Education Business 20.3

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VOLUME 20.3

Business Information for Education Decision Makers PE & SPORT

DESIGN & BUILD

OUTDOOR LEARNING

FINANCE

ANOTHER WAY TO PAY

Can a school ever go fully cashless?

ENERGY

TEACHING CLIMATE CHANGE Using a positive, solutions-based approach

LEADERSHIP

HEADTEACHER STANDARDS The skills, knowledge and behaviour headteachers should aspire to

PLUS: CATERING | SPECIAL EDUCATIONAL NEEDS | IT & COMPUTING | CLEANING

available in a

www.educationbusinessuk.net

A member of

Sponsored by

VOLUME 20.3

Business Information for Education Decision Makers PE & SPORT

DESIGN & BUILD

OUTDOOR LEARNING

FINANCE

ANOTHER WAY TO PAY Can a school ever go fully cashless?

ENERGY

TEACHING CLIMATE CHANGE Using a positive, solutions-based approach LEADERSHIP

HEADTEACHER STANDARDS The skills, knowledge and behaviour headteachers should aspire to

PLUS: CATERING | SPECIAL EDUCATIONAL NEEDS | IT & COMPUTING | CLEANING

Will there be less to spend per pupil over the next parliament?

With the election looming, a pre-election report by the Institute of Fiscal Studies has claimed that schools face up to 12 per cent real‑term cuts over the next parliament, regardless of which party gains power.

Based on the Conservative, Labour and Liberal Democrats parties’ spending pledges, the think tank’s report found a real-term reduction of between seven and twelve per cent per child by the end of the next government. This is despite the fact that the school spending budget was relatively protected under the present parliament. The report says increasing pupil numbers and staff wages are part of the problem, while teachers’ pensions and national insurance contributions could also be influential: “There are likely to be some significant cost pressures on schools’ spending over the next parliament. First, overall pupil numbers are expected to grow by seven per cent between 2016 and 2020. Second, the cost of employing staff for schools is likely to rise.” We report on the story on page 9.

The latest headteacher standards, titled the National Standards of Excellence for Headteachers, were published in January 2015 and replace those originally published in 2004. Whilst not mandatory, they set out the skills, knowledge and behaviour that headteachers should aspire to, and reflect aspects of school leadership which have become more significant in the last decade.

Ian Bauckham of the Association of School and College Leaders (ASCL) explains the thinking behind the new headteacher standards and the role they play in the emerging school-led and self-improving system on page 15.

Angela Pisanu

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

www.educationbusinessuk.net PUBLISHED BY PUBLIC SECTOR INFORMATION LIMITED

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, Christine Brodie PUBLISHER Karen Hopps ADMINISTRATION Victoria Leftwich, Vickie Hopkins REPRODUCTION & PRINT Argent Media

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CONTENTS EDUCATION BUSINESS 20.3 07 EDUCATION BRIEFER

09

Government announces measures to tackle mental health stigma; examination reforms; predicted cuts to school budgets

11 CASHLESS SCHOOLS

The benefits of a school operating cashless payments has been well documented.

Caroline Wright, director of the British Educational Suppliers Association, examines the administrative efficiencies and payment options of such a system

15 LEADERSHIP TRAINING

Ian Bauckman from the Association of School and College Leaders explains the new headteacher standards and the role they play in an emerging school-led and self-improving system

15

19 ENERGY 23

Teaching climate change can be a daunting prospect for teachers but not if a positive, solutions-based approach is taken. Kim Bryan from the Centre of Alternative Technology explains how

23 DESIGN & BUILD

Education Business focuses on the latest schools to open after having a PSBP rebuild, as well as the funding injection arriving from Europe

31

31 CATERING

Jeremy Boardman of the Children’s Food Trust explains why welcoming dining areas are as important to school meal success as delicious and nutritious food

35 IT & COMPUTING: IT SERVICES

49

With technology constantly developing, who should manage a school’s IT services? Rob Curran, member of Naace, offers advice on how to manage services in the most effective way

39 IT & COMPUTING: NAACE IMPACT AWARDS

Education Business reflects upon the winners of the Naace Impact Awards, recognising schools and individuals that use technology to have a positive impact on learners

Education Business

Contents

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43 DOCUMENT MANAGEMENT

Aaron Warham, director of NAPPS, examines how schools are recognising change and embracing the latest document management trends, saving time and money in the process

49 OUTDOOR EDUCATION

The outdoor world offers an open canvas on which schools can enhance teaching and learning. David Harvey, of the Association of Heads of Outdoor Education Centres, explains how to make the most of it

53 PE & SPORT

The Youth Sport Trust’s Tom Degun examines how PE and sport can improve the health, wellbeing and behaviour of young people, and examines the positive impact of the Sky Sports Living for Sport initiative

57 SPECIAL EDUCATIONAL NEEDS

With new reforms to the Code of Practice, where can professionals in the SEND sector go for support? Jane Friswell, chief executive of nasen, shares some advice

61 GESS DUBAI REVIEW

The leading education exhibition in the Middle East, GESS Dubai, welcomed visitors from across the globe to discuss trends in the UAE education market

67 MUSIC EXPO Joanna Wyld analyses the key speeches and exhibitors that made this year’s Music Education Expo so special

69 CLEANING The need for a clean and positive learning environment is integral for schools. The British Institute of Cleaning Science discusses ‘green cleaning’ and improving air quality in the indoor environment

72 HYGIENE Dr Richard Hastings, technical director at BioCote, explains the processes and results of its study to create a more hygienic learning environment

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ANTI-EXTREMISM MEASURES

‘Trojan Horse’ schools improving, says latest Ofsted reports

Following the latest Ofsted visits, three of the five schools at the centre of the so called ‘Trojan Horse’ plot are seen to be making improvements. After being placed into special measures last year, Park View School, Oldknow Academy and Golden Hillock Academy in Birmingham are now making ‘reasonable progress’ which is deemed as an encouraging step into taking the schools out of special measures.

The leadership and safety of pupils at Oldknow Academy were rated as inadequate in the inspections last year, but the school has gained positive feedback. Teaching at the Academy remains ‘Outstanding’, although the report describes a ‘lack of accountability’ and low staff morale.

Park View School has also seen vast

improvements over the last month, as concerns in January over teaching have been dispelled by an increase in quality and pupil achievement levels. There was also recognised praise for the leadership at the school and an advancement in pupil behaviour.

There has been well publicised training at the school on the risks of radicalisation following the supposed conservative group of Muslims attempt to take over last year.

Golden Hillock Academy, which is part of the Park View Trust, received a similar report, with improvements discovered in most areas of teaching, albeit maths teaching remained rated as ‘Inadequate’.

READ MORE: tinyurl.com/prhnswu

MENTAL HEALTH

Government announces measures to address mental health in schools Schools across the UK are to receive new advice to improve the understanding and teaching of mental health, in an attempt to tackle the stigma surrounding the subject in schools.

New guidance will aim to help school teaching on mental health problems and will provide a new visionary blueprint on counselling services and new detailed lesson plans for teachers.

Education Secretary Nicky Morgan said: “By improving teaching on this subject we will help young people make sense of mental health issues and teach them how to keep themselves and others healthy.”

READ MORE: tinyurl.com/oupsyxa

SCHOOL FUNDING

ASCL calls for fairer funding system The Association of School and College Leaders (ASCL) has highlighted big differences in the funding of schools across England, with the lowest funded schools predicted to receive £1.9 million less than the highest funded schools over the next 12 months.

ASCL deputy general secretary Malcolm Trobe said: “School funding is a postcode lottery.

In many areas, schools receive inadequate funding because of a historic grant system that does not work. Instead of reforming the system, successive governments have

tinkered with it and failed to fully resolve the problem. It means that many schools must struggle with resources which are simply not sufficient for the job they are expected to do.”

The ASCL are calling for a national fair funding formula, proposed at its annual conference, which will base funding on what schools actually need rather than the current system of allocation funding.

READ MORE: tinyurl.com/k6gb8vq

NEWS IN BRIEF Term time holiday ban unfair on poorer families

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The National Union of Teachers has warned that the new measures on taking students out of school during term time will price poorer families out of taking holidays. With holiday prices higher during school breaks and parents facing fines for removing pupils during term time, a proportion of parents can no longer afford family holidays. Christine Blower, NUT general secretary, said: “It shouldn’t be that the opportunity for a family holiday is the preserve of the middle classes. A week’s holiday can be a very positive thing in a child’s life, particularly if they won’t otherwise get one and will see their friends going on one.”

Number of persistent absentees down Fewer pupils are persistently missing school than ever before – and the number of pupils in this category has almost halved since 2010, figures reveal.

Government figures show the number of pupils regularly missing school in 2013 to 2014, classed as persistent absentees, is down nearly 200,000 over the last five years – the lowest level since comparable records began.

The number of persistent absentees has dropped every year since 2009 to 2010 – and has fallen by 46 per cent, from 433,130, over the period.

Last council run school in Norwich forced to become an academy Hewett School, the last council‑run school in Norwich, is the centre of controversy amid reports that it is being forced to become an academy by the government, following its placement into special measures last year.

More than 1,300 people have signed a petition saying the school should remain under local authority control, claiming the plans would see the school become an ‘exam factory’.

Last October’s Ofsted report found the school ‘inadequate’ in five of the seven categories investigated and demanded a ‘rapid and sustained improvement’.

READ MORE: tinyurl.com/proj58a

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FINANCE

NEWS IN BRIEF

Significant cuts to school budgets predicted by think tank A think tank’s pre-election report has claimed that schools face up to 12 per cent real-terms cuts over the next parliament, regardless of which party triumphs.

Despite a well protected school spending budget under the present parliament, the Institute of Fiscal Studies (IFS) believe that increasing pupil numbers and staff wages will contribute to the possible spending cuts, while teachers’ pensions and national insurance contributions could also be influential.

The IFS based its report on the Conservative, Labour and Liberal Democrats parties’ spending pledges, and is understood to have found a real-term reduction of seven per cent per child by the end of the next government. This grows to 12 per cent when the extra costs of teachers’ pensions, national insurance contributions and wage increases are included.

The report suggested that: ‘There are likely to be some significant cost pressures on schools’ spending over the next parliament. First, overall pupil numbers are expected to grow by seven per cent between 2016 and 2020. Second, the cost of employing staff for schools is likely to rise’.

Examination reforms retain media studies The often maligned subject media studies is to remain on the A Level syllabus beyond 2017, despite being considered a ‘soft subject’. Other subjects that have escaped the last wave of Michael Gove’s examination reforms are environmental science, electronics and engineering, however leisure studies, anthropology, travel and tourism and performing arts will no longer be offered for study or examination.

STEM qualifications benefit future female earning

Luke Sibieta, programme director at the Institute of Fiscal Studies and author of the report, commented: “School spending in England has been one of the most protected areas of public spending under the coalition government.

However, it is likely to be squeezed harder in the next parliament.”

READ MORE: tinyurl.com/o9y43mn

The future of education inspection debated A new peer-review system to allow schools to assess each other has been encouraged by a senior official during the Association of School and College Leaders annual conference. Sean Harford, Ofsted’s national director for schools, believes the move can be made which would see Ofsted’s role to focus on ‘moderate’ judgements. Although it would change Ofsted’s role it is seen as an important aspect in the development of school-to-school improvement.

Harford said: “If Ofsted is still around in 10 years’ time, the way we inspect and what we inspect would be very different in the type of school‑led improvement system envisioned in the ASCL blueprint.”

He continued: “I have very little doubt that during the five years of the next parliament, we will continue to see our education sector evolve further down the path towards a fully self-improving system.”

SYLLABUS

New GCSE History topic revealed A new History GCSE syllabus from exam board AQA will for the first time include topics covering the wars in Iraq and Afghanistan.

The redesigned course which will be introduced in 2016 will aim to explore issues that explain conflict and social change in the modern day. At least 40 per cent of the course will be based upon British history, ranging from Norman England to the War on Terror.

Mike Charman, who heads AQA’s History team, said: “History should help young people understand the world we live in today as well as the past. Topics like the wars in Iraq and Afghanistan have a huge impact on today’s news agenda and will continue to influence our lives for years to come.

“But of course students need to know about the more distant past too, so we’re continuing

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to offer a wide range of topics already popular with students and teachers – ranging from medieval and early modern times to the First and Second World Wars.”

The new course will also include a new section on the Historic Environment, where specific locations in the UK are studied to better understand its role in history.

Sites that are to be included are the Tower of London, Longleat House, Conwy Castle and St Paul’s Cathedral.

Charman commented: “While we won’t make it compulsory to visit any of them, many schools and colleges will have sites close by and we’re sure they’ll find it a great way to bring the topic to life.”

READ MORE: tinyurl.com/p9mwrmd​

New research has shown that gaining qualifications in science, technology, engineering and maths at A Level is likely to help girls earn more than a third in earnings than those who do not. The research, undertaken by consultancy firm London Economics, highlighted that A Levels in STEM subjects adds 33.1 per cent to female earnings compared to 7.8 per cent to a man’s. Data showcases an increase of 10,247 females taking STEM subjects at A Level since 2010.

European funding for 11 new schools in the North West The European Investment Bank (EIB) will support the construction of 11 new schools across the North West of England, as part of the Priority School Building Programme (PSBP). Building will commence in the next few weeks on existing sites in Blackpool, Wigan, Birkenhead, Chester, Stockport and Manchester, and will include the demolition of existing structures and the building of new classroom, canteen and administration facilities.

Jonathan Taylor, Vice President of the EIB, said: “Today’s agreement enables construction of new schools across the north-west of England that will improve education facilities and benefit local construction companies as part of the wider PSBP.” The £50.7 million funding is a further show of support by the EIB who have already agreed funding for seven new schools within the Home Counties and 12 new schools in the North East.

The European Investment Bank will provide around £274 million for the overall programme under a 25‑year lending‑agreement.

E Read more about the PSBP on p23 READ MORE: tinyurl.com/orxlgzc​

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

9

School Income Collection Research 2015 Key Results

10,000 parents and over 1,150 schools

9 out of 10 parents want to pay schools online

Parents want

Here’s why...

• To pay by credit/ debit card or through PayPoint

convenience to ensure money is spent correctly less risk to my child e.g. prevent bullying to get balance alerts

7 in10 schools intend to go cashless

• Receive balance alerts by text or email • Get more communication from school

65% already use PayPoint

Going Cashless... intend to go cashless will not go cashless already are cashless in the process

only

7%

of parents wanted to pay by cash or cheque

• Schools without PayPoint will not go totally cashless • Only 5% of schools with an online payment system still collect cash for school meals • 30% increase in uptake in year 3 and above paid meals

in partnership with

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FINANCE

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Cashless Schools

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Why, in today’s technology driven society, have all schools not gone completely cashless? Caroline Wright, director of the British Educational Suppliers Association, examines the situation

PAYMENT OPTIONS So why are we seeing this differential between the desire and reality? And why, in today’s technology driven society have all schools not gone completely cashless?

The answer sadly lies in the fact that there is a far-reaching misunderstanding of the payment options available to parents.

For those parents who prefer to pay in ‘cash’, systems such as PayPoint have now been introduced. PayPoint enables those who prefer to use cash to pay for their utility bills

and school payments without students and BENEFITS OF CASHLESS the school having to receive, handle and The benefits of direct cashless payments to manage this cash. This system is available both parents and schools are numerous. Cash in over 27,000 outlets and located within a brought into schools by students can get lost mile of 95 per cent of the UK population. or stolen, and can even encourage bullying. It In fact, when we look at the survey also becomes very obvious which children are data from 334 schools which are either eligible for free school meals (FSM). Indeed, not aware of PayPoint, or do not offer the the LACA survey revealed that 4.9 per cent of functionality at the school, only one per cent those entitled to a free meal do not take up of these schools are fully cashless and 50 their entitlement possibly due to parents not per cent stated that they would not wanting their children to face potential go completely ‘cashless’ and embarrassment and discrimination.

By would always accept cash.

On top of this, hundreds of The misconception and hours of administration ing o g s l o familiar argument against time is spent receiving, o h , sc removing the option handling, recording and ashless d that c e to pay with cash is managing the cash. t r o rep time n that not every parent In many schools using o i t a r st i h n s i a is happy or even able a cashless payment m c d a d with ced system, a £15,000 e t to use the internet to a i c o u ass make payment; either per annum saving in had red er e m o c because they received administration time and p n i 0 8 their income in cash, cost has been calculated. by up ton some don’t have secure internet Trudy Taylor, school nt i e c access or potentially because business manager at cases of financial difficulties. So many Oakfield CE Primary School, a schools, over 50 per cent, think that user of SIMS Agora, said that using they can never go cashless because they have its cashless system: “gives our school a a social demographic of cash based payers, cost‑effective way to collect parent payments and will therefore always have to accept and reduces the handling of cash and cheques cash even if they do offer online payments. in the school office. This is saving us a lot The vital fact that is missed by these schools of time previously spent counting money is that those same parents can and probably and handling banking administration.” already do use PayPoint to make a huge As Anne Bull, chair of LACA and head of range of payments such as utility bills. Added school facilities at Rhondda Cynon Taf Council, to this, 3G/4G internet access via mobile explains: “It reduces the chances of sweets phones is becoming increasingly accessible. and junk food being purchased on the way to and from school – something which parents also flagged as a concern in our research.”

Written by Caroline Wright, director of the British Educational Suppliers Association

In November 2014, a survey of 10,000 parents carried out by LACA (formerly the Local Authority Caterers Association) and distributed by schools online payment provider ParentPay, revealed that 90 per cent of parents preferred making cashless payments to their children’s school.

Clint Wilson, LACA Partner and ParentPay CEO, commented: “This is the third year in a row parents stated a strong preference to make cashless payments to schools, not surprising considering the huge growth in online banking and e-commerce in recent years. Alongside convenience, parents stated it was important that they knew that their money reached the school safely and was spent in the way they intended.”

In 2004, Croydon Council became one of the first local authorities to adopt a fully cashless system. Through ParentPay, Croydon Council clearly demonstrated the time cashless systems can save and the increase in free school meal uptake it provoked; the cashless schools revolution had begun.

Encouragingly 70 per cent of 1,150 schools surveyed by ParentPay, in February 2015, have taken the first steps towards introducing an online payment system, although only 16 per cent of said that they offer a fully cashless payment system. Commonly the full benefits have not yet been realised, with schools still welcoming children to bring cash into schools, and queuing to pay the money into an online payment system.

ADMINISTRATIVE EFFICIENCY Maria Tillett, business manager at Theale Green Community School, joined the school from a background in banking. Immediately surprised by the amount of administrative time that was taken up by collecting money, Maria now has over 85 per cent of parents E

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11

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FINANCE  paying online through Parent Pay. Coupled with the administrative efficiencies and related cost savings, the school has seen a tremendous increase in those students accessing FSM, from 50 per cent to 95 per cent uptake, as they no longer feel stigmatised.

MEETING NEEDS By incorporating cash collection systems such as PayPoint, schools can still meet the needs of all parents, including those who prefer to pay in cash, while realising the benefits of not having children bring the money directly into school. Schools can become ‘fully cashless’ and remove the need for parents to send cash or cheques to school to pay for school dinners, clubs, trips, fees and other services.

Schools that have given parents truly cashless payment facilities have in return seen increased uptake in school meals and vastly reduced administration burdens.

Marianne Lewis, who was responsible for commissioning the cashless project for Croydon Council added: “Schools reported that administration time associated with cash income had reduced by up to 80 per cent in some cases, enabling them to redeploy financial and administrative resource to more important tasks in their schools.”

Monica Morley, school business manager, and Sara Smithdale, senior finance officer

at St. John Payne Catholic School in Essex, explain why the school went fully cashless: “Back in 2008, the time required for collecting, reconciling and banking cash and cheques was almost becoming unmanageable; we had to do something to tackle this issue.”

OTHER CONSIERATIONS So if a payment system with PayPoint functionality incorporated removes any of the potential barriers to adoption, are there any other considerations? The only other issue is the cost. Payment systems have to be purchased and PayPoint does carry a small transactional charge. However, with the significant financial benefits realised due to the reduction in administration time, the argument against going completely cashless starts to disappear.

There are, however, considerations that schools can make the when investing in a payment system. We recommend making a business case – it can be a good idea to carry out a simple cost analysis based on the time it takes administrators to collect payments and manage the cash. Suppliers should be able to provide case studies and referrals that may support your arguments.

Decide on your final objective and build a strategy for achieving this. Ask the supplier to provide evidence of what is realistically achievable and check this by

contacting schools already using the system.

Additionally, build a quote comparison between suppliers, but remember you need to encompass the total cost of ownership; including any annual costs, training and support. What’s more, consider if the solution offers socially inclusive payment options.

Cashless Schools

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NEXT STEPS Ensure your chosen system offers a secure Payment Collection Service to avoid the dangers of collecting money from parents’ debit/credit cards. However, if you do chose to go this route, find out if you will need to pay transactions costs for ‘every’ single item / related payment that is purchased by parents on your system.

Furthermore, ensure your system allows you to record and report on Universal Infant Free School Meals (UiFSM), Free School Meals (FSM) and paid for meals. A good system will offer a broad reporting functionality including income reconciliation, electronic payment receipts, audit trails and banking reports.

Providing balance alerts to parents can help reduce the need to chase parental debt and we recommend checking the financial stability of your preferred supplier and that they and their products meet Data Protection and PCI Data Security Standards and regulations. L FURTHER INFORMATION www.besa.org.uk

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HEADTEACHERS

Ian Bauckham of the Association of School and College Leaders explains the thinking behind the new headteacher standards and the role they play in the emerging school-led and self-improving system Education, education, education – many of us will remember, with varying degrees of fondness, Tony Blair’s mantra for his priorities in government. How would we articulate the priorities today within education? Leadership, leadership, leadership would be one contender.

Schools are taking on markedly more autonomy under the academies programme, multi-academy trusts (MATs) are springing up around the country, and all the talk is now of a ‘self-improving and school-led system’.

This throws the spotlight more sharply than ever before on to the quality of leadership in our schools. In a system where the responsibility is on individual schools or groups of schools to deliver high standards of education, without local or national government interference, then the leadership of those schools becomes central.

It was with this renewed focus on school leadership that the government last year commissioned a group of practitioners from across the sector to review the headteacher standards, which had first been written back in 2004. In the spirit of the self-improving system, the review panel was composed entirely of professionals in

leadership roles of different types in schools, colleges, MATs, and nurseries. The brief was to produce a set of standards which built on the 2004 version but which reflected the changed priorities in 2014. The revised headteacher standards were published in January this year. The first point which exercised the group was who the standards were for. Unlike the teacher standards, they are not mandatory, and any employer is free to use, adapt or ignore them as they see fit.

So, the prime users of a set of headteacher standards is the employer of the headteacher.

It is intended that the standards help to shape roles and job descriptions, to design person specifications, and to inform target setting and performance management.

SETTING STANDARDS Getting a set of standards that would work for all types of employers and headteachers in all phases and contexts would require the standards to be very strategic – operational details would inevitably vary from one context to another so could not reasonably be built into the standards.

Employers are, however, not the only users of the E

A d renewe hool sc focus on last year ip leadershgovernment saw the mission com ners to practitioadteacher e review hndards sta

The headteacher standards The revised headteacher standards, created by the profession, for the profession, are designed to empower and inspire heads, drive aspiration, promote excellence and reflect the greater decision-making powers heads now enjoy.

A review of the existing 2004 standards was conducted last year, led by Dame Dana Ross-Wawrzynski and assisted by other leading members of the profession with the aim of defining leadership standards that are applicable to all headteacher roles in the current educational landscape.

Rather than simply creating a set of baseline standards, the new ‘standards of excellence’ set out the skills, knowledge and behaviour headteachers should aspire to.

This includes raising the bar for all pupils, overcoming disadvantage and instilling a strong sense of accountability in staff for the impact of their work on pupils’ success.

The standards also include boosting teacher quality through high-level training and sustained professional development and identifying talent and coaching current and aspiring leaders of the future.

Written by Ian Bauckham, the Association of School and College Leaders

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HEADTEACHERS  headteacher standards. The 2004 version was widely used to inform and underpin leadership training and development work. The review group felt strongly that the new standards should serve a similar purpose. It is hoped that leaders at all levels, and aspirant leaders, will be able to use the headteacher standards to help them understand the requirements of leadership in our fast-developing school system, and to identify areas for their own further development as emerging leaders.

EXPECTATIONS Given this difference of approach between the teacher and headteacher standards, we needed to spell out clearly some possible inappropriate uses for the headteacher standards.

While teachers are expected at all times to meet all aspects of the teacher standards, it would be inappropriate for employers or performance managers to insist that headteachers fully meet every point of the headteacher

It was with renewed focus on school leadership that the government last year commissioned a group of practitioners from across the sector to review the headteacher standards, which had first been written back in 2004 HEADTEACHERS There is a wider audience as well for these standards, namely the general public. It was felt strongly by the panel that this was an opportunity to communicate to a wide audience the importance of the role of headteachers. That is the purpose of the preamble which begins: “Headteachers occupy an influential position in society and shape the teaching profession. They are lead professionals and significant role models within the communities they serve.”

It is hoped that this can be used to raise further the profile and status of headteachers in their communities and nationally.

The new headteacher standards are intended to be part of a ‘suite’ of standards which most notably includes also the standards for teachers. However, there is an important difference between the two sets of standards. The teacher standards are written to be a universally usable set of fundamental requirements for effective teaching. While they are interpreted differently according to the context or experience of the teacher concerned, they do prescribe a set of expectations which all teachers must meet at a level appropriate to their phase of development.

The review group for the headteacher standards, by contrast, wanted a different approach to the standards they were writing. It was felt very strongly that, given the absolutely pivotal role of leadership in schools, and particularly in the school-led and self-improving school system, we needed a standard of leadership excellence, not a minimum acceptable level of performance.

This is because it was recognised that there is already exceptional leadership in our education system, and we wanted the standards to be a vehicle for capturing that excellence and disseminating and universalising it across the system.

standards to be considered effective.

That is why the headteacher standards specify that they should not be reduced to a checklist of individual ‘competencies’, but rather should be taken as a whole and used to inform and underpin an approach to continuous leadership development.

Performance managers should not set targets against all the points of the standards, but rather take a view of the development of their own school leaders in the context of continuous improvement and identify priority areas for the next stage, informed by the standards as a whole.

The feedback has been positive, and, encouragingly, most positive of all from those most engaged in wider system leadership.

One CEO of a large, growing and successful MAT commented that the standards were the most authentic and resonant description of leadership work he had seen. That is not to say there is not training and familiarisation work still to be done. In particular, governing boards need to be made more fully aware of the standards, especially for recruitment and performance management, and those headteachers who are anxious about what the aspirational character of the standards will mean need to be reassured and helped to understand the purpose and context.

UNLEASHING GREATNESS Finally, having referred to professional leadership development in the light of the headteacher standards, it may be worth reflecting on what professional development looks like in the emerging school-led and self-improving system.

The most important thing to say here is that the system collectively needs to take fuller ownership of its own professional development needs, and move away from a mindset which assumes that an external agency will take the lead. Increasingly, it will be called on to envision its own standards of excellence. While

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1. Hold and articulate clear values and moral purpose, focused on providing a world-class education for the pupils they serve.

2. Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their pupils and staff, and towards parents, governors and members of the local community.

3. Lead by example – with integrity, creativity, resilience, and clarity – drawing on their own scholarship, expertise and skills, and that of those around them.

4. Sustain wide,current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development.

5. Work with political and financial astuteness, within a clear set of principles centred on the school’s vision, ably translating local and national policy into the school’s context.

6. Communicate compellingly the school’s vision and drive the strategic leadership, empowering all pupils and staff to excel.

This is the first domain of the National Standards of Excellence for Headteachers. To view the other three, Visit www.gov.uk/government/ publications/national-standards-ofexcellence-for-headteachers there is a role for national agencies to support school-based professional development, this is unlikely to be government directly in the future, including in the form of the National College for Teaching and Leadership.

The aspiration is for professionals themselves to shape professional and leadership development, perhaps through the growing movement for a profession-led College of Teaching. A profession which limits its ambitions to compliance with government requirements can never be a great profession.

The teaching, and school leadership professions increasingly will be called on to take ownership of what is needed to achieve excellence. There are challenges here for government too, which will need to resist the temptation to micromanage. As Joel Klein remarked: “You cannot mandate greatness, you have to unleash it.” L

FURTHER INFORMATION www.ascl.org.uk

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SUSTAINABILITY

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EDUCATING FOR THE FUTURE Teaching the next generations about climate change can feel overwhelming, but it needn’t be if teachers take a positive, solutions-based approach, advises CAT’s Kim Bryan

challenge of education about sustainability issues without frightening students, so it is really important to be clear about the facts and make sure that you put people on the path to finding solutions.”

THE CHALLENGES In recent years, sustainability has taken more of a toe-hold in the formal education sector, though this is continually under threat. It is now included in some core subjects like science and geography, and as a cross-curricular theme. Inspectors look for it not only in teaching, but also in grounds and campus management, and through work with the wider community.

Yet there is still a sense that there is more on paper than in practice, and what action there is can be misguided. Even teachers and tutors with a passion for it find keeping up with the fast-paced changes difficult. Imagine juggling this with all the other pressures coming thick and fast from White Hall. It’s rarely the fault of the teachers that sustainability is often delivered inaccurately or superficially.

There is often much enthusiasm for all things green among teachers, tutors and learners. Yet mixed media messages and inadequate guidance can leave education for sustainability in a muddle. Students learn

Written by Kim Bryan from the Centre for Alternative Technology

In November 2014, the International Panel of Climate Change Scientists, the world body for assessing science related to climate change, published their latest report. It concluded that human influence on the climate system is clear and growing, with impacts observed on all continents. If left unchecked, climate change will increase the likelihood of severe, pervasive and irreversible impacts for people and ecosystems. At the moment, if we carry on pumping carbon into the atmosphere, as we have being doing, the earth is on course for a more than four degree temperature rise. However governments have said that we need to limit temperature rise to two degrees in order to prevent catastrophic climate change events.

Although it is easy to feel overwhelmed, the work of the Centre for Alternative Technology (CAT) and many others has shown that we have the means to limit climate change. The solutions are many and allow for continued economic and human development. All we need is the will to change, which needs to be motivated by knowledge and an understanding of the science of climate change.

This is where education for sustainability comes in, teaching the next generations about renewable energy, energy efficiency, land use and what a zero carbon future might look like.

Julie Bromilow, education officer at CAT, said: “It is easy to be overwhelmed with the

on Educati for ability sustain ch the can teaerations n next ge enewable about ry, energy energ cy, and efficien use land

that importing food from overseas can lead to excessive emissions but that importing Fair Trade produce is good. Eager eco committees have targets to recycle even more.

The Education for Sustainable Development (ESD) movement is often in a similar tangle. There has been so much agonising over terminology that the Welsh Government tacked Global Citizenship on to the end of ESD fearing that environmental concerns would otherwise be prioritised over humanitarian ones. Maybe learners will not be able to cope with the trauma of discovering the terrible impacts of climate change. Perhaps it is this which has prompted a recent move away from the issues, and towards developing ESD (GC) as a learner centred initiative, focusing more on the development of skills and values than on the acquisition of knowledge.

Whilst educators at CAT embrace the recent enthusiasm for developing skills, values and critical thinking, is important to allow learners time to reflect, question and debate. Yet to concentrate on skills and values alone would be foolish. Without accurate information, there is no substance on which to make those well informed decisions towards which critical thinking leads. Effective sustainability education therefore, needs also to be grounded in science, whilst recognising that science itself is an evolving process. E

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SUSTAINABILITY  THE CAT APPROACH CAT is a solutions-based organisation, and staff attitudes are an example of the effect of this. Despite being well informed about the gravity of environmental degradation, pro-active involvement with the solutions leads to a buzz of positivity. In 2009 The Cambridge Primary Review drew similar conclusions. They said: “Pessimism turned to hope when witnesses felt that they had the power to act. Thus the children who were most confident that climate change might not overwhelm them were those whose schools had decided to replace unfocused fear with factual information and practical strategies for energy reduction and sustainability.”

Learners too need to engage with positive solutions. Work like Zero Carbon Britain has been crucial to informing their education programmes. The work of the organisation as a whole, running Msc courses, short courses for adults, the visitor centre and information service, bring us a wide range of specialist issues and advancements into educational development. As an organisation CAT believes that the technology and resources for a sustainable future exist, and that it is only the lack of political will and distribution of these resources that prevents achieving it. This influences their teaching, allowing us to unpick the challenges and move towards solutions.

IN ACTION Recycling is omnipresent in much sustainability education but is it really a solution? When the subject is raised at CAT, learners are given some products – a recycled paper notebook and a newspaper, a fleece hat and a plastic drinks bottle, and a challenge to work out what happens in the recycling factories that process one item into the other. They soon conclude that recycling is an energy intensive process, far behind reducing and reusing in the order of environmental priorities. By analysing what the problems are we can work out how to solve them.

One of CAT’s sustainability activities uses picture cards showing different stages of the production chain such as factories, woodlands

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There is often enthusiasm for all things green among teachers, tutors and learners. Yet mixed media messages and inadequate guidance can leave education for sustainability in a muddle or oil rigs to investigate familiar products such as chocolate eggs or mobile phones.

It helps them appreciate the wider impact and complexity of everyday products and activities. The aim is not to produce guilt but to concentrate on ‘detective skills’ – sequencing, interconnectivity, and cause and effect.

Learners realise how these skills can be used to compare activities and products, and to discover those with lower impacts rather than just being horrified by the high impact ones.

They also need the opportunity to develop their own ideas for reducing the impact of what they’ve been investigating. This gives them a sense of empowerment and optimism when it comes to addressing serious issues.

It is vital in sustainability education to give space for learners to develop their own visions for a sustainable future whilst reminding participants about the issues underpinning the need for change – climate change, peak oil, global inequity and the financial cost of fossil fuels. Role playing is a great way of allowing people to develop their opinions. For example, at CAT different activities ask students to represent government departments. Their task is to develop a zero carbon scenario for their sector – transport, agriculture for example – and to present their proposals in whatever media they wish. Each presentation is questioned and challenged by their peers, and the ensuing debate is always passionate. They raise important issues such as tension between legislation and incentives, carbon taxing, the combination of hi-tech and low‑tech solutions, localisation and urbanisation, and the pressures on available land resources.

EDUCATING FOR THE FUTURE Allowing learners to develop their own scenarios before explaining the position of

CAT, is mutually beneficial. It lets educators know what knowledge gaps need to be filled – for example, they often only refer to solar, wind and hydro, and assume that nuclear will regrettably be necessary. It is important to look for ways to expand the knowledge of technology quite significantly, particularly when it comes to bio kerosene, tidal stream, and anaerobic digestion.

Learners also develop ownership of and care for the plans they have worked hard to create, and are more likely to remember the experience than if they are simply given lots of information from the beginning. They have developed analytical, geographical, numerical, critical thinking and debating skills. And finally they are keen to find out what CAT concluded when going about the same Zero Carbon Britain research process.

Educating for the future needs to be solutions based and forward looking. It is important to be honest about the extent and gravity of the problems, and help learners analyse how these problems have come about. It also necessary to allow time to reflect and debate the issues, and to express how they feel. Making sure learners develop and discuss their own solutions, which educators can advise on and expand with their own sustainability knowledge. In this way students are equipped with the necessary skills, values and knowledge to shape their roles in preparing for life in a sustainable world.

In the words of one London based sixth‑former: “Even if it is all worthless, too late, it is still worth doing what we can – having a purpose makes life exhilarating.” L FURTHER INFORMATION www.cat.org.uk

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FUNDING

REBUILDING THE SCHOOL ESTATE

Lees Brook School rebuilt by BAM Construction under the PSBP

With the Priority School Building Programme in full swing, Education Business looks at some of the schools that have opened, and reports on a new funding stream coming from Europe 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 to replace Labour’s Building Schools for the Future Programme.

In May 2012, the first batch of 261 schools from across the country were confirmed as eligible for the funding and in May 2014, the government announced phase two of the programme worth £2 billion. In February 2015, the government confirmed which schools (277) would receive a share of the second-round funding.

As of January this year, 16 schools from the first phase were open and operating, while 55 are under construction, with the remaining schools fully involved in planning and development stages.

NEW OPENINGS Ernesford Grange Community Academy and Riverbank Academy in Coventry, which share the same premises, have reopened after their old buildings were rebuilt under the first phase of the Government’s Priority School Building Programme (PSBP).

The £20 million redevelopment project by Wates Construction comprised a new single‑storey SEN school and a three-storey secondary academy.

Ernesford Grange Community Academy

was one of a number of secondary schools in Coventry that were awaiting a new building as part of the Building Schools for the Future programme. But the promised rebuild was cancelled in 2010 after the programme was scrapped. Ernesford Grange Community Academy is the first of those which lost their previously agreed funding to get a complete rebuild.

Head Chris Dennington said: “It is as if all my Christmases and birthday have come at once.

We’re now all under one roof and we don’t have to go outside to get from one lesson to another.”

Student leader Lucy Ellis, 14, said: “It’s much bigger and spacious rather than everybody being crowded together.”

Ernesford Grange takes students aged 11 to 19 and the capacity of the new E

With a focus ing ild on rebuools in the sch of repair, ed most neiority School the Pr Programme Buildingtroduced in was in st 2011 Augu

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

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FUNDING  school building is 1,025. The co-located SEN school Riverbank Academy has a capacity of 150 pupils from the same age range.

NEW BUILDING FOR DERBY SCHOOL Lees Brook Community School in Chaddesden, Derby opened its new £12m PSBP school in November 2014.

It was due to get a new building under the Building Schools for the Future project, which was worth double the money, but it was cancelled following the change of government.

“The school had a project worth £23m cancelled when the Building Schools for the Future programme was cut short,” explained BAM project manager Adrian Moss.

“We had to understand their expectations and manage these while delivering a scheme with almost half the budget.”

But head teacher Phil Dover said: “Despite the dip in money, I feel that we have acquired a compact and very modern school with features, such as a library, we have not had for years.

“There will also be possible additional computing features such as tablets for pupils in the future and wifi across the school, as we become a more digital school.”

The school’s existing sports hall has been refurbished and enhanced with extra dance and gym resources to create a community use area.

NEW SITE FOR ARTS COLLEGE Hill Top Specialist Arts College in Gateshead is a special school which has a strong specialism in the arts, gaining specialist arts college status in 2010.

The new £4.4 million PSBP rebuild by contractors Sir Robert McAlpine comprises of specialist teaching areas, a new performance hall, sensory rooms and a post-16 facility.

Becky Harrison, Executive Headteacher at Hill Top Specialist Arts College, said: ”We are absolutely delighted with the new school build and feel the building will now truly reflect the high quality of teaching and learning, as well as further enhance it for pupils and staff. We know the new school will be a happy and healthy environment that will inspire all and further raise aspirations and achievement.

“The new school enhances the opportunity for community use and we look forward to sharing this excellent provision

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with the local community, particularly as the landscaping is completed.”

SECOND ROUND FUNDING When announcing the 277 schools that will receive money through the second round of funding, Education Secretary Morgan said: “This announcement is a major step towards ensuring all children no matter what their background and no matter where they live have access to the best possible schools and learn in an environment that gives 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 E

“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” Nicky Morgan, Education Secretary Lees Brook Community School in Chaddesden, Derby opened its new £12m PSBP school in November 2014

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

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The Deepings School in Lincolnshire is one of the 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 provision will now reflect the innovation and high aspirations of our teaching practice.”

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 twice 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 said: “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.”

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

The EIB to ted is expecnstruction co supporttotal of 46 of a primary e t a t s new econdary and s nder the u schools initiative PSBP

STILL WAITING However, many schools have been left frustrated after being confirmed as eligible for a rebuild under the Building Schools for the Programme, but turned down by the PSBP. The Shildon Campus of Greenfield Community College in County Durham missed out back then, along with along

Whitmore Park Primary School: the first PSBP school to be opened

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Whitmore Park Primary School in Coventry opened on 1 May 2014 and was the first completed project under the Priority School Building Programme. It had its run-down, old school building completely rebuilt in just 11 months.

The £5 million Whitmore Park project comprises a new build primary school for 630 pupils with a 39-place nursery. The two wings share a central hub comprising the entrance, studio and hall, making it an efficient and effective design.

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The former building dated back to the early 1950s and is one of several city primary schools built with metal originally destined for the aircraft industry.

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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.”

Lees Brook Community School’s rebuilding scheme had a budget cut but BAM managed expectations with half the allocated fund

EUROPEAN FUNDING The European Investment Bank (EIB), the lending institution of the European Union owned by its Member States, is supporting England’s plans to improve its school estate by giving long-term loans to schools whose buildings are in a bad state.

It is expected to support construction of a total of 46 new state primary and secondary schools under the PSBP initiative and provide around £274 million of overall support.

The loans will be for around 25 years and represent around 40 per cent of the overall project cost. E

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

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FUNDING  Jonathan Taylor, European Investment Bank Vice-President, said: “The European Investment Bank is committed to supporting long-term investment that improves education across Europe and in the UK thousands of primary and secondary school pupils, and students in higher and further education have benefited from investment in better facilities and modern learning environments following EIB backed education projects.”

So far, 12 new schools in the north east of England, seven new schools in the Home Counties, and 11 new schools in the north west will be rebuilt thanks to the loads.

The 12 schools in the north east to receive a share of £46.3 million of loans are Mandale Mill in Stockton on Tees, Hylton Castle Primary and Shiney Row Primary in Sunderland, and Lingey House, Roman Road and Front School Community Primary schools in Gateshead. The six secondary schools are Bedlingtonshire Community High and The Duchess’s Community High schools in Northumberland, Laurence Jackson School in Redcar and Cleveland, Longbenton Community College in North Tyneside and Seaham School of Technology in County Durham.

Jonathan Taylor said: “Children in North Tyneside, Northumberland, Gateshead, Sunderland, County Durham, Redcar and Cleveland and Stockton on Tees will enjoy better schools in the years to come from

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HOME COUNTIES & NORTH WEST The seven schools in the Home Counties that will benefit from £63.3 million EIB loans include five in Hertfordshire, Kings Langley School, Westfield Academy in Watford, Bishop’s Hatfield Girls School, Goffs School in Cheshunt and Longdean School in Hemel Hempstead. Reading Girls School and Stopsley High School in Luton will also be supported under the new initiative.

Meanwhile, 11 schools in the north west will receive their share of £50.7m from EIB loans to have their buildings rebuilt. The schools are South Shore Academy in Blackpool, the Deanery Church of England High School in Wigan, Ridgeway High School in Prenton, Blacon High School in Chester and Neston High School. The six primary schools include Hawes Side Primary School in Blackpool, Dee Point Primary School and J.H. Godwin Primary School in Blacon, Bedford Drive Primary School in Birkenhead, Bridge Hall Primary School in Stockport and Plymouth Grove Primary School in Chorlton on Medlock, Manchester. L FURTHER INFORMATION tinyurl.com/ptp5za6

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Catering

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The Dining Dilemma – How can we streamline our lunchtime to feed more children in less time?

Since the arrival of the Free School Meals initiative, many schools have found that they have to cater for more pupils every day, putting pressure on the whole lunchtime procedure. Lunchtimes are lengthening out which is encroaching on the school day and occupying the hall for longer each day.

Some schools are fortunate in having enough space (both in the hall and for storage) to simply add more dining tables to their layout, thus catering for the increased numbers. For most schools, however, space is so limited that additional furniture isn’t an option so, as a result, lunchtimes with multiple sittings have had to become the norm, albeit with headaches.

So do schools have to live with their current capacity limitations or is there another option? Is it possible to increase the dining capacity to get more children sitting comfortably for lunch and still save time? The answer is yes; help is at hand.

The new generation of ‘smart’ dining

furniture is here and it’s all about space efficiency - schools love it. It gives increased dining capacity, takes up less space in use, and stores in half the space of traditional school dining furniture. It’s quicker and easier to set up and put away, saving hours of time and effort each week. The hall can be used for activities for longer every day. In addition, schools benefit from a vibrant, safe, quiet and socially inclusive dining environment.

Take Versa’s Wall Pocket system for example. This innovative table and seating system houses tables and benches that seat from 20 - 80 children per pocket. Once lunch is over, the tables and benches fold

up into the slim pocket on the wall in a matter of seconds. There is no need for any other storage space as the system stores itself.

If you prefer fully-mobile furniture then take a look at Benchmark – the world’s most space-efficient mobile dining unit. Benchmark tables seat up to 20 children and fold to just 29cm wide in one easy action. It is fully mobile and nests neatly together taking up much less room. It is proving hugely popular in the UK with dozens of schools taking advantage of increased capacity that stores in much less space.

So if your dining procedure is taking longer than you’d like, or if you need to get more students or furniture into your existing space then talk to Versa, the home of optimised dining spaces. The company’s space-planning consultant will come to you, understand your needs and constraints, and find a solution that’s guaranteed to work.

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EDUCATION BUSINESS MAGAZINE | Volume 20.3

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DINING AREAS

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IT’S NOT JUST WHAT YOU EAT BUT WHERE YOU EAT IT

With the launch of free school meals for all infants last September, the issue of catering for much bigger numbers at lunchtime has become a priority for schools up and down the country.

But it’s not just infant schools that need to think about how their kitchens and dining rooms will accommodate more children eating school meals. Junior and secondary schools need to pay just as much attention to this issue if they’re going to build on the legacy created by free infant school meals, making sure that children continue to opt for school meals – even when they have to pay for them.

AN ENVIRONMENT TO EAT IN When I’m visiting schools it’s clear that a huge part of the lunchtime experience isn’t so much what food the children eat, but where they eat it. We carried out some

research with pupils on this a few years ago, can have the tastiest menu in the world but if with some intriguing results. When you ask pupils can’t enjoy it in a pleasant space then a young person – particularly at secondary they won’t flock to the dining hall to eat it. school – about the most important aspect It’s easy to assume that making the school of their lunchtime, the feel of the dining dining area the go-to place at lunchtimes space often comes up as more important means a big financial investment. But a than what was on the menu. If young people careful assessment of the issues before don’t find the dining area appealing; if they you take any action can help to keep costs have to queue for a long time or couldn’t down while making a real difference. get a seat, they simply won’t eat there.

That’s why a big part of our work in helping TOP TIPS schools to improve and develop Take time to eat in the dining area yourself their school catering and think about how it feels to you as services is focused a customer. Watch how the room is You on improving working for pupils – there may be e the dining common patterns and problems, can hav menu environment – such as lighting, overcrowding t s e i t for infant, junior and queuing, which aren’t the tas orld but if w and secondary apparent unless you eat in the n e i h t t i n i oy j n e age pupils. You canteen yourself. E t ’ n a

Written by Jeremy Boardman, The Children’s Food Trust

Welcoming dining areas are as important to school meal success as delicious and nutritious food.

Jeremy Boardman of the Children’s Food Trust offers tips for making your canteen a lunchtime magnet for pupils

pupils c nt space then a a pleas won’t flock they ining hall to the deat it to

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DINING AREAS

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Simple ways to transform your dining area

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Take time to eat in the dining area yourself and think about how it feels to you as a customer.

Ask pupils what sort of dining room they’d like. A simple questionnaire, created with their input, can be all you need.

Try improving the layout of tables and chairs and consider other suitable dining spaces.

Ask children to serve themselves. This approach can help them control their own portion sizes and reduce waste too.

Give other children responsibilities for setting tables, collecting their own cutlery and clearing their own plates.

Introducing tablecloths and replacing plastic plates, knives and forks with proper crockery and cutlery can have a positive impact.

A dull and dismal paint job can be brightened up relatively inexpensively.  Ask pupils what sort of dining room they’d like. A simple questionnaire, created with their input, can be all you need. Make sure it asks them what it is they don’t like about their dining area, and what would be on their wish list for the perfect dining space.

Try improving the layout of tables and chairs and consider other suitable dining spaces. One school we’ve worked with asked pupils for design ideas to transform four old classrooms into dining spaces, each with 40 seats, and at low cost. Pupils loved this sense of ownership.

Ask children to serve themselves. Even most infants can manage this.

This approach can help them control their own portion sizes and reduce waste too. Schools are often surprised by how well this can work.

Give other children responsibilities for setting tables, collecting their own cutlery and clearing their own plates. One school we’ve worked with found this saved 20 minutes of staff time every day.

CHANGING ON A BUDGET One of the things which makes a big impact can be introducing tablecloths and replacing plastic plates, knives and forks with proper crockery and cutlery.

Think about the things on their list which you can fix easily. A dull and dismal paint job can be brightened up relatively inexpensively – get your art department working on a personalised mural for a dining room wall.

Remember that pupils often respond most positively to dining spaces which reflect the places where they spend time on the high street. Don’t assume you have to spend a lot to create a high street look – gather ideas from pupils first, and then think about what you can do with any budget you have. If your budget is small or non-existent could you ask the school to focus part of its fundraising efforts on the dining area?

The most important thing to remember is that with school food, one size never fits all. We’ve worked with schools with no budget, using older furniture in a new and creative way, to those raising thousands of pounds for a full overhaul designed by their pupils.

These schools are setting off from different points but what they all have in common is an understanding that a good school dining experience is more than just the food. They also agree that it all starts with really listening to what pupils want from their dining space.

Investing time to improve your school’s dining space so it’s as good as the food you serve will always reap big rewards. And with Ofsted confirming that the new Common Inspection Framework will include a focus on approaches to helping children eat well and the canteen atmosphere and environment, now is the time to get prepared. L FURTHER INFORMATION www.childrensfoodtrust.org.uk

Remember that pupils often respond most positively to dining spaces which reflect the places where they spend time on the high street.

If your budget is small or non-existent could you ask the school to focus part of its fundraising efforts on the dining area?

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ICT MANAGEMENT as, ‘with your expertise and based

WHO’S IN CHARGE OF IT?

Technology is constantly evolving and schools need to keep up with the digital revolution. But who should manage IT services? Rob Curran, member of the ICT association Naace, offers advice to schools concerning choosing an ICT service provider and how to manage their services in the most effective way According to an Ofsted report on The Importance of ICT – Information and communication technology in primary and secondary schools, 2005/2008 it was found that: ‘Using ICT was contributing positively to the personal development and future economic well-being of pupils and students. It developed their skills of working independently and co-operatively and was in most cases motivating and engaging.’ But who should manage these services? Teachers and school leaders already have a busy workload and are constantly adapting to changes in the curriculum.

At Naace (the national association for everyone promoting learning with technology in a connected world) we tend to work directly with school business managers. We understand there are huge advancements in technology that are needed for the classroom, but the bottom line is that any IT investment, whether it’s in the classroom or in the school, has to be targeted on some kind of outcome and the majority of business managers tend to be responsible for the IT. But what they get is a domain that is driven very much by technical people; people who talk in technical language and technical acronyms and actually tend to be a little bit blinded by what technology actually

is. Now that’s not the fault of the people around them because you do need technical experts managing your IT system. You need technically driven service providers leading the way. The difficulty for business managers is knowing what it is they’re actually spending their budget on and whether they are getting value for money. So we always encourage business managers to take an output approach to what they want, rather than an input based approach.

This means that they need to be focused on the outcomes; what is it you want the technology to do and how will it benefit your school’s needs? Quite often there is a lot of temptation, especially for technical people to get carried away with various gadgets and widgets with all the flashing lights, but in reality those products might not be what the school needs, even if they are the most advanced products out there. School managers should ask if the service they are going to spend money on will provide a network that runs smoothly and whether it will service the school’s needs. For example; will it give the school a solid infrastructure upon which they can roll out 60 iPads?

A PARTNERING AGREEMENT It’s important that when dealing with service providers you ask the right questions; such

partnership with a provider. If you work together and share what your expected outcomes are, as opposed to telling the provider that they can decide the best options for you, then it will result in the school getting the best ICT solutions. It’s quite a lot of work and a hard approach but if you start that way then you’re already on the right track for a proper partnering agreement. So work with service providers that show interest in your school’s needs and not with one that’s just trying to sell the best IT or technology product.

From our work with schools we find that most business managers are open‑minded and want to embrace that approach.

Another point to note is that quite often, school business managers and schools in general, automatically expect their service provider, who might be providing a very technical managed service or a very technically led IT based service, to also provide advice and guidance and strategic input.

99 times out of 100 the service provider has never been contracted to do that.

They’re contracted to run the operational service but they haven’t been contracted to give specialist or strategic advice.

So I also recommend to not only ensure you articulate the need for advice, guidance and strategy but also to contract separately, even if it’s with the same provider, because it’s a completely different set of skills that you are looking for advice on. That’s a slightly hard one to get over business managers because it’s often assumed that such services would come under the original agreement. There are different ways to tackle this situation but I advise schools to always separate these services because you are asking for different experts and different skills. I’m often asked for educational pedagogical advice on ICT or curriculum ICT expertise. That’s actually the same with strategic operational business led ICT, as opposed to hard delivery of ICT.

Written by Rob Curran, Esito director and Naace member

on what you know about our Often school and our requirements, a s i there tation can you tell us which one p m e of those many options you t f lot o t carried think is best for us?’ It to ge the latest makes for a much better ith relationship. There are away wts, but those plenty of services out there that will operate gadge cts might like this and some produ what the with plenty of specific e b not s d educational expertise. e e n It’s a good idea to work in school

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BUSINESS MANAGERS For school business managers and headteachers, it’s essential to have a reliable managed IT service strategy within their school, especially in the 21st century, to make it run successfully. But when it comes to things like the changes in the curriculum, for example assessment without levels and being in a position to check E

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ICT MANAGEMENT  the progress of students, then that’s a whole different challenge again and requires different products to address it. Pedagogy is the core delivery for schools. They are there for teaching and learning; running IT systems is not core business to a school.

No school can afford to have a head of e-learning concentrating on pedagogy and have an IT director focusing on the operational, commercial and business side; that’s two senior SLT roles that just aren’t affordable. So the business managers have to really think about the right placement and design of services.

BUDGET My holistic guidance for schools is always about affordability. Business managers are a bit wary of suggesting areas they need to save money on but I suggest giving as much financial information as you possibly can. The reason is not to put service providers off but actually to let them know the parameters you’re operating in will be hugely beneficial. This will allow the service provider to come up with the best possible plan for you, within the budget you can operate in.

An interesting tension I’m presently finding is that there is a push for school business managers to look at subscription based services. But in the IT world at the moment, subscription based services actually equate to the cloud. Cloud based services are fantastic in the commercial world, but could run the risk of schools offshoring 90 per cent of its systems up into the cloud when 90 per cent of the education delivery happens on campus.

If a school is going to work with a partner on these things, as they can be successful for schools, you need to look for that ‘education specialist’ background to ensure your needs are met.

Naace member Nick Madhavji said:“When it comes to budgets, renting or leasing are great options for procuring certain technologies needed in schools. When it comes to ICT systems, find out the ongoing costs of maintaining the new system and make sure there aren’t any hidden costs or future unwelcomed surprises. Teachers and school business managers shouldn’t be afraid to challenge suppliers. IT is increasingly becoming a bigger part of the budget, yet schools have to be weary that there aren’t any guarantees about what direction their future funding levels are going in and can’t expect their budgets to go up to meet the demand for new systems or products in their school.

Therefore, partnerships really pay off because the right partner won’t be thinking just about making a sale, they’ll be thinking about the level of impact their services are having on learners and nurturing that relationship with the possibility of turning that school into a case study, and ultimately an organisation that will refer other schools.

It’s important that schools are looking to the future and even possibly making five year plans – it’s difficult to do but it’s not impossible: the Naace self-review framework is a great tool to support this.”

MOVING FORWARD Schools are entering a period where an understanding of robust IT infrastructure and an operational service that’s flexible enough to meet curriculum and classroom demands requires a high level of expertise. With all the recent changes in the curriculum and in technology as a whole, it’s definitely a challenge but schools are willing to acknowledge the need to have just as much ownership of the service and operational side of ICT as they do on the curriculum, teaching and learning side of things. We should encourage them to think about their relationship with providers.

Are they getting the strategic, commercial and business advice they need and is that provider working on a development plan unique to the school’s needs and optimised for their circumstance?

In my role, I work with the school business manager community, and my organisation works both in schools and the independent sector and I do find that school business managers may have challenges but they are becoming more understanding about what needs to be done for their schools when it comes to ICT solutions. L FURTHER INFORMATION www.naace.co.uk

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NAACE IMPACT AWARDS

CELEBRATING TECHNOLOGY ENHANCED LEARNING

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The Naace Impact Awards, which were announced on 26 March, recognise the schools and individuals that use technology to achieve the greatest possible impact on learners

ogy Technols a make to a ce differen gagement ’s en learner fers resources – it of uld otherwise computing strategy. that wo eyond the The standards of be b of any pupils attained in ICT are well above those reach ol expected at key stage 2, scho

Technology makes a real difference to a learner’s achievement and engagement – it offers access to resources that would otherwise be beyond the reach of any school or college, it allows communication and collaboration beyond the physical and temporal limits of the classroom; and it allows learners to think more clearly and see the world from another perspective.

Naace has a long standing history of supporting those working in education to use technology to achieve the greatest possible impact, and through its Impact Awards, seeks to provide some formal recognition of outstanding work in this area.

On 26 March during the Naace Strategic Conference, the winners of the Impact Awards were announced.

A class of children took on the role of Esafety ambassadors for the school and over a two year period created ‘The Anti Social Network’, a film to raise awareness of cyberbullying, and ‘Not Such a Sweet Tweet!’, an esafety theatre production that identifies positive and negative aspects of the internet.

The school has received an overwhelming amount of positive feedback from other schools, professionals, police forces, e-safety experts. What’s more, the headteacher has spoken at a number of high profile events to share her knowledge and understanding of safety related issues, including a high profile event at the European Commission.

COMMUNITY IMPACT AWARD The winner of the Community Impact Award – which recognises a project that has had a significant impact on the school and its wider community – went to Eastlands Primary School in Warwickshire for its innovative approach to promoting e-safety.

The school recognised the need for appropriate teaching resources to educate primary aged children about the positive and potentially negative aspects of the internet and other online technologies.

LEADERSHIP The Leadership Impact Award, which recognises an individual or team who demonstrate initiative-driven leadership, went to Nathan Williams of Herringthorpe Junior School.

Nathan has demonstrated outstanding leadership of ICT in the school over the last eight years. The school’s leadership was evaluated as ‘Outstanding’ by Ofsted at its inspection in July 2014 and this strength of leadership equally applies to the school’s

they are exceptional. (ICT Mark assessment Dec 16 2014).

There has been a strategic and systematically implemented plan for school improvement in which ICT has been integral. From this structured implementation the school has extended its provision of iPads, and interactive TVs in each classroom are linked to devices through Apple TV. This is now an embedded technology, used routinely. Staff CPD has been delivered alongside these development so that staff are empowered and confident.

TECHNICAL SUPPORT The Technical Support In Schools Service Impact Award goes to the school whose technical support has made a difference to the learning opportunities and outcomes of young people. London Connected Learning Centre won the award.

The three members of the team work closely with school senior leaders helping them to articulate their vision for learning, designing them an effective, agile infrastructure that responds to the needs of the curriculum. E

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NAACE IMPACT AWARDS  EARLY YEARS The Early Years & Primary Impact Award, sponsored by Rising Stars, recognises a project that demonstrates the impact technology can have in an early years or primary setting.

Claire Lotriet from Henwick Primary School in South London won the award. Claire wrote Switched On Computing: Take your first easy steps with Microsoft, a free resource pack sent to every infant, junior and primary school in the country. The projects teach computing skills in context, giving schools opportunities to develop enterprise skills with computing skills in tandem. What’s more the materials give teachers confidence when teaching the new curriculum.

SECONDARY IMPACT AWARD Hannah Draper from Herts & Essex school scooped the Secondary Impact Award, sponsored by Asus. The development and introduction of new technologies into the Design and Technology faculty has enhanced the learning of students dramatically. Hannah has brought new ideas and skills into the department which have allowed students across the Key Stages to understand the developments of technology within industry and has also allowed the students to create products of a much higher standard. This development has included the use of the laser cutter, sublimation printing on a variety

of materials and the introduction of the 3D printer to students and staff alike.

INCLUSION AWARD The Inclusion Impact Award, sponsored by Show My Homework, went to Innovation School. Through a computer aided approach to learning, a group of special school students and a group of students from a PRU that demonstrated challenging behaviours, significantly improved the way they engaged and made progress in their learning. From this Innovation School, Stoke was developed with the aim of providing a holistic learning opportunity for any student regardless of ability or barriers to learning. This provision has engaged learners that have traditionally refused or been unable to learn, with some of the students out of education for over three years.

SEN IMPACT AWARD The SEN Impact Award recognises a project which supports, motivates and enables young people with learning needs and/or disabilities to develop skills and knowledge through the use of innovative technology. This year’s winner was Gesture Based Technology Professional Learning. Pupils who were previously only able to achieve a very limited amount themselves due to physical and sensory disabilities have improved at learning

How does your ICT support compare?

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CURRICULUM SUPPORT The Curriculum Support Service Impact Award recognises a service which has helped to create an environment and curriculum that stimulates better learning, making full use of technology. Apps for Good won the award as it demonstrates how computing is creative, can be applied to what they care about, and can help solve problems.

Apps for Good is a registered charity which uses open-source technology to build a new global generation of problem solvers and makers: students who can create, launch and market new products that change the world.

Apps for Good partners with educators in schools and learning centres to deliver their app development course to young people 10-18 years of age. Apps for Good provides the course content, training and connections to Expert volunteers, and then lets teachers do what they are best at – inspiring and guiding young people. L FURTHER INFORMATION www.naace.co.uk

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MANAGEMENT SYSTEMS

HOW DO YOU MANAGE YOUR DOCUMENTS?

For as long as anyone cares to remember the cutting edge of technological and procedural developments within the world of document management, has always started in the hard world of commercial print. Time, economies of scale and the slow awakening of other areas of the economy then creates a trickle down effect which sees the benefits being found throughout the wider commercial world and finally into the public sector.

Things however are starting to change.

NAPPS – The Document Solution Association – was originally created as an independent certification body to bring together the leading lights of the UKs document management industry, to work together to drive outstanding customer service and ethical business practice throughout the industry. However, as we have developed we have opened ourselves up to every sector of the UK economy which comes into contact with our specialised

Written by Aaron Warham, director of NAPPS

Aaron Warham, director of NAPPS, examines how schools are getting savvy at embracing the latest document management trends

Document Management

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“A move D, s BYO toward uting and omp cloud c reflects a apps outlook positivenological for tech tion in evolu tion” ca UK edu

document management members. This is not really a surprise to many, but this means opening ourselves up to every single sector and sub sector within the economy – of which education plays a major role.

As the Association has grown, our contact with the education sector has grown month on month which is a sure sign that the worlds of document management and education in the UK are becoming closer and closer bedfellows. Previously, schools were one of the last to adopt technologies and processes regardless of their benefits, but they are now rapidly becoming pioneers working in partnership with private sector suppliers to drive highly beneficial solutions throughout their establishments.

TECHNOLOGY INVESTMENT As a leading partner of NAPPS, Kyocera

Document Solutions are keenly aware of exactly how much document solutions are impacting upon procedural and financial decisions within schools and colleges across the UK. Pauric Surlis, public sector manager for Kyocera Document Solutions UK, said: “In a recent Kyocera survey of over 500 teachers across the UK, more than half of respondents, 51 per cent, believed that their school, college or university was keeping up with technology-led change. This is supported by further findings which showed a growing move towards new technology trends such as BYOD (Bring Your Own Device), cloud computing and apps. Whilst this reflects a positive outlook for the pace of technological evolution in UK education, it also poses additional challenges.”

Whereas once schools would look at document solutions as simply a device to E

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MANAGEMENT SYSTEMS  produce a document they are now embracing the latest in document management trends, and pushing commercial businesses in their desire to squeeze every last penny out of their document budgets.

Pauris Surlis continued: “Behind the scenes of any technology investment, schools, colleges and universities continue to face pressure to scrutinise and reconsider their costs, and processes such as technology and printing represent a great opportunity to increase efficiency. It’s no surprise that schools, colleges and universities are using Managed Print Services (MPS) to better understand their print requirements and, based on that, where they can make cost savings. MPS has the potential to help primary, secondary and higher education to realise a minimum of 30 per cent savings.

“In addition to basic benefits such as controlling access to devices and assigning costs to departments, MPS allows schools, colleges and universities to tailor their document management environment to suit their needs.

“Demonstrating the growing importance of document management in education, the Kyocera survey found that more than 59 per cent of teachers are now taking steps to reduce the amount of printing done in their organisation. Print volumes within education remain high, but were down on the previous year when more than half of teachers believed that their school printed more than 3,000 sheets of paper in an average term. In 2014, the percentage citing this number had halved to 24 per cent.

“Document management in education is crucial to support learning and help the organisation to keep costs low and efficiency high, but is having to rapidly evolve to keep pace with technology change.”

About NAPPS are seeing within management systems, combining to provide catering, shopping, library, printing and other services. These are often processed through a payment system managed by the Academic Entity, parents and/or students who place credits according to use. Previously schools and colleges did not have the financial resources to invest in new systems and technology.

However, we are certainly now seeing a new wave of education tenders and initiatives with a strong appetite to drive efficiency and deliver improved academic services that make the entity more attractive in the education market and more competitive.

Finally, this all makes for better business and better education and long may it continue.”

SAVING TIME, SAVING MONEY It is certainly not a reach to suggest that the past ten years have seen education establishments across the UK become ever more business savvy, with internal processes (not just those associated with document management) drawing ever closer to their distant private sector cousins. As the education sector has gradually opened itself up and benefited from analysing the ways of the private sector it has also developed some of the inherent problems.

Stephen Todd, managing director of Karlson UK and founding member of NAPPS, has extensive experience in guiding businesses through these pitfalls and he believes that many are starting to be found in education establishments across the UK. He said: “The majority of businesses we all represent, despite our best intentions, retain far too much complexity in fundamental operational areas. Many of these unfit processes have developed organically, and many employees would define them as ‘the way we operate’.

How many of us have really analysed what we do, why we do it and investigated if we would save time, hassle and improve our productivity if we do things differently?

RECOGNISING CHANGE This level of evolution has also been spotted by a leading member of NAPPS, who has seen document management becoming an ever increasing priority in education establishments across the UK. Mark Smyth, operations director of Vision has come to the following conclusions: “My belief is that management systems generally and document management are becoming more and more important in education as the sector competes more aggressively and actively seeks to differentiate in order to attract pupils and students. One way to do this is with new technology and innovation.

“Mobile printing of documents from smartphones and tablets is one trend we

How many times have you heard ‘We’ve always done it this way’? Considering this, how many of us have really analysed what we do, why we do it and investigated if we would save time, hassle and improve our productivity if we do things differently?

“The investments in document development, manual workflow, storage, use of paper, printing, copying, scanning, faxing and toner, as well as the time we and our colleagues waste producing, finding, printing, sharing and storing documents are probably, in my experience, being vastly underestimated. In 2011 in America, IDC research showed that the time spent searching for information averaged 8.8 hours per week, at a cost of $14,209 per worker per year. Additionally, analysing the

NAPPS is the certification body for the UK document management and MPS industry. Its role is to represent the very best practice in the sector. NAPPS’ members are service leaders within their local and regional markets, while its partners are industry-leading corporations and highly respected decision-makers.

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NAPPS’ mission is to create a community of best practice suppliers who consumers can trust and have total peace of mind doing business with. It aims to achieve this by only certifying document management and MPS companies who can prove a history of outstanding customer support and service, meeting and exceeding service expectations and supplying genuine customer‑based solutions.

NAPPS members are subject to ongoing annual best practice checks.

The membership is strengthened by its commitment to the Code of Practice 2012 which ensures the ethical treatment of customers at all times.

NAPPS’ influence is of benefit to the sector as a whole, raising standards generally and boosting an industry profile that has suffered from lack of representation. At the hub of the membership community, NAPPS will draw upon and share a wealth of experience and expertise, ensuring that all those with a NAPPS connection are best placed to embrace commercial challenges now and in the future. information added another 8.1 hours, costing organisations another $13,078 annually.

“So with this in mind: Do you have a print and document strategy across the business?

Do you know how much you spend on printing and document management? How secure is the print and document storage in your business? How much print and document waste do you have in business? How much duplication and complexity do you have in the business? And, how do documents and paper enter, move and get managed in the business?

Most of all have you ever considered these areas? And if you have, when was the last time you did a thorough review?”

This may come as a surprise or it may just be part of your current thinking on making your school more efficient, but the analysis, evaluation and clear direction of your document management strategy will be a key driver of your success throughout 2015 and beyond. L FURTHER INFORMATION www.napps.org.uk

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

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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.

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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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OUTDOOR LEARNING

Making the most of the outdoors both in and out of the school grounds can enhance learning and build character. David Harvey, national chair of the Association of Heads of Outdoor Education Centres, explains how to make it happen Britain has a long tradition of engaging young The last decade has seen a growing body of people in outdoor learning, and the positive research that focuses on both the ‘how’ of impact that this can have on a young person’s outdoor learning as well as the ‘why’ which development is widely acknowledged. For in turn is laying the foundations for more many years, the term ‘outdoor education’ targeted research into specific outcomes. has been used and is often associated with The English Outdoor Council has identified ‘traditional’ outdoor activities such as rock key impacts of outdoor learning. Firstly, learning climbing, canoeing and mountain walking outside the classroom raises educational with outcomes generally focussed on personal standards. A 2008 Ofsted report stated and social development. Over recent years, that: ‘When planned and implemented well, however, a growing amount of research learning outside the classroom contributed has shown that by taking an integrated significantly to raising standards’. Authentic approach to using the outdoors both in and experiential learning in the outdoors makes out of school, much more can be achieved. sense of theoretical concepts and provides Outdoor learning can best be ways of bringing learning to life. The described as an active, experiential 2014 primary national curriculum e approach to teaching and has a strong emphasis on r u s Expo or learning, open to all, that field work skills and there o involves being outdoors are many opportunities to outd ies as a central part of the to engage with the ctivit wards a o experience. It seeks outdoors across a range t

s ute to use the outdoor of subjects and topics. contrib ng people environment as a Furthermore, outdoor you ing a p vehicle for transforming learning makes a o l e v e d e t a n the experience into powerful contribution to o i t propor e to the knowledge, skills, the broader curriculum attitudes and actions. and the development responssure of Outdoor learning helps of ‘character’. Outdoor po x e to develop knowledge of learning effectively risk oneself, others, the environment contributes to the delivery of and the curriculum. It provides a a broad‑based curriculum which means of developing cognitive, affective, equips young people with valuable life skills and psychomotor skills; encourages and experiences. The Confederation of British empathy, tolerance, understanding, Industry (CBI) believes that young people cooperation and collaboration; and fosters need to be better equipped for the world of positive attitudes towards health, risk, work and have identified a range of skills the environment and community. including grit, resilience, self-control, curiosity, confidence and creativity – all of which can BENEFITS be enhanced through outdoor learning.

Many teachers have long recognised The English Outdoor Council notes the value of outdoor learning. Anecdotal that outdoor activity helps to address evidence has always been strong regarding health problems and enhances wellbeing. the benefits of being outdoors, but there is Outdoor activities and learning not only an increasing need to show hard evidence contribute to improved physical outcomes that taking children outside the traditional but are recognised as having a significant four walls of the classroom can be justified. impact in terms of wellbeing. Research

suggests that children need opportunities to be outside and that the outdoors is where many children like to be the most.

By allowing children the freedom to be outside, we reinforce their emotional well-being, which in turn enables them to embrace the natural world independently.

THE NATURAL ENVIRONMENT Outdoor learning offers for many their first real contact with the natural environment.

There is increasing evidence that young people are becoming disconnected with the natural environment. Outdoor learning experiences can re-connect them and engender an awareness of its value and beauty, along the importance of sustaining the planet for future generations.

Understanding their own world is the first step to helping understand the wider world.

In addition, out-of-school activities help to reduce disengagement, anti-social behaviour and crime. Outdoor activities have been recognised as a powerful means of engaging young people in more positive activities across all year groups. Forest Schools programmes, for example, have been shown to change the pro-social behaviour of whole year groups in lower KS2 leading to increased engagement and less disruptive behaviour in class. At the same time, Princes Trust programmes have succeeded in reintegrating young people at risk of becoming not in education, employment or training (NEET).

The English Outdoor Council inform that outdoor learning can build cross-cultural understanding and can change communities.

Studies have shown that outdoor recreation can contribute to combating discrimination and have benefits on the wider community.

Moreover, outdoor learning helps young people to manage risk and encourages them to welcome challenge. Exposure to outdoor activities contributes towards young people developing a proportionate response to the exposure of risk. E

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

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

OUTDOOR LEARNING AT SCHOOL AND BEYOND

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OUTDOOR LEARNING  Finally, outdoor learning contributes positively to societal outcomes. In 2012, Social Evaluator undertook an evaluation of the Social Return On Investment (SROI) of residential outdoor learning programmes run by Scottish Outdoor Education Centres (SOEC). The report showed that every £1 invested in this activity brings a social return of £11.02. Evaluation of the National Citizen Service (NCS) programme currently being run for 15-17 year olds in England also shows a positive social return on investment when taking into account education, volunteering, leadership skills and health and wellbeing benefits.

Critically, the EOC believes that while learning outside the classroom has a powerful impact it is far from being an equal opportunity, and for some it is a lost opportunity. A progressive range of learning experiences outside the classroom, including at least one residential experience, should be an expectation for all young people.

MAKING IT HAPPEN A perception of excessive red tape, the threat of litigation and the resources needed to accomplish any sort of teacher-led activity in school time has meant that there has been a move towards the more traditional activities becoming the sole preserve of residential outdoor education centres and specialist

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providers. Visits to the centres generate valuable experiences, the learning from which can then be transferred back to the school environment. However, by developing the confidence and skills of teaching staff it becomes possible to integrate outdoor learning across all aspects of school life.

Starting with the school grounds and then moving further afield means that learning can be transferred between different settings, thus enhancing the possible outcomes.

The school grounds and immediate vicinity provide numerous opportunities for developing numeracy, literacy and field work skills and, with some basic skills in place, it becomes possible to meet specific curriculum outcomes that cut across all aspects of the curriculum.

It is sometimes beneficial to utilise specialist help and many centres offer day visits as a means of meeting specific curriculum targets. If the topic being introduced is based around rivers, could that involve a day out following a river from source to sea?

Alternatively, canoeing, for example, could be a personal and team development activity.

It could be a way of experiencing the forces involved with paddling and buoyancy, the water cycle, fresh water habitats, boat design, local history and geography, maths, creative writing and many more. If you are studying the Vikings, a canoe session could be part of a planned invasion of the far shore followed

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CHOOSING A SPECIALIST PROVIDER The Association of Heads of Outdoor Education Centres (AHOEC) represent the leaders and managers of providers who offer high quality, innovative, outdoor learning experiences to young people across the UK. Membership is widely regarded as a hallmark of ethical and quality management.

A visit to an AHOEC centre can have many different outcomes. It can be an opportunity to develop a range of skills, both interpersonal and activity based, one for personal development – facing new challenges, overcoming fears – or just a chance to experience new things or have a break. The time, space and intensity of the residential experience is key to developing relationships and learning opportunities.

Participants can create a new community away from their normal distractions and give them time and space to address their goals within a supportive environment.

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DEVELOPING MINDS AND BODIES The Youth Sport Trust’s Director of External Relations Phil Chamberlain examines how PE and sport can improve the health, wellbeing and behaviour of young people, and outlines the positive outcomes of the Sky Sports Living for Sport programme The Youth Sport Trust is a national charity that is building a brighter future for young people through PE and sport. Through 20 years of experience we have developed a unique way of maximising the power of sport to grow young people, schools and communities through the development of qualities including creativity, aspiration, resilience and empathy.

We know that good health supports successful learning and can impact on attendance, attitude and behaviour. We also know how inactivity affects more than just a child’s physical health because it undermines their mental and emotional wellbeing too. This is why we advocate so passionately about the need for high quality PE and sport, and deliver an impressive range of interventions across the UK and internationally. But, in order for us to really maximise our work, we know that it must be undertaken in partnership.

We are, therefore, particularly proud of the work we do with corporate partners, such as Sky Sports, Bupa, Matalan/Sporting Pro, Virgin Active and Sainsbury’s, where we are able to combine our efforts to have the biggest possible impact for young people.

For example, with support from Bupa, we have developed a new approach to teaching PE to four – seven year olds. Bupa Start to Move enables teachers to gain a greater understanding and confidence in key elements of teaching PE at primary level.

Elsewhere we have the partnership with Matalan and Sporting Pro that delivers an award-winning grass roots sports initiative – Sporting Promise – that has already enabled over two million young people to have vital access to new and exciting sporting activity in school.

With Sainsbury’s support, we are able to deliver in partnership with government, Sport England and the British Paralympic

Association, the Sainsbury’s School Games.

The Sainsbury’s School Games is a unique opportunity to motivate and inspire millions of young people across the country to take part in more competitive school sport.

The Sainsbury’s School Games are made up of four levels of activity: competition in schools, between schools, at a county/ area level and finally at national level, with the Sainsbury’s School Games finals contested by elite, school aged participants.

Charities engagement with corporate partners has to be flexible to the needs of the partner and our relationship with Virgin Active is a clear example of that, where they are encouraging their members to fundraise for our charity, rather than provide funding for a new programme or intervention.

LIVING FOR SPORT Every single one of our corporate partnerships is hugely important to us but to give a clear overview of how we use PE and school sport to change lives, our partnership with Sky Sports in delivering Sky Sports Living for Sport provides a fantastic example.

Sky Sports Living for Sport, which is part of Sky Academy, is a free initiative that uses sport stars and sport skills to improve young people’s lives. The programme was launched by Sky Sports back in 2003 in partnership with the Youth Sport Trust and has since gone from strength to strength.

This initiative for 11-16 year olds is available to all secondary schools in the UK and Ireland with the programme designed to inspire and support every participant in areas relevant to them – whether it’s improving confidence or attainment at school or leading a healthier lifestyle.

Schools that take part in the programme receive a visit from one of the world-class

and living with a disability.

This year alone, over 35,000 young people will participate directly in projects.

THE SIX KEYS TO SUCCESS When the Athlete Mentor first visits a school, as well as explaining how the initiative works and helping you with the project, they’ll introduce the six keys to success which have been developed in partnership with the British Athletes Commission.

The six keys to success are: Mental toughness, hunger to achieve, people skills, sports and life knowledge, breaking barriers and planning for success.

The six keys to success are designed to help young people develop valuable life skills that will help them in and outside of school, now and into the future. The Athlete Mentor will use the six keys to success when they come to do a Project Visit and work with a project group to help them build valuable life skills.

Independent research clearly demonstrates the impact they are having, with findings showing that 84 per cent of participants engaged more in learning and 91 per cent of participants improved in self-confidence and self-esteem. The research also showed that 81 per cent of participants behaviour in school improved and how 87 per cent of teachers thought there had been a positive impact on student attitudes towards their future.

Written by Phil Chamberlain, Director of External Relations, Youth Sport Trust

A child t ar athlete mentor team. taking pas the These athletes have h t r o p k been selected for their s r o n i to w y t i ability to engage with n u t r , oppo am, to lead young people through their own stories of in a te llenge, to struggle and success, to cha nd to including the challenges a win they had to overcome such lose as bullying, dyslexia, exclusion

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ROLE MODEL BETHAN GILL One of the recent Sky Sport Living for Sport award winners, Bethan Gill, provides a clear overview of just how big an impact the project can make. Bethan has been described as a role model student; well-known and respected by all her peers at Samuel Cody Specialist Sports College, not only for her success on the sports field, but for her academic achievements and inspirational character.

Twice in a row she has captained Rushmoor District’s athletics squad to county championships at the Parallel Games, while in the classroom she has become one of the first students at the school to undertake PE at GCSE level. However, at the start of her Secondary School education it was a very different story.

Bethan had been a selective mute at Primary School, meaning extreme anxiety led to her being unable to speak in specific situations or to specific people, which also impacted on her academic progress and led to poor results in core subjects. This difficult beginning makes Bethan’s journey all the more remarkable. Her E

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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

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Quality remains at the centre of what we do. A family business with over 40 years’ 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.

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PHYSICAL ACTIVITY  story is an inspirational one spanning almost five years on one of the longest-running Sky Sports Living for Sport projects in the country.

All the projects were designed to raise self‑confidence, and Bethan’s journey was aided by Athlete Mentors Alex Danson and Toby Garbett, whose own determination not to let academic difficulties prevent them from succeeding both in school and sport inspired her to follow suit. In fact, Alex in particular became a personal role model, taking an extra interest in Bethan’s progress.

Bethan’s communication skills and self-confidence have now grown to such an extent that she now acts as a sports leader, a house captain and sports ambassador for her school, having gained the respect and admiration of all her peers. It is her personal development however that has been the most significant as it is that which has helped her to realise that she has a voice.

Bethan’s next step is to join the Military Preparation College at Farnborough to take a BTEC level 1 in Sport and Active Leisure; a real indication of just how much her confidence has grown.

“The change in Bethan over the last five years has been remarkable,” said Alex Danson, a long-time Sky Sports Living for Sport Athlete Mentor and a Great Britain hockey star. “She found the strength and motivation to use her passion for sport to improve so many areas of her life and to overcome the challenges she faced. Bethan is an amazing young woman.”

CREATING OPPORTUNITIES

Moving forward, as Sky Sky Sports Living for Sport s t Spor r looks to help more young o f g people like Bethan, the n i v i L t u focus is clear. It’s not o b a about finding the next Sport ise power h sporting superstar, t g usin to change it’s about using the t power of sport to of spor iours and change behaviours behav academic and increase academic attainment, whatever increaseinment your athletic ability. atta

So Sky Sports Living for Sport really does illustrate how important our partners are to the Youth Sport Trust and exactly how we can work together to achieve shared goals. That is the most important thing for us when we are entering into cooperate partnerships because it is vital that you can work together towards the same objective.

Our own goals are simple. Our charity is

passionate about helping all young people to achieve their full potential by delivering high quality physical education and sport.

Our work aims to give every child a sporting start in life, through high quality PE and sport in primary schools.

We aim to ensure all young people have a sporting chance by developing opportunities for those with special educational needs and disabilities.

We strive to support all young people to achieve their sporting best in school and their personal best in life.

These are clear aims but in order to achieve the best possible results for young people, we cannot do work alone. We need like-minded organisations to support us so that we can share best practices and utilise each other’s strengths.

That approach has been key to all our success in our partnerships with the likes of Sky Sports, Bupa, Matalan/Sporting Pro, Virgin Active and Sainsbury’s and it will be at the heart of everything we do going forwards.

The challenge now is to create further partnerships that embrace the right synergies and values, so that work is mutually beneficial and helps create a brighter future for young people through PE and school sport. L FURTHER INFORMATION www.youthsporttrust.org

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INSURANCE

MATERNITY RISKS – WHAT SHOULD YOU BE DOING?

The senior underwriter at The Education Broker talks about how a maternity risk could affect your budget and what you can do to protect your school Many schools are now managing their own maternity budget and are choosing different ways to safe guard against the cost of maternity leave. The two options are self-insure: keeping the money within the existing school budget, but identifying that it has been specifically set aside so if the money isn’t used it’s carried over to the next year or buying commercial insurance.

BUYING MATERNITY COVER Generally maternity cover is not offered as a single product but rather as part of staff absence or supply teacher insurance.

The reason is that the cost of someone going on maternity leave isn’t perhaps as great as schools first think (remember schools don’t have to pay for male staff members). Whether a school decides to buy commercial insurance or not they should keep budget back in case it is needed.

Any school can buy maternity cover from a commercial provider but it is worth checking whether your school’s forum have decided they would like the money de-delegated, in which the local authority (LA) will run a specific maternity scheme for the school, if not then schools can buy commercial insurance.

If a LA has been managing a school’s payroll, they generally pay all the occupational maternity pay leaving schools with what used to be in the budget for that teacher, to pay for a replacement member of staff. What actually happens is the LA is able to reclaim a large proportion – 92 per cent of the statutory element of the maternity pay. For example: for the average teacher on a £29,829 salary, there is only £4,283 worth of cost. Compared to a teacher who is absent with stress for a full year, the cost could easily reach more than £20k. Sickness is rather more frequent than maternity and if it happens over a long term the effect may be rather more severe.

DETERMINING THE COST OF MATERNITY COVER The Education Broker offers a free maternity shortfall calculator which gives an indication of the likely level of shortfall a school will experience as a result of paying a staff member Occupational Maternity Pay. For your free calculator contact The Education Broker team on 0845 450 8321 or visit www.theeducationbroker.co.uk

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IS MATERNITY RELATED SICKNESS ALREADY COVERED? If a staff member suffers a pregnancy related illness, you will want to know how this will be covered. Current regulations state that if a person is ill in the 4 weeks prior to their due date, Statutory Maternity Leave must start. Not all policies will provide cover for maternity related illness up to the 4th week before due date with some stopping as early as 20 weeks before.

In some circumstances a pregnant employee may not be able to attend work even though they are not ill. If there is an outbreak of “slapped-cheek” or rubella at school, or if the risk assessment which you have to carry out identifies that they cannot continue their role, they might be temporarily suspended.

Some policies offer “Maternity Suspension” cover to pay benefits in those circumstances.

This has come into effect from 1st April 2015. Unless a policy makes reference to this type of leave, you have no certainty how your reimbursements will be affected if a staff member choses to share some of their Maternity Leave with their partner.

THINGS TO CONSIDER WHEN BUYING MATERNITY COVER What is the moratorium? In which policy year will a maternity claim be

paid? Does the policy require the staff member to return to work on the same terms? Is the headline figure much larger than shortfall? What are the terms for maternity related sickness claims? What happens if the baby is born early and falls within the moratorium period?

Be sure that what you are buying will deliver what you are expecting - some policies only pay once the person has returned to work, which in most cases would be in the second year!

NOT ALL POLICIES ARE THE SAME When looking for staff absence insurance and maternity cover, it is wise to obtain a number of quotes from different providers.

Remember not all insurance policies are the same. You will need to carefully review the full policy documents to ensure that your needs and requirements are met and that you understand any potential shortfalls. For example if pre-existing conditions are covered or not as that may be a requirement if you have a number of staff who have pre-existing illnesses.  FURTHER INFORMATION To find out more about maternity cover, staff absence insurance and the options available to you and your school contact The Education Broker on 0845 450 8321.

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

SEN PROVISION

TEACHING AND SUPPORTING THOSE WITH SEND This year at Bett 2015, the National Association for Special Educational Needs, nasen, once again hosted the Special Educational Needs (SEN) Information Point, offering visitors expert advice to help them find the most appropriate products and services for their school’s needs. During the show, nasen re-launched their SEND Gateway, announcing the changes and improvements and explaining the impact these will have on those working to improve the quality of education for pupils with SEND. SEND GATEWAY It is nasen’s belief that the best outcomes

for children and young people with SEND are secured by working in partnership with schools and colleges to influence UK government policy in the interest of informing and providing effective practice. In order to help make access to high-quality SEND resources as easy and straight-forward as possible, we have re-launched our SEND Gateway, a ‘one stop shop’ for SEND resources. The Gateway was developed to provide an opportunity for the education workforce to access current information, resources and training materials from the UK’s leading voluntary community

How can we hers teac expect SEND and ify to ident t pupils with suppor needs if they t differen know exactly do not is required what hem? of t

sector (VCS) organisations supporting children and young people with SEND. From April 2015, the SEND Gateway will also feature resources from private sector organisations to add to the wealth of high-quality training events, practical resources and information available. A new ‘effective practice’ area of the gateway will also be available later this year.

LEGISLATION The 2014 SEND legislation will bring changes to the way services and support is designed and delivered including revised local authority responsibilities for young people up to the age of 25 years. The SEND Code of Practice strengthens teacher’s accountability for the progress of all pupils, even those supported by additional adult specialist staff. As part of E

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Written by Jane Friswell, chief executive of the National Association of Special Educational Needs

We are in the midst of change in the world of special educational needs and disabilities (SEND).

With new reforms to the 0-25 Code of Practice, where can professionals in the SEND sector go for support? Jane Friswell, chief executive of nasen, shares some advice

Special Educational Needs

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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: 0845 351 2352. Telephone calls may be recorded for monitoring and training purposes.

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SEN REFORMS  performance management, teachers should expect to be assessed on the effectiveness of their teaching support for pupils with SEND. High-quality continuing professional development (CPD), training and information will be of paramount importance to our education workforce. How can we expect teachers to identify SEND and support pupils with different needs if they do not know exactly what is required of them?

This is why the SEND Gateway is an important resource for all staff; it is important that those who are working to improve the standards of SEND support are provided with resources to achieve this.

One of the key aims of the Gateway is for it to develop into a self-regulated forum

comprehensive range of activities to support professionals, including providing implementation guidance materials.

For example Everybody Include, sharing key information via the Gateway.

WHAT DO THESE CHANGES MEAN FOR SCHOOL BUSINESS MANAGERS? Fundamentally, there are four key elements of being an effective school, which head teachers and school business managers may wish to take into consideration when approaching the reforms to SEN. Firstly, creating a whole school ethos that respects individuals’ differences, helps maintain high expectations for all pupils and helps to promote good communication

To be an effective school, it is essential that there is transparency around the SEND national budget.

This leads to a more effective strategic role for the Special Educational Needs Co-ordinator (SENCO) and greater clarity of the overlap between underachievement and SEN of active users, which offers users genuine feedback from those who have tried and tested the system. Fundamentally, it is those using the resources whom are best placed to recommend products or services. So those looking for resources in specific areas of SEND are able to access a bank of tools alongside impartial and reliable reviews.

Ultimately, this helps provide the best support for the end users: the pupils themselves.

THE SEND CODE OF PRACTICE The new SEND Code of Practice 0-25 is supported by nasen. This Code will guide the most significant changes to the provisions made for children and young people with SEND 0-25 years and their families, in more than 30 years.

The Code provides a refocusing of both existing good practice, but more importantly, an opportunity for all services to keep aspirations high when adopting a person-centred approach to identifying and meeting the needs of children and young people with SEND. We are working with the Department for Education (DfE) to provide the support, information and training to inform the sector on embedding reform. This has resulted in the development of the new SEND Gateway.

Training and resources are all geared towards enabling settings, schools and colleges to meet the new requirements for SEND and to help schools provide outstanding practice in identifying, assessing and meeting the needs of children, young people and their families.

To support the implementation of the Code, nasen has undertaken a

between teachers, parents and pupils.

Secondly, ensuring your staff are as knowledgeable and sensitive to the needs of those with SEND as possible.

In addition, staff must understand the processes of learning and the impacts that SEND can have on their education.

Creative adaptations to classroom practice enables children with special needs to learn inclusively and meaningfully, alongside their peers. Although making allowances in budgets for this is important, it is possible to adapt learning environments to suit the needs of many special educational needs at very little expense. It is about being adaptable and thinking carefully about the resources you choose to invest in. If they are mainstream resources, do they have the capacity to work for those with SEND? Are those tools going to help foster an attitude of inclusivity within the classroom? Evaluating this on a regular basis can help you make the most of your budgets, whilst ensuring that those with SEND are being given continual support in every aspect of their learning.

Access to additional learning programmes and resources to support the development of key skills and strategies for independent learning should be provided to staff. This is especially important when assessment and quality first teaching indicates that the pupil is not making progress, and is something which the SEND Gateway is able to offer support with.

Well costed provision arrangements which accurately reflect what the school can offer for pupils with SEND.

What is the SEND Gateway?

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The SEND Gateway is an online portal offering education professionals free, easy access to high quality information, resources and training for meeting the needs of children with special educational needs and disabilities (SEND).

Developed by nasen, the UK’s leading professional association for SEND, the Gateway provides an opportunity for the education workforce to develop new skills and understanding, navigate recent and upcoming reforms to SEN and access resources and training materials from the UK’s leading voluntary community sector (VCS) organisations supporting children and young people with SEN in the age range 0-25.

The SEND Gateway was launched

by Edward Timpson, Children and Families Minister on 21 May 2014 at nasen Live 2014 at Bolton’s Reebok Stadium.

The launch marked the begining of work to compile a comprehensive and valuable bank of resources for education professionals, such as information, guidance, news and training resources, that has continued to grow over time.

Visit tinyurl.com/phspnbl to access the information and resources of the SEND Gateway.

Finally, to be an effective school, it is essential that there is transparency around the SEND national budget. This leads to a more effective strategic role for the Special Educational Needs Co-ordinator (SENCO) and greater clarity of the overlap between underachievement and SEN, particularly in relation to the effective spend of the Pupil Premium Grant (PPG) funding. The challenge for schools is ensuring that school business managers and school leadership, including the SENCO, have a common understanding of respective responsibilities and whole school accountability.

In the midst of all these changes, it is more important than ever for those in the SEND sector to have the training and support they need to achieve the best results possible for the children, young people and families involved. This is where nasen can step in to offer the necessary support and advice. L FURTHER INFORMATION www.nasen.org.uk

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EVENT REVIEW

THE EDUCATION MARKET IN THE UAE

The leading education exhibition and conference in the Middle East, GESS Dubai, welcomed exhibitors and visitors from across the globe to discuss the latest trends in the UAE education market Dubai’s private education market is poised for growth as the supply sector aggressively pursues to fill a growing demand driven by a student population explosion.

According to a paper entitled Dubai Education Overview, the private market will require an addition of 52 educational facilities across multiple curriculums which translates into an approximate annual demand of 13 new schools. The paper was presented at the recently concluded Global Educational Supplies and Solutions (GESS) Dubai and Global Education Forum (GEF) held at the Dubai World Trade Centre on 24-26 February.

Meanwhile, the latest figures released by the Knowledge and Human Development Authority (KHDA) show that the number of private schools in Dubai will reach 250 by the year 2020. There are currently 169 private

schools in Dubai, but this number will increase by almost 50 per cent in the next six years to accommodate the projected 50 per cent increase in student population from the current 243,000 level to 366,000 by 2020.

were 30,994 Emirati students (13 per cent), and 212,721 (87 per cent) expatriate students in the private schools. Due to the transient nature of the expatriate population in Dubai, parents prefer enrolling their children within international schools. This is mainly attributed to the pursuit of a curriculum that is globally transferrable. In addition to this, almost 57 per cent of the UAE Nationals send their children to private schools in Dubai rather than public schools. Emirati students enrolled within private schools in Dubai have almost doubled over the past decade, signalling an increased preference by Emirati parents to expose their children to private schooling.

ANOTHER GROWING SECTOR The international schools market is another sub‑sector within the UAE education market that is experiencing a growth trajectory.

The Emirates leads both the region and the world for the number of English-medium international schools, with 505 schools teaching over 452,900 students. These figures are based on a report released at GESS Dubai by the International Schools Consultancy (ISC), the leading E

Over the last rs, a eight yeubai GESS D wn has gro ntially ne co‑expothe Dubai within cation edu sector

PRIVATE SCHOOLING The private school sector is critical to the growth of the overall education market in the UAE, as its total share of schools in Dubai has grown to 67 per cent, educating about 89 per cent of the total student population within the emirate.

The report further said that in 2013/14, there

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EVENT REVIEW

The private school sector is critical to the growth of the overall education market in the UAE, as its total share of schools in Dubai has grown to 67 per cent, educating about 89 per cent of the total student population within the emirate  provider of research and market intelligence on the world’s international schools.

According to latest figures from ISC Research, there are now 1,329 English‑medium international schools throughout the Middle East teaching 1.17million students.

Globally there are 7,545 international schools teaching 3.92 million students.

The majority of international schools in the UAE are located in Dubai and Abu Dhabi.

Both Emirates have seen a dramatic increase in the number of international schools over the past decade and ISC research says school expansions and new builds will continue.

Within the UAE, Dubai has the highest concentration of international schools (a total of 245) followed by Abu Dhabi (144 schools). Local families in both Emirates are increasingly choosing international schools for their children who now make up a significant percentage of the student intake. The combined high demand from local and expatriate families is fuelling the continued growth.

Demand, particularly at the best international schools in Dubai and Abu Dhabi, continues to outstrip supply and waiting lists remain long. In Dubai, the KHDA anticipates an increase in enrolment at international schools of seven per cent per year for the next five years. It is planning for 90,000 additional school places in 60 new and expanded schools.

FOUNDATION FOR GLOBAL LEADERSHIP In his keynote address at the beginning of GESS Dubai and GEF, His Excellency Hussain Bin Ebrahim Al Hammadi, UAE Minister of Education, told various education stakeholders from around the region that the UAE is laying the foundation for global leadership through education.

Al Hammadi highlighted the UAE’s impressive international achievements last year, including its improved ranking on the Global Competitiveness Index at 12th place; and becoming the third leading nation worldwide for attracting technology and talent specialised in

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building the knowledge economy.

The UAE is now ranked first globally in 18 public performance reports, issued by the International Institute for Management Development in Switzerland.

It has also achieved a standing as an advanced global centre for innovation, reaching the first place regionally.

Finally, the UAE occupies the first four positions in the global information technology report by the World Economic Forum in the indicators relating to the importance of information and communication technology as per the vision for future government. It is also now the world’s second largest in government procurement of advanced technology.

Al Hammadi said: “With these achievements as evidenced by highly respected global reports issued last year, we can affirm that the impressive progress achieved by the UAE is a product of the will and the desire of its society and people to lead the world under the guidance, leadership and vision of His Highness Sheikh Khalifa bin Zayed Al Nahyan and His Highness Sheikh Mohammed bin Rashid Al Maktoum – Vice President, Prime Minister and Ruler of Dubai and their Highnesses Supreme Council members and rulers of the Emirates, His Highness Sheikh Mohammed bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the Armed Forces.”

According to the education minister, everything the UAE has achieved in all E

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EVENT REVIEW

The interestbai u in the D sector, on educati the whole and forand GCC UAE whole, a s a n to select the ones that regio inues to will help them raise quality t n o c standards and be on par grow with the rest of the world.”

 aspects of life, has propelled it into the future.

This has allowed the UAE to grow through the very same spirit of innovation and ambition to be a leader among nations, as well as contribute towards advancement and discovery of new technology, scientific research, knowledge, for the benefit of human civilisation and its existence and progress.

RECOGNISING EXCELLENCE Another significant highlight of this year’s GESS Dubai was the staging of the second edition of the GESS Education Awards, a recognition programme which honours excellence and outstanding achievements in the education industry.

The Gulf education market has been a hotspot for leading local and global suppliers, offering robust opportunities for growth and expansion. This is especially evident in the field of digital learning, where the region boasts the second fastest growing region in the world in terms of investments and adoption.

Matt Thompson, Project Director of the F&E Group, organisers of GESS Dubai and its education awards programme, explained: “It is important to recognise excellence in products and solutions being used in classrooms throughout the Gulf, where significant investments have been poured into education to keep with the demands of growing economies.

“The recognition allows decision-makers in educational institutions throughout the Gulf

GESS Education Awards are divided into two section – Awards for suppliers and individual products; and awards for teachers, schools and education professionals. Under each section are various award categories, whose entrants have been carefully evaluated against stringent criteria set by the organisers.

THE WINNERS The winners in the Awards for Suppliers and Individual Products include NetSupport Ltd (Global Education Supplier of the Year), Atlab (Local Education Supplier of the Year), Tirubaa Technologies Pvt Ltd (Product Innovation Award -Judges’ Choice); The Knowledge Hub (Product Innovation Award -Visitors’ Choice Onsite); and eyLog (Product Innovation Award-Visitors’ Choice Online).

The Resource/Equipment Supplier of the Year winner for early years was Little Thinking Minds; while LEGO Education won the Resource/Equipment Supplier of the Year awards for the primary and secondary divisions. Still within the category but for higher education, the winning supplier was Naugra Export; while Nisai Learning received the trophy for Resource/Equipment Supplier of the Year for Special Needs.

The Best ICT/App Product awards went to Letterland International (Free) and 3P Learning–Spellodrome (Paid), while

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Extron Electronics was named the Best Non-ICT Resource or Equipment winner.

Edutech Middle East’s Vernier Physiology received the Best Product to Promote Health and Fitness in the Classroom award.

Elsewhere, the winners in the Awards for Teacher, Schools and Education Professionals include Linda Nordin of Gems World Academy as Overall Judges’ Choice, while Arab e-learning expert Sharifa Hajjat was given the Lifetime Achievement Award.

The Best use of ICT/eLearning in the Classroom Award went to Yasir Al Shuhoumi – Saad Bin Obadah; with the Outstanding Contribution in Education Award going to Mark Wood of SPARK. Bijal Damani received the Innovation in Education Award while Julia Jefferson from Saudi Arabian International Schools – Multinational Section Riyadh – was given the Community Award for Citizenship. The Ambassador for the Environment trophy was awarded to Kehkashan Basu of Green Hope UAE. STRENGTH TO STRENGTH Over the last eight years, GESS Dubai has grown co-exponentially within the Dubai education sector. The recently concluded Education Show and Conference welcomed a total of over 10,000 educational professionals from more than 73 countries. Compared to last year, this showcased a 40 per cent increase in international visitors, and a partly encouraged increased attendance from the Middle East, highlighting GESS Dubai’s relevance to the global teaching community.

Thompson commented: “The interest in the Dubai education sector, and for the whole UAE and GCC region as well, continues to grow – both from the academe’s side and the companies trying to reach out to a growing education supplies market – from instructional tools to e-learning devices that have become important teaching and learning supplements in classrooms throughout the Gulf.”

Thompson said visitors have come from all over the GCC, United Kingdom, China, South Korea, the United States, Japan Germany, Finland and Nigeria, to name a few. Exhibitors have also grown in number this year, prompting the organisers to add an additional hall to accommodate the increased demand for education space from over 400 companies and organisations showcasing the latest educational products and solutions geared at the Gulf’s growing education market.

Thompson concluded: “This is the seventh year in a row that GESS Dubai has achieved gains in visitor and exhibitor numbers.

This year, we will stage the exhibition for the first time outside of the Gulf region, with GESS Mexico happening in April and GESS Indonesia taking place in September; and will be back for hopefully another stellar year in Dubai in 2016.” L FURTHER INFORMATION www.gessdubai.com/2015

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EVENT REVIEW

The Music Education Expo is the largest exhibition and conference for music education. Joanna Wyld describes some of the key speeches and exhibitors that made this year’s show so special Music Education Expo is firmly established as the UK’s largest conference and exhibition for music teachers. Now in its third year, and with next year’s event moving to a larger space at Olympia Central, the Expo offers two days full of free professional development sessions, and an extensive exhibition showcasing the latest products, services and expertise from across the sector. The event is a focal point for classroom music teachers, peripatetic and private instrumental teachers, hub leaders, head teachers, workshop leaders and administrators across the sector. The 2015 event took place on 12 & 13 March 2015 at London’s Barbican.

MUSIC EDUCATION With the election looming, Schools Minister Nick Gibb and Shadow Schools Minister Kevin Brennan gave speeches at the Expo, setting out their visions for music education, and taking questions from the floor in a bid to win votes from school teachers. Nick Gibb asserted that: “Music shouldn’t be the preserve of those who can afford it”, mentioning that in 2009, 18.6 per cent of pupils who achieved an A grade for music A-level went to Oxbridge, with only five subjects achieving a higher progression rate.

When asked during the question-and-answer session why Education Secretary Nicky Morgan had played down the value of music, Nick Gibb replied that a job shortage in the science industry had led to the government’s emphasis on the value of science A-levels. Nevertheless, his speech made clear that these subjects should be on an equal footing. He commented: “A strong and rigorous music education is as important a part of being well educated as learning about science, history and literature.” Nick Gibb concluded the session by arguing that too much talent is going unexploited, and that more state-educated musicians deserve opportunities to thrive.

A DIFFERENT VIEW Shadow Schools Minister Kevin Brennan offered a rather different picture of the

government’s effect on music education, pointing out that the number of primary school children taking part in music has fallen from over a half in 2010, to just over a third by 2013. Brennan stated that: “There are still real issues around inequality in music education because there is little or no private education in poorer areas. The position is particularly dire in the primary sector where some of them have no access to specialist music teachers”.

Kevin Brennan pledged that a Labour government would strive to undo this damage.

He said: “We will ensure that publicly funded schools, regardless of type, collaborate to meet the cultural needs of children.

Not only will that lead to a more vibrant democratic society with more citizens able to contribute positively, but it will also help us to sustain and grow our creative industries which are one of this country’s greatest exports.”

Expo seminars were numerous and varied, with other highlights including Robin Hammerton, Ofsted’s National Lead for Music, giving a keynote on curriculum and assessment, and a panel discussion on the new GCSEs, AS-levels and A-levels, with representatives from each of the major examination boards.

EXHIBITION HIGHLIGHTS The Expo also offered delegates the opportunity to explore the huge variety of businesses working to enrich the world of music education. There are well-established businesses and relative newcomers; those who cater for a niche market rubbing shoulders with those taking a much broader approach; and high-tech innovation alongside hand-made craftsmanship.

By far the oldest business present at this year’s Expo was the Whitechapel Bell

Written by Joanna Wyld

MUSICAL INSPIRATION

Foundry, winners of the Expo Award for Best Small Stand. Founded in 1570, the Foundry is Britain’s oldest manufacturing company.

Key to the company’s success is knowing their market and sticking with it, favouring consistently high quality and a judicious avoidance of expansion, keeping within budget by refusing to over-reach itself. Schools Minister Nick Gibb was so impressed that he declared: “Every school should have one.”

The Ocarina Workshop, unveiled the winner of the Best Music Education Product at this year’s Music Teacher Awards – the 4-hole Oc. The Ocarino is an economical way of introducing children to music, building their confidence, and helping them to read and perform music individually and as a group. This inspires and prepares them to pursue music on other instruments or with their voices.

The charming Dogs and Birds stand showcased their range of books and accessories, based on an inventive system of notation in which conventional patterns are demystified using dog and bird symbols.

Already, children as young as three are taking to the Dogs and Birds system, which gives them a head start in their music education.

One of the most exciting businesses present at the Expo was pBone, makers of trombones, trumpets, and other ‘brass’ instruments using colourful, lightweight glass-reinforced plastic (GRP). These plastic instruments look set to revolutionise music education by offering inexpensive, light versions of familiar instruments, giving younger children and those unable to afford brass instruments the opportunity to learn on an unprecedented scale.

With around 175,000 sold in four years, pBone are the market leaders in this field.

The business is expanding too, with more products on their way, including a newly-designed instrument not based on an existing brass model.

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SHAPING MUSICAL LEARNING The Expo has become an essential part of the educational calendar, with its unique opportunities to allow delegates to quiz key figures from the world of education, and to gain insight into new qualifications and the direction of education policy. By showcasing a range of innovative products, the Expo also aids teachers in helping to shape the learning environment. It will be fascinating to see how these different aspects of music education evolve over the coming year. As Chris Shea of Tromba puts it: “Anything is possible.” L FURTHER INFORMATION www.musiceducationexpo.co.uk

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INDOOR ENVIRONMENT

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CLEANING AND CARING

Increased awareness in environmental issues has seen a sudden growth in schools adopting ‘green cleaning’, resulting in improved air quality indoors and better health and hygiene

CLEANING AND CARING Many observers cite Rachel Carson’s 1962 book, Silent Spring, as the moment attitudes started to change. It brought a much greater awareness of environmental issues and the potentially harmful side effects caused by chemicals. The public and politicians were starting to take environmental issues more seriously, and so manufacturers started to develop greener cleaning products, predominantly for demand in the domestic market. But it took much longer to find

credence in the professional cleaning industry, because there were concerns about the performance of the new products, and also a lack of standards clearly defining what a green cleaning product was.

Eventually, independent third party organisation’s like ‘Green Seal‘ were able to offer ‘Green Certification’ to reassure users that the product was in fact ‘green’ and that its performance matched, and in some cases bettered, traditional products, and so the green cleaning revolution could begin. Products were evaluated using science based standards, and were stringently tested to show they could protect the indoor air quality, didn’t contain CFCs, were made from sustainable resources, and were recyclable and biodegradable, and, of course, could do the job they were designed for.

THE IMPORTANCE OF TRAINING As green cleaning developed, it became clear that more professionalised training would be needed to accompany the new green products. In any cleaning programme it is vital that the right products be used in the proper quantity, and that the recommended cleaning procedures are followed. So companies such as BICSc developed a set of highly professional courses to train cleaning operatives in the correct procedures, in order to get the best possible results for the new cleaning programmes.

Trained cleaning operatives can be extremely useful to a schools management in helping them devise ways to become more sustainable, reduce waste, energy use and water consumption. Getting properly trained staff to implement green cleaning can prove E

n It’s beein shown dies, tu global s chool’s that a sd hygiene n health a ls can have protoco e impact a hug dent on stu ss succe

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Written by The British Institute of Cleaning Science

One of the biggest changes that’s taken place in schools in recent years is the adoption of green cleaning and a move away from harmful chemicals to safer, healthier, effective and environmentally friendly practices.

It’s been shown in numerous studies across the world, that a school’s health and hygiene protocols can have a huge impact on the success of its students. But it hasn’t been an easy and straight forward journey. The concept of green cleaning is something that has evolved very slowly over the years.

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INDOOR ENVIRONMENT

As the evidence has emerged that shows a clear link between poor air quality and conventional cleaning products, more and more schools have been moving to green cleaning, and seeing huge falls in absenteeism

 highly cost efficient in the long run. But most importantly of all, trained cleaning operatives can keep the premises clean and hygienic for most of the day, and in an environment where infection could potentially spread quickly this is absolutely vital.

Cleaning contractors have found over the years that it has become a lot easier to market the merits of green cleaning to clients such as schools, as the evidence about the benefits has rolled in. Often there will be no increased cost at all, and there are real tangible academic benefits.

POSITIVE LEARNING ENVIRONMENT Concerns about the impact of conventional cleaning chemicals on operatives, a buildings occupants and the environment, has been a driving force behind the change. But in the case of schools and educational facilities, the evidence gathered over a number of years is overwhelming.

It’s simply a case of green is best.

A green cleaning programme in schools can bring improved indoor air quality, reduced operating costs and reduced energy and water use. These environmental improvements in turn lead to an increase in student and teacher productivity and higher test scores. After studying the effects of green cleaning programmes in schools across the US, Dr Michael A Berry, PhD,

said: “There is a direct connection between healthy school environments, the behaviours and attitudes of students, parents, and educators and academic achievement.”

In studies conducted in the US it was found that there was an estimated 15 per cent reduction in absenteeism and a five per cent increase in student test scores in schools where health and hygiene was a high priority.

It was found that schools with green cleaning programs not only lower the threat of illness, but also covey a positive message about the environment. The United States has led the way in green cleaning, but the trend has also been gaining momentum in UK schools for a number of years. Public Health England is right behind the push for green cleaning and their studies also show that green is best. Their support is helping to encourage many more local authorities, and head teachers to ‘think green’ when it comes to cleaning procurement.

The research is there and it shows that a green school creates a healthy environment that is conducive to learning, whilst at the same time saving energy, resources and money, in addition to the benefits to students and staff in the school.

ABSENTEEISM One of the biggest arguments in the case for green cleaning in schools is its impact on absenteeism among pupils. Absence

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from school not only impacts on a child’s future, it is extremely costly for schools.

Many studies have linked the cleaning products used in schools to both the cause of asthma and the trigger of asthma attacks.

Improving the indoor air quality in schools is not only vital for preserving the health of pupils, staff, and cleaning operatives, but can also have huge financial benefits as better air quality means the school’s inhabitants don’t need time off for conditions such as asthma, and other respiratory problems.

Green cleaning products are stringently tested, and release less than one sixth of the air pollution produced by conventional cleaning. As the evidence has emerged that shows a clear link between poor air quality and conventional cleaning products, more and more schools have been moving to green cleaning, and seeing huge falls in absenteeism.

EMERGING TRENDS As in any industry there is always change and innovation and the cleaning industry is no different. The emergence of environmental issues and green cleaning has opened up new opportunities and the industry is likely to evolve even more in the future.

One of the most important trends to emerge in cleaning over recent years is daytime cleaning, and the use of green cleaning products means that schools can be cleaned during the day with minimal risk to students or educators. Not only can this keep schools clean at optimal times, reducing the risk of infections spreading, it can also lead to huge energy savings as schools can be powered down for much longer periods.

The elevation of cleaning as a skilled profession is also playing its part. In the past, cleaning operatives were rarely seen or heard and now staff and students can see what an important role cleaning operatives play in keeping the school, not just clean, but also hygienic and environmentally sound.

MOVING FORWARD In the future it may be possible to have cleaning tasks performed effectively without the use of any chemicals, which would be the ultimate goal for green cleaning enthusiasts. Manufacturers continue to experiment, although chemicals both green and conventional may continue to play a part together for some time yet.

For schools and educational establishments the evidence is clear; the improved indoor air quality as a result of green cleaning brings huge tangible results in the form of increased student and teacher performance, and over time reductions in overall costs.

Health and hygiene in schools is now seen as fundamental, and it would seem that the concept of green cleaning is here to stay, and what school doesn’t want happy, healthy, higher-achieving students? L FURTHER INFORMATION www.bics.org.uk

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Hygiene

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INFECTION CONTROL

Written by Dr Richard Hastings, microbiologist and technical director at BioCote

FIGHTING BACTERIA IN THE CLASSROOM Dr Richard Hastings, microbiologist and technical director at BioCote, explains the processes and results of its study to create a safer, more hygienic learning environment

The world’s first antimicrobial classroom, created at a primary school in the south east of England, saw levels of bacteria reduced by 96 per cent. This was achieved by refurbishing the classroom with furniture, fittings and materials protected with BioCote antimicrobial technology, meaning that products such as desks, seating and even the paint on the walls had technology built-in that offers proven protection against bacteria such as E. coli and MRSA, mould and the H1N1 flu virus.

Any communal environment is not only shared by people but also the varied

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EDUCATION BUSINESS MAGAZINE | Volume 20.3

these environments is therefore important in order to reduce the risk and the potential consequences associated with bacterial infections. Good hygiene guidance for education providers from government includes regular, thorough environmental cleaning.

However, it is important to note that cleaning practices and isolated cleaning are unlikely to fully address the problem of bacterial contamination. Fortunately, new developments in antimicrobial technology now offer the ability to create indoor environments with materials that continuously act to reduce the presence of microbes contaminating them, meaning an even higher level of cleanliness can be achieved.

THE STUDY An investigation measured and compared the numbers of bacteria in two classrooms, both at the same primary school. Products protected with BioCote antimicrobial technology had been extensively applied to one classroom whilst the second was unchanged.

In the autumn of 2014, a medium-sized s UK primary school was selected e c n a Adv as suitable for the purposes of in this environmental study. The l ia b o r classroom, including desks, c i antim gy offer chairs, tables, door handles, o l o n s t h light switches and carpets n c e e t ironm the was completely refurbished v n e r o e indo with BioCote partner products o reduc obes and t t c a t was treated with BioCote r c i tha m f o e c antimicrobial technology. n e pres taminating A second classroom was n co included in this study to them serve as a comparison. Both classrooms were used and cleaned as normal. Typical daily cleaning of the school classrooms involved wiping the sinks, draining board and table tops, sweeping the hard floor and vacuuming carpet. In addition, a weekly clean consisted of the dusting of computers, shelves and worktops and mopping of non-absorbent floors.

In order to determine the levels of bacteria, all items were swabbed and then processed in the microbiology laboratory. A weekly collection of swab samples began in November and extended for three weeks, with antimicrobial products swabbed from the antimicrobial classroom and the corresponding unprotected products and surfaces in the unprotected classroom. The bacteria associated with everyday life. A swabs were collected before and after the school classroom is of course no different. school day and processed appropriately in All communal environments contain many the microbiology laboratory to count the different types of bacteria and microbes, bacteria recovered from both classrooms. and whilst not all are dangerous, there are some that are. School classrooms provide an RESULTS ideal scenario for colonisation by bacteria A comparison of the average number – the close contact of pupils for prolonged of bacteria recovered from all BioCote periods, and numerous commonly touched, protected products with all equivalent communal surfaces provide almost perfect products in the unprotected classroom circumstances for microbes to not only thrive revealed almost 96 per cent less bacterial and survive but pass from pupil to pupil either contamination in the antimicrobial classroom. directly or via shared surfaces. Hygiene in The difference in average numbers

About the study of bacteria recovered from the various products of each classroom varied from 30 per cent to 99.99 per cent.

In more specific detail, there was 97 per cent less bacteria on desk chairs, 70 per cent less on carpets, 99 per cent less on door handles and 86 per cent less on sockets.

The difference in the total counts of bacteria between the classrooms was 96 per cent. A comparison of the average number of bacteria recovered from all BioCote protected products with all equivalent products in the unprotected classroom revealed almost 96 per cent less bacterial contamination in the antimicrobial classroom.

The difference in the average numbers of bacteria recovered from the various products of each classroom varied from 30 per cent to 99.99 per cent.

DISCUSSION The two classrooms studied were chosen due to their similarities in use, location and demographics. From this basis, the only difference between the two classrooms was the presence of antimicrobial technology.

Therefore it is reasonable to view the reduced counts of bacteria on the antimicrobial products as a direct result of those products continued antimicrobial performance.

Previous real-life studies conducted

by BioCote in various sectors – such as in a hospital and care home – to measure the levels of bacteria on BioCote protected surfaces also reported them to be less contaminated than their unprotected counterparts.

Before release into the market, products protected with BioCote technology are validated for acceptably high antimicrobial efficacy. Whilst it is clear antimicrobial technology should not be viewed as a replacement to cleaning, considerably fewer bacteria present on antimicrobial products presents a compelling case for the application of antimicrobial technology to hygiene-critical or close-contact environments such as in the school classroom.

Based on this data and other studies undertaken by BioCote, a 95 per cent reduction when compared to an unprotected environment is typical when BioCote technology is used in the real world. Creating an antimicrobial environment in any classroom is also easy to do – all BioCote protected products featured throughout the study are commercially available and, coupled with good hygiene practices, provide the ideal solution to a cleaner, healthier environment for pupils and staff in educational environments.

In the next part of the study, BioCote is exploring the identity of microbes recovered from both classrooms to understand the type

Hygiene

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In conjunction with its brand partners BioCote set about measuring and comparing the numbers of bacteria in two classrooms in the same primary school after antimicrobial technology has been extensively applied to one whilst the second is unchanged.

A weekly collection of swab samples began on treated and untreated surfaces.

A comparison of the average number of bacteria recovered from all BioCote treated products with all corresponding products in the control classroom revealed almost 96% less bacterial contamination in the antimicrobial classroom.

View the full case study and results at tinyurl.com/peogmnq of bacteria living on the surfaces. As well as this, the BioCote team are keen to understand what potential antimicrobial technology has for reducing absenteeism due to sickness. L FURTHER INFORMATION For the full results of the study, visit tinyurl.com/p3d7l98 or www.biocote.com

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HEALTH & SAFETY

Citation professional solutions for education

Citation helps your school stay protected. As health and safety, HR and employment law experts, the company provides advice and support that is tailored to the education sector.

From the moment you become a Citation client, you’ll get access to 24/7 expert advice and guidance - backed up with site visits, documentation, online tools and an unique advice guarantee; “Should you face an Employment Tribunal, health and safety prosecution or other action from an enforcing agency after adopting the systems and advice of Citation, we will pay the defence costs and employment tribunal awards up to £1.5 million per annum. There is no small print and no hidden indemnity restrictions or exclusions.”

Citation helps businesses grow - from recruitment to contracts of employment, and investing in staff. Working together, the company will focus on the positive growth of your school, meaning you’re confident when faced with visits, inspections or critique from regulatory bodies.

Plus, as a Citation client you will benefit from updates on the latest legislation changes that are relevant to the education sector.

For more information on how Citation can help your school, contact the company on the details below.

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HEALTH & SAFETY

Schools UK: Comprehensive staff absence insurance

Schools UK has been established to tend to the growing demand for protection against staff illnesses and accidents that hinder teaching continuity.

The company ensures that adequate cover is provided for every eventuality to meet the cost of providing first class supply teacher cover. At the same time, Schools UK offer a comprehensive claims management program to include Human Resources and Occupational Health to significantly reduce claims at no extra cost.

School UK’s personnel is experienced in tending to the specific needs of its clients and ensure transparency where every

HEALTH & WELLBEING

CLEANING

The Royal Society for Public Health (RSPH) is working with a wide variety of services for young people, to develop a national hub that will become a network of young people’s health and wellbeing services, resources and points of information.

The services include local authorities, schools, colleges, youth centres, organisations, charities and community groups. This is called the Youth Health Movement.

The ethos of the Youth Health Movement is about empowering young people to be creative in the promotion of healthy behaviours.

An integral part of this movement is the Certificate for Youth Health Champions, the accredited qualification of the RSPH. There are youth health champions active across the country already and there are some inspirational examples of work and campaigns being carried out, which in part

Smart Graffiti is the distributor for the Smart Graffiti product range of graffiti removers and associated products. Customers benefit from the quality of service and expertise expected from a company with more than 20 years experience in the graffiti removal industry.

It is quite a statement to claim that you can now eliminate graffiti in less than four minutes. It is even more so to comment that you only have to do the job once.

Smart Graffiti understands how much of an inconvenience graffiti can be for the school environment.

One of the company’s products, the Smart Elite Graffiti Remover, is believed to be the worlds fastest graffiti removal products.

In three out of four situations, Smart Graffiti’s products work with a single application. Clients can see the product working while they wait. Because of the quality of the products, clients only need to use a small amount for each application – meaning a single bottle of Smart Graffiti

aspect of its policies are concerned.

The company offers the most comprehensive Staff Absence Insurance cover in the market as Standard Cover to include wellbeing for staff members. It also offers a full comprehensive Occupational Health Service together with an extensive HR & Employment package.

Schools UK would be pleased to discuss any queries regarding any aspect of its cover via the contact details below.

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form the basis of the movement.

You can find out more about the movement, the qualification and the programme and how to embed it into your school, college or youth setting by visiting the website below. Alternatively, email the Youth Health Movement via the email address posted below.

FURTHER INFORMATION yhm@rsph.org.uk www.rsph.org.uk/ youthhealthmovement

EDUCATION BUSINESS MAGAZINE | Volume 20.3

product can last twice as long.

The company’s easy to use products remove graffiti from any surface, quickly and completely whether it be exterior or interior - without changing or damaging the surfaces.

Being a worldwide market leader of graffiti removal products, Smart Graffiti manage to keep their product prices competitive.

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CPD TRAINING

CPD TRAINING

Well-established postgraduate programmes in education at the University of Greenwich have been designed to meet the needs of education professionals from schools, local authorities, universities and other public sector organisations.

If you are interested in career progression, or just interested in stimulating and challenging study and research, the University of Greenwhich may have what you are looking for.

The MA Education programme is offered full-time or part-time and will help students develop their skills and expertise. Guided by an enthusiastic team of academics who are committed to research and lifelong learning, prospective students will explore policy and practice in education in the light of theory and research.

The national governing body for swimming, the Amateur Swimming Association (ASA), has launched a new direct partnership with primary schools to help them develop the necessary knowledge required to deliver high quality school swimming programmes.

By signing up to the School Swimming Charter and improving standards of swimming teaching and assessment, pupils will feel positive recognition of their progress in swimming as they are rewarded for reaching milestones.

Schools will have a guarantee that by delivering ASA’s recommendations, national curriculum requirements will be met.

Staff will feel motivated and valued by receiving substantial support and specialised resources on how to teach swimming and parents will be reassured

Programmes providing the key to career success

The PhD and EdD programmes are flexible in delivery and designed to support students in the challenges of doctoral study and research. The university’s supervisory team draws on a vast range of practical and academic experience in educational research and doctoral supervision.

The programmes are run at the university’s Avery Hill Campus, a historic site for teacher training.

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The National Space Academy is the UK’s leading national education programme based on space science and engineering.

The Academy’s methodology encourages teachers to use cutting edge STEM contexts to bring curriculum topics to life, exploring the relevance of space technology and research in our daily lives to further student engagement.

Currently the UK space sector employs 35,000 people, generating an annual turnover of £11billion.

A further 100,000 jobs will be created in the sector by 2030 according to the UK Space Agency. The Academy works with the Agency and companies in the sector to keep teachers up to date on new developments, particularly in satellite design, satellite manufacture, and satellite data applications, in which the UK is a world-leader.

All Academy courses are taught by Lead Educators: fulltime secondary science teachers seconded to the Academy project

Modern Governor is the leading online professional development service supporting the strategic role of school governors and academy trustees. Its modules are authored by governance experts and cover everything from the principles of governance to academy conversion, pupil premium and social media.

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Space for Education: The National Space Academy

from their school, so that courses remain curriculum-led, and the activities classroom-proven. All Academy Lead Educators are outstanding teachers with a record of excellent exam results for their own students. Lead Educators are passionate and knowledgeable about space; delivering student masterclasses or teacher CPD with high impact, classroomready, hands-on activities.

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that action to improve school swimming is being taken.

Parents will also be kept up-todate on their child’s swimming attainment levels and successes.

Primary schools can sign up to the School Swimming Charter and receive an immediate link to an online library of digital resources, followed by a substantial package of physical resources for classroom and poolside use.

FURTHER INFORMATION www.swimming.org/schoolcharter

Modern Governor – CPD that goes with you phone, iPad, Windows desktop or Apple laptop. A governor’s progress through any of the modules is tracked, so a module can be started on a computer in an office, continued on a smartphone on the journey home and completed on a tablet in the evening.

The range of 30 modules currently available is scheduled to expand to over 50 by the end of the 2015 summer term and governors can trial a selection of the mobile-friendly modules for 30 days free of charge. In addition, the free Modern Governor mobile app provides a searchable, offline glossary of education-related terms in any governor’s pocket or bag.

FURTHER INFORMATION Tel: 0207 101 9383 info@moderngovernor.com www.moderngovernor.com

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

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Products & Services

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

TRAINING

LIGHTING

For over 20 years Safety Net has supported schools to meet the challenges of safeguarding and child protection and has become experts in the use of the Protective Behaviours process. A range of specialist training courses and programmes are available to help staff protect children.

Safeguarding and Child Protection training ensures staff acquire the knowledge and skills to identify abuse, develop safe working practices, understand current legislation, handle disclosures and make referrals.

Protective Behaviours training shows how this effective process improves children’s personal safety, emotional literacy and behaviour. Protective Behaviours complements and strengthens other school-based programmes (i.e. PHSE /SEAL) and can help meet key Ofsted requirements.

Whole-School Protective Behaviours enables staff to understand and implement this unique approach that allows

Abacus Lighting has a proven track record for supplying, installing and maintaining exterior lighting around the world. With a rich history of successful lighting projects in the education and sports sector, Royal Russell School in Surrey becomes the latest addition to this list.

The school required a lighting solution that met the already exceptional standard of the school facilities. At Royal Russell, the sporting facilities include a range of pitches and courts for hockey, netball and tennis.

Using Abacus Challenger 1 sports floodlights and HL250 Abacus Raise and Lower masts, these pitches were lit to the lighting levels required for each sport.

Abacus’ base-hinged masts allow for quick and simple installation resulting in minimal downtime

Safety Net – Keeping children safe

children, parents and school staff to work together to prevent abuse and violence, promote citizenship, reduce anxiety and bullying.

Online Safety sessions and workshops help parents, children and staff to use the internet safely and responsibly, while recognising risks, learning to report abuse and get help.

Courses are available across the South East and can be tailored flexibly to suit requirements. Safety Net’s Safeguarding and Child Protection training is accredited with Continuing Professional Development (CPD.co.uk).

FURTHER INFORMATION Tel: 01273 420973 training@safety-net.org.uk www.safety-net.org.uk

FOOD

DESIGN & BUILD

The Food Teacher Centre is a vibrant on-line community of food teachers supported by experienced associates.

It provides a platform to exchange best practice, give advice and support to less experienced teachers, answering practical concerns and keeping teachers abreast of the latest curriculum changes.

It is free to take part and in addition to the online community, there are regular regional and national face to face events.

“I think the community is unique and I feel very lucky to be part of it and also to have got a place on the event.”

“Loved it and really wish we’d had the chance to stand up and shout a public thank-you for each and every person who has shared resources, photos, comments and advice - it is incredible to be part of this community.”

If you require help with training in cooking skills, food science, or

Nestled next to the normally tranquil Kennington Park, lies Grade II Listed Bishops House Children’s Centre.

Built in 1895 for the Bishop of Rochester, it was his wish for it to be used by the local community and children.

Then in 2004 it became a dedicated children’s centre and since transformed to an Early Years Centre.

In spring 2015 the Northern Line extension works are to begin in earnest, which will disrupt the environment of the nursery until at least 2020. The current single glazed windows offer minimal acoustic protection and any ill-fitting frames also allow dirt and dust into the building.

In order to maintain a quiet, clean and comfortable environment for the users of the nursery, Selectaglaze was tasked with

A place of learning and sharing innovative ideas

76

Abacus Lighting – Exterior lighting for cities, for sports and infrastructure

nutrition and curriculum for primary and secondary education then The Food Teacher Centre can help.

Additionally, the company offers support for the new GCSE Food, departmental reviews and in school support to improve results, planning new food curriculum and food areas for teaching and authoring multi-media teaching resources.

To find out extra information visit our facebook public page: www.facebook.com/ foodteacherscentreuk FURTHER INFORMATION www.foodteacherscentre.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 20.3

as the project took place in the early months of the school year.

The Raise and Lower mast design allows maintenance at ground level, thus reducing plant hire costs and increasing safety.

From initial design concepts to planning, manufacturing, installation and maintenance, Abacus brings world class lighting solutions to every project.

FURTHER INFORMATION Tel: +44 (0)1623 511 111 www.abacuslighting.com

Selectaglaze – secondary glazing specialists providing a solution as a result of similar works completed on the Crossrail scheme.

A fully independent window system set 100mm or more from the existing window achieves a noise reduction of 43-45dB and high performance frame seals both limit airborne sound and traps the dirt and dust.

With the property being Grade II Listed, secondary glazing is a great solution as it is a reversible adaptation.

Selectaglaze is a leading specialist in secondary glazing, established in 1966 and granted the Royal Warrant in 2004.

For further information, contact Selectaglaze on the details below.

FURTHER INFORMATION Tel: 01727 837271 enquiries@selectaglaze.co.uk www.selectaglaze.co.uk

PLAY SURFACING

OUTDOOR LEARNING

Matta Products is a leading UK provider of playground safety surfacing, having installed its unique range of products for nurseries, junior schools and inner city playgrounds for over 20 years.

With an expansive range of experience as a specialist supplier, Matta Products is able to provide the full experience, from an initial site survey through to the very last tile being laid, as well as any general maintenance and repairs needed along the way. Working with some of the UK’s leading manufacturers of play equipment in the UK, Matta Products supplies only proven, quality products, with a solution to suit every budget and environment.

With kids just being kids, it is inevitable that accidents will occur during playtime. By installing safety surfacing, however, you can reduce the blow from a fall, reducing injury.

Matta Products take children’s safety incredibly seriously, ensuring that products are complaint with

I once asked my Grandfather if he’d ever been lost in the woods. He gave me a perplexed look and said: “The woods are my home, how can I be lost when I’m at home?”

Have you been watching the survival programs on TV and thought: ‘I’d like to have a go at that?’

Lone Wolf Bushcraft teach and demonstrate these skills, as well as showcasing fire lighting, shelter building and open fire cooking.

The company offer both half day and full day courses.

Hald day bushcraft courses begin at £10 while full day courses start from £15 per person.

This can be coordinated for fun or the company offers team building days to focus on a particular learning outcomes, such as non verbal communication. Baltasar Gracion once said: “The path to greatness is built with others”and Lone Wolf encourages this

Specialists in childrens play safety surfaces

any relevant UK and European safety standards. Its wide range includes; Play Matta, a great alternative to wet pour surfacing for outdoor play zones; Safety Matta, a grass mat style surface; Bouncy Matta, a safe, hygienic solution for indoors; and Recover Matter, a long term repair solution for tired surfacing.

Each year, approximately 40,000 injuries occur in school and nursery playgrounds- something that can’t always be helped. Compliant with all relevant UK safety standards, playground safety surfacing from Matta Products reduces the impact of any fall, ensuring your play areas are fun, safe and budget friendly.

FURTHER INFORMATION www.matta.co.uk

Bushcraft education for the outdoor minded

STATIONERY

STATIONERY

GBA Pen Company has been established in the UK for over 45 years, during which time it has represented many great brands.

Today, and for the last 20 years, GBA Pen Company has been the sole UK and European distributor for the famous Fisher Space Pen, which was the pen that was used by the astronauts when man set foot on the moon 45 years ago.

It is the most versatile pen invented as it allows you to write in any condition and any environment - even upside down - due to the unique properties of the pressurised refill.

The company also distributes the ‘PenAgain’ pens and pencils designed to help children and adults to hold and write with a pen properly without any strain on the hands. This is especially useful for the disabled or anyone who has a problem holding a regular pen. Alternatively,

BIC is one of the UK’s leading brands in writing instruments and its range of Velleda whiteboard markers are trustworthy, reliable and perfect for use in the classroom.

Recommended by teachers, the new Velleda whiteboard markers offer unrivalled erasability immediately after application and can even provide erasability after a few days.

The Velleda whiteboard markers are available in three class pack variants; fine, bullet and chisel tipped. The product’s three variants are available in black, and even in blue, red and green ink colours to suit specific jobs in the classroom.

The fine 1721 whiteboard marker is excellent for drawings and detail, while the larger nib 1701 and 1751 whiteboard marker are perfect for larger writing and block shading.

Helping customers to find the right way to write

‘PenAgain’ stationery is ideal just for fun, as children love them.

Amodex, is a brilliant ink and stain remover that removes all inks, permanent markers, felt tip pens, gel ink and fountain pen ink fabrics and surfaces.

Amodex is recommended by Parker, Crayola, Sanford, Bic and many more. It also removes all food stains, blood, grass, grease, make up and many more stains. And it really works.

FURTHER INFORMATION Tel: 01245 225758 www.gbapen.co.uk

Products & Services

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comradery to all of its clients.

Based in North Essex, with a capability to cover courses in Essex, Suffolk and Norfolk, Lone Wolf offers a learning experience like no other.

Due to its mobile nature, Lone Wolf can come to its clients, fully insured and CRB and DBS checked.

FURTHER INFORMATION Tel: 07799 506 998 www.lwbcfs.com lonewolf376@gmail.com brad@lwbcfs.com

Stationery products perfect for the classroom

The Velleda 1701 and 1751 have the added benefit of being made from 51 per cent recycled materials.

All of the variants benefit from high ink capacity, blocked tips which don’t bend or retract under pressure and low odour, making them ideal for use around children.

Velleda class packs come in easy to store cardboard boxes, with markers placed horizontally to make them last even longer.

FURTHER INFORMATION www.bicworld.com

Volume 20.3 | EDUCATION BUSINESS MAGAZINE

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Advertisers Index

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Sponsored by

TRAINING

OUTDOOR PLAY

Learning Cultures design and deliver high quality continuing professional development (CPD) for schools. The company is a leading provider of coaching training for the education profession in the UK. Learning Cultures believes that CPD has to make a difference to learning, individual performance and contribute to a school’s vision.

It designs its events to ensure that those who attend take back a suite of skills and resources to cascade their learning to others. In this way the recipient of the training is able to contribute to creating a measurable impact on building a sustainable whole school strategy for continuous improvement.

The training and consultancy programmes written by Learning Cultures expert team are designed to support schools manage the current and ever changing education policy landscape and curriculum re-design. It also fulfills the need for all staff and managers in school to have the expertise

Sovereign, one of the largest providers of school ground developments in the UK, is launching a new and extensive range of play structures and sensory play facilities for the Primary and Early Years.

Designed to boost imaginative play experiences, while promoting physical, cognitive and socialemotional growth, this comprises a collection of climbing frames, play towers and adventure trails - such as a new Fitness Literacy Trail, which promotes active learning for ages 5-11. New additions also include the Fruit and Comic ranges, a colourful collection of play structures for children up to four years of age.

Sovereign will also be introducing a sensory range of Mud Kitchens, encouraging creativity in children’s mud play, alongside a Bug Hotel, ideal for teaching children about natural habitats. The equipment joins Sovereign’s existing ranges of play panels, playground graphics, tower structures and more - all

Powerful development training for teachers

and the evidence that OFSTED, ISI or ESTYN is looking for.

The Learning Cultures philosophy aligns closely with the recent legislation that enshrines performance management systems into law. This requires all schools to link appraisal to the school development or improvement plan and to the ongoing need for all staff to have the relevant CPD that allows them to achieve their objectives.

FURTHER INFORMATION Tel: 01746 765076 info@learningcultures.org www.learningcultures.org

Well Educated Banking www.lloydsbank.com/ schoolbanking

Sovereign launches new play equipment

ideal for young imaginative minds, while ensuring the highest level of safety with maximum play value.

Many items were recently displayed at the Education Show in the NEC; but if you missed the opportunity to see them there, you can order the new 2015 catalogue online with Sovereign now.

For more information or to book a free consultation, please see the contact details below.

FURTHER INFORMATION Tel: 01702 291129 www.sovereignplayequipment.co.uk

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service 3B Scientific 64 Abacus Lighting 76 Active IQ 4 Amazing Interactives 34 Approved Marketing 68 Aquila Shelters 24 Arena Group 42 Arloon 62 Babcock 4S 18 Bellrock IBC BIC UK 77 Brathay Trust 51 Cadbury 44 Cambridge Style Canopies 70 Care Check 20 Childnet International 66 Citation 74 Decorative Panels Lamination 8 ES Heating & Lighting 21

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eTeach 14 EXA – Networks BC Food Teachers Centre 76 Frontier Software 16 GBA Pen Company 77 Goalfix Sports 55 Grange Services 54 Group Call 37 HP Cover wrap Inspiring Learning 48 Kemper System 28 Learning Cultures 78 Leeds City Museum 73 Lloyds Bank 6 Lone Wolf Mobile Bushcraft 77 Medium UK 40 MISL 46, 47 Modern Governor 75 MTX Contracts 22

EDUCATION BUSINESS MAGAZINE | Volume 20.3

National Space Academy 75 Nomadic Schools 52 One Day Creative 20 ParentHub 38 ParentPay 10 PHS 77 PrintME 3D 12 Profile 22 26 Pupils Profit 20 Quintus Systems 13 Rhinegold Media and Events 67 RM Education 41 RPG Europe 29 RSPH 74 Safety Net 76 Sam Learning 36 School Risk Assessments 44 Schools UK 74

Schoolwear International 60 Security Engineering 29 Selectaglaze 76 Smart Graffiti 74 Sound and Music 66 Sovereign Design Play 78 Sundeala IFC Sureserve and Leisure 66 Tarsus Group 61, 63, 65 Technology Supplies 44 The ASA 75 The Education Broker 56 The Nursery Kitchen 33 Turf ‘n’ Stuff 51 UAE & UK Education and medical services 62 University of Greenwich 75 Walkers Snacks 32 Wesleyan For Teachers 58 West Country Group 30

Can your school’s internet connection do it all?

An Exa Education one can.

Mobile devices, e-learning platforms, video streaming...

The demands placed upon a school’s connectivity service are numerous, and constantly increasing. That’s why it’s more important than ever before to ensure that your internet service provision is the best that it can be.

At Exa Education, in order to make sure that you have an internet service that works for you, we assess your school’s needs, your current situation and your future plans, before we create a bespoke internet package built with these in mind. However, should your plans change, all our services are available to upgrade at any point - so your connectivity can change with them.

Contact us today to learn more about how an Exa Education internet service can help you to embrace edcuational technology, not become burdened by it.

Contact Exa Education: 0845 145 1234 education@exa.net.uk www.exa.education

VOLUME 20.3

Business Information for Education Decision Makers

Want to cut your print costs in half?

Switch to HP OfficeJet X with PageWide technology.

For schools with more sense than money.

When you’re looking for efficiency, it’s great to find an unexpected source of savings. Get the quality and reliability of printing you need.

Improve performance and do more for the environment. All with PageWide technology only from HP, the world’s most preferred printers. hp.com/go/educationbusiness

The OfficeJet X series, only from HP.

Laser like prints, half the cost.

Comparison for HP OfficeJet Pro X based on manufacturers published specifications of fastest available colour mode (as of August 2013) and includes colour laser MFPs ≤£800 and colour laser printers ≤£650 available August 2013 based on market share as reported by IDC as of Q2 2013 and HP internal testing of printer in fastest available colour mode (sample 4-page category documents tested from ISO 24734). Comparison for HP Officejet Enterprise X based on manufacturers published specifications of fastest available colour mode (as of December 2013) and includes colour laser MFPs ≤£2,500 and colour laser printers ≤£1,000 based on market share as reported by IDC as of Q3 2013 and HP internal testing of printer in fastest available colour mode (sample 4-page category documents tested from ISO 24734). Actual prices and yields may vary. Worldwide printer marketshare, and HP printer brand awareness, consideration and preference study in 9 markets 2014.

For more information, see www.hp.com/go/printerclaims.

Want to cut your print costs in half?

Switch to HP OfficeJet X with PageWide technology.

For schools with more sense than money.

When you’re looking for efficiency, it’s great to find an unexpected source of savings. Get the quality and reliability of printing you need.

Improve performance and do more for the environment. All with PageWide technology only from HP, the world’s most preferred printers. hp.com/go/educationbusiness

The OfficeJet X series, only from HP.

Laser like prints, half the cost.

Comparison for HP OfficeJet Pro X based on manufacturers published specifications of fastest available colour mode (as of August 2013) and includes colour laser MFPs ≤£800 and colour laser printers ≤£650 available August 2013 based on market share as reported by IDC as of Q2 2013 and HP internal testing of printer in fastest available colour mode (sample 4-page category documents tested from ISO 24734). Comparison for HP Officejet Enterprise X based on manufacturers published specifications of fastest available colour mode (as of December 2013) and includes colour laser MFPs ≤£2,500 and colour laser printers ≤£1,000 based on market share as reported by IDC as of Q3 2013 and HP internal testing of printer in fastest available colour mode (sample 4-page category documents tested from ISO 24734). Actual prices and yields may vary. Worldwide printer marketshare, and HP printer brand awareness, consideration and preference study in 9 markets 2014.

For more information, see www.hp.com/go/printerclaims.