finger-touch interactive projector Epson has announced its new range of ultra-short-throw education projectors featuring its first finger-touch interactive product.

The EB-595Wi enables users to interact with the projected image just by using their fingers. This allows teachers and students to get hands-on and take control, making lessons and lectures more engaging than ever before.

The EB-5 Series will be available to buy from May 2014, with the EB-595Wi priced at RRP £1,793 (exc VAT).

The EB-595Wi enables teachers, lecturers and students to use up to six points of finger-touch, or either of its two interactive pens, to annotate directly on to the projected image; making it easier than ever to write notes, draw diagrams or illustrate over videos.

It’s easy to use the on-screen controls to change slides, choose inputs, or even save an illustration, all with the touch of a finger.

The ultra-short-throw design allows users to interact with their presentations directly while minimising shadows and glare.

Paul Wilson, product manager at Epson UK, says: “Finger-touch is all about instant interactivity using natural gestures, and with no learning curve. Teachers will find fingertouch incredibly useful for quickly emphasising a point or providing additional notes during

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class, crucially without having to find an interactive pen first, and students can head straight to the projected image to contribute.

“However, the beauty of this product is that you can still use the two interactive pens if you would prefer to do so.”

The two new interactive pens are now even more responsive and easy to use, with an improved, lightweight design.

They allow teachers and students to write on the screen at the same time, with separate attributes, making collaborative work easier.

The EB-595Wi’s unique design means that it’s possible to write, draw and annotate right to the corners of the screen, and with driverless installation and auto-calibration it’s easy to get up and running. The PC-free annotation whiteboard mode means that teachers don’t even need to power up their computers.

The projectors in the EB-5 Series all benefit

from Epson’s 3LCD technology, which ensures high-quality images with equally high White and Colour Light Output for vivid colours and bright images, even in daylight, and three times brighter colours than competitive projectors.

FURTHER INFORMATION Tel: 0871 423 7766 prcommunications@epson.co.uk www.epson.co.uk

THEATRICS

DEVELOPING DRAMA AT DOVER

With theatrical ideas and professional products in abundance, Stage Systems had the solution for Dover College in Kent when it transformed a prep room into a space for drama and lectures

All about Stage Systems

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With over 45 years’ experience in staging, Stage Systems creates versatile performance spaces for a range of clients, including schools, colleges and universities, churches, choirs, conference and training centres, hotels, community halls and businesses.

Providing a complete tailored solution, from portable staging, retractable seating, modular tiering, to professional sound, light and AV equipment making your space deliver the very best results for your school or organisation. Stage Systems can project manage the whole process for you, from expert planning and design, to delivery, installation, after-sales service and support.

Dover College is an independent school with boarding facilities for boys and girls, aged from three to 18. Home to an array of beautiful historic buildings, as well as state-of-the-art facilities, Dover College in Dover, Kent, manages to combine the old with the new to create an inspirational place to learn and develop.

With existing facilities, including a sports hall, cricket field and pavilion, football pitches, grass tennis courts, dance studio and off-site drama

a particularly inviting learning space. The concept to completely change its use and tone was made a reality by sound-proofing it, as well as adding cinema facilities and a full lecture theatre seating unit.

Stage Systems initially visited the College to discuss options and ensure that it would offer the best seating solution. Since the main reason for changing the room was to offer a lecture theatre format for teaching,

The College decided to convert a boys’ prep room into an alternative drama and lecture space, and turned to Stage Systems for help to achieve this facilities, the College decided to convert a boys’ prep room into an alternative drama and lecture space, and turned to Stage Systems for help.

THE CREATIVE SOLUTION Changing the prep room from a basic classroom to a fully functioning lecture theatre was made simple with the installation of i-Q lecture seating, creating a stimulating environment for lectures, drama, music and cinema.

The former prep room at the College was used by some of the boys, although it wasn’t

plus a space for audiences to watch drama presentations and for viewing films; a fixedseating unit was the answer.

Stylish i-Q lecture theatre-style seating provides a permanent tiered-seating unit for students to sit in comfort and enjoy a great view of the show. The space available allows for a capacity of 90 seats, and the College chose an upholstered finish on a Classic chair option, to provide a comfortable feel with a professional finish. This option includes a folding-seat design that allows for easy access along the rows.

THE OUTCOME No longer a prep room, it is now a fully functioning lecture theatre. The purpose of this room has been totally transformed and is used to its true potential due to the installation by Stage Systems of its fitted i-Q tiered seating. Stage Systems provided an initial site survey, recommendations, CAD designs, creation of the unit and then the full installation of the seating unit.

The seating was custom-built to fit the space perfectly and together with the soundproofing and technical equipment is used daily for formal lectures as well as for small drama groups and musical performances. Plus, it has also created a cinema space for the students: completely upgrading the drama, performance and media facilities within the College.

THE COLLEGE’S FEEDBACK The overall facilities at Dover College have been enhanced by the changed use of this space. Rather than having to go off-site for drama, the students now have close access to this lecture space, and can create a whole variety of performances and go on to present them to a seated audience.

Philip Barry, bursar at Dover College, praised Stage Systems by saying: “The versatility of this room has allowed all sorts of activities to take place there, some of which were not envisaged at the original planning stage. The work done by Stage Systems to make best use of a comparatively confined area was outstanding. Their team carried out the whole installation rapidly and with the minimum of fuss – they are consummate professionals.” L FURTHER INFORMATION Tel: +44 (0)1509 611021 www.stagesystems.co.uk

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PRINTING

RETHINKING MOBILE PRINTING AT CAMPUS

Giving students easy access to use campus printers directly from their own mobile devices has been a real challenge. Rethinking in new mobile printing platforms provides simple to implement and easy-to-use solutions for students and staff at attractive economic conditions mobile solution that works seamlessly for both our students and visiting academics, alike.

A vast improvement on what we had before.”

OFFLOADING THE HELP DESK In traditional printing set-ups, it’s not uncommon for students needing a new driver in a hurry, while standing next to a printer and waiting to get their printout. A situation that often ends up with the help desk. However, the new solutions virtually eliminates these calls.

You know how quickly young students adapt to new technologies – and mobile devices are certainly no exception. Being mobile and able to do everything here and now has become an integral part of their lifestyle. They bring their laptops, smartphones and tablets with them everywhere, expecting to communicate and be productive wherever they go.

Being on campus is no different as, when there, students need to be able to print directly from their mobile device to any printer.

For many educational institutions using a traditional printing set-up, it’s still a challenge to develop and implement strategies for those students wanting to print from their own devices or from Google Chromebooks provided to them by the institution.

Security policy issues and the increasing load on help desk support seems to be among the major obstacles, keeping them from implementing a full BOYD (bring your own device) printing program. Recently, mobile printing solutions, such as EveryonePrint, have been completely changing this picture.

LITTLE EFFORT – HUGE IMPACT A growing number of educational institutions have in recent years changed their mobile printing strategy: from traditional platforms to the new versatile, more flexible, economically attractive solutions. They have realised that the new solutions available provide a huge impact for the mobile user, even with a small investment and very little effort.

Virtually, from day to day, you can not only meet your students’ needs for ease-of-use, features and flexibility to print on any campus printer in a secure Wi-Fi-based set-up, but

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also reduce the cost for help desk support and daily system administration. A new mobile and driverless print solution can be installed and configured in less than an hour and integrates with the existing printing infrastructure.

AS EASY TO USE AS… Once the new print solution is installed on the network server, there are five easy ways for the students to access the campus printers: use web form; print directly from within the programs they use on their Mac OS, Linux or Windows-based computer; send their document to an email address; use AirPrint or Android printing; or use Google Cloud Print.

OPEN INTEGRATION EveryonePrint integrates with common user directories, such as Active Directory and LDAP, as well as print accounting and management systems like PaperCut, Pcounter or Equitrac. Integration also includes software and hardware terminals, card readers and web-release systems. User authentication ensures that only ‘known users’ can gain access to dedicated printers and that all printouts are properly accounted for.

Compared to traditional set-ups, new technologies and a rethinking in the development of mobile printing set-ups has made it easier and economically attractive for the education sector to meet students’ print demands on campus.

Roy Neckling, CEO at EveryonePrint, says: “The significantly reduced costs for the help

Rethinking in the development of mobile printing set-ups has made it easier and economically attractive for the education sector to meet students’ print demands on campus BODLEIAN LIBRARIES EveryonePrint is a proven solution, and among the hundreds of schools and universities in the UK and Europe using it is the prestigious Oxford University’s libraries across 29 of its sites, helping to ensure vast improvements in the printing services offered to over 30,000 students and public users. The project was implemented by EveryonePrint’s partner Capita.

The Bodleian Libraries’ reprographics manager says about the project: “Capita met the double challenges of our complex multi-site locations and diverse IT systems provided us with an exceptional web-based

desk support and the administration, as well as the improved staff-efficiency, are immediate benefits of a solution such as EveryonePrint. Our license program makes it attractive to switch to a modern mobile printing platform right now – and we offer free evaluation of the solution.“ EveryonePrint is an independent multi-vendor solution, with support for virtually all mobile platforms and device manufacturers, whether it’s print devices or integration to third-party solutions or platforms. L FURTHER INFORMATION www.everyoneprint.com

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3D PRINTING

UNDERSTANDING 3D PRINTING FROM ALL ANGLES

3D printing is the latest technological innovation to make waves in our schools. Here is a look at the progress the technology has made to date as well as its future potential It is not difficult to understand why 3D experiences enable students to quickly visualise and gain a deeper understanding of complex subjects. It is also appreciated that to compete globally we have to raise standards in the areas of science, technology, engineering and mathematics (STEM). Therefore we can all appreciate the Government’s recent announcement to extend its trial initiative aimed at introducing 3D printers into the learning environment.

Looking at the new design and technology (D&T) curriculum, which was backed by inventor Sir James Dyson, 3D printers are heralded as a product that will support the teaching of specific related skills such as robotics, so that students are better prepared for careers in related industries.

BRINGING SCHOOLS UP TO DATE 3D printing is not entirely new – it has been used in a range of manufacturing industries for several years. However, it is certainly a relatively new technology in schools. In 2012, the Department for Education funded a project to allow 21 secondary schools to trial the use of the printers in STEM and D&T classes and the benefits have been clearly visible,

as the project is now being extended.

Following the success of this trial, it is suggested that Michael Gove will work towards bringing the technology into more schools; initially setting up a £500,000 fund so up to 60 teaching schools can buy 3D printers and train teachers to use them effectively.

BETT EXHIBITORS There were several exhibitors at Bett showing their range of 3D printers. Below we provide a summary of just two of suppliers who were at the event.

Rapid Electronics Ltd/VEX Robotics showed visitors its low cost, high quality 3D printer, the Velleman K8200. The Velleman K8200 is designed to be an affordable 3D printer; the downside is that schools will have to assemble it themselves.

However the team at Rapid insists that by following the online instructions this can be an easy task for ICT heads; each part is carefully packaged and labelled to support you through the build, making it nice and easy to find the right one and keep track of what you have used.

Boxford Ltd is another supplier of 3D printers focused on the education and training sector. The machines they supply are manufactured in America by ZCorporation who claim to be the only manufacturer with a 3D colour printer in their range. Depending on the required level of investment, Boxford supplies a range of 3D printers from the ZPrinter®150 mono to the ZPrinter®250 colour. The high end ZPrinter®350 and

Written by Caroline Wright, director BESA

A CROSS-SUBJECT APPROACH Despite the Government investment being targeted at improving standards in the STEM subjects, the pilot schools have also seen benefits across the curriculum.

The application of the technology has been found in mathematics, biology and physics to name just three.

It is interesting to note that feedback from the pilot schools has indicated that the technology’s benefits are only limited by the teacher’s knowledge of how to apply them effectively in the classroom environment. The need for Government investment in training and continuing professional development (CPD) is therefore highlighted. The fact that the technology is a powerful teaching tool is undeniable.

Printing

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“3D printers are revolutionising manufacturing and it is vital that we start manufacturing and it is vital that we start teaching the theory and practice in our schools” Michael Gove Gove said: “3D printers are revolutionising manufacturing and it is vital that we start teaching the theory and practice in our schools.

“Teaching schools will be able to develop and spread effective methods to do this. Combined with our introduction of a computer science curriculum and teacher training, this will help our schools give pupils valuable skills.”

ZPrinter®450 systems are also available.

Boxford claims that utilising its off the shelf printer technology, these 3D printers are the only Rapid prototyping solutions that provide the throughput and low part cost needed to be a realistic proposition for schools. L FURTHER INFORMATION www.bettshow.com

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Shortfall in school places?

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MARKETING

Academies

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REACHING PUPILS THROUGH EFFECTIVE PR

The Independent Academies Association (IAA) walks us through the benefits of investing in a well‑thought out marketing strategy and shares some examples of how it can be done Academies are increasingly under considerable financial pressure due to reduced funding and greater competition for students and resources. As the national representative membership organisation for leaders of academies and free schools, the Independent Academies Association is acutely aware of this turbulence and is working with academies to help them develop the skills to manage in the changing financial climate.

The IAA Spring National Conference: ‘The Upside of Turbulence – Great Leadership in a Time of Change’, features a dedicated strand for School Business Managers and Finance Directors which will highlight a number of ways to make better use of limited resources.

Marketing and communications is an area that is often overlooked, misunderstood and can be seen as an unnecessary expenditure in already squeezed budgets – a perception that can limit a school’s success in attracting pupils and securing a positive reputation in the community.

Here, we look at some examples of best practice from IAA member academies and gain insight from professionals who have supported many schools in developing a robust and successful marketing strategy.

A session for Finance Directors and School Business Managers will discuss this further at the Spring Conference on March 5th, being held at the Emirates Stadium, London.

PREPARING SUCCESSFUL CAMPAIGNS Across the Academies Movement there is a wide spectrum of marketing related activity, from very strategic views of the development of brand identity within broader business plans on the one hand, to more day to day activity on the other. These should be complementary although some academies may focus slightly more on one than the other.

Another key predictor of success for academies in this field is having a named non-teaching member of staff whose sole job is to develop and manage marketing and PR, with objectives which are clearly designed

to achieve the academy’s business plan.

Having this clearly defined responsibility can also be successfully achieved by hiring in this expertise from an outside agency. While both these approaches require additional investment, it avoids putting expectations on teaching staff which may be difficult to deliver due to conflicting priorities.

RETURN ON INVESTMENT There are various ways of looking at the business case for making this investment and of measuring the return on the investment of spending on communications and marketing.

One approach is to consider the cost of paying for an equivalent amount of media coverage. With one page of evening newspaper

due to the ‘pester power’ they can put parents under. Once you have these insights, academies need to be able to apply them to the marketing and PR they undertake.

This should the responsibility of a dedicated member of staff, ideally someone who has not just had communications tacked onto their day job and who has a real knowledge and feel for marketing and public relations.

Jonathan says: “You would not ask the head of Biology to examine a student who has an acute pain in their stomach. So why would you ask say, the head of English to take on the role of marketing Director/Manager/Executive?”

It is also important that academies maintain a sense of perspective. This is worth remembering with issues like the visual

Marketing and communications is an area that is often overlooked, misunderstood and seen as an unnecessary expenditure in already squeezed budgets advertising costing £5,000-£6,000, this can be contrasted with salary costs and the coverage staff would generate. This can vary but in many cases an equivalent spend would pay for a part time PR person for six months getting regular coverage.

Another measure is to track the growing popularity of an academy or chain after the approval of marketing or communications spending, although it may be difficult to distinguish this from overall school improvement.

A third way to assess return on investment is to weigh up the link between spending and protecting the reputation of an academy. While most marketing and PR is proactive, a crisis management plan and someone to help implement it can also be a very worthwhile investment.

REACHING YOUR AUDIENCE Jonathan Fingerhut of the Strategic Consultancy for Schools, has helped a number of academies transform their marketing and he believes there are a series of clear components of good marketing strategy. He says the most fundamental point is to have a “real and deep understanding of who you are trying to influence” which for academies is parents and increasingly children as well

appearance of the brand in terms of logo or colours. The same applies to having a clear understanding of what actions/reactions you want from any one piece of marketing.

However, Jonathan stresses that a strategy must not just exist on paper and that it only comes to life through marketing activity and through engaging with local media, parents and other stakeholders.

REFLECTING A CHANGING CULTURE Communication has to reflect the reality of students’ education being transformed by academies. However, it can also help reinforce this process by making sure local parents realise how much change is taking place to avoid the risk that perceptions lag behind the dramatic changes an academy can produce.

Dean Blake, Communications Manager at Cabot Academy, in Bristol, says the academy has achieved a real change in perception locally by having a dedicated member of staff.

He has built up such a good relationship with the local media that he has even managed E

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MARKETING  to get the local radio to warn drivers of the risk of traffic jams near the academy because of the popularity of its parents’ evenings.

Dean is also a great believer in the power of social media to help change perceptions. The Cabot Twitter account run by Dean has 1,500 followers, and his tweets are also regularly picked up by others and retweeted by a local news agency. This level of brand awareness can go far in positioning an academy in the forefront of the minds of prospective parents and pupils.

ENGAGING FAMILIES Dawn Charlton, Strategy Manager for Publicity and Communications, at Excelsior Academy in Newcastle faces many of the same challenges as Cabot and other academies and free schools.

The academy opened in a disadvantaged part of western Newcastle in 2008, it is a sponsored academy, supported by the Laidlaw Schools Trust, and has since become an all‑through school, with an on-site primary.

Like other colleagues, Dawn believes in having a clear strategy and in the benefits of the academy identifying a dedicated person to roll this out in a planned way. She is particularly proud of the way Excelsior has developed face to face engagement. Dawn was originally employed as a Welfare Manager and moved to marketing, which in her view has been a great opportunity. Dawn works hard to identify opportunities with teaching staff and to maintain the consistency of the academy’s

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“The value of communications and marketing can be identified in a business plan and should be clearly measured and accounted for just like other critical parts of a business” Louise Brimble, By Appointment PR message and brand. Outreach work in the community has been particularly important as part of the academy’s overall strategy.

Excelsior holds regular community open days – these include shows, opportunities for parents and relatives to use the academy’s outstanding IT suite to record music and many other activities. Dawn says: “Our challenge has been to increase interest in the academy from those who might not have considered it: to show we are new and that we are different and that we offer a very good education. We run a series of family events, particularly at weekends, our aim is not to let three or four weeks go by without having something that will attract a wide audience. When we get visitors they are invariably impressed, but we have to be creative about showcasing what we’ve got.”

The academy also works closely with local businesses and this has led to a range of sponsorship, including for a school trip to Mt Everest Base Camp, which has transformed the outlook of many young people.

She sees a clear link to the overall business plan and strategy of academies and free schools, which is focused on teaching and learning. As she says “academies transform teaching and learning – dramatically improving standards, particularly in some of our most disadvantaged communities. To be truly successful and to sustain the progress they have made, academies must not shy away from telling their story like it is.”

Louise Brimble of By Appointment PR, which provides PR services for academies, believes drip feeding material to local media can be very powerful. She says: “The value of communications and marketing can be identified in a business plan and should be clearly measured and accounted for just like other critical parts of a business.” The IAA is dedicated to spreading this and other best practice to help academies. L FURTHER INFORMATION www.iaa.uk.net

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HEALTH & FITNESS

Obesity

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PUTTING PUPILS’ HEALTH FIRST ON THE AGENDA

Obesity poses an unacceptable risk to the wellbeing of British children. Education Business takes a look at how the issue is affecting school children and at recent efforts to combat it Obesity is one of the major health issues facing our society, and its impact on children is especially troubling. Recent statistics show that in the UK, 25 per cent of boys and 33 per cent of girls between two and 19 years of age are overweight or obese. Obesity costs the economy £2 billion every year. It can lead to a number of serious health problems like type two diabetes (which is growing at a worrying rate), and even shorten lives by as much as nine years. It is imperative that we do our utmost to guarantee a long and healthy life for our children.

FACING THE ISSUE HEAD ON Part of the challenge lies in recognising the problem. The Peninsula Medical School in Plymouth has found that parents are poor judges of their own children’s weight issues, with three quarters failing to recognise that their child is overweight. In fact, one in ten of the parents surveyed expressed concern about a healthy-weight child being underweight.

The causes of childhood obesity are self explanatory – children are failing to exercise in sufficient amounts, and their diets contain too much junk food. Many experts are looking to school meals as a key line of defence, as it allows school caterers to ensure that children get the right nutrients.

ACTIVITY GUIDELINES The World Health Organisation (WHO) said

in its pamphlet ‘Global Recommendations that people frequently overestimate how on Physical Activity for Health’ that “physical active they are; while only six per cent of inactivity is now identified as the fourth men and four per cent of women meet the leading risk factor for global mortality.” The government’s recommendations for weekly organisation advises that while exercise exercise, self reports were much higher. regimes should be undertaken with care, A 2011 BPS report said: “In short, despite “across all the age groups, the benefits of well‑known benefits, only a minority of people being physically active outweigh the in industrialised countries are sufficiently harms.” WHO recommends 150 physically active to have a beneficial minutes of physical activity a effect on their health.”

The week, a measure that most

Acknowledging that a l Peninsuchool British children currently “sustaining changes in lS fall short of meeting. physical activity levels Medica t parents It is advised that remains a challenge,” the a h t “children and youth BPS advise that obesity found r judges of aged 5–17 should should be tackled at re poo ’s weight; a accumulate at least 60 the community level. n e r child cent failed minutes of moderate“Anecdotal evidence to vigorous-intensity from a cross section 75 per cognise physical activity daily”, of healthcare teams to re ld was i and that “amounts of in England and Wales h c their eight physical activity greater than (27 out of 57 contacted) w over 60 minutes provide additional suggests that although health benefits.” The pamphlet also there are obesity clinics working says: “Most of the daily physical activity specifically within local healthcare teams, should be aerobic.” some clinicians are not confident in knowing how to implement behaviour change and A PSYCHOLOGICAL PERSPECTIVE motivation strategies.” While the BPS study The British Psychological Society has is not directed specifically a school age carried out research into the psychological children, its warnings must be heeded by implications of obesity. Looking at the school leaders and all others responsible for population as a whole, they have found children’s wellbeing. E

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King Edward’s School’s dulcet tones on song with a new performing arts centre after demolition of its sports hall When it comes to attracting the private education pound, any board of governors that discounts the influencing factor of a high-quality performing arts centre may lose a potential parent to King Edward’s School in Birmingham.

King Edward’s School opened its new £6m facility in 2011 providing a state of the art platform for the performing arts curriculum.

Before site work started, the main contractor Shaylor Group appointed Compliance Surveys to produce the essential asbestos demolition survey report.

Compliance Surveys’ managing director Adam Grundy had this to say about the project: “The majority of this educational establishment was built in the early 1900s when the use of asbestos in construction materials was common place.

“New HSE guidelines were introduced in 2010 to ensure that the first stage of any demolition or refurbishment project must include a fully intrusive asbestos survey. This is only common sense, as the construction team must be fully aware of what they will encounter during the course of the work. All asbestos-containing material must be identified for type and quantity.”

Adam Grundy continued: “As specialist building surveyors, regulated by the Royal Institute of Chartered Surveyors, we started producing asbestos survey reports in 2003 when the original asbestos regulations were introduced.

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EDUCATION BUSINESS MAGAZINE | Volume 19.1

“Compliance Surveys was originally appointed by King Edward’s School in 2009 to ensure the whole site was compliant with the Control of Asbestos at Work Regulations. At that time, we had no idea what a phenomenal investment was about to be made in the future education of the 1,200 pupils.

“Shaylor Group then appointed us to survey and advise on the demolition of the old sports hall to make way for the new performing arts centre. This was the start of an integrated working relationship that continues with the upgrading of the science block.”

Adam Grundy commented: “Compliance Surveys is proud to have built a team, that operates nationally, to a level of excellence that allows us to work on prestigious projects, with solid professional construction plcs, like Shaylor Group.

“It’s also good to think we had a small hand in providing a facility that may inspire a future musician or thespian to greatness.”

FURTHER INFORMATION Tel: 01159 414959 www.compliancesurveys.co.uk

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HEALTH & FITNESS  THE STRESS LINK Other health bodies are working to identify the link between weight and mindset.

Recent research from the Endocrine Society has indicated that stress can contribute to childhood obesity. It was found that overweight children as young as eight had higher than average levels of the stress hormone. While the findings give cause for concern, a causal link cannot yet be conclusively drawn – Dr Erica van den Akker commented that “we do not know whether obese children actually experience more psychological stress or if their bodies handle stress hormones differently.”

SIGNS OF IMPROVEMENT There has recently been encouraging news on the childhood obesity front. The National Child Measurement Programme’s 2013 survey revealed that for the first time in six years the number of overweight children had fallen. While the decrease was modest (33.3 per cent of pupils overweight or obese in 2012-13, down from 33.9 per cent the previous year), it is nonetheless a sign that current campaigns are making progress. Kingsley Manning, chair of the Health and Social Care Information Centre, said: “The first drop in obesity prevalence among year six stands out, although we will need to see what the numbers say in future years to determine if this is the start of a decline or more of a blip.”

SCHOOL INITIATIVES Northamptonshire County Council have recently stepped up the fight to tackle obesity in children and young adults. Almost a tenth of Northamptonshire children are obese starting school, while a quarter are overweight. By Year Six, this goes up to one in six children – a worrying statistic.

The council’s public health service held an event in January which looked at innovative ways to reduce these numbers. Cllr Robin Brown, said: “It’s vital that we look at new ways to reduce childhood and young adult obesity and improve the health of the county‘s children. We know that children and young people enjoy using the latest technology and so it makes sense that we look at how we can harness its potential to motivate behavioural change such as increased physical activity and healthier eating.”

Eastfield Primary School in Enfield, London has also undertaken to reduce obesity in school age children. The school is taking part in the ‘Change4Life’ campaign, and will be running cookery classes for children as well as encouraging ‘Smart Swaps’ like having fruit instead of crisps. Headteacher, Christalla Jamil said: “This is a really big issue and we want to educate parents and children to make simple changes to their packed lunches such as eating nutritious food instead of crisps. It is all about moderation, of course, we can’t expect everyone to stop eating unhealthy

Obesity

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food entirely.”The school will also put on after‑school activities to promote an active lifestyle for its pupils. The move coincided with Enfield being named one of the “fattest boroughs in London.”

CARRYING PROGRESS FORWARD The measures taken by schools in recent times are encouraging. Public awareness is growing of the problem of childhood overweight, with nutrition campaigners like Jamie Oliver helping to put it on the agenda. Furthermore, the aftermath of the 2012 Olympic games has seen investment going into fitness schemes to get children active and enjoy the benefits of aerobic exercise. However, it must be stressed that complacency is not an option.

Long term predictions have typically forecast that by 2050 a half of British adults will be obese; now, David Haslam of the National Obesity Forum says: “It is entirely reasonable to conclude that the determinations of the 2007 Foresight Report, while shocking at the time, may now underestimate the scale of the problem.” School leaders must work with parents and health organisations to prevent this frightening prediction from becoming reality. L FURTHER INFORMATION www.who.int/dietphysicalactivity/ childhood/en/index.html

‘The scientific proof that better school food and higher meal uptake improves results in schools,’ Dr Michael Nelson reveals cutting-edge research at inaugural event In an event described as “inspirational”, “thought-provoking”, “groundbreaking” and “a can’t miss event” by the attendees on the day, the first ‘Reaching for Higher Heights’ conference was held on 30 January 2014 at London’s Business Design Centre – and what a day it was.

The inaugural event, hosted by Eagle Solutions Services (ESS), saw a mix of school leaders, public health experts, School Food Plan team and others come together to inform and inspire school leaders to take on the challenge of improving children’s health and lives with their school food cultures.

Within the event, Dr Michael Nelson, the director of Public Health Nutrition Research and former director of Nutrition and Research at the Children’s Food Trust, outlined compelling scientific evidence explaining the impact that improved school food and meal uptake has on the attainment of children in the school. His pioneering research showed the compelling correlation between the efforts to improve school food and the impact that those improvements had on the results for schools at all levels.

And Dr Nelson left everyone in no doubt

that better school food gives better results, and that it should be an essential part of any school improvement planning or development mix. Myles Bremner, director of the School Food Plan, gave further evidence and valuable insights into the benefits to all school pupils of the universal free school meals programme, with those from poorer backgrounds seeing the most improvements.

The day was full to the brim of ideas, opportunities, tools, enlightening insights and partners to support schools to improve their food – it was a truly valuable experience for all.

Eminent educationalist Dame Anna Hassan, DBE, served as chairperson for the day and led the rallying cry for change and improvement in school food. She

guided the participants through the day with a line-up of excellent speakers and workshop leaders, which included: Tam Fry, honorary chairman of the Child Growth Foundation, spokesperson for the National Obesity Forum; Kemi Atijosan, managing director of ESS; Cal Shaw, headteacher of Chestnuts Primary School and winner of the EDUcatering Excellence Self-Managed School of the Year Award 2013; Liz Wright, from Hyperactive Children’s Support Group; Isla Meynell, development officer at School Food Matters; and many more.

It was a fantastic event for those who attended, and “The Best School Dinner Ever” was served on the day, which lived up to its name. For a limited time, you can experience all that the day had to offer from the comfort of your desk, chair or on the move.

See the website for details and the opportunity to experience the day for yourself – and begin to reach for higher heights for your school.

FURTHER INFORMATION Tel: 020 7241 7160 www.reachingforhigherheights.co.uk

Volume 19.1 | EDUCATION BUSINESS MAGAZINE

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Creating the Right Partnership George Abbot School, Surrey, chooses Innovate Services as their catering partner

Innovate Services believes that education catering is something that takes a group effort to achieve a truly high standard. This doesn’t mean just the head of the caterers and the head of the school getting together and making decisions; this means, every stakeholder in the canteen getting involved to create the dining experience they want.

To do this, creating a strong and lasting partnership between the school and caterer is essential. At Innovate we understand the importance of this and feel it is fundamental in all our contracts.

Below is an example of just how we make it work.

Last year Innovate Services took over the catering at George Abbot School, Surrey; having recently been given academy status and being recognised as a centre of excellence in a variety of spheres, they felt it was time to bring their catering service up to the same high standards they operate in the rest of the school. Innovate was chosen over the big, national brands because of their transparency and real innovation without compromise. Julian Seymour, the Business Manager at George Abbot, said” Having visited Weydon School, Farnham, the quality of the food reflected a high street offering, rather than a “traditional” school meal. There was a real buzz among students and staff and I could see that would really work for us too.”

From the outset, the wider school community was involved in the development of their new service. Prior to the work commencing, George Abbot School invited students to participate in the Innovate Shape Your Service Survey so their views could be obtained on what they would like to see happen with the new catering function, in terms of the menu and the facilities.

This input was then fed into the design process as Julian explains: “We felt that as the catering function was being revamped for the students, it was important to get their views on what should change.”

Taking on board the feedback received from George Abbot, the team were then ready to turn the vision into reality.

In completing the project, Julian Seymour said, “In over a fortnight, Innovate delivered on everything they said they would – on time and on budget. After the Easter break, our students returned and were able to enjoy the brand new facilities. In fact, they didn’t stop talking about it! The new facilities have brought a renewed buzz into the school and both students and staff are very positive about the choice of foods available. It is fair to say that student numbers have at least trebled since the launch and the number of staff using the facilities has also increased.”

Moving the education catering industry forward is really important to Innovate, so we look at each new school we enter, evaluate their key challenges and look to the catering and retail industry as whole to come up with methods and technology to solve them. With George Abbot, it was volume of customers; with just under 2000 students, there are a lot of people to serve in a short amount of time. By installing state of the art cashless payment systems, designing efficient and free flowing serveries and creating ranges to suit all

tastes and time restraints a strong service was created that was accessible to everybody.

From hot and cold grab and go items, to hot plated meals and a salad bar, students have a host of nutritionally compliant choices for breakfast, break and lunch. The introduction of the teppan grill in the main servery has added an element of food theatre as well as a healthy, super fresh and convenient meal option. The sixth form café offers a range of snacks and light bites including hot and cold drinks, echoing a high-street coffee shop and giving sixth form students the chance to pick something up throughout the day. All the food served in the three outlets is made freshly on the day it is served.

George Abbot Stats Sales have increased by 100% FSM uptake has reached 100% Average spend per pupil has grown by 57% Student and Staff satisfaction has improved!!

Danny Moloney, Executive Headteacher of George Abbot School confirmed, “George Abbot School has a high academic reputation, both within the county and nationally, and we felt we owed it to the students and staff to refresh the dining facilities, to bring them up to modern standards. Innovate completely transformed all three areas into modern cafes that wouldn’t look out of place on the high street.

The range of food is excellent and the fact that it is freshly made here on site, every day, is an advantage. I’m pleased to say that Innovate has certainly exceeded our expectations.”

By creating this partnership between the school and the caterer, we have achieved a high standard service that fits in with the customers’ needs, expectations and changing pallets. The regular two-way communication means we are always in touch with what our customers want and have a strong enough relationship for both parties to make suggestions to continue a fantastic service Julian summarises: “As far as I’m concerned, we now have a high street offer – it isn’t a plain school lunch; it’s now far more sophisticated than that. The food is made fresh every day and there’s more variety; students really enjoy being treated that way. It’s working very, very well.”

Danny concluded: “ We’re happy for any other school to come along and see the operation working. Don’t consider another company before you have spoken to Innovate”

For an immediate response to your catering needs call 01932 411110 or contact Stuart Lenton at stuart.lenton@innovate-ltd.com TOWARDS HEALTHY

EATING

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SCHOOL MEALS

Catering

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HELPING SCHOOLS DELIVER QUALITY MEALS TO PUPILS

s Logisticsion vi and pro plex – are comdifferent re there a with diverse workers, making it, as one commentator schools provision food d budgets has recently said, “a bigger workforce than an models ry across the Royal Navy.” va Education caterers s are responsible for feeding kitchen

The education catering sector of the hospitality industry may seem to many to be the ‘poor relation’ in comparison to the rest – but not to those that work within schools across the UK. These are people who are passionate and care about the important job they have. The school catering industry is worth over £1 billion to the UK economy and employs more than 100,000

3.1 million children and young people every day in over 22,000 schools. Chefs/cooks and kitchen teams are employed variously by the local authority (56 per cent),a private contract caterer

Written by Anne Bull, national chair, LACA

The School Food Plan, launched July last year, explains what needs to happen to transform how children eat at school and how they learn about food, and could be the start of a positive social change, writes Anne Bull from the Local Authority Caterers Association

(32 per cent) or directly for a school that has brought its catering in house (12 per cent).

Logistics and provision are complex – there are many different types of schools with diverse models of food provision, and budgets and financial arrangements vary across different types and sizes of kitchen. Some schools don’t have a kitchen and therefore arrangements have to be made for the lunches to be cooked elsewhere and transported in to the school. E

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THE LEADING EDUCATION CATERING SERVICES CONSULTANCY WORKING WITH ACADEMIES, MAINTAINED AND INDEPENDENT SCHOOLS AND LOCAL AUTHORITIES Delivering a cost effective, friendly and professional service throughout the UK.

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In-house catering with CMC We are dedicated specialists in educational catering We have a unique hands-on approach that delivers results We are more than consultants; we are an integral part of your catering team We help schools and colleges deliver over 5 million healthy meals each year We treat every school as individual and we never lose sight of the fact that what we cook is a child’s lunch If you want to find out more about how we can provide a catering solution that is right for your school then contact us today.

LUNCHTIME IS SUCH AN IMPORTANT PART OF THE DAY. IF FOOD IS ‘SOURCED RIGHT’, ‘COOKED RIGHT’ AND ‘SERVED RIGHT’ WE CAN PROVIDE HEALTHY BALANCED MEALS TO THE PUPILS, IMPROVING PERFORMANCE AND ENHANCING THEIR GROWTH & DEVELOPMENT GARY STEWART, FOUNDER

“The support of the whole team has been fantastic, we have seen a marked improvement in school meals.”

Angela Moore, SBM, Bolton

enquiries : 01254 351887 or enquiries@cmcschoolfood.co.uk 52

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SCHOOL MEALS  COMBATING A HEALTH CRISIS Where else in the hospitality industry are there teams of caterers that can so directly influence the health of this country? The UK faces a serious health crisis caused by bad diet. Almost 20 per cent of children are obese by the time they leave primary school at the age of 11. Diet related illnesses are putting a huge strain on the nations NHS budget - up to £10 billion every year.

LACA believes that every child across the UK should have the same opportunity to access a nutritious meal, irrespective of the type of school in which they are educated.

LACA wants equality and accessibility for pupils that will help them make the right food choices and understand the importance of food and the need for a varied diet.

With reports suggesting that a growing number of children are arriving at school hungry, the role of school food, including breakfast clubs in schools is more vital than ever before. Ensuring that the most nutritionally vulnerable children in our society have the opportunity to have a breakfast and a hot nutritious school lunch every day is absolutely essential.

NUTRITIONAL STANDARDS The quality of food in schools has significantly improved, and this is attributed to the two sets of standards that were introduced and became legislation six/seven years ago. These superseded all previous legislation that applied to school food.

Food based standards defines the types of food which are no longer allowed or are restricted, in order to replace food high in fat, sugar and salt with more nutritious food and drinks.

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It is clear from the School Food Plan that head teachers are the only people who can truly lead the revolution in school food Nutrient-based standards aim to make the food offered healthier by increasing the vitamin and mineral content and decreasing fat, saturated fat, non milk extrinsic sugars and sodium content. There are fourteen nutrients that school food has to by law incorporate into the weekly menu offered to the children and young people.

INCREASING TAKE UP Many parents think that a packed lunch is the healthiest option. It’s quite the reverse as it’s easier to get the necessary nutrients into a cooked meal. Only one per cent of packed lunches meet the nutritional standards that currently apply to school food.

The take up of school food currently averages at about 48 per cent across the UK and is continuing to grow. However, to be financially viable the service needs to be at least 50-55 per cent otherwise it will need to be subsidised by either school budgets or local council funding.

Increasing take up requires a cultural change in schools with support and commitment from the head teachers, governing bodies and school leadership teams. Food needs to be cooked that is nutritious, appetising and attractive to the pupils. It needs to be served and eaten in dining halls that have a calm and welcoming ambience.

AN INNOVATIVE SERVICE Many schools operate a ‘cashless system’.

Instead of paying for the food with cash, each student’s account is accessed at the point of

sale terminal by presenting their card or, in the case of biometric systems, their finger to the reader. The student’s photo appears on the screen along with their existing balance on their account. The cashier uses the touch screen terminal to enter the food details and automatically will be informed of credit available, daily spend limit and any relevant dietary information. The system significantly increases the speed of service at meal times by removing all cash transactions from the point of sale enabling increased throughput and therefore reducing queuing times.

A GOVERNMENT REVIEW There has been a welcome announcement from Government that cooking will be compulsory on the curriculum for all students up to the age of 14 from September 2014. This will help our young people understand where food comes from and be able to grow and cook healthy food.

In July 2012, the Education Secretary Michael Gove commissioned John Vincent and Henry Dimbleby to review school food. The aim was for them to produce an action plan that addressed how to get children eating well in school and what role cooking and food should play more broadly in school life.

The School Food Plan was launched in July 2103 and contains a series of actions, each of which is the responsibility of a named person or organisation.

The clear objective of the Plan is to increase the uptake of school meals, and the 17 actions provide details of what needs to happen to transform how children can eat well at school and how they learn about food.

It includes the pleasures of growing, cooking and eating good food. It is also about improving the academic performance of our children and young people and the health of the nation.

ASSISTING HEAD TEACHERS It is clear from the School Food Plan that head teachers are the only people who can truly lead the revolution in school food. There is a checklist provided to help them start to turn round their food service. I personally think that this announcement will have a significant positive effect the catering industry.

I truly believe that this will be the start of a social change in this country in that children and young people will understand from an early age where food comes from and by giving them a nutritious meal in school, they will understand and appreciate the benefits of good food. L FURTHER INFORMATION www.schoolfoodplan.com

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Outdoor Play

Sponsored by

HEALTH HEALTH &&WELLBEING WELLBEING

Written by Dr Colin MacAdam, vice chair, API

DESIGNING PLAY SPACES TO BOOST WELLBEING Active outdoor play becomes part of a child’s ongoing lifestyle and is just as important as PE and sport in tackling child obesity, writes Dr Colin MacAdam of the Association of Play Industries Poor diet, sedentary indoor lifestyles and a lack of physical activity are having a catastrophic impact on the health and wellbeing of the UK population and are costing the NHS and wider economy billions of pounds every year. With many children already obese before they even begin primary school, it has been widely claimed that this generation of children will have a lower life expectancy than their parents. That’s quite a statement, particularly when so much could be done to prevent this shocking state of affairs.

Tackling the obesity epidemic is one of the greatest societal challenges of the 21st century and experts agree that healthy lifestyle habits should start as early in a child’s life as possible.

Despite the fact that parents and carers have responsibility for instilling healthy eating habits and an active lifestyle during their children’s earliest years, many are not. As a result, schools are increasingly on the front line of dealing with the problems that presents.

A CULTURE OF PHYSICAL ACTIVITY API is a leading trade body within the play sector, representing the interests of the manufacturers, installers, designers and distributors of both outdoor and indoor play equipment and safety surfacing. Around 70 per cent of the API’s members supply the education market, designing, creating and installing learning and play spaces, multi-use games areas, play equipment and resources to schools and early years settings across the UK. Companies operating in this market are seeing more and more demand for

playgrounds, play spaces and outdoor play equipment that will increase physical activity levels amongst children, not just during PE and sport, but in everyday school life too.

Many schools are introducing a holistic approach to supporting healthy children by embedding a culture of physical activity into every aspect of school life; for instance, teaching as much of the curriculum outside, as possible, creating ‘garden and grow’ areas, becoming ‘forest schools’ or opening their playground before and after school hours.

Active outdoor play becomes part of a child’s ongoing lifestyle and is just as important as PE and sport in tackling child obesity.

We are reminding head teachers that outdoor play equipment which promotes physical activity and movement skills is eligible for School Sport Premium funding and can leave a long term legacy. We urge schools to use every opportunity to use this investment to create a meaningful and lasting health legacy for children.

ASSISTING SCHOOLS Further investment in school sport, PE and physical activity is expected this spring when Sport England launches the Primary School Sport Facilities fund, an £18 million fund to help more schools provide high-quality sports facilities. Schools, which currently have little or no outside space for PE or sports, are expected to receive around £30,000 to spend on a range of specially created packages, tailored to their individual needs. Sport England say the fund will help provide outdoor multi-sport areas which can be used both within the curriculum and out of school hours.

Tacklingone is obesity reatest of the ghallenges. c societal agree that a Experts althy lifestyle e child’s hs should start habit arly as as e possible

THE ROLE OF SCHOOLS Recognition of the vital role of schools – and of play – in improving child health was reflected last summer when the government announced £150 million of investment in school sport, PE and physical activity – the School Sport Premium – which was further extended into 2015/2016 as part of the Chancellor’s Autumn Statement.

Sport Premium expenditure is at schools’ discretion but should be used to improve provision of PE and sport, to develop physical literacy and encourage physical activity as part of a lifelong healthy lifestyle.

The Youth Sport Trust has produced a helpful self-review tool to guide schools on how to spend the School Sport Premium.

BENEFITS OF OUTDOOR PLAY Of course, as well as supporting physical development and movement skills, outdoor play has a raft of benefits for children.

There is plentiful evidence to support this from wide‑ranging research organisations, academic institutions, play campaigning E

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HEALTH & WELLBEING

Ask what specific expertise a company can bring to the project – this enables you to evaluate if there is something valuable that a supplier can provide in addition to creating a new play space  organisations, education and health organisations amongst others.

Some of the chief benefits are emotional and behavioural – outdoor play provides independence, reduces anxiety and helps to improve concentration. It can make for an effective learning environment, especially for boys and SEN pupils, helping children to build resilience, experience challenge and take risks in a positive way. It can enhance creativity, self awareness and self esteem.

There are also physical benefits in the form of improved mental and physical health, strength, co-ordination, spatial awareness and sensory development. Finally, there is the environmental benefit of improved interaction with the natural world, which promotes environmental citizenship.

GUIDANCE ON INSTALLATION For schools looking to improve their outdoor space or playground or seeking practical ways to increase physical activity levels, the API is an invaluable first port of call. The association’s website offers a wide range of helpful advice, resources and links on fundraising, planning and project guidance, design and risk and full details for every member company.

API member companies are experts in play provision and understand the unique needs, demands and pressures that schools face. They provide bespoke play solutions, meaning an expert consultant will meet you face to face to discuss your school’s needs and the outcomes you want from the project.

Whether it’s a complete playground transformation to provide a Multi-Use Games Area (MUGA) or Play Area (MUPA), an outdoor classroom for all-weather learning or an update to existing space or equipment, schools should seek out design recommendations based on expert knowledge, as well as guidance throughout the installation process, including after care, inspection and maintenance advice.

When it comes to buying play equipment, drawings of products, playgrounds and play schemes can sometimes look alike to customers. But the reason that cut-price operators can deliver cheaper deals is because they may be compromising on quality, standards, materials and safety.

For peace of mind, making API membership mandatory in any play procurement process is a sensible step.

The API membership badge is a quality mark and is firm proof that a play company is experienced, reputable, financially secure and stable, operates to the highest standards and abides by the association’s strict Professional Code of Conduct.

THINGS TO CONSIDER Schools need to ask certain questions of any company it is considering hiring for a design project. They should find out how the design meets the school’s objectives, what positive outcomes will it deliver for children and staff, and whether the playground delivered will match the drawings presented?

Companies should be asked to provide details of similar projects (at least three) completed in the last 12 months in the form of case studies and references demonstrating competence, commitment, credibility, relevant experience and expertise.

Companies should also provide third party test certificates for the products it will be using on the project as well as its annual

Outdoor Play

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certificate of API membership, which is the only way to provide guaranteed credibility. Companies stating they are ‘Founder members of the API’ are not necessarily current members so ask to see their current membership certificate, check the API website (www.api-play.org) or call the API for confirmation.

Ask what specific expertise a company can bring to the project – this enables you to evaluate if there is something valuable that a supplier can provide in addition to creating your new play space, for example, expertise in working with natural materials or experience of carrying out stakeholder consultations.

Undertake a credit check on any potential supplier and explore their trading history. Remember ratings change over time. This is inexpensive and could save a lot of inconvenience and cost by ensuring a supplier is financially sound.

The API monitors its members’ financial stability through rigorous credit checking and regular financial performance monitoring.

Request that the company includes costs for an independent post-installation inspection on completion –this provides reassurance from a trustworthy third party that a site is free from flaws, fitting problems or safety hazards prior to children using it. It is important to remember that all play equipment requires regular inspection and maintenance.

If something goes wrong and you are dissatisfied with the company’s performance, the API offers a free technical dispute mediation service to all clients buying from API member companies. L FURTHER INFORMATION api@api-play.org www.api-play.org

MagP st Scientific glass lens set on top of a robinia

wood post

What am I?

A MagPost is a glass lens set on top of a hardwood post.

What’s the idea?

Children can investigate the detail of things they find - from leaves and pinecones to flowers and bones.

How can you use me?

The MagPost can be used in all subject areas of the curriculum wrapped up with outdoor learning.

It makes a great tool for self discovery or as part of a teacher led class activity.

The MagPost is designed to be a permanent outdoor feature, so shove it in the ground & let the learning begin!

Find us online or phone 01577 840570

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DeckbuilDers Designed to reflect a lifestyle Deckbuilders are a highly professional company with a passion for innovative design and quality construction. Creating great outdoor classrooms and play areas.

We have maximised the exterior space for colleges, schools and nurseries with outdoor classrooms that incorporate canopies, DDA compliant access ramps, seating areas, meeting areas and outdoor play‑spaces for younger children.

Tel: 01386 861738 Fax: 01386 861612 W: www.deckbuildersltd.com

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TRIPS & EXCURSIONS responsibility and increased challenge is part of the experience.

Immersing children in nature can help stimulate pupils not engaged by classroom-based activity, and can bring the curriculum to life, writes Andy Robinson from the Institute for Outdoor Learning Seeing the National Trust, RSPB and NHS all come together under the banner of The Wild Network points to changes in understanding.

The potential societal benefits of engaging children with nature are significant. They include increased awareness of conservation and sustainable development, opportunities to form commitments to outdoor activities that support a healthy active life style, stimulants for curiosity and creativity.

The trends of the so called ‘cotton wool’ society of a decade ago, have definitely been reversed. Legislation, the courts and advisors all point to the need for a balanced approach to children and the outdoors. If you need convincing I recommend picking up a copy of Nothing Ventured... Balancing Risks and Benefits in the Outdoors by Tim Gill.

In my role at the Institute for Outdoor Learning I’ve seen a steady increase in interest in how to harness the power of outdoor learning amongst teachers, instructors, youth workers and coaches over the past few years. This is happening at a time when many of the outdoor learning resources acquired or created by local authorities in preceding decades are being questioned. This is not the time to drop outdoor education as an expensive option but to recognise the role it can play in a rounded education.

LONG TERM BENEFITS I think it is fair to say that many education professionals appreciate the value of high quality outdoor learning. The outcomes that can be achieved by effective outdoor learning are certainly worth pursuing. A young person who has experienced effective outdoor learning should demonstrate self reliance and a positive attitude to challenge, resulting in a keenness to participate in further challenges. They will have greater personal confidence and enhanced social

skills, leading to greater trust in others.

Outdoor learning also encourages fitness, and pupils come to appreciate the benefits that a healthy, active lifestyle can bring, and this spirit of motivation has been shown to transfer over to the classroom; there is an observable increased appetite for learning which contributes to rising levels of attainment in all subjects. These outcomes were recognised by the Outdoor Education Advisors Panel in the publication High Quality Outdoor Education.

So, what are some of the features of the evolving landscape of outdoor learning? What differentiates high quality outdoor learning? Is it simply about how much time and money are invested?

The of benefitshildren gc DEALING WITH RISK engaginure include Young people should t participate in risk with na d awareness management. Simply e s a incre nservation putting young people of co tainable through a tightly controlled experience and sus pment with no opportunity o l e dev for them to understand s e i t i activ inherent risk or to

A PROGRESSIVE MODEL Outdoor learning needs to be planned against a progressive model to reflect the medium’s ability to continue to provide challenge and support development. The more impactful journey for a young person will see them build on the outcomes of their previous experience. This may result in a primary school child exploring the grounds of their school or local copse, before undertaking an outdoor based residential, leading to a self planned outdoor experience such as Duke of Edinburgh’s award, in turn supporting progression into an international expedition, for example. Though there can be value ‘escaping’ the school environment to the same outdoor experience there is danger that the opportunity for progression is missed unless more

Written by Andy Robinson, chief executive, the Institute for Outdoor Learning

HARNESSING THE POWER OF OUTDOORS

BUILDING CONFIDENCE Outdoor learning doesn’t always need specialists. At its simplest outdoor learning is tweaking a classroom based lesson so that it can be run outdoors and all can benefit from a changed environment.

I’ve found that many teachers lack the confidence to use their well developed skills in facilitating learning when they move into an environment they perceive to be the domain of specialists. This position is not helped by the very low profile outdoor learning tends to have in initial teacher training. I have come across NQTs who have spent less than an hour considering outdoor learning as part of their route to qualification.

Many full time outdoor learning practitioners appreciate the value of working with a young person who has already started to explore the natural environment and experienced some outdoor experiential learning. Not only does this mean the young person is likely to ‘journey further’ with the specialist, it also provides more scope for the teacher to build the experience with the specialist into an ongoing programme of teaching and learning.

Outdoor Learning

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contribute towards the safety of an experience is a missed opportunity. Asking young people to plan out and take responsibility for elements of their safety should be built into outdoor learning experiences wherever possible.

Judith Hackett CBE, chair of the Health and Safety Executive, says: Helping young people to experience and handle risk is part of preparing them for adult life and the world of work. Young people can gain this experience from participating in challenging and exciting outdoor events made possible by organisations prepared to adopt a common sense and proportionate approach that balances benefits and risk.

ENGAGING PUPILS Outdoor learning can engage children not engaged by classroom based activity.

Though there is a limited amount of quality research relating to this dynamic there are many case studies and anecdotes that teachers can point to. Some difficult E

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The Crystal is an initiative from Siemens that explores how we can create a better future for our cities and is home to the world’s largest exhibition focused on urban sustainability. The Crystal offers a unique educational experience and an opportunity for students to explore the major trends and challenges facing cities today.

Situated in London’s Royal Victoria Docks, this immersive exhibition showcases the latest technology and stimulates discovery around the issues of climate change, demographic change and urbanisation. It aims to motivate students to study sustainable engineering and develop skills in this exciting sector.

The Crystal lets students experience first-hand many of the pioneering solutions and innovative technologies that are driving future trends for a more sustainable world. Visits can be personalized to meet specific areas of study, so that students can explore how they can make a real and personal contribution to sustainable living.

The Crystal is for everyone who cares about creating a better future for our cities.

It is based in the centre of London’s new Green Enterprise District, the Royal Victoria Docks, and is a world-class centre for dialogue, discovery and learning aimed at inspiring the urban planners, decision makers, architects and engineers, but most of all the citizens, of the future.

About the exhibition The Crystal exhibition is a rich resource of educational content dedicated to urban sustainability. It uses a unique, interactive approach that encourages students to challenge and change the way they think about our cities, now and for future generations.

There are three distinct parts to the exhibition and a total of ten zones that look at the challenges and opportunities for cities now and for the future. Each area presents a different perspective - global (Mega Zone), city (Macro Zones) and individual (Micro Zone).

Crystal education resources We have created a series of downloadable STEM resources for teachers and students (aimed at Key Stage 3 ages 11-14). These can be used before, during and after your visit to help you plan your trip and ensure you and your students get the most from the experience.

The Crystal education teaching resources reflect the content of the exhibition and can be used to support delivery of the STEM curriculum and in particular science, mathematics and geography. The resources can be used before, during and after your visit to the Crystal and are designed to maximise the educational impact and opportunities for learning and discovery offered by the exhibition.

Just as you can tailor your visit to the Crystal to meet specific areas of study, the resources can also be used in a variety of ways and have been designed for you to draw on as you see fit.

Booking your visit For information and inquiries about booking a school visit please contact: education@thecrystal.org Information about health and safety, and risk assessments can be found on the website: www.thecrystal.org

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TRIPS & EXCURSIONS FEATURE SUB SECTION  to engage primary school children can be transformed by part of their school week involving the freedom and stimulus of the outdoors. There is an increasing trend for schools to develop their own outdoor learning areas in their grounds providing teachers with easy access options to use the medium. These range for expensive structures designed by external consultants to simply created areas with space for exercises and discussion.

Outdoor learning provides stimulus to support class room based learning and can be effectively integrated. The development of outdoor learning in delivering elements of the national curriculum is a growing force. This is a philosophy that has existed in Scotland for a while where outdoor learning has been a key component of The Curriculum for Excellence.

Whether it is explore trigonometry or providing stimulus for creative writing there are many opportunities to integrate outdoor learning into the national curriculum.

This integrated approach has also been recognised by OFSTED. RESIDENTIAL TRIPS Residential outdoor learning is particularly powerful. Recent research funded by The Paul Hamlyn Foundation has brought increased support to what people who have

Many teachers lack the confidence to use their well developed skills in facilitating learning in an environment they perceive to be the domain of specialists run residential learning experiences have expounded for a while. The dynamic of a residential experience increasing the depth and sustainability of learning should be used with outdoor learning as much as any other area. The most productive residential involve a period of preparation prior to the visit such as the young person planning what they are going to take with them, to increase ownership.

Some residential providers will provide an instructor to visit the school to increase the impact of this. Use of a medium such as a logbook or picture diary will support effective follow‑up.

Engaging with outdoor learning stimulates teachers’ reflective practices and creativity.

It is not only the young person that can benefit from exposure to outdoor learning. The stimulus of exploring how outdoor learning can support their teaching practice can be a particularly powerful piece of CPD for many teachers. I am aware of some schools even using outdoor

Outdoor Learning

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learning as catalyst in changing the predominant teaching culture in the school.

VALUE FOR MONEY Finally the issue of funding is never far from the decision making process in considering outdoor learning. Though some school ‑based use of outdoor learning can be comparatively low cost, driven by motivated staff and access to school grounds or local outdoor environments, outdoor residential excursions and expeditions can be a different level cost.

Cost management and value for money can be achieved by considering booking events outside the ‘warm and dry’ months – many of the best providers offer discounted rates outside the peak season. Sharing the event with another school can also spread the overheads. L FURTHER INFORMATION www.outdoor-learning.org

Gazebos, Outdoor Classrooms, Shelters.

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Vit od qui cuptia cus remo velitist quame Bespoke any shape or size, timber structures, pressure‑treated and heavy duty. excepudae inist, sit volendenem adist, consequi teLean‑to denimaoutdoor ipitiistclassrooms raeceat quatinv erspitibus, as with twin‑skinned Polycarbonate roofs. Illa comnis rerspeditat. eium ipsum dolorerio.

Nature shelters, 4m – 8m diameter, options on flooring, sides.

Standard 5.5m diameter outdoor classroom, seats 35 children to 70 children with double seats and zero maintenance, GRP slate effect roof.

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SCHOOL EXCURSIONS

BREATHING LIFE INTO EDUCATION

Sarah Blackwell of Forest Schools Education discusses the need for schools to help children learn from the natural world and outlines an approach that goes beyond conventional one-day outings The process of teaching or learning is generally delivered through a traditional classroom approach. Children are contained within a warm, stable, consistent and artificial environment separated from the elements, the seasons and the variety that nature provides.

Children discover and experience their worlds through discussion, visual representations in books, on screens, though the provision of IT equipment and increasing use of the internet.

While traditional approaches are essential, neuroscience is starting to show us that the brain works most successfully when exposed to a wide range of learning environments, exploring a range of natural, educational, industrial and cultural surroundings that will engage and energise children in a way that simply sitting at a desk or computer screen fails to.

Though working in real life environments in nature can be a step away from our comfort zones, it is something that Government recommends. School managers are encouraged to support teachers to engage in this new methodology and add it to the many theories and practices of teaching. It is recognised that by combining classroom

teaching with outdoor experiences significant achievements can be made by children, supporting a holistic education and life long approach to learning.

LEARNING FROM SCIENTIFIC RESEARCH Learning outside the Classroom (LOtC) is a government supported process that provides a quality mark for all of those providing learning experiences outside the classroom, including visits to museums, woodlands, natural spaces, and libraries. It is an opportunity to experience life in context and in social situations.

There is an increasing range of neurological and educational research that suggests that spending time in green spaces supports children with additional needs.

Attention restoration theory proposes that natural green spaces can increase levels of concentration through allowing individuals

CONCEPTS AND PRACTICES The purpose of outdoor education varies in different age groups. The requirements of outdoor exposure will be different for pre‑school children, primary school children, secondary school students and beyond. The most important age group when most of our human faculties develop is up to the age of 10, making pre-school and primary education the most important for outdoor experiences.

This is linked with the creation of a positive environmental identity that will impact on behaviours that last into adulthood.

REVERSING TRENDS There is now growing concern about the poor understanding of young children about food, farming and sustainability issues.

The Education and Skills Select Committee Enquiry and the Government Growing School Programme have expressed concern about the need for proper outdoor education. DfES seeks to enable “schools to make better use of the outdoor classroom as a context for teaching and learning.” The National Foundation for Educational Research (NFER), King’s College London, and the University of Bath have come out with recommendations for outdoor education.

The Select Committee has noted that “what is needed is a coherent strategy for education outside the classroom that brings together good practices from around the country, rather than a small number of limited, if worthy projects.”

The recommendations covered raising schools’ staff awareness about the opportunities offered by outdoor education, DfEs and other agencies developing teachers’ confidence in an outdoor context, the need for enhanced participation in outdoor education and the need for connecting students’ outdoor learning with the curriculum.

Written by Sarah Blackwell, chairman, Forest Schools

to actively direct attention and tune out distractions, thus helping children with ADD behaviours. Natural environments allows for a less formal approach and engender positive learning and meaningful relationships with peers, teachers and supporting adults. Simply being in the natural environment has been shown to decrease stress, develop positive attitudes to the environment and to self and others, reduce sickness and illness, improve activity levels and encourage empathy as well as contribute to an improvement in reading, writing, mathematics and other subjects.

Outdoor Learning

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n Childre need to lly ica be phys d they n active anderstand u need to rld through the wo experience touch, ersonal and p very disco

DEVELOPING MOTOR SKILLS The last quarter of the twentieth century saw a decline in outdoor opportunities E

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Action Adventure Holidays Ford Castle is a real medieval castle in the

Learning Outside the Classroom

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SCHOOL EXCURSIONS APPRECIATING THE NATURAL WORLD In contrast to traditional outdoor exposures to children, Forest Schools Education provides a comprehensive experience for overall development.

Among these developments in children, the most distinguishable abilities are in relation to nature and the environment. Such an experience is distinct and highly advantageous from the point of view that these children are learning the foundation of sustainable development.

The understanding and love for nature that children develop through the long term process is marked due to the presence of the significant adult, the experimentation and exploration through the seasons and the ability to some degree to be independent and self determinate in the learning process. This advantage can be amplified if such exposures continue at secondary and other levels of education and even extend beyond the national boundaries to acquire international dimensions.

While traditional approaches are essential, neuroscience is starting to show us that the brain works most successfully when exposed to a wide range of learning environments  in the UK as playing fields were sold. With more use of technology and the regularising of surfaces and shapes from natural to manufactured, textured to smooth and plastic, there can be a decrease in the development of functioning which can lead to a wide range of issues.

Physical engagement has been shown to create stronger memories than simply looking at something. If a child has limited opportunity to experience a wide range of textures and shapes and qualities of materials then this has impacts such as losing the ability to walk with confidence and other skills like holding tools or objects such as pencils and pens, which affects the ability to manipulate those materials in order to process symbols, such as the alphabet. The understanding of teachers and senior management in creating opportunities for kinaesthetic experiences involving gross and fine motor skills is essential.

Research supports the concept that if a stick has been held, and played with, then later in their development phases, when that same child is introduced to specific associated resources, the perceptual experience is transferred. Tools are used in all sorts of activities in education and greatly in subjects such as design and technology and also in physical sports such as tennis, cricket and hockey. The more proficient a child is in this ability to use their fine and gross motor skills effectively the more able they will be to apply themselves.

A NEW LEARNING EXPERIENCE In traditional outdoor education a single outdoor visit is organised to support classroom teaching. Forest Schools is different in its approach as the programmes are worked out in detail in consultation between school and Forest Schools practitioners, and are integrated within the curriculum of individual children’s needs through assessments of holistic development phases.

The teaching theory is quite different, as the child is at the centre of the learning experience and time is essential in allowing exploration and self discovery to occur. The outdoor opportunity is provided consistently over a period of time, usually an academic year. The basic objective is the holistic development of children in relation to outdoor woodland environments and open spaces. There is freedom to choose, experience, and learn from the natural surroundings.

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SAFETY VS RISK Furthermore, although those parents who did not want to send their children to Forest Schools stated that it was the high risk involved when allowing children on such programmes, all those who were a part of the study failed to mention even a single incidence to show that these fears were grounded in reality.

The decline in outdoor education may have been due to perceptions that high levels of risk have been associated with learning outside the classroom. Children need certain levels of risk, they need to be physically active and they need to understand the world through touch, experience and personal discovery, not simply through the screen or books or ‘being taught’, if they are to develop a realistic, empathetic and social relationship with the society in which they live. L FURTHER INFORMATION www.forestschools.com

Consett YMCA Outdoor Adventure Centre Consett & District YMCA is an AALA registered adventure activity centre that provides activities to groups who are seeking a safe and exciting experience of the outdoors as well as learning new skills that can be applied to everyday life.

We would like to give you the opportunity to take part in an exciting range of activities based at our fantastic residential centre not far from the North Pennines. Our Staff are experienced and fully qualified to deliver a unique adventurous activity experience of the duration and level, tailored to suit your requirements.

Activities we deliver: • Bush Craft and Survival skills • Recording Studio • Raft building • Orienteering • Kayaking • Canoeing • Archery • River Walks • Night Lining • Zorbing • Indoor Paintball • Rock Climbing • Mountain biking • Air rifle shooting • Abseiling Please do not hesitate to contact us so that we can create a bespoke package of activities for your residential stay, our Outdoor Activity staff will be happy to work with you to ensure you make the most of your time with us.

Consett & District YMCA Parliament Street, Consett, County Durham DH8 5DH Phone: 01207 502680 Fax: 01207 501578 E-mail: ymca@derwentside.org.uk / Web: www.consettymca.org

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VOLUNTEERING OVERSEAS

AN EYE-OPENING EXPERIENCE

on ideas about the conditions in which students learn best: “I never teach my pupils, I only provide the conditions in which they can learn.” And who are we to argue with the renowned physicist?

leadership, communication, responsibility and teamwork can be taught in the classroom, however, it is arguably outside the four walls where these skills are really put into context and developed on a deeper level.

As Albert Einstein once famously said when commenting

THE PERFECT PROJECT It was a colleague who first told me about World Challenge; as soon as I did a little more research into it, I knew it was exactly what I and my colleague Funmi Adenaike had been looking for. World Challenge promises to develop crucial life skills that will help set students apart in terms of communication, teamwork, risk management, negotiation, delegation and money E

In n to additio tastic an all the f the trip s benefit ght, it has u has broven me the i also g ity to really n opportuo know my get t ents stud

Written by Daisy Hamilton, teacher, All Saints Secondary School

Daisy Hamilton, a teacher at All Saints Secondary School in Dagenham, describes a trip to Thailand and Cambodia she took with pupils to equip them with some important life skills While classroom learning is fundamental for the growth and development of students, it’s not the only environment in which they can learn. On the contrary, many people believe that the conditions in which students learn best often include those outside the classroom. Undoubtedly, life skills such as having compassion for others,

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Daisy Hamilton (left) and Funmi Adenaike took students on the World Challenge programme to Cambodia to develop crucial life skills

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VOLUNTEERING OVERSEAS  management, which immediately struck a chord. In addition, the UK’s key employers voted World Challenge by name as the fourth most important activity undertaken at school, above activities such as Young Enterprise and sporting events, which again was hugely reassuring. Funmi and I decided it was an unmissable opportunity.

ELBOW GREASE REQUIRED On completion of their A-Levels, it was decided that students would be eligible to sign up for the three week trip, and 15 would be chosen at random. It was important, however, that they understood that World Challenge wasn’t going to be a simple case of turning up at the airport and catching their flight; the expedition would start at least a year before the students even arrived at their destination.

This trip would be no holiday – it would involve a six day trek, after which students would help to repair and redecorate a large school in the local community and also work with orphans in the area.

Each student needed to raise approximately £3,600 to cover the cost of the trip itself as well as all the materials required for the work they would be doing when they arrived. Seemingly unfazed by the task ahead of them, our students hit the ground running and began planning fundraising events straight away. They did some traditional fundraising which included bag packing in Marks and Spencer, car washing, bake sales and quiz nights. They also hosted a ‘Pamper Evening’ in the school where teachers, parents and neighbours paid to have treatments such as facials, massages, manicures and pedicures from local providers all at a reduced rate. A luxury raffle was also held on the night where guests could win a huge basket of expensive beauty products. Needless to say, the pamper evening and raffle were a real hit with the female guests, and they contributed a substantial amount to the fund pot. At Christmas, they held a candlelit carol concert in the school which was really wonderful and people showed their appreciation for it generously.

‘Become a friend of All Saints’ was another project our students came up with to raise money. Local businesses would be invited to become a friend of the school through sponsorship or by making a donation. In return, images of the sponsors and their details would be included on a special ‘friends’ page on the school’s website. They would also be presented with a school logo highlighting their support and involvement which they could proudly display. While this particular idea was too difficult to implement in advance of the trip due to our tight timeframe, next year’s students plan to roll it out much earlier in the year to maximise its earning potential.

REWARDING WORK We travelled to Thailand first and then onto Phnom Pehn in Cambodia; the trip itself was amazing. The students had to organise their own transport and accommodation in advance, which undoubtedly tested and developed their organisational and communication skills. When we arrived in Phnom Pehn, the physical work began almost immediately; the students started by building the foundations for a water tank. When this was completed, they moved onto the Street Families Centre where they sanded all the walls of the centre before decorating it. They also taught English to the children and women in the centre and spent time in a nearby orphanage caring for and playing with the children there.

As well as all the life skills the students learned, the trip provided a once-in-a-life time opportunity for them to experience some of the world’s most impressive sights. We trekked around Erawan Falls National Park in Thailand, visited the Killing Fields Museum and explored the Temples of Angkor in Phnom Penh, trekked through a rainforest, hustled through the night market in Patpong, discovered the Royal Palace in Bangkok, and even found time to go white water rafting and elephant riding.

Student Francesca O’Callaghan, 18, says: “Our project was the perfect time to get involved in the local culture of Cambodia. It took us out of our comfort zone, both mentally and physically, by the way we lived and our surroundings. It was a chance to involve our own culture, language and way of life into another country and intertwine it with theirs.” Her classmate Mairead Brown, 17, says: “I have been left speechless and amazed at how fantastic the expedition to Cambodia and Thailand was.

This trip has left me with 14 new best friends which I know I’ll keep in contact with when we go our separate ways. I loved every minute of it and have become so much more confident and grateful for what I have.”

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About All Saints Secondary School

School Trips

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All Saints Catholic School is a mixed Catholic school located in the London Borough of Barking and Dagenham, catering for learners aged between 11-18 years. Currently attended by 1,200 students, the school has 79 teachers and 31 support staff. Headteacher Kevin Wilson has been in post since September 2006.

RECOMMEND A FRIEND When you first tell people that you are helping 15 students aged 16-18 raise £3,600 for a three week trip many become sceptical; either they don’t think it’s achievable or they think that somehow it will be their parents who end up footing the bill. But, as this trip proved, they couldn’t be more wrong.

The World Challenge expedition has aided my students in learning skills that will not only strengthen personal growth, but will also help secure university places and impress future employers. It has been an inspiring learning experience for me too and I have taken a lot from it.

To date, I have embarked on two World Challenge expeditions and I’m already planning my next; I couldn’t recommend it enough to anyone thinking of undertaking the challenge, they won’t regret it for a second.

As a teacher, I know how difficult it can be to get to know your students on a personal level; we spend all day teaching, correcting and instructing them, which leaves little time to really find out what interests or inspires them. In addition to all the fantastic benefits the trip has brought, it has also given me the opportunity to really get to know my students; it has helped me to learn more about them as individuals and connect with them on a very real and human level. Most importantly though, it’s made me realise what an inspirational bunch they truly are. L FURTHER INFORMATION www.world-challenge.co.uk UKSA Education Business Advert.pdf www.allsaintsschool.co.uk

1 28/01/2014 19:58:48

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PHYSICAL ACTIVITY

The Youth Sport Trust has forged partnerships over the years to create a network of role models and mentors that believe in the power of sport to change lives, reports John Steele The Youth Sport Trust has 20 years’ experience in school sport and during that time we have gained a unique understanding of how PE and sport can make a huge difference to young lives. However, as an organisation we cannot reach every school or every young person on our own, so working in partnership with others is crucial to extending our reach and increasing the impact of our work.

For many years we have worked with a range of organisations, including Sky Sports, Matalan, Bupa, Sainsbury’s and Openreach, as well as government, National Governing Bodies of Sport, high profile athletes, schools and young people to improve the quality of PE and sport in schools.

Through these partnerships we have created a network of role models and mentors that believe in the power of sport to change lives.

Our high profile ambassadors, including Denise Lewis, Hannah Cockroft, Darren Campbell, Jason Gardener and Gail Emms are all committed to helping us raise the profile of PE and school sport. Not only are they all great ambassadors for sport but they are incredible role models for young people and schools.

COMMUNITY AMBASSADORS We know that athletes’ stories can have a huge impact, but we also know that young people themselves can be great role models for each other in their schools and communities.

Throughout the years, we have developed a number of initiatives specifically aimed at the young, enabling them to build their skills as confident young leaders and role models.

Our network of Young Ambassadors continues to grow and has empowered thousands of young people to be role models for their peers.

We also work with an inspirational group of headteacher ambassadors who champion the importance of PE and school sport and act as advocates and mentors to other headteachers in their local area.

As an organisation, we know that

developing role models is a sustainable commitment and has the biggest impact on schools and pupils playing an important role in inspiring students to learn, overcome obstacles and achieve in many areas of their life. The London 2012 Olympic and Paralympic Games created a new generation of genuine sporting heroes and role models, and was a shining example of how sport can impact young lives across the nation. Determined athletes who have a goal and are disciplined enough to pursue their dreams communicate an incredibly powerful message.

THE POWER OF ROLE MODELS Almost everyone you ask will say they have a role model in their life. They might be somebody who performs outstanding volunteer work, a community leader or a mentor. Maybe they are generous and kind; maybe they performed an extraordinary feat or achieved something incredible.

The key thing is that it’s different for everyone. A role model is something that is very hard to define, and who your role model is will depend as much on you as it does on the person you admire.

Being keen on sport when growing up, I looked up to a lot of people within the sports world; people who were highly committed, focused and didn’t tend to take a step back when the pressure was on.

One standout figure for me John McEnroe.

Well known for his animation on the tennis court, he was a phenomenal athlete with natural talent who exuded passion and showed huge commitment.

Often his behaviour wasn’t of a standard that you would readily associate with a role model, but his charismatic personality, along with that iconic eighties hairdo, inspired me to work hard and gave me that drive to push boundaries to succeed in sport and life. E

s’ Athlete an c stories uge h have a we also but impact, that young know an be great c people models for role her in each ot ols scho

Case study: Casey Stoney, England ladies football captain Casey Stoney, current England Ladies football captain, is a role model for thousands of young people in secondary schools across the UK. As Athlete Mentor for Sky Sports Living for Sport, Casey regularly draws on her experiences representing her country and leading Team GB to success. She visited over thirty schools last year sharing the message that young people can use sport to improve their lives.

Casey says: “I feel privileged to be an international athlete and aim to use my experience to help give something back. I want to help guide and support young people to believe in themselves and really believe that sport can be used as a tool to engage students and inspire them to achieve their goals.”

Casey’s childhood was difficult; she wasn’t particularly academic and her home life was occasionally volatile.

Football and her family’s support provided Casey with a refuge from these problems, and she enjoyed the freedom it gave her to be herself and develop as a person. She believes that role models are vital to young people, giving them someone to relate to and providing them with the ability to visualise their own success.

Casey achieved the pinnacle of her career to date when she captained Team GB in Women’s Football at the London 2012 Olympics, beating Brazil in front of 70,000 at Wembley Stadium.

She continues: “Working as an Athlete Mentor has given me a fantastic opportunity to provide students with a unique insight into what it takes to compete at the world’s greatest sporting event. The students I meet are all incredibly keen to hear my sporting story, learn new skills and share my experiences in London 2012.

“It is great that they can now see, through my Team GB selection, the results that hard work and determination can generate.”

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Written by John Steele, chief executive officer, Youth Sport Trust

CREATING THE ROLE MODELS OF THE FUTURE

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Speak to Technogym today about ways to include fitness and wellbeing into your school and the curriculum. Drive community links and develop a secondary income through our FREE GYM OFFER.

These excellent new facilities will help boost the general health and well being of fee paying local residents living within a 10 mile radius of the school.

This initiative will ensure students benefit from state-of-the-art fitness facilities while schools are able to drive secondary income from the facilities through members of the local community. Technogym has joined forces with its partners to be able to offer schools this opportunity with zero capital outlay for the school.

Mark Avoth, Head Teacher, Avon Valley Sports College

What does this entail?

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It’s a win-win for any school or college with no capital outlay and the opportunity to generate an income.

Andy Davidson, Public Sector Manager, Technogym

How does it work?

Technogym, through their partners, will install an on-site gymnasium at no cost to the school. Our partners will then support your school to drive secondary revenue from local communities who wish to utilise the gym out of school hours.

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PHYSICAL ACTIVITY

Sport & Fitness

Sponsored by

Case study: Wayne Instrell Bedfordshire-based student, Wayne Instrell of Bedford Academy was crowned the Sky Sports Living for Sport Student of the Year in 2012.

SSLFS Ambassadors Jessica Ennis-Hill and Darren Campbell present the Sky Sports Living for Sport UK Student of the Year to Wayne Instrell of Bedford Academy

Our fleet of athlete mentors tour the UK sharing their experiences and using sport skills to boost confidence, change behaviour, increase attainment and improve life skills  PROGRAMMES TO INSPIRE One of our longest standing programmes – Sky Sports Living for Sport – is a great example of how we have built a sustainable partnership by using world class athletes to inspire young people. These role models come from a range of different sporting backgrounds; everything from hockey and wheelchair basketball, to archery and skateboarding. They go into schools and use their inspirational life stories to motivate and inspire young people with the aim of improving their lives.

During my time at the Youth Sport Trust, I’ve seen us work with over 80 athlete role models, through Sky Sports Living for Sport; a free initiative available to all secondary schools in the UK and Ireland. Our fleet of athlete mentors tour the UK sharing their experiences and using sport skills to boost confidence, change behaviour, increase attainment and improve life skills. They do this by promoting qualities that are designed to help pupils develop valuable skills and motivate them to be more engaged and achieve better grades. We call these the ‘six keys to success’; mental toughness, hunger to achieve, people skills, sports and life knowledge, breaking barriers and planning for success.

RAISING THE PROFILE OF PE Through the partnership with Sky Sports, we also have access to an extended pool of ambassadors who are helping to profile the importance of PE and school sport, including football legend David Beckham, along with Olympic gold medallists’

Jess Ennis-Hill, Katie Taylor and Darren Campbell. These sporting heroes champion the work of all of these incredible athlete mentors and are a crucial part of Sky Sports Living for Sport. Over the past ten years, the programme has grown considerably and since 2003, 75,000 young people in over a third of secondary schools across the UK have benefitted from using sport to improve their lives.

We have created similar opportunities through our work with Matalan and subsequent support from Olympic rowing legend, Sir Steve Redgrave. For the past four years, Sir Steve has been an ambassador for Sporting Promise, an initiative that ensures children across the UK have vital access to sports activity in school. Available to all primary and secondary schools, the programme has impacted over two million pupils in the first three years and has seen Sir Steve visit schools across the country, encouraging more young people to get involved in sport and physical activity.

Sport has an unparalleled power to change lives. The use of athletes, as well as young people themselves, as inspirational role models is just one example of this. However, without the support of corporate sponsors, organisations like the Youth Sport Trust would not be able to reach so many thousands of young people and give them the opportunity to learn and grow through sport. L FURTHER INFORMATION www.youthsporttrust.org

Wayne, 17, was chosen as the Student of the Year because of the transformation in his behaviour.

He was having difficulty in school and had been bullied so badly that he was no longer participating in mainstream lessons. To try and help him regain his confidence, Bedford Academy arranged work experience at his former middle school which was a great boost and improved his self-esteem enough to return to lessons. Just when Wayne was beginning to grow in confidence, his father passed away and the school became concerned as to how he would cope as his father was his hero figure.

Wayne volunteered for the swimming project despite his Mum saying he was scared of swimming.

He found swimming very difficult, sinking unless his feet could touch the bottom, but he worked incredibly hard and, by the end of the 10 weeks, was able to swim a width of the pool and jump into the deep end.

Since participating in the project, Wayne has returned full time to mainstream lessons and is no longer afraid to contribute in class. He has also increased the number of extracurricular activities in which he takes part and volunteers his time to the school’s sports leaders.

A visit from Athlete Mentor Maggie Alphonsi inspired Wayne to learn more about new sports in which he could participate, having enjoyed the swimming project. After Maggie’s visit he decided to take up rugby and now plays every week for Bedford Blues youth team.

Maggie Alphonsi comments: “When I first met Wayne I could tell he had obviously gone through a lot in his personal life but through sport and the support of myself and his teacher Michael Cox he was able to excel and grow. He fell in love with the sport rugby union and is now playing for Bedford and has aspirations to play for England and be a PE teacher.

Sport helped him find that direction and now he is a very confident man with the ability to develop further. “

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PHYSICAL EDUCATION

THE INACTIVITY CRISIS FACING SCHOOLS

Physical activity has always been considered a vital part of education – but the emphasis that schools, parents and policymakers need to place on it is becoming increasingly clear.

Over the last generation the physical activity and fitness levels of children has declined at an alarming rate. On average, it takes children 90 seconds longer to run a mile than their counterparts did 30 years ago and heart-related fitness has also declined by five per cent each decade since 1975, for children aged 9-17.

Most schools understand that they should be supporting children to develop a physical activity habit for life. Aside from living longer with more chance of being free from illness, regular physical activity boosts mood and gives more energy.

Those who exercise regularly are more likely to be socially active and have higher self-esteem. Evidence shows that exercising just two times a week lowers an individual’s likelihood of experiencing depression, anger, stress or cynical distrust.

But the reality is that the approach we are currently taking isn’t working well enough and we are losing the battle against physical inactivity among children.

Written by David Stalker, Chief Executive Officer, ukactive

Physical activity has always been considered a vital part of education, but with activity and fitness levels falling, David Stalker, ukactive’s chief executive officer, urges schools to take a whole-day approach to getting pupils fit and active

Sport & Fitness

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GUIDELINES FOR PHYSICAL ACTIVITY In 2011, the Chief Medical Officer (CMO) in England set out guidelines for children’s physical activity. It was recommended that children should undertake physical activity for at least 60 minutes and up to several hours every day; that vigorous intensity activity, including those that strengthen muscle and bone, should be incorporated at least three days a week; and that all children and young people should minimise the amount of time spent being sedentary (sitting) for extended periods.

Yet in 2012 only 51 per cent of boys aged four to ten met these recommendations and staggeringly just seven per cent of boys aged 11 to 15.

A similar pattern can be noted for girls, although they are on the whole less active.

Among girls aged four to ten, 34 per cent had met the recommended levels compared to no girls aged 11 to 15. E

It takes 0 9 childrenonger sl second a mile to run ok their to than it terparts coun ars 30 ye ago

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PHYSICAL EDUCATION club programme which includes engagement with community clubs to develop a mutually beneficial partnership.

It also enables the provision of quality coaching; appropriate competitive opportunities and major events to stimulate and sustain interest in activity and sport as well as build teamwork and pride amongst the students.

Although this is an example from just one group of academies, the principle is one that can be applied by all schools. Every school should be running an inclusive PE programme that supports a broader physical activity strategy that stretches throughout the school day.

Physical activity in schools is, and always will be, the cornerstone of any balanced curriculum.

Unfortunately, unless we do more to all work together, the inactivity crisis will worsen  GET BACK INTO ACTION How can we begin to turn the tide of inactivity in children? We need to be ambitious. We need to be running creative and inclusive physical activity sessions throughout the school day and beyond. We need to be finding ways to motivate children to make active choices, reach their own targets and break their own records – not by being pushed into it, but supported and encouraged so that it is their own choice.

This should start from walk to school initiatives and before-school activity sessions and continue on to lunch-time and after-school clubs that supplement a strong and inclusive PE programme integrating activity and making it convenient for pupils, families and teachers.

I believe that a considerable barrier to this is that in most communities, parents, physical activity providers and schools don’t work closely enough.

Combating physical inactivity goes beyond the school gates. Staff, parents and leisure activity providers need to work together and embed children’s activity programmes at the centre of a community strategy.

This requires offering a range of activity opportunities that interest each individual child whether it’s dance, gymnastics or team sport.

With huge pressures on the education system already, it’s vital that all other parties step in where possible to ensure that young people are encouraged to include activity in their lives in whichever format is most enjoyable for them.

Sport & Fitness

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THE ROLE OF ACTIVITY PROVIDERS And this has to work both ways. I would like to see a more integrated approach with leisure and activity providers making their facilities and expertise available to local schools.

Birmingham’s Be Active programme, for instance, offered free use of leisure centres during working hours and at weekends. If this model was used more widely the benefits for young people would be enormous and those achieving their recommended levels of physical activity would almost certainly increase.

We also need to be sharing knowledge of what works and what isn’t as effective. This will help diversify the activity opportunities in communities and therefore encourage wider participation.

Overall, it is clear that physical activity in schools is, and always will be, the cornerstone of any balanced curriculum. Unfortunately it is also clear that unless we do more to work together then the inactivity crisis will worsen. We have the opportunity to provide a complete and rounded offering to young people by joining up our approach and ensuring that physical activity is integrated throughout the school day. L FURTHER INFORMATION www.ukactive.com

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A PARTNERSHIP APPROACH If we can develop an approach from all parties then we are more likely to be able to foster a positive attitude towards activity in young people that will aid them in later life.

A fine example of this partnership approach comes from The David Ross Education Trust (DRET) a cluster of academies across the North East Coast. The trust has a 10-year strategy for sporting participation and excellence and has developed a programme that enables students to realise any activity and sporting potential they may have.

Their programme is built on the premise that children who have few activity and sporting opportunities in life are given the chance to try, learn and love activity, and therefore to encourage them to develop an activity and sports habit for life.

When developing their strategy they took into account existing sports provision, identified barriers that were precluding sports participation and how to develop opportunities to encourage it.

The result is that they provide a consistent extra-curricular

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DESIGN

FOSCOS: A SPECIALIST IN SCHOOL-PRINTED INTERIOR DESIGN AND SIGNAGE

From inspirational decor in classrooms to making the learning environment and educational atmosphere one for pupils to be proud of, Fosco Hayes Hurdley can help you make this dream a reality

Fosco Hayes Hurdley has a 78-year history in print and signage and has long been known as experts within the education sector. It specialises in interior decoration, using digital wallpaper to transform classrooms, corridors, offices or an area that needs to inspire students.

History timelines, positive wording, famous quotes, mathematical equations, sporting heroes, school achievements, children’s artwork – the company has even printed self-portraits of children to be adhered to the walls… Anything you can think of that helps improve the environment in and around the school, Foscos can produce.

Canvas pictures adorn the walls of classrooms that brighten up the area and transform classrooms into a modern vibrant inspirational place to learn. A popular area to brand is a staircase. Looking at a bland staircase and then being able to place quotes or times tables moving on up the stairs from the bottom to the top is a fantastic use of an undecorated area.

Floor vinyl’s can help point the direction or a way to put some fun in plain floor areas.

Foscos has also branded-up ceiling tiles to create a beautiful sky image. An area it loves to have fun with is toilet doors. Foscos has made 10 Downing Street appear in the boys’ cubicle or an old English telephone box in the girls and even the Doctor’s Tardis has made an appearance. You can have so much fun thinking of new ideas to adorn your environment.

Interior and exterior signage is an area Foscos can help all schools improve on. It has

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EDUCATION BUSINESS MAGAZINE | Volume 19.1

an extensive array of different styles of signage to help modernise any schools appearance, with expert surveyors to arrange, meet and advise on any requirements and budgets.

Foscos can produce a diverse range of signage from exterior signage at the school

changes and Foscos has moved successfully with each of them and it plans to continue investing.

Fosco Hayes Hurdley provides competitively priced large-format printing to the advertising, design and construction industry. It prints large-format banners and billboards, fleet and vehicle graphics, building wraps, event and trade show displays, vinyl graphics, large‑format posters, point-of-sale displays, outdoor advertising, canvas prints and more.

An area Foscos has become an expert in is small-format printing with variable data, where every single print produced can be personalised to the individual – making a big impression.

Foscos provides a wide range of custom interior graphics – from digital wallpaper coverings to printing doors directly – using a wide selection of materials.

With digital wallpaper printing you can design each and every surface to look exactly how you would like it and Foscos offers a tailor-made service for this, from production to fitting. You can use a stock image, your favourite photo or any artwork design and

A popular area to brand is a staircase. Looking at a bland staircase and then being able to place a picture, quotes or times tables moving on up the stairs from the bottom to the top is a fantastic use of an undecorated area entrance to school rebranding. Foscos can print and manufacture any type of signage you require, from help with design to installation, it will make the process simple and quick.

Foscos has an experienced design team that can walk you through your ideas and guide you in the desired direction to create an environment students usually only dream of.

Based in Birmingham, the company is one of the UK’s longest established and most successful large format printers providing large format printing for the creative design, advertising, marketing and corporate sectors.

Set up in 1936, it was a silk-screen printing business providing signage, posters, billboards and point-of-sale solutions. Over the years, the printing industry has gone through technology

the company will produce the wallpaper to fit the space required. This is a great way to make a room stand out.

Custom wallpaper graphics can now be applied on to surfaces which, until now, have been unexploited – for instance, brick or block walls that are not plastered – and the film has the potential for wrapping entire walls.

Astonishing visual effects can be achieved both internally and externally.

Pay Foscos a visit to see its many sign solutions, and you can see the variety of materials and solutions it has to offer. L FURTHER INFORMATION Tel: 0121 333 3607 david@foscos.co.uk

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CCTV & SURVEILLANCE

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CCTV IN EDUCATION: AN ONGOING DEBATE When it comes to school security, it is absolutely paramount that no corners are cut in ensuring the best possible safety for students, staff and valuable school equipment.

Today schools are taking active security measures to face up to the challenges of disruption caused by mindless vandalism, including damaging arson attacks, and criminals intent on stealing school property who will always look for the path of least resistance. One area of security that tends to be very useful within a school is that of CCTV. REMOTELY MONITORED Over the past decade, certainly where independent schools are concerned, we have witnessed a dramatic increase in the number of CCTV solutions that are being operated in an intelligent, proactive, way so that suspicious activity can be identified and tackled as it happens. At the forefront of this early intervention approach to surveillance has been BS8418-compliant remotely monitored, detector activated CCTV. With

CCTV cameras and detectors deployed to protect the perimeter and other key areas of school grounds and buildings, especially at night - and linked by transmission equipment to a Remote Video Response Centre (RVRC) –intruders trying to gain access will be automatically picked up by one of the detectors and the images from an associated CCTV camera provided to the RVRC operators.

At the RVRC, they can issue a verbal warning – ‘talking CCTV’ – to any intruders, which in more than 90 per cent of cases is sufficient to make them leave the scene. For more persistent individuals there is the potential for operators to alert school staff and the police.

Having visually verified what is going on and using site plans, held by the RVRC, police officers can be directed to a specific area to help them make arrests.

We are also witnessing the deployment of compact digital mobile CCTV systems on

dedicated school buses as well as across the wider public transport network. Used to ensure the safety of passengers and transport company employees, this technology has proved invaluable in tackling the disruptive behaviour of some pupils – for instance unauthorised pupils travelling to and from school – which can be a major issue for educational establishments, especially if they are in uniform. The key point here is that valuable evidence can be made available by the transport operator to schools and used to inform any discussions with the students concerned, and their parents, regarding disciplinary action.

CCTV IN CLASSROOMS Another area where CCTV is being operated by schools is in the classroom.

This is being set up in certain instances, with the support of staff, parents and E

Over t the pas e w decade ssed a itne have w ic increase dramat number of in the olutions CCTV s perated being o tively proac

Volume 19.1 | EDUCATION BUSINESS MAGAZINE

Written by James Kely, chief execuitve, British Security Industry Association

James Kelly of the British Security Industry Association (BSIA) explores the value of CCTV in safeguarding our schools, challenging the ‘Big Brother’ perceptions surrounding its use

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CCTV & SURVEILLANCE

The best providers bring insight, know-how and enthusiasm to their work, translting into better security  students, to help to address issues such as bullying and to readily resolve allegations made by pupils against teachers in an informed way. There have been numerous debates about whether introducing CCTV into classrooms is ethical, however, there have sadly been high profile instances where a teacher’s integrity and career has been ruined by claims, which have subsequently proven to be malicious.

BBC research from September 2012 explored this issue further, and gathered opinions from one group who are particularly affected by school security – the students. One student commented: “We have CCTV cameras at our school in the outdoor areas which helps when it comes to fights.” This proves that CCTV is effective around other areas of the school more so then in a classroom. Some did claim that the CCTV did not prevent their valuables from being stolen, but others commented that it was useful in the prevention of bullying.

This research was met with a mixed reception, with the issue of privacy being a key issue, however, when placed in the right areas of a school such as a corridor or outside areas, CCTV can be extremely effective, and should not be dismissed by key decision makers.

With CCTV in place, there is much greater potential to use digital video evidence to resolve such situations and throw out false accusations before damage is caused to the reputation of the school and a specific teacher and also, crucially, to address legitimate incidents where further action may be necessary. Additionally, classroom CCTV can be a valuable tool in assisting with teacher training, enabling specific lessons to be reviewed - without the distraction of a teaching colleague in the classroom - and valuable feedback provided.

VIDEO ANALYSIS Other ways that CCTV is being deployed proactively, and flexibly, to drive early intervention in educational establishments includes the adoption of VCA (Video Content Analysis). This is the intelligent analysis of CCTV images in a defined area to provide meaningful information. Typical uses range from identifying whether objects have been removed to the analysis of CCTV images to identify specific patterns, e.g. smoke. In the case of smoke this ability to take the images from CCTV cameras, and apply sophisticated algorithms to identify smoke patterns in seconds, allows action to be taken to address arson attacks – an ever present issue at schools – and, crucially, enables school authorities and firefighters to see the extent of any fire so it can be tackled safely.

Alongside this, there is the potential with VCA to set up virtual tripwires so an alert can be provided should an individual seek to cross a specific boundary. For large scale school sites the application of a capability like a ‘virtual tripwire’ may be a cost effective approach to keep trespassers out of designated areas within the grounds, where it is simply not practical to have physical barriers such as walls or fencing in place.

CHALLENGING THE PERCEPTION There will continue to be a debate over whether CCTV is an effective measure of security in schools, the perception to most people is that CCTV in schools is an invasion of privacy to students and teachers as it is viewed as the ‘Big Brother’ effect.

Where younger students and minors are concerned, there is a fine line to consider in terms of the extent to which students can be monitored. Gaining the permission from both the students and the parents can also be a battle most schools will have to overcome.

Having said that, a lot of parents and students are getting on board with the introduction of CCTV in schools, as research continues to show that not only has there been a decline in theft and crime, but has also helped to deter intruders from entering the school.

A decline in general bad behaviour around the school grounds has also been noted.

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ECONOMIC REALITIES Schools, like many organisations in these tougher economic times, are looking for a favourable return on their investment, so solutions which are likely to prove most attractive are those which can fit in readily with any existing infrastructure on a site. It may not, for example, be realistic to swap out all of a school’s existing CCTV system for new models or to upgrade the capacity of a school’s network for IP surveillance solutions. Given the pressures on funds we are seeing a focus from a CCTV standpoint on hybrid solutions with the dropping in of specialised encoders/decoders which are able to readily combine ‘legacy’ analogue equipment with new IP equipment to produce a seamless solution.

It is therefore incumbent on suppliers of CCTV solutions to schools that they are able to provide flexible solutions that take account of any infrastructure limitations. An example of this is the ability to cope with restrictions on the available bandwidth so the security solution does not impact negatively on the school’s network. One capability, which is extremely useful in this regard, is the adoption of methods so the size of the images being streamed across the network can be altered on-the-fly to tie-in with the available bandwidth, while high resolution – evidential quality images – are stored locally.

SOURCING A SUPPLIER CCTV is increasingly being deployed by schools in a more proactive and intelligent way to provide a safe and secure environment for students and staff. Choosing a reputable supplier is essential to achieving effective security solutions. While it may be tempting, choosing a security company on the basis of cost alone can have some hefty repercussions. The best providers bring real insight, know-how and enthusiasm to their work, which ultimately translates into better security, the delivery of a solutions-led approach, and ultimately lower costs. L FURTHER INFORMATION www.bsia.co.uk

Security ServiceS: SpecialiSt Security providerS Working in partnerShip With SchoolS • Are you happy with your current security provider?

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HEALTH & SAFETY

KEEPING THE BLAZE AT BAY The tragic case of a fire in Manchester in which a firefighter died highlights once again the dangers associated with fire in the 21st Century. Within the educational community we need to be aware that blazes are still occurring in school premises at a rate of twenty schools per week.

Historically, blazes that occurred in schools during the main part of my fire service career took place out of hours, at weekends and during holiday time. A worrying trend is that nearly one third of all fires in schools occur during occupation. Some within the fire sector will recall the devastating effect of the fire in Our Lady of the Angels in Chicago on 1 December 1958 where 92 pupils and three nuns lost their lives when smoke, heat, fire, and toxic gases cut off their normal means of escape from the upper floors of the school building.

That heart-rending incident has been used as a template in schools in the UK ever since, in order to manage fire safety in schools. To date there has never been a loss of life in a UK school as a direct result of a fire. Long may that remain so.

WHAT HEAD TEACHERS CAN DO As legal duty holders under the Regulatory Reform (Fire Safety ) Order 2005, head teachers are held to account for the fire safety provisions within their establishment, which relate to staff, pupils, visitors, contractors and fire-fighters – should the need arise.

The legal responsibilities are strict and can be onerous, depending on the age of pupils in the school. Governing bodies also have legal

responsibilities under the same legislation.

Having attended many school fires, it is my experience that being proactive and having effective safety management systems pays dividends. The consequential losses of a school blaze extend way beyond the school perimeter and impact on staff, pupils, parents, and the local community. I have, on many an occasion, witnessed the effect a serious school fire has had on staff. It is similar to bereavement. The further loss of education and the impact on parents having to find additional leave to look after their offspring whilst school is closed cannot be underestimated.

The solution is instigated at the planning stage in the case of a new school, and involves all who are engaged in the built environment, starting with the designers, architects and planners. Others involved are school stakeholders, facilities management organisations, builders, sub‑contractors, building control, fire safety officers, insurance companies, companies that provide fire safety equipment of a passive or active nature, clients and ultimately, if it goes wrong, fire-fighters.

MAKING OLDER

BUILDINGS SAFE The Schools (local authorities, f o s losse laze governing bodies lb o and head teachers) o h c s d n a o y e have a moral, legal b y wa financial duty extend ol perimeter and to ensure that o h , the sc pact on staff their premises are safe. Some schools and im s, parents are old, many built pupil e local in the Victorian era, and th unity however this does not prevent retrofit comm

Written by Gary Laird, fire risk management chairmain, IOSH

Gary Laird, risk management chairman of the Institute of Occupational Safety and Health (IOSH) and former firefighter, gives his advice on how schools can prevent blazes

FIRE SUPPRESSION SYSTEMS The advent of effective fire suppression systems like sprinklers and mist systems, which are commonplace in the USA and South East Asia, is leaving us behind.

Unfortunately in the UK, containment systems are routinely ‘lean engineered’ out of the specification in favour of an award winning facade or to meet an agenda of green credentials.

In my own local authority we have resolved the situation by working as part of a formal tripartite agreement with the fire service and the insurance company to ensure that all new builds and major refurbishments will have considered a fire suppression system.

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during refurbishment. It is clear that there is a positive cost benefit analysis in building suppression systems in at construction stage.

My advice is not to be harangued into accepting a lower standard of fire safety.

The aim of a suppression system is not life safety but to maintain the integrity of the building throughout its life.

We would not accept school premises that did not have passive fire protection, e.g. means of escape, acceptable travel distance, exit capacity, compartmentalisation, emergency lighting, signage and fire doors. And we rely totally on the active fire protection measures that support our safety management system, e.g. fire detection, fire alarm, fire fighting equipment and fire suppression systems. E

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John Cheatle offers the widest choice of services of any schoolwear supplier: ON-SITE

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Whether it’s a complete schoolwear collection or simply a badged sweatshirt, we will create a service that fits your school, your parents and your pupils, perfectly.

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HEALTH & SAFETY

To ensure that the risk of fire is reduced, it is vital that schools have in place a five yearly test of electrical installations in order to identify possible electrical problems  STAFF TRAINING In order to close the circle, schools need to carry out a fire safety risk assessment (a legal requirement) and record any significant findings by an individual who is deemed competent to carry out a fire safety risk assessment. The local fire service will audit schools in order to ensure compliance – and serious breaches of fire safety legislation can invoke prosecution as a number of high street stores have found to their cost.

One major factor frequently overlooked is the training of staff which, again, is a legal requirement. By refresher‑training staff in fire safety awareness we are complying with our legal duty.

Also, via our fire safety management strategy, we are communicating to staff that we care about their welfare.

PROTECTING SCHOOL ASSETS In these prudent times, schools need to manage their building assets for the long term; this dovetails well with schools’ business continuity plan. A proactive school management team will have addressed many of the issues that I have highlighted and will receive the benefit long term. Those who have a laissez faire attitude to fire safety will pay the price.

Each year 1300 schools suffer significant damage. There is a 1:20 probability of a fire occurring in your school. Blazes that occur are either a deliberate act or an unfortunate circumstance.

Ask the caretaker if the hole in the compartment wall is a maintenance issue or a fire safety problem – you may be surprised by their answer. In many cases active fire protection is engineered out of the equation without the head teacher knowing.

At a recent seminar on fire safety in the Palace of Westminster, one primary head teacher gave a first hand graphic description of a blaze that occurred after lunch in her school as a result of a fault on a desk fan. Don’t let it happen to your school.

How big is the problem? Potentially great and mainly, but not exclusively, in the major conurbations. Every week 20 schools have an incident that requires fire service attendance. The local fire and rescue services are keen to support schools in risk reduction – so take advantage of this offer.

COMPLYING WITH REGULATIONS Historically, fires in schools have normally occurred out of hours. However, there is a worrying trend that indicates a significant rise in the number of non accidental

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fires occurring during occupation – the main problem areas being toilets, cloakrooms and cupboards. The time of day is important and most incidents occur during unstructured time, e.g. lunchtime – and the most interesting age profile is the 7-17 age group.

In order to comply with fire safety regulations, schools needs to ensure that all the requirements of the local fire authority are in place regarding passive and active fire safety. If planning refurbishment work ensure that it complies with building regulations and keep your insurance company advised, especially if the fire suppression system or the fire alarm are temporarily disabled.

Help can be gained from a range of guidance documents applicable to schools, educational premises and small and medium places of assembly. It is a legal requirement to have a suitable and sufficient fire safety risk assessment in place which has recorded areas of vulnerability and any significant findings; this should be complimented with staff training.

To ensure that the risk of accidental fire is reduced, it is vital that schools have in place a five yearly test of electrical installations in order to identify possible electrical problems.

I trust that this article will be of value to those who have an interest in fire safety but also people in the education arena who may be confused by what to do. L FURTHER INFORMATION www.iosh.co.uk

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HEALTH & SAFETY

Richard Moseley of the British Pest Control Association (BPCA) talks about the areas most susceptible to infestation in schools and what can be done to prevent a pest outbreak from occurring

Top tips for preventing pests in schools If you think you have a bee colony at school, it doesn’t need to be destroyed as bees are not aggressive. Bee keepers may be able to move the nest if in an accessible area.

Mice can squeeze through gaps the size of a pen top, so good building maintenance and proofing is essential.

Watch out for mole hills – moles can undermine school playing field causing potential harm if the ground gives way and children fall. Mole hills also contain stones that will damage mowers and maintenance equipment.

Fly killing machines in canteens and kitchens must have their tubes changed at least once a year as the UV light that attracts flies deteriorates.

When you think of pests within schools, most of us will think of the ubiquitous head louse, with the exception of the occasional two‑legged ones. However, there is a wide range of other pests that can be a regular problem. School kitchens and waste disposal areas can attract rodents and flies; dining areas provide fruitful areas for ants; and wasps may be drawn towards children in the playground by sugary drinks and confectionery.

Pest problems in schools and nurseries bring their own set of unique problems.

Parents will naturally be alarmed by the prospect of diseases such as Weil’s disease (leptospirosis) if a rat infestation is discovered but some may be equally concerned by the presence of rodenticide bait on the premises. A wasps’ nest may appear to be a sufficient distance away from children in the playground but if a child suffers anaphylactic shock from a wasp sting then the school could have a major incident on its hands.

Though a contract with a professional pest control company is essential to keep the

premises pest free, there are a number of measures that can be taken by staff to prevent infestations from becoming established. It is important to know which are the pest ‘hot-spots’ that are more susceptible to certain infestations.

One FOOD PREPARATION of the ive AREAS ct e f Primarily, this will be f e t s mo f the main catering area o s method festation but also bear in mind classrooms where ing in Home Economics or prevent ensure that is to posal areas Food Science lessons is may take place. Rats waste dkept clean and mice need food, are water and harbourage y and tid to survive. To minimise

the attractiveness of these areas ensure that all food spillages are cleaned and that any gaps between cupboards or behind working surfaces into which particles of food may fall are cleaned regularly. Food products should be stored in rodent proof containers. If food is stored in E

Written by Richard Moseley, technical manager, British Pest Control Association

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Pigeons should be actively discouraged from your buildings as they carry a number of diseases.

Their droppings can also damage buildings and host large numbers of insects.

Cockroaches are mostly active at night. If you think you have a problem with them, you may need to consider providing access to your pest controller outside normal working hours.

Mice do up to 80 droppings a day, and the females are only pregnant for 3 weeks. If you see signs of mouse activity, have it investigated at the earliest opportunity.

Rodents’ incisor teeth grow constantly and rats, mice and squirrels will gnaw through cables and pipes to wear them down.

This can result in fires, flooding and electrocution.

Always use a professional operator from a reputable company who is a member of the British Pest Control Association.

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HEALTH & SAFETY About the British Pest Control Association (BPCA) The British Pest Control Association (BPCA) was formed in 1942 to promote the highest standards of professionalism within the pest control industry.

The aims of the Association are to represent a responsible industry committed to the control of public health pests without risk to the general public, non-target animals and the environment; represent the interests and opinions of the UK pest control industry to Government, other key decision makers, the general public and associated industries; encourage high standards of professionalism within the industry and explain the role of the industry in today’s society and its benefits to the community.

Before being able to join the BPCA as a Full Servicing Member, a company must initially be able to meet, and then maintain, the rigorous criteria laid down for membership. containers vulnerable to rodents, it should be inspected regularly and the building in which it is housed should be proofed to prevent access.

Proofing involves using physical barriers at specific points where pests are most likely to gain access to a building, for example from sewers via a drain. The harbourages within buildings that are most attractive to rodents are spaces between the floors and ceilings, behind skirting boards, ducts and conduits, and timber and plastic casings to pipes and cables. Proofing can block all access to these areas.

Flies can also be a major problem within food areas. The diseases spread by flies are well known and therefore they cannot be tolerated around food preparation areas. Physical control methods such as screens should be fitted to windows and doors and electronic fly killers can help control small numbers.

With regards to dinina areas, the main concern here is with spillages of food and sugary drinks which may attract ants and other pests. A thorough cleaning regime will help to keep the risk of infestation to a minimum.

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To prevent pests becoming a problem, a pest control contractor should be employed. The words ‘pest control’ are slightly misleading as the emphasis today is on working with clients to prevent infestations rather than reacting when pests have been discovered action points, recommendations and a firm quotation of cost. As the client you should insist on seeing evidence of adequate technical resources and of correctly trained and qualified service staff, supervisors and management, and also proof of adequate public liability, product liability and employer’s liability insurance cover.

Your contractor should have the capacity to provide proofing and other preventive measures such as advice on housekeeping, storage, waste disposal, cleaning and the detection and monitoring of pest populations. Should an infestation occur, the contractor should be able to advise on the safest and most effective way of controlling the pest species, working with staff to ensure that there will be no risk to children, and able to provide the necessary documentation and risk assessment to meet the requirements of the Control of Substances Hazardous to Health (COSHH) Regulations 1998. L FURTHER INFORMATION www.bpca.org.uk

WASTE DISPOSAL AREAS One of the most effective methods of preventing infestation is to ensure that waste disposal areas are kept clean and tidy. All spillages should be cleared away, and all rubbish should be kept in metal bins with close-fitting lids to prevent access by rodents and flies. Drains and gullies should be cleaned regularly to remove any organic matter.

PLAYGROUNDS AND PLAYING FIELDS Dropped crisps and other playtime snacks can attract pests. Keep vegetation around the playground short and tidy, as rodents do not like open spaces where they can feel vulnerable. Encourage children to dispose of waste wrappers and food in rubbish bins and make sure the bins have close-fitting lids to discourage flies and wasps.

Playing fields may be subject to mole activity. The tunnelling activity of moles can make surfaces uneven and the molehills can cause damage to mowing machinery. If sand pits are present on the playing fields, ants may also be a problem. The sand should be turned regularly and be kept scrupulously clean.

PEST CONTROL CONTRACTORS To prevent pests becoming a problem, a pest control contractor should be employed. The words ‘pest control’ are a bit misleading as the emphasis today is on working with clients to prevent infestations rather than reacting when pests have been discovered.

When selecting a pest control contractor, several points need to be considered. The contractor should have the ability to carry out a full survey of the premises and present a clear report, with

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PROCUREMENT

BESA director Caroline Wright shares her views on the organisation’s recent survey of school satisfaction regarding furniture procurement and what it could mean for heads Back in 2008, a significant percentage of head teachers (54 per cent of primary and 60 per cent of secondary) agreed that their school had sufficient and suitable furniture and storage units. By 2010 there was a sizeable shift in this view with little more than a third of primary schools agreeing that they had adequate furniture. However, this year, we are starting to see the pattern of schools’ perception of furniture shift again.

Our ‘Resources in English Maintained Schools’ research is carried out annually to ensure we get the full picture of any trends. This year we are certainly seeing a more positive outlook, with an increasing percentage of the 600 primary and 306 secondary teachers surveyed feeling they have sufficient suitable furniture infrastructure compared with the previous year. However, while this is improving, it is still low; just

11 per cent of primary and nine per cent of secondary schools hold this opinion compared with five per cent of all schools last year.

So, despite a slight increase in satisfaction with their furniture provision, schools’ views of rising budgets is bringing an increasing demand for new furniture. Surveyed schools forecast a 6.5 per cent increase in furniture investment in 2013/14.

Secondary schools in particular expect an eight per cent significant positive shift in spending on furniture with 56 per cent forecasting a positive outlook for spending on furniture, compared with 45 per cent last year.

REASONS FOR GROWING DEMAND So, what is causing this current increase

Written by Caroline Wright, director, BESA

A POSITIVE VIEW ON SCHOOL FURNITURE

in demand for furniture in schools? Murray Hudson, managing director at school storage space supplier, Gratnells, and Chair of BESA’s furniture special interest group, is also an increasing demand due to a lack of classroom space. He commented: “There has certainly been growth in the furniture sector – we are seeing a greater requirement to maximise space. Schools are not getting any bigger and with pressure on pupil numbers, making the most of every inch is important.”

Will Hinks, managing director at another BESA member organisation, Metalliform, and backed up this fact by stating: “There is no doubt that more schools have the budgetary confidence to invest in classroom refurbishment and there is a growing realisation that comfortable ergonomically correct furniture aids learning through improved concentration spans and behaviour.

Modern school furniture is also easily adaptable to suit differing teaching styles.”

Clive Gilbert, managing director at BESA member organisation, Morleys of Bicester, commented: “There are a number of reasons for the increasing forecast of investment.

Firstly, schools are looking for innovative ways to increase storage space, as rising pupil numbers are putting pressure on classroom space. Flexibility of learning spaces is also a key topic as the increased introduction of technology focusses schools on how areas such as libraries can be used in the future.

Changes in Government policy over primary E

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PROCUREMENT

 school meals has already led to an increased interest in dining solutions and equipment. And finally, the renewed importance of practical science bodes well for specialist furniture in this key area of study.”

These are health and safety, durability and strength, sizing, mobility and functionality and of course after care and servicing.

Following this advice and ensuring all furniture bought conforms to the new BSEN1729 standard will ensure you are investing wisely. L

MAKING THE MOST OF LIMITED SPACE EME Furniture picks up on Clive Gilbert’s comment about space requirements. “With space being at a premium in many schools, we have seen increased demand for modular, multi-functional furniture.

As existing schools are refurbished or extended, consideration is being given to making previously idle spaces into useful learning zones and this is leading to an increase in purchases of flexible loose furniture.”

FURTHER INFORMATION www.besa.org.uk

RISE IN PRIMARY SECTOR DEMAND BESA member organisation, British Thornton, has noticed an increase in demand from the primary sector in particular. “British Thornton has seen a marked increase in loose furniture purchases from our catalogue customers across all sectors. In particular, we have seen significant growth with our range for primary schools as they break away from the traditional classroom and invest in quality furniture which allows more flexible learning spaces.”

Another reason for the emphasis on furniture investment is of course the increased confidence in schools. Our research showed that an increasing number of schools are optimistic about all areas of funding with 63 per cent of primary and 46 per cent of secondary schools feeling they are adequately funded, an 8.6 per cent increase from 2013.

It is therefore good news for schools. However, as the sector’s trade association who works with the Government to support the improvement of standards, we must remind schools that buying furniture that will both help support learning and safeguard children’s health is vital.

A NEW STANDARD Many of the UK’s leading school furniture suppliers are members of BESA, which is committed to improving the quality and safety of school furniture. Over recent years BESA’s furniture group has successfully campaigned for the introduction of a new British standard for classroom furniture, BSEN1729, which ensures that tables, desks and chairs made for school use are properly shaped, sized and developed to prevent long-term damage to children’s backs and help children concentrate on learning without suffering discomfort.

BESA recommends that schools consider each of the following five key areas when purchasing classroom and outdoor furniture.

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Q2 COMMS LTD is a proven specialist in Data, voice anD cctv networks.

our experience in survey, Design, installation anD technical Documentation rises us aBove the normal caBling company crowD. From primary schools to leading universities our services continue to support students and teachers alike.

Making best use of existing infrastructure and reduced budgets we help spend wisely and efficiently. With a broad range of media and strategy to choose from we are sure that we get everyone connected. Perhaps more importantly stay connected as we continue to react quickly to damage and maintenance issues.

Our key customers include Coventry University, Cambridge University and Warwickshire College. We have exclusivity on network provision in many cases as we don’t have sales people and focus on what’s needed and not push what’s not.

When it comes to data communications it is essential that a specialist contractor is used as we regularly visit sites to rectify problems. Do not assume that electricians can do it all in a single project as data cables do not like being treated like electrical cables.

Q2 offer a wide array of structured cabling systems, enclosures and active devices from leading vendors.

We have aligned ourselves with those manufacturers that have consistently proved themselves reliable and supportive long after we leave. Regular training and updates ensures that we are never left behind when new innovative ideas come along. Trained and authorised through our cable system manufacturers we are able to provide warranted work unwritten by well established companies. This providing a second level of confidence when you invest with us to get precisely the infrastructure you were sold. Security products from Fortinet, active equipment from Cisco, enclosures from Rittal and CCTV equipment from Mobotix. Whatever your needs there’s a solution available from Q2 COMMS. Our experience in survey, design and installation of today’s varied networks gives us great confidence that the products we use will do the job perfectly. Communications is what we do every working hour and some of us even think it while we’re asleep!

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BIFM AWARDS

REIMAGINING THE UNIVERSITY EXPERIENCE

Facilities Management

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The British Institute of Facilities Management (BIFM) takes a look at an award-winning university which has sought to deliver a unique student experience through innovative service provision The facilities management (FM) team at Edge Hill University were awarded the ‘In‑House Team of the Year’ Award at the British Institute of Facilities Management (BIFM) Awards in October 2013, flying the flag for FM in education sector. So what set the university apart from the competition?

The professional in-house facilities management team at Edge Hill University comprises

almost 300 permanent members of staff, funded by the university and operating within the context of an extremely competitive and financially challenging higher education sector.

COMMITMENT TO A VISION Speaking on the Edge Hill entry and their win, ‘In House Team of the Year’ lead judge Paula Stevenson commented that “the

The FM ge Ed team atversity Hill Uni rded the a were aw Team of the se ‘In‑Houaward at the Year ards BIFM Awober in Oct 2013

commitment to the vision strategy and executives of the university was outstanding, making Edge Hill a worthy winner.

She said: “The team are fully engaged in delivering excellent customer service, understanding their customers fully and looking for ways to deliver great service in an area that has to redefine its place in what is now a very competitive industry. They clearly showed their understanding of the business and were focussed on delivery. Part of the strategy was to recruit FM E

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BIFM BIFMAWARDS AWARDS

 professionals into the business to support the vision to deliver a hotel style service which aligned to the overall university vision.

The team provided evidence of successes in cost management, property strategy, talent management and service delivery.

The commercial and business acumen was clearly evident throughout the submission.”

MOVING UP THE RANKINGS By electing to treat students as customers and adopting a commercial market approach to customer service, Edge Hill University’s in-house FM team not only saw the institution leap nine places on the higher education rankings table within a year – from 95th place to 84th – but also made a number of cost savings.

Taking the initiative to map the ‘student journey’ through the university life cycle, the team identified how FM services impact every stage of that journey – and how to ensure that impact is positive. This was integral to Edge Hill’s success, as facilities

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By electing to treat students as customers and adopting a commercial market approach to customer service, Edge Hill University’s in-house FM team saw the institution leap nine places on the higher education rankings within a year and services are of course an enormous part of a university’s product offer.

One example is that on Welcome Sunday each September – when students first move into their halls of residence – the FM team provides a golf buggy and trailer shuttle service to help students whose accommodation is not close to parking.

As well as being helpful, generating appreciative feedback from students and families, the ‘fun factor’ of this scheme gives what the team call a ‘buzz’ to the proceedings, making it a memorable and enjoyable experience, too.

MAKING SAVINGS Competitive costs were also achieved through improving FM services. Among these reforms were LED lighting replacement and lighting control schemes across campus, which produced annual energy savings of £66,000, and a campaign to reduce energy waste over Christmas 2012, resulting in a 5.3 per cent reduction in usage compared to 2011.

For the team at Edge Hill, their efforts have proved that FM succeeds through customer care. And in a sector where government funding can be lost if student recruitment targets are not E

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BIFM AWARDS  hit or students drop out of courses, satisfying the customer is all-important.

INTEGRATED SERVICE AREAS The team deliver a comprehensive range of services across six integrated service areas: Business support (including healthcare and financial control); campus support (which deals with things like emergency response and CCTV; catering; customer service; housekeeping; and property services (covering issues like maintenance, space planning and energy management).

STUDENTS AS CUSTOMERS A key to the success of the FM operation is the fact that the FM team view their students as customers. A Centre for Assessment Ltd report from November 2012 highlighted this, stating “(FM) staff were keen to show their determination to go above and beyond expectations of customers. A positive approach and a genuine interest in their customers showed a passion to deliver what they have promised. It was clear that all staff are committed and motivated to promote the best service possible through a customer focussed approach.”

In many quarters of the HE Sector, opinion remains polarised as to whether students should be viewed as customers or ‘consumers’.

However, at Edge Hill University, the facilities management team is in no doubt. Students are their ‘life blood’ and they recognise them as customers, working tirelessly to understand their needs, the reasons that underpin their final choice of university and their expectations of university life.

CONNECTING WITH STUDENTS Edge Hill University recognise that, whilst university reputation and quality/availability of academic degree course will undoubtedly be at the forefront of student choice at the application stage, converting ‘conditional offers’ into actual places taken up can rely significantly upon the whole product offer.

Facilities management achievements Customer Service Excellence Benchmark for Customer Service Excellence in Facilities Management awarded in November 2012 – this is a three year certification which few FM providers in higher education have achieved.

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Green Flag Award 2012/13 Achieved for maintaining an attractive, safe and welcoming campus. Edge Hill is one of only two universities to ever achieve the accolade for its campus, attracting thousands of visitors a year through open days, conferences and guest lectures, as well as its community sports complex and the popular Rose Theatre.

The campus was judged against eight criteria: a welcoming place; healthy, safe and secure; clean and well maintained; sustainability; conservation and heritage; community involvement; marketing; and management.

People and Planet Green League 2012/13 Edge Hill University awarded with top honours, ranking 38th out of 145 in the People and Green Planet Green League 2012, the UK’s only comprehensive and independent green ranking of universities. The university was presented with a ‘first class degree’ by Caroline Lucas MP at a special ceremony held in parliament in June 2012.

Green Gown Award 2011/12 Edge Hill University received Highly Commended for Sustainable Construction & Refurbishment at the award ceremony in November 2011. FM is a major partner and contributor, in terms of environmental management and refurbishment projects.

Entries are now open in the 2014 BIFM Awards, see below for full details. All 12 categories relate to facilities management. Entries close on 2 May 2014 (the ‘Facilities Manager of the Year’ category closes 27 June 2014).

FURTHER INFORMATION www.bifm.org.uk/awards2014

The campus and the underpinning facilities and services provided by FM at Edge Hill University form an intrinsic part of this total offer.

The student’s emotional connection with the university is often formed within minutes of arrival at open days and applicant visit events, as they experience the welcoming,

attractive and safe environment. This view is consistent with student feedback at a local level, and with the broad themes identified in national research, including the Sodexo University Lifestyle Survey. L FURTHER INFORMATION www.edgehill.ac.uk

Award-winning eyeTeach: the visual teaching aid The exciting new audio/visual teaching aid eyeTeach deploys sophisticated education technology in the shape of megapixel cameras and high-definition audio recording.

This allows teachers/lecturers to see themselves in the classroom/lecture hall environment and review both their own performance and that of their students.

Additional uses for eyeTeach are in class presentations, for instance, as well as one-toone student reviews, as a website resource and for in-house training purposes. Video can be screened, for example, to speed up class explanations or show a student where they can improve by replaying an oral exam.

The system recently won the Havering

Business Awards’ Innovation category and has been successfully installed in a pilot installation at Cumberland School in Newham, east London.

Important safeguards built into eyeTeach ensure teachers retain full control over

the recordings. Use of personalised PIN numbers links each teacher with specific recordings, meaning a teacher’s PIN is valid in any room the system is installed, as well as any classroom they are assigned to. Only the teacher assigned to a set of footage can view it via remote software, from anywhere on the network.

The system additionally includes a simple push-button device to ‘mark’ significant points during any lesson, which the teacher can later use for quick and easy review.

FURTHER INFORMATION Tel: 01708 336 580 info@eyeteach.net www.eyeteach.net

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WORK PLACEMENTS

Nicola Thompson of All Saints Secondary School in Dagenham, London, talks about a successful work placement programme that is helping her school to bring down numbers of NEET students

g Ensurin nts de our stu ipped are equ est skill eb with th n they leave e sets whis paramount, school ll as building as we elief in up b lves themse

Written by Nicola Thompson, assistant head teacher, All Saints Secondary School

GIVING STUDENTS THE SKILLS TO THRIVE AT WORK

According to the Office for National Statistics, official figures show that, worryingly, 2.47 million people aged 16 and over are unemployed, of these, 1.07 million 16-24 year olds were Not in Education, Employment or Training (NEET) in the third quarter of 2013, down 19,000 from April to June 2013 and 28,000 from a year earlier. Freedom of Information (FOI) requests have also found that over 11,000 children are currently missing from education. These figures reveal that large urban areas have the highest number of youngsters who are not in education.

Statistics published by NEET, the DfE and Barnardos are undoubtedly alarming. At All Saints, we are aware of the issues faced by students from disadvantaged backgrounds and have chosen to act on them.

Here in Dagenham, we are located in one of the most disadvantaged areas in the country, with an ever-changing demographic profile. Despite this we refuse to let the challenges of the local environment prevent our students from succeeding and so we strive to offer them exceptional support. Through our efforts, we are seeing high rates of achievement and our overriding ethos is to take ordinary children and turn them into someone special.

As a result, our school is the most successful school in the local authority of Barking and Dagenham. We have sought to establish the school as an ‘oasis’ where the streets and the effects of deprivation are kept firmly on the outside. By providing a nurturing environment for our students and offering a strong support system, we help to raise their personal expectations and standards so that they regularly reach and exceed their goals.

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ATTAINMENT GOALS Our students genuinely have a desire to succeed and, just ten years after All Saints opened, 50 per cent of learners gained five A-C grade GCSEs. That was a notable achievement for us and it has set the attainment standard for all our learners; they all want to belong to the 5 GCSE Club – which as the name suggests, is a club we set up for students who receive 5 GCSEs – and are prepared to work hard to achieve it.

Last year, 82 per cent of our students achieved 5 A*-C with English and maths.

We want our students to feel inspired and encouraged to go on and reap the rewards of these results after they have left the school and enter into higher education or the workforce. E

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WORK PLACEMENTS  CHANGING CULTURES Our students are taught to respect and value their peers, and to believe in their own abilities. Over the past few years, school culture has changed and we have adapted to meet these changes. We introduced the Year 10 interview day almost six years ago when work first began on the initial stages of Ofsted’s report ‘Moving through the system – information, advice and guidance’. The report focused on the importance of providing high quality information and guidance to enable young people, parents and carers to make well-informed choices regarding their education. It highlighted that the quality of advice and guidance failed to meet the needs of some of the most potentially vulnerable young people, which sounded alarm bells for us due to the location of All Saints. One of the key recommendations for secondary schools was to improve the planning and quality of careers education and work-related activities in schools, and so we took this on board in its entirety.

PRACTICE MAKING PERFECT Ensuring that our students are equipped with the best skill sets when they leave is paramount, and building up belief in their own capabilities is a huge part of that. Many of our students have tremendous potential but their ability to present themselves in a confident and articulate way is not their strength. It is very often their lack of verbal communication that prevents them from projecting their talents in interviews. By enabling students to practice various interview processes, we are removing intimidating elements from the exercise. Students are better prepared for real life scenarios and learn valuable skills in showcasing their employability.

15 year old Sheldon Filbert said of his interview experience: “It was a very useful experience as it helped me to understand what interviewers are looking for. The feedback I got was good – but they said I needed to smile more! I want to go to university to study computer or software courses and I know this is a popular area so anything that can give me an edge when it comes to applying for jobs is really helpful.” Joy Ogundayisi, also 15, said: “I wouldn’t have appreciated the experience when I was younger, but I do now and would really like another at a later stage.”

COMMUNITY SPIRIT When we decided to reach out to local agencies and businesses for support, the response we received was inspiring. Over 20 businesses including HMRC, David Lloyd Fitness Centre, Hay Group, Roebuck Air Ambulance and the Local Government, immediately volunteered their time and expertise.

All 180 Year 10 students participate in a 30-45 minute interview with representatives from the individual businesses. The process is designed to mirror a real life interview scenario; students are briefed about the

It is important to acknowledge that not every student will achieve straight As in their examinations. Apprenticeships allow these students to continue to learn in a workplace environment company that will interview them and it is their responsibility to research the company and prepare accordingly. Immediately after the interview, they are given constructive written feedback assessing factors that relate to self presentation such as body language, eye contact and verbal projection.

When meeting with potential employers, we want our students to have the ability to promote themselves and highlight their achievements with confidence, and the feedback is designed to support this. Students have said they benefit greatly from the experience, and the local businesses enjoy connecting with the community on a personal level, fostering a sense of ‘giving back’.

PLACEMENT AND APPRENTICESHIPS The Interview Day is followed by a two week work experience placement. Understanding the importance of attendance, punctuality, dress codes and appropriate manners can be embedded in schools but seeing this in action in the work place really brings this home for the students. Being treated as an adult and taking on responsibilities that they would otherwise not be able to in a school environment is only one part of the two week experience. Putting employability skills into action means seeing quieter students build their confidence and become great ambassadors for the school and for other young people, which in turn shows employers what great future employees they will make.

ENCOURAGING ALL ABILITIES It is important to acknowledge that not every student will achieve straight As in their examinations; some students are naturally more practical than academic. Apprenticeships allow these students to continue to learn

in a workplace environment. Working with professionals, learning the key skills associated with the job and being part of a team where you feel valued and are able to make a difference gives these young people the skills needed to progress. Opportunities in all areas are available and students are often surprised by the variety of apprenticeships open to them. Many of our students that have taken positions as apprentices have been employed by the company they started with as they have been very impressed with the commitment and dedication to the course and company.

THE FUTURE Our role is to open the door for every student to progress and enjoy their working life once they leave All Saints. Giving them the opportunities to experience the world outside the school gates is part of the preparation and enables them all to become successful individuals.

Aware that building the future of all our students takes place in and out of the classroom, in addition to the Interview Day initiative, we have implemented incentive and reward schemes, carry out a lot of work in assemblies and talk regularly about role models that the students can relate to.

Our staff are outstanding: industrious and committed, they always have the pupils at the centre of their work. The wider community also plays a supportive role is shaping our students.

By continuing to explore confidence‑building programmes that encourage students, continued teamwork and positive community involvement, I am certain that our successes will carry on long into the future. L FURTHER INFORMATION www.allsaintsschool.co.uk

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Providing financial Delivering quality design education to communities and marketing services to the education sector Helping people make better great example of this is the decisions sits right at the heart free teaching resource of Experian’s business, and the company has been supporting smart decision-making in the UK for more than 30 years. This includes helping banks lend money responsibly, helping retailers find new customers and better understand existing ones, and helping people improve their credit ratings.

Closely aligned with this, financial education is a key focus of the work Experian does supporting the communities where we live and work, especially helping young people develop their money skills. A

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www.valuesmoneyandme.co.uk, which has been developed to help primary school children explore practical and emotional issues around money.

Awarded a Quality Mark by financial education charity pfeg, Values, Money and Me uses a range of engaging characters, thought-provoking storybooks, and supporting activities and materials to help young learners explore the world of money and get a real head start in life.

FURTHER INFORMATION www.experian.co.uk

FSE Design is a specialist design agency with more than 10 years’ experience of supplying outstanding design and marketing services exclusively to the education sector.

The company specialises in designing bespoke prospectus brochures and websites which truly capture the ethos and character of the school and has worked with over 450 schools throughout the UK. FSE Design offers an extensive range of services from prospectus brochures, school website design and photography to logo design, newsletters, letterhead and leaflets.

Other services include designing and producing internal and external displays and signs.

The company can work with you to highlight your school’s

individuality and successes and to help you stand out in an increasingly competitive market.

St George’s Catholic School of Maida Vale says of the company’s services: “FSE Design initially created our prospectus & then designed our website. The whole experience has been tremendously positive. They have a great team that reacts to demands made on them swiftly and professionally.”

Groby Community College in Leicestershire recommends FSE Design’s “excellent professional service provided by friendly and effective staff.”

FURTHER INFORMATION Tel: 01933 303520 enquiries@fsedesign.co.uk www.fsedesign.co.uk

Purpose-made seating and staging systems for all types of venues

Proven success delivering internet services to schools and colleges

CPS Manufacturing Co has been established for over 47 years and is a well-known manufacturer and supplier of purpose-made seating and staging systems.

Operated and managed by a dedicated team of personnel, the family owned business is based on upright, open and honest principles.

The CPS Lecture Theatre and Auditorium Seating Systems have been specifically developed to withstand the rigours of day-to-day usage in education facilities. Both the Lecture Theatre and Auditorium Seating Systems are covered

by CPS’s lifetime warranty.

To complement the existing seating range, CPS has launched both its Inova Seating System and a range of Spectator seating, which has seats for every application. CPS also has a range of staging systems suitable for every criteria and is adaptable to the most demanding of needs.

The majority of the company’s

Exa Education is a multi-award winning internet service provider.

Founded in 2003 as a dedicated supplier to the education sector, Exa’s services, network, products and support were designed specifically to cater for the needs and requirements of schools of every size.

Exa’s range of internet services includes the provision of internet connectivity, email, web hosting, content filtering and mobile broadband – accompanied by technical support, seven days a week.

The winner of multiple ISPA awards, including Best Broadband Provider and Best Customer Service, the company has provided services to customers across the country for over a decade and currently looks after approximately 10 per cent of UK schools.

Why not get in touch and find out for yourself why thousands of schools have

staging systems are covered by a lifetime warranty as an assurance of quality and durability.

CPS recognises the importance of creative atmospheres in learning environments; in the classroom or on stage. The company’s range of seating and staging solutions are adaptable to your needs so you can create learning spaces that ignite inspiration, productivity and foster talent and ability.

FURTHER INFORMATION Tel: +44 (0)1302 741888 www.cpsmanufacturingco.com

EDUCATION BUSINESS MAGAZINE | Volume 19.1

chosen Exa for their internet connectivity and filtering?

Contact the company’s education team for a free no-obligation quotation or if you would like to arrange a visit to your school by a member of Exa’s highly trained team to discuss your organisation’s personal requirements.

FURTHER INFORMATION Tel: 0845 145 1234 www.exa.net.uk/education education@exa.net.uk

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EVENT REVIEW Sports star Roger Black MBE hosted the 2013 Education Business Awards

SHINING A LIGHT ON EDUCATIONAL EXCELLENCE

Schools, academies and colleges in the UK were awarded for their hard work, dedication and success in achieving educational excellence at the 2013 Education Business Awards, presented by former Olympic athlete Roger Black MBE The Education Business Awards recognise the outstanding achievements of primary and secondary schools from all sectors.

The 2013 event, sponsored by Rathbones, took place at the Emirates Stadium, London, on 5 December and were presented by former Olympic athlete Roger Black MBE. Among the achievements that impressed the judges were Littleworth Grange Primary Academy in Barnsley, which won the Outstanding Progress Award (Primary) for its dramatic improvement in results, and Seaham School of Technology in County Durham – winner of the Outstanding Progress Award (secondary) – which is one of the most improved schools in England, having been out of Special Measures for two and half years now.

Tim Eliot-Cohen, investment director at Rathbones Brothers Plc, who sponsored the event, said: “We’re proud to sponsor the Education Business Awards 2013, and help to ensure excellence in the UK’s educational system is recognised and applauded.

Rathbones’ support of these awards is part of our ongoing commitment to young people alongside other initiatives which include financial awareness programmes for 16-24 year olds and partnerships with English Lacrosse and Lacrosse Scotland. We congratulate all those schools who won and also, just as importantly, those who were shortlisted for the awards.”

as 2012 Independent School of the Year by the Sunday Times, Guildford High School continues to reach exceptionally high standards. In March this year, it was awarded National Teaching School status by the National College for School Leadership and is the lead school for a programme which spans the 10 independent schools and 22 academies within the United Learning group.

Withington Girls School in Manchester was also commended for its outstanding progress.

Considered one of the top ten schools in the country, Withington’s results include strong performances in IGCSE subjects. 99 per cent secured A* or A grades in Mathematics and 94.5 per cent gaining the top two grades in the Sciences. A trust fund allows the school to recruit pupils from less advantaged backgrounds through means‑tested bursaries.

Based on outstanding results, The Sunday Times named Withington as the North West’s top school earlier this year. Other commended schools in this category were Westminster School, London; Brighton College, East Sussex; and Epsom College in Surrey.

Now part of the Navigate Academies

sponsor will ensure future success.

Henry Fawcett Primary School in London was also recognised for its outstanding progress. As the most improved primary in London (second nationally, behind Thornhill), it was in special measures back in 2009, but strong leadership has seen Henry Fawcett recognised by Sir Michael Wilshaw as an example of best practice, and by the Deputy Prime Minister for excellent results and a proven commitment to making sure that all children can succeed. Headteacher Clare Nutall and Deputy Rachel Eckford have been instrumental in the turnaround.

Other commended schools in this category were Victoria Junior School, Cumbria; Ridgeway Primary School, Reading; and Thornhill Primary School in Southampton.

OUTSTANDING INDIES Guildford High School in Surrey scooped the Outstanding Progress Award (Independent School), sponsored by Rathbones. Named

PRIMARY PROGRESS Littleworth Grange Primary Academy, Barnsley, was presented the Outstanding Progress Award (Primary), sponsored by DOHR.

SECONDARY SCHOOL SUCCESS Seaham School of Technology in County Durham won the Outstanding Progress Award (Secondary), sponsored by NEC E

Trust, Littleworth Grange has The seen a dramatic turnaround n o i in results since 2009. 92 Educat ss per cent of its pupils got Busine gnise pass grades in their SATS o rec in 2012, compared to Awards ievements 32 per cent three years h c d the a n a ago. Named as the ‘Most y r a Improved School in the of prim y schools ar North’ last year and the second rom third most improved in f the country, close working s r o t between school staff and the all sec

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Keeping sport on the move with iGoal and iLite

Making the workplace a better place to be

Air Structures International’s core products iGoal & iLite feature unique patented rigid air technology, offer easy to use portable kit, which helps training at all levels, and help to overcome lots of issues – the time it takes to put up goals, frustration with putting up goals and storing them. Moreover, they are a safe alternative. iGoal is suitable for football, handball and other sports both indoor and outside, in a range of sizes including match approved goals for 7v7 U10 mini soccer and 9v9 U12 football.

The dual purpose iGoals not only support grassroots football but with delivering sporting activities in education to help develop physical, social and leadership skills by offering new ways to improve the physical literacy of pupils. It has the four basic principles of running, jumping, throwing and catching at its core.

Perfect for winter sessions, iLite is a mobile, portable,

DOHR is passionate about the relationship school leaders have with their employees and the effectiveness of those employees in their roles.

Getting the management of staff (HR) ‘right’ is fundamental to creating the right culture and achieving success as a school.

With leadership and management coming under increasing scrutiny, DOHR provides legally compliant, best practice advice on a wide range of current and emerging HR issues, including: disciplinary and grievances, recruitment, training and career development, performance-related pay, sickness/absence management, and health and safety.

DOHR’s services are as individual as the schools and businesses it serves. The

LED floodlight produced with and featuring a light source

by OSRAM. It is ideal for temporary use in sports clubs and is of interest to amenity managers, team trainers and personal trainers who need fast access to floodlighting in situations where a mains or generator is unavailable. iGoal and iLite keep sport on the move, anytime, anywhere.

company ensures it gets to know managers and staff as well as the school’s ethos, goals and challenges and only once it understands your specific needs does it develop solutions with you that are relevant, practical and delivers the results you, your staff, the students and their parents require.

The world of employment law is changing almost as fast as the education sector and staying on top of your HR requirements – from compliance and administration to best practice policy and procedures – is where DOHR can help you.

FURTHER INFORMATION Tel: 01923 504100 hrforschools@dohr.co.uk www.dohr.co.uk/schools

FURTHER INFORMATION www.airstructures international.com

ESPO proves itself as one of Eteach has all your education’s best-kept secrets recruitment solutions Well done to all at the Education Business Awards (held in December 2013 at the Emirates Stadium, London) who, with former Olympic medallist Roger Black at the helm, provided an amazing celebratory event.

ESPO believes in working closely with all of its academy customers, therefore it was easy for the company to decide to sponsor the ‘Academy Partnership Award’ once again for 2013.

David Thomas of ESPO was delighted to present a very surprised Lawrence Gittins, Mick Russell and Dave Seddon from Baxter College/Habberley Educational Learning Partnership in Worcester with their award.

Well done to all other finalists who were shortlisted.

ESPO is proud to be a leading public sector buying organisation and the company always strives to save money and time for every academy customer – wherever you are in the country.

ESPO has a bumper catalogue

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Roger Black (left) with award winners Mick Russell, Lawrence Gittins and Dave Seddon, who received their award and certificate from ESPO’s David Thomas

brimming full of value-formoney products (over 25,000) and it also features hundreds of compliant frameworks to share with valued customers.

Recently, an academy saved 41 per cent by switching to ESPO’s waste collection contract – and the company has plenty of other ways for you to save, too.

FURTHER INFORMATION Tel: 0116 294 4026 marketing@espo.org www.espo.org

EDUCATION BUSINESS MAGAZINE | Volume 19.1

If you are looking for quality staff, Eteach has the solution.

The company understands how challenging running a school can be – and staffing is crucial. That is why it has the perfect solution to ensure your recruitment needs are met.

Eteach’s wealth of talent runs from the most gifted of leaders and teachers to support staff and overseas recruits, and its experienced specialists understand both yours and the candidate’s needs so you find the perfect match.

Eteach’s CEO was previously a teacher, which is why the company’s intelligent technology and industry

innovations were designed with schools in mind, ensuring that you save money and time, whilst having access to great candidates.

It works with over 6,000 schools, and last year Eteach advertised 45,000 education vacancies to its 745,000 registered candidates – who make five million job searches and 700,000 site visits each month.

Eteach really does have the answer, so get in touch.

FURTHER INFORMATION Tel: 0845 226 1906 info@eteach.com www.eteach.com

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EVENT PREVIEW  Display Solutions. Two and a half years out of Special Measures, Seaham is one of the most improved schools in England. In 2013, 100 per cent of students gained 5A*-C, 71 per cent gained 5A*-C including English and Maths. The school has demonstrated a relentless focus on improving outcomes in key areas. Its work with Pupil Premium students has been recognised by Ofsted.

Also commended for its outstanding progress was Ivybridge Community College in Devon. This year saw Ivybridge achieve its fifth outstanding Ofsted report in a row and become the only secondary school in Devon to have retained the status since the Ofsted framework was updated in January 2012. The College posted record results this year at GCSE and A Level, with 77 per cent 5 A*–C including English and Maths and 100 per cent pass rate in the latter, with one in five being either an A or A* grade.

Other secondary schools commended in this area were Hove Park School and Sixth Form College, East Sussex; Blackburn Central High School, Lanchashire; and Tiffin School in Kingston-upon-Thames.

HIGH PERFORMING ACADEMIES The Outstanding Academy Award, sponsored

by EXA Networks, went to Oasis Academy in Brightstowe, north Bristol. It became an academy in September 2008 and was the most improved school in the country last year. With Maths, ICT and Business and Enterprise as specialisms, increased curriculum time for the core subjects has had a significant effect on students’ outcomes.

The percentage of pupils that achieved 5+ A* to C (including English and maths) in 2013 was 30 per cent higher than two years ago and the Academy has benefitted from being part of the wider Oasis family.

Also commended within the Outstanding Academy Award was Merchants Academy in Bristol, which has come a long way in a short time since languishing at the bottom of the league tables when it was Withywood Community School. Housed in a well‑designed new building, an impressive 51 per cent of students achieved five A* to C GCSE grades including English and maths last year compared with a just 17 per cent in 2008. The Society of Merchant Venturers has helped the academy forge links with Bristol’s leading firms including Bank of Ireland and Hargreaves Lansdown.

Other commended Academies include Bushey Academy, Herts; Oasis Academy Shirley Park; and City Academy in Norwich.

STAFFING EXCELLENCE The School Recruitment Award, sponsored by Eteach, was awarded to Kent County Council Schools. Kent is a huge county with large areas of social deprivation and parts that are perceived as remote and inaccessible.

The Council has experienced difficulties in recruiting experienced teachers, particularly

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The 2013 event, sponsored by Rathbones, took place at the Emirates Stadium, London and were presented by Roger Black MBE in STEM subjects. After reviewing the requirements, it decided on a more radical approach to campaigning through its social media channels, which promoted the benefits of living in Kent. A competition on Facebook invited teachers to explain what their life could be like if they lived in Kent, with entrants asked to submit a story and the winner receiving an all-expenses paid trip to the County. Traffic to the recruitment website at www.kent-teach.com increased considerably, with over 500 new users registering.

Bolton Muslim Girls’ School and Aberdeenshire Council were also commended in this category.

SPECIAL EDUCATIONAL NEEDS The SEN Inclusion Award, sponsored by Mike Ayres Designs, went to Walthamstow Academy in London. The Academy’s inclusion programmes are highly successful, and the gap between SEN students and their peers is reducing significantly. In 2012, 80 per cent of SEN students achieved five or more A* to C grades at GCSE – a 26 per cent improvement from 2010. The Academy has now been given a seal of approval after the recently awarded Inclusion Quality Mark designates the academy a Centre of Excellence – one of only seven in the country. As a Centre of Excellence, the academy will share its good practice with local schools.

It has already identified a number of ways in which it will enhance its practice yet further including the provision of appropriate careers advice for students with SEN, and continuing to improve their voice at the academy.

Newhall Green School in Manchester and Howard of Effingham School in Surrey were commended in this category.

The SEN Provision Award, sponsored

by Mike Ayres Designs, was presented to Springfields Academy in Wiltshire. The Academy is a specialist sports college for children living with autism and challenging

emotional and social difficulties. It houses almost 100 boarding pupils with 500 day pupils ranging from ages 7-17. In February this year it was judged Outstanding by Ofsted and in April was awarded £2.8 million by the Education Funding Agency to build 16 new classrooms. An all-weather pitch surface is used by numerous clubs within the community. Springfield’s ‘Extreme Classrooms’ are designed to embed a sense of well being in young people by enabling them to find their strengths, and promote learning outside the classroom, whether collecting mini bugs on site, Forest Schools or trekking to Everest Base Camp. Commended schools include Brookfields Specialist SEN School in Reading, and Bradstow School in Kent.

SCIENCE EDUCATION The Science Award, sponsored by Lab Systems Furniture, went to Northbury Junior School in Barking. Pupils benefit from the enthusiasm of science teacher Kulvinder Johal, who has worked tirelessly for more than 20 years at the school to further pupils’ understanding of science. Kulvinder delivers INSET and supports staff in delivering and assessing science lessons. She has developed outdoor learning programmes which have contributed to the school receiving the Silver Primary Science Quality Mark – an award scheme to enable primary schools across the UK to evaluate, strengthen and celebrate their science provision.

Kulvinder won the Society of Biology’s Primary Science Teacher of the Year gong in 2012. This recognised her outstanding and inspirational teaching of science and the natural world.

Commended schools in this category include the Derby High School, Bury, and Denbigh Community Primary School in Tyne and Wear.

NUTRITIOUS CHAMPIONS Manchester Health Academy in Wythenshawe, took home the School Catering Award E

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Driving efficiencies and cutting costs in education OKI Systems UK is a global organisation dedicated to creating professional in-house printed communications products, applications and services to drive efficiencies in schools. One of the UK’s leading printer brands, OKI is focused on ensuring customers receive optimum service and enhance their printing efficiency.

One solution that can help schools cut printing costs is OKI’s smart-managed document solutions: a suite of services to help educational organisations take control of their print and document costs. This involves OKI conducting an audit on existing practices, including output volumes and printing types.

By gaining a transparent view across the print and document

management landscape, a school or college can see where budget is spent. The results also create the platform for an expert print vendor, such as OKI, to enhance printer usage and drive efficiencies.

OKI can help ensure the right printers are being used within the school or college and to design a long-term document output and management solution tailored to an educational customer’s needs.

It can also highlight previously unseen overheads, such as the cost of man-hours spent supporting disparate systems so further savings can be made.

FURTHER INFORMATION Tel: +44 (0)1784 274 300 www.oki.co.uk

The cashless revolution in UK schools and colleges ParentPay is the trusted market leader in online school payments and communication. The company enables parents to make secure online payments by credit and debit card or to pay cash at local stores through the PayPoint network.

ParentPay created the market for cashless payments in schools and is now firmly established as the UK market leader for online payments, meal administration and income management for schools.

Offering advice to the Department for Education and government agencies, ParentPay is recognised as the leading expert in this rapidly growing sector. It is the only proven fully socially inclusive payment system in the market place; with over 1.5 million parents now making payments to 4,000 schools across the UK. Schools can collect payments from parents for school meals, trips and after school activities.

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Parentpay also covers clubs taking place outside of school hours, as well as fees and other crucial school expenses.

By removing cash from schools, ParentPay enables management teams to redirect as much as 80 per cent administration time to higher value activity, whilst also helping to increase pupils’ uptake of meals, clubs and trips significantly.

Request a demo today by visiting our website.

FURTHER INFORMATION www.parentpay.com

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Lab Systems Furniture for bespoke high-quality educational furniture As Lab Systems Furniture approaches its fifth decade in business, it continues to be successful for one consistent reason: its clients in education recognise that it supplies superior products which are designed, manufactured and installed to exacting standards.

With its wealth of specialist knowledge and experience, Lab Systems Furniture has the flexibility to offer bespoke, off-the-shelf systems to suit any project – no matter how large or small.

After years of experience working with conventional and specialised material, the design team at Lab Systems Furniture is acknowledged in the industry as experts in its field. Supported by the latest techniques and state-of-the-art technology, the company’s manufacturing team prides itself on traditional craftsmanship and attention to detail.

Lab Systems Furniture is committed to protecting the environment by using materials from a sustainable source.

The newly built Phoenix Academy is described as a ‘Super School’ and has recently been completed using Lab Systems’ bespoke furniture services. The brief was to supply the furniture throughout the Academy, including reception and admin, ICT, food tech, technology, general teaching rooms, science and biology ‘super’ laboratories.

FURTHER INFORMATION Tel: 01482 444650 Tel: 01482 467294 Sales@lab-systems.co.uk www.labsystemsfurniture.co.uk

Innovative controls to create a safer and healthier environment SE Controls are a leading specialist in the design and delivery of natural ventilation and smoke ventilation systems providing adaptive and bespoke ventilation strategies for all types of new build and refurbishment projects.

Since 1981 SE Controls has been developing innovative control systems that harness sustainable natural elements to create a safer and healthier indoor environment. This family owned business has grown from a humble start into an international business delivering products and projects across several continents.

Uniquely, SE Controls are members of both FETA (The Smoke Control Association) and the CIBSE Natural Ventilation Committee, which means our customers benefit from qualified advice and technical support that is at the leading edge of international regulations

secontrols.com and product development.

We offer a complete turnkey solution from the design and manufacture to installation, commissioning and on-going maintenance, delivering a flexible and individual service throughout the lifetime of the building.

Creating and healthier and safer environment matters most and our products are designed and tested to international standards keeping our customers at the forefront of technology.

FURTHER INFORMATION Tel: +44 (0) 1543 443060 info@secontrols.com www.secontrols.com

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EVENT REVIEW  sponsored by ParentPay. In July this year, Wythenshawe’s Manchester Health Academy became the first school in the UK to receive the Children’s Food Trust Award, which recognised its efforts to champion healthy eating by engaging with students in creative and imaginative ways. The academy operates a healthy lunch box policy and works closely lead sponsor, the Central Manchester University Hospitals Foundation Trust, to embed health across the curriculum.

Commended schools in this category include St Joseph’s Specialist School and College, Surrey; Ravenscliffe High School and Sport College, Halifax; Ernulf Academy, St. Neots, Cambs; Brook Green Centre for Learning, and Plymouth.

DESIGN & BUILD The School Building Award was awarded to Newlands School, Southwark. Completed through the abandoned Building Schools for the Future programme, Newlands School accommodates up to 70 boys from all over London aged 11 to 16 with emotional and behavioural problems. The new building has been specially designed in consultation with teachers, governors and students to provide superb facilities for sport, design, construction, hospitality and catering, art and the performing arts alongside specialist teaching focus on literacy and numeracy. Large windows in every room flood the space with natural light.

Lauriston School in Hackney, London; and Kingswood Academy in Hull were commended in this category.

The Environmental Building Award, sponsored by SE Controls, went to Reading Blue Coat School (Richard Aldworth Building).

Named after the Reading Blue Coat School’s founder, The Richard Aldworth Building is a new 23-classroom block that provides first-class teaching facilities for a number of major departments. Architects Barnsley, Hewitt and Malinson designed it to fit harmoniously with the oldest building on the school site, and a host of environmental features include a ground-source heat pump, underfloor heating and rainwater recycling.

Clements New Primary School in Suffolk was also recognised as an excellent environmental building. It is designed around a central circulation and activity area linking the learning spaces together to provide a hub to the school.

The open plan, double height atrium creates a flexible social and educational environment. The building is BREEAM rated and incorporates a biomass boiler, solar collectors and a sedum roof. Landscape designers completed the site with a large wooded habitat and wetland area which forms part of the drainage strategy and adds to the sustainable credentials of the project.

It was highly commended in the Community Benefit category at the 2013 RICS awards.

Judges said every aspect of the building has

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been constructed with sustainability at heart.

Abercynon Community Primary School was also commended for the environmental features of its building.

GETTING TECHNICAL The ICT Innovation Award, sponsored by FSE Design, was awarded to Oak Lodge School for Deaf Children in Wandsworth.

The school provides specialist education for 85 students from 30 London boroughs.

Visualising Sound – The Creative Balham Project is Art teacher Darryl Bedford’s innovative question: Can you see sound?

In phase one, deaf students’ explored their understanding of sound and music by responding to a visit to ‘Stomp’, creating sound and movement compositions using iPads. They developed vocabulary using animation and improved understanding of sound by using digital visualisation. Phase two saw the project extended to include three local mainstream schools. Darryl Bedford was recently named an ‘Apple Distinguished Educator’ and now runs the project with Year 10 GCSE students.

Also applauded for its ICT innovation was Langley Grammar School in Berkshire. It is a mixed selective school on the Slough and West London border with around 1,000 students. Its groundbreaking outreach project, The Digital Schoolhouse (DSH), has worked with over 60 primary schools and taught approximately 4,250 pupils. In response to the feedback received on curriculum challenges, the DSH started to teach Digital Literacy, focusing on IT and Computer Science. This approach was commended in the Royal Society report ‘Shut down or Restart’, the catalyst for the IT curriculum change. As well as being able to download lessons plans and ideas for activities, teachers can book places on their teacher training courses run in association with Brunel and Reading Universities.

Anson Primary School in London was also applauded for ICT innovation.

ICT FACILITIES ICT Facility Award, sponsored by Experian, was awarded to Bushey Academy in Herts.

The Bushey Academy has put placing ICT at the heart of its successful learning environment. Academy staff and students moved into their new building in December 2012 to enjoy some of the finest educational facilities in the country. Everything is built around a central, three storey market place and includes an Internet Café with 30 Macs for use before and after school; a dedicated PC lab with 60 computers; a Science Mega-lab; The Cube Theatre with state of the art a/v equipment, Mac suites for art, TV and music departments; multimedia suites for photo editing; and Kindles and laptops available from the library. The end-to-end ICT solution was supplied by Viglen in a £1.8 million five-year contract.

Hastings Academy in East Sussex was also E

Karen Hopps, publisher of Education Business collects the Outstanding Progress, Secondary Award for Seaham School of Technology from NEC UK’s Neil Hartigan (right)

Ross Miller and Katerina Johnson (centre) collect Kent County Council Schools’ Recruitment Award from Rob Fisher of eTeach

Chris Ray of Rathbones (keft) presents the Outstanding Progress, Independent Award to Fiona Boulton of Guildford High School

Maria Grainger and Joeseph Docherty of Oasis Academy Brightstowe collect the Outstanding Academy Award from Mark Cowgill of EXA Networks

Karen Hopps of Education Business picks up the Academy Development Award from Andrew Hall of OKI UK (left) on behalf of Appleton Academy

Sian Belfield of WST Travel presents Dan Cadman and Richard Dunne (centre) of Ashley CofE Primary School with the Educational Visits Award

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EB Awards

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Local expertise making the difference in educational tour services

Designing and installing sensory spaces that meet the needs of SEN pupils

WST has been providing educational travel for more than 30 years. The team has over 300 years combined experience in arranging successful educational tours for students from schools and colleges to a range of destinations in the UK, Europe and USA. You will experience outstanding personal service from your first call until your tour is over. The team at WST will listen to you and keep their promises so you get the perfect tour to suit your needs exactly, first time.

WST knows how important your visit is, and how much hard work it takes to make it a success. Staff work tirelessly to deliver a tour that is tailor-made for your needs.

Its friendly travel professionals have an intimate knowledge of your chosen destination and study subjects. The company is able to offer advice and suggestions and they’ll be with you every step of the way helping

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

Mike Ayres Design offers a complete service that meets your needs from start to finish.

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

A substantial proportion of the equipment is designed and manufactured in the company’s own workshops – this gives it complete control over the production quality of equipment.

Installations are carried out by experienced teams to the highest standards and will accommodate your timetable and working practices.

Mike Ayres Design has dedicated maintenance personnel

you to plan and lending support.

Whether you are considering a short trip or a longer stay, WST will meet your needs.

WST has high satisfaction ratings with clients, and receive lots of positive feedback.

A representative of South Bromsgrove High School said they were “the best travel company I have ever used. When asked by another member of staff why I would rate them so highly, for me it was a simple answer: WST deliver a personal service.”

FURTHER INFORMATION Tel: 01253 441900 www.wsttravel.com

who provide an ongoing service for your rooms and equipment.

As well as creating complete sensory environments, Mike Ayres Design specialises in designing and manufacturing many related products, including Switch2 and Switch4 control systems, switches, tactile murals and panels, bubble tubes and bubble walls and LED colour-change lights. All these and many more products are in the company’s Sensory Resource catalogue 5.

FURTHER INFORMATION Tel: 01359 251 551 enquiries@mikeayres design.co.uk

NEC Display Solutions ESPO proves itself as one of to present, share and education’s best-kept secrets done to all at the collaborate across devices Well Education Business Awards LCD Display and Projection units from NEC Display Solutions deliver intuitive functionality and value alongside the company’s knowledge and expertise as a preferred supplier of ICT visual display equipment to education users.

With the growing use of tablet technology, NEC provides the essential link by enabling any connected device to share their screen, annotations and drawings with a presenter or with any other connected device.

Using DisplayNote, tablets, as well as PCs, laptops and smartphones, projectors and touch screens can all be connected to create a true collaborative learning resource. DisplayNote encourages members of the class to participate, lead discussion and stimulate class engagement.

NEC offers a comprehensive portfolio of Display products and solutions: Ultra Short Throw, 3D and Interactive Projection

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solutions for the classroom environment; Multi-Touch LCD Displays for small group learning areas; High Bright Stacking Projection solutions for lecture theatres; and intelligent Digital Signage networks.

Through sponsorship of the Education Business Awards, NEC is affirming its commitment to supporting teaching staff and students with the tools to enrich the learning environment and tap into the changing way that younger generations interact with content and learn.

FURTHER INFORMATION Tel: 0870 120 1160 www.education-nec.com

EDUCATION BUSINESS MAGAZINE | Volume 19.1

(held in December 2013 at the Emirates Stadium, London) who, with former Olympic medallist Roger Black at the helm, provided an amazing celebratory event.

ESPO believes in working closely with all of its academy customers, therefore it was easy for the company to decide to sponsor the ‘Academy Partnership Award’ once again for 2013.

David Thomas of ESPO was delighted to present a very surprised Lawrence Gittins, Mick Russell and Dave Seddon from Baxter College/Habberley Educational Learning Partnership in Worcester with their award.

Well done to all other finalists who were shortlisted.

ESPO is proud to be a leading public sector buying organisation and the company always strives to save money and time for every academy customer – wherever you are in the country.

ESPO has a bumper catalogue

Roger Black (left) with award winners Mick Russell, Lawrence Gittins and Dave Seddon, who received their award and certificate from ESPO’s David Thomas

brimming full of value-formoney products (over 25,000) and it also features hundreds of compliant frameworks to share with valued customers.

Recently, an academy saved 41 per cent by switching to ESPO’s waste collection contract – and the company has plenty of other ways for you to save, too.

FURTHER INFORMATION Tel: 0116 294 4026 marketing@espo.org www.espo.org

Well Educated Banking www.lloydstsb.com/ schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

EVENT REVIEW  recognised for its ICT facilities. As well as being a core subject at Hasting Academy, ICT is used to make lessons and school life more engaging and innovative for students.

Northgate Managed Services was awarded a £1.3m contract in January last year to manage its state-of-the-art ICT infrastructure, and children across the key stages are making great use of Apple technologies as part of its Regional Training Centre role. A new 270º projection immersive space called ‘the sandpit’ allow different immersive backdrops to be updated and created. The teacher arrives with an iPad, selects different options and the room is transformed into a desert, then with another change the students are transported to the moon or Mars.

New North Academy in London was also commended for its ICT facilities.

in Bradford. Named after the Nobel Prize winning scientist from Bradford, Edward Appleton, £22 million Appleton Academy is the transformation of two existing schools into one new all-through 3-16 academy for 1,300 pupils. Opened in September 2012 ahead of schedule, The design of the academy interlinks three phases of learning: lower, middle and upper, in a single circular building around a naturally landscaped garden. Learners grow clockwise around the circle with the building stepping up in scale as they progress.

Grace Academy in Darlaston and North Durham Academy were also commended in this category.

A FOCUS ON SPORT The Sports Award, sponsored by Air Structures International, went to the Harefield Academy in Middlesex.

Based near Uxbridge, the Harefield Academy is a centre of academic excellence renowned locally and nationally for its sporting excellence.

It works closely with many local clubs and national associations.

The school’s wide range of extra curricular sporting opportunities are evidenced by national championship titles in football, table tennis, ice dance, quad biking and cycling, National and European success in swimming, and World success in gymnastics. The Sporting Excellence programme between the Academy and Watford FC provides opportunities for students to be trained by professional coaches and take part in matches against Watford FC’s Youth team. Basketball, gymnastics cricket and golf are also highlighted as part of the Sporting Excellence roster. Redwood School in Rochdale, and Dorrington Academy in Birmingham were also commended in this category.

Meanwhile, Ashley CofE Primary School in Surrey was awarded the Educational Visits Award, sponsored by WST Travel. At the end of Year Six at Ashley CofE Primary School, the children’s learning culminates with an expedition to Chamonix in the Rhône-Alpes region in south‑eastern France. This takes place over five days where the children design ways to ensure the well-being of Chamonix through five themes: energy, food, water, waste and transport. At the end of each day children and adults alike make a pledge to improve the way they live their lives. Since its inception six years ago, two more schools have taken up the programme. Commended schools in the educational trips category were Tavistock College in Devon; Shenley Brook End School in Milton Keynes; and Abbey Manor College in London.

Bushey y, Academn the o Herts, wty Awatd, li ICT Faci placing ICT throughheart of its at the ul learning f success ronment envi

SKILLED IN FINANCE Walsall Academy in the West Midlands scooped the Academy Finance Award, sponsored by Rathbones.

The Academy celebrated its tenth since opening. Specialising in technology, science and performing arts and sponsored by the Mercers’ Company of the City of London, its latest report shows a healthy balance sheet and sufficient cash reserves which demonstrate strong control and financial management.

Finance director Adrian Bowater sits on the Education Funding Agencies’ Academies finance and assurance steering group.

Commended schools in this cateogry were Capital City Academy, London; St Mark’s Academy, Mitcham; Landau Forte College, Derby; and Westminster Academy in London.

ACADEMY DEVELOPMENT & PARTNERSHIPS The Academy Partnership Award, sponsored

by ESPO, went to Baxter College and H.E.L.P. Habberley Educational Learning Partnership (H.E.L.P.) arose from the demise of the Building Schools for the Future initiative.

Enthusiasm generated from working together led to an ambitious plans submitted to the DfE involving a brand new Special School with residential block, a 13 laboratory science block, an early years hub with nursery provision, artificial floodlit pitches, associated car parking and landscape work. Baxter College’s contribution was to provide the land.

A Joint Management Committee will oversee community usage once the development is completed. The collaboration will open up an exciting range of possibilities for employment.

The Nuneaton Academy and MIRA; and Academy 360 and Gentoo were both commended in this category.

The Academy Development Award, sponsored by OKI, went to Appleton Academy

CREATIVE EXCELLENCE The Music Award, sponsored by CPS Manufacturing Co., was presented to All

EB Awards

Sponsored by

Saints’ C of E Primary school in Essex.

Many years of enthusiastic and dedicated singing in assemblies, the classroom and even on the way to lunch has earned pupils and staff at All Saints Primary in Maldon the Sing Up Platinum School Award. The school has also worked with its local secondary the Plume, Maldon Choral Society and the Maldon Youth Orchestra and takes part each year in the Barnados children’s concert at the Royal Albert Hall where pupils are regularly chosen to sing solo. Its Summer Music Concert showcased the depth of musical talent at the school. The Sing Up Award was presented by Maldon MP John Whittingdale at a special assembly which featured former pupil Charlotte Hume,who is just embarking on her singing career and who performed a self-penned song. Nottingham High School and Kings School in Grantham, Lincs, were also praised for their commitment to music.

The Art & Craft Award was presented to Durham Johnston School, a large 11-18 comprehensive school which has gained an enviable reputation for the skilful work of its students. This has been reflected in the school’s success in achieving a Saatchi prize and selection for the Royal Academy of Arts Online A-level exhibition. From the start of school in Year 7, students learn about visual concepts and how to apply them. Individual projects teach students how to explore and use colour with increasing skill and sensitivity. Printmaking and painting combine to improve drawing skills, and photography enables students to explore topics, ideas and observations extensively, and provides are a rich source of discussion between students and teachers as ideas progress. Trinity School in Lewisham and Burntwood School in London were also commended in this category.

A SAFE ENVIRONMENT Brentford School for Girls in Middlesex took home the School Security Award.

Based in Ventnor, St. Francis Primary School is one of the Isle of Wight’s leading new schools.

It was completed in the summer of 2012 and was designed to inspire and offer pupils the very latest in resources and technology. Fire safety and security is well catered for. Full CCTV and PC-based access control systems allow monitored and restricted access throughout the school. Monitored fire and security alarms provide increased protection – the integrated systems were provided using Honeywell Security products, including supplementary services such as induction loops and WC emergency call systems. This allowed continuity of design throughout the project, which was delivered on time and within budget.

Other schools noted for their success in providing security were St Francis Catholic and Church of England Primary School on the Isle of Wight and Samuel Cody School in Hampshire. L FURTHER INFORMATION www.ebawards.co.uk

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Financial Education

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

MONEY MATTERS

FINANCE FOR THE FUTURE

Written by James Pettit, investment director, Rathbones

James Pettit, investment director for charities at Rathbones, sponsor of this year’s Education Business Awards, explains how the company’s Financial Awareness programme can help schools to meet forthcoming changes to the national curriculum It may be harder, however, to deliver high‑quality financial education than one might expect. The APPG inquiry found that key barriers to teaching personal finance in schools included time pressures (which will, presumably, lift with its inclusion in the official curriculum), teachers’ lack of training and confidence, and a lack of resources.

These limitations were examined further.

When asked how the teaching of financial education could be made sustainable in their school, the three highest responses from teachers were the availability of high-quality teaching resources, high-quality pupil resources and teacher training or CPD courses. Also mentioned regarding this was help from the financial sector or volunteers, and online support.

The recent government announcement that financial education will become a compulsory part of the national curriculum from September 2014 was well-received by those of us who feel that more can be done to educate children about money and the risks of debt.

THE NEED FOR FINANCIAL EDUCATION There have long been concerns that children don’t receive enough practical financial education, but these gained momentum following the global financial crisis in 2007-09.

Financial education for young people has been championed by the OECD, OFSTED, financial education charities, such as Personal Finance Education Group (pfeg), and even Martin Lewis’s website, moneysavingexpert.com.

In 2011, this website ran an online petition in support of a parliamentary debate on the issue – the petition attracted over 100,000 signatures, enough to trigger a debate in the House of Commons. Around this time, the All-Party Parliamentary Group (APPG) on Financial Education for Young People was formed, which has gone on to become the largest cross-party group in parliament.

There is plenty of evidence that more financial education is needed. According to the December 2011 report by the primary and secondary strand of the APPG: “Two-thirds of people in the UK feel too confused to make the right choices about their money, and more than one-third say they don‘t have the right skills to properly manage their cash.” The report cited a YouGov survey which found that 70 per cent of 18 to 24-year-olds were in debt.

In a similar survey by pfeg and Barclays, 42 per cent of 14 to 25-year-olds were unable

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to tell the difference between being in credit and being overdrawn on a bank statement, while 28 per cent didn’t know that a low APR (annual percentage rate of interest) is better than a higher one when selecting a loan or credit card. There are lots of similar statistics showing that many young people don’t understand how to budget, choose financial products or plan for the future.

This is a matter of serious concern. According to the APPG report: “We believe that financial education is a long-term solution to the

THE RATHBONES FINANCIAL AWARENESS PROGRAMME Many adults have a genuine fear of finance.

We’re told that excessive debt is bad, yet we spend our lives being encouraged to borrow.

People are insufficiently informed about the risks of debt or what to do if it starts spiralling out of control. You can’t protect everyone from debt, but you can make finance a positive subject rather than something to be feared.

Rathbones has been using its financial knowledge and experience to offer a solution

Rathbones’ Financial Awareness programme provides financial education to 16 to 24-year-olds, covering personal budgeting; the pitfalls of debt, particularly from payday lenders; and the importance of planning and saving for the future national problem of irresponsible borrowing and personal insolvency. Furthermore, teaching people about budgeting and personal finance will help equip the workforce with the necessary skills to succeed in business and drive forward economic growth.”

WHAT WILL COMPULSORY FINANCIAL EDUCATION INVOLVE? Finance and money management will be taught to five to 14-year-olds in maths and to 11 to 16-year-olds in citizenship classes, including lessons in public finance. This is the first time that financial education will be compulsory in England, although it is already taught in Wales, Scotland and Northern Ireland.

to this problem. Our Financial Awareness programme provides financial education to 16 to 24-year-olds, covering important areas such as personal budgeting; the pitfalls of debt, particularly from payday lenders; and the importance of planning and saving for the future, including why it is better to start saving for a pension at the earliest opportunity.

Our programme is still in its early stages, but this year we have worked with around 40 schools and over 1,000 young people. We can’t reach every young person that might benefit, so we have created resources to help schools to deliver the programme themselves. These include a Prezi presentation (an ‘animated’ alternative to PowerPoint) and a high-quality

brochure. We also send a monthly newsletter out by email to both students and teachers, covering significant events in financial markets.

We’ve had excellent feedback from teachers and students. A head of sixth form told us: “I would certainly like to repeat the programme next year. Pupils were engaged and interested and speakers were excellent: charismatic and informative. [It was] really worthwhile.”

Meanwhile, a student wrote: “Thank you for what was quite frankly a superb day… It was enlightening, and opened up many different areas in the financial world which I had not even thought about.”

RELEVANT FOR YOUNG PEOPLE The key element in developing the programme was to make the material relevant and engaging for young people. This gets to the

the Chalke Valley History Festival for Schools and the Bang Goes the Borders science festival, and we continue our support of English Lacrosse and Lacrosse Scotland, with a focus on schools lacrosse. We also introduced an apprenticeship programme this year with six young people joining us in our Liverpool office.

Financial Education

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

RATHBONES’ INVESTMENT SERVICES FOR SCHOOLS We were delighted to sponsor the 2013 Education Business Awards, which recognised schools from all sectors that are committed to quality education. We congratulate all those that won or were shortlisted.

As well as our headline sponsorship, we sponsored individual awards: the Outstanding Progress Award – Independent

Money is merely a means to an end, but the key is to earn it before you spend it, rather than to play catch-up with debt. The effect of compounding, so helpful when saving, is harder to overcome when repaying debt heart of the issue of financial education.

Money is something that affects nearly every aspect of our lives, yet as a subject it is usually addressed in dull or daunting language.

Money and happiness cannot be conflated, yet money enables us to do many of the things we enjoy. It is merely a means to an end, but the key is to earn it before you spend it, rather than to play catch-up with debt. The effect of compounding, so helpful when saving (at least when interest rates are at a reasonable level), is harder to overcome when repaying debt.

Rathbones is also involved in other initiatives in the education sector, such as

School and the Academy Finance Award.

These two awards illustrate how our services for the educational sector are changing.

As charity investment managers, until recently Rathbones’ services were largely confined to the independent sector, but they are now relevant to the flourishing academies and free schools sector.

CHARITIES INVESTMENT MANAGEMENT Rathbones is a leader in charities investment management as shown by our industry awards, but know that we cannot rest on our laurels: we continually strive to earn

James Pettit, investment director James Pettit is an investment director at Rathbones with over 10 years’ charity investment experience in the education sector.

James is involved in a number of Rathbones’ initiatives supporting young people, including the Financial Awareness programme for 16 to 24-year-olds and the Education Business Awards.

our clients’ trust, give strong investment performance and provide the highest standards of service.

We aim for an excellent standard of administration to make life as easy as possible for our clients.

Each charity client has a dedicated investment management team, which develops a deep understanding of the client and its investment requirements.

We do not use relationship managers, so all of our clients have direct, unfettered access to the investment managers who look after their portfolio.

We manage a wide range of investment mandates, covering the full spectrum of issues relevant to schools. No two charities’ needs are the same: our bespoke approach recognises this and gives us the flexibility to meet each client’s specific requirements.

We believe that the biggest differentiator in our service is the empathy that we have for our clients. The bursar or finance manager is often the only financial specialist in a school, so we aim to be a genuine partner and trusted advisor.

As we say when meeting clients, we “like to sit on their side of the table”. L FURTHER INFORMATION For more on the Rathbones Financial Awareness programme, please contact Samantha Wood on 020 7399 0000.

To discuss Rathbones’ investment services for schools, please contact Francesca Monti, senior marketing executive for charities.

Volume 19.1 | EDUCATION BUSINESS MAGAZINE

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EVENT PREVIEW

GET TO GRIPS WITH YOUR INVESTMENTS

Education Show 2014

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

This year, education is undergoing the biggest period of reform since the introduction of the first National Curriculum, with reduced local authority support and greater autonomy, schools will be left with many challenges. The Education Show 2014 (20-22 March, NEC Birmingham) provides an unrivalled opportunity to evaluate a wide range of potential solutions under one roof

Professor Brian Cox is one of the headline speakers at the Education Show 2014

Education is undergoing the biggest period of reform since the introduction of the first national curriculum and schools will face many challenges in 2014. The introduction of the new National Curriculum, along with existing changes to the Ofsted inspection framework, special educational needs provision reform and the academies and free schools movement, all require careful navigation.

Alongside this, investing in the right resources from a trusted supplier to meet your school’s specific needs and ensuring effective continuing professional development for your staff, are two of the most important factors for school leaders to consider. But in an era of reduced local authority support and greater autonomy, where can school leaders and business managers turn for the best advice?

The Education Show 2014 (NEC, Birmingham, 20-22 March 2014) provides an unrivalled opportunity to evaluate a wide range of potential solutions under one roof.

One top of this, you can do what you can’t online or through a catalogue; speak face to

face with suppliers, ask questions and get free advice or guidance. This offers the ability to decide which resources or services are the best match to your school’s specific requirements.

In addition, the implementation of the new National Curriculum underpins the shows programme of practitioner-led CPD, which has been designed to meet the varying needs of all educators.

Summits for school leaders, academies and free schools and sessions for individual classroom teachers sit alongside headline speakers, such as Professor Brian Cox and comedian Dara Ó Briain, to offer schools

practical and inspirational sessions, and help stimulate 21st century education and learning, in line with the goals of the Education Show itself. For more information on the full CPD line-up, visit www.education-show.com.

Here’s a sneak peek at some of the 350+ exhibitors at the Education Show 2014, with products that fit the needs of senior leadership teams, business managers, bursars and educators.

Site and estate managers in the education sector face significant data management challenges. On Stand A66, Altuity Solutions will launch AltoSites™, an innovative cloud-based portal integrating survey data, asset, and maintenance and inspection records. AltoSites enables CAD files to be used as the spatial locational background for your site data, providing greater accuracy without the need for specialist CAD or GIS software. Optional RFID integration also enables above and below ground assets to be tagged, recorded and subsequently accurately relocated. This reduces potential damage to services; reduces works costs and provides a safer environment.

Recognising the need for a safe school collection process, 3fifteen, an innovative after-school child protection service, provides protection and assurance to schools and parents at collection time. The system uses a unique PIN code that allows parents to notify schools by text, phone, email, or the 3fifteen app, when changes occur to their child’s after-school collection plan. All information shared through 3fifteen is encrypted and accessible only to the parent and school. 3fifteen integrates with most school management information systems and it’s available in 20 languages, so families from all nationalities can communicate with schools and feel safe in the security of their children.

Student safety and health is a primary concern for schools. On Stand L80, visitors can see Medpac, practical bags designed E

Investing in the right resources from a trusted supplier to meet your school’s specific needs and ensuring effective continuing professional development for your staff, are two of the most important factors for school leaders to consider Volume 19.1 | EDUCATION BUSINESS MAGAZINE

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EVENT PREVIEW  for storing and carrying medicines safely and securely. They come complete with a photo ID card for easy identification in any situation and a treatment card to write all essential information to quickly administer the required medicine. New for 2014, they are also available in an insulated version to help ensure the temperature of certain medications at all times. The bags come in two sizes, ideal for asthma inhalers, adrenaline auto-injectors, epilepsy and diabetic medication, allergy medicine and more.

For any school, making the most sound IT procurement decisions is an important process. To help, PC World Business, the UK’s only nationally branded technology retailer with a dedicated business team set up to support IT requirements, will be on Stand G76 to answer visitors’ questions or queries.

With more than 290 business centres, based in Currys PC World stores nationwide, all with business advisers accredited by leading partners such as Apple, Microsoft, HP, Toshiba, Samsung and Cisco, they aim to provide unbiased advice and create a solutions that’s right for them.

To improve school-home communications, Parent PA on Stand K15, enables schools and nurseries to connect with parents by sending texts and emails, reducing administration time and stationery costs. Communications such as e-newsletters and notices such as snow-days and last-minute changes/cancellations can be sent immediately to the entire community or specific groups, keeping parents informed of everything that’s going on. Parents are also automatically reminded about events when a calendar entry is added to the online diary.

With budgets increasingly

tight, Dore, the personalised programme of physical exercises for students with learning difficulties, will be made available to more schools under a new affordable scheme. Initially available to 30 schools, this new model provides access to the Dore Programme for under £1,200 for eight SEN pupils, aged seven and above. The new model requires each school to purchase an annual licence which includes personalised exercise programmes for up to eight pupils at any one time, initial training for staff, remote support from the Dore team and one support visit per term. Find out more on Stand M3.

With the ongoing need to recruit supply cover for schools, new exhibitor and online recruitment service Supply2Teach will be on stand L46 to help support this process. The simple, secure service claims to significantly reduce temporary staff employment costs, increase efficiency and provide notifications of account activity. Education establishments can now post jobs, review applicants, and process timesheets via smartphone and internet.

To help schools promote a culture of vigilance, EduCare for Education on Stand G23 is an online learning service containing 16 safeguarding and duty of care programmes.

Programmes cover only the essential information, with each written or endorsed by experts including the NSPCC, West Midlands Ambulance Service Trust, UK Youth, YMCA Training, Youth Federation and more. For instance, NSPCC Child Protection Awareness in Education, explores the physical and behavioural signs of maltreatment and how to report suspected abuse effectively, as well as

s Teacherer are und sure res more p grate to inte y, so the og technol on Show is Educati portunity an op to be not missed

outlining the legal framework to safeguard children and young people from abuse.

Each programme comes with personalised certificates to evidence learning to Ofsted, with pricing based on the number of students in a school.

Focused online training for school improvement can also be seen on Stand D44 with Rising Stars. Essential CPD offers online training courses for whole school improvement, enabling all teachers and teaching assistants to access high quality professional development that will enhance teaching and learning in the areas needed it most. A subscription gives school access to all current and new courses for less than the cost of one day’s external training, enabling all staff to be offered personalised support and development.

To help exhibitors plan their route around the show, the British Educational Supplier’s Association (BESA) will be on hand at the BESA Show Information Point (Stand F5-E6). The association’s knowledge and experience will help visitors plan their time at the show.

Education Show 2014

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

TEACHING TECHNOLOGY LIVE Teachers now need to address technology in their teaching. The Education Show audience, have felt that technology has been missing from the event in the last couple of years; they want to see your products. Now that teachers are under more pressure to integrate technology the Education Show is a marketing opportunity not to be missed.

We have many platforms across the show for you to engage with our audience, through traditional stand space and speaking opportunities, plus new for 2014 to meet the needs of the education market we have created ‘Technology in Education’.

TECHNOLOGY IN EDUCATION AREA You may already know the Education Show is changing and adapting to the new education landscape. We know from our sister event, Bett, how important technology is within the classroom and now with the changes in the curriculum, our Education Show audience of over 9,000 educators will need inspiration and tools to develop their ICT streams.

To make sure the show delivers in this key area we have introduced a ‘Technology in Education Area’ which houses a new theatre and demo island to connect exhibitors and visitors over technology, as well as the opportunity to have traditional stand space across the show. This area seats 30 delegates, theatre-style, with an enclosed theatre and AV screens enabling delegates to observe your interactive training session. Each session will need to be a mix of company-led and practitioner-led. Priority entrance policy given to leaders. Sponsored session will be promoted pre-show on the website, in print in the show guide and delegates will receive a CPD certificate after the event. E

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Visit us at the

Education Show

stand G50

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EVENT PREVIEW

 CHANGES TO THE CURRICULUM AND COMPUTING The inclusion of computing in the curriculum and the removal of lessons in using word processing packages from the schemes of work, will change the face of what schools need to deliver in their ICT lessons – they will need help. The new OFSTED framework means that schools will be judged far more on the data they have and how they use it, highlighted in the DfE’s latest website promotion of technology.

SUMMITS & SEMINARS Assessment Changes: Getting You Ready for the GCSE Reform Theatre: School Leaders Summit – 20 Mar 2014 Explaining the intended outcome and the changes to GCSE assessment and grading.

How will the overhaul affect your pupils?

Speakers: Glenys Stacey, chief regulator and chair, Ofqual.

UK & EU Procurement Policy Update Theatre: School Leaders Summit – 20 Mar 2014 Covering the impact these changes will make on how schools spend their money.

Speakers: Jack Salter, head of procurement policy, department for education.

Using Technology to Enhance Learning Theatre: School Leaders Summit – 20 Mar 2014 Our panel of experts will join us to discuss the potential benefits of using tablets and mobiles in the classroom.

Speaker(s): Lisa Cowell, director of learning

and teaching, Penwortham Priory Academy; Denham Kite, headteacher, Victoria Dock Primary School; Stephen Logan, assistant head teacher, Malet Lambert School; Derek Trimmer, headteacher, Hove Park School.

Case study – Using Pupil Premium to Raise Student Attainment Theatre: School Leaders Summit – 20 Mar 2014 This award-winning school will share insights into how it successfully uses Pupil Premium.

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An interview with Professor Brian Cox Theatre: School Leaders Summit – 20 Mar 2014 Speaker(s): Professor Brian Cox. Academy Conversion – Exploiting the Freedom of the Academy System to Build a Model for Improved Learning Theatre: School Leaders Summit – 20 Mar 2014 This is a must-attend session for schools considering academy conversion, covering the realities of converting and what to expect…

The Education Show hosts learning sessions for all types of educators – from classroom practitioners to senior leadership teams Speakers: John Tabot, headteacher, Smith’s Wood Community Primary School.

Ofsted’s Guide to the Inspection Process: How to be Outstanding Theatre: School Leaders Summit – 20 Mar 2014 How Ofsted is inspecting under its new framework, its expectations and good practice.

Speaker(s): Lorna Fitzjohn, regional director for the West Midlands, Ofsted.

Roundtable Discussion – Achieving and Maintaining the Grades Theatre: School Leaders Summit – 20 Mar 2014 How you are raising student attainment.

Speaker(s): Peter Kent, headmaster and vice‑president, Lawrence Sheriff School and ASCL.

Speaker(s): Frank Green, schools commissioner, Department for Education.

Joining an Academy Chain – the Pros and Cons Theatre: School Leaders Summit – 20 Mar 2014 Three leaders from academy chains will share their reasons for joining a chain, covering the benefits of being part of a group.

Speaker(s): Paul Jones, OBE, headteacher, First Federation; Marie Lister, principal, South Axholme Academy.

Power Half Hour – Life Before and After Academy Conversion for Primary and Secondary Schools Theatre: School Leaders Summit – 20 Mar 2014 Converting to an academy can be daunting.

Two case studies from both a primary and E

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EVENT PREVIEW Scholastic National Curriculum Workshops, 20-22 March

Education Show 2014

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WHO SHOULD ATTEND? These workshops are designed for headteachers, subject co-ordinators and teachers at English primary schools. Each session is limited to 12 attendees, and demand will be high so book your tickets early. There is no limit to the number of tickets each person can book, so why not make the Education Show a CPD event for all your staff?

THE PROGRAMME The Scholastic National Curriculum workshops will support the planning and delivery of the new 2014 curriculum. Each session will be led by experts in their subject, ensuring you get the highest-quality training.

Every attendee will receive a Scholastic 100 Lessons ‘goody bag’ worth £50, including a free National Curriculum handbook. secondary school sharing their experiences.

Speaker(s): Stephen Cooper, headteacher, Bursley Academy.

Case study – Implementing Technology in the Classroom and its Effect on Learning Theatre: School Leaders Summit – 21 Mar 2014 An unmissable session to hear how this school is innovatively using technology to help its students engage and learn.

Speaker(s): Jonathan Bishop, headteacher, Broadclyst Primary School.

Special Measures to Outstanding – Our Journey so Far Theatre: School Leaders Summit – 21 Mar 2014 Hear how Hamford Primary Academy has rapidly improved from a position where it had been in special measures for three years. Speaker(s): Benedick Ashmore-Short, principal, Hamford Primary Academy.

Effective Procurement Made Easier Theatre: School Leaders Summit – 21 Mar 2014 Using established compliant frameworks to deliver cost savings for your school.

Speaker(s): David Thomas, marketing manager, Eastern Shires Purchasing Organisation; Simon Herne, business development manager, education, Eastern Shires Purchasing Organisation.

The on Educati 14 0 Show 2 es practice and how to effectively communicate provid lled and inspire your staff a v i an unr unity and students. opport a range Chairperson: Phil Beadle, lead consultant ate for inspired education, to evalu otential a freelance teacher, of p ons i t consultant, trainer and author. u l so

Making the Most of Pupil Premium to Bridge the Achievement Gap Theatre: School Leaders Summit – 21 Mar 2014 This panel of school leaders will discuss how they use Pupil Premium and the astounding positive effects it has had on their students.

Speaker(s): Simon Birch, deputy headteacher, Longford Park School; Caroline Reed, principal, Frederick Nattrass Primary Academy; Sean Bullen, headteacher, Millfield Science & Performing Arts College; Dr Cathy Taylor, Principal, Siruis Academy.

Power Half-hour: Innovating Teaching & Learning Theatre: School Leaders Summit – 21 Mar 2014 Three school leaders will each get seven minutes to present interesting examples of what they are doing in their schools to raise standards.

Speaker(s): Clare Spence, headteacher, The Beacon Academy; Neil Dixon, headteacher, St Mary & St Paul’s CE Primary and Teaching School; Dan Roberts, deputy headteacher, Davenport School for boys.

Roundtable Discussion – Dealing with Staff, Students and Parents Theatre: School Leaders Summit – 21 Mar 2014 Share ideas and hear from your peers on best

Designing a fair and successful teacher appraisal policy for your school Theatre: School Leaders Summit – 21 Mar 2014 This session will present different evaluation processes schools are using to appraise their staff and consider their effectiveness.

Speaker(s): Timothy Guilford, chair of governors, Queenswell Junior School.

Creating and Maintaining a Successful Governing Body for Schools Theatre: School Leaders Summit – 21 Mar 2014 Join our panel of governors and school leaders to debate the role of governors, and assess what is required of governors.

Speaker(s): Timothy Guilford, chair of governors, Queenswell Junior School; Michaela Mold, chair of governors, Welford Primary School; Ann Haydon, principal, Surbiton High School. L FURTHER INFORMATION The Education Show 2014 is 20-22 March at the NEC Birmingham. Register for your free pass at www.education-show.com

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Inspire, build self confidence and resilience in primary aged children with a little help from the CRAFT characters and principles.

Visit www.craftingfutures.com for activities, videos, quotes and polls. Follow the adventures of the CRAFT Characters with their very own blog.

Visit us at The Education Show 2014 on stand A36.

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As well as providing great value, Pritt is dedicated to making crafting easier for teachers! Visit our stand at the Education Show to discover a whole world of free crafting resources!

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Making crafting activities Professional sound, lighting and vision solutions easier for teachers Mike Belham, managing director of Truelight, is a member of the Institute of Sound and Communication Engineers (ISCE). Truelight is registered on Worcestershire County Councils procurement system.

Whether you are looking for a company to carry out an installation, provide training, or hire additional equipment or personnel, Truelight will be able to provide a solution for you.

The process of an installation can be as little as delivering and setting up a wireless microphone to a complete stage lighting system.

Whatever is required, you can hire anything from a light to a full event package – with equipment and crew.

Your training can be delivered on a one-to-one basis, in groups, or via the company’s online training website. Call to discuss an overview of your requirements and arrange for Truelight to visit you.

FURTHER INFORMATION Tel: 01905 852243 enquiries@sound-lightand-vision.co.uk www.sound-lightand-vision.co.uk

Pritt knows that when you’re buying stationery for your school, value for money is of the utmost importance.

That’s why, since the company invented the glue stick in 1969, Pritt has always given the best value for money possible.

Independent testing* has proven that with just one Pritt Stick, you can glue up to 2.4 times more than its main competitor. Also, the company’s glue sticks are up to three times stronger than the next best glue stick on the market.

And, on top of that, Pritt recognises that crafting should be a crucial part of every child’s education.

Therefore, the company is dedicated to making it as easy as possible for teachers to carry out crafting activities with their classes.

With every pack of either 100 or 200 Pritt Sticks, you will receive free ‘Pritt Creative Projects’ booklets.

Education Show 2014

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Look out for the booklets to get great crafting ideas for your school with easy-to-use step-by-step instructions.

Additionally, there are loads more crafting resources at Pritt’s website. *Testing carried out

by Fraunhofer.

FURTHER INFORMATION www.prittworld.co.uk

Scholastic helps you master Adventure under sail: the new National Curriculum inspiring young people Scholastic is proud to be the knowledge partner for the National Curriculum at the Education Show 2014 (20-22 March, NEC Birmingham).

Visit the company at Stand G50 for all the resources you’ll need to navigate the new Curriculum with confidence – and save up to 25 per cent.

Scholastic’s million-selling 100 Lessons series is back, completely rewritten to exactly match the new objectives, with inspiring, time-saving resources and ready-made lesson plans.

Brand new Planning Guides, ideal for Year 1-6 teachers and subject co-ordinators, will answer all your questions about medium- and long-term planning for English, maths, science, history, geography and computing.

Prepare your pupils for success in the National Tests with the bestselling Practice Papers, now 100 per cent in line with the new test format and the most authentic available. You’ll even be able to pick up a printed copy

of the new National Curriculum 2014 Handbook – a handy reference tool for any teacher.

Scholastic will also be supporting teachers and promoting learning through a series of free CPD workshops, designed to introduce primary school teachers to the demands of the 2014 Curriculum. Workshop attendees will receive a goody bag worth £50 but places are limited, so sign up at the website below.

FURTHER INFORMATION Tel: 0845 6039091 www.education-show.com

Ocean Youth Trust Scotland is the UK’s leading sail training organisation. It believes that all young people, regardless of circumstance or ability, should have the opportunity to realise their true potential in order for them to live healthy, fulfilling lives.

Ocean Youth Trust Scotland inspires young people through the challenge of adventure under sail. Residential voyages aboard the company’s fleet of sail-training vessels provide a uniquely powerful and extremely effective environment for the personal development of young people from a diverse range of backgrounds, throughout Scotland and beyond. Sail Training is a perfect and unique environment to further a young person’s education.

Ocean Youth Trust Scotland knows that young people integrate learning and outdoor experiences, whether through play in the immediate grounds or adventures further afield, which then provides relevance and depth

to the curriculum in ways that are difficult to achieve indoors.

The journey through education for any young person must include opportunities for a series of planned, quality outdoor learning experiences.

Learning outdoors can be enjoyable, creative, challenging and adventurous and helps young people learn by experience and grow as confident and responsible citizens who value and appreciate the landscapes, natural heritage and culture of Scotland.

FURTHER INFORMATION Tel: 01475 722 722 office@oytscotland.org.uk www.oytscotland.org.uk

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Raise achievement Raising attention and self-control for KS2 boosts through inspirational resources from TTS literacy and learning A radical approach to education has been developed by former Oxford research scientist Dr Elizabeth McClelland.

The Move4words programme is “a driving force in children’s education” (BBC Look East, July 2013), teaching self-control and attention to children, aged seven to 12, via a physical activity intervention, with videos of 200+ exercises to follow in the classroom.

New research data from over 1,000 children shows that Move4words is highly effective for the bottom 20 per cent of learners, the group who are most challenging to improve. Progress through National Curriculum levels rapidly improves, exceeding more than one complete level of improvement in one year after the end of the intervention in one study. Reading age and speed also increase for all ability bands.

Jessica Mattingley, SENCO at King’s Hedges Primary School in

Cambridge, says: “The children absolutely love it. When we started looking at the results it seemed unbelievable that something so simple and easy to implement could deliver such impressive results. We have made the biggest strides with the children who have the most difficulty acquiring literacy skills.”

You can order or buy resources at the Education Show 2014 (20-22 March, NEC Birmingham).

FURTHER INFORMATION Tel: 01865 774909 www.move4words.org.uk

Charity revolutionises the way Adventure Learning is funded for schools Widehorizons is a leading charity provider of Adventure Learning in the UK. The charity wants to ensure every child can experience adventure as part of their education and development.

Funding high-quality Adventure Learning is becoming more difficult.

To address this, Widehorizons has developed Adventure Learning Partnerships, a new initiative which embeds Adventure Learning into a school’s curriculum whilst ensuring that support is provided to access funding – particularly for the most disadvantaged children and young people.

Widehorizons is supporting schools by designing bespoke Adventure Learning Programmes, to meet any school’s objectives.

The charity’s experienced team of fundraisers are helping schools initiate great ideas for in and out of school fundraising.

By becoming an Adventure Learning Partner, schools also have exclusive access to the

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charity’s ‘Access to Adventure’ bursary fund. Adventure Learning experiences are being designed for both teachers and pupils. These can include day or residential visits, CPD for teachers in the outdoors and locally designed outreach programmes.

Widehorizons Centres are quality assured and work with groups from Early Years Foundation Stage to Higher Education. See the charity at the Education Show (20-22 March, NEC Birmingham, Stand LL47).

FURTHER INFORMATION Tel: 0845 600 65 67 enquiries@widehorizons.org.uk www.widehorizons.org.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.1

TTS Group has been supplying the education market with inspirational resources for over 28 years.

With resources to suit Early Years, Primary and Secondary school ages and across all subject areas, a visit to the TTS Stand (D19-C20) is a must at the Education Show 2014 (20-22 March, NEC Birmingham).

TTS offers innovative resources that have been throughly developed with teachers and advisors from all across the country.

With over 300 own-developed resources going into the Education market each year, TTS always ensures it remains in-line with both teachers and children’s need.

Whether you are looking for resources to help you tackle programming in the new computing curriculum, reading and grammar in literacy, fractions in maths – or even

if you want to spruce up your outdoor area – there will be something for everyone.

Visit the TTS stand at the Education Show (D19-C20) and you will be greeted with warm and friendly faces and you can be sure to have a fun and interactive time.

FURTHER INFORMATION Tel: 0800 318 686 www.tts-shopping.com

Make a difference with positive behaviour support Jogo Behaviour Support is a specialist company providing behaviour support and other education services to schools, other professionals, agencies and families. The company provides skills, knowledge and experience whilst offering training, strategies, interventions and direct support to pupils/students to achieve identified outcomes.

Jogo Behaviour Support believes in working in partnership with you to increase your capacity to develop sustainable solutions to issues regarding behaviour.

It also knows that the process of effective learning can be interrupted by mild, moderate or severe behaviours and that teaching, learning and achievement can all be affected.

The services provided are designed to deliver achievable outcomes.

Jogo Behaviour Support’s strengths lie in the expertise of its team and the content of the support and training it provides.

Its team has spent their careers supporting and succeeding with

children, young people and families who are experiencing issues around behaviour and social/emotional wellbeing.

What you can expect from Jogo Behaviour Support: practical solutions and interventions; flexibility; partnership working; skill sharing; support and understanding; trained and highly experienced advisers; thorough planning; training courses that are designed to offer practical solutions; and services based on prevention and sustainability.

FURTHER INFORMATION Tel: 01604 832970 info@jogobehavioursupport.com www.jogobehavioursupport.com

Bugzone: an inspirational focal point for your school’s wildlife area Love Ponds for Schools’ Bugzone Pond – find out more about how easy it is to use this resource at the Education Show 2014, 20-22 March, NEC Birmingham, on Stand D25.

There, you’ll receive a code to access curriculum guides for Foundation Stage, KS1 and KS2, and the first 200 visitors will get a free pond-dipping guide, as well as special offers.

Ponds for Schools has done everything to make it easy for teachers to make the most of their pond and wildlife areas. Most teachers know the value of ponds with their fascinating microworlds within, but it can be intimidating to start from scratch if you don’t know much about them.

The Bugzone Pond is a brilliantly designed liner with a safety cover included, it’s ready to install with detailed instructions.

The optional extras include a carefully selected plant kit,

pond-dipping kit, technology kit and winter maintenance kit.

Ponds are a great habitat, particularly where there is limited outdoor space. They contain fascinating creatures and children can see lifecycles and food chains in action. In just 10 weeks the Bugzone – with just a plant kit – can develop a thriving ecosystem, no expertise required.

Beappy provides bespoke mobile apps for educational establishments. They provide the tools and expertise to bring you onto the cutting edge of technology, bridging the gap between parents and the school.

With a mobile application, you can push important news and information straight onto a parent’s smartphone, for free.

Alongside integrating with your current email client all of the newsletters and information that would normally be lost in a pupil’s schoolbag is sent right to the parent. The parent can also report their child as absent, top up their Parent Pay account and check term dates.

Beappy applications can fit into any budget constraints and have a quick development and turnaround time. Beappy also manages and maintains the application across all major mobile platforms.

Beappy applications are easy to download, easy to manage and exceptionally easy to implement into any school.

You can find Beappy at stand EE90 at the 2014 Education Show, where they will be demonstrating the effectiveness of these mobile applications.

FURTHER INFORMATION Tel: 0844 556 0662 www.beappy.co.uk hello@beappy.co.uk

FURTHER INFORMATION Tel: 01299 877008 info@pondsforschools.co.uk www.pondsforschools.co.uk

Supporting outstanding education for all learners and professionals Cornwall Learning is a provider of educational resources, events, advice and guidance, and training for schools and the wider children’s workforce. It specialises in delivery of school improvement from leadership and data analysis to high impact ‘hands-on’ classroom practice.

The company’s resources and services combine the collective knowledge and experience of outstanding teachers, headteachers, consultants, and Ofsted inspectors, supported by an established administration team.

Cornwall Learning includes outdoor learning across its Outdoor Centres and includes Education Business Partnership.

National products include: the Inspire Curriculum, Rainbow Pond, and Walk Tall.

‘Inspire’ delivers the new 2014 Statutory Framework through an integrated approach – see www.theinspirecurriculum.co.uk

Join the revolution with Beappy

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for samples. For all products, including Rainbow Pond – for excellence in Music Education Foundation Stage and the Cornwall Learning Skills for Life, published by Granada Learning, see www.cornwalllearning.org.

The company’s DfE-approved phonics product Giant Phonics is the perfect accompaniment to Letters and Sounds.

Walk Tall is a KS2 toolkit of resources and training.

FURTHER INFORMATION (Jo Rowe) jlrowe@cornwall.gov.uk 01872 326781

Building on the natural curiosity of children Codey Learns is an innovative, modern way of learning. Built upon the requirements of the new national curriculum, its resources aim to build students’ confidence in their learning abilities.

This is carried out through encouraging independent learning and an awareness of learning opportunities that occur every day.

In this way, students learn vital life skills which lead to academic or vocational success and positive life experiences beyond the classroom.

The books and resources cover all key stages, featuring explanation and practice along with learning points. Students enjoy Codey Learns products because they are everyday, relevant and feature real characters they can relate to.

Parents love the products because they are easily followed through learning points and students are actually keen to continue the learning journey.

The success of Codey Learns’ resources is championed by many parents and clients, and the resources are used by its highly successful parent company Freedom Road College.

GCSE and A-level results consistently exceed targets averaging 95 per cent A*-B. The resources are also used alongside the innovative teaching of Codey Learns’ sister company Ebony Gold Education.

FURTHER INFORMATION Tel: 0207 666 3634 Tel: 07592119049 www.codey-learns.co.uk www.freedom-road.me.uk www.ebonygold-education.co.uk

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Trust K9 to detect, remove Manage pest control jobs with PestWorxs mobile app & control bedbug problems

MobileWorxs’ long experience of building mobile apps for remote workers across a number of industries has enabled it to build a functional and robust solution for the pest control community.

PestWorxs provides all the functionality you need to issue and manage jobs assigned to technicians, whether you run a private pest control contractor or a team in a local education authority.

On receipt of a call, the desktop portal allows a user at the office to enter a profile of the customer, review any site history and add details of the infestation.

A job can then be issued to a specific technician to attend

at an appropriate time slot using the built-in scheduler.

MobileWorxs can offer you a number of different handheld and tablet devices on which to run the mobile app. PestWorxs allows the technician to view previous visits, receive jobs, do quotes and send updates all in real-time whilst automatically generating reports and invoices.

GPS-tracking and automated timesheets allow a supervisor to monitor his whereabouts and confirm time on and off site.

FURTHER INFORMATION Tel: 01905 799555 sales@mobileworxs.com www.mobileworxs.com

PEST CONTROL

Trust K9 offers a unique solution against bedbug infestations.

The company’s approach combines highly accurate bedbug detection dogs with cutting-edge heat treatment.

It minimizes the need for time-consuming and disruptive repeat visits with a range of options to suit all situations and budgets.

Trust K9’s nationwide service is discreet, fast and 100 per cent effective.

If you have bedbugs, or think you may have bedbugs, then the company has a solution for you.

Its dog teams can identify the exact extent of the problem, allowing you to stop the problem dead in its tracks.

Trust K9’s Dry Heat System allows it to replicate nature’s own way of eradicating bedbugs, which is heat.

Using a balanced deployment of heat exchangers it creates high-temperature airflow; Trust K9 then heats the rooms to

57°C (134.6°F). Bedbugs will start to die at 45°C (113°F).

The heat will penetrate every part of the room. Bedbugs are masters of concealment and can flatten themselves to hide in the smallest cracks and crevices.

Chemicals cannot kill bedbug eggs. Heat kills all stages of life, including eggs.

FURTHER INFORMATION Tel: 020 8299 4090 info@trustk9.com www.trustk9.com

PEST CONTROL

Train your staff to spot the Making a cleaner and safer first signs of a pest invasion environment for everyone When it comes to pest control, schools are like most other premises and a preventative programme is always best.

If you have boarders, they could be responsible for bringing unwanted visitors, such as bedbugs and fleas with them.

Train staff to be vigilant and report any problems or suspected issues, immediately. This is particularly important in food production, storage and serving areas where staff should be on the lookout for droppings or damaged packaging.

Cleanliness is key, as is storing foodstuffs in sealed containers and pest-proof store rooms.

Schools with light wells often have problems with pigeons. Their droppings can be unsightly and slippery, as well as causing hygiene issues.

Make sure areas that could offer harbourages for birds are proofed before nesting season.

Your pest control contractor should complete a fully

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detailed report at the end of each inspection. Many, including Cleankill Environmental Services, use digital reporting so the report is available within minutes of a visit.

The contractor should belong to the British Pest Control Association, have accreditations in Health and Safety and full employers’ and public liability insurance.

Contact Cleankill Environmental Services for a free survey.

FURTHER INFORMATION Tel: 0800 056 5477 www.cleankill.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.1

London Environmental Group’s Pest Control Services provides comprehensive services for a wide range of clients, including managing agents, shopping centres and retail parks.

The company’s work includes cover for all types of pests: ranging from rodents, cockroaches, stored product insects to pigeons, vertebrate control and also various types of fumigation work. London Environmental uses only the latest and most effective range of pesticides available on the market.

It has over 20 years’ experience in pest control and successfully carries out work within London.

Situated close to east London, staff on foot in central London can quickly respond to any customer calls and continue to maintain a high level of service.

London Environmental uses plastic tamper-resistant bait stations, accompanied by insect detectors. These enables the control and monitoring of any

new rodent infestation, as well as alerting the company to the potential threat of insect activity.

Should it be necessary, a free call-out facility is also included with all pest control contracts.

Following each visit, a report is submitted to the on-site package.

These reports will highlight any new activity and offer further advice regarding the housekeeping improvements required. Any small entry points that may allow rodent access will also be sealed as part of the service.

FURTHER INFORMATION Tel: 0800 085 7050 simon@londonenvironmental group.com www.londonenvironmental group.com

DOCUMENT SOLUTIONS

TEACHER TRAINING

independent suppliers of document solutions in the UK. Through its Managed Document Services (MDS) offering, Altodigital’s expertise lies in managing print and copy environments to help educational establishments – large and small – minimise costs and raise productivity.

The outcome will result in less time being wasted on administration tasks and more time for staff to focus on the development and needs of students. Over 1,200 education institutions currently benefit from Altodigital’s wealth of experience.

Within its solutions portfolio, Altodigital offers a range of digital print and document software. The company’s hardware partners, including Ricoh, Kyocera, HP, Lexmark, Sharp and Canon, provide access to the most up-to-date cutting-edge print technologies and a best-of-breed portfolio that

The English Team is a small company based in Cheshire West, on the edge of the Wirral peninsular, and will be celebrating its 10th anniversary this autumn.

The English Team (TET) focuses on educational achievement, particularly in the primary sector, and the company’s expertise in working with pre-service and in-service teachers is extensive.

This has been gained through school improvement work, teacher education and running courses for groups of teachers and/or schools, with particular needs in raising awareness of the English curriculum, especially in the areas of grammar and spelling. TET also continues to promote its Play-Talk-ThinkWrite® (PTTW) Boxes, which include all the aspects in the title.

Based on research into story, thinking skills and talk, the PTTW guidelines stress: the importance of listening to

Altodigital: your trusted Drawing on experience document solution provider to help children acquire Established in 1975, Altodigital key language skills is one of the largest,

will deliver a solution specifically tailored to your requirements. This gives you versatility and flexibility when completing document-led activities that are faced each day.

As a fully accredited supplier on prestigious frameworks such as the Government Procurement Service (GPS) and Crescent Purchasing Consortium (CPC), you can rest assured that Altodigital is a trusted, vetted provider that you can rely on.

FURTHER INFORMATION Tel: 0845 504 5353 learnmore@altodigital.com www.altodigital.com

EDUCATIONAL PRODUCTS

Win cash for your school’s environment project One lucky school could win a cash prize to kick-start an environmentally focused project.

Supplies for Schools, a supplier of teaching and learning products to all educational institutions, will give away £250 to the school that can outline details of the best project that the money will help launch.

The online supplier, based in Newtown in Powys, Wales, is a huge advocate of using environmentally friendly products and actively encourages schools to use compatible printer toners, which can be easily recycled and used again.

Entry requirements for the competition are simple: any staff member at the school can submit the school’s entry in the

form of a Facebook wall post, directly on to the Supplies for Schools Facebook page, detailing the project they wish to embark upon and why they should win.

The competition’s closing date is 1 March, 2014. A winner will be selected within one week after the closing date and announced on the Supplies for Schools blog and Facebook page. The winner will also be contacted directly. The terms of entry and specific question to answer are available on the Supplies for Schools blog, see below.

FURTHER INFORMATION www.suppliesforschools.co.uk/ blog/supplies-schoolsenvironment-projectcash-competition

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stories; being able to structure them appropriately; the ways in which many writers (often boys) need a visual plan and physical engagement in play and talk before being able to write.

Georgina Dawson is a sole trader with previous, extensive experience as a teacher in primary schools, a tutor in teacher education and a local authority school inspector.

Georgina remains the point of contact, bringing in other educationalists, such as drama teachers.

FURTHER INFORMATION englishteam115@hotmail.com

TRANSPORT SAFETY

Happy Birthday, Benchmark BUSK Benchmark certainly is a rising star; it’s the only star rating for the coach industry in the UK based on legal and safety compliance and it celebrates it’s first birthday in February – just days before BUSK’s 21st anniversary.

Benchmark members are licensed by BUSK, an award-winning, independent not- for-profit organisation, which has been a champion for the safety of children travelling on school transport for over 20 years.

BUSK is often at the forefront of seasonal road safety campaigns and heads National School Transport Safety Week – look out for the recently introduced School Of The Year competition.

Pat Harris, director of BUSK, says: “What pleases me is that for coach operators to have been awarded this status, schools can have confidence that good operators have evidenced their commitment to safety over and above what is legally required.

“The criteria is demanding and is published on the BUSK website.

I’m delighted at the way coach operators have responded to the challenges and standards set by the Benchmark scheme. It already has well over 100 members with more joining all the time.”

Vehicles belonging to Benchmark members are easy to recognise, just look for the Benchmark logo with its green stars displayed on the fleet.

Call Pat Harris for more details.

FURTHER INFORMATION Tel: 01633 274944 buskuk@aol.com www.busk-uk.co.uk

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CEREMONIAL WEAR

PEST CONTROL

Leaving school marks a major turning point not only in education, but also in life itself. Passing exams requires hard work and Graduation Attire believes that such an achievement is worth celebrating.

With the company’s help, by hosting your own leavers’ ceremony you will be able to not only symbolise an important day in the life of both the student and the school, but also celebrate something valuable that glistens with pride: achievement.

Graduation Attire allows you to build your own bespoke graduation package, with a large and diverse selection of garments, gifts and photography, available at unbeatable prices.

Graduation ceremonies, especially in schools, are becoming more and more popular in the UK, and Graduation Attire recognises this.

The company also understands that all schools have varying budgets, and you may think

When it comes to pest control in the education sector, Merlin Environmental is top of its class.

Merlin Environmental is the leading full service pest control company in the education sector and home to Europe’s largest and longest established canine bedbug detection team. Its professional pest controllers are all fully qualified and adhere to the highest industry standards.

The company is a family run business operating throughout the UK. As the ‘expert’s expert’, Merlin Environmental trains and advises many other pest companies. Both BPCA and UKPCO members, its processes and systems are audited to strict membership criteria.

Merlin Environmental has a team of experts on hand (entomologists, field biologists, animal behavioural specialists and environmental health officers) to make sure that any pest problem you have – however unusual – can

Let’s celebrate their achievement in style

your school doesn’t have the financial backing for such an event. Thankfully, you’re most likely to be wrong.

Based on the vast range of stock and the array of materials used, Graduation Attire has the ability to provide any school a truly unforgettable day at a truly affordable price.

Visit the website or speak to Graduation Attire to receive your free ceremony planning kit.

FURTHER INFORMATION Tel: 01234 880956 www.graduationattire.co.uk

OUTDOOR PLAY

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Sniff out any pest problem quickly and effectively

be resolved as quickly and effectively as possible.

In addition to general pest control, the company specialises in bedbug detection and control using the latest technology.

These include bedbug dogs that sniff out bedbugs in a fraction of the time of humans.

The speed and accuracy of the company’s systems have proved invaluable in school dormitories and college halls of residence.

FURTHER INFORMATION Tel: 0800 0377332 adam@merlinenvironmental.co.uk www.merlinenvironmental.co.uk

SCHOOL TRIPS

Artificial grass solutions for schools and nurseries

Unforgettable educational & adventurous school trips

Perfect Grass is an established supplier and installer of artificial grass, with an unrivalled reputation the company offers the highest standard of workmanship and customer service.

The company’s 10 years worth of installation experience has seen it offer artificial grass solutions to schools and nurseries throughout the UK. Whether you are looking for a simple, small play area or a larger more complicated area to be covered, give Perfect Grass a call, now.

Perfect Grass works in partnership with a company with over 15 years’ experience of installing synthetic sports surfaces, including sand-filled, sand-dressed, needle-punched, woven and 3G surfaces.

The company’s products are used extensively for sports such as football, hockey, tennis,

Looking to give pupils a great learning experience they will never forget? Get them out of the classroom and take them on one of Go Ape’s school trips. You’ll find that you all get a lot out of the day.

Go Ape Tree Top Junior offers a great outdoor educational experience and the adventure encourages confidence in the outdoor setting and, most importantly, you’ll all have a lot of fun.

Enjoy Go Ape’s stunning setting for a school trip and create your own classroom in the forest. Your class will be able to complete the new Tree Top Junior adventure, use the forest as their classroom and simply enjoy getting back to nature. Whether you are a school in Dorset, Staffordshire, Hampshire, Norfolk, Suffolk, Surrey or Kent, Go Ape has a Tree Top Junior near you.

What your day could look like: 10am – arrive at the forest.

Gather the tribe and complete

cricket, netball and golf.

All of the company’s products are manufactured in the EU and are tested rigorously to the highest standards, making them the safest and most durable on the market today.

Whatever your requirements, Perfect Grass can make your outside areas accessible 365 days a year and free from maintenance costs.

FURTHER INFORMATION Tel: 020 8166 4168/ 07930 904861 info@perfectgrassltd.co.uk www.perfectgrassltd.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.1

one of the activities suggested.

11.30am – enjoy the Tree Top Junior adventure.

12.30pm – sit down to lunch in the forest (or under the forest shelter if it rains).

1.30pm – complete another of the suggested activities.

2.30pm – leave the forest with great memories of your day.

Please note: Go Ape organises your adventure on Tree Top Junior – the rest is up to you. The adventure costs £12 per pupil.

FURTHER INFORMATION www.goape.co.uk/schools-junior

SCHOOL TRIPS

Experience unforgettable outdoor adventures Mill on the Brue Outdoor Activity Centre is an award-winning family owned and run centre, founded in 1982, that puts quality at the forefront. It is based in south east Somerset on a Victorian farmhouse in it’s own 25 acres of fields, woods and a river valley.

It can accommodate 72 students plus visiting staff on-site, and an additional 50+ in specially erected, fully equipped campsite during the summer months.

A varied programme is individually written for each group with outdoor pursuits that include: high ropes, zip wires, assault course, climbing, canoeing, rafting, tunnelling, archery, orienteering, etc. Plus, there are games, educational projects, problem-solving team tasks and challenge tracks, outdoor cooking and environmental studies.

Most activities are on-site, so groups can try five or six in a day. Qualified, experienced instructors stay with the group for the whole trip.

Visitors will enjoy comfortable centrally heated accommodation, as well as delicious meals with its own organic vegetables and fruit.

Licensed by AALS for rock climbing, canoeing, trekking and rafting, Mill on the Brue is a founder member of and inspected by BAPA, it also holds an LOtC badge.

Open all-year round for groups, including those with special needs. Prices vary depending on the time of year – one cost, no hidden extras.

FURTHER INFORMATION Tel: 01749 812307 info@millonthebrue.co.uk www.millonthebrue.co.uk

OUTDOOR LEARNING

Designing unique outdoor environments Make:good is a small team of playground designers with a unique and engaging process that means the spaces it designs are the right fit for your students.

Between prototypes, conversations and drawings, make:good collaboratively produces designs that accurately match the working and learning philosophies of your school and its students.

Tuning into what stimulates and excites the students is always illuminating and different for every school so make:good designs each playground and outdoor classroom for a specific client.

Models are built for discussion and full-scale prototypes of some pieces are made to help staff see what is being planned.

Temporarily chalking and marking out designs on the ground and walls allows make:good to test how successfully spaces can be navigated and whether all of the school’s desired features

ACTIVITY CENTRES

OUTDOOR PLAY

Hautbois Activity Centre is where your school or college can experience high-quality learning outside the classroom; students can take part in fun outdoor adventures that will enable them to develop, grow and learn in an informal, supportive way.

With over 25 years’ experience, Hautbois delivers challenging, motivating activities for educational visitors of all ages in a safe and trusted environment.

Hautbois is a beautiful 19th century house set in 28 acres of grounds on the River Bure in Coltishall, Norfolk, with its own private cut on to the River providing the perfect location for a safe introduction to watersports.

Hautbois has been awarded the LOtC Quality Badge, making it easier for staff to take students on educational visits. Friendly, experienced and highly qualified staff ensure your stay is as enjoyable as possible. Hautbois can assist with activity sessions, timetables,

Playmaintain takes the safety of your play area seriously and demonstrates this commitment as a member of the reputable health & safety charity, RoSPA. With over 10 years’ experience in the play industry, Playmaintain is able to provide the complete playground package including comprehensive safety inspections, maintenance, repairs, refurbishments of existing equipment as well as new play area design and installation – everything you could need within one company.

Working in partnership with a leading UK playground equipment manufacturer with over 35 years’ experience of playground equipment manufacturing, Playmaintain is able to offer exciting play equipment and safer surfacing to suit all areas and requirements.

Whether your budget is big or small it can find a solution for you. The company is also fully

Action-packed adventure and learning on one site

catering options, accommodation requirements and more.

The company offers a broad and varied programme, catering for Year 3 upwards, and ensures that pupils enjoy the out-of-doors safely, and it can provide risk assessments for all activities.

Suggestions for additional events or requests for specifically tailored packages are always welcome to ensure that Hautbois continues to meet the needs of its customers.

FURTHER INFORMATION Tel: 01603 737357 admin@hautbois.org.uk www.hautbois.org.uk/schools.html

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can be accommodated.

Designs are then adapted to ensure they work effectively.

The company designs spaces that allow for learning to be taken outside and works alongside the curriculum to write lesson plans that utilise the spaces created.

Services offered include: workshops with staff and students; design from concept through to construction drawings; site supervision; lesson plan creation; and resource planning.

FURTHER INFORMATION www.make-good.com

Your playground inspection, maintenance & installation specialist

aware of the increased pressure placed on school budgets and can assure its customers that Playmaintain always has a strong focus on price, quality and value for money with its playground safety inspections starting from £45 subject to location.

Please don’t hesitate to contact a member of Playmaintain’s friendly, customer focused team for more details or to book your inspection today.

FURTHER INFORMATION Tel: 01945 420146 info@playmaintain.co.uk www.playmaintain.co.uk

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FACILITIES MANAGEMENT

FACILITIES MANAGEMENT

Unique Windows London has gone from strength to strength during the past seven years. The business is run to benefit your needs, making your time with the company uniquely effortless.

During the recent past the company’s confidence has been fuelled by leaders of construction such as Keepmoat and Wates acquiring its services to this date. Working with such large companies proves Unique Windows’ capability to work to deadlines on much larger projects. This has led to a healthy relationship with the councils of Merton and Lambeth in helping make London greener and renewing thousands of properties’ windows & doors across these boroughs.

Moreover, during this busy time for Unique, the company installed larger projects in schools, for example at The Priory School in Orpington, The Feltonfleet

Education interior specialists Innova Design Solutions delivered a £2m upgrade of the science facilities at Rochdale’s Hopwood Hall College and secured another major contract win thanks to its design, manufacture and installation expertise.

Innova designed and refitted four laboratories and a preparation room at Hopwood Hall: a vocational college.

The company, based in Manchester, then won the contract for a cutting-edge science lab at Vision West Nottinghamshire College after showcasing an installation Innova had completed for a six-laboratory refurbishment at Shireland Collegiate Academy.

Both Shireland and Hopwood Hall projects incorporated Innova’s unique ‘Hot Corner’ laboratory design, allowing for maximum storage, short lines of communication for teachers, clutter-free work surfaces and an easy-to-manage space.

Window installation with a unique focus on the customer’s requirements

School in West Byfleet and Ravenswood School in Bromley.

No matter the size of the project in hand, anyone who gives Unique Windows their custom will be advised on the best approach for their build and budget and will benefit from expertise gained over 20 years in the industry, from consultant to installer.

FURTHER INFORMATION Tel: 02087 707397 info@uniquewindows london.co.uk www.uniquewindows london.co.uk

LEADERSHIP

EDUCATIONAL TRIPS

HeadCoach is an independent educational consultancy service, providing professional advice and support to the private and public education sectors, across all age groups.

Founder Dr Jean Alder is an experienced secondary headteacher, with experience of challenging contexts, including school closure and start-up, and inspection-driven school improvement.

HeadCoach has particular expertise in the support and development of school leaders, at senior and middle management level, the improvement of the quality of teaching and learning, a systematic phonics approach to the development of academic literacy, development of accountability systems and issues around closing the gap for vulnerable pupils.

HeadCoach can offer bespoke INSET around improving teaching and learning, particularly SEN or bilingual pupils. The development

NCCL delivers the innovative Courts of Justice education programme to students of all ages at the Royal Courts of Justice in London.

It provides quality learning experiences that are engaging, interactive, innovative and delivered in real courtrooms.

NCCL’s activities are National Curriculum-linked and support subjects including history, citizenship, law, English and SMSC. All of which are tailored to meet the needs of students from Key Stage 1 through to Key Stage 5, further education and university level.

All NCCL activities have been developed with the emphasis on ‘learning by doing’, ensuring that what students learn is retained for longer. Your group can choose from a wide range of activities, including: tours of your chosen location; courtroom workshops – students re-enact a historical or contemporary trial in a real courtroom; debates –

HeadCoach: helping headteachers stay ahead

132

Cutting-edge science departments from Innova

of academic literacy can be supported at classroom level, ensuring a consistent approach and rapid pupil progress.

HeadCoach can provide faceto-face or distance mentoring of school leaders. This can be useful for staff newly appointed to leadership, or when a school faces exceptional challenges. The most effective support is agreed individually with each school.

FURTHER INFORMATION office@headcoach.org.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.1

“Sometimes, until people actually see a lab with the ‘Hot Corner’ design, they don’t realise how well it works,” says Innova’s director Melanie Laing.

The Hopwood Hall project, also featured ‘Trespa’ workbenches and interactive teacher walls.

Saf Arfan, director for corporate services at Hopwood Hall, says: “The science labs posed a number of design challenges but Innova produced a creative design that transformed the look. Staff and students were overwhelmed by the design and functionality.”

FURTHER INFORMATION Tel: 0161 477 5300 www.innova-solutions.co.uk

Inspirational school trips to the Royal Courts of Justice

older students have the chance to construct and debate an argument; and object handling – explore the background to original and rare artefacts.

NCCL also delivers the Courts of Justice programme at the unique Galleries of Justice Museum in Nottingham.

Contact NCCL to find out more about its full range of activities and to arrange your visit.

FURTHER INFORMATION Tel: 0115 993 9811 learning@nccl.org.uk www. nccl.org.uk

FIRE SAFETY

FIRE SAFETY

Flamefast specialises in the design, supply, installation and maintenance of the following fire detection and fire suppression systems: fire detection systems; gaseous fire suppression systems; Ansul kitchen fire suppression systems; gas interlocking systems for commercial kitchens; water mist and sprinkler systems; portable fire extinguishers; and voice alarm and public address systems.

The company offers the complete fire detection solution, from small conventional fire systems to large multipanel networked systems.

The fire suppression technologies Flamefast offers ranges from portable extinguishers through to large fixed fire suppression systems, which are installed to meet the clients requirements.

Flamefast is proud to be a partner for the Siemens system, which is fully compliant

According to the Department for Education, each year over 1,300 schools in the UK suffer fires large enough to be attended by fire services, with the average annual cost of school fires standing at £58 million.

With statistics like these and a legal requirement for all schools and colleges to carry out fire risk assessments, it is obvious how important it is to have a designated, fully trained fire safety manager.

Alongside the fire risk assessment, the main duties of the fire safety manager include producing an emergency fire plan, maintenance of fire-fighting equipment, ensuring fire escape routes are kept unobstructed and organising staff fire training.

Vulcan Fire Training has a number of courses suitable for educational facilities: Fire Risk Assessor Course for Schools & Colleges – highly practical intensive three-day course held in-house for up to 12 delegates

Fire detection & suppression Importance of fire training for educational facilities systems and servicing

to British Standards.

The Siemens system also has a revolutionary new smoke detector to ensure the highest degree of safety and fast, very early reaction to flaming fires.

What’s more, these are immune to deceptive phenomena, such as steam, dust or gas.

Flamefast is also the largest installer of kitchen fire suppression (Ansul) in the UK and has been awarded the distributor of the year by Ansul for the last four years.

FURTHER INFORMATION Tel: 01933 420733 Salesouth@flamefast.co.uk www.flamefast-firesuppression.co.uk

PARKING

Parking enforcement systems from ZatPark ZatPark from Unity Five provides cutting-edge parking notice back office technology and cost-effective on-street solutions.

The system offers innovative tools to allow sensitive management of parking resources, with inbuilt appeals handling, automated letter generation and full integration to online payment solutions and on-street cashless payment systems. With optional integration to third-party providers, offering final stage recovery services.

ZatPark has been designed to provide market-leading functionality with cost-effective pricing, this has resulted in over three years’ development work to be able to offer on-street software utilising either Apple iOS or Android-based mobile hardware. This enables customers to benefit from low costs when rolling out on-street devices, which could allow technology to be deployed at a ratio of 3:1 compared to other solutions.

The choice of hardware is extensive and includes rugged waterproof devices from leading manufactures if required.

Existing clients include the NHS, and ZatPark is experienced in supporting them with the unique challenges hospital parking presents. The company understands the sensitivity required to implement and manage such parking schemes.

Contact ZatPark to discuss how its systems can help you with your own challenges.

or on a public basis; Fire Warden Training Schools/Colleges – a half-day course where staff learn the essential duties for fire evacuation and gain knowledge, skills and ability to undertake fire safety duties competently; and Fire Extinguisher & Awareness Training – this is a 90-minute theory and practical course using water and CO2 extinguishers on a fire simulator.

For 2014 course details, visit the website below.

Products & Services

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FURTHER INFORMATION www.vulcanfiretraining.co.uk/ fire-training-courses.html

INFECTION CONTROL

Rapid legionella DNA detection (PCR) The ALcontrol Molecular Biology Laboratory offers rapid, sensitive legionella testing based on the DNA detection of species-specific genes.

The test detects legionella species and legionella pneumophila with results ready within 24 hours of sample delivery. This technology is ideal for facilities managers or those involved in the management of water systems when time doesn’t permit waiting for the results of samples analysed by conventional methods.

This cutting-edge molecular technology is accredited to UKAS 17025 and supported in ALcontrol’s custom-built facility by experienced molecular biologists with backgrounds in water testing who understand

that results can be critical. If you wish to submit a sample, ALcontrol will request that you supply 2x1L: one will be analysed by the conventional culture method as recognised in L8 as well as one by polymerase chain reaction (PCR).

Your results will be reported in genomic units (GU) rather than colony-forming units (CFUs) as PCR defines different properties of the cells.

If a negative result of your sample is obtained using the PCR method then you will always get a negative result for the culture method.

FURTHER INFORMATION Tel: 01709 777309 tellmemore@alcontrol.com www.alcontrol.co.uk

FURTHER INFORMATION Tel: 033 3344 0834 www.zatpark.com

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LEADERSHIP & DEVELOPMENT

Deaf people let down by lack of British Sign Language courses

Are you letting down deaf people in your area because you aren’t offering qualifications in British Sign Language?

The demand for the skills to communicate with deaf people has never been greater, with as many as one in six people in the UK being affected by some degree of hearing loss.

Signature is the leading awarding body offering a varied portfolio of qualifications in deaf communication. The organisation has more than 30 years’ experience in promoting access for deaf and deafblind people and its popular qualifications are suitable for those who wish to learn just for fun right through to professional level.

Signature’s qualifications are accredited by Ofqual, and many are eligible for funding.

The organisation knows that teachers play a key part in the delivery and standards

of its qualifications. Signature provides teaching aids and a comprehensive training programme to support them.

Getting started is easy: to register as a Signature course provider, visit the organisation’s website or contact a member of its friendly customer support team.

With Signature, you can help provide students with the skills and confidence to communicate with people who are deaf or have a hearing loss.

EDUCATIONAL PRODUCTS

Win cash for your school’s environment project One lucky school could win a cash prize to kick-start an environmentally focused project.

Supplies for Schools, a supplier of teaching and learning products to all educational institutions, will give away £250 to the school that can outline details of the best project that the money will help launch.

The online supplier, based in Newtown in Powys, Wales, is a huge advocate of using environmentally friendly products and actively encourages schools to use compatible printer toners, which can be easily recycled and used again.

Entry requirements for the competition are simple: any staff member at the school can submit the school’s entry in the

form of a Facebook wall post, directly on to the Supplies for Schools Facebook page, detailing the project they wish to embark upon and why they should win.

The competition’s closing date is 1 March, 2014. A winner will be selected within one week after the closing date and announced on the Supplies for Schools blog and Facebook page. The winner will also be contacted directly. The terms of entry and specific question to answer are available on the Supplies for Schools blog, see below.

FURTHER INFORMATION www.suppliesforschools.co.uk/ blog/supplies-schoolsenvironment-projectcash-competition

FURTHER INFORMATION Tel: 0191 3831155 enquiries@signature.org.uk www.signature.org.uk

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service Absolute Performance 70 Adobe 26 Adventure Forest 130 AFS Animal Care 89 Air Structures International 76 Alcontrol 133 All Gardening Services 98 Alto Digital 129 ANPR 82 Archimedes Trading 62 Aspect Safety 98 Association of Teachers and Lecturers 120 AVL Consultancy 52 Bridport Banners 116 Bushboard Washroom 96 Busk UK 129 Caledonia Play 57 Castle Composites 92 Ceratech 24 Clearkill 128 CMC Catering 52 Codey Learns 125 Comic Relief UK 64 Comms Express 16 Compliance Surveys 48 Confetti Media 30 Consett YMCA 65 Cornwall Learning 125 CPS Manufacturing 104 Creative Pond 125 D-Tech 22 Darlingtons Group 48 Deckbuilders 58

134

DOHR 10, 106 Eagle Solutions 49 Eastern Shires 17 Elliott UK 42 Epson UK 38 ESPO 106 ETeach 106 EXA – Networks 104 Experian 104 Fairtrade 52 Flamefast UK 133 Flash Sticks 37 Footprint PR 84 Ford Castle 64 Fosco Hayes 78 Frontier Software 88 FSE Design 104 Genee World 80 Graduation Attire 130 GreenFields Garden Services 61 Gresham Office 56 Hautbois Activity 131 Headcoach – Martair 132 Henkel Consumer 122, 123 Ideal Catering 44 InCube 90 Innova Design 132 Innovate Services 50 Inspiring Leaders 21 James O’Brien and Son 81 Jogo Behaviour Support 124 Kyocera Document Solutions 4 Lab Systems Furniture 108 Lapsafe Products 32

EDUCATION BUSINESS MAGAZINE | Volume 19.1

Learning Cultures 25 Lloyds TSB 6 SE Controls 108 London Environmental 128 Make Good 131 Marmot Resources 92 Medium UK 34 Mercury Sports Products 77 Merlin Environmental 130 Metro Security 99 Miele Professional 14 Mike Ayres Design 110 Mill On The Brue 131 Mobile Worxs 128 Move4words CIC 124 My Cognition 38 NCC Education 29 NCCL Education 132 NEC Display 110 Next Print Solutions 40 Nomadic Schools 66 NP Structures 46 Ocean Youth Trust 123 OKI Systems UK 108 ParentPay 108 PC Werth 36 Perfect Grass 130 Play Maintain 131 Playforce 45 Precor 74 Premier Global 8 Quotivity 122 Rathbone Brothers 112, 113 Red Spot HR 12

Reecer Space 98 ROSPA 20 Scholastic 118, 123 School Signs 93 Scientific & Chemical 36 Siemens 60 Signature 134 Simply Health 86 Smoothwall IBC Stage Systems IFC Structured Cabling Services 94 Supplies For Schools 129 Sussex & Surrey Partitioning 100 Targus Europe 28 Tarsus Group 102 Technogym UK 72 The Adventure Company 54 The Cookbook 46 The English Team 129 The School Planner 36 TLO 24 Truelight sound & Vision 123 Trust K9 128 TTS Group 38, 114 U Call 125 UKSA Isle of Wight 69 Unique Windows 132 Unity 5 133 Virgin Trains 68 Virtual College 18 Vulcan Fire Training 133 Widehorizons 124 WST Travel 110 YPO 120

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