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BEYOND THE CLASS WALLS Delivering a successful outdoor learning experience

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Creating healthy and active children Ofsted has released a report looking into how schools are using the government’s Primary PE and Sport Premium to improve PE skills. It found that the 22 schools examined were making good use of the money and pupils’ PE skills were getting better. Some were using the cash to employ sports coaches or specialist teachers, forge links with local sport clubs, improve teacher training, and extend the range of sports on offer. However, the report says that schools would benefit from clearer guidance on how best to target the funding to improve pupils’ health and wellbeing, particularly to tackle obesity. This issue of Education Business examines the issue of obesity, and how physical activity, growing your own food and outdoor learning can result in healthier children. On page 31, the Design Council takes an interesting angle, exploring how the design of the physical fabric of a school can promote an active lifestyle. Examples include using natural playgrounds, introducing ‘standing desks’ and designing a pleasant entrance that encourages walking, cycling and taking public transport to get to school. On page 71, the Institute of Outdoor Learning gives advice on how to deliver a successful outdoor learning experience, whether using school grounds or going further afield. And on page 63, the Food for Life Partnership examines how growing and cooking your own vegetables at school can improve the health and wellbeing of pupils. Angela Pisanu, editor

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CONTENTS EDUCATION BUSINESS 19.5 07

07 EDUCATION BRIEFER

Ofsted consults on radical changes to inspection regime; Schools making good use of sports funding; ATL slams training funding decision; Academy conversions won’t stop under Labour, reveals Hunt; Class attendance figures show record high

13 TEACHER TRAINING

Lee Elliot Major of the Sutton Trust sets out guidelines for performance management to help educators stay at the top of their game

21 FINANCE

The chief financial officer is all too often an underappreciated asset in academies, the IAA argues Gareth Dawkins

31 DESIGN & BUILD

The Design Council’s Rachel Toms writes about how smart application of design principles can result in healthier pupils; Education Business gives an update on schools that have been renovated under the government’s Priority School Building Programme and projects in the pipeline

45 EDUCATION ESTATES

A sneak peek at the show that focuses on providing design, build and maintenance solutions to assist teaching and learning

49 SUSTAINABILITY

The benefits of using solar PV include reduced energy expenditure and improved pupil engagement. Eco‑Schools shares case studies of schools that have profited from going solar

53 SECURITY

An iron-clad approach to access control is key to ensuring the security of pupils, staff and school propety, the BSIA writes

57 CASHLESS CATERING

LACA’s Carrieanne Bishop reports on the difference that going cashless has made in a number of Solihull schools

63 CATERING

The Food for Life Partnership gives children a hands-on lesson in nutrition and creating a more sustainable food culture. Jo Wild reports

Education Business

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67 OBESITY

Education Business looks at how the Government is investing in school-age health

71 OUTDOOR LEARNING

A look at the building blocks of outdoor learning from exploring school grounds to trips and expeditions

81 SCHOOL TRIPS

Advice from the School Journey Association on memorable trips that give pupils the ‘hook’ for learning

93 IT & COMPUTING

Naace advises schools on how to invest in technology and make use of existing IT assets; research shows the impact tablet devices are having in classroons; TeenTech’s Maggie Philbin shares insights from school leaders on getting our young people digitally equipped

107 BETT PREVIEW

The schools sector is revving up for BETT, the world’s leading event for education technology

121 ALLERGIES

What school staff need to know about protecting children from allergy triggers

125 HEALTH & SAFETY

RoSPA’s Nathan Davies on preventing accidents caused by winter weather

129 SEN PROVISION

New arrangements for personal SEN budgets; taking a person-centred approach to special needs services

135 MUSIC TECHNOLOGY Elliot Hall of social enterprise Promusic LDN shares its work using mixing technology in the classroom

139 STATIONERY

BESA research points to an upturn in schools’ stationery expenditure

143 ACADEMY CONVERSION A new Greenwich academy is the first to specialise in digital media

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INSPECTIONS

Ofsted consults on radical changes to inspection regime Sir Michael Wilshaw has set out proposals for what the schools’ inspectorate Ofsted refers to as “some of the most far‑reaching reforms to education inspection in the last quarter of a century.” Launching an eight-week consultation, Sir Wilshaw said the reforms would bring about a radically different inspection regime designed to maintain and accelerate improved educational standards in England. While Sir Michael confirmed that Ofsted will retain the power to undertake a full inspection at any time where there are significant concerns about standards, he said: “I have already broadened the criteria Ofsted uses to judge whether an unannounced inspection is required for particular schools. After careful consideration, I have therefore concluded that we do not need to consult on moving to routine nonotice inspections at the present time.” A key proposal due to take effect from next September is the introduction of a new common inspection framework, which will standardise the approach to Ofsted education inspections. This will be adapted to suit nurseries, schools and colleges, including the independent schools that Ofsted inspects. Sir Michael said: “The time has come to introduce frequent but shorter inspections for good schools and further education and skills providers. These inspections will be different to what has gone before. They will have a much clearer focus on ensuring that good standards have been maintained. “In particular, inspectors will be looking

Sir Michael Wilshaw

to see that headteachers and leadership teams have identified key areas of concern and have the capability to address them. For good schools and further education and skills providers who have the capacity to show this, the changes being proposed will mean that there is no longer any need for a full inspection. “Led by Her Majesty’s Inspectors, these short inspections will encourage professional dialogue and the sharing of good practice from across the country. They also mean that we can spot signs of decline early and take immediate action. If we find significant concerns then we will carry out a full inspection. Where we think the school or provider may have improved to outstanding, we may also decide to carry out a full inspection to confirm this. “At the moment, it can be five years or more between inspections for a good school or provider. It’s too long for us to spot signs of decline and it’s too long for improving institutions to show that they are now delivering an outstanding READ MORE: standard of tinyurl.com/mlxl8rn education.”

ACADEMIES

Academy conversions won’t stop under Labour, reveals Hunt Shadow Education Secretary Tristram Hunt has said that Labour would continue to allow good and outstanding schools to convert to academy status should it win the next election. In an interview with Academies Week, Hunt stated: “In terms of schools wishing to convert, that should be up to them,” but he also made it clear that Labour would be unlikely to give subsidies to schools wishing to convert. Previously, Labour has said it will allow free school and academy proposals in the pipeline to go ahead and introduce its own plans for “parent-led academies” but has not openly encouraged the idea that schools would still be allowed to convert under the policy introduced by former Education Secretary Michael Gove in the Coalition Government’s first year of office. Christine Blower, general secretary of the National Union of Teachers,

Shadow Education Secretary Tristram Hunt

commented: “Academies have not proved to be a driver of excellence. For every outstanding academy one can easily find a state‑maintained school that equals them.” She continued: “If the financial incentive and the harassment from government academy brokers to convert stops the majority of schools will not chose to leave their READ MORE: local tinyurl.com/mbyh2dx authority.”

NEWS IN BRIEF Tony Blair calls for ‘religious respect’ to counter extremism

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Former Prime Minister Tony Blair has believes a global drive is needed to tackle the roots of extremism by making education systems in all countries teach respect for other religions. In an article written for the BBC, Blair said it was “foolish” to spend billions on a military fight with Islamic extremism if intolerance is left “undisturbed”. As a matter of “urgent global importance”, he wants schools to teach “the virtue of religious respect”. Blair, who has set up a foundation promoting a greater understanding of religions, said it was necessary to “uproot the thinking of the extremists, not simply disrupt their actions”. “Especially foolish is the idea that we leave this process of the generational deformation of the mind undisturbed, at the same time as we spend billions on security relationships to counter the very threat we allow to be created.” Blair argued that a forum such as the G20 should adopt plans for “a common charter”. READ MORE:

tinyurl.com/kljehq5

Class attendance figures show record high Government figures on class attendance show that there are fewer pupils missing lessons persistently now than there have been since comparable records began in 2006. The recently published data shows that the number of persistently absent students (those missing at least 15 per cent of their lessons) fell from 439,105 in the 2009/10 school year to 262,255 in 2013/14, and that overall 10.1 million fewer school days were lost to absence. The rate of absence has come down from six per cent to 4.4 per cent over the period studied, while stricter roles on term-time holidays mean that a the number of pupils missing classes for holidays is down a third from a year ago. Since September 2013, head teachers jab only been able to grant school leave in ‘exceptional circumstances. Other measures include the 2011 decision to lower the threshold for ‘persistent’ absence from 20 percent to 15 per cent. School Reform Minister Nick Gibb said: “Ffigures show more pupils are getting the best preparation for life in modern Britain.” READ MORE:

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SCHOOL SPORT

NICE GUIDELINES

Ofsted report says schools making good use of sports funding

Learning minister announces boost for Scottish schools

New funding for primary schools is improving children’s PE skills and participation in sport, a new Ofsted report says. Ofsted surveyed 22 schools previously identified as performing well in PE. It evaluates the effectiveness of the Primary PE and Sport Premium, which the government introduced to all primary schools in England in 2013 to build on the 2012 Olympic legacy. School leaders are able to choose how they spend their funding as long as it improves the quality and breadth of PE and sport. One year since it was introduced, Ofsted finds that 22 schools visited by inspectors are making good use of the money. Most headteachers are spending their new funding in different ways, including training their teachers, employing sports coaches or specialist teachers to improve the quality of PE teaching and extending the range

Scottish learning minister Alasdair Allan has revealed that 13 local authorities will receive a share of a £100 million pot announced earmarked in June for school rebuilding and refurbishment projects. A further £230 million for schools that was announced by Finance Secretary John Swinney in the draft Budget statement will be allocated in November. The additional funding boosts total investment in the Scottish Government’s Schools for the Future programme, launched in 2009, to £1.8 billion. Allan said: “We originally aimed to build or refurbish 55 schools across Scotland and we have already exceeded this by funding 67 projects. This extra funding will now allow us to almost double our original target. “The new facilities being built are fantastic environments for our young people to learn in and often provide amenities for the wider community that will be enjoyed by generations to come. “The projects are also a welcome boost to the local economy, creating apprenticeship opportunities for young people and construction jobs across the country.” Councillor David Ross, leader of Fife Council, said: “This investment will help us to continue with our Building Fife’s Future Programme, which has already seen two new secondary schools and two primaries built in Fife, with another READ MORE: three under tinyurl.com/mlzdy4j way.”

of sports on offer to children. Many of these 22 schools are also working with local sports clubs and other schools to provide improved PE teaching and more READ MORE: opportunities tinyurl.com/lkqvhhm for all pupils.

Industry veteran applies to create ‘gaming’ free school British games industry veteran Ian Livingstone has formally applied to launch a free school with lessons built using video gaming. Livingstone told the BBC he wanted to use games-based learning rather than relying on “relentless testing”. “I’m passionate about children who have been born into the internet. I think they learn in a different way.” The school would be based in Hammersmith, west London. The application was backed by

Livingstone’s several trustees including Barnaby Lenon, former headmaster at Harrow, and Marion Gibbs, head teacher at James Allen School for Girls in East Dulwich. Also on the board is David Cramer, who owns international rights for the Rubik’s Cube. A DfE spokesperson said: “The application process is very competitive and all proposals are rigorously assessed before they are approved.”

SCHOOL HOURS

SCIENCE

Later school start time could boost grades

Study suggests girls’ progress in science should be reported

An investigation is being launched at 100 secondary schools in the UK to establish if a later starting time for lessons of 10am will help boost GCSE grades. The move follows an experiment at a state secondary school, Monkseaton in North Tyneside, which saw the percentage of pupils getting top-grade GCSEs – including maths and English – rise from 34 per cent to 50 per cent when a later start was introduced. The change was most marked among disadvantaged pupils, whose performance rose from 19 per cent to 43 per cent. Other projects include one aimed at showing whether improved READ MORE: physical tinyurl.com/lkzd8mk fitness.

A study published by the Campaign for Science and Engineering (CaSE) suggests that schools should be forced to publish the number of girls that study the sciences up to and beyond GCSE. CaSE, which lobbies on behalf of science bodies and universities, said the progress of girls in the sciences should be accountable to Ofsted. “The government has focused on trying to corral individual groups and to motivate the science community into trying to overcome the problem, when there needs to be a contribution on a national level,” said Sarah Main, director, CaSE. “There are things that can be done at a central government level and one of them is influencing what Ofsted measures because it is a huge driver of behaviour.

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If you do put in these measures then you will have a huge impact on outcomes.” The group, which represents the interests of Russell Group universities, has issued its report in a bid to inform the manifestos currently being drawn up by the political parties ahead of the general election. The report also calls for every primary school in the country to appoint a “science subject leader” by 2020 to help improve the quality of teaching in the primary sector and forge links with employers. According to Dr Main, the specialists would be responsible for overseeing science specific professional development, while acting as a link to employers giving primary pupils a “realistic idea” of what careers are available READ MORE: in the tinyurl.com/o6k5joo sciences.

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TEACHER TRAINING

ATL slams training funding decision NEWS IN BRIEF The Association of Teachers and Lecturers (ATL) has spoken out against the government’s “continuing acceleration” of the trend towards schools-based teacher training over PGCEs taken at university, which they claim “places a huge burden” on schools. Recent government figures show that the number of places on the School Direct scheme will over take higher education postgraduate places in 2015 for the first time, at 17,609 versus 15,490. Under the scheme which has been in place since 2012, schools recruit trainees who receive training through partner universities. There are concerns that the initiative will fail to provide high quality training to recruits, and that funding will be insecure as universities cannot guarantee student numbers. ATL general secretary Dr Mary Bousted said: “The government’s continuing acceleration towards school-based teacher training shows a wilful disregard for the growing teacher shortage crisis and evidence about what kind of teacher training works best. “Expecting schools to lead initial teacher training places a huge burden on them. Schools have a key role to play in providing trainee teachers with teaching practise, but the priority for schools should be educating pupils and not educating trainee teachers. “Good initial teacher education needs strong

links between universities and schools, but these funding decisions may cause fatal damage to those links, at huge cost to the profession and to pupils.” A spokesman Mary Bousted for the Department for Education said: “The School Direct programme is a key part of our plan for education. It is proving hugely popular with schools and teachers with record numbers of requests – up by a third in one year. “It not only gives head teachers more influence and control over the way teachers are trained and recruited, but it is also helping to drive up standards across the profession. “Universities will continue to play an important role in the delivery of teacher training, working closely with schools to shape and deliver training and continuous professional development that more closely matches the needs of the school, READ MORE: its pupils tinyurl.com/ombcz9q and teachers.”

Kodo Kup coding success for pupils from Uppingham Community College Three young coding enthusiasts from the UK have beaten off European competition to win a gaming contest organised by Microsoft. The Kodu Kup challenges children to create their own game using Kodu, Microsoft’s visual programming language. Alfie Finch-Critchley, aged 14, and 12-yearold team mates Joseph Banerjee and Jonathan Haley from Uppingham Community College in the East Midlands competed against teams from Portugal, Finland, Norway, Belgium, Greece, Lithuania and Estonia in the final, in which they had to complete a Dragons’-Den style pitch to a jury of MEPs, education and gaming experts. Their winning game was a futuristic one in which players compete to defeat an evil robot.’Confined’ was inspired by Valve’s title Portal, and won the 12-16 age category. “Computational thinking helps our young people to understand and play an active role in the world that surrounds them,” commented Simon Peyton-Jones, chair of the Computing at School campaign. “The Kodu Kup provides an opportunity for children to creatively engage with computing, whilst also teaching them the coding skills which will help them to READ MORE: secure the jobs of the future.” tinyurl.com/ombcz9q

NUT Deputy calls for Kings Science Academy investigation

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MPS have been urged to look into the Government’s failure to ensure police investigated alleged fraud at the Kings Science Academy free school until the matter was leaked to the public. Kevin Courtney, deputy general secretary of the National Union of Teachers, told the Education Select Committee today that they should look at why a vice chairman of the Conservative Party had been described as the free school’s chair of governors but now it was said that Kings had no chairman in place in its first year. The secondary school in Bradford has been at the centre of controversy since it emerged that a Department for Education investigation alleged that fabricated invoices had been submitted to claim public money. tinyurl.com/pdmjpyh

NAJOS complains about Ofsted inspection of Jewish schools The National Association of Jewish Orthodox Schools (Najos) has written to the education secretary Nicky Morgan and Ofsted in protest at the questioning conducted at recent inspections of Jewish schools. The Najos letter complains that Jewish schools are being disproportionately targeted by Ofsted and that “Jewish values and ethos are being questioned by inspectors in a climate of hostility” designed to unsettle pupils. Ofsted said its staff were following national guidelines, some of which were introduced in the wake of the Trojan Horse scandal involving Islamic influence in schools in Birmingham. tinyurl.com/l4szft7

Boarding Schools Association offers Ebola advice The Boarding Schools Association has issued guidance on Ebola after some heads asked how to deal with students returning from affected countries. The BSA’s guidance to its 500 members suggests schools may face parents worried about their children mixing with pupils from countries affected by Ebola. “Some pupils may also be displaying their own ‘fear‑of‑contagion’ behaviour” says the advice. tinyurl.com/n27mpnk

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PROFESSIONAL DEVELOPMENT

If the quality of teaching that children experience is the most important factor in their attainment, why has there traditionally been so little emphasis on professional development for educators? The Sutton Trust’s Lee Elliot Major discusses the key elements of effective performance management Education’s eternal embarrassment is that the same standards of professional learning expected for our children in classrooms are not applied to teachers themselves. It is baffling that the educators we entrust to nurture pupils are not adequately developed as professionals in the complex craft of teaching. This is after all one of the hardest jobs in the world. After a lifetime of study the American education psychologist Lee Shulman concluded that teaching is “perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented.” Major studies have confirmed what we all intuitively know: the quality of teaching is by far the biggest factor within schools impacting on the learning and achievement of our children. It is particularly

powerful for children from disadvantaged backgrounds. A Sutton Trust review found that over a school year, poorer pupils gain 1.5 years’ worth of learning with very effective teachers, compared with 0.5 years with poorly performing teachers. In other words a good teacher can produce a whole year’s extra learning. In the world of education that’s a huge difference. Just ask Andreas Schleicher, the OECD’s education expert, who has seen more of the world’s education systems that anyone else on the planet. Schleicher believes that a focus on professional learning and development for teachers has been the ‘number one’ factor distinguishing high performing education nations from the rest. It is the reason that countries like Singapore and Shanghai have shot up the international leagues tables. To their

Written by Lee Elliot Major, director of development & policy, The Sutton Trust

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loss, the UK and US, in his view, have failed to recognise this key insight. TEACHER TIME One of the simple reasons is that teachers on both sides of the Atlantic are so busy that little time is freed up to improve their practice. This year the OECD reported the latest results from its Teaching and Learning International Survey (TALIS) which compares teachers in 30 different countries. Teachers in England spend 46 hours a week doing their job – nine hours more than the median for all countries of 37 hours. That equates to nearly two hours extra per working day. Their US colleagues face the same long workloads. Yet teachers in many of the high performing nations report a far smaller teacher workload. What is also striking is the extra time devoted in these nations for teachers to pursue professional learning through collaborative observation and feedback. In Singapore for example, 250 hours of teacher time a year is dedicated to professional development – far more than in the UK or US. It is not just quantity but quality that is a problem. Many teachers, at least in England, are sceptical about how useful current continuing professional development (CPD) is. In TALIS, only half thought it improved their practice, a low figure by international standards. Just 45 per cent of English teachers meanwhile reported CPD involving ‘working with a group of colleagues.’ Too much CPD comprises one-off sessions with dry external experts rather than active learning with fellow colleagues on targeted problems. 

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PROFESSIONAL DEVELOPMENT  The uncomfortable truth for educators is that little has been done to share what appears to be the best approaches to teacher learning. There is scant robust evidence of what actually works whether it is how to observe colleagues, to provide meaningful feedback or to help change the practice of fellow teachers for the better. INSIGHTS FROM RESEARCH There are however some general insights that have emerged from the research: first, the best professional learning programmes for teachers should involve multiple approaches for providing feedback (selected from the seven listed in the panel on this page); second, it is critical that teachers are properly trained as observers; and third, observations and feedback for professional learning should be a parallel and separate process to appraisals for performance management. One of the difficulties for teacher observation, however, is that it is deceptively hard to observe what good or great teaching actually looks like in the classroom. In his blog ‘Classroom observation: it’s harder than you think’ Durham University’s Professor Rob Coe spells out the many easy assumptions and traps observers fall into. Because learning is invisible, those trying to detect good

classroom practice resort to using proxies for student learning, including students seeming busy or engaged and motivated. Professor Coe urges teacher observers to be acutely aware of these limitations. At the very least teachers should be trained in the practice of observation and feedback. School leaders use frameworks that define the components of good teaching such as Danielson’s Framework for Teaching or national standards or develop their own expectations with colleagues. However, the lists used to describe good teaching practice are so broad as to be at best crude diagnostic tools. All teachers agree that you need to plan and prepare lessons and engage students in their learning. The key, however, to diagnosing good teaching is to uncover in detail how well they are doing all the myriad things that make up teaching practice, and indeed how they are deciding what things are best to do when and for whom. It is this ‘executive function’ – knowing what to do and when – that marks out the truly great teachers. But it’s hard to quantify this attribute in some simple criteria. Given all this, it is perhaps unsurprising that the biggest ever study on teacher evaluation, the Measures of Effective Teaching Project (MET), revealed that even the very best observation approaches had limited success 

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Seven approaches to improve teaching Developing teachers through observation and feedback is potentially much more powerful than the standard fare of one-off sessions and conferences that often make INSET days such uninspiring experiences in schools. There are many ways to do this – and the best professional learning programmes combine some or all of these. Here I’ve listed seven approaches used regularly in schools across the world: 1. observations and feedback from fellow teachers or peers 2. observations by principals or headteachers 3. self-evaluation using video or scripts 4. observations by external teachers 5. analysis of classroom artefacts and portfolios 6. surveys and ratings of students 7. And, lastly, the gains in learning and attainment made by students.

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PROFESSIONAL DEVELOPMENT  in identifying the teachers also associated with the highest gains in pupil attainment. Those scrutinised in the MET study were the very best observation frameworks – using respected teaching frameworks like Danielson’s and proper training for observers. The MET study confirmed the need for multiple sources of feedback and training but has also added to the conviction that the trust needed for observation and feedback to develop teachers means it should be clearly divorced from evaluations that centre on their performance management. FIVE PRINCIPLES FOR PRACTICE One of the most comprehensive reviews of research in this area has been undertaken by New Zealand academic Helen Timperley (whose work is referenced extensively by John Hattie, among others). She offers at least five specific principles for schools to make professional learning strategies effective. The strategies must focus on and be measured against student outcomes and encourage ‘self-regulation’ among teachers who need to embrace the experience as independent learners and sustain the techniques. Input is required from school leaders as well as, ideally, collaboration with peers. The strategies should also pose a genuine challenge. What is striking about the ‘professional learning cycle’, based on Timperley’s work and used by some schools in Australia, is

that it resonates so much with what we know about feedback loops for dialogue between teachers and children. Closing or completing these loops is key to actually changing practice of teachers following feedback – all too often a failure of most programmes.

develop and deliver successful professional learning in the complex, challenging, demanding, subtle, nuanced, real world of teaching? This is exactly the question at the heart of an international summit the Sutton Trust is organising in partnership with the Bill & y Man e Melinda Gates Foundation. r a s r e h PRACTICAL TIPS To be held over two c a e t ut how o These insights, useful as days in early November b a l a they are, do not offer 2014 in Washington sceptic l CPD is – the practical strategies DC, the summit will usefu f think it and tools that school bring together 80 l a h only eir h leaders and teachers school leaders and t s e v have found to be teachers from a range impro e, low successful and would of countries including practic ational love to share with others the UK, US, Canada, n r by inte dards to improve observation Australia, Finland, Holland, stan and feedback in schools. Singapore and Hong Kong. The participants will hear the latest Some insights we hope will be research evidence on professional revealed by evaluations we are carrying learning. But just as importantly they will out at the Education Endowment Foundation. One bring with them their practical tools and study is assessing the impact of Lesson study, a strategies for observation and feedback collaborative peer observation programme created that will benefit other school leaders and in Japan but currently much in vogue in English teachers around the world. The aim will be schools. Another study will assess the impact of to create a practical guide for the effective different frequencies of observations on teachers professional learning of teachers that is and whether teachers trained as observers currently so conspicuous for its absence.  also improve their own classroom practice. But with such little research evidence FURTHER INFORMATION available what wisdom can we gather from www.suttontrust.com teachers and school leaders who actually

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FINANCIAL AUDITS

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DIG UP THE AUDIT TRAIL When it comes to that impending interview with the auditors, academy principals all too often wish they’d made better use of their chief financial officer, writes the Independent Academies Association’s Vice Chair, Gareth Dawkins AO hopefully just long enough to remind them what they need to be thinking about and doing. This form of attention grabbing is useful in that it can elicit useful tasks, like taking the Dear Accounting Officer letter to Governors. It’s the form of task not fully requiring that much detailed concentration and in all probability commits little to long- term memory. The second, still top down, is less full on and alarmingly not even directed fully at the poor unsuspecting AO. Unfortunately and predictably, the distractibility of a summer break, the impending reality of the summer’s GCSE and A level results, the start of the new Academy year and almost all possible AO attention to the matter of the end of one financial year and the start of another is lost. Of course this trait behaviour, of losing focus, whilst commendable in its judgement of priority in the core business of the enterprise that we call an Academy, is likely to be rudely

Chief cers l offi financia focused require from their n attentio ting officer accoun friend and – their e academy boss, thincipal pr

DIVIDED ATTENTION The EFA too has concerns and have concluded that the attention levels of the AO are on two levels. The first, brought about through the ‘top down’ system of gaining their attention through formal letter writing in June, as a deliberate, focused attention seeking act which zooms into the attention span of the

interrupted by the bottom up system which is now about to get AO’s attention. The EFA Accounts Direction seeks the attention of their militia, auditors! It sets the agenda and frames the questions, it’s sort of like the syllabus for Academy funding and even gives guidance about the exacting and invasive questions which will frame the interrogation of the poor and underprepared Academy principal. Really, only one side of this conversation even knows the accounts direction exists. TUNING IN The good news is that most AOs are able to tweak their attention settings so that they stay focussed just long enough to deal with the bottom up distraction of an impending interview with the auditors. Such an event is usually preceded with an email notification from the CFO asking for the AO’s availability. In the land of myth, after some number of reminders, the AO usually seeks counsel with their CFO, just long enough to arm themselves with answers to the possible auditors question. In the real world, the AO equipped with the rapier clarity earned from regular and purposeful dialogue with their audit and risk committee and armed with the 

Written by Gareth Dawkins, vice chair, the IAA

Almost every useful feature of your brain begins by getting your attention and this in turn determines what you are conscious of, at any given moment. At this time of year in the life of an Academy, Academy Principals press for the hand of their trusted chief finance officer (CFO) (variously their business manager, or director of finance – the names are various and too many to mention). Some say it is the prelude to a conversation that happens all too infrequently and manifests the focussed attention of the person, which the poor CFO would like to have so much more often. At the IAA Spring National Conference, when requested what attribute of funding and finance would most make a difference to the quality of their existence, the very large majority of CFOs present identified the focussed attention of their accounting officer (AO), their friend and boss, the academy principal.

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FINANCIAL AUDITS

The Accounting Officer glances through the curtain glass wall to their CFO, wishing they had only previously realised the value of this colleague. They promise now and make their sworn betrothal that all will forever be different  enforcement of substantial professional dialogue throughout the full financial year with their CFO, sets off to the meeting with nay a care in the world. The EFA’s work has shown that better control on top down attention comes, not by reducing inputs but by increasing them, a second dear AO letter and a new Academy Financial Handbook. This seems to work for both the avoidance of mind wandering and other distractions. Timed to perfection, after the first three to four barnstorming weeks of the new school year, the letter suggests turning our attention to the matter of connected party transactions and the skills and expertise of the governors. ‘Well said,’ resound the echoes of the AOs ‘at last someone gets what I have

to grapple with the year long.’ The AO quickly placing a colourful border round the letter, parcels it off to their PA and then, in chain to their CFO, seeking their best advice on what should now most meaningfully be done? THE PREPARATION The Institute of Education (IoE) and their researchers into the world of Academy funding and accountability have identified the AO and their boards as ritual and recidivist sufferers of attention deficit disorder. Insufficient and ill-defined controls and accountabilities they say. Now this really gets the attention of the AO and the organisations that represent them. If only these researchers more fully understood the onerous and highly regulated nature 

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About the IAA The Independent Academies Association is a membership organisation dedicated to supporting leaders of academies and other state funded independent schools including free schools. With a heritage of over 20 years’ experience of providing leadership for state funded independent schools, the IAA helps members with a unique and focused range of support and services – all developed through an understanding of the issues currently faced by school leaders. As part of its ongoing commitment to supporting the growth of the academies programme, the IAA is offering all newly opened/converted academies and free schools six months free membership. Contact the IAA for more information.

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2013

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FINANCIAL AUDITS  of their duties. There is never more than an Academy week goes by without a refreshing and reminding visit to the hallowed pages of the 153 page Academy Financial Handbook. What planet of ill focused consideration and false reality are these researchers on? Now the Auditor has come prepared, fresh from an EFA briefing and 150 pages of EFA Accounts Direction, they recognise the jaunty carefree walk of an AO walking to their Waterloo. One is focussed and prepared, the other is not the auditor! The AO fears not, frantic and last minute preparations have been diligently undertaken. This kind of right brain training can be undertaken by even the most reluctant AO. AND IT BEGINS Quietly, whilst they wait in trepidation, the CFO undertakes a few moments of meditation. They are overloaded with stimulation and with fear. This sort of AO preparation can overload their attention settings. They’re not built for this kind of stress; they have systems and schemes. Whilst they wait they cover their ears best not to hear the screams. Looking on through door panel windows, they notice, now diminishing rapidly, a distinct absence of jauntiness in the body language of their AO. If only they could have crammed more knowledge of regularity controls and schemes of delegation into

those last few moments of preparation. It all starts well, Of course, there are established roles, responsibilities and procedures’ and ‘Yes we have well established procedures for the confirmation and creation of suppliers.’ Frankly, the clue was in the question, you know, ‘Are there?’ Well they wouldn’t be asking if the answer in the affirmative wasn’t obvious. Now when it gets to the question about ‘Who?’, the AO also has no difficulty, they, ‘know exactly who has the authority to confirm and amend supplier details, including bank account and BAC transfer details.’ However, they are a bit stumped at the suggestion that ‘such authorisation, should it not, require multiple authorisers?’ And it’s all rock and roll from there, with full melt down at the question about audit trails and processes. It was all going so well! Now we are deep into the belly of delusion and guesswork. The AO is so used to getting good test scores, bless them, they didn’t realise this wasn’t a cram and regurgitate, short and pain free viva. They glance through the curtain glass wall to their CFO, wishing they had only previously realised the value of this colleague. They promise now and make their sworn betrothal that all will forever be different. Not the momentary lapses of attention when challenged from above or from below. They have learned their lesson. The CFO is a friend

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and a qualified colleague indeed. ‘They know about this stuff and they are here to help me!’. They have a moment of rational and logical thought. ‘I need to know about this stuff and to learn what I’m supposed to be doing the full year round. Learning what to do and when to do it can be learned. It interests me, it’s a part of my role, I can do it and it will add value! I will commit my duties to memory and all will form part of my habits. I’m an AO damn it, not a trawler boat captain!!’ And then the momentary lapse of commitment and attention passes. Contrition and discomfort are forgotten. It’s June again, another letter addressed ‘Dear Accounting Officer, ‘. Oh yes, I remember, top down attention seeking behaviour from that lot at the EFA again.’ The visit from the auditors is just around the corner. The difference, they have remembered the promises and panic from last year and they have come armed, with another accounts direction from the EFA! Have you read the new AFH? What key differences to practices and policy has it informed? Did your Governors skills and expertise audit have any impact? Did you remember to take the Dear Accounting Officer letter to Governors? Can we see the minutes? The moment of panic and resignation approaches! Will I never learn?  FURTHER INFORMATION www.iaa.uk.net

Do your school’s safeguarding responsibilities trump a previously agreed reference? Yes – says the High Court in the case of Camurat v Thurrock Borough Council (July 2014). This case assists schools who have agreed a reference with an ex-employee, but are then called to exercise their statutory duty to provide information for safeguarding purposes to the police and other bodies. During Mr Camurat’s employment by the Council at the school there had been a number of allegations relating to the inappropriate use of force during his dealings with pupils. The Judge stressed that there were no suggestions of sexual connotations or impropriety. Following a final written warning in 2008, Mr Camurat agreed to leave the school under a compromise agreement (or settlement agreement as they are now known), which included an agreed reference. After Mr Camurat had left, the Council referred him to the Independent Safeguarding Authority (the ISA eventually decided he should not be barred from working with children) and provided information to the police confirming the misconduct allegations made during his employment. The police reproduced this information in an Enhanced Criminal Record Check (ECRC) for Mr Camurat. Mr Camurat claimed

Sue King, Wrigleys Solicitors

that the ECRC caused him to lose a new teaching job and continuing losses. Mr Camurat brought various claims against the Council, including for breach of contract (in relation to a breach of the compromise agreement), negligence, misrepresentation and malicious falsehood. The High Court held that the compromise agreement could not require the Council to ‘decline a request by the police or anybody interested in safeguarding issues or to limit itself to a mere repetition of what is in [the compromise agreement]’. The Council as employer was under a statutory duty to provide disclosure for safeguarding purposes and it would be neglecting its duty if it restricted itself to the reference in the compromise agreement. Any such restriction would, therefore, be void. We advise employers to consider the

following: 1) Reserve a right in any settlement agreement that allows the employer to disclose information that they may be obligated to disclose under any statutory duty. As well as safeguarding information, this may also include information legitimately requested by HMRC; 2) an obligation of confidentiality should not be drafted in a way which may limit the employer’s ability to defend itself against any claim which may be brought by or involve an ex-employee; 3) a confidentiality agreement will not restrict an employee from whistleblowing, or limit the protection given to such employees by whistleblowing legislation against any detriment. Sue King advises academies, schools and colleges on employment matters. Wrigleys Solicitors is a specialist charity law firm. The firm’s work with schools also includes advice on renewable energy projects, teaching school alliances, school companies and charity trading, school governance and day to day issues. FURTHER INFORMATION Tel: 0113 204 5708 sue.king@wrigleys.co.uk www.wrigleysschools.co.uk

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Negotiating contracts and managing supplier relationships can be a daunting prospect, particularly for school business managers, who face considerable pressure to secure the most cost effective deal whilst ensuring excellent service delivery In many schools, business managers have responsibility for all purchasing decisions, be it items of stationery or furniture, or even insurance or energy services. Before any purchase, numerous factors have to be considered – not only in relation to price, delivery and quality, but also to ensure that these services are fully compliant with procurement rules and regulations set out by EU procurement regulations. Collectively, schools spend approximately £9.2 billion in areas other than staffing costs according to the Department of Education. With many schools feeling the squeeze, the pressure is on school business managers to find ways to maximise their school’s finances and deliver cost savings. However, with the freedom to choose how they spend, and with countless choices on offer, how can school business managers get the best out of their budget? HELPING SCHOOLS ACHIEVE VALUE For many schools, the answer lies in working with a buying organisation. There are a number of advantages of working with an organisation, such as YPO, which specialises in helping schools achieve best value for goods and services. For instance, YPO has a team of experts on hand to help school business managers navigate the procurement process and ultimately source the most cost effective deal via its procurement frameworks. As a result, schools can feel confident that their contracts are fully compliant with procurement regulations and are ‘fit for purpose’. Negotiating and managing contracts can be complicated and time consuming. YPO has a number of golden rules for best practice contract management. FLEXIBILITY For example, a degree of flexibility in a contract will be beneficial to both supplier and customer. The requirements of the purchaser are unlikely to remain the same throughout the contract. The level of demand, the environment in which the contract is required, or the suppliers may change. If any of these occur, good

contract management will ensure that you and the service you receive are not negatively affected. In fact, a flexible contract will give the customer the option to review the contract against current requirements and renegotiate on key deliverables and pricing. For this reason, YPO recommends that all contracts are reviewed at least annually to guarantee customer satisfaction, and clauses should be included in the contract to enable regular service evaluation. CASE STUDY Brunts Academy, a community academy in Mansfield with 1,600 students and 150 staff, required various classes of insurance to ensure that the school met its legal requirements in time for the new school term. In order to achieve best value, Brunts Academy decided to use the national public sector Insurance Services framework agreement (RM958), which was developed collaboratively by YPO with partner organisations. The framework offers a range of options and suppliers to cater for the varying needs of different public sector establishments and aims to deliver value for money through combining insurance spend. It is also compliant with procurement rules and regulations, ensuring fair and open competition through suppliers. INSURANCE EXPERTISE As the academy needed external insurance expertise, they undertook a further competition to source a multi-supplier insurance broker who could provide advice and help source the most suitable insurance requirement from insurance services. By using the framework, the academy saved 38 per cent on the previous arrangement (broker and premium). If you would like further information about how YPO can help your school or academy achieve best value from services such as energy supplies and insurance services, please visit the organisation’s website. L

Schools to benefit from profit share Public sector organisations including schools, local authorities and emergency services are set to share a windfall of over £2.1 million, thanks to a unique loyalty scheme operated by YPO, the UK’s largest publicly owned buying organisation. The scheme gives customers a share of the organisation’s annual profits, with approximately 20,000 organisations benefitting. The share of the annual profit is retuned in the form of vouchers, and is based on how much they spend with YPO on stock, direct and food purchases in a calendar year. Simon Hill, managing director of YPO, said: “This year marks the 40th anniversary of YPO. To date, we have returned over £100 million back to the public sector and our loyalty scheme is a fantastic opportunity to reward our customers directly.” YPO representatives are personally visiting 500 customers who are set to receive a reward of £400 or more. Wakefield College has received over £4,500 in YPO loyalty vouchers this year. Julian Andrew, purchasing manager at Wakefield College, said: “We use YPO because of its variety of supplies, value for money and excellent service. YPO’s loyalty scheme is an added bonus; to receive over £4,500 in vouchers will fund numerous educational resources, assisting thousands students to further their education.”

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Volume 19.5 | EDUCATION BUSINESS MAGAZINE

Mis-Leading! Are your schools lease agreements clear, or somewhat confusing or mis-leading? Let LAS audit your lease agreements.

The Leasing Advisory Service working together with its Legal Partners offers a unique opportunity to Schools and Academies to review its Lease Agreements. We will provide you with an audited report stating whether the agreement is deemed ‘fair and reasonable’ or potentially ‘Toxic’. The report will then provide you with the options and advice necessary for you to make a decision on how to proceed. All contact and information is treated:  Totally confidential – no other agencies contacted  Without obligation  No blame culture – schools were not at fault  No reputational risk to School or personnel  No financial risk. Applies to all schools and academies irrelevant of size and for ALL lease agreements, whether:  Current Lease Agreements  Past expired or settled agreements. Normal engagement fee waived by responding to this advert. The report is issued at No Cost to the School, and by responding to this advert in the Education Business magazine, should the agreement be deemed Toxic and you decide to proceed with our assistance, then the normal engagement fee of £499 will be waived. Just a few minutes of your time – all we need is sight of the agreement, could seriously benefit your overstretched financial budget. We also offer ‘free advice on any future proposals or agreements along with free Factsheets to help you understand the pitfalls. The Leasing Advisory Service is regulated by the Ministry of Justice, which means you will receive clear and factual information with regard our service. Our Solicitor partners are regulated by the Solicitors Regulatory Authority. Over the past year we have saved or refunded in excess of 2 million pounds to schools. We estimate that a large percentage of schools have agreements that they would be legally entitled to challenge. The Leasing Advisory Service and its legal partners will undertake all the time consuming administration, research and legal works on your behalf, allowing you to concentrate on your core aim of providing a caring and rewarding educational facility to your pupils. Your inactivity is the finance companies’ only real defence. Speak direct to our directors with any queries or questions.

Directors: Martin Tucker: 07889 726983; email martin.tucker@leasingadvisoryservice.com Simon Lloyd: 07789 687678; email simon.lloyd@leasingadvisoryservice.com

Website www.leasingadvisoryservice.com Company number: (0333) 240 1221 Leasing Advisory Service is a trading style of Lease Advisory Service Ltd, Company Registration number 08493133 and is regulated by the Claims Management Regulator in respect of regulated claims management activities no.CRM 34693.

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Some schools are still suffering with poor equipment and expensive leasing payments from ‘toxic’ leasing agreements, whilst others have been financially penalised by previously settled or completed agreements. The Leasing Advisory Service could help you reclaim thousands of pounds Many schools and academies have unfortunately entered into finance agreements, through office equipment dealers, where very poor value has been provided. These agreements have financed photocopiers, printers, laptops, whiteboards etc. Thankfully there is now more proactive help and guidance provided to the schools. Following prescribed procurement procedures ensures that the use of the equipment can be obtained at much lower cost and on beneficial service terms. This was not always the case – many schools and their personnel had little support or assistance in acquiring the necessary equipment. This allowed the supplier and finance companies to take advantage of the lack of knowledge, not only within schools, but within the public domain in general, to make staggering amounts of profit and commission. The hard sales tactics employed by the suppliers was aided by the unavailability of accurate pricing as the retail recommended prices were a closely guarded secret between the manufacturers, suppliers and finance companies. This made it impossible for the school to verify whether they were receiving good value. Allied to this was the cosy relationship between the suppliers and finance companies. The finance companies designed clever lease agreements which allowed the salesperson to ‘upgrade’ or ‘exchange equipment’ at apparently no extra cost. FINANCIAL BURDEN In reality these agreements burdened the schools with escalating financial liabilities which have had a serious impact on the budgeting of the schools. The cost of these agreements can easily become one of the most expensive items within the school budget. The finance houses have condoned and, in many cases, encouraged this practice, leading to suppliers making thousands of pounds in commission/profit on a simple deal. It is our opinion that the finance houses completely failed in their duty of care to their clients. There have been assumptions that academies are compelled to take over agreements entered into by schools prior to their formation. This is not the case and many

are suffering from these expensive deals. The good news, however, is that provided the schools/academies act quickly there is a high probability that the finance agreement can either be set aside, and in some cases a refund obtained for payments made under the agreement. This applies to both existing and previously expired lease agreements and to every school and academy, no matter whether the school is a small primary school or a very large academy. The Leasing Advisory Service now has a track record of negotiating beneficial

This confirms the strength of our arguments. “We continue to work with Leasing Advisory Service and would recommend that all schools and academies take advantage of this very cost effective way of ensuring that the school receives what is rightfully theirs from any toxic lease agreement” WINDOW OF OPPORTUNITY The bad news is that this window of opportunity may only be open for a short while, if the finance agreement was entered into in 2009/10 or before, so your urgent attentions are needed.

Provided you act quickly there is a high probability that the finance agreement can either be set aside, and in some cases a refund obtained for payments made under the agreement settlement terms on behalf of schools, especially where the finance agreement has been mis-sold to the school/academy by either refinancing earlier agreements; upgrading existing ones or simply overcharging. SAVINGS Over the past three years the Leasing Advisory Service has been working with its legal partners to produce a very strong legal position against the finance companies. So much so, that having established its reputation and expertise, over the last year in excess of two million pounds of savings has been made for a variety of schools and academies. The company’s leading partner solicitors work closely with Leasing Advisory Services to ensure that schools are protected and receive sound legal advice. David Turner of Kitsons Solicitors comments: “We have been working with Leasing Advisory Service for over two years, combining our expertise in litigation with their undoubted knowledge of the leasing market to produce a very strong legal argument in favour of the schools. We have successfully concluded cases without the need for full court proceedings.

If you have doubts about your finance agreement then please do contact Leasing Advisory Service and they will take a look at the details of your finance agreement and advise whether you have a case of mis-selling and a potential claim. The only real defence the finance companies have is inactivity by the schools. By taking the stance that there are only a few more payments to make, or that the money has been spent anyway, so is there any point, only rewards the finance companies and suppliers, and prevents the schools from a rightful remedy, so contact the Leasing Advisory Service as soon as possible to have your present and past lease agreements audited for free. The service is totally confidential; no outside agencies will be contacted. It is without obligation and attaches no blame or reputational risk to either the School or to the personnel involved. Just five minutes of your time could result in thousands of pounds either being saved from the school budget or refunded monies being made available.  FURTHER INFORMATION www.leasingadvisoryservice.com

Volume 19.5 | EDUCATION BUSINESS MAGAZINE

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HEALTH & WELLBEING

DESIGNED TO BE A HEALTHY ENVIRONMENT

We know that school children are getting wider and heavier. We recognise that there are multiple causes of the rapid growth in obesity, including poor diet and a lack of physical activity. However, we might not see inactivity as a problem in its own right, despite mounting evidence that living without physical exercise creates a multitude of problems – not just for the current generation but for their children also. THE PROBLEM According to evidence from University College London, 17 per cent of all premature deaths in the UK can be attributed to inactivity. This compares with 8.5 per cent of early deaths attributed to smoking, three per cent to diabetes and three per cent to cholesterol. Yes – inactivity is a bigger killer than smoking, diabetes and cholesterol combined. And the cost to the country? The NHS already spends £900 million annually treating the

effects of inactivity and the cost to the wider economy is calculated at £20 billion per year. Let’s look at the impacts of inactivity on children specifically. As part of their [Designed to Move] campaign, sportswear company Nike collated a wide range of existing sources of evidence on physical activity. The company found that 21 per cent of children play outdoors compared with 71

of inactivity? We think that there’s been a perfect storm of increasingly sedentary jobs, opportunities for entertainment at home, and the rise of car-dependent environments in our towns and cities. THE ALTERNATIVE Turning to the benefits of physical activity in children, we see a much brighter picture.

Natural playgrounds are shown to help improve many aspects of emotional well-being, including anxiety, aggression and social behaviour per cent of their parents when they were children, and that in the UK, we are 20 per cent less active than we were in 1961. By 2030, we are projected to be 35 per cent less active. What has caused this pandemic

The company found that positive experiences of sport and physical play before the age of 10 increase the probability of a lifelong commitment to being physically active. Schools have a vital role to play in making activity 

Volume 19.5 | EDUCATION BUSINESS MAGAZINE

Written by Rachel Toms, Active by Design programme leader, The Design Council

Rachel Toms, leader of the Design Council’s Active by Design programme, looks at how the physical fabric of a school can be designed to encourage a more active lifestyle among school children

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HEALTH & WELLBEING

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school site shows everyone that driving is advantageous, despite evidence that shows that for adults, those who walk or cycle to work are happier than people who drive. And anecdotal evidence suggests that where no car parking on school sites is provided (except for disabled people and service access), staff and parents are more accepting of the need to reach the school gate by other means. A threat to healthy journeys to and from school is fast food outlets in the locality. Schools can work with local authorities to limit the proliferation of fast food outlets in certain areas, as they can be refused planning consent on health grounds. SCHOOL GROUNDS A variety of spaces for informal play and socialising is key in getting all children outside and moving during breaks. Australia’s Healthy Active by Design portal has brought together evidence on playgrounds and pupils’ physical activity. It suggests that nature-based play spaces may be important in children’s physical activity levels and body mass index. Natural playgrounds are shown to help improve many aspects of emotional wellbeing, including anxiety, aggression and social behaviour. Vegetable gardens enable active learning, generate fresh produce for cooking lessons and can encourage healthy eating. Providing playground and sports equipment, or painting playground surfaces with designs for games or murals, are shown to increase children’s physical activity during break times. In relation to the curriculum, outdoor learning brings many benefits and some schools have great facilities for conducting lessons outside. Even with more modest facilities, outdoor demonstrations and practicals are achievable in many subjects, with the potential for more engaged kids, better retention of information and physical movement as an added bonus.

According to research, sitting at desks for long periods of time increases the risk of diabetes, heart disease and early death  happen during this ‘critical window’ – through PE, the wider curriculum, pre- and after-school clubs, break time activity and the way that pupils get around. In this article we look at the physical fabric of the school and how it can help create a highly active place to learn in. THE JOURNEY TO AND FROM SCHOOL An obvious way to incorporate exercise into the school day is through active travel. But even with a good travel plan in place to encourage pupils to walk or cycle to school, traffic congestion, road safety, impacts on

neighbours, and parking for staff and parents can become highly contentious issues for both primaries and secondaries. In these debates, the harsh realities of inactivity can help prioritise walking and cycling to school – and encourage staff to set the right example. The school entrance also sends an important message about travel. A generous and pleasant route direct from the street to pupil entrances, with the route for cars being less easy, suggests that walking and taking public transport are the normal and desirable way to get to your school. Car parking in the prime position on a

SPORT The study found that competitive sport is celebrated but physical education and physical activity much less so. And we know that many young people really dislike sport at school. The Nike report sets out how PE teaching can increase activity in all children, including those who aren’t great at sport and those who face barriers to enjoyable participation. So how can the physical environment support positive experiences for all in PE? The building and grounds need to make exercise as appealing as possible. Again, painted designs or graphics, if done well, can make an average sports hall or a playground a place young people like being in and being active in. Opening sports facilities up outside of school hours can help embed active lifestyles in the wider community. Based on the intergenerational effects of being physically 

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HEALTH & WELLBEING  active, some schools allow parents to use gym facilities for free before or after school. INSIDE THE BUILDING An everyday opportunity for physical movement in everyday life is walking up stairs. In building new school accommodation, concerns about supervision and time loss when students take the stairs can limit the number of storeys of new accommodation. A consequence of single-storey primaries and two storey secondaries can be that for many young people, taking the stairs isn’t normalised outside, or even inside, the home. But in the context of population growth and the need to retain external space for learning, play and exercise, new school buildings and extensions are increasingly arranging accommodation vertically, effectively building a gentle staircase workout into the school day. The Schools Premises Regulations 2012 reduced the number and complexity of the rules that schools must comply with regard to their estates. And although BB103 – the Education Funding Agency’s area guidelines for new mainstream schools – isn’t generous in the floorspace it allows for, it states that the guidelines “should always be applied flexibly.” Both directives therefore give schools and the designers of new school buildings or extensions some flexibility in how to shape accommodation to encourage movement and activity.

According to research led by Leicester University, sitting at desks for long periods of time increases the risk of diabetes, heart disease and early death. They found that even for people taking regular exercise, there is still a health risk associated with many hours of sitting. Standing desks – which are starting to appear in offices to help alleviate the health impacts of static, deskbased jobs – can also be used in classrooms. A study in three schools in Texas showed that replacing standard desks and chairs with raised desks and stools, allowing the user to perch on the stool when they wish, produced impressive findings. The raised desk students burned 15 per cent more calories than those in a control group, and pupils’ attention and behaviour improved. Closer to home, Grove House Primary School in Bradford is currently piloting standing desks – we look forward to the results of this study.

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personal activity and the ability to give class awards or celebrate children’s personal bests. And the gamification trend – where tasks or challenges are made fun via apps for smartphones – also offers opportunities for physical activity in the school day to become enjoyable.

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TECHNOLOGY In the Texas study, the children wore devices to measure their step count and energy expenditure. Potential benefits of such devices in schools include increased awareness of

PUTTING IT INTO PRACTICE By creating a place, a curriculum and a culture where movement and exercise are the norm, we can help children significantly reduce their risk of disease and reach their full potential educationally and economically. The Design Council’s Active by Design programme helps public and private sector clients create healthy and active places through excellent design. The programme focuses on creating neighbourhoods, streets, public spaces and buildings that make it easy and appealing to be active, as part of everyday life.  FURTHER INFORMATION www.designcouncil.org.uk

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Volume 19.5 | EDUCATION BUSINESS MAGAZINE

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NEW BUILDINGS

BREATHING LIFE INTO OLD SCHOOL BUILDINGS

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Education Business looks at schools that have had their dilapidated school buildings rebuilt as part of the government’s Priority School Building Programme, as well as some projects in the pipeline Dilapidated school buildings across England are undergoing major renovations and repairs as part of the government’s £2.4 billion programme to rebuild 261 of the schools in England in the worst condition – known as the Priority School Building Programme (PSBP). One of the latest schools to be completed under the programme is Garston Manor School, a special educational needs school in Watford catering for up to 124 secondary aged boys and girls (11 to 16 year olds). The school handles all special educational needs including learning difficulties, autism or speech, and language related needs.

The renovated £5 million, single story, fit‑for‑purpose rebuild comprises new classrooms and a dining area and hall, as well as new internal and external spaces to aid learning and support the students’ individual needs. The rebuild was completed in just 11 months, which was made possible by a successful partnership between the school, Hertfordshire County Council, the Education Funding Agency (EFA) and the contractor, Wates Construction. INSPIRATIONAL FACILITIES Schools Minister David Laws said: “The official opening of Garston Manor

School is a fantastic achievement. Delivering great new schools will help to build a stronger economy and a fairer society, so that every young person in Watford can get on in life. Vital building work is taking place at schools in the worst state across the country. “I hope the new school facilities will provide an inspirational learning environment that will encourage every student to reach their full potential.” John Singh, the Chair of Governors at Garston Manor, said: “The community that Garston Manor serves have every reason to be delighted with their new school. The staff 

“Delivering great new schools will help to build a stronger economy and a fairer society, so that every young person in Watford can get on in life.” David Laws, Schools Minister

Whitmore Park School

Volume 19.5 | EDUCATION BUSINESS MAGAZINE

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NEW BUILDINGS

 and pupils now have an excellent teaching and learning environment designed and built to meet the particular needs of the very special children that the school serves. There is little doubt that the spacious new building and the opportunities it offers will contribute significantly to the progress that they, the pupils, will make both educationally and socially.” Phil Shortman, Business Unit Director, Wates Construction, Northern Home Counties and East, said: “The opening sees the culmination of our successful partnership with Garston Manor School, Watford Borough Council, Three Rivers District Council and the EFA – the results of which can clearly be seen in this impressive new building. Our site team led by Larry and Lyndon have found it immensely rewarding to be involved in a project that will improve and enhance the learning experiences of the students – I wish school staff and students every success in their new home.” THE FIRST OPENING Whitmore Park Primary School in Coventry opened on 1 May and was the first completed project under the programme. It had its dilapidated school building completely rebuilt, with procurement taking only 13 weeks and building works complete in just 11 months. The £5 million Whitmore Park project comprises a new build primary school for 630 pupils with a 39-place nursery. The two wings share a central hub comprising the entrance, studio and hall, making it an efficient and effective design. The two-storey school now includes two halls, which enables staff to run lunch time activities for one group of children while others are eating. The new building has gone up alongside the old one which is due for demolition. The former building dates back to the early 1950s and is one of several city primary schools built with metal originally destined for the aircraft industry. Schools Minister David Laws said: “The opening of Whitmore Park marks a major milestone in the Priority School Building Programme, which is making great strides in ensuring that vital building work 

Whitmore Park School

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NEW BUILDINGS

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move in during October half-term 2015. Head teacher Cath Lloyd said: “This is particularly significant for our school. “We were part of the Labour government’s programme before this, and had plans with the local authority for a super new build. “Then the election came and the recession kicked in, and it didn’t happen. We were all really disappointed. “We have a very old and leaky building. It is 100 years old and has a lot of history. We recognise that, but it has become a hard place to work in. “It is not disability friendly or efficient when it comes to things like heating. There is always a big question whether our boilers will fire up for winter. “We are desperate for this build. “The layout also means that it takes a long time to get from one end of the school to the other, and the classrooms are much smaller than your average school. “We are finding it a problem to fit people in, especially when there aren’t enough school places as it is. ir “The great thing about gh, cha John Sinvernors, the new build, subject to o of G ton planning, will be the spacious Gars classrooms. Teachers will have properly lit, ventilated rooms. “It is fantastic and we are all thrilled.”

Garston Manor School

 takes place at some of the schools in the worst state across the country.” Caroline Kiely, executive headteacher at Whitmore Park Primary School, said: “I’m sure the new school environment will make a real difference to the staff and children here at Whitmore Park. Our previous building was past its best so the new school will mean that less money will have to be spent on repairs and can be spent on better equipment or more staff instead.” Pupil Bryn Williams, nine, said: “It’s a bit hard to find our way around. But it’s better than the old one. Everything kept breaking and there were leaks and buckets in the corridor.” Stephen Beechey, managing director for education and investment at Wates, the contractor who built the school, said: “The Priority School Building Programme is proving itself an extremely successful means of ensuring new school facilities result in inspirational learning environments that encourage educational excellence. This can clearly be seen in the delivery of Whitmore Park. Wates has maintained a close working partnership with the Education Funding Agency throughout the design and build programme to maintain cost and time efficiency, leading to completion of the first school under the programme.” WORKS IN PROGRESS Building work has started on a major £17m regeneration programme at two Hartlepool schools: Manor College of Technology and Barnard Grove Primary School. Manor College of Technology, built in 1966, is to have £14m spent on it, while the work at 50-year-old Barnard Grove site is costing £2.8m. Students at the 1,250-capacity Manor College will benefit from a new three-storey

“The g ildin new butribute will con tly to the an signific ss that the progre ill make” pupils w

‘super block’ with updated teaching facilities and a specialist block for 30 pupils with learning difficulties, as well as a major refurbishment of the sports hall and a new multi-use games area. The new two-storey building at Barnard Grove will provide places for 315 pupils and a 26-place nursery. Anne Malcolm, headteacher of Manor College, said: “This is such an exciting time for the Manor family and we are thrilled by the plans for our new school, they are amazing. “The whole process has been carefully managed by the Education Funding Agency and with the support of the local authority, the project is going ahead with little impact upon the school community. “Pupils, staff and governors are eagerly anticipating the brand new facilities.” The work at Barnard Grove is due for completion in July 2015, with work at Manor continuing until September 2016. The schools are being renovated by Kier Construction. SUBJECT TO PLANNING The 100 year old Oasis Academy Henderson Avenue in Scunthorpe has been awarded £5.52 million from the Priority School Building Programme. Plans have been submitted for a new school to be built near the existing building, which will be demolished after students and staff have moved out. Subject to planning, work is due to start in February next year. The new primary school will accommodate 630 pupils, along with a 39-place nursery and children’s centre on the site. Once building work is complete, pupils are expected to

A ‘TIRED’ SCHOOL Oakbank secondary school in Keighley has been awarded £16 million for a replacement school. The new state-of-the-art facilities will be constructed at the site of the existing school, in Oakworth Road. The scheme has been approved through the Priority School Building Programme. But Oakbank needs to raise funds to further enhance its sports facilities, which it plans to do by selling for redevelopment an area of scrubland on the school site. The new school will be based on a standard PSBP design, but with individual tweaks and variations to suit the specific site. Teaching spaces wrap around a central hall, dining and drama zone. Headteacher David Maxwell said: “It is really exciting that we are moving closer to getting a new school, which will be a wonderful addition to the local community and to Keighley. “There has been a series of additions over the years to the existing building, and although it is in relatively good condition, it’s ‘tired’.” Part of the current structure, which caters for 1,600 pupils, is Victorian, but the main section dates from the early 1960s. “The new building will give us better facilities and more space with improved ITC and sports provision.” 

Volume 19.5 | EDUCATION BUSINESS MAGAZINE

Case Study

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

From simple canopies to a covered outdoor play area, Shelter Solutions can improve your outdoor area Whether you need a simple affordable waiting shelter or a large project for your school, Shelter Solutions has the skill set to improve your building’s outside area. The company views it as essential to provide its clients with an artist’s impression, giving you confidence in using its services. Shelter Solutions has for some time been making innovations in outdoor play and learning rooms, providing an area where children can learn and play all year round. There is little doubt that class sizes are expanding. The demand for larger areas in which to teach and the desire to expand schools without the horrendous costs associated with standard extensions was becoming a major issue, and Ofsted officials started to ask for an outdoor area where children can continue their learning experience. With this in mind, Shelter Solutions has come up with an affordable range of canopies that at a later date can be retrospectively fitted with glazed panels and roller shutters, many of them fully electric, ensuring that you still have that outdoor feel. The company’s design department, headed by Alexander Thomas BSc (Hons) MSc (Hons),

will visit the site and prepare a quotation and provide an artist’s impression free of charge. Detailed manufacturing drawings and (if required) structural calculations will be provided once Shelter Solutions has been chosen to carry out the work, again at no extra cost to the school. The company’s lead times are low as it does not import any of its product range. Shelter Solutions feels that it is important to point out that all of its shelters are made at the company’s own facility. Whether you

require a simple cycle shelter or a bespoke canopy, each shelter is handmade – however, this does not mean that you pay more, as the company offers very competitive prices. All structures are manufactured from high grade materials and powder coated to any colour of your choice. The shelters are guaranteed for twenty years and are very low maintenance and vandal resistant. Shelter Solutions can provide standard canopies of all shapes and sizes, so if an enclosed area is not what you require, contact the company and it will find the canopy that meets your budget and suits your requirements. Whatever your budget, Shelter Solutions will be able to meet your requirements. As part of its service, Shelter Solutions can offer you a free site survey call. Alternatively, you can email to find out more. Our range covers: covered walkways; outdoor play and learning rooms; canopies; parents’ waiting shelters; youth shelters; cycle shelters; pram shelters; and bus shelters. FURTHER INFORMATION Tel: 01942 625 577 www.shelter-solutions.co.uk

From simple canopies to a fantastic covered outdoor play area

Shelter Solutions Ltd, design, manufacture and Install the widest range of outdoor shelters, canopies and covered walkways on the market. With years of experience supplying to schools and councils nationwide, our team of experts are able to provide you with a covered solution whatever your requirements. All of our structures are manufactured from high grade materials and powder coated to any RAL or BS colour of your choice. Our shelters are guaranteed for twenty years and are very low maintenance and vandal resistant. As we manufacture everything at our own facility, we can produce any style or design of shelter to suit your vision and budget. Our lead times are low as we do not import any of our product range. As part of our service, we can offer you a free site survey – call our sales team on 01942 625 577 or visit our website: www.shelter-solutions.co.uk FREE SITE SURVEYS! Our range includes covered walkways, outdoor play and learning rooms, canopies, parent waiting shelters, youth shelters, cycle shelters, pram shelters, and bus shelters.

EDUCATION BUSINESS MAGAZINE | Volume 19.5

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NEW BUILDINGS  The Priority School Building Programme is a government programme set up to address the condition of the schools most in need of urgent repair. It is split into capital funded projects and private finance projects. The programme was announced after the Labour’s Building Schools for the Future (BSF) programme was ended by the Coalition government. Some 715 projects were cancelled when the BSF programme stopped, and the PSBP includes just 69 of those owing to different eligibility criteria. This resulted in hundreds of schools loosing out on millions of pounds in capital investment. While the BSF programme had been expected to cost £55bn and was a pledge to rebuild every secondary school in England, the Priority School Building Programme had, in its first stage, a £2bn budget for work to be done over five years. When announcing the cancellation of the BSF programme, Education Secretary Michael Gove told the Commons that the scheme had been hit by “massive overspends, tragic delays, botched construction projects and needless bureaucracy.” THE SECOND PHASE A second phase of the programme, worth around £2 billion for spending between 2015 and 2021 was announced in May and the deadline for submitting

expressions of interest was on 21 July. Schools Minister David Laws explains how the second phase of spending will work: “The original Priority School Building Programme worked on the basis of the condition of the whole school site. We will now refine this to look at targeting individual school buildings, as well as whole school rebuilds where this is appropriate, so that the department can focus much more tightly on addressing specific issues in the estate. This is only possible thanks to the data coming out of our detailed condition survey. “That survey will be complete by the summer and will give us a detailed pattern of need which will be a useful tool for targeting the available resources most effectively.” STANDARDISED DESIGNS The James Review was ordered by Michael Gove after the cancellation of the BSF programme to investigate ways to improve efficiency and reduce waste in central school building programmes. It was carried out by a panel led by Sebastian James, head of the Dixons group and was completed in April 2011. It set out 16 recommendations for a new approach to school buildings and stated that school buildings should be based on a set of standardised specifications and designs. The review stated that a suite of drawings be developed showing layouts, dimensions

Design & Build

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of walls and spaces and indications of how different components and materials can be used. It also said that in the future more off‑site construction could be used for elements such as specialist classrooms and plant rooms. The review was part of the government’s drive to save 30 per cent from the cost of procuring the new school buildings. RAISING STANDARDS The PSBP is part of the government’s aim to deliver a more efficient, faster, less bureaucratic approach to building schools. Following the James review to improve efficiency and reduce waste in central school building programmes, the government is building or improving the condition of almost 900 schools. This includes building almost 300 brand new schools, rebuilding and renovating 200 of the most dilapidated schools in the country, and approving funding for more than 400 projects from previous programmes. Now the deadline has passed for expressions of interest in the second round of the PSBP, schools will hear by the end of the year whether they have been successful in attracting funding based on an assessment of those in greatest need.  FURTHER INFORMATION www.gov.uk

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With extensive experience of designing excellent teaching and learning facilities for primary, secondary and tertiary education, ADP is the education architect. Putting our client’s needs at the centre of every project makes us stand out. If you need to do more with less, we can help you with funding bids and are experts in our ‘refresh, remodel, reuse’ approach. Similarly, we can design learning environments in line with the latest educational pedagogies, such as transformational learning and collaborative interdisciplinary working.

EDUCATION BUSINESS MAGAZINE | Volume 19.5

WIN AN iPAD MINI! Come and visit our stand, C17 to talk to us about your estate (and you can enter our competition to win an iPad Mini!).

EVENT PREVIEW

EDUCATION ESTATES 2014

Taking place on 11-12 November, Education Estates brings the sector together to share best practice and information about creating the best possible learning environments for pupils Stephen Beechey from Wates Group

In order for pupils and students to realise their full learning potential, they need the best learning environments. Facilities that are purpose built for learning, not just for today’s needs but also those in the future – an environment that inspires and empowers teachers, lecturers, pupils and students alike. REALISING POTENTIAL Therefore it is vitally important to realise the full potential of existing estates, maximising space and functionality with a focus on creating the ideal environment for learning. To bring out the best in people, we need to make the most of our buildings whether we’re working with existing premises or starting from scratch.

Comprising a two-day exhibition and conference, Education Estates brings the education sector together to share best practice, share knowledge and learn from each other. The conference has been put together by the industry, for the industry and has two streams, one covering schools and one covering colleges and universities. CREATING LEARNING ENVIRONMENTS James Lee, event director of Education Estates says: “The strapline for Education Estates is ‘Creating Learning Environments’ and this is the focus we would like delegates, exhibitors and speakers to have at this key event in the calendar.” James goes onto say that “registrations

The conference is complimentary for individuals directly employed in schools, colleges, universities and local authorities while access to the exhibition is free for all and has two streams, one covering schools and one covering colleges and universities

for the event have been strong with many already educational professionals registered to attend. These include representatives from Manchester City Council, Bolton Council, Paignton Community and Sports Academy, Department for Education, Thornton Community Primary School, States Education Department, Stoke on Trent College, Inspiration Trust, Girls’ Day School Trust, Winstanley College, University of Oxford, University of Liverpool, Anglia Ruskin University, Bath Spa University, Manchester City Council, Leeds Metropolitan University and many more.”

Education Estates

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AT A GLANCE Education Estates includes a two day conference and exhibition programme focused on building and managing education facilities. Event supporters include the Times Higher Education, BRE, B&ES, Construction Industry Council, Class of Your Own, The Transformation Trust and The Carbon & Energy Fund. The conference is complimentary for individuals directly employed in schools, colleges, universities and local authorities while access to the exhibition is free for all and has two streams, one covering schools and one covering colleges and universities. SPEAKERS There will be over 70 key speakers, including Stephen Beechey from Wates Group; Jayne Bird from Nicholas Hare Architects; and Ann Bodkin, head of design at the Education Funding Agency. Other speakers include Simon McEneny from Liverpool City Council; Andrew Rannard, deputy headteacher at Notre Dame Catholic College; Sir Anthony Seldon, master at Wellington College; and Rachel Stephenson, programme director at the Education Funding Agency. A dinner and award ceremony on the 11 November will recognise excellence and achievement in the education sector (table and individual places still available). A 20 per cent discount is available on Virgin Advance Fares for all delegates and visitors travelling from London to Manchester. EXHIBITORS The exhibition will showcase products and services that are leading the way by providing innovative solutions for schools, colleges and universities. Confirmed exhibitors include: ADP; AECOM; Atkins; Autex Acoustics; Britplas; Caloo; EC Harris; EllisWilliams Architects; Healthy Buildings International; Ponds for Schools; Marsh; Monodraught; Nuaire; The SCIN Gallery; Sika; Stantec; The StudyBed Company; Tarkett; Trend Control Systems, and many more.  FURTHER INFORMATION For more information about the event and to register please visit www.educationestates.com or contact the team on 01892 518877

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Creating Learning Environments In order for pupils and students to realise their full learning potential they need the best learning environments. Facilities that are purpose built for learning not just for today’s needs, but also those in the future – an environment that inspires and empowers teachers, lecturers, pupils and students alike. Comprising a twoday exhibition and conference, Education Estates brings the education sector together to share best practice and learn from each other.

Schools – 12 November

Schools – 11 November 09.00-10.00 Registration & Exhibition Visit

09.00-10.00 Registration & Exhibition Visit

10.15-11.00 Creating Learning Environments Keynote

10.00-11.00 Educationalists Keynote

Alison Watson, Founding Director, Class Of Your Own Speaking With Pupils and Teachers 11.00-11.30 Coffee Break & Exhibition Visit

Keir Smith, Associate Head Teacher - William Perkin High School, Ealing; Ann Cant, Ian Ramsey Church of England School, Stockton Chair: Marcus Fagent, EC Harris

11.30-12.15 Alternative Funding Schools, Co-location and Alternative Funding

11.00-11.30 Coffee Break & Exhibition Visit

Westferry School: A Gateway to a New Neighbourhood

Stephen Beechey, Wates Group, James Nicholson, E-ACT Chair: Mairi Johnson, AECOM

Dominique Oliver, Pollard Thomas Edwards

Claire Wakelin, Atkins Chair: Amy Leonard, The Transformation Trust

12.20-13.00 PSBP1 & PSBP2 Keynote

Rachel Stephenson, Priority School Building Programme, Education Funding Agency Chair: Amy Leonard, The Transformation Trust 13.00-14.00 Lunch & Exhibition Visit

14.00-15.30 Hall of Fame

Stephen Beechey,Wates Group, Keith Rayner, BAM Construction, Ann Bodkin, Education Funding Agency, Gary Wintersgill, Kier Construction Chair: Mairi Johnson, AECOM 15.30-16.00 Tea Break & Exhibition Visit

11.30-12.15 Worry Pit

12.20-13.00 Mindful and Mindless Education Keynote

Sir Anthony Seldon, Master, Wellington College Chair: Mairi Johnson, AECOM 13.00-14.00 Lunch & Exhibition Visit

14.00-14.45 Creating Learning Environments Education Interiors – Thinking Outside the ‘Classroom Box Dr Sharon Wright, the-learning-crowd

Lighting Andrew Bissell, Cundall Landscaping Colin Burden, Plincke

Chair: Stephen Beechey, Wates Group

16.00-17.00 Are We Ready to Learn? Designing to a System

14.50-15.30 Whose School Is It Anyway? Class of your Own

Jayne Bird, Nicholas Hare Architects

Curved Forms Cannot Deliver Value – or Can They?

Alison Watson Class of your Own. Chair: Amy Leonard, The Transformation Trust

Achieving Bespoke School Design at an “Off the Shelf” Price

15.30-16.00 Tea Break & Exhibition Visit

Mark Barker, NPS Group

James Jones, Sheppard Robson, Simon McEneny, Liverpool City Council, Andrew Rannard, Notre Dame Catholic College Chair: Aaron Taylor, Stantec

Manchester Central

11-12 Nov 2014

Exhibition, Conference & Awards

Exhibition, Conference, Dinner & Awards

Colleges & Universities – 11 November 09.00-10.00 Registration & Exhibition Visit

10.00-10.30 Keynote Address

Andrew Smith, Head of Estates and Sustainable Development, Higher Education Funding Council for England Chair: Vernon Baxter, EducationInvestor

10.30-11.00 Working for a Smarter Stronger Sector: The Higher Education Estates Keynote

Christopher Hale, Assistant Director of Policy, Universities UK Chair: Vernon Baxter, EducationInvestor 11.00-11.30 Coffee Break & Exhibition Visit

11.30-12.15 Design Showcases

John Henry Brookes & Abercrombie Building, Oxford Brookes The Diamond, The University of Sheffield GlaxoSmithKline Carbon Neutral Lab, University of Nottingham Manchester School of Art The Hub, Coventry University Lancaster University Sports Centre

12.20-13.00 Improving Data Centres Energy Efficiency across the HE Sector John Ogle, Environ Chair: Clive Nattrass, Carbon and Energy Fund 13.00-14.00 Lunch & Exhibition Visit

14.00-14.55 Student Experience Libraries Best Before 2015? How to Deliver a Library That Is Up-to-date Before it is Out-of-date

Colleges & Universities – 12 November

Supporters:

09.00-10.00 Registration & Exhibition Visit

10.15-10.45 Keynote Address

Nick Ratcliffe, Head of Policy, Education and Student Experience, The Russell Group 11.15-11.45 Coffee Break & Exhibition Visit

11.45-12.45 Worry Pit

Diana Hampson, The University of Manchester Prof. John Brooks, Manchester Metropolitan University Nick Ratcliffe, The Russell Group Mark Tant, Shepherd Construction 12.45-14.00 Lunch & Exhibition Visit

14.00-15.30 Estate Rationalisation Managing a Masterplan

Amy Butt, bpr architects & Andrew Dickie, Middlesex University

Innovation Centre and Campus Hub, Easter Bush Campus, University of Edinburgh Neil McLean, Atkins Chair: Jon Roylance, ADP

Event Sponsors:

15.30-16.00 Tea Break & Exhibition Visit

15.45-17.30 Manchester Metropolitan University & Manchester University Study Tours

Alex Solk, Sheppard Robson Chair: Steven Jenkins, EC Harris

15.00-16.00 Vocational Learning

Charles Parker, Baker Dearing Educational Trust Chair: Roger FitzGerald, ADP 16.00-16.20 Tea Break & Exhibition Visit

16.20-17.00 Innovation in Teaching and Learning The Djavad Mowafaghian Centre for Brain Health at University of British Columbia – A New Kind of Translational Research Institute David Martin, Stantec

21st Century Learning in Higher Education: Seizing Opportunities For Change Prof. Ale Armellini, University of Northampton

Delegate Rates (exc. VAT) Employed in a School, College, University or Local Authority Private Sector

1 Day FREE of charge 1 Day £189

1 Day £80 Awards & Dinner Place Employed in a School, College, 2 Days FREE of charge University or Local Authority Private Sector 2 Days £239

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Low maintenance composite decking system. Vannplastic Ltd are delighted to offer ecodek, a Solid Recycled and Durable wood polymer composite product. ecodek is a sustainable alternative to timber and has been used in a wide range of environments including balconies, board walks and roof terraces in addition to thousands of domestic and commercial decks of all shapes and sizes.

Why choose ecodek? Long life - ecodek solid composite boards are a superior alternative to hardwood or softwood boards as they will not splinter, rot or warp. Low maintenance - Unlike timber decking ecodek will not need painting or sealing and offers a cost effective long term solution. Slip resistance - ecodek carries a low potential for slip when both wet and dry.

With more schools, colleges and universities watching budgets, but still needing child friendly and low maintenance products, ecodek slip resistance and long life makes the ultra tough composite decking a perfect choice of decking for schools. There are many reasons why schools and other educational facilities love using ecodek. Here are just a few: • Mix and match colours (very popular with young children) • Material resists dirt and moisture, so clothes stay cleaner for longer • Quick drying and warm to the touch • No splinters • Tough and durable • Resists burns and stains • Great for seating areas as well as outdoor play areas • Recycled from plastic milk bottles so environmentally friendly • Low potential for slip

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RENEWABLE ENERGY

Sustainability

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SIGNING UP FOR SOLAR Schools that install solar PV can benefit from reduced electricity bills, revenue generation, reduced CO2 emissions, as well as improved education and engagement. Here’s how Eco-Schools can help schools on their solar journey Earlier this year, the Department of Energy and Climate Change released a report outlining the benefits to schools of going solar, including reduced electricity bills, revenue generation, reducing CO2 emissions, as well as improved education and engagement. The paper goes on to say, “taking these benefits into consideration, the business, moral and educational case for installing solar PV in schools is very compelling.” Greg Barker, the minister for Energy and Climate Change has estimated that if all 22,000 English schools installed solar PV, £500,000,000 could be saved each year. Every school has the potential to generate its own renewable energy, and many Eco-Schools are leading the way in this solar revolution. Eco-Schools have teamed up with PV Solar companies to help provide schools with a cost neutral package to allow the installation of Solar PV panels on their premises. Schools will benefit from free generated electricity, therefore reducing electricity bills, and also gain an income from the government backed Feed in Tariff Scheme for 20 years. Eco-Schools and its partners have successfully installed over 100 schools making a huge impact on reducing carbon emmissions, releasing vital finances to schools and also educating the younger generation in renewable energies. WHAT IS SOLAR PV? Solar Photovoltaics, or Solar PV for short, is a technology in which daylight is converted into electrical power. Solar PV takes advantage of energy from the sun to create electricity, that will operate electrical appliances and lighting. For the installation of Solar PV panels, a clear, uninterrupted and unshaded section of roof is preferred, with south or near south orientation on either a pitched or flat roof. The roof needs to be large enough to accommodate the Solar PV modules, structurally sound and built using materials that are compatible with a fixing system that is readily available. Direct or diffuse light shining on the Solar PV cells induces the photovoltaic effect, generating direct current (DC) electrical power. This electricity can be converted to alternating current (AC) power for use in the building or if more power is generated, the surplus will be exported to the National Grid. Under the UK government Feed in Tariffs scheme (Clean Energy Cashback) qualifying individuals or groups who install Solar PV can benefit from regular payments. Before an investment is made in renewable

Queensbury Academy

Manningtree High School

energy or low carbon energy systems Eco-Schools recommend that the building owner should make sure the building is already as energy efficient as possible, so that the Solar PV energy generated is not wasted. The building owner should ensure that the building has adequate loft and cavity wall insulation, efficient central heating controls, all old light bulbs have been replaced with low energy lighting and energy saving domestic appliances have been installed. Eco-Schools also have similar offers for schools to convert to biomass heating, and also to convert all their lighting to LED, potentially reducing lighting costs up to 80 per cent.

Manningtree High School, a small secondary school based in Essex, installed a 47.5kWh Solar PV array with the ability to remote monitor the energy production via the internet. Solar PV from Evogreen was chosen as it encompasses what they were trying to achieve – reduce costs while maintaining standards – and requires no capital expenditure through the Carbon Trust approved funding. In addition, they are a proud Eco-School and were keen to communicate to the students and the wider community, the benefits of sustainability through a working example of renewable technology in their own school. 

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RENEWABLE ENERGY  The funding allows the school to keep the Government backed Feed-in-Tariff, enabling Manningtree High School to produce an income of £147,230 over the projects 20 year lifespan. They are also able to make a significant reduction in CO2 emissions; over the project lifespan, it will equate to 438 tonnes saved. Headteacher Deborah Hollister said: “Students at Manningtree High School have taken a keen, committed interest in caring for our environment for a number of years. The school council have been involved in discussions about solar power and the proposals that the Governors considered. As a forward looking school we have shown that we can achieve significant benefits for ourselves and for the community by committing to a long‑term renewable energy scheme.” AN INTEREST IN RENEWABLES Another school that has installed Solar PV is Queensbury Academy, a large secondary school based in Dunstable, Bedfordshire. They have recently been recognised as a good school by OFSTED and is rapidly moving towards becoming outstanding. Continuously looking for ways to improve and being an Eco-School they are very conscious about their surroundings and environment. Site manager Tony Cella has an active interest

Sustainability

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Feed-in‑Tariff, enabling the Queensbury in renewables having already installed at Academy to produce an income of £379,379 his own residence and was very keen to over the projects 20 year lifespan. find out how the Academy could benefit. Site manager Tony Cella said: “The obvious Apart from the financial savings to be made cost savings on imported energy and the and income from the current government income from the Feed in Tariff incentives, Cella felt it was important for scheme were a prime the benefit of future generations g consideration. However to preserve the stocks of fossil n i c u ‘Red my’s the other benefits fuels for as long as possible. such as an increased Queensbury Academy has a e Acade tprint h t o awareness of energy vast expanse of flat roof area o f carbon that we are issues among perfect for the installation of w o both students Solar PV and they have used h s t l wil ur par o and staff together the more recently resurfaced g n i o d g n with the chance to i areas for their install. c u in red on the monitor and use Over the past years act the data produced they have put measures our imponment’ to give feedback in place to reduce energy r i v en and directly build consumption and installing lla Tony Ce this data into lessons. Solar PV was the next step Reducing the Academy’s towards their goal of saving energy carbon footprint will show that and offsetting cost increases. The Academy we are doing our part in reducing our have installed a 88.25kWp Solar PV array impact on the environment for today and with the ability to remote monitor the for years to come. Despite an aging set of energy production via the internet. buildings we have managed to build in Working with Evogreen plc they were modern technology systems that will produce able to embark on this project with no a proportion of our power and protect us net cost required from the outset using financially from future energy demands.”  their Carbon Trust approved funding. Not only does the school benefit from FURTHER INFORMATION producing its own energy, it also allows www.eco-schools.org.uk the school to keep the Government-backed

Evogreen are leading suppliers of sustainable energy solutions within the education sector. Working with Eco-Schools, we deliver school compliant funding which makes the switch to renewables much more affordable, whilst still enabling you to have all the benefits. We offer 3 key products: - Solar PV - Biomass boilers - Voltage optimisation These enable you to: 1. Reduce your existing energy costs 2. Generate revenue from government incentives 3. Reduce your carbon footprint. Our innovative Carbon Trust and EFA approved finance model ensures the savings and income must outweigh the annual cost of the system, meaning no capital outlay is required. We would really like to meet with you to discuss how we may be able to assist you in reducing your carbon footprint and considerably reduce your energy costs in a financially rewarding way.

T: 01638 555010 E: info@evogreen.co.uk

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ACCESS CONTROL

SAFE ACCESS AND EXIT

School Security

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With the autumn term under way and the evenings getting darker, a top priority for schools should be ensuring the safety of staff and pupils. Judith Denny of the British Security Industry Association discusses how access control solutions and perimeter security can offer peace of mind it can be detrimental to an establishment and can compromise the reputation of the school, college or university in question. THE BENEFITS OF ACCESS CONTROL The benefits of access control are vast, but perhaps the most important benefit within the educational sector is that of visitor monitoring. In environments where visitors can easily blend in with staff and pupils – thus creating opportunities for unwanted visitors to enter restricted areas – the integration of PC and computer networks with access control systems should be a key consideration. These systems are able to print photographic ID and allow access to be restricted to certain areas of a building depending on their status. Another key benefit

of access control systems is their ability to integrate with other existing systems within a building, such as Building Energy Management Systems (BEMS). During times of economic instability when higher fuel consumption is a necessity, but higher energy bills are not, such integration can carry huge cost benefits. Keeping a building’s carbon footprint to a minimum is also of key importance within the education sector, with the need to appear socially responsible being at the forefront of most people’s agenda. However, this can prove problematic for schools that operate out of hours clubs or universities that have areas requiring 24 hour access for students, meaning that creating the 

Written by Judith Denny, BSIA

With autumn upon us, and classes well under way, the education sector should be ensuring that schools, colleges and universities are as safe and secure for staff and pupils as possible. Perimeter security and access control systems are a crucial element to any building’s security plan, providing the ability to control, monitor and restrict the movement of people, assets or vehicles in, out and round an area. This is absolutely essential for the educational sector, where buildings have busy footfall and specific areas need to be secured from being accessed by non-personnel. While the safety of students and staff is the number one priority, it is also important to ensure that other elements within the building are kept safe including valuable IT equipment and personal possessions of staff and students, not to mention confidential student and staff records. If such information falls into the wrong hands,

er Perimetand securityontrol access c s are system lement al e a cruci building’s to any urity sec plan

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For Complete Security An integrated school fire and security system can reduce losses and avoid the disruption caused by criminal attacks and vandalism. Some systems can be used to target anti-social behaviour.

Access control systems which

CCTV systems which can be

Fire alarm systems which are fully

can be set-up with zoned areas to

sensitively employed to help

integrated so that in the event of an

ensure protection during lessons

reduce accidents and anti-social

alarm activation, all utility supplies

and out-of-school hours.

behaviour, as well as providing a

are isolated and doors opened

valuable tool to prevent intruders.

automatically.

Call us on 01775 821100 to find out more, or visit www.gbsg.co.uk/school to view related case studies.

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EDUCATION BUSINESS MAGAZINE | Volume 19.5

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ACCESS CONTROL  balance between necessary energy supplies and cost savings can be a challenge. So how can access control systems integrate with BEMS to create cost savings? Access control systems themselves provide a wealth of valuable information, perhaps the most useful being occupancy data for a specific area of a premises. Such data is able to highlight which areas of a building are in use – those that are regularly in use and those that have no occupants during specific times of day. Often, educational facilities have rooms that are only in use during particular times of the week and the occupancy data provided by access control systems can draw attention to these areas, giving the crucial information needed to determine which utilities need to be maximised and those that need to be minimised, such as Heating, Ventilation and Air Conditioning (HVAC) or lighting requirements. The integration of access control systems with a BEMS also means that these decisions can be made automatically through the intelligent combination of both systems, helping to create a more streamlined energy usage within a building. Another key benefit of access control systems within the education sector is its integration with fire roll-call software for buildings that utilize smart card readers or fobs. If there were to be a fire at a school or university, it could result in pandemonium making it difficult for officials to easily account for every single pupil. Fire roll-call software can help with this. In the event of a fire or another type of emergency, the fire roll-call software automatically generates a report providing the details of who is within the building and potentially where they are. When the fire alarm is activated, an evacuation list is printed out automatically at a safe pre-determined point, providing peace of mind for staff, pupils and parents that in the event of an emergency students can easily be accounted for. SYSTEMS IN ACTION BSIA Access Control section members have much experience in providing access control systems to both schools and universities around the country. One member has supplied a number of universities in the UK with a range of infrared access control readers for over a decade. One such university is the University of the West of England (UWE). After assessing that there was no central control or coordination for access control at the campus, the company provided specified infrared readers chosen for their ability to deliver a cost effective, robust solution in an extremely high-use and demanding environment. The technology of the readers is based on infrared light which passes directly through each student’s individual Microcard. Each card contains its own unique security code, fixed at the point of manufacture, ensuring that its identity can never be altered. The system meant that students and staff could use their microcards in order to gain entry to buildings

around campus, whilst simultaneously preventing unwanted visitors from gaining access. After trialling the system in one block of the University’s campus, the success of the pilot meant that the readers were installed in multiple other buildings across campus. PERIMETER SECURITY It is important to install safety measures in several layers within the educational sector to facilitate: deterrence; detection; delay; and response. Physical boundaries such as security fencing and gates are therefore vital to mitigate security risks – they effectively mark out private property to deter opportunist intruders and delay entry. Furthermore, it is easier to identify criminals or unwanted intruders within schools or universities if a person is contained within a boundary; i.e. it is more difficult for them to claim accidental entry or ignorance to the fact that they have happened upon private property. Fences need not be overly expensive or

welded to the gate and the frame or by a close shackled padlock and padlock fittings conforming to grade 5 or 6 of BS EN 12320.

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CCTV SYSTEMS Access control software can also integrate beneficially with CCTV systems for an even more comprehensive security plan. One major benefit of this type of integration is pre and post-event video recordings initiated by the access control system. Video recordings can be linked with event information, which makes searching for a particular event on the recording much more efficient. For example, if an intruder has entered the building and attempted to breach an access controlled area by forcing a door, operators can search for ‘Door forced – laboratory 4’ allowing them to easily look at images of the intruder and react accordingly. One particular element of CCTV that is being increasingly employed in a number of sectors is that of Video Content Analysis (VCA). VCA is the name given to the automatic analysis

Whilst it might seem obvious to surround schools and universities with a single highly secure fence, this method can be extremely costly intrusive – in fact, most of the time it is the impression of security which they give which is the strongest deterrent of criminal activity. Indeed, pre-existing fences can be enhanced with features to disable climbing and burrowing. For example, fences can be extended and buried into the ground or a concrete barrier (sill) can be constructed. Whilst it might seem obvious to surround schools and universities with a single highly secure fence, this method can be extremely costly. Often it is easier to construct a smaller, more secure area, contained within a good fence whilst having a less secure outer boundary. Minimising the number of entrances will also make it easier and cheaper to control access. Faced with choosing a specific height for security fencing, educational property managers should be aware that fences below two metres are considered less secure. A height of 2.4m is better, but does not rule out opportunist climbing entirely. Therefore it is advisable to have fences higher than this to ensure that they are high enough to prevent climbing. In order to ensure full compliance with the law, properties with fences that have had anti-climb features (such as spikes or barbed wire) fitted should make sure that they have adequate signage and warning measures in order to ensure full compliance with the law. Gates and hinges designed without easy toeholds will help to prevent people scaling the gate and the fence next to it. Ideally gates should be secured by a lock conforming to BS 3621 protected by lock protection plates

of CCTV images, which is then used to create meaningful information regarding the content. For example, VCA can be used to automatically detect an intruder, or to count the number of people entering or leaving an area – beneficial, for instance, for keeping track of how many people have entered or left an emergency room during a given period of time. Another element of CCTV that can prove invaluable is BS8418, the British Standard for remotely monitored, detector-activated CCTV systems. When deployed, BS8418 compliant solutions consist of cameras and detectors placed strategically around a site, linked together by specialised transmission equipment to a Remote Video Response Centre (RVRC). Here, operators can visually confirm what is happening; call up on-screen plans of the school and even issue verbal warnings to intruders via on-site speakers. If necessary, the RVRC operators can also alert the police. As the incident is confirmed visually and is associated with a URN (Unique Reference Number), should provide a rapid response. THE IMPORTANCE OF QUALITY As always, when it comes to securing the education sector, the most important lesson is that corners are not cut when it comes to choosing quality products. BSIA members can provide a variety of quality access control products that are inspected to the highest standards and offer a reputable service.  FURTHER INFORMATION www.bsia.co.uk

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CASHLESS CATERING

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Written by Carrieanne Marie Bishop, national chair of LACA

THE TECHNOLOGY REVOLUTION IN THE DINING HALL

The advantages of a cashless catering system can be seen right through the school meal supply chain, with children, parents, caterers, schools and local authorities all benefitting. Carrieanne Marie Bishop, national chair of LACA, reports Technology is rapidly changing the way that business is done and the school catering industry is no different. Up and down the country a vast number of schools operate a cashless catering system at meal times. This means that instead of paying for the food with cash, students’ use a debit-style card or, in the case of high-tech biometric systems, pressing their finger to a reader. Cashiers can use touch screen terminals to enter the food details and automatically will be

informed of credit available, daily spend limit and any relevant dietary information. The technology revolution has reached the dining hall. SOLIHULL PRIMARIES GO CASHLESS Recently all primary schools in Solihull have adopted cashless systems and the effects have been clearly apparent. Benefits can be seen right through the school meal supply chain with children, parents, caterers, schools

and local authorities all benefitting from cashless systems. More than 20,000 parents have signed up to the scheme, giving them the freedom to make payments 24 hours a day, seven days a week either online or at a local PayPoint Store. Since the project began in 2011 almost 400,000 transactions have been made with over £12 million being processed through the system, equating approximately £40,000 each month. There were some very clear drivers behind the rationale for implementing cashless systems in Solihull which will hold true for local authorities and schools up and down the country. Firstly, children’s security is improved as the system stops the need for pupils to carry cash to school and risk being vulnerable to theft and bullying. Secondly, the system helps to remove the stigma around free school meals. Cashless systems bring a degree of anonymity to pupils at lunchtime which means it is no longer easy to differentiate between those receiving free school meals and not, reinforcing a sense of inclusion in the dining hall. Cashless catering has also improved the monitoring and management of the take up of meals and what children are eating. 

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CASHLESS CATERING

Up and down the country a vast number of schools operate a cashless catering system at meal times. This means that instead of paying for the food with cash, students’ use a debit‑style card or, in the case of high-tech biometric systems, pressing their finger to a reader  What’s more, removing cash out of schools reduces paper work and admin time in school offices. This reduces printing and stationary costs and reduces the need for secure money collections. In Solihull this has averaged out to saving schools two and a half days’ administration a month, a significant amount of time which can be spent on other aspects of running a school. INCREASED PARENT CONFIDENCE As well as the obvious benefits for parents paying for meals in advance and online, cashless systems increase parents’ confidence

that their children are being fed healthy and nutritious meals as tills in school kitchen areas record what pupils eat each day. This can then be reported back so parents can view not only their child’s meal choice but also all the nutritional information of the food. Local Solihull parents have reported that cashless systems have become an integral part of their relationship with schools and making payments is now far more flexible and easier. As an additional benefit, when logging on to pay for their child’s food, parents are able to pay for other services such as school trips – schools report that this has increased 

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

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CASHLESS CATERING

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Benefits of cashless catering systems Time spent queuing is reduced as the speed of service is improved. Provides a convenient way to pay for school meals. Ensures that money given to pupils by parents is spent in school. Risk of theft is reduced as pupils do not need to carry cash to school. No longer easy to differentiate between those receiving free school meals and those not.  the uptake and speed of payment. Increased engagement between parents and schools can only be a positive a development. THE MANAGER’S POINT OF VIEW From a catering manager or Local Authority point of view the benefits are numerous; stock management becomes much more precise as the detail and quantity of what is being eaten every day is displayed online. This in turn allows managers to see what is and isn’t popular with pupils, amending menus and stock orders appropriately. Perhaps one of the most important results of employing cashless systems has been the increase in uptake of school meals. Many parents think that a packed lunch is the healthiest option for their children yet the reality is quite the reverse as it’s easier to get the necessary nutrients into a cooked meal. Indeed only one per cent of packed lunches meet the nutritional standards that currently apply to school food. Increasing uptake is a key aspect of improving nutrition for school pupils and was key tenet of the Government’s school food plan published last year, that cashless systems are helping facilitate this is a huge positive for the industry. For councils and local authorities there are advantages too; not having to physically collect cash from schools saves both time and money and more accurate management of services, easier auditing and increased uptake is of course positive. In what has been a monumental year for the school food industry – with the introduction of new standards and infant free school meals among the most notable developments – cashless catering systems are leading the charge in keeping the industry up to date in the 21st century. The value and rewards are manifold and almost immediately apparent once systems are in place, it is likely that cashless systems will soon become the norm everywhere, to the profit of us all.  FURTHER INFORMATION www.laca.co.uk

The system helps to remove the stigma around free school meals. Cashless systems bring a degree of anonymity to pupils at lunchtime which means it is no longer easy to differentiate between those receiving free school meals and not, reinforcing a sense of inclusion Volume 19.5 | EDUCATION BUSINESS MAGAZINE

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ORGANIC FOOD

CREATING A GOLDEN AGE FOR SCHOOL FOOD The Food for Life Partnership aims to help children understand the link between growing and cooking, and in doing so, to revolutionise school meals. Jo Wild reports The School Food Plan, published last summer and backed by the Secretary of State for Education, sets out a clear list of actions needed to improve food provision for millions of children nationwide. Many of these actions have already seen investment by government, the best known being the provision of free school meals for all key stage one pupils in England. Practical cookery and food education is also firmly back on the curriculum, with an emphasis on providing pupils in key stages one, two and three with the skills to prepare a range of savory dishes and apply the principles of healthy eating and nutrition. This will be further supported

by the new School Food Standards, which champion the use of fresh, sustainable and local produce in healthy school meals. At the core of the plan was this vision, summed up in the original publication: “This plan is about good food and happiness. It is about the pleasures of growing, cooking and eating proper food. It is also about improving the academic performance of our children and the health of our nation.” A STRATEGY FOR THE WHOLE SCHOOL Bringing growing and cooking together with good school food is a formula that has already proved to be successful in the many schools in England who are involved in the Food for

Written by Jo Wild, Food for Life Partnership

Life Partnership (FFLP) award programme. The FFLP approach is a simple one – to take a ‘whole school’ approach to food and engage pupils, parents, teachers, caterers and the local community in delivering positive change. There is a focus on ‘pupil voice’; that means that children are fully involved and agree their own priorities. Schools are encouraged to use food as a way to improve the overall learning experience by making lunchtimes a positive feature of the day and enriching the curriculum with farm visits and practical cooking and growing. Over 5,000 schools are now enrolled in the programme, which is supported by the Big Lottery fund and commissioned by Local Authorities and regional public health teams to address key health and wellbeing priorities in their areas. It is led by the Soil Association, with support from partners Garden Organic, Focus on Food, Health Education Trust and Royal Society for Public Health. The FFLP award structure provides a flexible framework which schools can build on based on their own circumstances and priorities. This school-by-school approach allows for some unique initiatives and results.

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DELIVERING Based on their track record, it is no surprise that the Food for Life Partnership sat on the expert panel that advised the School Food Plan and were cited throughout as an example of good practice. Their proven experience in improving school food provision has led to their being named as one of two organisations, along with the Children’s Food Trust, tasked by the Department for Education to support 2,000 junior, middle and secondary schools with below-average take up to improve their meal numbers. Not only can increased take up ensure the long-term viability of a school meal service, increasing access to good school food has the potential to kick-start a process of improving behaviour, attainment and attendance at school at the same time. With the aim of supporting schools to access these benefits, the ‘Increase Your School Meal Take Up’ programme is being delivered by FFLP in the Midlands, North of England and London. Schools who meet the eligibility criteria in these three areas can apply to receive a free package of support worth over £2,000 consisting of the following: support from specialist regional staff; a tailored online action plan; up to six free training sessions for school leaders, cooks and caterers; support for cooks and caterers from the Soil Association Catering Mark Team; and a range of brand new resources. To register for the programme, schools simply complete an online application form to confirm their eligibility. Once this has been approved, they will then be provided with a personalised online portal that guides them through areas they wish to improve and provides actions, resources 

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ORGANIC FOOD

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 and practical advice for doing so. This is supported by free training sessions and one-to-one support from regional staff with the aim of achieving and maintaining a five percentage point increase in take up. If you wish to find out more details on the programme being delivered by the Children’s Food Trust please visit the organisation’s website. By accessing this support, you will join many others who are working to provide the good food which not only leads to healthier children, but also enables them to make the most of the opportunities that school provides them with. CASE STUDY: RHYL PRIMARY SCHOOL Schools participating in the Food for Life Partnership are asked to grow organically and also to include organic food in their menus at Silver and Gold levels. Rhyl Primary School – a silver FFLP school – is a shining example of how this can be achieved, even in an inner-city environment. Initially the school was unsure about whether they could meet the growing aspect of the Food for Life Partnership award given that theirs is an inner city school without a lot of land. However, using reclaimed materials to build some raised beds for the children to fill with soil and plant organic vegetables and herbs, they realised that they had transformed an old, unused car park into a brand new outdoor classroom which can produce around 3kg of salad a week. Since then, the head teacher reports that the school garden is the highlight of the student’s week. Learning outdoors helps them to concentrate, even for longer sessions. Many of the quieter children become a lot less inhibited when learning outdoors, and growing their own food means that they are a lot more adventurous when it comes to trying something new – they are excited to taste their own creations. PARENTAL ENGAGEMENT Before joining the Food for Life Partnership, Rhyl Primary found it hard to engage many parents with the work of the school – in part due to different cultural interpretations of what going to school should be like. However, since they began growing their own food, parents have become a lot more interested in the work that has been going on. This is especially due to the children’s pop-up after school stall, which sells traditional cultural ingredients such as lablab beans, coriander, and chillies to many of the Somalian and Bangladeshi parents. The stall is so popular that it sells out every week and encourages conversations between the parents and the school. It has also helped ensure the healthy behaviours the children are learning through FFLP to travel home. Teacher Thomas Moggach summarises the benefits: “It really is amazing what you can do with a spare bit of land. We have seen a marked increase in children eating more fruit and veg, especially trying new foods. The growing has helped enormously as children will try anything they have grown themselves.” ENTERPRISE BEYOND THE SCHOOL GATES The school garden now produces enough food to allow them to create an enterprise selling their salad ingredients to local restaurants. This has allowed them to develop an excellent business sense, as well as develop a whole range of skills such picking, washing, and packing food, invoicing sales, and composting. Rhyl Primary has also been adventurous in growing a rare Japanese herb called ‘Shisho’. They sell this to a local Japanese restaurant called Moshi Moshi who were delighted to be able to purchase the herb locally, as usually it has to be imported from Japan or Holland. Thomas continues, “These enterprises have made our school very popular within the wider community, and they have also allowed our children to earn over £600 so far. This money belongs to them and they will decide how to use it when the time comes. We are so proud of what our school has achieved and the positive impact that it has had on our parents and community.”  FURTHER INFORMATION www.foodforlife.org.uk

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IMPROVING ACADEMIC PERFORMANCE THROUGH PHYSICAL ACTIVITY

According to a recent report, schools can help students enhance their academic achievements and improve their behaviour through physical activity Academic performance is known to be related to a student’s sense of wellbeing and according to a recent white paper, ‘Engaging children and young people in physical activity’, commissioned by leading health and fitness equipment manufacturer Precor and written by ukactive, a not for profit body within the UK active lifestyle sector, “schools can help students enhance their academic achievements and improve their behaviour through physical activity.” INVESTING IN FITNESS Progressively, universities, colleges and schools are investing in fitness facilities that enhance this sense of wellbeing and set them apart from other institutions. Precor has worked with many education establishments to expand and refurbish gym facilities, and understands the importance of encouraging exercise in this setting. In fact, according to the OFSTED report ‘Beyond 2012 – outstanding physical education for all’, those that have achieved ‘good’ or ‘outstanding’ ratings tend to be ahead of the game and encourage pupils to actively engage in physical activity. In line with OFSTED’s 2012 report there are three consistent truths: priority should be given to fitness, health and wellbeing; high-intensity and short duration exercises are preferred; and lastly, the collection and assessment of data should be systematic to track pupils’ progress and achievements. Jonathan Griffiths, UK marketing manager for Precor comments: “With obesity and physical inactivity levels in children rising, schools and colleges are finding ways to incorporate physical activity ever more challenging. Education facilities have a key role in ensuring our children grow up healthily and aware of the importance of being physically active. Precor believes this should be at the core of every child’s development.” THE BENEFITS OF PHYSICAL ACTIVITY The white paper looks at the numerous benefits of physical activity on health, development and wellbeing, highlights the importance of delivering inclusive activity programmes, and provides guidance for anyone aiming to get children more active, more often. It covers best practice and

EDUCATION BUSINESS MAGAZINE | Volume 19.5

solutions from schools, local communities and activity providers and investigates how they can collaborate to make physical activity a priority for every child in the hope of generating behavioural change in early years. Delving into how traditional outdoor games can disengage less active children, it provides recommendations on how to tackle the issues for key groups and looks at how vigorous physical activity and, notably, cardiovascular and fitness activities are the most likely to produce health and cognitive benefits. Research from Precor shows that exercisers who set goals with Preva as part of their exercise regime work out on average one day more per week than those who do not and are more likely to achieve results than those not working towards something. So, encouraging gym goers to set goals is key and Precor’s latest innovation Preva, the leisure industry’s first open platform networked fitness solution, has a range of features to do just this. Preva delivers a wide variety of internet content covering topics such as health and fitness, sport and technology in a format specifically for the in-motion exerciser. Preva Personal Accounts enables personal goals to be set each week, with targets such as distance, calories or duration as well as a long-term focus, for example losing weight, rebuilding fitness levels or toning up. Recognition rewards pop up to celebrate key milestones along the way, featuring educational information such as the height of the World landmarks, and giving exercisers something to strive for. Workouts can be saved, so ‘favourite’ last sessions are ready and waiting. DIET In Food Technology students can learn about calorie intake and use Preva Personal Accounts to track calories burned. Calorie targets can be set, with students earning goal badges when they hit their target. In Biology using the Adaptive Motion Trainer (AMT) and selecting the Stride Dial, students can see stride length in real-time on the console, to determine which muscle groups are being worked. Preva Business Suite provides real-time equipment status updates, showing if the machines are in use or idle, if a service

is required or an inspection is needed. Preva Business Suite can be accessed from any internet-connected computer and allows schools and colleges to run reports showing daily use of equipment, cumulative use and trends by time, which can be an effective tool in ICT, enabling students to track usage of equipment and plan improvements to gym floor plans. SUPPORTING STUDENTS Griffiths continues: “Everyone lives on the web nowadays and Preva plays well to that strength, offering support to students as well as gym members. You can even share exercise achievements on Twitter and Facebook.” What’s more, the Preva Mobile app means activities outside school or the gym, such as swimming, playing sport, group classes or outdoor activities, like football, hockey, hiking or even walking the dog can be uploaded, counting towards the weekly goal. Precor equipment enables universities, colleges and schools to actively encourage students to reach targets and become fitter and healthier, and with web-based Preva, they can tap into the technological aspects of fitness while helping improve students’ fitness and academic levels.  FURTHER INFORMATION For a copy of the white paper visit http://www.precor.com/en-gb/gymequipment-suppliers/schools

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HEALTH & FITNESS

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ARE WE DOING ENOUGH TO SECURE A HEALTHY FUTURE FOR BRITISH PUPILS? Although positive steps have been taken to tackle childhood obesity, the looming health crisis has not gone away. Education Business looks at the risks we face and what is being done

overweight, a majority of this figure classed as obese. We know that this carries serious implications for children’s health in both the long and short term, with illnesses like Type 2 diabetes increasingly diagnosed in those as young as five. Faced by this worrying picture, what can schools do to bring down obesity rates and try to ensure a healthy future for young people in the UK?

Recent months have seen fresh calls for new solutions to tackle the school-age obesity crisis. Amid reports that overweight pupils underperform academically – data obtained from at least six studies by Scottish PHD student Anne Martin show that children who are obese at 11 achieve lower than average marks in maths, science and English at 16 – and findings that there is a higher incidence of serious childhood obesity in London than New York, figures like the London Health Commission’s Lord Darzi are claiming that the issue is “at breaking point.” The government’s National Child Measurement Programme (NCMP) tells us that in the year 2012/13 33.3 per cent of UK children aged 10-11 were

AN INACTIVITY TIMEBOMB Insufficient physical exercise is widely understood to be a primary cause of obesity, as vast numbers of UK children are failing to clock up the hour of daily moderate to vigorousintensity activity advised by the World Health Organisation. Earlier this year UK Sport chairman Baroness Sue Campbell spoke out against the encroaching normalisation of sedentary habits and the dangers this poses to the nation’s health, saying: “In the UK, and across the globe, we are facing a crisis of inactivity. The onset of sedentary lifestyles and time pressures

both inside and outside of school mean that many young people are not being encouraged to lead healthy, active lives. “The costs of physical inactivity are plain for all to see – childhood obesity levels continue to dominate the headlines, and we know that being inactive increases the risk of developing a host of other chronic conditions.” School sport has been a key investment area for the government in the wake of the enthusiasm stoked by the 2012 Olympic games. Earlier this year it was announced that the PE and Sport Premium for primary schools would receive an additional £150 million annually, allowing schools to go on receiving £8,000 plus £5 per pupil to help give sport and physical education (PE) E

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HEALTH & FITNESS  a much needed boost. This commitment is being reflected in the work of various public bodies; the school inspectorate body Ofsted has said that sport is to play a greater role in its assessment process, and the 2014/15 National Curriculum puts competitive sport at the heart of the PE curriculum (compulsory for all schools) in the hopes this will inspire pupils. POSITIVE INDICATIONS Early reports on the Premium fund, which was first introduced in 2013, suggest that children are seeing direct benefits to their health. Research commissioned by the government indicates that nine out of 10 schools are delivering improved PE lessons as a result, and that three quarters had used the funding for after school sports clubs or new equipment. Of the schools surveyed between April and July this year, 83 per cent said that participation in extracurricular sporting activities had gone up, while over 90 per cent reported better behaviour and that pupils were fitter and healthier overall. Secretary of State for Education Nicky Morgan said she was pleased the investment was “having a positive effect.” The health gains were most visible in disadvantaged catchment areas – over a half of schools with more than a quarter of pupils on free school meals said their facilities had improved, compared to 39 per cent of schools with lower than average take up of free meals. James Allen, head of policy at the Sport and Recreation Alliance, which represents sport governing bodies, said: “The funding is bound to be a shot in the arm for schools following the demise of School Sport Partnerships. Many schools are making excellent use of the extra funding. “What we would like to see now is consistent and robust inspections from Ofsted to make sure that every school is getting its physical education offering right.” THE DIET QUESTION Another area receiving greater recognition in the fight against obesity is school catering. In addition to sedentary habits, easy access to cheap, high calorie, low nutrition food and drinks poses a major challenge. Sugar-sweetened drinks and fatty snacks can be vastly appealing to young people, and for parents it is often difficult to know what nutritional choices to make. For many, the answer is to promote the uptake of school meals. Research published by the Children’s Food Trust in 2012 suggests that in schools with greater a higher proportion of paid-for lunches the incidence of obesity is significantly lower, and that these lunches typically contain fewer calories than packed lunches (395 kcal as opposed to 450 on average). It is thought that this could partially account for the modest fall in obesity levels found by the National Child Measurement Programme in 2013 (33.3 per cent classed as overweight or obese, down from 33.9 per cent the previous year).

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“Being able to look after your health is just as important as being able to read and write, which is why practical cooking must be part of children’s education”Maggie Sims, The Children’s Food Trust

It is widely hoped that the government’s introduction of universal free school meals for infant pupils this term, as recommended in the School Food Plan, will give young people a healthy start in life and benefit families. After a successful pilot scheme involving local authorities in Newham, Durham and Wolverhampton, the decision was made to allocate £2.30 per pupil per meal, £150 million in capital funding and transitional funding of £22.5 million to roll out the scheme nationwide. Children’s Food Trust chief executive Linda Cregan commented on the new policy: “[We have] always believed all children have the right to have a nutritious balanced diet and putting both the funding and legislation in place is a huge step towards this. Making sure our infant school children have access to healthy school meals is vital for them to stand the best chance of reaching their full potential and growing up healthy.” COMPULSORY COOKING Another step in the fight against obesity is the revision of this year’s National Curriculum for Cookery to make cookery lessons compulsory for children up to age nine. Key stage one pupils will learn how to prepare basic dishes, and by key stage 3 it is expected that they will be ‘competent in a range of cooking techniques.’ Hygiene and nutrition will be covered, giving children a range of skills enabling them

to stay healthy and opt out of the poor nutritional choices so easily accessible in the world outside the school kitchen. 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.” It remains to be seen whether these and other initiatives will make a real dent in the statistics, but at this early stage there are promising signs. The 2012 Olympics gave youth sports a much needed boost that seems to have translated to long term investment, as borne out by the positive reports coming from schools on the Sports Premium fund. However, complacency is not a luxury we can afford; as a Department of Health spokesperson said recently, “there is no magic bullet to solve the problem, and everyone has a role to play. We know that childhood obesity is at its lowest since 1998 but more should be done.” L FURTHER INFORMATION www.hscic.gov.uk/ncmp

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Fun & informative day trips – we absolutely refuse to be boring! Queen Elizabeth Olympic Park Tours Award-winning entertaining and educational tours with Blue Badge Tour Guides. Two-hour, half-day or full-day. Arrive by coach or by public transport. Opportunities to visit the Velodrome, Aquatics Centre and ArcelorMittal Orbit observation tower. Available daily all year.

Olympic Park Trolley Tours Exciting and interactive tours for younger children aged 4-11 using toys, props and dressing up to create a memorable learning experience. Your youngsters will be spellbound in the company of our top notch Blue Badge Tour Guide who arrives with a trolley full of fun objects for a journey through the Olympic story from Ancient Greece to 2012 and beyond. What will come from the guide’s trolley next? A laurel leaf crown from the Ancient Greek Games? A set of blue prints for the Olympic Park or a tiny television screen from the time of the 1948 London Games? Join in a tug-of-war from the 1908 London Games and blind football from the 2012 Paralympics. Dress up as canal children from the 1800s, imagine panning for treasure in the stinky Victorian sewers and try on a massive size 22 trainer as worn by the tallest athlete at London 2012. The two-hour Olympic Park Trolley Tour is available daily.

Making Your Mind Up Inspiring London day trips with award-winning Blue Badge Tour Guides for students selecting GCSE & A Level options and looking ahead to degree choices. Exciting & intelligent itineraries including Law, Medicine & Life Sciences and the Financial City. Available daily all year. SEEING IS BELIEVING! www.schools.cityandvillagetours.com To make a booking or discuss your requirements call us on 0208 692 1133 or email info@cityandvillagetours.com

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EXCURSIONS

Outdoor Learning

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Written by Andy Robinson, The Institute for Outdoor Learning

PROGRESSING THROUGH OUTDOOR LEARNING

Outdoor learning can be viewed as a series of building blocks, from exploring school grounds to group expeditions. Andy Robinson of the Institute for Outdoor Learning explains further I’ve previously outlined the role that quality outdoor learning can play in engaging pupils and providing an approach that stands as both an alternative and an enhancement to classroom-based activity. I have described the common characteristics and outcomes from good outdoor learning – a vehicle that seeks to use the outdoor environment as a vehicle for transforming experience into skills, attitudes and behaviour. It is clear to me that to restrict outdoor learning to the PE curriculum is to significantly undervalue it. It has an important role to play in the Personal, Social, Health and Economic agenda. It should also be used to ‘bring to life’ Maths and provide creative stimulus for English, in addition to the more obvious field study dimensions of Earth Sciences. MAKE IT A SUCCESS To follow-up on my ‘Harnessing the Power of Outdoors’ article, I plan to address the question,

‘how can I deliver a successful outdoor learning experience?’ As you might expect, the best examples of successful outdoor learning come from schools and groups who have sought to embed the right culture as well as practice, often with a school wide review, planning and staff training. This isn’t to say that the medium cannot be picked-up by individual teachers, but a creative, supportive environment of colleagues seeking to engage pupils in an outdoor environment is inevitably more productive. It is worth considering an inset day focused on outdoor learning. Such a day can not only stimulate creative use of the outdoors, it can also act as a forum exploring

wide school values and their out working through use of structured outdoor exercises and facilitated reviews. It is worth talking to the team at the Institute for Outdoor Learning if you are considering this. Alternatively, if you are looking to plan out your curriculum delivery to include a range of non-classroom based options the Council for Learning Outside the Classroom website contains helpful guidance.

Even st the mo tions oca urban l ide local v can prortunities oppo thin the i often wnds of grou ool the sch

LOOKING CLOSE TO HOME Let’s start by looking at the ‘where’ element of the above question as the approach to exploring a fuller answer. It is often a mistake to start a journey 

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 with outdoor learning by looking outside the school. Even the most urban locations can provide local opportunities often within the grounds of the school. Simple exercises based around school grounds provide a wealth of engagements for pupils. Asking pupils to map out the grounds to identify their favourite places or areas of risk and potential areas for development or change, is the take-off point for a range of activities. As with much outdoor learning such an exercise can be significantly enhanced by getting pupils to consider the challenges of mapping before they set out. TAILORING RESOURCES Many schools have taken this concept of using the schools grounds for outdoor learning further by the development of specific resources. One large primary in the urban North West found the experience of developing their grounds was a catalyst for engaging the wider school related community as well as the pupils. In the words of the head teacher: “Our project has been to develop the use of our outdoor areas to enhance learning across the curriculum. We aimed to engage and motivate all learners, particularly boys, and to have an impact on standards of achievement, particularly in writing. PTA involvement in resources and a link governor for outdoor learning were key to this.” The use of the outdoor space was targeted at creative curriculum providing greater

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Asking pupils to map out the grounds to identify their favourite places or areas of risk and potential areas for development or change, is the take-off point for a range of activities opportunities for pupils to write for real reasons: “The Outdoor Spaces create inspiration for some exiting projects and themes. This encourages boys to write and enjoy writing as they see it as something different to sitting at a desk in class.” The resultant changes to outcomes were noted in an Ofsted inspection attracting the following comments: “Special events… such as outdoor learning projects … capture pupils’ imagination and make them keen to learn more.” Also, “the many opportunities for pupils to learn outside the classroom, in the superb woodland area, for example, generate an excitement about learning and help all pupils to experience success across many subject areas.” A range of local and national organisations can be found as partners in developing specific areas of the grounds of the school ranging from local voluntary groups such as The Scouts, commercial partners such as builders and specialists such as the charity Learning Through Landscapes. Especially at primary level, it is worth considering how to make your grounds

more consistently useable. Building up a store of waterproofs and wellies helps ensure that inclement weather can be part of the experience rather than becoming unbearable. Creating some simple routines prior to moving from the classroom to the grounds can also help to create the ‘special’ nature of the experience, such as a song or moving into a circle to talk about the weather. The same approach of routine can be applied to ensure that the power of the outdoor stimulus is not lost when returning to the classroom. FURTHER AFIELD Using a progressive model the next logical location is beyond the school grounds. I never cease to be amazed at the number of children and young people who have not explored their local outdoor environment. Of course moving out of the school grounds can involve more considerations in risk management but this should not be a disincentive. The Outdoor Education Advisor’s Panel has a wealth of experience in undertaking risk/ benefit analysis and can provide 

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EXCURSIONS  specific training to support management control should the unexpected occur. Like the use of the school grounds this does not need to be the domain of the specialist. Some teachers may feel threatened by being unable to identify specific species, but it is possible to turn this into identification of the differences between different types of leaf, for instance, with an opportunity to reference a book or more informed individual at a later point. It is also possible to invest in technology that allows recognition of species type through the camera of a tablet. Simply taking photographs can also allow the creative and science based follow-ups to be many and varied. At a longer term level there are a range of options to train up teachers or contract in specialist providers. It is worth asking your local outdoor education advisor or consulting the Institute’s on-line map of providers to identify who your local direct providers or trainers of teachers might be. There is also a healthy network of Forest Schools practitioners in the UK available through the Forest School Association. Though there is a something of a strategic move by the likes of RSPB to pull back from the direct provision of outdoor learning practitioners, they and a wealth of other organisations such as the National Trust, still encourage use of their sites by schools. If your local nature reserve or Trust property does not provide site specific resources for you to use, organisations such as the Woodland Trust and Growing Schools have many ready to use generic exercises to readily provide structure to your visit and dramatically reduce the planning time required. A useful tip here is to look to use the new outdoor experience to support a topic area you already have good knowledge and experience in. Doing this allows focus on the dynamics of the new medium to strengthen learning. RESIDENTIAL VISITS Moving further on from a visit to a local outdoor location, it is possible to enhance the impact of the outdoors through use of a residential. Recent research through the’ Learning Away’ project funded by the Paul Hamlyn Foundation points to the powerful role a residential experience can play in strengthening relationships between pupils and between teachers and pupils as developing self confidence and having a longer term impact on attainment. Outdoor Learning is particularly suited to the residential and a fantastic range of options exist. It can be helpful to be creative at this point and consider the starting point for using outdoor learning based residential experiences. Some schools with appropriate grounds are introducing a night’s camping in the grounds as the first time experience of being away from home. With the required facilities already on site this option should be considered as the first step prior to the more conventional

three or more nights away at outdoor centre. A range of options for outdoor residentials have evolved in the past 50 years. It is worth considering which is best suited for your schools culture and staff team. Some require very little input from the teachers whilst others might expect teachers to be part of the delivery of the experience. It is also important to identify the level of personal development you are looking to achieve and in what specific areas. Some residential centres will help you target specific outcomes whilst others may be more generic experiences. A Norfolk based primary teacher explains his rational for using outdoor residential with year 6: “As a Headteacher of a large Primary School in a rural market town, I have always placed a high commitment on outdoor learning through use of our school grounds (Forest School/Eco Rangers), day trips and especially residential trips. We currently offer a graduated programme of residentials ranging from two days to five days in Year 6. “It is clear to me that long term benefits are there for both the individual, the education sector and for society. The skills learnt through Outdoor Education includes all those elements that society values. The benefits also include improved attitudes as custodians of the future – pupils want to come back to the Peak District and enjoy the area, but also look after its unique environment. Health also plays a key role in our justification for visit. Pupils need to be encouraged to lead

active lifestyles and the range of activities on offer here are usually different from anything they have experienced before. “Risk? Yes, there are lots of risks in outdoor education. They are managed safely and positively at centre we visit so that children know they can take risks and use it as a learning outcome, and they usually find that something they could not do is indeed achievable. As every climber knows, there is no greater feeling of pride and achievement than doing something that you were uncertain you could achieve. Each child has their own mountain they have climbed, for some it is as simple as staying away from home for so long.” CHOOSING A PROVIDER It is likely that you will be contracting in your residential provision at this level, so get the experts working for you. There is a temptation to stick to the ‘tried and tested’ especially if the residential has an established successful reputation in the school. I would encourage you to look closely at the potential of the investment of time and money. Does your provider visit the school prior to the event to help the pupils prepare? Are you invited to help develop the content and outcomes of the experience? Does the provider assist you in finding ways of building on the raised aspirations and enthusiasm that often flows from an outdoor residential? Whether the focus is on personal development and/or 

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Case Study

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School Minibus Leasing UK strives to offer its clients the best quality transportation services School Minibus Leasing UK forms part of a group of businesses (CarLease UK and VanLease UK) that supplies contract hire and associated leasing products to individuals, businesses and educational bodies alike. From humble beginnings over 40 years ago, the automotive business has seen rapid growth over the last seven years as the company has combined industry experience, buying power and, above all, a committed approach to customer care and satisfaction. Having already provided cars and commercial vehicles to schools, School Minibus Leasing UK has been constantly asked to offer minibuses and other passenger carrying vehicles. Its journey into school minibuses began and has since become an essential component within the group. School Minibus Leasing UK is consistently recognised for its approach to customer care and its honest, ethical approach to business. Regardless of the customer, the company endeavours to meet all expectations and ensure that each transaction is managed properly. Undertaking a vehicle procurement exercise can be difficult and time-consuming; School Minibus Leasing UK aims to remove of all of these barriers and assist in making the right decisions.

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Even in the modern-world of electronic communication, the company encourages its team to preserve its original values, including face-to-face business. Operating from its own freehold offices between Manchester and Liverpool, the company is conveniently placed for clients based in the Northwest region for an office visit. Conversely, School Minibus Leasing would welcome the opportunity to meet you at your school offices and can accommodate any on-site meetings required. The company’s vision was to create and develop an environment where its experienced account managers were trained to supply you with product information, pricing and legislative guidance coupled with an administration function which can process your deal efficiently and properly. While the company believes its committed

employees do work to these standards, the ever changing environment you work in means that School Minibus Leasing UK has to continue to develop too. School Minibus Leasing UK has a proactive approach to the management of a minibus leasing contract, including the deliverance of support, fleet management and quality after‑sales service. There are no exceptions to this. Unusually, this exceptional service does not come expensively, as the company understands your need to work within strict budgets and so will always offer competitive solutions. FURTHER INFORMATION Tel: 01942 608606 Fax: 01942 608887 Email: enquiries@schoolminibus.uk.com

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EXCURSIONS

 specific elements of the curriculum most outdoor residential practitioners will rise to the occasion if asked to think about how the school and pupils might get more benefit post the experience. It goes without saying that any adventurous activity provider needs to hold an AALA license and going a step further badges such as the Learning Outside the Class Room Quality Badge also give reassurance of wide aspects of good and safe practice. More advice is available from the Association

of Heads Outdoor Education Centres and the British Activity Providers Association. EXPEDITIONS It is possible to view the peak of a progression of increasingly adventurous experiences in outdoor learning as participation in an expedition. The disciplines required to plan and undertake an expedition are an excellent application of a wide range of skills

and knowledge, made more extensive when the expedition is overseas. At a more local scale the opportunities offered by the Duke of Edinburgh Award scheme can provide a structure for applying and refining learning as well as important recognition of achievement. There is a danger that the scheme can become a dry and burdensome experience for staff if not frequently refreshed through training and networking with others. If you are using the scheme at your school I’d encourage you to consider how the experience for the pupils has evolved in the past three years and if the answer is ’little’, encourage the staff involved to seek out alternative approaches. The scheme runs a number of training opportunities and other organisations such as the Institute hold regional networking meetings where new ideas can be gained or tested out. In summary, to begin to develop your use of outdoor learning or to enhance your existing approach I encourage you to look at what partnerships you are drawing on. I have mentioned a range of national organisations in this article but equally local land owners and parents are a valuable source of resources and support. 

Outdoor Learning

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FURTHER INFORMATION www.outdoor-learning.org

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LEARNING OUTSIDE THE CLASSROOM

School trips can give pupils the opportunity to learn and to mature outside the classroom, as well as create happy memories. Ian Beard, a head teacher and director at charity the School Journey Association talks about the importance of planning and the help the Association can provide

Having just returned from what is probably my 20th residential visit with primary-aged children in as many years including eight years as a head teacher, I am in no doubt of the important place that experiences which take young people beyond their classroom, local area and what is familiar to them should have in the school curriculum. I am sure that most colleagues reading this will agree that the class trip, journey, excursion or residential is more important now than it has ever been in broadening and deepening children’s school and life experiences. They have a key role to play in engaging our young people in their learning and in school life, and in creating the high-quality and memorable learning experiences all schools are striving to create in their broad and balanced curriculum. THE HOOK FOR LEARNING As teachers or educators, we are encouraged, now more than ever, to find the ‘hook’ for learning; the golden nugget during every lesson or learning journey that will engage every learner and ensure that we have their full commitment to what we are teaching. This gem of the learning process must be

Written by Ian Beard, director, School Journey Association

OUTSIDE THE SCHOOL COMFORT ZONE l Schoo nrich e an visits carticularly lives, pose whose for th nities have cannot replicate in tu ys we r a o w p l the classroom, despite p a o haps ted r our access to YouTube e p d an limi and other multimedia will be ir home offerings available to us at the touch of a button. by the ves School trips can provide the li

relevant, inspiring, jaw-dropping, felt kinaesthetically by each learner, as we are told that we remember much more if we ‘feel’ learning or move about, and allow us to create those magical moments that will deepen learning and create long-lasting memories of school life. This, of course, is no easy task, even for the most outstanding leaders and teachers in our schools. However, for many years the school trip has done just that. The half-day visit to the museum, the full-day visit to London or the five day residential visit to France, have all played their part in providing an opportunity for students to have a real rather than imagined or simulated learning experience, one that takes students beyond the norm and pushes some out of their comfort zones and into a deeper understanding of their sense of place in the world. Such visits are almost always social, in that learning is collaborative and allow for planned and unplanned – often the most personal – moments of wisdom which

stimulus for weeks of work for which the pupils have a real and personal reference point for their learning journey and upon which to reflect about themselves and their achievements. School trips are about creating opportunities for children to experience awe and wonder; that reaction to something beautiful or meaningful which they see, hear, feel or understand for the first time. I have yet to take children on a residential visit to the Isle of Man, for example, without them being awed by the ferry as it pulls into dock to take us over the Irish Sea or slightly overwhelmed by their first view of the Laxey wheel which they know they are about to ascend. These and other trips have been full of wonderful moments, including when one realises that the child playing on the beach with other children is doing so, at the age E

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LEARNING OUTSIDE THE CLASSROOM

For some children, a residential visit can be a ‘turning point’ in their school career and have a lasting impact on their self-esteem, motivation and the meaning they attach to school and their own lives. For many children, such events create long-lasting memories of a positive school experience

 of ten years, for first time in his life or when the child who is scared of heights starts (with some gentle encouragement of course) her descent on the zip wire screaming and finishes it laughing and smiling and wanting to do it again. These learning experiences are absolutely priceless and difficult to create on a wet Tuesday afternoon in the classroom. A TURNING POINT What is gained from an educational visit, particularly a residential visit, is not

always measurable, nor is it the same for every student. In addition to the stimulus provided for ongoing learning which can, in turn, improve motivation, attendance and attainment, school trips can do much to support the ‘hidden curriculum’, that part of school life that aims to develop learning power and improve confidence, resilience, relationships, behaviour, tolerance and teambuilding or just an opportunity to be away from home. School visits provide opportunities that can enrich lives, particularly for those

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whose opportunities have and perhaps always will be limited by their home lives, and develop life skills that can then have an impact on selfdevelopment, attitudes to learning, self-esteem and long-term educational achievement. For some children, a residential visit can be a ‘turning point’ in their school career and have a lasting impact on their self-esteem, motivation and the meaning they attach to school and their own lives. For many children, such events create long-lasting memories of a positive school experience. I have seen this impact many times in those children whose parents say that their children are more responsible following a residential visit, in those children whose behaviour and relationships with other children change for the better, and in the faces of those Year 6 children who share in their leavers’ assembly that days out and residentials were the among the best memories of their whole primary school life. PLANNING FOR ALL EVENTUALITIES The new Ofsted framework (September 2014) makes little reference to trips and residential visits, although they often get a nice mention in school reports, but threaded through the framework, particularly in the section on Spiritual, Moral, Social and Cultural (SMSC) development is the need for schools to provide pupils with quality experiences and opportunities which enable them to develop a “sense of enjoyment and fascination in learning about themselves, others and the world around them.” There is nothing like a school trip to do just that. It can be a spiritual – but not necessarily religious – experience and contribute to a child’s understanding of different social and cultural contexts, depending on the nature of the visit. The success of a school trip or residential visit, of course, lies in its planning and its management and in the support that the visit receives from staff, children, parents and others to make it all that it could be. Visits are not without their challenges, nor without the need the need for careful planning, stakeholder commitment, including parents, supervision by staff, funding from school and parents, risk assessment and evaluation. It is these, and the responsibility for children away from home, that sadly and sometimes unnecessarily deters some schools, and their head teachers, from offering their young people a residential experience at all. However, help is at hand for both the experienced educational visit leader (or Headteacher) and those thinking about embarking on a residential project for the first time. There are many organisations offering residential experiences for school children, not least the many companies offering highly-programmed physical and adventurous activities at activity centres all round the UK and abroad. However, for those looking to offer something a little different (instead or in addition to the above), an E

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LEARNING OUTSIDE THE CLASSROOM

 experience which could be more inspiring and more bespoke to the needs of the school, the curriculum and the children, schools can turn to the School Journey Association (SJA) for support, advice, planning. HELPING SCHOOLS The SJA offers a wide range of UK and European tours for both primary and secondary schools, some of which have been triedand-tested over many years whilst others are created at the request from schools who want to try something a little different or have a specific purpose or place in mind. SJA’s team of tour managers, with the support of trustees (all of whom are either retired or serving head teachers with years of experience in leading educational visits) are equipped to take responsibility for some of the hard work, including arranging all transport and accommodation, undertaking vetting and risk assessment of transport suppliers and hotels, and the booking of venues and activities. This leaves school staff to focus on the important educational outcomes of the trip. SJA also offers comprehensive insurance and the protection of an ABTA and ATOL bond should a school party need to return home for any reason. The SJA also offers subsidies to children who come from disadvantaged families (usually an proven entitlement to Free School Meals) which, together with Pupil Premium (see below) and other funding from the school, may go a long way to supporting families in meeting the cost of a residential visits which otherwise may be out of reach for some. As a long-established charity, this is a key part of SJA’s raison d’etre. Applications from schools are considered at the monthly meetings of the trustees. I remain convinced that every primary and secondary school should offer their young people a wide and varied curriculum which, although missing (as it always has been) from the print of the National Curriculum, should include opportunities to experience life outside the classroom through school trips and residentials. I encourage school leaders to think about the richness and breadth of the opportunities they currently offer their young people and to seize the opportunity the new curriculum offers all schools to create new and exciting opportunities alongside the hard work that is needed in raising expectations and standards in our schools. School leaders should not be deterred by the challenges or responsibilities of school visits, including residential visits, particularly knowing that help and support is available from organisations such as The School Journey Association. Increases in pupil premium (£1,300 per pupil in 2014) now give schools more responsibilities and freedoms to use this funding to raise attainment and level the playing field for disadvantaged children. A school contribution from this budget to a residential visit may be money well spent if it impacts on the self-esteem, behaviour,

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team-work, resilience, engagement and attendance of some pupils or on the child who has little chance of doing anything exciting with his family any time soon. School trips and residentials are powerful tools in the school curriculum and, in my experience, go a long way to ensuring that those magical moments in school life are not as rare as they might be. L FURTHER INFORMATION www.sjatours.org

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CLASSROOM TECHNOLOGY leaving their seats). The reseller is taking the question to the manufacturer and I await the response to see if it provides sufficient evidence to sway me away from my current thoughts and whether or not it offers enough return on investment and impact in the classroom against its cheaper competitor.

So you need to invest in some new educational technology? How, where, when and why, asks Dave Smith, computing advisor at Havering School Improvement Service and vice-chair of Naace Education technology has come a long way in the UK. When it was announced some years ago that ICT funding would no longer be ring-fenced, certain commentators predicted that there would be less investment from schools and, as a result, from technology companies developing resources for the classroom. Neither prediction would prove to be true. The education market is second only to healthcare in terms of investment, in the UK and globally, according to a report published by the Department for Business Innovation and Skills in 2013. Secretary of State Vince Cable highlighted technology’s role in this in the report, stating; “A great strength of UK education is our breadth and depth of experience which runs through teaching to the technical tools to support delivery. Educators and suppliers can work together to meet the opportunity presented by the growing global education market.” Research conducted by the British Educational Suppliers Association (BESA) confirms that the appetite for classroom technology remains unabated by economic uncertainty. The seventeenth annual survey into the opinions and trends of ‘ICT in UK state schools’ conducted by the non-profit organisation in July 2013 found that in the school year 2014/15 schools forecast their ICT expenditure would be higher in cash terms than at any other time on record. Investment in hardware replacement, peripherals, software and technical support is set to reach £14,220 per primary school and

Written by Dave Smith, vice-chair, Naace

NEXT-GEN TECH OR EMPEROR’S NEW CLOTHES?

COMBINED RESOURCES Many forward-thinking schools, especially those that have invested in tablets, are enjoying the benefits of combining tablets with flat screen TVs and laptops to control input. The figures are only part of it (around £3,000 for an IWB or touch screen TV versus around £1,000 for a flat screen TV, and if the school has already introduced tablets then a large part of the investment necessary to make this a truly interactive solution has already been made). Apps being created to support it, such as the Reflector App, which enables teachers to mirror displays are likely to be just the first in a wave of software that helps to increase interactivity. And how about all of the free resources that are available on the internet too? The success of Scratch, Minecraft, and the interest in using Google Apps for Education and Microsoft 365, are indicators of the growing awareness of open source software. All they need is an internet browser.

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LOOK BEFORE YOU LEAP Caution is needed to make sure we don’t adopt new technologies before making effective use of those technologies that we already have (it’s worth looking at Ben Benjeddi’s RiskIT campaign for ideas). If we WHAT’S ON THE MENU? are to do so, we must ensure that we have So the appetite is good, but what are the sound pedagogical arguments for adopting popular menu choices? The huge drive these. I am a big advocate of the use of to equip state schools with interactive new technologies – but always with the whiteboards (IWB) resulted in huge market caveat that its use is planned for. Tablets saturation for the technology but many IWBs are a prime example of this. I speak to too are now nearing the end of their natural lives, many people who don’t plan what they will and one of the major areas of change I’m use them for; without sensible forethought seeing in schools is their decision to think we lay ourselves open to criticism that we about next generation technology. In some are wasting money that would have been cases, this goes further than it should. One better spent on teachers’ salaries. school I spoke to recently told me of its decision to invest in touch We must also be screen TVs, again at a cost cautious about rushing to s i of almost three times that replace a technology with Caution make to of a flat screen. When another like-for-like needed on’t adopt asked why, the school solution when other, d e w s told me it needed to more cost-effective, e e i r g su nolo h c make the most of solutions are available e t w g ne n i k a touchscreen technology, that do a very similar m before se of those and sometimes better which begged the eu question why they job. The right decision is effectiv hnologies felt this solution was rooted in the pedagogical c te any better than a tablet already outcomes and total cost e r a t a and flat-screen solution of ownership, and an h t using software and an app eye should be kept on the in place to mirror the tablet on the rate of technological change. screen (which has the added benefit The days of projectors are passing of putting the control of the learning into now; technology like this, although cheaper, the hands of pupils who can quickly and has a much shorter life span and limits easily contribute their own thoughts without what the teacher and pupils can do. E £65,570 in each secondary school, totalling an expenditure on ICT across all UK maintained schools of approximately £320 million.

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CLASSROOM TECHNOLOGY  MAKING THE RIGHT DECISION It’s been said before and will no doubt be said again; total cost of ownership is key when it comes to procurement decisions. Schools need to think about all their assets, the provision and maintenance costs. Advice we give our schools is to work with their hardware providers to audit their equipment, or if a school has its own technician they can carry out the audit. This helps ensure that long-term planning is in place to avoid any nasty expenditure surprises – you’d want to be forewarned if your photocopiers, IWBs and server were all likely to need replacing at the same time. Ideally, a three year plan (at least) should be in place to avoid any costly mistakes, whether it’s buying something you don’t need or being caught out by a big ticket item that needs replacing. Once a school has completed an audit of existing resources and decided on an overarching aim for new technologies the next step is to see what’s out there. For that stage, my advice is simple; get to Bett. It’s the biggest and best-attended education technology event in the world, and even if your school is based miles away it’s still worth the journey. Pre-plan your visit so you don’t reach saturation point on ICT before you’ve made it past row D though. The best advice I can give is to search the website, read the previews and try and make contact

Bett is the biggest and best-attended education technology event in the world, and even if your school is based miles away it’s still worth the journey with the companies you know you’ll want to meet with. Get what you can from them at the event but also make appointments for them to come and visit your school. They may need to know your environment to know what will suit you and your pupils best. Above all else, use the event to compare solutions from different providers and to find the reseller or manufacturer that offers you the best training, support and advice instead of just looking for the best ticket price. Good resellers should be able to evidence the educational impact of new technologies, and organisations like Naace can provide useful advice and further insight into impact. Once decisions to invest have been made, training is the next (vital) component. Again Bett can be a great help here; see what seminars are available. There are whole strands dedicated to leaders, ICT managers, and teachers – if you’re looking for inspiration then what better place to get it than listening to the experiences of other schools? Manufacturers may also

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offer training and, again, Naace and similar organisations are a great source of advice. As I write this I’m becoming more and more clear on the need for a national, objective source of advice for technology. Not a one‑size-fits-all approach but a tool that helps schools navigate the myriad of options available to them. When I think back to the worst excesses of the Building Schools for the Future programme, and of how much I use facilities like Check a Trade and Which?, I’m even more certain that there needs to be some trusted, central body that can offer sound advice. I’m not advocating the return of Becta; the quango had more than its fair share of issue, but we do need something that all schools can access and refer to, and I think it’s best that schools decide what this might look like. If you agree, get in touch and meet me at Bett on the Naace stand. It’s time for a serious conversation. L FURTHER INFORMATION www.naace.co.uk

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TABLETS

THE BENEFITS Tablets enhanced pedagogy by enabling teachers to adapt their teaching style to suit the needs of individual students, and allowed for innovative ways to learn. This was particularly beneficial UK charity Tablets for Schools shares the findings from its for special needs students. research in schools carried out in 2012-13, highlighting the The devices also improved student, teacher benefits seen in classrooms and key implementation issues and parent engagement with learning. In particular, parents engaged more THE BROADER PICTURE with the school and with their Tablets for Schools is a charity that Pupils appear to have child’s education, as a teacher commissions the largest independent s t Table nd greater engagement with at Dixons City Academy research programme in the world on how ou f learning, collaboration tablets impact learning and attainment. noted: “Somehow that e r e w oth b with peers increases, and The latest report summarises findings from engagement [learning r e t s to fo endent teachers can monitor an evaluation study that is looking at the composition] was much individual progress feasibility and educational impact of giving more intense with the ndep ing, i effectively. There one-to-one Tablets to every child in school. tablet, and they were n r a le tion a r are some concerns Research for this stage was carried out much more motivated o b a ll o d c n about pupil distraction between September 2012 and April 2013. and engaged, and a d n s a cher ts a and managing time worked quicker. The task The research included an evaluation of four e t h wit r studen effectively. It is clear didn’t feel like it was work. secondary schools that had chosen to give othe that schools need time to In addition, tablets pupils one-to-one tablets in September 2011, adjust to the introduction were found to two schools that had introduced tablets in of one-to-one devices, and that foster both independent autumn 2012, and three schools that were the functions of the tablet need to be learning, and collaboration with given tablets by Tablets for Schools for Year understood by teachers, together with the teachers and other students. 7s between 2012 and 2013. Methodology changes to pedagogy that are brought about included qualitative and quantitative research. by an increase in independent learning. WHAT ARE THE ISSUES? Results suggest that long-term use of the Strong leadership helps this process. Infrastructure (including security) is a tablet has a profound effect on pedagogy, Infrastructure, insurance or self-insuring, concern and one of the keys to successful and that pupils benefit from having access and protection for the devices need to be implementation. Participants indicated E to content both at school and at home.

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THE IMPACT OF TABLETS IN THE CLASSROOM

considered before introduction takes place, and access to appropriate content is key to using the devices effectively. For schools considering the introduction of one-to-one tablets, learning from schools that have undergone this journey is highly beneficial.

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TABLETS Tablets: a teacher’s perspective

Tony Ryan, headteacher of Chiswick School, an 11-19 academy situated in west London talks about his school’s tablet experience. “We set out on a journey a little over four years ago. At the time IT spend was high and vision was non-existent. IT rooms were created on a whim and the network manager ruled the school. If he liked you, your machines worked, if not…. well! The network manager left and we slowly set out on a path to bring a messy infrastructure up to date. Printing solutions were consolidated and new servers/cabling was installed. The first year was mostly invisible to staff but it was critical to get the foundations right before moving on. I put this vision before staff three years ago: ‘We will be at the cutting edge of the use of new technologies to enhance teaching & learning and will gain national recognition for its contribution to student outcomes. Our teachers will be some of the best trained nationally and will all confidently use appropriate technology as an intrinsic part of the learning experience in their lessons.’ Ambitious for sure, but where there is a will, there is usually a way. We set out to bring staff on side and integrate IT use into pedagogy across the school. The vision was clear, it was to consolidate machines and rooms and move slowly but surely to a mobile strategy and 1:1 access. Along the way we have brought governors (initially very doubtful), parents (suspicious and worried) and students (easy) with us. We tried a range of tablets and encouraged staff to test them by setting up a Wednesday morning free breakfast, over which they provided feedback and talked about machines. Some of these staff were the biggest doubters in school and are now our digital champions. Today we have tablets in place across the lower school and are introducing Chrome books to Sixth Form students next week. A ‘pincer movement’ will see these two strategies meet in the middle in a couple of year’s time. All of these working across a new Meru wireless network. We are creating our own digital content and our Digital Leaders across lower school and soon in the Sixth Form run a lot of the training for staff and students. The results? Motivated students and an almost 100 per cent improvement in exam outcomes. The journey is not over but it has certainly been interesting so far.”

 the limits of their expertise, for example, schools are not experts in procurement so how can they compare the different costs of Wi-Fi? Finding reliable resources can be a challenge, particularly for maths. However, teachers continued to be creative in terms of both customising content, and creating new content for teaching purposes, including multimedia tutorials.

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DISTRACTION When it came to students’ levels of distraction, observation sessions noted that students multi-tasked during lessons, for example with messaging apps. However, when asked what they did on their iPads during learning sessions, 95 per cent said they focused on work. The concept of ‘distractibility’ is unclear. For example, some students claimed music helped them concentrate, others were unable to multitask, and it was also found that a large number of the five per cent of students who were ‘distracted’ during lessons were actually ‘also’ doing work. However, the key is to have clear rules, effective classroom management, and educating students in using tablets responsibly. One of the key benefits for students was near-constant access to teachers. Teachers were comfortable setting their own boundaries around the resulting increased communication. One teacher pointed out that answering a student’s email on Sunday afternoon could save significant amounts of time on Monday morning. Regarding training and preparation, there was a need for strong leadership, and the adoption of initiatives such as ‘device champions’ and ‘parental consultation evenings’ were identified as beneficial for implementation. Adequate preparation, such as training for both parents and teachers, was also essential. L FURTHER INFORMATION www.tabletsforschools.org

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DIGITAL SKILLS

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Written by Maggie Philbin, ceo, TeenTech

GETTING OFF TO A GOOD DIGITAL START

A recent report from TeenTech shares the opinions of teachers and employers on how to ensure that our young people are digitally equipped for the present job market. The organisation’s CEO, Maggie Philbin, discusses the findings and lays out a number of key guidelines

This term thousands of students will have embarked on a new computing curriculum, a welcome first step towards ensuring young people gain the skills needed for a world that’s digital by default. It is, however, very much a beginning. Every job in the future will be a digital job and as such digital skills should be threaded through every subject – not just seen as a matter for the ICT department. In our Digital Skills for Tomorrow’s World report we consider what is really needed to transform a generation enthusiastic about using technology into one with a deeper understanding of how it worked. We considered not just what teachers needed to do but also what government, business and educators need to do, together. It is clear from the many employers we consulted that whilst technical knowledge is valued, to be truly employable students need to be able to communicate, to collaborate, to be resilient and to show attention to detail. There was a view often expressed by employers that perhaps our education system had overlooked these softer skills. A key point raised by the majority of organisations, was that technology is a constantly evolving subject, and that we therefore need to instill in our young people a discipline and desire for lifelong learning.

new subject. This sum was recommended by The future is one where if your knowledge of the experts of the UK Forum for Computing technology does not evolve you risk becoming Education, the independent committee which extinct. Some we consulted acts as a single voice for the computing favoured radical change community on computing education to our education gh issues for 5 to 19 year olds. processes, saying Althou n has o i l we appeared to Although 3.5 million has been l i m 3.5 located to is be struggling allocated to up-skill teachers, l s a to fit a 21st this is only equivalent to £175 been eachers, thi ll t valent to century per school across England’s i k s p u ui q l subject state funded primary and e o y l on r scho ’s e into a 19th secondary schools. With, for p 5 7 d £1 an l g century pot. example, Jersey committing the n E y across ded primar equivalent of £15,750 per school Below we un for the same task it is not difficult have set out our state‑fd secondary to see why recent surveys by TES recommendations an hools and NESTA found that 60 per cent which are directly sc of England’s teachers are not confident relevant to schools. delivering the new computing curriculum. INVEST MORE PREPARING TEACHERS The Government needs to invest at least £20 Schools must provide time and support million by 2020 to help successfully embed for computing teachers to deepen their the new computing curriculum in schools subject knowledge and develop their across England. Government support to teaching style. Dedicated time for continual up-skill the existing workforce in schools professional development is essential for should remain in place for the next decade. teachers and should be recognised as a core We believe that an additional investment component of being a professional teacher. of £20 million over the next Parliament is the absolute minimum needed to help We believe we need a new approach to CPD teachers get the training they need for the as an essential on-going part of pedagogical E

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The report makes a number of recommendations: Government should invest additional £20 million by 2020 to help successfully embed the new computing curriculum in schools Government should invest to extend basic digital skills to all of the UK population by 2020, sharing the cost with businesses and the charitable sector. Computing should become a fourth ‘core science’. There should be a digital component to education Radical simplification of the apprenticeship system to ensure that more digital businesses invest in apprentices.

Every job in the future will be a digital job and as such digital skills should be threaded through every subject – not just the ICT department  improvement. Teachers told us that they were sometimes given permission to attend CPD almost as a ‘treat’ – it was viewed as a ‘day off’’. This simply has to change if we are to stand a chance of engendering the lifelong learning approach required for all in this field. REAL LIFE IMPACT Teachers and students need to be given more time for cross curricular, project based learning. Teachers and students recognised real value in project based learning. When working in teams, on real life examples, preferably their own ideas, students deepened not only formal knowledge of a subject but developed those softer skills employers said they needed. THE BENEFITS OF COLLABORATION Partnerships between schools, colleges, universities and industry need to be developed to enhance careers advice and both the curricular and extra-curricular

opportunities available to young people. We believe this is an extraordinarily important point and has a number of dimensions, for examples careers advice. There are added benefits in this approach. If schools work more closely with the technology community there is an opportunity not only to deepen subject knowledge within the curriculum but also the understanding of careers within the digital industry. Currently careers advice, support and guidance is at best patchy and for the most part considered as ‘woeful’ both by those receiving it and their potential employers. However, we cannot blame advisers for not recommending opportunities they do not know exist. Partnerships offer an obvious, mutually beneficial approach to solving that problem. Parent involvement is also key. While many people expect teenagers to turn to the web for advice about their future decisions, TeenTech collected data that identifies parents

A new ‘Digital Challenge for schools’ to foster partnerships between schools and businesses Sandwich years and industrial placements should be expanded for computer science students University computer science departments should have active Industrial Advisory Boards to help keep them updated with industry developments as the key influencer in young people’s career aspirations and decisions. Parents are well intentioned with their advice but often are not well informed. Parents can be included in the process of partnerships and thereby not only help inform their children’s choices but, almost as importantly, begin the vital task of changing long-term perceptions about careers in technology. A key factor here is not to assume that a career in technology equates to a university education. Students are given little or no information about apprenticeships, let alone about the growing number of digital apprenticeships. This is particularly E

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NCC Education to launch an exciting new suite of digital and computing qualifications in 2014 Recent reports have shown that across the UK there is a significant gap between graduates’ skills and employers’ requirements. The lack of relevant experience and industry capability has found the IT/Technology sector, amongst others, struggling to find suitably employable candidates to sustain their workforce. Vocationally related qualifications show to employers that successful students possess a range of applicable skills to allow them to work competently in an industry. The qualifications are designed to give students practical experience across work-related tasks and develop students into workplace-ready, employable candidates fit to enter the world of work. These qualifications are underpinned by key principles and are extended using practical activities to mirror vocational practice. The qualifications are available across a wide range of subjects and industries and provide increasingly industry-experienced and employable graduates year on year. As one of the largest growing industries in the UK – and globally – and with the recent government introduction of the new Computing curriculum in England, it

is hoped that these gaps will soon be filled by a newly inspired generation of trained IT professionals. The government’s aim is once again to see the UK compete on the world stage as an innovative technological leader. Digital literacy and computing qualifications have now been introduced into schools in England designed to embed IT and Technology skills in the curriculum from even the earliest school years. NCC Education’s suite of Digi-Qualifications comprise computing assessments and certification at Key Stage 1 – 4. Aimed at school students and adult learners alike, the

qualifications are directly mapped to the new computing curriculum and provide students with the practical computing skills to work in industry and access further study. Oldham Hulme Grammar School Prep is one of NCC Education’s approved schools now actively teaching Digi-Qualifications. Deputy principal Carol Wilkinson commented, “The qualifications give the teachers confidence in what they are teaching and parents reassurance that we are going beyond statutory requirements.” NCC Education’s latest addition to the Digi-Qualifications suite is mapped to the VRQ framework. The NCC Education Level 2 Award in Computing (VRQ) has been specifically designed to provide schools and students with a quality qualification that enhances employability and the working capabilities of its candidates. This new qualification is regulated by Ofqual and accredited on the National Qualifications Framework (NQF). With 60 GLH (Guided Learning Hours) (minimum) teachers have a realistic timeframe to deliver the qualification. FURTHER INFORMATION www.nccedu.com/digi

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DIGITAL SKILLS

 true in a local economy where businesses close to a school may be crying out for apprentices but often seem unable to attract good candidates due to a perception that it’s a ‘second best’ route. Schools should be encouraged to recruit school governors working in the digital industries to provide expert advice on contemporary skills needed and to provide local contacts for meaningful work experience opportunities. We would also encourage the establishment of an independent network of governors with an interest in computing who can share best practice and exchange resources on preparing for computing. Regarding work experience, all too often this depends on parental ability to provide a contact, so perpetuating social advantage. We feel there is a need for a website to match schools and students with employment or work experience opportunities. This was a recurring theme throughout discussions at our regional meetings and the responses to our call for evidence. For example, one group at our Plymouth regional meeting advocated a ‘clearing house system’ website which could help to connect students with businesses, suggesting that such an approach could be adopted regionally or sub-regionally. The idea was that it might be a version along the lines of ‘LinkedIn for people going through education’. Similarly, at our London regional meeting, we had a fantastic presentation from Juan Guerra, the CEO and Founder of Student Funder on the need for a portal to connect across education and the work of work. A really promising attempt to create such a platform is being pioneered in London by Centre for London’s Connecting Tech City project. A CORE SCIENCE Computing should become a fourth ‘core science’. There should be a digital component

to education and training opportunities for young people up to the age of 19. Every student will need some level of digital skills regardless of their career choice. It seems self-evident to us that with the world so dependent upon digital technologies, young people need an understanding of these technologies in the same way they do for physics, chemistry and biology. If anything, it is more important. CAREER CHOICES One of the issues routinely raised at regional meetings was the age at which teenagers have to choose and narrow the number of

IT & Computing

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springboards to many different careers and, perhaps more importantly, students should be warned of the potential for closing off entry into various careers that require digital skills before they give up on that subject. Students should be made aware of the potential consequences of simply choosing subjects that they consider the ‘path of least resistance’. ALLOWING EXPERTS TO TEACH The Government should provide a route for experienced professionals in the digital industries to enter the teaching profession via a fast track “Teach Next” route, modelled on Teach First.

We feel there is a need for a website to match schools and students with employment or work experience opportunities. This was a recurring theme throughout discussions at regional meetings and the responses to calls for evidence subjects they study. Young people have to make decisions that will affect potential career choices before they have any idea what their career choice might be. Data such as that presented by CASE suggests too many state school students are closing down their options at a very early stage by, for example, choosing combined science instead of the separate subjects. We believe that government should address this issue, possibly by adopting something more akin to a Baccalaureate style approach through to the end of secondary education. Such a transition was recently advocated by the Royal Society. In the meantime, students should be helped to understand the subjects that are

It was one of our most surprising findings that so few who enter technology as a higher education choice or as a career subsequently choose to teach. For the same reasons that we believe computing should be a fourth science, and given the success in encouraging those with science backgrounds to enter teaching, we feel that the same should be attempted for those with computing skills. This makes sense not only in its own right but as an adjunct to the other recommendations above it can serve only to strengthen the ability of schools to teach and advise in this field L FURTHER INFORMATION www.teentech.com Volume 19.5 | EDUCATION BUSINESS MAGAZINE

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In this Q&A session, Breathe Technology explores key questions asked by heads of ICT In Sept 2014, ICT as a national curriculum subject was replaced by computing. As per the ‘Computing in the National Curriculum, A guide for Secondary Teachers’ it’s described as: ‘Computing is concerned with how computers and computer systems work, how they are designed and programmed, how to apply computational thinking, and how to make the best use of information technology’. It also states that ‘The Royal Society has identified three distinct strands within computing, each of which is complementary to the others: Computer science, information technology and digital literacy. Craig van Aswegen is the technical director of Breathe Technology, a systems integrator and ICT support business that has been supporting the UK education sector for over 10 Years. Apart from designing networks, Craig acts as an ‘outsourced’ or ’virtual’ ICT director for various secondary education establishments. During this question and answer session, the company explores various questions asked by heads of ICT, deputy heads and business managers concerning computing and other related key topics. What is your view of the new programme of study and the impact on students and their learning institution? It now formalises something which has been coming for a long time. In the past we had the luxury of restricting the use of ICT to aid organisational reasons such as budget, keeping the network stable and even the lack of internal resource or knowledge. For some time now we have been nearing the end of that era. Many schools and colleges have successfully deployed technologies such as VDI (virtual desktop), tablet computers and IT strategies such as BYOD (Bring Your Own Device), IT anywhere and 1:1 computing. However, we are entering the next generation. In the early 90s we witnessed the explosion of the internet, which changed the world as we knew it. Today, information is freely accessible, social media and other communication technologies such as Facebook, Twitter and Skype connect the world, Apps and cloud computing are now part of our everyday lives. Computing encourages us to teach a new generation of student, to embrace these technologies and develop a new way of thought and harness these technologies to solve life’s everyday problems. Simply buying a new set of iPads for

the department is not the answer. I believe that our learning institutions will interpret the requirements differently. In order to be successful, it will require a close working relationship between the academics, ICT departments and outsourced IT service providers in order to achieve greater goals. Teaching objectives should be clear and relevant technologies used to deliver this. Ultimately, you will need an IT strategy for your institution. Working within the education sector you should know that budgets are always a challenge. How do you suggest we overcome this obstacle? I understand the challenges involved and come across this issue daily. Firstly I wouldn’t suggest that implementing an IT strategy supporting the new programme should have any additional cost implications. It does mean that we have to have a plan and spend what you do, wisely. As an example, some of the schools/ academies and colleges we have been working with are in the 3rd or 4th year of development or even further down the line. It is a matter of constant work and investment and everything cannot be achieved in one project. Development happens over phases which are mostly driven by budgets and specific time frames like holidays which allow us to make changes or have managed periods of disruption. But there should be a longer term plan with shorter term goals in place. One of these examples is the overall desktop strategy of the institution.

The days of simply deploying as many desktops as your budget can buy are over. We need to review the desktop usage. How it is used in various departments and then look at the most suitable technologies. Often this will be a combination of technologies such as traditional desktops for ICT suites requiring higher processing capability for applications such as Creative Suite or in general usage areas such as the Library, lower spec suites or in classrooms it would make more sense to deploy VDI. In some instances students can bring their own devices or staff can incorporate tablet computers in lessons. Staff can work from home over a VPN portal. And all these technologies can provide the same organisational resources such as files and folders, email and other specific applications. The challenge lies in how we manage these devices and deliver the content. Apart from the technological empowerment and flexibility of more accessible IT it can also yield many financial benefits such as reduced capital layout required, less management overhead, less power consumption and reduced refresh costs. It becomes very interesting once you have a desktop strategy in place and you look at your budgets now and what happens again in the next refresh four years from now. If planned correctly you will have more IT and the cost of refresh will significantly reduce over time.  FURTHER INFORMATION Tel: 01223 209920 lucy@breathetechnology.com www.breathetechnology.com

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EVENT PREVIEW

Bett 2015

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REDISCOVER THE WORLD OF EDUCATION TECHNOLOGY Bett returns on 21 to 24 January, at ExCeL London and is once again set to attract more than 35,000 education professionals who gather annually to explore the latest technology solutions, network with their peers and gain insight from industry experts

The new term – and new curriculum – is in full swing, but it continues to be a challenging time for schools, and the need to share advice and explore solutions is more important than ever.

The education space is one which is constantly evolving, and every school in the UK is thinking about how it can deal with these changes. From the new Ofsted framework and shifts in assessment to the National Curriculum and academy conversion, the goal posts are shifting and it can be impossible to keep up. School management teams are finding themselves faced with a fluctuating environment that they are under pressure to adapt to and prepare for. The educational content at Bett 2015, the world’s leading event for learning technology, will provide guidance and insight to help deal with these issues.

The value of the hundreds of products and services on offer is supported by the impressive programme of continuing professional development (CPD); from the grand Bett Arena to the many conferences, seminars, workshops, all designed to reflect the most relevant topics and current issues in education.

curriculum, while more than eight out of 10 said they did not think teachers had been given enough time to implement it. The new term – and new curriculum – is in full swing, but it continues to be a challenging time for schools, and the need to share advice and explore solutions is more important than ever.

THE IT CURRICULUM In a recent poll, carried out by the Association of Teachers and Lecturers (ATL), just two out of 10 respondents said their school was fully prepared for the new computing

BETT ARENA The Bett Arena will once again take centre stage at Bett 2015. Located at the heart of the show floor, the amphitheatre space plays host to a programme of inspirational and E

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and discover a world of possibilities this term. Very little stays still in Education and it’s the same with classroom technology. As students and staff explore new ways of learning you can provide them with the classroom devices they need to succeed. Fujitsu has the mobile technology to balance new expectations with restricted budgets and help you invest wisely for the future. Fujitsu’s STYLISTIC tablets are the perfect mobile IT solution for education. Delivering the durability, versatility and intuitive operation teachers require for their students, offering easy integration into existing infrastructure. STYLISTIC Q584 ■ High resolution screen with toughened glass ■ Water and dust resistant IP rated design ■ 10-hour battery time for all-day operation ■ Front and rear cameras ■ Added ﬂexibility with touch and pen input

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EVENT PREVIEW

Bett 2015

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 renowned experts who come to share their knowledge and experience with educators. Confirmed speakers include Rt Hon Nicky Morgan, who will offer visitors an insight into her impassioned themes for change that she has planned for UK schools. Morgan’s ministerial address will outline her vision across critical educational policy areas, the school curriculum, school improvement and the establishment of academies and free schools. How will reform in these areas be achieved or enhanced through education technology? Jimmy Wales, the founder of Wikipedia, the fifth most popular website in the world is also confirmed as part of the Bett Arena line-up. Ranked as one of TIME Magazine’s ‘100 Most Influential People’, Wales is set to inspire visitors in his session, ‘The New Paradigm of Open Access to Information’. Google will also be taking to the Bett Arena stage to make a special industry announcement about their role in education; attendees will hear from Liz Sproat, head of education at Google. SCHOOL LEADERS SUMMIT From the new Ofsted framework and shifts in assessment, to the National Curriculum and academy conversion, the goal posts for school leaders are constantly shifting. The School Leaders Summit provides guidance and best practice advice to support school management teams adapting to change. Among the programme of confirmed speakers is Jonathan Bishop, head teacher at Broadclyst Primary School who will be hosting ‘Beyond the school walls’, a session focusing on harnessing tools that allow collaboration to work successfully across international boundaries. David Hermitt, executive Each ill be principal, Congleton High School w and chief executive officer for eatre allowing ir SPECIAL h t EDUCATIONAL Congleton Multi-Academy the ed them to tailor und NEEDS Trust’s, will be discussing the s o r r Jane Friswell, importance of investing in a o t t visi to Bet evant CEO of nase, STEM skills and highlighting l t visi most re ant takes a seminar the immense technological on how online impact of ICT in these areas, the import CPD training, via in his session, ‘The importance and sions to the SEND Gateway, of encouraging more science, ses em can shape our quality technology, engineering, and th first teaching offer in maths (STEM) skills and knowledge’. being the first response Billie Downie, headteacher at the Streetly to identifying and meeting SEN? Academy, which was rated as Outstanding Jane will also examine what Quality First last January, will take a session on redesigning Teaching for SEN look like in the classroom. school infrastructure. He will explain his decision to implement chrome books into the There will also be a session on social classroom, and evaluating the fundamental networking and how it can be used as a issue of leadership that forced him to question tool to enhance learning. Speakers will ‘how will this actually work in reality?’ discuss the advantages and disadvantages of using social networking in the learning Abdul Chohan, director at ESSA Academy environment. Speakers include Karine will give an insight into ESSA Academy’s George, head teacher at Westfields Junior leadership body, who transformed its School, Steve Wheeler from Plymouth management approach to re-define the University, and Matt Britland, Director of education environment and introduce ICT at the Lady Eleanor Holles School. multi e-platforms for learning.

LEARN LIVE Bett 2015 welcomes back the popular Learn Live programme, providing visitors with more than 100 hours of CPD accredited seminars, interactive workshops and demonstrations, across five themed theatres. The theatres are open to all attendees of the show and provide an opportunity to hear from educators, experts and innovators about the latest learning strategies, technology, and teaching techniques. Each theatre will be themed allowing visitors to tailor their visit to Bett around the most relevant and important sessions to them. NEW FEATURES A platform to nurture innovative education technology start-up companies is new for Bett 2015. In association with leading education think-tank, the Education Foundation, Futures aims to showcase budding businesses that promise to have a significant impact on education. Following a call for entries, a panel of educators has selected 30 new businesses with the solutions that they believe will have E

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Introducing the new FFT Aspire FFT Aspire is the new reporting and data tool for schools, LAs and Academy Trusts. It provides key target setting and self-evaluation information using the latest curriculum and accountability measures – ideal for in-depth planning, analysis and preparation for Ofsted and Estyn inspections. FFT Aspire is very user friendly, presenting complex data in a way that can be easily understood and interpreted, supporting the roles of key staff in schools. •

FFT provides you with access to three high-quality self evaluation reports – our School/SLT Dashboard, Subject Dashboard, and the Governor Dashboard – early in the autumn term, when it’s impact is greatest.

•

Dashboard reporting available at all Key Stages - designed for teachers, department heads, assessment co-ordinators, senior leaders and governors.

•

Print off pre-defined dashboards or use ‘interactive’ dashboards to undertake more detailed analyses.

•

Sophisticated but simplified benchmark system allows you to control the level of challenge for your pupils, subjects and schools – choose from average, high or very high benchmarks.

•

New FFT ‘intelligent’ benchmarks use past performance at your own school to support target setting which is challenging and realistic.

•

Import new students, subjects and teaching group information from your MIS and get immediate access to targets for all of your pupils.

•

Export FFT benchmark estimates and pupil targets from FFT for in-year pupil tracking. Our new data integration function enables you to allow pre-population of target data and choose whether users can amend targets. You can also control the level of challenge by selecting default benchmark settings.

•

New collaboration module: securely share school level performance data to support joint school working and sharing of best practice. Collaboration allows outstanding schools to evaluate their success in supporting other schools and you can find schools with similar issues to share learning outcomes and build alliances.

•

New Student Explorer: provides full pupil history and includes opportunities and alerts indicators, helping schools to recognise pupil potential and support effective intervention strategies.

•

We always use the latest datasets available from the DfE and Welsh Government.

2013

Self Valley Secondary  Self Evaluation: School Dashboard Summary

Attainment & achievement

Pupil groups

Subjects

Pupil premium

% 5+ A*-C incl Eng & Maths

FFT Rank

Actual Results

2011

Your School Similar Schools…

National Average…

      Low

60%

70%

80%

Significantly above the national average (57%)

20 High

Average Point Score (best 8)

340 FFT Rank

Your School Similar Schools National Average 60%

   Low

   40

20 High

65%

70%

75%

80%

In line with the the national average (342)

Pupil Progress – Achievement (2013) % 5+ A*-C incl Eng & Maths FFT Rank

   Low

   40

20 High

Average Point Score (best 8) FFT Rank

   Low

   40

20 High

Indicators

Filters

o Dashboard (PDF) o Table data (Excel)

CVA

School context

Export

Key Stage 4 Performance Summary

Pupil results – Attainment (2013)

62%

KS4

Pupil list

+ 6% Significantly above the national average (zero)

- 10 pts Significantly below the national average (zero)

2012

Pupil Progress (Act vs Est)

2013

2011

2012

2013

Number of Pupils (% match)

150

154

155

95%

% 5+ A*-C (incl Eng & Maths)

53%

57%

62%

-9%

-2%

Average Point Score (best 8)



-10

C-

C+

0.3



-0.2

% achieving 5+ A*-A grades

10%

303

10%

15%

-5%

-4%

% English Baccalaureate

21%

16%

23%

-5%

-10%

-3%

English: % 3 Levels Progress

71%

78%

-2%

English: % 4 Levels Progress

26%

28%

34%

-8%

-9%

Maths: % 3 Levels Progress

71%

78%

-2%

Maths: % 4 Levels Progress

26%

28%

34%

-8%

-9%

Average Grade (GCSE, best 8)

320

% 5+ A*-C incl English & Maths 65% 63% 61% 59% 57% 55% 53% 51% 49% 47% 45%

340





-1%

1% 

-1%

Average Point Score (best 8 subjects) 350 340

School

330

FFT Rank

Low

High

320

Similar Schools

310 300

2010

2011

2012

2013

2014

290

2010 2011 2012 2013 2014

National Average

To receive our free overview pack on FFT Aspire, please email hello@fft.org.uk To subscribe to FFT Aspire, or to see case studies of how other schools are using FFT Aspire, please visit www.fft.org.uk

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EVENT PREVIEW

Bett 2015

Sponsored by

 the most impact in education. The new Futures Zone will take centre stage at Bett 2015. OPPORTUNITY TO TRY AND TEST More than 600 of the world’s leading and most innovative education technology companies will be on-hand to meet visitors, with interactive demonstrations, free guidance and advice on hundreds of products and services. Here’s a taster of what visitors can expect to see: On stand C514, SAM Cases will be showcasing its new line of cases and trolleys aimed at teachers who manage multiple tablet PCs. The range, known as ‘GoCharge’, lets staff charge and sync multiple tablets while also providing transport and storage. Setting them apart from other charging solutions is their strong emphasis on protection and peace of mind – something recently recognised by Apple who chose GoCharge after extensively testing the competition. The cases are waterproof, impact resistant and portable, making them ideal for both the classroom and school field trips. Visitors to stand B296 will be able to see TASC Software Solutions Ltd’s cuttingedge range of software products that are helping hundreds of schools and academies around the country to record and manage their pupil data effectively across the whole school. PARS Connect, is a pioneering webbased pupil data management software solution that links directly with the SIMS management information system in a school, enabling staff to record, view, track, report and manage pupil data overall in one very ‘teacher friendly’ system. On stand B338 will be Target Tracker, one of the leading pupil progress tracking software businesses in the UK and the most successful unit of its type in any local authority nationally. Developed by Essex Education Services, part of Essex County Council, Target Tracker was designed in response to the need for Essex head teachers to have a better solution for data tracking and analysis. Since then, the product portfolio has grown considerably and Target Tracker now consists of a range of innovative software solutions that have all been designed to support school improvement not only in Essex, but in 3,000 schools across the UK and 15 overseas territories. Capita SIMS will be on stand B260 offering visitors the chance to see the all new Teacher App, which ensures that teachers are never tied to a desk to record assessment marks for students again. Using a tablet, teachers can award appropriate marks for students’ work on the go, whether they’re in the classroom, drama room or out on the sports field. The tablet knows which lesson they are taking and shows the name and picture of all students in that class. In addition to completing assessment marks, teachers can mark attendance, behaviour points and minutes late to class.

More than 600 of the world’s leading and most innovative education technology companies will be on-hand to meet visitors, with interactive demonstrations, free guidance and advice on hundreds of products and services On stand F85, Tripleplay is launching TripleShow Live Presenter, a high quality lecture capture solution that enables schools to record, stream and archive lessons simply using a web browser for control. Adding to an already impressive array of educational technology solutions, TripleShow integrates directly into the TripleChoice Media Portal, enabling content to be quickly recorded, archived and streamed for access on any device on any network. It means that TriplePlay can now offer schools an entire, end-to-end, digital media learning platform. Education communication and data solution specialist, Groupcall, will unveil its brand new, free, student tracking app, Family First on stand C390.

EDUCATION APPS Visitors are also invited to try out Groupcall’s Emerge for Parents app for themselves on the Bett stand. At the click of a button, the app provides parents with a complete view of their children’s behaviour and achievements, as well as reassuring them that their child has arrived safely at school. Teachers are also invited to see how through the intuitive app, Emerge, they can record real-time photographic and video evidence that can be written back to their school’s MIS. EducationCity, the leading provider of e-learning resources for primary schools will be on stand D300 showcasing its brand new online platform. It has been refreshed and E

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EVENT PREVIEW

 upgraded in line with customer feedback and packed with new content mapped to the new National Curriculum. New features for teachers include simplified navigation, designed to help staff access curriculum objectives quickly and easily via subject, year level or key stage, and improved functionality for personalisation, differentiation and tracking. ICT support and training providers, Turn IT On! will showcase its full range of services on stand F130, offering free advice to schools about how they can raise ICT standards, save time and money and advance the teaching and learning experience. Experts will be on hand to discuss teachers’ needs for technical support, curriculum training and strategic planning for wholeschool development. There will also be on-stand training sessions on creative coding, network building and e-safety, including free giveaways at the end of each session. BETT AWARDS Considered by many as the most esteemed accolade in the industry, the Bett Awards provide a showcase of resources and companies that seek to provide educators with the information, ideas and inspiration that are fundamental to the learning process. This year there will be a brand new category for the Bett Awards which will be awarded to the most innovative individual, team or company in the past year. The ICT Innovator of the Year category will differ from others in that submissions will be

Bett 2015

Sponsored by

more important part in university made via a 2 minute YouTube s decision-making. The introduction video from which the t r e p Ex of £9,000 fees has placed judges will then select n o an increasing burden on the finalists. The best will bediscuss universities to respond to the 10 entries will be o t r hand s’ needs fo demands of their students made viewable on r , t e r h o c and provide a much more this from November p a p e t al su ing and business-like service. c i 2014 and the winner n h c te in Whether it’s enabling announced and um tralanning l u c i r r users to bring their own the video played p cu c i g devices to campus, providing at the Awards strate hole-school ceremony on 21st 24/7 support or personalising w t r n o f pme January at the Brewery. learning, the pressure on develo universities to deliver is immense The Bett Awards are a when it comes to technology. celebration of the inspiring creativity and innovation that can be GETTING THE MOST FROM BETT found throughout technology for education. There is a lot to see at Bett, so planning is The awards form an integral part of Bett each year, with the winners are seen to have key. Whether you need to find out the best excelled in ICT provision and support for way to travel to ExCeL London, find the nurseries, schools, colleges and special schools answers to frequently asked questions, alike with a clear focus on what works in the explore the exhibitor list or check out top classroom. Each year, the awards endeavour to tips for your visit www.bettshow.com. recognise, reward and promote this excellence. On arrival at the show, visitors can also gather information at the BESA (British TECHNOLOGY IN HIGHER EDUCATION Education Suppliers Association) Information The Technology in Higher Education Summit Point, where they will have the opportunity takes place at Bett created a space for higher to ask any questions and plan their route education professionals involved in IT provision around the show floor, ensuring that their to share ideas, future-gaze and streamline time is used as wisely as possible. technology decision-making. In free-to-attend Bett 2015 is free to attend and seminars, experts within higher education takes place from Wednesday 21 to Saturday and their counterparts in the corporate world 24 January 2015 at ExCeL London. L provided insight into technology delivery on a budget and managing user expectations. FURTHER INFORMATION Student expectation has never played a www.bettshow.com

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@vswareuk

ADVERTISEMENT FEATURE

THE CASHLESS WHITE PAPER AND CHECKLIST

Advertisement Feature

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There is an income collection revolution underway. An increasing number of UK schools are taking significant steps towards becoming ‘fully cashless’, removing the need for parents to send cash or cheques to school to pay for school dinners, clubs, trips, fees and other services Clint Wilson, Chief Executive of ParentPay, the market leader in school online cashless income collection has advice for school staff considering going cashless with online payments. THE BUSINESS CASE With billions of pounds now being spent online, the benefits of going cashless may seem obvious but you may still need a business case, reasons or other arguments to convince a school leadership team. A business case will be strong if you plan to maximise the number of items you collect income for online. Have you considered the full range of items you could take online payments for? e.g. School meals, clubs/childcare, trips, fees, room rental, extra-curricular activity. Find out how much administration time is currently spent on cash collection, then do a simple time/effort, cost and benefit analysis for going cashless. Talk to local schools who have gone cashless to determine potential time savings. What benefits have been gained? Has going cashless increased uptake and by how much? Has it helped reduce parental debt? PICK THE RIGHT SOLUTION To be successful, school management teams should first ask some key questions around the type of features needed to meet the schools individual needs; including questions around security, interoperability and reporting. Some of these key topics are covered in this article but a more detailed checklist is available on the company’s website. The white paper and checklist will help any school form a ‘statement of requirements’ which can then be used to review potential solutions. Recognised and experienced suppliers should not only be able to provide you with a suitable solution but also advice and support to ensure the online payment facility is readily adopted by parents, students and staff. Remember to keep your goals realistic and achievable. Talk to other local cashless schools and ask for recommendations. BE FULLY INCLUSIVE It is important not to disadvantage parents or guardians who do not have the ability to pay by debit/credit card online. Can the cashless online payments

solution you select collect, manage debit/credit card payments and cash made at local PayPoint stores? Will this information be available online without the need for manual intervention? PEACE OF MIND School reputations can be ruined by untested, unsupported, insecure systems. If a system which allows parents to pay online for their children’s school dinners goes wrong, it becomes a highly emotive issue, so schools need to be sure they have a robust system in place. School leadership teams need to ask themselves do they want to take direct responsibility for the collection of debit/ credit card payments or will you use a secure payment collection service provider. If using a payment collection Service: Will you need to pay transactions costs for ‘every’ single item that is purchased by parents on your system or can these costs be shared / reduced in any way? If you are NOT using a collection service: Have you factored in costs associated with setting up your own merchant account and any related PCI compliance training required for any staff involved in collecting payments from parents? THE NUTS AND BOLTS It is important to be transparent; ensure your solution provides real-time balance reporting and offers electronic payment /

balance alerts and receipts to parents. What audit trails, banking reports and other features do you need from a school reconciliation perspective? Make sure you include these requirements as part of your solutions selection criteria. Does the solution need to integrate with existing or new systems? Can it replace existing solutions giving you efficiencies? For instance most online payments solutions also provide school to home communications facilities. Does the solution share data easily with your MIS or maybe an existing cashless till system? What data do these systems need to be able to share and at what frequency? TOTAL COST OF OWNERSHIP & SUPPORT School staff should look at the overall lifetime costs of the system: not just the initial set-up and annual license but what are the maintenance and support costs? Are there additional or increased fees after the first year of your contract - does your annual license cost increase? Have the supplier/s you are considering got a dedicated team and supporting plan to help you implement your online cashless solution within the timescales required? Download the full cashless school white paper by going to our website.  FURTHER INFORMATION www.parentpay.com/ whitepaper

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Bett 2015

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Need more time?

Do you know of anyone in education that isn’t short of time? Teachers, admin and management need access to pupil information quickly – without computer systems adding extra frustration. Consider the benefit of your individual school (be it an academy, independent, free school or UTC) having a pupil database designed to work for you which can be accessed through your preferred browser using your laptop, Mac, tablet or smart phone. Designed by a teacher and written by an ex-teacher, Furlong has a solution that works the way individual establishments need it to work. School staff suggest improvements to save

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themselves more time, which are applied free of charge. Access can be through staff, parent and learner portals. Staff can mark registers while on a trip. Parents can book onto Parent Evenings. Pupils can submit homework back to the teachers for online marking – and much more. ‘Simple to use’ is what some staff have said about Furlong’s pupil management information solution. It means that training needs and data transfer are minimal. Don’t think ‘What does this system do?’ Instead say ‘What I need is ...’ and contact Furlong. FURTHER INFORMATION Tel: +44 (0)1264 354 111 www.furlongsolutions.com

ParentPay unveils its new improved school shop facilities With over one million parents already using ParentPay, thousands of schools now have the opportunity to launch dedicated online shops with the company’s new dedicated self-service shop online fronts. The online shop facilities will enable schools to sell a range of goods and services to parents, including uniforms, sports clothing, equipment, stationery and much more. Clint Wilson, ParentPay chief executive, expressed his excitement at the new developments: “Our new improved one-stop school shops will enable parents using ParentPay to not only pay for school meals, trips and other items but also purchase a new school blazer, a scientific calculator or a book. It will be far easier for parents to use their school’s online shop than trying

to find crucial back to school items in busy high streets – only to find they are out of stock.” Clint added: “This is not only great for parents, it will also give schools fantastic opportunities to generate additional funding whilst also helping reduce wasted administration time by removing cash from schools.” The new school shop facilities are just one of several new exciting online products being launched by ParentPay in 2015. FURTHER INFORMATION www.parentpay.com

PC Werth creates double the impact at BETT

A new MIS looks to overhaul school data

PC Werth, a market leader in sound for schools, is one of a select few companies exhibiting with two stands at BETT 2015, doubling its impact. PC Werth is dedicated to raising attainment and improving learning environments for all students. For this reason it has – for the first time – taken a stand in BETT’s SEN Zone, in addition to a stand in the main hall. Stand SN40 focuses on personal communications, sound monitoring and acoustic treatments that are particularly effective for individual students with SEN, concentration problems or hearing impairments. On the other hand, Stand E330 emphasises the benefits

One critical area that has received plenty of criticism but has not been subject to anywhere near the same rate of change or disruption as the classroom environment is the school management information system (MIS). The outdated or cumbersome systems currently in use leave a lot to be desired. VS School MIS is already changing that. Its approach to usability and modern software design is in refreshing contrast to what has been traditionally available to schools before now. The company is passionate about making the often onerous task of running and operating a school management system as easy and efficient as possible, by making the system engaging, easy to use and very affordable. Gwyn ap Harri, Trustee and

of effective sound and AV systems for the whole class. It shows how to address the challenges of linking and integrating all sound sources in a modern classroom, including interactive boards. With around five (or more) sources of sound in classes today – not forgetting the teacher’s voice – a solution that is simple to use and that also helps teachers be heard makes all the difference. And when the same system also supports BYOD, blended and distance learning initiatives, in addition to SEN provision, the benefits are clear. FURTHER INFORMATION www.soundforschools.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.5

chair of governors at XP. school said: “We reviewed and met all the MIS providers at BETT. They were all overly complex and poor value. It left us considering developing our own until I had the opportunity to see VS. Its simple, fast and elegant interface was in a different league.” Find out more by visiting the website or visit stand E320 at Bett Show 2015. FURTHER INFORMATION www.vsware.co.uk

Eltham college chooses Casio’s AV technology 850 pupils today benefit from the most modern audio visual projection technology available with crystal clear imagery and lesson delivery. Two years prior, the school purchased DLP projectors but nothing could stem the significant ongoing degradation of light quality with the units finally classified as unfit for purpose. The search started for viable, sustainable alternatives. Enter Casio’s lamp-free light source, XJ-M Signature range, using Laser & LED hybrid technology in a sealed unit with no lamps and therefore zero degradation of light source – even after 10,000 hours usage. “We were literally taken aback to see the purity and brightness of the emitting light source from the Casio XJ lampfree projectors. The resultant clarity and crisp imagery was something we had only seen in extremely high end, big budget projection units in the past,” says Piotr Zdarzil, Eltham College.

Eltham’s teachers were equally thrilled at the change. Previously in-cumbered by five minutes ‘power up and down’ time, frequently teachers would elect to leave the unit switched on but in so doing, reduced the lamp shelf life further. Further time savings are made as they no longer need to reorganise the room to avoid blind spots, because Casio’s Intelligent Brightness Control alters brightness levels according to the ambient conditions. In addition, as a sealed unit, there is no maintenance required and no filters to change. FURTHER INFORMATION www.casio.co.uk/projectors http://www.elthamcollege.org.uk

An engaging experience for children of all ages Do you want an engaging and interactive classroom experience for children of all ages? Emotion Robotics’ NAO robot solutions can provide just that. Whether you are teaching basic skills to infant school children or programming and engineering to secondary and university students, the company helps teachers and education professionals to create the perfect robotic teaching solution for all learning environments. STEM subjects (science, technology, engineering, and maths) are brought to life with this visceral, highly interactive learning experience. NAO is especially successful when used to engage children with special learning challenges, such as autism. Although ready to use, NAO is also fully programmable, and Emotion Robotics is one of the UK’s leading provider of bespoke

solutions for your specialist needs. The company’s experience in both special needs and standard educational environments has been reinforced by its involvement in the development of the Aldebaran Assist Kids with Robots system (ASK NAO). NAO, from Aldebaran, represents the leading hardware and software platform for investigating and learning about robotics, both social and technical. Available with prebuilt applications, an ‘App Store’ and programming tools from simple ‘drag and drop’ through to Java, Python and C++ SDKs. FURTHER INFORMATION Tel: 01276-37708 www.emotion-robotics.com

Discover a world of possibilities with Fujitsu’s innovative technology As students and staff explore new ways of learning, they need the right classroom devices to succeed. From primary schools through to universities, Fujitsu has the mobile technology and reliable infrastructure to balance new expectations with restricted budgets and help you invest wisely for the future. Heading to BETT 2015? To find out more visit Fujitsu at BETT on stand C240 on 21– 24 January. You will have the opportunity to hear from Stephen Molyneux and the Tablet Academy on why and how Windows Operating Systems prove more productive in the classroom. These elite experts will tell you all you need to know. You can also get free advice and support from the e-Learning Foundation on achieving personal access for all, at school

Bett 2015

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and at home. Not only this but you can hear from your peers (Fujitsu’s ambassadors) already empowering their students in collaboration with Fujitsu. Don’t miss out on the chance to get hands on with our devices and win with our crack the code competition. To register your interest for sessions with the Tablet Academy and e-Learning Foundation send your details to marketing to the following email address. FURTHER INFORMATION community@uk.fujitsu.com www.fujitsu.com

Multi award-winning schools broadband and leased line connectivity Exa Education is a multi-award winning Internet Service Provider (ISP), supplying internet solutions to thousands of schools nationwide. From broadband connectivity to content filtering and website and email hosting, the company can supply the perfect provision for every school. Winner of multiple ISPA awards, most recently receiving the 2014 award for Best Business Customer Service, EXA Education is committed to ensuring that its schools receive the best connectivity and care available. Founded in 2003, the company’s network, products, services, and technical support were designed specifically for the education sector. This dedication ensures that Exa Education understands and caters to the specific needs and requirements of a school from their provider and, with a contract retention rate of 99.5 per cent in 2013, Exa Education’s solutions continues

education to meet the increasing demands placed upon the internet connections of educational organisations – year on year. Visit the Bett stand to learn more about the reasons why so many schools choose Exa Education for their internet connectivity and content filtering services. FURTHER INFORMATION www.exa-networks.co.uk

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WELCOME TO THE FUTURE OF LEARNING

Learning & Teaching Expo

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The Learning & Teaching Expo takes place on 11-13 December at the Hong Kong Exhibition Centre, and will allow visitors to explore global trends in education. Here are this year’s highlights How will education change in the years ahead? How important a role will technology play in the way that students learn and teachers teach? What will be the next major significant change to the way students are assessed? How will the design of classrooms and school environments change in the future? These and many more important questions about the future of learning will be addressed at the fifth annual edition of Learning & Teaching Expo which takes place from 11-13 December (Thursday to Saturday) at Hong Kong Convention and Exhibition Centre. EXHIBITORS With the main theme of the event examinig the future of learning, the three day expo features 200 national and international exhibitors presenting the latest in learning technology and school resource. In addition, there will be more than 90 free keynote presentations and seminars with popular educational topics including future education policy, school leadership and development, eLearning and etextbooks, assessment for learning, innovative teaching approaches, as well as inclusive education.

ee The thr po day ex 200 s feature resenting rs p exhibito st in learning the latechnology te ool and sch ce resour

SCHOOL VISITS Moreover, a series of school visits are specially scheduled during the sits. Lesson observation, teaching demonstration and programme sharing will be showcased by schools which spearhead eLearning and inclusive education with fruitful experiences, facilitating an exchange of inspirations among schools and strengthening their competencies for quality of learning and teaching. There will also be an Inter School Robotics Challenge. Partnering with Semia and LEGO Education, Students from local primary and secondary schools will gather at the exhibition hall to build and programme their own robots competing with each other in the sumo challenge. What’s more, experienced teachers and learning technology advisors from English Schools Foundation will host

a series of workshops to demonstrate groundbreaking learning and teaching skills. EARLY CHILDHOOD LIBRARY Advanced and innovative early childhood education products will be showcased and a number of professional learning and teaching workshops will be held to inspire educators to plan early childhood curriculum based on the recent trends.

LTE is a great chance for school leaders and teachers to glean both local and international insights, which enriches their professional development. Expo visitor registration will open soon. For further registration details, expo information, or any enquiries, please visit the official website.  FURTHER INFORMATION www.LTExpo.com.hk

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HEALTH & WELLBEING

ALLERGY ALERT

Allergies can take so many forms that when symptoms occur, people could be unaware there could be an allergic link. When it comes to food allergy, anaphylaxis – the most immediate and severe of all allergic disease – is well understood, however, the more chronic types of allergy related conditions are not. It is often more difficult to ensure that the child is in an environment where their symptoms can be both minimised and well managed. COMMON ALLERGENS Asthma, eczema and allergic rhinitis can be triggered by allergens in the environment such as pollens, house dust mites, mould and even animal allergens. All of these are present in any normal school environment, and may cause symptoms such as wheezing, runny nose, sore, itchy, watery eyes, sneezing and associated respiratory difficulties.

Written by Lindsey McManus, Deputy CEO, Allergy UK

With almost 50 per cent of children now having some type of allergic condition in the UK, there is a real need for school staff to have a good understanding of the problems that they may face within the school environment. Allergy UK’s deputy CEO Lindsey McManus, reports

COMMON TRIGGERS Children can be exposed to allergens in an everyday school environment, just as they would be outside of school. So, where would the most likely triggers of an allergic reaction be found? The most obvious places for food allergens would be in communal eating areas, the canteen, or the playground. This may be more of a problem in secondary schools where children are allowed snacks at break and aren’t supervised as they would be in a junior school. Food Technology lessons can be difficult as children with an allergy to milk or egg for example may react, even if they aren’t actually touching or consuming a food, if their allergies are severe enough. Respiratory allergens, are everywhere and it is unrealistic to believe that we can avoid them totally, however, symptoms can be kept to a minimum, if simple measures are in place. House dust mite allergens can be found in most soft furnishings, no matter how clean they are. Carpets can be the worst offenders, and children with asthma, allergic rhinitis and eczema will often react if they have been sitting on mats during assembly, or at story time. Bringing in a blanket from home, or being allowed to sit on a chair can make a substantial difference in keeping symptoms under control.

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SEASONAL ALLERGIES The summer months can be a nightmare for children with hay fever (Seasonal Allergic Rhinitis). Although not so much a problem at this time of year, sitting next to an open window, being on a playing field, even just outside in the playground when the pollen counts are high will result in itchy, streaming eyes and runny noses, and can literally impact on their learning ability. Hay fever symptoms make it difficult to sleep, and some medications can cause drowsiness, both taking their toll in the classroom. In a research study carried out in 2007, it K yU was found that children Allerg parents taking their exams in In the case of food allergy, s e advis ic children the summer months most people immediately rg e e l h l at the height of the think of anaphylaxis, t a h f o e wit dvance hay fever season, s i where the child can a i l to a dropped develop life threatening well in starting, actually l o o a grade as a result symptoms very quickly, h d sc l i h ir c of their symptoms some children however, of the orming them affecting their ability will have less severe f h n t i eal during the day. symptoms that might not of all h es be so easily spotted. Rashes, There is also a u s is hives (nettle rash), vomiting, risk of allergic reactions even symptoms that the child can from wasp and bee stings. find difficult to describe, such as feeling Most stings will cause a localised ‘odd’, or going very quiet can be because reaction, however there is also a number they have been exposed to something they of children that will be anaphylactic. are allergic to, and should not be dismissed. MANAGING ALLERGIES Food allergy can also be a trigger The most important thing for staff to consider for eczema flare ups, whilst not an when looking after an allergic child, is immediate reaction such as anaphylaxis, knowing what they are allergic to, and E it is still a cause for concern.

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HEALTH & WELLBEING

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A well-documented protocol/management plan is invaluable to staff to enable them to be able to care for an allergic child, just as it is with any other medical condition. Schools also find it helpful to have photo of the child in the teacher’s staff room with details of what to do in emergency  what they should do if they become unwell. Every child with an allergic condition should have a protocol in place before they start school. Unfortunately at present in the UK, and the EU, there is no child specific protocol that is mandatory for all schools. However a lot of schools will have developed a management plan for most health conditions, and this can be adapted for children with allergies. Allergy UK advises parents of allergic children to liaise with the school well in advance of their child starting, informing them of all health issues. Allergies can vary from child to child, as can the severity of an allergic reaction within in the same child. It really isn’t a case of one size fits all. MANAGEMENT PLAN A well-documented protocol/management plan is invaluable to staff to enable them to be able to care for an allergic child, just as it is for a child with any other medical condition. Most schools also find it helpful to have photo of the child in the teacher’s staff room with details of what to do in emergency. If you or the parent are not sure where to start, an example can be found on the Allergy UK website (www.allergyuk.org/childcarersand-teachers/allergy-protocols) this should list the child’s type of allergy; any medications such as antihistamines or inhalers that may need to be administered; how their reaction

might look (remember sometimes it isn’t always immediately obvious); whether the child would need emergency medications such as an adrenalin auto-injector or whether emergency services would need to be called; and of course any emergency contacts. A GP or the child’s allergy nurse would be able to help the parents with this. ALLERGY ACTION PLAN There are also Allergy Action Plans for children at risk of anaphylaxis, which have been designed to help facilitate first aid treatment of anaphylaxis, so that it can be delivered by people without any special medical training or equipment apart from access to an adrenalin auto-injector. Although these must be completed by a child’s health care professional, they provide quick, easy instructions for emergency situations. Parents can speak to their GPs who will be able to download this information from the British Society for Allergy and clinical Immunology. (www.BSACI.org/about/ pag-allergy-action-plans-for-children) HOW SCHOOLS CAN HELP So, how can schools help children cope with their allergies? Interestingly most allergic children cope extremely well, learning from a young age what foods are safe for them, for example, and how to to get this across in new

environments. Parents will naturally worry especially when children first start school, but if all the correct procedures have been put in to place, this is reassuring to the parent. Something that should be considered is bullying. Teasing about an allergic condition sadly does happen and can lead to, a normally outgoing child, becoming isolated and introverted. Awareness of any social behaviour might indicate this and should be investigated. Allergy UK frequently gets enquiries as to whether schools should have a ‘no nut policy’ in place if there are nut allergic children in the school. This may seem like the best way to protect a child, but can in fact give a false sense of security to a child, so that they will stop being vigilant, and it would be impossible to ban every type of food that every child is allergic to. The most important thing for an allergic child is that they should always be listened to, and not dismissed if they are feeling unwell. Prompt action in an allergic reaction can literally save a child’s life in a worst case scenario, or in a less severe situation can make a child more comfortable and reassured that staff understand how they are feeling. For more advice visit the Child Carers and Teachers section of the Allergy UK website. L FURTHER INFORMATION www.allergyuk.org

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WINTER SAFETY

SURVIVING THE COLD SNAP The kids are back at school after a long summer break and as the warm weather fades to make way for cold winds, the important role that safety plays in schools and colleges will become ever more apparent. Months before the autumn leaves fall, many schools will have devised a winter safety plan in order to safeguard the young people in their care. After all, ensuring students, and staff, safety has been part of the ethical framework for decades and schools also have legal responsibilities for safety as an integral part of the Ofsted framework. In order to keep children safe during the winter months, schools need to be prepared for adverse weather conditions, such as heavy rain, flooding and cold temperatures. School winter safety arrangements need to be implemented now. These arrangements should be designed to protect everyone on school property from injury, and help to prevent potentially unsafe situations being allowed to occur on and off site. So, how do schools ensure their pupils are safe during the cold snap? Well, first of all they need to have a functional plan of what is needed to make the school safe.

eye can decide if this is a real issue for you. With every winter comes the chance of snow and ice, therefore headteachers need to be sensitive to the dangers winter weather can pose to children and most importantly they need to be prepared to prevent significant problems arising and to have arrangements to deal with periods of extreme weather, when it is unacceptable for normal activities to continue. That’s why it is essential for weather procedures and practices to be established before the winter season arrives – usually during the first term of each school year – and that they take into account all the situations that may arise during this period, such as slippery ice on the school grounds, for example. They need to think about slips and trips inside from items of clothing and wet floors, and slips on ice and snow, falling and decaying leaves, and of course, rainfall. They need to ensure that the external lighting is suitable, and find out if it has been checked recently. They need to consider if vehicle transport standards are checked, in house and contract. And they need to ensure increased risk of traffic/ parking congestion and traffic accidents during bad weather, as well as make sure safety/ snow clearance arrangements are in place for other places – e.g. local sport centres.

What will ons situatie partial requir Is a system ly e? closur ce for quicks in pla ying parent notif d carers an ? d time o o g n i

RISK ASSESSMENTS As you may know, schools have a legal duty to carry out ‘suitable and sufficient’ risk assessments. The risk assessment should detail the foreseeable risks that are significant and that are associated with the schools facilities or activities. The main element of the assessment is to make provision for the precautions needed to minimise the risks identified. There is no need to document each and every hazard that exists, but you should think about the likelihood and effects of, ice, snow, excessive water and high winds, and the effect of these, e.g. tree and branch falls, excessive leaf fall in walkways and damage to buildings. More unusual hazards can exist, such as ice and snow sliding from pitched roofs that are poorly insulated, or roof collapses on poorly constructed or maintained structures. Only local knowledge and a keen

CONTINGENCY PLANS A school needs to think about what, if any, situations will require closure of the school? What, if any, situations will require partial closure of the school? Is a system in place for quickly notifying parents and carers in good time of any school closures? What, if any, amendments for first aiders and equipment need to be made? What, if any, additional supervision arrangements are required for lessons, breaks and lunchtimes in bad weather. School also need to think about supervising crossing and drop-off areas. What’s more, teachers/carers and students must be reminded in good time about expected weather conditions, and clothing to be worn,

Are you satisfied with your arrangements? Identify people to deal and act. That person should check when icy conditions are expected via the Met Office, BBC, MCA, Highways Agency, and quickly communicate this to responsible persons. Risk assessments covering locations should consider the risks presented by ice to users and the effects of the likely change in use, e.g. known skidpans, sledging slopes, ponds, ramps, slopes, tree stumps, broken fences, ponds and lakes. Have arrangements in place to implement preventative arrangements prior to formation of ice. Ensure that there is sufficient equipment e.g. shovels and salt etc.

Written by Nathan Davies, education principal consultant, RoSPA

With the cold spell upon us, schools must make sure they have a functional plan in place to keep students and staff safe from accidents caused by adverse weather, writes Nathan Davies from the Royal Society for the Prevention of Accidents (RoSPA)

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A written treatment plan, so that a consistent approach is provided. Make sure that there is enough provision for the expected event and that resources in materials, equipment and manpower are allocated in good time. Make sure that the job of laying salt/sand/grit etc is risk assessed considering the workplace and manual handling issues. especially for sports and off-site visits. Among the most common health and safety risks during the winter months are slips and trips on ice or wet ground, be they on the playground or other routes on the school grounds. Unfortunately, thousands of people have been admitted to hospital with serious injuries after falls during wintry weather. Figures from the Hospital Episode Statistics for England show that there were 7,031 admissions to hospital in 2012/13 as a result of people falling over on snow or ice. We encourage school leaders and assessors to consider the real risks, is it appropriate for a school to close due to 75mm of snow on the playground, when all teaching staff and parents know full well that 80 per cent of the pupils will take the free day to go sledging and snowballing while carers will have to take an enforced days leave of work, or other planned activities (and hopefully go sledging and snowballing with the kids). While everyone may enjoy the seasonal, unplanned break, fear of litigation or prosecution shouldn’t be used as the cause without very good reasons. E

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WINTER SAFETY

Schools should think about the likelihood and effects of, ice, snow, excessive water and high winds, and the effect of these, such as tree and branch falls, excessive leaf fall in walkways and damage to buildings  PREVENTION So, to prevent accidents from happening during icy conditions, it is essential that schools stock up on salt or grit and arrange for preventative gritting and clearance prior to prevent ice and snow settling, rather than relying on post ‘fall’ gritting and clearance, which is much less effective (and much harder physical work). There is no absolute duty to clear paths or routes and liability is not increased unless an unsafe situation is actually created or made worse. Preventative work needs to be a priority when frost, ice and snow are forecast, when walkways are likely to be damp or wet, or the ground temperatures are at or below freezing. RoSPA encourages children to get outside and to enjoy the wintry weather, wrapping up well to keep warm and dry. Therefore, if conditions are not too dangerous, there is nothing to stop children from playing outside, so long as there is plenty of supervision. But we do advise that a consistent approach is taken to deciding when it is appropriate not to allow play externally and when out of school activities should be rearranged or curtailed. Reminding children and carers that additional cold weather sports equipment is required is always useful to ensure that exercise can be conducted as planned. This is because it is important for schools to help pupils become more “risk aware” as opposed to “risk averse” and equip them with the skills and knowledge they need to keep themselves and others safe. Nevertheless perhaps a short assembly session on not playing on ice might be prudent. As an employer, schools should treat risk assessment and risk management as important tools to enable children to undertake activities safely but health and safety should not be used as an excuse to cancel activities that can be conducted perfectly safely with a bit of pre planning. A DIFFICULT DECISION All of these things can leave headteachers with a difficult decision on their hands – whether or not to close due to the weather. Headteachers should arrange for consultation about potentially contentious issues with those affected e.g. teachers, student representatives, the PTA, sports teachers and the maintenance staff. This will give all parties confidence that the right approach is being taken. All in all, schools have a statutory duty to take all reasonably practicable steps to ensure the safety of pupils and staff on school premises. However, it is also vital to share with pupils the skills of recognising hazards, assessing risks and taking steps to control risks. Otherwise we all run the risk of promoting a culture where fear of litigation and criticism restricts learning, growth and enjoyment. This has fundamental issues for individuals, schools and society at large. Schools play a crucial role in preparing children and young people to recognise and manage risk and should have a strong commitment to the aims of keeping pupils safe and helping them to learn how to adopt safe practices. When it comes to health and safety management in schools, RoSPA recommends a whole school approach to teaching safely – ensuring that facilities and activities are suitably safe – and teaching safety – preparing children for adult life by teaching them to understand and manage risk. §These are all issues that are within the scope of scrutiny by other partners such as Ofsted, insurers, professional bodies, and of course parents. L FURTHER INFORMATION www.rospa.com/schoolandcollegesafety

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SEN BUDGETS

During a time of reform for the entire education sector, changes in SEN provision will require planning in order to make sure the child or young person gets the most appropriate level of funding support. Nasen chief executive Jane Friswell takes a closer look at the new arrangements Early years settings, schools, academies, colleges and other learning providers are focused on supporting all students in order to achieve quality learning outcomes. The teacher or tutor will be focused on helping every member of their class or tutor group to achieve well, and some students will need additional support to achieve their learning outcomes. We call this targeted support, and early years settings, schools, academies and colleges all have funding for this. The targeted support might include, for example, focused literacy support or a behaviour management programme. A small number of learners will require additional and individual support over and above this in order for them to participate in learning activities, enjoy the learning experience and achieve well. At the moment, most of these students have a statement of special educational needs, and in the future they will have an education, health and care (EHC) plan, which may be supported by a personal budget. Where some or all of this budget is to enable the child or young person to participate, enjoy and achieve their learning outcomes, this element is called the personal SEN budget. A SIMPLE EXPLANATION The child or young person may also have an element of their personal budget from social care (for example, for short breaks) or health. While the personal SEN budget is focused on learning outcomes, a personal care budget is focused on outcomes around family and home life, being safe when out and about in the local community and being able to take part in life outside school. Personal health budgets are focused on health outcomes. Together these elements form the child or young person’s overall personal budget. In use since April 2013, the new school

funding arrangements divide funding for children and young people into three parts (elements 1, 2 and 3). Using this scheme we can see how this works for mainstream settings, schools, academies and colleges. Element 1 – Universal services and the mainstream covers funding per pupil at a school, with each school receiving an amount to fund a place at school. Element 2 – Targeted services and support involves additional learning support funding. Each setting, school, academy or college is expected to provide support up to the equivalent of £6,000 to meet the additional support needs of children and young people who require this. Element 3 – Choice and control/ self‑directed support covers ‘top-up’ funding, retained by the local authority. This funding is allocated through a resource allocation system as indicative personal SEN budgets. It provides the additional individual support the child or young person needs in order to achieve their learning outcomes as set out in their EHC plan or statement of SEN. Parts of the personal SEN budget may be taken as a direct payment and used by parents on behalf of the child or by the young person themselves to purchase the additional and individual support set out in the EHC plan (for example, any assessed support which is not already provided by the school).

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HOW ARE BUDGETS ALLOCATED? Following the single assessment process, a decision will be made about how to meet the identified learning, health and/ or care outcomes together with the child or young person and their family. The decision will include whether there is a

need for a personal budget from one or more of the available budgets: education, health or social care (or in some cases form a single pooled ‘support’ budget). If it is agreed that a personal budget is needed to achieve particular outcomes, a resource allocation will be completed with the family or young person, resulting in an indicative budget being allocated to help draw up the EHC plan. The indicative budget will be known in the early stages of the EHC plan. Children, young people and families will be supported to create the plan, but it is only once the planning process has been completed that it will be clear what the final personal budget should be in order to fund the additional support required to achieve the identified outcomes.

Written by Jane Friswell, chief executive, nasen

CLARIFYING PERSONAL SEN BUDGETS

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OTHER SUPPORT OPTIONS A personal SEN budget does not include funding for the school place, and it does not include targeted support managed by the school or other learning providers to offer additional learning support to individuals, classes or groups of pupils and students. A personal SEN budget enables the support offered to the child or young person to be further personalised to meet individual learning support needs. WHAT DOES IT COVER? An important thing to consider is how the funding can be used alongside all the other sources of support, learning activities and opportunities to help the child or young person achieve their learning outcomes. The learning outcomes that the child or young person hopes to achieve will be set out in their EHC plan and setting/ school/college education plans. A personal SEN budget could: add to existing learning support, providing a more consistent offer of support to the child or young person; fund time to bring all key parties together to bridge the gap between home and school/other learning provision and to build a team of dedicated support people (including family); fund some specialist input; fund work experience or a work-based learning opportunity; and add to the technology available to promote a student’s individual style of learning.  FURTHER INFORMATION www.nasen.org.uk

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SEN PROVISION

REASSESSING ASSESSMENT

Within the new Children and Families Act 2014 are changes to statutory assessment and a replacement of SEN statements with new education, health and care (EHC) plans, introducing a more personcentred approach to assessing need and planning for better outcomes for children and young people aged 0–25 years. The 0–25 co-ordinated assessment process and EHC plan are core components of the special educational needs and disabilities (SEND) reforms. They sit alongside the local offer, the option of a personal budget for those with an EHC plan, improved multiagency working and joint commissioning. Pathfinder authorities have been testing the new arrangements for over two years. Initially, the Government intended a single assessment approach for children and young people with complex needs but it became evident quite early in the testing that this was a challenging requirement. Would educational psychology take a lead? How would speech and language assessments fit within a broader assessment regime? What if the child had significant health and medical needs? Would the assessment then be led by a paediatrician? What role would social care play? And most importantly, what difference would this make to the lives of children with SEND? These questions made it clear that an integrated approach was necessary. AN INTEGRATED SERVICE PLAN Subject to parliamentary approval, EHC plans replace the statement of SEN and the Learning Difficulty Assessment. They will be focused on the outcomes the child or young person seeks to obtain across education, health and care to enable them to achieve at school and college and to make a successful transition to adulthood. Delivering EHC plans for 16–25 year olds in post-school education or training will more than satisfy the legal requirement for local authorities to carry out Section 139A of the Learning Skills Act 2000, Learning Difficulty Assessments. EHC plans will set out how services will work together to meet the child or young person’s needs and support their outcomes. The co‑ordinated assessment and planning process puts the child and their parents or the young person at the centre of the decision-making.

Within the new SEND reform agenda, [eligibility] must be set out clearly by all local areas in the local offer. It is not anticipated that eligibility will change for an EHC assessment and plan, and it should be based on the current arrangements in local areas. The statutory assessment process must be co-ordinated across education, health and care to ensure a cohesive experience for children, parents and young people. Information from existing relevant assessments should be used and professionals should share information so that families do not have to keep giving the same information on different occasions. It is important that EHC plans reflect the views, interests and aspirations of children, young people and their parents, alongside detail of assessments and provision aligned to outcomes. The process should also consider the different ages of the child or young person concerned, particularly for young people preparing for adulthood. The Draft SEN Code of Practice outlines that a core goal of this co-ordinated and personalised overall approach should be that ‘children, young people and families should experience well-co-ordinated assessment and planning leading to timely, well-informed decisions.’ Chapter 3 of the Code reinforces that families should be at the heart of the new co-ordinated assessment process and EHC plan. Person-centred planning is identified as an effective approach to support this, as it focuses on identifying the outcomes that are important to the individual and then the support and services that are required to achieve these. An outcome in this context should be seen as a personal goal and not a service goal.

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A PERSON-CENTRED APPROACH A key element of the SEND reforms is a focus on more person-centred planning and services. It has been central to pathfinder testing to develop an approach which is ‘co-produced’ with families – families should not be passive recipients of services but enabled to be in

Written by Pat Bullen, nasen consultant

Pat Bullen, nasen consultant and SEND Pathfinder lead at Leicester City Council, discusses the new arrangements for assessment and the introduction of EHC (education, health and care) plans – core components of the SEND rreforms

control of the decision making affecting them and their family members. It has been important to move away from ‘doing to’ and towards ‘working alongside’ families. Practitioners are familiar with describing activities and services, but this new approach demands a more considered understanding of how actions affect the outcomes which people want in their lives. A new focus on outcomes is creating a workforce development need to work differently. This fits with the culture change that the new reforms also demand. Leicester City Pathfinder visits the family in their home, following referral for statutory assessment. A family supporter develops a family file in order that information is gathered only once, and this is then circulated by the person in the key working role to all of the relevant parties – families give their consent and information can then be shared more freely than in the past. The home visit in Leicester also captures the views, feelings and aspirations of the child or young person in creative ways – through pictures and a one‑page profile. This feeds into a person‑centred meeting and an integrated assessment meeting (IAM). Other pathfinders work in similar ways; for example, the Hartlepool Pathfinder also works initially in the family home to gather important information about the child/young person and their family. Downloaded from the pathfinder website, the information pack on Co-ordinated Assessment and Education, Health and Care Plan gives many more examples and links to individual pathfinder sites.

Special Educational Needs

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A FOCUS ON OUTCOMES The new way of working with families requires much new thinking, including a move away from narrow educational ‘objectives’ towards a more outcome-based approach. Outcomes can be arrived at creatively and from many different directions. Planning with families means that we can decide with them how an outcome could be arrived at, potentially using resources in a different way. For example, families who have previously accessed short-break arrangements from social care budgets, where the outcome was to give other siblings time with their parents, have been able to buy resources such as a trampoline, which a child can use every day, rather than a short time-limited period of attending a club or doing an activity with support. E

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SEN PROVISION  A main message of the new reforms is to support families through the statutory processes, with a renewed emphasis on key working. Key workers can be a range of different practitioners – in Northamptonshire, several different professionals facilitate the person-centred meetings which establish the desired outcomes and the EHC plan, from educational psychologists, to social workers and voluntary sector key workers. The aim of key working is to support the family, emotionally as well as practically, through the assessment process. The key worker provides the right information and signposting, and ensures that the family understands the steps within the process and is empowered to access each stage, being as well equipped as possible. In the current system, families often feel that they are not in control, that the professionals know what happens next, but they do not. SQW evaluation of the pathfinders has shown that parents and carers have valued the support of key workers enormously – see the pathfinder website for evaluation of the programme. IMPLICATIONS FOR SENCOS & SCHOOLS Schools will need to be aware of some key issues. For example, the local offer in their own area should be ‘exhausted’ before application is made for statutory assessment – schools must be much more

SENCOs will need evidence of applying a graduated approach to interventions beyond the universal, including what has worked well, and interventions that have not worked or have ceased to make an impact aware of universal offers made through health and social care. Duties placed on local authorities from September 2014 should locate all such arrangements in one place. Also, SENCOs will need evidence of applying a graduated approach to interventions beyond the universal, including what has worked well, and interventions that have not worked or have ceased to make an impact. Schools should develop their evidence base of engaging the family in both graduated approaches and planning, and of hearing the views, wishes and aspirations of the family. Finally, schools and SENCOs will need to be geared up to review existing statements of SEN for children in their care with the local authority in order to convert current statements to EHC plans – a duty which must take effect from September 2014 to 2017. Local authorities have three years for the conversion. This could involve training for schools, or special arrangements with

Special Educational Needs

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local authorities in holding transition reviews. Key age groups will be identified for conversions in the first instance, especially those age groups at key transition stages – Years 2, 6 and 9/10/11. The spirit of new arrangements for assessment and EHC planning is the ability to be better at co-ordinating assessments across agencies, to hold the views and aspirations of the family at the centre of the planning process and to co-produce the plans with the family and agencies. The option of a personal budget will require development over time, but it is an essential aspect of building a more constructive approach to meeting the needs of children with SEND, with an emphasis placed on what children can do alongside their special educational needs and how all parties can improve a child’s outcomes. L FURTHER INFORMATION www.nasen.org.uk

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MIXING TECHNOLOGY

Music Lessons

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Written by Elliot Hall, manager, Promusic LDN

SWITCHED-ON MUSIC LEARNING

Elliot Hall of London-based social enterprise Promusic LDN talks about how using mixing software in the classroom can engage students and help them explore musical concepts Our music technology programme, Proclassic is designed to make connections between music technology and classical music within the classroom. Students are taught how to remix classical music using software such as Logic Pro, GarageBand and Soundation4Education. To understand the direct benefits of music technology in the classroom, I asked teachers from our associated schools and industry professionals within our network, to give us feedback on the ways music technology enhances music education in a classroom environment. MUSICAL THEORY The plug-in and automation features in Logic Pro and most music software enable students to understand classical terms such as crescendo and diminuendo on an interactive platform. Automation tools also give a level of interaction during the process, as they are able to control the dynamics according to

each section and instrument. Plug-in controls such as attack, release, sustain and decay help students to visually interact with terms such as staccato, legato and accent – all essential tools when creating a highly expressive composition. J Clarke, head of music at Burlington Danes Academy in west London, says: “You can use [Logic Pro] to teach students pretty much any topic especially the use of dynamics, in a hands on practical way.”

of compositional structure and the ability to play a musical instrument. Using software solutions such as GarageBand, students are able to substitute these requirements through access to a world of instrumental loops and samples, whereby students may listen, cut and paste various samples to begin to build their own composition. The software allows students to use the interface as a canvas for their creations, giving them scope to visually manipulate melody, harmony, rhythm, form and timbre. M Barbe, head of music at Mitchell Brook Primary in Brent, says: “It can enable [students] to access compositional and arrangement techniques in a creative way from a young age.” DISCOVER HIDDEN TALENTS

As L Neckles, head of music s Studenttware at South Hampstead High f o School, says: “I think s e s u , s a v can n the main benefit of a c ative using music technology as a cre them scope in a classroom is the g e givin y manipulat fact that students ll get exposure to to visuady, harmony, unlimited resources o l e m form and possibilities rhythm, bre to use as a platform for their creativity.” and tim

PERFORMANCE AND COMPOSITION When composing a song using an acoustic instrument, it can be challenging to write parts of the composition and arrange different sections without an understanding

You never know how good you are until you are tested. Music technology is a medium whereby students may uncover skills they did not know they had. The use of music software such as 

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MIXING TECHNOLOGY

Mixing the classics

Music Lessons

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Proclassic is a music technology programme, designed to teach students how to remix classical music using technology. Below, is a step by step guide to creating a 16-bar remix for teachers and beginner music producers, Promusic LDN style. The guide can be implemented into most music software such as Garageband or Soundation4Education. Step-by-Step Guide to remixing 1. Select the music software and the song you would like to extract the audio sample from and import onto an audio track in the sequencer. You can download free music samples from websites such as Incompetech or AKMusic. Please note, the more acoustic the sample, the easier it will be to use. 2. Obtain the tempo speed of the audio sample and set the tempo speed in the sequencer. The tempo may be found in the metadata of the mp3, file description or may be found using a ‘trial and error’ approach.

 Soundation4Education allows a student to think critically, independent choices and cognitive judgments in the music production process. Presenting a range of musical opportunities provides the prospect of raising self esteem, increasing motivational levels among students and enabling them to use their creative skills for a career in the industry. EXTENDING BOUNDARIES Children of all levels of musical ability, from gifted pupils to those with special educational needs, can have access to music through technology from a young age. Musical performance on a traditional instrument is often solely dependant on the user’s skill. Yet with technology equipment such as drum pads, synthesizers and electro acoustic instruments, illustrious samples and mind-blowing sounds can be played by the tap of a finger or click of a button. Assistive music technology devices such as Band in a Box or Soundbeam can be utilised in ways that engage physically challenged students to experience music performance as part of a group. They also help to maintain students’ interest in music education. Without the access technology offers, higher education in music can remain closed to physically and mentally disabled pupils.

As S Wagstaff, head of music at Southbank International School, says: “the use of music technology software aids to remove certain barriers to learning for students. It doesn’t matter if you are able to play an instrument or not, nor does it depend on your musical ability.” Music technology is a fairly new skill, especially for primary school students. With the likes of Soundation4Education, students are able to access music production software outside of the classroom without having to meet the costly price of music production software. Today, online music software is significantly cheaper compared to the cost of purchasing musical instruments and music lessons in the long term. Through access to the Internet, students may develop their music production skills by watching the vast array of tutorials from music producers from the comfort of their bedroom. However, I would not suggest that music production be used as a substitute for instrumental music lessons. WIDER ACCESS To conclude, technology is the way to go. Music tech is a great way to teach composition, arranging and basic music theory to a whole class. Many schools have begun to harness the benefits of technology,

3. Using the locator and select tools, cut a maximum of four bars worth of sample material and place it on a separate audio channel. This is your ‘A’ part. Repeat the same again and select a different part of the song to sample. This is your ‘B’ part. 4. Begin building your 16 bar section and structure the parts in any order you want to for example AABB, ABAB, BAAB etc. Open the loop bank within the DAW and import a drum loop and stretch it for 16 bars. 5. Now the foundation is laid, add some EFX, vocals, melody or bass lines to compliment the production. Voila! You’re on the way to creating an awesome remix. as can be seen through programs such as Proclassic and the level of IT capital invested in schools across London – £450 million in 2013, according to news platform Govtoday. However, there needs to be greater access to teacher CPD training in music tech in order for schools to understand how to use the software, not as an addition to the music curriculum, but to incorporate it as a tool to enable greater learning and understanding – and as a tool to facilitate greater access to music theory and performance capabilities.  FURTHER INFORMATION www.promusicldn.co.uk

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SCHOOL SUPPLIES

ABOUT TURN FOR STATIONERY NEEDS

After five years of decline, schools’ stationery expenditure starts to move up again, finds BESA’s latest research Shortly before the government reshuffle, Dominic Savage, director general of BESA asked Michael Gove what policy he was most proud of during his four year term. He responded that it was the autonomy that he had given schools to create their own visions for what they wanted to achieve and how they would go about delivering

something specific and owned by the school. At school level this hands-off approach is not how it was often perceived, but there have been clear signs of changing attitudes, particularly in the manner in which budgeting is pursued and questions are asked today about elements of budgeting that would not

Looking ahead to the 2014/15 academic year, an increasing number of schools indicate funding will be in-line with the recent past, while 13 per cent of primary and eight per cent of secondary schools say it will increase

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have been entertained in 2010. As the education sector’s trade association, the British Educational Suppliers Association (BESA) supports the industry to raise standards and make certain that resources are in line with teachers’ current needs. To ensure BESA has an insight into the sector and its changing requirements, the team meets with the DfE, teachers and suppliers throughout the year, and also carries out regular research. BESA shares the findings of its latest research looking specifically at the use of stationery in schools. A QUESTION OF BUDGET Looking first at schools’ current feelings about budgets and the availability of general resources, while some schools continue to indicate insufficient provision of all teaching resources, many are more optimistic about future funding after several years of pessimism. We are certainly seeing schools become increasingly optimistic about funding in the next year. In addition, more head teachers than last year agree that their school has sufficient funding for resources such as furniture and their ICT infrastructure. When asked about their spending focus 

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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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SCHOOL SUPPLIES  for the school year 2014/15, the survey shows that primary schools are more likely to focus spending on continuing professional development (CPD), training, teaching aids, books and digital content than in 2013/14, while reducing the focus on staffing and building works. These are real changes to the approach to budgeting. In comparison, secondary schools expect a significant positive shift in ICT spending, as well as on furniture and, CPD, but to a lesser extent. Staffing costs may suffer and there will probably be pressure on book and equipment spending.

items and stationery expenditure averaged a growth of 2.4 per cent each year. However from 2009/10 primary schools started to indicate reduced expenditure in this area. This was the first time since our records began that expenditure on general items across secondary in schools also showed persistent contraction. This decline in expenditure continued last year, with spending on stationary down three per cent. However it appears that this year the tables are turning. Looking ahead to the 2014/15 academic year, an increasing number of schools indicate funding will be in-line with the recent past, while 13 per cent of primary and eight per cent of secondary schools say it will increase. Feedback from schools suggests that the spending reductions across general stationery items of recent years are at an end. In 2014/15 schools will start to increase their stationery orders, resulting in a slight increase in expenditure in this product area.

If this n i increasefollows iture expend al spending m the nor rn, we are e g patt spendin e e s o t likely stationery on e to continu grow

INCREASE IN INVESTMENT The interesting change we are currently noticing is on the investment in stationery items. Before 2009, expenditure on general school items and stationery commonly recorded significant annual increases, especially in primary schools. The research defines stationery as general school items, including paper, exercise books, and administrative consumables. In most cases it excludes photocopying costs, but not paper. Over the preceding decade before 2009/10, general school

Stationary

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In terms of actual budget, in 2013/14 it was estimated that English maintained schools spent £136 million on general school items and stationery. It looks as if all possible strategies for savings in this area are exhausted and in this new academic year, after several years of decline, spending on general items and stationery is set to increase. OF GROWING IMPORTANCE When we look at the increasing expenditure in all other resource areas, in 2014/15 it is estimated that English maintained schools will spend £1,244 million. The gain in spending is projected to be £56.6 million between 2013/14 and 2014/15. The increase in total national expenditure is, on a per-pupil basis, similar for primary and secondary. So, while stationery is still lagging, there is clearly a new recognition of its importance. If this increase in expenditure follows the normal spending pattern in schools, we are likely to see spending on stationery continue to grow, moving back in line with long-term trends of around four per cent a year. After five years of decline, stationery expenditure starts to move up again.  FURTHER INFORMATION www.besa.org.uk

Badge manufacturer Badgemaster announces takeover Name badge manufacturer Badgemaster, has announced the acquisition of principal competitor, Akorn Badge Company Ltd. Badgemaster is already the UK’s largest name badge manufacturer, and adds this as the most significant event yet to its ever growing list of achievements. Key milestones in the company’s history since its humble beginnings in the back of a porta-cabin in Hucknall, Nottinghamshire in 1992 include in 2006 being granted the Royal Warrant by Her Majesty the Queen for supply of name badges to the staff of the royal households; gaining the British Standards Institute ISO 9001 accreditation for quality management in 2010; the ISO 14001, the highest level of environmental accreditation possible in 2013; and most recently, Badgemaster’s founder and managing director, John Bancroft, being granted an MBE for services to business in Nottinghamshire. The ever growing success of Badgemaster has been achieved through continual growth and reinvestment of profits into cutting edge technologies, staff training, best practice processes and environmental sustainability. John Bancroft MBE explains “it has always been our vision to be not just a name badge company, but the name badge company and I am proud that we have achieved that. We

have many millions of people now going to work every day wearing their Badgemaster custom made name badges and we are now processing over 1,000 orders every day.” Through Badgemaster’s acquisition of Akorn Badge Company Ltd, which in itself has achieved great success during its 30 years, being one of the most established name badge manufacturers in the world, customers will benefit from even more competitive prices achieved through our greatly increased buying power, wider choices and the combined technologies and expertise of two specialist namebadge companies who share the ambition to deliver unbeatable customer service. Badgemaster will now have over 27,000 accounts from organisations with just one employee, to those

with hundreds of thousands of wearers. John outlines the reasons behind this major acquisition by explaining that most leading companies with customer facing staff do already recognise the value of staff name badges: “Badgemaster’s recent growth has been largely achieved by taking market share from our competitors. We have been able to do this by providing better quality, faster efficient service levels and more competitive prices. In combining Akorn with Badgemaster we have a marriage made in heaven that will bring significant and long term benefits to both Akorn and Badgemaster’s extensive combined customer base.” Jim Kent, Akorn Badge Company Ltd’s well known, highly respected former managing director, has joined John and Vicky Bancroft on the board of directors. Jim McNiven, the former general manager of Akorn Badge Company Ltd will also be joining Badgemaster’s senior management team. Badgemaster’s now 90 strong workforce and their global suppliers are thrilled to be part of this exciting new organisation and are looking forward to bringing unparalleled levels of service and quality to all of its customers. FURTHER INFORMATION www.badgemaster.co.uk

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Kitchens Coping With Free School Meals? Is your kitchen coping with the introduction of free school meals for infants? If your school kitchen is coming under pressure due to an increase in meal provision, the current catering equipment is struggling to cope, or if you an interim kitchen solution is needed until you understand how a the catering operation will be affected, we can help!

Temporary Kitchens and Catering Equipment for Hire PKL is the UK’s leading supplier of temporary kitchens and catering equipment for hire. We are also able to supply temporary coldrooms, dry storage, dishwashing and dining facilities. Our temporary solutions are ideal when: • You need an instant kitchen solution • You need extra kitchen production or storage capacity due to lack of space • You need extra items of catering equipment • A kitchen is undergoing a refurbishment and a temporary kitchen is required while works take place • An interim kitchen solution is needed until you know more about school meal take up numbers

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ACADEMY CONVERSION

Academies

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will undoubtedly enhance the opportunities and life chances of our students.” Commenting on the College’s recent exam success, Murphy said: ‘I would like to congratulate all the year 11 pupils, and their parents and carers, on their excellent achievements. These are the best ever results for Crown Woods College and show very impressive improvements as we embark upon our new journey as the ‘Stationers’ Crown Woods Academy’. Pupils worked really hard and deserve this success, as do all our staff’

FIRST ACADEMY FOR MEDIA

The start of the new academic year witnesses an important first for the communications and content industries with the opening of the Stationers’ Crown Woods Academy in Greenwich, which will be the first Academy in the UK to specialise in digital media, preparing generations for the digital age and encouraging them to consider careers in the communications industries. In September 2014 Crown Woods College in Greenwich converted to academy status, with the new name of Stationers’ Crown Woods Academy, and joined Leigh Academies Trust along with its seven other academies, all located in South East London. The college has four small schools with 450 pupils in each, and has doubled its GCSE results over a three year period. It will be sponsored by the Stationers’ Company, Ravensbourne and the University of Greenwich. The school has been on an upwards path in recent years; benefitting from highly effective leadership, a £50 million investment in new facilities and improving results. It is heavily over-subscribed. The Stationers’ Company is now investing resource to implement the new digital media curriculum and to help drive the Academy to an Ofsted rating of ‘outstanding’.

and job opportunities. We will also provide a fund for disadvantaged students. We are most fortunate to have found an educational partner in Leigh Academies Trust, which has an outstanding record in managing academies.” Michael Murphy, Principal Designate of Stationers’ Crown Woods Academy, added: “Our conversion in September is another key moment in what has been a long and often illustrious history of Crown Woods. From an icon of the comprehensive ideal at our founding through rebirth as a college based on the ‘human scale’, we have embraced innovation and progress. Our partnership with the Stationers’ Company and membership of Leigh Academies Trust

ABOUT THE STATIONERS’ COMPANY The Stationers’ Company is the City of London Livery Company for the Communications and Content industries. The Based at Stationers’ ers’ a St tion is now Hall, in the y shadow of St. Compang resource Paul’s Cathedral, n investi ent the new since 1403 it m em has provided a to impl edia curriculu e m h l t meeting place to digita o help drive discuss and debate and t emy to an industry issues. It Acad ating of has a long-standing r Ofsted anding’ tradition of supporting ‘outst charitable causes through The Stationers’ Foundation, with a strong focus on education relating to the communications industry and literacy. Its mission is to be recognised as the most effective independent forum in the UK Communications and Content industries. The majority of its members work in or supply the paper, print, publishing, packaging, office products, newspaper, and broadcasting and online media industries.  SUPPORT The Stationers’ Company would welcome support for the new Academy from individuals and businesses throughout the Communications and Content industries. Those who are interested in helping with this exciting new initiative should contact the Clerk, William Alden, by email at clerk@stationers.org

A PROUD SPONSOR Kevin Dewey, Past Master of the Stationers’ Company and a Governor Designate of Stationers’ Crown Woods Academy, commented: “The Stationers’ Company is very proud to be the sponsor of this new academy. We have a long history of supporting education and we look forward to improving the outcomes of the students through using our Members’ and their contacts in the industry to develop the new digital media curriculum and provide mentoring, work experience, investment in specialist teaching equipment, careers advice, apprenticeships

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Affordable Awnings Creating high quality shading for you

A school awning provides a sheltered environment for staff and children and is a great way of ensuring that children still get plenty of fresh air during the day, even if it’s raining. Our awnings are good for all weather, can be made up to a size of 50 square meters and are protected by wind safety sensors which will ensure that the awning is retracted in cases of strong wind. All our school awnings can be tailored to match the colours of your school and are very cost- effective. Our school awnings team have installed school awnings of all shapes and sizes for schools across the country. From your first call to us, to the final fitting, we deliver a personal and committed service offering knowledge and support for you every step of the way. We ensure that everything goes just the way you want it to.

We’ll beat any genuine like-for-like quote Affordable Awnings will beat any genuine like for like school awning quote within the UK, so if you’re interested in seeing how much money we could save you on your school awnings then get in touch.

Call for expert awning advice: 0808 225 4455. For 20% off quote EB1905 before placing your order. Contact Nigel Emmett by email: affordable-awnings@hotmail.co.uk or visit our website: www.affordableawnings.co.uk

CATERING

ALLERGIES

GCSC (SW) is a South West based company providing specialist cleaning and maintenance services to the commercial kitchen industry including Cornwall and Devon. The cleaning of kitchen canopy systems is becoming increasingly necessary in order to comply with insurance companies’ requirements. At the same time, this process will also prevent a fire from spreading as a result of an out break of a fire within the kitchen, through regular cleaning of the kitchen extract ductwork, fan unit together with the plenum area behind the grease filters. Established in 2004, the company provides professional kitchen canopy and duct work cleaning, including extraction/intake fan units. All work is carried out in accordance with HVCA TR19 standards, and on completion GCSC provides its clients with certification and supporting photographic

Pudology pushes all the boundaries to produce the finest and most delicious desserts, that just happen to be Free From. Its award winning puds are available in five flavours, but as the compnay has its own dedicated kitchen, Pudology can create bespoke products that are ideally suited to each customer. Pudology knows what a challenge life can be when faced with allergies and intolerance, but no one should miss out on a sweet treat. Dairy free, egg free, gluten free and nut free – Pudology’s puds are pretty special. The company prides itself on offering customers something a little different that will please everyone. Pudology’s chocolate pud has won a gold star in the Great Taste Awards two years in a

Commercial cleaning services for schools

evidence in order to comply with your insurance policy. GCSC also provides full commercial kitchen and appliance deep cleans, sale and hire of commercial chemical decarbonising dip tanks for the cleaning of canopy filters and kitchen utensils, and air filtration media. Cleaning is achieved on site to allow next day use. The company also supplies specifically designed chemicals for use within commercial kitchens. For a free no obligation quotation or for more information contact GCSC. FURTHER INFORMATION Tel: 01840 211179 www.gcscsw.co.uk

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VENDING SUPPLIES

ALLERGIES

99 per cent caffeine free, gluten and HVO free – spice chai latte is fast emerging as a healthy alternative to coffees and teas. The award winning spiced chai latte from Drink ME Chai is an aromatic blend of tea, milk and spices, producing a smooth and velvety hot beverage. Every drink is made with Fairtrade Vending’s specially formulated spice chai latte formula and whipped with its new fat free organic milk granules for a really healthy drink. Fairtrade Vending’s low calorie hot chocolate is school compliant with less than five per cent added sugar. The company’s ‘refreshingly fair’ hot drinks dispenser has been designed especially for schools, and with hot chocolate being the most popular drink for 11 to 18 year olds it is a real profitable winner. Fairtrade Vending has recently launched its innovative new organic fat free milk granules. A UK first, the organic milk granules have 0.5 per cent fat creating delicious spice

Arriving on the ‘FreeFrom’ scene in February 2013, Glamour Puds has quickly made its mark by winning four Great Taste Awards and four FreeFrom Food Awards in its first six months of trading. The company produces a range of gluten and dairy free desserts and other baked products which, with an eye on both cost and dietary considerations, are offered in both standard and ‘mini’ sizes. Founder Peggy van Rooyen said of the company’s genesis: “Although I don’t have any special dietary requirements myself, I wanted to create products that would be indistinguishable from their top drawer mainstream counterparts – we benchmark against luxury retail products and our primary consideration is always great taste.” While many large food service suppliers are jumping on the gluten-free bandwagon, Glamour Puds believes that the best way to manage the challenges of ‘FreeFrom’ in the complex

Healthy, low fat hot beverages for schools

chai latte’s and fairtrade choco latte for its exclusive two hot beverage systems. In line with government legislation, schools can no longer sign up to a finance/rental agreement – as this is seen as a form of borrowing – but Fairtrade vending offers schools approved and compliant operating leases for all their vending an beverage equipment requirements. FURTHER INFORMATION Tel: 01634 726163 info@fairtradebeverage systems.co.uk www.fairtradevending.co.uk

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row, and its banoffee pud has won Best After Dinner Food at the Free From Food awards and most recently was voted Best Vegan Dessert by PETA. This all goes to show that indulgence and special diets don’t have to be something you can only dream about. Regardless of packaging, size of portion or flavour, Pudology can work with its customers to create something perfect, delicious and FreeFrom. FURTHER INFORMATION www.pudology.com

Gluten and dairy free desserts for schools

education environment is to work with a specialist supplier who understands that it’s not just about gluten, but rather multiple allergen management. “Providing FreeFrom solutions can be expensive”, says van Rooyen. “Sourcing a mainstream solution – a product that tastes good enough for everyone to enjoy but also ticks the allergen friendly box – has the potential to deliver economies of scale and minimise the complexity of managing multiple stock options and cross-contamination.” FURTHER INFORMATION peggy@glamourpuds.com www.glamourpuds.com

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Innovating Young Minds with 3D Printing Solutions for Education Unbeatable range of 3D Printers, Scanners, Printable Robots & 3D Printing Essentials Outstanding Account Management, Training & Educational Packs Free Next Day Delivery

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STATIONARY

STATIONERY

Family firm Creative Theme Ltd is a Lancashire-based company specialising in bespoke gift bags for schools and nurseries. The company can offer help to schools and nurseries with their gifts in the form of gift bags that are designed specifically for individual customers. If you have a theme, character, mascot or logo, Creative Theme Ltd will incorporate that into the bag design to create an attractive and useful end product. As a family-run and staffed business, the company cares very much about what it does, and hand-packs and checks all the bags for each customer. Bags range in price from £1.08 for a bag filled with six items to £1.39 for a bag with more toys and includes a bespoke activity book. Creative Theme will also be supplying leaver packs for the first time next year. These will be the same bag but designed as a junior school

Stationery Market is a leading and innovative UK wholesaler of arts, crafts and writing instruments, representing several European brands. Having a great product portfolio, Stationery Market provides first class customer service to its clientele, with products available from its warehouse for next day delivery. Stationery Market supplies modelling clays, pottery clays, wax crayons, oil pastels, water colours, fabric pens, adhesives, felt tip pens, markers, highlighters, all kind of pens and pencils and much more. All available products are strictly compliant with European quality and safety standards. If you are in the business of selling in the UK, then Stationery Market has product to increase revenues and profits with quick turnover opportunities. The company is looking to supply a wide range of resellers and no matter how big your customer base.

Christmas gift bags designed just for you

or nursery leaver pack. They will have a school leavers design one one side and on the other, a back of a school uniform shirt signed by all the leavers. The pack will contain a school stationary pack. Call Mark at Creative Theme for more details. FURTHER INFORMATION Tel: 01257 424275 www.creativetheme partybags.co.uk

First class stationery supplier for schools

LABELS

FUNDRAISING

Stamptastic is a fantastic new solution to all your labelling needs. It is a compact, easyto-use, personalised name stamp that can be accurately positioned on fabric, wood, leather, metal and some plastics – in fact almost anything at all you could need to label. Ink pads retail at £10 and stamps at £8 each. The ink pad lasts for a minimum of two years and stamped items will last up to 50 laundry washes. So this really is a cost efficient purchase that will see you through endless school uniform, sports kits and residential trips. Debi Lumley-Edwards, from Oswestry School in Shropshire comments: “We have been absolutely delighted with the stamps from Stamptastic. The boarding house staff are particularly pleased as each house now has their own stamp

Do you need to raise funds for your school in a simple and fun way? Snifty scented pens, pencils and rulers has just launched in the UK and offers a unique fundraising opportunity for schools and charities. The company has been exceptionally successful in the USA. As schools and charities increasingly consider creative ways to raise funds, SNIFTY offers unique, easy-to-promote fundraising products that children love. Schools, charities and event organisers have never been able to promote such low-cost, high-margin, scented products previously. These can be used in the classroom and teachers and parents recognise this as an exceptional fundraising programme. Targeted toward children of all ages, Snifty scented pens, pencils and rulers feature fun fragrances that come in exclusive, collectible scents. The scents can be found in the tip and grip of

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Stationery Market offers a wide range of attractive commissions or discount opportunities, depending on volumes, with 10 per cent commission being the lowest return for resellers who can make significant margins for themselves. The company offers opportunities to supply wholesalers, retailers, e-tailers and agents, and have a simple ordering and processing system to meet all requirements. FURTHER INFORMATION Please contact by email at info@stationerymarket. co.uk or call Stationery Market on 0208 263 6099.

A cost effective labelling Scented stationary solution from Stamptastic products for schools

to identify their bedding and laundry and, as pupils buy their personalised stamps, the job of hand-sewing labels into hundreds of uniform items has diminished considerably. Thank you for creating such a great product and for your evercheerful and speedy service.” Stamptastic has a comprehensive cashback scheme for PTAs wanting a pain-free way to fundraise and also offers discounts to schools wishing to bulk order on behalf of their pupils. FURTHER INFORMATION Tel: 020 8332 1728 emma@stamptastic.co.uk www.stamptastic.co.uk

the pen, as well as the pencil topper and the centre of the ruler. The products are part of a one-of-a-kind, pocket money priced and easy-to-manage school, club and charity fundraising programme. Christmas stock is now available and your school can get 15 per cent off your first order using code WINTER at checkout. FURTHER INFORMATION www.sniftyfundraising.co.uk

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SPECIAL NEEDS

Membership of Patoss can help you in your day-to-day work by certifying your competence in assessment and teaching. Patoss offers two important ways for you to demonstrate your professional knowledge and ability in assessment, teaching and SpLD: Assessment Practising Certificate (APC) and the Teaching Practising Certificate (TPC). The APC is essential for specialist teachers carrying out assessments for eligibility for the Disabled Student Allowance. Holding an APC is also considered good practice for specialist teachers who assess at other levels. The TPC is an award for those keen to demonstrate that they are active, specialist teachers with relevant practical experience. The association runs a range of SASC-approved CPD events and an annual conference with important keynote speakers and a mix of practical workshops to help you update your skills.

Phoenix Milton is a vibrant social enterprise offering young people and adults excluded from society and mainstream education (through learning disability or challenging behaviour) the opportunity to gain work experience and life skills that will assist them in seeking employment and actively participating in the community. The company manufactures and sells garden paving and concrete ornaments as well as a large range of wooden garden and home accessories (bespoke work undertaken) from its site based in Milton just outside Cambridge. Phoenix Milton’s trainees are involved in all aspects of operations – from concrete production and carpentry to growing and cooking vegetables for the canteen kitchen. It also offers the Employability qualification through ASDAN.

Helping you teach and support SEN students

The Patoss Bulletin is packed with articles from researchers and practitioners giving a lively mix of news from the cutting edge of research and meaningful, hands-on guidance. Patoss is well regarded by Government departments and other agencies enabling them to become involved in the latest consultations on matters affecting individuals with SpLD. Patoss publishes its own books on dyslexia and assessment as well as free downloadable information sheets. The association has over 20 local groups for teachers offering great networking opportunities, talks and events. FURTHER INFORMATION www.patoss-dyslexia.org

SPECIAL NEEDS

SEND Code of Practice – are you prepared?

SENtral Consultants Ltd offers you a unique opportunity to ensure that your school is at the forefront of implementing new SEND systems, enabling you to offer every child in the school the very best opportunities to succeed. A new Code of Practice for SEND comes into place in September 2014. SENtral has developed its unique Implementation Audit to allow schools to see where they have strengths and where they need to make further improvement. The Audit focuses on the school requirements, clarifying the ‘musts’ and ‘shoulds’ in this structured and easy to use tool. SENtral is a partnership of professionals with a unique range of experience and skills encompassing all sectors, offering support and expertise in leading outstanding provision for pupils with additional and special educational needs. SENtral is happy to discuss

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individually designed packages of training and consultancy in all areas relating to SEN, disability and inclusion, working across England, Wales and overseas. Also, ask SENtral about its Ofsted Equalities and Inclusion Matrix which offers an evaluation and planning tool, providing a guarantee that schools can be fully compliant with Ofsted’s equality strands. FURTHER INFORMATION Tel: 07773287275 or 07817206458 www.sentralconsultants.co.uk info@sentralconsultants.co.uk

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Helping young people to gain work experience

Working at Phoenix, trainees grow in confidence and their sense of achievement is visible when completing customer orders such as those for Cambridge PPF, who ordered a number of bespoke picnic benches, bat boxes and other wildlife houses that are made on site. As a social enterprise, all income raised from sales is invested back into the charity. Phoenix also pride itself on its excellent teamwork. FURTHER INFORMATION Tel: 01223 420669 www.phoenixtrust.org info@phoenixtrust.org

TRAINING

Rivers Coaching – classroom-based coaching for teachers Rivers Coaching is a value driven, innovative social enterprise passionate about education and the power it has to influence the future life chances of pupils. Through the power of classroombased coaching, a Rivers Coach supports teachers to work with urgency, vision and purpose to challenge every pupil to reach their full potential, implementing realistic strategies to overcome barriers to learning and preparing pupils for success beyond the classroom. The Rivers Coaching Programme involves a one year commitment amounting to a minimum of 30 hours of personalised, one-toone professional development, underpinned by objective, non-judgemental classroom observation data. It is aimed at qualified primary and secondary teachers highly motivated to lead their own professional development to maximise their classroom impact.

Benefits include improved teacher effectiveness, confidence and motivation and most importantly, improved pupil outcomes including soft skills. Rivers Coaching is offering a complementary workshop for London schools keen to learn how coaching can be used to meet the needs of all learners. Are you a value driven business, interested in addressing education inequality? If so, please email Rivers Coaching regarding CSR and promotional opportunities for your business aimed at schools and educational organisations. FURTHER INFORMATION info@riverscoaching.co.uk www.riverscoaching.co.uk

SCHOOL TRIPS

CATERING

Leeds Castle in Kent offers your school group themed workshops, self-guided visits and fun-packed itineraries to ensure your group will learn that there is so much more to the castle than history. School groups can benefit from a variety of fun and interactive workshops delivered by a trained education coordinator which focus on the UK National Curriculum including history, english, drama, art and design, science, citizenship and geography. Tour the castle, explore the gardens, yew maze and underground shell grotto, let off steam in the Knight’s Realm and Squires’ Playgrounds and watch one of our freeflying falconry displays. All schools will benefit from a trip to Leeds Castle, whether the focus of their trip is to learn about the castle’s history,

The London Lunchbox Company has been providing a varied range of high quality, freshly prepared pack lunches and breakfast packs for tour operators and organised tour groups since 1998. The company works closely with its groups and tour leaders to ensure it caters for all dietary arrangements and custom catering arrangements. London Lunchbox Company prides itself on using the freshest and highest quality ingredients, along with the flexibility to cater for a wide range of different requirements. The company also takes restaurant bookings and attraction bookings for groups over 10 people. The London Lunchbox Company works with the biggest attractions in London, including Madame Tussaud’s and London Dungeon to guarantee the best group booking rates in London. Furthermore, its large database of restaurants will ensure the company finds a restaurant

Discover more than just history at Leeds Castle

discover the wildlife in the grounds or develop their skills in one of our popular themed workshops. The results are always the same – happy, inspired children and delighted teachers. Leeds Castle prides itself in the quality of its education provision and the castle has been awarded the nationally recognised Sandford Award in Heritage Education. FURTHER INFORMATION Tel: 01622 767865 groups@leeds-castle.co.uk www.leeds-castle. com/education

Delicious pre-packed meals for groups on the go

SPORTS

Falinge Park High School in Rochdale has been trialling a new sporting identity from GFORCE and reports that the all purpose PE kit has passed with flying colours. After spotting a smart new GFORCE kit on a neighbouring school’s team, Falinge Park was keen to enhance its own image and contacted Gymphlex to embark on creating its own custom kit. Head of PE, Sam Ridings, comments: “We strongly believe that all children and young people can participate in and enjoy sport and physical activities. Our new GFORCE kit helps us all come together to present a unified image and supports the creation of a cohesive team. “The flexible nature of the kit means that it can be worn for all sports within PE, and performs well for everyone. We have been very pleased with the product and service we have received from GFORCE,

Huck Nets is a rope technology specialist, manufacturing, supplying and installing sport and play solutions to schools UKwide. Whether for the sports field or playground, Huck Nets has the products and the expertise to help turn your ideas into reality. The company manufactures, supplies and installs sports nets and ropes for all ball games including protection safety and stop nets. For the popular sports of football, cricket and golf, Huck Nets offers a comprehensive range of ground equipment alongside its netting products and installation service. The company’s indoor sports netting systems are available for all types of sport including cricket, football and tennis, enabling multi-sports projects to be completed under one contract. Whether it is a new installation or refurbishment of an existing netting system, Huck Nets can

Falinge Park puts GFORCE through its paces

the quality is great and the parents, staff and pupils have all responded very favourably.” To make ordering even simpler, Falinge Park used GFORCE’s ‘My Shop’ service, a secure bespoke online shop enabling you to view your full kit in one place, making ordering even easier. FURTHER INFORMATION Tel: 0116 255 6326 www.gforcesportswear.co.uk

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which fits in with your itinerary. London Lunchbox Company also provides catering for business meetings, Wembley Stadium events, councils, local churches and schools. The company is based in the heart of Wembley, just five minutes from the Wembley Stadium and surrounding hotels. London Lunchbox Company has organised catering for some of the biggest events in the world including the events at the Olympic Park, and also provided hospitality for crew members at the Queen’s Jubilee for the full event. FURTHER INFORMATION www.londonlunchbox.com

Your competent partner for recreation, play and sport solutions

provide you with everything you need for the project. The company’s rope play equipment has long been a feature in day care centres, nurseries, parks and public playgrounds. Individual adventure playgrounds can be constructed to suit all age group from our extensive range of climbing elements. Utilising the latest in design technology, any area can be converted into an innovative and challenging play environment designed to meet your needs. FURTHER INFORMATION Tel: 01308 425100 www.huck-net.co.uk

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OUTDOOR PLAY

OUTDOOR LEARNING

Easy-Gate is approaching its 16th successful year, and has provided over 3,000 gates operating in parks and play areas throughout the UK and Ireland. The swing of the gate is firm and controlled at all times. The speed of closure can be easily adjusted to suit the client’s requirements. In addition, it is a quiet gate. The top and bottom hinge points on the gate are contained within a ‘sealed for life’ stainless steel ball race. The self closer unit is manufactured to the highest European standards so the customer can expect trouble free operation throughout its use. Both the stainless steel bearings in the gate are in inverted cups to prevent the penetration of water and grit. All fabricated parts are of heavy duty steel construction, electro-plated

Jane’s Pond is a specialist, independent designbuild team with over 14 years’ experience producing beautiful, functional and eco-friendly play scheme designs for children of all ages and abilities. Jane’s Pond playground designs are all about natural and creative play, encompassing both play and educational value and creating something special and personal for each space. There is an unlimited range of products on offer to enhance the character of your site, both off the shelf and hand crafted, and sourced from a wide range of suppliers. This means great value for money and a design to suit any budget constraints. Where appropriate, the use of recycled materials can provide interest, requiring innovative solutions to create an environmentally sustainable project.

Self closing gates specifically designed for children’s play areas

after manufacture and then polyester powder coated. Easy-Gate is dispatched as a complete and rigid unit. This means that the fixing of the gate can be carried out easily resulting in professional installation. Easy-Gate has a clear opening of 1m to comply with the Disability Discrimination Act. FURTHER INFORMATION Tel: 01629 820985 ward@easy-gate.co.uk www.easy-gate.co.uk

OUTDOOR LEARNING

VOUCHERS

Thinking Child supports schools with thoughtfully produced resources and training. The company produces enjoyable, challenging and meaningful activities including grammar, outdoor literacy, numeracy and P4C/ thinking skills. They all have an impact on the development of thinking skills: problem solving, creativity, children’s ability to ask questions as well as actively encouraging speaking and listening. Everything is easily embedded into whole school literacy and thinking skills programmes and has a real impact on children’s motivation and attitudes to learning. Thinking Child’s Training Brochure this year includes literacy training for teaching assistants and consultancy for senior managers – to maximise the impact of support staff.

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

Helping children to be the best they can be

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Creative and bespoke natural playground design

Everything the company does is designed to support schools with important literacy issues. You can browse through all the resources and training courses on the website. In addition, the Thinking Child School Network offers a new concept for schools, providing access to all the creative ideas in digital format. FURTHER INFORMATION Tel: 01604 491511 www.thinkingchild.org.uk info@thinkingchild.org.uk

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The importance of safety is paramount, whilst also embracing the need to provide risk and challenge through play. Kids love to play and explore; being outdoors is the best way to give them a healthy start. That’s why Jane’s Pond playgrounds encourage creative and active play whilst taking inspiration from your own unique setting. Contact Jane’s Pond to discuss your plans for flexible, practicable, safe play facilities which appeal to the wider community and are beautiful in their own right. FURTHER INFORMATION Tel: 01454 202679 info@janespond.co.uk www.janespond.co.uk

Your one stop shop for vouchers and gift cards

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

DESIGN & BUILD

WATERPROOF ROOFING

Health and safety law says you must assess the risks to your workers from hazardous substances – dusts, fumes, vapours, etc. and decide what measures to use to protect their health. If those measures include local exhaust extraction systems (LEV) to remove the dusts, fumes, vapours etc. produced by your work processes or activities, then you must maintain the LEV in efficient working order so it continues to provide the necessary protection. Under legislation from the HSE, you should also have a periodic thorough examination and test (at least every 14 months) and must keep this record for at least five years. In addition, you should have information on the installed LEV system to confirm it provides adequate protection, which should be kept

Following installation of a Kemperol liquid waterproofing system on the sixth form centre at King’s College School, Wimbledon, the client was so pleased with the end result that they also specified it for the cricket pavilion. Using Kemperol on the sixth form roof meant that removing a considerable amount of air handling equipment to strip and re-felt was avoided. Numerous skylights were also more easily incorporated into the reinforced seamless membrane with the liquid system. As Kemperol is cold applied there is no fire risk or additional insurance requirements associated with the use of torches or hot works. “I was expecting the project to take several weeks, but in the end it took less than a month,” King’s College head of maintenance Jason Sprague

LEV test and monitoring services from BenchVent

for the life of the equipment. BenchVent now offers a full service package which helps you meet these legal requirements and those of its lifetime warranty. The company will deliver a test and service package in line with current legislation and maintain optimum performance from your equipment. FURTHER INFORMATION If you would like to know more about the BenchVent maintenance package, please call 01423 790039, alternatively you can email enquiries@benchvent.com

King’s College school bowled over by Kemperol roof refurbishment

ENERGY

Integral LED is a UK based supplier of innovative LED technology products and is part of a group that has been distributing and manufacturing technology products since 1989. With up to 85 per cent savings in energy, LED technology is the future of lighting. Rapid developments in efficiency and performance, paired with falling upfront costs and increases in energy prices leaves a compelling case to switch to LED lighting. Integral LED is organised to meet the challenge of supplying high quality innovative products at competitive prices via electrical resellers. Product managers take great care in developing the right LED product for the right application in terms of function and reliability. Integral LED is one of a few companies in the UK that has invested in a high-tech light lab at its London location to

Lighting accounts for around 39 per cent of the overall energy used in an office building. Low energy lighting significantly helps to reduce the energy consumption of a room or building. The LED market is saturated with not only cheap imported products but also high quality and often over-priced branded ones. Imported products are very ‘hit or miss’ and consistently overstate their performance. They may offer faster payback times but they are less reliable and don’t last as long. Now in their third or fourth generations, recognised brands such as Ansell, Aurora, or Philips offer superior quality and performance and are a

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said. “Avant-Garde roofing and Kemper System did such an excellent job that we asked them to reroof the cricket pavilion, which had started to leak.” It would have been too expensive to replace the pavilion’s asphalt balcony roof entirely so the client chose Kemperol with rubber matting on top for extra protection against cricket shoe studs. FURTHER INFORMATION enquiries@kemper system.co.uk www.kempersystem.co.uk

Achieve up to 85 per cent Save money and reduce savings in energy with LED energy consumption

support R&D and compliance. The company is a Lighting Design Awards finalist (2014) for its Omni-Lamp – an LED lamp that looks and performs like a traditional lamp. Which? has also presented two Best Buy awards to Integral LED for performance and durability. The company is also a LUX magazine Power List company (2014). To discuss your project with no obligation please contact Integral LED on the details below. FURTHER INFORMATION Tel: 0208 451 8700 www.integral-led.com

reliable option compared to the cheaper alternatives. In some applications it’s not always the best option to choose the lowest wattage light source with the highest light output and hope for the best. Many rooms, such as corridors, are not always occupied but the lights are constantly left on. The best way of reducing energy is not to use it at all. Installing an occupancy sensor can make sure that no light energy is wasted – when the room is empty, the lights go off. Downlights Direct can help you to choose the best lighting products for each application. FURTHER INFORMATION www.downlightsdirect.co.uk

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SECURITY

RECRUITMENT

Security Engineering understands how important your home or business is to you. The company provides comprehensive security installation and maintenance services that meet your specific requirements. Security Engineering uses the latest technology in all of its intruder alarm systems, burglar alarms, CCTV and access control system installations to ensure that you’re afforded complete security. Equipping your home or workplace with the very latest intruder alarm systems, burglar alarms, CCTV and access control systems is one of the company’s aims, but Security Engineering also prides itself on delivering a great customer experience from start to finish. Not only will the company provide you with a free quote beforehand to ensure that all work is carried out

Round Pegs Education is a specialist education recruitment business with a national reach – focusing predominantly on placing high quality classroom teachers on an interim and permanent basis. Schools consistently use Round Pegs due to the level of support it offers both to them and teachers it places. This combined with the company’s stringent vetting and interview techniques means it only puts the best possible individuals in front of its clients. 95 per cent of teacher placements are through repeat business or referrals from satisfied schools. Teachers love working with Round Pegs because the company offers unrivalled, ongoing assistance to all its teachers and proactively takes the strain where possible so they can focus on their classroom. Round Pegs senior management team has over

Comprehensive security solutions for schools

within your budget, but its staff will also visit your premises and conduct a free consultation to ensure that the security system is as effective as possible. Security Engineering has the expertise and knowledge to install a variety of advanced, cutting-edge intruder systems that provide you with the ultimate peace of mind. From conventional systems to modern, easy-to-install wireless systems, Security Engineering can provide you with the ideal security solution for you and your home or business. FURTHER INFORMATION Tel: 0208 907 5695 info@securityengineering.co.uk

SCHOOL FURNITURE

ICT

The StudyBed Company manufactures a range of school furniture including the StudyBed, the ConverTable desk, wardrobes, storage units, drawers and mattresses. The StudyBed is a unique dual functioning bed and desk, perfect for a student bedroom. It is also used for support staff who have residential elements to their roles. With a compact footprint the StudyBed is space saving and enables effective twinning. The large desk converts to a single bed or double bed within three seconds. Everything on the desk remains where it is and the fully made-up bed emerges ready for use. The extremely robust, freestanding StudyBed is available in a variety of sizes and can be finished in a colour or stain of your choice. The ConverTable desk is a large desk and table all in the same space. It is designed to

On Friday 14th November 2014, The Cloud Communications Council will convene its Autumn Forum to address the theme of deploying shared services in the cloud. Proudly sponsored by Radius Communications, Content Guru’s sister company, and hosted at their shared headquarters at Radius Court, the forum invites IT staff from local authorities across the UK to participate in a series of topical debates and workshops. The event follows the Spring Forum, which gathered representatives from 12 councils for a day of lively discussions on the topic of integration and security in the cloud. Martin Taylor, director of Radius

School furniture from the StudyBed Company

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Specialist education recruitment services

leave everything in place on the desk as you convert to a table. The tables can be placed back to back or side to side to create a large surface area. The StudyBed Company has an Oxfordshire showroom which is open for viewing by appointment. The company also offers a free trial where the StudyBed is delivered to your school for thorough evaluation. FURTHER INFORMATION Tel: 01844 214 484 sales@studybed.co.uk www.studybed.co.uk

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30 years of educational recruitment experience and a proven track record of delivering quality teachers, leadership professionals and support staff within schools. Round Pegs Education will go to unrivalled depths to truly understand your individual requirements so it can find exactly what you are looking for. At Round Pegs every consultant strives to uphold its values – honesty, diligence, integrity and transparency – at all times. FURTHER INFORMATION Tel: 01708 305 007 education@roundpegs.co.uk www.roundpegs education.co.uk

Autumn Forum to address shared services

Communications, commented: ‘The last forum was a stimulating experience, giving attendees the chance to engage with both industry experts and colleagues from other councils. I eagerly anticipate a similar environment for the Autumn Forum, as shared services remains one of the hottest topics for the public sector.” The Cloud Communications Council Autumn Forum will be held on Friday 14th November at Radius Court, Bracknell. FURTHER INFORMATION Tel: 01344 852 200 tccc@radiuscomms.com www.thecloud communicationscouncil.com

ICT RECYCLING

ICT

90 per cent of children in Africa don’t have access to ICT at the end of secondary school. While education is essential to help a country’s growth and development, ICT is becoming a ‘must’ to provide a quality education for pupils. Computer Aid International is a UK-registered charity which refurbishes and datawipes donated IT equipment and sends them to those that need them around the world. Computer Aid works with overseas NGOs and governmental agencies in Africa and South America to ensure that every PC sent is used effectively and that the necessary training and technical support is available. The majority of the computers Computer Aid sends abroad go towards educational purposes. To date, Computer Aid has enabled ICT literacy for more than one million students in over 10,000 schools, universities and training centres across over 100

In this world of changing technology it’s hard to keep up with the latest and greatest, so EPI-USE has a mission to make IT simple. A specialist in human capital management (HR), EPI-USE understands that introducing cloud-based systems such as SuccessFactors is not an IT project, but a business transformation project which returns better value and achieves measurable results through organisational change management and data governance. Cloud based systems are designed to be simple and easy to use and EPI-USE believes that adopting them should be just as easy. That’s why the company invests time giving valuable advice and support on how to cost effectively implement and integrate new systems, as well as successfully delivering the technical side too.

Donate your schools unwanted ICT equipment

countries around the world. The work Computer Aid does is reliant on donations of equipment from schools, colleges and universities here in the UK. The charity’s projects can only continue with more of the same support. Please help bridging the digital gap by donating your unwanted IT equipment. FURTHER INFORMATION Tel: 020 8361 5540 darren@computeraid.org www.computeraid.org

AUDIO VISUAL

Valuable HR advice and support from EPI-USE

In its 30 years, EPI-USE has worked with government organisations and is proud to have a continuing relationship with county councils, city councils, universities, fire and rescue and prison services. EPI-USE is a global group of IT companies which is mostly owned by a diverse mix of employees. The company donates one per cent of its revenue to reducing poverty and environmental causes in subsaharan Africa, which makes EPI-USE a great place to work. FURTHER INFORMATION www.epiuse.com

DIGITAL COMMUNICATIONS

Using film to promote your school or college

ONELAN and onemedia to showcase at BETT 2015

School Reel is an educationbased film company specialising in producing promotional videos for schools. While hard copy prospectuses are still important, schools are turning more and more to digital media to market themselves and there is no better way to showcase what you have to offer than the moving image. Prospective parents better understand the feel of a school – its community, its practices and its ethos – when they can see and hear for themselves the facilities and contributions from both teachers and pupils alike. School Reel uses the latest equipment and most up-to-date techniques to ensure that what clients receive is a beautiful, full HD representation of their institutions with the website boasting many examples of these for you to see, along with glowing recommendations on the testimonials page.

ONELAN and onemedia will be showing their latest products and services at BETT 2015 on stand G260. Some of the products on display include onemedia’s Digital Noticeboard – a simple, cost effective communication solution that provides a flexible and versatile way of communicating messages to pupils, staff and visitors using new or existing TVs. The company will also be showcasing its Signage Apps which include a full range of custom ‘Apps’ for digital signage. The new Apps include canteen menus, classroom timetables and travel Apps (Tube and National Rail departure boards). Also on display will be the 4K Video Wall Solution – a simple, cost effective communication solution managed by a single user interface. A high impact visual experience can be created in stunning detail with ultra high 4K definition. Messages, live TV, promotional videos and

For schools considering updating their webpage, or even looking for something incredible to blow away parents at the next open day; whatever the reason, School Reel can help contribute to a buzz and fascination for institutions that will linger in the memory and tell your story the way you want it to be told. FURTHER INFORMATION Tel: 07577 337 552 info@schoolreel.com www.schoolreel.com

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dynamic real time information can be communicated to staff and visitors in a creative, engaging and informative way. ONELAN will also be showing its User Refresh Scheme, available for existing ONELAN customers. Discounts are available giving schools, colleges and universities an easy upgrade path to extend or refresh their signage installations. Also on display will be the Onemedia Education Kiosk – a digital communication solution for displaying live, engaging, informative and real-time content to students, staff and visitors. FURTHER INFORMATION Tel: +44 (0) 1491 411400 www.onelan.com www.onemedia.co.uk

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AUDIO VISUAL

SPECIAL NEEDS

Proactive has been providing audio visual solutions in classrooms and meeting rooms throughout East Anglia (incorporating East Midlands and South East of England) for over ten years. During this time Proactive has learnt a great deal from its customers about their needs, concerns and daily frustrations, often as a result of the many demands on their time and the ever changing technologies being introduced to the market. In response, Proactive has tailored its business to help overcome these concerns. The company provides exceptional quality of advice, making sure you purchase what you need to do the job. Proactive use its own in-house team of engineers to train its customers as an integral part of your purchase and supports you with its after sales service.

Turnabout is for the ‘hard to move’ pupils. In three months most learners make at least one year advance in measured reading age and national curriculum levels, some make two and three year advances. Turnabout requires one hour a week for 12 weeks. It is based on structured non-linguistic mental exercises developing many aspects of memory including working memory, visual and auditory capabilities, accurate recall, information processing speed and memory sequencing capability. Improved memory enables effective learning to take place. So how do we know it works so quickly? Integral baseline and recording systems enable

Audio visual solutions specifically for schools

Many schools and businesses have made the decision to partner with Proactive, and the company has written and verbal references from them to give new customers the confidence to do the same. Proactive will not invoice you for payment until you are 100 per cent satisfied that it has delivered as per its proposals and promises. Proactive’s solutions will inspire, engage and involve your audience using your vision and our audio visual excellence. FURTHER INFORMATION Tel: 01480 810 405 www.proactiveav.co.uk

Well Educated Banking www.lloydsbank.com/ schoolbanking

Helping children with special educational needs

schools to demonstrate rapid improvements in literacy and numeracy; also behaviour and attitude. Evidence supplied by many schools illustrates the importance of this programme for pupils who are not achieving their potential and have not responded fully to other interventions. Turnabout is used successfully in infant, primary and secondary schools as well as being effective in special schools and PRUs. The programme enables pupils with dyslexic characteristics to accelerate their progress. Turnabout is a very appropriate use of Pupil Premium funding. FURTHER INFORMATION response@turnabouteducation.co.uk

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service Addressing & Mailing 4 ADP Architecture 44 AEL Solutions 34 Affordable Awnings 144 Alderley Payroll Services 24 All Pay 60 ANPR 126 Apsley Paper Trail 82 Aver Information Europe 132 B&ES 127 Badge Master 141 BBB Printing 92 Bench Vent 151 Big Dug 30 Breathe Technology 102, 103 Cambridge Style Canopies 50 Canvas and Stretcher Bars 128 Casio 106, 117 CEC 140 Chaos Created 96 Chelsea Football Club 74 City and Village Tours 70 CKL Clothing 128 Coca-Cola Enterprises 62 Computer Aid International 153 Computers Unlimited 90, 91 Contemporary Garden Rooms 74 Content Guru 152 Creative Consulting & Training 16 Creative Theme 147 Crystal Curtains 128 Deck Safe Solutions 35 Decorative Panels Lamination 120 Diversified Communications 118, 119

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Eastern Shires Purchasing 14 Easygate 150 Eco Dek 48 Elliott UK 36 Epi-Use 153 Eurisko 117, 133 Evogreen 51 EXA – Networks 117, OBC Expert Electrical Supplies 151 Fairtrading Vending 145 Fat Frame 95 Fathom 138 FFT Education 110 Frontier Software 22 Fujitsu 108, 117 Furlong Business Solutions 116 Future Digital Footprint 96 GBSG 54 GCSC (SW) 145 GDJ Consultancy 17 Glamour Puds 145 Grange Services 76 Grassform Group 124 GreenBuying.co.uk 65 Group Call IBC Gymphlex 149 Haggis Hostels 82 Huck Nets (UK) 149 iBoard Touch 88 Integral LED 151 Interactive Education 98 Jane’s Ponds 150 Jersey Adventures 80 JSPC Computer Services 94

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Kemper System 151 Keys Please 39 Kyocera Document Solutions 6 Leasing Advisory Services 28, 29 Leeds Castle 149 Lloyds Bank 26 Location Maps 54 Lock n Charge Technologies 8 Miele Professional 134 Mike Ayres Design 130 Misco UK 104, 105 NCC Education 100 NEC Display Solutions UK 86 Nomadic Schools 68 OKI Systems UK 122 One Lan 153 ParentPay 56, 115, 116 Patoss 148 PC Werth 112, 116 Peak Playgrounds 78, 79 PKL Group 142 PRECOR 66 PrintME 3D 146 Proactive 154 Project Playgrounds 40 Pudology 145 Revolutionary Products 74 Rivers Coaching 148 Rock UK Adventure Centres 85 Round Pegs Recruitment 152 Ryco Book Protection Services 18, 19 School Reel 153 School Thing 114, 116 Schools UK 20

Secom 52 Security Engineering 152 Sentral Consultants 148 Shelter Solutions 42 Snifty Fundraising UK 147 Stamptastic 147 Stationery Market 147 Step Exhibitions 45, 46, 47 Stubbers Activity & Adventure Centre 77 Summit Energies 44 Sundeala IFC Sussex & Surrey Partitioning 38 Tech & Print Solutions 89 The Howletts Wild Animal Trust 72 The London Lunchbox Company 149 The Phoenix Trust 148 The Shakespeares Globe 82 The StudyBed Company 152 Thinking Child 150 Travel Bound 84 Ultimaker 12 Under Control Instruments 58 Uni-Play 32 Universal Pool Services 44 Virtual College 136 Voucher Line 150 Wesleyan For Teachers 17 Wrigleys Solicitors 24, 25 Yamaha Music Europe 10 Yeoman Shield 43 Youngs Seafood 64 YPO 27

Emerge for Parents! Emerge for Parents app - itâ&#x20AC;&#x2122;s all in hand Student informa on automa cally pushed directly to the parentâ&#x20AC;&#x2122;s mobile phone The school decides what informa on the parents may view Parents can only see data for their own child/children View Assessment Results View A endance Summary, Behaviour & Timetable info. Available on Apple iOS and Android devices Mul ple levels of security to guarantee safe use of data Environmentally-friendly with no paper required A unique new service designed to improve parental involvement allowing parents to receive and view information pushed directly to their mobile phones keeping them updated on a wide range of events in close to real time. The system is completely automated and requires no new process or actions within the school. All information is extracted directly from the schools Management Information System (MIS) and the school decides what information parents may view. Parents will be able to select the required child and drill down into their information. The information available to parents will be exactly the same that is available to teachers. However, there will be notable exceptions to this rule e.g. parents will not be able to see other victims/participants in behaviour/achievement events, or anything else that would impinge on data protection guidelines. Parents will have the ability to receive push notifications to their smart phone. Examples include absences from school, achievement/behavioural events. The push notification events that parents can receive will be configurable i.e. they will be able to choose what they do and donâ&#x20AC;&#x2122;t receive notifications on.

Book your free trial now! Visit: www.groupcall.com/emerge

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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