Education Business 20.4

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VOLUME 20.4

IT & COMPUTING

FINANCE

ENERGY

SOUND FINANCIAL DECISIONS The benefits a finance committee can bring

STEM EDUCATION

ACADEMIES

EVOLVING EDUCATION Reflecting upon the academy movement

SCHOOL SPORT

FIRM FOUNDATIONS Finding the funding to support school sport

PLUS: TRAINING | EDUCATIONAL PLAY | DESIGN & BUILD | OUTDOOR LEARNING

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VOLUME 20.4

IT & COMPUTING

ENERGY

FINANCE

SOUND FINANCIAL DECISIONS The benefits a finance committee can bring

STEM EDUCATION

ACADEMIES

EVOLVING EDUCATION Reflecting upon the academy movement

SCHOOL SPORT

FIRM FOUNDATIONS Finding the funding to support school sport

PLUS: TRAINING | EDUCATIONAL PLAY | DESIGN & BUILD | OUTDOOR LEARNING

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Comment

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Who wins the next popularity contest?

In all probability, by the time you read this, the 2015 General Election will have taken place. The population will have put their exes in the appropriate boxes, but this doesn’t mean we will actually have a coherent government. It may well take a bit longer than that.

The deeply unpopular but undoubtedly capable Michael Gove was replaced in July 2014 by the slightly more popular but decidedly less qualified legal eagle Nicky Morgan. The jury is out on Morgan. If the Conservatives remain in situ after May 7, she may well get to serve a ‘whole year’ in the job. And if they do, the Tories could well decide to lose her in a reshuffle in order to get someone a bit less popular in place.

Tristam Hunt lurks in the shadows, but the Son of Baron Hunt of Chesterton may also be an unpopular choice, seeing as he crossed a University picket line fairly recently in order to deliver a lecture to students at Queen Mary University on Karl Marx and the Making of Marxism. At the time, Labour’s West Bromwich MP Tom Watson described his behaviour as ‘preposterous’. Last year, Hunt proposed that private schools should be forced to form partnerships with local state schools in order to keep their charitable status. According to some, a sound theory, but terrible practice according to others.

Hunt also came unstuck on Question Time, with a sweeping generalisation which suggested that nuns don’t make good teachers. However, his comments appear to have been habit-forming. Labour’s latest pre-election pledge is to fire unqualified teachers if they are not working towards qualification by 2020, meaning Hunt has already made himself unpopular with at least 17,000 currently working in the profession, regardless of whether he gets a crack at the big job or not.

Danny Wright

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

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

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

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CONTENTS EDUCATION BUSINESS 20.4 07 EDUCATION BRIEFER

Judge schools on five years’ worth of results, suggests exam board; pay recommendations discriminate against school leaders, says ASCL

11 FINANCE 07

Kerry Ace from The Chartered Institute of Public Finance analyses the importance of a finance committee for in schools, and how it can prove an invaluable source of guidance

15 LEADERSHIP TRAINING

Professional development can be the most effective tool for raising pupil outcomes, writes Bridget Clay of the Teacher Development Trust

19 ACADEMIES 23

The Independent Academies Association writes how the academy programme has changed to accommodate this government’s mass academisation

23 ENERGY

Alasdair Cameron, from Friends of the Earth, writes an update on the growing demands for solar power in schools, and how switching to solar can make a difference to a school finances

27 DESIGN & BUILD 33 51

Education Business provides an update on the Priority School Building Programme and the latest schools developing their buildings and premises from the funding

33 IT & COMPUTING: TABLETS

The Tablet Academy discuss the developing role that mobile devices can have in the advancement in learning – focusing on the pedagogic use of technology across the education sector

71

37 IT & COMPUTING: RASPBERRY PI

Education Business takes a look at the latest developments in the world of the Raspberry Pi

47 EDUCATION SHOW

The Education Show returned to the NEC on 19 to 21 March to educate and inspire the education sector once again.

Education Business reviews the best of the content

Education Business

Contents

Sponsored by

51 STEM SUBJECTS

Physiology lecturer Tom Warrender discusses how to engage pupils in science subjects and consider taking their STEM studies further

59 EDUCATIONAL PLAY

Michael Hoenigmann, of the Association of Play Industries, reiterates why play structures are essential to education environments, outlining opportunities for schools to invest

63 SPORT SURFACES: CONSTRUCTION

The Sports and Play Construction Association explain how multi-use game areas can meet the demand for versatile spaces, when multiple pitches can’t

67 SPORT SURFACES: PITCH MAINTENANCE

The Institute of Groundsmanship present a round-up of why it is important for schools to have well-maintained sports pitches

71 SCHOOL SPORT: FOOTBALL FOUNDATION

Football Foundations outlines its operational benefits and how schools and school sport can use the programme to make a difference to its students

75 SCHOOL SPORT: THE YOUTH SPORT TRUST

Dean Watson of Rastrick High School details the benefits that the Living for Sport programme had on the school

79 OUTDOOR EDUCATION

Elaine Skates, of the Council for Learning Outside the Classroom, discusses outdoor learning as a strategy to improve the quality of teaching in school establishments

83 SCHOOL TRIPS The National Farm Attractions Network use case studies to highlight the educational benefits that a hands-on approach can make to classroom learning

87 HEALTH & SAFETY

Nathan Davies, of the Royal Society for the Prevention of Accidents, writes about the teaching health and safety in schools

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FUTURE YOU LOOK AFTER THEIR

AND WE’LL FOCUS ON YOURS

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We have relationship managers in your area with specialist knowledge and local insight. It’s one of the reasons why more than half of all Academies already choose to bank with us.

For more information on how we can help support your academy, please contact us on 01902 719758. lloydsbank.com/schoolbanking

Calls may be monitored or recorded.

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EXAM RESULTS

NEWS IN BRIEF BAE systems to sponsor local Academy

Judge schools on five years’ worth of results, suggests exam board Schools should be judged by their results over a period of at least five years rather than condemned by one year’s performance, exams group Cambridge Assessment has claimed.

Group director of assessment research and development Tim Oates says that new research by his department has implications for the current approach to school accountability and for accountability measurements.

The study, entitled ‘Volatility in Exam Results’ by researchers Tom Bramley and Tom Benton, suggests that once the impact of things such as reliability of marking are removed, significant volatility still exists. The Headmasters’ and Headmistresses’ Conference (HMC) has previously stated that at least one in five of its schools experienced volatility that it would define as a “serious concern”.

Researcher Tom Bramley said: “This study shows quite clearly that exam results in a school may go up or down in unanticipated ways, caused by a wide and complex set of factors.”

“When swings occur they could be because of what is happening in the school or the children’s lives, they could be to do with the assessment itself or the way that national standards are applied, or to do with teaching and learning. But what our study shows is that when we’ve taken account of the variations which can be attributed to quality of marking and to the location of grade boundaries, surprisingly high levels of year-on-year volatility in exam results remain.

“Schools should still monitor exam results for an administrative error which might

have occurred, and should still look for and alert exam boards to peculiar outcomes; but everyone in the system should be aware of the level of volatility typical in the context of the complex system which is schooling.”

Reflecting on the research, Tim Oates says that schools should be judged by their results over a period of at least five years – a five year set of results, not a rolling average.

“It appears that underlying school-level volatility may be an enduring and persistent feature of education arrangements, which means that school performance – in terms of exam results – should be judged on a five year picture rather than one-off annual drops or increases.”

Robin Bevan, head teacher of Southend High School for Boys and UK School Leadership representative on the Association of Teachers and Lecturers National Executive, commented: “Judgements about school outcomes, and indeed about the performance of individual teachers, need to be based on sound evidence. This intelligent and insightful report is very welcome.

“The rigorous analysis clearly shows that schools will see natural fluctuations from year to year in exam outcomes. These variations should not be used, simplistically, to assess the effectiveness of schools on one year’s output or to assume there are problems with the reliability of exam markers.”

READ THE RESEARCH: tinyurl.com/oxg3m76

FREE SCHOOLS

Free School fraud case to be heard next year Three senior members of staff, including the founder, of one the country’s first free schools are set to go on trial next year for fraud offences.

Sajid Hussain Raza, founder and former principal of Kings Science Academy in Bradford, appeared at Leeds Crown Court and was charged with nine offences.

Raza appeared alongside former director of finance Daud Khan, 43. Former head of department Shabna Hussain, 38, did not attend. A trial date has been set for June 2016 and is expected to last six weeks.

Raza is charged with three offences of fraud by abuse of position, three offences of false accounting, two offences of obtaining a money transfer by deception, and one offence of fraud by false representation. Ms Hussain is charged with one offence of fraud by abuse of position and one of acquiring criminal property. Khan is charged with two offences of fraud by abuse of position and three offences of false accounting.

READ MORE: tinyurl.com/npj6jvj

Education Briefer

Sponsored by

Europe’s biggest arms manufacturer, BAE Systems, is set to take over the struggling Furness Academy in Barrow, Cumbria. The company has set up a trust to run the school under its submarine-building arm, which is based in the town.

BAE, which has a turnover of £15.4bn, will build new nuclear‑powered ballistic missile submarines should the UK’s Trident programme get the go-ahead next year as expected.

BAE Systems Marine Submarines Academy Trust will be tasked with turning around the troubled school, which has been in special measures since March 2012.

Despite a subsequent Ofsted inspection in May 2013 and five monitoring visits, inspectors say it is still not improving enough.

Tony Johns, managing director of BAE Systems Submarines, said: “We have for a long time supported local education at primary, secondary and college level, and see this positive step as an extension to our commitment in helping Furness Academy provide its students with the best possible education.”

The trust is now going through due diligence before a consultation with stakeholders, parents and staff. It is expected that a funding agreement will be signed ready for the trust to take over in September. If agreed, the trust will become the academy’s sole sponsor, taking over from the University of Cumbria, Furness College and Barrow Sixth Form College.

READ MORE: tinyurl.com/q9sdrkj

BESA research on furniture procurement The British Educational Suppliers Association has published new research on furniture and play equipment resourcing in the primary sector in England. The research analyses responses from a profiled target audience with decision making and purchasing responsibility relating to furniture and play equipment in academies and a range of Local Authority (LA) schools.

The research identifies the top three product attributes and supplier attributes respectively between furniture and play equipment and between academies and LA schools.

READ MORE: tinyurl.com/o6cghr8

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PAY RECOMMENDATIONS

Pay recommendations discriminate against school leaders, says ASCL In its formal response to consultation on pay recommendations by the School Teachers’ Review Body (STRB) the Association of School and College Leaders (ASCL) has stated that the proposals over teachers’ pay “arbitrarily discriminate” against school leaders and will do nothing to address the recruitment crisis facing schools.

The ASCL had called for a pay award above one per cent to address the erosion in teachers’ pay since 2010, which has seen salaries drop by more than 12 per cent in real terms. It had also called for a return to pay awards being funded by the government – rather than them falling as an extra cost on already stretched school budgets.

However, the STRB has recommended a pay award of only one per cent for most salary levels, and none at all for the maximum pay ranges for senior leaders – meaning a pay freeze for those at the top of these ranges. Additionally, the STRB has accepted the Department for Education’s position that the pay awards can be managed without any more funding – effectively meaning a further cut to school budgets.

Brian Lightman, general secretary of the ASCL commented: “Although the monetary value is small, the message that it sends is that the contribution that some staff make is not valued.

As many of them may be nearing retirement,

there is a risk they will decide not to continue in the profession, thereby further exacerbating the retention problems in the leadership group.”

An ASCL survey recently revealed the growing scale of the teacher recruitment crisis with most respondents reporting difficulty in recruiting in both core and non-core subjects.

Sara Ford, ASCL’s Pay, Conditions and Employment Specialist, said: “Despite the strong consensus of evidence presented to them, the recommendations in the STRB’s 25th Report will do nothing to address the teacher shortages facing schools. What is needed is a fully funded pay award that addresses the erosion in teachers’ pay since 2010 otherwise the recruitment crisis facing schools will only worsen.”

READ MORE: tinyurl.com/lt8pjau

Protesters gatecrash Pearson’s AGM over education privatisation concerns Protesters from teaching unions and global justice NGOs lobbied against education firm Pearson, to question the company’s record on investing in ‘low cost’ private schools.

John Fallon, Pearson’s chief executive, was forced to field difficult questions in front of shareholders over accusations the firm was neglecting public education in order to increase its profits., through the creation of low-fee private schools in deprived areas such as Africa and India. Fallon defended the firm, saying: “Faced with that challenge and reality, we as a leading learning company have a responsibility to work with every part of society, government, local authorities, aid-agencies, charities, and, yes, local entrepreneurs and private companies as well – to give as many people as we can the chance of a better education and a better start in life.”

Campaigners predict that the firm is making millions by privatising education in the southern hemisphere. Accounts have shown how Pearson made a £100 million this year alone after its £500 million acquisition of Brazilian firm English Language Training. The campaigners also raised concerns regarding Pearson’s influence in fuelling ‘high stakes testing’, particularly in the US where parents have begun pulling their children out of taking the exams.

PAYROLL

Liverpool Mayor removed from school payroll A judge has backed a school’s decision to remove the Mayor of Liverpool from its payroll, as he did “nothing” for the school, Schools Week has reported.

Joe Anderson, the Mayor of Liverpool, was paid the sum under rules allowing local authority staff to hold public office after he became council leader in 2010 and mayor in 2012. Governors then dismissed Anderson when the school converted to an academy in 2012, claiming he offered ‘no benefit’ to pupils.

At a previous employment tribunal,

Anderson won an unfair dismissal claim because the school had not followed proper procedures. However, the panel ruled that the reason for Mr Anderson’s dismissal was fair, meaning no compensation was awarded.

Mr Anderson appealed the decision but it was rejected by Judge Serota, who said the school acted reasonably in deciding the payment was of no value to pupils.

READ MORE: tinyurl.com/kkcyewb

NEWS IN BRIEF Vision 2040 group launches 25-year plan for education

Education Briefer

Sponsored by

A teacher group has launched a 25-year manifesto for education, saying it will give “long‑term consistent vision”.

Vision 2040 said it produced the document out of frustration at the ‘short-termism’ of policy cycles, and said this had a damaging impact on schools. It lists 10 ‘starter points’, which include reconsidering “all current curriculum, assessment and wider policy changes to determine which should be abandoned, which could be delayed and which should continue to be addressed”.

It also suggests creating ‘geographical families of schools’ over the next decade with a simple governance structure. The group came together through the Schools, Students and Teachers Network (SSAT), to articulate a teachers’ vision for what education could look like in 2040 and a map to get there.

SSAT chief executive Sue Williamson said: “This is a potentially game-changing statement of intent. What this publication shows is that teachers are ready and willing to lead their own direction to ensure all young people get the education they deserve.”

DOWNLOAD THE DOCUMENT: tinyurl.com/nmcn9c9

Largest academy chain offloads eight schools The Academies Enterprise Trust (AET) has handed over eight schools to local sponsors, as they were ‘geographically isolated’ from the trust’s other schools.

The trust now has 68 schools, down from 77 last year, following Lord Nash’s comments that academy chains performed better when within an hours drive of each other. Last March the Department for Education barred AET from taking over more schools amid fears that it was expanding too quickly. It was also criticised by Ofsted when inspectors said it was failing to give ‘many pupils’ a good enough education.

The relinquished schools are East Point Academy in Lowestoft; Childwall Sports & Science Academy in Liverpool; Oaks, Tree Tops and Molehill Copse Primary Academies, Kent; Northamptonshire’s The Duston School; and Peak and Greenfield Academies in Gloucestershire.

READ MORE: tinyurl.com/le8pzox

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

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FINANCIAL MANAGEMENT

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THE INFORMATION TO STAY FINANCIALLY VIABLE

Effective governance and financial management depends on good quality, timely and relevant information, which forms the basis for decision making, scrutiny and action planning. The role of the finance committee is key in ensuring that the body with ultimate responsibility for an academy’s, college’s or university’s finances (referred to in this article as the governing body) has adequate information to enable it to discharge its financial responsibilities and that the institution remains financially viable at all times.

Although the governing body is responsible for the institution’s finances, it can delegate specific powers and processes to committees who are accountable to the governing body.

Monitoring of the institution’s financial position and financial control systems is normally undertaken by a finance committee.

Although this is not mandatory, it is regarded as best practice. A committee examines annual estimates and accounts (including the accounting policies upon which they are based) and recommends their approval to the governing body. It can ensure that short-term budgets are in line with agreed longer-term plans, and that they are followed.

A committee also has the ability to consider any other matters relevant to the financial duties of the governing body and make recommendations accordingly.

THE ROLE OF THE FINANCE COMMITTEE To be effective, a finance committee must have a clear remit and written terms of reference, clearly stating the extent

and limits of its responsibilities and authority.

The interface between the role of the finance committee and that of the audit committee (where it exists) should be clear. The role of a finance committee in overseeing financial matters is different from the audit committee which oversees risk management, control and corporate governance and the economy, efficiency and effectiveness of the institution’s activities. The role of the audit committee is to scrutinise and review these areas across the institution, including financial matters.

In smaller institutions such as e l some academies, the role o r e h T e of the finance committee c n na is sometimes combined of the fi e is key e t t with that of an audit i m com at the h t committee. Similarly, g n i r some small institutions in ensu ng body has governi ation to do not have E

Written by Kerry Ace, CIPFA

CIPFA’s Kerry Ace outlines the importance of a finance committee for an academy, and how it can prove an invaluable source of guidance for governing bodies when making financial decisions

e inform adequat it to discharge allow nancial its fi ilities ib respons

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FINANCIAL MANAGEMENT

Monitoring of the institution’s financial position and financial control systems is normally undertaken by a finance committee. Although this is not mandatory, it is regarded as best practice  a finance committee and the governing body undertakes this role. In such instances, there may be members of the audit committee present when issues associated with the finance committee role are being discussed.

In both such cases, the potential for conflicts of interest need to be very carefully thought through and addressed appropriately.

A finance committee must take care not to exceed its terms of reference. It should distinguish between issues on which it is empowered to take decisions, and issues that must be referred to the governing body for decision. In deciding which tasks should be delegated to a finance committee, the governing body should retain a formal schedule of matters reserved to it for its collective decision. For example, final decisions on the review and approval of the institution’s annual budget.

It is important that finance committee members attend meetings on a regular basis.

Continual non-attendance will reduce the committee’s overall effectiveness and may risk the meeting(s) not being quorate. Where this occurs, the institution should take appropriate action in accordance with its usual procedures.

TRAINING The institution should have appropriate arrangements in place for the induction and ongoing training of finance committee members and a senior officer such as the clerk should have the responsibility for organising this. Induction could be carried out through a detailed training and briefing session with the chief financial officer (or equivalent), sometimes as part of a more comprehensive induction programme.

The training could include, but not be restricted to understanding the committee’s responsibilities, including the respective roles of members and officers; funding body

requirements for the institution such as those included in the financial agreement between the two parties; and the future funding landscape, particularly any trends of growth opportunities for funding or possible cuts in funding. Training could also include the key elements of the budget and the longer term financial forecast for the institution, particularly the institution’s main grant from the funding body; the financial accounts and reporting processes; course costing information; and other key financial functions such as purchasing and insurance.

The finance committee should meet at least three times in each financial year, usually once per term. And its terms of reference should cover the following areas: constitution, membership, quorum, attendance at meetings, frequency of meetings, authority, duties, reporting procedures and clerking arrangements.

The terms of reference should include provision for urgent approval of items, such as major contracts, that cannot wait until the next meeting of the committee. Such provision could for instance be approval by the chairman of the committee and another non-executive member, with the requirement to report for information on the decision to the next meeting of the committee.

Alternatively, it could be via a telephone conference call with all committee members.

A SOURCE OF GUIDANCE The finance committee clearly undertakes a key role in an institution and in recognition of this fact, CIPFA’s Academies, Colleges and Universities Panel is producing a guide to their role that will provides a practical source of guidance and advice for finance committee members in academies, further and higher education. It will also be valuable to other governing body members who

Training for finance committee members

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The induction and ongoing training of finance committee members could include: Understanding the committee’s responsibilities, including the respective roles of members and officers Funding body requirements for the institution such as those included in the financial agreement between the two parties The future funding landscape, particularly any trends of growth opportunities for funding or possible cuts in funding Key elements of the budget and / or the longer term financial forecast for the institution, particularly the institution’s main grant from the funding body The financial accounts and reporting processes Course costing information Other key financial functions such as purchasing and insurance Visit CIPFA’s website for more information on training: tinyurl.com/msgk5kv

retain some financial responsibilities and to other interested parties. It describes finance committee members’ roles and responsibilities in detail and provides the context in which such committees operate.

There is emphasis throughout the guide on ‘questions to ask’ to help committee members to assess the effectiveness of their own committee. Answers to these questions will also form a useful basis for any future actions.

This guide will be available in Autumn 2015. L FURTHER INFORMATION www.cipfa.org

13

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PROFESSIONAL DEVELOPMENT

Training

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ZOOMING IN ON PROFESSIONAL LEARNING Alongside numerous priorities and pressures, schools are expecting yet further financial limitations, so it is easy to see how professional learning might slip down the ‘to do’ list. Yet when professional development is carried out well, it is the most effective tool for raising pupil outcomes.

Not only that, it also builds teacher morale and self-efficacy, writes Bridget Clay of the Teacher Development Trust

Research shows that ensuring good professional development for all staff is one of the most effective ways to improve outcomes for all students. In a New Zealand study, classes where the teachers had taken part in high-quality professional development were improving twice as fast as those in other classes. Even more startlingly, the 20 per cent of pupils who were deemed the ‘least able’ made improvements four to six times faster than their peers in other classes. This shows that as well as improving pupil outcomes, it particularly improves the outcomes of those pupils most in need.

More generally, a 2007 study of several randomised controlled trials of well-designed CPD suggested it had an average Effect Size of +0.56, which would put it in the ‘High’ effectiveness grouping in the Sutton Trust-EEF Teaching and Learning Toolkit.

Apart from the important pupil benefits, effective professional learning has also been shown to build teacher morale. A 2013 OECD study noted that England has one of the youngest teaching workforces in the world, especially at primary school, which has

far‑reaching implications for PUPIL FOCUSED school leaders who are The most effective professional 3 trying to recruit and development focuses on specific A 201 dy tu retain the best staff. areas of learning or behaviour, s D C E d O n a l With 20 per cent rather than simply aiming to g n E at of our secondary change the way the teacher oted th e of the n n teachers aged practises. For example, o has hing c a under 30, ”improving history essay e t t s we have the structure for EAL pupils younge forces in second youngest work especially through targeted use of workforce after formative feedback” rather than ld, the wor primary Indonesia. simply “improving assessment at With such a high for learning” leads to more proportion of young focused professional learning, which school teachers, our recruitment makes it easier for the participant and teacher training is working, to evaluate and refine their approach. It’s but our retention of teachers is not to the important to try to help teachers and staff see same extent. Supporting teachers and ensuring the link between the CPD they’re taking part teacher morale has to be a priority. Beginning in and the impact it will have on their pupils. teachers need to be continually supported and developed upon completing their training COLLABORATIVE and all staff need to feel supported and grown When a team of teachers jointly tackle to keep meeting the needs of their pupils. a professional learning activity, then the International research shows the ensuing debate, discussion and developing following themes have a positive effect relationships strengthen the effectiveness of on pupil outcomes and teacher learning: the experience. Triads are often particularly E

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PROFESSIONAL DEVELOPMENT  powerful to ensure that there are enough different viewpoints and support.

RELEVANT AND DIFFERENTIATED Nothing is more off-putting than being forced to attend training that is irrelevant to your current work and/or too hard or too easy.

Teachers need enough support and challenge to be able to go away and try ideas out as soon as possible and then come back for further discussion. However, if this is taken too far and every teacher does something different then you lose the opportunity to develop a shared language and understanding of pedagogy.

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The most effective professional development focuses on specific areas of learning or behaviour, rather than simply aiming to change the way the teacher practises

SUSTAINED AND CYCLED Research suggests that, on average, only those professional development processes that lasted for at least 30 hours had any sustained positive impact on pupil learning.

This time includes training, discussion, teaching, reflection, observation and informal thinking. It’s easy to see that if school staff members are undertaking six different strands of CPD every year then it is unlikely that any will make a long-term impact.

EVALUATED We know that pupils need regular formative feedback in order to improve their understanding and skill. The same is absolutely true of teachers, who need to be able to objectively assess the impact they are having and refine/adapt their approach.

CHALLENGING AS WELL AS INFORMATIVE Some of the most powerful learning occurs when professional development causes a teacher to re-evaluate their fundamental beliefs around mechanisms of learning and effective teaching. CPD that is merely enjoyable ‘fluff’ with lots of tips and tricks is unlikely to lead to a significant and fundamental change in practice.

WHAT CAN LEADERSHIP DO TO FACILITATE EFFECTIVE CPD? Prioritise time and resources. Irrelevant or ineffective professional learning costs in terms of time and resources, but doesn’t have the desired impact. Ensure that you are using effective modes of professional learning and then invest in them – it is the best way to improve pupil outcomes.

Ensure that staff are supported to collaborate, reflect and evaluate their learning in a sustained and powerful way. Consider applying for funding and grants where available and allocating funding where possible – many schools have used part of their pupil premium funding where relevant, for example.

HELP TEACHERS IDENTIFY THEIR OWN GOALS FOR PUPIL LEARNING Pupil-focussed professional learning is more powerful and staff are more engaged when their CPD is linked to learning issues they

are inspired about. Help colleagues use the school and departmental development plans to identify a few areas for development that motivate them. Keep the focus on pupils’ learning needs at all times.

IDENTIFY EXPERTISE AND ENSURE IT IS EVIDENCE INFORMED It is becoming common for schools to decide that all training and development will happen internally. However, research strongly supports the idea that external challenge and support is absolutely vital if you want to raise standards as well as reduce variation. Staff may wish to locate research papers, books, expert colleagues in other schools or departments, consultants or courses, or even ideas and support through Twitter. However, it is crucial to ensure that any external expertise is underpinned by evidence – be prepared to ask “what’s the evidence that this will be more effective?”

SUSTAIN AND EVALUATE In order to effectively address pupils’ learning needs, teachers need to keep practising, adapting and refining their new ideas regularly, for at least two terms and ideally longer. Any less than this and you risk the ideas being adopted only superficially and any improvements in learning being lost when the focus shifts.

A clear focus for their CPD then becomes much easier to evaluate the effect of their work. This assessment should take place regularly in a formative way, as well as helping school leaders ensure that value for money is being delivered.

LEARN FROM OTHER SCHOOLS Schools across the country are dealing with similar pressures and challenges to you. Ensure that you learn from them as much as possible.

Social media, local and national networks will enable this. Networks such as the National Teacher Enquiry Network, which is specifically focussed on CPD, and Whole Education allow you to meet and learn from other schools.

LEAD BY EXAMPLE The most effective schools create a culture where learning is openly modelled by all senior staff, where experimentation and research are actively encouraged and supported, and where even the most experienced teachers are open to constructive feedback. When senior leaders become ‘lead learners’ who are willing to take risks and make themselves vulnerable then this permeates through the school and creates an effective CPD culture.

ABOUT THE TDT The Teacher Development Trust is an independent charity, founded by teachers, dedicated to improving the educational outcomes of children by ensuring they experience the most effective learning. The organisation is raising awareness of the importance of professional development and building tools to help teachers to transform their practice and achieve success for all their pupils.

The Trust believes that demand for professional learning should be driven by the aspiration teachers have for the children they teach and the passion they bring to their work. L FURTHER INFORMATION tdtrust.org

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ACADEMY PROGRESS

A week may be a long time in politics, but the decade and a half in which academies have existed seems to have constituted almost a full career, says Dame Kathryn August, chair of the IAA When the first City Academies opened in 2002 they were described by some educational commentators as an ‘aberration’, which heralded the end of the comprehensive ideal. Much the same had been said about City Technical Colleges and Grant Maintained Schools. While they remained for over a decade as peripheral to the rest of the system, they were in many ways the vanguard of the system change in which we now find ourselves.

I could never fully understand the logic of the argument about the first academies presenting the end of the comprehensive ideal; City Academies took over some of the most depressed, dysfunctional, dystopian schools in the country. Many, if not most, were characterised as unsafe environments where little learning took place and the local community had lost faith in the school. Other schools typically resented the cost to them of keeping the school afloat financially, and despite the costly efforts employed to revive the schools, nothing had worked.

DEMOCRATIC ACCOUNTABILITY The argument about democratic accountability being lost if the schools became academies rang hollow when considering what such ‘democratic accountability’ had, in fact, achieved.

Although there were some embarrassing failures in those early days of the academy movement, these were outweighed by the startling successes of the majority.

As the policy developed it evolved and changed with first the nomenclature, when the word ‘city’ was dropped from the title and academies started up in less highly urban areas. It was in 2010 with the English coalition government that the biggest change occurred, when the governing body of successful maintained schools could choose to convert to academy status.

This decision, I believe, was one that enabled ‘system change’ through the development of ‘system leaders’ to actually gain a foothold.

Education policy makers had, for some time, spoken about the need to involve those who lead schools in raising standards to develop

Dame Kathryn August

triumphed over humility, and a number of careers were damaged in the fall out.

GOVERNANCE CONTROL The changes to the programme since 2010 are producing system leaders almost by default. The head teacher of a school judged to be Good or Outstanding, irrespective of its context, is being encouraged to sponsor other schools and become de facto the executive principal and then CEO of the multi academy trust created. This can happen with little or no experience of working in and with diverse and challenging communities, and a lack of the phronesis that successful practice in such places develops.

Recognition of this has led to the piloting of a professional development programme for a number of recently appointed CEOs. This may well be the answer but the time is out of joint and supply has to catch up with demand. Sound and effective governance can mitigate this – as Onora O’Neill commented: “Intelligent accountability requires more attention to good governance and fewer fantasies about total control.”

However, some of the failures of governance controlling the excesses of hubris have been exposed and have damaged the professional credibility and integrity of the whole academy programme. Because of the expectation implicit in how the system leader’s role will work, the excesses of one leader damages more than just the one organisation which is how it was with Grant Maintained Schools or CTCs.

Written by Dame Kathryn August, chair, Independent Academies Association

REFLECTING UPON THE ACADEMY MOVEMENT

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ability y o l p m E s more require t good s than ju ng people You grades. to have an need nding and a understareness aw l cues a i c o s f o

a self-improving system. As a result of the coalition’s decision, public education has moved in a direction from which I doubt it will turn.

When the first iteration of City Academies was seen, they were different to today not just in their context and legacy, but in the active involvement of sponsors. Most of these having an interest in but little experience of education invited in a new dimension to the discussion about how the academies should operate, what they should stand for and what would be non-negotiable.

City Academies would not have to follow the national curriculum, they were free to set their own working days, term dates, contracts and pay. They were to abide by the LEA admissions policy, set and achieve pupil performance targets, and be part of the local arrangements for pupil managed moves.

Freedom and autonomy were the magnetic words used as encouragement for accepting academy status. The intense media interest on this highly political education initiative allied to the promised professional autonomy proved to be a lethal combination for some with the consequence that hubris

ENTREPRENEURIALISM Just as freedom and autonomy were a toxic combination for some, procurement and autonomy are a lethal mixture for others. The type of entrepreneurialism referred to in the latest ‘National Standards of Excellence for Headteachers’ has always been important for head teachers, but we need to be careful of the type practiced by some of the banks in recent years.

So, the changes to the academy programme mean that the type of schools now called academies are different, and the type of leadership they have is different. Two fundamentals of the movement when it began, were the nature of the school and the leadership. Has the programme lost anything as a result of the changes?

I am not one to favour hyperbolic and emotive language but can find no other way to describe my view on this. To me, the original movement was as much to do with social change and social mobility as it was to do with educational policy. An IPPR report, ‘Freedom’s Orphans’, published in 2006 described the way that the efficacy of low SES communities was E

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ACADEMY PROGRESS  depressed, and how a particular approach to education both inside and outside of the classroom could impact on this.

The original City Academy prospectus specified that the academies were expected to play their part in the regeneration of low SES communities. The obvious way in which they did this was by improving the standards of education and the outcomes pupils achieved.

But this was not the only way. Employability requires more than just good examination grades. Young people need to have an understanding and awareness of social cues and how to present themselves in formal and semi-formal social settings.

Whilst understanding and awareness are critical, young people from low SES settings also need to feel comfortable and confident that they have a right to be there as a reward for their work and effort.

Early City Academies did this, but I am not sure that it has remained as a distinctive feature of the ‘brand’. In the academy I led (one of the first 13), I wanted all its alumni to feel middle class. By that I meant that they should be proud of their identity but not see it as limiting their destiny. Mossbourne Academy did the same as did a number of others. We believed that this was a key element in social mobility and increasing community efficacy.

When it worked, it improved examination results and also impacted on reducing

community disorder, neighbourhood nuisance, the number of NEETS (young people Not in Education, Employment, or Training), and saved the public money that would otherwise have been spent for many years on students who were now employable and would become net contributors. That was the vision for the original City Academies and it remains for many who now lead academies. My hope is that the multiplicity of organisations that now exist will only increase in the future, and choose to hold dear the legacy that the original programme has bequeathed.

The national data shows that the group of young people who have yet to see education as the cultural passport it is, are the white British and in particular white British boys. A test for the ‘academisation’ of the education system is how successful it will be on this apparently most intransigent and hard to reach group. It is a cultural change that is needed and one that the system leaders need to agree upon as a system wide and collective responsibility.

THE NEXT STAGE OF DEVELOPMENT Those who were the first to make a leap of faith into the academy programme and were still standing after the first period, were experienced educational leaders

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having already undertaken multiple leadership roles. The new system leaders are a more heterogeneous group. It is possible now for a relatively inexperienced head teacher with limited experience to become an executive principal and then a CEO of a multi academy trust. Does this matter?

Can the System afford the uncertainty?

The experience of being the head of a successful low challenge school does not necessarily equip anyone to lead five challenging schools and the impact of things going wrong is five times greater than it is in one. The lobbying of HMCI has succeeded in enabling MATs to be inspected which should reduce the risk to the system, but whether Ofsted is the right organisation to fulfill this role is another matter.

When someone in 30 or more years looks back on the academy movement to write the history, I believe that they will describe the first few years as a watershed in state education characterised by high risk and high returns and which its Alumni credit with giving them life chances.

I hope this next stage of development will do the same. There is an awful lot depending on it. L FURTHER INFORMATION www.iaa.uk.net

What does good academy school governance look like? ICSA consultation invites your views The Academies Act of 2010 has given many English schools the opportunity to change how they meet the needs of their children and raise achievement through greater freedom and independence.

These new freedoms have brought new challenges and responsibilities too, including the good governance of individual schools and multiacademy trusts. The Institute of Chartered Secretaries and Administrators (ICSA) has followed developments in academy governance with increasing interest and a little concern.

Research commissioned by ICSA into academy governance found that academies are still in a transitional phase, struggling to transform their governance. It also discovered that governance services used by academies are often ‘pick and mix’, based on pre-existing relationships and with variable results, and that the emphasis tends to be on compliance without there being a real driver for improved

governance standards that add value to the school and their pupils.

To help academy schools navigate the governance arena, ICSA has developed a governance maturity matrix for use by governing bodies and professionals. It is a self-assessment tool that describes a spectrum of governance practice. This ranges from an academy having fledgling governance arrangements, to those schools and trusts leading good practice and being sought out as ‘best-in-class’.

Taking feedback from people working with and in academy trusts on governance is an essential part of ICSA’s development process, and a consultation is being held to gather views between 1 May and 30 June 2015. Please use the contacts below to get your copy and take part.

ICSA is the membership and awarding body for governance professionals, including company secretaries, working across the UK economy. Its members work across the corporate and not-for-profit sectors and we understand the need for boards to be fully conversant with the governance principles that apply to companies, charities and public entities, including schools. ICSA also understands the challenges involved in developing the right knowledge and standards of practice in governance professionals, trustees and volunteers.

FURTHER INFORMATION Tel: 020 7612 7035 policy@icsa.org.uk www.icsa.org.uk/academies

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SOLAR PANELS

Big roofs and large energy usage make schools the perfect candidates for solar panels, but many do not have them. Friends of the Earth’s renewables campaigner Alasdair Cameron looks at what’s holding schools back, and how to overcome barriers If you have ever heard the sound which solar panels make, you may know what I am talking about. Not the panels themselves, they are silent, but the faint buzz of the equipment which feeds the electricity into the grid. A sort of energetic hum.

It is a sound that hundreds of thousands of homeowners across the UK have come to experience. That something as basic and intangible as electricity can be produced from a few flat panels and a dose of sunlight, right on your own roof, is amazing, and faintly empowering. Like making your own bread. It is something we want every school in the country to be able to take advantage of, if it wants to.

Schools are perfect candidates for solar. They have big roofs and use lots of energy. They are in the hearts of communities. Quite a few schools already have solar, but many, many more do not. Across England and Wales we estimate that more than 90 per cent of schools probably do not have solar panels, held back by the many barriers which still stand in their way. Some of these barriers are procedural – roof ownership, bureaucracy – but the main one is financial. Panels make money in their lifetime, but they need to be paid for.

Friends of the Earth started its Run on Sun campaign to overcome these problems and to create the conditions in which every school in the country can go solar. The prize is large.

BIG POTENTIAL If every school in the UK could install a 50kW system they could save more than £200 million a year, and produce enough electricity to power more than 300,000 homes. That is real money, and useful amounts of electricity.

Of course schools with solar will not make much difference to tackling climate change in and of themselves, but they are a start, and an important symbol. The educational value of having solar in the classroom will bring benefits far beyond the kilogrammes of carbon. To make the most of this, Friends of the Earth has helped to produce a set of materials which can be used in the classroom. In any case, after schools we can move on to other public buildings – hospitals and libraries – not to mention millions of homes, offices and factories.

If 15 per cent of the UK roofs had solar, they would generate as much electricity as six existing nuclear power stations. And we could probably deploy them in less than ten years.

But enough big numbers, what about the individual school?

ENVIRONMENTAL BENEFITS Money is important for schools, but it is not the main reason Friends of the Earth is interested in solar. Electricity generated by a schools solar panels is either used in the school itself or sent to the local grid to be used by other consumers nearby.

This reduces the amount of power which must be drawn from power stations.

A 50kW array would be expected to generate around 42,500 kWh of electricity a year. Much of this electricity will be used in the school itself, but any generated at other times will be sent to the grid for others to use.

Every unit of electricity from the panels reduces carbon emissions by about 445g, so over a year a school might save around 20 tonnes of carbon. We know this is working too because rooftop solar is showing up as reduced demand on the national grid (the grid works a bit like the road network – the main transmission lines are like motorways, and local grids are like B roads. Rooftop solar usually feeds into the B roads, reducing the traffic on the motorway). E

Written by Alasdair Cameron, renewables campaigner, Friends of the Earth

ENJOYING THE ENERGETIC HUM OF SOLAR PANELS

and will certainly not lose money.

On average a set of solar panels receiving the feed-in tariff will repay their capital costs within six to nine years. If the school has no way of raising cash up front, there are a few companies which will pay the upfront costs in exchange for the majority of the panels earnings. Of course, schools are not allowed to borrow money, except from their local authority, so in essence these companies ‘rent the school’s roof’. In these cases, the benefits to the school are more likely to be in the order of a few hundred pounds a year, but of course there is no risk.

If schools were able to borrow in order to invest in solar, these schemes would be even cheaper, and more schools than ever would be able to get even greater benefits of going solar. This is why Friends of the Earth is asking for the restrictions to be lifted on schools so that they can borrow to invest in solar.

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Schools ct fe are per es for t candida have big ey solar. Th d use lots of roofs anrgy. They ene hearts e h t n i are also mmunities of co

SCHOOL BY SCHOOL There is no set size to how big a system a school can install – it all depends on the roof and how much money they have.

A small primary may only manage a 4kW system made up of perhaps ten of 15 panels. A big academy on the other hand might be able to install a 250 kW one.

For the purposes of calculation, Friends of the Earth has assumed a good-sized system of around 50 kW. A system of that size might cost £60,000. That’s a lot of money, but it will make far more than that over its lifetime. Depending on how the panels are paid for and financed the school could earn up to £8,000 a year,

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SOLAR PANELS

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Stoneydown Park Primary School Stoneydown Park Primary School in Walthamstow, London recently won Friends of the Earth’s solar panel competition.

Their head teacher Jayne Cominetti outlined the value of solar panels to the school and to the planet: “On a practical level they will obviously really help us to save money, to save energy, so we’ve got more resources for the school.

It’s really good that the children can then learn from that and have this sort of legacy, that we’ve done something that will help the planet, and see that link between helping the planet and how that can help the school as well.

“I think it should be written in law that you can’t build a new school building that doesn’t have solar panels, or any public building, really. Why? Well obviously it just makes sense. It’s hugely wasteful to build buildings which are then not as energy-efficient as they can be when those buildings hopefully are going to be there for a very long time. So it’s very short-sighted not to think of the future and I think too often we just do whatever’s easiest and cheapest at the time and then later on you reap the cost, both environmentally and financially. So yes it’s really important that the government tries to do something to improve that.”

Entering the competition certainly left a big impression on Stoneydown Park pupils and has raised awareness of how solar power helps the environment.

Iqra said: “I think my teachers say we’ve won solar panels and I’m just so excited because we’re saving the ecosystem. I’ve learned that solar power is great. You’re still using electricity, you’re saving lots of money and you’re using energy from the sun.”

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Already renewable technology is supplying around a fifth of Britain’s electricity, and its growing. Costs too are falling. Wind and solar are already cheaper than nuclear and will soon be cheaper than gas  Obviously, the best power is the power you don’t use, and one of the criticisms often levelled at solar projects is that the money should be spent on energy efficiency first. The two should go hand in hand, and many schools have used the installation of solar panels as the impetus to do other important repairs or upgrade to the roof or insulation.

There is evidence too that generating your own electricity makes you more aware of the power you use, and more likely to be energy efficient. Research from the Environmental Change Institute at Oxford has estimated that households with solar panels, and crucially displays showing production and consumption, may reduce their total electricity use (grid and solar) by as much as a fifth, purely through behavioural change.

JUST THE START The UK is on the verge of something really big. Renewable energy is progressing so fast that the old energy order is beginning to crack. Already renewable technology is supplying around a fifth of Britain’s electricity, and its growing. Costs too are falling. Wind and solar are already cheaper than nuclear and will soon be cheaper than gas. But Friends of the Earth wants more than just a clean energy system – we want everyone to be able to take advantage of this new system.

We want communities and individuals to be able to own a stake, and bring power closer to their lives. Putting solar on schools might seem like a small thing against that, but it is a crucial step on the journey. L FURTHER INFORMATION www.foe.co.uk

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Case Study

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Kingspan Environmental: Intelligent food waste management that cuts the cost of waste for schools Food waste is a very expensive issue for school kitchens. The amount of food waste being sent to landfill has risen steeply, particularly since the advent of free hot lunches for infants at state-funded schools. At the same time, legislation concerning waste management is tightening and the costs for bagging and binning are increasing.

The actual cost of food waste for schools has been estimated at more than 22p per meal served (WRAP Report: ‘True Cost of Food Waste in UK’s Hospitality and Food Services Sector’, 2013) and it can safely be assumed that overall costs will continue to increase with a predicted rise in the school-age population.

What’s more, maceration is rapidly being outlawed across most of the British Isles.

Any solution to the problem has to start with an attempt at reducing the amount of waste in the first place. While some surplus is unavoidable (e.g. in food preparation), other waste might be reducible, for example perishable stored food or food leftovers on plates. A tweak in management and buying procedures might help with both issues, especially if there are particular foods or

meals which are routinely binned, where an alternative may be more popular.

For all unavoidable waste, there are new, environmentally friendly and cost effective alternatives to binning or macerating.

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26

EDUCATION BUSINESS MAGAZINE | Volume 20.4

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PHASE TWO FUNDING

A SECOND ROUND OF NEW SCHOOL BUILDINGS

Education Business gives an update on the Priority School Building Programme, examining the latest schools submitting plans and developing new buildings through the funding In February 2015, the government confirmed the 277 schools which would receive a share of the second-round of funding from the Priority School Building Programme.

Initially launched in 2011, the programme delivery is managed centrally by the Department for Education’s Education Funding Agency (EFA), rather than by local project teams. In the first wave of the programme, 260 schools received capital funding of £2.4bn.

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.

SUBMITTED PLANS Plantsbrook School in Sutton Coldfield have submitted their formal plans to Birmingham City Council for approval, as

part of phase two of the Priority Schools Building Programme launched in July 2011.

The £20 million plans include a new three storey ‘superblock’ and a new sports hall with a relocated car park. The proposal also divulges innovative plans for a sensory garden that will benefit the schools visually impaired students, with an area for guide dogs to use, and two outdoor classrooms.

Plantsbrook School will also increase their intake from 1,220 pupils aged between 11 and 18, to 1,580 pupils, comprising of 1,200 11 to 16 year olds, 360 sixth form students and 20 additional places for the school’s Visual Impairment Unit. The school have revealed that staff numbers will increase accordingly from 155 to 180.

Phonenix Collegiate Academy in Sandwell, West Bromwich, has also submitted plans to their Council concerning the rebuild of school premises. If plans are approved, only one of the current school buildings will remain, with the rest being replaced by a single three-storey L shaped ‘superblock’. The plans would also see a multi-purpose games area added and an extension to the school sports hall.

Headteacher Gary Hill said the plans remained in the early stages but that it is an exciting time for the school. He said: “We have been working with the Education Funding Agency and Carillion for quite a while now and we have pulled together a detailed design. Clearly we are delighted as a school to be getting what is almost a full rebuild. It E

The proposal [at Plantsbrook School] also divulges innovative plans for a sensory garden that will benefit the schools visually impaired students, with an area for guide dogs to use, and two outdoor classrooms Volume 20.4 | EDUCATION BUSINESS MAGAZINE

27

...poor start.

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The redevelopment will see the number of pupils at the site climb from the current 1,800 to beyond the 2,000 mark.

COMMENCING CONSTRUCTION Work on the £15 million rebuild of Highfield School in Letchworth, Herfordshire is set to begin next month, during the May half-term.

The redeveloped school is expected to open in January 2017, before an additional six months of work is carried out to demolish the old buildings and turn the original school site into communal areas such as gardens, fields and a sports facilities for the students.

Plans to redevelop Highfield were initially rejected by North Herts District Council planning committee members in 2014, but to the school’s joy the decision was overturned by a planning inspectorate in January.

Elsewhere, work has already begun on Longbenton Community College in Newcastle upon Tyne. Contractors Galliford Try have commenced with the demolition of the former City Learning Centre and sports hall buildings, and has started work on the construction of the £30 million project to replace the existing buildings.

Longbenton Community College is one of four schools in North Tyneside – along with John Spence High School, Marden High and Whitehouse Primary – to be built as part of phase one of the Priority Schools Building Programme.

Cllr Ian Grayson said: “I’m very pleased that work has started at Longbenton to deliver this wonderful new school. Our young people are receiving high quality education and in September next year this will be taking place in a state-of-the-art building with facilities that are second to none.“ The new school will open its doors in September 2016 and the user-friendly layout of the new school will make it easier for students

and staff to travel around the campus.

Greenfauld High School are also beginning to see the rewards of refurbishment work carried out by Galliford Try, who secured the £31 million deal from the North Lanarkshire Council. The preparatory work, which began in early January, primarily focused upon the construction of a new access road from the A73, which was completed in March.

The location of the building itself has now been levelled with considerable surplus material re-positioned to the far end of the site where the new running track and grass football pitch will be located. The last month has seen the arrival of additional portacabin facilities to accommodate the increase in workforce as the main building begins to get underway.

ABOUT TO OPEN Students, teachers and parents at Neston High Building will be pleased following the announcement that the building of the new school building will be guaranteed to be on time.

The signed contract confirms the construction of a new purpose-built facility for the school to house up to 1,750 students including sixth form and is on track to commence in the autumn term.

The building is designed as a three storey structure with state of the art facilities for all its students including sixteen science labs, thirteen art and design technology classrooms and a drama studio, in addition to over 60 other classroom and teaching spaces. The new building will also provide comprehensive sports and fitness facilities including changing facilities, two activity studios an ICT-rich area for the library and a sixth form study area.

Head teacher Steve Dool said: “This is a very important milestone for our community.

The signing of this contract guarantees that the school will be built on schedule.” E

After a £38m investment in open‑plan learning was completed in 2010, another £6m is now being invested to revert the classrooms at Bexhill High School back to their original design.

The Sussex school was one of beneficiaries of the Building Schools for the Future (BSF) programme of the Labour government, which showcased its new style school in 2010, following three years of planning and construction. Students were to enjoy the splendours of Scandinavian study through the implementation of ‘education pods’ – a prime example of open plan learning that could contain 90 students and a team of teachers.

The school are once again the recipients of Department for Education expenditure, as it was announced that Bexhill High School will receive £6 million of funding from the Priority School Building Programme. Principal Heidi Brown said that the funding will help to reverse a decline which saw the school placed into special measures in April 2013.

The academy is currently using 8ft dividers to split each pod into three, but sounds still carry from one makeshift classroom to the next. Mrs Brown said: “We are now able to redesign the building in order to provide classrooms of 30 rather than 90; and provide more traditional acoustically independent classrooms benefiting from up to date technology so that students and teachers can hear what is being said in lessons and participate in the learning experience.”

Tom Atwood, chairman of the schools sponsor Atwood Academies, said: “The people of Bexhill and more particularly the children of Bexhill have in recent years been let down badly by an ill thought out building design and worse a dreadful implementation of the new build. We can now put all this behind us and get on with providing the world class space for teaching and learning that these children deserve.”

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

29

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PHASE TWO FUNDING  DEMANDS FOR LISTING Craig Whittaker, MP for Calder Valley, has called for the government to make public the listing of decaying schools that missed out on the Priority School Building Programme.

It followed two schools in his constituency, Calder High and Todmorden High, both missing out on funding under phase two if the Priority School Building Programme earlier this year – despite problems with gas leaks, sewer collapses and asbestos.

In 2009, the then Shadow Secretary of State for Schools and later former Education Secretary Michael Gove described Calder High as ‘one of the worst schools I have seen in terms of fabric’. Additionally, Todmorden High is believed to be spending £250,000 a year in repairs.

Whittaker, a Conservative candidate, said: “It should be made open, honest and transparent. They should be developing these surveys so there is a true ranking and every local authority and school knows exactly where it is on that list.”

Following schools minister David laws refusal to publish the data, Whittaker said: “If the survey is not the only basis, in the

interests of openness and transparency why will the minister not let everyone know what other things are taken into account?”

Whittaker’s exclamations indicate further disturbances for the scheme, which in February was accused of ‘abusing its power’ after it was revealed that 70 per cent of schools receiving phase two funding were in government-held constituencies.

In total, 175 of the 277 schools named are in Conservative-held constituencies and 18 are in Liberal Democrat held electorates. Only 88 schools in areas represented by Labour MPs will get funding.

When Labour’s Building School’s for the Future programme was scrapped in 2010, in total about 700 building schemes were cancelled.

Of those 700 schemes, 57 per cent of the scrapped projects were in Labour constituencies, 37 per cent in Conservative held constituencies and six per cent in areas held by the Liberal Democrats.

Eight schools in Bradford also missed out on phase two of the funding. Ralph Berry, Bradford council’s executive member for

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Chris Keates, general secretary of the NASUWT, said: “What is surprising is that anyone would be surprised that the coalition government has sought to abuse its position to give itself an advantage in the forthcoming general election.”

Additionally, National Union of Teachers general secretary Christine Blower said: “All children deserve the same benefits and funding wherever they are in the country and whoever their MP is. Ending the BSF programme was a grave mistake.” L FURTHER INFORMATION tinyurl.com/kozzs4u

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Berry said: “Substantial sums of money have been given out. It doesn’t look reasonable or fair on first sight. Unless we know how they came to these decisions – which criteria were used and what priority outscored which – we are never going to know how to go forward.”

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IT & Computing

Well Educated Banking www.lloydstsb.com/ schoolbanking

MOBILE DEVICES

TAKE A TABLET TO ADVANCE LEARNING

Written by Professor Steve Molyneux, CEO, The Tablet Academy

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Mobile devices can be used to create hands-on, immersive and transformative learning. The key is in giving teachers the knowledge and skills to introduce mobile devices into their classroom, advises Professor Steve Molyneux, CEO of the Tablet Academy In my 30-year career in education, I have seen schools embrace desktop computers and then laptops, and now I am working to demonstrate how the latest additions to the world of technology – mobile devices – can be used to create hands-on, immersive, transformative learning activities that will ensure that the UK’s children receive the best opportunities in today’s connected world.

BRINGING ABOUT CHANGE There has always been a belief that introducing technology into schools would revolutionise the education sector in the same way that technology has changed commercial business. Unfortunately, whilst other sectors have transformed – retail, for example, has moved from face-to-face, to online, to cashless over the last 30 years – practices within the education sector have changed slightly, but teaching itself has not.

The last Labour government’s pledge of ‘education, education, education’ saw an increase in funding for technology in schools but very little was put towards training teachers in how to make the best use of their new technology. Other sectors enforce mandatory amounts of training through a professional’s career – the health sector, for example, sees staff members undertake almost double the amount of statutory training that teachers do.

Here at the Tablet Academy we believe

that desktop computers and laptops could have been introduced with a lot more support for teachers, and we don’t want to see the same thing happen with mobile technology.

isolation. It should consider many factors such as IT that already exists in the school, finance, curriculum and pupil age, to create a holistic strategy for the 21st Century.

PLANNING IS PARAMOUNT Planning is crucial in the roll out of any successful project, none more so than when one of the project’s biggest aims is to affect the human condition, such as in teaching and learning.

Planning around innovation is even more difficult and the introduction of mobile technology can be a big change for any school, for both teachers and pupils.

As such, when considering introducing mobile technology into a classroom it is important that the ones responsible look not for a strategy similar to those of other schools, but for a vision that meets the needs of their specific school, teachers and community. Schools must ask why they want to introduce mobile technology and what they hope to gain from it to ensure that they make the right choice for them.

Additionally, planning for the introduction of mobile technology cannot be done in

PROGRESS AND AGENTS OF CHANGE Changes in both deployment and software that is device agnostic (Microsoft Office, for example, is available on every mobile technology platform) are happening at an exponential rate.

Apple is on its sixth version of the iPad (the iPad Air 2), Samsung is dominating the android market and Microsoft has recently introduced the Surface 3 at a power and price that will compete directly with the dominance of the iPad. In order for teachers to keep up with these changes they must be allowed sufficient time to learn about all of the different options.

Without this time, teachers run the risk of simply replacing a desktop or laptop with a mobile device, making the device the agent of change rather than the teacher. By becoming the agent of change teachers will feel comfortable, confident and competent in introducing mobile technology into their E

Schoolsk must aswant y why thece mobile du to introogy and what technol pe to gain to they ho e that they ensur the right make ice cho

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

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MOBILE DEVICES  classroom. This will ensure the maximum return on the school’s investment.

LOOKING TO THE FUTURE The Tablet Academy works as a ‘bookend’ company, supporting teachers and schools from their initial plans to introduce mobile technology right through to any issues that may come up after implementation. With constant changes and developments in mobile technology it is crucial that schools regularly assess how their mobile devices are working and that they make necessary changes to their use along the way.

As a Professor of Global Education Leadership at Lamar University in Texas – the largest teacher training university in United States – I also believe that teachers and school leaders should be rewarded for entering into professional development, and my role as a Microsoft Professor of Advanced Learning Technology and an Apple Distinguished Educator allows me to do this. I help deliver a course that Microsoft offers – a 20-hour, online course called ‘Teaching with Technology’.

Designed around the United Nations Education Framework, the training is device neutral, instead focusing on using all aspects of mobile technology inside and outside of the classroom. Teachers and school leaders can take the course at a chosen university, become a ‘Microsoft Innovate

Educator’ and then create a paper and a video on how their classes have benefited from the use of mobile technology.

We hope to see even further steps over the next few years. The Tablet Academy is already reaching out across the UK and the United States of America but the next few years will see progress in the UAE, India and Africa too. We aim to partner up with a UK university that will help to deliver the course in such a way that UK university credits are also gained as part of the programme.

The next step will be to develop the programme to help school leaders, focusing on transformation from a leadership perspective.

This will give all decision makers the tools that they need to make the right decision for them, ultimately leading to successful use of mobile technology in some way or another in every school that wants it.

photographs, uploading them to their ‘online notebook’ as they go along and then accessing them when they get back to the classroom. In another, they could be using them to do a live link up with a real life, professional volcanologist in Chile as part of a geography project.

Mobile devices also enable the latest new learning experiences such as peer‑to‑peer assessment, debating, persuading and collaboratively arriving at an answer. It also opens avenues for adaptive learning, where every child can learn at their own pace as the technology helps pinpoint areas for improvement. Through gamification, pupils can enhance critical thinking and problem solving in engaging game environments.

The possibilities are endless, but without adequate teacher training very little will change. The UK government has made a commitment to create a generation with work-ready, 21st Century skills such as collaboration, communication, innovation and enterprise. We need to start them young; these qualities are instinctive.

What we need to invest in is the adults who will equip, teach and enable this generation to compete on a global scale. L

IT & Computing

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BECOMING COMFORTABLE As for mobile technology, it continues to become more and more prevalent in both households and schools. Our teachers need to feel more comfortable with tablets and phones, how to use them to engage pupils and, as such, we need to be able to demonstrate how learning takes place outside of the classroom as well as inside FURTHER INFORMATION it. If a class visit a museum, for example, HUE PRO Prep Q page ADVERT_ 90mm wide x 134mm high www.tablet-academy.com pupils could be taking audio notes and School Magazine

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RASPBERRY PI

EVERYONE LOVES A SLICE OF RASPBERRY PI

IT & Computing

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Launched in February 2012, more than 5 million Raspberry Pi units have been sold, but the diminuitive computers’ beginning was plagued by availability and distribution issues, and so the revolutionary device didn’t have a particularly smooth launch. Education Business takes a look at the latest developments in the world of the Raspberry Pi The Raspberry Pi is already the fastest selling British personal computer, and has also shipped the second largest number of units behind the Amstrad PCW (remember those?) which sold eight million.

Raspberry Pi was developed by Eben Upton, Rob Mullins, Jack Lang and Alan Mycroft, based at the University of Cambridge’s Computer Laboratory.

They were (rightly) worried that not enough children were learning how to code, nor embracing computing, and so decided to tackle the problem.

MASS PRODUCTION By 2008, processors designed for mobile devices were becoming more affordable and powerful enough to provide multimedia, a feature that the team felt would make the board desirable to kids who wouldn’t initially be interested in a purely programming‑oriented device. Eben (a chip architect at Broadcom), Mullins, Lang and Mycroft teamed up with Pete Lomas, managing director of hardware design and manufacture company Norcott Technologies, and David Braben, co-author of the seminal BBC Micro game ‘Elite’, to form the Raspberry Pi Foundation. Three years later, the Raspberry Pi Model B entered mass production through licensed manufacture deals with element

14/Premier Farnell and RS Electronics, and within two years it had sold over two million units.

The computer was inspired

by Acorn’s BBC Micro of 1981. Model A, Model B and Model B+ are references to the original models of the British educational BBC Micro computer, developed

by Acorn Computers.

“We honestly did think we would sell about 1,000, maybe 10,000 in our wildest dreams. We thought we would make a small number and give them out to people who might want to come and read computer science at Cambridge,” Eben Upton told ZDNet in 2013.

In June 2014, Eben Upton was invited to Buckingham Palace for a reception hosting stars of the UK tech industry. Of particular interest to the Palace, and Prince Andrew, was the Raspberry Pi Education Fund – a worldwide fund that seeks to foster and support projects that help advance the education and understanding of computing of children aged between 5 and 18 years of age. Over the last two years, the Fund has been involved in dozens of projects around the world that increase participating in computing and target excellence.

A, Model l B Mode B+ are odel and M nces to the he refere models of t l na al origin sh educatio Briti C Micro BB uter comp

PUNCHING ABOVE ITS WEIGHT During the first week of 2012, the first 10 Raspberry Pi boards were put up for auction on eBay. One was bought anonymously and donated to the museum at The Centre for Computing History in Suffolk, England. The ten boards (with a total retail price of £220) together raised over £16,000, with the last to be auctioned, serial number No. 01, raising £3,500. In advance of the anticipated launch at the end of February that year, the Foundation’s servers struggled to cope with the load placed by watchers repeatedly refreshing their browsers.

Genuinely taken aback that demand for the Raspberry Pi proved to be orders of magnitude larger than a small pool of aspiring UK computer engineers.

FRESH PI ON OFFER A new budget-priced Raspberry Pi has recently been released which offers a faster processor E

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

37

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RASPBERRY PI

The Oracle Academy Raspberry Pi Weather Station initiative for Schools encourages schools to teach programming skills by inviting them to apply for a weather station hardware kit for children to build and develop  and more memory. The Raspberry Pi 2 Model B is approximately six times more powerful for most applications than the previous version.

Updates include a 900MHz quad-core ARM Cortex-A7 CPU. The quad-core CPU now means that the Raspberry Pi can be programmed to use more of its cores to offer extra computing power or use fewer to help save power consumption. In addition, the Cortex A7 processor now runs at 900MHz rather than 700MHz, speeding things up considerably for the user. The ARMv7 processor can also run the full range of ARM GNU/Linux distributions, including Snappy Ubuntu Core, as well as Microsoft Windows 10 (Microsoft announced in February this year that it will offer a free version of the to-be-released Windows 10 running natively on the Raspberry Pi).

Learners also have the added flexibility of one gigabyte of RAM

Eben Upton

memory the amount that was previously offered with the previous model.

Alongside the new updates, the Raspberry Pi 2 Model B still includes four USB ports, 40 GPIO pins, a full HDMI port, an ethernet port, a combined 3.5mm audio jack and composite video, a camera interface (CSI), a display interface (DSI), a Micro SD card slot E

IT & Computing

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‘Picademy’ development on tour The Raspberry Picademy is a free professional development experience for primary and secondary teachers.

Open to individuals around the world, it allows 24 teachers at a time to get hands-on with computing at Pi Towers in Cambridge, in order to discover the many ways in which the Raspberry Pi can be used in the classroom.

No experience is necessary; the Foundation’s Education Team helps teachers discover practical ways in which Raspberry Pi can support and further teaching of the new curriculum. The Picademy Tour of Great Britain will visit the South West of England on June 5 and 6.

Free resources, including project ideas, self guidance tutorials and whole schemes of work, are available from the Raspberry Pi website at www.raspberrypi.org/resources/

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

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RASPBERRY PI  and a VideoCore IV 3D graphics speed, direction, temperature, core. The latest version also pressure, and humidity. ts n e d has an identical form The scheme, which is u t S e s factor to the previous targeted at children aged o o h c r can i e (Pi 1) Model B+ and between 11 and 16, h t uild complete compatibility will also encourage ow to bn using SQL h with Raspberry Pi 1. students to build a o i t applica ts developed website to display local RASPBERRY PI weather conditions. Kids elemen boration with a l ON THE WEATHER can connect with other l l l i o c w n i Oracle and Raspberry children participating in – data Oracle ted on its Pi Foundation are the scheme via a specially s be ho oud collaborating on a project built website that will also cl aimed at training children provide technical support. how to code and learn about Jane Richardson, director of their world at the same time.

Oracle Academy EMEA, said: “From The Oracle Academy Raspberry Pi Weather application programming to database Station initiative for Schools encourages management, computer science skills can schools to teach programming skills by lead to rewarding and fulfilling careers. inviting them to apply for a weather station “Our goal with the Oracle Raspberry Pi hardware kit for children to build and develop.

Weather Station project is not only to show Students can choose how to build their students how computer science can help application using SQL elements developed them measure, interrogate and understand in collaboration with Oracle and data will the world better, but also to give them be hosted on the company’s cloud. hands-on opportunities to develop these Oracle Giving, the firm’s philanthropic arm, skills. We believe this is one of the best ways has funded the first 1,000 kits, meaning to inspire the next generation to take up the schools can get their hands on the kits for computer science roles that economies free while stock last. In addition to the around the world need filled.” L crafting skills the schoolchildren will need to build the weather station, it will also FURTHER INFORMATION teach them how to write code to track wind www.raspberrypi.org

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Volume 20.4 | EDUCATION BUSINESS MAGAZINE

41

SWITCHES ROUTERS NETWORKING FIREWALLS VOIP

Your school’s WiFi plays a vital role in digital learning but how good is it?

2014

2012

With the increased use of tablets and WiFi devices in schools and colleges, making sure your infrastructure can cope with he demands on the network is key to helping the children

Your school’s WiFi plays a vital role in400,00 earn usingdigital modern technology in their but education. learning how good tablets is it? tablet With the increased use of tablets and WiFi devices in schools and colleges, making sure your infrastructure can cope with the demands on the network is key to helping the children that learn doesn’t the areas required using reach modern all technology in their education.

BEING USED

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Control over what is accessed on the internet at school

WiFi device use from 2012 compared tablets tablets

BEING USED

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WiFi traffic management in densely used areas e.g. Classroom/Hall WiFi that doesn’t reach all the areas required

BEING US

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� Se Control over what is accessed on the internet at school � Co Scalability to handle volume of school and pupil-owned devices (BYOD) Simplicity WiFi traffic management in densely used areas e.g. Classroom/Hall � Simple � Pr WiFi device use from 2012 compared to 2014

Needing separate secure networks e.g. “staff” and “student” Needing separate secure networks e.g. “staff” and “student”

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WIRELESS NETWORKS

THE EXPLOSION OF DIGITAL LEARNING – DOES YOUR INFRASTRUCTURE CUT IT?

Many schools have invested in technology but do not have the adequate wireless infrastructure in place to support it. Intelligent wireless from DrayTek allows teachers and pupils to connect to the wireless network in any area and then move around, aiding truly flexible working Tablet use has steadily increased in schools and it’s continuing to grow. Schools are recognising that wi-fi is playing an important role with around 90 per cent saying that good quality wireless coverage is a priority for their school to enable digital learning.* This means there are over 200,000 tablets in primary schools and slightly more in secondary education. If individuals bringing in their own personal device (BYOD schemes) are added to the equation, there could well be half a million tablets being used in English schools today. By 2020, excluding BYOD, there may be 1.64m tablets provided by schools with expectations to exceed laptops and PCs by over 50 per cent.*

BREAKING FREE FROM TRADITION Cloud based learning on mobile devices is reducing paper use and the classroom as we know it is changing. This is leading to 2014towards increased use of managed wireless hotspots and outdoor spaces.

Extensive use of mobile devices in schools is also altering the dynamic within the modern school. Secure managed wireless are now enabling staff to access mple networks documents on the go and give pupils the freedom to work outside the classroom e.g. ecure Library, common room and other areas.

ontrol

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JOINED UP THINKING Many schools have invested heavily in technology equipment such as laptops and tablets, yet do not have the adequate wireless infrastructure in place. Without this and the adoption of ‘best practice’ thinking for IT infrastructure, users will struggle to get the best from the network, performance will be compromised and at worst security loopholes may well exist.

Funding remains the major barrier to adoption of mobile learning in schools.

Perception would also indicate that implementing a new wireless infrastructure comes at a heavy cost, this is not always the case. Management and security are also regarded as major issues. So how can a DrayTek solution help and aid productivity?

SIMPLICITY Intelligent wireless from DrayTek allows a school to implement multiple access

points in key areas within the school that together form a single wireless network.

Different network ID’s (SSIDs) can be set up segmenting differing levels of access to the schools systems and the internet. For example a “Pupil” SSID could allow access to the Internet and specific student files whereas ‘Staff’ SSID could offer access to school systems appropriate to a staff member.

Teachers and pupils can connect to the wireless network in any area near an access point and then move around without losing connection aiding truly flexible working. For congested areas the DrayTek Intelligent Wireless Network balances traffic across all available access points ensuring best possible performance.

The initial installation can be greatly simplified using the site survey tool that assists with identifying the optimum places within the buildings to site the individual access points. Once physically installed a standard configuration can be uploaded to each access point from the wireless controller that further simplifies and speeds up the provisioning process.

Once set up is complete the network can be centrally monitored to assess demand, usage and bottlenecks allowing for user guidelines to be issued and/or changes to network topology administered.

SECURITY Access to the network can be restricted to specific devices and/or specific user credentials ensuring that only those authorised can access the network. This can be set up simply using the management system and allows for different levels of security depending on the specific requirements of the school.

In short DrayTek Managed Wireless allows the school to fine tune the security and access privileges to meet the specific needs.

PROTECTION DrayTek’s managed wireless controller can additionally be configured to operate as a business class broadband router with a host of web content filtering features designed to restrict access to web sites and certain types of inappropriate traffic:

Web content filtering – categories of site such as ‘adult’, ‘gaming’ ‘social media’ etc can be completely blocked using DrayTek’s Global View subscription facility.

Specific websites, websites with a particular name in them, precise IP addresses and types of traffic such as P2P can all be blocked using the router firewall.

CONCLUSIONS It is clear that the usage of tablet computing and other mobile devices will increase substantially within schools for the foreseeable future. Many schools will provide mobile computing devices but with the ever increasing developments in improving functionality and reducing costs it’s not difficult to see a future where most children will have access to their own personal device.

This forces change for schools in how they embrace this technology. Every school will inevitably have their own way of handling this by reviewing teaching methods, defining standards for specific devices etc but the common challenge shared by all is how to upgrade the infrastructure. Tablet computing only works with a ubiquitous and constantly available WiFi network. L

*Source- British Educational Suppliers Association FURTHER INFORMATION Tel: 020 3355 0872 info@draytek.co.uk www.draytek-education.co.uk

Volume 20.4 | 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

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

45

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EVENT REVIEW

Education Show 2015

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TIME TO REFLECT UPON THIS YEARS EDUCATION SHOW

The UK’s leading training and resources event returned to the NEC Birmingham from 19 to 21 March to inspire the education sector once again With over 300 exhibitors showcasing their latest products and services, three dedicated seminar theatres with a line-up of inspiring speakers and a brand new ‘Learning through Technology’ zone, there was something for everyone.

In true Education Show fashion, this year promised a jam-packed programme of invaluable free continuing professional development (CPD) from the sector’s experts and that is exactly what was delivered!

SEMINAR HIGHLIGHTS Keynote speeches were delivered by the likes of Jenny Smith, head teacher at Frederick Bremer School, who presented a talk on ‘Educating the East End – why would anyone be a head teacher?’ following her appearance on the Channel 4 programme, ‘Educating the East End’.

Jenny took to the stage in the School Leaders’ Summit on Thursday 19 March to kick off the show with an inspiring delivery. Also joining the line-up of keynote speakers was Alan Watkinson, partnership director at Sport Impact and Mo Farah’s former PE teacher, as well as Professor Guy Claxton, author of ‘Building Learning Power’ and ‘What’s the Point of School?’.

Another session which proved to be a popular choice for many educators was Pie Corbett’s talk in the Literacy, Numeracy and Assessment theatre on Saturday 21

March. Pie focused on how to develop children’s ability to critically appreciate and deepen understanding of what they read, through response and comprehension.

On the final day of the show, Olympic gold medalist, Lizzy Yarnold MBE took to the ‘How Do I…’ stage alongside Sophie Powell, executive head teacher and Tom Wates, ex-teacher and founder of Don’t Lean Back, to present a session titled ‘Failure

NEW FEATURES The ‘Learning through Technology’ zone was brand new for 2015 and was designed to provide a dedicated space for visitors with a specific interest in technology. The new feature was home to a number of suppliers showcasing technology-focused products and services including CBiS’ mind-controlled robotics pack and Partake AR’s augmented reality app for the iPad.

Another popular exhibitor, Fiction Express for Schools, is an award winning and unique platform for publishing fiction, allowing readers to determine the course of the plot to Success in 12 Weeks – Transforming Schools’. The session was based on Sophie Powell’s successes within two inner London schools, demonstrating how she transformed the learning environment in both schools, significantly improving learning and achievement as a result.

Tom Wates was Lizzy’s PE teacher and now works with executive head teachers, including Sophie, to design and implement these education environments.

For schools looking to invest in tablets, the Education Show teamed up with The Tablet Academy to provide the ‘Tablet Advice Hub’; a place to go for free impartial advice on the best solutions for schools, from a team of teachers with experience of embedding mobile devices in the classroom. Whether a school is looking to go down the 1:1 route, or is considering a Bring Your Own Device (BYOD) scheme, the Tablet Academy was on hand to offer best practice advice and guidance. E

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

47

Education Show 2015

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

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Trustworthy and reliable products that are perfect for the classroom Specialising in writing, colouring, highlighting and drawing products, BIC provides ideally tailored products suitable for all age groups. As one of the UK’s leading brands in writing instruments, BIC combines the Kids Learners range, Round Stic Grip Purple Pen and plenty of colouring felt pens, pencils and crayons.

Understanding the importance of using high quality writing and colouring instruments to aid the early stages of child development, BIC created the BIC Kids Learners range. Designed by experts and tested by primary teachers, parents and children, the writing instruments have proven to be comfortable for children to hold. It also allows freedom of movement for kids to learn and develops handwriting whilst building necessary motor skills.

The Learner’s range includes a BIC Kids Ball Pen, BIC Kids Mechanical Pencil and BIC Kids Graphite Pencil, all of which are available in blue and pink and are suitable for both right and left-handers. The range supports children’s hands, helping them to join letters with ease and craft words to inspire young writers and encourage creativity.

To join in the fun visit the website below for a hub of content for kids, parents and a dedicated teacher’s corner complete with curricular activities and lesson plans to incorporate into classes.

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EDUCATION BUSINESS MAGAZINE | Volume 20.4

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EVENT REVIEW

 At The Education Show 2015, Insane Logic showcased its product, MyChoicePad, a language development platform for mobile tablets using symbols and signs to reinforce language. Designed to help children with communication difficulties, MyChoicePad helps to develop understanding and improves the effectiveness of teaching. It is designed to be a low-cost, easy-to-use technology solution that can help empower teachers to improve the lives of the pupils that they work with.

The Paramedic Rescue Services were on‑hand to talk to visitors about its 20-year heritage in providing effective and reliable first aid training courses for school staff. The courses focus on teaching the positive things about first aid and encouraging people not to believe the negative hype about litigation and parental recriminate behaviour, which so often puts them off learning the subject.

Also unveiled at the show, Winning in the Game of Life, by Milestone Group PLC is a new, successfully UK piloted programme that helps children to tap into their inner strengths. Children aged 8-12 years are taught over 12-weeks how to become more resilient, responsible and proactive. The programme fits the SMSC UK curriculum, PSHE requirements and is measurable for Ofsted.

It increases pupils academic performance, improves attitudes and behaviours, encourages British Values, and reduces negative behaviours as well as emotional distress.

In the new ‘Learning through Technology’ zone, a range of exciting new products were launched. iStick unveiled the world’s first Apple-approved USB flash drive, which provides a hassle-free method of transferring photos, videos, music and documents between school devices, such as iPads and PCs. The solution is also the world’s first USB flash drive to include an integrated lightning connector.

Also exhibiting in the new technology zone was Zapp2Learn, an interactive phonics system that teaches and interacts with a specially designed book, the ZappBook. It provides support for synthetic phonics and is designed to complement a school’s literacy

developed by Victor Lyons, founder of ReadingWise English. The programme has been adapted and brought to the UK as an online literacy intervention, proven to boost average reading age by as much as 9.7 months after as little as 20 hours.

Educational publishing company, Rising Stars, showcased a number of new resources including the new Assessment Optional Tests, which provide an alternative to the old QCA Optional Tests. They support schools in assessing pupils knowledge, understanding and application of the new Programmes of Study for English and mathematics across Years 3, 4 and 5. Rising Stars also recently launched MeeMo, a working memory programme for Key Stage 2 developed by Dr Richard Skelton from the University of Manchester.

His independent research combined with Rising Stars trialling has repeatedly demonstrated a significant impact on improving a childs working memory and in turn a childs ability to learn.

PRIMARYSITE Supporting schools in meeting the requirements of the new National Curriculum for computer programming, FUZE Technologies is well known for the FUZE T2, a programmable computer and electronics workstation powered by the Raspberry Pi (B+) which brings computing and electronics together in one fun and engaging package. FUZE Technologies were running demonstrations at the Education Show on how the FUZE interacts wirelessly with android tablets to control robot arms and play games.

A visit to the PrimarySite stand was worthwhile to speak to the experts at the UK’s leading website provider for primary schools and to also pick up a copy of its handy Pocket Guide. The guide details all the essential information primary schools need to ensure they have an impressive and effective website that also complies with the Department for Education’s and Ofsted’s new requirements. The PrimarySite Pocket Guide was also given out free to all teachers who attended the show!

Amnesty International was also exhibiting, showcasing a portfolio of resources, tools, training and professional development opportunities, designed to bring human rights education to life. Its educational resources span from Early Years to adult education and include curriculum-linked teaching resources, skilled expert speakers for events and workshops, and a full CPD programme. 

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The g ‘Learninnology’ Tech through s designed to a zone w e a dedicated provid for visitors space interest in with an nology tech

programme. The app uses the voice of an experienced primary school teacher to provide up to 150 sentences and questions based around phase two and three letters and sound phonics.

Maths resource provider, ConquerMaths. com was offering a whole month’s free subscription to its system, which has been shown to increase improvement in mathematics by 54 per cent according to recent government trials. The solution helps students learn at their own pace and directs them to the lessons they need from a bank of over 1,200 age appropriate video tutorials that span the whole UK curriculum from those aged four to those aged 18. Each comes with its own detailed test, activities and printable resources that measure mastery and ensure a solid understanding.

FICTION EXPRESS Another popular exhibitor, Fiction Express for Schools, is an award winning and unique platform for publishing fiction, allowing readers to determine the course of the plot. Fiction Express e-books are published in gripping weekly episodes every Friday and each episode ends with a cliff-hanger, with a number of plot options for the reader to vote for. The option with the most votes is then passed to the author who writes the next episode, live and in real time, for Friday publication.

The company’s resources help schools to tackle issues such as engaging reluctant readers (especially boys), encouraging reading for pleasure, developing higher level reading skills and improving literacy.

ReadingWise English, an eagerly awaited online literacy intervention was showcased at the Education Show. The product has attracted some of the UK’s leading literacy experts, educationalists and academics to its team and has helped 100,000 people to become literate in India as a result of the programme

The Education Show 2016 will take place from 17-19 March at the NEC Birmingham.

FURTHER INFORMATION www.education-show.com

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

49

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CAREERS ADVICE

Physiology lecturer Tom Warrender discusses how to engage pupils in science subjects and looks at the many career options available in healthcare science that don’t necessarily require top grades

Students interested in a career in medicine will no doubt fall into one of the following categories. Either they want to be a doctor or surgeon and have a good chance of getting the required grades. Alternatively they want to be a doctor (or their parents demand it) but you know deep down they won’t get the grades needed to get into Med School.

Or lastly they like the idea of working in the NHS but have no idea what to do.

With the first group, all you need to do

HEALTHCARE SCIENCE There is a group of careers in the NHS that come under the banner of healthcare science. There are over 40 to choose from, across five different sub sectors, which just adds to the appeal as they are all very different. Plus, the NHS would grind to a halt without them as they perform 85 per cent of the diagnostic tests in a hospital.

In physiology you have lots of direct contact with patients via the running of such diagnostic tests. You can specialise further in testing specific organs like the heart, lungs, ears, brain and nerves, or gastrointestinal tract. You can even become a sleep physiologist and monitor what happens to the body as it slumbers.

The life science careers are typically more lab-based, but patient contact is still part of the remit. You could be an immunologist and histocompatability scientist and check that organ donors and organ recipients are a match for transplant. Or you could test blood and various other bodily fluids as a hematologist microbiologist or virologist.

Then there is medical physics where you could be working with radioactive medicines or taking images of the body with CT, MRI and PET scanners. Medical engineers repair and maintain hospital equipment, or you could be involved in the design and customisation of equipment and even body parts for patients.

The newest arena, which is set to be a huge growth area for the NHS, is bioinformatics.

This is how we store data from tests and patient records digitally. Many hospitals are now going paper-lite, so all records are accessible on computers or tablets.

Plus, there are all the images, results and your genetic make-up that has to be stored.

That is a huge amount of information – so having people in place to properly organise and run this kind of facility is vital.

Moreover, if students who fall within the third group can simply attain grades A – C (not A*) in just Maths, English and Science they are on the first step to becoming a healthcare scientist. This scenario opens up these careers to so many different types of student, whether your interest is science, IT, engineering to name but a few.

The next great thing about them is that you can go down the apprenticeship route, or become a healthcare science associate, which is like training on the job. You can take a classic sixth form or college then university route and go and study something different – then top up with a postgraduate course to qualify. E

Written by Tom Warrender, Clasroom Medics

BLIND THEM WITH SCIENCE, SO PUPILS CAN SEE THE LIGHT

How do you tell them to modify their ambitions? What other choices do they have?

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is support, encourage and help them find opportunities to strengthen any UCAS application. They will already be focused on what they want to achieve as an end goal – therefore concentrate more on the other two categories.

You know the second group are good students, but they won’t get the A and A* grades across the board for Med School.

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Case Study:

Durham Trinity School on tackling the storage space challenge Durham Trinity School looks after around 180 students with special educational needs, aged between 2 and 19 years.

The school uses Arena’s mstore software to manage nance, HR and pupil records in electronic format.

Business Manager, Alison Jefferson, explains; “Within the next year we will be managing all of our documents entirely in electronic format and this will make our move into new premises much easier. The new building will have much less storage space and this was the main motive for reducing our reliance on paper and

our

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archive.

Clearing our ling cabinets has already created enough space to accommodate a new staff member and we are really happy with the way mstore is transforming the way we work with documents.

“Arena is very familiar with the legal obligations surrounding records management in schools and we were condent from the start that they could help us to achieve our goals whilst remaining compliant with all of the rules.” mstore was fast and easy to install and it works with our existing IT systems and software, including SIMS. We didn’t need to replace anything or learn how to use an entirely new system and the software is really straightforward to use. We can save and retrieve les quickly and safeguarding is enforced more easily too. Everyone has their own login details and access rights - so sensitive documents are protected and we can audit user activity if we need to.

Arena Group specialises in print, copy and digital document management. We support hundreds of schools across the UK in reducing costs, simplifying compliance, improving efciencies and operating ‘greener’.

Allison Jefferson, Business Manager, Durham Trinity School

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CAREERS ADVICE

One of the major benefits of healthcare science is that it is open to more than your high ability A* pupil. This accessibility through different routes also means it is a more attractive career path for pupils that would not normally consider university  THE UNIVERSITY ROUTE For the university route, check out the healthcare science section on the UCAS website. Different universities have different specialisms within their healthcare science course, e.g. some will focus more on physiology and some life sciences. During your schooling, try and experience them all and then decide which one you want to focus on?

Via UCAS you can also check what qualifications each university wants from your students to get accepted onto any course. Apprenticeships meanwhile are advertised on specialist websites as well as NHS Careers and Job sites.

DRAWING THEM IN So, one of the major benefits of healthcare science is that it is open to more than your high ability A* pupil. This accessibility through different routes also means it is a more attractive career path for pupils that would not normally consider university. It offers career paths that are attractive to both boys, girls and the disadvantaged – basically any pupil that has a fleeting interest in STEM.

The trick is to draw them in, make them aware and give them a tantalising taste of what is possible. There are lots of ways to do this, but here are my top three: Firstly, contact your local STEM Hub – they run events, training, find outside speakers for you, help you put on STEM events and most importantly connect you to healthcare science STEM ambassadors.

They will do all the leg and paper work for you and make it as easy as possible for your school to access these ambassadors.

Secondly, STEM Ambassadors will visit the school for free and provide a talk or activity for your class. Being very passionate about what they do they’re the ideal people for your pupils to speak to. They are usually under used as well, so will probably jump at the chance.

Latsly, NHS Careers has some great and easily accessible material on its website, but unfortunately these are not promoted widely enough, so pupils and teachers miss out. Visit www.nhscareers.nhs.uk. L FURTHER INFORMATION www.classroommedics.co.uk

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About the author

Tom Warrender used to lecture on Physiology at Birmingham City University, is a half-decent 800m runner for Wolverhampton & Bilston Harriers, and is known on the speaking circuit as ‘The Human Guinea Pig’ because he puts himself through all sorts of medical and sporting tests in the name of science.

He’s also worked extensively within the NHS Healthcare Science sector.

Tom founded Classroom Medics, who specialise in exciting, hands on workshops that bring real sports science and medical equipment into the classroom.

They seek to engage the next generation of athletes and healthcare scientists, as well as to help pupils make more informed decisions about their career aspirations and lifestyle choices.

Visit www.classroommedics.co.uk for further information.

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Advertisement Feature

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IT & COMPUTING

BRINGING COMPUTER SCIENCE TO LIFE

Karien Stroucken, head of Education at Fab Lab London explains how the company offers practical, hands on support through a CPD program to enable your school achieve and sustain excellence in teaching computing and technology combining design, digital fabrication, computing and electronics, with a focus on hands-on learning through structured workshops. Fab Lab London is one of 400 labs globally supported by a wide network of professional technologists, academics and users to provide a deep and wide knowledge base. Our community understands the constraints of teaching, and have constructed, with delivery experts like you, how to excel in learning and teaching computer science and digital fabrication within the boundaries of the system.

How do we make computer science come to life for all students and not coding for a few? Schools have been given the new computer science curriculum to learn and teach and whilst the press and Ministers are keen to put a major emphasis on the ‘coding’, as a mechanism to deliver skills for a digital knowledge based future; the reality of delivery is far more complex.

The issues are well documented.

KEY ISSUES Our understanding of the key issues in delivering computer science stem from two major constraints; time and application. Time manifests itself as time to learn and timetabling.

There is just not enough time to learn in depth and keep ahead of the students with emerging technology, coding, terms, software, processes and methodology. Combined with timetabling constraints means time has to be focussed on realistic achievements rather than aspiration.

The other constraint is application; how does computer science fit into the wider context of school life for all key stage subjects such as history, geography, English, maths, chemistry, PE, RS, physics, and art. It’s much broader than how do we deliver ‘coding’ to students. The remit is about the much wider new digital skills are needed for UK PLC.

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EDUCATION BUSINESS MAGAZINE | Volume 20.4

These two constraints of time and application means delivering science and technology education to our future generations is more complex than traditional teaching challenges.

COMPUTER SCIENCE IN CONTEXT Whilst there is an abundance of choice for programming and coding support, the vast majority is very pure, it loves coding for coding rather than demonstrating where computer science and technology applies to work, society, life and the wider learning experience. Coding for coding sake does not articulate how digital technology is part of the entire educational experience.

Coding is actually quite dull. Code, computing and algorithms come to life by seeing them in context and through application; how a remote control works, how a heart monitor functions, how an iPhone interfaces to the cloud, how SMS and messaging systems interact; in fact at every point where technology is controlled it requires an intelligence and that ‘someone’ to understand how and what to do.

WHAT HELP IS AVAILABLE? Fab Lab London’s Education program offers support for headteachers, heads of departments, teachers and technicians,

A LONG TERM PARTNER At the end of a hands on CPD day in the lab we will deliver to educators confidence and experience with all facets technology.

Fab Lab London provides, practical hands on support for setting up, use and maintenance of 3D printers, Laser cutters, Vinyl cutters, CNC milling machines and all other digital fabrication machines. Our experts can hand hold you through setting up a raspberry Pi, Arduino, and a myriad of other electronic platforms being offered to schools.

We can help you assess the merits of each platform; provide lesson plan ideas for applications; projects that can be built and work 100 per cent of the time and use of all tools and platforms and introduce showcase builds such as robots and satellite. Our educational programme is augmented with monthly meetups in the lab where ‘educators meet makers’ sharing experiences and insights which can bring computing to life for all.

LEARN, MAKE, SHARE The ethos of Fab Lab is learn, make, share. We provide learning on all digital platforms, we actively help you to apply this knowledge to build something, and then have a method for sharing and learn from the sharing. The cycle of learn, make, share is about continuous improvement and each time learning new skills, applying them and sharing the new experience. L FURTHER INFORMATION Arrange a visit the lab to see the educational program in action, we’re next to Bank Station in London, EC2R 8AE, contact Karien Stroucken at education@fablablondon.org or visit fablablondon.org/schools/

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SCHOOL FURNITURE

WHY YOUR SCHOOL FURNITURE DELIVERY IS LIKE MY JOURNEY TO WORK

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Rowena Thomas, Education Procurement manager at ESPO discusses the importance of planning your school furniture order deliveries, particularly during June and July as order volumes rapidly increase and the usual furniture manufacture and delivery times can be extended by several weeks If I pick my time carefully, and throw in a bit of good fortune with a run of green traffic lights, my journey to work can take me as little as 12 minutes. On other days this same journey can take me 20 minutes, maybe because I left 5 minutes later than I really should have. However, when I’m really running late I inevitably get stuck in a traffic jam and in this instance my journey can take over an hour causing me anger and frustration.

SUPPLY AND DEMAND So what’s this got to do with your school furniture order? Well, the principle is very similar, and all based on the law of supply and demand. The more traffic, the longer it takes, because the roads have a finite capacity to cope with the volume of demand. I know that the roads are busier at certain times of day and so I’ve learnt to adjust my own timing accordingly. This allows me to get into work quickly and with the least amount of road rage.

this huge increase in demand that occurs in the summer and put the following processes in place to help you: We study historic order patterns, spend patterns and forecast on likely demand so that where possible suppliers can build up stock, although with many furniture orders made to specific requirements of colour and height, this isn’t always possible; Manufacturers take on additional staff and run additional shifts so they can ensure your orders are processed as quickly as possible; we try to inform and forewarn schools, encouraging them to place orders as early as possible so delays are kept to a minimum; stocks of raw materials are built up and significant additional manufacturing and transport capacity is built into the system by our suppliers.

Unfortunately, even with all these extra measures in place there is still a finite amount of capacity for many manufacturers and once this point is reached then inevitably

Furniture deliveries also experience rush hour. The major peak occurs from June – September, as tens of thousands of schools place orders in the hope of their new furniture arriving ready for the new school year Furniture deliveries also experience rush hour. The major peak occurs from June – September, as tens of thousands of schools place orders in the hope of their new furniture arriving ready for the new school year. During this time the peak delivery requests are for the last week of August and the first week of September. In traffic jam terms this is total gridlock. This undoubtedly means there’s going to be delays as manufacturers simply don’t have the capacity to meet these levels of demand.

WHAT WE’RE DOING TO HELP… Just as I adapt my behaviour for my journey to work so too do ESPO for this furniture peak in orders. We work closely with our supply chain to try to manage the impact of

lead times increase. When this happens most suppliers will treat their customers as fairly as possible, and will deliver goods on a first come, first served basis.

SO WHAT CAN YOU DO? Help us to help you and start thinking about those furniture orders as early as possible.

For a smoother ride try following these easy steps: Beat the rush – order furniture between October and May for shorter lead times; double check your order details – check sizes, heights, colours etc. Manufacturers will often charge for mistakes that need to be rectified as most items are made to order; accept summer holiday delivery dates – this can significantly reduce your lead times if you’re willing to be flexible and take a delivery

Rowena Thomas, ESPO

during July or beginning of August. Get in touch to discuss this option; provide us with a site contact name and mobile number so deliveries and order details can be confirmed if necessary; try to avoid ordering between June and early October – if you do expect longer lead times and please be patient; never discard your old furniture before new furniture has arrived; once you receive your order check it straight way – most manufacturers only accept returns within 48hours of delivery.

PEAK IN ORDERS Remember, this peak in orders from schools affects the entire market. Regardless of how many retailers there are, there’s still the same number of manufacturers, with the same finite capacity. Some sellers will over promise delivery dates just to win your order so keep in mind that a delivery promise during this peak season that seems too good to be true, probably is. L FURTHER INFORMATION For more support with planning your seasonal buying needs, get in touch with ESPO and avoid this rush and place your furniture order now, visit www.espo.org

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PLAY EQUIPMENT

PLAY SPACES FOR ALL ABILITIES

One in twenty UK children has a disability or special education needs (SEN), yet many have no access to an outdoor space with play facilities. The United Nations Convention on the Rights of the Child says children have the right to play and the Association of Play Industries (API), the UK’s leading play industry trade body, supports that right.

PLAY MATTERS In the run up to the general election, the API is urging all political parties to make play a manifesto priority. Physical inactivity is one of the greatest health, societal and economic challenges of the 21st Century so it is vital that we tackle it from children’s earliest years – but there are many local communities where children have no safe places to play apart from at school. Schools have a major part to play in improving children’s physical literacy.

Embedding a culture of physical activity into everyday school life is essential, both inside and outside the classroom. In practical terms, this means increasing the number, quality and variety of opportunities for children to

Written by Michael Hoenigmann, chair, the Association of Play Industries

The design of any new playground or outdoor space must reflect the diversity of its pupils’ abilities and include equipment that not only stimulates physical activity but provides high-value sensory experiences too. Michael Hoenigmann, chair of the Association of Play Industries, explains how to achieve this

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Active r outdoo play d an learning ol are as at scho t as PE and n importa encouraging sport indren of all e chil ies to b t i l i b a p ca

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Active outdoor learning and play at school are as important as PE and sport in encouraging children of all capabilities to be more physically active. Play improves concentration, classroom behaviour and academic performance too. The API hopes to see the government extend the Sport England Primary Spaces programme into every school, with broader scope to incorporate a wide variety of physical literacy activities, not just ball games. It would also like to see a measurable outcome for physical literacy in all schools. Agreed minimum levels of physical activity, outdoor learning and play would be mandated within the National Curriculum with outcomes assessed within the Ofsted framework.

THE BENEFITS OF PLAY Research organisations, academic institutions, play campaigning organisations, education

and health organisations, all report that active play delivers a wide range of benefits.

Emotional and behavioural benefits provide freedom, choice and independence, and reduces anxiety. Additionally, it improves concentration and focus, builds confidence and is particularly effective as a learning environment for boys and for those with special educational needs. Emotional and behavioural benefits also help children build resilience, experience challenge, deal with new situations and take risks in a positive way, while enhancing creativity, imagination, awareness, self-esteem, and self-respect.

The social benefits encourage exploration and discovery, while promoting team-work, problem-solving and leadership skills. It enables children to develop social skills, meet new people and socialise with friends. Socially, the benefits enable children of all abilities and backgrounds to play together and provide opportunities for learning. E

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PLAY EQUIPMENT  Environmentally, play improves interaction with the natural world and promotes environmental citizenship.

DIVERSITY AND CONFIDENCE Every school is unique with children with specific, sometimes complicated, requirements from wheelchair users and autism spectrum disorders to multiple disabilities and special needs. The design of any new playground or outdoor space must reflect that diversity to include equipment that not only stimulates physical activity but provides high-value sensory experiences too. Planning an outdoor play space for children with SEN requires care, consideration, expertise and experience, but when it comes to creating inclusive play facilities, we believe there are no limitations.

Well-designed play spaces provide safe environments that support sensory, emotional and physical stimulation, movement, mobility, balance, co-ordination and spatial skills.

They support social inclusion, integration, communication, confidence and self-esteem.

Spaces should be adaptable and versatile to accommodate different types of play and provide an appropriate level of challenge.

This takes children of all abilities outside their comfort zone, teaching valuable lessons about their capabilities and skills, building confidence in the process.

Some children can feel overwhelmed by large numbers of people, noise, colour or movement so breaking up an outdoor play or learning space into a number of smaller areas can be helpful. Zoned spaces using themed equipment or coloured surfacing, for example, provide distinct areas for children to enjoy different types of play. Quiet, sheltered areas are perfect for socialising, reading and small-group activities and might include elements such as sound, music or musical instruments, interesting or relaxing textures, gentle colours, mirrors, light panels and surfaces for mark-making. Meanwhile, bright, colourful areas with dynamic, moving, multi-level or multi-use equipment encourages more high-intensity activities.

While surface-level equipment provides fun for all children, it’s important to think about ways to provide great play value above ground level too. API member companies use their design expertise to create accessible routes to high points and levels, for example, with innovative use of landscaping, bridges, platforms and decks.

In schools, API members work closely with head teachers, governors, school business managers and staff throughout the planning stage, ensuring their investment offers excellent play value, clear educational and developmental benefits, accessibility and challenge for every child, whatever their skills and abilities.

ENCOURAGING Schools and local authorities play a vital role in encouraging children of all abilities to be

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Every school is unique with children with specific, sometimes complicated, requirements from wheelchair users and autism spectrum disorders to multiple disabilities and special needs active and many are investing in improving their outdoor spaces. When planning a new play area, API is the perfect first port of call for advice. Our website provides a wide range of helpful resources, information and links about fundraising, planning and project guidance, design, safety and risk, plus full details of every member company including examples of recent work. Understandably families want the best possible facilities for their children, whatever their abilities. Our member companies provide unrivalled expertise and experience to play buyers looking to improve accessibility within existing playgrounds or to create new inclusive outdoor spaces from scratch.

Child’s play is a serious matter. Choosing an API member company ensures means working with a reputable, reliable, financially stable and experienced play partner who understands the specific needs of children with different abilities. L FURTHER INFORMATION www.api-play.org

Play for a Change: a briefing Play England has produced a briefing document that illustrates substantial and wide-ranging evidence of the importance of play in the lives of children.

The briefing introduces some of the key findings from the full research report Play for a Change, a review of perspectives on play, policy and practice carried out for Play England

by Stuart Lester and Wendy Russell of the University of Gloucestershire.

The review compliments and updates the review, Making the Case for Play produced by the former Children’s Play Council in 2001.

Visit tinyurl.com/lxkwb7j to read the brief.

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SPORT CONSTRUCTION

MULTI-USE GAMES AREAS UNCOMPRIMISED

With space at a premium, making the most of any sports facility is essential. The Sports and Play Construction Association explain how multi-use game areas can meet the demand for versatile spaces, where multiple pitches are not necessarily available Multi-use games areas (MUGAs) are often seen as something of a compromise. Yet, whether it’s due to limited space, restricted budgets or a demand for many different sports to be available in one single facility, MUGAs are often about consolidation of resources, not concession of quality.

The Sports and Play Association (SAPCA) explains why its Code of Practice

is one way schools and facility owners can address key issues that need to be considered when contemplating the installation of a multi-use games area, including how to reduce long-term spending on a facility and how to ensure an installation is delivered to exacting specifications.

Many charged with choosing a playing surface suitable for a variety of sports opt for a multi-use games area. Whilst a good facility can offer great versatility, the vast range of surface types can make the decision a confusing one, and, at

ing Increas s of numbereeking es sites ar very inch to use eavailable to e of spac r a range offe erent of diff o their st facilitiesers u

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the end of the day, a multi-use games area will always be a compromise (in the technical sense) as no single playing surface is perfect for all sports. However, that isn’t to say they can’t offer a great all-round approach.

UPDATED CONSTRUCTION ADVICE Tony Hession, Project Manager at SAPCA, explains why the 2015 MUGA Code of Practice is an essential aid to potential facility owners. He said: “Existing guidelines concentrate on performance requirements of individual sports. They don’t address and don’t detail the important considerations of site investigation, constructional design requirements and the technical information that is vital to a successful installation.

“Documents such as Sport England’s Design Notes and the British and European Performance Standards guidelines do offer important performance and safety advice, but don’t really deal with addressing core construction issues that help a client get an accurate costing at the design and funding feasibility stage.

“The ‘Design Specification and Construction of Multi-use Games Areas (MUGAs) including Multi-sport Synthetic Turf Pitches (STPs)’ was written by Sport England in collaboration with SAPCA over a decade ago. Since then, the number of additional multi-use E

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SPORT CONSTRUCTION  games area surfaces available, including 3G synthetic turf, has grown enormously – as such, the Code of Practice needed not only an update but to broaden the knowledge base, whilst at the same time narrowing the focus on quality construction guidelines.

In our view, this update is absolutely essential to ensure that multi-use games area surfaces are properly installed.”

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NINE SURFACE OPTIONS, ONE AREA It’s important to remember that there are nine main types of surfacing for multi‑use games areas, each of which have different benefits, ranging from grip, to shock absorption, to ball rebound.

From standard macadam through to polymeric surfacing and synthetic turf, each type of surface for a multi-use games area holds a distinct strength suited to a particular sport. For example, standard grip macadam is ideal for tennis whereas sand‑dressed synthetic turf (with shockpad) is ideally suited to sports such as hockey.

CLEAR QUALITY GUIDELINES Hession added: “With the latest Code of Practice, SAPCA establishes clear construction quality guidelines that not only clarify the importance of proper design, build standards and installation issues, but ensure that the surface chosen meets the needs of the client’s key requirements and that the expectations of playing performance are realistic.

“SAPCA members all pledge to maintain the highest of quality standards – by providing written advice and expert guidelines SAPCA is helping the industry create even better sports and play facilities nationwide.”

DESIGN AND PROJECT MANAGEMENT The Multi-use Games Area Code of Practice also details useful design guidelines and project management considerations. This includes such as design considerations, site considerations and location, local infrastructure, as well as size, orientation and gradients.

Additionally, other project management considerations involve drainage, sub‑bases, edge kerbs, macadam, polymeric and synthetic grass surface options, playing lines and quality control.

SAPCA is the recognised trade association for the sports and play construction industry in the UK. Its 240 members are all vetted and approved by the Association every year to ensure that industry standards are being continually raised. Any education facility considering creating, developing or maintaining a sports facility should make SAPCA its first port of call.

MUGA WITH A VIEW Stepney Green Maths, Computing and Science College in London received a multi‑million pound investment via the Building Schools for the Future programme,

Documents such as Sport England’s Design Notes and the British and European Performance Standards guidelines do offer important performance and safety advice, but don’t really deal with addressing core construction issues that help a client get an accurate costing at the design and funding feasibility stage which has included a rooftop multi-use games area and artificial cricket wicket from sports surface manufacturer Playrite.

Increasing numbers of sites, especially educational facilities are seeking to use every inch of space available to offer a range of different facilities to their users. There has been a definite increase over the last few years in the trend for rooftop games areas. Firstly choosing a multi-use games area for your facility means that you can provide year round usage and the option to offer a wider range of sports and extracurricular activities, secondly with it being on the roof of the building in an otherwise unusable space you are utilising the building to the best of its capacity.

Stepney Green’s multi-use games area was constructed out of Playrite’s Matchplay 2, an excellent multi-sport surface that offers a more natural feel compared to other artificial products. Being sand dressed, after installation the performance characteristics are evident from day one and play can commence almost immediately. It offers a high performance

surface, which has the durability to take a range of different sports. It is especially good for netball and tennis. The built in cushion layer makes for medium-paced play and is easy on players’ leg joints. Inlaid lines can be permanently added in white, yellow, red and blue. High-level porosity and the low maintenance requirements all add value.

Stepney Green School also had an artificial cricket wicket installed alongside their multi-use games area. Much lower in maintenance than a grass wicket, able to endure more usage and consistent in the playing characteristics an artificial cricket wicket is a dream of a surface, especially for those who are new or maybe less experienced in the game.

Stepney Green School are now able to enjoy a needle punch cricket wicket with an impact-absorbing layer underneath to temper ball bounce. L FURTHER INFORMATION www.sapca.org.uk

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

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SOLUTIONS TO ALL YOUR GROUNDSCARE NEEDS.

From cricket squares and sports fields to lawns and communal areas, Ransomes Jacobsen have a complete range of products to help you maintain your grounds. Supported by an extensive local dealer network, 0% finance is available on request.

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PITCH MAINTENANCE

Written by the Institute of Groundsmanship

TOP OF THE CLASS FOR GROUNDS MANAGEMENT Grounds teams at schools should be trained professionally to maintain high-quality sports pitches. The Institute of Groundsmanship presents a round-up of what training is available The Institute of Groundsmanship (IOG) has over the years delivered training in partnership with many National Governing Bodies of sport (NGBs). This includes the England and Wales Cricket Board, the Football Association, the Racecourse Association, Bowls England, the Lawn Tennis Association, the All England Lawn Tennis Club and, more recently, FIFA. Indeed, the IOG has been a pioneer of education in the groundscare sector, establishing national occupational standards for the sports turf industry, in conjunction with City & Guilds, and sector skills councils Lantra and Skills Active. This has made the IOG the leading provider of sports turf education and training for and on behalf of the sports turf care sector.

DEVELOPING COURSES The institute delivers nationally-accredited qualifications through City & Guilds, Lantra Awards and the Scottish Qualifications Authority, alongside its own Professional Development Qualifications. The IOG Apprenticeship Scheme offers apprentice work placements at independent schools and can offer prospective employers the correct guidance to successfully employ and train an apprentice.

In addition to offering a wide range of its own one or two day short training courses on sports turf maintenance, as well as the full suite of Lantra Awards’ training courses, the IOG offers a Continuous Professional Development (CPD) programme that enables individuals to keep their knowledge up to date and manage their own learning and growth.

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In 2008, the IOG launched a Virtual Learning Environment (VLE), which continues to be improved so as to reflect the rapidly evolving nature of IT systems and how they are accessed by users. The aim is to ensure the IOG stays at the cutting edge of that technology to deliver training and education in the most innovative way possible.

The IOG has also worked in close collaboration with FIFA to help provide the organisation with a VLE, which it used for ‘Win in Africa with Africa’ – a two-year programme to raise standards of groundsmanship and maintenance for synthetic surfaces.

Over the last 20 years, the IOG has developed courses that are now endorsed and supported

by NGBs in England, Scotland, Wales and Northern Ireland. With this support and endorsement, the IOG has designed a structured and progressive fourtiered scheme of training courses to meet the needs of grounds staff for the management and maintenance of sporting surfaces and many of its courses are sport specific.

The IOG also offers specialist training to cover subjects such as pest and disease management or machinery maintenance. Throughout the year, across the UK and Ireland, the IOG offers

a comprehensive programme of courses held at a range of suitable venues.

LEVELS OF TRAINING IOG courses cover four levels of training starting from the one day Level 1 foundation and refresher courses to two day Level 4 grounds management courses.

Delivered by some of the industry’s top grounds professionals and trainers.

The one day Level 1 Foundation course offers a practical approach to the preparation and maintenance of a sports surface. It delivers the essential operations of ‘best practice’ grounds maintenance with a hands-on, practical induction to the profession.

The one day Level 2 Intermediate course offers the theory behind the practice of preparing and maintaining a sports surface. The knowledge gained on this course will provide delegates with the solid foundation of knowledge required by today’s grounds professionals.

The one day Level 3 Advanced course offers the essential science of grounds maintenance. The skills obtained on this course enable problems to be identified quickly and accurately so appropriate solutions can be implemented.

The two day Level 4 Management of Sports Turf (from maintenance to management) E

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PITCH MAINTENANCE

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 course develops the core skills required by today’s professional grounds managers.

As well as focusing on the techniques and principles required to produce a safe and consistent surface, the course also covers interpersonal and management skills as well as an update on relevant legislative matters.

BESPOKE TRAINING If you have specific requirements in terms of timing, location or content, the IOG can offer bespoke training courses to suit your needs. This includes professional tutors, comprehensive training manuals and an optional online assessment which will give delegates an accredited certificate of competence.

The IOG can mix and match this training to your organisation’s requirements.

Examples of the subjects the IOG can cover are: artificial, bowls, cricket, football, golf, rugby – both disciplines, tennis – hard court and grass. All aspects of managing, maintaining and constructing for the above sports grounds can be covered.

The IOG also offers bespoke training on other related topics such as budgets and accounts, analysing how to set and manage your budget, symptoms of poor drainage, including the types of systems available, and health and safety – compiling health and safety policies, procedures and risk assessments.

Human Resources, including staff management, appraisals, motivational techniques, and disciplinary is also offered, while irrigation, lawns and performance Quality Standards (PQS), how they can be applied to the grounds you manage are also available.

BENEFITS OF GOOD GROUNDS MAINTENANCE According to Richard Bryce of Sports Ground Services – a sports ground contractor that includes schools among its host of clients – well-maintained sports pitches can inspire users to participate in a range of sports and activities.

He said: “School playing fields are relatively inexpensive to maintain, and the benefits of a good grounds maintenance programme are immeasurable when you consider the potential of increased usage and the health and well-being of the participants.”

With recent national surveys indicating that adult participation in some of our major sports is in decline, it is more important than ever that youngsters have a positive experience of school sport. With that in mind, if education establishments have their own in-house teams to look after their sports fields then, of course, it is imperative they are well-versed – and well-trained – in pitch maintenance.

Richard Bryce’s son, Dean, also works in the company and within two years he has already chalked up and impressive CV which includes the IOG Foundation and Intermediate Cricket Courses as well

“School playing fields are relatively inexpensive to maintain, and the benefits of a good grounds maintenance programme are immeasurable when you consider the potential of increased usage and the health and well-being of the participants” Richard Bryce, Sports Ground Services as the Level 2 Diploma in work-based Horticulture (Sports Turf – Groundsman). He is currently completing his Level 3 in this.

LOCAL AUTHORITY NEEDS The IOG has partnered with the Association of Public Service Excellence (APSE) to deliver joint courses which support the maintenance and provision of parks and green spaces.

Optimising available resources is especially relevant in the current climate and the IOG is supporting APSE in a range of courses which support local authorities, including health and safety, asset management in parks and green spaces, as well as street cleaning supervisory skills for team leaders.

Commenting on the partnership, IOG head of education Chris Gray says: “We will be able to offer training that brings together the expertise from both organisations, providing an enhanced and well-balanced service to meet the needs of local authorities.

“In particular we are able to provide bespoke training which can address the specific needs of individual authorities in a cost‑effective way. One area that is currently being developed is that of providing training to parks volunteers whose services are increasingly being relied on to reduce management costs and to further engage and empower a community in local decision making.”

Jan Kennedy, APSE’s head of training, added: “‘It’s too easy, in the current climate of budget cuts, to neglect the training and development of key staff and partners, but this is often a false economy. Getting services right first time, ensuring best practice and good health and safety, as well as delivering for local communities in local environmental services will ultimately deliver dividends in service cost, quality and efficiency.” L FURTHER INFORMATION www.iog.org

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Mr J A Brown MA BA (hons) QTS NPQH Headteacher We are absolutely delighted with the purchase of our goals from Goalfix. It was fantastic to hear the children say that they felt like real footballers when using the goals. The customer service team advised us clearly and what would be appropriate for our school and supported us with our Football Foundation grant. I would heartily recommend anyone who wants to improve their sports provision and give the children the best equipment that they can get.

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FOOTBALL

Dan Bermingham Shaw from the Football Foundation provides a run-down on how its funding for sporting facilities works and how it can benefit schools, sport and the community The desperate need for high-quality sporting facilities in the country is increasingly becoming a priority issue for many. The conclusions of the Football Association’s (FA) chairman, Greg Dyke’s England Commission pin-pointed the absence of quality facilities at grassroots level as a key area which is contributing to the shortage of top quality English players breaking through to the top tier of club football, and this is something which must be addressed.

Fortunately, The Football Foundation is addressing the issue, and has been for 15 years. The country’s largest sports charity are committed to increasing participation in the game by improving the experience of playing for regular players by both refurbishing and developing new facilities across the country. It does this by directing funding from the Premier League and The FA Facilities Fund into areas of greatest need and where that funding will have the greatest impact.

Schools are among the many beneficiaries of the Foundation’s investment, with floodlit third generation (3G) artificial grass pitches (AGPs) and modern changing rooms, often being praised as invigorators for the participation and enthusiasm for sports in the academic sphere.

MANCHESTER ENTERPRISE ACADEMY The Manchester Enterprise Academy, who had five new small-sided 3G AGPs opened by legendary football manager Sir Alex Ferguson, were awarded a grant of £107,075 from the Foundation to refurbish their previous sand-based pitches which had deteriorated significantly.

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

Written by Dan Bermingham Shaw

BUILDING THE FOUNDATIONS OF SCHOOL FOOTBALL

This resurfacing has provided the Academy with a new, high quality sports facility that further supports the Academy’s sports initiatives in partnership with the Manchester United Foundation and local partners to transform sports participation and provide a centre of excellence in one of the most deprived areas of the country.

The state of the previous facilities, which were over 15 years old, meant that the surface became extremely dangerous after sustained rainfall thanks to its poor drainage, and when temperatures dropped below freezing, ice patches appeared. Now, their Foundation‑funded all weather pitch copes well with wintry weather and allows the football season to flow without any external disruptions.

Indeed, facilities such as these are aimed at energising those involved, such as the staff and pupils at the school and the local community, creating an increased enthusiasm for sports and engaging more in the game.

With an average increase of 25.8 per cent in multi-sport participation at sites funded by the Foundation, and an 11 per cent average increase in football participation, it is clear that this model is working.

The Mountbatten School in Romsey, Hampshire, have similarly reaped the benefits of new facilities, having received a £312,294 grant from the Premier League and the FA Facilities Fund to install a new 3G AGP. E

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71

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We hold thousands of stock parts available for next day delivery. Our component parts are uses to provide heat and control. These are typically used in hot cupboards, serving counters, Bain-Maries, ovens, and heated gantries. We also design new products for specific applications upon request – please call us should you require this service or for more information.

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FOOTBALL  The state-of-the-art pitch is to be used by the school to deliver PE sessions and extra-curricular activity, all year round. This therefore helps to develop pupils’ personal and social development through regular physical activity. This progress was previously stunted due to the poor state of their old real grass playing fields which suffered persistent waterlogging that left them in an unplayable condition for many months of the year.

Offering students a competitive football opportunity, irrespective of their ability, was seen as a main focus for the school, whose partner clubs had previously been forced to roam elsewhere to find a playable pitch to train and play on. Thanks to the new 3G AGP, the clubs have now returned to Romsey and players and pupils will now be able to reach their full potential whilst the talented individuals can be guided to the appropriate club and coaching settings.

The facility was opened by former Southampton star, Matt Le Tissier, who was himself a famous success story of Southampton’s renowned youth system.

He, more than most then, can appreciate the importance of having a safe and welcoming environment to regularly practice and play the game, and with almost 25 million hours of sporting activity taking place each year at Football Foundation-funded sites, these facilities are obviously giving many local people a regular and enjoyable location to play.

THE VALUE OF COACHING However, whilst the activity may be enjoyable for youngsters, it may mean little if the quality of the activity were not up to scratch and this is where the value of coaching emerges. A full‑size, floodlit playing

Bridgemary School students play football with ex-Chelsea player Jon Haley on its 3G pitch at opening

sports. Qualifications such as these help to boost students’ future employment opportunities, as well as enhancing their chances of gaining places at university, further highlighting the impact facilities can have on the future prospects of so many youngsters, even outside of sport.

Last year alone 23,558 coaching qualifications were gained on sites such as the one on Eccles Campus thanks to the 4,078 courses held on their grounds. As has been felt across the country, these 3G pitches provide schools with an ideal setting to allow

3G pitches provide schools with an ideal setting to allow students on site and partner organisations such as clubs to offer the wider community invaluable opportunities to gain crucial qualifications, life skills, and lessons on how to work well in a team environment surface at Eccles College in Manchester, developed with a £179,276 grant from the Foundation, and opened by Manchester United legend Paul Scholes, has so far enabled more than 500 students to achieve coaching qualifications from a FA Level 1 and upwards, in partnership with both the Manchester FA and Bolton Wanderers FC. Now, as well as allowing the Manchester United Foundation to deliver BTEC Levels 2 and 3 in Sports Coaching and more general educational programmes, the college has widened the coaching opportunity out to students, even if they do not study

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students on site and partner organisations such as clubs to offer the wider community invaluable opportunities to gain crucial qualifications, life skills, and lessons on how to work well in a team environment.

STRONG PARTNERSHIPS Often, this environment is severely lacking, and schools suffer as a result. Bridgemary School in Gosport found the transition from tattered grass pitches with poor drainage to a quality all-weather 3G AGP to be hugely valuable, after receiving a £355,397 grant from the Foundation towards the project.

Gosport as a local authority area had no AGPs before the Football Foundation’s investment, and the two pitches that were available were both out-dated sand‑dressed facilities which were not always accessible for local clubs and football provision.

The area therefore could not cope with the huge weekend demand for suitable pitches from local leagues and clubs to fulfil fixtures, so the all-weather floodlit facility was welcomed by not just the school but the local area as a whole.

Bridgemary, like many other schools in their position, have formed strong partnerships with a number of local football clubs in order to maximise the usage of the pitch and allow a wider section of the community to benefit from the surface. Enhancing regular physical activity opportunities for the community and also having the ability to provide a site which can strengthen the PE curriculum and extracurricular provision, contributes to a healthier community and an increase in the school’s PE GCSE results.

Indeed, it is results which motivate the largest sports charity in the country, and it is the effective, efficient and enthusiastic model for investment into the grassroots game that delivers them. The creation of high-quality, sustainable facilities in safe environments has been gradually building the foundations for a solid and promising future for our national game over the past 15 years, and with schools and students only set to continue to benefit, many may look to the future with optimism as long as this support for the grassroots continues. L FURTHER INFORMATION www.footballfoundation.org.uk

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Setting the standard in school gym solutions If you’re a school creating a facility from scratch, renovating, refurbishing, or need help to source equipment or flooring, we’ll ensure that you get the best solution for your needs.

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LIVING FOR SPORT

A CASE STUDY OF EFFECTIVE PRACTICE IN SPORT

The Youth Sport Trust provides an update on the Living for Sport programme, as Dean Watson of Rastrick High School details the benefits it had on the school and its students

One of the leading programmes that the Youth Sport Trust work on to help ensure the prominence of PE and school sport is Sky Sports Living for Sport, which is part of Sky Academy.

The free initiative was launched by Sky Sports back in 2003 in partnership with the Youth Sport Trust and has since gone from strength to strength. In essence, the aim of Sky Sports Living for Sport is to use sport stars and sport skills to improve young people’s lives.

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

A SIGNIFICANT FACTOR Rastrick High School in Calderdale, West Yorkshire, has approximately 1400 students on its books with 40 per cent of those black or ethnic minority and 12 per cent currently on the Free School Meals programme. The school was rated ‘good’ in its Ofsted inspection in January this year.

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underachieving boys who regularly engaged or enjoyed PE – not necessarily those who were good at it – so that the context would be a successful engager.

Out of the 50 students that this applied to, further subdivision was initiated into those boys with an additional known barrier, such as attendance levels or self esteem.

The final cohort totalled 20 students, very diverse in their needs and issues.

The project primarily aims to improve attendance and behaviour but also addresses self esteem and targets an improvement in literacy levels, as this is seen as fundamental to achieving in all subjects.

The programme encourages students to develop leadership skills in order to improve social and communication skills.

This allows students to have the confidence and ability to speak clearly and correctly.

THE FIRST YEAR Each year a ‘project’ is developed by the Sky Sports Living For Sport team. This project has a sport theme but requires skills and knowledge from a range of other subjects. It is run approximately from the October half term to Easter.

The school do a small amount of Aussie Rules Football in year 7 and so asked the Sky Sports Living For Sport group to produce a booklet introducing the year 7 students to the sport and to support them in delivering lessons.

It was key to pick a sport that was not familiar to any of them so that the group started at the same baseline of knowledge and skill with the sport. This created a supportive and effective team environment for the boys.

The english department were focusing on ‘writing for purpose’ at the same time so there was alignment with the work.

Students gained research through holding conversations with other members of the PE department, and through strategically placed books and websites, which complimented our school’s literacy focuses of speaking, listening and reading. More able students were able to infer ideas from their research and responses of greater depth, showing greater understanding, which they then explained to the weaker members of the group. Weaker members of the group then had to teach me, as it was my first year in the school and because I had never taught Aussie Rules before, I didn’t know anything about it.

Students created their own list of punishments for when they used the wrong words, or if they failed to use proper English.

Punishments ranged from press ups and 

ts Studen d create st of n li their ow ents for punishmy used the e when thng words, wro y failed or if the proper to use lish Eng

Rastrick is situated between two council estates, and with recurring conflict between the two estates, there is a historical issue with low boys attainment.

However, attainment is good with 74 per cent GCSE including english and maths and about 80 per cent achieving expected progress in 2014.

The first cohort of the Sky Sports Living For Sport programme went through in 2014 and the school says the Sky Sports Living For Sport work was a significant factor in their good results that year.

UNDER ACHIEVERS The project targeted students who were underachieving in their English studies.

This included a mix of low, middle and high attainers, intended to support each other.

The programme assists the slide before students begin the study of GCSE topics.

The school indicated that boys were a key target, so the programme identified

Volume 20.4 | EDUCATION BUSINESS MAGAZINE

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1. 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. 2.Universal device plug-in is offered with HP Web Jetadmin 10.3 SR4 and higher. HP Web Jetadmin is free and available for download at hp.com/go/webjetadmin. 3.HP Capture and Route is an optional product sold separately. 4.Based on internal research, the HP OfficeJet Enterprise X series while printing requires up to 80 watts to print. The weighted average for competing devices is 508 watts. Energy claim based on testing comparisons of major competitors in default modes by Buyers Lab Inc., March 2014. Internal testing reveals the HP OfficeJet Pro X series uses up to 50% less energy compared with the majority of colour laser MFPs <$1000 USD and color laser printers <$800 USD as of August 2012. 5.Compared with the majority of colour laser MFPs ≤$3,000 USD based on market share as reported by IDC as of Q3 2013. Calculation compares weight of supplies and cartridge packaging needed for similar amount of pages based on ISO yield and continuous printing. 6.Inkjet vs. Laser, A BLI White Paper, July 2013, http://www8.hp.com/h20195/v2/GetPDF.aspx/4AA4-8388ENUS.pdf. 7.BLI custom test report: HP OfficeJet Enterprise Color X585 MFP vs. Competitive Laser/LED Models. March 2014.

8.Worldwide printer market share, and HP printer brand awareness, consideration and preference study in 9 markets 2014. For more information, see www.hp.com/go/printerclaims.

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LIVING FOR SPORT  star jumps to running a lap of the pitch.

It was very light-hearted and the students loved listening out for poor grammar from the rest of the group and especially myself.

A key part of the skill development strategy was the ‘changing room challenges’ where tasks were set to develop their associated skills in the time it took to get changed. A league table was displayed on the wall of performance in these challenges. The competitive element was very successful within the group. The booklets were judged by the year 7 and were key in improving literacy skills.

The delivery of taster sessions by the young people was key in improving language, leadership, self-respect, behaviour and an appreciation of the role of teacher which anecdotally led to improved relationships across the school.

SUBSEQUENT YEARS AND DEVELOPMENTS The second year project had a focus on poetry, whilst this year the project involves literacy and mathematics. They are designing a football stadium to a budget, and will have to write a persuasive letter to the chairman (head teacher!) explaining why he should choose their design.

Each student has a mini-contract which means that if they have any behaviour incidents across the school they will be suspended and then expelled from the project. Similarly actions are undertaken if attendance rate falls.

English teachers lead skill sessions about english but get involved in the practical.

Additionally, PE teachers lead practical work but get involved in the other elements of the programme. In the first year the english teachers went through the motions a bit but after seeing the impact it has, are now heavily driving the development.

Over time the project has extended the time for the sessions (now one or two hours) which has meant the english and maths input can be done more seriously. Sessions, delivered by specialists, now tend to have a practical and a theory component.

A thorough and critical review takes place each year at the end of the project which has meant each year the project has developed significantly.

WHAT WAS THE IMPACT ON PARTICIPANTS? Over the three years the impacts have developed. In the first year the impact was seen on behaviour and attendance only.

Despite significant impact on these key issues, staff were disappointed not to see a measurable impact on literacy levels.

They changed elements to increase impact on these skills in subsequent years and in the 2015 programme over 50 per cent or participants are already exceeding their literacy targets for the academic year.

However, staff have also learnt that actually the most important improvement is in the behaviour and attendance because it is the re-engagement with school that has the most sustainable effect on learning and attainment. They are clear that it is the focus on these things that needs to be the priority.

The impact on behaviour and attendance has been hugely significant. In the second year 100 per cent improved attendance, 88 per cent increased English scores, 75 per cent reduced the number of behaviour incidents logged against them and 70 per cent improved their ‘attitude to learning’ just over the course of the project.

School based stats echoed by the students who feel like the project has had a real impact on their attitudes and behaviours around school. A combination of the inspirational visits by the athlete mentors and the large amounts of work the students have done on literacy has helped the students to have more confidence and belief in their abilities, resulting in over two thirds of the group now considering further education after school.

SCHOOL WIDE IMPACT The schools 2014 GCSE results included the first batch from Sky Sports Living For Sport. The results are believed to be significantly affected by the initiative as these were the most underperforming group from the year group.

At the time, these boys not only pulled down the cohort’s results but were likely to have impact on their peer results by association.

As of March 2015, the Sky Sports Living For Sport group has the greatest progress of any cohort in the school.

One boy in particular was painfully shy due to very low self esteem. He didn’t get involved in anything and wouldn’t ask for help so tended to underachieve at a Level 4 and quietly fail. The poem he produced was marked at a Level 6a by the english department. He is now unrecognisable and actually led a session to Key Stage 3 pupils during a whole school leadership day a couple of months ago.

Another young lad had experienced his parents split up. His father disowned him and, when linked to the older brother who was quite clever, was regularly told him he was a ‘waste of oxygen’. This label became a self-fulfilling prophecy and he believed he was unworthy. His progress and behaviour was poor, and he was on a ‘headteacher warning’ which basically meant he was close to permanent exclusion.

He was included in the Sky Sports Living for Sport programme despite a number

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of staff saying it wasn’t worth it. He has become a remarkably different pupil. He is now expected to get five C grades, from 18 months ago when he was not expected to get five passes. Now he comes back to the project and supports the current group.

Although the project hasn’t impacted directly on curriculum provision, there is anecdotal evidence that it has impacted on the pedagogy of the english and maths teachers who have had the chance to observe PE lessons more than they would have previously had. It has developed trust and positive relationships with PE staff which has resulted in them trying approaches not used previously.

A ‘Be The Best’ programme delivered in year 9 last year was rolled out across the whole year group to improve self-esteem and confidence. Although the context was not sport, it was influenced heavily by the Sky Sports Living For Sport approaches and the learning that staff had experienced through it. It encouraged students to get out of their comfort zones and try new activities across a range of subjects including sport, languages, science and geography and used athlete and other subject role models.

The experience of this work has also influenced thinking about how the school groups students and identifies teachers. It traditionally operates ‘sets’ in english, maths and science and at the time of writing is considering the use of the PE/maths and PE/English teachers to create different groups where ‘teachability’ is maximised by potentially creating a ‘sporty’ group that may perform better using approaches linked to PE. The project has had such a significant impact that two teachers have been appointed this year teaching joint PE/English and joint PE/Maths respectively.

SUSTAINABILITY The project is a high priority in the school.

The head teacher regularly pops in and the chair of Governors is aware and asks for progress updates. Using ‘catch up’ funding to support delivery puts it at the heart of school improvement plans as well as giving additional resource for the work.

The english and maths departments have seen the impact on the attainment for these young people who are often hard to reach through traditional English or Maths interventions and therefore value the project as a key driver to their success. This means they prioritise the project and contribute with conviction.

Each year, as described above, the project evolves, the delivery of teaching improves and the impacts have become greater. The school is exploring how the principles can be used in other programmes and for a greater number of young people, possibly using the joint PE and english/maths teachers. L FURTHER INFORMATION www.youthsporttrust.org

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LEARNING OUTSIDE THE CLASSROOM

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Is learning outside the classroom part of your strategy to improve the quality of teaching at your establishment? If not, it should be, writes Elaine Skates, chief executive of the Council for Learning Outside the Classroom

Developing the Learning Outside the Classroom (LOtC) provision in your school grounds, local community or further afield can have an enormous impact on enthusing, engaging and motivating pupils to learn.

LOtC is particularly effective in raising the achievement of groups with individual needs including free school meals, SEN, boys and other children who may not thrive inside the classroom environment.

Furthermore, new evidence is emerging to demonstrate that LOtC can raise attainment across all areas of the curriculum including core subject areas such as english, maths and science.

A recent piece of research from the Education Endowment Fund has found that giving pupils memorable experiences to write about, such as educational visits to zoos, farms

and country parks and talks with war veterans, use of any space beyond the classroom can improve their literacy skills by the for teaching and learning, from the school equivalent of nine months – and grounds to local museums, wild 18 months for disadvantaged spaces or places of worship. ng pupils on free school meals.

By combining regular evelopi ing D Kevan Collins, the experiences close to home n r the Lea the Education Endowment with more occasional e d i s Fund chief executive, educational visits and t u n O ovisio s residentials further afield, r has said: “It’s rare p m o to find schemes that schools can provide an Classro an enormou e , demonstrate such a inspiring and memorable v g a n h i s n u h ca t n e large impact when they curriculum which links n o are rigorously tested. knowledge gained inside impact aging and That’s why we are excited the classroom to the real eng g about the potential this world that lies beyond. otivatin m project could have in helping pupils struggling students significantly CURRICULUM improve their writing skills.”

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LEARNING OUTSIDE THE CLASSROOM  creative with lesson planning and take a playground, which presented an opportunity fresh look at how and where they achieve for ‘quick wins’ to improve the grey rectangle the best outcomes for their pupils. Many with faded netball court markings. We also are designing a thematic curriculum where had a lot of green space with some trees but termly ‘wow events’ bring learning to life. none of it developed. Over time, we’ve made Others are thinking about how the real world use of every square centimetre of our school can be used to facilitate the development grounds, allowing the children to drip ideas of problem solving mathematical skills, through and be part of a transformation. scientific working or a love of literature.

We have a woodland area, a pond, a place The key point for senior leaders to remember for camp fires, a tepee (symbolic of early is that LOtC is most successful when it is an settlement for lessons, but also a very handy integral element of long-term curriculum place to store our firewood), a mud factory planning and closely linked to classroom (where children can make anything with activities. (Ofsted, Learning Outside the mud, sticks, leaves, acorns, or whatever is Classroom, how far should you go? 2008) around) and a collection of sculptures made With this in mind, LOtC Mark was launched in by local artists to add a touch of inspiration.

2012 to help the use of LOtC most effectively, Today, every subject is delivered outside to raise standards and to demonstrate – maths, english, science, history, art – and the effectiveness of your provision. there is a minimum weekly time expectation, LOtC Mark is the first national accreditation beyond PE sessions, for children to be "The world is a learning bookoutdoors. and those for schools, nurseries and other educational We have a framework of whoanddosupports not travel only abut with a significant establishments which recognises skillsread and knowledge, the development of learningpage." outside the level of flexibility for staff to respond to classroom across all subject areas. Schools the children’s needs, interests and what - St. Silver Augustine are benchmarked at either Bronze, or is happening in the world around them.

Gold level, with guidance and support to help With wellies at hand, learning can always schools to progress through the levels and be taken outside to seize the moment. drive up the quality of their LOtC offering.

So children work in, with and, at times, learn specifically about the natural environment.

CASE STUDY: BOSTON WEST ACADEMY is a focus on teaching skills not only "Travel teachesThere toleration."

Boston West Academy become the 6th school within subject areas but in group interaction Benjamin Disraeli nationwide to be awarded the new LOtC whilst solving real, practical problems. Who Mark accreditation at Gold level, and its can say which pieces of knowledge are journey is a compelling story of the impact of Learning Outside the Classroom on the improvement of a school. Head teacher Mike Schofield shares the school’s story below.

Wellies at the ready, an ample supply of mud and lots of imagination – all crucial elements of the curriculum at Boston West Academy. This is no radical new agenda, but part of a thoughtful approach to learning and engagement that has led to better results and a richer experience for everyone involved. Learning Outside the Classroom is an exciting, sensible and increasingly necessary part of running a school. the most important? So we try and equip Boston West was in Special Measures when children with the skills to acquire any kind of I joined in 2000. In particular, it was the knowledge they need or that excites them. children’s bond with the school that needed Being outdoors and surrounded by real things, work; their general attitude to learning was with their own character and subject to all passive, whilst the behaviour of a significant the variations of the natural world; the sun, minority was disruptive. Now, the children wind, rain, snow, is always an inspiring and are engaged, they’re fired up and enjoying liberating starting point for learning. Unless the themselves, whilst standards reached and weather is really bad, we’ll be out there. For have been maintained at a high level. example, to teach adjectives in Y1, the teacher It started with an environmental focus. I read ‘Charlie’s Superhero Underpants’, then joined at the same time as a teacher with developed the whole lesson in the grounds, a science background, whose passion for with children searching for items of clothing environmental issues complemented my that the wind had blown off the washing belief in the power of first-hand experience line, in keeping with the story. What resulted and real-life learning opportunities. was motivation, engagement, challenge One of the first things we did to change through differentiated tasks and good learning the whole school culture was to get the outcomes for every child – and they loved it. children directly involved and feeling valued.

Developing our grounds has also proved We started one of the early primary school to be successful in building a partnership councils, asking children what changes they with parents. Every term we have a weekend would like. Initially, they focused on the Grounds / Eco Day when everyone pitches

in – parents, children, staff and the wider community, working as a team for something that everyone can see is important – and we have fun. It’s a great leveller: much more likely, as a starter, to engage any ‘hard to reach’ families than through more traditional curriculum sessions.

Not all staff are equally comfortable with taking children outside – like parents, they worry. They need to build confidence, establish rules and working area boundaries. In fact, in our experience, the children’s behaviour is always excellent. We do the necessary risk assessments, and within this framework we teach the children about the risks and how to be safe, gradually building their understanding and ability to make their own judgements.

The original science teacher is now Outdoor Learning Leader; Emma Schofield provides in‑house coaching, as well as supporting teachers’ planning. Using our on-site outdoor learning centre, The Hive, we now offer consultancy and training courses to staff beyond the school. This has been extremely well received and will support other schools in developing their own approach to learning beyond the classroom.

A two-day residential course is being planned for Spring 2015, in partnership with Freiston Outdoor Environmental Centre.

Alongside our children’s growing enthusiasm for gardening, our work has prompted wider interest within the community,

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By combining regular experiences close to home with more occasional educational visits and residentials further afield, schools can provide an inspiring and memorable curriculum which links knowledge gained inside the classroom to the real world that lies beyond resulting in an increasing number of mutually beneficial partnerships with local organisations and businesses.

We were delighted to achieve the RHS Level 5 School Gardening Award and take a group of children to visit the Chelsea Flower Show as part of a national school gardening project. Our grounds and gardens also received RHS Gold and Best School Garden Awards in East Midlands in Bloom.

Our journey has presented many challenges but with determination and relentless hard work over many years, whilst many initiatives have come and gone and within the demands of continuous school improvement, we have kept our philosophy central to our work. Barriers are there to be broken down – what are we if we don’t follow and stick to our principles and beliefs? L FURTHER INFORMATION www.lotc.org.uk

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FARM ATTRACTIONS

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A TRIP TO THE FARM

The National Farm Attractions Network discuss the benefits for schools taking trips to farm attractions, highlighting the important topic of what we eat, and where it comes from that can be carried out indoors with just as many fun learning opportunities.

LAMB CAM At this time of year, pupils and students can prepare for a visit by watching live footage of sheep and lambs. Many attractions host a ‘Lamb Cam’ with a live feed from the lambing shed to their website, providing an opportunity to see, study and write about farm animals, life processes and even the technology before they visit.

As well as the more cuddly species, there are more than a handful of farm attractions that have widened their range of animals beyond what you would usually expect to see on a British farm.

You might find your local farm attraction has reptiles or birds of prey, again opening up the possibilities of a more hands-on learning opportunity.

However, if not, bottle-feeding the lambs or hand-feeding the goats are usually every day occurrences, they usually enjoy the facilities designed for that and the industry developed a Code of Practice, together with the HSE, HPA and other organisations as a guideline for operations.

Educational visits can ask the children

Farms, y ll especiactions tra farm at pose built r with pu ies, offer facilit althy and he a safe, learning fun ment environ

to explore the journeys their food makes, include learning about food miles and origins, as well as climate influence on crops. These, of course, draw in geography and history as subjects which could also include ‘Dig for Victory’ topics, changes in technology, local produce, regional produce and landscapes. Physical Education can be drawn in to diets for animals compared to humans, farm walks and healthier lifestyles.

WALBY FARM PARK Walby Farm Park, near Carlisle, has been hosting school and group visits since 1992, but in 2008 took the plunge and opened an area of the farm to the paying public. They continue to operate a working farm alongside, growing crops and rearing beef and sheep as well as farming under various environmental schemes. This year the farm park has been awarded ‘Farm Attraction of the Year 2015’ by the National Farm Attractions Network.

The farm has hosted and led educational visits from agricultural colleges as well as further education and higher education courses including business, tourism, farming and the environment. There have been family numeracy and literacy days held here as well as home educator group visits.

This is in addition to other primary school groups and secondary school students who have even held maths lessons here.

Walby Farm Park’s owners, Neil and Katie Milbourn, firmly believe that educating the next generation to care where its food comes from is one of the most important issues in food production and farming today. E

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Written by the National Farm Attractions Network

From celebrity chefs to government ministers, what we eat and where it comes from are firmly on the agenda. High profile stories like the horse meat scandal and milk prices have featured heavily in the media in recent years and families up and down the country are increasingly hungry to learn more about how our crops and livestock are produced. Food provenance has become a popular topic in schools in recent times, especially since food became a statutory part of the curriculum in September 2014.

Farms, especially farm attractions with purpose built facilities, offer a safe, healthy and fun learning environment with inspirational people holding vast amounts of knowledge of their businesses and the countryside they operate in.

The National Farm Attractions Network (NFAN) is the UK trade association for Farm Parks and rural attractions. It has over 200 members who welcome millions of visitors each year and host thousands of school visits.

As always on a farm visit the emphasis is on fun and the outdoors, wherever possible. Many farm attractions however also offer under cover areas too for when the weather is that bit too inclement to be able to concentrate outdoors. With their experience of hosting visitors and with the British weather all year round, farm attraction operators usually have activities

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FARM ATTRACTIONS  Katie Milbourn explained that the farm and its team of CEVAS-educated (Countryside Educational Visits Accreditation Scheme) guides have adapted Walby’s learning opportunities to include topics being studied by the pupils.

She said: “We’ve had great fun and excitement in the past with topic work that we would never normally have brought onto the farm. It’s included topics such as the author Julia Donaldson’s book ‘What the Ladybird Heard’ and other classics such as ‘Charlotte’s Web’ at primary level. We’ve also had secondary school maths lessons studying velocity on our 24ft Demon Drop Slide in our Play Barn; it’s good to think outside the box.”

Family numeracy groups visiting Walby have covered many aspects of numeracy in both KS1and KS2 including weights and measures in practical activities, used in baking bread through to measuring the daily feed requirements for different animals in their animal barn. A system of ‘mini-fields’ has also been explored with pupils scaling down their farming operations to a mini-field of just 1m2. Pupils, for example, have studied and worked on the numbers of individual grains requiring planting through to the number of loaves a 1m2 field could produce.

Katie Milbourn continued: “Often the main reason for visiting a farm is to meet the animals or see the crops grown first hand, whether its carrot growing under straw or lambs being born and chicks being hatched. Animal interactions are often the most memorable and can bring out qualities in children that other activities don’t. Sometimes it’s the first time a child has been up close to an animal other than a family pet. I don’t know about you, I can’t remember many school days in particular but I’m sure I can remember every school trip or off-site visit.”

to be relaxed and have a great time learning.

A good farm park will send children away enthused and excited and wanting to learn more. The farmer will be able to talk children through exactly what farming is about. A farm attraction which is not a working dairy farm may only have a couple of cows rather than a herd of cows, so the challenge for the farmer is to relate what the children see to the real world of farming, it’s a form of ‘farm light’. Farm attractions are geared up to offer things like tractor trailer rides, animated shows and demonstration areas.”

Smith continued: “I would encourage teachers to visit a farm park for themselves, experience it and talk to the farm park staff about school visits, most farm parks will offer free teacher visits. You can study animals in the classroom, online and watch videos, but nothing comes close to actually seeing the animals and having controlled access to them.”

OLD MACDONALDS FARM Ray Smith organises the education service at Old Macdonald’s Farm in Essex which this year won the NFAN, Best in Education award.

Old Macdonald’s ran a pilot project last year working with a local primary and a secondary schools. The children came in and worked directly with the animals, getting in with the animals, feeding and mucking out the pigs and the goats. The scheme was such a hit with the pupils and teachers that Old Macdonald’s farm are now offering it as an option with all school visits.

Ray Smith said: “The ability for us to enable the children to get so closely involved in handling the animals has not been without its challenges. We are fortunate in having a fantastic team of volunteers and young people on work experience who help supervise. This enables us to have the high staff to pupil ratio you need. Of course the children love it.

“A Farm Park is an ideal introduction to the world of farming, and the countryside.

Farm Attractions combine a little bit of fun with the school visit, which enables children

HALL HILL FARM Ann Darlington runs Hall Hill Farm in County Durham which won the NFAN best in Education award in 2014. It has been in the same family for nearly a hundred years and has been hosting school visits for over 30 years. It has been inspected as suitable and safe for school visits by the CEVAS and also holds the Learning Outside the Classroom (LOtC) Award. They have a loyal following amongst schools in the area and see the same schools return year after year. They welcome over 15,000 school children a year.

Ann Darlington said: “March to July is the busiest time of year for school visits and we can find most days fully booked.

We only take about six to eight classes a day to ensure each class gets a full guided tour with our knowledgeable and enthusiastic farm staff. We put a lot of effort into looking after the school visitors.

“Farm attractions are ideally placed to cater for school visits. They generally have indoor or undercover areas for workshops and eating lunch. Whereas commercial

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farms tend to specialise in one type of animal, at a farm attraction you will generally get to see a wide range of animals.”

Ann continued: “Farm attractions are also geared up for visitors which can make life a lot less stressful for teachers. Things like somewhere warm and dry to leave bags, to eat a packed lunch, toilets, sufficient hand wash facilities and a priority on health and hygiene. Farm parks will often be able to provide risk assessments for teachers.”

EXPLORING FURTHER Other resources at some farm attractions might include forest school type activities, from bush-craft skills, arts and crafts activities to preparing and cooking food outside or even Iron Age life in farming, or Victorian times. Pond-dipping activities is one more activity which farm attractions can sometimes offer, it is seasonal for the best results but samples can be brought inside when the weather isn’t what you’d hoped for.

Others like Rand Farm Park, in Lincolnshire host fully residential courses bringing in and visiting many local food producers as well as their own resources, as rural activity breaks.

One thing is sure on a farm, pupils and students will be encouraged to adopt a ‘hands-on’ approach to interactive activities.

Many farm attractions can cover a variety of topics including diversification, animal husbandry, food production, organic vs conventional farming, selective breeding and land management and are happy to adapt visits to subjects or topic areas you are working towards. Most Farm Parks will offer a free pre-visit to teachers coming to do their risk assessment and wanting to confirm the facilities for themselves.

They are often LoTC accredited as well as offering CEVAS-trained guides (Access to Farms, Trained personnel & Farm accredited).

There’s never been a more relevant time to organise a school day out on the farm. L FURTHER INFORMATION www.farmattractions.net

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ACCIDENT PREVENTION

TEACHING SAFELY IN ORDER TO TEACH SAFETY

Having robust health and safety procedures within the school environment is a no-brainer.

We all want our children to come home every afternoon, having survived the day unharmed.

Teaching our children to keep themselves safe is second nature for parents, so why bother teaching it in schools? This is a question that arises again and again, as many people believe a child’s survival skills are inherently natural and learnt through experience. But is that enough?

Here are a few facts that might help to answer that question. Firstly, accidents, most of which are preventable, are the main cause of death and disability for children in the UK. More than 80 per cent of preventable deaths up to the age of 19 are caused by accidents.

Around 10,000 children are permanently disabled each year by accidental injuries.

Furthermore, children from poorer families are five times more likely to die as a result of accidents than those from wealthier backgrounds. Falls, often due to distraction, are the leading cause of accidental injury among children and young people, while the main causes of death or injury in children are burns and scalds, poisoning, drowning, choking and suffocation.

TEACHING SAFELY TEACHING SAFETY Risk is part of life but accidents do not need to be, and, contrary to popular discourse, life changing accidents can be prevented. But to achieve this we must educate children, and their parents, to protect themselves as well as implement other measures to help them stay safe while they learn and grow.

While it is correct that parents and experience will be the main sources of safety education, it is important that teachers and schools also play a part. A recent survey in Scotland, conducted by RoSPA and the Children’s Parliament with more than 200 nine to 11 year olds, found that 92 per cent of those asked felt teachers should play a role in their safety education.

That’s why here at RoSPA, we advocate ‘teaching safely, teaching safety’. While the teaching safely aspect has been ingrained both morally and legally, for decades now, teaching safety is still only delivered intermittently, through a mish‑mash of programmes and projects.

The other problem with teaching safety is that a fine balance needs to be struck – while we want our children to become risk

Written by Nathan Davies, Royal Society for the Prevention of Accidents

Nathan Davies, education principle consultant at the Royal Society for the Prevention of Accidents (RoSPA), writes about the importance of teaching health and safety in schools

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While we want our children to become risk aware, we do not want them to become risk averse. We still need children to go out there and enjoy life, but to do so in a way that they manage risks and do not fall foul of an avoidable accident aware, we do not want them to become risk averse. We still need children to go out there and enjoy life, but to do so in a way that they manage risks and do not fall foul of an avoidable accident.

SAFETY GUIDANCE This is why provision of safety education as part of personal, social and health education (PSHE) is important. The PSHE Association has recently produced a suggested curriculum for the Department for Education, which states that at Key Stages One and Two children should learn ways of keeping physically and emotionally safe, and how to respond in an emergency, and at Key Stages Three and Four they should be taught how to assess and manage risks to health, and

how to keep themselves and others safe.

In 2001 the Department for Education and Skills released some useful guidance on teaching safety in schools. Their guidance recommended taking a positive approach, so that rather than focussing on what not to do, the teacher encourages pupils to recognise what they already do in life to keep themselves safe, and to extend this to less familiar places and situations.

It advocates ‘starting where the pupils are’, with teachers exploring with the pupils the extent to which they understand concepts such as risk. A careful assessment of what language is being used to describe such concepts should also be undertaken – ‘risky’ does not have the same meaning as ‘dangerous’, yet research shows primary E

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ACCIDENT PREVENTION  school children equate the two, while teenagers associate risk with anti-authoritarian behaviour.

Finally, the guidance states that an active approach should be taken, with group work, role play and problem solving to help engage with pupils’ everyday behaviour.

Centres such as Safeside, based at the West Midlands Fire Service headquarters in Birmingham, where pupils can explore staged street scenes, homes and shops to look for hazards, can make for useful and informative field trips. Similar schemes exist across much of the UK.

of Outside PSHE can still be injured rushing between classrooms, ry o at break time, in the playground, or while taking t u t a t s er h t o part in physical activities to keep fit. e r there a at schools We must do everything we can to ensure h t children are not injured, but at the same time, e s r g u thin lp nurt as with teaching safety, a fine balance must be e h o t struck. Children still need an element of risk can do risk aware in their lives, to gain essential risk‑awareness the skills that will see them prosper in later life. citizensow Bath and North East Somerset Council produced r r o of tom some useful guidance on risk benefit in play,

SAFETY EDUCATION Teaching safety activities can be built into lesson and activity plans. For example by getting children to work in teams to identify the risks and controls involved in science activities, getting them to evaluate what might go wrong and what needs to be done to prevent situations prior to school trips, and by getting students to evaluate what went well, what went wrong and why as part of debrief/wash-up sessions following activities.

RoSPA has backed calls by the Education Select Committee to make PSHE, including safety education, statutory in schools. Our National Safety Education Committee is fully supportive of a recent report from the Education Select Committee which recommends reinstating funding for the continuous professional development for PSHE teachers and school nurses, as well as calls for Ofsted to resume its regular subject surveys of PSHE provision.

Statutory provision of PSHE will help to reduce the toll of harm by giving children and young people the knowledge to recognise and cope with everyday hazards. But outside of statutory PSHE there are other things that schools can do to help nurture the risk aware citizens of tomorrow.

Many schools are also adopting elements of the ‘forest school’ approaches. These teaching methods give children an excellent opportunity for active and involved activities in a more natural environment. Studies have shown that these have a great learning benefit and a very low injury rate. This debunks any preconceptions that may exist that children are safer when restricted to classrooms and concrete playgrounds.

Young, inexperienced drivers have the highest accident rates on the road - they account for 25 per cent of road deaths, and one in five will crash within their first year of driving. Young drivers, especially men, tend to be overconfident and are more likely to drive in risky ways, such as driving too close to the vehicle in front, incorrect use of speed, and dangerous overtaking. They often have excellent vehicle control skills, but lack of experience means that they are poor at identifying hazards and assessing risk.

RoSPA recommends that schools offer pre-driver and driver education programmes to their year 12 and 13 students to prepare them for life on the road. This in-school training should focus on key issues such as speed, seatbelts, drink and drug impairment, and peer pressure.

One good example of resources that could be used is the Cow project, produced by Gwent Police, which featured a hard‑hitting video of a young girl, nicknamed Cow, and the consequences of texting while driving, along with a teacher pack. However, such videos should not be used in isolation unless they are shown in context, and pupils are provided with a coping strategy.

MAINTAINING SAFETY So that’s teaching safety. But, as mentioned, teaching safely is now ingrained in what we do every day, which means we must not become complacent and let our standards slip.

Accidents still happen in schools, and unfortunately tragedies do occasionally occur. Recently, 12-year-old Keane Wallis-Bennett was killed on 1 April last year when a wall in the changing rooms at Liberton High School, Edinburgh, fell on her. Other serious accidents have since occurred at this and other schools.

Due to the huge variety of learning activities and the number of children in schools, maintaining safety is a constant challenge.

Well-managed schools are really safe environments, but children

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outlining the way in which risks should and can be minimised without losing their major benefits.

Balanced assessment of school safety management programmes, such as RoSPA’s SchoolSafe review programme, help schools indentify and manage what is important for teaching children safely and how to teach them safety.

A fundamental building block of both these elements is our old friend, the risk assessment. What are suitable, beneficial and appropriate activities for a rural primary school will, of course, be different to those of an inner city secondary school.

A simple example from Bath and North East Somerset Council is a play space with nothing but grass, which is very low risk but also very low benefit in terms of stretching children and learning about risks. By adding something to climb or swing on, you are increasing the general risk of injury, but also significantly increasing the benefit. Applying such a method to children’s learning and day-to-day school life is important. While it might be a natural reaction to wince at the idea of putting children at risk of harm, we cannot deny them the life benefits that risk will give them. L FURTHER INFORMATION www.rospa.com/school-college-safety

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REALLY AFFORDABLE HEAT & ENERGY AMP products and funding initiatives are “perfect for schools!”

As heat and energy providers to a number of Britain’s schools, AMP Plc is rapidly earning a reputation in the education sector as one of the UK’s most exciting and innovative deliverers of affordable heat and energy from renewable sources.

CASE STUDY AMP Plc played a leading role in the successful biomass boiler installation at Sandbach High School. This encompassed the design, funding, installation and management of a Herz BioFire 800kW boiler fuelled by wood pellets. The project was completed in conjunction with The Trustland Group and Rural Energy.

And its product offerings - which include Europe’s best and most reliable Biomass Boilers, together with a range of small-scale Combined Heat & Power (CHP) units - are being supported by a range of financial models which offer truly unbeatable cost-saving opportunities for schools.

AMP’s ‘ESCO’ offering is highly attractive as there is no initial capital outlay required whatever,” confirmed AMP’s Chief Executive, Richard Burrell AMP’s bold Energy Supply Contract or ‘ESCO’ is currently being offered to schools, Colleges and Universities as one of the most efficient ways to significantly reduce heating and energy costs whilst also helping to balance budgets and maximise increasingly limited financial resources.

provide electricity as well as heat. AMP anticipates that a series of two, three or more CHP units could produce as much electricity and heat as any school, College or University could need - with remaining capacity being fed into the national grid as a means of generating energy, efficiency AND revenue.

As a listed company, AMP is backed by a number of reputable City of London institutions and headed by a Board of experienced financial and technical specialists.

“AMP’s small-scale CHP units are potentially market-changing for Schools, Colleges or Universities,” said Richard Burrell.

At its Low Plains R&D facility in Cumbria AMP is also currently bench-testing a number of European and Scandinavianproduced CHP units, which can

“They can offer complete energy independence and security and through an AMP ESCO – reduced, fixed-price energy costs without any capital outlay from the school.”

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SPORTS SERVICES

School flooring systems for unique sport surfaces aggregated micro power holdings plc

Bergo Flooring, a Swedish-made interlocking flooring system was developed in the 1960s originally as a tennis court surface. waste The range now has to energy many applications in biofuels the education sector.

Bergo tiles are made from polypropylene and click-together to create the effect of a ‘sprung floor’ surface, even outside.

With free-draining properties, these colourful floors are extremely durable, low maintenance, easy to install and environmentally sound. There is also an eco-friendly recycled composite with no emissions. The product is recyclable at the end of its life, which for sports floors can be about 30 years.

In schools, Bergo tiles are used to upgrade swimming pool surrounds and changing rooms, providing a hygienic, self- draining surface. The tiles can also create colourful and clean nursery play areas; create

indoor sports floors and outdoor MUGAs which can also be used for rollerblading; as well as making mini-tennis courts and full sized, ITF Approved tennis courts.

Bergo floors are factory made in Sweden to ISO 9001, by a company that puts consideration for the environment at the heart of its ethos. Customers can be sure of an ethically made, quality surface that will last for years to come.

Bergo’s motto is ‘The right product in the right place at the right time’.

FURTHER INFORMATION Tel: 01458 253645 www.bergoflooring.co.uk

TRAFFIC MANAGEMENT

Cheapest door to door speed ramps in the UK Speed Ramps is the UK’s cheapest supplier of recycled traffic management products. As the exclusive reseller to a UK manufacturer with over 40 years experience, Speed Ramps guarantees to be the cheapest door-to-door supplier.

From cable ramps, kerb ramps, speed ramps and traffic cones to vehicle stoppers - Speed Ramps offers same day dispatch with carriage and fixings full operational capability.

Speed Ramps offers a personal, professional and reliable service with no hidden costs. It guarantees to beat any genuine like-for-like quote. All of the company’s speed ramps are stamped, made in England and come with a minimum 12 month’s manufacturer’s warranty.

SR30/50/75mm Speed Ramps are sold as kits for £24/£30/£36 plus VAT per meter including end caps, fixings and carriage.

ACCESS SECURITY

FURNITURE

AccessCards is a one stop shop for all ID management consumables with an e– commerce website and friendly knowledgeable staff to help you.

AccessCards provides discounted prices on access control system cards and fobs, printers and ribbons from leading manufacturers, plain and logoed lanyards, yo-yo reels, card holders and visitor pads etc. In addition there is an online printing portal.

Cost savings are always high on the education sector agenda.

Using AccessCards ensures the best value as it guarantees to be the cheapest online.

The company will also respond to last minute requests efficiently with either same day or next

Spectrum Healthcare has introduced three ergonomic products designed for individuals who work at low heights and who therefore have an increased risk of joint pain due to the very nature of their jobs.

The Jolly Back Chair is an innovative low seating solution which addresses the issues of sitting at ‘pupil height’, bending and kneeling at low tables.

It incorporates essential ergonomic features of a seat wedge and height adjustable back support which combined helps to reduce back, neck and shoulder discomfort and also hip joint compression.

The OneLeg is a stool with a unique base which allows the user to rock and turn, whilst offering stability, giving the user a wide radius to work within.

This eliminates the need for overreaching and stretching.

The stool can also be very beneficial for children who suffer with motoric hyperactivity

Security consumables for all of your needs

day deliveries to its customers office or directly to new members of staff if required.

Using AccessCards can help improve efficiency by keeping all orders in one place and allowing repeat order setup. It can reduce costs by more than 20 per cent.

If you’re not sure what cards or fobs you use, AccessCards will identify the card for you.

Just call them or send them for identification to AccessCards (25 Southampton Buildings, London WC2A 1AL) quoting your name, organisation and email address.

FURTHER INFORMATION Tel: +44(0) 203 151 0200 info@accesscards.co.uk www.accesscards.co.uk

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The company also stocks signs and poles in adherence with Highways Agency guidelines, and supplies a user friendly installation guide. Speed Ramps has a network of CHAS and constructionline accredited installers to provide a one-stop shop to any speed ramp requirements.

For more information email the company with the details below.

Visit the Speed Ramps website to place an order or request a free no obligation quote.

FURTHER INFORMATION Tel: 01480 432055 sales@speedrampsuk.co.uk www.speedrampsuk.co.uk

Unique products for working at low heights

as it gives them the freedom of movement whilst on the stool, without becoming disruptive to others.

The ErgoKneeler is a low level stool and kneeling system integrated into a single piece of equipment. It can assist the user in managing the postural stressing associated with kneeling and squatting, helping to reduce the cumulative strain and promote musculoskeletal health.

FURTHER INFORMATION Tel: +44 (0)1793 762928 info@spectrumhalthcare.co.uk www.spectrumhealthcare.co.uk

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Products & Services

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DESIGN & BUILD

DESIGN & BUILD

Health and safety law says that risks to workers from hazardous substances - dusts, fumes, vapours, etc. - must be assessed and measures to protect their health must be decided upon.

If those measures include local exhaust extraction systems (LEV) to remove the hazardous substances produced by your work processes or activities, then you must maintain the LEV in efficient working order so it continues to provide the necessary protection.

Under legislation from the HSE, you should also have a periodic thorough examination and test at least every 14 months and must keep this record for at least five years. In addition, you should have information

Education interiors specialist Innova Design Solutions creates inspiring science labs for international students at Bellerbys College.

Bellerbys prepares 1,250 international students for university entry every year, and wanted to refurbish the science facilities to create stylish, contemporary labs and prep rooms reflecting changing teaching styles.

Innova provided a full contract management service, guaranteeing work on the six laboratories ran smoothly.

Teachers were central to the design process. Innova created unique layouts in each lab, giving teachers the freedom to tailor learning environments to their needs.

All labs were designed so students faced the front, with significant space for practical and theory classes. Curved centre floor units with radial designs offered teachers greater control of the learning environment, shortening

LEV test and monitoring service from BenchVent

on the installed LEV system to confirm it provides adequate protection, which should be kept for the life of the equipment.

BenchVent now offers a full service package which helps its clients meet these legal requirements and those of its lifetime warranty.

BenchVent will deliver a test and service package in line with current legislation and maintain optimum performance from your equipment.

If you would like to know more about the BenchVent maintenance package, contact the company via the details below.

FURTHER INFORMATION Tel: 01423 790039 enquires@benchvent.com

EDUCATIONAL PLAY

PLAY INDUSTRIES

The Children’s Playground Co. Ltd is a market leader in the design, manufacturing and supply of Robinia wood playgrounds and play equipment to the UK and Ireland.

The Children’s Playground Co. was founded in 2001 in Ireland and a year later in the UK, to provide high quality play equipment of Robinia wood.

The company’s aspiration is to create distinctive, stimulating, imaginative and challenging playgrounds for children of all abilities. It believes playgrounds should reflect the needs of their users and works with its customers to ensure that its playgrounds are individually challenging and unique.

In the 14 years since the Childrens Playground Co. was established, several of its playgrounds have been awarded the ROSPA (The Royal Society for the Prevention

Sutcliffe Play is experienced in providing specialist play equipment to schools and local authorities. It designs to encourage creativity; leaving as much as possible to children’s imaginations, and build in an element of risk to ensure play spaces are stimulating and challenging. Sutcliffe Play believes passionately in ‘inclusive play’ and in allowing all children to play side-by-side.

The company believes there are many other benefits that play brings to children and adults: physical health, learning, development, social cohesion, even regeneration within communities. When designing, Sutcliffe Play focuses on play for play’s sake, as that simple, essential part of childhood.

Sutcliffe Play continually utilises its extensive knowledge of children, play, inclusion, accessibility, design, materials and landscape design.

Sutcliffe Play is employee-owned,

Children’s Playground: 14 years of integrative play

92

Innova creates tailored labs for Bellerbys College

of Accidents) 5 Star Award.

The company’s dedication to high quality and imagination continues with the development of new products, launching a range of multi use games areas along with new range of outdoor fitness equipment taking “Challenging the Child” to a whole new level.

FURTHER INFORMATION Tel: 01902 422 515 sales@thechildrensplayground.com www.thechildrensplayground.com

EDUCATION BUSINESS MAGAZINE | Volume 20.4

communication lines to ensure students remain focused.

Installing sinks in centre floor units optimised space to support the practical emphasis of science courses at Bellerbys. To maximise space, perimeter and under bench storage was incorporated.

Mechanically ventilated chemical stores with shelving and lockable storage enabled technicians to keep equipment well-organised and on hand for experiments.

The results are colourful, creative learning spaces which stimulate students and are set to be a showcase for Bellerbys to attract overseas students.

FURTHER INFORMATION Tel: 0161 477 5300 www.innova-solutions.co.uk

Sutcliffe Play: designs to stimulate and challenge

with over 80 employees. It offers a bespoke design service and manufactures in the UK. It also offers a free play-area design service, free site survey and free project management, and it has a dedicated in-house team of RPII inspectors, engineers and quality aftercare packages.

Quality runs as a thread through everything Sutcliffe Play does. It tries to do what is best for children and its customers, generally going beyond what is required by industry standards.

FURTHER INFORMATION Tel: +44 (0)1977 653200 www.sutcliffeplay.co.uk

HEALTH & SAFETY

HEALTH & SAFETY

Step on Safety is a leading nationwide supplier of slip resistant access structures and associated safety products. The multimillion pound Essex based business is known for its ability to deliver affordable solutions with minimal disruption.

The company boasts: “If you can’t find it, we will build it!’

Installations come with a ten year warranty and the business consistently reviews its range of products and services, within the guidelines of its ISO9001 and Achilles registrations.

The Education sector is one of three key market sectors that Step On Safety works closely with and forms an integral part of its strategic growth plans to achieve 20:20 Vision. This is to achieve £20 million by 2020.

The company services risers, rooftop access ladders, CAT ladders, rooftop up and overs, fire escapes, bridges, mezzanines, stair cases, walkways, stair nosing, tread covers, handrials,

The Fire Protection Association (FPA) provides a range of advice and guidance in order to assist customers in fulfilling their responsibilities. This ranges from training aids for in-house usage, to training courses and consultancy around specific issues.

The company’s training aids include the training programme Fire Safety in Schools – which highlights the unique fire safety risks associated with schools and other educational premises, and offers expert guidance for those with responsibility for maintaining fire safety within them.

The programme is 48 minutes long, divided into six modules that can be viewed together or separately, and covers induction training for teaching staff, management responsibilities,

Step on Safety: The antislip floring specialists

decking strips and tactiles.

Step on Safety is involved in all aspects of the servicing process, beginning with a comprehensive in-house design. This is followed up by the fabrication process, supply, installation and finally the delivery process.

Working alongside the UK’s leading freight forwarders, Step on Safety can normally ensure next day delivery.

FURTHER INFORMATION Tel: 01206 396446 sales@steponsafety.co.uk www.steponsafety.co.uk

Do you understand your fire safety responsibilities?

HEALTH & SAFETY

HEALTH & SAFETY

What happens in the first few minutes after an accident or medical incident can make all the difference to a child or young person’s wellbeing.

Having the first aid skills to deal quickly and calmly with an emergency situation is crucial in preventing the effects of the injury or illness becoming worse than necessary.

Midlands based first aid training provider MOHS Workplace Health has a range of courses.

First Aid at Work is a three day course for nominated first aiders in educational workplaces with higher hazards.

Emergency First Aid at Work is a course covering one day for nominated first aiders in smaller workplaces with fewer health and safety risks. The requirement for either course will depend on the risk assessments. The Paediatric First Aid course is spread over two days, and is for those people supervising children up to eight years of age.

Anaphylaxis is a three hour course

The Chartered Institute of Environmental Health (CIEH) is one of the UK’s leading Awarding Organisations for safety and compliance training, regulated by Ofqual and internationally recognised.

CIEH provides over 60 certification qualification programmes and a range of eLearning courses and training solutions. Its portfolio includes food safety, health and safety, first aid, fire safety, environmental protection, education and training, amongst many other topics.

The organisation has a global network of over 10,000 registered trainers and training centres which it supports with events and training materials to ensure that its qualifications are delivered to the highest standard. CIEH also assists employers to comply with legal requirements and best practice while offering employees fit for purpose training.

With a wide range of options including classroom, bespoke

First aid courses that make an educational difference

for anyone needing training in how and when to use an auto injector.

Automated External Defibrillator is a four hour course which provides training to administer measured electric shocks during CRP to young people in cardiac arrest.

Courses can be delivered onsite at the client’s workplace or at MOHS’s training facility in West Bromwich.

FURTHER INFORMATION Tel: 0121 601 4041 info@mohs.co.uk www.mohs.co.uk

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preventing deliberate fires and school emergency and contingency plans. The programme is available as a DVD, or streamed online by subscription.

FPA’s Fire Safety in Schools Training Information Pack provides a comprehensive and ready-made package, providing everything customers need to deliver effective training, tailored to the school environment.

The package covers all aspects of fire safety, combining the Fire Safety in Schools DVD with high quality training aids, including a PowerPoint presentation, quiz, certificate and accompanying trainer handbook.

FURTHER INFORMATION Tel: (0)1608 812500 sales@thefpa.co.uk www.thefpa.co.uk

At the forefront of environmental health

and tailored qualifications, eLearning or assurance and advisory services we can find the solution that is right for you.

The CIEH roots go back to the 1840s and over the centuries has built the reputation as a trusted and respected organisation that helps develop and deliver solutions that cater for all of its customers safety needs.

The CIEH vision is to lead, inspire and deliver a safe, clean and healthy world. As well as an awarding and campaigning organisation, CIEH is a membership body.

FURTHER INFORMATION Tel: 020 7928 6006 www.cieh.org/training

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ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service Abacus Lighting 62 Absolute Performance 74 Access Security Cards 91 Aggregated Micro Power 90 Aquaforno 78 Arch Timber Protection/ Lonza 31 Arena Group 52 Aspect Safety Mirrors 70 Asus Global PTE 32 Bench Vent 92 BIC UK 48 Bona 68 Care Check 20 Carval Computing 10 Childrens Playground 92 Decorative Panels Lamination 18 Draytek 42, 43 ESPO 56, 57 Exa – Networks BC Fablab London 54

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Farmer Palmers Farm Park 84 Fire Protection Association 93 Floodlighting 64 Fujitsu UK 4 Generic Maths 46 Goalfix Sports 70 Hawk 3D 55 HP 76 Hue 35 ibid Events 58 Innova Design Solutions 92 Interactive Education 40 Kingspan 26 Learning Cultures 14 Leisure Life 84 Lightmain Co 64 Lloyds Bank 6 Matta Products 58 MISL 44, 45 MOHS Workplace Health 93

EDUCATION BUSINESS MAGAZINE | Volume 20.4

MTX Contracts 60 Netgear IFC New Technology Products 50 Nexus Industries 22 Nomadic Schools 80 Office Depot 20 ParentHub 34 PMR Technology 37 PrintME 3D 12 Promethean World 36 Protech Solutions 41 Ransomes Jacobsen 66 RM Education 68 RPG Europe 84 Sam Learning 38 Santander 8 Schools UK 89 Smooga 64 Spectrum Healthcare (UK) 91 Speed Ramps 91 SSAT 14

Star Rubber Environmental 58 Step on Safety 93 Stocksigns 88 Sutcliffe Play 92 Swallow Evacuation & Mobility 86 Tact Enviro 91 TG Escapes 28 The ASA 14 The Chartered Institute of Environmental Health 93 The Education Broker 16 The Institute of Chartered Secretaries & Administrators 21 The Kings Ferry IBC Turf ’n’ Stuff 58 Under Control Instruments 72 Walljam 70 Wilo UK 24 World Challenge 82 Yeoman Shield 30

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