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DESIGN & BUILD

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VOLUME 20.2

DESIGN & BUILD

SCIENCE & TECHNOLOGY

IT & COMPUTING

Schools have seen a massive uptake in mobile devices as well as e-learning platforms... But can your

Internet cope?

Upgrade your classroom with an

Exa Education connection

PLUS: FINANCE | ACADEMIES | BETT 2015 | EDUCATION SHOW | SCHOOL TRIPS

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Will DfE’s plans to reduce teacher workload actually work? Workplace stress can lead to depression. A small US study recently uncovered the altogether unsurprising fact that teachers who were struggling with symptoms of depression such as poor appetite, restless sleep, crying spells and ‘feeling like a failure’ were generally less likely to create and maintain a high-quality classroom environment for their students compared with teachers who had fewer signs of depression. Recommendations arising from The DfE’s ‘Workload Challenge’ survey, to which 44,000 responses were submitted between October and November last year, include giving schools more notice of significant changes to the curriculum and not making changes to qualifications in the academic year or during a course unless there are urgent reasons for doing so. It also recommends making it easier for teachers to find examples of what works in other schools by bringing together a central repository of evidence. Ofsted is also pledging to cut more than 21,000 pages of guidance, streamlining the inspection process and making it clear that formal written plans are not expected for every lesson. Read more on page 7. The British Educational Suppliers Association has announced the shortlist for the Education Resource Awards, which recognises innovation in products supplied for teaching. The awards will take place on Friday March at the Motorcycle Museum in Birmingham, on the second evening of the 2015 Education show, which you can read about on page 59. Danny Wright

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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 EDITORIAL ASSISTANT Michael Lyons EDITORIAL DIRECTOR Danny Wright PRODUCTION EDITOR Richard Gooding PRODUCTION CONTROL Jacqueline Lawford, Jo Golding WEBSITE PRODUCTION Reiss Malone ADVERTISEMENT SALES Patrick Dunne, Jackie Preece, Raj Chohan, Jake Deadman, Jayne Doula, Justine James, Carol Symons PUBLISHER Karen Hopps ADMINISTRATION Victoria Leftwich, Vickie Hopkins REPRODUCTION & PRINT Argent Media

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CONTENTS EDUCATION BUSINESS 20.2 07

07 EDUCATION BRIEFER

Government announces measures to tackle teacher workload; Digital Literacy should be a core skill, says House of Lords report

11 FINANCE

Kerry Ace, CIPFA’s expert on academies, examines the role of a head teacher as an accounting officer in a single academy trust

15 RECRUITMENT

David Geary, of the Recruitment and Employment Confederation, discusses the shortage of teaching professionals

19 ACADEMIES

Becoming an academy offers real help in tough times. The Independent Academies Association examines some of the questions and issues that school leaders face when considering conversion

23 DESIGN & BUILD: RETROFITS & NEW BUILDS

45 55

29 DESIGN & BUILD: FUNDING

As the general election approaches, the Government announces more details about which schools are to recieve funding for urgent repair and refurbishment work under the Priority School Building Programme

35 ENERGY

Solar PV systems in schools not only have environmental benefits, they can potentially save a school thousands of pounds a year, writes Jane Evans of the National Association of Head Teachers

37 IT & COMPUTING

‘Computational thinking’ is given great prominence in the new computing curriculum, but for many teachers, it’s an unfamiliar concept

43 E-SAFETY 77

Worrying statistics show that millions of young people have experienced cyber‑bullying. E-safety is therefore a high priority in schools

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45 BETT 2015

On 21-24 January, London’s ExCel Centre once again showcased the growing importance and influence of technology within the education sector, and was the backdrop for the new Education Secretary’s first speaking appearance

53 INFECTION CONTROL

55 SCIENCE & TECHNOLOGY British Science Week this March aims to get the nation excited and engaged in science. Adrian Fenton, head of education at the British Science Association, discusses how schools can get involved and use the week to bring science to life

59 EDUCATION SHOW

The Education Show returns to the NEC on 19-21 March to inspire education professionals

69 DOCUMENT MANAGEMENT A paperless school is unlikely to ever happen, but paper-free processes might not be too far away, writes AIIM’s Doug Miles

73 SPORT & FITNESS

David Stalker, ceo of ukactive, outlines some exciting plans to tackle the issue of children’s fitness and how the education sector can play a role

77 LANDSCAPING Denise Ewbank of the British Association of Landscape Industries discusses the benefits of landscaping and playscaping in schools

80 EDUCATIONAL PLAY Michael Hoenigmann, chair of the Association of Play Industries, comments on why schools have such an important role in changing the dynamics of physical inactivity

83 EDUCATIONAL TRIPS School trips and learning outside the classroom raises educational standards and attainment

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TEACHER WORKLOAD

Government announces measures to tackle teacher workload

The government has announced a series of decisive measures designed to help tackle the root causes of unnecessary teacher workload. As part of the plan, thousands of teachers took part in the Workload Challenge survey – the biggest Department for Education (DfE) consultation of its kind in a decade. The survey generated more than 44,000 returns. The same themes were raised again and again by the profession as the key drivers of unnecessary and unproductive workload, including Ofsted and the pressure it places on school leaders (whether real or perceived), and from government – as well as hours spent recording data, marking and lesson-planning. A number of commitments, include: not to change their handbook or framework during the school year, except when absolutely necessary; to keep updating Ofsted’s new myths and facts document stating what inspectors do and do not expect to see; giving schools more notice of significant changes to the curriculum, exams and accountability, and not making changes to qualifications in the academic year or during a course, unless there are urgent reasons for doing so; making it easier for teachers to find examples of what works in other schools; a review of all leadership training, and; tracking teacher workload over the coming years by carrying out a large scale survey in early spring 2016, and every 2 years from then. Chief Inspector of Schools Sir Michael Wilshaw said: “I welcome the focus of this

report on reducing work that does not directly contribute to raising standards for pupils. “We have worked closely with school leaders and the Department for Education to confirm the facts about what Ofsted expects to see in schools. In particular, our clarification document has been well received by teachers and is helping to dispel some of the myths that may have led to unnecessary workloads.” Changes to inspections will see frequent but shorter inspections of good schools. The changes take effect in September this year and aim to place a greater emphasis on professional dialogue between headteachers and inspectors. Wilshaw continued: “It is very important that schools maintain a sense of proportion when preparing for an Ofsted inspection. If they are devoting their energies to getting things right for pupils, then an Ofsted inspection will take care of itself.” The pledges come on top of the action already taken by the government including cutting more than 21,000 pages of guidance, streamlining the inspection process and making it clear that formal written plans are not expected for every lesson. The government is also supporting the creation of a new, independent, professional body for teaching will give the profession greater responsibility over things like professional standards and development. READ MORE: tinyurl.com/mm2hgkj

GRAMMAR SCHOOLS

PM supports grammar school plans During a visit to the South East, Prime Minister David Cameron has voiced support for the expansion of grammar schools. The DfE is considering plans from The Weald of Kent girls’ grammar school, which wants to open an annexe in Sevenoaks. The plans have the backing of Kent County Council. Bids made in 2013 were turned down because the DfE said they did not comply with the law, but the current plans put forward are believed to have met the criteria. “I strongly support the right of all

good schools to expand. I think that’s very important,” Cameron said. If approved, the annexe could pave the way for more grammars to open satellite campuses, but the prime minister would not say when the government was likely to make its decision. Christine Blower, general secretary of the NUT, has previously called the plans for grammar school expansion “yet another unnecessary distraction”. READ MORE: tinyurl.com/kj6q4qh

NEWS IN BRIEF Labour pledges action on classroom size

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If Labour is successful in the general election, it plans to introduce a 30-pupil class size cap, according leader Ed Milliband, who claims the coalition’s free schools policy has contributed to a trebling in the number of 30-plus classes since 2010. Labour is promising more school places in growing areas, while curbing free schools where they are “not needed”. The Conservatives, however, said Miliband’s policy had “collapsed within minutes” as class sizes were already capped at 30. The Lib Dems, meanwhile, are pledging to protect school budgets in real terms as well as early years support.

Education Resource Awards finalists announced The UK’s most outstanding educational resources, suppliers, educators and institutions have selected as finalists for the Education Resources Awards (ERAs) 2014. The list, described by the judges as ‘exemplary resources, books, people and companies’ includes 86 products, 25 companies, five schools and four school leaders. The winner of the Outstanding Achievement award will be announced on the night of the awards, Friday 20 March, at the National Motorcycle Museum, Birmingham. Organised by the British Educational Suppliers Association (BESA) and Brilliant Marketing Solutions Ltd., the ERAs continue to highlight the quality and diversity of educational products and resources. Caroline Wright, director of BESA, comments: “Each year we tend to see familiar names amongst the winners; organisations who continue to develop their resources to support the very specific needs of the sector in these changing times. However this year it has been refreshing to see a number of companies who are new to the awards but are clearly working hard to align their products and services successfully to the sector’s requirements. I applaud the judges for taking the time to meticulously identify these ‘golden nuggets’ amongst the outstanding number of entries.” SEE THE FINALISTS: tinyurl.com/krwnf4t

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Cashless revolution underway in primary schools How two primary schools delivered a cashless vision For a growing number of primary and secondary schools, online payments have become the preferred way of ensuring that parents’ money is received by school safely and spent in the way it was intended – on a healthy school meal, a school trip or after school activities and clubs. Suzanne Fenn, School Bursar at Wembley Primary School in Brent explained why the school decided to take online payments from parents: ‘We have over 900 students at the school and so much time was being lost to collecting, banking and reconciling cash.’ In Lewisham, Gareth Hudson, School Business Manager at Holbeach Primary added: ‘Managing cash was costing us a significant amount of time that could be used for more important tasks.’

What next?

Managing cash was costing us a significant amount of time that could be used elsewhere. Gareth Hudson, School Business Manager. Holbeach Primary

Keen to go fully cashless, Gareth researched the online payments options available to Holbeach, then reviewed their requirements against what was on offer in the market place. ParentPay was partly selected because of its integration with leading MIS/Finance systems, Gareth stated: ‘ParentPay integrated well with our MIS making management simple: helping us avoid any unnecessary duplication of work.’ Suzanne needed a socially inclusive solution: ‘ParentPay had already proved popular with parents within ethnically diverse catchment areas such as ours and anyone who still needed to pay by cash could do so at a local PayPoint store.’ Suzanne highlighted the importance of selling the benefits to parents stating: ’We did a lot of parental education; this helped ensure parents understood that a cashless school would mean we could better support their children and would also make everyone’s lives easier.’

Meal uptake increased, time saved and happy parents Suzanne is pleased with the results: ‘Gone are the days where we had queues of parents waiting to pay outside the school office. Our school meal numbers have gone up and we have saved up to four days of administration time per week.’ Gareth added: ‘All our income is now stored in the system and totally transparent. Parents can pay 24/7 whilst also seeing up to date balances without having to send cash into school and as a result queries have been reduced to a minimum.’

Advice on how to ‘get it right’ first time Suzanne has advice for other schools: ‘Make sure you do your homework and select a tried and tested system that is popular with parents. Parental take-up is key and because we educated parents at the outset we are seeing real benefits at Wembley.’ Gareth outlined the steps Holbeach followed to go cashless: ‘It was simple really. We followed a plan and used the promotional material made available to us by ParentPay. We made sure we promoted the system to parents at every opportunity we got, ensuring parents fully understood the benefits of paying online.’

Want to know more?

Meal numbers went up and we saved fours days administration time per week! Suzanne Fenn, School Bursar. Wembley Primary School

www.parentpay.com

COMPUTING IN SCHOOLS

Digital Literacy should be a core skill, says House of Lords report A report by a House of Lords committee says the children should be taught digital literacy as a core skill alongside maths and English. The committee calls for action to give teachers the confidence and skills to deliver the new computing curriculum, otherwise “inconsistent teacher training” risks letting pupils down. The report urges an ambitious approach to secure the UK’s digital economy, with the government acting as the “conductor of the orchestra”, focusing on business and education. Baroness Morgan of Huyton, who chairs the committee, called the report a “wake-up call” to whomever forms the next government. She stated: “While we welcome the introduction of the computing curriculum, we are concerned about the ability of teachers to deliver it – with more than half of our IT teachers not having a post-A-level qualification relevant to IT.” Its recommendations would entail a “radical rethink” of education for people of all ages, said Lady Morgan, a former chairwoman of Ofsted. Valerie Thompson, chief executive of the

Northampton Council outsources education services Education services at Northamptonshire County Council are set to be taken over under ‘Next Generation Council’ plans in which the local authority will outsource all of its services. Jim Harker, council leader, told Schools Week: “It is certainly no exaggeration to say that this is the biggest transformation of services in Northamptonshire since the creation of this council 125 years ago.”

e-Learning Foundation, welcomed the report’s emphasis on the need to ensure all children had access to the internet. She said: “Digital skills are an enabler across the curriculum, but there are real issues of access for poorer children. Too many families did not have the internet at home, and if your mum and dad are not comfortable with the internet, the options for you to be a comfortable internet user when you leave school are limited.” READ MORE: tinyurl.com/mm2hgkj

Sex Education should be compulsory says committee A report published by the education select committee calls for sex and relationships (SRE) education should be compulsory in all primary and secondary schools, with sufficient curriculum time devoted to the subject and specialist training for teachers. It urges the Department for Education to come up with a strategy to deliver age-appropriate personal, social and health education (PSHE) and SRE as a statutory provision across all schools. Graham Stuart, the committee chair, said there was “an overwhelming demand for statutory sex and relationship education “It’s important that school leaders and governors improve their provision by investing in training for teachers and putting PSHE lessons on the school timetable. Statutory status will help ensure all of this happens.” An Ofsted report from 2013 found that the PSHE and SRE was inadequate in 40 per cent of schools, and the situation was worsening, the cross-party committee said. READ THE REPORT: tinyurl.com/oakbdqe

RECRUITMENT

Survey highlights inspection fears A survey in the Independent of 100 academies revealed that one in four have seen their headteachers depart during the past year, prompting fears of a leadership recruitment crisis, according to finance experts UHY Hacker Young, who conducted the survey. It showed that while some of the departures were due to retirement, a tougher inspection regime had led governing bodies to remove existing heads. Allan Hickie, a partner at UHY Hacker Young, told the Independent: “We have been hearing anecdotally that there is a high turnover of headteachers and also that making replacements is proving highly challenging. With as many as one in four [schools] having to replace their heads in the last academic year, that is not surprising.”

NEWS IN BRIEF

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Brian Lightman, general secretary of the Association of School and College Leaders, said the study “absolutely squares up with what we’ve been saying – increasing numbers of headteachers are losing their jobs”. “There is no sign of any respite from the football-manager syndrome. If we are to realise that we need the highest calibre of staff to provide a world-class education service, we need to provide appropriate levels of support for school leaders.” The survey also revealed that one in four academies (27 per cent) had made compensation or severance payments to staff in the past year with one in eight (12 per cent) having to fork out more than £75,000. READ MORE: tinyurl.com/kpqt4zs

French survey reports on disadvantaged boarders A research survey conducted by Dr Clément de Chaisemartin and a team from the Paris School of Economics found that sending disadvantaged children to an elite French state boarding school only boosted the academic performance of stronger students. The Boarding Schools Association (BSA) said the survey is ‘narrow’ and ‘potentially misleading and also “failed to consider the wider benefits of boarding” according to national director Robin Fletcher.

100 per cent attendance for curry house revision

Hollins High School in Manchester is experimenting with holding revision lessons in an Indian restaurant to boost the brain power of GCSE pupils. According to staff, the classes held in a Mossley diner helped towards top exam results last year. Teachers say the venue guarantees 100 per cent attendance rates because the kids like tucking into their favourite food while many spices and herbs used in Asian cuisine are known to offer brain health benefits. Research has shown an active chemical in turmeric and curcumim can help boost the birth of new brain cells. School business manager William Lyon said: “The revision sessions at the same place last year and they proved to be extremely beneficial. The sessions are unique and almost all our GCSE students are taking part. They are a useful tool for their learning.”

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ACCOUNTING OFFICERS

Kerry Ace, CIPFA’s expert on academies, examines the role of a head teacher as an accounting officer in a single academy trust When understanding the head teacher’s role as an accounting officer, it is worth being reminded of the accountability structure in the academy sector. All academy trusts are held to account in their capacity as charities by the Charities Commission. The Education Funding Agency (EFA) holds academy trusts to account as central government public bodies for their finances and OFSTED holds them to account for academies’ teaching. At a local level, they are answerable to other stakeholders including parents, their students and the local community. In single academy trusts, the governing body acts on behalf of the trust board. In multi-academy trusts, comprising a number of academies, it is the responsibility of the local governing bodies or local academy councils, operating on behalf of the academy trust, to provide a clear vision and strategic direction for each school. The governing body must oversee the financial performance of the school and hold the head teacher to account for its educational performance. The academy trust is required by its funding agreement with the Secretary of State for Education to designate a named individual as the ‘accounting officer’ and this designation confers legal responsibility for financial and administrative matters. The delegation is usually made to the head teacher/principal of the school, or the executive head/chief executive officer in a multi-academy trust.

SAFEGUARDING BUDGETS The accounting officer has a key role in ensuring that public money is safeguarded and only spent on the purposes for which it was intended. They must assure the trust board of the academy’s compliance with the requirements of the EFA’s Academies Financial Handbook, its funding agreement and all relevant aspects of company and charitable law. This means that they must ensure that trust board and governing body members receive the information that they need to perform their roles effectively. They are responsible for the day-to-day organisation, staffing and management of the academy trust. And they must undertake a leadership role, including setting high standards of financial probity and financial management, and ensuring that these are communicated to staff. ACTING IN THE PUBLIC INTEREST The accounting officer is therefore the individual in an academy who links the accountability and governance structures. He or she is a member of the governing body of the academy and must ensure that the academy acts within its powers and that its policies reflect legislative requirements, national policies and local requirements. At the same time, they must ensure that the academy trust’s operating

DECISION MAKING An academy must be rigorous in its decision making – the reasons for decisions should be explicit and the supporting information should be recorded. Trustees, governors, and staff should be supported through the availability of appropriate financial advice for all major resource committees including the finance (or equivalent) committee, the audit committee, and the governing body(ies). The CFO has a key role to play in ensuring that members of these bodies have the timely, robust and impartial information that they need, together with meaningful financial analysis.

Written by Kerry Ace, the Chartered Institute of Public Finance and Accountancy (CIPFA)

LOOKING UP TO THE HEAD TEACHER

capacity is aligned with these requirements including its staffing, financial management and control environment. In all its actions, the accounting officer must ensure the academy trust acts in the public interest. In practice, the accounting officer does not do this all on their own. Many of the tasks, such as drafting policies, running finance systems and processes, and HR support, are delegated to other members of staff. For example, while accountability for financial matters cannot be delegated, in the day to day financial management of the academy, the accounting officer will inevitably need to place reliance on the work of the chief financial officer (CFO) or lead finance professional. The academy trust board is required by the Academies Financial Handbook to appoint to this role. It is essential, therefore, that the person appointed as CFO has the accounting officer’s trust, and they must be able to work well together. Their roles and responsibilities should be clearly set out so that tensions between the two do not arise. The following paragraphs set out some areas where the CFO can assist the accounting officer in his or her role.

INTERNAL CONTROL AND RISK MANAGEMENT To assist the accounting officer, the CFO should lead the implementation and maintenance of a framework of financial controls and procedures for managing financial risks, and must determine accounting processes and oversee financial management procedures that enable the institution to budget and manage within its overall resources. At the most fundamental level this means ensuring robust systems of risk management and internal control, that financial control is exercised consistently, and that the organisation implements appropriate measures to protect its assets from fraud and loss. E

The ting accoun s an i officer l in an a individuwho links y academ ountability the acc vernance and go ctures stru

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IT’S TIME TO TALK ABOUT YOUR RETIREMENT PLANS

The Teachers’ Pension Scheme is due to change from April 2015. From this date, pension benefits will be calculated on a career average earnings basis and the scheme pension age will be linked to the state pension age.

How we can help: Wesleyan can provide you with specialist retirement planning advice and talk to you about: } How members will be affected

Specialist retirement planning service Contact us today to arrange an informal no-obligation meeting. Once you have completed a personal review, you will receive a £20 M&S voucher with our compliments*. Contact us today, quoting 60891

} Career Average Arrangement

n teachers@wesleyan.co.uk

} Changes in pension age

n wesleyan.co.uk/appointment n 0800 980 3414

Follow us * Terms & conditions: For any teacher or related profession booking a no-obligation financial review by 31 March 2015. Offer based on one voucher per person and only valid on the first appointment booked during 2014/2015. No purchase is necessary and excludes personal loans and personal insurance enquiries. No alternative is available. Employees of Wesleyan are excluded. If a meeting is cancelled you will not be entitled to the vouchers. You will be required to complete and return a confirmation card after your first meeting and £20 of Marks and Spencer vouchers will be sent to you within 14 days of the card being received by Wesleyan. Advice is provided by Wesleyan Financial Services Ltd. ‘WESLEYAN’ is a trading name of the Wesleyan Group of companies. Wesleyan Financial Services Ltd (Registered in England and Wales No. 1651212) is authorised and regulated by the Financial Conduct Authority and is wholly owned by Wesleyan Assurance Society. Wesleyan Assurance Society is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority. Incorporated in England and Wales by Private Act of Parliament (No.ZC145). Registered Office: Colmore Circus, Birmingham B4 6AR. Telephone calls may be recorded for monitoring and training purposes. WFT-AD-122-10/14

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ACCOUNTING OFFICERS

The academy trust is required by its funding agreement with the Secretary of State for Education to designate a named individual as the ‘accounting officer’– this designation confers legal responsibility for financial and administrative matters

 MONITORING THE ACADEMY’S FINANCIAL POSITION The accounting officer, governing body(ies) and senior management must monitor the academy’s financial position regularly. To assist in monitoring the academy’s financial position, the CFO should have responsibility for drawing up budgets, financial targets and performance indicators to help assess delivery. Securing value for money (economy, efficiency and effectiveness) releases resources for higher priorities within an academy trust. The accounting officer should ensure that value for money is the concern of all managers, but it is helpful for the CFO to take the lead in co-ordinating and facilitating a culture of efficiency.

The accounting officer must undertake a leadership role across the academy. This will mean, together with the other trustees and governing body members, determining the strategic direction of the academy trust and its academies (where relevant), and also being responsible for turning policy aspirations into reality. The accounting officer should look to the CFO to align financial planning with the institution’s vision and strategic objectives and to develop financial forecasts and budgets that illustrate that the institution’s strategy is realistic and capable of being delivered. The accounting officer should ensure appropriate policies are in place so that decisions are taken objectively and steps are taken to avoid or deal with conflicts of interest whether real or perceived. The Academies Financial Handbook places emphasis on the need for the accounting officer to manage carefully relationships with connected parties to avoid real or perceived conflicts of interest and to

ACCOUNTING RECORDS & STATEMENTS Academy trusts are required to keep proper accounting records and to prepare annual financial statements in accordance with the accounts directions issued by the funding body. The accounting officer should be able to rely on the CFO to ensure that financial statements are prepared promptly and meet the reporting requirements: the law, financial reporting standards and professional standards as reflected in Accounting and Reporting by Charities: Statement of Recommended Practice (SORP).

ensure that restrictions placed on trade that can be undertaken by academy trusts with connected parties are complied with. Senior staff, including the CFO, should assist the accounting officer by exemplifying high standards of conduct and personal behaviour and in ensuring that an appropriate ‘tone at the top’ is established. FINAL THOUGHTS Clearly the responsibilities of the head teacher as accounting officer are crucial to the smooth running of an academy and in ensuring probity and financial stewardship. This is in addition to all those duties associated with being the academic lead for the school. Thus, the overall role is very wide. Therefore, it is essential that the head teacher is supported, as an accounting officer, effectively by his or her administrative staff, especially the CFO, for these purposes. L FURTHER INFORMATION www.cipfa.org

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Advertorial

How to avoid pitfalls when buying Staff Absence Insurance Neville Mort, Head of Education at The Education Broker which has provided the education sector with insurance for 25 years is sharing his expertise with us. “Schools know they need to find best value rather than simply opting for the cheapest premium when buying insurance. We’ve found from roadshows we’ve conducted with the support of NAHT and NASBM that knowing what questions to ask insurers and understanding how to compare their answers is what schools most want and need in their pursuit of the right insurance cover.” Nev’s top openers... The differences in cover are only small, aren’t they?

Maternity, paternity, adoption, shared parental leave – worth insuring?

No two policies are the same. A slight difference between policy wordings, which may sometimes be hard for the inexperienced eye to detect, can mean the difference between having a claim paid or not. You should compare the full policy wording, not just quotes and key facts.

First, establish what your financial loss would be if someone did take leave, e.g. it’s roughly £4,600 for a £32,200 salary. Ask the insurer “How much and when will you pay for a claim? Does the person have to return to work? And on the same hours?”

All policies have exclusions, but when are they applied? Most standard policies provide cover for twelve months, with renewal offered annually. From the outset it’s critical to establish whether exclusions (examples below) are applied only when you first buy the policy or are re-applied at renewal too. Don’t wait until renewal time to ask this question; ask it before you first buy.

What exclusions might there be? These should be itemised in the policy wording. Two examples where insurers have stark differences are: Pre-existing illnesses. Ask “If a staff member was absent six months ago for three weeks with stress, would you pay a claim if they were absent with stress next year? And what about the year after, if they had stress next year too?” Pre-planned operations. Ask “If a staff member needs an operation does it matter that the school did not know about it when we bought the policy? And does it matter if the person had previously received medical advice or treatment for it, without our knowledge?”

When making a claim, will you need to ‘bother’ the absent person? Ask if the insurers will rely on what the school submits or will they want to write to the person’s doctor. If the latter, you will probably want to seek approval from all insured staff before buying.

The Education Broker The Education Broker provides a unique service by comparing 4 different insurance quotes from various insurers. If you’d like to save time and effort, complete the online quote form at www.theeducationbroker.co.uk/EBquote, or call us on 0845 450 7266. With The Education Broker, you can get quotes from:

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AGENCY STAFF

David Geary, of the Recruitment and Employment Confederation, discusses one of the major concerns hanging over the education sector – the shortage of teaching professionals, and calls for better careers advice to be given at schools to reflects the realities of work

As the country gears up for one of the closest general elections in living memory, education policy is a key battleground upon which votes will be won and lost. Issues such as teacher shortages, an increasing disconnection between what students are taught and existing job roles, and a lack of general awareness about the changing nature of work, continue to blight the system and will be a focus for campaigners over the coming months. TEACHER SHORTAGES Over the next decade the UK will need more than 40,000 teachers to respond to pupil increases of 800,000. Training colleges are finding it increasingly difficult to fill their quotas, and this problem is further compounded by pressures placed on new teachers. In a recent survey, the Association of Teachers and Lecturers (ATL) found that 73 per cent of trainee and newly qualified teachers (NQTs) had thought about leaving the profession, citing increased workloads. The education sector has to do more to attract and retain its workforce, and recruitment agencies play a big part in this. There will always be a demand for supply teachers to cover absences, sick leave, and to

Over t the nex UK the decade d more will nee 0 teachers ,00 is holding UK businesses than 40 ond to pupil back from reaching p to res eases of their full potential. incr During the recession, employers took a more 800,000

meet other short and medium-term demands. Schools benefit from being able to tap into this flexible workforce, and the option to work in this way is attractive to many teachers. We know for instance that one of the key reasons teachers choose to work as a supply teacher is because doing so gives them more flexibility to balance other responsibilities and interests. Short-term contracts are an established part of the education labour market, and the benefits that come with this way of working should be promoted as an incentive for qualified and experienced teachers to stay within the profession rather than walking away.

MISMATCHING – SKILLS SHORTAGES The UK is suffering from a talent crisis, with a particular shortage in skills relating to science, technology, engineering and mathematics. The Recruitment and Employment Confederation (REC) has documented these shortages and the problem is getting worse. In August 2014, we saw demand for staff grow at the fastest rate for 16 years, but a lack of skilled people who can fill roles in a wide variety of sectors

Written by David Geary, policy advisor at the Recruitment and Employment Confederation

MIND THE STAFF SHORTAGE GAP

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conservative approach to their business operations, and scaled back their hiring activity. Now, with the country emerging confidently from this period of stagnated growth, UK businesses are keen to expand. Our data shows that 93 per cent of employers are operating with little or no spare capacity, and have serious concerns about the availability of suitably skilled candidates. What does this mean for schools? Young people seeking work need to know that their education, whether it ends at secondary level or continues onwards, has provided them with the right tools and knowledge to enable them to make informed decisions about their careers. The recruitment industry is offering a lot to schools to enable the realisation of this goal. Our members support the careers guidance function in schools by providing workshops on work preparedness and CV writing, they participate in school fairs and provide schools with labour market data to identify local, regional and national skill E

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Are you a senior leader in an academy or multi-academy trust? Are any of these diverting your focus from realising your school’s vision and ambition? OL IMPROVEME NT HO C S

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• Not achieving value and

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• Dealing with HR issues and avoiding errors that could escalate

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AGENCY STAFF  needs. Under the REC’s Youth Employment Charter, we support agencies seeking to engage with schools in this way. However, much more needs to be done. Indeed, schools should be supported by local authorities and central government departments to incentivise employment outcomes, so that the motivation exists to seek out and utilise the experience of local recruiters. The REC’s latest JobsOutlook report suggests that 82 per cent of employers will seek to add to their permanent headcount in the next three months and 75 per cent intend to do so in the next year. It is beholden on schools and employers to ensure that they are equipping young people with the relevant skills to take advantage of these opportunities, and a big part of this is about linking up with employers to expose young people to the world of work. Recruiters can help bridge this gap. CAREERS ADVICE Major improvements are needed to the careers advice on offer to young people so that it is reflective of the realities of work. Young people will naturally have limited exposure to potential career pathways and the requirements needed, but schools provide the ideal mechanism for the development of these core work competencies. Social mobility is better facilitated when early education includes these elements, enabling young people to take ownership of their working life and capitalise on every opportunity which comes their way. In our political manifesto for jobs, published in December, we laid out our calls for reform in this area. We believe that modern careers advice needs to go further than just focussing on entry to higher levels of education and training, and young people need to be told about the changing nature of work, from flexible work to freelancing and self-employment. It must recognise modern career journeys, where individual’s progress through 20 or more jobs in their lifetime, and it must focus on the need to continually train and upskill in order to advance. Schools, employers and recruiters all have a part to play in improving the kind of careers advice available, and should work in collaboration to help improve the employment prospects of our nation’s youth. Schools will need government support to realise this goal and our manifesto for jobs calls for such support. REC AS CHAMPIONS OF GOOD PRACTICE As schools rely on supply agencies to a greater extent, and as they consider utilising recruiters’ expertise, we are keen to reassure schools that our members are committed to the REC code of professional practice. This is a pledge to conduct businesses ethically, to the highest standards and to promote best practice within the recruitment industry. Alongside the code, members must undertake a compliance test every two years.

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Young people seeking work need to know that their education, whether it ends at secondary level or continues onwards, has provided them with the right tools and knowledge to enable them to make informed decisions about their careers

At the beginning of 2015 we expelled 83 members, and we refused membership to 110 other agencies for failing to pass this test, showing how serious we are about the high standards expected of our members. Within the education sector, the REC’s legacy on compliance is well established. Having run the Department for Education’s Quality Mark for a decade until its closure in 2013, the REC subsequently developed a compliance tool especially for the education sector called REC Audited Education. The audit

goes far beyond simple compliance, requiring agencies to demonstrate that they operate best practice in areas such as customer service, staff development, diversity and client management. Mindful of the complex regulatory environment in which schools now find themselves, the REC published Putting Pupils First last year to provide guidance to schools when utilising recruitment agencies. L FUTHER INFORMATION www.rec.uk.com

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CONVERSION

Becoming an academy offers real help in tough times. The Independent Academies Association examines some of the questions and issues that school leaders face when considering conversion The freedom brought by becoming an academy is attractive and converting can help improve attainment and bring many other advantages. However, these advantages don’t stop

heads and governors having questions and concerns about what it will mean for their school. The benefits include freedom from local authority (LA) control; the ability to disapply the national curriculum,

The freedomby t brough g an n becomi attractive y is academ rting can help – conve e attainment improv ring other and b ntages adva

FREEDOM FROM LA CONTROL One of the clearest summaries of the benefits of academy status came from the Academies Commission, which was set up by the Royal Society of Arts and the Pearson Think Tank, to examine the long‑term effects converting to academy status. The report said: “The reality is that the increased freedoms are not nearly as substantial as is often suggested, but many school leaders feel a general sense of liberation with academy status: it provides a sense of ‘grown up’ responsibility and E

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Written by the Independent Academies Association

BENEFITS THAT ARE WORTH THINKING ABOUT

and a greater ability to innovate, together with greater control over resources. But with freedom comes responsibility and there is also an expectation that academies will be system leaders and an increasing number of academies play an active role in raising standards in their area. Heads considering the benefits of conversion can find it helpful to consider what each of these issues can mean for them.

Academies

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CONVERSION  agency, and ‘permission’ to innovate.” Individual academies also describe this freedom in similar ways. Harry Ziman, chair of governors at Kelsall Primary School, in Cheshire, summed up the benefits by saying that: “Academy conversion is the best thing that has ever happened to this school.” A culture of autonomy pervades the academy and is instrumental to its success. Kelsall has developed rapidly including having now established a Multi-Academy Trust and Harry describes the current challenge as “to go beyond Outstanding.” Academy status is essential to achieving this aim but he feels the academy must be getting it right, as results are even better than before. BETTER NETWORKS Being able to take part in new proactive networks can also be a major advantage of conversion. The best academies are anything but isolationist. Many are building wider federations, establishing teaching school alliances or opening up free schools. In Bradford, maintained, foundation and academy schools together have formed an independent company to replace the LA’s school improvement service. With the support of the LA but with its monopoly

FREEDOM TO CHOOSE SUPPLIERS For many heads, being able to choose suppliers is a significant benefit, through agreeing contracts or what conditions of service to enter into, so that these best fit the needs of their pupils. The process of being able to choose suppliers also helps them consider whether an in-house solution best fits their needs, something which isn’t always possible with LA control. RECRUITMENT AND EMPLOYMENT The freedoms offered in recruitment and employment can also be important and conversion can be an opportunity to change long standing systems. Being able to set job descriptions and rates of pay can help school leaders and heads of department respond to changes in the sector or in their subject or department. This flexibility can really help them make roles more attractive and better suited to individual members of staff, instead of pay and job descriptions having to be consistent for all employees of the local authority. For example, Dixons Allerton Academy devised a totally new staffing structure from scratch. Where jobs in the predecessor school matched less than 80 per cent to the new ones, existing post-holders were interviewed

The reality is that the increased freedoms are not nearly as substantial as is often suggested, but many school leaders feel a general sense of liberation with academy status: it provides a sense of ‘grown up’ responsibility and agency, and ‘permission’ to innovate broken, headteachers have at last truly embraced their collective responsibility for the education of all students. As a result, in the first eighteen months the number of local secondary schools graded Good or better by Ofsted had doubled. National networks are also important. Nick Weller, the outgoing chair of the IAA and executive principal of Dixons Academies says many principal appreciate the benefits of a strong support network. “For me, it is the Independent Academies Association” says Nick. “The IAA is the only membership organisation solely dedicated to supporting academy and free school leaders and attracting increasing numbers of like-minded converters, primary, special and free schools. “It is my way of meeting people who are doing things differently and who challenge my thinking.” There are also a whole series of very practical management benefits for school leaders, as they continue to raise attainment in a tight financial climate.

first but were not obliged to appoint them to those roles and the academy was able to make choices, especially in key areas like senior, subject and pastoral leadership. David Young Community Academy has innovated by having one pay spine for all staff, which has simplified human resources and helped improve staff motivation. In addition, instead of giving teaching and learning responsibility payments, staff are able to gain responsibility points depending on the nature of their role and the extra responsibilities they have which are reviewed annually. It is possible to gain up to an extra eight responsibility points and £1,000 is awarded for each responsibility point. Staff can retain points at the end of the year, gain more or have them reduced dependant on academy need and performance. People in mid leadership have the opportunity to have a range of responsibilities, which helps them gain extra experience as they apply for leadership posts. Academy principal, Ros McMullen said:“This is a package of policies which is really beneficial to staff and the school.”

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IMPROVING GOVERNANCE Conversion can help prompt a conversation about streamlining governing bodies and making them smaller, more professional and ultimately more effective. Many academies have governing bodies of ten or fewer and governors are expected to have professional expertise including in the key areas of legal, financial and human resources. In the early sponsored academies, this was all very easy: the preceding governing body was simply replaced. For converter academies, this can be more difficult to achieve, and it will be for an effective chair to drive this review: the principal and the business manager will need to support this process, but ultimately it is not within their remit, nor should it be. Where relevant, the choice of sponsor is also key. The IAA recommends avoiding those whose central costs are high. A national spread without a local hub is also best avoided: there is no point in escaping LA control and ending up with something just as expensive with no local knowledge or commitment. Above all, it is important to choose a sponsor with the capacity and drive to make a difference, however uncomfortable for some this may be. IMPROVE FINANCIAL MANAGEMENT Most established academies have a chartered accountant as director of finance and administration, familiar with the accounting rules laid down by companies house as well as the statement of recommended practice (SORP) requirements associated with charitable status. Where a school already has effective business management systems, or where a primary school is too small to bear this cost alone, it makes sense to at least buy in the oversight of a properly qualified accountant from another academy, or to group together to share the cost. CONCLUSION Academy status is an amazing opportunity to drive improvement through greater freedom, improving management and getting better value from limited resources. But if you are thinking about when to convert you need to decide if you are really ready. Schools need robust and secure middle and senior leadership because of the pressure of the conversion process. Above all learning has to be at the centre of becoming an academy. Ensuring a clear focus on progress and attainment and not becoming too busy with all the processes of running your academy is essential if standards are to continue to rise. But it is always worth remembering that after conversion most academies biggest question is why they hadn’t converted before. L FURTHER INFORMATION www.iaa.uk.net

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RETROFITS & NEW BUILDS

Design & Build

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Written by Society of British and International Design

THE FABRIC OF DESIGN

With many schools receiving funding to have their old school buildings rebuilt, the Society of British and International Design examines whether the same desired affect can be created with refurbishments, and discusses the key challenges To consider the landscape of the design of schools in the UK’s built environment, you need to consider the socio-economic, political, architectural and spacial discourses that already exist governing the progress, and, in some cases, hindrances to its development. First and foremost, the legislation set up by the former labour government – the Building for Schools Programme – was criticised as somewhat of a utopian concept by the former Education Secretary Michael Gove in 2011, scrapped and replaced with the Priority School Building Programme (PSBP) in a bid to address only the needs of the schools in urgent need of repair. 261 schools out of the 587 that applied were announced as eligible to have their conditions met by the Education Funding Agency (EFA). However, with the bill already in full swing, what does this mean for the fabric of interior design in schools, its occupants and their

wellbeing? Is evolution only possible with the implementation of new schools or can this be achieved with a retrofit? In a brief overview, our contributors discuss the key factors. DISCUSSING NEW BUILDS AND REFURBS In a conversation with Barry Hicks, Principal of Itchen Sixth Form College, Southampton, Sarah Bax of Solent University considers the discourse as the Itchen Sixth Form College successfully won a grant from the EFA building condition improvement fund to build onto the existing façade, a new three-storey extension. The new build, featuring a state-of-the-art performance and media suite replaces an

outdated temporary classroom. Principal Barry Hicks points out that the most pressing issue in the debate is dependent on the size of the site. He notes that “[…] with a large acreage there is less of a problem with planning the design, a new building can be set away from the existing site and is less disruptive. It is also much cheaper to build new than to try to integrate into an existing building, which can create all sorts of problems with connection and flow.” However in reality, space is not always available. Melanie Laing, director of Innova Design Solutions, notes that new builds can allow schools to future proof themselves, ensuring the E

The Priorityding Buil School e was set m Programddress only up to a s of schools d the nee ent need of in urg pair re

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RETROFITS & NEW BUILDS  building can accommodate the latest trends in teaching as well as technology, but only if they’re planned correctly. Refurbishments can be more restrictive as the school usually has to work with strict space parameters. As the student numbers increase, current classrooms may struggle to provide suitable circulatory space, which will have a dramatic impact on performance and results unless extra room can be found. Within the interior of the building itself, Laing argues that the blank canvas of new builds are a great opportunity to create more engaging surroundings, but the same effect can be achieved in a refurbishment with careful space planning and clever design. This clever design is particularly essential as Sarah Bax notes that a new build potentially cause problems with integration of students as buildings can create sub cultures and separate staff and students within the institution, creating a lack of identity for both students and staff. Laing states that a layout which focuses student attention and interest can have a huge impact on productivity: “Innova has worked on many refurbishments, and factors such as re-thinking desk configurations, teacher positioning and the provision of storage can all have a positive effect on pupil behaviour. Our work designing and installing furniture and interiors in newly built science and arts buildings at a Lancashire high school has produced remarkable results. Since completion, the school has reported a 30 per cent increase in pupil numbers, record results for the whole school and its best ever Science and Art results – a clear indication that a well-designed environment inspires those who use it.” WORKING AROUND CONSTRAINTS Refurbishing a building will have its existing constraints especially when building for purpose, says Bax. Each subject has its different requirements; lighting in an art departments is hugely important,

while creative subjects such as drama is best put apart from other departments such as Maths and English, due to the nature of the courses activities, storing equipment and outside activities which may not combine well with subjects which need quieter, more stable interiors. In the case of the Itchen, there has been a major refurbishment programme at the college and in the last year has seen new science laboratories and a new student service centre. Funding obviously has enabled the new refurbishment programme to happen, but as Hicks outlines: “It is no good adding extra classrooms without increased infrastructure.” This means heating, ventilation and car parking all has to be taken into consideration when building onto an existing site, making funding estimations more problematic. Jeff Roberts the director of Finance and Resources at the college points out some areas schools might not consider before embarking on refurbishment, such as fixed planning regulations that have to be satisfied when building a new educational space or attaching on and extending. Highlighting potential problems and unforeseen expenditure, he says: ”The new three-storey extension attached to the original building is in line with the college’s continuing commitment to offering students an unmatched level of learning and hands on training. However, unforeseen problems and making sure contingency plans are in place is vital, the discovery of asbestos was a major extra cost implication which if not taking into

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account, the EFA will not subsidise after.” Most 1960s schools were made with asbestos ceilings, walls or sub-structure. The biggest problem is that the asbestos went into the ground around the schools when they were being built and strict building control assessments add extra cost to make sure all soil found with pollutants is taken away from the site. HERITAGE BUILDINGS Not forgetting the architectural landscape of the built environment, new builds, although possessing their own aesthetic power, slowly shift away from the historical buildings that contribute to making Britain what it is today. Sarah Bax notes in reference to the Itchen model, Hicks’ explanation of the significance of the 1920s college building which was previously a school: deciding on building new could result in the loss of a distinctive old building which relates to and has an identity within the community and the students themselves. “The building has been loved by the community,” says Hicks, “but from time-to-time has ultimately needed refurbishment and change to keep the building functioning adequately. We are all proud of the way we have kept the original building by extending and refurbishment, with the end result looking and feeling as if the new was always part of the old.” In a perfect world, Melaine Laing notes: “New builds will allow schools to create the right learning environment, from the E

Not forgetting the architectural landscape of the built environment, new builds, although possessing their own aesthetic power, slowly shift away from the historical buildings that contribute to making Britain what it is today

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RETROFITS & NEW BUILDS

Most 1960s schools were made with asbestos ceilings, walls or sub-structure. The biggest problem is that the asbestos went into the ground around the schools when they were being built and strict building control assessments add extra cost to make sure all soil found with pollutants is taken away from the site  layout and lighting acoustics, flooring and heating ensuring the end result is economical, easy to maintain both now and in the future, and will have a high BREEAM rating.” However, the reality of the situation is that budgets are tight. She goes on to say: “Even schools involved with the PSBP struggle to make new build budgets stretch and many end up using ‘legacy furniture’ – filling bright new learning spaces with chairs, tables and storage units unfit for modern learning. Using ‘legacy’ furniture may work in the short term, but outdated equipment makes it difficult to adopt modern, collaborative teaching methods.” A COMPLEX SITUATION Russell Gagg also corroborates this view stating that the argument is far more complex

than a simplistic view of new-build versus refurbishment. Considering the fact that school buildings need to be fit for purpose in order for staff to deliver quality and innovative teaching, he looks at the case of the first school built under the PSBP, which he notes as of December 2014, is still in Special Measures. Considering the suppliers, he states that Wates Construction stepped in with its ‘Adapt’ standardised school approach as a direct response to the James Review and proudly delivered Whitmore Park Primary School in Coventry in April 2014. Wates’ system promised savings of up to 60 per cent on the cost of providing new school spaces, but as margins have become increasingly tight many of the country’s leading contractors are finding it impossible to meet the government’s targets and EFA schemes are failing to attract

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bids. He goes on to reflect on feedback from school leadership teams, of which 1,100 of them responded to a survey conducted by the Key in Autumn 2014. More than one third confirmed that their school buildings were not fit for purpose and, with two-thirds of schools unable to apply for capital funding, delegated budgets were being used for maintenance and repairs, rather than for improvements to teaching and learning resources. It seems that there is some practical sense to making do with what you’ve got but the real question is, is the government considering all it has got? It seems almost obvious that the point of a refurbishment and essentially the PSBP is to develop the interiors to be useful as well as aesthetically pleasing. But by cutting the industries’ fees which is effectively cutting its influence and expertise on the redesign of schools in order to save money, might we end up in an a similar state that we are already in? L

Contributors include Russell Gagg RIBA, Principal lecturer at The Arts University Bournemouth; Barry Hicks Principal of Itchen Sixth Form College; Sarah Bax, Course leader at Southampton Solent University and Melanie Laing, Director of Innova Design Solutions. FURTHER INFORMATION www.sbid.org

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IS SPACE A PROBLEM? OfficePOD can help CREATE the space YOU NEED OfficePOD specialises in creating space where, at first glance, there seems to be none left.

MAPLE WALK PRIMARY SCHOOL OFFICEPOD 7.0 SERIES

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We can create innovative spaces in the nooks and crannies of your site, providing havens for teaching, meeting, studying and collaborating, or just for relaxation and contemplation. Our PODs are easily installed over a weekend, offering you the freedom to create space at any time of the year. Quick, flexible, attractive and effective, OfficePOD products can provide timely solutions to immediate problems and allow you to function properly again.

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FUNDING

MAKING SCHOOL BUILDINGS A PRIORITY

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Current Deputy Prime Minister Nick Clegg and Education Secretary Nicky Morgan have unveiled details on the second phase of the governments Priority School Building Programme. Clegg and Morgan announced how £2 billion will be spent across the 277 schools that qualified. Over £6 billion has been allocated by the current government in the scheme to date, which swiftly replaced the ambitious and sometimes lavish Building Schools for the Future programme, introduced during Tony Blair’s stint as Prime Minister. With a focus on rebuilding and refurbishing the schools in most urgent need of repair, the Priority School Building Programme was introduced in August 2011, and in May 2012, the first batch of 261 schools from across the country were confirmed as eligible for the funding. The first to open under the rebuild scheme was Whitmore Park Primary in Coventry, which opened to pupils in May last year following

“School building ital. nt is v investme ment must n The gover t this money a ensure th ch the most will rea schools” needed

Schools included in an injection of £5 million obby, Russell H T the second phase of to create the new building NAH the programme can now and facilities. As of January this begin developing plans for year, 16 schools from the first phase refurbishment, with completed construction were open and operating, while 55 are under expected to be around by September construction, with the remaining schools fully 2017. A revamp of 537 schools in total. involved in planning and development stages. Clegg commented: “Children can’t learn and teachers can’t teach in schools that BUILDINGS AT RISK are cold and have leaking roofs. It is crucial In May 2014, the government announced that we invest properly in education, so that further plans to pursue the repair work on every child has a fair start in life. Thousands school buildings with the introduction of of pupils will benefit from better, brighter, phase two of the programme. The next £2 warmer classrooms thanks to this funding.” billion concentrated on individual buildings, not necessarily whole school buildings, but LONG-TERM PLAN it aims to address the needs of a further 277 Education Secretary Morgan said: “This schools across the country. The methodology announcement is a major step towards prioritised individual school buildings or blocks ensuring all children no matter what their where the continued operation of the school background and no matter where they live is at risk due to the building’s poor condition – have access to the best possible schools and determined as a building that is not functioning learn in an environment that gives E as intended or is at risk of imminent failure.

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FUNDING  them the knowledge and skills to succeed in the global race.” Discussing what the announcement means for the long term future of the education sector, Morgan stated: “As part of our long term economic plan, we have continued to invest in school buildings which will ensure we can deliver even more great new schools, transform the learning environment for tens of thousands of pupils and their teachers whilst delivering value for money for the taxpayer.” The news has been welcomed by various bodies, including the National Association of Head Teachers (NAHT). General secretary Russell Hobby said: “The announcement of extra money for schools is welcome news. Investment in school buildings is vital and needs to be maintained. The government must now ensure that this money will reach the schools that need it most. “Proposals by the Conservatives to reduce spending per child by around 10 per cent after the general election will cause difficulties however. Any cuts to education funding will damage the life chances of the next generation of school leavers. Children should not be the ones to pay the price for any political effort to gain control of public finances. “NAHT has been urging all the major political parties to commit to protecting funding for education in the next parliament. The new funding for buildings, announced today is welcome but with so little time to go to the election, parents and teachers are still waiting to hear which party has the clearest vision for schools after May.” The Deepings School in Lincolnshire is one of the 277 schools included in phase two of the programme. The school, which became an academy on 1 February 2012 and caters for 1600 students across all secondary school years, has earmarked a block that houses art, fashion, resistant materials and food technology for refurbishment. Headteacher Richard Trow said: “We are delighted that our students and staff will have a state of the art facility in which to teach and learn. This new Art, Design and Technology Centre will allow us to be even more adventurous in our approach and raise standards even further.” Steyning Grammar School is one of only three successful schools in West Sussex to receive funding from the building programme. The funding that the school is set to receive will be directed towards replacing all temporary accommodation on its Shooting Field site with a permanent classroom block. Headteacher Nick Wergan said: “We are delighted that the hard work, ambition and achievement of our staff and students is being recognised, and that our building

Design & Build

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Whitmore Park Primary received £5 million to ivest in a new building and facilities

provision will now reflect the innovation and high aspirations of our teaching practice.” LABOUR SCRUTINY The promise of extra funding and the commencing of the second phase of the programme has come under scrutiny. Tristram Hunt, the shadow Education Secretary, has been critical of the Priority School Building Programme, emphasising how the scheme was “limping along at a staggeringly slow pace”, with only one in four schools from the initial phase actually under construction work, three years on from the announcement made by then Education Secretary Michael Gove. One such school that had been a victim of the “slow pace” is Mesne Lea Primary School in Salford. Having been granted a £3.9 million fit-for-purpose rebuild under the first phase of the Priority School Building Programme in May 2012, the school from the North West has finally celebrated the start of construction work by hosting an official turf cutting ceremony on the school grounds. The work at Mesne Lea is expected to be finished by September 2015. Julie Finlay, headteacher at Mesne Lea Primary School, said: “The children,

aves Shockwthe from n of atio cancell n Building b the £55for the Future Schoolsamme in 2010 progr ll being felt are sti schools by

staff and governors are working hard to become an outstanding school. This new school building will help us to achieve this. The children are excited to see the start of the works and are looking forward to watching the building take shape.” David Laws, Schools Minister, also celebrated the start of construction. He said: “The start of construction work at Mesne Lea Primary School marks a key milestone for the Priority School Building Programme in the North West and an exciting phase in the development of the school.” Francis Askey Primary School in Hull is another school finally witnessing progress from the Priority School Building Programme. A £4.2 million rebuild that will see the existing building knocked down and a new two story school built in its place. Similarly, Eastfield Primary School in Hull has work under way on a £5.4 million refurbishment project, due for completion in June 2016. The project will see a new two storey school building replace the old existing structures. Nicky Morgan has also released information concerning a second financial injection into the education sector, pledging over £4 billion worth of allocations to schools, local authorities, academy trusts and voluntary aided partnerships. The money covers three years from 2015-2016 to 2017-2018. Gunnersbury Catholic School, located on The Ride, will use the money towards refurbishing its dilapidated sports hall. Headteacher Kevin Burke was delighted E

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FUNDING

“I am bitterly disappointed that Todmorden and Calder High have not been included within the PSBP. I have lobbied various government ministers for many years”

l l

Craig Whittaker, Calder Valley MP

 to hear his school had secured some funding. He said: “We are delighted to have secured funding from the Department of Education to replace our current sports hall and PE accommodation. “At Gunnersbury Catholic School sport and physical activity have always been viewed as integral to a quality education. “The proposed developments will enable the continued provision of outstanding sporting opportunities, education and enjoyment to our current and future students.” MP for Brentford and Isleworth, Mary Macleod, who spoke to Education Secretary Nicky Morgan at a one-to-one meeting last year about the bid, and visited the school in the autumn followed by a letter to the minister, was pleased to hear the news. Macleod said: “When I visited the school in late October, It was clear that it was an outstanding place to learn with a great team behind it. “I know how important sport is to the school and this funding will really help to support their already growing sport programmes and opportunities”.

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DOUBLE WHAMMY However, the shockwaves from cancellation of the £55bn Building Schools for the Future programme in 2010 are still being felt. The Shildon Campus of Greenfield Community College in County Durham missed out back then, along with along with Belmont Community School in Durham City, Ferryhill Business and Enterprise College, St Leonard’s Catholic School in Durham City, Durham Sixth Form Centre and Tanfield School in Stanley. David Priestley, executive head of the Shildon Campus, admitted he was disappointed and told the Darlington and Stockton Times that he felt he’d been hit by a “double whammy” after a bid for a share in government repair funds was turned down for the second time. He admitted he was disappointed: “It is a bit of a double whammy. The situation we are in is that the buildings are in desperate need of repair.” “We will continue to look for ways of funding the development work that we need. We will make the best of the external fabric while we give a quality experience to our young people.” When the news came the Calder High School in Mytholmroyd had missed out in the latest wave, Calder Valley MP Craig Whittaker apparently hit the roof. “I am bitterly disappointed that Todmorden and Calder High have not been included within the PSBP. I have lobbied various government ministers for their inclusion in the programme for many years and this decision is a bitter pill to swallow.” “As part of the Education Select Committee I have visited hundreds of different schools across the country and I can honestly say that I have not seen a school which is more in need of repair than Todmorden High.”

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NO CASH FOR ONE OF GOVE’S ‘WORST SCHOOLS’ Calderdale councillor Susan Press (Lab, Todmorden) said: “When the former Education Minister Michael Gove visited Calder High some years ago he described it as one of the worst schools he had ever seen. Having cancelled the Building Schools For The Future funding Todmorden High School and Calder High were to receive under the previous Labour government, the Tories and Lib Dem Coalition now deliver this double blow to the Upper Valley despite years of promises and pledges from our local MP.” L FURTHER INFORMATION http://tinyurl.com/q9z6osd

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RENEWABLE ENERGY

Solar PV systems in schools not only have environmental benefits, they can potentially save a school thousands of pounds a year, writes Jane Evans of the National Association of Head Teachers It is hard to ignore the role of school leaders in tackling climate change. Not only do schools educate and influence the next generation but they are important hubs within every community. With 30,000 spread across the UK, their sustainable operation could make a significant difference, from increasing use of renewable energy to reducing landfill waste. In the UK, the previous government drew up a national framework encouraging all schools to become ‘sustainable schools’ by 2020. It explained how to go about this through eight pathways of sustainability, such as food and drink and travel and traffic. As part of its push for school autonomy, the coalition government has stopped actively supporting the framework, but you can find more modest ‘top tips for sustainability in schools’ on the government website. The problem is, that with unprecedented change in other areas of education – everything from school meals to SEND provision – school leaders may struggle to fulfil even more demands for curriculum space, no matter how worthy the cause and how strong their desire to help. SOLAR PANELS However, there are very persuasive arguments for schools to take up

government recommendations on sustainability. Perhaps most persuasive is the argument for installing solar PV systems (solar panels) which not only have environmental benefits but can potentially save a school anything up to £8,000 a year. According to Friends of the Earth, schools running solar PV can make savings in three ways. The electricity generated by panels while the school is operating can be used for free, cutting the electricity bill. The school will also get paid for every unit of electricity the panels produce, whether it is used in the school or sent to the grid. This is called the ‘feed-in tariff’ and the rate is fixed by government. Finally, the school will receive extra money for any electricity that is not used (during school holidays, for instance), through the ‘ex-port tariff’, which is sent to the grid for others to use. Combined, this all adds up to a reliable source of income. The Department of Energy and Climate Change recently published guidance for schools on solar PV, as part of a commitment to establishing 15 per cent energy consumption from renewable sources by 2020. But the organisation really shouting about the benefits is Friends of the Earth, which has launched its Run on Sun campaign to help and encourage schools to ‘go solar’. Run on Sun boasts some appealing statistics about the potential benefits. If all UK schools ran on solar power it could save enough money to pay more than 6,000 teacher salaries every year. It would also save as much polluting carbon dioxide as taking 110,000 cars off the road. There are educational advantages too, with teachers using the solar panels to spur interest in science and technology or to inspire wider environmental activities such as eco-clubs.

If all UK n ra schoolsower it rp on sola ve enough a could s to pay more money 000 teacher than 6, ies every salar ar ye

LOCAL AUTHORITY Unfortunately, like so many good ideas that school

Written by Jane Evans, policy research analyst at the National Association of Head Teachers

SUNLIGHT SAVINGS FOR SOLAR SCHOOLS

leaders would love to adopt, tight budgets are a barrier. Although the panels will save money in the long run, the cost of installation is an upfront fee that schools cannot afford, costing between £20,000 and £60,000 for a 15-50 kW system. The good news is that a key focus of the Run on Sun campaign is to make it easier for schools to finance installation. There are currently several possible ways to do this. The method encouraged by Friends of the Earth is for a local authority to fund the initial outlay. This method was recently successful for Saltaire Primary School in Bradford. Saltaire needed a new roof in 2013, and as the school is maintained by the local authority, the council was responsible for the replacement of the roof. The school governing body wanted to install a solar PV system at the same time as the roof was being replaced. Due to the short timescale involved, the council explored how it could pay for the upfront cost of the panels which the school would then ‘pay back’ through the electricity savings and the feed-in tariff. This scheme was agreed by the council and the school, and a 24kWp system was installed during the summer holidays. Bradford Council is now exploring how it can support all of its suitable schools to go solar over a three‑year period, using the schools capital budget to provide a revolving fund. Friends of the Earth is actively engaged with another 20 LAs, and counting, to encourage this to happen in other areas. Because solar power produces a reliable income, another promising source of capital could be businesses and investors. Borrowing in this way might seem like a daunting prospect for schools already facing the financial uncertainly of ongoing funding reforms, and it may not be right for all, but the savings generated can pay off the loan before becoming income for the school for the remainder of the system’s lifespan. Even before the money is paid back there is added security, protecting schools from rising energy bills, a concern that applies as much to businesses as the residential sector. In 2012 the government estimated that some schools were seeing energy bills double the amount spent in the previous four years. Currently however, this type of borrowing is not allowed for local authority schools and academies without permission from the Secretary of State for Education. Friends of the Earth is working with the government to solve this problem. And, if the government is serious about meeting its renewable energy target, not to mention inspiring the next generation to look after the planet, then making it easy for schools to go solar seems like a perfect way forward. L

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INTERACTIVE LEARNING

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Interactive Education was set up by teachers and childcare professionals and continues to provide a high quality service under it’s ethos – by teacher for teachers. The company believes that ICT is an integral part of innovation and teacher engagement. Interactive Education is committed to providing its customers with innovative ICT solutions focused on energy efficiency. The company has a dedicated team of account managers specifically focused on working with new and existing clients within schools and businesses across the UK. Interactive Education’s aim is to ensure the highest level of customer care, project management, on-site and online training, webinars and technical assistance are readily available to fully support all customers; from nurseries, schools, colleges and universities, to training centres, and businesses small and large. LATEST TECHNOLOGY The company provides the latest interactive ICT and AV technology for teaching, presenting, employee and student engagement through the use of interactive touch screens, interactive whiteboards, visualisers/document cameras, wireless response systems, BYOD, video walls, digital

EDUCATION BUSINESS MAGAZINE | Volume 20.2

G-Touch LED screen and with Interactive Education. Darren Forth from the school, said: “From initial contact, to the onsite demo, to the installation team and after-sales care, the staff at Interactive Education have been great to deal with.” INTERACTIVE CORPORATE SOLUTIONS Through the success of supporting schools within education over the years, Interactive Education successfully launched the business and corporate division; Interactive Corporate Solutions (ICS). ICS work directly with the corporate world to ensure the same level of care, dedication and support, given to schools, is also given to every business and organisation. Dell Hill, Project manager at Capgemini UK, said: “Capgemini approached ICS, because ICS and Interactive Education are the local and main suppliers to education throughout the country and the demo at Interactive Education sold it to me. ICS worked closely with Capgemini to understand the requirements for the technology and the best use of the software. Over the years, Capgemini have invested in a number of G-Touch Interactive LED Display Screens.” TRAINING Interactive Education provides full training and after sales support, and regularly works with suppliers and manufacturers to give the best level of customer service and technical advice. With a variety of packages available, the company can deliver training at the school premises as a half day session or a full day session. The onsite training sessions can be for a small group of teachers or to the entire teaching staff on a school inset day. Online training is readily available and interactive webinars can be scheduled with an ICT training professional enabling customers to log into the various online sessions and interact with an experienced trainer on screen. All interactive webinars are recorded and can be accessed separately. With a passion for technology, Interactive Education believes in supporting its customers and ensures they are supported with the best ICT products and services. The company can arrange training, personal demonstrations and offer technical advice and support on its ICT product range. Interactive Education have dedicated and experienced staff all over the UK, we are devoted to our loyal customer base, and we continue to offer the highest level of customer service from beginning to end. 

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signage, presenting software. Interactive Education uniquely provides teacher and student understanding lCT solutions to optimise student engagement. Make teaching and learning as exciting and engaging as possible. With a keen focus on interoperability and connectivity, Interactive Education provides an innovative suite of technology, which can be seamlessly integrated into any environment. Dealing with thousands of schools across the UK, Interactive Education prides itself on high quality service and customer satisfaction. Anglesey Primary has rated Interactive Education’s service as “excellent” and would recommend its products to other schools and academies. Alex Bradley from the school, said: “Interactive Education have been great throughout our time using their services. They are always helpful, quick to respond to requests and try to save you money where possible.” St John’s Primary School said they had an “excellent” experience with the new

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IT & Computing

Sponsored by

Zoe Ross, learning resource developer, Barefoot Computing

COMPUTING CURRICULUM

INTRODUCING TEACHERS TO COMPUTATIONAL THINKING

‘Computational thinking’ is given great prominence in the new computing curriculum, but for many teachers, it’s an unfamiliar concept. The Barefoot Computing project helps teachers to understand the concepts behind computational thinking and what they mean in practice, writes Zoe Ross The new computing curriculum came into effect in September 2014. ICT, as it was formally known, was replaced by a new ‘computing’ curriculum including coding lessons for children as young as five. The new curriculum aims to ensure that all pupils can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. It will enable them to analyse problems in computational terms, and give them practical experience of writing computer programs in order to solve such problems. The new curriculum also aims to enable pupils to evaluate and apply information technology analytically to solve problems. The education secretary at the time, Michael Gove, outlined the rationale for the changes in a speech last January: “ICT

used to focus purely on computer literacy – teaching pupils, over and over again, how to word-process, how to work a spreadsheet, how to use programs already creaking into obsolescence; about as much use as teaching children to send a telex or travel in a zeppelin. “Our new curriculum teaches children computer science, information technology and digital literacy: teaching them how to code,and how to create their own programs; not just how to work a computer, but how a computer works and how to make it work for you.”

BAREFOOT COMPUTING The Barefoot Computing Project began in April 2014 and offers free workshops and downloadable teaching resources to help primary school teachers in England deliver the computer science elements of the new computing curriculum. The project has been incredibly well received and by the end of January already 343 free workshops had been delivered to 5,300 primary school teachers, representing 1,320 schools across England. Originally funded by the Department for Education until March 2015, the project is being run by E

The ing computlum curricu hildren ec will giv experience l practicang computer of writi ms to solve progra utational comp lems prob

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COMPUTING CURRICULUM  BCS, the Chartered Institute for IT, and supported by Computing at Schools (CAS) and BT. The success of the project has led to BT extending funding until July 2015 to allow more teachers to benefit from the free workshops and resources. Commenting on the BT funding, Clive Selley, CEO of BT Technology, Services and Operations said: “Computing is a very important skill for BT and through our engagement with schools we’ve seen that children really enjoy it and that it can have a profound impact on other STEM subjects. We’re proud to be partnering with Barefoot Computing and that the workshops BT and other volunteers across England have been involved have been such a success; it’s great to hear from teachers that the programme has boosted their confidence. The programme is due to end in March, but given its popularity to date, BT is pleased to announce it will be working with BCS and Computing At School (CAS) to ensure that it continues to run through the summer term.” FREE WORKSHOPS FOR PRIMARY TEACHERS The workshops are coordinated by our 15 regional partners operating throughout England who have been specially trained volunteers to deliver Barefoot workshops to primary school teachers. Volunteers come from varied professional IT backgrounds and give their time to the project for a number of different reasons. Alex Ore, a volunteer from Broadcom Corporation explained his reasons for volunteering: “The Barefoot

Computational thinking lies at the centre of all the free Barefoot resources. The resources have been developed by a team of experienced primary computing specialists and are designed to help teachers develop their subject knowledge Computing Project allows me to share my experience and passion with those who can pass it onto children for me.” Once trained, the regional partners match volunteers to schools who have expressed an interest in the project and the volunteers deliver the workshop usually in an after-school staff meeting. The practical, hands-on workshops are designed to help teachers understand the changes to the primary computing curriculum, introducing them to computational thinking and getting them started with cross-curricular ideas for teaching computer science. Computational thinking is a new idea for most teachers and is given great prominence in the new national curriculum which states: “A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.” The resources teachers receive as part of their workshop help them to understand the concepts and approaches behind computational thinking and what they mean in practice.

IT & Computing

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FREE RESOURCES FOR PRIMARY TEACHERS Computational thinking also lies at the centre of all the free Barefoot resources. The resources have been developed by a team of experienced primary computing specialists and are designed to help teachers develop their subject knowledge and give them practical activities to try with their pupils. The resources are all mapped to the computer science elements of the computing programme of study in order to help teachers to plan their curriculum effectively. The project provides two main types of resources for teachers. Self-teach concepts explain core computational thinking and computer science topics, including logical reasoning, abstraction and programming concepts such as selection. These materials help teachers to enhance their subject knowledge and are written in an easy to understand format, giving relevant, primary focused examples. PRACTICAL LESSON RESOURCES The project also provides fully resourced, practical lesson activities to help teachers E

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With a focus on pupil premium, parental engagement and e-safety, the RM Seminars provide an opportunity for members of school staff to collaborate with other educational professionals to identify action plans relating specifically to their establishment, role and situation. By considering where their school is now and where it wants to get to, we will be able to discuss the tools, ideas and strategies required to make improvements, overcome the associated barriers and measure the impact of pupil premium, parental engagement and e-safety activities and spend.

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COMPUTING CURRICULUM  start to teach their pupils computer science in cross-curricular ways. These include short, ‘unplugged’ activities that don’t require a computer and introduce pupils to key concepts such as algorithms, decomposition and variables in fun, engaging ways. Other, longer activities are fully resourced lesson plans. These activities are focused keenly on helping teachers to meet the requirements of each of the computer science statements of the programme of study. For example, the ‘Modelling the Internet’ activity is a great way to get pupils understanding computer networks, including the internet, which is a requirement of the new curriculum. There are also a number of programming activities to help teachers start teaching their pupils how to code. Many of these use free software such as the graphical programming language, Scratch, developed by MIT. So far, over 8,000 people have registered to access the materials on the Barefoot website and the resources are proving very popular with teachers. In a recent survey of teachers registered on the Barefoot website over 93 per cent said they were likely to recommend the resources to a colleague. Jenna Bates, a lead computing teacher in Islington, London, recently said: “Barefoot is perfect for those who are completely new to computer science. I have been using the resources with key stage 1 and 2 classes in a

number of schools that I work with and the response has been overwhelmingly positive.” SUPPORTING ORGANISATIONS Computing At School (CAS) is the Subject Association for Computing Teachers, a free membership organisation for those interested in promoting computing in a school environment. CAS offers support, training and resources to help deliver the new curriculum through its nationwide network of teachers and professionals committed to supporting computing and especially computer science in the classroom. The Network of Teaching Excellence in Computer Science provides training opportunities for both existing teachers and those training for the profession. The network includes primary and secondary specialist master teachers, who deliver CPD to teachers and schools in their local area, lead schools, which take a lead for computing and computer science education within a local area, and university partners, who support the training of master eachers. There are currently over 327 CAS master teachers, who, to date have supported more than 14,000 teachers, 400 lead schools and 70+ CAS university partners. QuickStart Computing has recently been developed as a CPD toolkit to help deliver inspiring computing lessons in primary and secondary schools. The resources can be

About the author

IT & Computing

Sponsored by

Zoe Ross is a former teacher of computing, head of ICT and the Primary North Regional co-ordinator for Computing at School. She has taught in both primary and secondary schools and worked with teachers and schools throughout the UK to help them to teach computing and prepare for the new curriculum. Particularly interested in creative pedagogies, Zoe has written materials for many different organisations including Scholastic, Hodder, the BBC and Google. She is a learning resource developer and website designer on the Barefoot Project team. downloaded from the website and printed packs can be picked up from a number of schools throughout England. L FURTHER INFORMATION www.barefootcas.org.uk www.computingatschool.org.uk www.quickstartcomputing.org

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E-SAFETY: HOW UP TO DATE IS YOUR SCHOOL? As highlighted by nobullying.com when gathering bullying statistics in 2014, it was found that an estimated 5.43 million young people in the UK have experienced cyber-bullying, with 1.26 million subjected to extreme cyber-bullying on a daily basis. Being vigilant when it comes to e-safety doesn’t just mean protecting students from this form of bullying, it also means implementing strict policies to protect private data about our teachers, students and all school staff. With an ever increasing e-connected population, we need to educate our learners, staff and parents, on what e-safety is and what they can do to help implement it. This doesn’t necessarily mean putting blanket restrictions in place, or preventing access to information; it is more about establishing and then maintaining the balance between effectively using ICT whilst maintaining control. While school by school interpretations can vary, the following processes and procedures are vital. STAFF PASSWORDS All staff should have their own username and password that is only known to themselves. If you use another PC or laptop, ensure you log on with your own details, and never log on to someone else’s behalf. Pupils from Year 1 upwards should always have individual usernames and passwords too. They don’t need to be complex but it’s really important that this procedure is in place. From an early age children need to appreciate important issues such as personal identity, passwords and security. AN ACCEPTABLE USE POLICY It is important that all schools have an Acceptable Use Policy (AUP) in place, and that all staff, pupils, governors and visitors using the school’s network adhere to this. AUPs are user agreements to honour the school’s confidentiality and data security

rules. These are standard practice within business, and should be in schools too. There are lots of examples and outlines available to use. I suggest schools take advice from their ICT provider, but I do also advise that they involve staff and learners in establishing their approach. Gaining their understanding and appreciation of why an AUP is important certainly helps with buy-in. MANAGING PERSONAL DATA We often associate e-safety as being web related but it’s also about data protection. We’ve certainly heard of situations where USB keys that contain important pupil data have gone missing, or staff laptops with locally held data have been stolen from parked cars. Schools can easily combat these sorts of issues by having the right infrastructures in place, such as having data securely saved in the cloud, still accessible from anywhere but in an encrypted, safe way. It’s really important that there’s a consistent whole school approach. All staff need to be aware, learners need to feel involved, and staff should feel confident that they are not restricted and are trusted. They should also know the pre-established reporting process should they see something or hear about a problem that needs to be brought to light. TRAINING It’s important to always consider the key features that Ofsted looks for. Staff should be trained to recognise e-safety issues and should make this a priority. All schools should also consider having a nominated staff member who will be the e-safety champion. When it comes to training, it should be tailored around what’s right for the school. This could be evening e-safety training sessions involving staff, parents and students. It is important that in areas where there’s a high level of cultural diversity, potentially where English is not

the majority of parents’ first language, that a different approach is used. They might be less aware of all the issues surrounding e-safety and how it can affect their children; misinterpretation of the situation is common. Hosting parent evenings, e-safety sessions on the basics of the internet is one example of what works very well in some situations. Equally, many parents are not aware of the potential for bullying in schools and won’t recognise the signs in their own children. Similar sessions to show parents and teachers how best to approach this issue is key: introducing them to organisations such as the National Crime Agency’s CEOP Command (formerly the Child Exploitation and Online Protection Centre) can offer them a source of additional information. An essential resource that all schools and parents should be aware of is the UK Safer Internet Centre (UK SIC) where they can find e-safety tips, advice and resources to help children and young people stay safe on the internet. The UK SIC also provides a helpline for professionals working with young people and advice for parents about key e-safety topics like social networking and ‘how to’ guides for setting up filters and activating parental settings.

Written by Nick Madhavji, on behalf of Naace

Worrying statistics show that millions of young people have experienced cyber-bullying in some form. E-safety is therefore a high priority in schools, and not just because Ofsted includes it as part of its inspections. Nick Madhavji shares some advice to tackle the issue

ADEQUATE SOFTWARE Software is available to monitor a school’s internet use, such as cyber-bullying, threats or inappropriate approaches. A school’s filtering system should be checked, as well as its anti-virus software. However, as we have all become more aware since the recent high-profile security issues faced by public organisations and large companies, e-safety isn’t just about having anti-virus software in place; it is vital to ensure a school’s complete internet infrastructure is appropriate and secure. This can be a constant challenge. Hackers and malware become more intelligent on a daily basis. Complete protection is no longer guaranteed. If a student really wants to access something, they will treat it as a challenge. But by educating pupils and engaging with them, it is possible to reduce this from happening. L

Nick Madhavji is managing director of Joskos Solutions and a member of Naace, the ICT association. FURTHER INFORMATION www.naace.co.uk

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EDUCATION TECHNOLOGY INNOVATIONS On 21-24 January, London’s ExCel Centre once again showcased the growing importance and influence of technology within the education sector, and was the backdrop for the new Education Secretary’s first speaking appearance The BETT show attracted hundreds of people from across the education and technology sectors last month, with its four day programme full of the latest education technology innovations. Making her first speaking appearance at BETT, Education Secretary Nicky Morgan said: “For more than 30 years, BETT has been pushing the boundaries of technology. It has been the breeding ground for new ideas and technologies, and for the collaborations and partnerships that have nurtured them. “It has played host to some of the leading figures in learning technology, not just from the UK but around the world. “And though we may not see the fruits for a few years yet, I know that here this week the educational technologies of the future are slowly coming to life.” Morgan continued: “British businesses are leading the world in education technology, but I sometimes fear that the fruits of that success are not yet being shared by every school in the country. In part this is a failing of infrastructure.” WI-FI ACCESS “According to last year’s annual survey by the British Educational Suppliers Association (BESA), 65 per cent of primary

we access information, and how educators can help their students take advantage.

DESIGNING TECHNOLOGY ROLLOUTS Teachers must be put at the centre of designing technology roll-outs in their classrooms if they are to be successful, it has schools and 54 per cent of secondary been claimed. Speaking at BETT 2015, Vicki schools don’t have access to a good wi-fi Phillips, director of education at the Bill and connection. A significant number reported Melinda Gates Foundation, said too often that their broadband provision was poor. those involved in bringing technology into This is something we need to address. And I’m the classroom put their own needs above pleased to say we’re doing so. I am delighted those of the students and their teachers. to be able to announce a further partnership According to Phillips, technology vendors with some of our leading technology often want to bring what’s easiest firms like O2, Google, BT, IBM and for them to roll out, scale and HP collaborating with some maintain, rather than what of our best universities to is best for the users, while train the next generation school administrators look of computing teachers. at the immediate cost. “Some of our top “Technology can bring technology experts teachers and students from these firms will closer together, but be going into schools right now, teachers to train primary aren’t buyers,” she school teachers.” or of said, claiming they often The Department for lips, direct Vicki Phil on at the Bill have little or no input Education has agreed to educati nda Gates into the design process. match fund all of the projects and Meli dation Foun “The need for EdTech as part of a commitment to companies to listen to teachers invest £3.5 million to support is a bigger issue than it might seem,” schools with the new computing curriculum. she said, claiming that in the past reform The Keynote speeach by the Education movements that have focused on ‘planning, Secretary was followed by a presentation curriculum and materials’ rather than from Jimmy Wales, founder of Wikipedia, the needs of teachers. This causes early who discussed how open‑source and adopters to lose faith and abandon the E open‑content technology is changing the way

d “The nee h for EdTec to s companiechers is tea listen to ssue than it i a bigger t seem” migh

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Vernier Software and Technology: Supporting educators and students Vernier Software and Technology has been a leading innovator of scientific data-collection technology for 33 years. Focused on science, technology, engineering and mathematics (STEM), Vernier is dedicated to developing creative ways to teach and learn using hands-on science. Vernier is a U.S. based company with offices in Europe and Asia and dealers servicing more than 130 countries, that creates easy-to-use and affordable science interfaces, sensors, and graphing/analysis software. Vernier is known around the world for being a company focused on service to teachers. A high percentage of employees are former teachers themselves and are familiar with the demands of the classroom. Every product the company develops is based on supporting the needs of educators and students. Vernier data loggers are used by educators and students from

primary school to university in a variety of science subjects including biology, chemistry, physics, earth science, and environmental science. Vernier’s technology-based solutions enhance STEM education, increase learning, build students’ critical thinking skills, and support the science and engineering practices called for in the GCSE curriculum. Vernier’s business culture is grounded in earthfriendly policies and practices, and the company provides a family-friendly workplace. FURTHER INFORMATION www.vernier.com support@vernier.com

Cloud Computing for Schools and Colleges

Keytracker’s secure key and asset management

This year at the Bett Show, Keytracker offered the education sector the most comprehensive range of key, laptop and equipment management systems available. Designed to save the time and money that is wasted when keys, laptops, tablets and valuable equipment is missing or unaccounted for, the Keytracker and iLockerz product range allows an educational establishment to offer effective laptop loans, secure BYOD (bring your own device) storage, charging facilities, and automated key management to students and staff alike 24 hours a day. Established in 1996 and based in the West Midlands, Keytracker provides cost effective mechanical and electronic key control systems that

ensure improved key security and asset management. Keytracker systems can significantly reduce the amount of time spent managing keys and assets. Offering quick and easy access for authorised personnel, Keytracker ensures a key or asset is never misplaced, offering complete security and guaranteeing keys and assets are organised at all times. Keytracker systems and products are used and respected internationally and are supplied to both public and private sectors, including the emergency services and education sectors along with the automotive, lettings, logistics and retail industries. FURTHER INFORMATION www.keytracker.co.uk www.ilockerz.com

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CloudPC365 is a low cost, stylish compact, mini PC (130mm x 130mm) running the latest Intel® Celeron® Processor J1900, incorporating the latest Intel® HD Graphics. Featuring full desktop PC functionality, that can be Vesa mounted to your HDMI monitor/TV. Reducing energy bills, CloudPC365 operates on 5 watts of power, as opposed to an average 70 watts for a conventional PC (standard usage model), has no moving parts and hence runs silently. It’s competitively priced with options to buy in kit form (bare bone) or pre-built with your preferred operating system, memory up to 8GB DDR3 and mSATA size to suit your needs. Education establishments are under constant budgetary pressures. CloudPC365 support Microsoft OVS/EVS (Open Value Subscription Agreement for Education Solutions) and Microsoft Office 365. Prices start from as low as £89.00 plus VAT. We offer full solution services from infrastructure installation to classroom management software.

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Once the collection is complete, your items will be logged data wiped, presented with data destruction certification, and an audit report which includes detagging asset tags, asset numbers, make / model of equipment, hard drive serial number, and total weight collected. Simply log on to our portal this information available to instantly.

REFURBISHED IT TO EDUCATION AUTHORITIES

Ecogreen IT LTD has recently introduced the sale of refurbished IT equipment ideal for schools. The objective may be to cut the budget of your IT spend. Your objective is our priority, speak to Ecogreen IT LTD about your requirements and budget. Provide a minimum warranty on refurbish kit 3 years. Ring Ecogreen IT to check current stock levels. Recycle your equipment and receive money back on PCs, TFTs, laptops, if you purchase refurbished IT equipment.

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BETT 2015  project, and so it dies, according to Phillips. “Technology alone can’t form a bond with students,” she said. “It can’t fan their interests, guide their projects, design their classrooms, or figure out what’s going on when students aren’t thriving.”

websites, or carry out instant assessment. Instead of trying to squeeze consumer or corporate products into education, we’ve created bespoke education models, built from the ground up and developed from the ground up for education.”

BLENDED REALITY LEARNING Along with new devices and new initiatives for teaching and learning, HP demonstrated its vision for Blended Reality learning on its stand at BETT. HP’s Vice President for worldwide education, Gus Schmedlen, insists that Blended Reality combines the best of the physical world with the best of the digital, to create compelling new experiences that enhance teaching and learning. HP also launched its National Education Technology Assessment Programme, a global initiative that is designed to ensure educational establishments have the IT tools they need to prepare students for the digital economy. “What’s more important in a student? Soft skills, or 21st century skills? Flexibility and adaptability, creativity or reliability?” asked Schmedlen. “We try to look at that and compare it to what the DfE says, and what the teachers and students say, and make sure the education system is built on the entire ecosystem, and not just what the policymakers think is the right idea,” he adds. On the software side, Schmedlen talked up the firm’s HP Classroom Manager software product. “It lets teachers block

MATHS IN MOTION Maths in Motion, a joint initiative by Jaguar and Toshiba, encourages children to learn maths through a fun and original challenge: building an F1 racer. Open to schools around the world, pupils must use maths skills including geometry and algebra to design and build their own racing car. The best cars from around the world then compete in a race to see which group of children has done the best job. A national final will be held at the Heritage Motor Centre, Gaydon, Warwickshire, on 24th June 2015. SCANNING PENS Approved by The Joint Council for Qualifications to be used in exams, this handy orange pen helps students with difficulties such as dyslexia to read and understand questions. The scanning technology instantly comprehends written text, displaying it on a larger LED screen and reading it aloud to the student through a built-in speaker or discreetly through headphones (meaning it can be used in an exam hall with other students). The device has already been deployed in Luckley House School and Blundell’s School. E

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BETT Awards – 2015 winners Early Years Digital Content Day Two Productions – The Traditional Storyteller Apps Secondary Digital Content Soundbitelearning UK Ltd – GCSEPod Best Whole Course Curriculum Content 3P Learning – Mathletics ICT Tools for Learning and Teaching – web based SMART Technologies – SMART amp™ ICT Tools for Learning and Teaching – non-web based 2Simple Software – 2Build a Profile Digital Collections and Resource Banks – Encyclopaedia Britannica – Britannica School ICT Special Educational Needs Solutions SOUND FOR LIFE – Forbrain Digital Devices zSpace, Inc. – zSpace Virtual Reality Science Lab ICT Company of the Year – less than £1m turnover – Sonocent Ltd ICT Company of the Year – between £1m and £10m turnover Frog Education

Education Secretary Nicky Morgan made her first speaking appearance at BETT

ICT Company of the Year – over £10m turnover – Promethean ICT Exporter of the Year – LearnPad

Wikipedia founder Jimmy Wales spoke at the BETT Arena

ICT Services and Support – Toshiba Free Digital Content / Open Educational Resources – Just2easy – J2Code International Digital Resource – 3P Learning – Mathletics Educational Apps – Red Jumper Studio – Book Creator Bett Exhibition Stand of the Year – Exa Education Innovation in ICT – Airhead Education Outstanding Achievement in ICT Education – The Rt Hon Charles Clarke

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BETT 2015  ROBOTS AND RASPBERRY PI Initio from TTS is a robot that can be assembled and programmed by the students themselves. The robot features Raspberry Pi, the credit card-sized single-board computer developed to help teach basic computer science in schools. Students can design their own programme and try it out on Initio, interacting wirelessly through wi-fi or by loading the programme directly using a USB. SAMSUNG TABLET Samsung has produced a tablet that caters especially to the needs of classrooms, called the Galaxy Tab 4 Education. The device integrates Google Play for Education, which provides access to a host of approved teaching content. It has high-performance specifications, running Android 4.4 Kit Kat and hosts both front and rear-facing cameras. The system runs dual-band wi-fi to maximise the number of potential users.

ACER CHROMEBOOKS Acer showed off its first 15-inch Chromebook for education, an 11-inch model and two ultra short-throw projectors. The company launched the Acer Education Solution Centre program in 15 countries across EMEA last year, helping resellers sell more into schools. It also worked on a Future Classroom Lab which opened in November 2014 at Ricoh’s office in Hannover, featuring the latest hardware such as interactive whiteboards, projectors, notebooks and tablets with software solutions like the Acer Classroom Manager.

“I’ve tried through my political life to promote education, and technology in education, and the recognition of this award is a tremendous endorsement of that”

SCHOOL ADMINISTRATION At BETT 2015, The Publishing Foundry launched a new system called Educater, developed in partnership with schools from across the United Kingdom (UK) that has been tailor made to streamline school administration and management processes. The Publishing Foundry was showcased in the Futures area of the show by a panel of teachers and education experts. The system works with a school’s existing management systems to pull and merge information into documentation where necessary and then distribute as required, either internally or externally. The system integrates email, print, mailhouse and text messaging as well as automatically filing all records along the way. The pre-defined workflows are designed to meet the common needs of the school, but are also flexible enough to accommodate an individual school’s needs.

focus on what works in the classroom. Among the winners (see panel on previous page for full list) ICT Company of the Year (between £1m and £10m turnover) was awarded to Frog Education. In response to the removal of National Curriculum levels, Frog recently launched FrogProgress, an innovative tool which enables teachers to assess the progress of every pupil, setting them personal targets mapped against their expected attainment progress. Commenting on the win, Gareth Davies, managing director of Frog Education, said: “We are delighted to receive this prestigious award as recognition of Frog’s continued commitment to providing world-class technology to improve both teaching and learning in the classroom. Frog Progress, our latest tool, is a huge step towards our vision of a personal learning journey for each and every child.”

BETT AWARDS The BETT Awards are a celebration of the inspiring creativity and innovation that can be found throughout technology for education. The awards form an integral part of BETT each year. Winners are seen to have excelled in ICT provision and support for nurseries, schools, colleges and special schools alike with a clear

OUTSTANDING ACHIEVEMENT IN ICT EDUCATION Former Education Secretary Charles Clarke was recognised with the 2015 Outstanding Achievement in ICT Education award. Accepting the accolade, Clarke said: “The area that you are working in is unbelievably important for the future of our

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Charles Clarke, former Education Secretary, on receiving the Outstanding Achievement in ICT Education at this years’ Bett Awards country, our country and everything else. 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. Clarke continued: “It’s an immense honour to get this award. I’ve tried through my political life to promote education, and technology in 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.” L GET SET FOR NEXT YEAR BETT 2016 takes place at the excel between January 27-30. For further information visit www.bettshow.com

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EPSON AND SMART TO PROVIDE MARKET-LEADING COLLABORATIVE LEARNING

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BETT 2015 was a busy few days for Epson. A new industry collaboration with SMART was announced, four new versatile short-throw projectors were launched, and a new initiative with Dumfries and Galloway Council – who are using Epson’s push-bike powered printers to lead the low-carbon crusade in Scottish education – was featured The collaboration between Epson and SMART Technologies will help provide teachers and lecturers in the UK with added flexibility in providing effective interactive learning. Epson’s interactive projectors can now be used with SMART Notebook™ software to provide educators with a collaborative learning solution. The new agreement underlines Epson’s on-going commitment to delivering world-class technology to enhance education around the world and is part of SMART’s software accessibility strategy. Epson’s interactive projectors can be used in a classroom environment to allow educators to create collaborative and interactive lessons. Graeme Davidson, Epson Europe said: “This combination of SMART Notebook software and an Epson interactive projector will provide educators with further flexibility to create impactful lessons that bring learning to life. This will enable students to benefit from more effective and collaborative learning.” SHORT-THROW PROJECTORS Epson’s new short-throw projectors deliver superior-quality images and offer a range of clever features as standard to give users more value for their money. Ideal for classrooms or small meeting rooms, these projectors can be wall or ceiling mounted or placed on a table close to the wall to free-up more workspace. This new range (EB-520, EB-525W, EB530 and EB-535W) uses 3LCD technology to deliver exceptional image quality with accurate colours. The range has a high contrast ratio for clearer image detail and high brightness, meaning the screen can be clearly seen in brightly-lit classrooms and meeting rooms. A new short throw lens gives the projectors sharper images and improved focus. PUSH-BIKE POWERED PRINTERS Dumfries and Galloway is sending six Workforce Pro WF-5690 printers, hooked up to draw their power from push-bikes equipped with dynamos, on a tour of all 120 schools in the council. The goals of the project are to drive student awareness of energy use, and to encourage the schools to adopt the ultraefficient printing technology to help meet the

ambitious CO2 emissions reductions targets of 42 per cent across Scotland by 2020. Epson’s WorkForce Pro printers, which use up to 80 per cent less power than comparable laser models currently in place in many schools in the country, have been connected to a push bike equipped with a dynamo – just five seconds of pedalling provides sufficient power to print one page. Dumfries & Galloway estimate that if they replace every printer in every school with the Epson Workforce Pro WF-5690 that they will save nearly a quarter of a million pounds (£240k) over a five year period. CHALLENGE Schools which will have the printer in place for up to two weeks are being challenged to use the printer bikes in their teaching and to look in detail at issues surrounding energy consumption, the use of printing and the full life-cycle cost of a product – not just its purchase price. They’re also being asked to produce a report on their experience of using the bikes and the schools that produce the best analysis of how they can change their use of printers will be allowed to keep their WorkForce Pro bike-printer.

To celebrate the initiative, a bike powered Epson WorkForce Pro printer took pride of place on the Epson stand and visitors were invited to see for themselves just how easy it is to power this inkjet printer. As the show drew to a close, Epson’s UK Ambassador for its Runsense range of GPS sports monitors, Professor Greg Whyte OBE, took to the BETT arena to deliver a keynote speech on how the role of physical activity, exercise and sport can help in creating a successful culture. In the session, Greg drilled into key lessons you can take away to improve students’ and teachers’ productivity through activity, optimising your time management, and understanding practical reasons why people are more motivated and efficient when physically active. Greg is an Olympian, physical activity expert, world-renowned sports scientist and the man behind iconic Comic Relief Challenges. 2015 was one of the busiest BETT shows Epson has attended. Visitor numbers were up and this was evident from the amount of people on the stand. 2016 will be exciting.  FURTHER INFORMATION www.epson.eu

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CASHLESS SCHOOLS

THE 2015 SCHOOL INCOME SURVEY: CASHLESS SCHOOLS WILL BECOME THE NORM

The School Income Research Survey shows that over 70 per cent of schools plan to go cashless. How do they intend to do it? An increasing number of UK schools are taking significant steps towards becoming ‘truly cashless’: removing the need for parents to send cash or cheques to school to pay for school dinners, clubs, trips, fees and other services. A LACA/ParentPay ‘parent’ survey around school meals showed that there was an overwhelming preference by parents to pay schools online or through PayPoint. In February 2015 ‘The School Income Research Survey’ was completed by 1,150 schools across the UK. The survey enabled staff to share their future plans around collection of all types of income, gauge cashless ambitions and any perceived barriers to achieving a cashless vision. The great news is that at least 7 in 10 schools are planning to give parents what they asked for – the ability to pay online; although just over a quarter of schools still don’t believe they can go ‘truly cashless’ stating that the amount of cash based payers are a barrier. BUILDING A CASE FOR CHANGE With billions of pounds now being spent online and over 90 per cent of parents stating that they want to pay schools online too, the benefits of going cashless may seem obvious. However you may still need a business case, comprised of reasons and arguments to convince a School Leadership Team (SLT). Preparing a cashless business case for a SLT will be easier if you plan to maximise the number of items you collect income for online. Find out how much administration time is currently spent on cash collection across the school; then do a simple time/effort, cost and benefit analysis for going cashless. Talk to local schools who have already gone cashless to determine potential time savings and other associated benefits. Has going cashless increased uptake of meals and if so by how much? Has it helped reduce parental debt? Present your findings back into SLT and you should get the buy-in to deliver the cashless vision. Just over a quarter of schools that took part in the 2015 Income Collection Survey believed they cannot achieve a totally cashless vision. In contrast, nearly half

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To be successful, school management teams should first ask some key questions around the type of features needed to meet the schools requirements; including questions around security, interoperability and reporting of the 7 in 10 schools already working to achieve a ‘truly cashless vision’ meet cash based payers’ needs by offering a cash based alternative to paying online – PayPoint. This joint solution enables a school to completely remove cash. BE INCLUSIVE AND REMEMBER PAYPOINT Parents who do not have the facility to pay online through ParentPay the capability to pay cash through local outlets. PayPoint operates in over 24,000 local shops across the UK and payment information is automatically shared with ParentPay and the school. There is usually at least one PayPoint store within most school catchment areas; with many cash paying parents already using PayPoint to pay for utility bills and other items.

A SECONDARY SCHOOL GOES ‘TRULY CASHLESS’ Back in 2013 at St John Payne Catholic High School in Essex, parents could pay online for trips and meals but students were still able to bring cash into school and top up in the school canteen. The finance team were concerned that continuing to allow cash top-up’s meant the school was still exposed to cash related issues; it was also not guaranteed that students would spend the money on what it was originally intended for, a healthy school meal. Monica Morley, School Business Manager at St. John Payne explained how an issue with the cash loaders became an opportunity to finally remove cash from school: “When the cash loader stopped working one day, queues of students were again at the finance office – a headache school staff thought they had

Getting it right the first time

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Sharing lessons with other schools to help them ‘get it right first time’ is crucial, avoiding mistakes that could cause both financial and reputational damage to schools. Edinburgh Primary School are happy to offer advice to other schools wanting to go cashless:

long seen the back of when we initially introduced a cashless catering system.” “We saw the opportunity we had been waiting for, so instead of rushing into a quick and expensive fix, we asked ourselves should we really be spending money on upgrading the cash loading system? We already had a proven, ready-made solution that would eradicate the need for cash to be in school, so we made the decision to only accept payments online or through PayPoint.” THE PRIMARY SERVING A DIVERSE, GROWING CATCHMENT AREA Annette House, School Business Manager at Edinburgh Primary School, East London, outlined the reasons that influenced their decision to become cashless: ‘Within a short period of time we went from a small school to trebling in size. One person counting and reconciling dinner money was never going to be manageable. Management of parental debt was becoming a concern. We just did not have the time to chase up parents payments and we needed to tackle the issue quickly.” Annette added: “The school could not justify increasing staffing to resolve the issue, so I spoke to other schools with similar diverse demographics and found that many had successfully resolved income collection issues by going cashless by offering PayPoint alongside online payments.” GET PEACE OF MIND To be successful, school management teams should first ask some key questions around the type of features needed to meet the schools individual needs; including questions around security, interoperability and reporting. School reputations can be ruined by untested, unsupported, insecure systems. If a system which allows parents to pay online for their children’s school dinners goes wrong, it becomes a highly emotive issue, so schools need to be sure they have a robust system in place. School leadership teams need to ask themselves do they want to take direct responsibility for the collection of debit/ credit card payments or will you use a

secure payment collection service provider. If using a payment collection service: Will you need to pay transaction costs for ‘every’ single item that is purchased by parents on your system or can these costs be shared or reduced in any way? If you are NOT using a collection service: Have you factored in any costs associated with setting up your own merchant account and any related PCI compliance training required for any staff involved in collecting payments from parents? THE NUTS AND BOLTS It is important to be transparent; ensure your solution provides real-time balance reporting and offers electronic payment/ balance alerts and receipts to parents. What audit trails, banking reports and other features do you need from a reconciliation perspective? Make sure you include these requirements as part of your solutions selection criteria. Will the solution need to integrate with existing or new systems? Can it replace existing solutions giving you efficiencies? For instance most online payments solutions also provide school to home communications facilities. Does the solution share data easily with your MIS or maybe an existing cashless till system? What data do these systems need to be able to share and at what frequency? School staff should look at the overall lifetime costs of the system: not just the initial set-up and annual license but what are the maintenance and support costs? Are there additional costs to train your staff on how to use the proposed solution? Are there additional or increased fees after the first year of your contract - does your annual license cost increase? Have the supplier/s you are considering got a dedicated team and supporting plan to help you implement your online cashless solution within the timescales required? GOING CASHLESS AND GAINING MAXIMUM UP-TAKE Annette House of Edinburgh Primary School outlined the steps they took to get

• Have a simple ‘cashless vision’ which can be easily articulated to gain stakeholder buy-in • Follow procurement best practice when selecting a solution • Have a plan - we used the cashless plan prepared by ParentPay and implemented it in a time scale that suited our school • Have a station with a PC in the school reception for parents to access accounts with support of staff • Keep regular communication with all stakeholders: ask parents for feedback via surveys etc. generate questions and answers, work with parents to help raise awareness and interest • Set up a dedicated area at parent evenings and signpost it clearly and use it to invite questions • Know the product - train all the staff in the office so they can easily advise parents • Ensure that you assign cost codes for all income so when money is received from ParentPay it’s easily allocated and reconciled parents on board: “Before the launch we drip fed the parents with notices around the school highlighting the advantages of paying online or cash through PayPoint. We ran presentations to the parents from April right through to September - we didn’t miss any opportunities to promote the use of ParentPay, we even had staff wearing T shirts with the ParentPay logo.” Annette highlighted the importance of planning ahead: “We had a computer in the front office to encourage parents to login and activate their ParentPay accounts which ensured those without internet access at home could use ParentPay. We also made sure that every single item that parents needed to purchase was available online. ParentPay has become the one stop shop we envisaged.” FURTHER INFORMATION Download the full cashless school white paper by going to www.parentpay.com

Volume 20.2 | EDUCATION BUSINESS MAGAZINE

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INFECTION CONTROL

A SAFE AND HYGIENIC LEARNING ENVIRONMENT

Hygiene & Infection Control

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It’s a well-know fact that schools make excellent breeding grounds for germs. As part of research from BioCote, the world’s first ever classroom that actively inhibits the growth of potentially harmful microbes has been created, with impressive results to date Germs thrive in places where people interact in close proximity, and given children’s often poor hygiene habits, it is no wonder that bugs pass from one child to another easily. When an illness affects many children, it is not uncommon to hear of whole schools closing. Guidance from Public Health England recommends routine immunisation, high standards of personal hygiene, and maintaining a clean environment to help prevent infections spreading.

Another method that could be used in schools to compliment cleaning is the use of antimicrobial technology in its surfaces. Such surfaces have a high efficacy against bacteria, mould and fungi and can protect against superbugs such as MRSA, Legionella, E-coli, Salmonella and Aspergillus niger (black mould). ANTIMICROBIAL CLASSROOM Researching into this area, antimicrobial technology company BioCote has worked in conjunction with users of its technology to create the world’s first ever classroom that actively inhibits the growth of potentially harmful microbes. For the study, the classroom of a UK primary school was equipped with a range of products protected with BioCote antimicrobial technology. These included: computer desks, chairs, door handles, light switches, soap dispensers, cable trunking, sockets, tables, storage trays, bookcases, storage units, castors, carpets, radiator covers, window handles, paint, wall cladding and a water dispenser. All items were provided by BioCote customers – including Deb, Gratnells, Proform Europe, Waterlogic and Rehau – to create a safer, more hygienic learning environment.

robial c i m i t n A s have a surface cy against a high effia, mould and bacteri d can protect fungi anst superbugs again MRSA and such as ionella Leg

MONITORING BACTERIA Levels of bacteria on the items of interest were measured over a period of time. Simultaneously, data was collected from comparable but untreated items in another classroom. Comparison of the levels of bacteria in these two classrooms revealed a dramatic difference. Initial findings were impressive; the antimicrobial products in the protected

classroom were shown to be over 92 per cent less contaminated with bacteria than the corresponding items in the unprotected classroom. Technical director and microbiologist at BioCote Dr Richard Hastings said: “We are very proud to be part of the world’s first ‘antimicrobial classroom’. We were keen to undertake the study in a school environment due to the close-contact nature of children in the school classroom – providing the perfect setting for potentially harmful bacteria to spread. We are happy to announce huge bacterial reductions on BioCote treated products, affirming our aim of a cleaner classroom for young children.” HOW THE TECHNOLOGY WORKS ‘Antimicrobial’ is simply the term used to describe something that has the ability to resist the growth of microbes. While the term ‘antibacterial’ refers only to bacteria, ‘antimicrobial’ refers to a wider range of organisms including bacteria, moulds, fungi and others. All BioCote protected products used as part of the study contain silver, a natural antimicrobial, with a high efficacy against bacteria, mould and fungi. When micro‑organisms come into contact with the silver, their ability to reproduce is inhibited and they die. Products incorporating BioCote have built-in antimicrobial protection against superbugs such as MRSA, Legionella, E-coli, Salmonella and Aspergillus niger (black mould). GOVERNMENT GUIDELINES Stringent government guidelines recommend schools prevent the spread of infections by maintaining a clean environment. BioCote treated products work effectively with standard cleaning practices, making for an even higher level of cleanliness. The study will continue throughout the academic year and further data will be collected. The BioCote team are keen to understand if levels of contamination vary due to seasonality, the identity of microbes recovered and what potential antimicrobial technology has for reducing absenteeism due to sickness. L FURTHER INFORMATION www.biocote.com

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STEM SUBJECTS

CREATING A GENERATION FIT FOR INDUSTRY

Vernier pioneers award-winning interfaces, sensors and software to transform how educators teach science and how students collect, analyse, and interpret scientific data Graduates in science, technology, engineering and maths (STEM) are vital in order to combat the current skills shortage in the UK and ensure the future prosperity of our country. We need to ensure we keep our students interested in these subjects by making it more engaging and appealing, especially to develop students’ practical scientific skills. Students remember information better when it is represented both visually and verbally. Physics teacher, David Howarth explains that when teaching the STEM subjects, text books simply aren’t enough – hands on science is still one of the best ways to learn. BACKGROUND “I have been a teacher for 15 years,” explains Davind, “and currently teach GCSE and A-Level physics at Durham Johnston Comprehensive School, a coeducational secondary school in Crossgate Moor, Durham. The school often ranks in the top 100 schools in the United Kingdom and achieved ‘outstanding’ status in its most recent Ofsted inspection. One of the school’s key goals is to create a generation of knowledgeable students who possess realworld skills and are in a position to compete globally. In 2013, 64 per cent of GCSE students and 63 per cent of A-Level students achieved A*-A in physics.” WHEN TEXTBOOKS AREN’T ENOUGH David isn’t your average physics teacher. He didn’t follow a conventional career path into teaching or know all the way through university that inspiring the students of Durham Johnstone School was his calling. Somewhere in between his transition from graduate to teacher, he worked as an engineer, managing process control in chemical plants. Given his background, David really appreciates the importance of teaching students practical science skills, by giving them the chance to use software and technology that is used in industry on a day-to-day basis. David explains: “I think using tools such as data logging and graphical analysis software should be compulsory when teaching STEM [science, technology, engineering and maths] subjects as they are used every day in industry. Yes, sometimes you take notes with a pen and paper, but it’s rare. Data logging and this type

EDUCATION BUSINESS MAGAZINE | Volume 20.2

of equipment speeds up the process and allows us to crack incredibly hard problems. Students need to be aware of how science is applied in the real-world, outside of the classroom. It’s all very well teaching theory out of a textbook, but it’s just as important to teach students how to test these ideas and even more important to let them try it out for themselves so that they have the right skills and knowledge to apply this in a real working environment.” THE PERFECT SOLUTION Conscious that he needed to make students aware of the everyday relevance of physics, David began looking for new

ways to bring his lessons to life. After hearing about Vernier from a senior technician at the school, David quickly made tools such as Logger Pro, a key feature of his lessons. Six years on and he’s never looked back, appreciating the way that Vernier equipment allows him to convey complex scientific theory in a simple, easy to understand way: “While I want to give my students a taste of some of the processes used in industry, I don’t want them to feel out of their depth by using incredibly intricate tools. Vernier’s equipment is perfect as it’s very advanced, but at the same time user-friendly. It’s a bit like using Windows really; once you start using it, you can work your way through with relative ease.” HOW VERNIER WORKS FOR THE SCHOOL Since using Vernier’s equipment, David has found that getting students out from behind their desks and allowing them to make their own discoveries has helped to turn some of the most unexpected

pupils into budding scientists. It is about making science relevant, so that even those students whose mouths don’t water at the thought of scientific theory, can find a way to relate and enjoy science. A favourite experiment among David’s students is measuring the speed of sound using data-logging software, as David describes: “Using a Vernier Microphone, connected to a computer, it’s very easy to actually show pupils how sound travels. The microphone is positioned next to a large plastic drainpipe and when you click your fingers, the sound sends a signal down to a plate on the floor at the bottom, which then bounces back up to the microphone. The sound is then picked up by the microphone and the computer records the data using Logger Pro. What makes it even more exciting for students is that the information collected by Logger Pro is then automatically displayed in a graph, so that students can clearly see the average time intervals and really begin to understand how sound travels. And what’s more, they’re able to analyse it using similar tools to those actually used in the workplace.” “I’d never actually heard of this experiment before we started using Vernier, it was just one of the many experiment ideas that they showed to us when we began using their products. This is one of the great things about Vernier – rather than just delivering the equipment and then leaving you to muddle your way through an instruction manual, they offer teacher training, lesson ideas and class demonstrations too.” GOING FORWARD David is very happy with the products and service he has received from Vernier and will no doubt continue to use them for years to come. David adds: “We’ll certainly be sticking with Vernier if they keep going the way they are going. In fact, I would like to use them more and more. They have been really, very good. They provide a top notch service and couldn’t do more for you.”  FURTHER INFORMATION support@vernier.com www.vernier.com

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BRITISH SCIENCE WEEK

British Science Week this March aims to get the nation excited and engaged in science. Adrian Fenton, head of education at the British Science Association, discusses how schools can get involved and use the week to bring science to life Science can be a divisive subject – whether we like to admit to it or not. It’s a subject that can often be labelled as ‘just for geeks’ or as something that leads to a narrow range of career options. It feels like it is inextricably linked to that stereotypical image of a mad scientist with big hair, and a big attitude, with a beaker in their hand. For many young people, this image is humorous, relatable, but ultimately off‑putting. What teenager wants to end up being Einstein when they could be Harry Styles? At the British Science Association (BSA) what we’re trying to do is to show that science isn’t just for geeks, that it isn’t something that should

be seen as elitist, but it should certainly be something everyone has a say on. SCIENCE AND CULTURE Science is part of everything – it touches everyone’s daily lives. It also forms a significant part of our culture, our history and the way that society works. There are the obvious links between science and society – such as using a smartphone, but we also like to highlight the more mundane links with our audiences, such as making a cup of tea. Every cup you make, you are using the scientific method by changing variables to achieve that perfect cuppa. But it’s not just about pointing out where science touches peoples’ lives, we also want them to feel some ownership over its direction.

British Science n a Week is paign cam annual ed by the organis ng place on i BSA, tak arch. It was 13-22 Mrst held fi in 1994

SOMETHING FOR EVERYONE British Science Week is an annual campaign that we organise at the BSA. It has been running

Written by Adrian Fenton, head of education at British Science Association

BRINGING SCIENCE TO YOUR DOORSTEP

since 1994, when it was known as National Science Week. Then it became National Science and Engineering Week, and ultimately we’ve settled on the name British Science Week. This is year it is taking place 13-22 March. Through our website we offer free activity and support resources, providing organisers with all the guidance and encouragement needed to host an event. Event organisers typically include parents, schools, community groups and organisations; with the resulting programme a hugely varied, eclectic mix of scientific activities. Our goal is to reach out to people from all walks of life through fun and accessible scientific content, and removing the barriers to engagement. We believe that anyone can engage and contribute to science – and this is especially true during British Science Week. The aim of the Week is to get the nation excited and engaged in science, either through attending events or taking part in activities such as citizen science projects. We have estimated that over 1.2 million people engaged with science during the British Science Week in 2014. A big part of what we do in the run up to, and during, British Science Week is work with teachers and schools across the country to support them in running activities and events with their students in the classroom.

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BRITISH SCIENCE WEEK  running science demonstrations. We have made a new downloadable resource available on our website, called Demo insights, to help teachers put on the best demo ever for their students. It includes tips, stories and thoughts from professional science communicators, as well as some of the dos and don’ts. This is in addition to the wide range of resources already available as part of Demo Day, including Demo: The Movie, a 30-minute film which follows science teacher Alom Shaha as he goes on a journey to explore the use of demonstrations in science teaching. In return, we want teachers to send us their pledge to say that they will hold a science demo at their school on Thursday 19 March to celebrate Demo Day and British Science Week. These pledges are put on a map of the UK to show the massive reach Demo Day will have on school children everywhere. SCIENCE ON YOUR DOORSTEP British Science Week isn’t just about loud bangs in the chemistry lab – we also want to celebrate the links between effective communication, art & design and science. We inspire young people to do this with activities like our poster competition for schools. This year, the theme is ‘science on your doorstep’ and we want young people to take a closer look at their local environment and tell the story of the science around them. We have intentionally left the theme open as we want to inspire young people to discuss what science means to them – it could be through the engineering behind local structures or buildings, the geography of their region, inventions or discoveries made in their hometown, or famous scientists who lived down the road. We’ve also teamed up with a number of partner organisations on some large-scale citizen science projects. The first of these is Nature’s Calendar, which is organised annually by the Woodland Trust. This year, as part of British Science Week, we want the public to help the Trust’s scientists to calculate how quickly spring moves across the UK – does spring creep up on the UK at walking pace or at running speed? The other citizen science project we’re working on is Worm Watch Lab – a project run by Zooniverse. The project involves monitoring nematode worms online and clicking when one of the worms lays an egg. Believe it or not, by monitoring the number of eggs laid, scientists are able to better understand how our genes affect brain function. However, in order to get a model that is accurate, each worm film needs to be watched 10-15 times and there are over 74,000 films. We are aiming to get 100,000 classifications – a classification is watching one video – during British Science Week, to help the Worm Watch Lab

scientists get through the vast amounts of data that needs to be analysed. GRANTS AND FUNDING British Science Week offers a great way for schools to celebrate the breadth of science and its cross-curricular links. On our website we provide resources, student worksheets, activity packs and guides to help support schools and colleges run their events and activities. We also provide funding through our grant scheme, which is open in the autumn term prior to British Science Week. We run three grant schemes for schools: the Kick Start grants, which are open to schools in challenging circumstances; the Welsh grants, which are open to schools in Wales; and the Scottish grants, for schools in Scotland. With the grants, the focus is to engage hard-to-reach audiences and to improve the links between schools and their communities. In order to achieve our vision of having science seen as a fundamental part of culture and society, we understand that those discussions can’t just take place in the classroom, but the local community needs to be involved too. That’s not always easy, which is why we provide the support that we do to schools across the UK.

students are asked to develop their practical skills and personal interests. Enquiry-based learning is something the BSA really encourage, not just because it allows students to get hands-on with science, but also because it seems to inspire a wide range of students at all levels. Last year, 33,000 young people completed a CREST Award – 51 per cent of the awardees were girls. And these figures are not an anomaly – year after year we see an even gender split on the numbers of completed Awards. Following some research and using anecdotal evidence, we believe that this is because CREST Awards recognise achievements in communication, team work, research and presentation, which appeals to the learning styles of both genders. It gives students an opportunity to complete a science project that takes into account the real world context and the implications beyond their own work.

Science & Technology

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SCIENCE & ENGINEERING We also organise the National Science + Engineering Competition, which recognises the achievements of 11-18 year olds on a grander scale. Students who have completed a science or engineering project are selected via regional and online heats. The top 200 projects (from individuals or teams)

We want to inspire young people to discuss what science means to them – it could be through the engineering behind local structures or buildings, the geography of their region, inventions or discoveries made in their hometown, or famous scientists who lived down the road SCIENCE IS OUR MIDDLE NAME British Science Week offers a number of ways for schools and colleges to get involved in a national science celebration, from small-scale activities held during a lesson to all-day events that involve not just the students, but parents and the rest of the community as well. However, there are other ways to celebrate science and culture in the UK with the BSA. We have been running the CREST Awards scheme for over two decades now – which encourages students to design, build and present a project, incorporating a range of different skills in order to succeed. Last year, we announced our partnership with The Duke of Edinburgh Award, so that students who complete a CREST Award can use this in the ‘skills’ section of their Award – an area where

present their work at The Big Bang Fair in March – the winners of the competition are crowned UK Young Engineer and UK Young Scientist of the Year. These students then go on to represent the UK at international competitions and become ambassadors for science, technology, engineering and mathematics (STEM) by taking part in media interviews, panel debates, and mentoring schemes. Ultimately, our vision for all of our programmes, from British Science Week to the CREST Awards, is to create a world where people feel comfortable with science, but most importantly feel able to contribute to that world, whether they are a scientist or not. L FURTHER INFORMATION www.britishscienceassociation.org www.britishscienceweek.org

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Education Show 2015

Sponsored by

EDUCATION SHOW

FINDING YOUR INSPIRATION AT THE EDUCATION SHOW

The Education Show returns to the NEC on 19-21 March with a new approach designed to inspire education professionals and anticipate the needs of the changing UK education sector Packed full of free seminars and training, the Education Show continues to be the place to go to stay up-to-date with the world of teaching and learning. This year’s show boasts a rich offering of new content, inspiring training and development, and hundreds of pioneering educational suppliers. From innovative teaching resources and practices to networking opportunities with like-minded teachers, the Education Show 2015 is not to be missed. NEW FOR 2015 The ‘Learning through Technology’ zone is brand new for 2015 and provides a dedicated space for visitors with a specific interest in technology. The new feature will be home to a number of suppliers showcasing technology‑focused products and services.

For schools looking to invest in tablets, the Education Show has teamed up with The Tablet Academy to provide the ‘Tablet Advice Hub’, a place to go for free impartial advice on the best solutions for schools, from a team of teachers with experience of embedding mobile devices in the classroom. Whether a school is looking to go down the 1:1 route, or is considering a Bring Your Own Device (BYOD) scheme, The Tablet Academy is inviting visitors to trial a range of devices in an educational context. Its

team of teachers will be on‑hand as part of the tablet feature, offering educators the chance to drop by at any point throughout the show to ask any questions or gather advice on mobile learning.

From ive innovat ources res teachingtworking FREE CPD to ne ties with In true Education ni fashion, this year opportu ed teachers, Show promises a jam-packed d n like‑mi cation Show programme full of valuable free continuing the Eduis not to be professional development 5 1 0 2 d (CPD) from the leading e s s mi education sector experts.

The central features for 2015 focus on innovative teaching to improve literacy E

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EDUCATION SHOW  and numeracy skills across all subjects, and to address the changes to assessment facing both primary and secondary schools. The free CPD accredited sessions on offer will feature practical and engaging content to ensure all visitors leave feeling inspired. WHO YOU CAN HEAR FROM On Thursday 19 March, the show will open with an update from the Department for Education (DfE), who will be addressing the changes to curriculum, assessment and qualifications at 9:45 in the literacy, numeracy and assessment theatre. Moving on to the second day of the show, Shaun Eason, assistant head teacher at All Saints Roman Catholic School in Dagenham, will be running a session titled ‘Progress 8, Data and Target Setting for All’ on Friday 20 March at 10:40 in the School Leaders’ Summit. Shaun will discuss what the school is doing to get the most out of its students. The targets it sets are based on a matrix of 3, 4 and 5 levels of progress based on its Key Stage 2 score. All Saints believes this will also have a big impact on its progress 8 measure and will advise on how you can make sure your data is right and keep track of how students are progressing. Speaking in the School Leaders’ Summit on Friday 20 March at 10:00, Benedick Ashmore‑Short, principal at Hamford Primary Academy and the Pearson ‘Primary Headteacher of the Year’ will be presenting on how to run a school on a limited budget and generate extra income. Visitors can also drop in on a session led by Alice Lacey, CEO and co-founder of

now>press>play, and Tilly Brooke, head of school engagement at the company on the ‘How Do I...’ Stage at 12:15 on Friday 20 March. Alice and Tilly will be talking about how immersive learning technology can help schools raise attainment, whilst encouraging creativity and stimulating students’ imaginations. On Friday 20 March at 16:00 in the “How Do I…” theatre, Anthony Day, a specialist in environmental and sustainability issues, who regularly advises organisations on energy efficiency and carbon management, discusses how delegates can enhance their school’s reputation by managing energy and waste, and planning to be environmentally responsible. He’ll also explain how new career opportunities for students will be driven by global climate change and by new pressures on energy, waste, water, food and materials caused by rising population and living standards. On Saturday 21 March at 11:30 Olympic gold medallist, Lizzy Yarnold MBE; Sophie Powell, executive head teacher and Tom Wates, ex‑teacher and founder of Don’t Lean Back Ltd will be running a session titled ‘Failure to

Success in 12 Weeks – Transforming Schools’. The practical and inspiring session is based on Sophie Powell’s successes within two inner London schools. Sophie dedicates much of her accelerated growth in these schools to raising expectations of all stakeholders by improving the working and learning environment for both the staff and pupils. This has enabled both of her schools to inject a new ethos throughout the wider community which promotes excellence, respect and higher standards in all areas. Lizzy Yarnold became an Olympic gold medallist in the women’s skeleton just four years after being introduced to the sport. She will explain how her working and learning environment inspires her to be the best every day. Tom Wates was Lizzy’s PE teacher and now works with executive head teachers, including Sophie, to design and implement these education environments and will introduce the session. SCHOOL LEADERS’ SUMMIT The School Leaders’ Summit is designed for individuals with a leader role in a school, to provide an environment where like-minded educators can learn, network E

Education Show 2015

Sponsored by

The School Leaders’ Summit is designed for individuals with a leader role in a school, to provide an environment where like‑minded educators can learn, network and share ideas

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Managing Assessment without Levels

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NOT FOR PROFIT

Pupil progress against coverage Evaluate against end of year expectations

With technology continuing to enhance teaching and learning, schools across the UK are continuing to invest in information and communications technology (ICT) as a means to support the process of managing and monitoring pupil progress and school performance. Services for Education provides services in support of excellence in the teaching, learning and wellbeing of young people within a not-for-profit context where everything we do is based on a secure educational philosophy. Proud of our growing reputation for supporting schools in raising standards, we aim to be responsive to your needs and are here to help you improve outcomes for your learners. Bringing together curriculum design, assessment and reporting, Services for Education offers an online portal, Trace, to support learning, teaching and monitoring pupil progress as teachers assess without levels in the new national curriculum. By introducing Trace, schools can manage and monitor pupil progress and school performance more effectively, capture attainment against expectations, and identify next steps for future planning. Building on our long and successful track record of supporting Birmingham schools, our services are now available to educational settings beyond Birmingham. Visit www.servicesforeducation.co.uk or www.s4etrace.co.uk to find out more about how Services for Education can help your school to excel.

www.servicesforeducation.co.uk 0121 366 9950

EDUCATION BUSINESS MAGAZINE | Volume 20.2



s4etrace.co.uk

Fixed annual price: £2,500 plus VAT Includes all features and upgrades

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EDUCATION SHOW

The central features for 2015 focus on innovative teaching to improve literacy and numeracy skills across all subjects, and to address the changes to assessment facing both primary and secondary schools

 and share ideas. The two-day programme focusses on addressing and helping school leaders overcome the challenges present in their schools. Subjects include changes to the Ofsted inspection framework, using Pupil Premium effectively to raise student attainment, dealing with assessment changes and using technology to enhance learning. EXHIBITORS AT THE SHOW Gap Education will be on Stand N3, an award-winning social enterprise, founded by former headteacher Quentin Gunderson. The company is working across the country to put an end to educational inequality and close the gap so that every child will reach their potential no matter what their starting point. Gap Education will be talking to visitors about its unique toolkit that is being used by primary and secondary schools to narrow the gap through effective family intervention;improving the attendance, behaviour, attainment and wellbeing of pupils. Audio visual specialist, Proactive Learning, will be on stand D79 sharing its extensive experience in providing audio visual solutions to classrooms, designed to inspire, engage and involve students in the learning process. Proactive Learning is offering a 100 per cent satisfaction guarantee for any new customers looking to try out its technology, so a visit to the stand is highly recommended! For over 125 years, Helix has been supplying quality educational products, offering a choice of three of the world’s most recognised

educational brands, including Oxford, a range of traditional premium academic school accessories; Helix, a quality technical education equipment; and Maped, practical and ingenious products for schools. THE BUNNY RABBIT SHARPENER Helix has been helping innumerable children and teens through their schooling since 1887 and is still the brand leader in the UK today, with its Helix Oxford Maths Set equipping millions of pupils worldwide. New for 2015, Helix will also be introducing the Bunny Rabbit Educative Pencil Sharpener, which combines fun and innovation to teach children how to sharpen pencils correctly. Pop by and meet the Helix team on stands D49‑C50! NCFE, on stand L52, are a registered educational charity with a strong heritage in learning, going back over 150 years. NCFE offers a wide portfolio of qualifications including apprenticeships, qualifications which support Study Programmes and Traineeships, fundable qualifications for adult learners, high quality distance learning models and V Certs for schools. Ticketmaster Education, part of Ticketmaster UK, will be exhibiting alongside Disney On Ice at stand E56. Ticketmaster Education brings together a variety of materials such as downloadable curriculum resources and education packs that explore the themes of some of Ticketmaster’s best-loved events, which can then be used in the classroom to assist continued learning.

DISNEY ON ICE Also at stand E56 is Disney On Ice, who bring their Magical Ice Festival to the UK next year. Produced by Feld Entertainment, Magical Ice Festival is an enchanting mix of royalty; highlighting the stories of Disney’s most beloved heroines through energetic choreography that will have audiences singing, dancing and cheering their favourite Disney characters as they each embark on their own epic journeys. A visit to the stand is highly recommended for any visitors looking at finding events that truly inspire and complement pupils’ learning. For all of your recruitment needs, visit stand C84 and meet the team at Access Personal Checking Services (APCS) who are specialists in online recruitment, vetting and helping schools to employ staff that they can trust. APCS is one of the largest umbrella bodies working with the Disclosure and Barring Service in the UK, with over 12 years industry experience and a catalogue of services on offer. On show on stand C84 will be the company’s Single Central Record system, which allows users to store all information in one place and carry out simple, accurate checks. Eden Learning Spaces will be returning to The Education Show once again on stands H51-G52, after launching its educational soft furnishings at last year’s show, bringing with it an exciting new presentation this year. Eden will be showcasing an exciting learning environment concept which will give visitors the chance to try out the bean bags and foam filled cushions for themselves. The team will also be on hand to talk visitors through how the product range can enhance the experience of learning with improved levels of comfort, concentration and creativity.

Education Show 2015

Sponsored by

THEATRE PRODUCTIONS 2 Boards & A Passion, an established professional touring theatre company will be exhibiting on stand L82. The company specialises in writing, producing and performing theatre productions and drama‑based workshops for children and young people. Touring to all mainstream and special schools across the U.K, it runs three anti‑bullying productions for primary schools on three different themes (verbal bullying, cyber‑bullying and bullying of children with SEN). Magazines for Schools is one of the UK’s leading independent suppliers of magazine subscriptions, offering readers a choice of over 3,000 titles across a comprehensive range of genres. The team will be welcoming visitors to stand L74 to hear more about its services. Teaching and support staff are invited to learn about the education programme available at Warner Bros. Studio Tour London – The Making of Harry Potter as the attraction hosts a stand at the Education Show. Visitors to stand N59 will get the chance to take part in a photo opportunity as well as E

Volume 20.2 | EDUCATION BUSINESS MAGAZINE

education

creating your digital world

A cutting edge, creative digital agency specialising in the education sector.

Digital Prospectus

School Websites

School Apps

School Video

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scan me We offer our Schools a full spectrum of digital platforms and products that can help communicate and connect in fresh and innovative ways with parents, students and teachers alike. “I would recommend Phenix Education to any school.” Stuart Tonks Wilnecote High School

“The team that came to see us were brilliant.” Richard penn-Bourton Three Peaks Primary School

“I would certainly recommend Phenix Education.” Tony Hand Dosthill Primary School

At Phenix education we create a specialised bespoke service to match your budget no matter how big or small.

01902 837 417 www.phenixeducation.co.uk info@phenixeducation.co.uk

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EDUCATION SHOW  discover more about the Studio Tour’s series of twelve free lessons which are enhanced by the use of authentic film-making materials. Based just 20 miles from central London, the Studio Tour reveals behind-the-scenes secrets and showcases the original sets, props and costumes used in all eight Harry Potter films. A CREATIVE INTEREST Fully-qualified and award-winning teachers with hands-on experience in the creative industries are passing on their knowledge with an interactive education programme. Lessons are based on the national curriculum from Key Stages 2 – 5 and cover aspects of the film production process including set design, costume characterisation and script writing. They have enjoyed great success since launching in September 2012 with extra lessons being launched to cope with demand in 2013. On Stand E32, Department for Education (DFE) backed company Commando Joe’s hires ex-military personnel to inspire and motivate young people, building resilience through educational learning and personal development services for schools across the UK. Established five years ago by Mike Hamilton, a former bomb disposal expert who served in Iraq and Afghanistan, Commando Joe’s aims to inspire and motivate school children across the UK to have greater self‑confidence, respect, and self‑discipline.

Helping to manage school budget restrictions, Ryco Book Protection Services will be on stand J20 offering advice on protecting and maintaining your resources. Ryco has protected educational resources for over 20 years, covering millions of books with durable and long lasting book covers. The company is using its expert knowledge of the UK schools market to drive higher standards in this area, through an understanding of the need to maintain the quality of books and other educational materials to keep them in circulation for as long as possible. The team will be showcasing what products it has to offer. CORE MATHEMATICS On stand E31, TeeJay Publishers will be discussing its new set of core mathematics textbooks and support materials. TeeJay is now the largest supplier of mathematics resources in Scotland, selling to almost every secondary and independent school and over 95 per cent of primaries. The company is also offering to send schools copies of all its books to sample for free. If you are looking for incentives and reward schemes for your students, we recommend a visit to stand H61 where Westfield4Schools, a leading supplier of badges and achievement awards will have its large range of products on display. Its new information wheels, used to help pupils learn times tables, fractions and divisions are also a firm favourite with schools.

POCKET GUIDE FOR WEBSITES PrimarySite, on stand H40, is a leading provider of websites that fulfil schools’ visions and helps them to engage students as well as communicate with parents and the whole school community. At Education Show 2015, PrimarySite will be showcasing its new ‘Pocket Guide’ for teachers, detailing all the essential information primary schools need to ensure they have an impressive and effective website that also complies with both the DFE’s and Ofsted’s new requirements. This year, with mobile learning high on the agenda in schools, the Education Show 2015 is joining forces with the Tablet Academy to provide educators with free, hands-on advice on the use of tablets in schools. To help exhibitors plan their route around the show, the British Educational Suppliers Association (BESA) will be on-hand at the BESA Show Information Point. L

Education Show 2015

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The Education Show 2015 takes place from 19 to 21 March at the NEC, Birmingham. Get your complimentary ticket now by visiting: www.education-show.com and follow the conversation on Twitter @EducationShow. FURTHER INFORMATION To access the full programme of speakers, visit www.education-show.com

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Education Show 2015

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Outback2Basics: Teaching bushcraft, primitive and traditional skills

Specialist financial advice for teachers and education professionals

Put the modern world behind you and step into the past with the Outback2Basics Stone Age Rocks programme. Join in on a journey from over 2million years ago. Hold the tools our ancestors used to carve their future and write our pasts. Outback2Basics will bring the Stone Age alive with its interactive timeline, showing and sharing experiences of living wild. Customers handle clothing, baskets, furs and primitive tools. Outback2Basics workshops include making slate arrow points, creating a primitive fire, building a Neolithic shelter, creating cave art, illuminating your way by making a fat lamp, weaving grass mats, making ropes out of natural materials and bare hands cooking. Leave the classroom and enter the woods for a Bushcraft experience. In nature, life seems to explode at the edge of a

The Teachers’ Pension Scheme (TPS) is due to change from April 2015. From this date pension benefits will be calculated on a career average earnings basis and the scheme pension age will be linked to the state pension age. This is called the career average arrangement by the TPS. While some members will be unaffected by these changes, it is important that you understand the implications of these changes on you and your retirement plans. Wesleyan can help you with its pension schemes advisory specialists. The companies financial consultants are experts in teachers’ occupational pension schemes and can answer any questions relating to the changes taking place in 2015. Additionally, Wesleyan offers

woodland, meadow, ocean or beach. Explore nature and capture the imagination of the children, leading them on an exciting journey of self awareness. Outback2Basics residential camps inspire learning, teambuilding and enrich social development. Build a wild camp shelter, cook on an open fire and have a go at creating fire. These are just some of the exciting activities you can take part in. FURTHER INFORMATION Tel: 01952 872 789 info@outback2basics.co.uk www.outback2basics.co.uk

school seminars tailored to meet customer needs. Financial Consultants are dedicated to working with local schools to deliver important information about financial matters affecting education professionals. To speak to the experts on financial advice for educational professionals, visit Wesleyan at stand F46 of the Education Show to arrange an informal, no obligation meeting or a seminar in your school. FURTHER INFORMATION Tel: 0800 072 7168 Teachers@wesleyan.co.uk www.wesleyan.co.uk/teachers

Playground equiptment designed to inspire parks, schools and nurseries

The Tipi Company: Outdoor space for environmental education

Playtime by Fawns creates inspirational playscapes in school and nursery settings. The Education Show offers a unique opportunity to showcase a range of products that can help school and nursery settings make the most of their outdoor space. At this year’s event, Fawn’s will be displaying its brand new Sandy Play Lodge, a stunning play structure that offers children open ended play opportunities involving sand play, transporting and role play opportunities. Fawns will also showcase one of its range of mini goal units, illustrating how schools can make the most of their sports premium funding, not just to enhance PE lessons but also as part of free play at break and lunch times. This is complete with all weather

The Tipi Company manufactures large outdoor tipis, perfect for use as outdoor classrooms and activity spaces. Durable, reliable and weatherproof, the tipis provide the ideal outdoor space for environmental education, recreational and adventure activities and more. A tipi provides pupils with the opportunity to experience active learning outside the classroom, whatever the weather, and is a motivational space that has more impact and credibility to indoor classrooms. We live in a world where we stay indoors, but a tipi aids and encourages children to adventure into the outdoors and stimulates new interests about the environment surrounding them. The Tipi Company is based in Manchester. All products

sports pitches, designed to meet the needs of settings with limited space and budgets. The company’s knowledgeable team offers advice on making the most of outdoor space, including a “How do I make the most of my outdoor space to meet the individual needs of my setting” seminar. Fawns offers the opportunity for schools to book a free of charge no obligation consultancy meeting with one of its area sales managers. FURTHER INFORMATION Tel: 01252 515199 sales@fawns.co.uk www.fawns.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 20.2

are made in the UK, and the company has just been awarded the Made in Britain marque. The tipis are available in three different sizes and can either be built on hard standing areas such as car parks or patios, or they can be erected onto grassed areas and fields. Light a camp fire inside to make it cosy for overnight camp-outs, or roll up the back section for geography lessons whilst enjoying the sunshine. FURTHER INFORMATION Tel: 01204 860738 info@thetipicompany.com www.thetipicompany.com

ChromaCrabs®: Helping every child play the piano

Gap Education toolkit helps all children reach potential

ChromaCrabs® can bring something completely new and fresh to your primary music curriculum. ChromaCrabs® is a new and innovative piano app available for iPad. Suitable for Years 1 to 6 and for many pupils with special needs, it is designed to make learning piano easy, accessible and fun. Through the onscreen coloured keyboard and ingeniously designed crab music notation, the seven colourful ChromaCrabs® will take pupils on a musical adventure. 15 nursery rhyme tunes are sung and played, with fun new lyrics telling the story of the ChromaCrabs® at Sunshine Bay. To the pupil, ChromaCrabs® is a fun and interactive game

Gap Education believes that all children should be able to reach their potential, regardless of their background. The company’s unique toolkit is turning around the lives of children and families across the UK. “I could not believe the massive impact this toolkit has had. It has surpassed all our expectations.” – Headteacher, Chalfonts Community College. Many children who struggle right across the education system also experience challenges at home. Gap Education works in partnership with local authorities and schools to mobilise the support that families need. The pioneering A+ Family Advocacy Programme is a 12week intensive and targeted intervention that helps schools engage effectively with parents and children, and maximises the pupil premium spending. Positive change in the home leads to better outcomes for children – improving attendance, behaviour, attainment and well-being.

which needs very little instruction from a teacher. Underneath, it is the start of a carefully thought out teaching system, designed from 15 years of piano teaching experience. Each song is carefully graded and has five marked stages concentrating on warm ups, followed by learning notes, then rhythm, and finally putting it all together. One teacher commented that the app is “A fantastic way to learn to play piano. My children are enjoying playing this app and using the ChromaCrabs® system. It’s awesome!” Visit ChromaCrabs® at the Education Show at stand C95. FURTHER INFORMATION www.chromacrabs.com

“The atmosphere in the house is much less stressful, especially in the morning. I’ve really benefited from the programme and both my children are now doing really well in school.” – Parent, Goring C E School. Gap Education offers training, resources and ongoing support, equipping professionals and volunteers to improve outcomes for children in education. “We have worked hard to secure strong parental support and this has only been strengthened by the training, vision and energy from Gap Education.” – Headteacher, Sir Charles Kao UTC. FURTHER INFORMATION Visit Stand N3, call 0300 302 0520 or visit www.narrowthegap.net

Discover inspiration on stage with TaleGate Theatre Productions

Services for Education: Managing assessment without levels

TaleGate Theatre Productions is dedicated to producing top quality theatre in any given space or scenario. It can transform your school providing a unique and unforgettable experience for all. From its stunning pantomimes to productions and workshops focusing on attendance, Telegate Theatre Productions is the trusted company to work with. The company’s passion remains as craftsmanship and uncompromising values, dealing with only the very best performers and workshop leaders with years of experience in the arts. TaleGate Theatre Productions’ work aims to inspire and educate through interactive sessions primarily learning through fun. The attendance project tours both primary and secondary schools across the year.

With technology continuing to enhance teaching and learning, schools across the UK are investing in information and communications technology as a means to support the process of managing and monitoring pupil progress and school performance. Services for Education provides assistance in support of excellence in the teaching, learning and wellbeing of young people within a notfor-profit context, where everything is based on a secure educational philosophy. Proud of its growing reputation for supporting schools in raising standards, Services for Education aims to be responsive to customer needs and helps to improve outcomes for learners. Bringing together curriculum design, assessment and reporting, the company offers an online portal, Trace, to support learning, teaching and

Attendance patterns are critical to each child’s long-term chances of success in school and these production days explore attendance and highlight the way improvements can be made through a fun, vibrant and age specific show followed by a fully supportive engaging workshop. During the Christmas season the company tours a pantomime. This year is ‘Jack and the Beanstalk’ – packed with songs, slapstick, silliness, breathtaking special effects and all the fairytale magic of traditional pantomime. It will be touring from November 2015 until January 2016. Don’t miss out on the Fe-Fi-Fo-Fun! FURTHER INFORMATION Tel: 01302 771862 info@talegatetheatre.co.uk www.talegatetheatre.co.uk

Education Show 2015

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

monitoring pupil progress as teachers assess without levels in the new national curriculum. By introducing Trace, schools can manage and monitor pupil progress and school performance more effectively, capture attainment against expectations, and identify the next steps for future planning. Building on the long and successful track record of supporting Birmingham schools, its services are now available to educational settings beyond Birmingham. FURTHER INFORMATION Tel: 0121 366 9950 www.servicesforeducation.co.uk www.s4etrace.co.uk

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Education Show 2015

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

The Imagination Station: Awakening young minds The Imagination Station is a multipurpose, curriculum linked, pop up structure with bags of potential for Early Years’ learning and fun. The Imagination Station can be a role-play area, dark tent, puppet theatre or a reading corner, in fact anything else that you and the children want it to be. Emerging from a small wheeled carry case and holdall comes a pop up product that has bags of potential. The Imagination Station resembles a compact little gazebo and has been designed to be used indoors or outdoors. With all four sides of the Imagination Station being navy blue, the product cuts out almost all artificial light making it a great little dark tent for the children to explore with light and dark. Add one of the life-like themed interiors and suddenly the Imagination Station

becomes a role play area for the children to imagine life in space, under the sea, life as a small insect or what it was like living amongst the dinosaurs. With its additional complementary half wall, the Imagination Station becomes an ideal puppet theatre or shop. Look out for many more new themes and complementary add-ons due to follow. FURTHER INFORMATION Tel: 01623 415944 www.imagination-station.co.uk

Titan: Encouraging good posture in classrooms

Titan Furniture UK is one of the world’s leading manufacturers of premium quality classroom furniture. The Titan Chair was the first one piece polypropylene stacking classroom chair in the UK to achieve EN1729 Parts One & Two. The Titan range now includes four leg and skid frame chair models, junior and senior height swivels, ultimate stools and high chairs; a graffiti proof folding exam desk, height adjustable tables and the tough Goliath range classroom chair. Titan Furniture’s ergonomic design encourages good posture and provides comfort, stability and strength and carries up to a 15 year guarantee. With a choice of 12 exciting colours to compliment today’s modern

educational environments, this makes Titan the perfect choice. The new Titan Plus AntiBacterial classroom chair range provides unique infection control for schools and colleges worldwide and won a prestigious new product innovation award at the GESS Education Awards in Dubai in 2014. Titan Furniture’s business model is to carry finished product stock and components in three strategic UK locations. These facilities allow for very quick deliveries, and also to plan larger delivery programmes for new build and refurbishment projects. FURTHER INFORMATION Tel: 0845 130 8022 sales@titanfurniture.co.uk www.titanfurniture.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 20.2

Welcome to Education Destination – school trips to the Isle of Wight Education Destination provides quality educational visits to the Isle of Wight, supported by inspired resources and activities prepared by qualified teachers to meet new curriculum objectives. Adventure learning outside the classroom has never been so effective. The Isle of Wight is The Island Classroom – an incredibly diverse range of opportunities to teach and learn about virtually every subject, all within a small geographic area and supported by experienced service providers with a long history of catering for visitors. Education Destination offers 100 per cent bespoke trips and visits to the Isle of Wight, any time of year. Customers can pick and choose from curriculum linked resources and activities to suit their own requirements and

build their own unique itinerary. Clients can also choose from one of Education Destination’s ready-made, tried and tested trips. The company offers a wide range of carefully planned resources, from traditional activity sheets through to fully hands-on experiences, to suit teaching styles and objectives. Many are designed to be used pre-visit, to prepare the students fully, or as post-visit tasks to reinforce their learning. FURTHER INFORMATION Tel: 01983 216220 www.educationdestination.co.uk

3P Learning: Digital resources for numeracy, literacy and science Mathletics is used by more than 5,000 schools across the UK and is proven to improve pupil engagement, confidence and motivation in maths and improve results. It is fully aligned with the new curriculum, with content to help teachers in delivering the core strands: mathematical fluency, problem solving and reasoning. Spellodrome helps children to develop spelling, writing and communication skills, supporting them in the ‘GPS’ elements of the new curriculum. It offers prepopulated curriculum-aligned word lists for KS1 and KS2 worksheets focusing on spelling, grammar and punctuation and engaging activities based on teachers’ word lists. Reading Eggs is designed to help teach children how to read and develop a love of reading. With 120 phonics and 200 comprehension lessons, 2000 eBooks, creative writing areas,

a teacher toolkit with lesson plans, plus spelling, punctuation and grammar games, Reading Eggs provides teachers with everything needed to raise the profile of reading and nurture high literacy standards. IntoScience is a leap forward in secondary school science education, bringing the theory of science to life through 3D environments, virtual experiments and deep contextual activities. Learning is expanded through inquiry, knowledge, application and reasoning. FURTHER INFORMATION Tel: +44 117 370 1990 www.3plearning.com

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DIGITAL INFORMATION

DISPOSING OF THE PAPER CLUTTER Many organisations are clogged up with too much paper. The advent of the internet was supposed to herald the dawn of a paper-free world, which blatantly hasn’t happened. Nowhere is this truer than in schools, where there remains an over-reliance on paper in many areas, from the actual teaching to the administration and running of a school. Of course, there are elements of school life that traditionalists would be appalled at the thought of going digital. Many people cling to the idea of physical books and the idea of using a pen to write on paper. Yet it’s not hard to see a future without either. In 2011 the Korean government announced plans for education to be paper-free by 2015, making $2.4 billion available to buy a tablet for every student and digitising the entire curriculum. This didn’t quite succeed but the ambition was laudable and shows we are not as far away from paper‑free teaching in the UK as one might think. PAPER-FREE PROJECTS But the idea of paper-free processes in a school is an attractive one. Those that work in education are aware how paper can clog things up and know removing it in some areas could improve efficiency. As there are 24,000 schools in the UK, educating more than eight million pupils, there could be considerable cost savings too. This was demonstrated in a recent AIIM study, ‘Paper Wars 2014 – an update from the battlefield’. We surveyed hundreds of organisations, including a number of educational establishments. Of those organisations that have introduced paper‑free projects, 60 per cent of respondents had seen return on investment (ROI) within 12 months, and more than three‑quarters had done so within 18 months. Furthermore, 68 per cent of respondents said that business-at-the-speed-of-paper will be ‘unacceptable in just a few years time’ and around half of organisations surveyed claimed that the biggest single productivity improvement would be to remove paper. But is it realistic to think that schools can ever go completely paper-free? Probably not, so perhaps we should all be looking at paper-free processes instead. PAPER-FREE WORKPLACES? For a community of information professionals such as AIIM, admitting that we will almost certainly never be paper-free is hard to accept. But it is true – the recent AIIM research

showed more than half of respondents still print personal paper copies to take to a meeting, or to add a signature. Our research also highlighted that people still use printed copies for reading offline or out-of-the-office (50 per cent), and particularly to review and mark-up (45 per cent). Other reasons given for there still being so much paper in their business processes, included the (perceived) need for physical signatures (44 per cent) and a general lack of understanding of the paper-free options. The need for physical signatures is an interesting area, whether that’s getting parental approval for a class trip or signing off an invoice. There are many different electronic signing solutions available ranging from stylus input, automated verification, digitally encrypted signatures, and web signatures, all of which have a place in achieving paper-free working. Stopping an otherwise all-electronic process simply to collect a physical signature on a piece of paper, which is often immediately re-scanned, is obviously somewhat sub-optimal and frequently presents a greater confidentiality risk. In November, World Paper Free Day 2014 took place. Hundreds of organisations all over the world – including many schools – participated in going paper‑free for the day. One of the key takeaways was that paper-free processes are a much more realistic goal than going completely paper-free and there are a number of technologies that can play a role in this.

Written by Doug Miles, director of maket intelligence, AIIM

A paperless school is unlikely to ever happen, but paper-free processes might not be too far away, writes AIIM’s Doug Miles

GOING MOBILE Secondly, as the camera capabilities of mobile devices have improved, the concept of using them as a portable scanning device has taken off. In addition, tablets provide a new way to access electronic forms, creating what we might call a digital clipboard. Indeed, some of the applications are quickly becoming ubiquitous in education – holding pupil notes on a tablet, scanning receipts for expense claims, uploading content to back-end systems via a mobile. Early years pupil assessments can now be carried out by taking video on the tablet or phone of the pupil, performing tasks or reading, and adding spoken notes from the teacher. It’s then all downloaded automatically and linked to the pupil record, which could be made accessible to parents in the future. There are many such possibilities with using mobile for paper-free processes, but the overriding benefit is speed, it makes everything far faster. Assessment and marking of exams and papers is a major time resource for many teachers. Paper-less assessment tools are recognised as the future of testing in schools, bringing accurate, secure and reliable methods of assessing progress to education. Teachers can choose from existing tests, devise their own or use a combination of the two. It allows them to identify trends in pupils’ results and gives great insight into strengths and weaknesses.

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There 0 0 are 24,0n the i schoolsting more ca UK, eduight million than e there could pupils –iderable cost be cons gs in going SCHOOL ERP savin er-free There many providers of pap

POINT-OF-ENTRY SCANNING Firstly, the concept of scanning all inbound mail at point-of-entry and routing it around the school electronically is very attractive, especially if it can significantly reduce or even eliminate internal mail distribution. Our research asked those who consider they have a digital mailroom scenario, what proportion of mail they scan (not including brochures, junk mail). 45 per cent are scanning half or more of incoming mail, and 34 per cent are scanning three-quarters. Significantly, almost a quarter (23 per cent) are scanning 90 per cent or even 100 per cent.

school Enterprise Resource Planning (ERP) software on the market. These are usually webbased applications and offer a range of modules to help reduce paper in schools. These will often include administrative areas such as finance and HR management; school management such as attendance, reports, exam scheduling; and more general areas such as communication and content management systems. Such technologies are all going to be critical as we continue the paper wars. Progress has undoubtedly been made and recalibrating the main goal – from the totally paper-free workforce to the more realistic paper-free business processes – will help even further. Schools can benefit from this as much, or even more than business. On-going budget restraints mean efficiency improvements are never far from the agenda in education and reducing paper has been shown to help in this area. L FURTHER INFORMATION www.aiim.org

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YOUR DATA:YOUR WAY

Meeting the Digital Challenge in Schools MISL provides a complete and bespoke solution to transferring your paper documentation into a digital form. We take an intelligent approach that starts with understanding your information and designing a program that helps you use your information better. Scanning services, storage and document management software working in unison to help you capture your data better and put it to use every day.

DESIGN

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DELIVERY • Document Scanning • Statistical reporting of data • Secure Document Management System • Long Term Storage • Digital Capture and Mobile Access

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Get in touch to find out how we can help you meet the digital challenge:

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DOCUMENT MANAGEMENT

CHANGING THE SCHOOL INFORMATION LANDSCAPE

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Information and document management specialist MISL Ltd outlines the many benefits to be had from moving all paper-based school information into a digital format When people think about the challenge of running the education system in the UK, or the challenge of running schools specifically, one of their first thoughts are about the challenges of teaching. Speak to teachers and they would add the changing examinations landscape, the ever increasing record keeping or the inspection visits from OFSTED to the list. Often overlooked is the tremendous task of managing the administration of a school. The endless paperwork that is generated tracking students’ progress, attendance and parental permission forms. Information management is a key foundation to a well-run and effective school. ADMINISTRATION IMPROVEMENTS Information has historically always meant paper. Paper files, forms, printers and photocopiers with reams of blank paper arriving on pallets on a regular basis. The thing with paper is it take a lot of effort to manage and control. It costs money to buy, store and move and, when it is needed, it takes time to find and analyse. There have been some major improvements in the way administration is managed in schools in recent years. Parentpay, attendance systems and online learning are ubiquitous. It doesn’t change the fact that most of the core records and information are still held in a paper form. In recent times there has been a dramatic increase in the requirements for statistics to be produced by schools to track the education of their students. This reliance on statistical reporting doesn’t look like it is going to change any time soon. If paper is still the primary source then the effort it takes to generate all this data is challenging to say the least. The solution is to move all your information into a digital format. MISL Limited is a leading information and document management company and it has been helping schools to make this transition. Digital information is more agile than its paper predecessor. Paper can only ever be in one place at a time and it takes time to access. Add to that the increased responsibilities for protecting and making information accessible that have been defined by legislation and it is easy to see the benefits of going digital. BENEFITS OF DIGITAL Digital information really comes into its own when you consider what it can be used for. Digital data allows for all of the statistics to be

gathered live. Is attendance an issue? How about setting warning thresholds for attendance in a system that alerts you when there is a dip? How about analysing achievement across all students in a live environment to highlight problem areas or to act as an early warning system for students that need more support? Maybe all your parental permission forms would be better captured online? The possibilities from a fully digital environment are endless. MISL has been working with schools’ information for 34 years now - originally in microfilm (to reduce space) and since

challenge. They can store paper records cost effectively, they can carry document scanning and they can design a process to better capture documents generated every day. MISL also has a fully functional document management system that not only manages the scanning process and serves scanned documents securely at the point of need, but also allows for forms capture via the web or on tablets. MISL offers a more consultative approach that starts by helping you understand your information and define your needs. It is all very well stating that being digital is the goal

This reliance on statistical reporting doesn’t look like it is going to change any time soon. If paper is still the primary source then the effort it takes to generate all this data is challenging to say the least. The solution is to move all your information into a digital format. the 1990s as a scanning and document storage company. The company has worked with many schools and government departments to unlock the power of their information through going digital. INFORMATION IN A DIFFERENT WAY Increasingly MISL has realised that the key to meeting the digital challenge is to look at the information in a different way. The flow of information through any school throws up new opportunities to make the transition differently. For that reason MISL has devised a complete solution that can be adjusted to suit the organisational context of each school. The tools that MISL has at its disposal cover the full gamut of the

but what does that really mean? Is it simply replicating paper in a digital system or is it transforming a document into an electronic form that only allows relevant terms to be selected so that the resulting data can be more accurate and easier to analyse statistically? The MISL approach is different. Yes, they are one of the most experienced companies out there to scan in all of your paperwork, but they will only suggest an approach that actually fulfils your goals, whether that involves lots of scanning or not. MISL will build an end to end solution that works, pure and simple. MISL’s mantra says it all: Your data, your way. L FURTHER INFORMATION www.misl.co.uk

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SPORTS

THE IMPORTANCE OF EXERCISE IN SCHOOLS A look at why schools, teachers and pupils should embrace exercise year old child needs around 11 hours sleep a night. This gradually reduces with a 16 year old needing just over 8 hours each night. While sleeping our brain cells shrink and open up gaps in our brain tissue to allow the brain’s fluids to wash away the toxins. Enough sleep is needed to clear our brains overnight, in order to be inventive, creative and productive at school. A study by Boston’s Brigham and Women’s Hospital found that the longer someone is awake, the ability to perform a task is negatively impacted, and this impact of being awake is even stronger at night. Lack of sleep does not only make us less productive, it also limits our ability to think clearly.

A lot of emphasis has been placed on how exercise can be of benefit. It’s often demonstrated that exercise and sufficient sleep can create a fit, healthy and happy school with reduced absenteeism and improved productivity and wellbeing. But we’re all guilty of putting our feet up in our spare time, rather than hitting the local park or football pitch. Here are some truths that may surprise you and help spur your pupils on to be more active. TRUTH 1: EXERCISE HELPS PRODUCTIVITY PEAK “There are five things that stimulate productivity: physical exercise, mental stimulation, rest, proper food & nutrition,” says James McKenna, Professor of Physical Activity and Health at Leeds Metropolitan University. He has spent his career looking at how exercise can influence individuals. Although much is based around the workforce, it applies to schools too. In a study conducted by McKenna, over 200 people spent 30 to 60 minutes of their lunch break engaging in a physical activity of their choice. Six out of 10 employees who exercised felt that their time management skills, ability to meet deadlines and mental performance significantly improved. The study showed that there was an overall 17 per cent employee performance boost on days that involved lunchtime exercise, compared to days without. McKenna also found that “when a person exercises they are more productive for three

EDUCATION BUSINESS MAGAZINE | Volume 20.2

hours.” During exercise a person releases brain-derived neurotropic factor (BDNF), a secreted protein that in humans supports and maintains the activity of existing neurons as well as the generation of new ones, ultimately keeping your brain active and alert. When this is not “used” it dies. And this happens within three hours of its release. If pupils are more active in the morning they are likely to be more productive for up to three hours immediately after, and those that exercise at lunchtime will be more productive for another three hours in the afternoon. TRUTH 2: EXERCISE MAKES US FEEL LESS OVERWHELMED In today’s age of information overload, our brains need to work harder than ever before. But our brain’s neurons are living cells with metabolisms that can become depleted if we work them too much, making us feel exhausted, overwhelmed and incapable of making decisions. Exercise however can make you feel more capable to deal with the information flow by minimising stress levels. Physical activity reduces levels of the body’s stress hormones, such as adrenaline and cortisol, and stimulates the production of endorphins – chemicals in the brain that act as natural painkillers and mood elevators. TRUTH 3: EXERCISE ENCOURAGES SLEEP There is no set rule for how much sleep children need. The NHS recommends that a 5

WHERE WEARABLES STEP IN Wearable devices can remind us that we do need to go for that walk and see in a visual format the discrepancies between our calorie intake and our energy output. You can review and monitor your personal data anywhere, at any time on your smartphone or tablet. Next generation heart rate and activity tracking devices such as Pulsense and Runsense, recently launched by Epson, have gained considerable traction. They enable you to accurately and continuously monitor your heart rate, activity levels, calorie intake and sleep patterns. With this information, you can make small but effective changes that will have a positive impact. These devices also feature a sleep phase wake-up alarm, which wakes you up at an optimal time within a half hour window, during the lighter phase of sleep, so that pupils can start their school day more refreshed and focused. THE OPPORTUNITY FOR SCHOOLS Potentially, schools could use wearable devices to motivate pupils to be more active, indirectly stimulating teamwork and collaboration. With an increased awareness of our health and the relatively low cost of wearables, it is no wonder that such products are set to become a standard offering within corporate health programmes in the future. Whether or not we could see them introduced into schools is another matter – but the link between health and fitness, and productivity is certainly a fascinating one and the rewards are certainly there for us all regardless of age.  FURTHER INFORMATION www.epson.eu

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HEALTH & WELLBEING

GETTING PRO-ACTIVE ABOUT INACTIVITY

Sport & Fitness

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Written by David Stalker, ceo of ukactive

For the first time in history we have a generation of children who are growing up less fit than their parents. David Stalker, ceo of ukactive, outlines some exciting plans to tackle the issue and how the education sector can play a role in improving children’s fitness Children’s physical activity is paramount to the health of the nation. Next month, not‑for-profit health body ukactive will merge with Compass, the association representing children’s activity providers. Compass and ukactive began discussions regarding a collaboration in April 2013 and the reasons and rationale behind the partnership are just as strong now as they were then. Firstly, it is worth reminding ourselves of both organisations. The 25 year old, not‑for‑profit health body ukactive is focused on turning the tide of inactivity across the UK. Members and partners range from Fitness First, Asda, local authorities, walking groups and even one-man-band activity providers. All told, the organisation counts 4,500 members and many more partners all united by the common aim of turning the tide of inactivity. Compass has a much shorter history but quickly made great strides. Its members and founders represent the leading providers of children’s activity, who deliver both within schools as part of curriculum and non‑curriculum provision. Founding members include Fit for Sport, Sports Leaders UK and Premier Sport. The overall membership delivers children’s activity in over 7,500 schools and community locations. What separates both organisations from existing partners within children’s sport, and what joins them together is that they both have a committed focus on activity and the most inactive children. Significant time and effort is committed to debating the hours of curriculum sport,

the role of a teacher against an external professional, and our next generation of athletes. All of these are worthy issues, however we can often lose sight of the fact that children are becoming more inactive and as a consequence are encountering a range of chronic diseases, ultimately starting on a road to premature mortality. DEVELOPING PROGRAMMES We know that roughly nine per cent of children enter primary school as overweight or obese but that the number rises to 18 per cent by the time they leave. The simple truth is that, for the first time in history, we have a generation of children who are less fit than their parents. This is the issue we must tackle, and therefore we must focus on supporting children to be active through whatever means. Not all children will grow up to be sportsmen and women, and a traditional sporting offer can risk disengaging children at an early age. So we need to develop programmes that encourage even the least active children, those that are picked last and shy away from team sports. This is the rationale behind the merger of ukactive and Compass. For ukactive has long held this mission for the adult population and Compass shares the mission for children. The partnership is helped by an overlapping set of members and partners. Some of ukactive’s most traditional members have recently developed unique programmes and activities for children. Take Virgin Active’s Active Inspiration programme for example, which involves exercise professionals

supporting activity in schools whilst some of the finest facilities are opened to schools. HOLISTIC WAYS TO INCREASE ACTIVITY In a diverse commissioning landscape, local authorities are starting to look at holistic methods for active communities, often grouping leisure, planning and public health into one wellbeing hub. That means leisure providers will, in future, more often be tasked with working with schools or developing programmes for special populations. Providers are one step ahead of this and have been re-imagining their offer to suit an updated portfolio, but as ever, it requires a framework in which operators can deliver services which is mindful of things like appropriate skills and qualifications, and can communicate these effectively with commissioners, head teachers and Ofsted. WHAT WILL A PARTNERSHIP MEAN? The ukactive and Compass alliance will operate under ukactive’s brand umbrella and be accessible from www.ukactive.org.uk. From April 2015, a section of ukactive’s governance committee will focus solely on children’s inactivity. Our overall mission is to ensure every child understands the importance of, and has the opportunity to, lead an active lifestyle. In order to achieve this we will focus on several areas. Firstly, we will undertake research to identify the best means of increasing children’s activity. For all of the debate and scrutiny aimed at children’s physical education, very little time is spent asking why children are becoming more inactive or more importantly evaluating the impact of programmes. We will aim to arm head teachers with the evidence in order to base their decisions on, in effect ensuring they know how best to increase activity levels amongst their most inactive students. E

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Your students deserve the very best Whether you intend to refurbish an existing fitness facility or develop a brand new sports complex, Precor can assist you in creating the ideal fitness solution. Contact Precor to learn how we can help you engage students, staff and the local community, whilst also creating healthy revenue for your school, college or university.

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HEALTH & WELLBEING  We are already making great strides in this area. The ukactive Research Institute is undertaking an evaluation of a physical literacy programme in partnership with Buckinghamshire County Council which aims to increase activity levels through lesson planning and nuanced teacher training. The Institute is also evaluating the effectiveness of the Engage to Compete programme which focuses on educating children on basic activity skills before ever picking up a ball or joining a team. Secondly, we will increase the data and insight available regarding children’s activity. At ukactive we have published the levels of adult inactivity in every local authority alongside the associated costs of inactivity, investment made to tackle these levels and the available evidence based programmes. Despite the importance of children’s inactivity we do not have access to the same insight. The All Party Parliamentary Group for Smoking has stated that the significant progress achieved in tackling smoking across the UK would have been impossible without clear empirical evidence on the prevalence of smoking and the effectiveness of methods to tackle smoking. We are attempting to tackle a similar issue without any insight. Without evidence and insight, calls for greater investment and commitments will either fall on deaf ears or simply lack effectiveness. So we will identify children’s

inactivity levels through two means. We will ensure that all of our members delivering children’s activity use an online benchmarking system that anonymously collates the scale of their delivery. Our Research Institute is also working with ten schools and hundreds of students in order to assess the feasibility of cardiorespiratory fitness measurements within schools. Thirdly, there has been a definite rise in the number of providers delivering children’s activity which, if delivered in a coordinated fashion, can achieve great things. However, providers must ensure that clear standards and quality are guaranteed throughout all aspects of delivery. There is a plethora of kite marks, assessment organisations, and guidance documents already in circulation so rest assured we will not confuse the market any further. Rather we will work with stakeholders to ensure clear guidance exists on how an external professional can and should deliver children’s activity whether in a school, leisure centre or town hall. Lastly, children’s activity is currently a disparate sector, with tens of thousands of schools, teachers and thousands of independent sports coaches approaching schools every day. Facilitating collective action across the sector is almost impossible.

SHIFTING NATIONAL FOCUS However, through ukactive and Compass we have the ability to deliver collective action. Providers such as Fit For Sport support hundreds of schools whilst leisure operators run over 3,000 local leisure facilities available to support their local schools. We can coordinate action across potentially thousands of communities, where we celebrate the fun of activity and fitness for children. This will start with programmes such as the second National Fitness Day, in September 2015, where we will ensure thousands of organisations open their facilities to run activity classes for children. All of these activities will be in order to shift a national focus onto children’s inactivity. Regardless of the curriculum commitment, the mode of delivery, or the performance of particular sport, we need to ensure that children are physically active. Creating an active generation of children, will stem the rise of chronic conditions, reduce the burden on our public health systems, increase participation in school sport and most importantly improve the quality of life enjoyed by numerous children. L

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FURTHER INFORMATION www.ukactive.org.uk info@ukactive.org.uk

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At School Minibus Leasing UK we understand the difficulty in making the right decision when it comes to procurement of your a new minibus. As one of the leading suppliers of leasing products to education institutions, community groups and businesses, you can be assured that our comprehensive and pragmatic fleet solutions make your decision an easier one.

School Minibus Leasing UK: Our Competitive Edge

With close links to most manufacturers we can consistently offer competitive pricing along with more predictable supply dates. Our specialist account managers work closely with your school to help you establish the best practical and compliant outcome. Our business prides itself in offering effective advice and support during and after your minibus leasing acquisition.

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As modern-day educational institutions regularly need to facilitate off-site education days such as sporting commitments, outward bounds activities or museum/theatre visits we appreciate the growing demand for an all inclusive package which provides a suitable vehicle (including conversions), quality maintenance programme, regular safety inspections and optional driver training on a cost-effective basis. Quality remains at the centre of what we do. A family business with over 40 yearsâ&#x20AC;&#x2122; automotive experience, we take enormous pride in delivering the highest standards of care through our personal and flexible approach. Our sales and administration processes are carefully controlled to ensure a seamless and time-productive result for our customers time after time. Please do take the time to explore our informative website, which should hopefully answer many of your questions. However, for further advice and support do not hesitate to speak to one our team here on 01942 608606.

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Landscaping

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SCHOOL GROUNDS

Denise Ewbank of the British Association of Landscape Industries discusses the benefits of landscaping and playscaping in schools and how to go about transforming your school grounds In November 2013 the Landscape Institute – the professional chartered body for landscape architects – published an authoritative document to answer the question ‘can landscape help create healthy places?’ In turn, and in the context of this article, it went on to ask ‘can landscape facilitate better learning and development for our children?’ ‘Public Health and Landscape: Creating healthy places’ provides compelling evidence that investment in landscapes – or green infrastructure if you prefer – is money wisely spent and brings a raft of benefits, not least when invested in school grounds. We would all acknowledge that the natural

landscape – the countryside or, for urban dwellers, public parks and green spaces – has a restful and calming influence. However, when access to a green environment is limited, particularly for those of us living and working in urban and inner city areas, there can be a negative impact on our health and sense of wellbeing. Children and young people should have more opportunity than most working adults to benefit on a daily basis from the joys of the great outdoors; outdoor play, sport and other activities are an important part of the learning and development process. But as society changes and web and internet-based activities take an increasing

Ideas r for you ld u o space craised include getable ve timber d borders beds an rennials for pe erbs and h

Written by Denise Ewbank, British Association of Landscape Industries

CONSTRUCTING AN ENVIRONMENT FIT FOR LEARNING

proportion of our children’s time outside of the classroom, there is an even greater need to provide a learning environment where green infrastructure plays an intrinsic part. Local authority planners and architects responsible for designing the schools that have been built in the past ten years have embraced the concept that landscaping school grounds to provide opportunities for outdoor learning makes good sense. In providing a green environment appropriate to the learning needs of the students, landscape architects are expanding schools’ learning resource whilst creating healthy places where children’s health and wellbeing is also addressed. Unfortunately, not every head teacher has the good fortune to run a ‘new build’ school and must therefore work with the external environment delivered at the time of the school’s construction. Where that environment is not currently conducive to providing outdoor learning opportunities, being devoid of green infrastructure other than maybe a sports field, the ubiquitous tarmac playground or hard‑landscaped area may be the only outdoor space available for some financial investment and conversion into a green learning space. Raising the funds for a project of this nature is an article by itself but let’s presume you have an active parents’ association and additional sources of funding available and look at the process of redesigning your school grounds to provide a whole new world of learning opportunities. THE PLANNING PROCESS As you begin the planning journey for your school’s outdoor space, it’s important to consider carefully what you want it E

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Kingspan Environmental: Intelligent food waste management that cuts the cost of waste for schools Food waste is a very expensive issue for school kitchens. The amount of food waste being sent to landfill has risen steeply, particularly since the advent of free hot lunches for infants at state-funded schools. At the same time, legislation concerning waste management is tightening and the costs for bagging and binning are increasing. The actual cost of food waste for schools has been estimated at more than 22p per meal served (WRAP Report: ‘True Cost of Food Waste in UK’s Hospitality and Food Services Sector’, 2013) and it can safely be assumed that overall costs will continue to increase with a predicted rise in the school-age population. What’s more, maceration is rapidly being outlawed across most of the British Isles. Any solution to the problem has to start with an attempt at reducing the amount of waste in the first place. While some surplus is unavoidable (e.g. in food preparation), other waste might be reducible, for example perishable stored food or food leftovers on plates. A tweak in management and buying procedures might help with both issues, especially if there are particular foods or

meals which are routinely binned, where an alternative may be more popular. For all unavoidable waste, there are new, environmentally friendly and cost effective alternatives to binning or macerating. Kingspan’s Waste2-O product is a tried and tested, efficient and easy-to-use way to dispose of food waste. Food is loaded into the top of the unit and a powerful formulation of naturally occurring bacteria rapidly digests it, producing a totally

AFFORDABLE, LOW CARBON, FULLY MANAGED SYSTEM THAT CAN PAY BACK IN UNDER 3 YEARS

neutral, greywater solution that can be disposed of down your sewage drain. Suited to any busy school kitchen serving at least 300-400 meals per day, the Waste2-O typically costs 4p per kilo to dispose of waste food and is a sustainable alternative to bin collection and transportation of waste off-site. It’s totally compliant with all relevant waste management legislation including the EU Waste Framework Directive 2012 and Food Waste Regulations 2013, giving complete peace of mind. Waste2-0 is an affordable, low carbon, on site system that’s fully managed by Kingspan Environmental Services, the experts in intelligent environmental compliance solutions. Allied to Waste2-O is the new intelligent ‘iFOG’ system that uses naturally occurring micro-organisms to eat the fat, oil and grease (FOG) which builds up in kitchen drains. iFOG was highly commended in the Sustainable Catering Equipment Award category at the recent CESA Awards 2014. FURTHER INFORMATION Tel: 0333 240 6868 foodwaste@kingspan.com www.kingspanenviro.com/foodwaste

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SCHOOL GROUNDS  to do, and that will depend to a great extent on the ages of the users. Do you want to provide engaging ways of delivering the school curriculum? Provide space for sport, extra-curricular activities, and break-times? Is there a need for a quiet area? Are you hoping to increase physical activity? These are all questions that must be asked and discussed. By engaging staff, pupils and parents in those deliberations you will start to formulate a list of must haves, would likes, and don’t wants. Having established what you do and don’t want, it’s time to contact professional landscape contractors with experience of designing and constructing school landscapes and play areas. Where the safety of children is concerned it is essential that the landscaper you eventually select to go on this journey with you is reputable, experienced and accountable to a professional trade body. Registered members of the British Association of Landscape Industries (BALI) for example, undergo a strict quality standards vetting before they can claim registered status, and thereafter must submit to regular periodic standards reviews to ensure their business practices, skills and professionalism are being maintained to the very highest standards.

the space might encompass, e.g. storytelling, performance, outdoor learning, fieldwork areas for science and geography, art creation and display, vegetable growing and compost bins, adventurous play, discovery, pond and wildlife areas, bicycle storage. The possibilities, as they say, are endless but need to remain focused and achievable within the available space. The age of the pupils and the education level is fundamental to driving the ultimate design and your desired outcomes will undoubtedly reflect both these criteria. It is at this point that you must consider the available budget, the timescale for delivery, and the members of your school team responsible for seeing the project through. Project management by committee is not advisable and the contractor will appreciate one day‑to‑day point of contact who has the authority to make prompt decisions, avoiding unnecessary project delays and, potentially, associated additional cost. Project management and contract administration are roles that require a professional, business-like approach, coupled with knowledge and confidence. Finding the right person or people for those roles is essential if the project is to run smoothly.

When access to a green environment is limited, particularly for those of us living and working in urban and inner city areas, there can be a negative impact on our health and sense of wellbeing Where appropriate, they will work in conjunction with members of the Association of Play Industries (API) to ensure that playground equipment is correctly specified, supplied and installed as part of the overall contract. It is important that your landscape contractor can manage the entire project, from the initial concept and design (the contractor may use a specialist landscape architect with whom they work on a regular basis, or their in-house designer), to the installation and commissioning of equipment, construction of the hard landscaping, and soft planting. This simplifies the project from your perspective and ensures total accountability on the part of the contractor in the event of a problem arising. FIRST STEPS The outdoor space design will evolve from your initial list of wants, would likes, and don’t wants, plus consideration of how the space is used currently, what technical, logistical and legal constraints there may be, and when the space is to be used, i.e. before the school day starts, break-times, lunch time, after school and weekends. A design brief must then be developed, with your desired outcomes for the space clearly articulated. The brief could contain a list of what areas

MAKING IT HAPPEN The contractor or designer will first carry out a comprehensive survey of the site as it is currently, detailing what features you want retained and what elements must remain in place (e.g. access points, emergency egress, storage, utilities). In addition, any underground and overground services, protected trees etc. will also be detailed. The proximity of any neighbours to the school is another consideration, as is the requirement for security and for screening from public view. Once an initial design has been developed, the contractor will revert back to you and your project team with a proposal for discussion and agreement, which can then take a further period as everyone’s input is considered and accommodated as appropriate and feasible. There must, inevitably, be compromise but provided you have taken time at the outset to choose the right contractor with the necessary safeguards in place you should take heed of their recommendations, which will be based on broad experience of working with other schools. Depending on the scheme, there may be a requirement to obtain planning permissions but as you are more than likely attempting to reduce areas of tarmac playground and hard surfacing in favour of

Landscaping

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Get inspired You can find wonderful ideas for your school landscape on the Learning through Landscapes website at www.ltl.org.uk. For ideas on introducing children to horticulture, gardening and the environment, visit www.thegrowingschoolsgarden.org.uk To find BALI-registered landscape designers and contractors visit the BALI website at www.bali.org.uk or call 02476 690333.

a more wildlife-friendly, environmentally sensitive ‘natural’ environment, planning permissions are less likely to be needed. Your contractor or designer will advise. In terms of scheduling, major construction works are best undertaken during school holidays when the obvious issues arising from the contractor’s vehicle movements, delivery of materials, workers in proximity to children, dust, noise, restricted access to existing play areas and a host of other logistics, health, safety and child protection considerations are less likely to impact on the school’s daily life. Discuss this in detail with the contractor at the outset and agree a mutually achievable timetable for the works to take place. IDEAS FOR YOUR OUTDOOR LEARNING SPACE Landscape contractors experienced in creating outdoor classrooms and play spaces will have their own favourite solutions to enabling children to enjoy being in the great outdoors whilst learning about science, nature, horticulture, art, music, sport, and so on. Ideas for your space could include raised timber vegetable beds and borders for perennials and herbs, with compost bins and storage sheds with ‘green’ sedum roofs. Conversely the space could be used for pergola with wind-blown pipes and hanging features that can be struck to make music or paths with mosaics made by the children. It could even be used for storytelling areas with bench seating and willow screening or wildlife stations with feeding tables, bird boxes and hedgehog nests. A wildlife dipping pond, rock-filled gabions to divide areas and use as seating, timber play equipment and colourful safety surfacing, willow tunnels and a maze are all further options that could be explored. L FURTHER INFORMATION www.bali.org.uk

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Educational Play

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Well Educated Banking www.lloydstsb.com/ schoolbanking

PHYSICAL ACTIVITY

ACTIVE PLAY CREATES ACTIVE LIFESTYLES

Michael Hoenigmann, chair of the Association of Play Industries, comments on why schools have such an important role in changing the dynamics of physical inactivity, and how active play can help Childhood obesity and physical inactivity are rising and young people’s relationship with the outdoor world is dwindling. Despite children having an abundance of natural energy, it is adults that may be stopping them from being as active as they could be. Evidence shows that adopting an active lifestyle early in life encourages healthy habits in adulthood which means providing children with the time, space and facilities to enable that natural energy. SCHOOLS LEAD THE WAY Schools are being tasked with leading the charge in establishing these early, healthy habits and are receiving some much-needed funding in the process. £150 million a year

EDUCATION BUSINESS MAGAZINE | Volume 20.2

in School Sport Premium funding has been guaranteed by the government until 2020. This is to be used at schools’ discretion to improve the provision of PE and sport, to develop physical literacy and encourage physical activity as part of a lifelong healthy lifestyle. Sport England has also awarded £18 million of National Lottery funding to over 600 schools with little suitable outside space for PE, sport and active play. Successful schools receive up to £30,000 to spend on a range of specially created packages – such as multi-sports areas – which can be tailored

to meet their needs, for use both within the national curriculum and outside traditional school hours. HIGH-QUALITY PLAY PROVIDERS The lead trade body for the UK play sector, the Association of Play Industries (API), is working closely with schools to provide these much-needed new outdoor facilities. The association’s members are the country’s leading experts in the design, creation and installation of high-quality play and learning spaces, multi-use games and play areas, play equipment and resources to schools, academies and early years settings across the UK. They operate to the highest standards, abide by a strict professional code of conduct, comply with BSEN 1176 and other relevant safety standards, and are rigorously and regularly monitored and credit-checked for financial security and stability. The API is the voice of the UK play industry and campaigns at the highest levels for policy recognition of the value of active play. PLAY MATTERS In the run up to the general election, the API is urging all political parties to make play a manifesto priority. Provision of high-quality play facilities not only has a vital role to play in tackling the nation’s catastrophic physical inactivity epidemic, it also addresses wider social problems like social exclusion, anti-social behaviour and community cohesion. Michael Hoenigmann, chairman at API, says: “Physical inactivity is one of the greatest health, societal and economic challenges of the 21st century so it is vital that we tackle it from children’s earliest years – but there are many local communities where children have no safe places to play apart from at school. Schools have a major part to play in improving children’s physical literacy. Embedding a culture of physical activity into everyday school life is essential, both inside and outside the classroom. In practical terms, this means increasing the number, quality and variety of opportunities for children to be active throughout the school day.” Active outdoor learning and play at school are as important as PE and sport in encouraging children of all capabilities to be more physically active. Play improves concentration, classroom behaviour and academic performance too. The API hopes to see the government extend the Sport England Primary Spaces programme into every school, with broader scope to incorporate a wide variety of physical literacy activities, not just ball games. It would also like to see a measurable outcome for physical literacy in all schools. Agreed minimum levels of physical activity, outdoor learning and play

l Physica y t inactivi the f is one o alth, and t he greates l challenges societa 1st century of the 2 ital that we v so it is le it early tack e on in lif

would be mandated within the National Curriculum with outcomes assessed within the Ofsted framework. THE BENEFITS OF PLAY Active play has wide-ranging physical benefits, from improving physical literacy and developing fundamental movement skills, to supporting physical and mental health. It also is vital in building strength, resistance, co-ordination, spatial awareness and balance, whilst increasing brain and sensory development, and improving well-being and happiness. There are other benefits too. Research organisations, academic institutions, play campaigning organisations, education and health organisations, amongst others, report that active play delivers emotional and behavioural benefits. This provides freedom, choice and independence, reduces anxiety, improves concentration and focus, builds confidence and is particularly effective as a learning environment for boys and for those with special educational needs. In addition, this helps children build resilience, experience challenges, deal with new situations and take risks in a positive way. It enhances creativity, imaginative and role play, and increases self‑awareness, self-esteem, and self-respect. Furthermore, there are social benefits as well. Active play encourages exploration and discovery, promotes team-work,

problem‑solving and leadership skills, and enables children to develop social skills by meeting new people and socialising with friends. It also empowers children of all abilities and backgrounds to play together and provide opportunities for learning. By improving interaction with the natural world and through promoting environmental citizenship, there also can be visible environmental benefits to active play. PEACE OF MIND There has never been a more important time for schools to improve their outdoor facilities. Whether it is a complete playground transformation, a flexible new multi-use games or play area with dynamic new markings, pathways or surfacing, an outdoor classroom for all-weather learning or a new area for gardening, growing and mini‑beast discovery, API members work in close consultation with head teachers, school management and finance teams, curriculum leaders, teachers, PTAs and school councils to understand each school’s individual needs and wants. They make design recommendations based on expert knowledge and experience and are a trusted, reliable partner throughout the installation process, including high-quality after care, inspection and maintenance advice. At a time when budgets are under

increasing pressure, it is understandable that schools may be tempted by what might seem at first to be cut-price options. Drawings of playgrounds and play equipment can sometimes look alike to customers, but the reason that cut-price operators can deliver seemingly cheaper deals is because they are likely to be compromising on design, quality, compliance with standards, materials, safety and reliability. By asking for evidence of current API membership, schools can be sure they are working with a reputable, professional, financially secure play company. API members understand the unique needs, demands and pressures that schools face. They will always provide a bespoke play solution to address a school’s specific objectives, based on a visit from a highly-skilled and experienced consultant, never an ‘off-the-shelf’ package from a pushy salesperson with a script. The API website is an essential first port of call for schools planning a playground or other outdoor facilities project. It provides a wide range of helpful advice, resources, information and links about fundraising, planning and project guidance, design, safety and risk. It also includes full details of every member company including latest news, case studies and examples of work. L FURTHER INFORMATION www.api-play.org

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Educational Play

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LEARNING OUTSIDE THE CLASSROOM

ADDING COLOUR TO THE SCHOOL EXPERIENCE "Travel teaches toleration." Benjamin Disraeli

Written by Ian Pearson, General Manager of the School Travel Forum

"The world is a book and those who do not travel read only a page." - St. Augustine

Ian Pearson, general manager of the School Travel Forum, looks at the wealth of evidence showing that school trips and learning outside the classroom raises educational standards and attainment in schools, as well as benefiting pupils personally and socially I propose that we already know school trips are a ‘very good thing’, or more precisely a unique and powerful educational tool. Try some DIY research; take any group of adults and ask them if they remember the trips they took at school. You will be hard pressed to find one that doesn’t. Granted the memories might not be curriculum linked, but the vast majority will recall their experiences with a fondness, clarity and enthusiasm that isn’t replicated with class lessons. School trips add colour and texture to lives. School trips are self-evidently memorable and are consequently a powerful means of learning, comprehending and development. Of course, you would expect the general manager of an organisation called the School Travel Forum to suggest some such thing, but the sharp light of independent, academic research supports this hypothesis and suggests ways that school management can harness that power. RAISING EDUCATIONAL STANDARDS? Often quoted but still an important piece of research, Ofsted published a thematic report

on Learning Outside the Classroom (LOtC) in October 2008. Its key findings found that: “When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils personal, social and emotional development.” It recommended that schools and colleges should: “Ensure that their curriculum planning includes sufficient well‑structured opportunities for all learners to engage in learning outside the classroom as a key, integrated element of their experience.” More recent evidence in support of the 2008 Ofsted findings was highlighted in the ‘What Works’ document produced by the Cabinet Office that stressed the work of the six ‘What Works’ centres across the country. A recent Educational Endowment Foundation

trial stated: “Pupils that went on school trips were taught a structured approach to improving their writing using the trip as a source of inspiration. The pupils who received this intervention made an average of one months progress compared to the control group.” Further work looking at the impact of residential experiences on pupil attainment has been undertaken through the Paul Hamlyn Foundation Learning Away programme. Their findings from the evaluation to date are stated as: “Clearly showing that students, staff, parents and schools valued learning away residentials. The evidence continues to show that many positive impacts seen on residentials, for example the development of relationship, confidence and engagement with learning, as well as the delivery of learning, were also sustained back at school.” E

Ask f adults i ber m me they re ool trips their scht majority s – the vaecall their will r ces with n experie ess and n fond siasm enthu

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LEARNING OUTSIDE THE CLASSROOM  In 2013 the University of Hull undertook a study analysing the impact of a simple child led, field based learning task on children’s scientific knowledge and literacy skills. It revealed that: “On average children who had undertaken the fieldwork activity achieved higher literacy scores than children that did not.” Finally, the Teaching and Learning Research Programme which ran from 2000 to 2011 was the UK Economic and Social Research Council’s largest investment in educational research. It concluded in 2008 with one of its ten principles for effective teaching and learning being that: “Informal learning, such as learning out of school, should be recognised as at least as significant as formal learning and should therefore be valued and appropriately utilised in formal processes.” IS IT JUST ABOUT THE KIDS? The same Learning Away research mentioned above was also able to evidence the impact residentials have on school and staff development. When considering how residentials transform schools they concluded: “When residential experiences are integrated with the curriculum, are inclusive, progressive and involve staff and students in planning and following up, the sense of cohesion and of belonging to a community is enhanced throughout the whole school. This change can impact on the classroom, year group, and school life as a whole.” In the evaluation of the Learning Away case studies, Maggie Rose, headteacher at Timberley Academy quotes about the development of her staff: “Staff have developed a much greater confidence in their own teaching and it has also raised their aspiration in terms of the types of approaches they could use in their work. I see it in their planning and in the classroom – an example is the use of film. I see this being used

Well managed trips and LOtC requires effort and a commitment of resources, but the benefits are there to be taken. The reason for school trips’ effectiveness is the coming together and interaction of so many positive factors in class very cleverly and far more often by pupils and staff. We have changed our whole approach to the school curriculum and the staff have developed the confidence to go with this and contribute to its vision of development.” OUTDOORS OR INDOORS? Often the first thoughts about school trips are children working in and experiencing the outdoors, be it field studies, geography field trips or outdoor and adventurous activities. Many great experiences are associated with the natural environment and there is a wide range of well-researched and vocal support for incorporating opportunities such as these into the school life of all pupils. But these are not the entirety of learning opportunities; the concept of LOtC not only incudes the outdoors, but equally includes what might be described as ‘learning inside, but elsewhere’. The extra impact added to religious study that takes place in mosques and churches is a good example. Equally, LOtC encapsulates ‘learning in new and different places’, which literally could include the whole world. Think about the greater understanding of the effects of WW1 that would come from integrating a visit to the Battlefields into the study of the subject in school, or the beneficial effect of language immersion, that is only really possible by visiting other countries. Consequently, the opportunity to enhance learning with trips out is considerable.

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CONCLUSIONS This article has focused narrowly on how school trips and LOtC raise educational standards and attainment in schools and is by no means a comprehensive explanation of all supporting evidence. Consequently, I should point out there is an equal, if not greater, body of evidence that identifies the many personal and social benefits associated with trips and residentials. The reason for the effectiveness of school trips is the coming together and interaction of so many positive factors. Well managed trips and LOtC requires effort and a commitment of resources, but the benefits are there to be taken. A final word from Steve Dool, headmaster at Neston High School, which was cited as a ] good practice example by Ofsted in 2012. He said: “For me, the reason for encouraging learning outside the classroom as a key philosophy is that it enables students to apply their learning in different and real contexts and to broaden their horizons and aspirations for their future lives. I am absolutely convinced that the ethos and culture in the school are vastly enhanced by the high level of participation. These activities are systematically and collegiately organised, evaluated and analysed, and are the heart and soul of our school.” L FURTHER INFORMATION www.lotc.org.uk

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OUTDOOR LEARNING

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JCA provides outdoor activities for schools, giving children the opportunity to explore the environment around them and engage with nature

It can feel like a generation is missing out on the opportunity to explore the outdoors, take in the environment around them and engage with nature. Too often we hear of children connecting better with the latest games console than their family and friends. Since 1995, JCA has been making headway in providing an outlet for schools, clubs and families looking for that new adventure – the great outdoors. JCA’s focus has primarily remained on providing schools with the ultimate activity trip that provides children with an experience not otherwise replicated in the classroom or on the school field. A residential activity trip can be a giant leap for some children, while the prospect of actually planning a trip that meets the children’s educational needs and school’s curriculum outcomes can be equally as daunting for a party leader. With 90 per cent of teachers marking JCA’s booking service as good or excellent, party leaders can be rest assured they will be guided every step of the way. LOCATIONS Four adventure centres stretching from its flagship activity centre of Condover Hall in Shropshire and Croft Farm Waterpark in Gloucestershire to Rookesbury Park and Mill Rythe located in Hampshire, enable those near and far to enjoy the JCA experience. Each activity centre provides a wide range of onsite outdoor activities, water-based activities and eco-challenges that look to engage individuals of all ages to develop a range of skills and encourage holistic

development. From critical thinking and developing problem-solving strategies to improving teamwork skills, JCA’s instructors work with groups to maximise the experience within a safe and controlled environment. Research carried out by the UK’s national bodies for education already exists, highlighting the benefits and health links of children’s use of outdoor spaces. While outdoor play is naturally more physically demanding, outside activities have been proven to increase levels of cognitive function, creative play and even a developed awareness of nature’s boundaries and risk. Each JCA centre works towards maximising the opportunity for children to enjoy and develop through every activity on offer. Condover Hall remains JCA’s Centre of Excellence attracting schools from around the country since its multi-million pound refurbishment in 2011. With a purpose-built climbing and abseiling tower, high ropes course, archery range, zip wire and assault course, Condover Hall provides a broad range of inclusive outdoor activities for all ages. The fun continues indoors with a laser maze and tunnelling room located within the mansion house. A swimming pool can also be found onsite close to the numerous blocks of modern dormitory options and restaurant. Kayaking on nearby Lake Bomere also gives groups the chance to experience watersports in a controlled environment with qualified instructors. Work on a further high ropes course has already begun and will offer additional activities such as the ‘fan descender’ and the ability to have more

children enjoying the activities at once. Condover Hall is also home to JCA Netball Tournaments. Bringing together school teams, junior netball clubs and adult netball squads from around the country, the site allows for the perfect combination of motivating adventure activities with a round-robin style of fixtures against competing teams. Working in association with HC Tournaments, every netball weekend is umpired by qualified officials backed by England Netball. Priory School have previously attended JCA Netball weekends and believe ‘the accommodation was faultless and the activities were fantastic. The tournament was very well organised and the year 7 umpires were brilliant at coaching and explaining things to our pupils which is exactly what they needed’. Advocates for ‘High 5’ netball, JCA is also looking to see an increase in the number of boys joining the sport. Developing the children’s ability to make decisions and guide the game, ‘High 5’ encourages every participant to develop communication and teamwork skills. JCA’S FAMILY ADVENTURE Away from the netball courts and school groups, JCA offers families the opportunity to experience the ultimate in activity breaks with their Family Adventure programme at Condover Hall. More and more families are looking for the opportunity to engage with their children and draw them away from the confines of the lounge. It provides a greater insight for parents into how their child interacts with other children and approach tasks while also allowing them to see how they develop within a learning environment outside the classroom. Taking learning outdoors, JCA provides an outlet for those of all ages looking for a stimulating environment tailored to meet educational aims and personal development goals. Learning through fun appears key to JCA’s mantra as they continue to provide expert service and unrivalled facilities. Condover Hall remains JCA’s flagship centre bringing visitors to the local area and is a great option for families looking for activity days and even birthday parties. L FURTHER INFORMATION To find out more about JCA, visit www.jca-adventure.co.uk or call 01273 647230.

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From the Newsroom to the Classroom By Dan Mills, Head of Business Development, ITN Source The power of footage to convey events and ideas with immediacy and impact has been p clear since the advent of celluloid. Film can convey the emotional, the extraordinary and the complex, so succinctly, that it makes them an ideal resource for teachers seeking to inspire their students. Over the last 15 years ITN Source has established a solid partnership with Discovery Education (formerly Espresso Education) to deliver video content that can then be applied for an educational purpose and delivered straight to the classroom. A large part of this is taking events from the real world and then applying them to a curriculum objective – turning the sometimes “dry” into something remarkable and compelling through a specifically-designed learning product. That could be footage of glaciers for geography, the Large Hadron Collider for science and the Queen’s coronation for history. Acknowledging the astonishing breadth of school curriculums, Lewis Bronze, Director of Content at Discovery Education, said: “The strength of ITN Source has been its diversity, with so many collections.” And it’s not just news events and current affairs. Discovery Education used footage from David Lean’s famous adaptation of Great Expectations, part our ITV Studios catalogue, to teach secondary school pupils about the work of Charles Dickens. The footage was used with the voice of an academic and a product created specifically to engage young people on the subject. ITN Source Sou is the gateway to a treasure trove of inspirational and iconic creative moving imagery spanning 119 years (from 1896 to present day). We provide access to award-winning news and entertainment programming, documentaries and feature films covering everything from news to drama, celebrity, comedy, music, wildlife and natural history. Utilising this breadth of footage ITN Source has also created an interactive video timeline showcasing how technology has changed our lives over the last 100 years - http://static.itnsource.com/compilations/science+techvideotimeline. The timeline presents scientific discoveries and technology developments from 1910 to 2010, in just 10 minutes (1 minute per decade). Highlights from over the century include the first hot air balloon, the first moon landing and the first mobile phone. Interactive timelines are one way of engaging with students in a much more hands-on way so they can choose the subject area or time they are interested in. As the footage licensing division of ITN in the UK, and one of the world’s largest commercial archives, we have worked seemlessly with Discovery Education to develop services that are used in over 50% of UK primary schools. Discovery Education is a division of Discovery Communications, the number one non-fiction media company in the world, which includes the popular global television networks Discovery Channel, Science Channel and Animal Planet. Lewis Bronze has paid tribute to our partnership and said: “It's hard to think of Discovery Education Espresso being the renowned service it has become without that relationship.” ITN Source represents the footage libraries of ITN, Reuters (including historic newsreel collections), ITV Studios, Fox News and Fox Movietone, UTV, Asian News International and many other specialist collections. We have over 500,000 hours of video content online and we are continuously uncovering new, rare and never seen before content through ongoing digitization of the archive. This isn’t just ju about using dusty reels of film to bring “history” into the present, however. Our footage is equally powerful to illustrate the concepts and constructs that underpin vital STEM subjects for example – taking the apparently theoretical and showing it in action in the real world. Combining the right film and educational expertise we can make the learning experience deeply rewarding for pupil and teacher alike.

EVENT PREVIEW

MUSICAL INSPIRATIONS

Music Education Expo

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Now in its third year, the Music Education Expo has become firmly embedded in the music education sector. The event team explains the rationale behind the 2015 conference programme Music Education Expo is the conference and exhibition for anyone involved in music education and takes place on 12-13 March at the Barbican Exhibition Hall 2, London. The Incorporated Society of Musicians takes the opportunity to announce its fee recommendations for the year, and academics are increasingly waiting till Expo and bidding for a conference session in order to announce the findings of their research. In 2015, there’ll be a host of new announcements, including product launches from Korg, Music Sales and the major publishers, an update from the BBC about its Ten Pieces initiative, and, crucially for schools, a raft of activity around the new music GCSEs, AS Levels and A Levels to be taught from autumn 2016. A major session hosted by the Music Education Council

brings together the major exam boards for a ‘look ahead’, and the lunchtime debate on the first day addresses the ‘hot potato’ issues facing classroom music teaching. THEMES Head of content Thomas Lydon says of this year’s programme: “One of the things that has struck me over the last couple of years is that, even though we argue like cats in a bag, the music education community is prone to trends. Great ideas come and stay, and we develop them. This has informed one of the principal programming strands of the 2015 Expo.” Approaches that will be covered include a UNICEF-backed method from Poland where early years and primary children learn all the mathematical rules of music notation

Music on Educati the Expo is e and nc confere for music on exhibitiion and runs educat 2-13 March from 1 Barbican, at the don Lon

through fairlytales, team games and play; an approach that uses a scientific, physiological model to inform performance practice, developed by the Darmstadt-based Gisella Romerth, and presented at Expo by staff from the Mod.A.I Instutite, Turin. Surrey Arts’s James Pinchin, who has spent time working in Ciudad Juarez, Mexico to help young people who have been affected by the drug trade to re-identify themselves through music, will also give his views. Part of this ‘wider perspectives’ strand includes a number world music sessions. One in particular might challenge delegates’ assumptions. “We often chase ‘authenticity’ in our world music teaching,” says Lydon, “and rightly pride ourselves on an informed approach to different cultures. But teacher and ethnomusicologist Alan Crawford asks ‘what happens when we mix together samba, gamelan, West African drumming and so on to create hybrid musics?’’ “There are two other major themes for 2015,” he continues. ‘Firstly, funding, or 

Volume 20.2 | EDUCATION BUSINESS MAGAZINE

EVENT PREVIEW  rather, the lack of funding. I’ve searched for some of the best practice in both the public and private spheres in terms of how to keep your clients coming back for more and paying you what you’re worth. A session from the Rock and Pop Foundation’s Steven Sammut covers private music services; the MU will give its expert advice on how to form a co-operative, and Music Development Cardiff’s Emma Coulthard will speak about how to cope with funding cuts. “Lastly, a bold spirit of collaboration has led to a ground-breaking conference session to be offered jointly by the Music Education Council, Youth Music and Sound Sense. Based on Youth Music’s ‘Musical Inclusion’ funding strand, this session aims to ‘bring elements of today’s burning issues in education together, rather than treating them as separate silos’.” CLASSROOM The new GCSEs, AS Levels and A Levels, which will be taught from 2016, are hovering on the horizon. The exam boards are whittling their specifications as this article goes to press and exam boards Edexcel, AQA and OCR will all be exhibiting at Expo. The Music Education Council will be drawing together examiners from each board for a conference session that aims to give teachers an early sense of what they might expect to see in the published syllabuses. Another classroom angle comes from Musical Futures. Soon to become an independent organisation, Musical Futures has been sharing tools and ideas that embrace an ethos of innovative, inspirational and informal music learning in secondary music classrooms since 2003. As it makes the transition, it will expand its reach in a variety of ways. The conference session ‘Putting music back into the future’ will include a keynote from Musical Futures founder David Price followed by a practical session showing how to engage all students with vocal work and technology by drawing

on their own musical interests and ideas. Part of the provision for primary music teachers at Expo will be an update from the BBC on what’s next for its Ten Pieces project, and, excitingly for this year’s delegates, they are charging Ten Pieces Ambassador Alison Balsom with the task. There will also be dedicated sessions on using song in the primary curriculum, and on 13 March, the ‘Tech Zone’ will showcase the many providers offering online curriculum support. PRIVATE TEACHING “Ever had to teach Mendelssohn to a child who’d rather be singing Do You Wanna Build a Snowman?,” asks Lydon. Trinity College London grabs the bull by the horns and gives a practical session on how to teach the 21st century singer. “The world of vocal music is changing, and teachers must change with it,” he concludes. Further CPD sessions for private teachers will be on offer from ABRSM, the ISM and from Paul Harris, who has just published his magnum opus on the ‘simultaneous learning’ approach. WHAT’S NEW? This year, you can expect to hear the usual curtain raising performances from the Expo balcony as you sign in, and for the first time ever, we’ve programmed a full break into the conference programme for a special performance on each day. One of the world’s most accomplished a cappella ensembles, VOCES8, runs an outstanding education programme. Before Paul Smith presents his keynote session on the VOCES8 Method, the full group will spin their a cappella magic from the balcony, beginning at 12.15 on the first day. Part of Expo’s wider education remit in 2015 has been a composition competition to write a 90-second fanfare for up to eight instruments, and, at 12.15 on the Friday, all proceedings in the hall will briefly pause to hear the winning entries in each of the two categories performed live from the balcony. The Networking and Tech Zone, a new

concept for 2015, will have a different look on each day. On Thursday, as the networking area, it will host our 2015 teachmeets and Facebook meets. On Friday, it becomes the tech zone – think Apple Genius Bar for music educators. On show will be a host of online curriculum resources, as mentioned above, and, in the afternoon, a whole bank of iPads pre-loaded with the essential apps for 2015 will be available for all-comers to investigate.

Music Education Expo

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PICK OF THE CROP Lydon is enthusiastic when asked about the sessions he is most looking forward to: “One of my personal highlights of the line-up for private teachers for 2015 is a session from the team behind Yohondo on how to teach the ‘instant access generation’, an approach that assumes that young people enjoy learning and want it to be exciting. Otherwise, the schools minister Nick Gibb and his shadow counterpart Kevin Brennan, who will take over should Labour win the 2015 general election, will both take questions from the floor, and it should be something really special. I don’t imagine delegates will need prompting to come up with some relevant points for discussion, but the ISM’s Deborah Annetts will deliver an address first thing on 12 March reminding us of the promises and actions that have defined the careers of these politicians. “Beyond this, I’m hugely looking forward to the following: testing out a new ‘clip-on drumkit’ from Korg, getting to grips with some live coding with the Sonic pi team; learning about where to find the UK’s ‘sleeping dragon’ gamelans, which are gathering dust and just waiting to be used; and learning how to teach songwriting with the awardwinning industry veteran Keith Ayling. See you there, it’s going to be huge!”  FURTHER INFORMATION Music Education Expo takes place on 12 & 13 March 2015 at Barbican’s Exhibition Hall 2. Tickets are free when booked online in advance at www.musiceducationexpo.co.uk/register

EPTA‘s Piano Teachers’ Course: Enhancing professional piano teaching Now in its seventh year, The Piano Teachers’ Course (PTC) continues to equip pianists and piano teachers with the full range of professional skills needed for a successful career, plus the opportunity to connect with an inspiring and informative network of pianists. It provides excellent preparation for all piano teaching diplomas, including those from the ABRSM, Trinity Guildhall and London College, through exposure to the latest in piano teaching pedagogy. The course leads to the Certificate of The Piano Teachers’ Course (Cert

PTC), a recognised piano teaching qualification which entitles holders to full membership and benefits of EPTA UK. A part-time course, it lasts one academic year from October through to June. The 2015-2016 course consists of two residential weekends, four single Sundays and independent study spread throughout the year. The Purcell School has hosted the PTC since 2008. Situated in Bushey, Hertfordshire, it offers easy road and rail access and outstanding musical facilities. The PTC Open Days, available during

Spring 2015, offer a unique opportunity to observe the current course and connect with tutors and students.. FURTHER INFORMATION Tel: 07831 164430 info@pianoteacherscourse.co.uk www.pianoteacherscourse.org

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3D Printing

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TECHNOLOGY

Written by Tim Brotherhood, PTC and Stuart Douglas, Ripley St Thomas

THREE DIMENSIONAL PRINTING IN SCHOOLS

Tim Brotherhood and Stuart Douglas, writing on behalf of the Design & Technology Association, give an overview of 3D printing equipment and discuss how it can be used in the classroom moulding for a garage door pivot are probably a non-starter for 3D printing. Acrylic was chosen for the reel holder for reasons of cost and strength. Industry developed 3D printing technology so understands the limitations of different technologies. It will take time for schools and the general public to learn about 3D printing, what it can and cannot do. Beware those who tell you 3D printers can print almost anything because could include many parts that won’t work.

3D printing has been around since 1984 and until recently was called rapid prototyping (RP) but the appearance of consumer devices and increasing use for production components has prompted the name change. So how 3D printing work? You export the part/assembly from your 3D modelling software as an STL file. Software that comes with the 3D printer slices the computer model into horizontal slices. The 3D printer then ‘builds’ the model slice by slice. SCANNING 3D OBJECTS Before you rush out and buy a 3D scanner take a few moments and ask what you want to do with the scanned model. Unless you buy an expensive, high resolution scanner and spend a lot of time setting up and carrying out the scan, the data will probably need editing to be of any practical use. At best you will end up with a surface which can be solidified or thickened into a part that can be manufactured. At worst you will have a partial surface with holes and ambiguous geometry that needs a lot of editing. Companies who regularly use scanned

EDUCATION BUSINESS MAGAZINE | Volume 20.2

DIRECT DIGITAL MANUFACTURE One of the most significant growth areas in 3D printing is direct digital manufacture. 3D printing was developed as a faster way of prototyping parts for new designs. It has replaced many of the model makers who might take weeks to create an accurate mode of a design. 3D printing has developed to the point of production parts and even full assemblies. Recognising this, the terms additive manufacture (AM) and direct digital manufacture (DDM) are increasingly used to describe the process of 3D printing. With the budgets available to schools two technologies are gaining popularity in the classroom; fuse deposition modelling (FDM) and the binding of granular materials.

you Before and t rush ouscanner, D buy a 3 w moments e take a fsk what you and a o do with want t canned the s el mod

geometry have full-time specialists repairing surface geometry using expensive specialist software. If you want to edit scanned shapes in school check whether you have editing and sculpting tools in your existing 3D modeller like the Flexible Modelling and Warp tools in the PTC Creo suite of 3D modelling software.

POPULAR PRESS The popular press would have you think 3D printers will allow you to scan and print a replacement part for almost anything. That may be true for parts not subject to high stresses or loads and where colour isn’t a problem or when ridges on the surface don’t matter. In reality anything where strength and appearance matters is likely to be a problem and replacement parts like the broken nylon slider for a kitchen drawer or replacement glass reinforced

FDM MACHINES The most common technology used in schools is fused deposition modelling (FDM). An extruder rather like a hot glue gun squirts softened polymer onto a base. The new polymer must fuse with the previous layer and there are two keys to this. The temperature of polymer being extruded and keeping the model as close to the glass transition temperature as possible. Too hot and the part will droop and distort losing dimensional accuracy. Two techniques are used to keep the model warm. Stratasys were the first to market with an FDM machine and patented a heated chamber kept a few degrees below the glass transition temperature of the polymer. Heating the table is another method of keeping the model warm but can suffer from temperature drop as the build gets taller. FDM machines that aren’t enclosed are also

susceptible to changes in room temperature and draughts from doors and windows. MATERIALS The most popular polymers for FDM 3D printers are ABS and PLA. Acrylonitrile Butadiene Styrene (ABS) combines the strength and rigidity of acrylonitrile and styrene polymers with the toughness of polybutadiene rubber. The 3D printers with enclosed build spaces heat the chamber to around 100oC, just below the liquid state to ensure new layers fully bond with the previous layer. ABS has good impact resistance and toughness. It is amorphous with no specific melting point but the temperature when it changes to a liquid state (glass transition temperature) is 105oC. Density is 0.350 - 3.50g/cc; hardness is 90.0 - 119 (Rockwell); tensile strength (ultimate) is 24.1 - 73.1 MPa; and tensile modulus is 0.778 - 6.10 GPa. Polylactic Acid (PLA) plastics are produced from corn or dextrose including Tapioca roots and sugarcane. PLA is bio-degradable and used for medical implants and food containers although opinion seems divided on how green PLA actually is. PLA has good impact resistance and toughness. The glass transition temperature of PLA is 60 - 65oC. Density is 1.00 - 1.62g/cc; hardness is 59.0 - 77.0 (Shore D); tensile strength (ultimate) is 16.0 - 114 MPa; and tensile modulus is 2.7-16 GPa. The low melting point of PLA means it can be encased in plaster-like moulding materials then burned out with the space filled with molten metal, a variation on lost wax casting. ADVANTAGES The advantages of FDM machines is that the materials are low cost and there are low cost versions of printers available. They are high strength models with relatively short build times. The disadvantages of such materials is that additional material/structures are needed to support overhanging geometry and support material must be removed by breaking away or dissolving. Support material is waste and parts cannot easily be nested inside one another or vertically. Plus these machines only come in single colour parts. POWDER MACHINES The most popular machines in schools use fine powders based on gypsum or corn starch glued together with a liquid binder applied using a modified inkjet print head. The base of the machine has two chambers. At the start of the build, the powder reservoir is full and the build chamber is empty. At the end of the build process parts are de-powdered inside the machine or in a separate chamber. Any loose powder is reused. Models are then strengthened by infusing with

a liquid similar to cyanoacrylate (super glue). The advantages of power machines is that the materials are low cost and there is minimal waste. Loose powder supports geometry later in the build. There are relatively short build times and parts can be nested inside one another and vertically. There are full colour models (higher end machines). Disadvantages include low strength models; high initial cost of printers, and de-powdering can be messy. OPEN SOURCE 3D PRINTERS The first low cost FDM 3D printer came out of the Bath University RepRap project. This was one of the first open source hardware projects on the web. The machines can make parts to build another coining the term ‘self-replicating’. The University of Twente in the Netherlands recently started an open source powder based 3D printer project. The main attraction of open source 3D printers is the low initial cost but most require constant tweaking to keep them running smoothly. Schools who want to print models at the press of a button may be better buying a production 3D printer. DESIGNING FOR 3D PRINTING – OPPORTUNITIES AND LIMITATIONS This advice is specific to the materials/process. Clearance between moving parts: typically printed parts, from powder, have a bleed factor. This is dependant on the machine but typically it is good to leave an expansion, or bleed, gap of about 1.25mm between parts. This allows for excess to be sanded away and parts to join accurately without needing to file material away. ‘Angles’ to avoid support material: if you are using a powder machine then all internal angles are possible to print as the material is self-supporting. If using an Extrusion 3D printer then consideration of how parts can be supported, support material can be removed, and built is essential. Overhangs and internal structure can be built however some detail can be lost due to the ‘step’ of the extrusion layers. 3D printing allows for internal detailing to be considered as part of the design. Joining methods should therefore be considered and Lugs, Bosses and Ribs are all possible using 3D printing. Typically, for working models, it is useful to use brass inserts that means that you do not need a self tapping screw as the 3D printed material can lose some accuracy when cutting a thread. A simple hole in a larger cylinder allows for a threaded brass insert and a machine screw and provides a suitable, re-useable joining method for 3D printed parts. Due to torsional forces it is necessary to strengthen the Lug with ribs, which is a simple extrusion and D1 x D2 chamfer.  FURTHER INFORMATION www.data.org.uk

3D Printing

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

What do you want the 3D printer to do? Demonstrations Components for KS3 projects (quantity) Examination projects (time and precision) Small/large components (Build envelope)

How much do you have to spend? Sub £2,000: Build material used to support/scaffold £2,000 – £4,000: Build material + softer/breakable support £4,000+: Build material + soluble support or powder £10,000+: Professional systems that will print high resolution parts unsupervised 24/7

Material cost Like inkjet printers, proprietary cartridge systems can work out expensive. Check the cost per kg and if they won’t tell you beware. Look for alternative suppliers and if the reels are not the right size make adapters with…your 3D printer! Beware of poorer quality material/wire size.

Do you like to tinker? Machines like the original open source RepPap from University of Bath and the Rapman type kits/prebuilt machines are low capital cost and great for learning how the technology works but they need a lot or TLC and tinkering to build, set up and keep them working smoothly. Do you have the time to do this or are you looking for a ‘push to print’ system?

Volume 20.2 | EDUCATION BUSINESS MAGAZINE

Products & Services

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

SPORTS

SCIENCE

Aspect Safety Mirrors (ASM) is a family run business based in Cambridge, undertaking contracts throughout the UK. The company has been supplying and installing shatter-resistant and unbreakable mirror products for over 10 years. ASM is the preferred mirror supplier and installer for many of the UK’s schools, colleges and universities. Last year the company completed over 300 installations throughout the UK. Head of installations Alex Day said: “We had our best ever year in 2014 with studio and gym installations, working for a wide range of customers within the education sector. Our ‘Pilkington Optimirror’ is a quality product that works brilliantly for functional dance studio and training purposes. We have also had great success with our ballet barres incorporated into mirrors and our portable mirrors, which

Practical Action is an international development charity that focuses on simple solutions to poverty. Simple solutions that will change people’s lives for good, like being able to grow food in times of drought, affording to send children to school or protecting them in times of flood. After all, food, safety and education are everyday expectations. Practical Action believes that education is key to tackling poverty; education both here in the UK and in the countries they work in. The charity has a range of free resources that will really engage pupils and add that extra something to lessons. Looking at various global issues, the activities are ideal for science, geography and design and technology sessions and are great STEM and CREST challenges too. By becoming a Practical

Aspect Safety Mirrors: Mirror specialists for dance studios and gyms

are a fantastic alternative when mirrors cannot be wall mounted.” Call for a free competitive quotation, advice and information on ASM’s products or visit the websites below. FURTHER INFORMATION Tel: 01223 263555 info@aspectsafetymirrors.co.uk www.dancestudiomirrors.co.uk www.gymmirror.co.uk www.portablemirrors.co.uk

SPORT

STATIONARY

Velocity Sports is a specialist company that provides a turnkey solution for sports facility development. With expertise in natural and artificial pitch design, construction, drainage, renovation and maintenance, Velocity Sports provides a valuable service for schools, sports clubs, local authorities and developers. The company is dedicated to ensuring that its clients get a facility meeting their needs and achieves best possible value. Velocity Sports fully understands life cycle costs and is educated to make informed choices. Velocity Sports maintains ongoing relationships with all of its clients beyond the initial installation, ensuring they are well supported throughout the lifespan of their new facility. This ensures that customers maximise value and always have an experienced point of contact. With over 50 years of experience in sports pitch construction, Velocity Sports has a wide network of

BIC is one of the UK’s leading brands in writing instruments* and provides trustworthy, reliable products perfect for children in early years. BIC understands the importance of using high quality writing instruments to aid the early stages of child development. Designed by experts and recommended by teachers, the BIC® Kids range has been created with little hands in mind. Writing instruments are comfortable to hold so children can learn and develop their handwriting as well as build necessary motor skills. The BIC® Kids range for learning is specially designed to help children from four years up with their handwriting. A visual guiding line encourages correct finger placement, which helps

Velocity Sports: Providers of elite sports surfaces

Bring a global dimension into the classroom with Practical Action

suppliers and associated companies who help to offer a varied and comprehensive all round service. The company’s philosophy enables Velocity Sports to build relationships with potential clients so that they realise that the bottom line cost is not always as important as best value. Velocity Sports’ service is one based around quality and it can substantiate that in a tangible way by offering a meaningful and bespoke warranty package. FURTHER INFORMATION Tel: 01256 862624 www.velocity-sports.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 20.2

Action School Partner, or using the resources to fundraise, you can help to bring pupils closer to the cause and make a real difference to some of the worlds poorest people. Details are at www. practicalaction.org/schools_ fundraising. By supporting Practical Action you’ll be changing the lives of future generations both here in the UK and in the developing world. FURTHER INFORMATION Tel: 01926 634513 events@practicalaction.org.uk www.practicalaction.org

Stationary products perfect for early years children adopt a suitable grip. The range includes a BIC® Kids Ball Pen, BIC® Kids Mechanical Pencil and BIC® Kids Graphite Pencil. All are available in blue and pink colour-ways. Suitable for both right and left hand writers, the BIC® Kids range supports children’s hands, helping them when joining up letters and crafting words. bickids.com is a hub of content for Kids, parents and teachers to use. There is a dedicated teachers corner complete with activates and lesson plans to incorporate in class.

*GFK UK, Writing Instruments, Panelmarket, Sales Value, Jan’14 – Dec’14 FURTHER INFORMATION www.bicworld.com

SPORTS

SCIENCE

As a leading supplier and manufacturer of portable and permanent mirrored solutions to the education sector, Mirrors for Training offers nationwide, full design and installation service from single mirror installations to large bespoke fits covering several walls. No job is too large or too small for the dedicated team at Mirrors for Training. If permanent mirrors are not your thing, the company can offer single or double sided portable mirrors. Moreover, it can provide the solution to multifunctional rooms where mirrors may be needed for performing arts rehearsals. Portable mirrors turn any space into a training room, which is a popular solution in schools where space is premium. The mirrors can be wheeled around to where they are required, even for use outside. They are extremely versatile and can be used for a range

FullDome Reality is a digital planetarium and immersive full dome cinema system supplier. The company produces affordable, state of the art, digital mobile planetariums that create an accurate and beautiful depiction of the night sky. Additionally, planetarium presentations can be complimented with stunning immersive films to make the FullDome Reality system an indispensable teaching aid across the curriculum. With a seating capacity from twenty to seventy, domes are available in a variety of different sizes. The audience is surrounded by images that cover the internal surface of the dome. The FullDome Reality planetarium system shows a beautiful and accurate depiction of the night sky using a computer controlled projector. Meteors and the Milky Way depicted across the sky create a visual experience second only to viewing these

Mirrors for Training: offering the highest quality training mirrors

of fitness and performing art activities. You will wonder how you ever managed without them. It is a fact that approximately 65 per cent of the population are visual learners. It is a fact that 90 per cent of information that comes to the brain is visual. And it is a fact that visual aids installed in the classroom improve learning by up to 400 per cent. FURTHER INFORMATION Tel: 01902 791207 www.mirrorsfortraining.co.uk info@mirrorsfortraining.co.uk

FullDome Reality: Taking teaching to the skies

awesome spectacles from the darkest skies. Zooming into the planets and famous star clusters, nebulae and distant galaxies is just a click away. Movie clips can be purchased to include various astronomical and natural science events to help make difficult concepts easier to understand at the click of a button. Additionally, real world content created by yourself can be played back inside the FullDome planetarium. FURTHER INFORMATION Tel: 0845 8330838 www.fulldomereality.com contact@fulldomereality.com

WASHROOMS

HYGIENE & INFECTION CONTROL

Poor toilets can have a negative impact on pupils and students who may avoid using the toilets because they are dirty, smelly, lack basic provisions, are not private enough, or because they are not allowed to go to the toilet when they need to. There are medical conditions that can be caused or exacerbated by the avoidance of, or limited access to, school toilets. The provision of access to high quality toilet facilities is a key factor in education. It can have a positive influence on pupils’ willingness and ability to learn, their behaviour, morale and attendance levels. Loo of the Year Awards were established in 1987 and for the past 28 years have been the standard for all types of ‘away from home’ toilets throughout the UK, including toilets in education and will be extended to the Republic of Ireland in 2015. Mike Bone, the Loo of

Sanondaf provides a touch-less disinfection system that kills 99.99 per cent of harmful bacteria, viruses, fungi and mould. This is delivered using the company’s innovative leading edge hydrogen peroxide fogging and electrostatic spraying system, combined with its patented and approved disinfectants. Used as a supplement to traditional infection control measures, such as ‘spray and wipe’ cleaning, Sanochem is 100 per cent environmentally friendly and poses no threat to humans, animals or plants. It is also non-corrosive which means it is safe to use and ideal for use on medical and electronic devices and healthcare equipment at an affordable price. Sanondaf effectively eradicates over 280 pathogens including Flu, MRSA, Norovirus, E-Coli, H1N1, C-Diff, Salmonella and is

Do your school toilets meet current standards?

the Year Awards managing director said: “Access to welldesigned and attractive toilets which suit the needs of all types of users of educational establishments should be a right and demonstrates respect for our younger generation. All entries receive an unannounced inspection visit from an experienced inspector and receive an Awards grading judged against 100 criteria. FURTHER INFORMATION www.loo.co.uk

Products & Services

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Touch-less disinfection system from Sanondaf completely effective against high risk pathogens such as Hepatitis, Legionella, HIV, Polio and Ebola. Sanondaf has a wide range of uses in every sector including schools, colleges, universities and any type of childcare and educational establishment. The service is highly portable and can be deployed quickly to be used as an emergency response to any outbreak situation and can also be used as a preventative treatment on surfaces and locations to prevent the growth or spread of dangerous micro organisms. Dealing with any infectious outbreak quickly can prevent closure and further spread of an infection to students and staff. FURTHER INFORMATION Tel: 01236 702028 www.sanondaf.uk.com

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Advertisers Index

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ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service 3P Learning 58, 68 Aquila Shelters 24 ASCL 33 Aspect Safety Mirrors 92 Babcock International Group 16 Bee Noticed 65, 68 Bellrock 26 BIC UK 92 Cambridge Style Canopies 32 ChromaCrabs 67 Cloud PC 365 46 Decorative Panels 52 Education Broker 14 Education Destination 68 Epson 72 EXA – Networks FC, OBC Fawns 62, 66

Full Dome Reality 93 Gap Education & Training 67 Gigateq 27 Grange Services 76 iboss 42 Interactive Education 36 ITN Source 88 Jadan Press 56 JRA 41 Key Tracker 46 Kingspan 78 Langley Waterproofing 22 Leeds Museum 84 Living Space 4 Lloyds Bank 6 Loo of the Year Award 93 Mirrors for Training 93 MISL 70 National Autistic Society 90

EDUCATION BUSINESS MAGAZINE | Volume 20.2

New Technology Products 40 Nexus Industries 34 Nomadic Schools 82 Office Pod 28 OKI 92, 93 Outback 2 Basics 60, 66 ParentHub 38 ParentPay 8, 50, 51 Phenix Digital 64 Practical Action 96 PRECOR 74 Proludic 81 Rock UK 84 Rubb Buildings 30 Sanondaf UK 97 Services for Education 62, 67 Santander 10 Sundeala IFC

Talgate Theatre Productions 65, 67 Technology Supplies 56 The Big School Bake Off 84 The Kings Ferry IBC The Piano Teachers Course 91 RM Education 40 The Tipi Company 66 Titan Furniture 68 Travel Bound 86, 87 Ultimaker 44 Ultm8 Fitness 75 Velocity Sports 96 Vernier Software 46, 54 Walkers Snacks 20 Wesleyan for Teachers 12, 66 Wilo UK 18 XMA 41 YPO 13

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The most common comment we heard at Bett 2015 was:

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Having an internet connection and filtering capable of handling the demand placed upon it is as essential as having the internet at all.

At Exa Education, we discuss your needs with you and put together a bespoke package which suits you and your school.

Our trials enable you to see the difference an Exa connection can make, and should your demand increase in the future we offer anytime upgrades to keep you online. The way you should be. Speak to us today for a quote... you won’t be disappointed. Scan the code or visit exa.education/bandwidth to see more: