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OUTDOOR PLAY

PLAY IS THE FOUNDATION FOR LEARNING

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PLUS: AI & ROBOTICS | DATA PROTECTION | LANDSCAPING | ROOFING | STEM

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OUTDOOR PLAY

PLAY IS THE FOUNDATION FOR LEARNING

Playtime by Fawns illustrates how outdoor play develops creativity, imagination and problem-solving skills

PLUS:AI & ROBOTICS | DATA PROTECTION | LANDSCAPING | ROOFING | STEM

Comment

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

School ICT spending forecast to increase A new report by BESA has found that school spending on ICT for 2018/19 is set to rise for the first time in three years. For Primary schools, the increase is likely to equate to an average of £400 per school, equating to £7m more spend for the overall market. Secondary schools meanwhile are forecast to extend spending by £9m. With Bett taking place at the time of writing, we are seeing a lot of new innovative ed-tech products and start-ups entering the market, all promising to transform learning and teaching, so it is encouraging to see that spend in this area is increasing. Examining the value that education technology brings to schools, Steve Moss from Naace cites the different applications technology can be used in schools on page 39. Meanwhile on page 45, Cleo Fatoorechi from BESA explores how artificial intelligence could have an impact on education, and page 48 looks at what is going on during the Year of Engineering – the government-led STEM initiative to get more people into engineering.

Follow and interact with us on Twitter: @EducationBizz

With spring fast approaching, we also look at how schools can re-design or maintain their green spaces, on page 61, while Mark Hardy from API examines the benefits outdoor play has on learning, creativity and problem-solving skills, on page 57. Angela Pisanu, editor

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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 PRODUCTION EDITOR Richard Gooding EDITORIAL ASSISTANT Andrea Pluck PRODUCTION CONTROL Ella Sawtell PRODUCTION DESIGN Jo Golding WEBSITE PRODUCTION Victoria Leftwich ADVERTISEMENT SALES Raj Chohan, Yara O-dulaja, Richard Dawkins, Calvin King PUBLISHER Karen Hopps ADMINISTRATION Vickie Hopkins REPRODUCTION & PRINT Argent Media

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Volume 23.1 | EDUCATION BUSINESS MAGAZINE

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Contents

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CONTENTS EDUCATION BUSINESS 23.1 07 EDUCATION BRIEFER 17 “Little or no headway” in closing GCSE

45 AI / ROBOTICS

Artificial Intelligence (AI) holds infinite possibilities to redefine work and life, which will result in redefining education. BESA’s Cleo Fatoorehchi examines the ways it can be used in the classroom

attainment gap; schools plan to increase ICT spending for the first time in three years

17 DATA PROTECTION

With the General Data Protection Regulation (GDPR) coming into effect in May, schools must begin putting their plan together to achieve compliance in time for its arrival

48 STEM

The government has announced that 2018 will be the ‘Year of Engineering’ as part of plans to tackle the engineering skills gap and widen the pool of young people who join the profession

23 DESIGN & BUILD

Achieving optimal levels in school buildings for air quality, lighting, temperature and acoustics through green improvements, can help students achieve their full potential

55 EDUCATION SHOW 2018

Now in its 28th year, the Education Show has become the recognised event for educators to experience the latest and most innovative education resources

29 ROOFING

When it comes to roofing, maintenance is always better than refurbishment, explains the National Federation of Roofing Contractors

57 PLAY

The positive impact that outdoor play has on children in terms of their concentration, academic achievement, physical fitness and wellbeing means those schools which don’t prioritise play could be at a disadvantage

35 TRIPS

A poll has suggested that the majority of adults believe children today go on fewer school expeditions and trips than when they were at school – with the cost highlighted as the main reason for the decline

61 LANDSCAPING

Neglected green spaces are less likely to be used, so with spring nearly here, now is the ideal time to plan the maintenance or redesign of those spaces

39 IT & COMPUTING

65 FIRE SAFETY

Schools are acquiring more mobile technologies and using them to enhance learning experiences in all subjects, not solely computing

The 2017 Grenfell Tower fire has fuelled the debate about whether sprinklers should be mandatory in English schools

48 www.educationbusinessuk.net

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DATA PROTECTION

THE GDPR

Advice for schools on preparing for the General Data Protection Regulation

EB AW ARDS

www.educationbusinessuk.net LEARNING SCHOOL TRIPS

VITAL L E & WORK SIF KILLS

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

Do you know the people in your building? To comply with the Regulatory Reform (Fire Safety) Order, public buildings, including schools, colleges, acadamies and universities are required to provide the safe evacuation of staff and students to avoid fatalities and injuries in the event of an emergency, ensuring the appropriate procedure and equipment is available to accommodate the mobility-impaired. Evac+Chair provide a universal solution for smooth stairway descent in an emergency evacuation, suitable for dual and multiple level buildings of any height.

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HEALTH

There will be “little or no headway” in closing GCSE attainment gap

Healthy eating campaign for Scottish primary pupils relaunches Sports stars have helped relaunch the Scottish Government’s Eat Better Feel Better campaign. As part of the initiative, the stars will be telling primary school children about their favourite snacks and the benefits of healthy eating. Eat Better Feel Better provides parents with tips to make healthy choices easier for their children and to show how quick, easy and cost-effective it can be to swap snacks that are higher in sugar and salt with more balanced options. Public Health minister Aileen Campbell was joined by former footballer John Hughes, Scotland Rugby 7s captain Scott Riddell and founder of Gold and Gray Soccer Academy Ross Gray at Castleview Primary School in Edinburgh to relaunch the website. Ms Campbell said: “Scottish parents can have incredibly busy schedules and that’s why Eat Better Feel Better aims to empower families with straightforward and affordable food and snack choices to help keep children happy and healthy. It’s great to have these incredible sporting ambassadors come down today to spend time with the children and talk to them about the how our healthy Snack Heroes – like bananas, rice cakes or apple slices – can help to keep them energised.” The revamped Eat Better Feel Better website offers a selection of recipes and healthy snack ideas to inspire busy parents to try some new food choices. The Scottish Government will also be running a Facebook competition, encouraging people to share images of their own ‘snack heroes’ for the chance to win a selection of sporting prizes. Facebook: @EatBetterScotland.

Research by the Education Endowment Foundation (EEF) shows there is little chance of closing the attainment gap between disadvantaged pupils in the next five years. The research looks at data from Key Stage 2 to predict how the attainment gap is likely to shift in the next five years. Improvements in primary schools over the past few years mean that the gap between the proportion of disadvantaged pupils with at least a good pass in English and maths and all other pupils is set to reduce from 24 percentage points (ppts) to 21.5 between 2017 and 2021. However, for Attainment 8 – which measures average achievement in GCSE across eight subjects – there will be no change: the attainment score gap of 11 points in 2017 will remain in 2021. For Progress 8 – which measures students’ progress between Key Stage 2 and Key Stage 4 across eight subjects – the attainment gap is set to increase a little: from 14.8ppts in 2017 to 15.6 in 2021. The report notes that, as this forecast is based on Key Stage 2 results, there is opportunity for secondary schools to make a difference. For instance, ensuring disadvantaged pupils are entered for the same number of subjects as all other

pupils would lower the forecast gap in Attainment 8 scores from 10.8 points to 8.8 in 2021, a significant reduction. The report also highlights how the attainment gap is not just a problem for schools assessed by Ofsted as under-performing. While GCSE grades for all pupils are higher in schools with Ofsted ratings of ‘Outstanding’ or ‘Good’ than in those rated ‘Requires improvement’ or ‘Inadequate’, the size of the Attainment 8 gap is consistent across all four types of schools. The report looks at the state of the attainment gap in England on a range of measures, collating existing research from a number of sources, in addition to the new analysis. Sir Kevan Collins, chief executive of the Education Endowment Foundation, said: “Closing the attainment gap between poorer pupils and their classmates is our best shot at improving social mobility. So while it is good to see that primary schools’ hard work is likely to yield improvements in GCSE English and maths in the next five years, the slow progress in tackling the overall GCSE attainment gap shows there is a lot still to do.”

CATERING

SALARIES

Government to launch programme to prevent “holiday hunger”

Most Scottish secondary teachers ready to strike over pay, survey suggests

A new programme of research and pilots to look at ways to tackle “holiday hunger” for pupils from disadvantaged families is set to be launched. As reported by Tes, this comes after the government rejected a proposal to force councils to offer free meals during school holidays. Education minister Nadhim Zahawi said that the research would look at how to best help disadvantaged pupils benefit from healthy meals outside of school. The pilot programme is set to be confirmed later this year and the Department for Education said research would begin immediately. It will include a pilot programme in the summer of 2019. READ MORE: tinyurl.com/y7s7s2d2

READ MORE: tinyurl.com/y8gdt52e

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

GDPR

Understanding the new regulations

Data Protection

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

With the General Data Protection Regulation (GDPR) coming into effect in May, schools must begin putting their plan together sooner rather than later if they are to achieve compliance in time for its arrival, according to Paula Tighe, information governance director at law firm Wright Hassall It’s essential that key decision makers within your school take the time to fully understand the new regulations and allow sufficient time to push through any necessary changes to procedures and processes once the GDPR comes into effect. The basic principles will be the same for every organisation, regardless of how much data you process, so it is crucial that you address the new regulations to avoid any serious consequences for non-compliance later down the line. Remember, the fact that the UK is leaving the EU does not alter the requirement to comply. It doesn’t matter where in the world your data comes from – if it is used, recorded, or processed in the EU, you will still have to comply with GDPR.

that the implications for non-compliance are serious. To help mitigate any risk of incurring penalties for non-compliance, it is important that your business starts recording the transition process over to GDPR. Also known as the ‘Data Register’, this record will show what data your school currently holds, your reasons for processing it and how it has been obtained in the first instance. This will help you comply with the accountability principles of the GDPR, which requires you to have effective policies and procedures in place.

It l is cruciadress u ad that yo regulations the newd any serious to avoi quences for conse mpliance non-co down later e the lin

RAISE AWARENESS AND REGISTER IT The first step is for you to ensure that all the decision makers in your organisation understand that the law is changing and

REVIEW AND AMEND YOUR PROCESSES Rather than preventing you from doing things, GDPR compliance aims to improve standards and practices by encouraging you to adapt and change existing procedures, making them more efficient. Review your existing digital and hard copy format privacy notices and policies; are they concise, written in clear language,

easy to understand and easily found? Finally, review how you communicate these notices and policies with data subjects, ensuring you explain your reason for processing the data, how long you will keep it and how individuals can complain to the Information Commissioner’s Office if they think you’re doing something wrong. RIGHTS OF THE INDIVIDUAL Post-GDPR data subjects will enjoy much greater control over their personal data. Check your procedures and amend if necessary, detailing the format in which you will provide data, how you would delete it, and how you will correct mistakes. Individuals also have the right to have their information erased and forgotten. You must be able to prove that you have a process in place to comply with such a request, if challenged in the future. Perhaps one of the key drivers for the changes, is the right for an individual to prevent their data being used for direct marketing purposes, as is the right to challenge and prevent automated decision-making and profiling. Having transparent procedures in place will go a long way towards heading off !

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GDPR " any future problems with the regulator, regardless of complaints or investigations. If your organisation already handles data carefully under the current data protection laws, the switch over to GDPR should not be a real cause for concern. PREPARE FOR PERSONAL REQUESTS If an individual makes a subject access request (to see what information you hold on them) you must be able to comply within a month and for which you cannot charge. You can refuse to comply if you think the request has no merit, but you must tell the individual why and explain that they have the right to complain to the regulator. Key areas to remember is have a procedure to identify requests, assess if they are not excessive which makes them impossible to respond to and have a transparent approach to acknowledging and disclosing the data in accordance with the GDPR. Again, in all reality, it will be more important to show a willingness to comply by endeavouring to put in place all the necessary steps and recording the process in the data register, than it will be to be fully compliant on day one. NEVER ASSUME YOU HAVE CONSENT Although it may sound straightforward, the rules for obtaining consent for personal data to be captured and used for more than just contact can be easily misunderstood.

Although an individual must give clear consent for their data to be used, they must be allowed to revoke their consent just as easily, at any time. And, if you change the way you want to use their data, sharing it with a new partner for instance, you must obtain a new consent. Again, whilst consent can never be inferred and must be implicit, your attempt to obtain and confirm consent, even if you do not receive a reply, will help mitigate any future problems at the hands of the regulator. KEEP REVIEWING AND RECORDING Under the GDPR and when you are obtaining and processing personal and sensitive categories of data, you need to record how this data will be retained and under what condition; for example, is the retention period required for legal, regulation and/or organisational purposes. The new regulations bring a requirement for all business affected by GDPR to not only have a retention (data minimisation) policy and schedule, but to carry out mandatory Privacy Impact Assessments (PIA) if they want to process personal as part of normal business practices, or if it is to be processed on a new technological or information society system, or if it contains sensitive categories of data. These assessments will help you determine the likely effects on the individual, mitigate any risk and help you build in ‘privacy by design’ in how you obtain and process individuals data.

Ensure you have a robust process for making the assessments and then record it, along with the outcome – a PIA is a simple step towards compliance, with the emphasis on what you do, rather than what you say you will do.

Data Protection

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

MAKE SOMEONE RESPONSIBLE It could be worth appointing a dedicated Data Protection Officer to oversee procedures. It does not necessarily have to be someone within your organisation, you might choose to appoint an appropriate individual on a part-time or consultancy basis. It is also important to ensure all your staff are trained on the correct handling of personal data. It is not just electronically-held data that can pose a problem; you need to be aware of other data records, including index cards held within your organisation as these are also covered by the regulations. Record how you handle each step of the process in your Data Register. In the event of a complaint or a data breach, it will be those organisations unable to demonstrate what they did to assess risk and mitigate it that will suffer. Those schools that make an active effort to meet the new requirements, even if they are not fully compliant come May, will fare much better than those who disregard the changes. # FURTHER INFORMATION www.wrighthassall.co.uk

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

COMMUNICATIONS

TOLL FRAUD – A COSTLY SURPRISE FOR YOUR PHONE BUDGET

Advertisement Feature

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Can your school budget afford a £10,000 contribution to someone else’s phone bill? The burden on schools’ budgets is continually in the news, with pressure to spend more wisely and avoid unnecessary outlay. But one increasingly common and insidious cost most often goes unreported – telephone fraud Telephone system hacking, or Toll Fraud as it is known, is a huge problem with the UK being the third most targeted country, with unreclaimable costs running at £1.2bn in 2015, and the average cost per incident at a staggering £10,000. Whilst most organisations don’t realise that there is a threat, research shows that 84 per cent of UK businesses are estimated to be open to hacking. The worst thing is that schools are considered to be particularly vulnerable to this type of fraud, (according to Action Fraud, the UK’s national internet crime reporting centre), because they have wi-fi systems, large budgets and long periods of ‘down time’, e.g. summer holidays. And whilst the average loss to schools, as reported by Action Fraud for the period 2012-2016, is £1,683 per school, individual cases can be much higher. SO, WHAT IS TOLL FRAUD? Toll fraud is an attempt by a hacker to gain access to your telephone system, via remote access, mostly for the purposes for setting up ‘black market’ international or premium rate telephone call access. Hackers gain access via remote maintenance, voicemail or SIP ports, generally out of hours, so that the fraud initially goes unnoticed and unreported. Once the telephone system has been hacked, fraudulent calls are set up and routed through your telephone system, and then sold on the ‘black market’. And the very fact that this is generally done ‘out-of-hours’ or outside of school hours means that it is often not detected immediately and can remain undetected until you receive your next telephone bill. The sad thing is that these costs are not reclaimable, so victims are saddled with a large bill for the unauthorised access. Incorrectly configured firewalls, poor security settings, lack of maintenance and the use of default/easy passwords allow quick access for the hackers. Unused telephone ports do not need a telephone to be plugged in, in order to be vulnerable – for instance, voicemail boxes can have outside access for notifications which, if not password protected,

can be vulnerable to hacking, as can unused voicemail extensions. Other features that can be vulnerable are auto-attendant ports, remote access maintenance ports and DDIs all very common within a school environment. WHAT PROTECTION IS AVAILABLE? The good news is that there are a number of simple steps you can take to make your system more secure. Steps that you can make yourself to enhance security are: ensure that all voicemails have strong passwords, eliminating any default or easily memorable ones; only allow voicemail access from outside lines if you have remote workers – ideally all remote access should be disabled unless critical; put a bar on all international calls, unless you have a business reason for allowing them in which case restrict to specific users; restrict or disable calls outside of school hours; ensure your telecoms provider is pro-actively monitoring your calls for any unusual activity; set up daily call spend thresholds to limit exposure; and ensure firewalls are up to date and secure if you are using Voice over IP (VoIP). However, hackers are constantly finding new ways to attack your telephone system so you should also look at low cost Toll Fraud applications that will monitor and analyse your calling patterns and alert you to any suspicious activity such as the application offered by NEC.

If you are thinking of introducing some added security, then ensure that you understand the cost implications beforehand. Some security devices rely on applications being set up on external hardware, which can incur hidden costs for additional hardware or licensing. Options like the NEC application, on the other hand, are designed to be embedded into your telephone system processor, which removes the need for additional hardware and the associated costs. DATAPHONE – EXPERTS IN SCHOOL COMMUNICATIONS As a recognised problem, and with the National Fraud Intelligence Bureau warning schools to take action, Dataphone offers a ‘Fraud protection service’ on all lines they supply. Working with schools for almost 30 years, Dataphone is an approved partner for The Institute of School Business Leadership (ISBL), formally NASBM, and can support schools with the issues of Toll Fraud as well as Cost Neutrality Programmes to upgrade their telecoms infrastructure. For a free health check on your telecoms infrastructure why not challenge Dataphone to do better for your school. # FURTHER INFORMATION Tel: 0800 0142 475 www.dataphone.co.uk/schools

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

FACILITIES MANAGEMENT

The right environment for a school building

Design & Build

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Achieving optimal levels in school buildings for air quality, lighting, temperature and acoustics through green improvements, can help students achieve their full potential, says a new report from the World Green Building Council The World Green Build Council believes hot to concentrate, that their performance that schools should be designed and would suffer, but many don’t realise operated for children’s health, wellbeing and that factors like CO2 levels and types of performance, as well as being energy efficient lighting, can also make a big difference and with low greenhouse gas emissions. on how students perform academically. As such, the World Green Building Council “By designing schools that are energy has released a report which summarises global efficient, low carbon, and that research over the past two decades on indoor prioritise health and wellbeing, we environments. It identifies lighting, indoor can ensure students spend some of air quality, thermal comfort and acoustics as the most important days of their lives key areas where sustainable improvements learning in truly green schools.” can positively affect students. “The environment of a LIGHTING school building has a Poor lighting in schools can Schools tremendous impact have a negative affect on can imp on how a student children’s health and learns,” said World academic performance. their lig rove Green Building Children have higher through hting Council CEO, Terri sensitivity to light though tful scho Wills. “It would because they have seem obvious smaller pupils and less balanc ol design, ing day that if a student melatonin-suppression a nd ener l can’t hear their than adults, affecting gy-efficight teacher, or is too their sleep/wake cycles ient a

rtificial light

and circadian rhythm. Students in the US showed a 36 per cent increase in oral reading fluency when exposed to high-intensity light, while those in standard lighting conditions increased by only 16 per cent. Schools can improve their lighting through thoughtful school design which balances daylight and energy-efficient artificial light. Exposure to daylight has proved to be beneficial to children, as it reduces low-activity time and increased weekend physical activity. What’s more, blue spectrum LED light in the morning could make children more stimulated and alert at school compared to those exposed to dim light. LED lights use significantly less energy than older technologies, thereby reducing building energy consumption. AIR QUALITY Poor indoor air quality in schools can also have a negative affect on children’s health and academic performance. !

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Design & Build

FACILITIES MANAGEMENT

" Indoor air quality is defined by the concentrations of various pollutants, including carbon dioxide (CO2), volatile organic compounds (VOCs), moulds, dusts and airborne fungi. Specific concentrations of these pollutants, as well as ventilation rates, have been linked to sick building syndrome (SBS), which can include symptoms like headaches and lethargy. Children are more susceptible to SBS because they inhale more pollutants per body weight than adults, due to higher breathing rates. What’s more, elevated CO2 levels have been linked to symptoms of wheezing among children and low ventilation rates have been associated with increase incidences of SBS and nurse visits. Research shows that every 100 parts per million increase in CO2 was associated to a roughly one-half day per year reduction in UK school attendance. Good indoor air quality and low carbon emissions can be achieved through natural ventilation, when possible, which can refresh indoor air without increasing energy consumption, but this requires good outdoor air quality. Hybrid or mechanical ventilation with appropriate filtration systems, can be powered using on-site and/or off-site renewable energy to reduce overall carbon emissions. What’s more, low or zero-VOC furnishings, materials and cleaning products, can help reduce baseline IAQ levels. THERMAL COMFORTS Children are more sensitive to higher temperatures than adults because of their higher core body temperature and less developed thermoregulation capabilities. The right temperature in a classroom is therefore vital to children’s health and academic achievement. Research backs this notion: students citing their classroom as ‘comfortable’ achieved four per cent more correct answers in a maths test compared to those who were hot, according to a survey of more than 4,000 Finnish students. Schools need to keep optimum temperatures in schools. They can do that by setting temperature points to meet children’s needs, as opposed to adults’, which are generally lower than what adults prefer. Natural ventilation from windows, if the outdoor air quality is good, can moderate the temperature and reduce energy needed for cooling and associated carbon emissions. Otherwise schools can make use of energy-efficient and renewably-powered mechanical ventilation which can provide a comfortable temperature and humidity level. ACOUSTICS Poor acoustics in classrooms can directly impact student health and behaviour. It can stimulate hearing loss, changes in heart rate, higher blood pressure, higher stress responses and ADHD. Poor acoustics can also result in lower student achievement. Schools in Florida with loud HVAC systems compared to students in quieter classrooms had lower achievement rates. Students in a UK school located in a flight path misheard one in four words, affecting language acquisition skills. These disturbances can be reduced if new schools are located away from permanent external noise sources, and by optimising insulation in existing schools to reduce noise levels. REDUCING ENERGY USE Optimising lighting, indoor air quality, thermal comfort and acoustics can not only help to improve students’ learning outcomes, but – depending on the strategy used – can reduce energy use and

lower carbon emissions in schools. For example, providing ample windows and energy efficient LED lighting can reduce emissions and create a productive and healthy school environment. Companies are putting principles of green school design into action. In partnership with Associated Architects and main contractor Speller Metcalfe, Saint-Gobain recently completed the build of a new multi-purpose school hall for The King’s School in Worcester, which included building in all four key areas for optimal school environments; thermal comfort, visual comfort, acoustic comfort and indoor-air comfort. Pascal Eveillard, deputy vice president for sustainable development and director for sustainable habitat at Saint-Gobain, said: “Buildings in general, and schools in particular, need to be designed and built for the wellbeing of each of us, while addressing the challenges of resource efficiency and climate change.” USER COMFORT A study, conducted by DLR Group in partnership with 11 schools in Barrington School District near Chicago examined elements of what they call “user comfort”, including acoustic satisfaction, thermal comfort, indoor air quality and visual comfort. This information, collected through student engagement with data logger equipment, armed the district to make data-driven decisions in appropriate tax dollars to improving their learning environments. !

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Volume 23.1 | EDUCATION BUSINESS MAGAZINE

Design & Build

FACILITIES MANAGEMENT " Among other things, it found that CO2 levels reached up to 2,500 parts per million in some cases, which is well beyond recommended levels for internal environments (of around 800ppm). And more than half of building occupants (65 per cent) reported being dissatisfied with the temperature inside their school. According to the US Green Building Council, the average high school graduate has spent over 1.5 years of their life, 14,000 hours, inside a school building. And according to a study, one in five US schools has poor indoor environmental quality including high temperatures and humidity, air quality with high concentrations of various pollutants, exposure to loud noise sources, and inadequate lighting, all of which have been shown to negatively affect children’s health and behaviour, and in turn, their academic performance. Whitney Austin Gray, senior vice president at Delos, a pioneer of health in buildings, said: “As schools are a place of learning and growing, we have to create safe and healthy environments for our future leaders. Schools thus become places to learn, and places in which we learn to live healthier lives.” # FURTHER INFORMATION www.worldgbc.org

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EDUCATION BUSINESS MAGAZINE | Volume 23.1

DESIGN & BUILD

NEW REQUIREMENTS FOR STUDENT PERSONAL STORAGE

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Schools across the UK opt to combine innovative design, with practical functionality through Garran Lockers’ extensive locker and changing room solutions Requirements for personal storage lockers within the education sector have changed in recent times, evolving from a purely functional perspective to include a more aesthetic approach. This allows schools, colleges and universities throughout the UK to make an attractive feature of their lockers, with brightly coloured or uniquely designed installations becoming a focal point for students, encouraging their use. UNIVERSITY OF SOUTH WALES A recent development at the University of South Wales epitomises this new approach. USW chose to work closely with Caerphilly based manufacturer Garran Lockers to provide a practical changing room solution. Combined with a modern design to match the new £15 million groundbreaking sporting facility, the installation was hailed a great success. Steve Savage, sports and business development manager at the university commented: “Garran lockers recently manufactured and installed bespoke lockers and changing room equipment at our new state of the art sports facility at the University of South Wales. “We are extremely pleased with everything Garran provided; the lockers look phenomenal and match the high quality specification that we required.” INNOVATIONS IN PERSONAL STORAGE At Garran Lockers, innovative design features and practical functions are routinely developed and introduced to all of the products that it manufactures; frequently delivering on customer requests for a unique style or function specific to their individual end-user needs. A common request within education is durability; the need for a locker that can withstand constant usage over a number of years is always a high priority on any school’s list. This requirement is easily achieved by opting to use the Titan range, a more robust locker built from thicker steel, to offer increased protection against damage. For an attractive finish which remains hard-wearing, doors from the Premier

range are manufactured using hard-wearing solid grade laminate. Demand is increasingly seen for digital-age solutions such as charging lockers for mobile and tablet devices, and these requirements can be satisfied by Garran Lockers, which is entering production and taking enquiries now. The aim at Garran is to keep creating new and exciting products and accessories that can benefit not only Education but all of the sectors that it has an established presence in, such as the NHS, Emergency Services and Leisure. AGE GROUP SPECIFIC TRENDS Having been trusted with commercial locker installations for over 50 years, Garran Lockers is an authority on ever-changing trends within the education sector, and can offer unrivalled advice on all aspects; from school-wide installations down to the most suitable lock for the intended age demographic. While most higher education settings opt for locking systems that allow students to use a memorable four digit code, schools

with younger students can choose an easily operated hasp and staple lock. Another age group specific adjustment includes the choice of locker height for younger students. The Midi locker offers an easy solution, with the height being reduced from the standard 1800mm. With many schools, colleges and universities already benefiting from exceptional lockers manufactured in the UK, get in touch to find out why Garran is renowned for offering a solution for every space. All of the products that Garran provides its clients are built in its bespoke manufacturing facility, allowing the company to offer unique solutions tailored to its customer’s specific needs. For further information and an informal discussion about your storage requirements, see below. # FURTHER INFORMATION Tel: 02920 859 600 www.garran-lockers.co.uk info@garran-lockers.co.uk

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

TRIED, TESTED TRUSTED

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“The assistance Alumasc provided free of charge greatly assisted in the Academies’ funding application. Their involvement thereafter from initial survey to specification and installation management, via the Alumasc approved contractor network has resulted in a first class re-roofing scheme.”

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The existing roof showed signs of general aging and did not include thermal insulation, also the out-dated fragile roof lights needed upgrading. St Clare’s needed a flame-free solution that provided minimal disruption to learning hours but also provide a highly durable system that would provide long lasting results and improve the thermal efficiency.

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DESIGN & BUILD

Maintaining the roof over your head When it comes to roofing, maintenance is always better than refurbishment, explains the National Federation of Roofing Contractors Keeping schools fit-for-purpose and safe for staff and pupils is a key priority for all head teachers. From staying on top of general maintenance, to knocking down unsafe or dilapidated parts of the building, or adding new classrooms, it’s a delicate balancing act around funding, health and safety, and even school closure. One area of maintenance that schools can’t afford to overlook is the roof. One of the most dominant features of the building, it represents a sizeable investment too. Whilst correctly installed roofs will often last decades – and in the case of natural slate, a lifetime – it is often assumed that they require zero maintenance or attention. However, they are constantly in the frontline of weather abuse, so regardless of its age, ongoing maintenance and

repairs are vital to avoid facing large bills for replacement – not to mention possible damage to the interior as a result of leaks. Installing a new roof is a luxury that most schools can only dream of. Many post-war built schools generally have a number of flat roof areas, as opposed to traditional pitched roofs, and these can be prone to problems if not maintained correctly. Short term solutions can be fine but they don’t always fix the job properly in the long-term. Spotting roofing problems early can save a fortune, but how often should the roof be inspected, what should be looked for, and when to call the specialists in? GENERAL MAINTENANCE Regular inspection of the roof can go a long way to spotting problems early and taking action. However it must be stressed

Regar its age dless of mainten, ongoing repairs ance and vital to for roofs are av large b oid facing i replace lls for ment

Roofing

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that inspecting roofs must be carried safely and carried out by a roofing professional trained at working at height rather than a schools general maintenance operative. When Autumn comes, it’s important to clear the roof and gutters of leaves and other debris, and to inspect it after any storms with heavy winds. Roof tiles or slates that have broken, slipped out of place, or even blown off are a common occurrence. If they are not replaced, rainwater can saturate supporting timbers and get into the inner roof structure causing damage. Gutters, gullies and downspouts should all be cleaned in late Autumn after the trees have shed their leaves. It’s also important to check for breaks or gaps in the joints (obvious drips, green staining on the walls or path), and make certain that the brackets holding the gutters against the building are securely attached. Other parts of the roof can cause leaks and damp, including the flashings and masonry. Wind and weather can get underneath defective flashing and rip it loose allowing water ingress. Equally, If there are trees growing nearby, they may need to be trimmed back. Leaning branches can dislodge roofing materials when blown by the wind and falling branches can damage tiles, and falling leaves can clog gutter. FLAT ROOFING PROBLEMS A flat roof is generally defined as having a pitch not greater than 10° to the horizontal. A truly flat roof would not allow rainwater to drain away, so most flat roofs have a fall on them to enable the rainwater to naturally flow to collection points. Over the !

Roofing

DESIGN & BUILD

" years, the waterproof coverings may have been overlaid or replaced with another bituminous system, or with a polymeric or rubber single ply waterproofing or a GRP-based liquid applied coating. Today, built-up RBM (Reinforced Bitumen Membranes) are the most common material for flat roofs. Thanks to RBM and other systems, leaky roofs that were once expensive and troublesome to maintain are now a thing of the past. Flat roofs are now low maintenance and can enjoy a trouble free life expectancy of up to 35-40 years. When problems do occur with flat roofs, it’s usually due to leakage caused by the failure of the waterproof covering. This may be due to several factors such as bad design, poor detailing, bad installation and inappropriate materials. Other causes can be an inability to withstand movement, thermal shock, impact or other damage, the deterioration of seams, trims or flashings, failure of previous repairs, lack of maintenance or simply the waterproofing material reaching the end of its service life. Damage can also occur as a result of actual foot traffic on the roof caused by non-specialists gaining access. Ponding of rainwater can often occur on flat roofs. Although it is not necessarily a problem in itself, it may be an indication of the degradation of the supporting deck due to water ingress or condensation. It may also indicate the lack of fall to the roof, which may be addressed when refurbishing. Blistering may be present but, and although not problematic, it should be monitored periodically. REFURBISHMENT If re-roofing is required, then a suitable roof covering will need to be decided upon. If it’s just a portion of the roof that requires refurbishing, then it’s likely that the same covering would be chosen to match the original. Whilst there are a medley of options to consider, including slate, clay, concrete tiles and green roofing, a key factor governing this choice will be budget, of course. Thanks to the current British Standard Code of practice for slating and tiling, BS 5534, new and refurbished pitched roofs have to be more secure in the face of increasingly

extreme weather events. New minimum performance standards for underlay as stipulated by the Standard also mean that new roofs are more energy efficient too. ROOFING REFURBISHMENT Refurbishment of a roof is likely to be reportable to the Local Authority Building Control (LABC) and approval under Building Regulations must be sought, unless the contractor is a member of CompetentRoofer. Current regulations stipulate that if more than 50 per cent of the existing waterproofing is being stripped, if it’s technically and economically feasible, the whole roof must be brought up to the standard of the current energy related regulations. This means that a roof will require substantially more insulation than is currently present. Part L of the Building Regulations may require additional thermal insulation to all re-roofing projects where the building underneath is heated. For example, a school’s flat roof installed in 1995 will possibly have about 40mm of rigid polyurethane insulation meeting the then current regulations. In 2012, however, that thickness increased to 140mm. Particular attention needs to be paid to any condensation issues that can occur on existing roofs of a cold design and accommodated when renovating. GOING GREEN Green or vegetated roofing has become increasingly popular over recent years. Whether it’s transforming a humble outdoor storage building or landscaping main parts of the roof, green roofing offers a planting system that not only looks great and helps soften the look of the school, it’s brimming with environmental, social and economic benefits too. In urban environments, green roofs help attract the birds and butterflies and provide cleaner air, offsetting our carbon footprint and helping combat global warming. They can also help reduce the need for air conditioning in the summer, and offer a degree of additional insulation in the winter. The lives of waterproofing membranes beneath green roofs are extended,

plus sound insulation is improved. Also, water surface run-off can be reduced. In a school, a green roof can provide pupil interest and generate a feeling of well-being amongst both staff and pupils. They can be installed as a complete system and can even be retrofitted to existing roofs. The revised Green Roofing Organisation (GRO) Code is designed to provide assistance for anyone who is involved in the design, specification, installation or maintenance of a green roof. CALLING THE SPECIALISTS Other than simple maintenance issues such as clearing leaves and cleaning gullies, it’s important to call in the specialists from the outset. Trained and competent roofing contractors will not only be skilled in all aspects of roofing, they will be conversant with the latest regulations and knowledgeable about other potential risks, such as from asbestos-containing materials. By appointing a contractor who is a member of the National Federation of Roofing Contractors (NFRC) government-approved CompetentRoofer scheme, schools can enjoy significant cost savings. Through self-certification, these specialists can eliminate costly and time-consuming local authority building control procedures, whilst maintaining performance and legality. Many older schools are listed buildings and require special attention to detail and consideration. Contractors with specialist skills to carry out such repairs or refurbishment work may be found via the NFRC’s National Heritage Roofing Contractors’ Register which is recognised by all UK Heritage Agencies. Roofs help protects schools from all types of weather, but without maintenance, the roof will age until it is no longer able to do its job. If problems are encountered, it’s important to seek the help of a specialist roofing contractor immediately. After all, lining up buckets to catch the rain falling from leaks in the ceiling, or having to teach pupils in temporary classrooms are the last thing that any school wants. # FURTHER INFORMATION www.nfrc.co.uk

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

STEM LEARNING AT

THORPE PARK RESORT

We recommend our educational events which offer amazing value for money, and exclusive hands-on learning activities. Events are created through our THORPE PARK Resort education team and delivered by our on-site trade professionals, and third party education agencies who excel in their sectors.

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BOOK ONLINE THORPEPARK.COM/SCHOOLS CALL our Education Team 0871 282 5126* EMAIL TPSCHOOLS@THORPE-PARK.CO.UK *calls charged at 13p per minute plus network extras

SCHOOL TRIPS

INSPIRING STUDENTS, SUPPORTING TEACHERS

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A school trip to THORPE PARK Resort offers excitement and memorable experiences, and inspires students in STEM & Business subjects through its award winning Thrills Workshop programme

Learning through enjoyment is the ethos THORPE PARK Resort is championing to teachers and students alike. Our goal is to harness students’ excitement and provide the framework to challenge and inspire them. DIFFERENT TRIPS FOR DIFFERENT AIMS We know that some teachers have different reasons to book an educational trip depending on many variables, so which type of trip are you looking for this time? A thrill seeker (park ticket only) will give access to over 30 rides and attractions where you can experience an action packed day for your group whatever their age and variances in height. World class rides and attractions include THE SWARM, Nemesis Inferno, Saw – The Ride, Derren Brown’s Ghost Train and many more. What’s more, you can try the popular selfguided STEM GPS app for only £1.00pp. The ‘Edu’taster ticket includes a park ticket and education talk. Many teachers who visit us want to experience our award winning education programme offering during their visit but also want to allow enough time to enjoy the rides. If this meets your needs too then we recommend booking onto our Thorpe Education Daily Talks (T.E.D), which are new for 2018. These 30 minute talks engage audiences and offer bitesize learning in STEM & Business subjects. Book a seat for £1.50pp. All ‘Ed’clusive ticket includes a park ticket, education workshop and speed session. For those subject teachers who are visiting for one reason only, we are flexible. Check out our Thrills Workshops for an interactive hands-on lesson in STEM & Business subjects led by our teaching experts. Workshops run for 45 minutes and cost £1.50pp. You could now either add T.E.D talks, STEM GPS app (read about these above) or try out our 15 minute Park Speed session which also include a free one ride fast track (that is available on selected rides) for that little bit extra.

for money as we turn the ‘learning’ throttle up a notch and we ask our friends in STEM & Business to join us and offer your students their expertise. SUPPORTING TEACHERS Teachers who visit us can bring extremely large groups which we know can be stressful. At THORPE PARK Resort, the education team endeavours to make your planning process and experience on the day go as smoothly as possible. All planning support including our lead teacher checklist offering ‘top tips’ can be found online on our school webpage at thorpepark.com/schools. All the information you will need to plan,

book and execute a trip successfully can be found on this webpage however, if you get stuck just email us here on the island at tpschools@thorpe-park.com. We are confident you will find experiences at THORPE PARK Resort that will thrill your students. Please book as early as you can as our education programme time slots will book out quickly. You can do this by using our online provisional booking form, available 24/7 for your convenience. Alternatively if you can pay for your trip now, you will receive even further discount on your trip. # FURTHER INFORMATION www.thorpe-park.co.uk

EXCLUSIVE EDUCATION EVENTS Our trips are available to book from March to October but our exclusive key education events are only available on selected dates and will sell fast so we advise you to book early. Our events offer extremely good value

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

Case Study

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Providing children with real life educational activities KidZania London, based in Westfield London Shepherds Bush, is a 75,000-sq. ft indoor city built just for kids, where 60 real life activities are available for children to engage with. Whether these activities take place in the bank, on stage or in the fire station, each real-life experience is crafted to teach essential life skills including financial literacy, teamwork and independence. School visits are suitable for KS1, KS2 and KS3 pupils from ages four to 14, blending learning and reality with entertainment. Each activity has been developed and supported by qualified teachers with multiple KS1, KS2 and KS3 curriculum links in English, STEM and PSHE. For example, your students can learn how to become a skilled reporter at Metro’s Kidzania headquarters. Curriculum points include learning to “distinguish between

statements of fact and opinion” and “writing narratives about personal experiences”. Integrity, responsibility, respect and solidarity are just some of the values teachers can expect their students to learn via roles in KidZania’s fire and rescue, veterinary service and police. The KidZania paramedics will learn collaboration by discovering that they need to rely on each other to assist in emergencies. They will also develop communication skills by informing patients of the treatment they will receive. Firefighters, meanwhile, will learn basic safety and prevention procedures. Like paramedics, the firefighters must work together collaboratively to complete their training, know how to respond in an emergency and respond successfully to a call out. There’s also the chance for pupils to take on the role of a police officer and go out on

patrol to maintain safety and order for all KidZanians. In these positions of authority, children will protect residents, respond to anonymous tips, follow mysterious clues, interview witnesses and crack a case. Visit between 28 February and 2 March to experience its World Book Day event. KidZania will be hosting a celebration of literature, reading and writing to encourage children to develop their love of reading. There will be a series of interactive reading workshops and inspirational talks from speakers across the world of children’s publishing, alongside activities and resources linked to the KS1-3 English curriculum. Find out more about school visits below. FURTHER INFORMATION Tel: 0330 131 3335 www.KidZania.co.uk

AN INDOOR CITY RUN BY KIDS BOOK YOUR NEXT SCHOOL VISIT AT KIDZANIA

CALL 0330 131 3335 OR EMAIL SCHOOLS@KIDZANIA.CO.UK Located in Westfield London, Shepherd’s Bush 34

EDUCATION BUSINESS MAGAZINE | Volume 23.1

Trips

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OUTDOOR EDUCATION

The risk of declining trips A recent poll has suggested that the majority of adults believe children today go on fewer school expeditions and trips than when they were at school – with the cost highlighted as the main reason for the decline A survey commissioned by academy trust Bohunt Education Trust (BET) has found that only 10 per cent of people believe that children today have more outdoor education opportunities than they had in their school years, with nearly three-quarters of people (71 per cent) blaming cost as the biggest factor stopping children experiencing outdoor education. Some 72 per cent of those surveyed called for a greater focus on outdoor education in both primary and secondary schools – more than three-quarters of people (78 per cent) said outdoor education was important for children’s self-development, and more than two-thirds (68 per cent) said it improved academic achievement. This tallies with a study by the Education Endowment Foundation last month, which said that: “Overall, studies of adventure learning interventions consistently show positive benefits on academic learning. On average, pupils who participate in adventure

learning interventions make approximately four additional months’ progress over the course of a year. There is also evidence of an impact on non-cognitive outcomes such as self-confidence. The evidence suggests that the impact is greater for more vulnerable and older learners (teenagers), longer courses (more than a week), and those in a ‘wilderness’ setting, though other types of intervention still show some positive impacts.” CHAMPIONING OUTDOOR EDUCATION Bohunt Education Trust (BET), one of the country’s top-performing academy trusts, is a leading proponent of outdoor education. It champions an extensive

outdoor education and outdoor learning programme for all its students, nurturing talents and providing opportunities both inside and outside the classroom. BET sees outdoor education as crucial to building well-rounded individuals, for resilience, character and teamwork, as well as beneficial for academic attainment. Bohunt is a course provider for Mountain Training UK and students across their seven schools have in recent years gone on expeditions to Mongolia, Kazakhstan, Greenland and the Himalayas, with ones planned next year and in 2019 to Norway, Azerbaijan, Mongolia, Greenland, the Himalayas and Sri Lanka. The Trust also has a strong commitment to the Duke of Edinburgh Award scheme, while at Bohunt School in Wokingham, climbing is incorporated into the curriculum. Crucially, the Trust also ensures that outdoor education is available for all its students, regardless of background. Better-off students are expected to fundraise, with the expeditions programme scheduled three years in advance, allowing families to plan. All students receiving the Pupil Premium are provided with bursaries, so that every student who wants to go on a trip can do so.

Stud of adve ies nt learningure inter consisteventions positiv ntly show eb on acad enefits e learningmic

OPPORTUNITIES FOR EVERYONE Phil Avery, director of education at Bohunt Education Trust (BET), said: “We are incredibly proud to be not just promoting but proactively championing meaningful outdoor education opportunities for our students, especially those from !

Trips

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OUTDOOR EDUCATION

" disadvantaged backgrounds. “At Bohunt we really invest in these opportunities, providing bursaries for our poorer students so that they can still go on the trips and expeditions, because they provide so much benefit for young people. They help their self-development, communication and resilience, and instils a sense of adventure and challenge which prepares students for success in life. Additionally, external studies and our own data show there is a strong link between academic attainment and outdoor education. “It is a real shame that outdoor education opportunities have decreased for many young people but we are proud to be one of the leading providers of outdoor education in the country, and given the positive impact of such opportunities on children and young people, we are keen to work with other schools, academy trusts and education providers to ensure that more students have access to outdoor learning.” SAILING THE SEAS Last spring, students from Bohunt Wokingham teamed up with three other schools in the Bohunt Education Trust (BET) to set sail on a seven day voyage. The voyage began at the Royal Harwich Yacht Club, Ipswich, navigating the River Stour, Brightling Sea and visiting Chatham Marina. This voyage was the first of its kind for BET, engaging students with first-hand experience of what it takes to sail and crew a yacht. Students were able to learn helming, sail handling, rope work, passage planning

EDUCATION BUSINESS MAGAZINE | Volume 23.1

Bohunt Education Trust’s vision for outdoor education is to help students develop responsibility, resilience and independence. Students have a structured programme of adventurous activities, encouraging individuals to explore, dream and discover, which begins in Year 7 and goes right through to Year 11 and the safety that is required onboard. All students took an active role as crew ensuring that duties above and below deck were completed. Tasks included keeping a look out, helming, hauling on ropes to raise the sails, in addition to galley duties to keep the crew fed and watered. They quickly learnt that teamwork and communication was vital in getting the tasks done. The students, joined by three other schools across the Trust – Bohunt Worthing, Bohunt School Liphook and The Petersfield School, worked in three teams known as ‘Watches’ to sail the yacht as part of their extensive Outdoor Education Programme. Students aged between 11-15 years took on roles such as Watch Leaders and Anchor Watch. Passage planning was one of the more difficult tasks to complete as a team, as it required a thorough understanding of the tidal patterns in the region, topography, weather conditions and the wind direction to enable a viable

navigational route. The students quickly grasped that navigational charts were like a mathematical problem and, using the nautical almanac, yacht’s navigation equipment and weather information system the students were able to plot a suitable passage plan. All students had the opportunity to work towards the Royal Yachting Association Start Yachting qualification, with five students exceeding expectations and receiving their Royal Yachting Association Competent Crew certificates. This experience was part of BET’s vision for outdoor education to help students develop responsibility, resilience and independence. Students have a structured programme of adventurous activities, encouraging individuals to explore, dream and discover, which begins in Year 7 and goes right through to Year 11. # FURTHER INFORMATION www.bohunttrust.co.uk

CASHLESS SCHOOLS

MATS GO CASHLESS: WE FIND OUT WHY

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Increasingly, schools across the UK are joining Multi-academy trusts (MATs) to share the benefits of working closely together towards a collective goal. It is not un-common for MATs to share processes and use the same systems to gain efficiencies

WHY DID YOUR MAT GO CASHLESS? Hugh Sexey CofE, South Dartmoor Multi Academy Trust and Avocet Trust have already made the decision to remove cash from schools, instead collecting payments online for school meals, trips, clubs and much more. Zoe Stewart, of the Avocet Trust, explains why they made the move to online payments: “Security was one of the main factors for us, holding cash on the premises and banking meant our processes were not as secure as we would have liked them to be. This, along with the opportunity to improve the overall effectiveness of administration time amongst staff helped our decision. Parents are also happier with this, a quick efficient and transparent payment option.” School Business Manager at Hugh Sexey CofE Middle school, Jenny Farrell outlines their reason for going cashless: “With 590 pupils on roll, our aim was to reduce the amount of cash received in school, along with the time spent on associated tasks and processes such as counting cash, issuing receipts and reconciling.” Buying as a group can also lead to reduced Total Cost of Ownership of a cashless system and the benefits of shared central reporting features is saving valuable administration time across schools. HOW DID YOU SELECT THE RIGHT SOLUTION AND PARTNER? Sam Tse, Head of Finance at the South Dartmoor Multi Academy Trust had a list of key requirements a solution should meet before coming to a decision; including competitive pricing, flexibility and ease of use for both the school and parents. After researching numerous systems, ParentPay met different requirements at each school within the Trust. For example, one primary school was keen to roll out online menu choices to ensure parents make their selection in advance, whereas others opted to introduce ParentPay first then introduce this later. When choosing a provider, it is important to explore options says Zoe: “We compared 3 providers and found ParentPay excelled on the options available to our parents. Their system was the only one to offer us a full tablet and mobile responsive option meaning we could deploy the solution quickly across different schools with differing needs. We needed to

“With 590 pupils on roll, our aim was to reduce the amount of cash received in school, along with the time spent on associated tasks and processes such as counting cash, issuing receipts and reconciling” be totally inclusive and accept cash payments via PayPoint for families unable to access online banking. We had to ensure that all our parents were able to pay in the way they needed and for whatever they wanted to. “ Jenny at Hugh Sexey reiterated this: “Not only did we want to collect payments online for our trips and activities, but we planned to go cashless in the canteen, so the system needed to be flexible enough to be utilised for school dinner payments when we were ready.” WHAT BENEFITS HAVE BEEN REALISED ACROSS THE TRUSTS? Zoe outlined how going cashless has helped the Avocet Trust: “The processing of payments via ParentPay and direct settlement to our bank account, combined with the central reconciliation reports available in the system, has made the whole process much more efficient for us.” Sam from South Dartmoor says since ParentPay was implemented in 2015, the system has already helped staff to work more efficiently. The Trust has saved administrative time and valuable staff time: “The main benefit is time saved in preparing the banking and receiving money at reception. Sam also commented on another key factor – being able to track and report accurately: “The

reports within ParentPay have also reduced having to manually track payments. Cash collection services have also been reduced which has saved money across all schools.” WHAT ADVICE CAN YOU OFFER TO OTHER SCHOOLS? Sam’s advice to other schools that are considering going cashless is to engage openly with parents so the benefits of collecting payments online are realised. Sam added: Communicate with parents well in advance regarding reasons behind the change and the benefits to themselves and the school. Jenny added: “Presently, take up of the system at Hugh Sexey is in the region of 95%, so the cash volume has dropped significantly. Our long-term goal is that all three tier schools in our MAT will use ParentPay, meaning parents will only have to activate one account.” Zoe at Avocet added: “We gave parents a full-terms notice, guided them through the process with detailed instructions in our weekly newsletters, and of course were always happy to offer our assistance via the school office.” #

Get your cashless checklist and white paper from: parentpay.com/cashless-whitepaper FURTHER INFORMATION www.parentpay.com

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

EDUCATION TECHNOLOGY

Immersed in technology Schools are acquiring more mobile technologies and using them to enhance learning experiences in all subjects, not solely computing. Steve Moss, chair of the board of management of Naace, explains further The drive over the past few years for the development of computing as subject in schools in England has tended to obscure the fact that most capital expenditure on IT infrastructure or equipment by schools (and by the Department for Education through programmes such as the Priority Schools Building Programme, the Free Schools programme and the University Technical Colleges (UTC) programme) is intended to support the use of technology to support learning and teaching more generally. Schools are acquiring more mobile technologies in the form of laptops and tablet PCs and these are increasingly being used by teachers and pupils to enhance learning experiences in subjects other than computing. However, the effectiveness of these new equipment purchases is not always maximised due to insufficient planning or focus on aspects such as leadership and management, teachers’ professional learning, and network infrastructure. SHARING BEST PRACTICE In my role as Chair of the judging panel for the annual ICT Excellence Awards in Northern Ireland, I am privileged to visit primary, secondary and special schools that are transforming learning and teaching using educational technology. Through the judging process over the past three years, it has become clear that there are certain common factors in the most successful schools. I hope that it is helpful to share some of these. The leadership teams have established a strong vision and clear strategy for the use of technology. This vision is influenced by staff at various levels within the schools not simply documented and handed down. For this reason, the vision is inclusive, understood and shared by all stakeholders and a sense of ownership of the technology strategy is evident. Technology is frequently used in teaching and in learning and to provide learning opportunities beyond the school buildings, the school day and the school year. Schools see technology as a natural part of pedagogy rather than simply as a means to meeting the requirements of the computing curriculum. Seeing technology as a tool to

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Techno is frequ logy used in ently and in l teaching to prov earning and ide opportu learning beyond nities the buildingschool

deliver a specific learning outcome or benefit, or to solve a particular issue – rather than as means to achieve a ‘tick-box’ exercise of curriculum coverage. This is not to say that the most successful schools have discontinued the process of mapping technology use across the curriculum to ensure coverage of the programme of study. The reverse is true. Increasingly this is being done to better equip learners with skills essential for the next step in the education and even for life/work. A clear step forward on the journey to real transformation is happening – in the sense that the educational need/issue/outcome is increasingly the driver to pursue technology to meet the challenge, rather than the other way around.

DRIVING INNOVATION This does not imply that emerging technologies are not the driver of innovation also. There are many examples of projects being created to exploit exciting technologies like coding, the use of drones, 3D printing, Virtual Reality and so on; but again, what seems to lie behind the most successful schools’ decisions to adopt such an approach or technology is a desire to improve engagement, motivation, aspiration, performance or some other educational imperative. For example, as a means of shortening the feedback loop in respect of staff commenting on pupils’ work. In the very best practice seen, significant, rigorous efforts have been made to ensure that when technology is used in teaching and learning, it is progressive, building on prior learning experience rather than ‘ad hoc’ in respect of the repetition and/or duplication of skills to be acquired or to be utilised. Increasingly, schools are using feedback from peers and parents to drive up the standards of pupils’ work and to motivate and engage them more strongly. Pupils are being ‘trained’ in providing such feedback/critique; in the sense that they know what is and isn’t acceptable, and more importantly what is and isn’t helpful to their peers. Parents are far more engaged in supporting learning in these

schools and the teacher-pupilparent triangle is functioning exceptionally well. There is clear evidence that technology is a key tool of independent, self-initiated learning – with pupils showing increasing confidence in taking more control of their own learning, and a group work/peer collaboration ethos bringing real rewards. It is also very clear that technology is an essential component of ensuring differentiation in many schools, and not just in meeting the needs of those with learning difficulties, but in meeting the additional needs of the gifted and talented and providing stretch targets for the many. EVIDENCE OF IMPACT The evidence of the impact of technology on outcomes, which is sometimes hard to pin down, is more obvious in the most successful schools. Staff are increasingly confident in their ability to show clear evidence of technology having a positive impact on a variety of pupil outcomes including attitude, motivation, engagement, behaviour, attendance and attainment. Evidence for this impact includes both objective (data) and subjective (professional judgement) sources. Whilst some schools are able to produce evidence of causal links between improved outcomes and the use of technology in changed pedagogy; others are happy to express how, in their professional judgement, technology is an important factor in the school improvement they identified. In one school, a staff member asked by a member of the judging panel to ‘stand behind’ his assertion that ICT had helped improve attainment. He stated passionately that “the school’s results had been the best for 50 years, and that the most important contributor to that success was, without doubt, the way technology had changed teaching and learning”. Technology has clearly changed the dynamic in respect of the parent-school-pupil !

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EDUCATION TECHNOLOGY " relationship. Parents have become significantly more engaged in their children’s learning and are excited by a wealth of opportunities to collaborate with the school – though this may be more prominent in primary schools. Parents in almost every school we visit acknowledge how the variety of technological communication/collaboration channels made available to them by their schools is very welcome. The range of technologies through which parents can see what their children are doing at school has significantly increased. In schools where these technologies are used well, parents identify how shortened feedback loops are making a huge difference and how they are much better able to engage in learning conversations with their children. The issue here, if there is one, is that there is almost no sense of a system-wide approach or toolset, with parents with children at different schools potentially having to use multiple channels. Indeed, parents with children several years apart in the same school might face the same issue. Moreover, the pace of change in this context is frightening – so it is hard to predict what might emerge over the next three to five years. What cannot be in doubt, however, is that whatever channel is chosen the effectiveness of interaction with parents is markedly improved; with all parties (parents, teachers and pupils) reporting great satisfaction that this is developing

rapidly – and being prepared to testify to its benefits enthusiastically. The UK’s adoption of the EU’s General Data Protection Regulation (GDPR) – the result of four years of work by the EU to bring data protection legislation into line with new, previously unforeseen ways that data is now used – will have an impact here as it gives people more say over what providers can do with their data. The GDPR comes into legal force on 25th May 2018. TECHNOLOGY OUT OF SCHOOL Many parents also feel their children’s passion for technology outside school is now being turned to educational advantage. They describe how the pupils’ experience of learning with technology inside school, has improved their willingness (and ability) to engage with learning through technology from home/other venues outside school. They also feel that the visibility of pupils’ work via technology (as described above) and a general sense that learning is fun are, collectively, making their children far less likely to spend all their time at home gaming; with many reporting with great joy that technology use at home is now far more focused on learning. It is increasingly common to hear that children are more willing and able to reflect on the kinds of things they want technology to do at home – rather than default to entertainment uses exclusively. In most schools we visit, e-safety is

excellent, with staff, pupils and other partners involved in the development and adoption of e-safety policies and practice, and children confident and knowledgeable about how to stay safe and what to do if something on-line concerned/worried/shocked them. In the most successful schools, however, we see far more emphasis on helping to make parents fully aware of the issues relating to the appropriate, safe, responsible use of technology outside the school – some using pupils to help family members configure safety setting on devices as well as receiving briefings in e-safety workshops. The use of outside agencies (NSPCC for example) and tools (such as SWGfL 360o Safe) continues to be a strong. Technology related CPD is also excellent generally in the most successful schools, with comprehensive audits of staff skills/ needs carried out routinely. Most of these schools systematically monitor and evaluate the impact of professional development activity and use the results to shape planning for future CPD. The best schools seem to have a balanced approach to CPD – taking advantage of the services of outside providers as well as becoming more focused on building internal capability and capacity to support, mentor and train colleagues. #

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FURTHER INFORMATION www.naace.co.uk

Exploring the next generation of school apps that fully engage children and enhance learning Ninety-two per cent of UK adults aged 25 to 44 own a smartphone and are used to having information at their fingertips. Schools that embrace this trend have engaged parents and higher performing students but, there is a huge difference between an app and a good app. The new generation of school apps truly are school gateways, ready to deal with the challenges schools face. Schools have adopted several gateways to communicate a range of information with parents. Parents love having the information, but soon become frustrated and confused about which gateway to use, pushing schools to provide everything in one place. New generation school gateways focus on all-in-one solutions and are ever evolving. For example, Schoolcomms offers text and email communication, but also offers reporting, achievement and behaviours, attendance management, payments and an online facility for booking and managing clubs – to mention a few key areas. Schoolcomms spoke to Mark Haddleton, ICT coordinator and support manager at St Thomas à Becket:“The all-in-one School Gateway app eliminates the

need for separate systems for parents to have to remember passwords for; every bit of the information they need is there on their phone in one place.” Most schools have a text and email service and many already have online payments. What most gateways are lacking, is the ability to engage parents in their child’s learning. A gateway that caters for that undoubtedly caters for everything else. Packages that allow you to add functionality as your current contracts expire help bring everything into one school gateway, bit by bit, without the stress associated with consolidation. A gateway is an investment that pays dividends in pupil performance and longterm savings as Mark Haddleton found: “We have…recover[ed] the cost of using Schoolcomms and more; I have started to think of it as free, because as well as

saving on costly text messaging to parents, (all app messages and longer emails don’t cost anything), we also managed to identify many extra Pupil Premium qualifying families through parents taking the in-app test, which has brought quite a sum of money into school” By investing in technology, you are giving parents the tools to be fully engaged in their child’s learning. Simply having an app is not enough. The new generation of school gateways are here, with more functionality for staff and parents. And if knowledge is power a good school gateway doesn’t just engage parents, it empowers them. FURTHER INFORMATION Tel: 0333 332 7147 www.schoolcomms.com

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

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COMPUTING

HELPING STUDENTS BECOME WORK-READY With jobs creating and working with smart technology on the rise, the students of today need to understand not only how to use technology but how to create and manipulate it too Over 14,000 schools, colleges and universities already work with BT to enhance their learning outcomes. But BT help through much more than calls and lines, they sell IT hardware and software solutions to support learning environments of all shapes and sizes through their IT reseller arm, Business Direct. With a team of education-focused IT Specialists, Business Direct has over 30 years’ experience of providing IT solutions to academic organisations. Utilising their partnership with world-renowned brands like Apple, Microsoft and HP, Business Direct are perfectly placed to offer end-to-end solutions to schools, colleges, multi-academy trusts and universities. BUSINESS DIRECT RECENTLY EXPLORED THE IDEA OF FUTURE-PROOFING PUPILS The speed with which technology is advancing makes it likely that a huge proportion of the jobs that we do today will have changed significantly, or won’t exist in 10 years. Microsoft and The Future Laboratory published a report which stated that 65 per cent of today’s students will be doing jobs that don’t exist yet. In order to prepare students, you need to teach

them skills which will allow them to adapt to whatever the future has in store, or that sets them apart as unique. It’s been predicted that workers will stay in jobs for an average of only 4.4 years and will change jobs more than 10 times. It’s probable they’ll see more significant shifts happening, especially in technology. All of this means that students are going to have to be multi-skilled and have the ability to understand concepts across multiple disciplines. The ideal worker of the next decade will be “T-shaped”: they’ll bring deep understanding in one field, but have the capacity to converse in the language of broader disciplines. To succeed in this ever changing landscape, students will need to embrace the concept of lifelong learning and be able to learn new skills later in their life. This means that instead of just teaching them facts, school and society should help students know how to learn and understand new tools themselves. To do this, you need to create within them a love of learning and an ability to learn independently. This requires learning to be challenging, interesting, rewarding and fun for students. In turn, students will take

more control of learning in their own time. There are many tools available to help you create this type of learning environment – 1:1 devices, collaboration tools through e-boards and apps, e-learning – including gamification, virtual, augmented and mixed realities. All of these will help you transform learning into something that’s exciting and that students actually want to do. Business Direct can help you purchase, deploy and embed all of these solutions. THE RISE OF ROBOTS The future will also see an increased use of smart machines and systems. With this rise, many jobs will be replaced by ‘robots’ that can do the job quicker and more efficiently. However, this opens up new job markets where people can either create, or work with these smart machines to make them better. These are the jobs that’ll stand the test of time, alongside jobs which focus on creativity, or social and empathy skills; these are skills which robots will not be able to replicate any time soon. Professor Rose Luckin, an expert on AI and education at University College London believes the

of what we see and 90 per cent of what we do or simulate. VR provides students with the opportunity to simulate doing the real thing, therefore virtual realities are an extremely powerful tool for education that can strengthen the learning experience.

school curriculum needs to be brought up to date to reflect that problem-solving and creativity are becoming more important assets. “Regurgitating knowledge is something that you can automate very easily, that doesn’t prepare children for the modern workforce.” BUSINESS DIRECT WANT TO HELP YOU FUTURE-PROOF PUPILS When exploring the specifics of future-proofing pupils and enabling them to be the productive workforce of the future, Business Direct focus on the key areas of computer science, the adoption of mixed realities and STEAM. Over the next 10 years it’s estimated that there’ll be 1.4 million jobs in computer science, but only around 400,000 graduates qualified to do them. Over the last few decades, with instant access to technology at our fingertips, we’ve increasingly become a generation of tech consumers. With technology being so readily available, there’s been no reason to learn how it works. But now, with jobs creating and working with smart technology on the rise; the students of today need to understand not only how to use technology but how to create and manipulate it too. The UK computing curriculum was updated in 2014 to address this problem. It hasn’t been designed to transform every student into a coder, developer, or engineer but to equip students with the skills to use computational thinking and creativity to understand and tackle any problem. It combines mathematics, logic and algorithms, and teaches students a new way to think about the world. Students who can think computationally are better able to conceptualise, understand and use computer-based technology, and so are better prepared for the digital world. Computing also ensures that pupils become digitally literate and are able to use, express themselves, and develop their ideas through information and communication technology. The applications of computational thinking stretch far beyond writing software. Fields as diverse as mechanical engineering, fluid mechanics, physics, biology, archaeology, law, music and even

businesses are applying this approach. Coding or ‘programming’ has been part of the national curriculum right from the start, but has often been overlooked. But now that the computing curriculum has been introduced, it’s become a huge focus in education. Coding is an important tool for computer science; it’s the art of telling a computer how to perform complex tasks. Code powers our digital world – every website, app and computer programme runs on code to operate. Understanding how to build and create through coding, will not only prepare students to become digital makers, but will also teach them to express themselves and develop their ideas through technology. Once students know how to code, it will separate them from those who merely have an idea, and equip them with the skills to make their ideas a reality. ENHANCING LEARNING Virtual reality (VR) has been around for a long time, the first commercial headset was in fact released by Sega in 1991.But technology wasn’t quite advanced enough for VR to “take off” until recently. Market researchers CCS Insight have predicted that by the end of 2017, more than 12 million virtual reality (VR) headsets will be sold. So it looks like after many, many years of unsuccessful attempts, VR is finally here. With rapid advances in technology over the last few years, we’ve seen a real shift in the amount of VR tools available in the marketplace and what it’s actually being used for. It’s no longer seen as solely as an entertainment tool. According the Cone of Learning created by Edgar Dale (1969), after two weeks, the human brain tends to remember: 10 per cent of what we read, 20 per cent of what we hear, 30 per cent

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STEAM AHEAD WITH A FUTURE-PROOFING PLAN 53 per cent of employers think they’ll struggle to recruit STEM technicians and graduates in the next three years. To help future-proof students and prepare them for these roles, many schools have increased investment in STEM initiatives in school, things like: 1:1 devices and BYOD (bring your own device) initiatives; STEM or coding clubs and robotics programmes; creating a specific STEM curriculum; and STEM interactive days. These projects are a great start, however, STEM learning misses out the critical processes of creativity and innovation, even with experiential learning opportunities, STEM is limited. To make students truly future-fit they need more than an understanding of these areas, they need to be able to apply their learnings, to create and demonstrate ingenuity. This is why the STEM to STEAM movement has begun. Many employers, educators, and parents voiced concerns that STEM alone misses several key components that are critical for students to prepare and thrive. As an approach to learning, STEAM uses Science, Technology, Engineering, the Arts and Mathematics as starting points for guiding student inquiry, dialogue, and critical thinking. STEAM learning encourages students to take thoughtful risks, engage in experiential learning, persist with problem-solving, embrace collaboration and work through the creative process. Business Direct promote the use of technology to support a STEAM curriculum as they believe STEAM students are the innovators, educators, leaders, and learners of the 21st century. FUTURE-PROOF YOUR PUPILS WITH BT To consider future-proofing pupils through embedding technology in your learning environment, get in touch with Business Direct. Whether you visit their website, read their blog, or talk to an education IT specialist, their no obligation, free advice can help you intertwine future-proofing student learning with your wider IT strategy. # FURTHER INFORMATION bt.com/businessdirect/futureproof btbd.publicsector@bt.com 0870 429 3020

The speed with which technology is advancing makes it likely that a huge proportion of the jobs that we do today will have changed significantly, or won’t exist in 10 years Volume 23.1 | EDUCATION BUSINESS MAGAZINE

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AI & ROBOTICS

WESLEYAN BANK – AFFORDABLE ACCESS TO EDTECH FOR SCHOOLS From standard classroom aids to specialist equipment and applications that enable greater inclusivity, schools have a fundamental need to keep pace with technology In preparing next generations for a digital world and workplace, education institutions must overcome barriers to maximise pupils’ learning across all abilities, whilst continuing to attract pupils in an education sector that is increasingly competitive – not just for student populations, but also for funding. Although the government has pledged extra financial support for schools, major shortfalls remain which means educational establishments need to be strategic about how they use, and demonstrate a return on their budgets. The challenge therefore confronting schools is how to ensure their modest and declining funds can deliver the most value for pupils. This is not an insignificant feat, given the widening array of digital options and the pressure on schools to stay relevant and respond to the way today’s children learn. TRANSFORMING TEACHING IN 2018 While no teacher wants to compete with smart gadgets for pupils’ attention, the ideal scenario schools must work towards is one where technology works hand in hand with traditional teaching – to bring content to life, allow pupils to explore a subject further, or to keep children connected when they can’t be at school or are doing their homework. Technology can help to make leaning fun too, for instance through ‘gamification’. In more specialist scenarios, newer technology such as virtual reality can bring locations and situations to life in ways that haven’t been possible without experiencing something first hand. The fact that children use technology so readily in their personal lives, and by choice, has resulted in high levels of acceptance as well as a growing expectation to continue this ‘mobile’ experience in school. Wesleyan Bank’s new white paper, ‘Affordable Access to EdTech’, highlights the latest

technology innovation in education as well as new improvements to established teaching tools, and the impact such aids can have. The white paper is available for free to all readers by visiting vendor.wesleyan.co.uk/EdTech2018. STRATEGIC TECHNOLOGY SPENDING What has become very clear to school budget-holders is that government funding cannot be relied upon to deliver the investment needed to sustain teaching facilities and keep pace with the latest technology opportunities and skills. This in turn is hampering their ability to meet targets associated with preparing children for the digital workplace, with relevant experience and interest in subjects in which they need to be proficient. Without an alternative source of funding, schools are stuck. They must deliver progress, and they must stay secure and compliant with the latest regulations designed to protect sensitive data, and they must do this now. An increasingly attractive option is to use flexible financing and leasing from trusted and specialist financial providers to the education sector – affordable spread payment options that have been specifically designed to help UK schools bridge the funding gap and source the equipment, skills and resource institutions need today. MAXIMISING VALUE In the midst of all the changes facing education, technology is a critical enabler. It offers a window on the world for pupils wherever they are, and a means of inclusion for those who find learning more challenging. For teachers, the latest ICT enables greater efficiency, understanding as well as meeting the needs of pupils as individuals, and of capturing and

interpreting evidence about outcomes. Wesleyan Bank’s ‘Affordable Access to EdTech’ white paper sets out the risks schools need to guard against by maintaining ICT investment levels, before going on to provide practical advice about how schools can bridge the gap between available public funding and the amounts needed to keep their digital resources, security and skills current. Whatever the government’s funding strategy, and however limited education budgets remain for the next few years’, schools’ competitive differentiation, their results, and their compliance with new security requirements, depend on the ability to maintain investment levels, stay current and keep pace with accelerating technological developments. With more tailored and flexible financing and leasing options, the good news is that schools do have another way to progress their plans. ABOUT WESLEYAN BANK Wesleyan Bank, a member of the British Educational Suppliers Association, has a long track record of providing tailored finance solutions to schools to enable them to invest in the technologies and environments they need. It offers long-term flexible loans and provide asset finance solutions for ICT software and associated services, in addition to specialist equipment over periods typically ranging from one to seven years. Wesleyan Bank can also fund cloud-based technology acquisition, catering for subscription-based purchasing, in addition to IT related training and consultancy. In addition, it has developed a one-to-one funding programme to help schools and parents finance students’ personal learning devices that can be used inside and outside of the classroom. #

For further information about Wesleyan Bank’s specialist IT finance solutions for educational establishments and to download the white paper ‘Affordable Access to EdTech’, see below. FURTHER INFORMATION Tel: 01606 338001 vendor.wesleyan.co.uk/EdTech2018 bankcommercialsales@wesleyan.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 23.1

ARTIFICIAL INTELLIGENCE

How to enhance education with AI Artificial Intelligence (AI) holds infinite possibilities to redefine work and life, which will result in redefining education. BESA’s Cleo Fatoorehchi examines the AI market and ways the technology can be used in the classroom At Bett 2018, while some will make you will not replace humans. We will try on VR headsets, others will explain not live in a Matrix-like world. why Augmented Reality (AR) is the new black, and still others will convince you INFINITE POSSIBILITIES of the benefits of using AI. Instead, AI holds infinite possibilities Experts have extensively to redefine work and life Teacher discussed the various purpose, which will result in scenarios emerging redefining education, too. will not s on the back of an The jobs that can be done replace be d AI-focused world, faster by machines – for b y AI. If they and they all example, scanning a c q u ire an A assistan agree: machines thousands of documents for I

t monito to help them more ear the class s free theily, it will ir to teachtime

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law cases – will indeed be done by machines. But only so that humans can focus on the interesting, judgment-based element of the work, which machines are unlikely to learn. Likewise, teachers will not be replaced. If they acquire an AI assistant to help them monitor the class more easily and comprehensively, it is only as an aid to free their time to do what they do best: teaching new things to children. Actually, teachers are more necessary than ever and, with AI, they will be able to deliver engaging, interactive lessons adapted to their classroom in a way they couldn’t do before. According to Rose Luckin, professor of learner centred design at the UCL Knowledge Lab, University College London: “AI is not going to replace people. We will still need the empathy, reasoning and critical thinking of (human) teachers to educate our children. But we can make their jobs easier and more efficient by removing some of the excessive workload for example, in assessing pupils or bridging gaps in pupil attainment.” This is also why the education sector now talks of developing “21st century skills”, rather than just using schools as a place to acquire knowledge. Developing know-how instead of know-what, for example teamwork, leadership, listening, staying positive, dealing with people and managing crises and conflict, is the redefinition of education when machines can “remember” more than a human brain. ! CENTURY Tech

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CENTURY Tech

" IMPROVING EDUCATIONAL OUTCOMES So, technology and AI only represent the new tools for teachers to use. In particular, AI can be really useful to deliver personalised learning. Many of the Bett Futures companies exhibiting in January 2018 were demonstrating this potential. Vocal Recall, for example, allows for personalised audio feedback to each student through a QR code. One teacher describes this product as revolutionary: “It takes me less time to make feedback, I can include more detail, and the students prefer it. They engage with it more readily and actually do what I ask them to do!” Another start-up, ITSI, provides teachers with a platform to see a real-time overview of class behaviour through user-analytics. “It gives educators the opportunity to explore individual attainment and engagement to see how students are interacting with their books and the information in general, which can lead to effective adaptation of the resources provided in order to create engaging material going forward,” ITSI’s founder, Gary Bryant, says. For Auris Tech, the use of AI enables teachers to give more support to the children who struggle. In reading, for instance, the Fonetti app listens to children reading aloud and encourages them by highlighting the words they get right and pointing out any that are missed-out or incorrectly spoken. This means all children in the classroom benefit from a virtual one-on-one session reading aloud, and those facing difficulties will see the teacher spending more time with them. NetSupport, an innovative company that has been around for over 25 years, also taps

into the new possibilities of AI. At Bett 2018, it launched a new app, ReallySchool, which ensures a most flexible approach to capturing observations in the classroom. Its marketing communications manager, Katie Hall, says that it helps teachers save time while looking at all aspects of a child’s behaviour. For example, “it details the targets of behaviour, communication, language, literacy, numeracy, physical development, PSE, understanding the world, and interpersonal skills that reception class children should be able to achieve. It also allows teachers to log the different levels of mastery as a child learns. One key benefit of ReallySchool for the pupils is that they don’t realise they are being assessed and therefore they behave naturally. For teachers, this means their assessments are more accurate.” CENTURY Tech is another EdTech company that is motivated by the potential of AI to “ease unnecessary burdens”, as its CEO and founder, Priya Lakhani, says. “Teachers no longer need to generate data themselves, as it is collected as students use the platform. Real-time data insights are powerful in enabling teachers to track progress immediately as well as provide timely evidence based interventions.” She adds: “If a teacher does all the assessing themselves, by the time the data has been analysed it might be too late for a pupil. Their deficiency in a certain area of maths, for example, won’t have been picked up until after they have moved on to the next stage of learning. Interventions need to be ‘in the moment’.” However, Rose Luckin, who made it into the Seldon List as the ‘Dr Who of AI’, is clear that

teachers need to be part of developing these AI-fuelled products and services: “Teachers need to be more aware of AI and its potential benefits, and part of the dialogue about its use. It is important that they drive this innovation.” She adds: “The reality is that AI is here to stay. Companies are spending huge amounts of money on its development. Teachers need to be involved in that process and have a say in what AI can do for education, otherwise they risk one day having it imposed on them and their students.” This is why the EDUCATE project, of which Rose Luckin is the director, aims to bring together entrepreneurs and innovators, with academics, researchers and educators, to deliver world-class EdTech products and services. Based at UCL’s Institute of Education, and match-funded by the European Regional Development Fund and UCL’s partners – UCL Engineering, the British Educational Suppliers Association (BESA), Nesta and F6S – EDUCATE offers a rigorous and comprehensive training programme focusing on pedagogical research to help EdTech start-ups, SMEs, entrepreneurs and educators develop, evaluate and improve their products and services with the use of research evidence. Ultimately, AI and other forms of EdTech are always used with the best interests of the children and their teachers at heart, and serve to help teachers deliver the world-class education that the UK is renowned for. The technology in service of the human, not the opposite; no need for us to be afraid. # FURTHER INFORMATION www.besa.org.uk

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STEM

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Written by Andrea Pluck

ENGINEERING

The Year of Engineering The government has announced that 2018 will be the ‘Year of Engineering’ as part of plans to tackle the engineering skills gap and widen the pool of young people who join the profession The Year of Engineering will see the government and industry aim to tackle a major skills gap and inspire the next generation of engineers. According to the government, engineering is one of the most productive sectors in the UK, but a shortfall of 20,000 engineering graduates every year is damaging growth. The national campaign will increase awareness and understanding of what engineers do among young people aged seven to 16, their parents and their teachers. As part of this, ministers from across the government are teaming up with engineers, industry experts and businesses in order to change perceptions around this area. This is expected to highlight the scale of opportunity that careers in the industry can hold for young people in the UK.

SEVEN PROJECTS The campaign is being supported by the UK Space Agency, which will be funding seven education and outreach projects designed to inspire interest in science, technology, engineering and mathematics (STEM). The projects will each receive £210,000 of funding and include Monitoring the Environment, Learning for Tomorrow (MELT), which will allow pupils to understand and analyse key earth observation relating to the North and South Pole. Another project will see the Space Agency work with the Design and Technology Association in order to develop a series of curriculum-based resources which will use the design and technology curriculum as a platform to motivate young people to consider careers in the space industry. This will see the government and

The Year of Enginee aims to ring a major tackle and ins skills gap next ge pire the n of engi eration neers

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around 1,000 partners deliver a million inspiring experiences. There will also be activities taking place in order to inspire young people, such as a Siemens See Women road show aimed at inspiring women, including more black, Asian and minority ethnic girls, into pursuing STEM careers. Other measures include producing new children’s book on engineering and allowing schools to go behind the scenes at Airbus to meet engineers working on the Mars Rover. What’s more, the Science Museum and London Transport Museum will be capturing children’s imaginations with interactive exhibitions. In addition, Thales in the UK will be inspiring inventors of the future with robot clubs in primary schools, and Sir James Dyson, through the Dyson Institute, the James Dyson Foundation and the James Dyson Award, will continue to invest in inspiring young engineers by providing opportunities to apply engineering principles to projects that solve real world problems. Skills minister, Anne Milton commented: “I want to see everyone whatever their

background, wherever they live to have a chance to get a rewarding career or job in engineering whether they come via a technical or academic route. “The Year of Engineering gives us a great opportunity to work together with business to inspire a new generation of world class engineers. We want to build the science, technology, engineering and mathematics skills that we need for a growing economy, as highlighted in the government’s Industrial Strategy.” THE DEFENCE SCIENCE AND TECHNOLOGY LABORATORY The Defence Science and Technology Laboratory (Dstl) has announced that it will be backing the government’s Year of Engineering pledge for 2018. As a key campaign partner, Dstl will be promoting its state-of-the-art engineering work to demonstrate the creativity involved in designing solutions for military and security customers. In 2017, Dstl recruited 80 graduates and 27 apprentices across its divisions, who work on some of the UK’s most exciting and interesting science and technology programmes, many of which have international and well as national implications. Engineers at Dstl work in a wide range of engineering disciplines including mechanical,

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STEM

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The Year of Engineering activities will build on Dstl’s current Science, Technology, Engineering and Maths (STEM) outreach programme with schools and universities, which sees its STEM Ambassadors out and about meeting as many young people as possible to help inspire the next generation of engineers electrical, materials and software. Every day they are working on a range of high-profile engineering projects including the Queen Elizabeth class of carriers, the F-35 Lightning II, unmanned aerial vehicles, ballistic protection and cyber security. The Year of Engineering activities will build on Dstl’s current Science, Technology, Engineering and Maths (STEM) outreach programme with schools and universities, which sees its STEM Ambassadors out and about meeting as many young people as possible to help inspire the next generation of engineers. Dr Bryn Hughes, Dstl technical director, commented: “At a national level, there is a general shortage of well-trained and qualified engineers. If not addressed, this will have

a long-term impact not only for defence and security, but also the prosperity of the UK. At Dstl, we encourage our engineers to meet young people as part of the STEM Ambassador programme, and raise the profile of the exciting opportunities offered through engineering in all its forms. “To this end we look forward to the opportunity in 2018 to really focus our efforts. We’ll be working alongside other employers with the aim to inspire the next generation of engineers to join us in solving some of the UK’s most critical problems with inventive engineering solutions both now and in to the future.” # FURTHER INFORMATION www.gov.uk

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Advertisement Feature Written by Martin Brown, educational development manager, Siemens UK & Ireland

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STEM

AIMING TO INSPIRE THE NEXT GENERATION OF ENGINEERS Martin Brown from Siemens outlines the importance of STEM subjects to help produce a better-skilled workforce that can support future UK growth and highlights some of the educational-based initiatives his company offers to encourage technical education and training for the next generation If the UK is to hold its own in an increasingly competitive global marketplace – one where countries who best harness the skills and talent of its workforce to drive productivity, generate and commercialise new ideas and create new jobs to service a digital future will succeed – then the role of STEM-based education will be critical. The prominence of science, technology,

EDUCATION BUSINESS MAGAZINE | Volume 23.1

engineering and maths as enabler subjects that can bolster career prospects for a young generation, as well as provide the skilled workforce the UK will need in the future, is clear and well proven. A recent report from Engineering UK 2017 – ‘The State of Engineering’, strongly articulated some salient points in this regard. The engineering sector contributes 26

per cent of the UK’s GDP, and every extra person employed in engineering supports another 1.74 jobs. But the positive news that the number of engineering and technology first degrees obtained in 2014/15 has improved compared to the previous year, and that more 11-16-year-olds ‘would consider a career in engineering’ than ever before, is counterbalanced by some

arresting points published in the report. Engineering graduate supply currently falls significantly short of demand, with the report authors saying this figure could be up to 20,000 annually. In addition, the previous dependence on international talent from the EU and beyond could well be affected by a post-Brexit future. Finally, efforts to attract more girls and women into engineering still presents a challenge to all stakeholders. Less than one in eight of the UKâ&#x20AC;&#x2122;s current engineering workforce are female, and boys are five times more likely to gain an engineering and technology degree. These figures need to change. Fast. As a global engineering and technology services company, Siemens, like many others, understands our responsibility to help promote the benefits that a STEM-educated workforce can deliver both individually in the form of a well-remunerated and stimulating career, as well as for businesses. That is why we are very active in the educational arena as we seek to help inspire the engineers of the future. First, we have established a unique educational package developed to help educational establishments to better engage

with pupils on technical subjects. Siemens Automation Cooperates with Education (SCE) provides a set of trainer packages on offer exclusively to teaching institutions. Designed to help simplify the education of automation, it includes innovative hardware and software products that expose the next generation to a range of original industrial components for use in the classroom or training laboratory. In addition, we have developed over 100 didactically prepared training curriculums on the topics of automation and drives technology which perfectly complements the SCE trainer packages and provides a holistic teaching support package which, I am delighted to say, many teaching establishments are enthusiastically implementing on a daily basis. Secondly, we are proud to continue our long-running partnership with WorldSkills UK organisation. Having worked together for a number of years, we are looking forward to supporting their objectives through the continuation of an Industrial Control competition. Open to entrants from all educational backgrounds such as universities, colleges and university technical colleges as well as current apprentices. The competition, which is organised by Siemens, aims to reflect the role of a modern-day controls system engineer, and promote the standards expected of those entering the industry, along with elements of electrical and automation installation. To qualify for the national finals, entrants must demonstrate key competences including PLC programming, fault finding and the use of mechanical tools. Both fun and challenging, the Industrial Control competition offers a tangible opportunity for talented young engineers to display their knowledge and, importantly, their potential. Alluding to one of the points highlighted

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in the Engineering 2017 report, I was particularly delighted to see an all-female team take the Silver medal at the 2015 national finals. Their success has gone on to help inspire others and they have become excellent role models for what is possible. It supports our clear message that STEM subjects and subsequent engineering and technology careers are open to all regardless of background or gender. We intend to keep the Industrial Controls competition relevant and evolving. The format will remain agile and flexible in order to demonstrate an ability to adapt to change and, for example, fully embrace the onset of digitalisation and automation as it has an increasingly influential impact on society as a whole. Finally, we are doing our bit to encourage and train the next generation to help meet future demand. Alignment with WorldSkills UK competitions gives us access to broaden our inclusion agenda to encourage as many young people from under-represented backgrounds to consider a rewarding career in STEM and, hopefully, with Siemens. Our efforts in this regard has led to Siemens becoming a recognised National Apprenticeship Awards Top 100 employer â&#x20AC;&#x201C; something we are very proud of. Every year, a significant number apprentices and full time engineering students, who attend colleges across the UK equipped by our programme, are exposed to an immersive and in-depth learning experience; one that will equip them with the engineering and technology competencies they will require in the future in order to make the kind of highly valued contribution the country needs. # FURTHER INFORMATION www.siemens.com/sce

To qualify for the national finals, entrants must demonstrate key competences including PLC programming, fault finding and the use of mechanical tools Volume 23.1 | EDUCATION BUSINESS MAGAZINE

Advertisement Feature Written by Ian Scott-Smith, head of economics, The COllege of Richard Collyer

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RESOURCES

A FULL SUPPORT PROGRAMME FOR TEACHERS AND PUPILS EzyEconomics provides a full support programme for teachers and students for their A Levels and responds to the challenge of larger teaching groups. Ian Scott-Smith, of The College of Richard Collyer writes about his experience The EzyEconomics service accounts for 18 per cent of my budget. Even though this is excellent value for money, the service has had several positive impacts on the economics of the department. The service has supported significant reductions in reprographic and textbook costs. These savings almost cover the cost of the subscription each year. It has also provided invaluable support to the economics department as it responds to the challenge of larger teaching groups. PROFESSIONAL VIEW EzyEconomics provides a full support programme for teachers and students for their A Level studies. For me, it is by far the most successful tool yet to help students transition into becoming more independent learners. It is also the most labour-saving that I have come across to date. We have fully embedded EzyEconomics into our Schemes of Work for this year for flipped learning, ongoing assessment/tracking of progress, revision of Year 1 materials and encouraging independent study. Students have preparatory tasks set which have to be completed before their first class of the week. This generally consists of taking notes from one or two EzyEconomics lecture videos and frequently a related assessment task to check their understanding. These notes are consolidated with tasks and discussion during class to fill gaps, extend and apply their knowledge. The flipped learning element also means that we can extend their analytical and evaluative skills more rapidly and effectively in class. For Year 2 students, the End of Module assessments are set periodically to aid their understanding and recall of Year 1 material. In all cases, it is the immediate explanatory feedback and ability to retest themselves (and generally see rapid success) that I believe has and will continue to make the biggest difference to their knowledge base for the subject. After discussion with students, I have found that the site quickly becomes familiar and trusted – a vital element in them becoming more independent in their use of the site. It is also easy to navigate and well laid out; students can use the module titles

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to find areas of the syllabus that they want to review/preview as they closely follow the specification titles. Trust and familiarity get them onto the site but it is their own recognition of their progress that gives them confidence and makes them return. PERSONAL REFLECTIONS The changing nature of the environment meant that I had to find new ways to work. Rising class sizes and a growing department mean that I can no longer be students’ focus for information, help, learning and feedback. The last few years prior to using EzyEconomics found me exhausted and very much on the verge of stress related illness; by the time exam season rolled around, I was running on adrenaline to get the kids through. I was beginning to think that I had to find a way out of education – a job that I love – but one which was becoming unmanageable. This is a platform that I can put at the centre of my practice. It means that class time can be used for extension activities, applications of theory, things to really inspire learners. I spend more time planning effective lessons because routine assessment and tracking is taken care of and so easily monitored. It gives me evidence of success and also lack of engagement which then brings in the pastoral system and parental support in a more focussed way (it’s very useful to show at parents’ evenings). Having embedded it fully, I’ve found that there is more time for meaningful discussion during class time and more students are engaged as they have a foundation of knowledge and some

confidence as a consequence. SPECIFIC STUDENT EXPERIENCES Student O openly stated that, particularly in the more technical areas of the course, he needed more time to process the information to “get it into [his] head”. Having the ability to update and amend class notes by reviewing lecture videos (sometimes two or three times) meant that he had the ability to “keep up with the rest of the class”. He improved his AS exam by three grades, exceeding his aspirational target grade by one in his full A Level exam. Student C had a voracious appetite for learning and was willing from the start of the course to spend long hours in the library to improve on his aspirational target grade. In Year 1, much of his work lacked focus. In Year 2, and with the help of EzyEconomics, he was able to work in a much more focussed way, leading him to again exceed his ATG by one grade. Student D had largely given up on Economics after Year 1 as “too difficult”. She would often say that she’d be happy if she got a C grade by the end of Year 2. I gave her structured work on EzyEconomics and challenged her to keep working on assessments until she had at least 70 per cent in them. She saw the rapid progress, loved the immediate feedback providing her with a clear learning point and worked beyond my schedule, buoyed by her successes. She achieved an A grade in A Level Economics. # FURTHER INFORMATION www.ezyeducation.co.uk

FACILITIES MANAGEMENT

A NEW SCHOOL OF THOUGHT FOR FM SERVICES

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At a time of increased expectations and demands on education sector budgets, schools and academies need an efficient and trustworthy partner when it comes to managing their facilities Norse, one of the UK’s most dynamic and fast-growing facilities management providers, is dedicated to partnership working with the education sector, offering the experience and stability so vital in times of economic pressure. Established in 1988, Norse helps to ease the financial strain in over a thousand education establishments through efficiency savings, saving their clients money year after year. And it’s now a fast-growing market for the £200 million turnover company. In the first six months of the current financial year, Norse and its local authority partnership companies have won over 100 new education sector contracts, worth almost £5 million a year. The sector now accounts for almost £40 million, or 20 per cent, of Norse’s annual turnover. SAFE PAIR OF HANDS Operating from a network of local offices and depots across the UK, Norse is today recognised by the education sector as a safe pair of hands; a reputation clearly justified and evidenced by the group’s 96 per cent client satisfaction and high business and staff retention, all well above the national averages for the industry. The group is unique in the wide range of services it provides to the educational sector: cleaning; catering; building and grounds maintenance; property services such as feasibility studies; design; planning and building control applications; project management and compliance, environmental services; recycling and waste management; security and school transport and vehicle maintenance. Sales director Geoff Tucker says that this comprehensive range of services, combined with its public-sector ethos and record of high quality service delivery, make it very attractive as a facilities management partner to the education sector. “We pride ourselves on developing long-term relationships with schools and academies,” he says. “Our average association with clients is over nine years, a clear indicator of the trust and satisfaction that they have

with us. By working with Norse, schools and academies have access to the pooled experience of specialists in all aspects of managing educational facilities.” Schools and academies benefit from the added value of a trusted, financially secure and sustainable partner committed to delivering a first class service. Through careful financial management, and a selective, organic approach to business development and growth, Norse ensures long-term stability for its 9,500 directly-employed staff and its UK-wide client portfolio. The group is also a strong believer in the importance of adding corporate social value to its commercial propositions. INVESTING IN EDUCATION SECTOR CLIENTS Norse regularly reinvests in its education sector clients through everything from sponsoring sports teams’ kits to providing new dining furniture, as well as a long-established policy of providing locally-based employment and using local suppliers wherever possible. In an industry that is not widely renowned for innovation, Norse offers a refreshing

alternative. Investment in technology such as web-based maintenance scheduling, operations management software and hand-held personal digital devices for job recording, the use of biodegradable cleaning chemicals and environmentally efficient equipment are just some examples of the group’s commitment to efficient, client-focused service. By taking on responsibility for managing a comprehensive package of facility operations, or just a single service, Norse allows a school or academy to concentrate on delivering education to the young people they both serve. For those wanting to know more about the Norse approach to partnership-based, cost effective services provision, the company will be on Stand 28 at the NASBM show in November. # FURTHER INFORMATION ncsgrp.co.uk

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

Education Show 2018

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Providing safe and secure internet connection

Inclusive and interactive learning environments

emPSN are a not-for profit based in the East Midlands. The organisation help schools secure safe and reliable broadband connectivity and other online services such as web filtering. Instead of just a connection, its robust network provides a safe and secure environment for the whole school community to access the internet. emPSN’s schools benefit from free access to the Audio Network, the NEN resources, Listening Books, British Pathe, member only events and so much more once

Yang For Young Ltd is a Sheffield based inclusive educational products design company, founded by Elena Yang Liu who was inspired by ‘doing good by design’. Yang For Young develops tactile and easy-to-use products for young people with sensory impairments and aims to create a more inclusive and interactive learning environment for young people in and out of schools. To help young people develop more life skills and improve their communications, Elena is focusing on identifying the common social and emotional issues that have brought difficulties to people’s lives. yangBrailler was born as the first product of Yang For Young Ltd – it is a versatile braille and alphabet learning tool that aims to be an interesting and engaging method of learning the alphabet and braille regardless of visual ability. yangBrailler has shown its

they’re a part of the network. At the Education Show this year, emPSN will be launching its Beneath the Screen poetry book for children. The book introduces online safety issues such as radicalisation, trolling and device addiction and is a great conversation starter for online safety. Come visit the company at stand G90 to find out more. FURTHER INFORMATION Tel: 01604 879869 www.empsn.org.uk

EDUCATION BUSINESS MAGAZINE | Volume 23.1

inclusivity and flexibility to both sighted and partially sighted children as well as local schools. It is exciting to announce that yangBrailler is now ready to go out and meet everyone. Want to have a go with the product or find out more about how your students and children can benefit from the product? Come and talk to Yang for Young at the NEC Birmingham Education Show 2018 at stand K49, hall 7-8. FURTHER INFORMATION www.yangforyoung.com

EVENT PREVIEW

The Education Show 2018

Education Show 2018

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Now in its 28th year, the Education Show has become the recognised event for educators to experience the latest and most innovative education resources on the market

This March, the show is back, and education experts will be joined by Michael Rosen, an award-winning children’s author and Darcy Bussell, one of the beloved Strictly Come Dancing judges. The UK’s leading education resources event brings the classroom to life over three days from 15 to 17 March 2018 at the Birmingham NEC. The 2018 show celebrates the mix of practicality, fun and creativity that teachers bring to their roles to inspire their pupils, while supporting the knowledge and commitment of schools. Creativity, wellbeing and literacy are at the forefront of this year’s show. With the recent emphasis of these topics in Whitehall and the education sector in general, this comes as little surprise and yet the Education Show provides valuable time to look at the most innovative approaches to these subjects. WELLBEING Children’s wellbeing has recently taken the sector by storm with a number of significant studies highlighting the shocking scale of mental health problems in the UK, with young people being particularly affected during their school years. In August, the Department for Education estimated that three pupils in every classroom across the country have a diagnosable mental health disorder with little support always available for every student. These findings are backed up by the recent Bett Innovation Index which found that although a majority of teachers are concerned about the mental wellbeing of their students, fewer than half feel confident in their ability to know how to handle these situations. The event will feature over 200 of the most

The educati inspiration, with resourc on the intention es event b of bringing r classroo ings the creativity to m to lif the classroom. e three d o v e r An additional 15 to 1 ays from Education 7 Start-ups area the BirmMarch at will showcase ingham the ‘best in class’ NEC start-ups to inspire

creative education solutions and resources, with exhibitors including some of the well-loved brands that you’re likely to recognise from your schooldays, to exciting and innovative new companies. The key themes of creativity, wellbeing and literacy are the forefront of everyone’s minds as they present their resources to educators from around the globe. Educators, policy makers and leading speakers join them in a diverse programme of professional development during the event, helping teachers navigate policy changes and create a fun interactive learning environment for their pupils. Anita Pal, event director of the Education Show, said: “The Education Show and its community demonstrates the many different aspects of a rich and creative education each year and it’s always a pleasure to work with our teachers to deliver the show. As always, literacy and numeracy are at the heart of the event but this year the role that wellbeing, innovation and the arts have on education are being highlighted in an exciting way.” The Education Show has a number of new feature areas this year, including an arts and crafts workshop, where educators can get hands on with the latest creative resources. A separate Health and Wellbeing Zone has been developed to help teachers develop their understanding of mental health and to discover the latest solutions to be best able to provide much-needed support for the welfare of pupils and fellow teachers alike. The Teaching with Creativity Workshop will feature content with a cross-curricular

and enable teachers to explore the broad range of emerging learning technologies. Complementing that will be the follow-up to last year’s popular Learning through Technology Zone, which will allow visitors to delve even deeper into the behind the scenes of the more tech-based products before implementing them in their own classrooms. As always, The Education Show is sure to delight and surprise even the visitors who have been attending annually. This year the show is shifting its focus to better reflect the priorities of educators with additional information on mental wellbeing and education technology. In short, there is a lot to look forward to! #

The Education Show 2018 takes place from Thursday 15 to Saturday 17 March 2018 at the NEC, Birmingham and is free to attend. To discover more and to get your ticket, see below. You can also follow @EducationShow on Twitter for all the latest news and updates! FURTHER INFORMATION www.education-show.com Twitter: @educationshow

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SPORTS EQUIPMENT

IMPROVING THE QUALITY OF PE AND SPORT OPPORTUNITIES Creating the right environment to encourage children of all abilities to participate in sports within school settings, both as part of the curriculum and as part of after-school sports clubs, can appear daunting Creating the right environment to encourage children of all abilities to participate in sports within school settings, both as part of the curriculum and as part of after-school sports clubs, can appear daunting. With a myriad of choices ranging from the best surface to use to maximise all-year round usage, to considerations to be given to the choice of sports to incorporate and the most appropriate fencing systems to blend in with the specific setting, it’s important to get a knowledgeable partner involved who can work with the school in a consultative manner. FAWNS Playtime by Fawns have been involved in the design, manufacture and installation of such multi-use-games-areas, play equipment and outdoor gyms for almost 30 years, and from experience, know that only by understanding the specific requirements of the school will ensure the creation of a sustainable low-maintenance solution which significantly enhances pupil participation in sports, games and exercise. BUDGET CONSTRAINTS Working within differing budget constraints and often with free space at a premium, Fawns can offer advice on the most appropriate surfacing options specific to the priorities of the setting: often one of the most important decisions to ensure the success of any sports space. From artificial grass, porous tarmac to the latest polymeric rubber based surfacing designed to meet Sport England specification, a continuous, resilient multi-use sports surface designed for use in all weathers. The porous polymeric surface is suitable for a wide variety of activities and provides high quality play combined with comfort, good grip, minimum risk of injuries and fast draining after rain fall. It is suitable for a whole range of sports, with long-lasting integral lines which can be painted in distinctive colours to help easily differentiate the pitches for different sports. PLAYING SAFE Fawns’ range of sports fencing is available in four different fencing and goal specifications,

EDUCATION BUSINESS MAGAZINE | Volume 23.1

again designed to meet the specific requirements of the setting. Offering noise reduction by virtue of their rubber inserts, the fencing panels can even be cranked inwards to increase ball retention, with clamp bars covering panel ends to ensure a safe playing area with no sharp edges. The system offers flexibility in terms of panel heights, and a range of options in terms of access points. Goals can be enclosed or open, and basketball hoops set at reduced height for primary aged children. Available in seven different colours, the courts can be as eye catching or as subtle as required. The steel is galvanised and powder coating with its premium systems offering a 25-year structural guarantee and seven-year paintwork guarantee. SPACE If space really is at a premium, Fawns can offer innovative freestanding goals, basketball hoops, ball catchers and ball walls – these can be incorporated within the playground while ensuring the space is kept as flexible and open-ended as possible. Extremely cost effective while durable and low-maintenance, they offer the chance to significantly enhance PE and Sport opportunities as well as offering additional activities for break and lunchtimes. To make full use of the school estate, Fawns manufactures and installs a range of timber health-trek equipment, designed to create an outdoor circuit training trail around the perimeter of the school field. Used as part of curriculum lessons, the sustainable low-maintenance equipment is free from moving parts and is manufactured from

machine rounded timber with a 15-year guarantee – it’s available in a number of different sizes depending on the age group, and blends seamlessly into the typical tree lined school field perimeter. SOPHISTICATED SOLUTIONS More sophisticated solutions are available in the form of Fawns’ range of outdoor fitness equipment, manufactured by its parent company Wicksteed Playgrounds. Increasingly familiar in public parks around the country, this equipment has been specially designed to cater for a wide range of abilities, from the complete novice right through to the experienced athlete, from balance beams and dip bars to double leg press, hamstring stretch and full-on calisthenics static fitness zone. Using the very latest smartphone technology, QR codes on each of the individual units can be scanned by the users’ mobile devices. Video footage demonstrates the multiple exercises that can be performed on each piece of equipment. Written instruction signs on each item also provide clear and concise guidance, ensuring each item of equipment is used properly, efficiently and therefore effectively. All of its products and ball courts are fully compliant with the latest British safety standards, and Playtime by Fawns are members of the Association of Play Industries. For a free consultation, including no obligation designs and advice, see below for more information. # FURTHER INFORMATION Tel: 01252 515199 www.fawns.co.uk

Play

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OUTDOOR LEARNING

Prioritise outdoor play to give your pupils an advantage The positive impact that outdoor play has on children in terms of their concentration, academic achievement, physical fitness and overall wellbeing means those schools which don’t prioritise play could be at a serious disadvantage. Mark Hardy, chair of API, reports We all share a responsibility to ensure that children are able to play and exercise enough to safeguard their physical and mental health – parents, schools, communities, local authorities and government all have a role to play. However, competing priorities can often mean that facilitating children’s outdoor play can get pushed down the to-do list. The positive impact that outdoor play has on children in terms of their concentration, academic achievement, physical fitness and overall wellbeing means those schools which don’t prioritise play could be at a serious disadvantage. THE BENEFITS The effects upon children of unstructured outdoor play, preferably with some built-in risk, are profound.

Play is the foundation for learning. In fact, play is learning. It allows children to develop their creativity, imagination and problem-solving skills. Play is the earliest manifestation of a child’s desire to learn and of their thirst for knowledge. It is second nature to them which means learning is too. To curtail play is to curtail learning. Play also improves a child’s ability to focus and concentrate. Incorporating physical activity into a child’s day has a positive effect on their behaviour and their ability to focus for longer periods of time. Children are inherently active and without regular opportunities for outdoor

play they can have a tendency to let off steam at far less appropriate times. A child’s ability to interact well with those around them and develop positive relationships is an important factor in their overall school success and play is vital in developing essential social skills. For children to get the most out of play they have to display empathy, negotiate roles, take turns, resolve conflict, navigate rules and assess risk. PSYCHOLOGICAL WELLBEING Outdoor play fosters children’s emotional and psychological resilience. Through free, !

Play is the for ion foundat lay allows .P learningn to develop childre creativity, their tion and imagina -solving problemills sk

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Looking for real impact from your pupil premium budget? Improve outcomes for all students with UFA and Top Tutors. UFA delivers programmes rated as high impact by EEF (Education Endowment Foundation) and the Sutton Trust. Based on extensive research, the EEF suggests these activities have the potential to extend progress by up to an additional 5 months. Peer Tutoring – With over 20 years in the industry, UFA are the UKs leading provider of peer tutoring programmes. Our highly experienced staff can work with your school to train both your staff and students, and leave you with the resources needed to see it successfully implemented. 1-1 and Group Tuition – For schools based in London and the Home Counties, our social business Top Tutors can provide DBS checked tutors in all subjects. You could choose revision sessions leading up to exam season or 1-1/group sessions with struggling students. Staff CPD – UFA offer bespoke programmes improving teaching & learning (including metacognition) with a focus on building student leadership of their learning. For more information visit: www.ufa.org.uk or www.toptutors.co.uk Top Tutors is a wholly owned subsidiary of UFA, a national educational charity committed to inspiring learning and leadership in young people. All profits from Top Tutors go into supporting the work of UFA.

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Why use us?

Play

OUTDOOR LEARNING " unstructured and active play children learn how to manage their impulses and emotions. Children instinctively test and learn what their limits are, often through challenging or risky play. They experiment with emotions such as fear, aggression, trust, anger and loss – all at a pace which feels safe to them and that they control. What’s more, a stimulating outdoor environment will help children develop fundamental moving skills from an early age, developing into more complex capabilities later on. Unstructured, free play builds motivation, confidence and competence to move and helps to reinforce the idea that regular movement and exercise is the norm. NOWHERE TO PLAY The onus on schools to be a key provider of play opportunities has recently taken on a whole new significance. Evidence is mounting showing an alarming decline in community play provision and the sad truth is that for many children, particularly in deprived areas, the outdoor playtime they get at school might be their lot. The API’s NowhereToPlay report uncovered an alarming decline in community playground provision. Between 2014/15 and 2015/16 local authorities across England closed 214 children’s playgrounds with plans to close a further 234. And the Heritage Lottery Fund report highlighted cuts to budgets for the running of parks, with 92 per cent of park managers reporting cuts to their budgets over the past three years. The downward trend in park and playground provision is happening fast and, in many cases, it will be irreversible; once a community playground or park is lost it is often lost forever. The result is that free play and activity is not a given for many children. Furthermore, it is the children in deprived areas who are hit hardest by the cuts as they are less likely to have access to gardens or outside space in which to move. OUTDOOR PLAY AND OBESITY We now know that the obesity crisis among children though widespread, is much more prevalent in poorer areas. Obesity has increased since 2014/15 with over a fifth of children in Reception and a third in Year 6 now overweight or obese. Children living in the most deprived areas are twice as likely to be obese than those living in the least deprived areas. Inactivity and the lack of outdoor play is a lead factor in the childhood obesity epidemic. Playing out with friends has been replaced by solitary, indoor and sedentary activities involving TV, tablets and phones and only a third of parents in a recent study said their children’s favourite activity was outdoor play. Obese children are far more likely to become obese adults. Adult obesity is associated with increased risk of a number of serious health conditions including heart disease,

type 2 diabetes and cancer. The obesity crisis will continue to grow as the opportunities for children to play outdoors diminishes. THE ROLE OF SCHOOLS IN PLAY It is now more important than ever that schools are able to provide the play spaces and equipment which children so desperately need. Schools can go some way towards compensating for the lack of opportunities for outdoor play in the UK. Schools can also play an important part in changing the fortunes of some of those children without anywhere else to play – indeed, they can transform their lives and improve their prospects into adulthood. But for many schools their time and budgetary constraints mean it can be difficult to prioritise. HOW CAN THE API HELP? The API help schools provide the very best opportunities for children to be active. The Schools Get Active Hub (www.api-play.org/ schoolsgetactive) has lots of useful advice, information and case studies from other schools who, for example, have made the most of small budgets, limited space or whose current play equipment is run down. API member companies are used to dealing with the challenges and constraints of providing schools with play areas that meet all their needs. By using exceptional design skills to transform unusable spaces, they create facilities for children of all ages and abilities. If you are considering creating or improving a play space but don’t know where to start, API members are experienced in guiding you through what can seem like a daunting process. Members of the API are the leading play companies in the UK and understand schools’ budgetary and time constraints. IN SAFE HANDS By entrusting an API member to design and build your school’s play area and equipment you can be sure that they’re professional and abide by a strict professional Code of Conduct. They’re experienced and have a proven track record of quality work. Their expertise, knowledge and skills ensure that the project is

completed to the highest possible standards. API members are trustworthy and regularly monitored for financial stability so you have peace of mind. They understand the importance of safety and the importance of risk by designing spaces with built-in challenges. Lastly, API members are committed. Before, during and after the project you will benefit from long-term service and support. CHANNELLING ‘CHILDISH’ BEHAVIOUR Children are hard-wired to be active and play. An holistic approach to education, which recognises the central role of free play and activity in a child’s physical, psychological and emotional development, is an approach which maximises each and every child’s full potential. Incorporating outdoor play into the school day works with, rather than against, a child’s natural instinct to learn through movement, activity and play. Unstructured play will improve their school experience in so many ways – by engaging their imaginations, enhancing their social interactions and stimulating their physical activity. It will also positively impact the classroom environment by improving learning and behaviour. Learning is heightened by channelling children’s desire to move, play, invent games, challenge, tease, compete, cooperate, fall out, make-up again, design their own rules and then modify them as they go along. Through play and activity they explore, not just their physicality, but their reasoning skills, language, numeracy, social skills and emotions. The aims of schools, of government, of parents – and of children themselves – all align. We all want young people to fulfil their potential and achieve academically. We want them to have a well-rounded education so that they leave school well-prepared for further education or employment. We also want them to be happy, healthy, well-adjusted and thoughtful individuals. All these objectives are well-served by providing great opportunities for outdoor play in schools. # FURTHER INFORMATION www.api-play.org

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RANSOMES MP SERIES

WELCOME TO THE FUTURE OF MOWING. The versatility of the MP platform has resulted in a series of wide area mowers with the option of rotary decks or cutting cylinders. Engineered from the ground up for minimal, simple servicing and significant weight savings using high strength steel. The designed efficiencies translate directly to keep your fuel usage down and operational costs low. Two engines are available; a 49 hp Kubota diesel and a 65 hp turbocharged unit, providing best-in-class power-to-weight ratio. The advanced controller on the 65 hp engine facilitates ‘drive-by-wire’ and cruise control as well as PIN protected maximum mow and transport speeds. Operator comfort is first-class with an ISO-mounted platform reducing noise and vibration together with a suspension seat ensuring long days of productive mowing. Output from the MP Family is prodigious, but don’t take our word for it.

Get yourself a demonstration by contacting your local dealer (www.ransomesjacobsen.com/dealer-locator/) or call 01473 270000

RANSOMES - FOR LEGENDARY PERFORMANCE www.ransomesjacobsen.com

Heritage • Reliability • Trust • Innovation

GROUNDSCARE

How is your green space? Seeing those daffodils raise their heads and the early blossom appear on the cherries is a sure sign that spring is just around the corner and that our dreary winter is coming to an end. Our gardens and green spaces have the amazing capability of improving not just our mood but our mental and physical wellbeing in many ways. An incredible amount of research and study has gone into demonstrating the importance and value of green space to our society. The benefits can be numerous and include flood mitigation, air pollution reduction and climate change adaptation, to name but a few. Add to this the increase in biodiversity and we can feel we are giving back to nature and not just taking. These principles can be applied to any green space but become even more pronounced when we consider the importance of having green spaces within schools, especially from the pollution perspective. As an example, let’s take the value of trees, shrubs and hedges. They reduce noise and filter many

pollutants out of the air. Carefully positioned trees around schools can help reduce energy consumption for heating and cooling buildings, and grassed areas are significantly cooler than tarmac and concrete. But is this value high on a school’s agenda?

profession. All in a bid to better understand how support can be put in place to improve pupil performance. But what if there was a simpler solution? A study was carried out in Massachusetts in the United States to see if there were any links between ‘greenness’ and school-based performance. 905 schools were studied and the results showed that students with a higher exposure to greenness showed better academic performance in both English and Maths, especially in the spring when they sat their MCAS tests. This could prove useful if your school is involved with the first National Reference Test (NRT). Spain carried out a similar study in Barcelona and found that not only did children’s working memory and behaviour improve but also that there was a drop in inattentiveness. Outdoor spaces have also been linked to an improved Ofsted rating; A Natural Connections school Ofsted report in 2014 said: ‘Pupils also enjoy an increasing range of opportunities for outdoor education, which broadens their horizons and enhances their progress in classroom work. These activities contribute to pupils’ improving spiritual, moral, social and cultural development.’

Written by Stephen Ensell, BALI’s education officer

Neglected green spaces are less likely to be used, so with spring nearly here, now is the ideal time to plan the maintenance or redesign of those spaces. Stephen Ensell, BALI’s education officer, explains what to bear in mind before embarking on a landscaping project

Landscaping

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BETTER PERFORMANCE Every school is facing performance pressures, from how their pupils do in exams and tests and where the school sits in the league tables, to how well MAINTENANCE AND REDESIGN it performed in its latest With spring on its way, as you look Spectac Ofsted inspection. of your window, how are the ular outgreen Research has been spaces around your school sp conducted on pupil shaping up? The challenge are ofteaces performance, can be the management and n in schoo created considering maintenance of these spaces. gender, Neglected green spaces are there is ls but a ethnicity, social less likely to be used, so now f a i l u i n under re background, is the ideal time to plan the st parents’ maintenance or redesign of the leveanding education and those spaces. Consideration mainten l of even their father’s first needs to be given to ! an

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GROUNDSCARE

Landscaping

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" how they are used, which will determine the type, frequency and cost of the maintenance regime they require. It is crucial to consider this when redesigning outdoor spaces in the school environment. Often spectacular spaces are created but there is a failure in understanding the level of maintenance involved and the fact that plants grow and the area could look very different in a few years’ time. Before you know it the area looks unloved and neglected and nobody uses it. A professional landscaper can make sure this is all taken into consideration when planning a new green space. They will seek to understand how the space is to be utilised and create a design to suit the school’s needs, building in an affordable maintenance schedule that can be sustained. Unfortunately, there is no such thing as a ‘no maintenance’ green space but there certainly can be a ‘low maintenance’ option. The key here is to create more than just an area to look at but also to have an area that’s usable, an extension of the classroom if you like. For younger children these areas encourage exploration, creativity and a sense of wonder, as well as physical activity. It seems easier to build in these activities within primary schools but often becomes more of a challenge to use these spaces in secondary schools, unless it’s a sports pitch – and even these are being replaced with all-weather and artificial surfaces. CONNECTING WITH NATURE Concerns have been expressed over a loss of connection with nature, referred to as Nature Deficit Disorder (NDD). Many children are spending less and less time outdoors; this in turn leads to a reduced affinity with nature and, ultimately, disengagement from environmental issues and a lack of appreciation for biodiversity. There must surely be an opportunity for every subject to include a relevant activity in green spaces, not just the creative and science subjects. In the great outdoors, Maths and English move from abstract principles to realistic scenarios that can bring the subjects to life, whether writing descriptive passages and poems or working out areas and perimeters. Green spaces also offer opportunities to teach extra-curricular subjects, such as gardening skills and orienteering. They also present opportunities to involve industry employers, such as landscapers and grounds maintenance contractors, who could demonstrate their work. Members of the British Association of Landscape Industries (BALI) can always be approached to support in this way through the organisation’s ‘GoLandscape’ outreach initiative (www.golandscape.co.uk). BALI GoLandscape ambassadors are happy to go into schools to talk to students, staff and parents about career opportunities and pathways within the landscape industry. You may feel you have no room for a green

space but this is no longer an excuse. Green walls and roofs take up little space, can be installed inside or out, and have many of the benefits of larger green spaces. They can create a great talking point and have important environmental qualities because they act as living insulation, both thermal and acoustic. The plants also absorb air pollutants and have the same ability as traditional ground-level green space to improve wellbeing, lower stress levels and increase

productivity. All of this goes to show how every area of the school can be used to motivate and encourage learning, with green spaces an integral part of this learning infrastructure. Even if they are only used to grab a quiet lunch break and soak up the joy of being outdoors, they serve an invaluable purpose and are worthy of our attention. # FURTHER INFORMATION www.bali.org.uk

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

False fire alarms disrupting valuable teaching time? Any type of false alarm can result in costly, inconvenient and unnecessary evacuations. False alarms also affect valuable teaching time and cause unwanted disruption.

Update to the BS5839-1:2017 states that “All MCPs should be fitted with a protective cover.”*

We’ve Got You Covered Contact us for further information on Call Point Protectors www.sti-emea.com info@sti-emea.com 01527 520 999

*British Standard Institution (2017) ‘BS5839-1:2017 Fire Detection and fire alarm systems for Buildings’

SCHOOL SPRINKLERS

Written by Andrea Pluck

Staying fire-safe with school sprinklers While there is around a one in 20 chance of a fire breaking out in a school, the 2017 Grenfell Tower fire has fuelled the debate about whether sprinklers should be mandatory in English schools The fire at Grenfell Tower has raised the question as to whether all new and refurbished schools should be fitted with sprinkler systems, as they are in Scotland and Wales, to ensure that pupils are safe if a fire were to break out. Last year, a fire broke out in a school in Clarkston, Scotland, and was put out by the school’s sprinkler system, confirming the effectiveness of sprinkler systems. FIRE RISK According to the National Fire Chiefs Council (NFCC), UK fire statistics in England show that in 2016 to 2017, there were 686 fires in schools, with the most expensive school fires typically costing around £2.8 million. Despite the financial issues that fires in schools cause, it also disrupts the education of around 90,000 pupils annually. Statistically there is a one in 20 chance of a school having a fire, but that does not explain the whole picture. Many fires are not reported to fire and rescue services, particularly if they self-extinguished or are put out by staff. By engaging with designers and architects, NFCC believes schools could be designed to inspire learning, address the broadening requirements being placed upon them as community resources and incorporate this essential fire safety system as standard. The NFCC’s ‘Sprinklers in schools’ report states that whilst government’s expectation was that most, if not all new schools would be fitted with sprinklers, recent estimations show that the rate has fallen from around 70 per cent of new schools being built with sprinklers in 2008, down to 30 per cent as of December 2016. However, school sprinklers are currently mandatory in new schools in Scotland and Wales. According to NFCC, the impact of school fires is significant; while they have an impact in financial terms they also have a devastating impact on the communities schools serve, along with the environment and the disruption to students, teachers and families. The NFCC also states that the impact on

Fire Safety

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children’s education is not just based on lost course work, but often includes longer travelling times, disrupted social groups and poorer facilities. In addition, the NFCC believes if sprinklers were considered at the design stage of new build or refurbishment of existing buildings, costs could be kept to a minimum. EFFECTIVENESS OF SPRINKLERS NFCC and the National Fire Sprinkler Network (NFSN) have worked together to investigate the effectiveness and reliability of sprinkler systems. This work showed that sprinkler systems operate on 94 per cent of occasions, demonstrating very high reliability. The report also showed when sprinklers do operate, they extinguish or contain the fire on 99 per cent of occasions, meaning they are very effective. The NFCC has a strong view that sprinklers can play a significant role in both improving the life safety of occupants. In addition, it believes that sprinklers are the most effective way to ensure that fires are suppressed – or even extinguished – before The the fire service can one in 2re is a arrive. Not only this, the NFCC of a sch 0 chance o states that fire, but ol having a sprinklers are an m effective part of not rep any are an overall fire if they orted safety solution self-exthave been and can be inguish used efficiently ed to improve fire safety in a range of new and existing school buildings and supports the concept of risk-assessed retro fitting of sprinklers. For example, a fire broke out in a school in Clarkston, Scotland, a country that has been required to install sprinkler systems in new school builds since 2016. The small fire started in a non-teaching area of Williamwood High School, but was put out by the school’s sprinkler system. When the Scottish Fire and !

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Fire Safety

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SCHOOL SPRINKLERS " Rescue service arrived, it was discovered that the sprinklers extinguished the fire, ensuring that nobody was injured and students were back in class in under an hour. SAFETY PROVISION Since the Grenfell incident, the fire brigades Union (FBU), National Union of Teachers (NUT) and the Association of Teachers and Lecturers (ATL) urged former education secretary Justine Greening to ditch proposals they believe will make fire safety rules less effective – especially in regard to the installation of sprinklers in schools. The unions also demanded clarity over the use of “combustible materials” for cladding on school buildings, after reports schools could be fitted with the same cladding blamed for the blaze. What’s more, the NUT and FBU have been pressing the government since last year to reverse its proposed changes to fire safety requirements for school buildings which “show a total disregard for the health and safety of children and staff”. The NUT went on to say that last summer, the government announced that the expectation that sprinklers should be fitted in new schools in England would be removed from its Building Bulletin guidance. Although

EDUCATION BUSINESS MAGAZINE | Volume 23.1

Since the Grenfell incident, the Fire brigades Union (FBU), National Union of Teachers (NUT) and the Association of Teachers and Lecturers (ATL) urged former education secretary Justine Greening to ditch proposals they believe will make fire safety rules less effective the government responded to NUT and FBU protests by claiming that it was still consulting, its proposed replacement Building Bulletin set out the government’s intention: ‘The Building Regulations do not require the installation of fire sprinkler suppression systems in school buildings for life safety and therefore [guidelines] no longer include an expectation that most new school buildings will be fitted with them.’ PUPIL SAFETY The Grenfell Fire is not the only incident which has raised concerns over the lack of sprinklers fitted in educational establishments. After a fire broke out at St Benet Biscop Catholic Academy in Bedlington, Northumberland,

MP Ian Lavery has called on the government to put in place sprinklers in all newly refurbished schools after four classrooms were damaged in the suspected arson attack. As reported by the Chronicle Live, the Wansbeck MP wrote to Amber Rudd MP, education secretary Justine Greening MP and Alok Sharma MP demanding sprinklers are installed in all schools. In the letter, Lavery said: “Many local people have been in touch regarding the provision of sprinkler systems, appalled that their presence is not mandatory either in new build or existing schools.” # FURTHER INFORMATION www.nationalfirechiefs.org.uk

CLEANING

FIRE SAFETY

Duplex Cleaning Machines has been a leading specialist in the supply of high performance floor cleaning and steam cleaning equipment since 1986. The Duplex floor range has the ability to clean virtually all types of floor surfaces including carpets, Altro, sports floors, vinyl, ceramic tiles, profiled rubber and wood. The company also supplies a wide range of steam cleaning equipment to tackle a variety of tasks from cleaning curtains/ upholstery to toilets, basins, washrooms and walls. These machines work without the need to use chemicals making for a healthier, greener environment. From classrooms, corridors, staff rooms and sports halls to kitchens and toilets, Duplex can supply a solution to most cleaning needs. Duplex is proud to supply prestigious Kimbolton School in Cambridgeshire, who purchased

T F Installations Ltd, founded in 2012, is a dedicated specialist company in fire detection, fire alarm system design and security systems. It has quickly become one of the most respected fire system companies in London and the South East following a series of high profile installations and has developed a founding reputation for providing innovative products and superior services that meet and exceed its clients’ expectations. The company predominantly works directly for end user clients in the commercial sector, offering a complete range of services to its clients; from sales, fire alarm system design, installation, testing, commissioning through to ongoing maintenance and technical support. This includes identifying client needs, determining options and designing systems at the most competitive cost without compromising quality.

High-quality cleaning machines for schools

their first Duplex floor cleaning machine in 1990 and finding it to be ideal for their needs went on to add to their fleet regularly over the years and still have some of the older machines working alongside more recent models. The school explained that the reliability of the machines, backed up by an annual preventative maintenance agreement, was important along with the fact that Duplex equipment proved very effective in dealing with the variety of floor surfaces found throughout the campus. FURTHER INFORMATION Tel: 01227 771276 www.duplex-cleaning.com

DESIGN & BUILD

Flooring solutions for the education market With more than 70 years’ experience of innovation driven by investment, international flooring specialist Gerflor is one of Europe’s largest manufacturers of vinyl flooring. Gerflor specialise in education, offering solutions combining technical and design characteristics for any room within the facility. The design of its products support studying in the best environment possible. Gerflor have been an expert and world-leader in its field thanks to its technical, decorative and high-performance solutions that are specific to each contract sector it specialises in. Gerflor’s history has always been underpinned by innovation and is recognised as an industry pioneer with over 70 per cent of its sales derived from product ranges less than three years old. Gerflor is well known as a credible and valued supplier of complete flooring solutions designed specifically for the

education market. The constraints of hygiene, resistance and acoustic qualities are part of mandatory characteristics for this sector. Gerflor’s expertise allows the company to offer numerous flooring products and take great care to manufacture its ranges with the environment in mind as well as the health and wellbeing of end users. Popular brands suitable for a host of education facilities include; Mipolam, Taralay, Taraflex® and Tarasafe vinyl flooring ranges and many more.

The fire detection and security specialists

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In 2012, T F Installations Ltd was appointed an Engineered Systems Distributor (ESD) for Notifier Fire Systems, a subsidiary of Pittway Corporation of America, one of the world’s leading fire systems manufacturers. The company’s partnership with Notifier ensures that it is able to offer the best service possible – having become a specialised company with a strong reputation for the quality of installations with personal service as a local company backed by a multinational company leading the way in fire prevention technology. FURTHER INFORMATION Tel: 01727860657 www.tfinstallations.co.uk stevem@tfinstallations.co.uk

SCHOOL TRIPS

Accessible activity adventures for all pupils ‘Adventure sports’ and ‘disability’ probably aren’t phrases you normally put together, but at Calvert Trust Exmoor, accessible and inclusive activity adventures are the norm. Pupils of all ages with all types of disability take part in adventurous sports like climbing, archery, horse riding and canoeing, alongside their peers. Many guests are surprised by how much they can do at Calvert Trust Exmoor. As recent guests, JFK School put it: “Calvert Trust Exmoor in the only activity centre that could cater for the needs of all of our students. I’ve taught one of the students for a year, but I really didn’t know him

the way I do now. He is able to do things we simply didn’t know about. The bond between the students has grown, and we’ve gained so much from supporting our young people in this incredible environment.” The fully catered accessible accommodation is National Accessible Scheme accredited, and five star rated by VisitEngland.Fully inclusive breaks at the centre start from as little as £210 per person. For more information, see below. FURTHER INFORMATION Tel: 01598 763221 exmoor@calvert-trust.org.uk www.calvert-trust. org.uk/schools

FURTHER INFORMATION Tel: 01926 622600 www.gerflor.co.uk

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Products & Services

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SEN

Connectivity between internal and external environments is going beyond the curriculum at a new school on the Isle of Sheppey: it is reflected even in the architectural design. Literally central to the ethos, at least as far as the building construction is concerned, is the utilisation of natural resources solutions from Gilberts Blackpool. The company has provided eight bespoke high performance penthouse terminals, which provide an unobtrusive zero carbon solution to maintaining a bright, fresh environment within. Main contractor Kier has designed and built the £5million Halfway Houses School for the Education Funding Agency under the Priority Schools Building Programme. Kier turned to Gilberts – Britain’s leading independent air movement specialist – to develop a strategy. Gilberts’ team devised an innovative solution that not only capitalised on natural ventilation,

Established in 2007, ProMove UK Ltd manufactures and supplies the ProMove sling. The unique design of the ProMove sling means it can be used to move an individual in a confined or outdoor location, where a hoist cannot be used. Primary and secondary schools and academies have found the ProMove slings to be especially valuable when off the premises, be that for days out, field trips or holidays involving students. The ProMove sling can be used to transfer a student from their seat to just about anywhere, providing access to so many otherwise inaccessible activities. It can also be used for more mundane tasks such as transfer to a toilet seat, or seat on the bus, making the trip more practical, comfortable and safer. ProMove slings are also used to access activities at school, such as transfer to a play/ exercise mat, where a hoist is not available. Being compact

Design on learning about the natural environment

but also natural light within. Gilberts in-house designed, tested and manufactured bespoke terminals, each 4.6m x 2.2m, to both draw fresh air into the building via an integrated Mistrale VN75 high efficiency damper, and exhaust the used air, using passive stack principles. Each terminal is topped with a double-glazed ridged rooflight to optimise natural light along the length of the school’s central corridor and break-out learning areas, and further reduce the carbon footprint by reducing reliance on artificial light. FURTHER INFORMATION www.gilbertsblackpool.com

DESIGN & BUILD

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Helping pupils move easily outside school

and lightweight, a ProMove sling can be taken anywhere and used with ease wherever and whenever necessary. The ProMove sling can provide the safest possible transfer in emergency situations, or can be a way for education staff, families and carers to move active youngsters when out and about, enabling them to get involved in many more experiences. Please quote EDBIZ18 for 20 per cent discount on your first purchase. FURTHER INFORMATION Tel: 01970 820893 www.promove.uk.com sales@promove.uk.com

SPORTS & LEISURE

Importers and distributors of cycling accessories

Dillglove is a major distributor of cycling accessories including Cegasa batteries; Widek bicycle bells and accessories; Miranda brakes and accessories, chainsets, cranks and e-bike components; Spark Freewheels; Wowow reflective wear; gloves; mirrors; mudguards; pumps; reflectors; tubes; tyres; tools. In addition, Dillgrove is the proud exclusive distributor for SMP4BIKE saddles, probably the best saddle range in the world – handmade in Italy to exact standards and medically designed and tested by physicians. Bicycle seats have

been revolutionised with the patented SMP design. A full range of test saddles are available so you can try before you buy! Dillglove Limited have over 35 years of experience as importers and distributors of cycling accessories to the bicycle trade. Should you require any accessory that is not listed, feel free to contact the company and let staff use their extensive knowledge and sourcing capabilities. FURTHER INFORMATION Tel: 0121 354 4127 bryan@dillglove.co.uk www.dillglove.co.uk

FACILITIES MANAGEMENT

Chiltern Water & Environment was established in 1991 by Robert Hunt after gaining 25 years of experience as an operational and analytical scientist in the water supply industry. The company gained engineering and further management knowledge when David Hunt joined in 2012. Since then, other water industry professionals have added to the breadth of knowledge and experience within the company. Chiltern Water has always provided high-quality consultancy, risk assessment, testing and remedial services in a professional, but personable manner. Its steady growth has reflected its clients’ trust in its services. Current clients include large housing associations, pharmaceutical companies and facilities management companies, as well as individual landlords and small businesses.

Electrical Deals Direct enables schools and colleges to reduce operating costs and become more eco-friendly in many different areas. As an online-only company, it offers the best prices available but can also offer unrivalled expertise. This means the firm can help you to compare all the suitable products available from different manufacturers and help with your selection to make sure you get the best value for money. By representing over 65 different manufacturers, Electrical Deals Direct can advise in an independent and unbiased way to ensure you purchase the right products for your situation. Doing away with expensive, wasteful and environmentally unfriendly paper towels in the washrooms and replacing them with efficient, robust and modern hand-dryers will save up to 98 per cent of the running costs and save on cleaning

Providing professional, Helping schools to high-quality water testing become eco-friendly

Chiltern Water & Environment ensures its customers receive the same level of care and attention to detail.The firm has clients across London, the South East and the Midlands and carries out water tests nationally and internationally. Its diverse variety of services are available to both commercial and residential sectors, and the company use state of the art technology to perform a reliable water analysis.The company currently provides regular water sampling and testing for over 500 sites from its offices in High Wycombe and Derby. FURTHER INFORMATION Tel: 01844 347678 www.chilternwater.co.uk info@chilternwaterco.uk

PRODUCTS & SERVICES

FACILITIES MANAGEMENT

Mr. Fire Safety employs some of most qualified and experienced fire safety officers currently operating in the UK – each with over 30 years’ experience in the fire safety sector, and active members of the Institute of Fire Safety Managers. Specialising in reasonable cost, high quality fire risk assessment and bespoke training packages, the team covers the whole of the UK from its base in the heart of the Midlands. The company comes from an enforcement background so are fully conversant with the most recent fire regulations to ensure your business meets its regulatory obligations. Working directly with you, Mr. Fire Safety helps your business to stay safe from fire, putting in place strategies and processes to reduce risk. There may be many ways to meet the requirements of regulation; the company will discuss a variety of

RISCO Group is a proven leader in the security systems market, manufacturing end-to-end solutions for the professional security market. The company produce high quality and reliable security products for every type of installation including ProSYS Plus, its commercial solution for applications such as educational establishments, offices, retail outlets, logistic centres, banks and remote sites. ProSYS Plus can operate all applications via one control panel. Not only does this offer unrivalled levels of flexibility and ease of operation, it makes it extremely cost effective. However, there is no compromise when it comes to performance specification, as ProSYS Plus fully conforms to the Grade 3 security standard. A virtually unlimited level of scalability allows a ProSYS Plus system to grow as needs dictate, reducing total cost

Helping your business to stay safe from fire

options, allowing you to make informed decisions. Having worked with local authority fire and rescue services and other fire safety consultancies, Mr. Fire Safety understands fire and why many people need help with fire safety. That’s why it has created a fire safety ‘one stop shop’, providing support services including fire door repairs, sign surveys, supply and fitting, fire extinguisher supply and maintenance. The company’s engineers also install emergency lighting and fire alarm systems. FURTHER INFORMATION Tel: 07951 098 662 info@mrfiresafety.co.uk

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and disposal costs. From Dyson to JETBOX, the company can help you choose from more than 15 different brands to get the best value for money. No more queuing for hot drinks at break times in the staffrooms with a carefully selected appliance which delivers instant boiling water when you need it to improve productivity and keep staff happy. In terms of catering equipment from ovens and microwaves to food mixers and filtration units thre are over 20 different brands to keep your kitchens running smoothly and efficiently. FURTHER INFORMATION Tel: 01934 253600 www.electricaldeals direct.co.uk

Security solutions for the education sector

of ownership and simplifying inventory holding for installation and maintenance teams. In addition, a full range of state-of-the-art Grade 3 detectors and IP based cameras are also available. RISCO’s detectors offer increased reliability and false alarm immunity even in the most challenging indoor and outdoor environments. Remote monitoring of the system is facilitated through the Microsoft Azure powered RISCO Cloud, allowing users to easily monitor and control the ProSYS Plus control panel via a downloadable smartphone and tablet app. FURTHER INFORMATION Tel: 0161 655 5500 www.riscogroup.com/uk

Volume 23.1 | EDUCATION BUSINESS MAGAZINE

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www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

AN INDOOR CITY RUN BY KIDS BOOK YOUR NEXT SCHOOL VISIT AT KIDZANIA

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