Education Business 19.3 by PSI Media

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VOLUME 19.3

MATHS CURRICULUM

COOKING

ASSET TRACKING

SUSTAINABILITY

IT & COMPUTING

MAKING THE GREEN CHOICE

GET UNDERSTANDING SET FOR FREE SCHOOLS COMPUTING Eco-Schools find that the environmental choice is often the wisest FREE SCHOOLS

How is the free school programme performing nearly four years on?

Advice for schools preparing to teach the new Computing Curriculum from September

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VOLUME 19.3

MATHS CURRICULUM

COOKING

ASSET TRACKING

SUSTAINABILITY

MAKING NG THE GREEN CHOICE

IT & COMPUTING

GET UNDERSTANDING NDING SET FOR SCHOOLS OO S COMPUTING FREE SC Eco-Schools find that the environmental choice is often the wisest FREE SCHOOLS

How is the free school programme performing nearly four years on?

Ad Advice dviice for for sch schools hoolls preparing to teach the new Computing Curriculum from September

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Sparks of extremism The row about extremism in Birmingham schools is set to rumble on after a leaked Ofsted report has stated pupils are ‘not being protected from extremist views’ at Golden Hillock School in Sparkhill. It stops short of saying extremism exists. Inspectors concluded leaders and governors were “not doing enough to mitigate against cultural isolation” and this “could leave students vulnerable to the risk of marginalisation from wider British society and the associated risks which could include radicalisation.” The leaked report brands the school, part of the Park View Educational Trust, inadequate and places it in special measures. It is the first from 21 reports into Birmingham schools, ordered by the DfE following an anonymous letter that set out a strategy for a group of hard-line Muslims to install sympathetic staff and governors. Five other Birmingham schools are expected to be placed in special measures.

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Golden Hillock School was judged to require improvement when Ofsted visited in January 2013. It has since become part of Park View’s Academy chain. Ironically, the chair of Park View Educational Trust, Tahir Alam, has himself worked as an Ofsted Inspector – not directly employed by Ofsted, but one of the three companies it ‘outsources’ inspections to. Their contracts will not be renewed when they expire in August 2015. A Department for Education spokesperson said: “The allegations made are very serious and we are investigating all evidence put to us in conjunction with Ofsted, Birmingham City Council and the police. It is absolutely vital these investigations are carried out impartially, without pre-judgment.” Reaction from the school was swift and protective: “The trust accepts that there is room for improvement at its schools, but categorically does not accept that Golden Hillock School is inadequate.” As we go to press, the political row had postponed the release of the Ofsted inspections, meaning parents of the pupils at Golden Hillock were still not able to see its full contents, only read about it in the newspapers. A strange state of affairs, and a worrying precedent.

Danny Wright

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Volume 19.3 | EDUCATION BUSINESS MAGAZINE

James

Planning lessons, marking papers

Mary

Jennifer

and dodging spitballs have gone Google. Thousands of schools have already gone Google, using Apps and Chromebooks for Education. Why not learn more?

google.co.uk/edu

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CONTENTS EDUCATION BUSINESS 19.3 11

07 EDUCATION BRIEFER

83 SUSTAINABILITY

13 FREE SCHOOLS

91 LANDSCAPING

May and Gove clash over who should get tough on extremism; Ofqual consultation looks to scrap ‘soft’ exam subjects Natalie Evans from the Free Schools Network explains all there is to know about free schools

17 ACADEMIES

The growth of the Academies Programme and the emergence of Multi-Academy Trusts has changed the nature of recruitment

21 FINANCE The ATL’s Martin Freedman on performance related pay; CIPP’s Diana Bruce writes on Employment Allowances; BESA director Caroline Wright on leasing; and Liz Walters of the NASBM on SBM Primary Cluster Grants

55 73

39 STAFF INCENTIVES

Andrew Johnson from the UKGCVA makes the case for gift cards when incentivising and motivating employees

45 MATHS CURRICULM

Dr Ruth Trundley talks us through the key changes to the new primary maths curriculum and offers advice

49 IT & COMPUTING

Teaching experts give their views on how schools can get ready for the new computing curriculum; naace’s CEO Mark Chambers offers tips for schools teaching the new computing curriculum; and Mark Chambers examines how classroom technology has changed the way we learn

67 ASSET TRACKING 109

Education Business looks into recent developments in asset tracking technology that enables more effective management of equipment and resources

73 EDUCATION BUSINESS AWARDS 2014

A preview of the Awards that recognise outstanding achievements in education

79 SEN

Bridget Bolwell evaluates nasen’s SEN inspection guidance

Education Business

Contents

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Eco-Schools in England have demonstrated innovative yet simple ways to become more environmentally-friendly

The external space around a school building is an amazing resource waiting to be brought alive, writes BALI’s Denise Ewbank

95 CLEANING

Daniella Paolozzi from BICSc examines the importance of good hygienic practice

99 HEALTH & SAFETY

Fiona Riley and Tabitha Cave on behalf of the IOSH Education Group discus the legal requirement for first aid provision in schools

103 CATERING

The School Food Plan starts a new era for school food, writes Jayne Greatorex from the Children’s Food Trust

109 COOKERY LESSONS

The Children’s Food Trust shares tips for running compulsory cooking classes

113 SPORT & LEISURE

Pupils from all over the country got the chance to meet Olympic heptathlon champion Jessica Ennis-Hill

117 SPORT & LEISURE

20 May saw the country’s best young athletes celebrated at the 4th annual Sky Sports Living for Sports Awards

121 AFTER SCHOOL CLUBS

Out-of-school clubs can deliver value beyond profit margins, writes Catherine Wrench, of the Out of School Alliance

125 SCHOOL TRIPS

Today’s youth hostels are helping school children from all backgrounds to participate in a range of different activities, writes YHA’s Jamie Walls

133 TRANSPORT

What legal issues will you need to consider when using minibuses to provide transport for pupils?

136 PRODUCTS & SERVICES

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FUTURE YOU LOOK AFTER THEIR

AND WE’LL FOCUS ON YOURS

At Lloyds Bank we understand education. We have relationship managers in your area with specialist knowledge and local insight. It’s one reason why more than half of all Academies already choose to bank with us. Talk to us about how we can support your Academy. lloydsbank.com/schoolbanking

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MATHS

POLITICS

May and Gove clash over who Exam head should get tough on extremism outlines

Education Briefer

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new Maths curriculum

An internal row has developed between Education Secretary Michael Gove and Home Secretary Theresa May over which department can get tough on extremism in schools. Amid reports that concerns were raised about Birmingham’s ‘Trojan Horse’ schools as far back as 2008, Theresa May wrote to Education Secretary Michael Gove calling for stricter rules for tackling Islamist extremism. The Home Secretary writes: “The allegations relating to schools in Birmingham raise serious questions about the quality of school governance and oversight arrangements in the maintained sector, not just the supplementary schools that would be signatories to this Code of Practice. “How did it come to pass, for example, that one of the governors at Park View was the chairman of the education committee of the Muslim Council of Britain? Is it true that Birmingham City Council was warned about these allegations in 2008? Is it true that the Department for Education was warned in 2010? If so, why did nobody act? “I am aware that several investigations are still ongoing and those investigations are yet to conclude. But it is clear to me that

we will need to take clear action to improve the quality of staffing and governance if we are to prevent extremism in schools.” Following the letter, May and Gove tried to diffuse the situation by issuing a joint statement, which read: “Michael Gove and Theresa May are working together to ensure we get to the bottom of what has happened in Birmingham and take the necessary steps to fix it.” The results of an Ofsted inspection of 21 schools, ordered by Gove after claims that conservative Muslims were trying to infiltrate the governing bodies of Birmingham schools in a plot dubbed “Operation Trojan horse”, have been delayed. This comes after Sir Tim Brighouse, a former chief education officer in Birmingham, claimed in a letter to the Guardian that the inspectors had an agenda that calls into question Ofsted’s claims to be objective and professional. Their letter says Ofsted is being guided by an “ideology at odds with the traditional British values, particularly fairness, justice and READ MORE: respect for tinyurl.com/p3jvafb others.”

SCIENCE EDUCATION

INSPECTIONS

ASE slams Gove’s call on practical work The Association for Science Education (ASE) has issued a statement condemning Michael Gove’s plans to separate the grade for practical work from the main grade at science A Level. The organisation says that as inquiry is central to scientific learning, this move will “strike at the very heart of science pedagogy.” The ASE says: “Practical work is an intrinsic part of working scientifically. Given the accountability pressures in schools, the ASE is concerned that these developments will reduce the crucial experience of practical work for students – assessment requirements often determine how READ MORE: students tinyurl.com/q6y989n are taught.”

The chief executive of the exam board OCR has said that a revised maths GCSE will be a “quantum leap for teachers” as he released details of the new, more comprehensive exam qualification. Mark Dawe said: “Feedback from teachers has been positive, but we don’t underestimate the challenge that the switch to ‘Big Maths’ will create for them.” The new exam, which will be taught from September 2015, will cover almost twice as much as the current maths curriculum and the qualification will be double-weighted to incentivise the subject in schools. This follows Michael Gove’s announcement that it must “demand deeper and broader mathematical understanding.” Gove said: “We anticipate that schools will want to increase the time spent teaching mathematics. On average, secondary schools in England spend only 116 hours per year teaching mathematics, which international studies show is far less time than that spent on this vital subject by our competitors.” Some have expressed concern at the curriculum changes. The DfE acknowledged after a consultation that: “In our discussions with key stakeholders, including awarding organisations and mathematics subject bodies, they raised concerns regarding the increased content and the level of challenge overall.”

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cover one or more local authority areas, and from school budgets, not from the ESG.” The Incorporated Society of Musicians (ISM) has responded: “By tampering with the delicate ecology of music education, there could be unintended consequences such as undermining progression routes from school through to both university and conservatoire and an adverse impact on the creation of the next generation of musicians. “With the music industry being worth over £3.5 billion to the British economy, we simply cannot READ MORE: take this tinyurl.com/ltsh364 risk”.

PUPIL INTAKE

Rise in ‘banding’ could affect disadvantaged pupils, says charity The policy of ‘banding’ students into ability levels in order to ensure a broad mixture of pupils could work against disadvantaged pupils, the Comprehensive Future group has said. The use of banding and random allocation is on the rise, particularly in London. The Sutton Trust, an education charity, welcomed the policy in a report earlier this year: “While banding is not a panacea, it can contribute to creating more balanced intakes than would otherwise be the case.” Comprehensive Future’s recent survey argues that relying on parents bringing children to be tested could “exclude” deprived pupils, and that while banding is seen as a “fair and transparent way of ensuring that schools are comprehensive”, it is not always reliable. The report says: “A confusing situation in which banding arrangements could differ from school to school and even in the same local authority. The number of bands used varies from three to nine.

“In a few areas the test is taken by all children in their primary schools, but in most cases children have to go to the secondary school at a particular time to take the test. “This eliminates a whole trance of children whose parents do not, for whatever reason, bring them to be tested and is likely to exclude some of the most deprived and disadvantaged.” The organisation argues for a review of secondary admissions in England and for standardised banding tests across local authority areas.

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Northern Ireland Education minister John O’Dowd plans to substitute a single education body and chief executive for the five education boards currently operating in the country. The proposed Education and Skills Authority (ESA) would be a larger version of the current boards, with similar powers. The ESA was first proposed in 2007 but met with resistance from Unionists who had concerns over who would represent schools attended mostly by Protestants. O’Dowd has put a new proposal to the Stormont education committee which he hopes will prove less controversial.

BESA reports a positive view of policy changes The British Educational Suppliers Association (BESA) has published the results of a survey which indicates that schools have an increasingly positive view of curriculum and policy changes. Leadership teams in 581 schools (308 primary and 273 secondary) were consulted for the ‘Strategic and Curriculum Change’ paper, which found that 37 per cent had a negative view of changes, down from 68 per cent in 2013. There was an increase across the board in focus on reporting and assessment. 76 per cent of primary schools (70 per cent authority, 92 per cent academy) and 75 per cent of secondary schools (66 per cent authority, 87 per cent academy) are increasing their focus on Pupil Premium reporting. The report also looks at assessment patterns – 79 per cent of respondents said they were shifting from summative to formative assessment, while end of lesson assent remained important to 62 per cent. Another trend identified in the research was that of governors, bursars, senior leadership teams and classroom teachers having greater responsibility when it comes to purchasing decisions, TO READ MORE VISIT: and external advisors tinyurl.com/p7xvppy exerting less influence.

WELLBEING

Sheffield Study looks into children’s activity levels Teachers and students have very different views of whether pupils are doing enough exercise to stay healthy, according to new research by Sheffield Hallam University looking at 330 pupils in primary schools across Barnsley. 67 per cent of the children surveyed “totally agreed” they were exercising enough, while only five per cent of teachers said the same of their pupils. When teachers were asked how to encourage greater uptake almost 40 per cent advocated a greater variety of school sports clubs, while just over a tenth of the pupils thought this was important. Pupils and teachers agreed that after-school was the best time for exercise. Only 16 per cent of the pupils said they enjoyed exercising in PE lessons, many saying they

preferred to be active at break. Darren Padgett of Team Activ, the social enterprise that administered the research, said: “The proverb ‘a sound mind dwells in a sound body’ was the basis of this research as we are firm believers that there is a relationship between a child doing physical activity and improvement in academic achievement. “The research shows that children and adults have a very different approach to school sports but it’s important to listen to children. Schools need to address why pupils are not engaging with PE lessons and look at providing activities they enjoy.” READ MORE: tinyurl.com/ougz9zv

Problem schools allowed to take up free IP camera surveillance trial The Department for Education is permitting schools to trial state-of-the-art surveillance equipment in a crackdown on pupils dealing and taking drugs on their premises. Schools have been given the freedom to choose for themselves on whether to trial the system after the Department for Education said it does not have the authority to make a countrywide decision. Two schools in Herefordshire, a school in Liverpool and one in Waltham Forest in north east London have taken up a trial by security camera firm WatchBot, which lets teachers and parent TO READ MORE VISIT: access the cameras over tinyurl.com/lzgxrr5 the Internet.

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ALL EYES ON

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NEW SCHOOLS

UNDERSTANDING FREE SCHOOLS Come September 2014 there will be nearly 300 free schools open across England which once full will provide around 150,000 new places. No small feat for a programme that began just over three years ago. Drawing on the experience of new school programmes in Sweden and the US, free schools enable groups of parents, teachers, charities, existing schools or other organisations to respond to a need for a new school in their community – whether for extra places, to raise standards or offer choice. Unlike their Swedish and

American counterparts however, they are not allowed to make a profit. Set up to meet a variety of needs, there are three main types of free schools. The majority are mainstream (which includes primary, secondary or 16-19), but there are also Special free schools and those that offer Alternative Provision for students that have been excluded or are at risk of exclusion. Like all state schools, they have to teach a broad and balanced curriculum with a focus on English, Maths and Science; they are however free to vary their curricula

Free schoolstheir ide can dec dates and m own terof school day length more time for to give ng as well as learni g greater offerin ibility flex

FROM APPLICATION TO OPENING Setting up a new school is a challenging process that requires a dedicated group of individuals with the right expertise as well as strong evidence that the free school is actually needed and wanted by that 

Written by Natalie Evans, director, New Schools Network

Free schools have undergone a rapid rate of growth since their introduction just over three years ago and many are proving popular, as well as demonstrating early signs of strong performance. Natalie Evans, director of the New Schools Network, explains all there is to know about free schools

in order to specialise in certain subjects such as STEM, to provide a bilingual education or to use teaching methods from other countries. They are also free to decide their own term dates and length of school day to give more time for learning and extracurricular activities as well as offering greater flexibility to working parents. It is these freedoms that have attracted such a wide variety of groups to establish new free schools. Teachers have particularly seized the opportunity to set up a new school; 67 per cent of free schools have been started by groups led by teachers, existing successful schools, academy chains or existing providers. The opportunity to create an innovative, alternative education for pupils has seen the likes of the National Autistic Society, Everton Football Club and Eton College decide to enter the state education sector in order to increase the number of children whose lives they improve.

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The successful Perry Beeches Academy has opened Perry Beeches II Free School

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Case Study

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Pitch perfect partnership – Yamaha and Taunton School plan a musical future together Taunton School is the latest educational institution to join Yamaha’s Music Education Partner programme. To officially launch this exciting new partnership, Yamaha is supporting Taunton School in promoting the Taunton School Piano Festival from 13-15 June 2014, at which international artists Martin Roscoe and Harry ‘The Piano’ will be headlining. The concert schedule will run alongside a diverse programme of events including workshops and master-classes for school pupils and the wider community. All concerts and workshops are open to the public and the school is strongly encouraging local music lovers to come and participate, as performers, observers or audience members. Taunton School’s director of music Mark Cracknell says: “From top international recitalists to music for two pianos, workshops and master-classes with talented students, this weekend promises to be a wonderful celebration of the piano and high quality music making. We are proud to be in musical partnership with Yamaha, guaranteeing our pupils access to the highest quality instruments and musical experiences.” Yamaha’s education business manager

Taunton School

David Halford says: “It is hugely rewarding to see the Yamaha Music Education Partner programme in action at this event. As a result of their dedication to enhancing the musical experience of their students, Taunton School has invested in new Yamaha musical instruments and is now reaping the additional benefits both for the school and for the community. “We very much look forward to supporting the school in the future with an exciting programme of musical activities and events that both inspire and promote the hard work of the students

and the music department staff.” Yamaha’s Music Education Partner programme offers schools a unique opportunity to partner the world’s leading musical instrument brand and enjoy highly effective, high impact events with world class artists and practitioners. It also offers the added value of national and international media opportunities, thus keeping partner schools in the news, a key advantage in today’s competitive environment. As well as gaining access to the finest musical instruments and professional audio systems at advantageous rates, partner schools benefit from industry leading technical and logistical support, Yamaha training programmes, and introductions to specialist financial service partner providers. For further information regarding the Taunton School Piano Festival and to learn more about the Yamaha Music Education Partner initiative, contact Yamaha’s education business manager David Halford. FURTHER INFORMATION Tel: 07967 708765 david_halford@gmx.yamaha.com www.yamaha.com

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Yamaha’s expanding Music Education Partner initiative is performing an increasingly vital role in supporting the musical activities of schools and institutions. We offer a range of guaranteed benefits and an opportunity to significantly enhance the value of students’ musical experience while creating valuable media opportunities for participating establishments. To find out what we can achieve together, contact our Education Business Manager, David Halford, on 07967 708765 or email david_halford@gmx.yamaha.com.

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NEW SCHOOLS

Any organisation hoping to open a free school is only permitted to use public money once approved. During the pre-opening stage, prospective schools receive a project development grant intended to cover aspects such as recruitment and marketing  community. The support of local parents (or students in the case of 16-19 provision) is vital as they need to sign up to the group’s vision for a new school. They have to express not only their interest in a new school but their interest in that particular school and commit to making it their first choice if it was to open. Essentially supporting a school which, at that stage, exists only on paper. It is also imperative to show an understanding of the needs of local children and how any new school will meet these needs, whether that’s a higher number of pupils with English as an Additional Language or a focus on preparing young people for the world of work. Only after handing in their 100+ page document and going through a lengthy interview process with the Department for Education will a group find out if their bid has been successful. Then follows a rigorous pre‑opening stage, in which the team must create a school and demonstrate their readiness to open. This means securing premises, teaching staff, etc. while holding a public consultation with the local community. Quite rightly, the free school application process is a demanding one, even for existing ‘Outstanding’ schools and is designed to ensure that only the best and most capable applicant groups are selected to open new schools. THE FUNDING STRUCTURE: NEW ACADEMIES Any group or organisation hoping to open a free school is only permitted to use public money once they have been approved. During the pre-opening stage, prospective free schools receive a project development grant intended to cover aspects such as staff recruitment, marketing and project management support. Alongside this is the money invested by the Education Funding Agency which will secure a preferred site as well as covering core costs to support the school set-up. Some schools face the prospect of locating in temporary accommodation for their first years whilst their permanent site is refurbished, however whilst this may prove inconvenient, it hasn’t prevented them from delivering a high standard of education from day one. A recent National Audit Office report found that new free schools have cost 45 per cent less than those set up under previous school building programmes. This is in part due to the creative manner in which free schools have converted existing sites to suit their needs; for example Heyford Park free school is located on a former RAF airbase in

Oxfordshire and has even incorporated the base’s history into the curriculum, whilst Sir Isaac Newton Sixth Form has just completed its move into Norwich’s disused fire station. Open free schools are funded in the same manner as Academy schools and are in fact legally classed as Academies. They are held account financially to the Department for Education through their funding agreement which also sets out the high standards of education expected of them as a new school. Once full, free schools receive exactly the same per-pupil funding as any state school. THE EVIDENCE OF SUCCESS SO FAR Free schools have undergone an unprecedented rate of growth since their introduction, especially compared to previous new school programmes, and are proving extremely popular as well as demonstrating early signs of strong performance. Free schools are inspected by Ofsted quickly – in their second year of operation, some just four terms after they opened. It is early to make comparisons, not even 50 free school inspection reports have been published to date, however, when compared to all schools inspected during the same period, under the new, more rigorous Ofsted framework, free schools are performing well: 73 per cent have been judged as “outstanding” or “good”, compared with 63 per cent of other schools. Just as important is their popularity with parents. A recent survey of free schools carried out by the Department for Education showed that free schools have attracted almost three applications for every place this September. This included schools such as King’s Leadership Academy, Warrington which received 275 applications for 120 places or Bristol Cathedral Primary School that had 201 for their 30 places. What makes their popularity all the more encouraging is that the vast majority have only been open for just one or two years, showing how in a short space of time free schools have already become the preferred choice for many parents. FIND OUT MORE New Schools Network is an independent charity set up in 2009 to improve the quality of education – particularly for the most deprived – by increasing the number of independent, innovative schools within the state sector. We work to support groups through the application process, all our support is free. Many of our resources are available to any group that is considering

Free Schools

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applying to run a Free School but we also have a more intensive programme of support that has a limited number of places. We have provided some element of support to around 70 per cent of the currently open and approved Free Schools and our Development Programme is designed to ensure we give our most intensive help to groups that we believe have the highest potential to become outstanding schools, particularly where they will reach deprived communities. If you are interested in setting up a free school contact us to find out how we can help.  FURTHER INFORMATION www.newschoolsnetwork.org

Free school stories Reach Academy, Feltham Opened in 2012 in Hounslow, London, this all-through school was set up by a group of teachers who wanted to raise educational standards in the area. One of their core aims is for as many pupils as possible progress to university so every stage of their education is designed with this end goal in mind. It was the first all-through free school to be judged to be ‘Outstanding’ by Ofsted. Brighton Bilingual Primary School Brighton Bilingual became the first state funded English-Spanish bilingual primary school in the country when it opened in 2012. Half of the curriculum is taught in English with the other half taught in Spanish. The group of parents and teachers behind the school are hoping to replicate their success and open a sister school in London. Everton Free School This Alternative Provision free school was set-up for pupils who have struggled in mainstream education and are at risk of exclusion. It was set up by Everton In The Community, the charitable arm of Everton Football Club and the school uses sport to encourage young people to reconnect with education. Perry Beeches II The Free School The original Perry Beeches Academy, an ‘Outstanding’ secondary school in Birmingham, chose to replicate their success by opening Perry Beeches II. They have also opened Perry Beeches III and are approved to open a fourth this September. In keeping with their vision of ‘Achievement for All’, staff are also expected to learn alongside pupils, with many undertaking additional qualifications. The school has developed partnerships with a number of local businesses, including HSBC and Tesco to help prepare children for adult life.

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

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RECRUITMENT

The growth of the Academies Programme and the emergence of Multi-Academy Trusts has changed the nature of recruitment and poses a new challenge for governors. The Independent Academies Association examines the current recruitment market and advises on how to secure the best talent for your academy Getting the right Principal is crucial to the success of an Academy, however, the growing demand for experienced leaders and other changes can make it more difficult to recruit the right person for a senior role. The recruitment market is shifting with the growth of the Academies Programme and the emergence of Multi-Academy Trusts. While this has resulted in real improvements in the classroom, it has also changed the nature of recruitment and sometimes makes it harder for governors to run a recruitment process. However, by navigating the shifting sands governing bodies can take advantage of the new opportunities available through system-reform. The IAA has been helping governors with advice and guidance, built on a heritage of leading state funded independent schools. This advice is available through the Executive Office, Board Members and through the association’s conferences. Some questions are clear when speaking to governors and recruitment professionals. HOW HAS THE RAPID GROWTH OF ACADEMIES AFFECTED RECRUITMENT? The growth of Academies has led to a new flexibility and a greater diversity of provision which has had a direct impact on recruitment in both primary and secondary sectors. Governors are using the freedom to set pay and conditions for leaders and this has led to a move away from the old pay bands with a greater emphasis on rewarding talented leaders. According to Richard Gould, the general manager for leadership and recruitment at Capita Resourcing, the growth of the programme has also created a new type of leader, principals who are more focused and innovative in their approach and are also more commercially experienced. In addition, the growth of Multi-Academy Trusts (MATs) has helped produce a new cadre of leaders who are responding to the challenge of leading large trusts, driving forward school improvement on several sites.

HOW HAS THE MARKET CHANGED IN OTHER WAYS? Changes to Ofsted and accountability measures have led to greater pressure on Academies and schools to show rapid improvement. Mike Phillips, managing director of the Advising Consultants, Pentir, said: “Improvement in results and Ofsted judgements make or break reputations of individuals and organisations in the field. Recruitment and retention of high quality people at the top of Academies is therefore a critical factor for success.” While greater accountability has been welcomed for its role in helping to drive up quality, it can make it harder to recruit Principals both for schools in special measures and those given an outstanding grade before Ofsted changed its criteria. HOW IS THE INCREASE IN MATS AFFECTING RECRUITMENT AND RETENTION? More recruitment is carried out within MATs, says Aaron Ashton, recruitment director of TES Prime, as they develop their succession planning to bring on future leaders. This can have significant benefits, reducing the costs and risks of recruitment and ensuring business continuity. However, there can sometimes be a down side for stand-alone Academies, because of the opportunities within MATs although one solution can be for stand‑alone Academies to get professional help. The high profile of some MATs can also attract ambitious leaders, as they may enjoy being in an organisation which is seen by some as having greater influence, according to John Carter, of Veredus. However, the number of free schools which are opening or in development is also creating a wider range of opportunities. At the same time, but separate to these developments, many young leaders are also being developed through programmes like Teach First and Future Leaders.

Written by the Independent Academies Association

NAVIGATING THE SHIFTING SANDS OF RECRUITMENT

HOW DO YOU HOLD ON TO GOOD PEOPLE IN THE CURRENT MARKET? The most effective way to hold on to Principals and senior leaders is to offer them progression and this is one of the reasons MATs have been successful in developing their own talent, something that has been noticed by John Carter. Philip O’Hear, chair of governors of the London Academy, which has recently become a small MAT, commented: “We have developed two principals from within through our approach to succession planning which runs through the Academy from our extensive work with Teach First upwards. However, the timing of personal development and organisational do not always match so we have also lost outstanding leaders but this adds to capacity in the system.” Principals are clearly not just in the profession for the money, added opportunities to develop are often the best ways to retain senior leaders, which also can help their Academy or MAT. This can range from offering to pay for an MBA to allowing a Principal to carry out work with other Academies, as a consultant or mentor, some Academies are thinking outside the box and are also considering retention bonuses. While Academy budgets are not as flexible as they were there is an awareness that the market is competitive, even though this is tempered by the natural desire of governors to try to manage salary budgets. Richard Gould describes the negotiations as “not a perfect science” but a process of “good people knowing what they are worth, coming into contact with governing bodies sometimes wanting to pay less than most candidates will want.” Another issue which has come to the fore with teachers but also affects Principals is how best to use performance bonuses. While a simple approach may be easy to administer, there are advantages in getting the right range of accountability measures. The balance is to make sure the range of KPIs is wide enough to link to the full range of school improvement objectives while keeping it manageable. “Performance has to be secured against all the KPIs,” Richard Gould emphasises. However, Aarron Ashton believes PRP linked to KPIs is less of a feature than it used to be a few years ago.

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WHAT IS THE BEST WAY TO RECRUIT PRINCIPALS IN THE PRESENT MARKET? There is no simple solution to recruiting the right Principal for a particular role and it does depend on the nature of the Academy in question, how far it has developed, together with the nature of the local and regional recruitment market. For some governing bodies advertising will lead to a healthy field of well qualified candidates who can then be considered and suitable ones short listed for interview. 

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RECRUITMENT  For others the response may be very different. However, Philip O’Hear who has worked extensively advising Pentir, says his advice to governing bodies would be always to use search in addition to advertisement. “The key to successful Principal appointments is to create a field of a small number of outstanding leaders all of whom have evidenced their ability to do the job. Then the selection depends on the match of values and approach between the Academy, governors and appointed candidate. That match is critical to success in the role.” One approach being used by some governing bodies is to widen the recruitment pool through using recruitment consultants who can approach Principals who may not be thinking of looking for a new role and as a result they may be able to find a better field. Firms also say they can widen the interest in advertisements, through their experience of marketing roles and they offer support in short listing and selection, including in areas like assessment centres and psychometric tests. Though recruitment consultants will often outsource these specialised parts of the process they do have experience in helping clients to weigh up the evidence from psychometric tests or other tools like an in-tray exercise. There seems to have been an increase in the number of Academies looking for professional help, although the proportion using recruitment consultants is relatively

small. Many governing bodies appear to prefer to test the market themselves with an advert first and in the primary sector there are also real constraints on the potential spending on recruitment. HOW MUCH WEIGHT SHOULD BE PUT ON PSYCHOMETRIC TESTS? Psychometric tests can attract interest and comment but for many professionals the issue is not whether to use them, but how best to use them. The tests are best seen as a useful tool and part of a wider tool kit of measures which help governors gain insights into a candidate’s strengths and weaknesses and their style of leadership, according to John Carter. The question for many Academies is not whether a potential Principal can do the job but how well will they fit with the corporate culture of a particular Academy or MAT. This aspect of assessment is where psychometric tests can play a particularly useful role, especially when taken in context with evidence from interview or an applicant’s career development. Academies and schools can face real challenges recruiting the right leader. But change also creates opportunities and there is real scope to innovate in the way they recruit and as a result to achieve a much better outcome by recruiting the strongest possible leaders for their academies and MATs. 

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Case study: Huish Episcopi Academy IAA Board Member, Martyn Coles, provided external advice to the Academy in Somerset when it recruited a new principal, helping with short listing and attending the three day interview process. Sue Wright, chair of directors, said: “Whilst having a bank of expertise within our Directors we approached the IAA for additional assistance and were put in touch with one of their advisers, himself a previous Principal. “He helped out with short listing via e-mail and then attended the three day interview process, we benefitted both from his knowledge and experience and found his presence very reassuring. It was definitely a process we would recommend to other Academies.” FURTHER INFORMATION Tel: 0115 942 1238 iaainfo@iaa.uk.net www.iaa.uk.net

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Written by Liz Walters, training & development director, NASBM

SCHOOL BUSINESS MANAGEMENT

BRINGING BUSINESS MINDS TO PRIMARIES

As the application deadline draws near for the government’s SBM Primary Cluster Grant, which will enable groups of primary schools to take on a school business manager, Liz Walters of the National Association of School Business Management (NASBM) explains how it works The ‘Review of Efficiency in the Schools System’ (Department for Education, June 2013) concluded that one of the seven key characteristics of the most efficient schools is that they employ, or have access to, a skilled school business management professional who takes on a leadership role. Less than half of the state-funded primary schools in England currently have access to a school business management professional while over 90 per cent of secondary schools do. One of the recommendations arising from the Department for Education’s Review was therefore to “provide small start-up grants to enable clusters of primary schools to take on a school business manager, who could then provide support to the entire group. The grant would last one year only,

to contribute towards the initial recruitment costs, but we would then expect the role to become self-sustaining as the schools start to reap the benefits of that expertise.” GRANT SCHEME NASBM is managing this grant programme on behalf of the Department, working closely with its strategic partner FASNA. The Department intends to make up to around

200 grants of £25,000 available to support the appointment of a school business management professional by a cluster of schools. The cluster must be made up of a minimum of four schools, at least 75 per cent of which must be primary schools, and must be able to match fund the grant award. Applications will be considered from: schools coming together for the first time with the aim of recruiting a school business 

Less than half of the state-funded primary schools in England currently have access to a school business management professional while over 90 per cent of secondary schools do Volume 19.3 | EDUCATION BUSINESS MAGAZINE

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SCHOOL BUSINESS MANAGEMENT

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 management professional; schools that already have a school business manager professional who are able to establish a new role to support other schools in an existing or new cluster and enable them to access a school business management professional; and finally existing school clusters with no school business management professional who decide to recruit one. The role must encompass both operational and strategic responsibilities to drive forward efficiencies so that the post in sustainable beyond the life-time of the grant. The application window opens closes 5.00pm 13 June 2014. CRITERIA Applications will be scored against a strict set of criteria. Regarding cluster size and structure, the cluster comprises a minimum of four schools, of which at least 75 per cent are primary schools, and a lead school has been identified. Clusters comprising all primary schools are also acceptable. The grant application must have full support of all the head teachers and chairs of governors in the cluster schools, who will have agreed a joint rationale for the new school business management role. Understanding of the school business management professional role is another consideration. There must be a joint understanding across the cluster of how the new role will be deployed to support both operational and strategic objectives, with agreement on key responsibilities and priorities. There need to be clear governance and accountability structures in place, specifically to account for the management of the grant and the deployment of the school business management professional role. The cluster should be able to recruit and appoint a suitably qualified and experienced school business management professional within the required timeframe, i.e. no later than 20 December 2014. The cluster has to provide the necessary additional finance to secure the appointment of a school business management professional role in a strategic and senior leadership position for 12 months and has plans in place to sustain the role after the grant award. Finally, the cluster must be able to provide support to the new school business management professional to enable them to be successful in their role. If you would like advice on establishing a school business management professional role, including how the role can be deployed across clusters of schools or advice on recruitment, please contact NASBM. Free information and advice is available from one of NASBM’s Associate Practitioners, a team of experienced SBMs located in all regions.  FURTHER INFORMATION www.nasbm.co.uk

Things to consider before applying If you are considering applying for this grant, you may wish to consider the following questions as you develop your proposal: Who needs to be involved in developing your application? • Governors and senior leadership teams will have to approve the grant application. Is there anyone else who should be involved? • Are you familiar with the Review of Efficiencies in the School System report? • Has the need for a SBM already been identified or will a case have to be developed to get their agreement? • Can you use already scheduled meetings to discuss the grant application or do you need to schedule additional meetings and/or set up a working group? Who will be your partners? • Can you build on existing collaborative work? • Have you got time to establish totally new collaborative arrangements? • Can you learn from the experience of other schools nearby who are already sharing a SBM? How will the SBM be employed? • Will the SBM be employed by one school or will you look to set up other collaborative structures to employ the SBM? • On what basis will you employ the SBM? Will it be a permanent post? • How will you agree the key roles and responsibilities of the new SBM role? • At what salary will the post be advertised? Where will you advertise the role? • Who will line manage the new SBM? • Where will the SBM be based? • How will the new SBM be supported in their role? How will the finances work? • Where are the match funds to come from? • Who needs to agree? What is your strategy to ensure the sustainability of the SBM post beyond the grant period? • How will you measure the impact and effectiveness of the new SBM role?

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PERFORMANCE RELATED PAY

In September there will be a radical change to the way teacher pay is determined. Martin Freedman of the Association of Teachers and Lecturers (ATL) shares his views on the main issues From September, uncertainty about salaries will be of concern to all teachers for the first time. Last year, the government removed the incremental points on teachers’ pay scales to encourage the 20,000 plus schools in England and Wales to design their own pay structures, saying this would enable “good” teaching to be rewarded. The single pay system set out in the School Teachers’ Pay and Conditions

Document, and in use since 1988, will be under threat from over 20,000 potential pay policies if each school sets up its own. Until now, teachers have been able to see a prospective career path. There was a clearly defined pay scale, and teachers were sure that, as their experience increased, so would their pay. It didn’t matter whether the teacher was working in a rural school

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Written by Martin Freedman, director of economic strategy and negotiations, ATL

THE FUTURE OF TEACHER PAY

in the south west or an inner city school in the north east, the national pay scale ensured that every good teacher teaching broadly similar groups of children would receive an equivalent salary. And there was enough flexibility in the system to reward or promote excellent teachers. CAREER STRUCTURE My union, ATL, believes that it is essential for graduates to know there is a clear career structure within teaching. If graduates cannot see that they can make a reasonable living from teaching, fewer are likely to choose it as their career. It is not cheap to become a teacher. Most students face a £27,000 loan for fees for their first degree and then to teach have to follow this with the additional cost of a further year’s training to gain their teaching qualification. If top graduates are put off going into teaching because of uncertainty about future pay and career prospects, we will struggle to maintain the improvements in pupil attainment that we have seen in recent years. The School Teachers’ Review Body, which recommended the removal of the incremental pay points, has suggested keeping a reference pay scale to help show teachers what they could expect to be paid at the different stages of their career. We think this is essential to ensure that teachers feel confident they are not being short changed by their school, and that their pay is progressing in line with the national average. We have strongly recommended that school governing bodies adopt the reference scale and cause as little disruption as they can within their school by making as few changes as possible to the pay structure. We are concerned that schools would face a huge unnecessary administrative burden if they introduced their own pay scales. Head teachers and governing bodies are not pay experts. They should be concentrating on improving the standards of teaching and learning in their schools, and ensuring their pupils have the best possible education. They should not be spending their time devising new pay policies when a perfectly acceptable model already exists. APPRAISAL It is extremely difficult to devise a pay policy for an organisation as complex as a school. Schools will need to get their basic salary right to enable them to attract staff, and they will need to ensure they have a transparent and fair process for pay progression. And to recruit the best staff, a school will need its salaries to be competitive with those at neighbouring schools. From September, the performance appraisal process, which was designed to support and improve teaching, will also be used to determine a teacher’s pay progression. We have grave concerns about this because the performance appraisal system for teachers is inconsistent across the country. Many 

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PERFORMANCE RELATED PAY

Last year, the government removed the incremental points on teachers’ pay scales to encourage schools in England and Wales to design their own pay structures, saying this would enable “good” teaching to be rewarded  ATL members say they do not have an annual appraisal despite this having been a statutory requirement since 2000. In addition, it is very difficult to assess a teacher’s performance properly. The easiest way to do the new style performance appraisal will be to link any pay progression to the outcome of the performance appraisal process in a purely mechanistic way. However, this would be totally unfair since the objectives used to measure a teacher’s performance for their appraisal are often unsuitable for determining pay progression. Rightly, schools are most interested in how well pupils perform. But it would be incredibly difficult and complex to link the performance of a class of pupils to the teaching and performance of any single teacher since so many other teachers and teaching assistants, as well as the head, and culture of the school all play a part inside school. And that’s without taking into consideration any external factors such as parental support and family expectations. Which teacher is going to welcome teaching the most demanding and difficult pupils if they know that, despite their best efforts, those pupils are not going to make

the required improvements in their grades to meet the teacher’s objectives? Teachers with an eye on their career are less likely to gain the experience of teaching the most challenging pupils if they believe that doing so may damage their career prospects. And there is not a single piece of research that shows there is a link between teachers’ pay and the outcomes for children. We believe the appraisal system should do more than simply provide a mechanism for determining pay and career progression. A good appraisal system should help teachers develop and allow them to openly talk about the aspects of their role they wish to improve. It should also allow teachers the scope to express their future career aspirations, and be a means of ensuring they receive the necessary training and support to achieve this. UNFAIR DECISIONS The most important principle of the performance appraisal system is that there should not be any surprises for a teacher when it comes to their review. Any concerns the appraiser has over a teacher’s performance needs to be raised during the year. Otherwise, the new system gives carte blanche for schools

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to base pay decisions on how much money is available, whether a teacher’s face fits, or on something as simple as if they volunteer to drive the school minibus at weekends. When launching the changes, the government said its aim was to allow schools to pay the best teachers more. In the current financial circumstances, this is simply not possible. In the public sector money is very tight, and employee costs are a significant chunk of every school’s budget. Schools will be faced with near impossible decisions about how to reward all those teachers who expect and deserve to be recognised in the annual pay review. We fear decisions will frequently be subjective and arbitrary, as they have been in other parts of the public sector – notably the civil service – where performance pay has been introduced. It would be unfair and demoralising for a teacher’s career to be held back when they deserve to progress. The government is living in a parallel universe if it does not believe that this would cause acute problems in attracting and retaining the most able teachers. ATL members also have concerns about the impact the change to performance related progression will have on equality. Schools will need to be very careful that every decision they make about a teacher’s salary is made in an open and transparent way. We are already seeing more challenges to appraisal decisions made by schools because increasing numbers of women teachers in their 50s are suddenly being told their teaching is not up to scratch and are being replaced by younger, cheaper teachers. TEACHER EXODUS In short, the government has forced a pay system upon teachers that was designed to reward staff in sales or production, where output is clearly measurable. The banking system has already shown us the destruction that can be wrought by doling out large bonuses to so-called high performers. It is unfathomable why this approach is now being applied to the people who educate our children. The government’s only possible rationale for this is to reduce the overall teachers’ pay bill as part of its austerity plan. Young graduates do not go into teaching to earn big money; they do it to make a difference to the lives of their pupils. It is stressful enough to stand in front of a class day after day and maintain your energy and enthusiasm if children are mucking around or generally paying little attention. If your career prospects now depend on how much money the school has left in its budget, or the whim of a head teacher, or the caprice of an appraisal system, we will undoubtedly see an exodus of teachers that will easily top the 40 per cent who currently leave in their first five years.  FURTHER INFORMATION www.atl.org.uk

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PAYROLL

Diana Bruce of the Chartered Institute of Payroll Professionals explains the newly created National Insurance Contribution Employment Allowance, of note to free schools and academies

The Chancellor announced the creation of a National Insurance Contributions (NICs) Employment Allowance in the 2013 Budget. From 6 April 2014 this new initiative enables eligible companies to reduce their Employer/Secondary Class 1 NICs bill by up to £2,000 a year. ELIGIBLITY Employers can claim the Employment Allowance if they are a business or charity (including Community Amateur

Sports Clubs) that pays employer Class 1 NICs on their employees’ or directors’ earnings. If the company belongs to a group of companies or the charity is part of a charities structure, only one company or charity can claim the allowance and it is up to the employer to decide which company or charity will claim. Only one claim of £2,000 Employment Allowance against one PAYE scheme is allowed – even if a business runs multiple schemes. Not all businesses can claim the

If run by public funding then the school will not be permitted to claim the allowance, but if it is an academy, which has charitable status, it can claim. If it is an independent school which is a trading business it can also claim

Written by Diana Bruce, senior policy liaison officer, CIPP

EMPLOYMENT ALLOWANCES FOR SCHOOLS

Employment Allowance; there are some that are excluded such as those who employ someone for personal, household or domestic work, such as a nanny, au pair, chauffeur, gardener or care support worker. The CIPP asked HMRC to reconsider their decision on this as surely if they are employers and have to pay employer’s NI then they should be eligible and not excluded from the allowance. It seems to go against the government’s perpetual claims to be helping businesses of all size. Public authorities cannot claim and includes local, district, town and parish councils. Also those businesses who carry out functions either wholly or mainly of a public nature (unless they have charitable status) cannot claim, i.e. NHS, GP and prison services. If someone is responsible for the payroll in a school they will need to ascertain what type of school it is. If run by public funding then the school will not be permitted to claim the allowance, but if it is an academy, which has charitable status, it can claim. If it is an independent school which is a trading business it can also claim.

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PAYROLL SOFTWARE Employers can use their own payroll software to give notice to HMRC that they are going to claim the Employment Allowance, using a field on the Employer Payment Summary (EPS). However not all software providers supply an EPS facility and if this is the case, HMRC’s Basic PAYE Tools (BPT) can be used to make the claim. If only using the BPT to claim the Employment Allowance, but using their own software to operate the payroll, businesses will need to keep a record. Any records that relate to a claim must be kept for a minimum period of three years after the end of the tax year in which the Employment Allowance was claimed. The records must show why the company was entitled to claim the allowance, how much allowance was used (or in some circumstances repaid) and what liabilities the allowance covered. If a business changes their payroll software, they won’t need to make the claim for Employment Allowance again as HMRC will automatically carry the claim forward each tax year. However a new EPS may need to be submitted if the new software requires this to enable the claim. CLAIMING When making a claim the employer Class 1 NICs payment must be reduced by an amount of Employment Allowance equal to the employer Class 1 NICs due, but not more than £2,000 per year. Deductions must be made from qualifying payments as they occur in the tax year. For example, if the employer Class 1 NICs is £3,000 each month then in April the full annual allowance would be used and an employer would have to pay the excess £1,000 to HMRC and continue to 

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PAYROLL  pay employer NICs liability as normal for the rest of the tax year. However if the monthly employer Class 1 NICs is £200 each month, then in each month from April to January the NICs bill would be reduced by £200 (equalling the £2,000 allowance by the tenth month) and then the remaining NICs paid as normal for the last two months of the tax year. Guidance states that employers will be able to see how much of their Employment Allowance has been used in the ‘View PAYE Liabilities and Payments’ in HMRCs Online Service. However there have been some reconciliation issues which we hope are rectified to ensure the introduction of the Employment Allowance does not cause further confusion for those affected. If for whatever reason a company doesn’t claim the Employment Allowance they are entitled to at the beginning of the tax year, they can claim it at any point through the year. The allowance can also be claimed for a previous tax year (from 2014/15 only) after the end of the tax year that the allowance relates to and this can be done up to four years later. UNUSED ALLOWANCE If a business with more than one PAYE scheme does not use the full £2,000 allowance during the year on the nominated PAYE scheme then it can apply to HMRC at the end of the tax year for a refund of any unused balance. This can only be done if the business has employer Class 1 NICs liability on other PAYE schemes, and their PAYE payments are all up to date. If a refund is not applied for and there is an unused balance then the employer can apply to HMRC to use this against any forthcoming PAYE debt. If a business did not use their Employment Allowance award in full (for example if it claimed the Employment Allowance late and did not have enough employer Class 1 NICs liability for the remaining part of the year), HMRC will offset the balance against other current or future PAYE liabilities, to ensure the allowance is not lost. Where a claim is made after the end of the tax year, this will be offset against any outstanding PAYE liabilities or current/future liability, or employers can ask HMRC for a payment of any balance, again provided their PAYE payments are all up to date. What a business cannot do is move their Employment Allowance to another PAYE scheme during the tax year. However they can stop their claim at the end of the tax year, nominate another PAYE scheme in the new tax year, before making any NICs or PAYE payments, and make a new claim against that scheme. If a business changes ownership before the full £2,000 allowance is used, guidance states that any claim stops when a business changes ownership and the new owner will be able to make a claim in their own right. Under these circumstances an employer cannot transfer any balance of unused

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If a business with more than one PAYE scheme does not use the full £2,000 allowance during the year on the nominated PAYE scheme then it can apply to HMRC at the end of the tax year for a refund of any unused balance allowance between the businesses. The CIPP has asked HMRC exactly how the process of refunds and reallocation will work and at the time of writing this article, we had not received clarification. We have been assured verbally that guidance will be updated in plenty of time to allow for these situations in the next tax year. CONNECTED COMPANIES If a company has control of another company, or both companies are under the control of the same person or persons, for example; companies linked in a group, then these companies are connected so can only claim one Employment Allowance. If the same person or connected persons control two or more charities and the charities share the same, or substantially similar, purpose and activities, or both charities belong to a group of charities, the charities for the purpose of the Employment Allowance are connected. If a charity controls a trading business, they are also considered connected for the purposes of the Employment Allowance. Where this is the case, there is entitlement to only one Employment Allowance to use against one PAYE scheme regardless of how many PAYE schemes are in operation. If the business controls a charity, they are not connected and they can claim the Employment Allowance for both the company and the charity.

It is up to the employer to nominate which PAYE scheme to claim the allowance against but common sense dictates that it will be one with at least £2,000 of employer NICs liability (or the highest) to ensure the maximum amount is claimed. It would be worth checking at the start of the tax year whether the PAYE scheme elected is still the right one. Another scheme might be able to attract to the full allowance value, so it may be worth changing at this point. A question that has been raised by CIPP members is regarding those who run a client’s payroll and the client does not agree that they are a connected company and request that you claim for each business on their behalf? They could argue for example, that a chain of shops all run independently with their own VAT and company registration, should each be eligible in their own right for the Employment Allowance. This is where very carefully worded service level agreements would be advisable to ensure that it is clear under whose instruction the allowance is claimed and that overall liability falls with the client. Full and detailed guidance is available on Gov.uk and is being updated over the course of this year to reflect scenarios that have and undoubtedly will continue to happen during the first year of the Employment Allowance.  FURTHER INFORMATION www.cipp.org.uk

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

Education Leasing Solutions UniLink Finance is a leading lease advisor to the Education Sector and is uniquely placed to provide independent and competitive lease funding solutions which comply with Education legislation. Funding requirements for Academies & Schools can be complex but UniLink Finance has over 25 years experience delivering cost effective and transparent finance solutions to our clients. Our experienced team will discuss your requirements and can offer practical advice to help you make the best choice when it comes to your equipment leasing. We offer competitive solutions on a range of equipment including: • All ICT & Notebooks • Minibuses • Gym Equipment • Synthetic Sports Pitches • Solar PV and Biogas Boilers • Modular Classrooms

www.schoolsleasing.co.uk Contact us for a quote or to discuss your requirements: Tel: 0844 887 5544 Email: phil@unilinkfinance.co.uk

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LEASING

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THE NEED FOR CLEAR LEASING GUIDANCE The changes in schools’ financial management over recent years have been two-fold. Increasing autonomy means that schools now have to be astute investors and secondly, the annual increase in investment over previous years has led schools, parents and students to have a high level of expectation for new resources, both hardware and software. Schools have therefore been looking at using various routes to manage their budgets, with leasing as an option. Using leasing to manage their own procurement and cash flow and spreading the cost of resources over a number of years certainly helps schools by giving them the ability to acquire the technology they need now, rather than waiting until funding arrives. In terms of having the latest technologies in each classroom, the majority of available leases for school equipment allows

for technology upgrades, enabling schools to manage the longevity of their products. FINANCE FLEXIBILITY Depending on the term of the lease, as new equipment becomes available schools can upgrade to the latest models, often at the same monthly fee. Of course, the upgrade usually comes with a new fixed term contract, but many ICT equipment leasing programmes schools have the

flexibility to add-on extra computer equipment, or upgrade current equipment. Another popular advantage of leasing in schools is the ability to forecast expenditure. In the event that an item needs replacing quickly, such as a server, schools can do so with a relatively minor monthly adjustment to the budget, instead of a lump sum that could seriously affect cash flow. Leasing is also inflation friendly. Although inflation will be built into the lease, it is 

Written by Caroline Wright, director, BESA

In recent years many schools have fallen victim to the widely publicised large-scale equipment leasing scandal, with some schools signing to pay as much as 10 times the value of the leased equipment. BESA director Caroline Wright gives advice on leasing and provides an outline of the work BESA is doing with the government to reduce the chances of this mis-selling happening again

BESA believes that the government can achieve substantial savings in school budgets by making a small change to the current leasing and finance guidance it provides to schools

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

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FINANCE & LEASING

HAS YOUR SCHOOL BEEN DUPED INTO A ‘TOXIC’ LEASE?

The Leasing Advisory Service has discovered that many schools have been duped into ‘toxic’ leasing agreements. This article looks at how schools can save thousands by addressing this issue The Leasing Advisory Service is led by directors Simon Lloyd and Martin Tucker, who with their management team have over 75 years’ experience in the leasing and financial services sector. Having investigated asset leases for over 3 years within the education sector, the Leasing Advisory Service has unearthed a problem that is potentially crippling the UK’s education system. This problem could already be infecting your school by draining your finances through toxic leasing agreements and contracts. This could be a result of decisions made by previous

excellent value, but in reality provided an ‘open chequebook’ to the suppliers. Fully aware of the time restraints placed on teachers, whose priorities were the welfare and education of the students, the salespeople exploited the needs of the school. In many cases the major issue was the restructuring of these lease agreements at regular intervals. The offer to provide a ‘free upgrade’ or to provide the school with free equipment, all at no extra cost were in reality cleverly designed and marketed products to seemingly offer enhanced provision to the school for no extra quarterly payment.

Aware of the lack of information regarding the value and price of such equipment and the complexity of lease agreements, supplier and finance companies worked together to produce a product, which on the surface appeared excellent value, but in reality provided an ‘open chequebook’ to the suppliers senior leaders, or by you or colleagues being misled into poor value lease agreements. LACK OF INFORMATION Following legislation to allow schools more freedom and autonomy in spending their budgets many suppliers and finance companies developed products and solutions aimed at assisting schools to manage their budgets. Unfortunately, not all these solutions had the aim of benefiting the schools, but rather the lining of their own coffers. The supply of essential equipment such as photocopiers and telephone equipment were a prime area to exploit. Aware of the lack of information regarding the value and price of such equipment and the complexity of lease agreements, supplier and finance companies worked together to produce a product which on the surface appeared

EDUCATION BUSINESS MAGAZINE | Volume 19.3

In fact, by creating a new lease which incorporates a settlement of a previous lease, or an upgrade on an existing lease, the cost liability to the school increases significantly. The Leasing Advisory Service was integral in helping the both the BBC Radio 5 live investigates and BBC’s Panorama broadcasting programmes about the wrong doing being committed by leasing and supplier companies with the UK education sector. However, despite it being exposed it still leaves many schools with current leases, with several payments left to make, or still suffering from cuts in essential services due to the amount of money spent on previous lease agreements. WIDESPREAD ISSUE Some believe they have no option but to see these agreements through to the end, or to make further cuts as a result of monies spent. This is not the case. Firstly, if you think your school has a toxic

lease agreement, you are not alone. So many school leaders, heads, bursars, business managers, deputy heads, and PTA members in schools throughout the UK have been hoodwinked into the same situation. So what can be done now? Well, were you aware that schools could have their current toxic leases cancelled, saving thousands of pounds on the school budget? That schools are entitled to receive refunds on expired toxic leases and that no that no liability is attached to the school or individuals involved? The Leasing Advisory Service has researched and taken leading legal advice on the issues surrounding these agreements working closely with a highly respected firm of solicitors and as a result the company has assisted many schools in seeking remedy to their lease agreement issues. THE SOLUTION The Leasing Advisory Service has helped School A reduce its lease liabilities from £850,000 over the next 3 years to £50,000, helped School B have its remaining £450,000+ lease liability written off, helped School C have its remaining £40,000 lease payments cancelled and receive a refund of overpaid premiums and have help several schools write off future liabilities of between £9,000 - £450,000. These are just a few examples, so how can The Leasing Advisory Service help your school? The company offers a free, no obligation and totally confidential audit of your current and expired lease agreements and will indicate if the agreement offers fair and reasonable value, indicate if the agreement has toxic issues and advise you what can be done to rectify these issues. The Leasing Advisory can then work on your behalf in righting these wrongs. HOW THE LEASING ADVISORY SERVICE CAN HELP The company is fully aware, as are the finance companies, that you certainly do not have the time and maybe not the in depth contract and legal knowledge to challenge the leases yourself, so The Leasing Advisory Service will ensure that your time is kept to a minimum. The company is passionate about helping schools redress these toxic leases whilst allowing you to concentrate on your school and its students. L FURTHER INFORMATION Contact: Simon or Martin Tel: 0333 240 1221 simon.lloyd@leasing advisoryservice.com martin.tucker@ leasingadvisoryservice.com

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LEASING Caroline Wright

 based on the current cost of the products rather than how much they will cost at the end of the contract. Of course, with the price of many ICT products falling, this could equally be a disadvantage. THE NEED FOR CLEAR GUIDANCE The justification for leasing in schools appears to be irrefutable, if government guidance is clear and only reputable financial service

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BESA is working with the government to ensure that leasing contracts are straight forward, transparent, and cannot be altered by a finance company at any time during the term of the lease providers are used. For these reasons, we are currently calling on the government to clarify its guidance to schools on leasing. As previously mentioned, schools are currently only able to use operating leases. An operating lease involves the school paying a rental fee for the hire of an asset for a period of time, similar to a rental agreement. Schools are therefore not allowed to take out a finance lease which can be likened to a loan. The products are owned by the school and should be reflected as such in its accounts. We believe that the government can achieve substantial savings in school budgets by making a small change to the current leasing and finance guidance it provides to schools. By amending current leasing guidance to reflect industry best practice, schools will be able to secure better value leasing contracts that are more relevant to their educational needs. These changes would also help to achieve multi-million pounds savings across the

sector, supporting the government in the delivering of its publicised efficiency targets. New guidance supported and promoted by this industry, would also ensure that schools benefit from clearer, simpler guidance, and cut down on the mismanagement of leasing arrangements by schools that have recently been publicly highlighted. BESA is working with the government to ensure that leasing contracts are straight forward, transparent, and cannot be altered by a finance company at any time during the term of the lease. We will keep you updated on any changes. In the meantime, if in doubt, always ensure the supplier and leasing company are BESA members. This will mean they are signed up to a code of best practice business operation, fully understand the sector’s needs and will have access to invaluable support.  FURTHER INFORMATION www.besa.org.uk

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PURCHASING

AN INNOVATIVE APPROACH TO PROCUREMENT

The UK’s largest publicly owned buying organisation, YPO, is proud to support the Education Business Awards YPO is the UK’s largest publicly owned buying organisation, made up of 13 local government member authorities and an expanding list of associate member authorities across the wider public sector. Whilst the organisation has just celebrated its 40th anniversary as YPO, the company’s roots can actually be traced back to 1915 when it began operating as West Riding County Supplies. In 1974, Yorkshire Purchasing Organisation was established constitutionally as a Joint Committee of local authorities. The aim was to aggregate the procurement spend of its owning local authorities and help drive public sector efficiency savings through its bulk buying power for supplies and contract services. Following a re-brand at the end of 2012, the organisation is today known as YPO and employs over 500 people in the Yorkshire region. With primary and secondary education as its core business, YPO currently has a market share of approximately 35 per cent.

Each year, YPO supplies a diverse range of products including over 30 million exercise books, 230 tons of glue sticks and five million pom-poms to schools throughout the UK. MAKING THE BEST OF YOUR BUDGET Over the past four decades, YPO has worked tirelessly to help public sector customers make the best use of their ever squeezed budgets. From schools and charities to the NHS and emergency services, the organisation has consistently returned its profits to the public purse and, to date, has given back £105 million to the public sector. YPO’s Share of Profits Loyalty Scheme, which has been running since 2011, has also given back over £5.4 million to its customers. Just this month, YPO has released its annual results which highlight yet another year on year rise in base turnover, meaning that it can continue to give even more back to the public. YPO is focused on growth. Currently

YPO’s innovative approach is seen in its new free support and advice service for academies, designed to help school business managers navigate through the often daunting procurement and purchasing processes

in the final year of a three year growth strategy, the past few years has seen the organisation change significantly. Following a refresh of its brand, the organisation launched its first ever national marketing campaign and continues to expand into new geographical areas, most recently securing a place on contracts to supply to all 900 local authority schools in Northern Ireland. Just last year, YPO managed £0.5 billion worth of annual spend and saved its local authority members over £12 million. This year, the organisation has ambitious plans and has already secured the title of ‘Supplier of the Year’ at the BESA Education Resources Awards 2014. It also has a strong voice on industry issues. For instance, it contributed to the Communities and Local Government Select Committee report, which found that councils across the country need to get the best possible value from the money they spend on procuring goods and services. INNOVATIVE APPROACH YPO’s innovative approach is seen in its new free support and advice service for academies, designed to help school business managers navigate through the often daunting procurement and purchasing processes. The YPO Procurement Service for Academies offers access to a dedicated procurement helpline and category specialists, who can provide industry and market expertise. The recently launched subscription service provides the assurances that school business managers need and offers varying levels of support, from basic level, which provides them with a direct line to skilled procurement advisors and access to 150 EU compliant arrangements, right through to full project delivery, a bespoke service that offers full contract management and specification development. SERVING THE PUBLIC SECTOR In 2014, YPO aims to make the shift from catalogue purchasing to online ordering following the launch of its new e-commerce website. Designed to be interactive, and with features such as order tracking and online invoice payment, the aim is to move a third of offline orders online within the first three years and make the ordering process more efficient. These next three years provide a period of major opportunity for YPO and, as an organisation with a significant history, strong customer loyalty, and a committed and motivated workforce, YPO is looking forward to continuing to serve the public sector for many years to come. L

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Volume 19.3 | EDUCATION BUSINESS MAGAZINE

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STAFF REWARDS

A PAT ON THE BACK

Staff Incentives

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Retaining key teaching staff is a vital factor for many schools, and one way to show staff they are valued is by offering incentives. Andrew Johnson, director general of the UK Gift Card & Voucher Association (UKGCVA), makes the case for gift cards when incentivising and motivating employees Written by Andrew Johnson, director general, UKGCVA

Staff commitment is especially critical in the tough economic conditions that schools are facing today as teachers continue to work in a continually stressful environment, sometimes on low pay. Retaining key teaching staff is therefore more important than ever. The most successful schools are those that worry about motivating their staff members as much as they worry about delighting the pupils and their parents. Whilst it may be tempting for schools to think they can save money by cutting the incentives budget, it is actually a false economy. A school is its teachers. Poor staff performance can therefore directly impact students. Schools and education establishments must therefore provide rewards to incentivise and motivate their teachers to boost commitment and confidence and sustain morale. The stronger the focus and commitment from a team of teachers, the more likely the school will accomplish the results it is aiming to achieve, and more. Our latest results showed that likefor-like corporate sales of gift cards and vouchers were up by 5.56 per cent in the B2B market for the first quarter of 2014. This demonstrates that employers, including educational establishments, are witnessing the benefits of rewarding hard-working teachers with gift cards and vouchers as part of staff incentive or reward schemes.

t Whilst i pting tem may be hools to for sc can save ey think th y cutting the b money ves budget, it incenti ually a false is act nomy eco

REWARDING STAFF Traditionally schools and parents have rewarded staff by giving them chocolates or ‘bottle of something’ at Christmas. These gifts may be nice, but are not necessarily memorable or very motivating. Certainly the bottle of something gets noticed, but it can often be unappreciated and just dumped in a kitchen cupboard. Teachers are notably better motivated when they have the ability to choose their rewards themselves. A series of smaller rewards, handed out more frequently, can be used one at a time, or accumulated to make a larger, more significant purchase of something they may not normally consider buying for themselves. This is a real gift and certainly makes the teacher feel valued. At every school, there will always be a variety of personalities within a staff 

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STAFF REWARDS  room, so when recognising achievement and hard work, it is important to reward staff appropriately with a personalised gift that they will value. Demonstrating appreciation of an individual’s different tastes and brand preferences can have a big impact on their professional performance.

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BONUS CULTURE Cash bonuses are one of the more traditional ways teachers are rewarded by the schools they work for. Usually, this bonus arrives months later included in their payslip and can be overlooked, or swallowed up within their day-to-day living expenses. Schools should not just give extra rewards in a pay packet as not only does the teacher pay tax on it, but giving a gift card or voucher provides added value that gives the employee something special that they can only spend on themselves. A PERSONAL GIFT Gift cards and vouchers are a great way to give a personal gift to an employee without running the risk of them not liking your choice or buying the wrong thing. There is no point in giving a present as an incentive for motivation that they already have or something that they really dislike or will never use. The variety of gift cards and vouchers available on the market means that, if an employer can select the right gift card for each employee, the reward gesture can be inspiring and motivating to the individual. School boards should encourage parent associations to reward teachers at the end of term by collectively coming together and putting money towards a voucher or gift card. So that staff members can be thoughtfully distinguished from one another, it might be better to choose one that has a wide range of choices and products, such as a department store voucher. Perhaps if one member of staff regularly eats out, they could use their gift card for a meal with friends, whereas another individual with a passion for handbags could indulge it by spending their reward at a high street fashion store. This makes it a real treat for the receiver to choose their own reward and spend the gift voucher as they wish. Vouchers do not have to just be about shopping either, but could be about an experience or activity closely tailored to that individual’s preferences. These can give teachers the opportunity to do something special which is outside their work, such as relaxing at a spa, or spending time with their family. Teachers can also be rewarded with vouchers for extracurricular activity, such as a theatre visit or sports, which can be an unofficial way of awarding over-time. There are also “one for all” or multi-store gift vouchers that can provide an even wider choice. ADVANTAGES OF REWARDING STAFF Rewarding staff with gift cards and vouchers can be very easy to manage for administration

Incentives for students Great Wyrley Performing Arts High School in Staffordshire has had a student reward programme in place since 2011. Barry Stokes, Head of year 10 explains: “We already have pretty good attendance rates, but are always looking for ways to improve this, together with pupil attainment and behaviour. We continue to award certificates throughout the school, however once our pupils reach teenage years we’ve found that they are more responsive when we introduce additional incentives. Last year, for example, we took a group of year 10 students (aged14/15 years) to a nearby army barracks for a day where they were able to participate in assault courses and other challenging activities. This year we decided to use gift vouchers – they are both simple to administer, yet extremely effective, and our pupils have expressed keen interest. After some initial research New Look came out as the store of choice – it offers great value fashion and we have nearly ten stores within a ten mile radius, so it’s very accessible to everyone.” The scheme, called Progress Rewards will reward three key elements across the year 10 group – attendance, attainment and behaviour. Pupils who have 100 per cent attendance over a term, meet attainment targets and demonstrate good citizenship will be rewarded with both a certificate and a New Look gift voucher. “We will monitor these three key targets and assuming that sustained improvements are seen then we expect the programme to continue into next year. In addition to these ongoing activities, we are also considering on the spot rewards – using ‘guerrilla tactics’ to keep the students on their toes, which may be something as simple as entering a classroom and asking the teacher to nominate one student who has impressed them during that lesson,” Barry concludes. staff within schools, as this type of gifting is easy to organise and facilitate. They can pre-plan and buy vouchers and cards in stores or via various web sites; whilst they also have the last-minute option of giving a gift ‘on the day’, by utilising the digital methods now available. Ultimately, vouchers and gift cards can be a great way to improve staff performance and create a stable and loyal workplace, leading to the overall success of the school. It is therefore important

that employers keep it fresh and do not let it become a predictable occurrence. It is important to remember the ultimate aim – to recognise both the individual and that individual’s efforts. Finding the right gift card or voucher from the right place, for the right person, can be the biggest motivator and really show your staff you care.  FURTHER INFORMATION www.ukgcva.co.uk

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

ICT SOLUTIONS FOR THE CLASSROOM

From the largest LEA to the smallest primary school, Misco.co.uk has a wide range of ICT deals that are perfect for the classroom. From mobility deals to enhance 1:1 learning to the latest infrastructure for the classroom, we have some great offers for education. Find out more at misco.co.uk/education

1. Acer Iconia W4 Windows 8.1 Tablet • Intel® Atom™ Z3740 Processor • 8.1” HD IPS display • 2GB RAM • 32GB eMMC • Windows 8.1 • Microsoft Office 2013 Home & Student.

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• Built-in identity-based access control, networkbased mobile device management, and simplified client health statistics • Central administrator can control port, power, and wireless access remotely.

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5. Brother HL-2250DN Mono Laser Printer

6. Griffin MultiDock 10 Bay

• High speed 26ppm mono printing • Double sided printing as standard • Network ready for easy sharing • First page out in less than 7 seconds • 1 year warranty, plus a FREE 3 year warranty offer.

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4. Logitech BCC950 ConferenceCam • Motorized pan, tilt and zoom • Full HD 1080p 30fps video calling • Integrated full duplex omnidirectional speakerphone • Carl Zeiss Optics with 9 point auto focus • Remote control.

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7. Epson EB-X20 2700 ANSI Lumens XGA Projector

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• 1920 x 1080p Full HD Resolution • 2ms Response Time • 5,000,000 Contrast Ratio • VGA, DVI & HDMI Connectivity • Built in speakers • Energy Star and TCO Certified.

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*Visit our product pages for full details. Advertised product price is after cashback, and excludes VAT & delivery. Cashback amount includes VAT. Terms & conditions apply. For full details visit www.misco.co.uk/terms. Prices are correct at time of publication but are subject to change.

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9. Targus Black Carry Case For Laptop Up to 15.6” • Compatible with laptops up to 15.6” • Riveted handle for comfort • Removable shoulder strap with cushioned pad • Internal pocket for accessories • Limited lifetime warranty.

10. Greenline Dell 760SD Refurb PC

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• Intel® Core™ 2 Duo E8400 (3.0GHz) processor • 4GB RAM / 160GB hard drive • DVD-ROM optical drive • Windows® 7 Professional • 1 year warranty.

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Getting the most out of parents evenings Parent-teacher interviews are the cornerstone of the relationship between parents and teachers. The easier it is to book the appointment, the more parents will attend – and School Interviews makes booking so much easier. Using School Interviews makes it as easy as 123 for the school support staff to set up, it literally takes minutes, NOT HOURS! For schools, it’s as easy as 123 to set up the Parents Evening:  Set up the event. Dates, times, and length of each appointment.  Add teachers and their schedules. You can also copy teachers to and from SIMS via CSV file or an Excel spreadsheet by clicking the “Teacher Data” link.  Open bookings to parents. Advise them either by email/SMS text, via the school’s website or school newsletter. Remember to include: 1 A link to our website address www.schoolinterviews.co.uk 2 The unique event code that School Interviews automatically generates for you. For parents it’s as easy as 123 to book their appointments as well: They first enter their name, their student’s name(s), and their email address On the next page they pick the teachers they want to meet. First select the subject or year, then choose from the list of teachers

Then they’ll see a timetable showing when their chosen teachers are available. They simply click on a time that suits them “Parents Evening is tonight and most, if not all, the teachers are full and some of our less able parents were able to make appointments themselves! Just wanted to say thank you and say what a great system it is! Saved us a lot of paper and trees.” Cippenham Primary School Sign up for a free no-obligation trial for one month and see exactly how School Interviews will revolutionise parents evenings at your school, just visit the website and click on the ‘School Sign Up’ button.

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PRIMARY MATHS

MAKING SENSE OF THE MATHS CURRICULUM

The one dominant concern for teachers with any new curriculum is the steps that have to be taken to achieve the revised standards. As a result of this, we have schools across the country, investing a lot of time producing their own primary mathematics framework, and possibly all coming up against the same challenges and making the same errors. So let’s look at what has changed. The first thing that teachers will notice is the clear drive to raise standards; much of the content that would previously have been positioned in the secondary curriculum, such as long division and an increasingly complex understanding of concepts such as fractions and decimals,

now appear in the primary curriculum. Primary teachers therefore are having to revise in order to teach these skill levels that they may not have had to teach for many years, if ever. The good news is that our new primary maths curriculum is, we are told, not designed to be a straitjacket, but one that provides guidance in the various curriculum areas. However the required change in the structure of learning is quite exact and very different from the way maths has, generally been taught previously. The central feature is the

move away from teaching mathematics as distinct disconnected concepts. WHAT TO TEACH Connections between mathematical concepts are now stipulated to be crucial and therefore the most important change in the new primary mathematics curriculum, is the emphasis on bringing them together. Previously we have separated them out into domains; first we teach addition, then subtraction, then division, then fractions followed by percentages, but of course it is vital that our students understand how these segmented concepts are interconnected. We need to work to develop pre-conceptual understanding with children and not just teaching them how. They have to get underneath what is going on, not just be able to do it. Only by having this understanding can children know which mathematical concepts can be applied to solve each problem. While there are few that wouldn’t applaud this change, without a framework, teachers are left to re-write their teaching plan. The danger of the way the new curriculum is presented is that these core aims that underpin the learning objectives are at the front of the document only; because they don’t appear in year groups, the danger is that they will be missed. This core requirement is backed up by the prohibition of calculators in the KS2 SATs exams from 2014. If children are not fluent with various ways of problem solving, in their head or on paper the suggestion is that they haven’t fully understood all the patterns and number connections. Mental fluency is the name of the game.

The d require in change re of ctu the stru is quite learningd different n exact a e way maths from th generally has ught been ta

Written by Dr. Ruth Trundley, primary maths adviser (team leader) at Babcock Learning and Development Partnership

Dr. Ruth Trundley, primary maths adviser at Babcock Learning and Development Partnership, talks us through the key changes to the new primary maths curriculum, and offers advice to schools in achieving a successful transition

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NUMBER AND PLACE VALUE So when we are looking at the structure and order of learning activities, we must now talk about what the connections between the mathematical concepts are, and how to make them, or as Professor John Mason talks about ‘working through’ and ‘working on’ an interesting distinction. E

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PRIMARY MATHS  For example, in the new curriculum there will be a KS1 learning objective of number and place value; being able to compare and place numbers in order. However, this also applies to measurement in the same way; 5cm is longer than 3cm, 1kg is heavier than 20 grams, Bill is 1 metre 3 centimetres, so he is taller than Jane who is just 1 metre in height. Historically we were taught to memorise facts such as the multiplication tables and number bonds. While it is easy to argue the case for memorising the multiplication tables, if a child is taught to really understand the concept rather than just rote learning, this should not be important. So when teachers are looking at explaining the concept of number and place value, it’s about drawing strands of each developmental concept together and looking at progressions between each domain and within each domain. A lot of our teachers who have been familiar with the previous numeracy strategy concentrated on teaching sequences and developing ideas in two to three weeks sequencing. The question was, what am I trying to get them to think about? It’s hard to manage all these interlinked concepts when given a new curriculum but it’s all there, it’s just about making sense of it and structuring the learning pathway. Sadly simply having a new teaching framework won’t meet all the challenges currently facing teachers.

and record this online. Communicating what is to be taught and recording results has never been more important. Another question is, when a child moves from year group to year group, or even from school to school, how does the teacher know that each skill has been learned? Another challenge that schools must be aware of is that if it is followed by the book, divided into year groups, some curriculum areas can disappear. For example in Year 4 geometry, one learning objective is ‘position direction’. It states that the children should be introduced to co-ordinates in the first quadrant but in year 5 co-ordinates are not mentioned. A year 5 teacher could easily look at the Year 5 schemes of work and think that this doesn’t have to be taught. However, as the Year 4 teachers may not have taught it – it is not stipulated that they have to, then in actual fact, Year 5 teachers must look at the whole curriculum at that Key Stage to understand what each child knows and what they have done; something that I am not sure all teachers have recognised.

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WHEN TO TEACH Because the Department for Education will not be producing a Primary Mathematics Framework to accompany the new curriculum, we have teamed up with publisher Rising Stars to develop a fully planned framework to help schools in Devon deliver the new curriculum. In working with Rising Stars to create the framework for the schools in Devon, one thing we identified was an issue with what is statutory at each stage; what is supposed to be understood by the end of KS1 and KS2? It also highlighted the importance of having a primary framework set out for each year group teacher to follow. The programme of study is set out on a year-by-year basis, however schools have the freedom of when they teach the content within each Key Stage. The new curriculum is presented in a way that means you do not have to teach what is in Year 3 in Year 3, it just has to be done by the end of KS2 for example. While this freedom sounds like good news, it actually presents teachers with a huge problem in structuring the learning themselves to ensure they interlink all the mathematical concepts and achieve all the understanding by the end of the Key Stage. There is also the expectation that teachers will present what they are going to teach in each year group regardless of the order in which is it presented. So while schools are given this increased level of flexibility, they do have to plan the school’s curriculum for mathematics on a year-by-year basis

A FRAMEWORK FOR DEVON This is why in Devon we worked with publisher Rising Stars to create a framework for the new primary maths curriculum. We used a model of learning mathematics that comes from Haylock and Coburn; a connective model that looks at how young children form an understanding of mathematical concepts, various elements and connections. We looked at the concepts that needed to be taught and created a learning structure that would introduce each connected mathematical concept showing how they work together

understand how language links with symbols because children sometimes understand that there are a whole number of words that they should say when they see a certain symbol but they don’t know how to construct the mathematical words – i.e when adding and using the word ‘more’ – when thinking about a context of I’ve got three ‘more than’ Jane and she’s got 8’ – mathematical images supporting understanding. Learning the language and symbols and representations of mathematical concepts; it’s no good just having a maths curriculum that is context free, children need to know how to bring their everyday real live experience to the classroom and see how these experience are relevant to maths. So when we ask where else they use these symbols and language they don’t just say “during maths lessons.” Michael Gove made it clearly that they would just outline the content without telling teachers how to teach it. However what is vital and recognised by the new curriculum is that teachers need to be able to communicate the broader interlinked mathematical concepts- ‘using’ and ‘applying’ are the old ways of saying it.

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ASSESSMENT AND REPORTING In terms of assessment and reporting we have been met with the demise of ‘levels’, meaning that schools will have to report internally and to parents on each child’s progress through their own assessment framework. SATs results will be reported to parents using 10 ability bands worked out on a national level. Exemplification – probing questions to help assess whether children have successfully reached this point.

Children must learn the language and symbols and representations of mathematical concepts; it’s no good just having a maths curriculum that is context free, children need to know how to bring their everyday real live experience to the classroom and see how these experience are relevant to maths and relate to every-day activities. What we’ve tried to do is to pull together all the mathematical concepts that fit in different domains and group them under three themes; number sense, additive reasoning, multiplicative reasoning, geometric reasoning. None of these are addressed on their own. We also worked to ensure we included the use of meaningful and engaging images and models, which are vital in the development of a really robust understanding of the concepts underpinning the required calculation. Children need an understanding of maths in context through images and pictures. Children must

We hope that our work in Devon has left the new primary maths curriculum with the flexibility that is welcomed by teachers but with an underpinning framework to give our teachers the guidance they need to ensure the objectives are met. It has hopefully saved our schools a huge amount of time in creating their own framework while giving them the peace of mind that all teachers want at this time. L FURTHER INFORMATION www.babcock-education.co.uk

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GETTING TO GRIPS WITH COMPUTING

With mounting pressure to educate a tech-literate generation, we hear from a range of teaching experts on how schools can get ready to deliver the revised computing curriculum From September 2014, schools across the country are expected to implement the new national curriculum. With the aim of combining the best elements of what is being taught in the world’s most successful school systems, the government is keen to generate more productive, creative and well educated students. Of course, as is the case with any change, there is a period of adjustment which is necessary in order to allow schools to acclimatise. But we are now approaching the end of the academic year, and September is looming. The question is: are schools ready? We speak to the education sector’s industry leaders to establish their thoughts. GETTING PREPARED “I think schools are getting there, steadily” says Sanjesh Sharma, managing director of New Ways to Learn, a company

dedicated to the creation and realisation of a forward‑thinking vision within schools and businesses. “The challenge is a lack of preparation time on both an individual and Key Stage level. There is a great deal of resources out there to support teachers through the transition though, more so than ever before.” The new national curriculum has been a hot topic of debate for teachers across the country. Teachers and even writers including Michael Rosen have gone on strike and lashed out in the press, arguing that the curriculum changes are harking back to an

outdated attitude to teaching and learning, which focuses on a quantitative approach to learning and revokes the recent moves towards a more creative approach to teaching. Nevertheless, come September, schools will have to start implementing the Curriculum, and Ofsted inspectors will be expecting to see progress. Dave Smith, Computing and ICT advisor for Havering School Improvement Services, believes that Ofsted will be looking particularly closely at a school’s approach to implementing the ICT national curriculum, which is an area arguably requiring the most change. THE ADVANTAGES OF CPD Continuing Professional Development has always been necessary for schools and their teachers to stay up to date with the advancements in their field. However, in light of the new national curriculum, CPD will be fundamental if teachers are to feel on top of the UK Government’s new expectations. “The devolution of previously ring-fenced technology and training budgets directly to schools is allowing schools the autonomy to source their own training and tools, meaning they have got to act smart in 

However challenging the new curriculum is for educators, the focus needs to be on how best to implement it to benefit students and schools Volume 19.3 | EDUCATION BUSINESS MAGAZINE

COLLABORATE, BRAINSTORM & PRESENT

THE BENEFITS OF ONLINE MIND MAPPING IN K-12 AND BEYOND Mind mapping is a great technique to increase creativity, boost memory and improve understanding of complex topics. But in contrast to regular paper mind maps, online mind mapping allows teachers and students to collaborate and brainstorm with each other in real-time and enrich their mind maps with notes, images, files, links and even tasks. With MindMeister, the market leader in online mind mapping, students can work on their maps from home, school and even on the go to seamlessly link their classroom and homework activities. Teachers can turn mind maps into engaging presentations, share their maps with entire grades at once and monitor student participation. MindMeister’s Edu Campus plan is available for £1 per user and month. sales@mindmeister.com www.mindmeister.com/edu

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NATIONAL CURRICULUM

 choosing the right resources” says Dave. The British Education Suppliers Association’s (BESA) 16th annual survey detailed that funding for information communication technology (ICT) investment in school will be reaching an all time high this year. According to Lawrence Royston, managing director of Groupcall, the survey of 1,238 UK schools found that in the school year 2014/15, schools forecast their ICT expenditure will be higher in cash terms than at any other time on record. “Implementing the new curriculum efficiently will undeniably require huge ICT investment and with such investment comes the pressure to ensure that schools get the best possible return on investment,” says Lawrence. “CPD is a must for ensuring that teachers are properly equipped to do this.” However challenging the new curriculum is for educators, the focus needs to be on how best to implement it for the benefit of students and schools. As James Betts, school governor and managing director of educational software publishers Kudlian believes, “CPD will also help to dispel the myth that the new curriculum is overly difficult, and will lead to empowered teachers who are happy and confident in taking our digital learners forward.” SIGNIFICANT CHANGES “Computer Science, Computer Science, Computer Science” says Dave Smith. “The bar has been raised. It’s time to get to know your coding from your algorithms.” The new

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this focus on language. Recent However Sanjesh h c r resea that believes that “there s t is a real opportunity s e g g su here to make use e r the mo a school of the vast amount of online resources mous autono the better and applications r which encourage is, omes fo c t language development u o e th s t n through game play.” e d stu Modern teaching cannot

curriculum’s focus on more intensive ICT lessons for children means that teachers who find technology a challenge are at something of a disadvantage. Utilising the available support is just one way for teachers to feel on top of the new curriculum. “I suggest that teachers read the free CAS/Naace guide Computing in the National Curriculum. It’s a really useful tool which helps allow schools to reinvigorate teaching and learning in this area of the curriculum.” But there is more to the new curriculum than just drilling programming into students. “It is also important to bear in mind that there is more to this than simply teaching students how to code; it is about encouraging computational thinking in students, including logic and problem solving” says James. “For many teachers, the notion of teaching programming skills to KS2 and above is totally new, and somewhat daunting. Ensuring that teachers feel equipped to deliver in this new area is key.” Another big change is the introduction of a language at Key Stage 2 level. In a similar way to the ICT Curriculum change, many schools fear that they do not have experienced enough staff, or the resources to facilitate

escape the influence of technology in either the curriculum or the classroom, and it is an intuitive step forward for teachers to take full advantage of new ICT resources available to help them adjust to the upcoming changes. AUTONOMY There is a widely accepted argument that one of the biggest advantages of the new curriculum is the autonomy which it gives to educators, however not everyone agrees that this is the case. “I am not convinced that schools will have the autonomy they expect,” argues Sanjesh. “Academies and Free Schools, for example, are exempt.” For some schools the word ‘autonomy’ is arguably a euphemism for ‘lack-of-guidance’ in the curriculum. As Dave says, “previous incarnations of the national curriculum in England would have been accompanied by government procured curriculum 

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ICT

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ILCEA allows your teachers and our partners to simultaneously edit materials with ease, so lessons will always be current, including the latest information as well as any updates based on student feedback 52

EDUCATION BUSINESS MAGAZINE | Volume 19.3

6,000 local affiliates around the world to teach and coordinate its programs. Today, ILCEA is bringing this expertise to UK schools. By partnering with ILCEA, schools and their staff will find a cost-effective way to engage their pupils in new learning experiences. Because teaching is at the heart of what ILCEA does, sharing lesson plans, curriculums, and other resources on its platform allows educators access to the materials they need, without having to worry about cumbersome downloads or printed manuals. ILCEA allows your teachers and our partners to simultaneously edit materials with ease, so lessons will always be current, including the latest information as well as any updates based on student feedback. EASY TO USE TOOLS Learning requires consistency and practice. By providing easy-to-use collaboration tools and access to educational resources, ILCEA Education is helping schools to provide a better education to millions of students in the UK. With ILCEA, you can work toward breaking down obstacles to communicating and learning. By connecting schools and partners through learning/business pathways, fair prices/commissions and educated choices, ILCEA has the opportunity to become one of the world’s largest education oriented companies, and an undisputable resource for our students and partners. COMPANY VALUES ILCEA is always looking at new ways to exceed the expectations of its customers – both students looking for great experiences at a great value and schools seeking solutions to attract more students and run their businesses better. Its programs and business tools connect the two in a seamless way that brings significant value to both their paths. The ILCEA culture is easy to embrace, consisting of enthusiasm, togetherness and willpower, born from our experience and inspired by ILCEA’s founder. SETTLE FOR THE BEST The company is relentless in its pursuit of excellence, continually raising the bar to remain at the forefront of international education. With ongoing testing and improvements to its programs, apps, teaching methods, partner and student experience, ILCEA has built the world’s largest marketplace of education anywhere, anytime. Although instant gratification is attractive, ILCEA will never do something for shortterm gains will hurt our customers and partners in the long run. L FURTHER INFORMATION www.ilceaworld.com

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NATIONAL CURRICULUM  materials, training and advice. The new computing curriculum for primary schools in England is no more than two sides of A4 paper and brief in its statements.” The abolition of standard level grading is one such example of this; while this is supposed to mean that schools now have greater flexibility, teachers fear they may be left foundering as they try to make sense of the marking process. There are concerns that some teachers may simply try to adapt the old system to the new to create a sense of familiarity. However, there are a number of academic professionals who believe schools being granted greater autonomy can only be an advantage. “Whilst the more open nature of the new curriculum may be seen as a negative by some schools, it is a key strength to many, and one which allows schools to better develop a learning environment which best suits their learners” argues James. “The ability for schools to do this is very exciting, and is something which should be wholeheartedly embraced.” Recent research suggests that the more autonomous a school is, the better the outcomes for students. “Increasing levels of autonomy means that schools are far more open to working with other schools, swapping advice and sharing best practice techniques and tips with each other,” says Lawrence. “My advice to schools and head

teachers is to ‘buddy up’ with other schools in their areas as much as possible. Not only will their staff and students benefit from sharing experiences and initiatives, but they stand to benefit financially too: schools can purchase collectively and take advantage of economies of scale.” LOOKING FORWARD As Francis Bacon once said, ‘great changes are easier than small ones’. As with any change, there will be teething problems and stumbling blocks, however it is important to look at the positives which do come with the new curriculum. “While it is important for educators to recognise and address the associated challenges presented by the new curriculum, it is important for them to look at all the positives, too” adds Lawrence. “Implementing the new curriculum means new opportunities; to revise and enhance teaching approaches and to implement revolutionary technology to support learning. Focussing on the positives rather than the challenges is a good way of getting ready!” In the 26 years since the national curriculum was first introduced, 2014 is arguably the year which will be seeing the most significant change. The important thing for educators is to feel that they are supported in the implementation of these changes, and to make sure that they are

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Steps to delivering the curriculum Step 1: Create an action plan to decide what needs to be done and when. Step 2: Decide which software, websites, apps and equipment are needed – get these in place before launching the curriculum. Step 3: Consider what continuing professional development (CPD) is required for teaching staff – involve pupil digital leaders here too. Step 4: Hold a staff meeting to introduce the new computing curriculum. Step 5: Teach the new curriculum. working with the curriculum, not against it, to provide pupils with the best learning opportunities for their specific needs. L FURTHER INFORMATION tinyurl.com/kkae9ds

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Written by Mark Chambers, ceo, Naace

EDUCATION FOR A CONNECTED WORLD

Mark Chambers, CEO of naace, the national association for the education technology industry, sets out his six top criteria for schools teaching the new computing curriculum this September, and argues for a strategic consideration of course provision The 2014 national curriculum introduces a new subject, computing, which replaces ICT. Computing is concerned with how computers and computer systems work, and how they are designed and programmed. Pupils studying computing will gain an understanding of

computational systems of all kinds, whether or not they include computers. Computational thinking provides insights into many areas of the curriculum, and influences work of a wide range of disciplines. There are three clear aspects of

the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL). The new curriculum will be taught from September this year, which is now fast approaching. For the proportion of schools E

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Tips for the Computing Curriculum The Computing national curriculum reflects the three aspects of the subject – computer science and information technology and digital literacy. Use the Joint Guidance from Naace and CAS to understand what each of the points in the new national curriculum means in plain English (bit.ly/19uyimX). A school Computing curriculum should contain a balance of computer science, information technology and digital literacy.

that are affected (this does not include Academies, Free Schools and Independent Schools), there is now a rapidly reducing window of opportunity to prepare. What should be the priorities of school leaders and managers in the remaining weeks? AUDITING Firstly, schools should have audited their existing provision, and begun to obtain a clear view of what needs to be modified or expanded, to ensure that the whole of the Computing Programme of Study is covered. Inevitably, this will mean that good quality professional development will need to be sought. Naace, through its members, sponsors and partners, offers many rich opportunities to develop staff expertise to then develop an exciting and innovative learning experience for young people. COMPUTER SCIENCE Secondly, the new Computing curriculum contains a greater emphasis on Computer Science with more explicit programming and coding. Naace members and its partners at Computing At School (CAS) have been busy providing support. There are a number of initiatives due to be announced through the Government’s Computing matched funding schemes, where £500,000 was made available to train teachers in software coding. With the new curriculum, please remember it is all about creating exciting experiences where children write programs, if your curriculum is not achieving this it needs an urgent overhaul. DIGITAL LITERACY Thirdly we must not forget that Computing includes Digital Literacy which means that

Computer science, information technology The newng i t u and digital literacy are p m Co interconnected and m u l u c i Curr greater interdependent – in a s practice, a sequence n i a t n n co o s of learning usually i s a emph Science contains a mix of all r e t u these aspects. p t i m c Co expli e r o m Remember you have with ramming the freedom and prog oding flexibility to develop and c your own curriculum in

all the good things schools have been doing for many years like creating videos, interactive presentations, blogs and such, are still valid both for the Computing subject and also when prioritising the use of technology as a tool for learning across the wider curriculum provision of the school. INFORMATION TECHNOLOGY Fourthly, Computing includes Information Technology which is simply a deep understanding of how digital artefacts actually work and communicate with each other. However there is a significant challenge to make sure that the quality of provision for young learners is paramount. There is a feeling and some evidence that this aspect of the previous curriculum was poorly taught and negatively experienced by young people. This is not now sustainable and we should expect the very highest standard of impactful provision; meaningful, challenging, stimulating and real, making experiences for young learners. COMPARING PERFORMANCE Fifthly, we all want to know how well our children are doing, and that their performance is comparable with children in other schools. This will be very difficult when the new curriculum is launched, because the old reference points, called levels, will not be recreated for the new subject. Naace has provided support in two ways; by providing a full list of what our member schools and partners have developed already, and by creating a Standards Library, which is a E

line with the values, ethos, aims of your own school – think of the national curriculum as the skeleton which you are going to flesh out with your school curriculum.

A school computing curriculum should be broad and balanced – check out the scheme of work criteria produced by the Naace curriculum panel (bit.ly/1iVkvGy). Programming is an important part of the new curriculum – the scariest part for many – but is not the whole curriculum! There is lots of support out there – check out the CAS/Naace Guide for Primary Teachers (bit.ly/ K2J9Ja); guidance from the Naace Assessment Panel plus Progression Pathways (bit.ly/19uDmYj); and a range of free resources from Point2Player to support the new curriculum (bit.ly/1d6W5UL). It is up to schools to choose when the use of technology is appropriate to support teaching and learning in other subjects – check out the latest tablet pedagogy study (bit.ly/1a9X8sS).

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COMPUTING CURRICULUM Getting to grips with computing Naace has developed a one day training event which will provide useful information and tools for teachers to use in schools to help them deliver the new primary Computing Curriculum. There will be a day taking place on Tuesday 24 June at the National STEM Centre in York, and a day taking place on Friday 4 July at Park Crescent Conference Centre, London. The days will comprise of a mixture of practical keynotes which demonstrate evidence of the impact of successful computing, along with various breakout sponsored by Naace sponsoring partners. Visit www.naace.co.uk/events/ curriculumtools for more information.  collection of curated pupil work classified to show what can be progressively achieved. The Standards Library will provide national comparators and facilitate raising the baseline of teacher expectation for what young people

can achieve. It will not set limits and will by peer evaluation and comment encourage colleagues to stretch themselves along with the high expectations they have of their pupils. RESPONSIBLE USE Finally, we must not forget that Computing includes safe and responsible use: it is absolutely imperative that there is a whole school commitment and lead for safe and responsible use but within the specialist subject there will always be opportunities to deepen and extend learning. CURRICULUM PROVISIONS In parallel with this strategic consideration of curriculum provision and human resource Naace believes that schools should not hold back from continuing to invest in appropriate technology that delivers a relevant experience for young people. Keeping as a guiding principle that all such investment should be focused in its ambition to positively impact outcomes and have a clear methodology that describes how it will be achieved. We at Naace are always looking for partners with complementary interests and expertise, to further our agenda of enhancing learning through the appropriate use of technology in a connected world. The Standards Library is an example of this partnership approach in practice, we remain

open to more and are currently working on a number of fronts to add value to our members and to the UK Education community. A uniting philosophy of the Naace membership community is that curriculum provision should be real, relevant and significantly involve creating material solutions to real world challenges and sharing them with a constructive audience. If your new Computing Curriculum feels like this then your school could look at evidencing a Third Millennium approach to learning, a naace award that celebrates schools’ achievements in creating an environment and curriculum that stimulate more and better learning, making full use of the opportunities presented by technology. After over 30 years as a community, we at Naace believe that we may be at a turning point in the use of technology for learning. Soon, powerful artefacts will be so commonplace as to be invisible. Their potential for learning for all pupils has never been greater. The challenge for all schools is to use the new Subject of Computing as a driver for excellence for all pupils: the challenge for our nation is to realise the vision of curriculum reform in a new generation of innovative, creative young entrepreneurs. L

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FURTHER INFORMATION www.naace.co.uk

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CLASSROOM TECHNOLOGY

EDUCATIONAL TECHNOLOGY WITH IMPACT

connected to a wireless or mobile network and will offer some form of web browser. It is these capabilities that enable the freedom in teaching and learning that 1:1 schemes are seen to provide,” says James. This is not just a case of the latest technology being used just for the sake of it, there’s a clear case for schools to make sure that technology is seamlessly embedded in the learning experience. “A key role of education is to prepare children for their adult life,” says Andy Bush, electronics product development manager at TTS-Group Ltd. “We very much live in a technological society and that’s highly unlikely to change; children should leave school feeling confident to use any technology and able to get the best out of it. That applies to their future personal and work related use.”

What’s d re conside ial essent differs ogy technol school to from ut most b school teractive value inmobile and logy techno

Let’s look at some schools. We’ll say School 1.0 could be defined as a ‘traditional’ one where the classroom is demarcated by four walls, desks, chairs, paper, pens and a central focus for the transfer of knowledge. Change rarely happens overnight and the evolution of School 1.0 involves many steps forward, and back, including successful and not so successful, ventures into the application of technology for learning. However, we are perhaps now emerging into the light of a common approach: School 2.0, which could be defined as a ‘connected’ approach to providing learning opportunities where the classroom extends seamlessly beyond its four walls and learners choose the tools appropriate to their task and their mode of learning. With the pace at which technology is

evolving, this would make good sense, says James Penny, solutions director at European Electronique. “We are starting to see a real change in the model of IT in schools; gone are the days of the traditional computer room. Instead, many schools are welcoming a new model where learning can happen in any classroom, school building or at home, on a device owned by a learner or the school.” GETTING MOBILE This movement towards a less confined learning environment is underpinned by mobile technology. “There is now a staggering amount of choice in terms of mobile devices available to users to enable this sort of freedom. While these may vary in operating system, size or cost, they will have two things in common: they can be

Written by Mark Chambers, ceo, Naace

With technology and curriculum demands constantly evolving, Naace CEO Mark Chambers reflects on the characteristics of schools where the use of technology has proved effective for learners

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THE ESSENTIALS What’s considered essential technology differs from school to school but most value interactive and mobile technology. “A large display, ideally interactive,” is one of the first things Andy cites. “This allows ideas and work to be shared with groups or the whole class. Teachers who are established users of interactive whiteboards say they would struggle without one.” James Betts, managing director of Kudlian Software, agrees: “The schools that we work with value hardware that allows students to share work but it needn’t be complex kit; a simple device that allows teachers to stream the screen of pupils’ tablets to a projector or large screen, enables pupils to quickly and easily share what they are working on, often having a dramatic effect.” Andy also sees mobile technology as vital. “Classrooms should have tablets, laptops or other mobile technology. A number of schools have found that instant access to the internet is hugely beneficial. It has become an essential tool for teaching, and schools need good internal infrastructure and external connection to get the best out of it.” School 2.0 will be characterised by efficient and effective wired and wireless networks supported by appropriate broadband access. This, Andy sees as key. “Having more mobile devices often means that schools are having to reassess their wireless networking.” James Penny also agrees: “More personal devices means that more users are using more web based resources so it is important to ensure that your internet connection is able E

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CLASSROOM TECHNOLOGY  to cope with this rise in demand, to allow lessons to flow smoothly.” In addition to robust infrastructure, School 2.0 will offer learners access to a range of technologies to support their learning, from individual through to collaborative devices and from general access through to specialist applications. Tracking progress will remain as imperative as it is now but schools will also become more collaborative in this. Chris Smith, head of education technology at Essex Education Services believes that software enabling this sort of collaborative approach will play an important part in the classroom. “If you find there is a weakness in your school, you can look at one of the other schools within your collaborative group and say ‘ah, they’re really good with pupil premium, for instance, I really want to go and see how/what they are doing.’ International research shows that where schools work together – especially where good schools are working with schools that are struggling – significant improvement can be achieved.” Increasingly it will be possible for learners to use the same technologies in school that they use out of school because the school will be agnostic to the technology. The school will simply be providing a safe environment through which the learner can address their learning and which, by proactive management, the school can support the learner in achieving the focus necessary to maximise their achievement. If School 2.0 is defined by the technology, physical or virtual then, in order to make a step change to learning and achievement, the school will need to rapidly develop further. By analysing years of evidence from schools engaged with the Naace Self Review Framework and those submitting themselves to external review for the Naace ICT Mark and, more recently, those schools engaging with the Naace 3rd Millennium Learning philosophy, it is possible to draw some conclusions. School 2.1 or even School 3.0 still needs to be wired and interactive in all the right places, but just as importantly, it needs to be interactive in a very tangible and human sense. WHAT THE FUTURE HOLDS It’s impossible to predict exactly which technology will be ubiquitous in future but some resources seem to be a fairly safe bet. Scholastic’s Chris Ratcliffe believes that mobile technology will continue to be a growth market. “I think there’ll be more hardware companies offering alternatives to iPads with more classroom management and integrated assessment. Handheld technology, and bring-your-own-device schemes, will be more prevalent in schools and I think the market for e-books will grow, particularly in upper primary and secondary schools.” “Ultimately, the most critical question schools should ask, before spending money, is ‘Will this technology allow us to do things better than we do now?” says Kudlian’s James Betts. “Technology for the sake of technology can often hinder rather than enhance learning so schools should be ensuring that investment in technology is for the right reasons.” This is a good point, one worth making but what of the barriers that technology should break in the future? Imagine a school where the traditional classroom ceases to be. In its stead: classrooms that are ‘hackable’ emerge allowing the room to be restructured based on the learning, breaking into teams, writing on the walls, and engaging with the technology now present to communicate with learners on the other side of the world. It’s not that these types of classrooms don’t exist; it’s that they are still all too commonly an anomaly sitting in a School 1.0 structure and mindset where the physical (think traditional), may have changed, but a complimentary radical approach to pedagogy is still to emerge. The evidence from schools engaged with Naace strongly suggests that School 3.0 re-examines teaching models that are rigidly one directional, engages learners in finding creative solutions to real world problems and provide them with constructive audiences that pushes them to solve greater problems that help shape their world. NEW APPROACHES In School 3.0 classrooms and devices don’t just sit there all ‘wired up’; they exist in a context where learning experiences have been

Today’s learners bring to the world enviable skills in researching, filtering and applying Information, virtual communication and technology

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collectively redefined, new approaches to teaching have been devised and learner/teacher relationships have been transformed. Highly transparent and flexible spaces connect and interconnect globally into cross collaborations with learners at similar institutions worldwide, and with individual students anywhere so that they can address real issues in the developing world while solving problems in their local workshop environment. Increasingly, learners as Digital Leaders are stepping up to co‑construct this space in collaboration with their teachers; along with other creative solutions there is currently a proliferation of strategically located ‘genius bars’ in the emerging School 3.0. Today’s learners bring to the world enviable skills in researching, filtering and applying Information, virtual communication and technology; not to mention the phenomenon of a digital generation, the new capability (because it did not exist before) of ‘multi-techno‑tasking’. Schools that are recognising these facts of life are engaged increasingly with learners who not only demonstrate their achievement in raw attainment scores at GCSE and A-Level but who increasingly demonstrate their relevance to tomorrow’s world, with digital skills and capabilities that will only become more relevant in future. L FURTHER INFORMATION www.naace.co.uk

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Case Study

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Wasp MobileAsset dramatically reduces time spent managing and auditing assets Getting the most from an already squeezed budget is an important factor for schools and other educational establishments, made increasingly more difficult by advancing technology and the financial strain created by the need to keep up with these advances. Keeping track of what you already have and knowing where it is, are important considerations for budgeting and financial planning that have historically been tackled with lists and spreadsheets. Keeping an asset register is a basic requirement for all schools, with yearly audits carried out to verify assets are still there. Using the usual list/ spreadsheet method it is likely that the asset register is out of date as soon as it is saved. Making the transition to an automated solution from Wasp is simple – and can be made even easier by selecting its asset tagging and database service. This not only saves time and money, but improves the management and accountability of information. This creates a greater awareness of what assets you have and where the funding originated, from department based

budgets to grant funded assets including software and library collections. Assets can be tracked by location, department, user, person responsible, type of asset and more. Wasp’s MobileAsset solution allows users to quickly locate any asset, saving wasted time spent searching for missing items, and stop unnecessary replacement of lost assets. Items can be checked out to staff, students and contractors with return dates and notifications for the users; this again gives an audit trail. Maintenance can be scheduled and tracked to extend the working life of your equipment and if needed prove that the asset has been well looked after. Regular

maintenance tasks, such as PAT testing and safety equipment inspection and calibration, can be assigned to members of staff and tracked and are logged to each asset’s transaction history. Auditing of assets can take hours if not days, but MobileAsset can cut this time by 93 per cent*. Simply take the Wasp mobile computer to the room to be audited, select the location from a list. The system then lists the assets that should be there. Simply scan each item in the room in any order. Anomalies are flagged at the end of the audit and a report is automatically generated. Wasp’s MobileAsset Complete solutions come with a mobile computer for managing assets on the move, barcode labelling software and label printer for creating asset tags.

*Source – Miami Public Schools, Oklahoma FURTHER INFORMATION Tel: 0845 430 1971 salesuk@waspbarcode.co.uk www.waspbarcode.co.uk

For all Your Asset Tracking Needs 0845 430 1971 Wasp MobileAsset Complete Asset Tracking Solution

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RESOURCE MANAGEMENT

Asset Tracking

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KEEPING A LASER EYE ON KEY SCHOOL ASSETS

The task of managing a school’s equipment has often gotten in the way of providing services. Education Business looks into recent developments in asset tracking technology that offer multiple benefits to schools Schools increasingly need to have at their disposal a wide range of equipment in order to deliver lessons successfully. These can range from IT items such as laptops and PCs to devices such as projectors, as well as traditional items like textbooks. The type of equipment used can vary from school to school – a school catering to pupils with special needs may use specialist furniture, while a designated technology college will require greater numbers of computers. With the growth in the size and complexity of schools’ asset portfolios, the need for a clear and comprehensive asset tracking strategy is becoming apparent. In the past, schools have relied on traditional auditing measures like spreadsheets, but these are increasingly proving inadequate and overly time consuming. School managers throughout the UK have declared their need for efficient digital tracking systems that maintain a complete inventory of

supplies that staff can access conveniently. We take a look at some schools that have benefited from implementing modern asset monitoring systems. TIMESAVING The Arnewood School in Hampshire is a mixed comprehensive with over 1,300 students. The school, a second phase designated technology college, has invested heavily in equipment and infrastructure, with some 300 PCs, six dedicated ICT rooms and widespread WiFi access. The school had issues with information overload and struggled to manage its ICT assets efficiently. Deputy head teacher Nigel Pressnell comments on the difficulties the school had: “Under our ‘Laptop for Learning’ scheme, all 120 members and some 200 students have their own laptop. Our ICT technician was not looking his best. Knee-deep in paperwork, three weeks after beginning his auditing marathon from

In t, the pas ave h schools aditional n tr relied o g measures auditin dsheets, but ea like spr re increasingly these a proving ate inadequ

one side of the school to the other, he still hadn’t finished. We were all agreed – there must be a better way of doing this. “For the annual audit, we needed to know exactly what equipment we had and, just as importantly, where it was all located,” Nigel explains. “Laptops, cameras and wireless devices were regularly moved from classroom to classroom or taken off-site by teachers or students working from home.” Another difficulty was ensuring that all software was fully compliant with licensing laws. Nigel says: “Our school runs more than 80 licensed software titles, many of which need renewing at different times. We are legally obliged to keep track of this information to avoid falling foul of licensing laws. It became clear that, in order to avoid staff wasting hours on time-consuming administration and to ensure proper planning, we needed to find a software package to do the hard work for us.” Arnewood chose a system by Parago which works with its existing ICT infrastructure. Nigel explains: “[The system] automatically scans each PC every 24 hours to collect all hardware and software assets into one central source.” It picks up on irregular activity on the school’s computers, so when a student tries to install non-educational material staff are notified immediately. The school’s system requirements went beyond day-to-day asset management – it also needed to serve as an insurance policy against disaster, as Nigel explains: E

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Label and record all your school equipment in two or three days. Add replacement costs for each asset, categorising each type for depreciation. Post the asset register to an online database which you can edit for changes. Provide hand held scanners or tablets for day to day management of IT and premises. Offer you a re-audit in 12 months time. Ensure you comply with SFVS or academy audit requirements.

From ASSETtrac Ltd get the convenience you need all under one roof: tags, audits, hand held devices, software, training and technical support. ASSETtrac Ltd The White House, Oakendene Industrial Estate, Bolney Road, Cowfold, West Sussex RH13 8AZ Tel: 01403 860063 Email info@assettrac.co.uk

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RESOURCE MANAGEMENT  “Logging important data in paper log books would be useless in the event of a fire, so it was essential that the asset management solution we chose was hosted off-site.” DIVERSE APPLICATIONS South Craven School, a large secondary in North Yorkshire, initially sought to implement an asset tracking system for basic resource management before linking it with portable appliance testing. However, as premises manager Kika Bowen explains, “we have begun to utilise the system in a more sophisticated, but simple way, using the databases to manage a number of different processes.” The new system, supplied by UK company Asset Trac, has delivered numerous benefits, such as providing assurance to the Head and Governing Body that school assets are maintained properly and giving facilities managers the scope to “efficiently oversee day-to-day operational management of the premises.” The asset tagging system adopted by South craven covers areas like the fire and emergency lighting system, water checks and security. Kika says of the advantages when it comes to furniture management: “Having the ability to effectively stock take can reduce occurrences of double purchasing. Also multiple scanners can enable several members of staff to participate in stock taking without repeating the same work tasks.”

Updating a school’s resource tracking system can give advantages beyond saving time saving and safety – it can deliver holistic benefits that facilitate the efficient management of a 21st century school around 100 boys of secondary school age who experience difficulties associated with their academic, social, emotional and/or behavioural development. Bookings coordinator Charlotte Lowis says: “We are a unique school and the needs of our pupils mean that we offer a lot of specialist equipment. Any school – specialist or not– needs to be able to track its assets and we were initially using the Lancashire County Council register. This was an onerous task as the system was not set up to identify which assets need to be tracked and which do not. As a result we often had to spend time removing smaller items such as stationery.

Asset Tracking

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Ultimately this becomes a false efficiency and the need for a comprehensive asset management system became clear.” As with other schools where a fully equipped tracking system has been installed, Wennington Hall soon began to see a reduction in workload which gave allowed staff to devote more time to important tasks. “We’ve had some real ‘thank goodness’ moments since the system has been implemented,” Charlotte says. “Having a solution that lets you record information, produce full inventories and audits at the click of a mouse is most certainly a time-saver.” CONCLUSION An asset management solution can, if tailored properly to a school’s needs, give advantages beyond time saving and safety. Nigel Pressnell of Arnewood praises the “clear potential it offers schools to strategically plan their ICT development”, arguing that its system is “not only effective as an asset management tool, but also as an expert system guiding school leaders towards sensible purchasing decisions.” The examples highlighted here show that updating a school’s resource tracking system can deliver holistic benefits that facilitate the efficient management of a 21st century school. And ultimately, as Nigel points out, “it takes the burden of auditing away from staff and allows them to do what they do best – teach.” L

ONLINE When Marist Catholic Primary School in West Byfleet, Surrey, moved into its purpose built premises in 2007, the school’s management team decided to track its resources through an asset management system. Facilities manager Jenny Duckham says: “Everything from hardware, software licenses and leased equipment to resource planning, insurance and preparing for audits requires us to keep an up to date inventory. It was decided that a system designed for the education market would offer the most comprehensive and cost effective method of managing our resources.” The new system, supplied by Parago, allows the school to monitor all of its resources using mobile apps, giving staff greater flexibility in their decision making: “The fact you can go online and see everything, manage all assets and even lock the system down as much as you want to is a great advantage,” Jenny says. “If our governors want to know how much it would cost to refurbish a classroom, we have all the information at our fingertips. Whereas previously we would have to wade through paperwork to find out where we got things from and how much they cost us, now the information is a couple of clicks away.” UNIQUE NEEDS Wennington Hall is a maintained residential and day special school based in Lancashire. The school caters for the needs of

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Rathbone Investment Management Limited is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority.

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EVENT PREVIEW

EB Awards

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REWARDING COMMITMENT TO QUALITY EDUCATION

Now in its tenth year, the 2014 Education Business Awards will take place on 10 July at London’s Grange Hotel and will once again recognise outstanding achievements in the UK education sector Educational Learning Partnership (H.E.L.P.). is an innovative educational project, designed to provide a new Special School on the site of an existing Academy and Primary School.

The 2014 Education Business Awards, sponsored by Rathbones, will once again recognise outstanding achievements in the UK education sector, and the hard work and dedication of teachers, department heads business managers and support staff that are instrumental in contributing to the success of the school. Over 20 categories focus on academic progress, facilities, best practice, specialisms and innovation. Shortlisted organisations are given free tickets to attend the glittering awards ceremony, which includes a champagne drinks reception and four course luncheon, before the winning schools are revealed. The Awards, which take place on 10 July at London’s Grange Hotel in St Pauls, will be presented by Olympic swimmer Sharron Davies. Coming onto the scene as a 13 year old Olympian in 1976, Davies has led a successful career as sportswoman, winning silver in the 1980 Moscow Olympics and two gold medals at Commonwealth Games. OUTSTANDING PROGRESS The Outstanding Progress Award for an Independent School, sponsored by Rathbones, will be presented to the UK Independent school that has made outstanding progress in the management of its facilities, finances and human resources and can demonstrate an increase in the educational performance of the school. Last year Guildford High School in Surrey took home the title as it 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

GETTING OUT AND ABOUT Presented to the educational establishment that can demonstrate a commitment to providing students with a range of subject specific educational visits in order to further their learning experience, the Educational Visits Award this year is sponsored by the Rainforest Cafe. In 2013 Ashley CofE Primary School in Surrey won the award due to its eco-focused trips to Chamonix in the Rhône-Alpes region in southeastern 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. Two more schools have now taken up the programme.

Over rds 20 awa s will ie categoracademic n focus o s, facilities, progres practice, best ms and s specialivation inno

programme which spans the 10 independent schools and 22 academies within the United Learning group. The Award for Outstanding Progress for a Primary School, sponsored by Elliotts Cleaning, is presented to the UK Primary that can show an increase in the educational performance of the school. Last year Littleworth Grange Primary Learning Centre in Barnsley scooped the award as it has seen a dramatic turnaround in results since 2009. 92 per cent of its pupils got pass grades in their SATS in 2012, compared to 32 per cent three years ago. The Outstanding Progress award for the Secondary School, sponsored by NEC Display Solutions, is awarded to the UK Secondary School that has made major improvements to education. Seaham School of Technology in County Durham won the award last year as it is one of the most improved schools in England. Despite being in Special Measures over three years ago, in 2013, 100 per cent of students gained 5A*-C, and 71 per cent gained 5A*-C including English and Maths.

PARTNERSHIP WORKING The Academy Partnership Award, sponsored by ESPO, is presented to the established specialist academy that can demonstrate benefits to the community through a partnership with a existing establishment (primary school, secondary school, university). In 2013, Baxter College and Habberly in Worcester won the award. Habberley

AN ENVIRONMENT FOR LEARNING The Environmental Building Award is given to the school building project that can demonstrate a benefit to both the learning and local environment through its design. Last year the award went to Reading Blue Coat School for its Richard Aldworth Building. Environmental features include a ground-source heat pump, underfloor heating and rainwater recycling. The deep roof overhang and window shades keep the temperature cool during the summer while a tall atrium with a glass roof running the length of the building brings in natural light. The School Building Award, sponsored by MPBA, will be taken home by the establishment that has provided the most technically advanced building constructed for the purpose of teaching present and future pupils. Last year, Newlands School in Southwark won the award thanks to its new building, which has superb facilities for sport, design, construction, hospitality and catering, art and the performing arts alongside specialist teaching focus on literacy and numeracy. STAYING SAFE & HEALTHY New for 2014, the Excellence in Health and Safety Award, sponsored by IOSH, will celebrate best practice in operational health and safety concentrating on business E

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

An enhanced Child Rescue Alert system is launching on May 25th 2014. If your child went missing wouldn’t you want the world to stop and look for them? A Child Rescue Alert is ac vated when a child is known to have been abducted or their life is believed to be at immediate risk. Every second counts and your support is vital. The service is geographically targeted and is free of charge for all subscribers. Groupcall are working with the charity Missing People and The Na onal Crime Agency’s CEOP command to provide a method of aler ng members of the public that have signed up to receive a ChildRescue Alert by SMS or email. The UK’s enhanced Child Rescue Alert system powered by Groupcall Ltd will no fy members of the public when a child is known to have been abducted or their life is believed to be at immediate risk.

Act now. It’s free! You could save a child’s life.

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EVENT PREVIEW E as usual health and safety and recognising the valuable work the responsible managers do to create and maintain a safe and healthy environment for teachers, pupils and the general public every day. Another new award for 2014 is Innovation in Health and Safety, sponsored by IOSH. It will recognise those who go the extra mile, whether that is schools who have used good health and safety practice to help provide opportunities for their pupils to participate in activities that might otherwise have been denied them, schools who have used good pragmatic health and safety practice to solve an issue, or schools who have championed the value of good health and safety to better prepare their pupils for their future in the world of work. Concentrating on more physical security measures, the School Security Award, sponsored by SECOM Plc, recognises the UK school that has made outstanding efforts to increase security through a combination of increased awareness in staff and pupils and the procurement and installation of additional security measures. The 2013 winner was Brentford School for Girls in Middlesex. As part of an ongoing review of facilities, the school upgraded its analogue CCTV to a high definition IP based CCTV system which now runs across the schools existing IT network and consists of 14 external bullet cameras, eight internal vandal proof mini dome cameras and three encoders to integrate the existing equipment. IT AND COMPUTING Awarded to the educational establishment in the UK that has provided a first class environment for the teaching of ICT and related subjects, the ICT Facility Award is sponsored by Ultimaker. The 2013 winner was Bushey Academy in Herts. Its new building 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; multi-media suites for photo editing and Kindles and laptops available from the library. The ICT Innovation Award, sponsored by KYOCERA Document Solutions, is awarded to the educational establishment in the UK that can demonstrate innovation in its approach to teaching and deploying Information and Communication technologies that further the learning experience of its students. The 2013 winner was Oak Lodge School for Deaf Children in Wandsworth for its innovative use of technology to help deaf children hear sound through visualisation. FOOD & MUSIC The School Catering Award, sponsored by MIW, is presented to educational establishment in the UK that can demonstrate a commitment to healthy eating and value for money through the provision of a first class catering service available to all students. Last year, Manchester Health Academy in Wythenshawe scooped the title. It was the first school in the UK to receive the Children’s Food Trust Award. The academy operates a healthy lunch box policy and works closely lead sponsor, the Central Manchester University

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Hospitals Foundation Trust, to embed health across the curriculum. The School Music Award, sponsored by Stage Systems, is presented to the educational establishment that can demonstrate a commitment to improving the quality of musical learning through the provision of a first class teaching environment. Last year, All Saints’ CofE Primary in Essex took home the award after many years of enthusiastic and dedicated singing in assemblies, the classroom and even on the way to lunch. This has earned pupils and staff 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. PERSONAL FINANCE EDUCATION AWARD Another new award for 2014 is the Personal Finance Education Award, sponsored by Rathbones. It is presented to the school that has successfully incorporated Personal Finance Education into the curriculum and can demonstrate how its efforts have increased pupils’ understanding of personal money management. The School Recruitment Award, sponsored by Recruitment and Employment Confederation, will recognise an educational establishment which has invested in its recruitment methods and processes to ensure a timely intake of appropriate teaching and support staff. The 2013 winner was Kent County Council Schools for using social media to attact new teachers to the county. The Sports Award, sponsored by Affordable Awnings, is awarded to the educational establishment in the UK that can demonstrate an outstanding commitment to developing the sporting skills of its students through the provision of first class facilities and coaching programmes. The Harefield Academy in Middlesex, renowned locally and nationally for its sporting excellence, won the award last year. SPECIAL EDUCATIONAL NEEDS The SEN Inclusion Award, sponsored by OKI, is presented to the UK Mainstream School that can demonstrate an increase in the quality of care and education services provided to students with Special Educational Needs. Last year, Walthamstow Academy in London won for its successful SEN inclusion programmes which has significantly reduced the gap between SEN students and their peers. The Academy is now a Centre of Excellence after getting an Inclusion Quality Mark. The SEN Provision Award, sponsored by Nasen, is presented to the UK SEN Establishment that can demonstrate quality of care and education services for Special Educational Needs pupils. Last year, Springfields Academy in Wiltshire won the award. It is a specialist sports college for children living with autism and challenging emotional and social difficulties and was judged Outstanding by Ofsted last year. L FURTHER INFORMATION www.ebawards.co.uk

nasen: Helping people with disabilities achieve Nasen is the leading UK professional association embracing all special and additional educational needs and disabilities. The organisation promotes the education, training, development and support of all those working within the special and additional educational needs and disabilities sector. Membership of nasen is an invaluable source of advice, offering an exclusive and vital range of benefits to support teachers, governors, teaching assistants and the entire education support network in the delivery of high quality inclusive practice.

Benefits include fresh and creative education resources, dynamic conferences and seminars with world-class speakers. An inspirational professional development programme, plus print and on-line journals and magazines, exhibitions and access to recently completed research are also available. Furthermore, nasen contributes greatly and has a strong influence on policy and practice in the area of special

educational needs through consultation and joint projects with other professional bodies. FURTHER INFORMATION www.nasen.org.uk

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

EB Awards

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

How can your school reduce its printing costs?

The first step is to audit your school’s printing and work out how much you are actually printing. Recent KYOCERA research shows that more than a third of those surveyed were unaware whether the cost of printing is accurately allocated in their schools. Allocation of print costs by individual, team or department helps focus attention on user behaviour and drive people towards achievement of print reduction goals that in turn reduce both energy use and cost. One school that installed KYOCERA printers and print management software

immediately experienced 10 per cent savings in print wastage and is now putting 25 per cent less paper through the copiers and printers. The investment was expected to take three years to pay for itself but has done so in the first 12 months However, the best print solutions do more than take printed pieces of paper into consideration. A true managed print service will encompass software that enables documents to be input, output and exchanged securely without having to be printed. FURTHER INFORMATION www.kyoceraineducation.co.uk

Bringing teaching to life with 3D technology When someone mentions 3D content, do you think video games, cinema releases such as Avatar and wearing bulky glasses? Well, think again because 3D is moving into the classroom. Content presented on a 3D format has been proven to provide long lasting learning for students. Studies have shown that using 3D as a teaching tool in classrooms has a widespread positive impact on how students learn. When images are presented to students in 3D they can truly engage and interact with the subject criteria in a highly effective way, much more similar to their empirical day-to-day experience of the world. It is particularly beneficial in presenting complex lessons in an entertaining and illuminating fashion: concepts are better understood, and hence remembered for longer.

Educational organisations can greatly benefit from understanding how 3D technology can be adopted in the classroom and used to provide students with the best tuition possible boosting their potential. Today there are projector and flat screen solutions that, combined with the right media player and software can facilitate the use of 3D content for lectures and presentations. FURTHER INFORMATION You can find a wealth of knowledge and specialists advise in Display Insight: http://www.displayinsight. com/3d-in-the-classroomenhances-learning/

Industry leading suppliers of furniture for schools

Taking the stress away from managing printers OKI Systems UK is helping take the stress away from managing printers and printing for teachers and support staff in schools and other educational institutions across the country – and by doing this, it’s also helping save significant ongoing costs. Working with OKI means discovering what your printing costs actually are and then doing something about it. OKI will audit existing practices, output volumes and printing types and then advise on replacing disparate models with smart, energy-efficient multifunction devices and adopting best practices. This can be done in one all-encompassing managed service including consumables maintenance and support. OKI can then use its experience in the education sector to tailor a long-term document output and

management solution. According to needs, this could include mobile solutions to enable printing from tablet computers. Or it may include the use of ‘in the box’ utilities enabling schools and colleges to easily customise print media for events such as sports days and parents’ evenings or collateral such as prospectuses and newsletters. Partnering with OKI opens up many creative possibilities using in-house printers to help save time and money. FURTHER INFORMATION www.oki.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.3

As Lab Systems Furniture approaches its fifth decade in business, it is still one of the leaders in the design, manufacture and installation of educational furniture (FF&E) specialising in laboratory furniture in the UK. With its wealth of specialist knowledge Lab Systems Furniture has the flexibility to offer bespoke and off the shelf systems to suit any project. The company has a wide customer base comprising of universities, schools and academies and continues to be successful for one consistent reason; its clients recognise that Lab Systems manufactures and supplies superior products that are designed and manufactured to an exacting quality and to

your design requirements. After years of experience working with both conventional and specialised materials, the company’s design team is acknowledged across the industry as experts in their field. Supported by the latest techniques and state of the art technology, Lab Systems manufacturing team prides itself on its traditional craftsmanship and attention to detail. With a wealth of specialist knowledge and experience, Lab Systems Furniture has the flexibility to offer bespoke and off the shelf systems to suit any project, no matter how large or small. FURTHER INFORMATION www.lab-systems.co.uk

Well Educated Banking www.lloydsbank.com/ schoolbanking

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The professional body for the recruitment industry

Experience the Amazon in the heart of the West End

The Recruitment & Employment Confederation (REC) is the professional body for the recruitment industry. The REC represents 3,349 corporate members who have branches across all regions of the UK. In addition, the REC represents 5,759 individual members within the Institute of Recruitment Professionals (IRP). All members must abide by a code of professional practice. Above all, the REC is committed to raising standards and highlighting excellence throughout the recruitment industry. The REC breaks down its membership into specialist niche sectors, with Education being a specific sector for which REC members get the latest regulatory developments provided to them through events, online and in print.

Located at Piccadilly Circus in the heart of the West End, Rainforest Cafe is designed as an exotic jungle that recreates the sights and sounds of the Amazon rainforest. Enjoy great food and drinks in this spectacular restaurant whilst the unique jungle surroundings are brought to life with the help of stunning special effects including thunder and lightning storms, tropical showers and cascading waterfalls, as well as lifelike, animatronic inhabitants including chattering gorillas, a menacing jaguar, snapping crocodile and of course our trumpeting elephants. Great for all the family, Rainforest Cafe has an extensive menu of American and international cuisine catering for both adults and children. Looking for a wild day out? Come to the Rainforest Cafe for an educational tour and use Rainforest Cafe as a visual learning aid. The cafe strives

For REC members looking to demonstrate an enhanced level of compliance with relevant legislation within the education sector, the REC has developed REC Audited Education, a robust compliance award that provides REC members with the opportunity to show schools, colleges and other employers in the sector, the increased measures that they go through to give you peace of mind that you are working with an agency engaging in the best possible practice there is in the industry. FURTHER INFORMATION www.rec.uk.com/audited

to educate our children in the importance of rainforests, the animals and inhabitants who live there and what we can do to aid the conservation effort. FURTHER INFORMATION Tel: 020 7434 3111 groups@therainforestcafe.co.uk www.therainforestcafe.co.uk

SECOM – one of the UK’s leading security companies

Ultimaker UK launches 3D printing initiative

SECOM is a leading electronic security company that designs and installs a variety of solutions tailored to the individual needs and budget of many Educational establishments, from small primary schools to large scale multisite universities. Its products include innovative visitor management and safeguarding solutions with a touch screen interface, quick sign-in and badge printing. SECOM can also provide fully integrated CCTV solutions which offer on-site monitoring and recording, creating a secure environment for children, staff, and visitors. The company’s 24-hour remote video monitoring response centre can spot unwelcome intruders and either warn them off via loudspeaker, or call in the police, providing an excellent deterrent against the vandalism or theft of school property.

Schools across Great Britain will have the opportunity to get ahead of the grade in the revolutionary new technology of 3D printing. Ultimaker has already been working with education institutions in the UK and with schools on the continent to great success and is now about to officially launch into the education sector. A national campaign called CREATE Education Project is being rolled out in 2014, with schools eager to provide students the best current learning opportunities 3D printing has to offer. Ultimaker’s CREATE initiative has received fantastic feedback from teachers and pupils have been blown away by how easy the Ultimaker technology is to use and the subsequent opportunities it presents. Ultimaker’s open source technology and the collaborative approach means every student can engage in the learning and development process.

SECOM’s UK head office in Surrey coordinates the company’s operations throughout mainland Britain from seven regional centres and 12 support offices. With over 680 employees the company is trusted by over 650 schools, colleges and universities throughout the UK. For further information on any of SECOM’s security products and services, or for a free no obligation survey, please contact SECOM via the details below. FURTHER INFORMATION Tel: 0808 250 2074 www.secom.plc.uk/publicsector-security/education/

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Marie McDonagh, curriculum leader at Cleethorpes Academy said: “We ordered five Ultimaker 2 printers after an impressive workshop run by the Ultimaker team where students were able to produce their own 3D designs in under two hours. The Ultimaker 2 printers represent good value and the support and advice from Ultimaker has been excellent.” Ultimaker will provide a free no obligation loan of an original Ultimaker to schools and are seeking 50 selective institutions across the country to be appointed as 3D Hubs to share 3D printing with everyone. FURTHER INFORMATION Tel: 01257 276 116 enquiriesgb@ultimaker.com www.ultimaker.com

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

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SEN PROVISION

TESTING THE GUIDANCE

Brought in to help improve a primary school’s inclusive practice, Bridget Bolwell felt it was an opportune moment to evaluate nasen’s inspection guidance The keen observers among you will have noted that the most recent Ofsted inspection framework revealed an increased focus on the achievement of pupils with special educational needs and the quality of teaching that enables learning to take place. With the Children and Families Bill gaining Royal Assent and a new SEN Code of Practice to be implemented, raising the quality of whole-school provision is firmly on the agenda of most schools. As a specialist practitioner in school inclusion, I am continually working with schools to sharpen their inclusive practice. My most recent project involved a primary school that had been rigorously engaged for the past 18 months in moving from their ‘satisfactory’ Ofsted report under the previous framework to a ‘good’ one under the new framework. THE DATA It was clear from discussions with the SENCO that the school had amassed ‘quantum data’ but there was no obvious framework in which to explore what the data meant, how it might be benchmarked, or even if they had the full range of data they would require to inform their future interventions

– they ‘didn’t know what they didn’t have’. As the inspection team is only in a school for a short time, it is essential that schools have collected all the relevant data and supporting evidence they may need to inform the final inspection judgement. THE SCHOOL FOCUS In our discussions it was also apparent that the school wanted the SENCO to take a more strategic role in the delivery of provision. The school, and in particular the SENCO, had expressed the need for a framework, tool or format to enable them to develop the SENCO’s strategic role effectively and to ensure that evidence for specific aspects within the four key Ofsted judgements was gathered in a clear and consistent manner. However, as with many settings, there was not a clear vision of what that evidence should be. Along with the school’s senior leadership team, the SENCO had also identified the need to develop the whole school workforce to ensure that all staff had the skills, knowledge and understanding they needed to provide high-quality teaching and learning opportunities for all pupils. 

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First impressions The guide provides an excellent tool to show SENCO and whole‑school responsibilities. Aids self-evaluation for SEN areas to improve. Tells me what I need to know that I didn’t know! Helps me to consider the issues, note where I need to get evidence from and draw up an action plan. Gives bullet guidance as a security checklist within each section. Provides an evaluation and current understanding of where we are and how to identify key areas of development for the whole school. Is a good tool to use with governors to show whole-school responsibility and the different roles within the school.

Since work thmy the sch ere, underg ool has Ofsted one an in Februinspection and wa ary 2014 s gra ‘good’ ded

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SEN PROVISION  USING THE GUIDE I wanted to evaluate the use of nasen’s practical guidance, The Nasen Guide for Primary and Secondary SENCOs Preparing for School Inspection, and so this seemed to be an ideal opportunity to help direct the SENCO while considering the effectiveness of the guide as a whole-school improvement tool. WHAT EVIDENCE DOES THE INSPECTION TEAM WANT? We began by evaluating each section at a time, starting with the Leadership and Management area of judgement and, in particular, the role of the SENCO. The notes section on the right-hand side of the page was useful to note where evidence was to be found, provided or produced by others, where there were obvious gaps that needed to be looked into and which staff would be involved. The criteria also very quickly showed gaps in training and nudged the SENCO towards observational evidence that she

of judgement, the school was thoroughly directed in clearly evidencing the attitudes and experiences of the pupils and in reviewing impact of interventions where needed. CONCLUSION Using the four areas of judgement, the SENCO could produce short-term (urgent) and long-term (through the academic year) action plans, which formed the basis for discussion at senior leadership meetings. To get the most from the considerations section, we developed a useful flagged system on the notes of how important or urgent some statements were compared with others. Much of the SENCO’s direct school improvement work involved discussions with key staff members and this was supported by specific use of questions posed in the areas of judgement, which the SENCO found extremely useful during meetings. She felt it empowered her to create evidenced plans that ensured engagement at all levels and were

Through the use of the Achievement area of judgement, the SENCO was able to work with other members of the school team to explore the raw data and analyse pupils’ attainment and progression. realised she did not have. It certainly focused the mind on impact, quality, accessibility and the inclusiveness of the school. QUALITY OF TEACHING The second area that the SENCO chose to focus on was the Quality of Teaching. She felt that the issues for consideration included in each section helped her to understand how the school could make better use of teacher observation, and the inclusive teaching observation checklist was really useful for this. The prompts for discussions with learners helped to give clear guidance and to identify the evidence required, showing the SENCO what she was looking for and the questions she needed to ask. Through the use of the Achievement area of judgement, the SENCO was able to work with other members of the school team to explore the raw data and analyse pupils’ attainment and progression. Again, this led to specific, targeted conversations with staff where the SENCO felt empowered in assessing school procedures and in identifying areas for improvement. HOLISTIC APPROACH The school is proud of its holistic and nurturing approach. It is committed to ensuring that pupils feel safe and have respect and courtesy for each other. Through the Behaviour and Safety area

not her sole responsibility to implement. It was felt that the guide is a fantastic whole‑school resource – an extensive guide, not a ‘quick fix’. Gathering evidence and staff observations and holding discussions take time but the guide provides a very specific framework for this. The SENCO summed up her settings feelings about the guide as, ‘Inspirational and aspirational – the guide has been excellent in supporting us and has given us confidence in supporting all the pupils, all the time, to the best of our ability. It has given everyone the confidence that whoever walks in the door, we are prepared!’ Since my work there, the school has undergone an Ofsted inspection in February 2014 and was graded ‘good’ – a testament to the hard work the staff have undertaken in raising the quality of their whole-school provision. Nasen will be offering training in the new academic year based on the framework laid out in the inspection guide. L

Bridget Bolwell is a specialist practitioner in school inclusion with Brighter Futures, Bath. FURTHER INFORMATION www.nasen.org.uk

Using the guide Nasen’s guide to school inspection has 124 pages – focus on the areas that matter to you.

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Use post-it notes to tag key pages – traffic light colours are an easy way to identify short-, medium- and long-term priorities. The guide should be a working document – use it to collate your evidence, and remember, you are allowed to photocopy pages to share with colleagues in your setting. Involve key stakeholders in your use of the guide as part of whole-school improvement – in particular, what role will your school SEN governor play?

About Nasen Nasen is the leading UK professional association embracing all special and additional educational needs and disabilities. The organisation promotes the education, training, development and support of all those working within the special and additional educational needs and disabilities sector. Membership of nasen is an invaluable source of advice, offering an exclusive and vital range of benefits to support teachers, governors, teaching assistants and the entire education support network in the delivery of high quality inclusive practice. Benefits include fresh and creative education resources, dynamic conferences and seminars with world-class speakers. Nasen have also recently published Everybody Included: The SEND Code of Practice Explained.

Brighter Futures Brighter Futures is a not for profit social enterprise providing schools with specialist services to improve learning and well-being outcomes for children and young people. Services include assessments for learners with additional needs, therapeutic interventions, training programmes for children and teenagers, professional development and consultancy for staff, as well as advice for parents and carers.

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

Control Energy Costs Ltd • Confused by energy pricing and claims made by suppliers and brokers? • Concerned about securing the best deal for your school? • Wondering whether the schools utility bills are actually correct?

If these or any other questions have crossed your mind then Control Energy Costs can help. We are one the country’s leading and most experienced team of energy consultants with over 30 years direct involvement the industry. CEC have worked with a number of schools and educational establishments for many years, guiding them through the increasingly complex UK utility markets to help them keep expenditure at an absolute minimum. We are entirely independent, have no tie to any supplier and do not take supplier commissions. CEC offer a full consultancy service tailor made to meet the requirements of your school.

Call us on 01737 559198. We give advice that you will trust and respect. www.cec.uk.com

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ECO-SCHOOLS

CONSIDER THE GREEN CHOICE

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be a purely economic decision, before you start to consider the additional benefits of eco‑choices; things like improved reputation for the school or enhancing a culture of caring.

Written by Sarah French, Eco Schools Programme

THE GREEN COMMUNITY The Eco-Schools programme is a pupil-led, whole school approach; which is sometimes over-simplified to mean all the pupils. The whole 17,000 English schools are currently registered as Eco-Schools, school means every member of the school and many have demonstrated innovative yet simple ways to community is included and every decision become more environmentally-friendly. Sarah French reports incorporates ecological considerations. It’s more than an Eco-Club for the pupils or switching Life and work are full of decisions and choices Balancing economic arguments with off the lights when you leave the classroom. every day; both large and small. Which is ecological considerations does not have In a great Eco-School, the ethos touches every the best option or which represents best to be a mutually exclusive choice. The idea aspect of school life; maths lessons analyse the value for money? Is it the cheapest, the that the green choice is the more data that the pupils have collected on quickest, the largest, the smallest, the big expensive option is increasingly the school’s energy consumption, brands or the ‘green’ option? With increasing false nowadays. Sometimes catering and site managers The s numbers of choices available to schools now, (and increasingly often) sit as part of the pupil’s l o o h and shrinking budgets, maybe the ‘green’ the green choice can be Eco-Committee and pupils Eco-Sc me is m a choices seem like an option too far? We the best choice and present their carefully r g o r e p l o h w may try to consider the green, or ethical or the green option is researched case for solar , d le sustainable choice, but this can sometimes the same as the best a pupil-proach; every panels to the board of feel like a luxury we cannot justify or afford. value choice. This can ool ap chool governors and bursars. E

s sch r of the cluded e b m e n m nity is i cal u m m o i c g in ecoloations r conside

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

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ECO-SCHOOLS

Thousands of schools take part in annual Switch‑Off Fortnight campaigns; they are a great way to involve the whole school in an eco-project. In addition to the educational benefits, switching off lights and appliances that aren’t being used can save serious amounts from school budgets  As managers of the programme we have brought in a number of changes to help schools with their purchasing decisions. We now partner with a number of green businesses. These companies are chosen to fit well with the Eco-Schools programme, our values and our aims. In addition to the economic and ecological benefits these partners can provide to schools, we work with them to ensure we maximise the learning opportunities too. Real life examples of businesses providing greener versions of everyday products are very powerful in bringing sustainability to life. We also ask schools to submit their green procurement policy as a part of the Green Flag application process. We do not dictate what schools should buy or from whom, we simply ask them to consider what they buy and consider the alternatives. In awarding Green Flags we would never penalise schools for their buying choices, just as we would never penalise schools for the results on their

Display Energy Certificate. But we are asking schools to at least consider the Eco-Schools ethos in their buying choices, it is all part of the learning process that sits at the heart of the programme. The overall sustainability of the school is in every decision you make, everything you do and everything you buy. Rather than discussing the hypothetical, we’ll show how other schools have already changed the decisions they’ve made and demonstrate that the green option is often the best option for schools, from an economic and educational standpoint as well as an environmental. Ask yourself where large chunks for your school budget are currently being spent – electricity, heating, rubbish collections, water, resources that are wasted in school – and you’ll already start to see how more sustainable options could save you money. FLICKING THE SWITCH Thousands of schools take part in annual Switch-Off Fortnight campaigns; they are

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a great way to involve the whole school in an eco-project. But in addition to the educational benefits, simply switching off lights and appliances that aren’t being used can save serious amounts from school budgets. Schools have made over 20 per cent reductions in their energy usage through simple behaviour changes. Many schools have teams of pupils who roam the corridors looking for lights left on; some teachers are even named‑and‑shamed in assemblies. A Sixth Form College have taken this a step further, the students of the Eco‑Committee have the power to take fines from departmental budgets if too much energy is wasted in their rooms. Schools have also made significant savings through reducing the waste sent to landfill and diverting more to recycling. A Somerset school bought a bailer in order to facilitate paper recycling in the school. Although the initial cost of this bailer was funded from the estate bursar’s budget, this cost has now been repaid through money that was saved on landfill. Three years ago the school paid £15,000 annually to send waste to landfill, they now pay £3,500. Another Eco-School has gone completely waste free following their ‘War on Waste’. Whereas previously over 90 per cent of the schools’ waste went to landfill, with the associated costs, now 90 per cent is recycled or composted and the remaining 10 per cent is incinerated to produce electricity. E

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ECO-SCHOOLS  FOOD FOR THOUGHT How involved are your pupils in the food they eat at school and how much of this food is wasted each day? At one of our Ambassador high schools the pupils have a food committee which regularly meets with the catering team to discuss everything food related. This committee has led to significant reductions in food waste through simple changes. For example thanks to the girls’ suggestions portions are smaller, salads come with dressings and some of the meals are less spicy. By regularly meeting with those who eat the food, the catering team can reduce food waste and therefore costs. Embracing the Eco-Schools ethos is not something that is achieved overnight; we describe it as a journey. Of course there is always something extra everyone, or every school, could do. But the most important thing is that we all do something; even if we all just make one change to what we choose, or buy or do. 17,000 English schools are already registered as Eco-Schools, together we have a collective power to change, not just our own schools but the way English schools function in general. SOLAR OPPORTUNITIES FOR SCHOOLS More and more schools have already installed solar panels on their roofs, but with a range of providers, finance options and misconceptions it’s hard to know where to begin or even whether they would be right for your school. Some local authorities and councils are already supporting schools in their solar installations, through investments or spend‑to‑save schemes. But even if your council is not actively pursuing solar opportunities in your area, there are a range of solar options available; it is usually possible to find one to suit your school. Some solutions involve upfront costs, others are funded entirely E

A al few loc are s council porting sup already in their solar schoolsinstallations, panel investments throughend-to-save or sp emes sch

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Display Energy Certificates for schools To enhance our offers to schools Eco-Schools have teamed up with accredited engineers to provide a Display Energy Certificate (DEC) service. Priced competitively (and at a lower price than we could previously offer), the DECs meet a legal requirement that most schools in England are required to comply with. The government introduced Display Energy Certificate’s (DECs) to raise public awareness of energy use and to inform visitors to public buildings about the energy use of a building. DECs provide an energy rating of the building from A to G, where A is very efficient and G is the least efficient and are based on the actual amount of metered energy used by the building over the last 12 months within the validity period of the DEC. An advisory report accompanies the DEC and contains recommendations for improving the energy performance of the building. The advisory report may contain a range of possible improvements, including cost effective measures that may be implemented to improve the energy performance of the property If your local authority isn’t arranging for your school’s DEC to be completed, then Eco-Schools can organise it on your behalf. How will it work? An accredited energy assessor will visit your school and carry out a review of the building. After the energy assessor’s visit, you will receive your DEC and a report with advice on ways to make your school building more energy efficient. The cost of the visit, certificate and report depends on the size of the school and whether it is a first assessment or a renewal. Who must have them? A DEC must be prominently displayed by Public Authorities or any organisation providing a Public Service. As from 9th January 2013, all schools with a total floor useful floor area of over 500m2 have been required to display a DEC and advisory report. Who must have them and how long are they valid? Where the building has a total floor area more than 1,000m2, DECs are valid for one year, so it is a legal requirement to update your school’s DEC annually. The accompanying advisory report is valid for seven years. Where the building has a floor area of between 500m2 and 1,000m2, the DEC and advisory report are valid for 10 years. What are the penalties for non-compliance? Failing to display a Display Energy Certificate will result in a penalty of £500. The DEC must be displayed at all times in a prominent place in each building. There is also an additional £1,000 penalty for failing to have possession of a valid advisory report in each building. In addition to the these penalties, it is still necessary to commission the DEC. DECs and Eco-Schools Energy Awards Schools are required to submit their DEC as part of the Eco-Schools Green Flag application and ideally we’d like all Eco-Schools to log in and submit their new DEC each year. By submitting your DEC you could be eligible for one of our relaunched Eco-Schools Energy awards, to celebrate your energy efficiency.

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ECO-SCHOOLS  through the savings made, whilst others are crowd funded by your local community. Government ministers are certainly getting behind solar panels for schools. The energy minister Greg Barker has been quoted as urging schools to install solar panels. Michael Gove, secretary of state for education, has described solar panels as a “sensible choice” for both economic and educational reasons. When you start considering solar you’ll need to ask yourself some questions, seek advice and be prepared to bust some of the myths you may have heard in the past. For example, the energy is generated from daylight, not necessarily direct sunlight, so our variable English weather isn’t a problem and energy is still generated even on cloudy days. Even if you have considered solar in the past, it may be worth re-investigating as technologies and finances are improving all the time. You’ll also want to ask yourself whether you want to simply generate energy for your needs, or whether you are hoping to feed the excess back into the National Grid. This decision may be dependent on the amount of available roof space you have, either way your panels will be generating energy through the weekends or holidays that may be above the needs of your school. As well as generating energy, solar panels can generate income for your school, through the Government’s Feed-in-Tariff scheme. This

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As well as generating energy, solar panels can generate income for your school, through the Government’s Feed-in-Tariff scheme. This income is guaranteed for 20 years, with the exact amount depending on the rate when you sign up. The income will either go to your school or to your solar panel provider, depending on what type of contract you sign up for income is guaranteed for 20 years, with the exact amount depending on the rate when you sign up. The income will either go to your school or to your solar panel provider, depending on what type of contract you sign up for. Schemes also vary in whether you rent the panels, rent out your roof or purchase the equipment yourself. Obviously different situations will suit different schools, but it is worth remembering that there are schemes available that are fully school and local authority compliant. MINIMISE THE RISKS If you are worried about the possible risks associated with installing panels you can choose to go with a provider who can minimise these risks. Some will only install

panels if their calculations demonstrate over a certain amount of income generation over the life of the panels. These calculations can be checked and verified by external bodies such as the Carbon Trust. Finally, it’s never too early to start thinking about the educational benefits of a project such as solar panel. By picking a company that specialises in the educational sector you’ll have extra support such as educational resources or staff coming in to work with your pupils. Solar PV can truly be an example of a project with economic, educational and environmental benefits. Solar could be a case of the green choice being the best choice for your school. L FURTHER INFORMATION www.eco-schools.org.uk

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GROUNDSCARE

School buildings are generally the focus of the learning environment, but the external space around those buildings is an amazing resource waiting to be brought alive, writes Denise Ewbank from the British Association of Landscape Industries Within every school, head teachers and governors are challenged with delivering an environment that is conducive to learning and personal development, is safe for pupils and staff, and can be delivered and maintained within the school’s budgetary constraints. School buildings have hitherto been the focus of the learning environment but the external space adjacent to those buildings is an amazing resource waiting to be brought alive beyond the restrictive ubiquitous tarmac playground with its markings for hopscotch and five-a-side football. There is a growing body of research data to support what we all feel in our bones – that greenery is good for the soul and for our general health and wellbeing. Landscape architects and urban planners are responding to this need for a softer and greener built environment by incorporating ‘green’ wildlife

corridors, pocket parks, landscaped squares, green roofs and living walls in urban areas. And school planners, too, are embracing an approach to design that employs tools to solve practical problems common to most schools that avoid compromising an otherwise green environment and, at the same time, enrich the learning experience of pupils.

There g win is a groesearch r CREATING SHADE body of support Most of us will have a memory of sultry data to all feel – e summer days sat w d what nery is goo under a large oak or e e r r g o f horse chestnut at the t a d th ul an o s edge of the school e h t for playing field listening lth and our hea eing to the teacher deliver a poem or a lesson on conkers. wellb Summers were always hot when we were children, or so our memories would lead us to believe, but today the intensity of the sun is such that we must ensure children have somewhere that is out of direct sunlight to where they can retreat when they are outdoors.

Written by Denise Ewbank from the British Association of Landscape Industries (BALI)

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Natural shade can, of course, be provided by existing mature trees or by planting new trees that introduce dappled shade to an area. The choice of trees will depend on the space available and how the area is to be used. But selecting trees with a canopy rather than an upright form will introduce the shade required and perhaps allow seating to be installed around the trunk. Another option is to incorporate natural materials such as willow to weave a structure, perhaps as a play tunnel, arbour, or covered seating area conducive to conducting lessons in the outdoors. Manmade structures such as gazebos are an option too and shade sails are particularly useful for schools and nurseries. Shade sails immediately add a fun element to the landscape design and are hugely flexible. They are easily maintained, come in a range of different colours, and provide extremely high levels of UV protection, so important for young skins. The shade sails obtained from known reputable suppliers are made from knitted polyethylene fabric, which does not absorb water and will not rot; an excellent way to provide shade and cover from the elements without introducing solid structures that close in an otherwise freely accessible area. SCREENING OPEN Space is wonderful and essential for many outdoor activities. However, for more structured outside learning screening E

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GROUNDSCARE

School planners are embracing an approach to design that employs tools to solve practical problems common to most schools that avoid compromising an otherwise green environment and, at the same time, enrich the learning experience of pupils

 helps to create a smaller, more contained space where pupils can focus without the distraction of movement or extraneous noise. There are many options for ‘natural’ screening, including woven willow, ‘instant’ hedging and green screens. Green screens are created using pre-formed galvanized steel mesh through which vegetation, usually ivy, is grown from biodegradable pots. The plants are wound through the steel in the plant nursery until they have reached the required height of the mesh and requisite density. They can then be moved into position by maintenance staff but will require setting into the ground where they are to be used. Ivy has been shown to have a major effect on reducing pollution from PM10s (particulate matter) caused by vehicle pollution so in addition to providing privacy and reducing noise they also contribute to improving air quality.

STORAGE WHETHER Its outdoor play equipment, gardening club tools, or bikes, storing equipment effectively and sensitively ensures the outside landscaped space remains just that and is not compromised by untidy clutter, which in itself can be a potential trip hazard. Landscape architects and contractors with in-house design facilities will offer a number of storage solutions, from a walk-in timber storage unit, complete with its own ‘green roof’ to prevent rainwater run-off and create a focus for biodiversity, to seating with built-in storage beneath it. The chosen solution should enhance the environment and serve more than one purpose. Play-led learning Landscape contractors Bowles & Wyer Contracts and Bartholomew Landscaping regularly incorporate active elements in its school landscape projects to encourage play and exploration. Logs act as simple balance beams, rocks and other natural materials found in the landscape are ‘installed’ to help younger children develop better motor skills and an understanding of play without the aid of computers. They aim to introduce as many natural elements as possible into the school outdoor environment, creating interest and opportunity for children to learn more about the natural world. Bird boxes, raised planting beds and bee houses all encourage engagement with nature and offer inspiration for outdoor based lessons that teach children how to grow simple crops and understand where the food they eat comes from. The ability to teach this by practical example and participation, and

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in the grounds of their own school, solves a major problem for teaching staff who are unlikely to have either the time or the staff resource to regularly take classes out to city farms or other suitable venues. DELIVERING THE RIGHT ENVIRONMENT There are many professional landscape contractors who specialise in school projects and who work in partnership with their school clients to deliver outside landscaped spaces for year round learning and play. Many are registered members of the British Association of Landscape Industries (www.bali.org.uk). If the exterior landscaping is to be undertaken at an existing school it is important to select contractors who have a proven track record of working in a school environment and who, in addition to their legal and regulatory obligations with regards to health and safety and overall working practices, are governed by a strict professional Code of Conduct, as required of all BALI members. With new build schools, landscape architects and planners will invariably invite only BALI members to tender for school landscape projects because they know that BALI contractors must meet exacting standards for skills training, health and safety, financial standing and other areas vital to the successful delivery of major landscape construction projects. EXTENDING THE LEARNING SPACE Clever and innovative landscaping can extend a school’s learning space, enrich children’s learning and play experience, and incorporate elements that solve the problems associated with children in the outdoors. By working with contractors who are experienced in school projects and who are registered BALI members, head teachers and governors will ensure their schemes address and solve the problems common to many schools in a fresh and innovative way that makes full use of the school’s invaluable and perhaps untapped natural capital. L FURTHER INFORMATION www.bali.co.uk

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One Call, One Contractor, No Problems. BUILDING AND PREMISES CLEANING SERVICES Established for almost 20 years the Diverse Cleaning Company south is Diverse by name and Diverse by nature, offering almost every cleaning service required by today’s multi-faceted businesses. Delivering High Level Cleaning Solutions that include roof & gutter cleaning, fascia and soffit cleaning, window cleaning, internal & external structure cleaning, kitchen and ductwork deep cleaning, large area pressure washing, hard & soft floor area cleaning. (see our testimonials on our web site) A TOTAL CLEANING SOLUTION! *Our strengths are in our management and supervision with strong links to military style organisational skills, developing unbreakable team spirit and investing heavily in the development of our staff. *We believe that quality is not a cost but an attitude. *Whether you spend a pound or a penny our attitude does not change. *Our attitude to cost is driven by your needs, not ours. Visit www.deep-cleaning.com e mail info@diverse-cleaning.co.uk or call 02392 668600/020 7118 8007

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INFECTION CONTROL

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LEARNING IN A BUG‑FREE ENVIRONMENT

Studies into the importance of hygienic environments show that cleanliness has significant impact on the overall health, happiness and performance of staff, visitors and pupils. This emerging evidence suggests that hygienic and clean environments create a sense of well-being and also impact upon positive attitudes, elevated performance (as measured by fewer health complaints), improved student attendance, teacher retention and overall higher test scores. The British Institute of Cleaning Science (BICSc) discusses its investigation into the problems faced by facilities managers’ working in the educational sector and the simple steps that can be taken to improve hygiene levels in busy educational establishments. EDUCATING PREMISES STAFF ABOUT INFECTION CONTROL In preparation for this article, BICSc contacted facilities managers from educational establishments across the UK to find out the main problems that they face when cleaning educational establishments (these individuals will remain anonymous for the purpose of this article). The feedback came from schools, universities and colleges with over 80 per cent of these indicating a need for hygiene and biohazard training for ‘daytime’ staff. The problem is that many cleaning operatives carry out their cleaning and disinfecting duties first thing in the morning and last thing in the evening. Staff with developed knowledge of infection control methods do not necessarily manage the busy time in between the evening and weekend. For example, in accompaniment to day-to-day duties, premises staff are regularly responsible for the daily clean up of bodily fluids (e.g. vomit, urine and blood). This is particularly applicable to those who work within primary and secondary schools. An example of an incident that could have been prevented with the use of appropriate training has been provided by this anonymous facilities manager: “I am sad to say that the premises managers are not trained in hygiene and biohazards. Even with cleaning up sick and other bodily fluids as part of their duties, they don’t have the correct equipment or training. “A couple of years ago, I came across the premises manager using my wet vac to suck up sick from a child, this was all

Written by Daniella Paolozzi from the British Institute of Cleaning Science (BICSc)

Adopting good hygienic practice in an educational establishment is not just about preventing the odd cough, tickly throat or cold. It actually plays a far more important role than many people realise, writes Daniella Paolozzi from the British Institute of Cleaning Science

Educating the younger generation about effective hygiene practices will also have a big part to play to make a cleaner future. Outbreaks like swine flu and bird flu have called for improved education about hygiene in schools and have encouraged further educating about hand washing, cleanliness and personal hygiene along the corridor. All he offered to do was wash it out. I had to take the wet vac and clean and disinfect it myself. I told him not to use my equipment again.” Needless to say, these types of incidents could have been avoided if staff were provided with suitable knowledge of infection control methods, without this knowledge of infection control, the threat of infection will still put schools in danger. BICSc will be conducting further research into this subject area, if you would like

to participate in this research please contact marketing@bics.org.uk. The Institute is able to provide Infection Control E learning courses to staff that would benefit from awareness of the subject. These courses can be taken in their own time and at a low cost. Training enables learners to understand the key issues regarding infection control principles, including knowledge of the types of micro-organism that cause infection, methods of transmission and transmission routes, knowledge of how to maintain a E

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INFECTION CONTROL  clean environment, infection control national policies and obligations, decontamination methods and waste handling practices. EDUCATING THE YOUNGER GENERATION Educating the younger generation about effective hygiene practices will also have a big part to play to make a cleaner future. Outbreaks like swine flu and bird flu have called for improved education about hygiene in schools and have encouraged further educating about hand washing, cleanliness and personal hygiene. Teaching acceptable hygiene principles is vital to creating life long habits, which will in turn, prevent illness and reduce the risk of spreading infection in years to come. ENSURING STANDARDISATION ACROSS CLEANING OPERATIVES Unfortunately cross contamination can occur far too easily when cleaning operatives are unaware of the procedures that need to be undertaken to prevent the spread of infection. MRSA, E Coli, Clostridium Difficile and Legionnaires disease are an unfortunate result of poor cleaning standards. They continue to gain prominence in the media and as a consequence, industries are placing increasing demands on cleaning and hygiene related activities. With heightened awareness of public safety and public health potentially at risk, hiring cleaning operatives with ‘common sense’ alone is a big no. All cleaning operatives are recommended to have appropriate certification to prove that they are following standardised procedures. Standardisation has been defined as a “framework of agreements to which all relevant parties in an industry or organisation must adhere to ensure that all processes associated with the creation of a good or performance of a service are performed within set guidelines.” Standardisation ensures consistency in the quality of goods produced and / or services delivered, to also facilitate comparison between products and services that are a like. BICSc has played a fundamental part in the standardisation of cleaning skills across the globe for the past 53 years. For example, the BICSc colour coding system is instantly recognisable as a tool that prevents cross contamination when cleaning across different locations. The system suggests that all cleaning items, for example, cloths (re-usable and disposable), mops, buckets, aprons and gloves, should be colour coded. Training for cleaning operatives also reduces client dissatisfaction and eliminates the need for “rework”. It also eliminates the hidden costs associated with time originally

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An interview with BICSc Council Member, Mary Schramm, manager of Employment skills at South Thames College What do you think are the main challenges with managing hygiene in an educational establishment? It’s the constant usage by staff, visitors and learners in such a busy environment. Young children’s habits can also make the job extremely challenging. Security and safeguarding are also concern for the facilities staff due to having so many learners using WCs at breaks. The misuse of WC facilities is also a big one for us. It seems that some learners find it incredibly entertaining to block toilets and sinks, this is not so entertaining for us as you can imagine. Other challenges include the safety of learners at changeovers, spillages, availability of classes as teachers are working longer hours. Are there any problem areas in particular? I think that mopping is an issue for us. Normally mopping is done last but having wet floors just before school opens is not a good idea because the floors will still be slippery. What do you feel are the key benefits of having a hygienic establishment? It has to be the control of cross contamination between people and surfaces. Keeping people safe is our priority. How has training to BICSc standard helped to improve hygiene at South Thames College? We are lucky at South Thames that not only are we an approved Associate Training Provider centre but the college cleaning contractors, Julius Rutherford are also an Accredited Training Organisation (ATO). It is because of this that we know that their staff have been properly trained and are cleaning to the highest standards possible. Julius Rutherford won the Golden Service Awards for cleaning an educational establishment for their cleaning of the college. We are all very proud. What advice would you give to other educational establishments in ensuring that their establishments are hygienic? Training is vital but unless all staff are aware of colour coding and correct procedures then mistakes will be made. Follow up training is also very important so that every time the supervisor sees the staff, the correct methods are used for the correct situations.

With d ne heighte ess awarensafety, ic of publ peratives hiring ocommon with ‘ lone is a sense’ ag no bi

spent on tasks or original materials and equipment costs; it does this by addressing the most common reason for poor service delivery. Poor service delivery is usually the result of method failure or the application of incorrect techniques to the cleaning of elements within a facility. The Institute produces a range of cleaning operative-focused standards, the key areas these cover are: Proficiency; Competency; and Technical standards. Skills are encompassed by the BICSc Cleaning Proficiency Skills Suite (CPSS). The Institute’s training department BBS (BICS Business Services) facilitates training requests. For more information about bespoke training options please visit www.bicsbusinessservices.com. THE RISKS OF DOING NOTHING Along with the threat of infection and reduction in well-being, there is growing

realisation of the links between hygiene and washroom standards and a wide range of negative health and behavioural issues. These include bladder problems, bowel problems, infections and diseases. Not only does this impact on the quality of life of the affected individual, but also creates further negative repercussions for society by creating unnecessary NHS expenditure in the long term. Deteriorated conditions are preventable. Whilst there are costs associated with training staff, the environmental quality of a school and the health of staff, pupils and visitors should be high on educational establishments lists. This is just as important as effective nutrition and teaching standards. L FURTHER INFORMATION If you would like to find out more about improving hygiene standards, email marketing@bics.org.uk quoting INFECTION CONTROL to be sent an info pack. Alternatively you can call +44 (0) 1604 678 713.

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FIRST AID PROVISION IN SCHOOLS All schools need to provide adequate and appropriate first aid equipment, facilities and people so that immediate help can be given if someone is injured or taken ill, writes Fiona Riley and Tabitha Cave on behalf of the IOSH Education Group On 1 October 2013, the Health and Safety (First Aid) Regulations 1981 (the Regulations) were amended. The amendment did not change a school’s headline responsibility to ensure adequate first aid provision. However it did remove the previously mandatory requirement for the HSE to approve the providers of first aid training and qualifications, which means that schools now have more flexibility in how they facilitate their provision of first aid. FIRST AID PROVISION IN SCHOOLS All schools have an overarching duty under the Health and Safety at Work etc Act 1974 (the Act) to ensure the health and safety of employees and of anyone else affected by the school’s operation. This obligation includes a duty to protect the health and safety of pupils, contractors and other visitors to the school’s site. As part of this duty, the Regulations require

all employers to provide adequate and appropriate first-aid equipment, facilities and people so that immediate help can be given if someone is injured or taken ill at work. Schools must undertake an assessment of their first aid needs in order to establish what provision for first aid is required. Factors to consider include the location and size of the school, the number of sites, the number of employees and pupils, the age of pupils, their health needs and activities carried out. Site access and communication with the emergency services is vital in an emergency situation and should be included within the school’s arrangements for managing first aid. Schools should consider all their operations

Written by Fiona Riley and Tabitha Cave on behalf of the IOSH Education Group

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when assessing need, and give particular importance to the provision of first aid in areas of specific need, such as in physical education, science departments, school trips and away sporting fixtures. The obligations under the Regulations are limited to a school’s duties to employees. However, the HSE strongly recommends that schools include non-employees, such as pupils and visitors, in their assessment of first aid needs and make adequate provision for them. The HSE has issued guidance on First Aid at Work (L74). The latest version can be found at www.hse.gov.uk.

Schools take der must unsment of s an asse t aid needs s their fir to establish r in orde t provision wha t aid is MINIMUM for firs ired REQUIREMENTS requ In addition, the Education (Independent School Standards)(England) Regulations 2010 require schools to draw up and implement a written policy on first aid. In summary, the minimum requirements E

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FIRST AID  for school first aid provision are a first aid needs assessment; a written policy on first aid; and an appointed person to take charge of first aid arrangements. A school needs suitably stocked first aid boxes in appropriate locations such as labs and PE departments. There is no mandatory content but it is recommended that schools consider the content of BS 8599. Schools also need an appropriate number of first aiders. Where there are fewer than 50 employees at least 1 first aider is needed; and where there are more than 50 employees at least one first aider is needed for every 100 employees. Schools must also provide sufficient information to staff and pupils about the school’s first aid arrangements. BEYOND MINIMUM REQUIREMENTS In practice, first aid provision in schools is likely to exceed these minimum requirements. Schools should ensure that first aiders have undertaken suitable training, have an appropriate first-aid qualification and remain competent to perform their role. Typically, first-aiders should hold a valid certificate of competence in either first aid at work or emergency first aid at work. In EYFS settings first aiders should have a paediatric first aid qualification. It is important to think about who is likely to need first aid within a school, including pupils, staff and visitors. Many grandparents make the school run for working parents. By looking at accident data it is easy to identify what the common injuries and ailments are so that adequate first aid provision can be made. According to Allergy UK, 50 per cent of children and young people have one or more allergy. Each year the number of allergy sufferers increases by five per cent and half of those affected are children. The UK is one of the top three countries in the world with the highest incident of allergy. Every school is likely to have at least one pupil who is severely food allergic and many schools will have more. Peanut allergies are particularly common with one in 70 children nationwide thought to be affected Asthma is also very common in schools and hospitalises someone every seven minutes and tragically 1,500 people die from asthma every year. It is therefore important that first aiders in schools are made aware of pupils who have allergies and how to treat them. The British Heart Foundation has lots of resources for schools and co-ordinates the ‘Heartstart’ programme which teaches emergency life support skills for young people at no cost. More information can be found at www.bhf.org.uk. Whilst there is no mandatory requirement in this country, many schools are purchasing Automatic External Defibrillators (AEDs). Survival rates after a cardiac arrest decrease approximately seven per

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Where there are fewer than 50 employees at least 1 first aider is needed; and where there are more than 50 employees at least one first aider is needed for every 100 employees cent to ten per cent with every minute that defibrillation is delayed. These life‑saving pieces of equipment are widely available at a competitive cost. KEY AREAS WHERE FIRST AIDERS MAY BE REQUIRED Teachers, including those leading trips and PE staff, is an area where a first aider would be required. Cricket, football and rugby are usually the greatest causes of injury in most schools and sports injuries often result in fractures, dislocations, sprains and strains and rarely head and spinal injuries. Early Years staff should also have a first aider. In the younger age ranges special awareness can often be slow to develop and as a result there are often lots of bumped heads during playtime. Paediatric first aid allows recognition of common childhood illness and speedy referral to a GP minimising the length of absence from school. Support staff may also need a first aid trained person. Playground supervisors often have to deal with slips and trips which result in soft tissue injuries. Dining hall staff may have to deal with choking and anaphylaxis in a dining room. Whilst it is not mandatory on the school curriculum, it is a good idea for pupils to be trained in first aid. First aid is an important life skill and putting an unconscious casualty in the recovery position and opening their airway whilst waiting for the emergency services can often make the difference between life and death. First aid training is available from a

wide range of providers. These include voluntary aid societies such as St John Ambulance and British Red Cross. Training is also available from those who offer regulated qualifications, ie first aid qualifications which are regulated by qualification regulators (Ofqual, SQA and the Welsh Government). First aid is also provided from those who operate under voluntary approval schemes; for example, a trade or industry body with quality assurance schemes accredited by a third party. It’s also available from those who operate independently of any such scheme, for example, where a training provider chooses to demonstrate their competence by providing evidence that they meet the criteria set by the HSE. The HSE does not advocate, support or promote any particular provider and schools are free to chose whichever provider best suits their requirements, based on their needs assessments and appropriate due diligence. The HSE’s guidance on Selecting a First-aid training provider (GEIS3) provides a useful checklist for evaluating the competence of potential first aid training providers. In-house training can also be provided, but it must be fit for purpose and it is the school’s duty to ensure that the training and syllabus is fully compliant with the regulatory requirements. Regular (every 12 months) refresher training is important to ensure staff retain the confidence to treat casualties. L FURTHER INFORMATION www.hse.gov.uk www.iosh.co.uk

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Written by Jayne Greatorex, school food advisor, the Children’s Food Trust

IT’S TIME TO MAKE NEW MEMORIES OF SCHOOL FOOD

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With the creation of the School Food Plan and the announcement of Universal Infant Free School Meals, now is the time to make positive and long-lasting change to school food, writes school food advisor Jayne Greatorex from the Children’s Food Trust Many of us in our fifties and sixties have very different memories of school meals than our children and grandchildren do. Back then, it didn’t really matter too much if you loved or hated them – sitting down with your classmates for a hot plate of food at midday in the school hall was just something we all did. Over recent years, the lure of the nearby fish and chip shops and supermarkets offering pre-packaged, on-the-go snacks have tempted teenagers off-site, and a vicious circle has been created where lack of customers has meant less money for schools and caterers, leading to less meal choice and drab dining areas in need of a spruce, leading to – yes, you guessed it – more children taking their money elsewhere. With the creation of the School Food Plan and the announcement of Universal Infant Free School Meals from September 2014, it’s clear that this is a time of great change for school food. But with the majority of the media’s attention being focused on the policies around primary schools, increasing the take up of school meals across all year groups has seemingly taken a back seat. Yet if we’re to reach the target, set by the School Food Plan, of at least 70 per cent of children having

school meals, we need to get talking about change, and more importantly, embracing it. A POSITIVE CHANGE In schools change happens continually, whether it’s major and linked to changes in policy, curriculum or funding, or whether it’s small changes which arise from other processes. Change is not always welcomed because it can appear threatening, time consuming or costly, however it’s absolutely key to improving things, especially school food and the school dining experience. So why should schools focus on food and

improving the dining experience? School meals contribute to the development of good food habits, including positively influencing what children eat at home. We know that a third of children are now overweight or obese by year six and healthy school meals provide a good dietary balance which helps combat this worrying statistic, and is vital for growth and development. Our research shows that when children eat a healthy school lunch in a pleasant environment, they concentrate better in afternoon lessons, which has got to be something which E

A whole school approach to food and healthy eating means that food and healthy eating messages are integrated into the whole life of the school, and lunch is treated as an important part of the school day. It means the cook and the catering team are treated with the same importance as all school staff Volume 19.3 | EDUCATION BUSINESS MAGAZINE

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SCHOOL MEALS Children’s Food Trust Award Healthy eating in school and early years helps children develop, learn and grow. It tackles childhood obesity and is a top priority for many parents. We’ve listened to parents, educators and caterers. Together, we have developed an award which champions healthy eating for children. The award was highlighted recently in the new, government-commissioned School Food Plan, as one way to build the reputation and take-up of your school food. The Children’s Food Trust Award is offered to individual early years settings and schools that can demonstrate an integrated approach to the provision of healthy food and drink for children. The Award is an opportunity to evaluate and enhance your food provision for children. It requires you to attain consistently high standards. The Award will give parents and the children in your care confidence in the quality of your mealtimes. It will distinguish you from other local schools and early years settings. Most importantly, through the provision of healthy food in a quality environment, you can be sure that the children in your care are ready to learn. The assessment is in two parts: an initial self-assessment free of charge, followed by a face-to-face visit. The initial self-assessment allows you to decide whether your school or setting is ready for the Award, and will make clear any areas of improvement you need to make. For the self-assessment form, simply register with us. Once you have decided to proceed

and pay, our nutritionists will review your self-assessment form and menus. If we think you will probably pass, we will send an assessor to visit. If, based on the form, we think you have more work to do then we will give you that guidance first, and set a date for the assessor to visit once you have made the required improvements. Following the assessor’s visit, venues that pass will receive the Award. Any that fail will be provided with clear feedback and, when you provide evidence of improvement, we may then issue the Award with or without a subsequent visit. The visit involves a Children’s Food Trust assessor observe a mealtime and talk to you, your catering staff, and the children in your care. They will check that what they see on the day reflects your self-assessment, and they will look at the evidence to support your application. The Award lasts 12 months. Visits by Children’s Food Trust assessors will be every three years. To validate your Award in years two and three, you will asked to complete and submit an updated self-assessment, along with your menus for the Trust’s nutritionists to review. We will also make unannounced visits to 10 per cent of Award recipients each year for quality assurance purposes.

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 makes any head teacher sit up and listen. By getting the school food service right you can positively influence other issues, such as attainment and behaviour. The Children’s Food Trust’s research shows that when children eat better, they do better – so working on your dining experience means you’re working on your educational priorities, too. Undergoing big changes can seem like a complicated and daunting task, but there are two important principles that can make the whole thing a lot easier to manage and give you a better chance of success. Firstly, adopt a whole school approach, and secondly, work to understand barriers to change so that you can overcome them. A WHOLE-SCHOOL APPROACH Every school is different and each faces different challenges. But schools which successfully increase school food take-up generally adopt a ‘whole school approach’ to food and healthy eating. This means that food and healthy eating messages are integrated into the whole life of the school, and lunch is treated as an important part of the school day. It means the cook and the catering team are treated with the same importance as all school staff, and that school leadership teams include everyone in the planning and change processes – especially the children, because they’re ultimately the customers. Misunderstanding is one of the main barriers to implementing change. This normally arises when there is a lack of good communication with the people who may be affected by the changes, causing resistance. This can happen when no explanation is given for the changes or those affected by them are not first consulted and involved in the process. Self-interest is another barrier. It’s natural for people to worry about the consequences the change will have on them such as the fear of losing their job, being asked to do a role they are not trained for or one they don’t want to do. By including catering staff, lunchtime supervisors, students and their families, making them feel like their opinions are heard and taken into account, making them aware of the benefits and giving them time and support to adjust, you stand a much better chance of making positive, permanent changes. SUPPORT IS AT HAND So what help is available? We at the Children’s Food Trust have already worked with more than 250 primary and secondary schools to help them improve their school meals service at low or no cost, as part of the Trust’s Small Step Improvements programme. It gives schools the tools they need to achieve long term, sustainable improvements to their school meal service. The programme works by bringing together groups of schools to trial small, low cost or no cost changes working with the whole school community. Each school brings both the head teacher and the cook to three E

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SCHOOL MEALS

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 workshop sessions. The head teacher leads the change and the cook is seen as a vital member of staff to make this happen. So far, it has helped bring about an average increase in school meal take up of eight per cent. From an investment of £500, participating schools have seen an average increase in turnover of more than £2,500 in just six months, with one school increasing turnover by £12,500. Local authority-delivered services saw an average increase in turnover of £41,000 from an initial investment of £10,000, with one local authority increasing turnover by £63,000. These are figures schools can’t ignore. The School Food Plan support provided by the Children’s Food Trust and its partners gives local authorities the opportunity to pass on training to the schools in their area. This gives schools the skills necessary to make simple but effective changes to increase the take up of meals by improving the overall dining experience for pupils. Their team – usually the cook and the head teacher – attend workshop sessions, helping them to identify, trial and monitor changes. Following this, many schools have told us that the relationships between the school’s leadership team and catering staff have improved, and that they’ve felt motivated and skilled enough to continue their work long term. EXCELLENCE AWARD In March last year, the Children’s Food Trust launched its Excellence Award, a new national award scheme to recognise schools, nurseries and other childcare providers for excellence as champions of healthy eating and nutrition for children. The national accreditation scheme was highlighted in the government’s national School Food Plan as a way of helping schools to improve standards. The Manchester Health Academy in Wythenshawe became the first school in the UK to receive our Children’s Food Trust Award.

The Children’s Food Trust Excellence Award is a new national award scheme to recognise schools, nurseries and other childcare providers for excellence as champions for healthy eating and nutrition for children The Academy met tough criteria on its food policy, menus, the dining experience children have, staff training, giving children opportunities to learn to cook and how actively staff encourage children to eat healthily, thanks to practices and menus delivered by Manchester City Council’s catering arm, Manchester Fayre. Helen Walker, Health/Humanities Curriculum leader from the Manchester Health Academy, said: “We make sure that our students are equipped for the future by emphasising the importance of a healthy lifestyle. We work closely with our lead sponsor, the Central Manchester University Hospitals Foundation Trust to embed health across the curriculum. We are delighted to report that the Manchester Health Academy is the first academy in the country to be awarded the new Children’s Food Trust Award.” A BIG TASK To a busy head teacher, business manager or caterer improving school food can feel like a large task on a long list of priorities, but by tackling it one step at a time we know it can be done. With many of our Small Step Improvement schools reporting positive effects across the whole school, the benefits to pupil’s health and wellbeing are undeniably worth the time invested. L FURTHER INFORMATION www.childrensfoodtrust.org.uk

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As well as great food we love giving our customers great value. We use online, e-mail and QR codes to give parents deals and money off vouchers for their children to use in their canteen. And thatâ&#x20AC;&#x2122;s just the half of it, so if you would like to find out more about how Innovate Services can innovate your catering service, contact Stuart Lenton at stuart.lenton@innovate-ltd.com or call our business support centre on 01932 411110

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CURRICULUM

With cookery classes featuring on the national curriculum from September, the Children’s Food Trust shares tips for schools on getting these lessons up and running – from schools with dedicated facilities, to those without food technology rooms The Children’s Food Trust has welcomed the since it began its work in 2007. It’s why revised National Curriculum for Cookery the Trust created and runs Let’s Get – which comes into force this September. Cooking, the nation’s biggest network of It will see more children learn how to cook healthy, school-based cooking clubs. at school, with compulsory practical Let’s Get Cooking has proved lessons for the first time for hugely successful, reaching children up to year nine. nearly three million people; The Teaching cooking skills more than 90 per cent of d e s i rev to every child at school those taking part have l is something the reported using their Nationa for m Children’s Food Trust new cooking skills u l u Curric will see has called for ever again at home and

y Cooker ry practical o s compul s for the first n lesso or children time f o year up t nine

Volume 19.3 | EDUCATION BUSINESS MAGAZINE

Written by the Children’s Food Trust

LET’S GET COOKING ON THE CURRICULUM

more than half have said they eat more healthily after learning to cook through this programme. With the forthcoming changes to the curriculum, these benefits are set to reach even more children and their families. Maggie Sims, Head of Let’s Get Cooking at the Children’s Food Trust, said: “We think being able to look after your health is just as important as learning to read and write – which is why practical cooking must be part of children’s compulsory education, and we are thrilled that it will be soon. “Every parent knows how difficult it can be to get children to try new foods, particularly fruit and veg. What we see every day in our work is that learning to cook has a real impact on people’s understanding of which foods are healthy and on their willingness to give them a try. “Our study of children aged between four and eight years who took part in our Let’s Get Cooking clubs showed that learning to cook may improve children’s recognition of healthier foods, particularly things like bananas, tomatoes and peas. “Our evaluation reports give serious food for thought for public health commissioning. For less than the price of a few family take-aways, you can give children cooking skills that can change their diet and their health, for life.” E

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CURRICULUM  A DAUNTING PROSPECT The new guidance for schools which follow the curriculum starts children off with preparing dishes at key stage 1. They will prepare and cook ‘a variety of predominantly savoury dishes using a range of cooking techniques’ at key stage 2 and cook ‘a repertoire of predominantly savoury dishes’ and become ‘competent in a range of cooking techniques’ at key stage 3. But some schools, particularly those without food technology rooms or much experience of cooking with children and young people, will understandably be feeling daunted at the prospect.

feel confident delivering lessons with just a bit of basic kit and simple recipes because for some of them, that is all they’ll have available. “Our training enables schools to set up classrooms of all shapes and sizes using portable equipment so they can run practical cooking sessions with pupils anywhere and at any time. “We help teachers feel prepared by developing their skills in food hygiene and safety, by helping them explore a range of cookery and preparation techniques, and by helping them understand the components of a healthy, varied diet.”

The new guidance for schools which follow the curriculum starts children off with preparing dishes at key stage 1. They will prepare and cook ‘a variety of predominantly savoury dishes using a range of cooking techniques’ at key stage 2 and cook ‘a repertoire of predominantly savoury dishes’ and become ‘competent in a range of cooking techniques’ at key stage 3 The Trust will be delivering tailor-made training sessions to schools this summer to help them prepare for the changes. Maggie said: “ We offer teachers practical solutions to help them to run practical cooking sessions in the classroom – the commitment and enthusiasm to make it happen is half the battle. “It’s really important that teachers

GRASPING THE FUNDAMENTALS The Let’s Get Cooking regional teams have trained school staff all over the country to run cookery sessions with limited budget and resources. Eileen Wallace, who runs training and works with clubs in the North West, said: “Many people think that you have to have fancy equipment and a shelf full of cook books with complicated recipes to be a competent cook. Our work is about demystifying cookery and showing people how easy and cheap it can be to make a nutritious, tasty meal. “It’s much better to grasp the fundamentals and have no boundaries at all, than learn a fixed range of recipes by rote. In fact, with cooking being a hugely powerful teaching tool for all sorts of subjects, not just a skill in its own right, the possibilities are endless.” Let’s Get Cooking uses a train‑the‑trainer model that shows volunteers, sometimes with limited or no experience, how to teach a range of recipes to help people get to grips with key skills. Eileen said: “For example, our basic scone recipe is great to teach weighing, measuring and mixing skills. It can be made into so many things so once you’ve done it, you open the door to a range of different meals. With just this one recipe, you’ve got the base for savoury scones – with parmesan and herb, or sundried tomatoes – a simple pizza base, a cobbler, or even a crumble. “Cooking our Chicken Tikka Masala is a great way to introduce children to the concept of calories and how take-aways can be high in fat, salt and sugar. It shows how to make

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Let’s Get Cooking training day If you’re feeling daunted at the prospect of teaching cooking – perhaps if your school doesn’t have food technology rooms, or much experience of cooking with children – don’t worry. If there’s one thing we know from Let’s Get Cooking, it’s that it can be fun and easy to cook with children in all sorts of places with just a bit of basic kit and simple recipes. We can show you how to set up classrooms of all shapes and sizes with portable equipment so you can run practical cooking sessions with pupils anywhere, any time. Our expert trainers can show you how to get started; building up the confidence of your staff and providing on-going advice and support. We can show you how to teach basic cooking techniques for all sorts of healthy meals. Whether it’s INSET days for your whole school team or training for just a few members of staff, let us know what you need and we’ll design a package to suit you. What’s more, the training’s accredited by the Royal Society for Public Health. The next accredited training day takes place on Wednesday 2 July in Covent Garden, London. Call 0114 299 6901 for more information. healthier and cheaper versions at home. We know that the average chicken tikka masala in a take-away contains almost 1,400 calories per portion whereas ours contains just 319 calories. We teach children how to make their own curry paste from scratch. It’s an excellent opportunity for them to learn about lots of different herbs and spices, which most of them won’t have seen before. It’s also the chance to teach proper techniques for handling and cooking meat, and about foods from different cultures. “Our rainbow couscous is a non-cook recipe which is great for schools with limited ovens and facilities. You can make this with orange juice rather than boiling water so it’s suitable even for very young children, and works well even for schools struggling for kitchen space and equipment. Simple dishes like these are wonderful ways to teach children about safe chopping and peeling, and for delivering the 5-a-day message.” L FURTHER INFORMATION www.letsgetcookingathome.org.uk

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Pupils from all over the country got the chance to meet Olympic heptathlon champion Jessica Ennis-Hill at a special event designed to build young people’s confidence and life skills through sport More than 300 pupils from 15 different schools across the country were given a day they will never forget when Olympic heptathlon champion Jessica Ennis-Hill hosted an inspiration day organised by Sky Sports Living for Sport. The free national secondary schools initiative delivered in partnership with the Youth Sport Trust uses sports stars and sports skills to help build young people’s confidence and life skills. The pupils were invited to Get Inspired With Jessica Ennis-Hill at her training ground at the English Institute of Sport in Sheffield, after winning one of just 15 ‘Golden Tickets’ for schools. The pupils were picked from thousands of entries following a nationwide competition by Sky Sports Living for Sport of which Jessica is an ambassador. The event saw young people take part in nine sporting activities, each led by a world‑class sport star in their role as a Sky Sports Living for Sport Athlete Mentor. Excited students had the chance to try out a range of diverse sports including: hockey, judo, basketball, athletics, football, gymnastics, rugby, boxing and badminton. Alongside Jessica Ennis-Hill, more than 20 other world‑class athletes were on-hand to inspire the students and share their stories of how sport helped them overcome obstacles in life to achieve great success. They included Olympic sprint legend Darren Campbell MBE, Olympic 100m finalist Jeanette Kwakye, Commonwealth gold medal winning gymnast Craig Heap and World Championships silver medallist Paralympic swimmer Kate Grey. LASTING IMPACT Jessica Ennis-Hill said: “When I first became an ambassador for Sky Sports Living for Sport I had this vision of getting many schools together with the Athlete Mentors to create a day where we could use sport to inspire young people to try a different range of sports, build new skills and push their boundaries a little further. “Winning my Olympic gold medal was one of the highlights of my career but being able to see all these young people in action, gaining a bit more confidence and self-belief through

sport, that’s something that you can’t really put a medal on. It’s just an incredible feeling.” Get Inspired with Jessica Ennis-Hill gave 300 secondary school pupils the chance to experience sport in innovative and exciting ways, but the day is having a real lasting impact on both those who attended and their classmates. GOLDEN TICKET Lauren Kelly, PE Teacher at Failsworth School in Manchester said: “Our pupils were so excited to hear they were heading to the English Institute of Sport for Get Inspired with Jessica Ennis-Hill, thanks to Sky Sports Living For Sport and the Youth Sport Trust. It really was a Golden Ticket. “I was sure they would be inspired by Jessica Ennis‑Hill and all the amazing athletes they met, and the day surpassed my expectations. We know very well at Failsworth School the way sport can help boost confidence and change lives for so many young people – and so it was a wonderful opportunity for our pupils.” “Our pupils were blown away by the experience of joining Jessica and so many sporting legends in Sheffield. It was incredible to see the pupils inspired to try so many new activities and seeing them so proud of their achievements. I believe they will take the experience of this day and the lessons learned with them for many years to come.” Cath Rawstron, PE Teacher and Progress Leader for Year 10 at The Hawthornes Free School added: “The whole day was incredible, it was such a privilege to be able to attend. Get Inspired with Jessica Ennis-Hill has caused a real buzz around the school.” Sarah Rothwell, Head of PE at De La Salle School and Language College commented: “De La Salle pupils had an amazing experience joining Jessica Ennis-Hill and the brilliant athlete mentors in Sheffield.

FELLOW ATHLETES Craig Heap, Commonwealth gold medal winning gymnast and Sky Sports Living for Sport Athlete Mentor said about the event: “Get Inspired with Jessica Ennis-Hill was a triumph; it was rewarding to see the planning efforts of Sky Sports Living for Sport and the Youth Sport Trust really pay off with an event that had every adult and pupil in the venue wholly enthused by sport. “From my point of view, as an Athlete Mentor, it was incredible to see so many young people able to participate in such a variety of sports in one venue. I saw some pupils getting involved in sports activities that they hadn’t previously known existed! The key to the day was to make sport fun, accessible and exciting for these young people, and it certainly delivered on that. “I hosted a one-hour gymnastics session for a group of 30 young people. We spent the first half focussing on the ‘Six Keys to Success’, playing ice breakers and games using different ‘keys’. The latter half of the session was all about gymnastics skills. I was amazed to see members of my group attempting front somersaults by the end of our time together – an outstanding achievement in such a short period of time! “There was nothing but enthusiasm for gymnastics amongst the group I worked with, everyone was keen to follow up on what they experienced during our session, which sums up the success of the Get Inspired with Jessica Ennis-Hill day. “The day also gave me my first opportunity to meet Jessica, and I’m afraid to say I was a little star struck! We posed for a group photo of Athlete Mentors with Jessica Ennis-Hill and Darren Campbell, so I decided to run around to the front to be nice and near Jessica. Unfortunately, all my fellow Athlete Mentors were playing it cool, resulting in an embarrassing picture of me – but great memories. “Overall, I could not look back on the event more fondly. It was a great experience for everyone involved, and more importantly it opened 300 young peoples’ eyes to sports they had never imagined that they would be able to access. This event showed everyone in attendance that team work can create a success, which is exactly what sport is about.” E

Written by the Youth Sport Trust

AN OLYMPIC INSPIRATION

Sport & Leisure

The pupils participated in so many new and exciting activities throughout the day, including sports that our pupils had never had the chance to experience before. They left feeling proud, inspired and motivated. ”

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MAKE ROOM FOR DODGEBALL

Dodgeball is quite possibly the UK’s fastest growing sport. Through the hilarious introduction in 2004 via the Hollywood film to present day the buzzword is… Dodgeball. From Olympic Athletes to Primary School children, through workspaces, schools, colleges and universities, everyone is having a go. The UKDBA is the National Governing Body of sport for Dodgeball and wants to help you make room for Dodgeball. With over 150,000 people playing the sport on a weekly basis through leagues, competitions, lunchtime sessions and community events its time for you to give it a go. Dodgeball is fun, Dodgeball is energetic, Dodgeball is healthy, Dodgeball is new and Dodgeball is guaranteed to put a smile on your face. What makes Dodgeball so good you might say? Well beyond all doubt is its accessibility as a sport, absolutely anyone can play – all you need is a space to play, some people to play and 3 Dodgeballs. If your looking for something new to inspire students, staff, friends and yourself then how about a quick game of Dodgeball. You need as little as 3 players per team and 10 minutes to play a match. If you have the players, the time and space all you need now are the Dodgeballs. If you are going to play the sport then play it properly, the official Dodgeballs can be purchased from the UKDBA, the rules of the game are readily available to download and there is a whole host of information such as getting involved in your local club, coach education or sponsorship opportunities, available on the website. For further information contact info@ukdba.org

www.ukdba.org

EVENT REVIEW  SWIMMING CHAMPION Kate Grey, World Championships silver medallist Paralympic swimmer and Sky Sports Living for Sport Athlete Mentor: “For me, as an Athlete Mentor, it was a huge privilege to be chosen to be a part of this event – especially as it was the biggest Sky Sports Living for Sport event to date. “There was a lot of anticipation and excitement in the room from the outset. Everyone was thrilled to be a part of such an important day: students, teachers, volunteers, Athlete Mentors, the initiative’s Ambassador Darren Campbell, and Jessica herself. Jessica’s passion for getting young people involved in sport was evident from the moment she stepped out on stage to introduce the day. “My role on the day was to be a host for a group of 30 students. This was fantastic as it meant I had the opportunity to experience the event exactly as it was for the young people I was grouped with. “I was the leader of Team White, a group of Year 10 and 11 students from a combination of winning schools. Each ‘team’ on the day was mixed to ensure that students had the opportunity to meet new people and form friendships, rather than being divided by school only. A huge part of sport is about meeting new people, so it was nice

“Seeingple eo young p ore m gaining hrough ief t self‑bel something sport is can’t put a u that yo dal on.” e m a Jessic ill H Ennis-

to see the event allowing the young people to share the experience with pupils from different schools and different parts of the country. “It was immediately obvious that my team members were excited to be a part of the event – their passion and competitive spirit out shone any initial nerves. We set about playing some ice-breaking games and then moved on to our first activity: a hockey taster session, hosted by Team GB bronze medallist Alex Danson. “The session started off by giving the whole group a chance to learn some basic hockey skills and find out a little about what life is like as an elite athlete. Midway through Alex’s session, Jessica Ennis-Hill came and joined us. It was an incredible moment, as Jessica didn’t just stand on the sidelines and observe, she got well and truly stuck in. There was one boy in my group who was already a talented hockey player and was finding the taster skills a little bit easy. Jessica joined his team for a match to conclude the session – and she was asking him for help. It was wonderful to see a gifted young hockey player sharing his knowledge and skills with an Olympic gold medallist, I’m sure the memory will stay with him for years to come. MARTIAL ARTS “After lunch, we participated in a judo session run by former Commonwealth and British

Judo champion Tom Davis. For most of the group this was their first opportunity to experience judo. They were so enthusiastic, and really took to the sport; I think a lot of the group suddenly realised that they could learn a lot about a new sport in a short space of time. That was a highlight for me, seeing the real impact that the sports taster sessions had on each member of my team, allowing them to experience sports they had never considered. “I felt like I had won the lottery when I was asked to be involved in Get Inspired with Jessica Ennis-Hill and being there on the day proved me right. The event made me realise how important Sky Sports Living for Sport and the work of the Youth Sport Trust is to so many people: teachers, students, young people and even my fellow Athlete Mentors. My hand has just about recovered from all of the high-fives I handed out – I was made to feel like a VIP. “The day was so special for everyone involved, and a really important reminder of the power of sport to help young people develop their social skills, confidence and self-esteem, discipline and many other valuable life skills. My memories of the day really will last a lifetime.” L

Sport & Leisure

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FURTHER INFORMATION www.youthsporttrust.org

Gymnasium maintenance services for schools G. M. Services (Leicester) is a family run business established in 1975. The company specialises in the service, repair, and sales of P.E., fitness, playground and sportshall equipment. G.M Services has nearly 40 years experience working with schools, carrying out safety inspections on P.E., gymnasium, and sports equipment. Its aim is to carry out servicing with a minimum amount of fuss or disruption, ensuring at all times the safety of those involved is paramount. With a vast knowledge of the gym and sports equipment industry, G.M Services is able to carry out quality cost effective repairs rather than costly new replacements, year in year out. The company can tailor a service programme to suit any establishments’ needs and budget, from a small nursery playgroup to a full sportshall re-fit.

Other services include: sports hall installations and facility management, soft play and inflatables, floor refurbishments and replacements, court markings – indoor and outdoor, fitness equipment servicing and repair and sales. If you have P.E, gym or fitness sports equipment G.M Services can service it, repair it, or sell it. The company’s aim is to provide a safe cost effective service to the education and sports industry, built on nearly 40 years of trading experience. FURTHER INFORMATION Tel: 0116 2602 475 gmservices.sales@ btconnect.com

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An award-winning coaching company, Foundation Sports can deliver a variety of different sports in your schools from Athletics to Volleyball and everything in between. Foundation Sports’ attention to detail has resulted in their schemes of learning being published by world renowned book publisher Bloomsbury. Foundation Sports play an important role within the new Primary Sports Premium initiative and have extended their offer and are able to offer healthy eating and nutritional information to schools, alongside physical activity sessions.

Tackling childhood obesity is a key priority nationwide. The Move It! project works with primary schools to support the delivery of physical activity and nutritional education. We support schools in increasing the knowledge and understanding of physical activity. Alongside this we will be educating on diet & nutrition of children and their families in maintaining good health and working towards a healthy weight in the context of tackling childhood obesity. We believe that children will recognise the difference between unhealthy and healthy foods and make an educated and informed decision which will assist them in making long‑term healthy choices.

Be active It is also of high value and importance that the children are guided into understanding why they need to be active and showing them that being active can be both easy and fun.

Foundation Sports help to enable schools to offer an outstanding provision of PE.

Increased exercise Our findings have been externally evaluated by London Metropolitan University. We have reported the following outcomes: • Exercise increased on average by 2hrs 7 mins per child per week • By the end of the project no children were consuming cola and the intake of chips had fallen by more than half • Water consumption increased by more than 50%.

Our enthusiastic coaches deliver sports coaching sessions in hundreds of schools, providing fun and informative sessions with fresh ideas. Our qualified coaches are always positive, show encouragement and provide examples of fair play.

Foundation Sports are aware of the concerns regarding the rise in levels of obesity within young people and strive to promote the benefits of physical activity and healthy lifestyles to all local residents. Foundation Sports provides children with the opportunity to access sport during the school day and also evenings, weekends and school holidays. Foundation Sports also provide LEAs with delivery of sessions and competitions. Foundation Sports are dedicated to improving the quality of coaching being delivered to young people.

For more information call 0701 740 4720 or email coach@foundation-sports.com

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Written by The Youth Sport Trust

David Beckham and Jessica Ennis‑Hill congratulate Bethan Gill

LIVING FOR SPORTS AWARDS

RECOGNISING ACHIEVEMENT IN YOUTH SPORT

ng Followi ide w a nationthe UK’s for search ent, Bethan d top stu amuel Cody Gill of Salist Sports Speci as named w College e Student as th ear Year live on air of the Y in a special edition

20 May 2014 saw the country’s best young athletes celebrated at the fourth annual Sky Sports Living for Sports Awards. The Youth Sport Trust shares some highlights School sport is essential to the long‑term health and wellbeing of young people but its role in improving all areas of life was celebrated on Tuesday 20 May in a star-studded national Awards scheme which honoured the very best students, teachers and schools. With more than 50,000 pupils and 1,500 schools having participated in Sky Sports Living for Sport last year, the ceremony marked the culmination of countless inspirational personal journeys, as global icons David Beckham and Jessica Ennis-Hill honoured the Student of the Year, Teacher of the Year and Project of the Year live on air in front of a studio audience of young

people, teachers and sporting greats. Now in its fourth year, the Sky Sports Living for Sport Awards, delivered in partnership with national charity the Youth Sport Trust, shines a light on the way outstanding pupils, teachers and schools are using sport to increase attainment and achievement. At the very heart of the initiative are a team of more than 70 Athlete Mentors who visit schools to inspire students to harness the power of sport and apply lessons learned to all areas of life. Following a nationwide search for the UK’s top student, Bethan Gill of Samuel Cody Specialist Sports College in Farnborough, Hampshire, was named as the Student of the

of Sky’s popular Game Changers show; and an overcome Bethan was congratulated by David, Jessica, Olympic sprint legend Darren Campbell, Game Changers’ Di Dougherty as well as a host of Athlete Mentors.

PROGRESS David and Jessica, both ambassadors for the initiative, led a team of judges to select the winning student. Personally impressed with quality of Bethan’s nomination, David Beckham said: “It was a privilege to be able to give Bethan her award today and celebrate her inspirational story on what really was an incredible day. What an honour to meet so many other outstanding students, teachers and Athlete Mentors too. They are shining examples of what Sky Sports Living for Sport is all about and demonstrate the power that sport can have in helping young people believe in themselves and reach their full potential.” Bethan, 16, was chosen by judges for the remarkable progress she has made both in the classroom and on the sports field after five years of involvement in Sky Sports Living for Sport projects. She had been a selective mute at Primary School, meaning extreme anxiety led to her being unable to speak in specific situations E

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Helping the sports community to deliver successful sports projects to increase performance Do you want to inspire students to reach their potential? Do you want your students to be active and healthy and to develop confidence and self-esteem? Do you want to be a prominent community sports facility and build a sporting legacy? If you have answered yes to any of these questions, then rms sports consultants can help. The company provides sports funding support including funding applications and bid writing, sports research, studies, reviews and evaluations along with project development including sports strategies, plans, creative solutions and project design. There are many opportunities and initiatives currently available to help the education sector provide high quality physical education. rms can help you to secure funding to improve sports facilities and programmes and can provide research, project design, monitoring and evaluation across all areas of PE and sport including coaching, competition, talent development and volunteering programmes. With an excellent track record, rms understands the sporting network and how to build strong partnerships

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between appropriate agencies so that more children and young people can take part in high quality PE and sport. With a proven track record in project development and funding, rms sports consultants prides itself on providing a high quality service to help its clients achieve results. It provides a friendly, bespoke service offering value for money, delivering specific expertise, capacity and momentum to deliver successful projects. rms sports consultants has received the following customer feedback: “We would not have secured this level of funding for this project without rms sports consultants” – Notts County Football in

the Community: rms secured £884,000 to support an active schools project across a network of Nottingham City schools. “The ongoing advice and level of service from rms sports consultants was a critical element in helping us to achieve our aims” – Old Silhillians Association: rms secured £670,000 towards the modernisation of the main sports pavilion and changing facilities. “Your expertise and understanding of wider community cohesion principles produced a very well thought out, localised piece of work that will have relevance and meaning to the community for many years to come”Gretton Parish Council: rms monitored and evaluated the use of the recreation ground, produced a sports development plan to enhance community engagement and secured funding to modernise the recreation ground changing facilities. FURTHER INFORMATION Tel: 01332 873443 rachel@rmssportsconsultants.co.uk www.rmssportsconsultants.co.uk

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YOUTH SPORT AWARDS  or to specific people, which also impacted on her academic progress and led to poor results in core subjects. But a series of projects designed to raise self-confidence, aided by Athlete Mentors Alex Danson and Toby Garbett, transformed her life. Bethan now captains her district sports team, coaches children with special needs at trampolining and is taking a Level One coaching course; and her communication skills and self-confidence have grown to such an extent that she plans to join the Military Preparation College at Farnborough to take a BTEC level 1 in Sport and Active Leisure. COMMENDATIONS Judges also commended Frankie Howarth, 14, from Rastrick High School in Brighouse and Rhiannon Bracher,15, from The Sele School in Hertford, alongside a further nine students who received a Highly Commended accolade. Stacey Howard of Holy Family RC High School, Carlton, Yorkshire, received the Teacher of the Year Award, selected by a panel of expert judges. Stacey, who works only two days a week as a specialist teacher at Holy Family but gives up almost all her spare time to support the initiative, was chosen because of the incredible commitment and passion she puts into running Sky Sports Living for Sport projects – supporting students’ progress not just for one term but throughout their entire school life. After receiving her award Stacey said: “I am so honoured to have been involved with such a wonderful initiative and overwhelmed that I was chosen for the award. It’s an experience that myself, students and the school will never forget.” COMMITMENT Darren Campbell expressed his gratitude to teachers who bring out the very best in their pupils, adding: “The commitment, creativity and charisma of teachers lies at the heart of a truly great project so I am so pleased that the Sky Sports Living for Sport Awards includes

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Highly-Commended students join David Beckham and Jessica Ennis‑Hill

“It really did show why Sky Sports Living for Sport can be such a life-changing initiative. I hope that these awards will leave us more inspired than ever that sport has the power to make a huge difference to young people’s lives; not just on the field or track but in every area of life.” Jessica Ennis-Hill

categories that reward the contribution of teachers and the specific merits of the individual projects they create.” A new category in this year’s Awards the ‘Project of the Year’ was chosen by the same panel and went to Rastrick High School in Brighouse, Yorkshire. Judges highlighted its innovative choice of Aussie Rules Football for a Sky Sports Living For Sport project which achieved remarkable results as students not only fell in love with a new sport but made incredible strides in English lessons at the same time.

Summing up the impact of the Awards after an emotional and inspiring day, Jessica Ennis-Hill said: “It really did show why Sky Sports Living for Sport can be such a life-changing initiative. “I hope that these awards will leave us all more inspired than ever that sport has the power to make a huge difference to young people’s lives; not just on the field or on the track but in every area of life.” L FURTHER INFORMATION www.youthsporttrust.org

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Out-of-school clubs can, if run effectively, deliver value to schools that goes beyond profit margins. Catherine Wrench, director of the Out of School Alliance, shares vital information on setting up childcare provision after the school day has ended Out-of-school clubs help parents balance work and family commitments by providing care for school-aged children before and after school, and during school holidays. For parents, the clubs provide convenient and affordable childcare, located in or near to their child’s school, enabling them to work outside of school hours. For children, the clubs provide a safe, stimulating and fun environment, where they can relax and play after the school day, socialise with their peers and develop friendships independently. THE BENEFITS Many parents select primary schools not just on the basis of the quality of education offered but also on the availability of wraparound care for the children. Access to school-based childcare is a major consideration for working parents when applying for school places. Schools which offer wraparound care (whether provided directly by the school or by a third party) often find that there is an enhanced sense of community within the school, and improved communication with and commitment from parents. In addition, schools which host a breakfast club typically report a significant reduction in lateness, and an improvement in concentration and behaviour amongst pupils. Schools also receive some financial benefit from hosting out of school clubs. If the school runs the club directly it will obviously receive income from fees, and if the club is provided by a third party then the school can expect to receive rent to cover their costs. It is however important to remember that out of school clubs typically run on fairly low profit margins, so shouldn’t be viewed as ‘cash cows’, indeed, many schools provide the space for free or at a peppercorn rent, as the benefits to schools are much wider than the basic rental income. OFSTED REGISTRATION Most out of school clubs which provide childcare – as opposed to say, football

coaching, French tuition or homework support – need to be registered with Ofsted. A club must register with Ofsted if: children attend for more than two hours per day; the children are under the age of eight; and if the purpose of the club is to provide childcare. For children in the Reception year or younger, the club will need to register on Ofsted’s Early Years Register. For children from Year 1 up to the age of eight, the club will need to register on the Compulsory part of the Childcare Register. Most out of school clubs are registered on both registers. If the staff running the club are employed by the school, the club comes under the school’s existing Ofsted registration and does not need to register separately. Note that even if the club

staff must have child protection training, and all staff involved in the preparation of food and snacks must have received and food handling and hygiene training. Finally, there must be a trained special educational needs co-ordinator (SENCO), and all staff must have a satisfactory enhanced DBS disclosure. From 1 September 2014 there is no longer a requirement for out of school clubs to employ staff with recognised childcare or playwork qualifications (so long as the children are of reception age or above), however it remains good practice to do so. There are numerous specific requirements relating to a club’s premises, policies and procedures that it must meet to ensure the safety and welfare of the

Written by Catherine Wrenc, Out of School Alliance (OOSA)

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Many parents select primary schools not just on the basis of the quality of education offered but also on the availability of wraparound care comes under the school’s Ofsted registration, it still needs to meet the relevant requirements for the Early Years Register and Childcare Register. If the school invites a third party to run the club (such as a pre-school, voluntary committee, or private business), even though it takes place on the school premises the club needs to register with Ofsted in its own right. The application process for registration with Ofsted can be quite lengthy: up to 25 weeks for the Early Years Register and up to 12 weeks for the Childcare Register, so if Ofsted registration will be required it is important to start the process as soon as possible. MEETING REGULATIONS All out of school clubs that are registered with Ofsted must have a member of staff with a 12 hour paediatric first aid who is present and available at all sessions, as well as a trained lead practitioner for child protection. All other

children, if it is registered with Ofsted. Full details of the registration requirements can be obtained from Ofsted. Whether a club is registered with Ofsted or not, if it provides any kind of food – even if it’s just drinks and biscuits – it must be registered with the local authority as a food business. All clubs must also comply with employment law and health and safety legislation. WHAT SHOULD CLUBS OFFER? High quality out of school care should not just be an extension of the school day but should instead provide a clearly differentiated environment in which children can independently pursue their own interests and activities. Staff should facilitate this through the provision of appropriate activities and resources. These should include: free access to outdoor play space; equipment for physical play (eg football, climbing frame, skipping ropes, ball E

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OUT-OF-HOUR SERVICES  games, etc); a range of indoor activities such as board games, construction toys (eg Lego, K’Nex), role play (e.g dressing up), toy cars, dolls, dinosaurs; computer games / Wii; and art and craft materials. There should also be a quiet corner for relaxation with blankets, cushions and books, magazines and comics. It is good practice to offer a mix of planned and free choice activities, and also to have resources such as posters, toys, books, and dressing up clothes, that reflect disabilities, cultural and religious diversity. All clubs must provide drinking water for the children throughout the session and most clubs also offer snacks or even cooked meals. THINGS TO BEAR IN MIND When setting up a club, providers need to think very carefully about their fees. This can be a fairly fine balancing act – clubs need to cover their costs, whilst providing an affordable service for parents. Recently announced changes to regulation for out of school clubs regarding staffing ratios come in to effect on 1 September this year. The statutory minimum ratio is being increased from 1:8 to 1:30, however clubs will still need to meet all the other Ofsted welfare requirements. For example, clubs are required to ensure the safety of the children, understand and meet the individual needs of the children, ensure they are adequately supervised, and keep them within sight or hearing at all times. Few

About The Out of School Alliance settings will be able to fulfil these requirements if they operate according to the new statutory minimum ratios, and few parents would be happy to entrust their children to such settings. Even if the statutory minimum ratio is 1:30, out of school clubs must also ensure that they are meeting the staff:child ratio demanded by their insurers. Childcare insurers typically require a ratio of 1:8 for early years children and around 1:10 for under eights. Regarding profitability, most new clubs experience a slow take up initially. The general rule of thumb for childcare settings is to run at a loss in the autumn term, break-even in the spring term, and start to go into profit in the summer term. This is because parents are reluctant to change their existing childcare arrangements until they can see that a new setting is established and viable. Even when the club is making a small profit on a month by month basis, it can take some time for providers to recoup their initial investment. Marketing is another important consideration. Useful tips for new clubs to encourage parents to take up places include: offering a free session; giving discounts for siblings; holding an open day; and participating in induction events for new parents. L FURTHER INFORMATION www.outofschoolalliance.co.uk

The Out of School Alliance (OOSA) is a national organisation which provides information and advice to out of school clubs.

Out-of-School Clubs

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It publishes step by step guides to setting up and running a club, together with up to date information on changes to legislation and regulation, sample policies and paperwork, a library of tried and tested activities suitable for primary-school aged children and discount deals with a wide range of relevant partner organisations. Catherine Wrench, one of the founders of OOSA, explains “When I was setting up my own out of school clubs I discovered that there was no single source of information specific to the sector. So I decided to create a dedicated online resource which brings all the information together in one place and is entirely focused on the needs of out of school clubs. “Our membership now covers the entire country and includes primary schools, local authorities, private providers and voluntary groups.”

Case study: Kowetha After School Club, Looe, Cornwall Kowetha After School Club has been running at the Looe Academy School in Looe, Cornwall for 16 months and currently has around 40 children on its books. The club is run by an external provider but has developed strong links with the school. Jenny Skelcey the owner of Kowetha After School Club, says “We were quite detached as facilities at first but have come to work together more and more, especially with the foundation unit.” The school now includes information about the out of school club in its information pack to new parents, and the PTA is including the needs of the club in its plans to develop more outside facilities for the children. The club provides a wide range of activities for the children, such as cooking, sports, den building, and all manner of arts: clay, paint, junk modelling. The club also holds special events such as film nights and celebrates a variety of festivals throughout the year (pancake day, Chinese New Year, etc). Jenny appreciates the good working relationship she has with the school. “I have regular meetings with the Head, EYFS teachers and keep in ongoing contact with the SENCO and class teachers. We also have a good working relationship with the PTA and other extra-curricular school clubs.” Jenny has also recently moved her breakfast club onto the school premises so that it now provides a fully comprehensive wraparound service. There is a shortage of schools with childcare in this part of Cornwall, and there is evidence that parents are already making a positive choice to send their children to Looe Academy because it offers wraparound care.

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www.monkeyworld.org

With over 250 primates of more than 20 different species, Monkey World is the largest primate rescue centre in the world! THE MONKEY WORLD EDUCATION TEAM GO MOBILE: COVERING THE CURRICULUM AT YOUR SCHOOL! As well as tours and talks at the park, the Monkey World Education Team are now available for visits to your school or college! They conduct presentations on any topic, and work with teachers to cover required areas of the curriculum. If you would like the Monkey World Education Team to visit your school, group or society, please call 01929 401022 or email the team on education@monkeyworld.org. Sponsored by Westerly Dorchester www.westerlydorchesterbmw.co.uk

Bring your school group for tours, talks & a fun yet educational day out! Monkey World - Ape Rescue Centre, Longthorns, Wareham, Dorset BH20 6HH T: 01929 462537 FREE INFO LINE: 0800 456600 E: apes@monkeyworld.org

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YOUTH HOSTELS

School Trips

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TEACHING LIFE SKILLS OUTSIDE OF THE CLASS

Established in 1930, the aim of YHA (England and Wales) remains the same today as it was then – to reach out and enhance the lives of young people. Today, that aim forms part of YHA’s vision to reach one million young people every year by 2017, and give them a world of opportunity of their own. The primary vehicle of reaching these young people is through the popular YHA School Trips programme. It is through this that YHA is enabling young children, especially those from disadvantaged backgrounds, to participate in activities in rural and urban areas of England and Wales. Although a charity itself, YHA also has a bursary fund known as Breaks for Kids, which funds 50 per cent of the cost of school trip places for young people in receipt of Free School Meals. Amongst its many advantages, the Breaks for Kids fund means that the financial pressure to attend the school trip is not placed on the youngster or the school. Caroline White, Chief Executive of YHA (England and Wales), commented: “YHA has been creating learning outside the classroom since we started more than 80 years ago and,

because of our Breaks for Kids bursary fund, financial circumstances don’t stop young people benefitting from these brilliant opportunities.”

Written by Jamie Walls, Product Development Manager, YHA

Today’s youth hostels are helping school children from all backgrounds to participate in a range of different activities in rural and urban areas across the country. YHA’s Jamie Walls explains how

YHA’s r fo Breaks s 50 d Kids funf the cost are available to all to per cenol trip places young people through o n h i its Breaks for Kids c s e l of eop p g bursary fund.” n u o for y ceipt of With more than 130 re Youth Hostels throughout hool c S e England and Wales, from e r F 26-bed self‑catering hostels Meals

TRIPS TO ENHANCE THE CURRICULUM Having properties in such a variety of locations, means they are an ideal destination to carry out GSCE and A-level Geography, Biology, Ecology and Geology fieldwork. Additionally YHA can cater for shorter stays which will be important with the new curriculum programme changes that were recently announced. Schools Minister David Laws has praised YHA’s commitment to making learning outside the classroom experiences accessible to all young people through its Breaks for Kids bursary fund. He said: “The new GCSE exam will promote fieldwork, encouraging youngsters to get outdoors and away from the school environment. I am pleased YHA is making sure these fabulous opportunities

in Cornwall to 300+ bed hostels in central London, YHA literally has accommodation and a school experience to suit everyone. In the majority of cases, schools will be booked on a sole occupancy basis which means they have the flexibility to change eating times or itineraries as their school will be the sole focus of the hostel staff. Where sole occupancy isn’t possible for smaller groups, YHA will ensure they are located with other school groups only to ensure safety and security.

CHANGING PERCEPTIONS This is often the case at YHA’s dedicated outdoor activity centre in Edale, Derbyshire, which has recently undergone a £250,000 refurbishment. E

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A school trip abroad can be a giant leap for some children, although for some Party Leaders the prospect of planning a trip that meets your desired educational aims and learning outcomes can seem equally as daunting. At Travelbound we take the pressure away from the planning and booking of your tour by providing tailor-made educational tours with school travel specialists on hand to help you every step of the way.

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YOUTH HOSTELS

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 YHA Edale’s refurbishment is part of YHA’s capital investment plan, which has seen it invest more than £22million in its network since 2011 helping put further distance between the outdated public perception of Youth Hostels and the modern reality. Today Youth Hostels offer en suite rooms, contemporarystyled spaces which are as popular with students as they are with staff. Two such hostels which will epitomise the modern YHA offering and are soon to be included in the YHA School Trips offering, include YHA Brighton and Eden Project. The arrangement with the Eden Project will make YHA the official onsite accommodation provider at the Cornwall-based visitor attraction. The Eden Project educational team is just one of a number of market leaders in a range of educational areas YHA works with to deliver School Trips activities. Other providers include the Field Studies Council, which delivers activities in the Lake District to KS2/3 and GCSE and A’ Level groups, National Trust and National Park Authorities, as well as locally significant education providers such as the Jorvik Centre and Plas-y-Brenin and Mendip Outdoors. YHA also has links to all major GCSE and A-level exam boards. Outdoor activities are also offered by YHA’s own team of qualified instructors which are designed to inspire KS2 pupils in the real outdoors. All activities are linked to the new National Curriculum and include History, Eco-Explorer, Geography, Performance Arts, PE Outdoors. Schools can even mix and match between the packages on offer.

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TEACHING VALUABLE LIFE SKILLS It’s not just about outdoor experiences; YHA delivers a diverse range of national curriculum activities that give young people the opportunity to learn real life skills. Participating in its new Let’s get Cooking Programme, in association with The Children’s Trust, is just one such area and the self‑catering kitchen facilities at many Youth Hostels lend themselves perfectly to this. Ensuring that YHA’s School Trips meet the National Curriculum guidelines as well as the expectations of teachers is my responsibility, as a former teacher myself. My role is to develop new packages as well as enhance YHA’s current packages in line with the new curriculum. I also works with hostel managers and activity managers to ensure YHA is delivering high quality educational provision. As well as having UK primary and secondary classroom experience, I have taught around the world as a classroom‑based teacher and field studies instructor. Most importantly, prices for YHA’s education E

About Break for Kids funding Breaks for Kids is a charitable fund, founded and supported by YHA (England and Wales), providing financial support to thousands of young people a year. It can contribute up to 50 per cent of the cost of accommodation and meals for young people from low-income households on trips with schools, community groups and charities or other youth groups. Applying for funding is easy and applications are considered on the basis of: The number of children in the group who are entitled to free school meals The children must be permanent residents of England, Wales, Scotland and Northern Ireland The children must be aged 18 or under The funding application form can be found here: www.yha.org.uk/school-trips/ breaks-for-kids

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School Trips

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YOUTH HOSTELS  packages are affordable. They can be as little as £36 per person per night, and from as little as £27.99 for full-board, teacher-led school trips. YHA’s Breaks for Kids fund also means that no child need miss out on a school trip experience. QUALITY VENUES Regardless of the activity, teachers can be assured of an exemplary learning experience with YHA School Trips. More than 70 YHA properties have been nationally recognised by the Council for Learning Outside the Classroom (LOtC). LOtC accreditation significantly reduces the red tape for the thousands of education providers that use YHAs and the learning experiences provided there each year. As well as reducing the paperwork associated E

Planning trips by subject Teachers are constantly looking for ways to make subjects come alive, to bridge that gap between what is written in textbooks and everyday life. Exploring the great outdoors not only gives children exciting adventures and the chance to try new activities, it can also help them develop a deeper understanding of the concepts and provide a base for future learning. YHA School Trips programmes cover a wide range of subjects, utilising the expertise found across Britain to enhance learning experiences. They have all been developed with the help of teachers to ensure they fulfil specific academic needs, and they are linked to the specific Key Stages of academic development to ensure they complement in‑class teaching and match the appropriate skill levels of pupils. Geography There’s no better way to learn about geography than to experience it up close. YHA’s hostels on riversides, moorland, coasts and forests make the perfect bases for students learning about the forces that shape the natural world. The YHA school trips programme also provides access to a variety of courses and activities suitable for all key stages. These range from following rivers to find out more about how they affect and are affected by the landscape around them, to learning to read maps and putting this new‑found knowledge to the test in a series of practical challenges. Schools can arrange a purely subject-based trip, or mix in some outdoor adventure activities if they prefer. P.E. and Outdoor Activity Physical education has been a cornerstone of the British National Curriculum since its foundation, and has been a key part of education programmes throughout history. The benefits that exercise brings for both physical and mental health have been well documented. Not all children have an interest in the commonly-taught school sports, however, so engaging these children with exercise can be difficult. School trips which take in activities such as climbing, abseiling or orienteering

introduce children to new experiences which they may then pursue outside of school time, leading to a happier, healthy future. History The heritage of Britain is all around us – the ancient monuments, Roman ruins, mediaeval castles and cotton mills that can be found all around the country are testament to its rich and varied history. Thanks to organisations like English Heritage, many of these sites are extremely well-preserved, and students can visit them to get first-hand experience of the places that have shaped the story of Britain. Many YHA hostels are located close to points of historical interest, and the YHA offers a vast range of educational outings and hands-on activities that bring history to life. Students can take part in archaeological digs, bake bread the Victorian way, retrace the footsteps of famous smugglers and construct their own Viking longboats. There will also be the chance to visit museums where students can consolidate what they have learned during the day. The Environment The great outdoors is the best place to teach kids in practical ways how they fit into the wider natural world, and how their actions have an impact on wildlife and plant life. By building this

understanding early, kids can then apply these principles to their own lives. Most people now understand about the importance of recycling, for example, but showing kids how it impacts the natural world by letting them see the carbon cycle in action and the impacts of deforestation will enable them to understand why an ecological approach is so important. There are a variety of opportunities for this type of learning opportunities at YHA centres across the UK; Green Adventure near Castleton in the Peak District is a great example. Science Science teachers are always looking for new ways to make textbooks come to life with practical experiments that can provide clear and interesting demonstrations, but there is only so much you can do in a classroom with limited time. Getting out into the countryside can help understand biology through the collection and study of flowers and plants, as well as learning about wildlife and how they have evolved to adapt to their environment. Using kites or paper planes can help kids learn about flight, while walking rolling hills provide the ideal chance for children to start thinking about gravity and forces.

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School Trips

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Bringing children and adults closer to nature

Residential activity holidays at Croft Farm

The Countryside Education Trust is a charity situated in the beautiful surroundings of the New Forest, close to the Beaulieu River and only 10 minutes drive from the beach. The charity provides educational residential and day visit facilities in an platforms and rope bridges idyllic setting, offering activities provide an inspirational for all ages and abilities. It is learning environment. a special place with a unique The Treehouses are available PLEASEisCHECK YOUR ADVERTfor ATuse THEby EARLIEST AND PHONE OR EMAIL CORRECTIONS Thank you canoeing, kayaking and a six man atmosphere, which apparent school OPPORTUNITY groups looking Come and try a fantastic- activity from the moment you arrive. for an adventurous day of field holiday at well-established, team canoes on the River Avon The Countryside Education Trust studies in a unique location. All multi activity centre Croft Farm. adjacent to the lake, windsurfing, IMPORTANT check your advertisement for ALL of the following: aims to bring children and adults- Please activities are led throughout by Accommodation includes log sailing, raft build challenge, stand closer to nature and to promote the charity’s education officers cabin style pods with capacity for up paddle boarding, Sit on top Style Prices Addresses Numbers courses, activities and Content facilities for Spelling and canPunctuation be designed to suit your Dates28 children and fourPhone/Fax staff, a large kayaking and canoeing based individual objectives. Programmes facility for group accommodation on the lake at the water park. e 2014 issue people of all ages to learn about and care for the countryside. are designed to comply with in log cabin style blocks (total Land based activities include The charity can accommodate National Curriculum requirements capacity 120 children (10 archery, initiative exercises, groups of up to 55 in its at Key Stages 1 to 4 and are all adults) and a tented village, team challenges, zorbing and comfortable centre situated on its fully risk assessed. Whatever your including meeting marquee some great field based games. farm site, and offers a wide range interest, the Countryside Education and large teacher tents (total of educational activities from Trust has something for everyone. capacity x 60 and 4 teachers). FURTHER INFORMATION its spectacular Treehouse Study The centre’s in house catering Contact: Tom Lawrence Centre which lies within 40 acres FURTHER INFORMATION staff provide some fantastic Tel: 01684 772321 (ext 2) of ancient broadleaf woodland. Tel: 01590 612401 meals for large groups of Mobile: 07504200646 Nestling in the treetops, the mail@cet.org.uk children and adults. tom@croftfarmleisure.co.uk classrooms, turrets, viewing www.cet.org.uk Activities include open www.croftfarmleisure.co.uk

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YOUTH HOSTELS

School Trips

Sponsored by

The Breaks for Kids fund means that the financial pressure to attend the school trip is not placed on the youngster or the school  with learning outside the classroom, the Badge also highlights the accredited hostels’ commitment to ensuring quality and safety and that their learning is curriculum linked. The Quality Badge is endorsed by the Outdoor Education Advisors Panel and is the nationally recognised indicator of good quality and safe educational provision. The scheme is managed and developed by the Council for LOtC. One of the LOtC approved sites is YHA Castleon, Losehill Hall in Derbyshire, which regularly hosts residential school trips. Last year Cathedral Academy in Wakefield, West Yorkshire, held a pilot summer school at the Youth Hostel, during which students undertook a number of outdoor activities delivered by YHA (England and Wales), including bushcraft, shelter building, archery and orienteering in the 27 acre grounds of the venue. Kat Cafferky, Vice Principal of Cathedral Academy who organised the trip praised the YHA and its outdoor learning experiences. She commented: “The safe, open layout of both the accommodation and the grounds at YHA Castleton played an important part

in the success of the summer school. The summer school had a positive impact on all students. Their confidence grew by the day; they made many new friends and were glowing by the end of the week.” As well as building the confidence of young people, a stay at YHA also providers teachers with the opportunities to build relationships with children in their class or school in a more informal out of the classroom setting. It also provides children the opportunity to bond with their peers in a safe environment. Caroline White added: “Staying with YHA not only offers young people a great opportunity to learn new skills and make friends in a fun environment, but offers them the chance to take back their “wild time”, swap screen time and get outdoors. YHA is committed to helping young people face new challenges while being looked after in a safe, fun and challenging environment. Without fail young people grow in confidence while staying with us.” L FURTHER INFORMATION www. yha.org.uk/school-trips

School

Residential Looking to run a residential with your school. Come and join us at Pembrokeshire Adventure Centre for a week of fun and new experiences. We offer a full programme of exciting and engaging activities. Our highly trained and experienced Instructors are passionate about the outdoors and sharing their knowledge. Our dedicated onsite catering team will keep you fed and fuelled, so you can get on with enjoying the week. We have accommodation for up to 100 people on site. We are open all year round and have programmes to suit all seasons. To help out a little we do not charge for teachers accompanying groups at the centre.

Contact

Pembrokeshire Adventure Centre SA72 6UJ Tel: 01646 622013 adventure@princes-trust.org.uk

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MINIBUS LEGISLATION

Transport

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SAFE AND LEGAL EDUCATION TRANSPORT

Getting out and about can enhance the learning experience for students and many educational establishments now have minibuses to help transport both students and equipment. But getting out and about safely – and in a way which complies with the law – is essential. The Community Transport Association (CTA) is a UK-wide charity which wants to see the voluntary sector thrive, enabling people to live independently, participate in their community and to access education, employment, health and other services. The CTA advocates high standards of practice and provides advice, information, training and hands-on support that assists community transport operators in working to these standards. The CTA’s UK-wide advice service is partly funded by the Department for Transport and by the Welsh Assembly. The legal requirements of operating a minibus (a vehicle capable of carrying 9 to 16 passengers in addition to the driver) are far more complex than most people realise. Who can drive the minibus? Can the driver be paid? What happens when students and parents contribute towards transport costs? These are some of the regular questions the CTA is asked. Below we will summarise some of the important legal issues you may need to consider and signpost you to more information on the implications of running a minibus. WHO CAN DRIVE THE MINIBUS? In the UK, drivers passing their car driving tests also gain an entitlement to drive a minibus – a situation at odds with the rest of the EU, where drivers have to take an additional test to gain a Passenger Carrying Vehicle (PCV) entitlement. The UK’s approach has resulted in minibuses being a common sight, used by a wide range of organisations such as charities, local authorities, community groups and, of course, educational establishments. Car drivers passing their driving test before January 1st 1997 gained a category D1 (101) ‘not for hire and reward’ entitlement that allows them to drive a minibus of any weight and be paid whilst doing so. From January 1st 1997, the UK harmonized its driver licensing entitlements with those of other member states in the EU, with the result that UK drivers passing their driving test from this date gain just a B entitlement (car) and can only drive a minibus if they are

able to meet certain requirements, as follows. The driver must have held a full category B entitlement for an aggregate of at least two years. The driver must receive no payment or other consideration for driving the vehicle other than out-of-pocket expenses. The vehicle must weigh no more than 3500kg Maximum Authorised Mass (MAM) or 4250kg if adapted to carry disabled passengers. There must be no trailer of any weight attached. And the driver must be aged 21 or over, but under 70 (unless driver has passed PCV Medical and gained either code 120 or code 79 (NFHR)). For many organisations, particularly schools, the second requirement raised doubts as to whether or not a paid teacher, with only a category B entitlement gained from January 1st 1997, could meet this criterion when driving a minibus. With increasing numbers of younger teachers entering the profession and in the absence of any case law, the question “Who is going to drive the school minibus in the future?” is a common one on the CTA advice line. NEW GUIDELINES After reviewing the matter and in an effort to resolve the situation, in August 2013, the Department for Transport (DfT), Department for Education (DfE) & Association of Chief Police Officers (ACPO) issued guidelines for teachers and school employees who undertake incidental minibus driving and who passed their B entitlement on or after 1 January 1997. This guidance is available on the Gov. uk website www.gov.uk/ government/publications/ driving-school-minibusesadvice-for-schools-and-localauthorities. The guidance comes with a health warning in that it isn’t legal advice, nor is it a ruling on the law. The basis of the guidance is that so long as teachers and school employees don’t have any driving duties in their job description,

do not receive any extra pay as a result of driving and cannot be compelled to drive, they are allowed to claim to meet the volunteer requirement above. Staff who gained their car driving licence from January 1 1997 are then able to drive the school minibus as long as they meet all of the other criteria set out for new drivers as shown above. The guidance does highly recommend the Minibus Driver Awareness Scheme (MiDAS) which covers driver assessment and training which will help mitigate the risks to staff and pupils. The guidance also states that drivers will feel more confident in their ability to drive and valuable experience of driving a minibus is gained, increasing competence. Some employers may require drivers to have taken this training and some insurance companies may offer lower premiums based on drivers having completed the training. MINIBUS WEIGHT Holding only a full category B licence, restricting the driver to a minibus weighing no more than 3500kg MAM or 4250kg for a minibus adapted for carrying passengers with a disability, means many of the new 16 passenger seat minibuses available today are too heavy. Minibus weights have risen in recent years due to improvements in engines to reduce pollution, as well as stronger crashprotection structures. This has necessitated using smaller minibuses with a reduced passenger capacity to keep within the weight limits. Educational establishments are recommended to pay particular attention to the weight of new and E

a Driving ith w minibusxteen up to si ers on passeng is a board rent fe very diftion to proposi a car driving

Written by Amanda Howard, the Community Transport Association

Amanda Howard from the Community Transport Association summarises some of the important legal issues you will need to consider when using minibuses to provide transport for pupils

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MINIBUS LEGISLATION  replacement minibuses or they could find that some of their staff may not be able to drive them. If they do drive a minibus without the correct entitlement on their licence, they could invalidate the school’s insurance and both the driver and the school/ college could face prosecution. The gross vehicle weight should be displayed on a chassis plate usually fixed in the driver/ passenger footwell or located under the bonnet in the engine compartment. DRIVER TRAINING Driving a minibus with up to sixteen passengers on board is a very different proposition to driving a car. It is for this reason that a number of organisations, including local authorities, provide minibus familiarisation training for non-PCV trained drivers and it is essential that teachers and others receive such training before they drive a minibus, to help ensure the safety of their passengers and other road users. The Minibus Driver Awareness Scheme (MiDAS) provides a structured programme for the assessment and training of drivers. OPERATOR LICENSING Having discussed the licence that the driver requires, we now need to consider whether or not the school/college requires some form of operator’s licence as well. To determine

this, we need to establish whether or not ‘hire and reward’ exists. Any payment (including not-for-profit) that gives a passenger the right to be carried is classed as being for hire and reward; the payment can be direct (such as a fare, e.g. a contribution towards the transport costs of a school trip) or indirect, such as with the payment of tuition fees or donations to school funds. It is hire and reward that triggers the need for an operator’s licence. However, a school/college will be eligible to operate minibuses under the permit regime below, providing they are a non-commercial organisation and are not operating the transport for a profit. SECTION 19 STANDARD PERMITS Section 19 permits (10B permits in Northern Ireland) are in effect an operator’s licence that provides a legal framework to allow eligible bodies, including education establishments, to operate minibuses for hire and reward on a not-for-profit basis, and be driven by drivers who do not hold a PCV D1 driving licence. Operating a minibus without a permit could invalidate the vehicle’s insurance cover and could also result in a school or college risking prosecution for operating an unlicensed Public Service Vehicle (PSV). The teacher driving could also face prosecution, because without the legal protection the permit provides, they would need to have a PCV D1 entitlement.

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Section 19 and 10B permits are straight forward to obtain. The CTA provides support to its members in applying for permits and is authorised to issue them for a nominal fee. Section 19 Standard permits last up to five years. The permit also comes with a disc that must be displayed on the vehicle’s windscreen. Commercially-operated schools and colleges running minibus transport will need to operate with a PSV Operator’s licence (only issued by the Driver and Vehicle Standards Agency (DVSA), previously known as the Vehicle and Operator Services Agency (VOSA), and all drivers will be required to hold a full PCV D1 entitlement and a Driver Certificate of Professional Competence (DCPC), which as stated earlier can only be obtained by passing a second test in a minibus. Covering everything a person might need to know about permits would fill a book, but the main points are that if you are eligible to hold one – that is, if you are a non‑commercial body concerned with education, operating a minibus for ‘hire and reward’ as defined above – you need one. L

The CTA has produced a leaflet ‘Frequently Asked Questions for Schools, Colleges and Universities operating minibuses’ this can be downloaded for free from www.ctauk.org FURTHER INFORMATION www.ctauk.org

e rs t r e S t ub b t ur e C en A dv e n

The widest range of on site activities in the South East set in 130 acres of picturesque grounds with close transport links to London. Stubbers provides high quality day and residential visits for ages 8 upwards including National Governing Body recognised courses and Duke of Edinburgh’s award scheme expeditions.

www.stubbers.co.uk Upminster, Essex RM14 2TY

Call our bookings team now on

01708 224 753

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SCHOOL TRIPS

organisation. The organisation 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 inspires young people through the challenge of adventure under sail. Residential voyages aboard our 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,

Ringsfield Eco Activity Centre’s main concern is for children and the future of the planet, which it believes are intimately connected. The Trust has a unique approach, recognising that young people often lack a sense of meaning, and that connection to nature and to the wild has been demonstrated to be a way into a fuller appreciation of our human nature, community and family. There are short sessions, days and residential programmes, with curriculum links, which can all be designed to meet the needs of your group. For all key stages up to and including work with disengaged young people, vulnerable adults and adults. Activities include shelterbuilding, fire lighting and fire craft, foraging for wild food, cooking over a campfire, cordage, tool use and whittling, furniture making, trailing and tracking, basket making, along with storytelling, drama, council,

Inspiring children through Ringsfield Eco Activity the challenge of adventure Centre helps to connect Ocean Youth Trust Scotland is children to nature the UK’s leading sail training

which then provides relevance and depth to curriculum in ways that are difficult to achieve indoors. 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 spectacular landscapes, natural heritage and culture of Scotland. The journey through education for any child must include opportunities for a series of planned, quality outdoor learning experiences. FURTHER INFORMATION www.oytscotland.org.uk

SCHOOL TRIPS

Outdoor activities in the heart of the Peak District

High Ash is based on a working hill farm which can accommodate groups from 15-64. Each group has sole occupancy of the centre and the daily routine can be therefore tailored to your particular needs. There are 52 acres of traditionally managed farmland offering over 150 species of flora, uncommon birds, various insects and mammals and some interesting geographical features. You can arrange your own itinerary or activities can be arranged with local activity providers or you can simply use the farm as a base. Visits to nearby industrial sites or museums, for example Gladstone Pottery, Quarry Bank Mill and various steam railways, mills and slate mines. Two rooms on the ground floor are suitable for people

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with limited disabilities. The latest fire detection and alarm equipment is installed and the centre has a fire certificate. Don’t delay, reserve your group booking today to secure the dates you wish. FURTHER INFORMATION Contact: Denis Moors Tel: 01298 25727 info@highashfarm.co.uk www.highashfarm.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.3

drawing on ancient cultures, and times of reflectivity and solitude. Ringsfield Eco Activity Centre is open all year; residential accommodation is in a lovely Victorian house in secure grounds, with plentiful homecooked food catering for all diets. FURTHER INFORMATION mell@ringsfield-hall.co.uk www.ringsfield-hall.co.uk

VOUCHERS

Your one stop shop for vouchers and gift cards Voucherline provides a one stop shop for gift vouchers and gift cards to be purchased online, via email or over the phone. Voucherline supplies all leading brands of gift cards and paper gift vouchers in the UK and if you don’t see the brand you need, Voucherline can source it for you, enabling you to buy all your vouchers and gift cards in one place. Voucherline.com supplies vouchers and gift cards to many schools, colleges and universities. Its corporate customers include American Express, Virgin, Barclaycard, PC World and many more household names. Bulk discounts are offered (brand and volume dependant) and the company can also provide e-codes for most of the big high street brands making it even easier to gift your rewards. The company’s experienced customer service team aims to ensure that clients

experience a great level service, trust and friendship. Voucherline.com also offers assistance with designing reward schemes for your target markets, and with its sister organisation being a marketing agency, the company even designs websites for short term schemes, or for your main school/university site, offering call centre services as well. FURTHER INFORMATION orders@voucherline.com www.voucherline.com

SPORTS AND FITNESS

BUSINESS

A unique health and fitness testing system for children and young people has been launched and installed in partnership with London Legacy Development Corporation in the Queen Elizabeth Olympic Park. Fitmedia Movement, developed and designed by experts on paedriatic exercise physiology and psychology, helps measure, monitor and improve the overall health and fitness of children and is backed up by a unique online database, enabling teachers and coaches to easily record and monitor development and improvement. Fitmedia, a specialist fitness company, developed the system to provide fitness assessments and analysis for children, in schools, clubs and sports organisations. Based on proven scientific protocols, the system can also assess the effectiveness of existing PE and fitness provision, and provide ‘early warnings’ on injury risk and health problems. It can also help identify the natural

Students from King Edwards VI Camp Hill School in the West Midlands were crowned national champions of Coca-Cola Enterprises’ (CCE) Real Business Challenge in March. The King Edwards VI Camp Hill team beat off over 75,000 contenders from across Great Britain to emerge as winners of the annual enterprise competition which gives 13-15 year olds the opportunity of working alongside volunteers from CCE on a live project. Now in its eleventh year, the 2013/2014 challenge saw CCE partner with StreetGames, setting entrants a series of challenges focused on using digital media to raise awareness and support the sports charity’s Multi-Sport Festivals for young people in disadvantaged communities. King Edward’s winning team will now take up their prize of receiving events management training whilst shadowing team

Fitness testing systems for schools and colleges

sporting aptitudes of children, to aid with targeted PE provision. Karen West, London Legacy Development Corporation’s head of Sport and Health, is so impressed with the system that it will be delivered on a regular basis. Karen says: “We wanted the system in the Queen Elizabeth Olympic Park, because it provides us with an evaluating tool to enable us to gain real data on the health and fitness levels of young people who comes to the park from the local schools. We are delighted to be working with Fitmedia and feel they have a unique and innovative system which fits with our ‘Active people, Active Park’ philosophy.” FURTHER INFORMATION www.fitmediafitness.co.uk

West Midlands school wins Coca-Cola Enterprises’ real business challenge

SPORTS AND FITNESS

AC Coaching & Sports Development Limited is based in the heart of the West Midlands. The company has been running since 2007 but the director, Alan Caron has been working in disability and inclusion sport for over 20 years. AC Coaching provides an insight to disability awareness by using sport as a tool to take part in sports mainstream children and young adults would not do, playing Paralympic sports like wheelchair basketball, Boccia (inclusion Sports), wheelchair

As a teacher in a busy inner-city school in London, I noticed the exorbitant stress of both staff and children. Reports, inspections, lesson planning, exams, sport competitions – everyone was on high-alert, unable to sleep at night, run-down and burnt-out. I knew I had to bring my own yoga, meditation and mindfulness practices into the classroom. The benefits became obvious in a short space of time. The teachers wanted what the children were getting and so a suitcase of relaxation tools was unleashed. YogaBeez is now running yoga classes for children during the school day and at after-school clubs. These classes empower, educate and exercise the whole child. The company also runs Tools for Schools trainings in nursery and primary schools - 4 hour workshops on inset days, giving teachers spirited ideas to calm or energise their classes whilst stimulating kinaesthetic learning, incorporating

Wheelchair sports coaching development

rugby league and classroom based interaction from getting healthy to cross curricular projects in nursery, primary and secondary school, colleges and universities. All coaches are fully trained to the levels of the NGB, insured with UKSC membership and CPD training, the company is also a member of the association of physical education. FURTHER INFORMATION Tel: 01902 229413 info@accoaching.co.uk www.accoaching.co.uk

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members at a StreetGames Multi-Sport festival. In addition, all national finalists will have their work displayed through bus stop advertising in their local area, raising awareness of the charity’s key issues as well as the schools’ achievements. Next academic year’s RBC 2014/15 will launch in June 2015 when a free resource pack will be available to download from www.therealexperience.co.uk. The website also gives details of how you can visit one of CCE’s award-winning education centres. FURTHER INFORMATION www.therealexperience.co.uk

YogaBeez – bringing yoga to the classroom

curriculum requirements and enhancing concentration. Finally, for teachers that might like to take part in further training, YogaBeez offers a 4-day foundation course or full 95hour training which is certified by Yoga Alliance and is offered worldwide. If you would like a more relaxed environment in your school, contact YogaBeez. FURTHER INFORMATION Tel: 07941 006 285 info@yogabeez.com www.yogabeez.com Facebook: yogabeez Twitter: @yogabeez

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CATERING VENTILATION

CATERING

With new budgets and continually changing requirements and standards, it can be difficult for schools to decide how to invest in its kitchen facilities. Caterquip have 20 years experience in providing catering ventilation systems and offers free site surveys, quotations and designs (CAD), along with planning assistance to help schools make the right choice. The company’s manufacturing facility offers quality bespoke and standard items at competitive prices, including ST/ST canopies and cladding. Caterquip holds accounts with the UK’s leading kitchen suppliers and receives preferential rates, enabling the company to pass the savings on to you. It has a specialist knowledge of catering ventilation systems, including input air and carbon filtration systems, along with excellent relationships

NatureSeal offers solutions for maintaining quality and shelf life in fresh cut fruits and vegetables, and has played a key role in many parts of the world helping to put healthy snaking and fun, bite-sized fruit and vegetable portions on the menu. In the US, The Healthy, Hunger-Free Kids Act requires schools to include daily servings of fruit and vegetables. Initially many students were resistant to the new menu items, creating quite a challenge for school foodservice personnel, but results from a consumption study of sliced versus whole apples conducted by Cornell University in 2013 showed a 61 per cent increase in consumption when the apples were offered sliced. This mirrors a study conducted in Clarke County, NV schools by the University of Las Vegas in 2004. These studies produced hard data showing that offering sliced produce

Does your kitchen ventilation comply?

with quality companies offering associated services, enabling clients to deal with one common source. Previous projects include the Olympic Villiage, Basildon Hospital, Dock Gate 4 and Banana Wharf, colleges, schools, hotels and public houses. Caterquip provide catering ventilation systems to DW172 specification and BSEN:6173:2001 compliance and provide services nationwide. FURTHER INFORMATION Tel: 01789 841665 info@caterquipventilation.co.uk www.caterquipventilation.co.uk

COOKERY CLASSES

Helping children to develop cooking skills

Many schools are signing up to the unique cookery programme led by Smart Raspberry Cookery School which now teaches hundreds of children across Buckinghamshire, Milton Keynes and South Oxfordshire each week. Children are developing their cooking skills and gaining confidence with food by creating nutritious and exciting dishes from scratch. Making a variety of sweet and savoury and with over 150 different recipes available there is a fantastic variety and something new to look forward to each week. The classes promote healthy eating and the use of fresh, natural and whenever possible seasonal ingredients. In addition to helping pupils adopt healthier lifestyles, the classes reinforce

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skills learnt during school time by incorporating maths, reading, science, personal hygiene and food safety advice into the classes. The specially created programme has been developed with a variety of school facilities in mind, so whether the school has a fully-fitted food technology suite, or just a room with access to washing up facilities, there is a solution that will fit. As well as after school sessions, Smart Raspberry can also provide; classes that fit into the teaching curriculum, courses that can be used as skills elements for those undertaking Duke of Edinburgh Awards and courses for school leavers. FURTHER INFORMATION www.smartraspberry.com

EDUCATION BUSINESS MAGAZINE | Volume 19.3

Convenience and quality driving healthy snacking

makes it easier for students to eat and they then eat more. NatureSeal has been promoting this idea to schools where increased consumption of fresh produce has a major impact on the health and future eating habits of children. Using NatureSeal to maintain the fresh qualities of produce after cutting, such as taste, colour and texture has a direct effect on increased consumption, ensuring the students aren’t just served more, but are actually eating it. FURTHER INFORMATION www.natureseal.co.uk

UNIFORMS

Cutting edge uniform styles from School Blazer School uniform and sportswear is a fundamental part of the identity and ethos of the school. However, traditionally most schools have been content to stay with the ‘default option’ of a navy blazer and grey flannels for boys, and a similar blazer, with grey skirt for girls. However a major shift in approach is underway. Discerning Heads are demanding garments that more closely reflect ‘classic’ high street styles; seeking to build a uniform that is genuinely distinctive, reflects the school’s values and most importantly, will be worn with pride by the pupils. Schoolblazer has helped to lead this process, using its depth of industry knowledge and design expertise to filter the key high street trends and make them accessible and suitable for the longer-term needs of school uniform. Whilst navy still dominates, the company has seen an increased desire to develop new colours and drive consistency

between the uniform and the school brand colours. The most popular way to do this is via an exclusive skirt check or tartan which incorporates the school’s specific colour palette, but Schoolblazer has also produced a cerise lined suit for Cheltenham College; plum and teal jumpers for Bedford Girl’s School; and an exclusive duck egg striped suit for King’s Ely. As the company’s ability to produce short fabric runs increases, it believes that this trend will continue. FURTHER INFORMATION www.schoolblazer.com

PRINTING

Risk-free premium eco printer cartridges

National education distributor Supplies for Schools has expanded its premium range of own-brand printer cartridges following successful trials in schools throughout the UK. The cartridges offer education establishments an audited, environmentally friendly alternative to original toners and inks, plus cost savings of up to 40 per cent. Offered under the slogan “Go Green”, the cartridges have achieved internationally recognised certificates for both manufacturing quality and environmental standards, including the prestigious Swan Mark – the official Ecolabel

of the Nordic countries. “Quality is everything,” as managing director Alan Bowes explained. “The key to getting a green cartridge adopted by schools and colleges is to take away the risks of moving away from originals, because there are still lots of very poor quality compatibles out there. “Our cartridges are right at the top of the quality ladder and that quality is built into every part of the manufacturing process. We’re very happy to put our name on them.” Supplies for Schools cartridges are available for hundreds of popular printer models and all the major brands. There is also a free collection service for recycling empty cartridges. FURTHER INFORMATION Tel: 0871 200 0697 Fax: 0871 200 0698 info@suppliesforschools.co.uk www.suppliesforschools.co.uk

PRINTING

Get your term of to a great start with The Exercise Book Company The Exercise Book Company offers premium, eye-catching and affordable printed products to schools, colleges and universities. The company provides top quality premium papers, finishing options and vibrant full-colour printing, a 7 day turnaround and numerous delivery options along with dependability you can trust – 99 per cent on-time orders and a 100 per cent satisfaction guarantee. The Exercise Book Company, part of WM Print, prides itself not only on the high-grade products it supplies and exceptional print quality, but also on the superior level of service and flexible approach it adopts to meet clients’ needs. The company continually receives feedback from its customers on the amazing

ICT

STATIONERY

With a unique nationwide network of centres, Saville is the UK’s most experienced and innovative provider of AV products, integrated AV/IT systems and unified communications technology. Industry leaders for more than forty years, Saville design, build and install projection and display solutions, videoconferencing and telepresence facilities, interactive technology, digital signage networks and a growing range of bespoke AV furniture. The company is a reseller for all major equipment brands and a fully accredited key partner for the world’s leading videoconferencing manufacturers including Polycom, Cisco, Avaya and Lifesize. As a Gold Accredited Reseller and SMART Room System specialist, it is a leading provider of integrated, interactive collaborative solutions to the education sector and the perfect partner to provide AV solutions that increase

The PenAgain Twist ‘n Write pencil teaches kids the right way to write. Specifically designed to fit small hands and bring the fun back in learning to write. A thick 2mm lead provides for long-lasting write-out that never needs sharpening, and it comes with two erasers. The wishbone-shaped design forces the school-taught ‘tripod’ finger grasp and kids love the curvy shape and fun colours making them just want to write and doodle. This is a revolution in children’s writing tools. Available in packs of two or four. The PenAgain Ergo-Sof ballpen is the most comfortable writing instrument in the world. The rubber coating feels like silk for tension-free writing with its ‘no grip’ design. Ergonomically designed to adapt to the contour of the hand, the pen alleviates the stresses normally observed with a standard pen. The natural weight of the writer’s hand provides

Saville Audio Visual – for all your AV requirements

engagement and learning. All integrated systems need to be maintained and SavilleCARE provides a portfolio of specialist services including, asset tracking, AV support and advice together with contract maintenance and managed video services. Saville also operates a multiaward winning conference and events service both nationally and around the world. Its commitment to providing technical excellence with a dedicated passion for customer satisfaction has been recognised by twenty-eight national industry awards in the past fourteen years. FURTHER INFORMATION www.saville-av.com

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colour quality, turn-around times, innovative ideas, and level of service provided. So let The Exercise Book Company’s experience pull everything together for you so you can have the peace of mind you deserve. Contact The Exercise Book Company to find out more and for a full price list. FURTHER INFORMATION Tel: 01922 471363 sales@theexercisebook company.co.uk www.theexercisebook company.co.uk

PenAgain ergonomic writing tools for all ages

sufficient pressure to apply ink to the paper. This eliminates the need to grip the pen allowing the thumb and forefinger to serve merely as guides. The PenAgain may help to alleviate symptoms of writer’s cramp, carpel tunnel syndrome, arthritis and anyone who has trouble holding and writing with a regular pen or pencil. Suitable for either right or left-handed writers, it is available in red, blue, black and silver. FURTHER INFORMATION Tel: 01245 225758 info@gbapen.co.uk www.gbapen.co.uk

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“An investment in knowledge pays the best interest” Benjamin Franklin

The Rathbones Financial Awareness Programme for schools – investing in the future of young people.

For more details please contact Laura Crowley 020 7399 0000 laura.crowley@rathbones.com www.rathbones.com/financialawareness

Rathbone Investment Management Limited is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority.

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

MUSIC

The NCM to celebrate its 120th anniversary In 2014 The National College of Music (NCM) celebrates its 120th anniversary, and is well established as a genuine not-forprofit organisation: an examination board with high musical and academical standards. It is administered by an Academical Board which meets a number of times each year to ensure that high music and academical traditions are upheld. The board will review syllabuses, check quality control, discuss policies, approve the appointment of examiners and so on. The NCM did not choose to become Ofqual accredited as it would struggle to meet the accreditation fees and costs and there is little parity across the examinations of boards that have secured this accreditation. However, the qualifications and syllabuses of the NCM were fully recognised by the QCA some years ago, and also by the Secretary of

State for Education. Parents and adult pupils alike welcome on-the-spot comments from the examiner, as do the candidates who find it a pleasant alternative to what is often with other music examination boards no more than an impersonal results sheet. Associate, Licentiate and Fellowship diplomas can be gained in practical work as a performer or teacher and diplomas are also available in Theory of Music, Composition, conducting and by Thesis/Dissertation. The Patron of the NCM is the well-known television and radio broadcaster Huw Edwards BA(Hons) HonFNCM. He is an accomplished pianist, organist and oboist and is known to millions of TV viewers and radio listeners. FURTHER INFORMATION Tel: 01245 354596 nat.col@btopenworld.com www.nat-col-music.org.uk

FIRST AID

A leading supplier of first aid training in London First Aid for Life is an award winning and fully regulated first aid training company and a leading supplier of exemplary first aid training in SW London. Its trainers are highly experienced medical and emergency services professionals specialising in first aid training for schools, colleges and nurseries; always adapting to the needs of individual children and staff. The company provides a full range of first aid courses designed for school staff, students and parents, including the Paediatric and Early Years Training required by Ofsted, the EFAW course covering the HSE syllabus in a school setting and courses catering for more complex medical needs or linking with the syllabus. All courses are tailored to the needs of your school and can include adult, child and baby first aid if required.

FUNDRAISING

SOLAR PV

Writercourses. com, part of Dark Scream, believes that teaching young people how they are able to take their passion for writing and make money from it, is a good way to help them to keep hold of that passion and to allow it to grow. The company comes to your school to teach students all about selfpublishing and publicising their short stories, novellas and novels, showing them how they can earn as they learn more about themselves through the act of writing. This will help them to grow and improve upon their writing. Writer Courses can also work with a group of children who want to write short stories, compiling a book, which can

Eagle New Energy is a renewables company specialising in the design, supply and installation of solar PV. The company was established in 2009 and is regulated by the MCS and RECC schemes. Eagle New Energy is based in East Anglia but regularly works on a national scale. The company installs a wide range of solar photovoltaic systems, from small domestic installations, to large scale ground-mounted arrays and everything in-between. Its customer portfolio includes many schools, colleges and local authorities. Eagle New Energy is part of a large commercial glazing and cladding group (Architectural Glazing Ltd) and has 30 years’ experience in the construction market. The company has a comprehensive insurance schedule and all installations are carried out under the guidance of its qualified, in-house health and safety manager.

First Aid for Life runs inspirational courses for teenagers with schools and clubs and for groups of friends; covering specific requirements such as post exam trips away, gap years and sports qualifications. Courses can be held at your venue within the M25 at a time to suit you, or scheduled in Balham or Westminster. FURTHER INFORMATION Tel: 0208 675 4036 emma@firstaidforlife.org.uk www.firstaidforlife.org.uk

Bridging the gap between Eagle New Energy – the author and publisher specialists in solar PV

then raise money for your school. There are few emotions greater than holding a book with your published work in your hands, and this will not only give them more confidence in their writing, but also more confidence in themselves and a way to earn badly needed funds for your school. FURTHER INFORMATION www.writercourses.com www.darkscream.com

Eagle New Energy works with established financiers providing schemes specifically designed for schools. They work on a leasing basis which allows you to claim 100 per cent FiT revenue and receive free electricity from your solar PV system. Eagle New Energy works at the forefront of the renewables industry using the latest innovative equipment and designs. The company works with manufacturers who emphasise the aesthetics of PV arrays – modules can be laminated in transparent glass, solar cells can be any colour and Eagle New Energy can design a system that is a complete roof with all necessary warranties. The company can even manufacture bespoke applications and fixings in its metal fabrication factory. FURTHER INFORMATION Tel: 01638 582111 www.eaglenewenergy.co.uk

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Advertisers Index

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ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service AC Coaching & Sports 137 Active Robots 18 AddGards 118 Advanced – HR 28 Adviza 68 Agricoat Nature Seal 138 ANPR 40 Asset Trac 68 Association of Bunk House 128 AVSL Group 53 Bannerbridge 20 Bidvest 3663 102 Biz Virtual 102 Bright Process 54 Business I.T Systems 54 Butterfly Print 65 Cambridge Flat Roofing 19 Casio 12 Caterquip Ventilation 138 CB Info Systems 62 CEC 82 Cober Hill 130 Coca-Cola Enterprises 140 Comms Express 46 Computers Unlimited 61 Contemporary Garden Rooms 92 Countryside Education Trust 130 Diverse Cleaning Company 94 DOHR 24 Eagle New Energy 140 ECE Cleaning 94 Elliott UK 90 Elygra Marketing Services 107 Eurocom CI 18

EXA – Networks BC First Aid For Life 141 Fit Media 137 Flashpoint Fireworks 100 Flex-e-Card 38 Flint Bishops Solicitors 35 Forbidden Technologies 59 Foundation Sports 116 Funky Moves 116 GBA Pen Company 139 Generator Hostels 128 GM Services 115 Google UK 4 Green Cross Training 98 Gresham Office Furniture 110 Group Call 74 Haggis Hostels 128 Hart Minibus 132 High Ash Farm 136 Hindleap Warren Outdoor 131 Hue 54 Ilcea 52 Inclusive Coaching 118 Info Technology Supply 96 Ingenious Products 98 Innovate Services 108 Jackpad 92 John Anthony Signs 19 Kalamazoo Secure Solutions 38 Kid Catering Equipment 104 Kyocera Document Solutions 10 Lab Systems Furniture 76 Leasing Advisory Services 34 Lloyds 6

Meisterlabs GMBH 50 Micro-P 56 Midas Business Solutions 30 Mike Ayres Design 78 Misco UK 42 MIW Office Solutions 106 Monkey World 124 Nasen 75 National College of Music & Arts 141 NEC Display Solutions UK 48 New-Level Fitness 112 Nomadic Schools 122 Ocean Youth Trust Scotland 136 Office Depot 8 OKI Systems UK 70, 71 Orovia Group 30 Oscommsonline 54 Paper Round 88 PC Werth 36 Pembrokeshire Adventure 131 Rathbone Brothers 72 Rawson Carpets 16 Real Asset Management 68 Recruitment & Employment 77 Red Spot HR 26 Revolution Power 88 Ringsfield Hall 136 RMS Sports Consultants 118 Sail and Paddle 130 Saville Audio Visual 139 SB Payroll Services 30 School Blazer IBC School Signs 98

Secom 77 Self Publish Services 141 Smart Protection Systems 142 Smart Raspberry Cookery 138 SMP 58 Snow Factor 120 Stubbers Activity & Adventure 135 Sundeala 64 Supplies For Schools 139 TG Escapes 86 The Playground Supplies 123 The Qube 84 The Rainforest Café 77 The Scout Association 92 Thorney How Independent 130 TMS 12 22 Travel Bound 126 UK Dodgeball Association 114 UK Parking Control 134 Ultimaker 77 Unilink Finance 32 Unity 5 30 University of Leicester 20 Virtual College 80 Vitax 93 Voucher Line 140 Walt Disney Company IFC Wasp Barcode Technologies 66 Wise Communications 89 WM Print 139 Wrigleys Solicitors 18 Yamaha Music Europe GMBH 14 YogaBeez 137 YPO 37

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ACCESS CONTROLS

Quality. Style. Innovation. Changing the face of modern schoolwear.

Schoolblazer is the UK leader in providing stylish, modern schoolwear to top independent schools. What makes us so different? An unconventional and innovative approach to fabrics, quality, design, style, sizing and delivery.

Bespoke, premium uniforms exclusive to your school

Schoolblazer ethically sources the best fabrics from across the world. Our designs are fresh, contemporary and smart, using bespoke colours, patterns and styles. And our revolutionary website allows simple online fitting, sizing, choice and secure continuity of supply thatâ&#x20AC;&#x2122;s both convenient and stress-free.

Individualised nametapes - sewn in free of charge

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Call 01832 280011 info@schoolblazer.com www.schoolblazer.com

Uppraaa maaanaaiii .

Today’s learning has never been more dependent on technology. If the school’s network goes down, the day’s lesson plans can be affected too. Exa Education’s multi award-winning internet connectivity and customer service is dedicated to getting your school back online as soon possible, ensuring your pupils’ engagement with their learning is never interrupted for long. Upgrade your connectivity, upgrade their imagination.

0845 145 1234 education@exa.net.uk www.exa.net.uk