Education Business 20.9 by PSI Media

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Business Information for Education Decision Makers HEALTH & WELL-BEING

MUSIC EDUCATION

IT & COMPUTING

STEM SUBJECTS

THE ENGINEERING OF TOMORROW Why studying STEM can lead to a rewarding career OUTDOOR LEARNING

TACKLING OBESITY OUTSIDE Can outdoor education help to tackle the obesity issue?

DESIGN & BUILD

MAKING BUILDING A PRIORITY The latest reopenings from the government’s building programme

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The mighty return of the grammar school? The Weald of Kent grammar school in Tonbridge has been given permission to open a ‘annexe’ ten miles aways in Sevenoaks to take in approximately 450 students. Shadow Education Secretary Lucy Powell has been quick to echo the concerns of Ofsted, prompting doubt over the ‘romantic view’ of the traditional grammar school system. She said: ”They do not increase equality of opportunity, they make it worse. Tiny numbers of children from disadvantaged backgrounds pass their tests because they are the preserve of the privately-tutored.” Grammar schools, of which 164 still exist in England, select pupils on academic ability and enforce entrance exams for prospective students. While campaigners argue that they enhance social mobility, the opposition on the grounds of inequality creates a possible divide, of which the education system can certainly do without. Since September, the number of schools reopening as a result of the Priority School Building Programme have increased, creating good news for thousands of pupils. Read about the latest schools which are enjoying new surroundings on page 15. Elsewhere, as the year nears its end, the countdown to the 2016 Bett Show is quickening its pace. Education Business looks ahead to the show of the year on page 41. Michael Lyons, acting editor

P ONLINE P IN PRINT P MOBILE P FACE TO FACE If you would like to receive 6 issues of Education Business magazine for £250 a year, please contact Public Sector Information Limited, 226 High Road, Loughton, Essex IG10 1ET. Tel: 020 8532 0055, Fax: 020 8532 0066, or visit the Education Business website at:

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226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Fax: 020 8532 0066 Web: www.psi-media.co.uk EDITOR Angela Pisanu ACTING EDITOR Michael Lyons PRODUCTION EDITOR Richard Gooding ASSISTANT EDITOR Tommy Newell EDITORIAL ASSISTANT Rachel Brooks PRODUCTION CONTROL Jo Golding PRODUCTION DESIGN Jacqueline Lawford WEBSITE PRODUCTION Victoria Leftwich ADVERTISEMENT SALES Patrick Dunne, Jackie Preece, Raj Chohan, Jake Deadman, Joanne Burns PUBLISHER Karen Hopps ADMINISTRATION Vickie Hopkins REPRODUCTION & PRINT Argent Media

© 2015 Public Sector Information Limited. No part of this publication can be reproduced, stored in a retrieval system or transmitted in any form or by any other means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the publisher. Whilst every care has been taken to ensure the accuracy of the editorial content the publisher cannot be held responsible for errors or omissions. The views expressed are not necessarily those of the publisher. ISSN 1474 0133

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CONTENTS EDUCATION BUSINESS 20.9 09

07 EDUCATION BRIEFER

North-South attainment divide; grammar school enquiries; spending per pupil expected to drop by eight per cent; and poll finds more teachers consider quitting

13 CASHLESS SCHOOLS

Education Business examines the technology trend in schools that is moving staff and pupils into a cashless reality

15 DESIGN & BUILD

Education Business examines the latest news concerning school construction work under the government’s Priority School Building Programme

23 ASBESTOS

For those who encounter asbestos in school buildings, there is a need for appropriate training. Steve Evans explores the latest initiatives in asbestos training

27 HEALTH & WELL-BEING

Babcock Education describes why happy and healthy staff will have a positive impact on the learning outcomes of children, and how measuring health and well-being can be a schools greatest asset

33 NASBM CONFERENCE ‘15 53 57

Education Business outlines how business management professionals can meet at the NASBM National Conference, taking place on the 18-19 November

41 BETT SHOW 2016

On 20-23 January, Bett Show returns for yet another year of innovation for the education sector. Education Business previews the 2016 show and the cutting edge educational technology on offer

49 E-SAFETY

Ken Corish, online safety manager of the UK Safer Internet Centre and SWGfL, discusses the challenges faced by schools when it comes to online safety and how these issues can be addressed

53 IT & COMPUTING

Mobile technology is playing an increasingly important role in teaching. Mary Palmer of Techknowledge for Schools shares recent findings and examples from the heart of the digital classroom

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57 STEM

Recognising the need to attract a greater talent pool into engineering, Jenny Karlsson of Engineering UK analyses why studying STEM is important and discusses the best ways in which schools can widen the talent pool

69 EDUCATION ESTATES ‘15

Covering the primary, secondary and higher education sectors, Education Estates takes place on the 10-11 November and aims to provide the solutions to the sector’s challenges

75 SPECIAL NEEDS

Chief executive of nasen, Jane Friswell, offers her advice to schools on developing and engaging in a holistic approach to mental health and well-being

77 MUSIC EDUCATION

Looking back at the launch of the Cultural Education Challenge, Laura Gander‑Howe of the Arts Council discusses the importance of cultural learning and how schools can remain engaged in the subject

81 SAPCA

With the evenings getting darker and the daylight shorter, the Sports and Play Construction Association shares its tips on making sure school artificial pitches successfully ward off the winter blues

85 OUTDOOR EDUCATION

Dave Harvey, national chair of the Association of Heads of Outdoor Education Centres, explains how outdoor education can help tackle the growing obesity issue affecting the UK’s youth

91 SCHOOL TRIPS

The National Theatre’s Alice King-Farlow discusses how the theatre can enhance educational learning and improve a pupils involvement in creative subjects

95 SPORT

The desperate need to get more children involved in sport, especially at primary school level, has become a priority for sports centres. Greenwich Leisure Limited outlines the effect it is having on schools across the country, as well as its own initiative to get girls move active in sport

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SCHOOL BROADBAND

OFSTED

Wilshaw criticises teaching of spelling and grammar

LGfL accused of blocking emails from broadband competitors

Ofsted’s chief inspector, Sir Michael Wilshaw has warned that inadequate development in the teaching of spelling, punctuation and grammar is ‘slowing down’ children when they get to secondary school. The inspector described the lacking area as a ‘tragedy’ for young people and ‘an enormous waste of talent’ caused by good work at primary school being ‘lost when pupils enter the secondary phase’. He said: “An altogether more structured and systematic approach to learning grammar, spelling and punctuation in primary schools means children were becoming more confident in tackling challenging writing tasks”. He added: “As a consequence, the vast majority are ready for the transition to secondary school education. This is good for our children and it’s good for the country.” However, Wilshaw expressed ‘great cause for concern about the transition from primary to secondary education’ after Ofsted conducted a report and a recent survey analysing the effectiveness of the curriculum at Key Stage 3. He said: “Both these surveys identified that pupils, who have achieved so much at primary school, are not supported well enough to build on that momentum when they enter secondary school. “My inspectors tell me that much of the good, structured work done in primary schools on understanding and using correct grammar, both when writing and when speaking, is lost when pupils enter the secondary phase.” Wilshaw found that the rigour in which spelling, punctuation and grammar were taught at primary stage was ‘often not developed sufficiently at secondary stage, especially in the foundation subjects like history and geography’. The lack of diligence resulted in children being ’slowed down’, but was particularly damaging for children with potential from disadvantaged

London Grid for Learning (LGfL) has been accused of blocking emails to schools from broadband competitors and putting unnecessary pressure on schools to quickly renew contracts. LGfL is a consortium of London councils which negotiates services in 2,500 of the capital’s schools and, according to a BBC report, the trust has blocked emails from Exa Network offering schools a similar service. The consortium claims that it did not block emails from Exa because it was a competitor, but because they were detected as spam. However, Exa’s chief executive Mark Cowgill has described the move as ‘wrong’ and ‘anti-competitive’, claiming that emails were only sent after initial contact was made. LGfL has also come under fire for putting pressure on schools to quickly renew contracts. One letter reported was sent from Mark Robinson, who is an IT consultant for Ealing Council but also a director of LGfL. The letter reportedly warned schools: ‘beware of offers from companies such as Schools Broadband, RM, Exa, etc.’. LGfL has since apologised for putting unnecessary pressure on schools. The consortium claims it still can offer the best deals to schools, but ‘made a mistake’ and ‘gave too little information about timescales for response, putting unnecessary pressure on schools’.

Wilshaw: “The emphasis on high‑quality, effective synthetic phonics teaching is an integral part of the teachers’ standards guidance”

backgrounds who ‘disproportionately fail to fulfil their earlier potential when they come to sit their GCSE examinations’. He added: “This is little short of a tragedy for the young people concerned and an enormous waste of talent for our country.” Wilshaw maintained that a ‘greater emphasis’ on the structure of language was a ‘key factor’ in improving performance levels at primary level. Although he accepted the focus on structure had began ‘some years ago’ with national literacy and numeracy strategies, it had been ‘sharpened still further over the past five years’. He said: “The emphasis on high-quality, effective synthetic phonics teaching from the early years onwards is an integral part of the teachers’ standards guidance published four years ago. In light of recent criticisms of the teaching of phonics, Wilshaw also declared the method as significantly responsible for the increasing success of primary schools in England, insisting that ‘nobody can still convincingly argue that systematic phonics isn’t the most effective method of teaching children to read’. READ MORE: tinyurl.com/q4lmjcy

MENTAL HEALTH

New campaign launched to tackle mental health stigma in teenagers A new government campaign is set to be launched to tackle the stigma surrounding metal health issues in teenagers. The ’Time to Change’ anti-stigma programme was announced by Alistair Burt, Minister of State for Community and Social Care, on 22 October and will be run by charities Mind and Rethink Mental Illness. The national campaign will launch in November and will look to encourage young people and their parents to openly

discuss mental health, with the aim of reducing the stigma surrounding it. The campaign has seen £660,000 of investment and will use school visits and social media to provide 14-18 year olds with the information they need, as well as helping parents to feel confident in speaking to their children about mental health. READ MORE: tinyurl.com/nhpmxku

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of the Association for Science Education, said: “There have been considerable changes to A-level science followed by GCSEs. This has resulted in science teachers having to teach a different curriculum to different year groups. Many of these changes have been applauded but they have undoubtedly led to a big increase in workload.” Alan Smithers, director of Buckingham University’s Centre for Education and Employment Research, said: “Science teachers really have got a difficult job to do in schools. They are responsible for practical classes that involve a lot of hassle and 20 to 30 potentially unruly students. A not insignificant number of physics teachers switch to teach maths and one of the reasons is to escape the hassle and stress of practical lessons.” READ MORE: tinyurl.com/oouq4ys

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FINANCE

Spending per pupil to fall by eight per cent The Institute for Fiscal Studies (IFS) has counselled that spending per pupil in schools in England is likely to fall by eight per cent in real terms over the next five years. IFS contends that school funding levels will feel quite different in the next five years from the previous five. According to the report, schools are set to face real‑term reduction in spending per pupil for the first time since the 1990s. The study claims that although there will be similar growth in nominal spending to that in the last Parliament, resources will shrink due to rising costs and increasing pupil numbers. Key cost increases include the average public-sector pay settlement of one per cent per year; a rise in National Insurance contributions from April 2016 and an increase in employer pension contributions. The report says that: “Taking these together with pressures on other costs, we forecast that school spending per pupil is likely to fall by around eight per cent in real terms [based on a school-specific measure of inflation] between 2014-15 and 2019-20.”

A spokesman for the Department for Education (DfE) argued: “We are protecting the schools budget, which will rise as pupil numbers increase and have made significant progress towards fairer funding for schools. “This government is committed to making sure schools are funded fairly so all pupils have access to a good education – a key part of our core mission to raise standards across the country and make sure every child reaches their full potential.” The National Union of Teachers stated that many schools and colleges were already struggling financially. Deputy general secretary Kevin Courtney said: “At a time when we face major problems with teacher supply, IFS notes that the government’s pay cap of one per cent could make recruitment and retention more difficult. “With pupil numbers rocketing, we need to recruit more teachers just to stand still and we need to invest in capital funding to provide the new places needed.”

TEACHING RESOURCES

EXAMINATIONS

EEF projects for TAs to boost numeracy skills The Education Endowment Fund (EEF) has launched three projects that aim to better utilise teaching assistants (TAs) to boost pupil’s numeracy skills. The three projects come as part of the EEF’s £5 million campaign to help schools make better use of TAs. One trial will see TAs lead online gaming sessions to test whether memory strategies can improve results. A second will see TAs work with small groups of Year 2 pupils for post office themed tasks, using letters, parcels and house numbers to support maths skills and write postcards to tell their class teachers about their achievements. The third project will see TAs run one-to-one intervention at primary schools, which will consist of two 15 minute lessons per week for up to 30 weeks to support schools struggling with numeracy. Sir Kevan Collins, the foundation’s chief executive, said: “Teaching assistants play such an important role in our classrooms, especially in supporting disadvantaged pupils. But we know that they are often used in ways that don’t have a positive impact on young people’s attainment. “The evidence we gain from evaluating these three teaching assistant-led trials will give schools a much clearer picture of how they can use their support staff to improve numeracy.”

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Combined science GCSEs compromise deprived pupils careers in medicine, BMA warns The British Medical Association (BMA) claims that young pupils in England’s most deprived areas are being denied medical careers because schools are not giving them the opportunity to study separate sciences at GCSE. The doctors union is calling on all schools to offer triple science, a qualification which includes separate GCSEs in biology, chemistry and physics. The triple science GCSE scheme is favoured by the majority of medical schools and thus places those who are not offered the qualification at a disadvantage. Figures show that 80 per cent of UK medical students come from just 20 per cent of the country’s schools. BMA analysis also found that fewer schools in deprived areas offered the sciences as three individual GCSEs, and lower number of pupils study the qualifications at schools that do. For example, in Knowsley, Merseyside – an area with a high level of deprivation – 57.1 per cent of schools offer triple science, and only 11.4 per cent of students choose to study it. Contrastingly, figures are much higher in Rutland, a more affluent area, where 36 per cent of students have taken triple science as a GCSE choice. The BMA’s call for change has arisen after

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There is a cashless revolution spreading across the country with physical exchanges of money and face to face planning becoming a thing of the past. Education Business looks at Langley Hall Primary Academy and how the school is keeping up with the technology change The UK is vastly becoming a cashless society. Long gone are the days of paying a conductor on a bus. Disappearing are the days of coin operated parking meters. Mobile payment apps are becoming more regular and less and less physical money is being exchanged. So, as expected given the direction of change, the situation in schools is increasingly becoming cashlessly centred. Much of this has focussed on cashless school meals, with companies such as Parent Pay, Paym, and +Pay at the front of pre-paid school lunches, eradicating the need for pupils to carry lunch money. However, schools are displaying more cutting edge technology than to solely offer catering benefits. Encouraging efficiency and ensuring that staff, parents and students can interact and operate to the best of their abilities is a change that is gaining momentum.

with a wristband – called a ‘Ziggiband’ – as well as a backup tag on their school tie and bag. We then added school lunches so parents could choose in advance what their child would have for lunch, and then added medical information. The solution was ready to be fully implemented in September 2014.” Langley Hall currently uses the Laser Learning system to manage the pick up and drop of its Minibus service. The children’s tags are scanned when they board the bus and again when they get off the bus. The system also tracks the shuttle bus service which runs between the Upper School and Lower School for swimming lessons, and after school clubs. The preschool club and after school clubs booking system, where parents book clubs for their child for the full term, is also implemented within the system. This helps staff to know exactly which clubs each child will attend on which days of the week. It also has an online payment facility. Sally Eaton, head of Langley Hall, says of the system: “We went from having two full time members of staff looking after the clubs and the bookings, to a part timer who also does other jobs as well. Parents log into the system and they can see all the clubs we run and they simply click on the clubs they want. At every stage, the system reminds them that if they go further into the system, they will be committing themselves to a full term, and the associated payment. We wanted a system which could scan a child and then know what clubs they should be in that particular day.”

Mobile t paymene apps armore ng becomi and less regular physical s and les is being money nged excha

LANGLEY HALL PRIMARY ACADEMY Langley Hall Primary Academy is one such school which is embracing the technology revolution. Formed in 2011 under the government’s free school scheme, the school has seen a dramatic increase in pupil intake to 728 students, aged between four and 11. Spread across two sites, with an array of before and after school clubs, the school was working through a logistical minefield. To keep track of its students and to efficiently handle all of the logistics, Langley Hall turned to technology. Laser Learning was employed to manage a new IT system, implementing Dyalog APL and Near Field Communications as the best method available. Chris Paul, an expert Dyalog APL programmer, commented: “I started the software development in January 2014, and the first thing we did was to create a solution for booking afterschool clubs. It worked brilliantly. When the idea of adding the shuttle buses and the minibus services also entered the equation, I thought that Near Field Communications (NFC) would be the easiest solution. “NFC works by tagging. Each child is issued

BENEFITS OF THE SYSTEM The system also provides a medical solution where parents enter information about medical conditions, allergies and intolerances, including religious beliefs and great dislikes of certain food items. For meal purposes the three levels are colour coded with allergies in red, intolerances in yellow and ‘others’ in green. The information is displayed to staff with a picture of the child, their name, class, and other relevant information. A school dinner booking facility where

ParentPay cashless research findings ParentPay carried out research into cashless trends with 1,150 schools responding to an online survey. It found that 70 per cent of the schools questioned had already taken the first steps towards introducing a form of online payment. The research also showed that in many of the schools already using a cashless payment system, a £15,000 saving in costs and administration time has been calculated per annum, showing extra value. parents pre-book their child’s meals for a full term also uses the tagging system. Children are tagged when they queue in the dinner hall, and staff have a screen which immediately shows a picture of the child with name and class, as well as medical information regarding allergies, identifying which meal type they should serve the child that day. Finally, the program incorporates key alerts, such as e-mail for parents and children, as well as notification of homework and when assignments are to be handed in, teacher meetings etc. The full daily itinerary for each individual child also falls under this bracket. Kate Judd works in the School Administration Office and is responsible for Clubs and Transport. She said: “The system shows us if someone signs in on the iPad in the Reception in the entrance Hall. It also tracks when staff arrives and leaves. You can see the children being scanned over the road in the Dinner Hall. They are colour coded, and as the queue moves, they change colour. We use the live feed for shuttle buses between the sites – on and off – they’re also colour coded, so we can see what time they get on and off. We use the system a huge amount – even just to check where a child is during the day. If a child has not gone across to lunch we can find them, and get them over there. It’s massively useful.” L FURTHER INFORMATION www.lhpa.co.uk

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NEW BUILDS

Improved school buildings fit for quality learning When the 2015/2016 academic year started this September, thousands of school children across the country stepped foot inside new school buildings for the first time. Education Business examines the latest news concerning school construction work under the government’s Priority School Building Programme Initially launched in 2011 with a focus on rebuilding and refurbishing the schools in most urgent need of repair, the Priority School Building Programme (PSBP) is managed centrally by the Department for

Education’s (DfE) Education Funding Agency (EFA), rather than by local project teams. In the first wave of the programme, 260 schools received capital funding of £2.4bn. A list of the 277 schools to benefit from the

West Cornforth Primary School in Durham received £3.3 million worth of PSBP funding, which has seen the school’s old 1926 buildings replaced with a modern single-storey building which sits in the centre of six acres of land

second phase of the PSBP was published on 9 February 2015. Therefore, a total of 537 schools will benefit from construction through the two phases of the PSBP. Making sure schools are high quality and positive environments is a key part of the government’s long-term vision for education. There is a general belief that better schools help build a fairer society and a better economy. The intention of the PSBP is to undertake school rebuilding and refurbishment projects to improve the overall standard of school buildings by creating classrooms which are conducive to learning and providing access to world-class facilities for pupils and teachers. Schools in the programme are spread across England and have been grouped together in batches by taking consideration of condition, need, commercial viability and geography. The programme covers primary, secondary and special education needs (SEN) schools. This September, more than 11,500 pupils returned to school for their first term in new buildings, with 22 buildings re-opening for the start of the new academic year as a result of £160 million of construction work from the programme. This took the total number to have been re-opened through the first phase of PSBP to 49. This month, that number continued to rise. NEW SCHOOLS, NEW OPPORTUNITIES A special school in Essex has reopened after being given a spacious new building through the programme. Edith Borthwick School, an all‑age school in Braintree, is the beneficiary of £9.1 million worth of PSBP funding, which 

Redbridge High School

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DESIGN & BUILD

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GROW AS YOU GO The King’s Ely virtualised server and storage environment was created using EMC’s ScaleIO technology. This combines convergence, scalability, elasticity, and performance. Storage and compute resources are combined from as little as three servers to thousands by simply adding ‘nodes’ to the environment. This is done elastically; increasing and decreasing capacity and compute resources can happen ‘on the fly’ without impact to users or applications.

and takes all the necessary remedial actions when a failure occurs, including re‑optimisation, there is no need for operator intervention when various events occur.

PERFORMANCE AND RESILIENCE EMC ScaleIO has self-healing capabilities, which enables it to easily recover from server or disk failures, and aggregates all the IOPS in the various servers into one high-performing virtual SAN. All servers participate in servicing I/O requests using massively parallel processing. SIMPLE MANAGEMENT AND MONITORING Managing an EMC ScaleIO deployment is easy. Anything from installation, configuration, monitoring, and upgrade is simple and straightforward, without any specialised training, and the complexity of storage administration is completely eliminated. Because the system ‘manages itself’

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THE RIVANET SOLUTION RivaNET’s ‘Grow as you go’ approach to schools and colleges is achieved by utilising ‘off the shelf’ commodity servers and storage with EMC’s ScaleIO platform to create an aggregated environment tailored to the customer’s specific needs, migrate services and applications, and then decommission the old IT estate. Upon successful completion, the traditional three-five year rip and replace hardware cycle becomes a thing of the past, with future upgrades easily implemented via the addition of ‘an extra node’ when more compute/storage resources are required. WINNER OF THE ICT FACILITIES AWARD 2015 Sue Freestone, Principal at King’s Ely, said: “It’s great to receive an award that confirms

our place as an organisation that may be 1,000 years old but uses 21st Century tech to enable fast, reliable IT. Of course, the big danger, with all this celebration, is that people will think we’ve reached the end of the road. Neither in tech nor in education, does such a place exist!” RivaNET has built an excellent relationship with King’s Ely School, delivering an enterprise IT solution within an educational budget. L FURTHER INFORMATION If you have an enquiry, please contact us via enquiries@rivanet.co.uk or www.rivanet.co.uk

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NEW BUILDS

Makings are ool sure schality and high qu vironments en children with profound positive y part of the e k and multiple learning a is ent’s m n difficulties, with the school r e v o g n building accommodating rm visio e t ‑ g n specialist facilities o l ation including c u d a hydrotherapy e r fo pool, sensory rooms, a soft

 has seen the school’s old buildings replaced with a new two-storey facility which includes break-out rooms, spacious hall space and external areas for each of the ground floor classrooms. Ian Boatman, head teacher of Edith Borthwick School, said: “We are delighted to take delivery of our superb new school, built by Wates Construction under the priority school building programme. The building offers us high-quality accommodation, with a wide range of spacious and inspiring learning spaces. We are now well placed to meet locally-based special educational needs (SEN), and have a school fit for the future.” A further two special schools have also re-opened into new multi-million pound buildings. Bank View and Redbridge High Schools in Liverpool have moved into a linked building with some shared facilities a mile from their previous locations. Both schools have managed to increase their capacity as a result of the refurbishments, with Bank View extending its intake from 120 to 150 pupils and Redbridge increasing from 90 to 120 pupil places. The Department for Education funded the rebuilding of Redbridge, while Liverpool city council paid for Bank View High School. Bank View caters for autistic pupils and those with emotional and behavioural difficulties, while Redbridge is attended by

play area and a therapy room. Paul Cronin, head teacher of Redbridge High School, said: “We are all absolutely delighted that the new school project has now come to fruition. Staff and governors are thrilled to able to provide our pupils with state of the art facilities they need and deserve to enhance their learning experiences even further. The pupils themselves have adapted immediately to the new facilities and take great delight in welcoming visitors and showing off the new building.” Juliette Gelling, head teacher of Bank View School, said: “Everyone at Bank View School is delighted with the new building. Each part of the school has been designed to meet the needs of our students and they are already benefiting from the new areas of school, such as the vocational and sensory rooms. “All the staff and pupils have settled well and we are all so proud of our new environment which promotes a calm and relaxing atmosphere in which pupils can progress socially and academically. “This is an exciting time in Bank View’s life and we very much look forward to watching our students flourish and move successfully

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on to the next stage of their lives.” Mayor of Liverpool Joe Anderson said: “We have to make sure that the children with the most needs get the best teaching in quality buildings. We are responding to the increase in demand for places by replacing old and worn out facilities with better quality buildings. “The investment at Redbridge and Bank View enables staff to teach pupils the full curriculum, which is hugely important in making sure they achieve their full potential.” COMPLETED PROJECTS Elsewhere, Canterbury Primary School in Kent is the latest of 13 schools in Kent to be rebuilt through the first phase of the PSBP. As a result of its £2.8 million rebuild, the school’s old buildings have been replaced with a new two‑storey building, including an improved hall, learning resource centre and bright teaching spaces. The new building can also take twice as many pupils as the previous building, with an additional 210 places provided by joining up PSBP funding with basic need funding. Phil Karnavas, executive principal of The Canterbury Academy Trust, said: “The Canterbury Academy was pleased to be among the first schools to be chosen to benefit from the PSBP. We are delighted with our new school. It is a bright, spacious, modern building incorporating state-of-the‑art IT which will enable our young children to really enjoy and achieve in their learning.” Moorgate Primary Academy in Staffordshire benefitted from £3.6 million worth of funding, 

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NEW BUILDS  which has seen a two-storey building with bright new classrooms and modern features, including an energy-efficient automatic ventilation system, be built on the school grounds. A dance studio has also been included, which will be available to the public. Jonathan Williams, head teacher of Moorgate Primary Academy, said: “We are delighted with our new building, which is a modern 21st century facility, and different in every way from our old Victorian building. “We now have all sorts of mod cons, from an automatic mechanical ventilation system to a school bell beeper system, and the children were able to see the construction work from the playground of the old school, which was very exciting and involving for them. Since we moved into the new building, everyone – the pupils, the staff and the parents – have just been walking a bit taller. We are all extremely proud.” West Cornforth Primary School in Durham received £3.3 million worth of PSBP funding, which has seen the school’s old 1926 buildings replaced with a modern single‑storey building which sits in the centre of six acres of land. The new building has a multi-purpose hall, a new IT suite and light, spacious classrooms with access to outdoor teaching areas. During the re-opening ceremony, pupils and staff were joined by a former pupil of West Cornforth, businessman Sir Moir Lockhead, chairman of The National Trust for Scotland, Scottish Rugby Board and senior governor of Aberdeen University. Janet Sarsfield, head teacher of West Cornforth Primary School, said: “One year on from the closing of the old school, the pupils, staff and governing body are delighted with their new school building. The building is a bright, warm and inviting learning environment that meets the educational needs of all our pupils. “Many of the spacious facilities, such as a high-spec wifi and IT system, hygiene room, food room, classrooms with independent access to the outdoor learning environment and additional spaces for working, are far more suitable to inspire, motivate and encourage our pupils to learn than what we had before. “We have a very happy and successful school community working in this wonderful building. All staff, governors and parent/carers work collaboratively and harmoniously together, to ensure our children receive a good start in life.” Lockhead said: “This new school building is amazing, it is good for the children, for everyone in the area. I would love all children to have this quality of facilities.” Meanwhile, as a result of £3.9 million worth of construction, Mesne Lea Primary School’s old buildings have been replaced with a brand new two-storey facility, including additional classrooms and a large multi-purpose hall. The building also benefits from modern insulation to protect against outside noise, allowing

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A report seen by The Gazette from Stockton Council’s Education Admissions Appeal Panel, outlines concerns over ‘lack of space’ within the Ian Ramsey CoE Academy school – including dining facilities that can only accommodate 250 pupils when there are more than 1,000 pupils to enjoy a quiet learning environment. Julie Finlay, Mesne Lea head teacher, said: “The pupils and staff are really excited to be starting the new school year in our fantastic new building. We have additional classrooms, a much improved IT infrastructure, a far superior dining hall and a studio, and all of this in a building with amazing sound insulation, which allows children to learn in a calming environment.” WORKS IN PROGRESS Pupils at Great Coates Primary School in Grimsby have buried a time capsule to mark the start of work to rebuild their school through the government’s flagship rebuilding programme. As a result of the £3.8 million worth of construction – due for completion by May 2016 – the school’s 1970s-era building will be replaced with a modern two-storey facility, with bright new

classrooms and a sports hall which will also be available for use by the wider community. Anna Coney, head teacher of Great Coates Primary School, said: “Children and staff have enjoyed collecting items to bury with the capsule, and this ceremony will mark the start of an exciting new beginning for Great Coates Primary and the community. Work is already underway and all the initial plans are becoming a reality – it is the talking point for our children. “From this point, the new school will really start to take shape. It’s a tremendously exciting time for everybody connected with Great Coates Primary.” Additionally, pupils at Baysgarth School have also held a ceremony to mark the start of work to create a brand new building and sports village through the government’s flagship rebuilding programme. Baysgarth School, a 

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Advertisement Feature

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DATA CENTRES

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Manchester Metropolitan University has introduced a new high density data centre as part of a dual strategy to improve the reliability of IT services and reduce its environmental impact

Situated close to the city centre, Manchester Metropolitan University is the largest campus-based undergraduate university in the UK with a total student population of more than 37,000. Sustainability is an important aspect of the University’s operations. In 2007–8 MMU’s carbon footprint from gas, electricity and business travel was 24,797 tonnes, which cost £4.6 million. By implementing a series of dramatic changes, the University is on target to reduce its carbon footprint to 15,600 tonnes, saving £3.8 million annually. REDUCING OPERATING COSTS The University has recently completed the second phase of a new primary data centre. As a large consumer of energy, a strategy was developed to reduce the operating cost of providing IT services which ranged from implementing power management software for staff PCs to consolidating communications rooms, server rooms and data centre facilities. “As the greenest university in UK league tables, it’s important that everybody contributes to the sustainability agenda at MMU, and the data centre is an obvious opportunity” says James Woodward, IT Client

EDUCATION BUSINESS MAGAZINE | Volume 20.9

the project with a return on investment well within a required 5-year period. It was also decided to locate the new data centre within an existing space on the campus, which saved the cost of a new building and reduced the emissions associated with demolition and removal of old buildings. Built by APT, an Elite Partner to Schneider Electric, the new 120kW N+1 scalable, modular primary data centre utilises APC InfraStruxure™ with Hot Aisle Containment System (HACS), together with StruxureWare for Data Centers Software. It provides one hour minimum fire and water resistance and includes a raised floor for services. The HACS system increases the efficiency and effectiveness of the cooling solution and enables higher density IT to be accommodated. A Symmetra PX UPS provides 15 minutes autonomy for the IT in the event of an outage. Physical security is also important and the room is also protected by CCTV monitoring and swipe card access that can be extended to individual racks. “In operations, the use of StruxureWare for Data Centers software enables us to plan the way racks are utilised, and ensure that we have capacity for new service deployments,” said James Woodward. “We can also monitor energy consumption which is helping to ensure the ongoing efficiency and resilience of the data centre”. REDUCED CARBON FOOTPRINT James Woodward said, “Our new primary data centre has had a significant impact on MMU’s carbon footprint, reducing our overall emissions by four per cent and taking a big stride towards our target of a 25 per cent reduction. We’re also seeing annual savings in energy costs exceeding 30 per cent at the same time as gaining better control over our data centre capacity utilisation.” 

“Our primarynew centre h data signific as had a on MM ant impact footprinU’s carbon emissio t, reducing ns b per cen y four t”t

Services Manager at Manchester Metropolitan University. “Our consolidation strategy was aimed to improve the efficiency and availability of the data centre, as well as increase capacity utilisation over the lifecycle of the new facility.” Prior to commencing the consolidation strategy, IT services were provisioned through myriad server rooms and small data centres spread around the campus. Ensuring adequate power and cooling for the IT equipment had proven to be a challenge as there were issues with ‘dirty’ mains. RETURN ON INVESTMENT Investment for the new data centre was provided by Salix Finance Ltd, but to access funding, Woodward and his team first had to audit the energy consumption of the ad-hoc server rooms and associated equipment. Actual energy use was compared with that forecast after consolidation, making a strong case for

FURTHER INFORMATION For more information on InfraStruxure™ solutions, visit www.apc.com and enter keycode 59219P or call 0800 2799 254

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NEW BUILDS  secondary school in Barton-upon-Humber, is one of eight schools across north and north-east Lincolnshire to be rebuilt through the PSPB. Thanks to £13.8 million worth of construction, the school’s old buildings will be replaced with a new two-storey facility, with an accompanying sports village. This village, featuring a new skate park and modern changing facilities, has benefited from a local authority contribution of around £670,000 towards the rebuild. Work on the main building of the school is due for completion by January 2017. Richard Briggs, Baysgarth School head teacher, said: “There is a real sense of excitement in the school and the wider community about the new build. These fantastic new facilities will serve the Barton area for the next 40 years and I am very proud to be the head teacher who oversees the handover. “Together with the sports village which will develop on-site as part of the new build project, this scheme will put Baysgarth at the forefront of educational provision in north Lincolnshire. Without a doubt it will support us in our aim to be an ‘outstanding’ school within the next three years.” Pupils from two schools in Cumbria will also be looking forward to walking into new school premises by

the start of the 2017/2018 academic year. As a result of the joint £20.1 million investment, the two schools – Stainburn School and Science College and Southfield Technology College – will come together in a modern, fit-for-purpose new two-storey facility. Work is due to be completed by June 2017. Lorrayne Hughes, executive head teacher of William Howard Trust, said: “These are really exciting times for the community of Workington, with a fantastic new building underway that will provide excellent facilities and an outstanding learning environment.” Jonathan Logan, head teacher, said: “We are delighted that the new academy building is underway and on schedule to open January 2017. The young people from Workington and surrounding areas deserve the best possible education and our new premises will help us to achieve this. We are also working closely with the building contractor, Sir Robert McAlpine, to ensure that learning is not disrupted in any way during the construction phase.” NOT ALL GOOD NEWS Thanks to the programme, £15.3 million has been spent completely renovating the Ian Ramsey CoE Academy school site in Stockton-on-Tees, ensuring generations of pupils will have access to the best possible

“We aretely lu all abso that the ed delighthool project new sc ow come has n ition” to fru, head teacher,

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facilities for learning. The 1,200-place academy is also the first secondary school opened under the programme. Executive head teacher Gill Booth said: “This new building offers our young people a chance to flourish and learn within the best facilities that the 21st century can offer.” However, according to the local newspaper, The Gazette, Ian Ramsey CoE Academy school is still suffering from problems since its refurbishment, including ‘lack of space’ in science labs and ‘inadequate’ locker numbers. A report seen by The Gazette from Stockton Council’s Education Admissions Appeal Panel, outlines concerns over ‘lack of space’ within the school - including dining facilities that can only accommodate 250 pupils when there are more than 1,000 per day requiring them. There have also been warnings that additional pupils could take a further toll on resources. The new Fairfield Road school base has come under criticism from parents who launched an appeal through Stockton Council after their children were denied places. Peter Snowden, the school’s deputy head teacher, who had previously given evidence to the appeals panel, explained why the admission of additional children could ‘prejudice the provision of efficient education or the efficient use of resources at the school’.  FURTHER INFORMATION www.gov.uk/government/collections/ priority-school-building-programme-psbp

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HEALTH & SAFETY

Asbestos

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Written by Craig Evans, UK Asbestos Training Association

Tradesmen going back to school need to have a good asbestos education Craig Evans, general manager of the UK Asbestos Training Association (UKATA) explains how the Association’s latest training initiative is promoting the need for essential asbestos training for all tradesmen, and for those who may encounter the substance in school buildings The issue of asbestos in schools is going to remain an ongoing concern for the foreseeable future. For the UK Asbestos Training Association (UKATA) and our members, we remain committed to promoting a culture of safety, respect and risk management when it comes to asbestos. Asbestos is present in the fabric of so many public buildings, including schools, that in many cases removing it all is unlikely to be a viable option, let alone a cost-effective one. Yet,

with the correct advice and training it is possible to keep staff and students safe from the dangers posed by asbestos. As asbestos can generally be managed safely if left undisturbed, the people most at risk of coming into contact with asbestos in schools by unwittingly disturbing it are tradesmen. While posing a risk to the tradesmen themselves, the danger to staff and students becomes amplified should asbestos dust be unwittingly released in to the atmosphere. The

best defence against such a threat is to ensure that any and all people who may be tasked on working on the fabric of the school building have the appropriate asbestos training. Asbestos was widely used as a building material in the 60s and 70s and therefore many so-called ‘system’ schools built during this period almost certainly contain it. Official estimates of the problem have varied widely, but in March this year; reports by the BBC suggested the figure could be as high as nine E Volume 20.9 | EDUCATION BUSINESS MAGAZINE

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 out of ten schools. System schools have many features in common, one of them being the structural columns being fire proofed with asbestos containing material (ACM) which was then usually encased or cladded. MESOTHELIOMA EXPOSURE The debate rages as to just how many former pupils and teachers may have contracted mesothelioma as a result of exposure to asbestos. Given the long latency period of the illness, it can be over 20 years before symptoms manifest themselves, by which time tracing, proving and establishing the source of the asbestos exposure after so many years can be difficult. Mesothelioma is a terrible illness and there is no cure. Asbestos remains the single biggest cause of workplace deaths in the UK, which has earned it the title of the silent killer. Estimates of how many teachers and pupils have been affected varies, but figures from the Health and Safety Executive (HSE) show a total of 228 school teachers have died from mesothelioma since 1980. The HSE acknowledge the true figure is likely to be higher and that the numbers have increased year on year since records began in 1980. Undoubtedly these cases are being caused by asbestos dust being released and the solution is either to remove all the asbestos safely, or manage it effectively. In either case, it is essential that those tasked with doing so have the appropriate training – to at the very least recognise asbestos should they come across it and if tasked with removal, be fully qualified to do so. The effective management of asbestos in schools is an ongoing requirement and for schools to comply with their legal obligations, several actions need to be in place as apart of effective asbestos management arrangements. Public buildings should maintain an asbestos survey and an asbestos management plan, so everyone, but particularly so tradesmen or workers called in know what they are dealing with. It is also vital information for the emergency services, should there be a fire. The irony is, extreme cases can usually be tackled. It is those small jobs that can unwittingly see asbestos released. TRAIN SAFE, WORK SAFE, KEEP SAFE It is also the case that small businesses and tradesmen may not have the resources to finance asbestos training to protect themselves and others. To tackle this issue head on, UKATA has launched our ‘Train Safe, Work Safe, Keep Safe’ campaign The scheme provides free training aimed at individual tradespeople and small companies who may not otherwise have previously known about, or received training for working with a substance like asbestos. So far, UKATA members have offered over 3,500 hours of free asbestos training this year as means of highlighting the dangers of asbestos and the need for essential training

Asbestos retains its status as the hidden killer and remains hidden in schools, but organisations like UKATA are committed to drag the issue into plain sight and ensure everyone has the awareness, tools and training to keep themselves and others safe for those who may encounter the substance. While this scheme aims to tackle a lack of awareness and training at source, it is very clear from the Control of Asbestos Regulations (2012) and the Health and Safety at Work Act (1974) that ignorance cannot be used as an excuse. Regulation 4 states clearly that all risks from asbestos must be properly managed and the Local Authority and individual school between them must decide who is ultimately responsible and who the legally responsible duty holder is. This duty holder is required to undertake an assessment if asbestos is present and this (plus any work undertaken) must be completed by a technically competent person. On site, anyone responsible for managing asbestos must be competent to do so, must be properly trained and fully aware of their responsibilities. HSE inspectors have found a range of staff in schools nominated to undertake asbestos management in schools in the past – from the head teacher, to bursars, caretakers and others. Who is the duty holder is less important than the fact they must be suitably trained. The point being that just ‘nominating’ someone and leaving it at that is not an option. The duty holder will have a key role in briefing tradesmen and contractors who arrive on the school premises to carry out any kind of work and it is vital they are competent to do so and have the knowledge to recognise when tradesmen have the necessary qualifications and are not being sent to do a task unaware of any potential asbestos risk. Exposure to asbestos is estimated to kill 20 tradespeople in the UK every week – including plumbers, electricians and joiners. The duty holder can help themselves by choosing a contractor that has been suitably trained by a UKATA approved training provider. Such a contractor should have the appropriate documentation and if in any

doubt as regards to its authenticity, this can be quickly verified with UKATA direct. A contractor who holds a current UKATA certificate will have passed a rigorous training programme to a high standard of competence and gives the school duty holder the confidence that the job will be carried out with an appreciation of the risks posed by asbestos and will undertake the work accordingly. Any duty holders new to the role will need asbestos training of their own and once again, UKATA makes a sensible first port of call. For the Train Safe, Work Safe keep Safe initiative, a list of training dates by region is available for those wishing to attend on the UKATA website. When it comes to asbestos, a duty holder can never have too much awareness of the issues and in addition to the UKATA website, the HSE website contains sections dedicated to providing information and advice for the effective management of asbestos in schools. Asbestos retains its status as the hidden killer and remains hidden in schools, but organisations like UKATA are committed to drag the issue into plain sight and ensure everyone has the awareness, tools and training to keep themselves and others safe. We must start the process of cutting the number of deaths from asbestos related diseases which remains unacceptably high for something easily and safely manageable with the right awareness and training in place. L

UKATA sets standards in asbestos training and ensures that its members meet those standards. A full list of approved asbestos training providers can be found on the UKATA website. FURTHER INFORMATION www.ukata.org.uk

Volume 20.9 | EDUCATION BUSINESS MAGAZINE

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STAFF WELLNESS

Written by Nicole Evans, senior personnel consultant, Babcock Education

Enough about teacher stress: it’s time for a new dialogue

Health & Well-being

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Being able to measure the impact that health and well-being has on motivation, performance and retention of staff can be a school’s greatest asset. Babcock Education describes why happy and healthy staff will have a positive impact on the learning outcomes of children The Health & Safety Executive’s (HSE) report on stress-related and psychological disorders in Great Britain (2014) reiterates a story we know well. Its scoreboard of the top three most stressful industries to work in has education nestling below the similarly‑beleaguered health and social care and public administration and defence. These three work sectors experience significantly higher rates of work-related stress than other industries. Indeed, so often do we hear statistics and survey results about teacher overload that such information has long since ceased to be newsworthy. There is absolutely no doubt that the HSE’s report – and the numerous others which present a similar picture about the

teacher workforce – reflect a real and very worrying prevalence of work‑related stress and associated conditions amongst teachers and other education workers. The HSE’s data comparison with the previous three years also shows no statistically-significant change. The prevalence of work-related stress does not appear to be escalating. That’s the positive spin. The bad news is that levels of work-related stress in the sector

are simply high all the time. And yet we know all this already and the downbeat rhetoric is not really getting us further forward. Campaigners tend to respond by taking their call to arms straight to the centre, namely – for publicly‑funded schools at least – the Department for Education (DfE). As the DfE’s direction since 2010 has been to move away from top-down prescription, calls for statutory limits on working time and enforced E

The ssly relentle focus e negativ er stress h on teacw graduates e , drives ner professions into otherbating the exac d teacher localisertages sho

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STAFF WELLNESS  work-life balance policies not only run contrary to this strategy but the likelihood of such dictatorial tools making a significant difference is debatable at best. Nor is simply obliterating Ofsted (though head teachers may occasionally allow themselves to indulge in such a dream) and bringing in a new accountability regime automatically going to solve the problem. Let us not ignore the fact that ‘perceived pressures of Ofsted’ was the most commonly cited driver of workload in the DfE’s recent Workload Challenge, but equally let us not ignore that this was closely followed second by ‘tasks set by middle or senior leaders’, suggesting that a significant proportion of the workload burden is internally driven rather than generated from above. Doubtless there are plenty of measures that schools could implement (and, to a lesser extent, the DfE and Ofsted) to tackle workload issues in an incremental way. A number of such steps have, in fact, already been taken but let us not be fooled that teachers – any more than other graduate professionals – will ever work anything like a 35 hour week. INCREMENTAL CULTURAL CHANGE The relentlessly negative focus on teacher stress drives new graduates into other professions, exacerbating the localised teacher shortages which already exist and which are increasing, particularly in the South East. Furthermore it constantly reinforces a public perception in the UK that teachers do little else but bemoan their lot in a career which ultimately they chose and can leave at any time (and don’t forget their 13 weeks’ ‘holiday’). Anyone working in education knows that the daily working life of many teachers is more bed of nails than bed of roses but the profession will never get the recognition it deserves from the wider public as long as these messages are mainstream. What, therefore, is the answer? The solution to securing teacher well-being is in starting small, it is in incremental culture change, it is in recognising the interrelationship with pupil well-being and thus realising the ‘business’ element to the argument, not just the moral one. It can only find its place in sustainable strategies overseen by emotionally-intelligent leaders, not in high‑profile, short-lived initiatives that quickly run out of energy and money. Well‑being at work can be seen as one of those nice‑to‑ have‑but‑we’re‑far‑too‑busy‑just‑trying-torun-a-school-with-empty-coffers gimmicks which are strongly in danger of being filed in the ‘nice but a bit too fluffy’ drawer. With initiative fatigue already smothering motivation across the sector it’s just one more thing to take on board. School leaders, rightly, have to be convinced of its value. Seeking to define what well-being actually is, lofty theories aside, is very individual. We all have an instinctive and personal sense of what it represents and can appreciate that well-being is not only a broad concept but

The solution to securing teacher well-being is in starting small, it is in incremental culture change, it is in recognising the interrelationship with pupil wellbeing and thus realising the ‘business’ element to the argument, not just the moral one may be made up of a balance of different factors in different people. The National Institute for Health and Care Excellence (NICE) sums it up succinctly as ‘the subjective state of being healthy, happy, contented, comfortable and satisfied with one’s quality of life’. The common threats to well-being in the workplace are also well understood; research on the education sector suggests that teachers’ needs are in fact no different from other occupational groups. To thrive at work, most people benefit from greater job control, more support from senior staff and colleagues, productive relationships based on respect and trust, better-managed organisational change, role clarity and a good balance between effort and reward. WELL-BEING AND IMPROVEMENT The pressure on schools to improve pupil outcomes is greater now than ever before – we all recall the moment when ‘satisfactory’ became ‘no longer good enough’. So the theme of well-being risks being understated and school leaders have to be persuaded that there is a direct link between well‑being and performance improvement. It’s not just academic results that are under scrutiny. Public bodies (including schools) are now, for example, under a new legal duty to ‘prevent people from being drawn into terrorism’. This is on top of the existing requirement to teach British values. Since the so-called ‘Trojan Horse’ plot became headline news teachers have been contemplating a range of difficult issues, including where exactly on the spectrum ‘extremism’ starts and finishes, as well as how to have that debate in the first place and what role they are expected to play in policing prejudice. Equally, the pervasive impact and pace of social media developments regularly infiltrate the classroom, compromising pupil well-being and leaving even the younger generation of teachers struggling to catch up with issues like cyberbullying and ‘sexting’ and the numerous other variants that crop up every week. Teachers broadly accept that their role as educators extends beyond the taught curriculum and that schools must play their part in addressing recognised societal problems. On the whole, teachers are excellent at safeguarding the welfare of children and young people. Yet are society’s expectations of what schools can deliver becoming too high? PUPIL AND TEACHER SYNERGY The desire for our schools to achieve continuous improvement, whether academic

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or otherwise is, of course, the right one. This pressure, however, is driving workload burden, stress and anxiety, ‘burnout’, ill‑health absence and ill-health retirements. The irony is that pupil well-being drives academic achievement and – in turn – has a reciprocally positive impact on teacher well-being. Evidence collated by Public Health England, ‘The link between pupil health and well-being and attainment’, highlights that pupils with better emotional well-being at age seven had a value-added Key Stage 2 score 2.46 points higher than pupils with poorer emotional well-being, equivalent to more than one term’s progress. Pupils with better attention skills at age 13 had a total value-added GCSE score equivalent to more than one extra GCSE at grade A* (63.38 points higher). School programmes that directly improve pupils’ social and emotional learning have similarly been linked with an 11 per cent boost in results in standardised achievement tests. Pupils who reported they enjoyed school at age 11 had better attainment at Key Stage 3, especially for maths, and similar results have been replicated in pupils of other ages. Bullying, unsurprisingly, has a significantly negative effect on attainment. The synergy between pupil and teacher well-being is clear: student attainment impacts positively on teacher well-being and there is some encouraging, albeit limited, research evidence to suggest that there is a statistically positive relationship between staff well-being and SATs results, with eight per cent of variance attributable to teacher well-being after the exclusion of other factors. Whilst this may seem relatively small, the authors point out that this eight per cent may be more amenable to intervention than other more rigid factors associated with pupil performance, such as social class. A WHOLE-SCHOOL APPROACH Valuable and interesting as such studies are the reality is that we don’t really need data to tell us these key points. Ask almost any teacher and they will tell you that they joined the profession to make a difference to children’s lives. Schools already have an obligation to promote the mental and physical development of pupils and prepare them for later life. Taking a whole-school approach to health and well‑being by modelling the same behaviours and a nurturing and supportive work culture should just be an extension of existing approaches. It also simply makes sense. It fosters that valuable E

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STAFF WELLNESS  connection between effort and reward, the appreciation of striving towards the same goals, the culture of ‘oneness’ that helps make outstanding schools what they are. Intervention need not, however, be the daunting or costly task that many schools might perceive it to be. In fact, with reduced absences and greater teacher retention levels being a common by-product of well-being strategies, many schools can save money. Schools are experiencing the tension of trying to do more for less but this simply makes the case for well-being strategies even more pressing as the work burden on individuals increases. As a 2014 report by the All-Party Parliamentary Group on Well-being Economics stated, ‘austerity makes a focus on well-being more essential not less’. The case for intervention, particularly at the primary, preventative level, becomes incontrovertible in the face of the evidence about well-being and performance from education and beyond. Some schools are already harnessing the power of positive psychology in their staff and pupil well-being strategies: this approach focuses in particular on people’s strengths, what they can do rather than what they cannot, alongside other positive qualities such as emotional resilience, optimism and kindness. Positive psychology does not advocate pretending the negatives don’t exist, rather it emphasises acceptance and finding positive solutions. Mindfulness training lends itself nicely to this kind of approach: the All-Party Parliamentary Group has in fact recommended that mindfulness be incorporated into the basic training of teachers in future for the benefit of both themselves and pupils. Teachers work in an emotionally labour‑intensive environment, constantly moving from one interaction to another, having to regulate their behaviour and often needing to suppress feelings. Mindfulness training can help teachers with emotional regulation, relationship management and resilience, reducing their perceived levels of stress and improving job satisfaction. In July 2015, the Wellcome Trust launched a £6.4 million research programme to assess whether mindfulness training for teenagers can improve their mental health. One part of the study is to include the first large randomised control trial of mindfulness training involving nearly 6,000 students and running for five years. The other parts of the study will focus on experimental research to establish the impact of mindfulness on the mental resilience of teenagers as well as an evaluation of the most effective way to train teachers to deliver mindfulness classes. Researchers will assess mental health problems as well as positive mental health and will also look at secondary outcomes, including impact on teacher well-being. At Bright Futures Educational Trust, a partnership of schools based in the North West, mindfulness is already taught

across the Trust with more than half of its staff trained in mindfulness practices. As a result, both pupils and staff report feeling calmer and better equipped to manage challenges in their lives. Commenting on the Wellcome Trust study, Dame Dana Ross-Wawrzynski, CEO, said: “We are big supporters of mindfulness in schools and are very happy to see that it will be taught more widely in the UK. There are a great many benefits to the teaching of mindfulness, including the improvement of students’ well-being and learning. We have certainly seen the benefits of mindfulness in our schools and will continue to support its place in the curriculum.” INFLUENCES ON SCHOOL CULTURE School culture is, unsurprisingly, strongly influenced by the behaviour of school leaders. Whilst well-being solutions need to be driven by staff themselves, a consistent

The experiences of others suggest it is important to start small. Babcock invites you to a Conference on 18 November on the theme ‘Supporting Employee Health & Well‑being in the Education Sector’. Babcock is also launching its School Health and Well‑being Review service. Working with a school leadership team in a tailor‑made review, the service evaluates key issues around the health and well‑being of the school as a workplace and produces a comprehensive report on health and well-being strategies which could be embedded into the school improvement plan, so that school leaders can learn how even small changes can have a cumulative positive impact on well‑being and a coexistent impact on schools’ ‘bottom line’: pupil performance. L

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FURTHER INFORMATION www.babcock-education.co.uk

Teachers will always be too busy; will always have too many targets and there will probably always be too much bureaucracy. A big workload and long working hours does not, however, automatically correlate with high stress levels and positive approach will never become embedded without the support of senior leadership teams and school governors who need to be open and approachable, receptive of new ideas and keen to recognise and acknowledge good performance. The physical environment in which people work is more important than many of us might think. If facilities and equipment are clean, maintained and of a good standard this can make a tremendous difference to how people feel about work. The school culture needs to respect work-life balance whilst acknowledging workload pressures and offer up flexibility where possible. Leaders should act as role models and challenge behaviour or actions that may adversely affect health and well-being. Employees need to feel valued and trusted by the school through managers actively seeking and acknowledging their contribution, offering support and coaching and promoting a sense of community.

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BUSINESS MANAGEMENT

MORE THAN AN ORDINARY SCIENCE LAB

How do you inspire the next generation – and particularly girls – to study sciences through to A-Level and beyond? In what may be the start of a new trend, one school has addressed this by creating an inspiring space in which to study science subjects A look at the statistics can be disheartening: just twenty per cent of UK students study Science, Technology, Engineering and Maths (STEM) subjects beyond GCSE level – and while girls perform just as well as boys, they are far less likely than boys to continue to study sciences at A Level. This is something that Watford Grammar School for Girls is tackling head on – not just in its ethos and teaching approach, but through the physical learning environment itself. This was the reasoning behind the school’s audacious plan to create a new 21st Century science lab that would inspire its students to take on original research projects and pursue their science studies. Simply adding an extra room wasn’t enough. Rather, the school wanted a structure that would ‘bring science alive’ and make a bold statement about the school and its teaching. After considerable research, the school chose a geodesic dome. Today, the school’s dome stands out as a landmark feature that grabs the attention of students, staff and visitors alike. Positioned on the rooftop of the science building, its very location is an intelligent use of space in a school where ground floor space is already limited. Accessed via a stairway and covered passage, the 7.2-metre diameter dome is fully equipped with laboratory workstations for up to twelve students. BRIDGING THE GAP Funding for the dome was obtained through sponsorship and grants from The Wolfson Foundation, The Lawton Trust, The Women of Vision Trust and The Watford Grammar Schools Foundations. The dome functions as a multiresearch facility, used primarily for small group work and science-based projects that might take considerably longer than the normal timetabled science sessions. In this way, the dome also helps to bridge the gap between studying Sciences at A-Level and at university. Sourcing the dome was a challenge, since there are very few manufacturers. Most dome structures are simpler and commonly used for creating a controlled growing environment with limited capability to cope with extremes of weather, rather like a conservatory. After

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exploring several options both in the UK and US, the school chose Southampton-based company Solardome, primarily because it was the only dome manufacturer that could design a habitable, temperature-controlled space. The Solardome Pro is the company’s awardwinning architectural system that allows architects to create a bespoke design using a range of materials. These models have been used in a variety of ways, from atrium skylights to extensions and dining facilities. The school’s dome is made of a combination of insulated panels and double glazing. Fitted with two doorways and an electric air-source heat pump, it can be heated and cooled, making it usable all year round. Scheduling the work around the school was crucial. Work on the dome’s construction started over the Easter holidays so that the frame could be erected safely while the students were away. Further works were coordinated to fit around the school timetable, and installation of the actual dome took place after the exam season was

over. In the meantime, timber work to the floors and outside decked area went ahead. Mark Gregory, Chartered Building Surveyor and the retained Fabric Consultant for the school, acted as Project Manager for the entire dome project. He explains: “The key stage events were governed by access timing issues, rather than by programme constraints made by the progress of the work itself.” FULFILLING ITS VISION Once the dome was in place, the next step was to fit it out and carry out the services works. Completed in the autumn of this year, the dome was officially opened on 1 October 2015 by science writer and TV personality Professor Lord Robert Winston. The school already has a strong track record in supporting its students in pursuing science subjects. Today, the dome allows the school to manifest its vision for inspirational learning through its physical environment. As head mistress Dame Helen Hyde DBE explains: “Within the science department at Watford Girls we have a wealth of expertise in carrying out and publishing scientific research. This science dome will allow our best science students to apply for a chance to investigate their own ideas, to develop and test hypotheses and to improve their knowledge and experience. “Although the research carried out inside the science dome will of course have a science focus, we see the existence of the dome as an addition to enrich the whole curriculum. It opens access to the higher levels of academic study and will motivate all our students to think beyond the stipulations of an advanced level syllabus.” L FURTHER INFORMATION www.solardome.co.uk

“This science dome will allow our best science students to apply for a chance to investigate their own ideas, to develop and test hypotheses and to improve their knowledge and experience.”

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NASBM Conference

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Focusing on the school business managers Do you want to be at the forefront of school business management? Join other business management professionals for the iconic launch of the national professional standards at the NASBM National Conference, taking place on the 18-19 November 2015 at the Hilton Birmingham Metropole The education sector is changing rapidly and Even if you have never attended the National the life blood of every school is reliant on Conference before, as a professional it is the quality and contribution of its school key that you attend this year and share in business management professional. the launch of the set of standards Never before has the blueprint that will underpin, develop h t i W for school business and catapult the recognition e g lin management been defined of the profession a stron akers, e in its totality – until now. across the sector. p s up of onference Following a national Following the feedback c 5 1 0 consultation across from delegates that 2 k e s th s to a ss e s all sector stakeholders attended last year, i m o r p ine and considerable the event will be once ool bus t h c s w input from school again held at the o n h e m business management manage ared for Hilton Birmingham professionals; the Metropole, on Wednesday prep can be ’s coming National Association of 18 and Thursday 19 School Business Management November 2015. This venue what xt ne (NASBM) will launch the allows all delegates to stay national professional standards on site at the hotel and get the framework at its national conference most out of the two-day event. Owing to on Wednesday 18 November 2015. the oversubscription of the event last year,

NASBM has expanded the conference to cater for 300 delegates. That said, 80 per cent of these places have already been sold so book your place now if you wish to attend. WHY ATTEND? The two-day conference, is the only two day event solely focused on the needs of the school business management professional; providing a wealth of keynotes from educational experts and practical workshops from practitioners, plus a 90 strong exhibition running alongside it. With one of the strongest line ups of speakers, this conference promises not only to be the launch of the professions’ blueprint, but to also ask what is coming next and how school business management professionals can be prepared. The conference will be opened with a keynote from Stephen Morales and Lord Lindsay, chairman of the United Kingdom 

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Case Study

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Towergate Insurance - Helping you to stop searching for insurance, and start finding it When choosing your next staff absence insurance provider, it is important to ensure you make the right choice for you, and your school. Towergate Insurance knows that it can be tempting to go with the cheapest quote, particularly when budgets are being cut and the pressure is on to make savings. However, it is important to understand why the cheapest quote is just that, and whether it truly offers you best value. We all know that with insurance, proof is in the pudding. The true value of an insurance policy really is proven when you need to make a claim. Many schools accept that absence is inevitable, and while you can employ back to work strategies to help reduce a number of short term absences, claiming at some point during the school year is often inevitable. So you need to be confident that when you need it most, your policy is going to respond and you won’t be left in a situation where a claim is rejected because of some small print that wasn’t clear to you when you chose the policy.

It is also important to choose a provider who will be able to keep you up-to-date on the progress of any claims you make, so a provider that deals with claims inhouse may be worth considering. Having a dedicated claim handler could also be a huge advantage to feeling supported through the claims process. Will the person you speak to be able to manage your claim for you and take ownership of any issues that arise? Before deciding on an insurance provider, Towergate Insurance would also advise you to check the claims process of the policy and any restrictions that may apply, for example

“We have used Towergate for our supply staff insurance for many years. The level of cover provided meets the needs of our school at a competitive price and importantly, you can actually speak to someone when you need to. The renewal process is quick and easy and claims are hassle free which is something I value in my busy day.” Jane Parish, Amherst School (Academy) Trust

01438 739626

Call us for a quote: or visit: www.towergateinsurance.co.uk Towergate Insurance is a trading name of Towergate Underwriting Group Limited. Registered address: Towergate House, Eclipse Park, Sittingbourne Road, Maidstone, Kent, ME14 3EN. Registered in England No. 4043759. Authorised and regulated by the Financial Conduct Authority.

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the claims notification period. Some providers may reject a claim if it is not reported in the timescales laid out, which are not always clear until it is too late. It is always advisable to check this so you don’t find yourself in a position where you can’t claim. And last but not least, having access to a wellbeing service to provide counselling and practical support can enable you to support your staff at the times they need it most. In turn, this can reduce the occasions or length of absences in your school. You may wish to ask your provider what they offer by way of supporting you in managing staff absence, in addition to claiming for it. For more advice about managing staff absence or to get a quote, contact Towergate Insurance via the details below. FURTHER INFORMATION Tel: 0330 123 5168 www.towergateinsurance.co.uk

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BUSINESS MANAGEMENT  Accreditation Service who will explain how the professional standards will be adopted by the sector, post launch. The other speakers scheduled to support the conference and provide key insights include Peter Lauener, Howard Jackson, Steve Cunningham, Frank Green and Lord Nash, Parliamentary Under Secretary of State for Schools. Peter Lauener was appointed chief executive and accounting officer when the Education Funding Agency (EFA) was formed in April 2012. His previous roles include: chief executive of the Young People’s Learning Agency; director of the Local Transformation at the Department for Children, Schools and Families; and director at Skills, Department for Education and Skills (DFES). Although Steve Cunningham lost his sight at the age of 12, he has not allowed this disability to hold him back. Steve speaks with humour and wit recounting his experiences in achieving whatever he has set his mind to. He inspires and entertains while making you re‑evaluate your own goals, ambitions and limits. Steve is the holder of the Blind Land Speed and Powerboat records and was the first blind person to fly a light aircraft around the UK. Frank Green took up the post of national Schools Commissioner on 1 February 2014. Previously Frank was Chief Executive of Leigh Academies Trust (LAT) for five years. He has a proven record of innovation and transformation as part of the school improvement process, leading three schools through to academy status. In June 2013 he was awarded a CBE for services to Education. Integral to the conference is a dedicated exhibition hall, catering for 90 exhibitors who all have a good understanding of the needs of the sector and offer a broad range of products and services. This provides delegates with an opportunity to undertake their procurement activities whilst at the conference, thus making the conference more than just a CPD hotspot. You can make new supplier contacts, get three suppliers for benchmarking, get advice from colleagues on the services and set up appointments for when you are back at school. WORKSHOPS Each workshop will be provided by a sector specialist who has been vetted by NASBM and is an Approved Partner. Each of these partners will be supported by one of the NASBM Associate Practitioners who will provide the school context and ensure that the workshops provide delegates with practical tools. This years workshop themes include: Financial Management; Procurement & Estate Management; Legal and HR; Policy and Leadership; Governance and Assurance; and Data Management, ICT and Marketing. Recommended workshops on Wednesday 18th include: ‘How to make cost savings and make your budget go further’ by the TES Foundation; ‘Exploiting the opportunity for change within the Finance Function, when

creating or growing a Multi Academy Trust’ by Will Jordan of PD Financials; and ’Simplifying procurement - a master class in procuring and practical everyday top tips’ by ESPO. On the second day, Thursday 19, workshops will include: ‘Managing honest conversations with employees’, delivered by Schools’ Choice; ‘Making school meals count’ by the Children’s Food Trust; and ‘Operational Effectiveness’, by Chris Hallmark of OEE Consulting. MAIN SPONSOR NASBM would like to take this opportunity to formally thank our main conference sponsor Schoolcomms. Kirsty Cumming, marketing manager at Schoolcomms, said: “Communication, organisation and process driven efficiency is at the heart of good management and that’s why we are so keen to support NASBM and School Business Management professionals in what looks to be another first class conference and professional networking event. “Our goals are common. We’re constantly looking to drive improvement, deliver cost savings and identify efficiencies to free-up time and funding. We want to maximise the resources available to support learning and attainment. “Providing simple technology driven communication between schools and parents is our business. We currently supply over 2,500 schools. Schoolcomms brings together texting, emailing, online payment collection, parents evening bookings, absence chasing, breakfast and after-school club management and reporting into one simple system. Everything we do has to pass the ‘simple and effective test’. If you haven’t seen Schoolcomms recently we hope you’ll get to know us during the conference.” CHARITY The nominated Charity for the NASBM National Conference is Mind, the mental health charity. Mind believes no-one should have to face a mental health problem alone. Whether you are stressed, depressed or in crisis Mind will listen and give support and advice, and fight your corner. Every year

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one in four people will experience a mental health problem but hundreds of thousands of people are still struggling to get the support they need. Still unable to access the services that could change their life. Still facing prejudice and misunderstanding. Mind provides direct support to over a quarter of a million people each year and their ambition is that by 2016 millions more people with mental health problems will have the support and respect they need and deserve. For further information on the work of Mind please visit their website. Emily Rayfield, Community Fundraising Coordinator at Mind, said: “We’re here to make sure anyone with a mental health problem has somewhere to turn for advice and support. We provide information to empower anyone experiencing a mental health problem. We campaign to improve services, raise awareness and promote understanding. “Every year, one in four of us will experience a mental health problem. But hundreds of thousands of people are still struggling. We won’t give up until everyone experiencing a mental health problem gets both support and respect. “On behalf of everyone at Mind I’d like to say a huge thank you to the National Association of School Business Management for choosing to support Mind. Money raised will fund our vital work including the Mind Infoline, our advice services and the campaigning Mind does to secure a better deal for the one in four people who experience a mental health problem every year.” FREE HEALTH CHECKS At this year’s National Conference, The Education Broker will be providing free health checks for all delegates. There are no needles, no invasive procedures, the most you may wish to do is remove your socks! The health check is conducted using specialised equipment to record your vital measurements (such as blood pressure, fat, BMI and weight). After the checks have been performed a qualified health technician will explain what 

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www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Take the leap, join the leaders

The Association of School and College Leaders (ASCL) is the leading professional body representing more than 18,000 school, college and system leaders across the UK. Our members work in more than 90 per cent of secondary schools and colleges of all types. ASCL gives you up to date advice and guidance aimed specifically at leaders, high quality trade union support should you ever need it, and first class professional development opportunities. ASCL members are leading the education system, why not join us? Find out more at www.ascl.org.uk/offers Terms and conditions apply. Offer ends 31 December 2015

Join now, from only £14* per month until 31 December 2016 Head/Principal† Monthly instalment: £23 Executive Head/Leaders of academy chains/trusts† Monthly instalment: £23 Deputy Head/Vice Principal† Monthly instalment: £19

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*New members joining between 1 June 2015 and 31 December 2015 will pay the above rates until January 2017

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29/05/2015 11:39

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BUSINESS MANAGEMENT  your individual results mean and could mean for your long‑term health. The check-up takes only a few minutes, and will be an enjoyable respite during the conference. So why not come along, you may be surprised at how well you are. The health checks will be available from 8am on Wednesday 18 November and are expected to be in great demand so come along early to guarantee your place. The Education Broker is providing the health checks in conjunction with its Working Well Together service which is designed to support school improvement by enabling your staff to maintain or improve their health. This unique service is fully funded by The Education Broker for new clients in 2015. We urge you to participate to experience this first-hand. THE METROPOLE HOTEL The Hilton Birmingham Metropole hotel is one of the UK’s largest residential conference hotels. With space for up to 2000 delegates, our 33 meeting and event rooms are perfect for all manner of corporate meetings and events in the West Midlands. The Hilton Birmingham Metropole offers a selection of 790 guest rooms and suites, providing a home-away-from-home for you and your delegates. The Hilton Birmingham Metropole hotel is the number one choice for over 1700 Birmingham conferences and meetings each year. Our Conference & Events team aims to achieve the highest quality and standards, and the hotel boasts three restaurants, outstanding leisure facilities, and all the convenient amenities you’d expect from a pre-eminent business hotel. At the Hilton Birmingham Metropole hotel, our staff pride themselves on their dedication to exceptional service. From the moment you arrive until the minute you leave, the comfort and well‑being of you and your delegates will be our absolute priority.  FURTHER INFORMATION www.nasbm.co.uk/Conferences

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The Age of the School Business Manager A new report published by online school management system experts Every, finds the role of the school business manager (SBMs) has experienced considerable growth in the last 15 years, and predicts it will continue to do so to meet future budget challenges. The research study, entitled The Age of the School Business Manager, was commissioned to mark the re-brand of the company from TES Foundation to Every. The study draws on the responses from 134 SBMs to an online survey and an advisory group made up of representatives from NASBM, ASCL, NAHT and school business managers who helped steer and review the research. The report suggests the role of the SBM is still in its infancy in state supported schools and predicts that SBMs will become more critical to schools as increased pressure is put on their budgets. When asked about the challenges they faced, over 90 per cent of respondents identified a reduction in school budget

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as their biggest challenge. The report highlights how the role has become more pressured in the past five years. Nine out of ten (95 per cent) respondents reported they’d taken on more responsibility. Over three quarters also reported that the role had become more complicated and they needed to deal with more paperwork, contracts and incidents. To find out how Every can help your school or multi-academy trust, please visit the Every website. FURTHER INFORMATION Tel: 08456 80 70 34 hello@weareevery.com www.weareevery.com

Why investing in design will help schools reach their enrolment targets Increasing competition is making it incredibly difficult for schools and academies to stand out to prospective pupils and parents. With many schools not reaching their PANs, budgets are affected and as a result teaching and learning can suffer. Keeping a school full is one of the top priorities of any business manager, and the best ones are discovering that spending on quality design and marketing is paying dividends. By creating a brand that reflects both the values and ambitions of the school and a marketing campaign to promote this identity, parents are better equipped to understand the school, making them much more likely to engage. When Kingsthorpe College needed to increase enrolment in the face of a range of local challenges they approached The Media Collective. In close collaboration with the SLT, the agency worked to understand the school’s ethos and vision, which allowed the creation of a visual language and marketing strategy to express this. The highly talented team then worked to develop an identity that shone through everything from graphics & signage, to prospectuses, flyers and wider marketing. The result? The school saw an impressive 100 per cent increase in open evening

attendance. The business manager was extremely impressed by the work of the team stating: “I would struggle to suggest how any improvements could be made.” The Media Collective understand

the need to work closely with schools to create campaigns that reflect the vision of the headteacher. Jez Currin, Creative Director says: “Parents use many factors to decide upon which school they want to send their children to, but confidence in the head is always near the top. Emotion plays a big part of these decisions. It’s our job to help the school to define their message, communicate the benefits of their offering and inspire parents to visit. Then it’s up to the head and their staff to sell the school to them.” With over ten years experience and a team of highly creative and committed designers, The Media Collective have axproven track record of delivering high quality work that brings real benefits to schools across all phases. An ideal, reputable one-stop shop for headteachers who want their school to stand out. For more information about school branding or to arrange a free consultation contact the team on the details below. FURTHER INFORMATION 0845 208 6788 info@mediacollective.co.uk www.mediacollective.co.uk

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SUPPORT. CONNECT. MONITOR. IT NETWORKING FOR EDUCATION With cost-saving at the top of every educational establishments IT agenda, take advantage of NETGEARâ&#x20AC;&#x2122;s simple, affordable and reliable wireless, switching and storage solutions with class-leading after sales service. We offer a FREE, no obligation on-site networking survey to assess your wireless and storage needs, aiming to solve network issues or improve your infrastructure. Book your survey now! Email: sitesurveys-uk@netgear.com Phone: +44 (0)1344 458200 Web: netgear.co.uk/networksurvey

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TECHNOLOGY

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Tris Simmons, Product Marketing at NETGEAR, looks at how technology is moving teaching out of the classroom Recent research from YouGov shows that some 81 per cent of tech savvy UK 13-18 year olds own their own smartphone, with 34 per cent also owning a tablet. The learning curve is steep too, with the research uncovering that almost three quarters (70 per cent) of children are confident in using mobile devices by the time they begin primary school. The proliferation of BYOD (Bring Your Own Device) in schools has led to a debate about how much BYOD use should be encouraged. In my view, as the old adage says, if you can’t beat them, join them. Trying to control smartphone and tablet use in the classroom is tantamount to swimming against the tide. The days of the teacher standing up at the front of the class and dictating notes for students to take without a modicum of interaction has long gone. The recent experiment at Bohunt School in Hampshire that was turned into a hit BBC TV series bore that out. Now, teachers have far more flexibility of how they present the national curriculum to students. In fact, why even stay within the confines of the classroom? THE ARGUMENT FOR A FLEXIBLE BYOD POLICY One such forward thinking school that we work with is Ballard School on the edge of the New Forest national park. It implemented a relatively flexible BYOD policy as felt it was important that staff and pupils could work with the tools they need and prefer. It firmly believes that pupils are more likely to be creative with their own familiar, caredfor tablet or laptop. In an environment where innovation and creativity are actively encouraged this is vital. As David Horton, ICT manager at the school so eloquently puts it: “You wouldn’t expect to prescribe which brush an artist uses to paint or which instrument a musician uses to compose, so why wouldn’t it be better to allow students to learn on a device of their choice?” With an open BYOD policy in place, Horton and his team at Ballard School understood that to facilitate this new breed of learning it needed an infrastructure that could fully support BYOD, as any sudden rise in people logging on to the WiFi with multiple devices would have a knock-on effect across the IT network. It spent time to research the number of devices likely to be used and in what part of the school, and then designed its infrastructure around it. The watchword for modern learning is accessibility. This translates as ensuring staff and pupils alike are able to access the content that will assist in their learning whether they are

The prevalence of BYOD has enabled teachers to engage with students on a level that inspires them the most, how the classroom of the future will truly look may remain open to conjecture but what can’t be argued is that technology will remain at the core in the classroom or even the playing fields. At Ballard School it is not uncommon for PE teachers to film the student’s tennis strokes or dance routines in one part of the school then instantly review the footage during the continuation of the lesson in the comfort of the classroom. BEING AN INSPIRATION The prevalence of BYOD and the increasing robustness of WiFi technologies have enabled teachers to engage with students on a level that inspires them the most, how the classroom of the future will truly look may remain open to conjecture but what can’t be argued is that technology will remain at the core. Delivering a reliable, simple and affordable IT infrastructure to support evolving learning practices necessitates asking the right questions when scoping out your IT requirements. Supporting more devices, students and staff can have a knock-on effect across the IT network. In simple terms, more devices and users drives more data, voice and video traffic across the network. Performance bottlenecks can arise as congestion hits services. In turn, with more data being consumed and produced, data storage and backup demands rise. As your IT highway lanes get busier, more monitoring may be needed to ensure only

authorised access is granted and rogue users and risks blocked swiftly and effectively. How do you make sure your IT network compliments your school’s learning needs? IT NETWORKING FOR EDUCATION NETGEAR is a global networking company offering an advanced range of wireless, switching and storage products that are easy to install and maintain and come with industry-leading warranty coverage and technical support. NETGEAR is the only networking vendor to offer lifetime 24/7 technical support for education products. Also benefit from lifetime warranty for ProSAFE® wireless and switching products and five year warranty for ReadyNAS® and ReadyDATA® storage products. NETGEAR is offering Education Business readers a free, no obligation onsite networking survey, assessing wireless and storage needs, aiming to solve network issues or improve your infrastructure.  FURTHER INFORMATION If you are interested in having a free networking survey at your site, please contact us at sitesurveys-uk@netgear.com, visit www.netgear.co.uk/networksurvey or give us a call on 01344 458200.

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Class Mastery

CLASS MASTERY CourseSection Overview

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CCSS 2010

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EVENT PREVIEW

2016 to be the best Bett yet?

the world. The zone will provide an exhibition area centered around a networking lounge.

The world’s leading event for learning technology, Bett, returns to ExCel London from 20-23 January 2016. Year-on-year, the show provides an environment that supports innovation and encourages the UK’s reputation for cutting edge education technology resources. Education Business looks ahead to the 2016 show The much anticipated four-day event, now in its 32nd year, will once again present education professionals with an opportunity to see and test the latest and most ground‑breaking technologies, giving them a taste of how those technologies can be used to revolutionise learning. Announced for 2016, Bett has agreed a global collaboration with Microsoft Worldwide Education. This will see the two brands collaborate with their global network of educators to deliver inspiring content of next generation ideas and innovative, technology-led classroom practices in the

UK and around the world. The educator-led sessions will showcase the ideas, practices and technologies that have the largest impact on educational outcomes, along with inspiring concepts to help develop 21st century skills and find solutions to global challenges. This year will also see the launch of completely new zone, Trade@ Bett – an event to help education suppliers meet, network and develop business opportunities with resellers and distributors from around

BETT AWARDS Considered by many as the most esteemed accolade in the ed-tech industry, the Bett Awards showcase companies and resources that seek to provide educators with the information, ideas and inspiration to enhance the learning process. The Awards form an integral part of the show each year and celebrate the inspiring creativity and innovation that can be found in technology for education. This year the awards will take place following the opening day of the show at The Brewery, located in Chiswell Street, London. Award categories range from Early years Digital Content, to ICT Special Educational Needs Solutions and ICT Exporter of the Year. A notable winner from 2015 was Frog Education, who picked up the award for ICT Company of the Year – between £1m and £10m turnover, for its Frog Progress tool, which enables teachers to assess the progress of every pupil. Commenting on the win, Gareth Davies, managing director, said: “We’re delighted to receive this prestigious award as a recognition of Frog’s continued E

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EVENT PREVIEW  commitment to providing world-class technology to improve both teaching and learning in the classroom.” Other winners included: Toshiba, for ICT Services and Support; J2Code, for Free Digital Content/Open Educational Resources; Airhead Education, for Innovation in ICT; and Charles Clarke, for Outstanding Achievement in ICT Education. Accepting his award, Charles Clarke said: “We all know the world is changing in difficult and problematic ways. The only way to challenge that is through education so that our younger generation and our institutions can work out what’s happening. Technology is an immensely powerful way of doing that, both in helping learning, but also in bringing parents, teachers and local communities together in powerful ways. “It’s an immense honour to get this award. I’ve tried through my political life to promote education, and the recognition of this award is a tremendous endorsement of that. Bett is an assembly of all the people who are working in this industry trying to improve the quality of education for our young people. That is such a powerful, motive force when you see children who feel they can understand things, command things and get on top of things because education, and particularly technology in education, has helped them do that, so its a massive social achievement.” BETT FUTURES Bett Futures made its debut at the 2015 show as a purpose built home for inspiring new ed-tech start-ups. The area aims to provide a platform and help to nurture brave thinking, new products and possible ‘game changers’ in education technology. The inaugural Bett Futures cohort consisted of 30 start-ups specially selected by a panel of teachers, entrepreneurs and industry experts. The panelists are searching for the most innovative and relevant ideas that meet the challenges facing today’s educational institutions. Companies are judged against a set criteria, including: Relevance of idea in today’s classroom; Variety of ideas represented; Years in existence; Market status; Turnover; and Number of staff. The companies showcased a wide variety of innovative developments, from teacher‑parent communication tools, to 3D printing, to language learning and adaptive maths apps. Due to the success of the area at last year’s show, Bett is returning in 2016 with a bigger and better Futures initiative. This year will see a combination of returning companies as well as a number of new start ups joining the Bett show floor for the first time. Richard Canning, CEO of GroupU, was one of the start ups selected for Futures in 2015. He said: “Our experience at BETT Futures this year was both invaluable and highly enjoyable. As a fledgling ed-tech company with only a core team of three people, we do not have the resources or the reach to meet a high volume of

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In the session, ‘How can Creativity Enhance Learning – Inspiring Girls into Science’, student scientist Amy O’Toole will share her passion to inspire girls to take an interest in Science teachers and educators and discuss our ideas. BETT Futures gave us this opportunity and we came away from four days of exhibiting with a confirmed list of 52 teachers, across five different countries, who wanted to be among the first to test our product.” CONFERENCE SESSIONS The morning Keynote on Wednesday 20 January, ‘Connecting Global Educators and Learners’, is being provided by Professor Sugata Mitra in the Bett Arena. Sugata Mitra is Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, UK. Mitra was given the $1m TED Prize in 2013 in recognition of his work and to help build a School in the Cloud, a creative online space where children from all over the world can gather to answer ‘big questions’, share knowledge and benefit from help and guidance from online educators. Sue Watling, of the University of Lincoln, will be providing a session on ‘E-teaching: from digitally shy to digitally confident with virtual learning environments’ in the Learn Live: Higher Education Theatre. This presentation explores findings from a three‑year action research study which has proven successful in encouraging academics to engage with a range of VLE tools and reflect on potential usage within their own teaching practice. The session should be of interest to all those in higher education who promote the use of virtual learning for both on and off campus access, and who are involved in the institutional adoption of technology to enhance the quality of the student experience. Barnaby Lenon, chairman of the Independent Schools Council, will be speaking in the School leaders Summit on ‘The business challenges

of running an independent school’. This will be the Opening Keynote on 22 January. Elsewhere, Dan Haesler, international keynote speaker, educator, writer and consultant, addresses ‘Engaging Kids Today – It’s about pedagogy not just technology’. Educators have never been better informed of the complexities and interactions between pedagogy, technology, neuroscience and engagement. And yet, across the western world in particular, studies suggest that student engagement levels continue to drop. Why is this? Haeslar will aim to answer this question. ‘Digitalisation of basic education: Case Kaarina – no pain, no gain?’ will be demonstrated by Keijo Sipilä, head of Educational Technology, City of Kaarina, Finland. The city of Kaarina has deployed the largest educational 1:1 implementation of tablet computers in Finland. All of the students from 4th to 9th grade have iPads as well as all of the teaching personnel of basic education. Sipilä uses this case study to present his session. Another case study will be held by Jose Picardo, assistant principal of Surbiton High School. Ricardo looks at the strategies implemented at this forward looking school, and addresses how certain platforms have been integral to achieving an outstanding status. STRONG STEM PRESENCE The 2016 Bett Conference list contains many sessions STEM subjects, once more highlighting the vital role that the subjects play in primary and secondary education. There will be a Keynote Address in the School Leaders Summit Theatre by Adam Webster, Director of Digital Learning at Caterham School, on ‘Innovative integration of technology in E

Volume 20.9 | EDUCATION BUSINESS MAGAZINE

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EVENT PREVIEW  teaching the arts’. ‘Rewriting the Script for Women in STEM – Closing the Gender Gap’ will be hosted by Ann-Marie Imafidon, founder of STEMettes, award-winning computer scientist Dr Sue Black, Chris Monk of the National Museum of Computing, and Anne Marie Neatham of Ocado Technologies. Other STEM themed sessions include: Tony Prescott, Professor of Cognitive Neuroscience at the University of Sheffield, discussing ‘A glimpse of robotics future’; ‘Creating the next generation of female programmers’ in the Bett Arena and hosted by Anne Marie Neatham and Phil Bagge; and ‘How can Creativity Enhance Learning – Inspiring Girls into Science’. In this session, student scientist Amy O’Toole will share her passion to inspire girls to take an interest in Science. WHO WILL BE EXHIBITING? As always, the most innovative and trusted names in learning technology have already begun preparations for Bett 2016 and are gearing up to showcase their newest and most impressive products and services. Here is just a small selection from over 600 exhibitors you can expect to see this year: Robots in Schools is launching a world first: a humanoid robot that can be programmed using the popular language of Scratch. Designed for KS1 and KS2, the EDBOTTM can perform over 40 motions, allowing students to experience first-hand the thrill and fun of making a robot act according to their instructions. Visit Robots in Schools on stand F42 to learn about its integrated packages of hardware (robots), control software, lesson plans, training and support, designed to help schools of all sizes join the ‘robot revolution’. Whizz Education, on stand TB50, will showcase its virtual online tutor, Maths‑Whizz, at this year’s show. Maths-Whizz supports whole class, small group and one-to-one teaching by responding to each student’s individual learning needs, raising their confidence and ability. Combined with whole‑class teaching tools, the comprehensive

reports empower educators to make informed decisions and respond to them with ease. On average, students that use Maths-Whizz for an hour a week improve their Maths Age™ by more than 18 months in their first year of use. MAKING STEM ACCESSIBLE This year’s show will play host to Learning Resources’®, official international launch of its exciting new range of hands-on kits dedicated to making STEM subjects accessible and enjoyable, stimulating excitement and supporting achievement, STEM in Action®. As a leader in the primary STEM movement, Learning Resources will be championing the dedicated STEM area at the show and will also be supporting the event by providing a speaker on the subject of STEM in primary education. There will be a number of on‑stand events and activities for visitors, product demonstrations and promotions, and not‑to‑be-missed competitions, making a visit to stand B78 very worthwhile. Motivating and encouraging children on their reading path, from having their first reading experience up to the teenage years, Knowl’ge ApS, on stand G82, will present its ground breaking app for reading. Using the app, children will enjoy a stronger interest in reading due to an innovative combination of gamification and modern reading strategies. Children, their parents and teachers will also be offered the ability to gain insight in unique and trustworthy data on the child’s reading progression. Scientific & Chemical Supplies Ltd. (SciChem), on stand B158, is the exclusive distributor in the UK of PASCO data-logging sensors and equipment. The PASCO brand focuses on delivering cutting-edge solutions for 21st Century science education. As the leading provider of science equipment in the UK, SciChem are well placed to help schools integrate data-logging into their science teaching. This year’s show will provide an opportunity to explore the range of sensors, together with a new science-only tablet, the

Considered by many as the most esteemed accolade in the ed-tech industry, the Bett Awards showcase companies and resources that seek to provide educators with the information, ideas and inspiration to enhance the learning process

Spark Element. The Spark Element has been introduced to be compatible with all PASCO data-logging sensors, while removing all other apps not directly required in the lesson, thus enabling students and teachers to focus on science. On stand F41, EZ Education Ltd will showcase DoodleMaths, the best-selling primary maths app, with over 500,000 App Store downloads in the last two years. Created by maths teachers, its unique personalisation identifies the strengths and weaknesses of each child, creating a learning programme which continuously adapts. A few minutes’ daily use significantly raises students’ confidence and standards in maths. Also available is a secondary version and soon to be released DoodleTables, an adaptive times table app. Televic Education, a world leader in the development of digital, wireless and virtualised language labs, interpreter training labs and classroom control management software, can be found on stand H80. Its popular and innovative solutions are used daily in schools, colleges and universities, worldwide. Visitors are invited check out now>press>play, a cross-curricular resource for KS1 and 2 that brings an innovative approach to today’s classroom, on stand BFG12. Using sound, story and movement, it immerses children in curriculum topics, and through a series of active lessons, captures children’s interest and accelerates their learning. Learning Labs Ltd., on stand D440, are inviting visitors to learn more about FlashSticks®, its language learning and teaching support system, that uses pre‑printed foreign language Post-it® notes and a free-to-download app. The FlashSticks App® allows you to scan and translate objects, learn on-the-go with digital notes and play challenges to test your vocabulary. They are currently offering free interactive language lessons to schools nationwide to demonstrate the resources, and will be running an ‘Object Scan Challenge’ at Bett, where attendees can compete to win great prizes. EducationCity, on stand D300, provides a range of teaching resources and engaging, educational content for students aged 3-12 covering maths, English, science, computing, French and Spanish. As well as engaging students in their learning, it has a number of features designed to help teachers save time in planning, marking and assessment. They can use EducationCity to pre-plan differentiated learning for individuals or groups, and any student activity is automatically marked and stored so that teachers can filter and export the results for assessment and reporting purposes.

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CLOUD-BASED ASSESSMENTS Renaissance Learning UK is a leading provider of cloud-based assessments for primary and secondary schools. Its STAR Assessments for E

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Online management information systems

Helping to unlock the full potential of the internet

RM Education has been at the forefront of developing, delivering and supporting management information systems (MIS) in schools for over 22 years so it has a deep understanding of how data, combined with a powerful MIS, can make a positive impact in schools. RM Integris is the company’s online based school management information system (MIS) designed to provide valuable insights from school data through a powerful suite of recording, analysis and reporting tools. Over 400 hundred schools have already switched to RM Integris this year alone because it provides an efficient way to capture all pupil assessment, attendance, behaviour and performance data in one central system from foundation through to secondary. Additionally, it allows for extensive cost savings with no need for additional systems, modules or hardware, and provides valuable

RM Education delivers award-winning educational products and services that help teachers to teach and learners to learn. For 40 years, RM Education has created an extensive range of innovative and services carefully designed or selected to meet the specific needs of UK education. This includes superfast access to the Internet to enhance education and support collaborative learning, access to online tools, and interactive lessons. Additionally, the freedom to explore the Internet safely is promoted. Exclusively built filtering for education provides your school cloudhosted, customisable content filtering as standard. this ensures your Internet meets your individual needs by enabling user, group and time based filtering

insight into the trends that are having a positive or negative impact on pupil progress. RM Integris also provides a holistic view around the performance of your pupils in order to understand any barriers to learning and supplies the evidence required to confidently inform school improvement strategies and interventions that really work. Comprehensive proof around the success and impact of those strategies is assured and secure online access ia available anytime, anywhere on any device. RM Integris provides the ability to provide accurate and robust data for Census submissions and Ofsted in a fraction of the time FURTHER INFORMATION Tel: 0808 172 9531 www.rm.com/rmintegris

Ensuring excellent print quality and minimal enviornmental impact KYOCERA Document Solutions UK Ltd has served the UK’s education sector for 25 years. Experts ensure that schools, colleges and universities experience excellent print quality and reduce the environmental impact of printing, while achieving its goals for best value procurement and sustainable purchasing decisions. KYOCERA’s solutions for the education sector include Equitrac, PaperCut, KYOCERA Mobile Print App, SafeCom and Autostore. The company has created SIMS Connector, BioStore and a range of HyPAS apps for the education sector. The latest addition to its education family is the safe CubePro 3D printing solution, specially designed with students in mind. 3D print fits perfectly within the STEM curriculum to supplement pupils learning about computer-aided drafting (CAD) software to design ‘products’. 3D printed products can also

be leveraged across subject areas in order to help facilitate better learning and create a more interactive classroom. This new technology allows teachers to engage with students in a new and inspiring way. In areas such as Design and Technology, students actually gain extra marks in their coursework when demonstrating they have used different manufacturing technologies. When it comes to recruiting students, 3D printers also act as a differentiator between schools, giving you the competitive advantage. FURTHER INFORMATION Tel: 0845 710 3104 info@duk.kyocera.com

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policies to be applied in real time. An Internet connection that staff and students can rely on is essential. RM Education is confident that your RM Broadband service will inspire your school community to make better use of online learning resources. Get more from your broadband with RM Broadband. FURTHER INFORMATION Tel: 08000 469 802 schoolsales@rm.com www.rm.com/broadband

Classroom collaboration with the ActivPanel Range Collaboration is fast being recognised as an important learning practice, giving students long-term skills that will benefit them beyond their school journey. This means schools need to be providing a structured and collaborative setting in order for students to develop these skills, including having access to suitable technologies. Specifically optimised for education settings, Promethean’s ActivPanel enables up to ten unique touches for whole-class, individual, one-to-one, and small-team learning simultaneously. With unique ActivGlide technology, the ActivPanel glass surface eliminates the risk of finger burn and enables content to be viewed with great clarity – even at wide viewing angles. The ActivPanel is available in four sizes to suit the needs of each classroom, including 55-inch, 65inch and 70-inch high-definition displays as well as an ultra-highdefinition 84-inch model. The

ActivPanel supports Windows 7, Windows 8, Mac OS X, Linux and Chromebook OS for plugand-play operation in almost any school’s technology environment. Included with the ActivPanel is Promethean’s award-winning software, ActivInspire. Supplied as standard it’s optimised for use on the ActivPanel. ActivInspire gives teachers the ability to access a wealth of teaching activities, tools, images, sounds and templates, with a world of additional resources available on Promethean Planet, providing teachers with the technology and content required to help implement collaborative learning in practice. FURTHER INFORMATION Tel: +44(0) 1254 298598 www.prometheanworld.com

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EVENT PREVIEW  reading, maths and early learning have been developed for the new national curriculum. They incorporate learning progressions built by experts at NFER, so they identify not only the skills students know but also the skills they are ready to learn next. Its Accelerated Reader and Accelerated Maths programmes provide teachers with immediate feedback for progress monitoring. Visit stand B50 to find out more about its learning progressions and STAR Assessments. Cornelsen Experimenta GmbH, a subsidiary of the Cornelsen education group domiciled in Berlin and a leading supplier of teaching materials for natural scientific education, can be found on stand TB79. They produce and distribute sustainable teaching materials for elementary, primary and secondary schools, and offer both turn-key and tailor‑made solutions. On stand D458, Kaasa Health, will showcase its learning game, Meister Cody – Talasia. Accompanied by Meister Cody, Princess Namea and Prince Fandales travel the world of Talasia and experience many challenging mathematical adventures. With Meister Cody children can learn wherever and whenever they like, and training will always continue on the latest save-game position. With training, pupils playfully improve maths capabilities based on results of scientific research. The team will also give an overview into dyscalculia and maths weakness,

Once again, nasen will host the SEN Information Point, providing visitors with a valuable insight into policy changes and statutory requirements including the new SEND Code of Practice combined with a demonstration of the learning game. Vernier Software & Technology, on stand B210, will be highlighting its Connected Science System, which allows students to engage in science experiments wirelessly using mobile devices. It will also be showcasing its Go Wireless family of rugged, general‑purpose wireless sensors that allow students to remotely monitor, collect, and analyse data with iPad devices, Android tablets, and LabQuest 2 data-collection interfaces. The Go Wireless Link, which provides a cost-effective way to wirelessly collect data from more than 40 of Vernier’s existing sensors on tablets and mobile devices, will also be on display. IP Performance Ltd., a leading supplier of customised network infrastructure and security solutions, can be found on stand C394. The company supplies and supports organisations across the UK with wireless LAN and network security, IP address management and DNS/ DHCP solutions, broadband and bandwidth management solutions, URL filtering,

virus management, server and application load‑balancing, anti-spam and event management solutions and cost-effective, high–performance routers. Visitors are invited to visit the stand where the team can talk through any specific requirements or questions you might have. Once again, nasen will host the SEN Information Point, providing visitors with a valuable insight into policy changes and statutory requirements including the new SEND Code of Practice. The education sector’s trade association and the co-founders of Bett, the British Educational Suppliers’ Association (BESA), will once again run the main Information Point, and the team will be on‑hand to help visitors plan their visit and get the most from the day. L

The show will run from 10am to 6pm Wednesday to Friday and 10am to 4pm on Saturday 23. FURTHER INFORMATION www.bettshow.com

Encouraging students in design and programming

Informing instruction and elevating achievement

Visit the Rapid Education stand (B430), to discover how robotics, CAD and 3D printing brings STEM together and to life. VEX Robotics is the leading platform for schoolbased robotics education. Through the VEX IQ and VEX EDR platforms it encourages students from eight to 18 to engage in design, programming and creative problem solving. The extra-curricular VEX Robotics Competition is the world’s largest and fastest growing contest. It allows students to pit their robotic creations against teams from across the UK and, ultimately, the world. Demonstrations on stand include the links to Autodesk Inventor software, allowing you to design and produce custom parts and programming using visual and text based (Python, C++) software – from both laptops and tablets. In addition, demonstrations involve teaching using virtual robots and the opportunity to explore

Interactive Achievement is a leading U.S. educational software solution company founded in 2006 by educators seeking opportunities to create aha moments in the classroom utilising effective assessment strategies. Interactive Achievement’s flagship product, onTRAC, is a formative assessment and online reporting tool that can revolutionise the way teachers serve pupils. onTRAC harnesses the power of formative assessment data to guide instruction in the classroom and provides real-time data and analytic support. Interactive Achievement is committed to helping every child learn and grow. Currently used by more than 2,500 schools, onTRAC is a proven formative assessment solution that equips educators with information they can use to provide more effective ongoing instruction. Interactive Achievement will be making its UK debut at BETT

over 100 free lessons mapped to the National Curriculum. From Key Stage 2 through to Key Stage 5 – learn how VEX Robotics can change the way you teach and bring a true cross-curricular approach to STEM teaching in your school. Bett is also the launch of the VEX IQ Smart Radio program wirelessly using iPad’s, streaming data in real-time and using other Bluetooth enabled devices as sensors. FURTHER INFORMATION Tel: 01903 453 0802 sales@vex.com www.vexrobotics.com

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in London. Join the company’s interactive sessions led by two experienced educational thought-leaders who will guide you on implementing an effective curriculum-aligned online formative assessment plan that reveals gaps in a pupil’s learning and opportunities to create and manage instruction to help meet pupils’ learning goals. While you are at BETT, visit Interactive Achievement’s stand G130 and see the onTRAC assessment solution firsthand. You can also get a one-on-one product demo and learn more about the power of onTRAC by visiting the website below. FURTHER INFORMATION Tel: 020 3078 7311 info.uk@interactive achievement.com interactiveachievement.com

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ONLINE PROTECTION

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Written by Ken Corish, UK Safer Internet Centre

A new year, a new online safety policy Ken Corish, online safety manager of the UK Safer Internet Centre and SWGfL, discusses the challenges faced by schools when it comes to online safety and how these issues can be addressed September saw the implementation of the new Ofsted inspection schedules which include clear references to online safety as part of a school’s wider safeguarding strategy. With a clear focus on education, innovation, staff development and reporting, the beginning of the new school year is the best time to re-evaluate your school’s online safety policies to ensure that both you and your pupils are protected effectively. Schools, including head teachers,

teachers and staff, have a legal duty of care to ensure the safety of their pupils. With the influence of technology still growing in and outside of the classroom, this also includes the risks and dangers associated with using the internet, computers and devices. It’s important to remember that teachers and other staff members are also at risk, too, so any coherent and comprehensive online safety policy should incorporate everyone.

PUPILS AT RISK If measures and support are not in place, pupils can be exposed to hostile individuals on the internet. There are many possible problems that can come from this, ranging from online bullying, which can originate within the school or from unknown sources, to sexual predators who may be making contact under a false identity to groom young children. Inappropriate or distressing material online is also a concern for schools. Within the classroom, schools can block certain sites and E

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ONLINE PROTECTION  prevent content from being displayed, but with the increase in children using smartphone technology, there is still the possibility that they can access and share graphic or violent content. For example, children may be exposed to extremist views and content, which has been a serious concern for schools in recent months. They may also share violent or explicit material without really understanding the affect this may have on others, or on their own digital footprint. Sexting has also become a prominent issue in school online safety, with students as young as 14 finding themselves with criminal convictions after sending naked photos to their peers.

they must be simple and clear enough to be used by both adults and children. Online safety should become an integral part of any staff development which should be kept current and up-to-date with any issues raised in the news or within the school. Staff should be aware of all the current social media channels being used by young people including newer platforms like KiK, ooVoo and Instagram, so that they can familiarise themselves with the software and understand the nature of any online safety concerns arising from their use. Services like BOOST can provide bespoke training that is tailored to individual schools.

TEACHERS AT RISK There have been reports of staff and teachers being harassed online, either by individuals within the school or by external parties. For example, research undertaken by the National Association of Schoolmasters Union of Women Teachers (NASUWT) found that around 60 per cent of teachers had seen abusive comments posted about them online on social media. Teachers and schools in general are also vulnerable to detrimental effects upon their online professional reputation. Staff members using social media profiles or posting comments on other websites can seriously impact their own digital presence and that of their institution. Sometimes, seemingly innocent or allegedly private content can cause severe harm to public opinion and estimation, especially if it is discovered by pupils.

AN ONLINE SAFETY CURRICULUM Teaching children how to process and understand content they find online is critical to ensure their continued online well-being. For example, if a child has inadvertently accessed explicit or violent material that they have found upsetting or disturbing, it is important to make sure that they are taken care of appropriately, that the issue is explained and that any problems are incorporated into the curriculum to ensure that all students can benefit from the advice provided. It is important for children to understand how to behave appropriately online as their digital footprints can have a serious impact upon their prospects in the future. There are many resources that can help to map out these ideas, such as our free digital literacy and citizenship curriculum that is available for everyone between the foundation stage to key stage four. Integrating

PLANNING AND TRAINING EFFECTIVELY When determining an online safety policy, the entire school should take ownership of the writing of the regulations within it, and the head teacher will take full responsibility for its day-to-day management. Staff and governors should be aware of all the risks and these should also be articulated to students in an open discussion. An Acceptable Use Policy (AUP) should be issued to all those using online technologies within the school and signed by all staff and parents. This should be bolstered by a code of good practice, written in a way to ensure pupil understanding which, when they are old enough to appreciate its significance, they should be asked to sign. Establishing appropriate reporting routes and procedures will ensure that online safety concerns will be brought to your attention as and when they happen. The entire school community should be aware of how these reporting routes will function, and

The power of the Internet and social media has highlighted a need for an open and ongoing dialogue in our communities to ensure that young people are safeguarded against the potential threats posed by modern technology

It is nt importaen to r for childd how to an underste online as behav al footprints git their di riously impact can se heir future on t ts prospec

the topic of online safety into all subjects is essential, as more and more subjects are using technology within their lessons to enrich learning and open opportunities for extended research and content. MANAGING THE THREAT OF EXTREMISM Since the new Counter-Terrorism and Security Act 2015 has come into effect, schools (and other authorities) are obliged to prevent people from being drawn into terrorism including online recruitment; something that is an extremely concerning issue at present.

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However, there are a number of ways that schools can address online safety to ensure that extremism and radicalisation does not pose a threat to their pupils. Some of our top pieces of advice are listed below. Firstly, assess the risk of a child being drawn into terrorism and their support for extremist ideas. You can do this by using robust safeguarding policies to identify children at risk, devise a relevant intervention plan and select the most appropriate referral option. Be prepared for Ofsted inspectors wanting to see your school’s approach to keeping children safe from the dangers of radicalisation and extremism. Otherwise, you may be subject to regulatory action. Work in partnership with your local safeguarding children board to ensure you’re following the correct policies and procedures. Train your staff to identify children at risk of being drawn into terrorism and challenge extremist ideas. Having staff who can both recognise the signs of extremism and counter the online extremism rhetoric and narrative are both equally critical - staff training is vital in this regard. Educate your students on critical evaluation. They should be aware of internet content that may be trying to influence them to follow extremist views. There are many sources providing help and guidance on how to do this, including the Digital Literacy website. Implement strict IT policies that allow for an appropriate level of filtering. These IT policies should be implemented as a precautionary measure, not as a response to an incident. Take responsibility for reporting concerns. It is now the law for any individual to follow the appropriate safeguarding reporting procedure. The power of the Internet and social media has highlighted a need for an open and ongoing dialogue in our communities – among children, young people, parents, carers, schools and wider – to ensure that young

people are safeguarded against the potential threats posed by modern technology. L

SWGfL BOOST is an award-winning online safety service for schools, providing an all‑in‑one service for monitoring, reporting and professional development. SWGfL supports school inspectorates, such as Ofsted, providing advice and guidance on online safety. FURTHER INFORMATION swgfl.org.uk/

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Striving for Excellence in Information Technology

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MOBILE TECHNOLOGY

Mobile and connected technology is playing an increasingly important role in teaching. Mary Palmer, director of Techknowledge for Schools, shares the charity’s recent findings and examples from the heart of the digital classroom It’s well documented that the use of tablets and other mobile devices in lessons emphasises and develops collaboration skills. Most teachers cite this as the greatest benefit alongside speed of research. Pupils can lead their own learning through independent research by working in groups to solve problems and present solutions. Collaboration is encouraged and accepted as a way of discovering answers, asking peers for support or feedback and sharing findings with the group and the teacher. Our ‘Transforming Learning’ research looks even further beyond these benefits to analyse with teachers and pupils how new flipped, challenge‑based and blended learning methods compare with more traditional methods. TABLETS IN THE CLASSROOM Emma Beamish teaches English at Longfield Academy in Dartford, where iPads are embedded in teaching and learning and have been in use on a one-to-one basis

since 2011. Emma believes that mobile technology can break down multiple barriers to literacy and learning for students. She said: “If you want students to ‘own’ their learning, if you want them to learn to study independently and if you want to inspire creativity, then give them a personal device that crosses the boundaries between gaming and study, pleasure and work. It fits with students’ lifestyles and abilities and they already have this technology in their pocket.” In other research by the charity, volumes of ‘tablet use’ best practice have been uncovered for every type of subject. Longfield Academy introduced personal devices as far back as 2011 because they believed it would support anytime, anywhere learning and enable independent research and problem-solving. Teachers there use Google Apps for teacher-pupil-parent emails and document sharing and, in order to maintain enthusiasm among pupils, there are IT champions

TEACHER TRAINING Longfield prepared itself for the introduction of mobile devices for a whole year (wi‑fi, broadband, IT infrastructure) and offered professional development to all staff before the tablets were deployed, during the period of transition, and since deployment. The training was organised both internally and externally and focused on technical advice but mostly on supporting staff in using the tablets in lessons. Emma believes it needn’t be intimidating: “The thing about technology is that different teachers can hook onto different ideas and apps and play to the strengths of the pupils. E

Written by Mary Palmer, director of Techknowledge for Schools

How mobile tech is transforming education

who run an iBar during break times. Pupils share and collaborate there with teachers, showing them useful applications and ways to use mobile devices for learning. Emma explains why she’s a fan of using technology to teach English: “The first thing I’d mention is speed. If you’re researching themes in a Shakespeare play, then instead of spending five hours in the library to find all the references to those themes, you can find them in five minutes and spend those hours analysing them – a far better use of time. The same if you want to compare ‘1984’ to ‘Brighton Rock’ – in seconds you can find 12 different newspaper articles with incredibly useful comparison material. “Working this way simply reflects the growth of constant multitasking in the real world. It’s integral to the working world that pupils will face and we’re simply helping to shape the way they learn to do it. It’s not the tech that’s teaching the pupils. You still need a human to understand how humans learn. Education is about enabling progress, and I know that technology is enabling me to individualise pupil progress more easily.”

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MOBILE TECHNOLOGY  As for teacher confidence and training, it’s not all ‘out there’ somewhere, the knowledge about mobile tech, it’s with us, all the time, on our own devices. We need to familiarise ourselves. “For language-based subjects, any device that can manipulate language is useful. Learning becomes more interesting. Clicking and interacting to drag words into a different order to demonstrate grammatical points, selecting alternative words and phrases in an instant – it’s all a way of making learning fun. Teaching in this way immediately breaks down barriers between the text and the pupil. For children with special needs, it’s incredibly useful to be able to change font type, size and colour to enable them to view text differently. “Using technology in class increases a teacher’s ability to be flexible. Marking is a lot quicker and marks can be notated for the pupil’s benefit and for further discussion and shared with parents. It also forces you to prepare your lessons better, with slideshows and signposts that create a journey for the pupils. Eventually we should all be in a position where no-one is re-inventing the wheel any more in preparing their classes.” MODERN FOREIGN LANGUAGES In Modern Foreign Languages, the possibilities are endless compared to a generation ago. Stewart Dearsley at Longfield, who has been teaching for over 20 years, now uses a range of ‘fantastic’ foreign language apps, but is realistic about their role. He says: “Using mobile technology is an addendum to learning, a useful enhancement, but it doesn’t change what or how I teach. You still need, as you always did, a teacher who circulates, who can communicate in foreign language and who can get the pupils to do the same. The most useful websites are Linguascope, Zut and Oye! For vocab, Languages Online (free to use and enables pupils to work at their own pace) and Kahoot!, which is great for quizzes and assessment for learning - one of the best ways to engage pupils in language learning. The flashcards app (Chegg) is also good. You type in your text in English or French and the app can be set to your chosen language, where a native speaker speaks the words back to you. “In terms of sharing progress and discoveries with other teachers and parents, Google+, Google Drive and Google Classroom are great tools. In Google drive it is possible to create an area for teachers to share resources. For pupils, Google Classroom means that each class and the parents of the students in that class may have a private ID for accessing recent work.” Aurelie Charles, who also teaches French and Spanish at Longfield, is a huge mobile tech enthusiast and happily trains and guides other teachers, within and outside of the school. Google Docs and Google Classroom (for sharing and assessing work) feature heavily in her teaching, as do YakitKids, iMovie, Google education products and various apps for iPad. Aurelie says: “Pupils prepare their

conversations as comic strips. It only takes a few minutes to turn that into an iMovie. Most pupils prefer to learn that way. The important thing is to have a clear purpose when using technology to teach. Our Year 9 and 10 pupils are twinned with schools in Spain and France through eTwinning and they love sharing classwork and conversation with native speakers at the press of a button. “The role of the teacher hasn’t changed. We still have to guide them, but this way we’re tapping into their curiosity and IT skills and allowing them to present back to the class using multimedia tools that are already a regular part of their lives now.” FLIPPED LEARNING Flipped learning, the pedagogic approach where students learn new content online by watching video lectures, reviewing presentations or conducting research, is increasingly common in schools who rolled out school-wide tablets a couple of years ago. What used to be homework is instead done in class, with the teacher offering more personalised guidance and interaction with students instead of lecturing. Flipped lessons also re-distribute a teacher’s workload. Teachers spend more time preparing lessons, but the lessons themselves are less labour-intensive. The teacher is free to walk around the classroom and offer support. For a student strong at maths but who struggles to write because of dyslexia, using devices in this way is invaluable. It allows a student to record videos explaining how they solve equations, in place of written answers. Tim Cross, head of Learning Technology at Leigh Academies Trust (to which Longfield Academy belongs) suggests: “Flipped

teachers, pupils and parents for the proposed changes came later. The school introduced the tablets one year group at a time.

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A VARIETY OF RESOURCES Now, Chiswick School students create eChemistry books, go on Knowledge Quests, explore world cultures online and record and analyse their own PE performance using tablets and a popular app called Coach’s Eye. The entire Year 8 music curriculum is being digitised by ‘digital champion’ and teacher Renaldo Lawrence. Tony Ryan is also a fan of methods such as flipped and blended learning. He said: “Our maths provision is one of the best examples of flipped learning. Teachers create a video (via an app called Educreation that transform tablets into a recordable whiteboard) featuring sixth-form maths students sharing what they wish they’d known about maths in Year 9 and how they’d have done things differently if they had understood certain aspects of the curriculum better. We show this video to our Year 9 students and it really works.” As with all mobile technology and new pedagogical models emerging, teacher guidance and training is paramount. The most effective CPD often takes place in informal ways within departments, with teachers co-creating and sharing resources. Ryan summarises: “We have to help teachers keep on top of all that technology can offer, because it’s making a huge difference on many levels. I choose to invest in this and for other schools weighing up the balance of where to invest, I’d say it’s about priorities. We embrace digital technology at Chiswick School because I genuinely believe it’s making a difference.”

“The important thing is to have a clear purpose when using technology to teach. Our Year 9 and 10 pupils are twinned with schools in Spain and France through eTwinning and they love sharing classwork and conversation” learning forces you to change pedagogy, but it’s worth it. Yes, staff still needs guidance in using the tools, but again, it’s worth it. When it’s done well, it is like splitting yourself 30 times into 50 minutes. There’s a huge advantage to setting pre-learning and homework before class even begins. Students have already engaged and therefore see the value in the class content and the teacher knows who is prepared and who isn’t.” Tony Ryan, head of Chiswick School, is a staunch supporter of one-to-one tablet use. He estimates that the process of introducing one-to-one iPad Minis to his pupils took approximately two years in all. The first year was spent installing a new IT infrastructure (servers, wiring, switches and wi-fi). Preparing

He’s backed by José Picardo, assistant principal at Surbiton High School: “School‑wide implementation still risks monumental failure if all resources are spent on infrastructure and hardware and hardly any on the issue of training staff and pupils. Where one‑to‑one tablet use is concerned, success or failure will be measured by how well the new technology is integrated into the daily business of teaching and learning. “Time, effort and money need to be spent on establishing a vision for the project and providing the necessary, frequent and ongoing training opportunities.” L FURTHER INFORMATION www.techknowledge.org.uk

Volume 20.9 | EDUCATION BUSINESS MAGAZINE

Practical… Simple… Inspiring… Would you guess this wonderful artistic effect was created by a black pen, water droplets and filter paper?

Most water- based black marker pens use inks that are made up of coloured pigments. When the ink is combined with water on filter paper, it separates to reveal the beautiful colours used to make it. This process is called Chromatography and is used by the medical industry to develop immunisations which save lives, by the food industry to control additives and vitamins in food and by environmental agencies to free drinking water from contaminants!

You can help engage your students by using the Arts to give creative license to STEM subjects and help to nurture the next generation of scientists.

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Written by Jenny Karlsson, Engineering UK

ENGINEERING

Engineering the best possible career for pupils

Engineering is one of the most important and rewarding careers anyone can have. Recognising the need to attract a greater talent pool into engineering, Jenny Karlsson of Engineering UK analyses why studying STEM is important Engineers are currently tackling some of the world’s most pressing problems – from dealing with cyber security and maintaining clean water and energy supplies to finding sustainable ways to grow food, build houses and travel. Engineers present solutions both to immediate and long-term problems. As we struggle to deal with an ageing population, from developing life-saving medical equipment and minimising the damage from earthquakes to helping chart‑topping musicians record songs to developing computer games and making better, greener transport, engineering is part of everyday life. The good news is that the UK is great at engineering. But (and it’s a big but), the sector has a severe shortage of skilled professionals as older engineers retire and the industry grows. You may be surprised to learn that engineering employs over 5.4 million people

in the UK and the projected number of job openings for the decade to 2022 is over 2.5 million. However, the numbers coming through the ranks are not sufficient to reach this projected demand and the proportion of women in the industry is the lowest in Europe.

number and diverse range of careers available in engineering, the hope is they will continue with STEM subjects thus keeping their options open for the future. For a career in engineering you need qualifications in maths and a science, often physics. However, as many consider these to be really tough subjects, an important message for young people is that, with roles at all levels of engineering, you don’t have to be a maths or science genius to work in the industry. The programme works with leading employers and brings together the engineering community in a collective E

Engine employ ering 5.4 milli s over in the U on people projecte K and the job ope d number of n decade ings for the t over 2.5o 2022 is million

TOMORROW’S ENGINEERS That’s why Tomorrow’s Engineers, a wide‑ranging schools programme wants to give every young person aged 11 to 14 the opportunity to participate in an engineering-related activity with an employer. If they can see the

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ENGINEERING

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 drive to build the future generation of engineers needed by the industry. Tomorrow’s Engineers Week is an annual campaign supported by government, educators and employers across the UK that shines a spotlight on engineering careers in a way that young people may have never considered before; such as: Who creates moisturiser? How do engineers save lives? Where do they make space probes in the UK? How do you build an app? It gives young people across the UK the chance to take part in activities, talk directly to employers and young engineers and to learn about all the varied possibilities available. Tomorrow’s Engineers Week 2015 will take place 2-6 November and there are lots of opportunities for teachers and group leaders to get involved. For example, you could ask a local engineering company to send you an engineer to tell the young people you work with about the amazing things they do every day. They could bring in their kit and show them their tools of the trade, or invite a group to visit them at work. Ask them to show exactly what it means to be an engineer. You could work with a local engineer to run a hands-on activity, an interactive discussion or a live online Q&A; it can be anything as long as it inspires and puts the spotlight on engineering. INSPIRING YOUNGSTERS Research shows us that after last year’s Week, 49 per cent of young people aged 11-14 stated that they believed a career in engineering to be desirable. This is substantially more than the 41 per cent of the national benchmark and slightly more than the response given by participants in the Tomorrow’s Engineers programme (47 per cent), which takes place throughout the year. When surveyed after Tomorrow’s Engineers Week 2014, the impact on perception was particularly striking for girls, as 44 per cent of girls aged 11 to 14 agreed that engineering careers are desirable, 18 per cent more than the benchmark. When asked as part of the post-event survey a third (33 per cent) of girls in this age group said they knew what engineers do. Compare this to 16 per cent of girls in the UK benchmark and you start to see the difference these interventions can make. Of course, this is by no means to suggest that the 25 per cent of young people who said they had heard about or taken part in a Tomorrow’s Engineers Week activity in November will go on to become engineers. The week is just one way to inspire the youngsters in our classrooms and to create the next generation of engineers. Making available accurate, industry-relevant careers resources to support teachers and advisers is another. ENCOURAGING INTEREST So, what should teachers be saying when asked about engineering careers? The E

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Empower your students to design, collaborate and create amazing things you never thought possible with ”MakerBot in the Classroom: An Introduction to 3D Printing and Design“. The handbook gives you the basics of 3D printing and design as well as ideas, projects and activities for optimally integrating 3D printers in your curriculum. MakerBot in the Classroom is divided into three sections First section Second section Third section

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ENGINEERING  key things to tell anyone asking about a possible career in engineering are: Study maths and physics to keep your options open; Engineers design, create and innovate to improve lives; There are loads of different types of engineering roles; Engineers can work anywhere in the world; Engineers are generally well paid; and you can get into engineering via a degree or an apprenticeship. The Tomorrow’s Engineers resource pack includes answers to questions young people often ask about engineering and explores some topics, such as gender balance, in more detail. In the packs, which can be downloaded or ordered for free from the Tomorrows Engineers website, are posters with reasons to become an engineer, routes into engineering and inspiring case studies. Leaflets for learners and their parents/ carers describe the opportunities presented by the engineering sector and look at entry routes, work experience and funding opportunities. The newest resources include an Engineers save lives poster and

associated lesson plan as well as 10 reasons to become a scientist or an engineer. EEP ROBOTICS CHALLENGE Schools across the country are invited to take on a robotics challenge that will see student teams involved in ‘space missions’. Teamwork, robots, design, discovery, fun and loads of LEGO are all part of the mix, as are real-world challenges, teacher support and some great prizes. The programme aims to support the STEM curriculum, along with computing, and design and technology. You can run activities and lessons with your team during school time or as an extra-curricular activity. This isn’t a one‑off challenge. It’s a curriculum‑linked programme that gets your students (11-14s) working together in teams (minimum size of six students per team) to solve real-world engineering, technology and computing challenges. Your student team will learn how to build, program and control autonomous LEGO robots to complete a series of short, exciting space missions using LEGO Mindstorms

ork, Teamw esign, d robots, s of LEGO d and loa part of the are all e real-world ar mix, as nges, teacher challe t and some suppor t prizes grea

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Education EV3 sets. From assembling the crew to launching the satellite, they’ll demonstrate the skills they’ve learned at challenge events held around the country. The journey starts in your school though. The challenge events are the culmination of a ten-week extra-curricular or in-school programme that will see your students learning how to design and control their robots to complete the space challenges. It’s all with the help of our structured activity plans and learning software, and we’ll also provide you with training and equipment. You can run activities with your team outside the classroom or during lessons. The challenge could take your team all the way from regional heats to the national final. There is no participation fee and all the training and kit are provided free of charge. The application form should show how engineering impacts on your school. How important is engineering at school and further afield? How might that inspire the children? Where might engineering take them? Show why we should choose your school above another. What makes your school special? What will your school gain from taking part? Perhaps your school is very focused on STEM subjects, and taking part will help build on this, or perhaps there’s a lack of STEM focus and the Tomorrow’s Engineers EEP E

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VEX Robotics: Engineering brought into the classroom There is a well-documented shortage of engineers, the UK has a huge skills gap and getting students fired up about the many varied career opportunities in engineering fields is vital. Robotics is the perfect catalyst for this as it can cover so many areas of engineering. Mechanical, design and software are just three – all of these are possible career routes opened up by involvement with the VEX Robotics platform. How? Because at every stage of curriculum development, the people behind the VEX platform ask one very important question what do students gain that will help them in a career? This is then applied throughout and there are many examples of this: Autodesk Inventor is an industry leading CAD software program and used widely, students working with VEX can use it to digitally design, prototype and simulate models. Mirroring the process engineers use with exactly the same software; Programming through Python and C++ - languages used widely in computer science. Students don’t just learn an education-based platform that they then have to ‘un-learn’ in a career; Students document their progress in an Engineering Notebook, again mirroring reallife practice. This can be used to track decision making and record the design process.

Why is all of this important? Well, it gets students thinking in a way they will need to once in employment. They learn and hone some key skills – critical thinking, problem solving and managing risk. This is just one of the reasons National Grid have been UK sponsor for the last two years, they recognise that the students involved have ‘something else’ to offer to an employer. Further examples of how VEX Robotics looks to help bridge the gap between education and industry can be found in the free curriculum

available, created by award-winning teachers. The latest free unit, developed in partnership with FANUC - a world leader in the autonomous robotic systems used on production lines around the globe - looks at all of the stages in creating autonomous systems using the VEX EDR platform. Students consider customer requirements, design limitations, model solutions before constructing and programming and finally presenting a final project against a design brief. At every stage FANUC have provided input to ensure that the language and processes used are industry relevant. Being able to link a model created using the VEX parts to something actually used in industry also makes the project much more relevant to the students. And while this is targeted at Key Stage 3, extending the project into Key Stage 4 is something many teachers have already done and submitted work using VEX for GCSE’s and vocational qualifications. By giving students a real understanding of engineering while at school, it hopefully inspires them to consider it as a career. FURTHER INFORMATION Tel: 01925 251038 www.vexrobotics.com

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ENGINEERING  Robotics Challenge could help to improve this. If you already work with a STEM Ambassador or a local engineer/engineering company, don’t forget to highlight that in the application. Applicants need to apply by 5pm Thursday 5 November 2015. THE BIG BANG FAIR Another programme aimed at bringing science and engineering to life for young people is The Big Bang. The annual Big Bang Fair is the largest celebration of science, technology, engineering and maths (STEM) for young people in the UK. Everything is aimed at showing young people (primarily aged 7-19) the exciting and rewarding opportunities out there for them with the right experience and qualifications, by bringing classroom learning to life. Held at the NEC in Birmingham 16-19 March 2016, The Big Bang Fair is an award-winning combination of exciting theatre shows, interactive workshops and exhibits, as well careers information from STEM professionals. In 2015 almost 70,000 people made the trip to see the world of

science, technology, engineering and maths brought to life in some unexpected ways. The 2016 Fair will have over 200 exhibitors, daily workshops and a range of exciting shows, such as ‘Gastronaut and the Quantum Mechanical Chocolate Factory’ and ‘The Hollywood Special Effects Show’. The message to young people is very much ‘come and see where studying STEM can lead you and prepare to be amazed, surprised, inspired and possibly even disgusted’.

At t, its hear ang B The Big careers t is abou ighting the hl and hig possibilities excitingt exist for tha eople young p

CAREERS AND FUTURES At its heart, The Big Bang is about careers and futures and highlighting the exciting possibilities that exist for young people in science, technology, engineering and maths. It’s about the contribution they, with the right motivation, can make to the UK economy and to society in general. From meeting inspiring young engineers and scientists from some of the biggest companies in the UK and through receiving dedicated careers advice, young people leave the event with a fresh, new perspective on where

their school subjects can lead them and a more positive view of careers in STEM. Teachers also find the experience a positive one. Not just in terms of what their students learn and experiment with but also with regards the information and resources they gather during the day. In 2015, 81 per cent of teachers took away educational resources that most of them plan to use in their own teaching. CELEBRATING INNOVATION The Big Bang Fair national finals look for the very best projects from every area of science, technology, engineering and maths and aims to celebrate and raise the profile of young people’s achievements. The best entries get to showcase their project at The Fair, where finalists have their own stands to show off all their hard work to scientists, engineers, students, parents, employers, teachers and celebrities. As well as lots of team and individual prizes, entrants in the senior category have the chance to be crowned the UK Young Scientist of the Year or the UK Young Engineer of the Year, which can be a massive motivation for many students. For anyone who can’t make it to Birmingham in March there are other opportunities to experience the Big Bang. The UK Fair is complemented by a series of Near Me Fairs, E

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EVENT PREVIEW

Education Estates – from design to delivery Those responsible for designing, building, maintaining and funding our schools, academies, colleges and universities face huge challenges. Covering the primary, secondary and higher education sectors, Education Estates takes place on the 10-11 November at Manchester Central and aims to provide the solutions to the challenging issues Now in its third year, Education Estates brings together everyone involved in delivering education facilities now, and for the future. Its success is built on three key elements: the Exhibition, the Conference and the annual Awards and Dinner. The Exhibition features the entire supply chain serving the education sector. It’s a unique marketplace where manufacturers and providers can meet decision-makers and specifiers, make new contacts, generate leads and new product ideas, and identify current and emerging opportunities in the education sector. The Conference features over 90 speakers, with specialist content streams for schools and colleges and universities. Lively and authoritative, it’s the professional gathering for everyone concerned with education’s built environment. The annual Education Estates Awards & Dinner is a fantastic networking opportunity for exhibitors,

speakers, visitors and delegates – and a great night out, too! This year, it will be held in Manchester’s prestigious Midland Hotel. The Education Estates Exhibition is free to all visitors and delegates. The Conference is free for those directly employed in schools, colleges, universities and local authorities. Delegates also benefit from free on-site catering and VIP parking.

discussing inclusion in a session entitled ‘Challenges faced in designing facilities to accommodate both mainstream and special education needs under one roof and how they were overcome to provide an inclusive learning environment for the local community’. Following this, Will Wareing from Girls’ Day School Trust approaches learning environments in a session titled ‘Irresistible Learning: How spaces can support pedagogy’ and AG Real Estates’s Philippe Monserez tackling ‘PPP: Schools of Tomorrow’. Concluding the schools part of the conference, Jon James, Scott Brownrigg, discusses the importance of understanding people when designing schools. E

The Confere feature nce 90 speas over ke with co ntent st rs, reams for sch o o l s, college s a n d u n i v e rs ities

CONFERENCE SESSIONS The Schools Conference session includes Tony Dolan of Curtins discussing ‘Transport and access issues for school construction projects’ and Gareth Woodfin, HLM,

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Education Estates 2015

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Roof windows to create Air quality crisis beautifully designed, putting children at risk naturally lit enviornments The news that many Founded in 1993 by architect Peter King, the Rooflight Company (RIBA) created the original Conservation Rooflight which continues to lead the marketplace as the best product in its class. Today, this organisation is developing the field of contemporary architecture and interior design. This was underlined when the Rooflight Company launched the neo range; a roof window with edge-to edge glazing where form and function are equally balanced. The Rooflight Company has been supplying rooflights and roof windows to the education sector for many years. The Plateau and Added Security rooflights are seen in schools, academies and other academic institutions across the UK. Older properties benefit from the Conservation Rooflight, which has the longest track record of obtaining planning

approval due to its authentic, low-profile design. It also offers a bespoke service through its Rooflight Studio, ensuring the best design for buildings. Roof windows from the Rooflight Company provides high performance insulation, a choice of openings for ventilation, CE & Kite marking. The Rooflight Company is also the only manufacturer of a level three accredited Secured by Design Rooflight. The Rooflight Company designs and manufactures all products in an on-site factory. FURTHER INFORMATION Tel: 01993 833 155 therooflightcompany.co.uk

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EVENT PREVIEW  As part of the Colleges & Universities Conference session, Aaron Taylor discusses changing space requirements in a talk called ‘Building communities for student living’. Additionally, Lyndsay Smith of Morgan Sindall covers ‘An innovative approach to low carbon construction’ and Mark Sidding explores ‘Enhancing student experience through estate development’. Richard Jobson addresses sustainability in a session titled ‘The challenges facing the 21st century university estates, before Chris Pattison delves into campus design, with Jason Challender of Leeds City College completing the conferences with a session on masterplanning and strategy. AWARDS & DINNER We are delighted to announce the second Education Estates Awards & Dinner will take place the evening of the first day of the Education Estates Conference & Exhibition. The awards will be held at the Midland Hotel just across the road from Manchester Central where the conference and exhibition is taking place. The awards are an excellent opportunity to network with other delegates and exhibitors, and to continue discussing

the day’s topics. Awards are now open for entries until the 31 July 2016. The qualifying period for each category is 1 January 2013 – 26 June 2015. The categories include: Estates & Facilities Team, Innovation in Teaching and Learning, Student Experience, Innovation in Delivering Value, BIM Initiative, Project of the Year, Client of the Year, Sustainable Achievement and Product Innovation. The entry deadline is 31 July. AFTER DINNER SPEAKER This years after dinner speaker will be broadcaster Garry Richardson. Garry has been a broadcaster for the BBC for over 30 years. He is an after dinner speaker of the highest calibre. Best known as the sports presenter on Radio Four’s prestigious Today

programme. He also presents Sportsweek on Five Live every Sunday morning and is a regular contributor on BBC Television. He has reported on Five Olympics for the BBC. Garry’s big love is performing on the after dinner circuit. 2015 will mark his 25th year as one of the country’s funniest speakers. Garry’s speech is a rich mixture of stories and anecdotes about his life in broadcasting including his incredible interview with President Bill Clinton in Wimbledon’s Royal Box, in front of 18,000 tennis fans sitting under umbrellas and 10 million viewers on BBC 1. Over the years he has interviewed a galaxy of stars and his stories about his broadcasting life has made him a hugely popular speaker. A new feature for 2015, Maintaining E

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From Design to Delivery Now in its third year, Education Estates brings together everyone involved in delivering education facilities now, and for the future. It is the only event of its kind to focus on the design, build, management and maintenance of the UKâ&#x20AC;&#x2122;s education buildings. The Exhibition is packed full of exhibitors showcasing the latest products, innovations and services designed to enhance education environments. The Conference features over 60 speakers, with specialist content streams for Schools and Colleges & Universities.

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EVENT PREVIEW  Buildings in Education is designed to help visitors and delegates make their maintenance budgets go further. Running alongside Education Estates, and free to attend, it consists of a dedicated area within the Education Estates Exhibition, bringing together suppliers specialising in products and services for internal and external maintenance. It also consists od a free-to-attend Theatre, where exhibitors can share their experience, expertise and advise through case studies, demonstrations and presentations, and branded sessions within the main Schools and Colleges & Universities Conference streams. Maintaining Buildings for Education is aimed at decision-makers and maintenance teams from local authorities, state and independent schools, academies, colleges and universities.

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EVENT SPONSORS AECOM is a premier, fully integrated professional and technical services firm positioned to design, build, finance and operate infrastructure assets around the world for public- and private-sector clients. With nearly 100,000 employees — including architects, engineers, designers, planners, scientists and management and construction services professionals — serving clients in over 150 countries around the world, AECOM is ranked as the #1 engineering design firm by revenue in Engineering News-Record magazine’s annual industry rankings. The company is a leader in all of the key markets that it serves, including transportation, facilities, environmental, energy, oil and gas, water, high-rise buildings and government. AECOM provides a blend of global reach, local knowledge, innovation and technical excellence in delivering customized and creative solutions that meet the needs of clients’ projects. A Fortune 500 firm, AECOM companies, including URS Corporation and Hunt Construction Group, have annual revenue of approximately $19 billion. EC Harris is a leading Global Built Asset Consultancy. As part of the ARCADIS Group, we have access to 22,000 people worldwide, operating in over 300 offices in 70 countries and generating 2.4 billion Euro in revenue. Working across a wide range of market sectors, we help our clients make the most from the money they spend on built assets. Our ethos is simple; we focus on getting the right results for our clients, our people and the communities in which we work. We help our Education sector clients deliver better learning outcomes more efficiently and provide certainty through the successful delivery of well procured and managed projects. We operate across all areas of the education sector and have an enviable track record in higher education, school buildings, academy and free school programmes. L FURTHER INFORMATION www.educationestates.com

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HEALTH & WELL-BEING

Mental health and well-being remain high on the public agenda, with recent reports calling on schools to engage in a national commitment to develop holistic approaches to mental health and wellbeing. Here, nasen’s Jane Friswell examines the guidance and offers advice to schools Statistics in a recent report from Public Health England and the Children and Young People’s Mental Health Coalition, drives home the importance of mental health and emotional well-being, indicating that emotional health can have far reaching influence on pupils’ attainment. According to Public Health England’s report, in an average class of 30 pupils aged 15, three could have a mental disorder, seven are likely to have been bullied and six may be self-harming. Suicide is one of the three most common causes of death for young people and half of lifetime mental illnesses start by the age of 14. The halcyon days of childhood? Not for many, so what are the priority areas and best approaches for schools to help pupils navigate the challenges and difficulties that they may encounter?

environment cannot be underestimated either. Schools need to examine how pupils’ environments impact their performance and how they affect their mental and emotional well-being and attainment. We often measure this impact through the quality of relationships between staff and pupils, the ones that enhance learning and support. For those pupils who do not enjoy school we should strive to build effective and supportive relationships with them and reinforce the messages of support that say ‘we want you here, you belong, you are important to us’. TEACHING AND LEARNING Teaching about emotional health is another core facet of any school’s approach, and there is advice for teachers on teaching about mental health and emotional well-being; unsurprisingly, pupils are more likely to engage in lessons that focus on emotional well-being if they are practical and relevant to them. In addition, using validated assessment tools such as the Stirling Children’s Well-being Scale and the Warwick-Edinburgh Mental Well-being Scale can help offer insight to a complex and tricky area that needs demystifying in a sensitive manner. Teaching about ownership of challenges is also important, and how we do this is especially significant in changing and influencing the hearts and mind-sets of pupils who lack the self-belief to overcome their struggles. Involving pupils in decisions that impact on them can benefit their emotional health and well-being by helping them to feel part of the school and wider community and to have some control over their lives. The SEND Gateway offers free resources for exploring strategies to support learners’ emotional well-being and help build resilience, all from a range of different voluntary sector organisations. These resources can contribute towards staff development, another fundamental part of an effective approach. Emotional wellbeing in staff is key to engender the open,

er An 11 pst in o cent boent tests m achieve en linked has be mmes that ra to progove pupils’ impr tional emo learning

A COMMUNITY ETHOS If we want to tackle these issues then well-being and mental health should be everyone’s business. Schools need to have a clear awareness of the extent and nature of mental health problems in children and young people and of their responsibility to be part of the response, not least because these problems do not go away. All too often there is a culture of silence when it comes to mental health and emotional well-being. This is why ensuring that not only is the whole school aware of the importance of mental health and well‑being, but the community as a whole. This is the bedrock of an effective approach because it needs to be acceptable to ask for help. Those more serious problems can then be identified and help can be provided in a non-stigmatising way, with the whole school population supporting those with greater needs. Many problems are multiple and many remain undetected and untreated unless agencies such as schools take an active role. There are some key principles identified in the report, one of which is leadership. In this context, leadership that develops innovative practice will be critical to the success of any approach. The influence that leadership has on the ethos and

About nasen Nasen is the UK’s leading organisation supporting those who work with or care for children and young people with special and additional educational needs and disabilities. Nasen supports all staff including SENCO’s, leaders, teachers, governors and teaching assistants in meeting the needs of the pupils in schools and settings through promoting education, training, development and support.

Written by Jane Friswell, nasen

A healthy attitude to emotional well-being

Special Educational Needs

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honest approach to young people’s well‑being. Providing opportunities for assessing the emotional health and well-being needs of staff, enabling staff to take actions to enhance their own well-being, and promoting a good work‑life balance for staff are all ways of driving necessary change. To ensure everyone has the balance right, take a look at the Workplace Well-being Charter National Standards. A BOOST IN ACHIEVEMENT While we pay so much attention to assessment and exam results, some schools may feel that efforts to provide support for emotional well-being needs to take a backseat. But a report from Public Health in 2014 found that Ofsted had identified a strong link between schools that paid close attention to well-being and those that were graded outstanding for overall effectiveness. An 11 per cent boost in results in standardised achievement tests has been linked to programmes that improve pupils’ social and emotional learning. The report also found that whole-school approaches to this, universally implemented for all pupils, strongly correlates with attainment. That’s a clear message for any school. Support the emotional health and well-being of pupils and you ultimately support their attainment. That staff should benefit from this increased awareness too makes it startlingly clear that this is a critical issue for any school and all pupils. L FURTHER INFORMATION www.nasen.org.uk

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SCHOOL ARTS

Music Education

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Written by Laura Gander-Howe, Arts Council England

Setting a challenge to the arts This month, the Arts Council launched the Cultural Education Challenge: a national call to action for the arts and education sector. Laura Gander-Howe, director of Children, Young People and Learning, Arts and Culture at Arts Council England talks more about the importance of cultural education Arts and culture matter to all of us. They bring us joy, let us reflect and help us empathise. They’re really important to our society too – boosting the economy, revitalising communities and increasing health and well-being. The culture sector is worth £7.7bn to the UK economy, employs over 100,000 people and creates one in 20 jobs. It drives international trade, fuels our booming creative industries and attracts millions of tourists each year, all for just 0.1 per cent of government spending. We can also use arts and culture to tackle our society’s greatest challenges. As pressure increases on the NHS, healthcare providers can increasingly make use of arts-based projects to potentially save the NHS up to £500million. Without arts and culture, public life in this country would be much poorer. As watchers and visitors, artists and producers, curators and entrepreneurs, policy makers and investors, we all benefit from this incredible national resource.

A RIGHT NOT A PRIVILEGE At the Arts Council, we believe that every child has the right to take part in this country’s rich cultural life. One of our goals, as part of our mission to achieve great art and culture for everyone, is to ensure all children and young people have the opportunity to experience the richness of arts, museums and libraries. Every child should be able to create, compose and perform their own art. They should have the chance to visit, experience and participate in extraordinary work, and be able to explore, understand and review the experiences they’ve had. Arts and culture bring huge benefits to young people: studying creative subjects triples the chance children from low income backgrounds will get a degree, whilst taking up a musical instrument improves attainment across all core subjects. As a country, we have always supported exceptional talent in science, industry and the arts. No child should miss out on the

opportunities, pleasures and life-changing skills that the arts and culture can bring. Wherever children start in life, a cultural education should be a right, not a privilege. So where are we now? Cultural education in England is delivered by a range of partners, including the Arts Council, as the national development agency for the arts, as well as schools, local authorities, publicly-funded arts organisations, Bridges, and Higher Education institutions. MUSIC EDUCATION HUBS In 2010 and 2012, the government published two independent reports authored by the now chief executive of Arts Council England, Darren Henley, on music and cultural education. They identified a number of strengths in existing provision and the passion providers had for ensuring all children accessed great arts and culture. In summary, the recommendations provided in the Review were for an improved national cultural infrastructure and more developed local delivery. Over the past three years, the Arts Council and its partners have worked hard to help address the recommendations. Music Education Hubs were founded to deliver clear leadership and bring together all local music education providers and opportunities to E

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Case Study Quality service and reduced waste for Sherburn High School I was very impressed with the knowledge of your technical guys. They had the right approach, spoke my language and understood exactly what I was wanting even though I couldn’t explain it in technical terms.

Jill Pounder Business Manager

Sherburn High School is a mixed comprehensive school in Sherburn in Elmet on the West Yorkshire/North Yorkshire border with around 750 pupils. Arena Group provides and services the school's print and copy devices. Arena is a one stop shop. We call if there is a problem with the machine or the software, Arena identifies the problem and solves it without question. When we call to request any changes, the answer has always been yes.

Jill Pounder Business Manager

Arena promised exceptional service and this starts right from the delivery. Business Manager, Jill Pounder, comments; “The team did an excellent job. I love the fact that even though the printers were delivered to the depot late, they were only in Garforth so everything was dealt with quickly. They collected them that night and delivered the following morning so they still arrived on time” Richard Webb ensured Arena did exactly as promised; “I was apprehensive that you couldn’t deliver on your promises but I felt that Richard knew what we needed and had it covered. His catchphrase was; “I will be on site, I will sort it.” That was enough for me. As long as he was on site I felt that he could deal with any installation and set-up problem. He’s not quite superman but I can’t praise him enough.” While it is too soon to measure, Jill is confident that the cost savings will be realised; “Arena has far exceeded our expectations; we are paying less now for more machines and there have been many positive comments about how robust they are.” Releasing documents at the device has reduced waste; “At most photocopiers and printers, I used to remove a pile of paper an inch thick that had been printed in error. You don’t see that anymore. We just can’t believe that these cards to release the print are so easy.” The staff also understand the impact of their printing, helping to further reduce costs; “It now tells me the cost. I have cancelled larger documents because of this. Defaulting to black and white is great, creating rules but having the flexibility to change them when we need to. We were really strict with the controls to begin with and then slowly relaxed them until we got it just right.”

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SCHOOL ARTS  ensure that every child has the opportunity to engage and progress across musical genres. There are now 123 Music Education Hubs across the country, funded by the Department for Education, with 84 per cent of schools reporting to work with their local hub. Music Education Hubs act as drivers of partnerships in local areas and offer clear leadership, bringing together all local providers, schools and teachers in developing opportunities to ensure a strong music education landscape in their area. Hubs work to identify areas of least engagement and ensure diversity, as well as enhancing the quality of provision in their area. Collaboration across hubs has helped to strengthen music provisions. In North London, eight Music Education Hubs have come together to form Music8, sharing resources, opportunities and ideas. By pursuing funding opportunities as a combined group, they also represent a wider geographic area which can prove more attractive to potential investors. Meanwhile, Barnet, Enfield and Haringey hubs are working with Arts Council-funded Musiko Musika to establish multi-cultural community youth ensembles in each location. Hubs also target gaps in provision for disadvantaged young people. Ealing Music Education Hub’s ‘Reaching Out’ programme, for children from Gypsy, Roma and Traveller communities who would otherwise have little or no access to cultural education, has been so successful that the model will be used with other hard to reach groups. Our survey from the academic year 2013/14, showed that hubs worked with 88 per cent of all state-funded primary schools in England, and 78 per cent of all state-funded secondary schools in England - both increases on previous years. We also know that 596,820 pupils received at least one term of whole class ensemble teaching, and 715,955 pupils regularly attended at least one instrumental ensemble or choir – an increase of nearly one hundred thousand pupils since 2012/13. We hope that hubs and schools will work together to determine what the needs of pupils are and how the hub can encourage musical progression beyond the means of the individual school. We also expect hubs to support schools and head teachers to identify, support and monitor a high quality music curriculum. FURTHER ENGAGEMENT There have also been a number of other positive developments following the Henley Review. The Department for Education has recently revised its Governors’ Handbook which now includes a new section on cultural education, emphasising the legal requirement for both maintained schools and academies to promote the cultural development of their pupils. It states that cultural education forms an important part of a broad and balanced curriculum, and children and young people should be provided with an engaging

variety of cultural experiences (including music) throughout their time at school. Ofsted has also confirmed that school inspections must take account of whether schools offer a broad, balanced and relevant curriculum. Music is clearly an element of such a curriculum and it is hoped that Ofsted will give more weight to subjects like music in future when deciding whether a school is good or outstanding. The Arts Council has been working with Ofsted inspectors to support them to identify and comment on cultural education in schools. The Arts Council has also driven up membership of Artsmark, now redesigned, by schools for schools. It will be an excellent source of evidence for Ofsted, supporting inspectors to better understand the quality of cultural education within a school. Artsmark complements Arts Award, which we run in partnership with Trinity College London, and which recognises the outstanding achievements of individual young people.

changes, these disparities of opportunity will become entrenched, and have a lasting impact on the future of our children and our nation. It is not easy, simply in terms of scale. There are 24,000 schools in England and more than eight million pupils. It is also a difficult time, when resources across the public sector are stretched. THE CULTURAL EDUCATION CHALLENGE That’s why we are launching the Cultural Education Challenge – a call for the arts and education sectors to work together and create new ways of collectively addressing the gaps in arts and cultural provisions locally through ‘Cultural Education Partnerships’. These Cultural Education Partnerships will be led and initiated by ‘Bridge organisations’, who will play a leading role in delivering the Challenge, although strong convenors are encouraged to come forward to help deliver the Challenge locally. As part of the Challenge, the Arts Council announced 50 new Cultural Education

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One of our goals, as part of our mission to achieve great art and culture for everyone, is to ensure all children and young people have the opportunity to experience the richness of arts Work with children and young people is now a part of our funding agreements with some 82 per cent of our 663 National Portfolio organisations and 21 Major Partner Museums. And to help bring these structural elements together we invest £10 million a year in 10 Bridge organisations. These play a vital role in building local cultural alliances, increasing provision for children and young people and bringing in more revenue. They are now working with more than 7,000 schools – and since 2013 they’ve levered in more than £11.5m in additional funding. All over the country, we are seeing new platforms, partnerships and ways of working. Recent examples include the Times Educational Supplement’s online platform that will give teachers access to arts and cultural teaching resources from organisations such as the Royal Shakespeare Company, the V&A, BFI, and the Royal Opera House, with more to come. There’s also the British Museum, Arts Council and TES Global’s live-streamed ‘World Biggest History Lesson’ which will help develop skills in learning history using physical objects. PATCHY PROVISIONS As you can see, a great deal of progress has been made on a national level; but there is still a long way to go. Access to cultural education and opportunities to progress and improve still vary hugely across the country. In many places, there are huge barriers to participation: barriers of income, class, geography, ethnicity, faith and disability. This is a huge challenge, and unless this

Partnerships across the country in areas of most need of arts and cultural provisions. They will be modelled on previous pilot partnerships established in Great Yarmouth, Bristol and Barking & Dagenham, initiated by the Arts Council with partners the British Film Institute, Heritage Lottery Fund and English Heritage, in response to a number of recommendations made in the Henley Review on Cultural Education in England. The goal is to have these up and running by 2018. We believe that there should be no barriers to talent. It’s our job to ensure that children and young people should not be excluded from the advantages of a quality cultural education through the accident of fate, or because of inequality, prejudice, poverty or isolation. The Arts should not be the privilege of the few, but the right of the many. We need leadership in schools, arts organisations and the partnerships. Strong, committed leadership at a local level, individually and collectively. In particular we need the participation and leadership of head teachers in shaping these cultural education partnerships. It is simply impossible for us to deliver what pupils and schools need, without the input of schools. Let’s come together, get these Cultural Education Partnerships off the ground and give all our children the opportunities they deserve. L FURTHER INFORMATION www.artscouncilengland.org.uk

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Preparing pitches for the worst of winter

Written by Garry Martin, Replay Maintenance

SYNTHETIC PITCHES

As a specialist installation, synthetic pitches should be handled with care to prolong their life – especially in harsh conditions. The Sports and Play Construction Association shares its essential tips on making sure your artificial pitches successfully ward off the winter blues All-weather synthetic turf pitches should in fact be called most-weather synthetic turf pitches. They are not, as many think, always playable. Sadly, we can’t stop the weather, but with a little planning most synthetic sports surfaces can be made available in nearly all weathers. So, let’s go through the different types of winter weather we’re likely to get and how to deal with it. WIND & RAIN Naturally, in autumn, the leaves fall off trees. So, it probably goes without saying that you need to ensure they are regularly swept up and cleared. If not, they can encourage the development of moss and algae and as the natural detritus breaks down will become increasingly difficult to remove effectively. If moss is present you will need to apply an approved chemical and remove once ‘dead’. You can do this yourself or you may find it is included in your service agreement with your maintenance provider. To help alleviate drainage issues during more prolonged periods of wet weather a pro-active planned approach to maintenance is necessary. By implementing the following procedures the pile will be more fluid and the fill more mobile, both imperative where drainage is concerned. Use a process that encompasses de‑compaction, extraction of dust, removal of dirt and detritus and redistribution of the

infill. Maintenance is not just about what is on the surface but should also cater for what is in the surface. For all of the aforementioned to take place and be fully effective it must preferably be dry. This does not mean that wet weather maintenance should not take place, but you must be sure that the correct wet weather procedures occur. Removal of dirt and detritus, and redistribution of the infill (with care) can take place during wetter periods. However, rotary brush techniques are not ideal for wet weather maintenance as they may only succeed in driving retained dust particles deeper into the cleaner bottom half of the surface. Using a rigid brush with airflow is preferable. You may have your own grounds staff and equipment that undertake the above. If using a maintenance company, it is always advised that you choose a SAPCA‑approved contractor to ensure that they take a considered and intelligent view of the weather and adjust the maintenance procedures accordingly.

In the worse cases a pitch may be at a point where it actually needs rejuvenating. This process can restore compacted and contaminated synthetic football, rugby, hockey and tennis surfaces to ‘as new’ performance and appearance using compressed air to remove the contaminated top layer of sand and restore the pile to vertical. However, it is a treatment that has to be undertaken by a reputable maintenance company and is not fully effective if the surface is frozen. In this sense, prevention is most definitely preferable to a cure, that is – regular and methodical maintenance to avoid replacing your synthetic pitch before its time.

Sadly can’t st , we weathe op the a little r but with p sports slanning most be mad urfaces can FROST & SNOW e availa With a lot of hard work, ble in nearl the correct machinery y all and good products, it is weathe possible to clear snowfall and rs

ice. Snow can be cleared to the side of the pitch, albeit you need to make sure that the weight of the snow doesn’t cause any long-term issues on the carpet underneath it. Freezing conditions and ice are slightly more problematic. If you are intending to apply a treatment to prevent freeze or encourage thaw, firstly, check with the surface manufacturer or E

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“We are very impressed with Garran Lockers’ products, especially as they match the hotel interior perfectly. Over the last four years of using Garran’s lockers they have required no maintenance and support. That’s why over the years, I felt confident to continue buying from Garran Lockers.” Adrian Tyler, Purchasing Manager, The Dorchester Hotel.

Consultation: We actively listen to your requirements, and provide you with the best possible solutions and options, including steel or aluminium locker bodies, metal or solid grade laminate doors, and complementing the lockers we offer steel or aluminium cloakroom and bench equipment. Estimating: We are always happy to provide you with detailed speciications, CAD drawings as required, and product samples to demonstrate our product quality. We offer everything you require to make an informed decision. Manufacture and Delivery: Our commitment is to deliver to you as quickly and effortlessly for you as possible. No locker leaves our premises less than pristine, and we pride ourselves on delivering the best possible quality and service for your total satisfaction. Installation: Accepting nothing less than perfection carries on to our Installation Teams, as we know that the way quality materials are tted makes all the difference. To ensure quality with safety, Garran is a certiied SAFEcontractor, and all installers carry with them their CSCS cards.

After Sales Support and Spares: Should you require spares or replacement parts, we have a team to assist. And if for any reason a customer is not completely satissed, our Customer Service team is tasked to resolve the issue to your satisfaction without delay.

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SYNTHETIC PITCHES  installer before doing so. Secondly, you need to check that the whole depth of the synthetic turf carpet has in fact defrosted. Appearances can be misleading and a surface may look ice and frost-free when in fact it is only the top of the pile that has defrosted. In most cases, a shock pad will sit directly below the carpet layer with a further two layers of macadam (Tarmac) beneath that. All of these layers are black in colour and are excellent at absorbing ambient heat from their surroundings. In simple terms, this means that thaw from below (ambient heat held by the earth) can be very slow to reach the base of your carpet. As surfaces get older natural drainage may get slower, meaning moisture can sit at the base or midway in the carpet for prolonged periods. In winter, this moisture, without ambient heat, may freeze. This can lead to a surface that looks safe for play from the top down, but is in fact holding ice further into the pile. Worse still this can occur in isolated ‘pockets’ making the hazard harder to spot. As previously stated, it is worth noting that a good pro-active (year round) maintenance regime will help to keep the carpet pile open and the fill mobile. This helps fluid and moisture to pass through the surface, helping to negate ice and frost. To choose a reliable contractor to perform core maintenance like this, SAPCA

has approved members who pass strict entry criteria and are subject to random installation and performance checks, which you can access on the SAPCA website to give you the piece of mind of knowing that your pitch is in qualified hands. A word of warning: if you allow the surface to be used and a player sustains injury as a result of the ice, snow or rain, the responsibility will be yours. Make sure the pitch is completely safe before allowing play and always get an expert opinion from a qualified contractor if in doubt.

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VALUABLE ADVICE While taking care of your pitch during winter is important, core maintenance for your synthetic pitch should be a year-round routine designed to reduce labour and extend the life of your pitch in the long run. SAPCA has created an essential guideline for maintaining synthetic pitches which gives free, impartial and technically proficient advice – and it is available free to download on the SAPCA website. Simply search ‘Code of Practice’ and whether you have a pitch, athletic track or tennis court, the Code of Practice is an indispensible resource for facility owners and maintainers just like you. L FURTHER INFORMATION www.sapca.org.uk

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CHILDHOOD OBESITY

Obesity, along with mental health, is now one of the most serious public health challenges that our society faces in the 21st century. Dave Harvey, national chair of the Association of Heads of Outdoor Education Centres, explains how outdoor education can help tackle the obesity issue Research shows that obese children and adolescents are more likely to become obese adults and also develop various diseases such as type 2 diabetes, and a worrying 30 per cent of children in England are now classed as overweight or obese. Children need opportunities to be outside and the outdoors is where many children like to be the most. By allowing children the freedom to be outside, we reinforce their emotional well-being, which in turn enables them to embrace the natural world independently. Research shows many positive outcomes associated with a higher level of health and well-being, including improved creative thinking, productivity, good interpersonal relationships and resilience in the face of adversity, as well as good physical health and life expectancy. The English Outdoor Council recognises the importance of having physical activity,

including that associated with outdoor recreation and learning, embedded across all aspects of government strategy. Exercise – and outdoor activity – needs to be seen as fun and not a punishment for being inactive or unhealthy. Being active develops stronger bones, muscles and joints, helps to develop motor skills and the cardiovascular system and ultimately helps to maintain a healthy weight. Focussing on well-being ultimately leads to better all round health. Making activity a normal part of the day by taking what is traditionally done inside a classroom outside is one effective way of achieving this goal.

Written by Dave Harvey, Association of Heads of Outdoor Education Centres

The outdoor learning approach to health and well-being

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PROMOTING HEALTH Outdoor learning is best described as an active, experiential approach to teaching and learning, open to all, that involves being outdoors as a central part of the experience. It seeks to use the outdoor environment as a vehicle for transforming the experience into knowledge, skills, attitudes and actions. Outdoor learning helps to develop knowledge of oneself, others, the environment and the curriculum; encourages empathy, tolerance, understanding, cooperation and collaboration; and fosters positive attitudes towards health, risk, the environment and community. Not surprisingly, outdoor learning and adventure programmes are seen by many as having the potential to promote the health and well-being of young people. So how can this happen? ‘Outdoor learning’ is an approach to developing the whole person that is most commonly seen in the Early Years. Children begin their school careers with E

n Childre eir h begin t reers ca school enty of with pl ctivity but ra outdoo mount of the a spent time apidly rs r outdoo indles dw

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Blairvadach Outdoor Education Centre

Outdoor Education in our

Wonderful

Island Retreat

Delivering personal and social development through high quality adventurous residential outdoor education programmes for over 40 years.

Outdoor Education in our Wonderful Island Retreat Arran Outdoor Education Centre is located on the shores of Lamlash Bay on the beautiful Island of Arran, off the West Coast of Scotland. Arran, is famous for its wild and stunning landscapes, granite mountains, remote forest trails and sheltered bays. We provide children and young people with wide-ranging opportunities to participate in outdoor education and the • RYA Dinghy & Shore Based Courses opportunity to access the curriculum in an exciting and • SCA Canoe & Kayak Star Awards enjoyable way. • MT Hill & Mountain Skills Awards Courses for schools can be tailored to individual Tel: to 01436 820 491 requirements incorporate particular projects you may be www.blairvadach.org.uk working on i.e. Environmental Studies, Conservation etc. Blairvadach Centre, Rhu, G84 8NN and are delivered using Outdoor critical skills techniques. (Only 30 miles NW of Glasgow) For further information, contact us on 01770 600532 or info@arranoutdoor.com www.arranoutdoor.com The Centre is licensed by AALA / RYA/ SCA/ Duke of Edinburgh

Residentials that make a difference • Raise achievement • Broaden horizons • Build relationships Brathay Hall | Hinning House Low Bank Ground Get in touch! For further information on Brathay and our programmes: e: brathay@brathay.org.uk | t: 0844 225 3100

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CHILDHOOD OBESITY  plenty of outdoor play and activity but the amount of time spent outdoors rapidly dwindles until virtually all classroom time can be spent indoors – getting outside becomes limited to specific trips and visits and some PE lessons. Teachers often feel pressured to deliver a busy curriculum in a certain way and the thought of using the outdoors to achieve their targets can be frightening. Introducing the outdoors into an already busy school curriculum can seem like an impossible challenge, but with the right planning and a whole school approach significant progress can be made that makes a real difference, not only to the health and well-being of the school population, but also to their attainment. DEVELOPING THE SCHOOL ENVIRONMENT Thinking about the school itself, the development of garden areas has been shown to be enormously beneficial. As well as providing a good reason to be outside, there are many teaching opportunities associated with the gardening year. Connect the garden to an overall grounds development plan and there is scope to involve the children in real activities that interest them in school and will potentially interest them back home as well. The John Muir Award provides an accessible accreditation framework for schools

Teachers often feel pressured to deliver a busy curriculum in a certain way and the thought of using the outdoors to achieve their targets can be frightening to develop wild areas that can be right on your doorstep. Outdoor learning provides opportunities to make learning physical. How about writing a senses poem based upon a simple orienteering-map based journey around the school grounds? Or a look at using right angle triangles to measure the height of trees? Following directions outside in French get children active and helps to cement understanding. If children are using orienteering skills as they run around the grounds they are not only engaging with the PE curriculum, but they are also being introduced to what could become for some a lifetime sport. BROADENING HORIZONS RESIDENTIALS One recent study found that nearly a quarter of children between the age of five and 16 think that playing a computer game is a form of exercise. While computers and IT are a central part of modern life, we need to raise awareness of alternative activities. Visits

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to nature and bird reserves, for example, all help to foster an interest in activities that are accessible outside school as well as within. A visit to a local water sports provider while studying the Vikings could not only bring a Viking invasion to life, but could also open the door to weekend activities such as sailing, canoeing and kayaking. A visit to a residential outdoor education centre has the potential to impact positively on a range of health and well-being issues. As well as the outdoor activities (such as canoeing, hill walking, climbing, biking) that often form the basis of the visit, the social aspects can have an equally positive effect. Meal times, where children sit and eat healthy, nutritious meals together – sometimes learning how to use a knife and fork properly for the first time – allow important life skills to be experienced and learnt. The importance of nutrition and its connection to exercise makes sense when the next activity is climbing a mountain. Pre‑visit work could look at the nutritional values of what is on the menu (a good link between E

Unleash

their potential with

Hampshire Outdoor Centres! From Climbing and Canoeing to Field Studies and SEN, we cater for all ages and abilities so schools and parents can be sure that pupils will have a truly memorable experience that is both challenging and fun. Visit our website for details about our outstanding range of high quality outdoor learning for children and young adults: www.hants.gov.uk/outdoors Residential and non-residential options available.

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Residential Centres with a difference... At Woodrow High House and Hindleap Warren in the south east. We engage with children and support them to learn through the fun of outdoor activities. Our bespoke programmes; Develop the ability to work as a team and solve problems

Set in 84 acres of private estate Patterdale Hall is a fully licenced provider offering bespoke programmes for all school age children. Adventure learning happens using natural resources all within walking distance of the centre.

Overcome challenges and see them through Improve their selfconfidence and resilience.

Everyone leaves with happy memories and returns to school with a new found motivation. Contact Andrea Edwards: 01494 733721 andrea.edwards@woodrow-high.co.uk www.woodrowhighhouse.org

Contact Tim Davis: 01342 822625 tim.davis@londonyouth.org.uk www.hindleapwarren.org

...supporting children to be the best that they can be.

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The Biggest variety of onsite outdoor adventure activities in the UK! Set in 130 acres of land with specialist activity areas Activity programmes tailored to individual needs Call us now to find out more and book your place

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CHILDHOOD OBESITY  centre and school) and post course links with local facilities provide the chance for activities to be continued back at home. HIGH QUALITY OUTDOOR LEARNING The English Outdoor Council identifies health and well being as being one of 10 outcomes that can be achieved through High Quality Outdoor Learning (HQOL). It reads: “Increasing engagement with the natural environment through the education system can therefore produce a number of beneficial health outcomes, such as increased levels of physical activity, helping tackle childhood obesity and greater well-being and potentially improving mental health.” HQOL goes on to describe the behaviours and characteristics of children and young people ‘who are learning to appreciate the benefits of physical fitness and the lifelong value of participation in healthy active leisure activities’. Children and young people should: keep themselves fit through regular physical activity; have a positive self-image; talk about the benefits to their health through participation in physical outdoor activities; adopt a healthy lifestyle, including healthy eating appropriate to the demands of their activities; understand the risks to fitness and health posed by smoking, alcohol and drugs, and set an example in their own lifestyle;

walk or cycle where this is a realistic and safe option, or take other regular exercise; want to continue their interest in outdoor activities beyond school and into adult life; independently participate in follow up courses where these are available; understand how much exercise is required to remain healthy; and are aware of the links between physical and emotional well-being. Outdoor learning, whether undertaken in school, the surrounding area or further afield on residentials and expeditions has the potential to positively effect the health and well-being, and ultimately the life chances, of children and young people across all ages.

Outdoor Learning

Sponsored by

Developing a whole school approach to outdoor learning could have the potential to change lives. L

Dave Harvey is the National Chair of the Association of Heads of Outdoor Education Centres and Head of Residential Provision at the Brathay Trust. High Quality Outdoor Learning is published by the English Outdoor Council and is available through the Institute for Outdoor Learning. FURTHER INFORMATION www.ahoec.org www.brathay.org.uk

Challenging Disability through Outdoor Adventure Our residential outdoor activity courses deliver fun and educational experiences that develop team interaction, social skills and independence. In 2016 we celebrate 40 years of delivering outdoor adventure for children and young adults with disabilities in the beautiful surroundings of the Lake District National Park. We’d love you to be part of it. To find out more about our challenging, shared experiences, call us on 017687 72255.

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Sprinkle a little magic onto your curriculum

Combine storytelling and dance in your classroom Fit to Dance is a programme of creativity and activity which uses a visit to Disney On Ice as a starting point for inspiring imaginative stories, before sharing them through dance. Itâ&#x20AC;&#x2122;s a fun way to address a number of Key Stage 1 curriculum objectives and gives you a host of helpful teaching support tools to plan your lessons too.

All of the children, no matter the ability level, developed their storytelling skills and improved their writing skills as they were writing for a purpose. Vicki, reception teacher

Review the Fit to Dance programme at disneyonice.co.uk/fittodance Or to arrange a Disney On Ice group booking, please call Ticketmaster on 0844 847 2346.* *

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THE NATIONAL THEATRE

The National Theatre’s Alice King-Farlow discusses how the theatre can enhance educational learning, open up opportunities, build upon classroom learning and improve a pupils involvement in creative subjects In amongst all the many demands on schools, what’s the value of a trip to the theatre? Some of the answers given by students from Allerton High School, Leeds, visiting the National Theatre in October 2015, were: ‘Trips give me cultural and ‘outside’ experiences that I can use in adult life’; ‘Meeting someone in the theatre industry may help me when I’m older by letting me understand different jobs’; ‘School trips highlight the skills I have that I can transfer outside of school’; and ‘Today everyone got involved and we were learning through doing’. The group weren’t just here to see a performance. As well as watching Our Country’s Good in the Olivier Theatre, the students took part in a pre-performance

workshop led by a professional theatre director, exploring how the production had been rehearsed and directed. They also had a chance to tour behind the scenes of the Theatre, visiting the spaces where props and scenery are constructed and getting an insight into the wide range of skills and disciplines needed to put a show on one of the Theatre’s three stages. BRINGING LEARNING TO LIFE The students’ comments reflect our own views at the National Theatre

g Watchinance m a perfor o life a brings t studied: ing play be understand it s student ot as words n as a ge but as a on a pa medium live

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Written by Alice King-Farlow, director of learning, National Theatre

Understanding why theatre matters

on our responsibilities to schools – and the reasons that more than 1,000 schools and colleges, from primary to further education (FE), get involved each year in our education programmes. Many more see National Theatre productions here on the South Bank, in the West End or broadcast to cinemas through National Theatre Live. Seeing a performance brings to life a play being studied in the English classroom. Students understand it not as words on a page but as a live medium, newly interpreted by actors, director and designer, each night creating an imaginative world shared with its audience. Drama GCSE and A Level specifications rightly require students to develop an understanding of contemporary professional theatre practice, the different roles of theatre-makers such as directors and designers and explore the use of design, costume and lighting in performance. But a visit to a theatre isn’t just about supporting the study of English and Drama at GCSE and A level, important though that is. This month Arts Council England launched the Cultural Education Challenge with the joint support of the Department for Education and the Department of Culture, Media and Sport. The initiative underlines the crucial role played by schools, in partnership with arts organisations, in introducing all young people to the arts and the wider creative industries – a sector that now provides one in 20 E

School Trips

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THE NATIONAL THEATRE  jobs and is the fastest growing in our economy. Education Secretary Nicky Morgan argued in a speech to the Creative Industries Federation in July 2015 that access to the arts is a birthright. She said that ‘a young person’s education cannot be complete unless it includes the arts’. Evidence shows that patterns of participation in the arts are determined in childhood, and that participation varies considerably between different socio-economic groups, with the most disadvantaged children the least likely to have access to the arts outside school. So the role of schools is vital. By organising visits to theatres and other arts experiences, or inviting artists into the classroom, schools open a door for their students not just to inspirational learning experiences but to lifelong opportunities. THE OFFER FROM THEATRES Like many arts organisations, the National Theatre was founded with a mission to educate as well as entertain. An early photograph in our Archive shows a crocodile of ’70s primary school children filing into the newly-opened theatre on the South Bank. In that era, they would have been coming to watch a performance, but our idea of an education in theatre is now so much wider than seeing a play. It can encompass design, direction, technical skills in sound and lighting, the crafts of costume and prop‑making. Playwriting, devising and reviewing hone students’ creative and critical skills and their confidence in developing an idea. Plays can offer new perspectives on the complex topics, sparking debate. In the primary schools we work with much of a term’s curriculum from literacy to history and maths can be taught through a theatre-based topic. The National Theatre has recently taken a step-change in our work with schools and opened the first dedicated spaces for education at the heart of the theatre. The new Clore Learning Centre has two spaces, one housing talks, debates, screenings, and workshops, the second designed to introduce backstage and production skills. Just across the foyer, the Dorfman Theatre is in regular daytime use as a thrilling workshop space for students, before opening to audiences each evening. And the Sherling High-Level Walkway, open daily and free of charge, allows schools visiting the South Bank to drop in for views into the Theatre’s busy backstage workshops. The newly-opened spaces have transformed our offer to schools. Primary schools are invited to our Make Theatre Days, active introductions to theatre-making for children in Years 4-6. Options include a hands-on puppetry workshop where children create and animate their own animal puppet, performance skills, focusing on speech and movement, and a design workshop, where children create a set model, costume design or prop. All sessions are led by professional artists, skilled at sharing their craft with young people.

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In the primary schools we work with much of a term’s curriculum from literacy to history and maths can be taught through a theatre-based topic Teachers value the combination of inspiration, skill-development and enjoyment the days offer. One said: “All our children, including those who have special educational needs, were well looked after, included and fully engaged in the whole day. [They] will have memories to cherish forever.” Another teacher commented: “An amazing workshop, inspiring all of our children to be confident and brave. They all learnt so many skills and we did too.” VALUABLE OPPORTUNITIES The National Theatre’s offer to secondary schools and FE colleges, similarly, combines practical and hands-on skills development with insights into professional theatre, introducing students to a wide range of disciplines. The programme is designed to support the English and Drama performing and production arts curriculums, although there are also valuable opportunities to enhance Art and Design and Design Technology curriculum and indeed STEM subjects. Where else but in a theatre can students witness such an extraordinary marriage of technology, design and story-telling? National Theatre productions require skilled engineers, technicians specialising in sound, lighting, video and automation; designers and craftspeople to realise their designs in 3D costumes, props and scenery – and playwrights, actors, musicians, directors and stage managers. Creative Choices, a regular event for Key Stage 4 students, gives an insight into this diversity of careers opportunities. Students can also take part in practical workshops linked to productions, offered on performance skills, directing and design. Archive Learning Days explore key National Theatre productions and theatre genres through screenings of past productions, costume bibles, production images and press reviews. For students at Key Stage 4 and Key Stage 5 with a developed interest in technical theatre, masterclasses with some of the UK’s most senior theatre practitioners are on offer. The breadth of provision means that schools can build a day’s visit to the NT, giving their students the chance to engage with professionals and develop new skills, as well as seeing a production. DIGITAL TECHNOLOGY Inspiring opportunities and the chance to meet and work with professionals are also available to teachers. A highlight of the year is our Drama Teachers’s conference, two days of practical workshops with some of the UK’s leading theatre practitioners. This year’s conference on 18 and 19 February 2016 will include the chance to

work with the director Katie Mitchell. A teacher at the 2015 Conference said: “The sessions I attended were fabulous in terms of creative rejuvenation. There were so many ideas, practical tasks and approaches that I can directly apply to my work and it was excellent to have access to such experts in their field.” The National Theatre is also increasingly using digital technology to bring theatre directly into schools. This September we launched National Theatre On Demand In Schools, a free streaming service which will enable students to see three iconic National Theatre productions in the classroom. Othello, Hamlet and Frankenstein, in which actors Benedict Cumberbatch and Johnny Lee Miller alternate in the title role, are now available to watch with supporting learning content. The offer compliments, rather than replaces, trips to see live performances, enabling students to study the play in performance day-to-day in their classroom. WIDENING ACCESS Not every school can get to London. Some of our programmes, like Connections, our nationwide youth theatre festival, or New Views, a playwriting course and competition, take place in schools throughout the country. But there are also brilliant theatres, on all scales, in towns and cities throughout the country, offering exciting performances and inspiring opportunities for primary and secondary students to get involved in theatre. Theatre education departments can guide you on the projects available and the suitability of plays for different age-groups; some will offer work experience or insights into careers in the creative industries. The Arts Council’s re-launched Arts Mark can help schools to plan, deliver and evaluate their approach to cultural education, and provide evidence of a broad and balanced curriculum and the Social, Moral, Spiritual and Cultural development of all pupils. And with budgets increasingly stretched, many organisations including the National Theatre offer free or highly-subsidised projects; while schools are using Pupil Premium funding to narrow the gap in access to the arts for disadvantaged students. Many of us who work at the National Theatre today can pinpoint the an experience at school – a theatre visit, an inspirational teacher, an encounter with a professional artist – as the spark to their career. Not all students will go on to work in theatre. But every one of them should have the chance to experience it before they leave school. As schools and theatres, let’s work together to make that a reality. L FURTHER INFORMATION www.nationaltheatre.org.uk

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Sport

Sponsored by

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Written by Greenwich Leisure Limited

PHYSICAL ACTIVITY

Fit for learning: schools sports engagement The desperate need to get more children involved in sport, especially at primary school level, has become a priority for Greenwich Leisure Limited (GLL). Here GLL outlines the effect it is having on schools across the country, as well as its policies to get girls more active in sport

With one in three children in the UK now overweight and one in five obese the argument for raising physical education (PE) to the same status as maths, English and science is becoming increasingly convincing. Research by the universities of Strathclyde and Dundee on the positive impact that exercise can have on academic achievement amongst teenagers offers another reason to prioritise physical activity for school children. The findings demonstrate an overall improvement in brain function, while games that are unpredictable and require problem-solving may also boost the brain’s executive functioning, which can transfer to academic tasks. In addition to academic improvements, PE can also have a positive impact on behaviour. The 2014 Youth Sport Trust National PE, School Sport and Physical Activity Survey found that two thirds of schools feel sport makes a positive contribution to behaviour and truancy. PE and sport have also been shown to increase the sense of connection young people feel within their school. PHYSICAL ACTIVITY PROGRAMMES However, these benefits don’t just happen; schools and their partners need to devise physical activity programmes that are carefully planned, effectively delivered and that engage with the pupils they are designed to help. Charitable social enterprise and leisure operator GLL works in partnership with schools and colleges across the UK, providing sporting venues, engaging with schools and offering tuition to young people both as part of the curriculum and ‘after school’. Swimming has been a particular area of success and GLL has reported significant swimming participation growth within the pools it operates – up 38 per cent since 2012. The findings contrast with the recent Sport England Active People Report, which suggested that swimming participation in the UK was in decline. The not-for-profit is the now the biggest operator of swimming facilities within both the UK public and private sectors, directly managing 106 centres with pools. Annual figures to date for 2015 show 8.1 million visits to GLL swimming facilities, demonstrating a significant 16 per cent increase on the same period in 2014. In addition, memberships at GLL’s Better Swim School are at a record high, totalling over 90,000. The success of the former Olympic venue, the London Aquatics Centre, in East London has been a particular highlight. It recently celebrated the millionth visitor through its doors, hosts 2,000 children for school swimming sessions each week and has a further 3,300 youngsters signed up to

ion Percept mon is a com ith girls , w problemring ‘boys’ considets’ to be spor ile boys wh rough, ve that belie ack girls l skill

Sport

the venue’s swim school programme. Andrew Clark, GLL’s Aquatics Manager, comments: “The fantastic growth we’ve seen in our pools reflects our recognition that the way the general public want to use aquatic facilities has changed over the past decade and we have had to adapt to accommodate it. “We’ve developed pool programmes to cope with the varied demands of pool users and innovated where necessary. We’ve seen more effective intensive school swimming lessons being introduced and have worked hard to make conventional competitive pools more fun, for example by adding inflatable playgrounds.” Of course swimming and water safety is a statutory part of the National Curriculum, with the aim that by the age of 11 (the end of key stage 2) all pupils should be taught to swim at least 25 metres unaided. So, schools have a number of responsibilities in providing a swimming programme and the ASA – the governing body for swimming in England – offers guidance and advice on delivering these programmes in the best and safest way. Yet GLL is also active outside the curriculum and works with schools at a local level to encourage sports participation in other areas, while encouraging students to develop life-long behaviours that include regular physical activity. ROYAL GREENWICH SPORTATHON One flagship initiative is the Royal Greenwich Sportathon – a week-long celebration of sport for primary school children in the borough. Initially created as an Olympic legacy event to celebrate the award of the 2012 Olympic Games to London, Sportathon has also been awarded the prestigious London 2012 Inspire Mark as an outstanding event which contributes to the Games’ lasting legacy. The annual event sees all of Greenwich’s 66 primary schools involved with approximately 3,000 children from Years 3 and 4 in three scoring and one non-scoring event. Activities include athletics, basketball, handball, netball and hockey. A wheelchair relay using sports wheelchairs is also included. According to event organiser and Sports Development Manager at GLL Jonathan Dixon, the event ‘makes children think about the challenges of being disabled and teaches them about Paralympic sport’. Sportathon is non-selective and every child who takes part receives a certificate, while the top three schools progress to the finals and compete for the Sportathon Shield. All participants also receive incentives to take part in sports courses at GLL-operated leisure centres within the borough, summer activities and free swimming vouchers. Jonathan Dixon explains: “The aim of the event is to inspire kids and show them what fun sports can be. We want them to go on and take up regular physical activity and relive the passion and excitement they’ve experienced taking part in the event.”

GLL is also active outside the curriculum and works with schools at a local level to encourage sports participation in other areas, while encouraging students to develop life-long behaviours that include regular physical activity MAKING LESS ACTIVE LESS LIKELY Earlier this year the Youth Sports Trust launched its manifesto, ‘Unlocking Potential: A Manifesto for PE and School Sport’. It cites figures showing just 21 per cent of boys and 16 per cent of girls met recommended guidelines for moderate exercise per day and that British children born today were on course to be 35 per cent less active by 2035. The document calls for every child to receive at least two hours of ‘high‑quality’ PE per week and an additional three hours of other physical activity. While the figures are concerning in themselves, they identify one of the hardest groups to reach as girls. Research published earlier by the Government Equalities Office states that girls lose motivation to play sport after the age of seven, frequently as a result of self-consciousness and loss of confidence. Perception is a common problem, with many girls considering ‘boys’ sports’ to be rough, while boys believe that girls lack skill. The lack of female sporting role models also had a negative impact. FOR THE GIRLS In 2014 GLL secured £200k of funding from Sporta and Sport England’s Make Your Move programme, for its ‘For the Girls, By the Girls’ project. The scheme aims to encourage 5,000 girls and women aged between 14 years and 25 years who have not previously been physically active to take part in a range of sports. The scheme was launched at the iconic Copper Box Arena on the Queen

Elizabeth Olympic Park by former Big Brother winner and personal fitness trainer Josie Gibson and GB Olympian Jade Johnson. One of the key tenets of the programme is that it is run for women and girls, by women and girls with feedback and ideas actively solicited from the local community. Affordable daytime and evening sports sessions are run by female instructors and to date feedback from participants has been overwhelmingly positive. ‘For the Girls’ is currently being piloted across five regions: Hackney, Tower Hamlets, Greenwich, South Oxon and Cambridge with activities including netball, boxing, cheerleading, volleyball, basketball, football, aquatics and street dance and it is hoped the scheme will be rolled-out nationwide in 2016. One participant, Haizea from Cambridge comments: “I am 15 years old and I live in Cambridge. Before joining the project I was never into sport or exercising at all. I hated PE. At first I wasn’t interested and had made up my mind not to join in, but since I was introduced to these project sessions I realised that this felt fun and it made me want to become active and change. “I was quite lazy and had been a bit bored before and doing the exercise I was shown on this project inspired me to join in on the lessons, I decided that I wanted to be more active and became more confident.” L FURTHER INFORMATION www.gll.org/b2b

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Scorpion Safety - Good news about fire safety

In 2013-14, there were 322 firerelated fatalities in Great Britain, a reduction of 20 deaths from the previous year and 645 fewer deaths than recorded in 1985-86. The trend in fire fatalities has been downward since the mid1980s. This downward trend didn’t happen by accident - it is the result of improved legislation, improved levels of fire safety awareness leading to higher levels of fire safety precautions and staff training. Scorpion Safety is there help you comply with the Regulatory Reform (Fire Safety Order) 2005, by carrying out a Fire Risk Assessment, producing a Personal Emergency Escape Plan, Fire Safety Policy and Fire Safety Training.

Accidents and ill health caused by work can be devastating, therefore prevention should be a key priority for everyone. Scorpion Safety is there to provide you with health and safety support, whether you are looking to check compliance, enhance your current safety culture or carryout a fire risk assessment. The company also offers health and safety training regulated by Ofqual under the Qualifications Credit Framework (QCF), suitable for both the public and private sectors. FURTHER INFORMATION Tel: 01394 617171 mick@scorpionsafety.co.uk www.scorpionsafety.co.uk

DESIGN & BUILD

Energy management for schools and colleges Schools and colleges in the UK spend approximately £400 million on energy every year. Concept Energy Solutions knows from experience that there is significant scope for financial savings by reducing energy consumption. The company is able to offer energy management guidance through the entire process. This is managed by firstly undertaking an energy audit. The vital first step is to have an understanding of where and how energy is being used; Concept Energy Solutions is highly experienced in surveying schools, academies and colleges to identify ways of cutting energy waste. Devising a carbon strategy and implementing an effective plan of action is key to most cost-effectively reducing energy consumption. Concept Energy Solutions will help you to evaluate

the practical and financial impacts of new technology or equipment, and can manage all or part of the funding Salix process on your behalf. The company can help to achieve on-going behavioural change through permanent improvements in energy efficiency. This includes integrating energy monitoring into the classroom setting, in order to teach sustainability in a meaningful way. Meet Concept Energy Solutions at The Academies Show on 25 November at the NEC, Birmingham. FURTHER INFORMATION Tel: 01256 303620 www.conceptenergy.org

DESIGN & BUILD

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EDUCATION BUSINESS MAGAZINE | Volume 20.9

Supplying the education industry for over 20 years, BenchVent is delighted to announce its latest product catering for the mobile fume cupboard market – the BV1000MFC. The BV1000MFC was designed and built specifically for the demands that the school environment poses, providing the complete solution for science departments requiring a portable recirculation fume cupboard to conduct classroom demonstrations. Unlike the fixed location and often expensive ducted fume cupboard variants, this mobile solution offers exceptional practicality and value for money. Ultra mobile, the UK built portable demonstration cupboard benefits from a wealth of features that make it the number one choice for science classrooms in the UK. The BV1000MFC efficiently protects staff and students from all fumes and hazardous substances associated with GCSE and A Level curriculum chemicals. It is also

protected against future changes with the ability to easily switch between filtration media. Built to conform to all UK health and safety standards, the unit has been independently tested and approved to ensure compliance with BB88 and all associated British standards. For more information on the BV1000MFC and the rest of BenchVent’s education range, please visit the website below. FURTHER INFORMATION Tel: 01423 790039 www.benchvent.com/education

ICT

CONTINUED PROFESSIONAL DEVELOPMENT

Vocab Express is a highly motivating online vocabulary learning application for both modern languages and classics, which engages students, keeps them actively learning and raises attainment levels. Each student has their own account, meaning that they can access Vocab Express at school, at home and even on their mobile phones using specially designed apps. Teacher workload is minimised through pre-loaded vocabulary from the major exam boards and leading textbook publishers, which is broken down into individual vocabulary learning exercises. Regular online vocab tests can be easily set up with no preparation or marking overhead. In addition to in-class activities and cover lessons, Vocab Express can be used to set vocabularybased homework assignments, freeing up valuable lesson time. Students are motivated through a points-based system, with class scoreboards appealing

Goal4Youth aims to inspire children and young people. The company has over 27 years experience in delivering fun, challenging and motivating programmes to young people, locally as well as internationally. It inspires children and young people through a successful ‘4 Steps to Success’ programme. This programme teaches students how to set and achieve their goals and make positive choices. The programme looks at Achievements, Positive Thinking, Barriers and Goal Setting. Some of the benefits of the programme are: increased confidence, improved educational outputs, improved skills, relationships and health. Goal4Youth has now developed a new Life Coaching Programme, which can be used in schools by teachers and peer educators. The Training Kit provides all the materials and equipment to deliver this four-week programme.

Vocabulary learning to engage students

to their competitive side. Meanwhile, all activity - including homework assignments - can be monitored by the teacher through a comprehensive set of real-time progress tracking and reporting tools. Vocab Express runs bi-annual championships, during which students from across the world compete both as an individual and on behalf of their school. This is a fantastic way to engage students in language learning and increasing the profile of languages within the school. FURTHER INFORMATION Tel: +44 (0) 1392 357530 www.vocabexpress.com

Inspiring children and young people

RECYCLING

EDUCATIONAL THERAPY

The scheme couldn’t be simpler... Empties Please recycles your ink cartridges and donates the money back to your school. To get you started, Empties Please will send you a welcome pack including posters and letters to parents, followed by recycling bags and bins. The school can display the posters and send a letter home with a recycling bag. Once your bin is full, contact Empties Please to arrange your return, once received the company processes your bin and pays your school or PTA for your cartridges via cheque or BACs payment! Detailed information about which cartridges Empties Please pay for is available online at the Empties Please website. Why not get your school council or eco club actively involved in drumming up support? You also earn one green point for every £1 you raise

Anthea Harding focuses on developing Emotional Literacy, the ability to recognise and name emotions and display them productively. It also aims to further the ability to empathise with others. To assist in the process of teaching emotional literacy, the company has developed a floor mat called the Emotional Literacy Floor Sheet (ELFS). The floor sheet can be purchased with instructions or training can be offered to benefit from its full potential. It also offers continuing professional development (CPD) sessions. The ELFS allows the child to walk through the process of being taught emotional literacy. In acquiring these new skills, the child’s confidence grows. The children realise that they are able to problem-solve, which impacts on their academic ability and helps them to maintain and develop healthy relationships. As children’s self-esteem increases they also learn to establish boundaries in their lives and

Recycle and earn money for your school

– you can save these up and redeem them against eco goodies for your school, such as seed packs, bird houses and gardening equipment... you can even use them to adopt an endangered animal. Empties Please pays 75p for an original, branded ink cartridge and 25p for a compatible ink cartridge. If you use any original, branded toners at your school, contact Empties Please to see if it can take them. FURTHER INFORMATION Tel: 0844 879 7179 info@emptiesplease.com www.emptiesplease.com

Products & Services

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

The ‘4 Steps to Success’ Goal Setting Kit can be used for one to one work, small groups and groups of up to 30 students. All materials and worksheets are on hard copy and CD, so you can print off all worksheets as and when needed. More information on preordering the kit is available on the Goal4Youth website. Goal4Youth is delighted to say it is launching the kit at the Education Show in March, so you are welcome to visit the stand. FURTHER INFORMATION Tel: 07740 469390 dominic@goal4youth.com www.goal4youth.com/kit

Developing emotional literacy

around their own space. This helps them to respect others and their boundaries. Using two mats, it is possible for children to hear others’ opinions, learn about individual differences and understand that it is possible to disagree with people and still get along. Being emotionally literate helps children to plan their lives and accept challenges that will enhance their future and alleviate anxiety. FURTHER INFORMATION www.antheaharding.co.uk anthea@antheaharding.co.uk

Volume 20.9 | EDUCATION BUSINESS MAGAZINE

Advertisers Index

www.educationbusinessuk.net â&#x20AC;&#x201C; THE BUSINESS MAGAZINE FOR EDUCATION

app.educationbusinessuk.net

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service

Anthea Harding

ETC Sports

Arena Group

Arran Education Outdoor

London Youth

Solardome 32

eTeach 48

Makerbot Europe

Spa Environmental Care

70 30

Evac Chair International

Netgear

38, 39

Space Zero

ASCL 36

EXA - Networks

OKI Systems UK

66, 67

Specialised Sports Products 80

Aspect Safety Mirrors

Garran Lockers

Patterdale Hall

Step Exhibitions

Aumas 14

Goal4Youth 97

Pete Smith Inspections

Stubbers Activity & Adventure 88

Babcock 4S

Hilltop Outdoor Centre

Promethean World

Teachers 2 Parents

Bench Vent

Hodes UK - Airbus Group

PS Financials

The Institution of

Blairvadach Outdoor

Hoodies 4 Schools

Rayflex Rubber

Engineering 63

Brathay Trust

HP 4

Ringling Brothers

Buyer Direct

Innovate Design Solutions 36

Barnum and Bailey

Cadcam Technology

Innovation First Trading SARL 47

CFH Docmail

IFC

The Lake District 90

Calvert Trust

Rivanet 16

The Media Collective

The Rooflight Company

Interactive Achievement

RM Education

Colchester Winter

IT Systems and Support

Rotatrim 65

8, 10

Tor-Coatings 22

Wonderland 92

Kelway IBC

S+B UK

Towergate Insurance

Concept Energy Solutions 96

Kilve Court Residential

Sandgate Systems

Trotec Laser UK

Culture, Communities

Kingpin Events

Santander 28

Urenco 56

& Business Services

KPC Book Protection

Schneider Electric

Vocab Express Toptrack

Elliott UK

Kyocera Document Solutions 42

Scorpion Safety

Welplan 70

Empties Please

Lloyds Bank

SITA UK

Wildwood (Cumbria)

EDUCATION BUSINESS MAGAZINE | Volume 20.9

97 83

Education Solutions

Kelway & Microsoft in Education

Kelway is a Microsoft Authorised Education Reseller and is committed to providing the best possible solutions and services with Microsoft technology in schools. We understand the core concerns in the education sector and the benefit of a digital presence in the classroom. As a Microsoft Authorised Education Reseller, we are accredited and able to advise you about the most suitable technology solutions for your learning environment. We have a dedicated education team who work closely with Microsoft to ensure we maintain our in-depth knowledge of their products, and understand the best ways to transform a school’s digital landscape.

‘‘

Kelway believes in delivering responsible mobility within the education sector - harnessing Microsoft's technologies to improve learning experiences while delivering cost-effective and sustainable solutions

Penny Williams, Public Sector Sales Director, Kelway

’’

Kelway and Microsoft can support your school’s digital mission, ensuring that not only are you able to implement Microsoft technology into your classrooms but that you can achieve your specific academic goals and ultimately improve student learning.

We recognise that each school is unique and has their own vision of what they would like to achieve. Kelway and Microsoft can tailor requirements to your school’s needs and our education team can support you through the planning & implementation process: • Deployment: Our team of technical experts will ensure that you are fully prepared to introduce devices into your classrooms. They will support you with the full technology from Wi-Fi and Mobile Device Management right through to device planning and installing apps. • Training: Kelway and Microsoft can provide a complete training programme for teachers. From initial vision and planning sessions to specific subject training, we will help ensure that you can take full advantage of using devices in your schools. • Support Services: Kelway have a dedicated team who can offer full IT support services to your school 24 hours a day.

To discuss your specific education requirements, speak to Kelway:

Telephone:

Email:

Online:

020 7791 6000 Education@kelway.com kelway.com or enquire online

@kelway

education technology specialists

working with Previously we were contract ed to London Grid fo r Learning and have since moved th e IT managem ent back ‘in house’, but administered by RivaNET. In doing so we have regained our flexibility, cont rol, and are ve ry pleased to have made the move. Julie Lerbech Bursar and Cler k to the Govern ors Colfe’s School

from the grid Calling all School Leaders: » Is IT an issue – slow and unresponsive? » Are you blocked from accessing educational material on the web? » Slow deployment of new services, applications? » Not getting the help you need?

If your answer to any of these is yes, RivaNETTM can help!

Take back control of your IT systems RivaNETTM help schools and colleges migrate smoothly away from obstinate service providers to enable teachers and students access to technology. With over 150 schools and colleges supported by our specialist teams across London and The South East, our unique personal approach is delivering enterprise solutions within an educational budget.

P R EMIE R PA R T N E R

Each school or college enquiry receives a FREE copy of

Classroom in the Cloud – Alex McGrath, Head

worth £12.99

For more information, please email enquiries@rivanet.co.uk or visit www.rivanet.co.uk