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HUMAN RESOURCES

WORKING ON THE WORKFORCE How the expansion of academies will change resourcing needs

CLEANING

DESIGN & BUILD

FACILITIES MANAGEMENT

SCHOOL SECURITY

What should you look for when employing school security staff?

SPECIAL EDUCATIONAL NEEDS

DYSLEXIA

Confidence is key when recognising and meeting the needs of pupils

SPORTS FACILITIES

NO PENALTIES

The Football Foundation helps build community spirit

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CLEANING

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WORKING W ORKING ON THE WORKFORCE O O How the expansion of academies will change resourcing needs

DESIGN & BUILD

Comment

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Hey Big Spender........ The big news from June’s Spending Review is that education budgets have again been ring-fenced (increased to £53bn in 2015-16). Also, an extra £10bn is being made available for urgent outstanding building repairs.

FACILITIES MANAGEMENT

SCHOOL S CHOOL SECURITY S CU

What should you look for when employing school security staff?

SPECIAL EDUCATIONAL NEEDS

DYSLEXIA D YSLEXIA

Confidence is key when recognising and meeting the needs of pupils

SPORTS FACILITIES

NO PENALTIES

The Th he Football Footballl Foundation Found dation helps build community spirit

Since ditching the ‘expensive and wasteful’ Building Schools for the Future programme, the Coalition government has had difficulties in getting the replacement Priority School Building Programme underway, partly due to problems raising private finance. The Treasury pledge of public funds is aimed at plugging that gap and should bring the programme forward by at least two years welcome news to schools in a state of disrepair across the country. Funding for 180 new free schools was also announced, but shadow education secretary Stephen Twigg says a Labour government would review the case for each of them should his party win the 2015 election. Many find Labour’s policy on free schools confusing - especially because of its plan to let parents set up academy schools. But Twigg said: “The policy is very clear. It’s about having good schools in every community and not being fixated, as this government is, on one type of school over another. If you want a new school now it has to be a free school. That doesn’t make sense.” Where the parties do agree, historically at least, is on Academies. Speaking at the Academies Show in London recently, Parliamentary Under Secretary of State for Schools Lord Nash gave a keynote speech which called for leaders to not only drive development in their own schools, but to also get involved in sponsoring other schools and work with them to improve results. A second round of funding is being made available for this. See more on P77.

Danny Wright

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Volume 18.4 | EDUCATION BUSINESS MAGAZINE

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Contents

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CONTENTS EDUCATION BUSINESS 18.4 51 SEN: DYSLEXIA

07 EDUCATION BRIEFER

Extra £10bn announced for repairs in Spending Review

Sarah Driver and Sally Bouwman argue the case for better training for teachers in how to spot and support a child with dyslexia

15 FINANCE

55 CATERING

A new report from the Institute of Public Policy and Research suggests directing Pupil Premium resources to primary schools

The Prime Minister and the government welcomes National School Meals Week, which takes place in November

19 DESIGN & BUILD

59 COMPUTING

Modular classrooms and learning environments can offer an affordable option for these budget-conscious times

Bill Mitchell, director of BCS Academy of Computing explains how Computing has become part of the statutory curriculum for all schools

23 ENERGY

Energy efficient school buildings provide a practical educational example, writes CIBSE’s Dr Jacquelyn Fox

65 EDUCATIONAL TRIPS

There is too much red tape when it comes to organising school trips say teachers

31 SECURITY

71 SCHOOL SPORTS

What should the education sector look for when employing security staff

Grants by the Football Foundation are creating more sporting opportunities and building community spirit

35 LEADERSHIP

Over 1,800 school and children’s centre leaders gathered at the ICC Birmingham in June for the National College’s ninth annual leadership conference

77 ACADEMIES SHOW

Over 2300 school leaders and education experts visited the Academies Show London at ExCeL, where Lord Nash highlighted the importance of schools working together

43 RECRUITMENT

43 65

Chris Wilford, REC Education senior policy advisor, examines how the expansion of academies will change resourcing needs

89 CLEANING

47 SEN: POLICY

95 DATA SECURITY

Properly-trained operatives are essential for creating a positive learning environment

Nasen’s Lorraine Petersen discusses the industry response to the publication of the Indicative Code of Practice in March this year

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Careless disposal of data can be detrimental to a school and if placed in the wrong hands, warns the BSIA’s chief executive James Kelly

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EDU TRIPSCATIONA L Volume 18.4 | EDUCATION BUSINESS MAGAZINE Open in to ne g young w po ssibili minds ties

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SPENDING REVIEW

Extra £10bn available for urgent repairs announced in Spending Review In the Spending Review, the government pledged to spend an extra £10bn on repairing dilapidated school buildings. Chief Secretary to the Treasury Danny Alexander told the Commons the money would mean the programme to re-build schools in most urgent need would be finished two years ahead of schedule. Work on the 261 schools on the Priority School Building Programme would be completed by 2017, he said. The scheme has been delayed, with work underway at just one school. Construction work at others will “follow shortly”, and approximately 150 projects will start almost a year earlier than planned. The Priority School Building Programme replaced the £52bn Building Schools for the Future programme, which was labeled “expensive and wasteful” by the coalition government. The delays to the replacement scheme were due to problems raising private finance, and the Treasury pledge of public funds is aimed at plugging that gap. Alexander said: “There are many other schools in need of repair and investment. We will put £10bn behind this, enough to clear the urgent backlog, and we are investing

Ofsted reports on attainment Ofsted has put forward a series of recommendations in order to thousands of ‘unseen children’ from low income backgrounds who are being let down by the education system. The report Unseen Children, marks 20 years since Ofsted first reported on the achievements of the poorest children and 10 years since a follow-up study in 2003. TO READ THE REPORT VISIT...

too to create one million new places in a decade, across the country, including in Lancashire, Leeds and London.” The Chancellor announced that school spending would be “protected in real terms” and that there was funding to create 180 more free schools in 2015-16, on top of the 80 already open and 200 in the pipeline. There will also be 20 more studio schools which young people can attend part-time while working and 20 more university technical colleges. Labour MP Heidi Alexander said:“If investing in schools and investing in homes is so important, why was it one of the first actions of this government to axe the Building Schools For The Future programme?” she said.

CAPITAL FUNDING

Public Accounts Committee study raises concerns over school places Uncertainty as to whether £5bn funding boost can meet demand for an extra 256,000 schools places by 2014 is putting pressure on local authority finances. According to the Public Accounts Committee’s (PAC) study into capital funding for new school places, the Department for Education (DfE) has slowly improved how it shares funding, but could do still more to target cash to areas that need it most. Plans to collect data from local authorities on the costs and methods of delivering school places could help, since costs vary according to local factors such as the cost of land. But the MPs stated: ‘We are concerned that the scale of financial contributions expected from some local authorities for new school places introduces wider risks to the on-going maintenance of the school estate and may exacerbate pressures on local authorities’ finances.’ Additionally, the report, based on an earlier National Audit Office study, finds the DfE doesn’t have a good knowledge of what value for money in delivering school places looks like or whether it is being achieved. Because local authorities cannot respond to demand by closing academies or free schools, in the way they could directly maintained schools, the MPs recommends councils must instigate mature discussions which involve the community to resolve any mismatch.

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Chair of the PAC, Margaret Hodge, said growth in demand is concentrated in particular areas, and without sufficient resources to provide new places, some authorities would be forced to expand classes beyond 30 children per class. “The Department believes that the money it is contributing for new school places will cover all the costs. But, in 2012-13, nearly 65 per cent of authorities were having to dip into their maintenance funding to pay for the extra places, storing up unknown maintenance costs for the future,” Mrs Hodge said. Commenting on the Public Accounts Committee report looking at school place shortages, Christine Blower, General Secretary of the National Union of Teachers, said: “The failure by Michael Gove to pursue a coherent approach to education provision is now coming home to roost. The Government has had sufficient warning of the crisis developing with school place shortages. Instead of addressing it, they have pursued their ill thought out free schools policy which has seen millions of pounds of taxpayers’ money being spent creating new schools, many in areas where there are already surplus places.” Chief secretary to the Treasury Danny Alexander has announced government spending proposals to allocate a further £7.5bn by 2021 to fund an additional TO READ MORE VISIT... 500,000 school tinyurl.com/nru3zet places.

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School funding faces reform Schools in rural parts of England are likely to be given more money in an effort to end the “unfair” funding formula in education, George Osborne has said. Government research has found that some secondary schools outside London receive less than £4,000 per pupil while others of a similar size, with similar characteristics, received well over £5,500.

Mick Jagger ‘should have been a teacher’ Sir Mick Jagger has admitted that he finds his music career “intellectually undemanding” and says that his his original idea of becoming a teacher might have been a more “gratifying” alternative. In an interview on the BBC Radio 4 Today programme, the Rolling Stones frontman said that he also considered a career as a dancer but was put off by the prospect of “so many injuries”

2013 Education Business Awards open for entry The 2013 Education Business Awards, sponsored by Rathbones, will take place once again at the Emirates Stadium, London, on December 5th. Now in their seventh year, the awards feature schools from all sectors that have demonstrated a commitment to quality education. Entry is free of charge and can be completed online. TO ENTER THE EB AWARDS... www.ebawards.co.uk

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ASSESSMENT

New BESA research highlights the importance of assessment Change to the Government’s education policy has led to schools placing an increasing importance on assessment, recent research findings from the British Educational Suppliers Association (BESA) reveal. The survey ‘Strategic and Curriculum Change’ shows that both formative and summative assessment are becoming increasingly important to schools. 72 per cent of primary schools are planning to place more emphasis on formative assessment, and 64 per cent are expecting to place a higher importance on summative assessment. The research, carried out in conjunction with the National Education Research Panel (NERP), gathered data from 565 English maintained schools (312 Primary and 253 secondary). The findings indicate that the shift to formative assessment is more marked in secondary schools, with 73 per cent expecting to place more importance than previously on formative assessment and 48 per cent expecting to place a higher importance on summative assessment. A specific area of interest of the research was how the changes to national testing

reporting and accountability may impact resourcing in the future. In primary schools, 76 per cent of those surveyed predict an increase in procurement of print and digital resources to support assessment, 63 per cent confirmed they would spend more on teaching aids and equipment and 74 per cent are looking to invest more in continuing professional development (CPD) and training. In secondary education, the predicted increase in investment due to assessment change was less, with 52 per cent indicating more or significantly more purchasing of print and digital resources, 48 percent stating a greater expenditure of teaching aids and equipment and 60 percent looking to invest more in CPD and training. Caroline Wright, BESA director, said: “It is positive news for the industry that schools anticipate significant investment to support the forthcoming changes to education policy. BESA is working with Government to ensure that our members provide high quality resources and services to support schools and their pupils through this period of curriculum READ MORE: and strategy www.besa.org.uk change.”

ASSOCIATIONS

An increasing expectation on publishers to provide apps for tablet PCs to support existing resources has been identified through research carried out for BESA. The headline findings of the annual ‘Tablets and apps in schools’ survey conducted in May 2013, shows that more than 26 per cent of respondents indicate a high expectation for publisher created educational apps compared with 19.8 per cent in 2012. The results of the survey of 632 UK schools come at a time when the adoption of tablets in schools is rising significantly.The findings indicate that schools are growing in confidence in making their own decisions, rather than waiting for government guidance on hardware procurement. The growth in use of tablet technology in schools is also leading to an increasing use of educational apps, with schools forecasting that 40 per cent (38 per cent primary, 42 per cent secondary) of all ICT based learning will be on educational apps by 2020 (an increase from 28.5 per cent in 2012).

SPORT FUNDING

Bill Simmonds to step down at the NASBM Bill Simmonds, ceo at the National Association of School Business Management (NASBM), will be stepping down after twelve years in the role. Simmonds will remain as lead consultant and executive director, after the association has approved a restructuring process and is advertising to recruit an executive director. NASBM Trustees commissioned Tribal Education to undertake an independent strategic review in November 2012, with the aim to ensure that the NASBM is better able to meet the future needs of members in terms of advice, information, training and support. The review’s finding were accepted. Following the Trustees discussions around the outcomes of the Strategic Review there have been some changes to the governance. Tracey Gray has been appointed as chair and Alex Hunt as vice-

Schools get app happy

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DfE publishes new guidance on sport funding

chair of the Board of Trustees. Both Andrew Dodd and Sue Edwards are remaining, but Stephen Morales has stepped down and elections will be taking place in September 2013 for this position. Bill Simmonds said: “This has been a very difficult decision to reach as the NASBM played such an important part of my life for the past twelve years and I have come to regard all of the members as colleagues and friends. I am fully supportive of the review’s recommendations but also recognise that the time is right for me to hand over the leadership to a new generation of leaders and managers who will take the NASBM forward. I look forward to doing everything I can to help the executive director settle into the new role.” READ MORE:

www.nasbm.co.uk

The government’s £150 million school sport funding package comes into play this autumn. The funding - which works out at around £9,250 for an average primary school of 250 pupils - is ringfenced and must be used to improve PE and sport. Within that headteachers are free to use the money how they choose. Children’s Minister Edward Timpson has written to primary schools to alert them to a new online information source to help headteachers decide how to spend the cash. Timpson said: “We have published advice as it’s vital schools start planning now how best to spend this money to ensure their pupils benefit as much as possible once the new term begins.” The pack published ny the DfE includes case studies of primary schools that excel in PE and sport, advice from organisations including Sport

England and the Youth Sport Trust, and suggestions for how schools could spend their share. Public Health Minister Anna Soubry said: “With a third of children overweight by the age of 11, boosting sports provision in schools will help us tackle this country’s obesity problem. With inactivity costing the NHS more than £1 billion a year we cannot afford to let our children grow up without access to sport and exercise.” READ MORE:

tinyurl.com/aevvr73

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TEACHING

NASWUT survey indicates teacher dissatisfaction A survey of teachers published by NASUWT on the eve of teachers strike action in the North West taking the first action in the series of a national rolling programme of strike action over pay, pensions, working conditions and jobs. The Big Question 2013, conducted in March/April 2013, asked teachers a range of questions on key issues, including pay, pensions, job satisfaction and wellbeing. Over 14,000 teachers responded. The top four concerns are: workload (78 per cent); pension changes (51 per cent); pay (45 per cent); school inspection (41 per cent).

The survey also revealed that teachers’ job satisfaction has declined since 2011. Over half of teachers (53 per cent) say that their job satisfaction has declined in the last 12 months, and almost two thirds (65 per cent) have considered leaving their job in the last 12 months. Over 54 per cent have considered leaving the teaching profession – up 9 per cent from 2011. Prior to the introduction by the Department for Education of changes to the statutory pay framework for teachers that will extend pay discretions for all schools from 1 September, the survey reveakled that almost two thirds (64 per cent) say they do

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TEACHING

not trust their headteacher to make fair and objective decisions about pay progression; over four fifths (86 per cent) do not have confidence that their governing body would give balanced decisions on pay. NASWUT General Secretary Chris Keates said: “Each year the results have been shared with the Secretary of State. Each year he has failed to respond positively or to take seriously the deep concerns expressed. “Teachers’ pay and working conditions are inextricably linked to the provision of high-quality education for all children and young people. Yet the Secretary of State arrogantly and recklessly continues to cut pay, plunder pensions and hack to pieces national salary scales. “Not content with this, he is now laying plans to remove other key contractual provisions, particularly those which support and enable teachers to work effectively. If these proposals see the light of day, teachers’ holidays, working hours and other contractual provisions will be at the whim of employers and schools. No other profession has been treated in such a disgraceful and callous manner. “No one, therefore, should be surprised that over half of teachers are considering leaving teaching altogether and that applications for teacher training are down and resignations are up.”

SCHOOL HOURS

One per cent pay award recommended by STRB

Truss reveals sketchy plans to extend school hours

The School Teachers’ Review Body’s 22nd report published on June 27 recommends a one per cent pay award should be applied equally to all salaries and allowances in payment, and to all points on the pay-scales contained in the School Teachers Pay and Conditions Document (STPCD). This includes all points on the unqualified, main and upper pay scales for classroom teachers; the minimum and maximum of the pay range for leaders and all pay ranges for individual posts set before taking account of the September 2013 uplift; all points on the leadership spine; and any individual allowances in payment for all teacher allowances. “I am grateful to the STRB for these

A speech given by education minister Liz Truss (pictured right) in London suggested schools could run after-hours clubs until 6pm. With details yet to be confirmed, it is expected private childcare providers and the voluntary sector would be invited to run activities. The minister was speaking to CityMothers, a group of senior-level female professionals working in the City. She declared that parents might also be drafted in to help. Ms Truss told the group: “It’s crazy that we have so many schools in this country which are open from 9am to 3pm and then closed afterwards when they have brilliant facilities and many parents need to work longer than 9am to 3pm.” She added: “We are doing work to enable schools to offer more of those services. There are some very good examples of schools at the moment that offer

recommendations and, subject to the views of consultees, I intend to accept them in full,” Education Secretary Michael Gove said in his Ministerial Statement. A consultation on the recommendation will take four weeks. Commenting on the publication of report, Russell Hobby, general secretary of NAHT (National Association of Head Teachers), said: “We welcome the Secretary of State’s response that all recommendations have been taken on board, so teachers and school leaders will receive their long-awaited pay award.” There was still no word of school business managers joining the leadership pay spine, which is something for which groups like NAHT and the Association of School and College Leaders have been lobbying the STRB. READ MORE:

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8am to 6pm provision, either using teaching staff, teaching assistants or local nursery staff. Schools that do it often generate extra revenue and provide a service parents want.” Under the plans, ministers hope to remove tape which schools must battle through to utilise facilities outside normal hours. READ MORE:

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IPPR report suggests Pupil Premium should be directed towards primary schools Improving school performance through academy and free schools status is important, but it will not be enough to close the attainment gap between rich and poor pupils in England’s schools, according to a new collection of essays published by the think tank IPPR. The report Excellence and equity: Tackling educational disadvantage in England’s secondary schools launched at an event in June with Schools Minister David Laws, argues that the additional £1.25bn over the next two years from the pupil premium should be focused on primary schools, while the pupil premium in secondary schools would be held at its current level. It says this would ensure that resources are targeted to where they are needed most. The report shows that around one in five children left primary school without having reached a sufficient standard in reading and writing, and that these children then struggle to catch-up and fall further behind at secondary school. It highlights the following problems with the pupil premium: For the majority of schools, the pupil premium is not additional money. Over the next three years, schools face a cut in their main budget on the one hand, and an increase in their pupil premium funding on the other. As a result, around two thirds of primary schools will see a real-terms cut in their budget over the course of this parliament. Schools face pressures to spend their resources on things that are not directly related to tackling educational inequality. The pupil premium is not ringfenced – it is an additional sum of money in a school’s general budget and is therefore subject to competing demands. Many of the pupils who fall behind do come from disadvantaged neighbourhoods, although they are not technically eligible for free school meals or the pupil premium. READING SKILLS The report provides evidence of successful programmes to boost reading skills in primary schools, and shows that targeted support for children who struggle to read in primary school can have a lasting impact on their educational attainment. The report raises concerns that these programmes may be cut as a result of tight government spending. It argues that targeting any future increases in the pupil premium on primary schools could help to protect these programmes, and ensure that resources are targeted where they are needed most. Jonathan Clifton, Senior Research Fellow at IPPR, said: “The pupil premium is a good idea. But the key to narrowing the achievement gap is high-quality literacy and numeracy interventions that are targeted

towards pupils who are falling behind in primary and early secondary school. “For the majority of schools, the pupil premium is not additional money because of cuts in schools’ main budgets. Because the pupil premium is not ring-fenced, schools face pressures to spend their resources on things that are not directly related to tackling educational inequality. Many of the pupils who fall behind do come from disadvantaged neighbourhoods, although they are not technically eligible for free school meals or the pupil premium. “There are reports that the Department for Education may be asked to make £2bn of spending cuts after this month’s spending review. It is important that scarce resources are targeted where they will be most effective, and that is boosting reading skills in primary schools.” REPORT CHAPTERS The report includes the following essays: How will we know whether we have succeeded in tackling educational disadvantage? by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within-school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of

collaboration: Creating ‘families of schools’ by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King’s College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children’s zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children’s UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London. DOWNLOAD THE REPORT IPPR’s report – ‘Excellent and equity: tackling educational disadvantage in England’s secondary schools’ is available at: tinyurl.com/lbotaje

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MODULAR BUILDINGS

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Written by Jackie Maginnis, The Modular & Portable Building Association

A school for Roundhay, Bracken Hedge and Wykebeck in Leeds will provide a full turnkey package which will include perimeter fencing, tree protection and all on-site groundworks

THINK MODULAR AND BUILD ON THE BLOCKS OF A VERSATILE EDUCATION

With space at a premium, the provision of modular classrooms and learning environments that meet with performance, aesthetic and legislative requirements is at an all-time high – and they can offer an affordable option that is right for these budget-conscious times The modular industry is able to produce buildings that provide a much-needed service within the education sector, which is going through a challenging-enough period with wavering budgets and unpredictable population changes. Modular construction is an ideal solution for many education authorities and meets any criteria set by clients of the Modular & Portable Building Association (MPBA), particularly when looking at replacing, extending or adding to an existing school, college, university or nursery facility. DESIGN FLEXIBILITY Buildings that are supplied today no longer have to look like “boxes”, with current examples making it difficult to tell them apart from traditional developments.

Design flexibility is central and this building style is perfect for the expansion or reduction of a school site. With the experience and knowledge offered by MPBA and its members, clients are confident of receiving modern, comfortable and functional facilities according to individual unique specifications, needs and budget restraints. Layout

and design services are available from suppliers, including expert advice on planning issues, building regulations and safety requirements. Fast installation and minimum disruption is also a benefit. Dependent on requirements, portable or temporary accommodation units are available, too. This industry sector has embraced the demand for energy efficiency and it !

Modular construction is an ideal solution for many education authorities and meets any criteria, particularly when looking at replacing, extending or adding to an existing school, college, university or nursery facility Volume 18.4 | EDUCATION BUSINESS MAGAZINE

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MODULAR BUILDINGS " continually meets the requirements of new regulations. The strengths and benefits of modular building can be quantified in these terms: sustainable solutions, embodied energy, reduction of waste and reduced carbon omissions. CODES OF CONDUCT The Modular & Portable Building Association is an association for the promotion and marketing of its members and associate members’ products and services, with definitive aims, objectives and codes of conduct. Members are able to supply, for either purchase or hire, new manufactured modular and portable buildings, and quality pre-owned modular and portable buildings. Members of MPBA work in partnership with customers to develop a design that suits their needs. ACCOMMODATION FACILITY Work was carried out at Aberystwyth University in Wales and an accommodation facility was installed between July and October 2011. As the university has residents in its halls all year round, the installation and completion of the building was undertaken whilst students were on campus. A three-storey building was completed, comprising of 60 bedrooms with study areas and bespoke shower pods, fully-equipped double kitchens, communal meeting areas, fully equipped laundry rooms and a self-contained plant room. Thurston Building Systems designed, manufactured and installed a 12-bay SureSpan Tang Hall Primary School, York

MPBA membership children’s centre at Tang Hall Primary School in York. The centre is complete with kitchen and toilet facilities, treatment areas and a large nursery space. Externally, the building is brick clad and features a pitched roof. Internally, the décor was finished to be bright and colourful for the children. As Thurston offers a wide range of design solutions, it was able to work with Tang Hall to ensure exact specifications were met, in both the layout and the building’s finish. The building qualifies under the BBA specification as a high-quality structure. North Yorkshire County Council’s Pete Dwyer said: “At the time of its opening, the former school was seen as ultra modern in its open design; giving children lots of sunshine and fresh air.’’ Local media commented that it was “a sunshine school for York”. A school for Roundhay, Bracken Hedge and Wykebeck in Leeds is a further example of what the industry can do direct, providing a full turnkey package that will include perimeter fencing, tree protection and all groundwork’s on site. Three modular buildings will be built to provide accommodation to the Roundhay, Bracken Edge and Wykebeck area, comprising of a total of 106 steel-framed modules. These will be manufactured off-site in a controlled factory environment at Premier Interlinks modern facilities in East Yorkshire, and will be delivered by road to be craned into position ready for the final stages of fitting-out on-site. DEMAND FOR SCHOOL PLACES The Wykebeck and Bracken Edge school buildings will comprise of single storey extensions to the existing schools providing additional classrooms to meet demand for places. The Roundhay school project is the largest of the three and the end result will alter the age range of the school, expanding the school’s technology and language college. This will make it Leeds City Council’s first two-form entry school that provides education from the start to the end of a pupil’s school career. Design features on

Members of the MPBA are companies involved within the design, manufacture, selling and hiring of buildings manufactured from timber, steel, concrete or a combination of materials. Members can be manufacturers, sellers or hirers of modular buildings.

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“Associate membership” allows companies or individuals with dealings in, or an interest in, the prefabricated building industry to join the Association. “Overseas associate member” is a grade of membership available to companies who are involved in the manufacture selling or hiring of prefabricated buildings and who wishes to maintain a close contact with companies in the UK and Ireland, or with the MPBA. The opportunity exists for cooperation on overseas projects. To become a member or for more details on membership, call 0870 241 7687 or email mpba@mpba.biz the two-storey modular building will show an external finish of a mixture of render, brick slip and timber cladding and include a vaulted ceiling, designed to provide ventilation and light, and resulting in excellent cross-ventilation throughout the school. SAVE TIME AND MONEY When planning for your required building, speak with the industry direct to save time and money by cutting out the middle men. Then you can be confident of dealing with an industry that is represented by its own trade body. FURTHER INFORMATION Tel: 0870 241 7687 www.mpba.biz

Lighting solutions for schools of the future Teaching methods today are differently organised and modern aids require multiple solutions with greater flexibility, in the architecture of the building and also in the application of the lighting to be used. Lighting is essential in the process of communication between the teacher and pupils. Controlled focus on the teacher simplifies the communication process making it easier to acquire knowledge. Specific solutions will give a better learning environment, for differing age groups and subjects. Light is the primary conveyor of information to the five senses. That’s why students need correct artificial lighting to retain optimal focus and concentration during the learning process and maintain a sense of wellbeing.

We always focus on the kind of activity intended for a room when considering the concept of ‘correct Lighting’. A young child’s ‘object vocabulary’ is not as well developed, so it takes longer to identify unfamiliar objects. These children

need more direct lighting to assist with the identification of shape. This contrasts with classrooms for older students where more indirect or diffused lighting is needed as their requirements are more focused on paper and screens. By looking into the challenges that lay in new lighting technology and marrying these with new teaching methods, Glamox Luxo can make a major contribution by producing technical solutions for the schools of the future. FURTHER INFORMATION Tel: +44 (0) 208 953 0540 Fax: + 44 (0) 208 953 9580 ukoffice@glamoxluxo.com www.glamoxluxo.co.uk

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ROOFING

ROOFING: REGULAR INSPECTION SAVES MONEY

Where repair and maintenance are concerned, it is essential to have an understanding of the construction and technology of our roofs. For instance, post-war built schools generally have a number of flat roof areas as opposed to traditional pitched roofs. This article primarily concerns these types. Flat roofs are not really ‘flat’. They may be curved and have a pitch of 1 to 10 degrees, and originally have had a bituminousbased waterproofing – that’s asphalt or felt laid over a supporting deck. The deck is likely to be of concrete but could also be woodwool slabs, timber or profiled metal. When they were built, energy efficiency was not considered too important so the inclusion of insulation would have been minimal – perhaps no more than a layer of fibreboard. Over the 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. It is probable that some attempt at increasing the thermal efficiency of the roof would have been made during this time. This means that even individual flat roofs could include various waterproofing systems, build-ups and structures that may require differing approaches to close investigation and refurbishment. Pitched roofs, that is roofs in excess of 10 degrees (usually 25 to 45) consist of a support structure of timber, steel or concrete, with the waterproof elements being tiles or, occasionally, metal sheets. A number of metal roof systems were developed post war by aircraft manufacturers, specifically for schools and consisted of flat aluminium sheets riveted to aluminum spars. This technology may still be in use though it may have received various attempts at re-waterproofing.

not necessarily a problem though 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 also be present but, once again, is not problematic though it should be monitored periodically. Pitched roof coverings can last for over 100 years. However, these roofs should be examined for loose and broken tiles, flashings and other problems. Metal sheeted roofs can be inspected for corrosion, loose or missing fixings, and trims.

COMMON PROBLEMS There may be several common flat roof problems. One, for example, is 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. Ponding of rainwater can occur but is

INSPECTING AND ASSESSING ROOFS Flat roofs are relatively easy to access for inspection, basic maintenance and to reclaim balls and other items that have been lost up there. Also, they are easy to fall off. In fact 50 per cent of fatalities in the construction industry are the result of falls from height and therefore the basic requirements of the Work at Height Regulations must be applied. This involves, even when simply inspecting a roof, that the work should be planned, supervised and carried out in a reasonably safe manner. A trained and competent roofing contractor is totally conversant with these regulations as

REFURBISHMENT & ENERGY EFFICIENCY If the roof is to be simply refurbished by recovering then the Building Regulations will come into play, particularly with regard to energy efficiency. They state 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. For example, a school roof installed in 1995 will, possibly, have about 40mm of rigid polyurethane insulation meeting the then current regulations. In 2012 that thickness will need to increase to 140mm. When a roof is refurbished rather, than simply repaired, it may have other potential roles, in addition to ‘keeping out the weather’. For instance it may lend itself to a vegetated or ‘green roof’. Or perhaps it could be the location for important microgeneration equipment such as solar thermal or photovoltaic panels. In this case the entire roof design including the structure will need to be taken into account.

well as seriously regarding other potential risks, such as from asbestos-containing materials. COMPETENT ROOFER SCHEME The NFRC government-approved CompetentRoofer scheme is extremely important and can bring significant cost savings to every educational establishment that needs repairs, maintenance or re-roofing work. The CompetentRoofer scheme ensures total satisfaction, involving special selfcertification by the roofing company that totally eliminates costly and time-consuming local authority building control procedures. It presents all-round cost reductions, whilst maintaining performance and legality. Roofers’ self-certification through CompetentRoofer means that their clients get an ‘all-in-one’ service that does not need building control officer approval. The building owner receives a Building Regulations Control Completion and the roofing work is automatically registered with the relevant local authority. CompetentRoofers receive random site inspections checks so their work is always first rate. Special training courses have been developed to increase operative awareness of the scheme and its implications. For more information: www.competentroofer.co.uk

Written by Ian Henning, National Federation of Roofing Contractors

Ian Henning, technical manager at the National Federation of Roofing Contractors, explains why it’s imperative that all roofs on UK educational establishments are well designed and maintained to help reduce the financial burden on local authorities’ stretched budgets.

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SPECIAL HERITAGE ROOFERS Many older schools and educational establishments are listed buildings and require very special attention to detail and consideration. So the NFRC has a unique register of Heritage Roofing Contractors. All old roofs must be covered or renewed precisely and in line with the strictest energy efficiency rules. This is because certain government parameters have been set to which roofs must comply in order to meet the common goals of zero carbon emissions. All NFRC Heritage Register roofers have the specialist knowledge, skills and workmanship to carry out this exacting work. # ABOUT THE NFRC Through its members, the National Federation of Roofing Contractors (NFRC) leads the way in possible cost-saving solutions while encouraging first class workmanship, maximum performance, plus the installation of cutting-edge materials. For more information about the NFRC and its members see its website for more details www.nfrc.co.uk.

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ENERGY EFFICIENT BUILDINGS

With energy policy and energy demand reduction regularly featuring in the news and the Department of Energy and Climate Change launching its Energy Efficiency Mission, building performance is of paramount importance. Teaching future generations to be environmentally aware is an ever-growing benefit of the curriculum, but if children can be taught in a safe and energy efficient building then that provides a practical example too. New or refurbished school buildings came to a near halt in 2010 after the cancellation of the Building Schools for the Future (BSF) investment programme worth £55,000m

Teaching future generations to be environmentally aware is an ever-growing benefit of the curriculum, but if children can be taught in an energy efficient building then that provides a practical example too, writes the CIBSE’s Dr Jacquelyn Fox and financial benefits of energy efficient buildings, but recent studies, including the James Review on the procurement of education buildings, have demonstrated the direct link between the quality of school buildings and academic attainment. The following case study, of the Bushbury Hill Primary School in Wolverhampton,

Students of Bushbury Hill Primary School will be aware of how their surroundings affect them and how they can adapt their surroundings with minimal harm to the environment over 20 years. However, after Chancellor of the Exchequer’s autumn financial statement 2012, an additional £1,000m became available alongside the £2,000m Priority School Building Programme (PSBP). DESIGNING IN ENERGY Schools remain a key business priority for the building services sector. Not only are there huge opportunities for environmental

Written by Dr. Jacquelyn Fox CEng. FCIBSE, head of sustainability, CIBSE

ENERGY EFFICIENT SURROUNDINGS INSPIRE LEARNING

Energy

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illustrates some of the benefits of a well-designed educational building. Children attending the school have the benefit of a well-engineered exemplar of building performance as a learning environment. Designed by Architype and E3 Consulting Engineers, the school recently won the prestigious Chartered Institution of Building Services Engineers (CIBSE) Building Performance Award 2013 for the New

Build Project of the Year (Value up to £5m). Educational buildings need to meet public needs whilst being energy efficient as so many older schools leave much to be desired when it comes to meeting energy efficient targets. Created to celebrate exemplars of building performance by measuring rigorously collected data, the Awards show how good engineering can directly affect the amount of energy used in a building and reduction of emissions while taking into account the occupants’ experiences at the same time. BUILDING MATERIALS The brief of this project was to design a standard one-form-entry school with a 30-place nursery and facilities for a local multi-agency support team. From using locally sourced and organic building materials to the user-friendly advice and instructions for heating and cooling the building, the school has been designed to fit brief, budget and reduce energy bills. Products have been specified with the environment in mind as the brick cladding was sourced locally and recycled tyre barrier matting was used for floor !

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ENERGY EFFICIENT BUILDINGS " finish. In addition, organic and non-toxic paints and stains were used to prevent harmful chemicals in this environment. OCCUPANT COMFORT The considered approach to the air flow helps circulate warm and cool air around the building. Orientation of the building makes full use of winter sun without overheating and all of this contributes to the children and staff’s wellbeing within the building. This all contributes to occupant comfort which can help boost productivity. The personal comfort of the teachers, staff and children was taken into account, with users able to control their own room temperature. Far from the humid or cold classrooms of some other schools, Architype and E3 incorporated the Passivhaus system into their design and heating system along with natural ventilation. Passivhaus is a system in which the building uses natural air flow to benefit the heating and cooling of the building therefore reducing the need to constantly use energy wasting and expensive air conditioning. Alongside this the occupants were provided with easy to read instructions detailing what steps can be made to alter the temperature in summer and winter. This is particularly important for schools as fresh air at a comfortable temperature reduces distractions from students becoming ‘hot and bothered’ and therefore aids concentration. The school was designed with minimal East and West-facing glazing to protect against overheating; its longitudinal elevation faces 7 degrees from South to take advantage of the winter sun. In such a heavily occupied building,

overheating can become a problem, so roof overhangs and Brise Soleil protect Bushbury Hill from overheating in the summer months, along with reducing the need for artificial light in the day. An air tightness level 20 times better than Building Regulations recommend was achieved by running workshops with the designers to develop robust details, helping the contractor, Thomas Vale, to reach this outcome.

Roof gs overhanSoleil se and Bri Bushbury protect overheating Hill fromsummer, and ENERGY EFFICIENCY in the educe the Schools often have also r artificial high energy bills with r all of the units needed need fo ght li to heat, cool, and run

computers and interactive whiteboards, artificially light classrooms and catering facilities for the children. Through using clear engineering, communication between the engineers, architects and the end users, this building uses approximately 80 per cent less energy than Building Regulations recommend. The runaround coil heat recovery system in the kitchen is 50 per cent more energy efficient and is accompanied by heat induction equipment instead of gas so that the room is less likely to overheat. Creating a building with such thought out heating processes from the outset means the school could be produced with a local authority budget but will continue to conserve energy and money because of its performance capabilities. Rather than depending on more funding for low-carbon and energy efficient measures, the architects and engineers used a high degree of innovation to suit the brief and budget. The CIBSE Building Performance Awards Judges commented: “The winner demonstrated

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much lower energy demand for the building, meeting challenging design standards and delivering low-metered energy use. Good energy performance without green bling.” INSPIRE A GENERATION Students and teachers were presented to on behalf of Architype and E3 Engineers in order to best inform them on running the building, how Passivhaus works and how to make any alterations to the temperature. This is one group of children that will be aware of how their surroundings affect them and how they can adapt their surroundings with minimal harm to the environment. At a time when the energy capacity gap is reaching a critical point, it is particularly important in public sector buildings where the bills are paid for by the State, to reduce energy use in public sector buildings. With almost 50 per cent of our energy being used by buildings in the UK, and with around 20 per cent of that being needlessly wasted, building performance can create much-needed savings. Good engineering is not only important because it can directly influence occupant comfort and energy management. However, in the next four years it is projected that there will be a skills gap of 96,300 engineers and scientists. Hopefully more projects like this can inspire people to choose engineering as a valuable career. CIBSE is passionate about building performance and encourages new engineers through its Young Engineers Network, the Young Engineer Awards and access to the CIBSE Knowledge Portal. Through promoting building performance and continuing to educate people about the positive effects it can have, CIBSE hopes that buildings like this will inspire the uptake of engineering and help to change the behaviour of energy use. # FURTHER INFORMATION www.cibse.org

How do you balance educational standards and energy use? As a foundation governor at a large academy in south Leicestershire and technical director at Tuffentech, Vic Tuffen can more than fully appreciate the difficulties of balancing the day-to-day management of a large institution with the drive to raise educational standards and provide the best opportunities for each student. Tuffen says, “Today, there is a greater focus than ever on the use of energy and how it is conserved. The need to control your energy costs has always been a matter of good sense but with the advent of rising energy prices and the focus on carbon reduction, it can also make the

difference between success and failure. “If school life was not complicated enough, there is also a growing number of directives and legislation governing energy use and carbon reduction which are beginning to impact on our daily lives.” Tuffen continues, “With over 30 years experience in the gas and energy industry, Tuffentech is an independent consultancy that provides technical services in every aspect of the energy management value chain. “Tuffentech has world-class expertise in gas measurement and utilisation, and can assist you with all your energy management needs.”

FOR MORE INFORMATION Tel: 0800 612 7688 victuffen@tuffentech.co.uk www.tuffentech.co.uk

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Give your school an A* advantage by LQVWDOOLQJ D IXOO\ IXQGHG VRODU 39 V\VWHP IRU your rooftop! Join the 2013-2014 Schools Renewable Energy Program With no upfront costs to eat into your annual Budgets, you can EHQHĂ&#x20AC;W IURP HOHFWULFLW\ DW D UHGXFWLRQ RI DURXQG DQG WKDWŇ&#x2039;V JXDUDQWHHG IRU WKH QH[W \HDUV â&#x20AC;˘ 1R FRVW PDLQWHQDQFH PHDQLQJ QR KDVVOH LQ \HDUV WR FRPH â&#x20AC;˘ ,W UHDOO\ LV PRQH\ IRU QRWKLQJ DQG WKH FKHFNV DUH IUHH â&#x20AC;˘ Helps schools meet their carbon reduction targets. â&#x20AC;˘ %ULQJV VXVWDLQDELOLW\ WR OLIH IRU DOO FRQFHUQHG ZLWK WKH VFKRRO â&#x20AC;˘ 3XSLO HQJDJHPHQW DQG OHDUQLQJ SURYLGHG )5(( RI FKDUJH

It costs nothing to join. In fact there are 12 &2676 ZKDWVRHYHU To see if your school is eligible visit: www.sogecko.com/schools DQG FRPSOHWH RXU TXLFN application form.

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ENERGY

Energy

Sponsored by

TEACHING TOMORROW’S ENERGY CHAMPIONS

npower’s Climate Cops is a free resource for teachers that tackles the subject of climate change in a lively and stimulating way

Pupils have come a long way in their learning about climate change and what they can each do to save energy. For the last five years npower has been visiting schools across the country delivering interactive sessions to year 5s. When they started out, the government had recently brought out its Sustainable Schools Framework and climate change became part of the curriculum. Teachers were really grateful for help with these new challenges. Now five years on npower finds that many children in a year 5 class can stumble through a global warming explanation, almost all can name three ways to save energy at home and teachers are confident in delivering lessons on the topic. SUPPORT FOR SCHOOLS Interestingly though, feedback has shown that teachers and other partners still feel that it is important that as an energy company npower should continue to support schools with education on energy generation, saving energy and climate change. It is important that there is an aim for every pupil to know what they can each do at school and at home to save energy. To quote the Department for Energy and Climate Change: “The UK is committed to reducing its greenhouse gas emissions by at least 80 per cent by 2050, relative to 1990 levels. We need a transformation of the UK economy while ensuring secure, low carbon

FUTURE GREEN CHAMPIONS Pupils today are our current and future energy users in a world with constantly developing energy generation and technological advancements and exciting careers within the science, technology, engineering and maths professions. What they learn today can change their behaviour which then becomes an embedded way of life going forward. It’s not just about learning the facts either, it’s important to build the link between what is taught in the classroom to actual carbon reduction activities taking place either in the wider school environment or in pupils’ homes; building momentum for change through pupil leadership and involvement, influencing others to do their bit to become more sustainable.

environment and how we can all save energy may have increased over the years, teachers’ feedback shows they still want high quality, easy to use, hard copy resources and materials, mapped to the curriculum, on the subject of sustainable development, energy, climate change and the environment. Even though numerous resources from companies and organisations are now online, teachers still value hard copy resources which include posters, so they can brighten their classrooms and remind pupils of the topics they’re currently learning about. npower is delighted that its Climate Cops teaching resources continue to get top marks from teachers. Clare McDougall, head of community and education at npower points out: “When we developed our Climate Cops resources we worked with a panel of practising teachers to ensure that what we produced was real and relevant for teachers and pupils alike. We wanted to provide teachers with free resources that would save them valuable planning time whilst tooling them up with materials they could use in a lesson or whole school project – something teachers could dip in and out of or use fully which would appeal equally to a newly qualified teacher through to a highly skilled teacher with 30 or more years experience.” npower’s Climate Cops resources, designed for 4 to 7, 7 to 11 and 11 to 14 year olds, aim to engage students in tackling the causes of climate change in a lively and stimulating way by making a positive difference to the way they use and save energy. The resources help students develop their knowledge, understanding and skills through a range of subjects such as Geography, Science, PSHE, Citizenship and Education for Sustainable Development. So far, over 16,500 resource packs have been distributed to schools and community groups. To order your copy of these free hard copy resources today, visit the Climate Cops section of www.npower.com/ education and remember to complete and return the feedback form in the pre-paid envelope provided once you’ve used the resource, as this is how npower can constantly review whether the resource is meeting the needs of teachers. #

CLIMATE COPS Though everyone’s awareness of the

FURTHER INFORMATION www.npower.com/education

energy supplies to 2050, and face major choices about how to do this.” The Government hopes to engage the public in the debate on how to achieve targets and they need us all to do our bit. The government has a communications plan to help educate UK citizens on key issues – over the next year or two we will all have to make personal decisions as a result of the government’s plan to help us save energy, such as putting a smart meter in our home or whether we sign up to the Green Deal.

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

Energy

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Low-carbon heating and hot water generation Solar power is becoming a viable alternative to traditional methods of energy generation. Camel Solar is a manufacturer of solar thermal panels, which generate heat directly from the sun’s energy. Camel’s systems are capable of providing alternative heat generation for many given applications, with minimal operating and maintenance costs. Capital investment can be recovered over a relatively short period and, with added incentives for domestic and commercial consumers, this technology becomes increasingly attractive. The company has developed some of the most efficient thermal collectors available, and all products are certified

and listed on the Energy Technology List, enabling Enhanced Capital Allowances for UK businesses looking to modernise their existing heating and hot water systems. As well as competitive prices, it offers full system design advice, equipment supply and installation services. Housing projects, universities, schools, offices, hospitals, swimming pools and industry can benefit from renewable heat generation, reduced energy bills and lower carbon emissions. FURTHER INFORMATION Tel: 01342 310400 lucy@camel-solar.com www.camel-solar.com

Practical methods of water and energy management

Carbon Zero Consulting provides independent practical advice for viable, renewable methods to heat and cool your building. Good ground source heating and cooling (GSHC) design must take into account building characteristics, as well as the geology and thermal properties of the ground. Carbon Zero understands how to translate the UK’s variable and complex geology into good GSHC design. The company’s 30 years’ experience in engineering aspects of geology and water resource management has led to demand for its services over the 12 years that GSHC technologies have been present in the UK.

Offering detailed input to some of the UK’s largest GSHC schemes for schools, colleges and other public buildings, the company has direct involvement in the development of industry guidelines for the Environment Agency and Ofgem. The right advice is important at an early stage, and the company provides the service you require to ascertain scheme feasibility and develop appropriate designs. Whatever the scale of your plans, Carbon Zero has the experience and approach to help. FURTHER INFORMATION Tel: 0844 8550115 john@carbonzeroco.com www.carbonzeroco.com

NUS Consulting: over 80 years leading the way in energy management

Cut your energy spend by more than ten per cent using the Ewgeco system

NUS Consulting Group provides the services, tools, information and support needed to meet the challenges of 21st century energy management. Since 1933, NUS has been a trusted advisor, providing unbiased advice and innovative solutions to improve energy purchasing costs, reduce consumption and help formulate energy sustainability programmes. Increasing energy price volatility and the emergence of carbon emissions regulations are forcing people to change the way they source and manage their energy requirements. NUS’s energy management systems meet the demanding ISAE 3402 standard and NUS is a leader in risk-managed procurement (OJEU compliant). Relevant to schools and colleges is its web-based energy data management system, NUSdirect, designed to assist organisations with a wide range of buildings

Ewgeco (pronounced youjee-co) is a unique, real-time energy display that can reduce energy costs for schools, households and businesses. The award-winning device has a multichannel, traffic-light display, showing energy usage and costs “at a glance”, which helps you to understand your energy consumption and encourages behaviour change to reduce carbon emissions and cuts bills. In an independent study, a Leeds primary school saved over 10 per cent on their utility bills and saw a payback of just ten months. Further analysis of historical energy usage data is available via MyEwgeco (www.my.ewgeco.com), a free online service for Ewgeco customers. This data is also available from the unit’s memory. Thirteen of the energy monitors were installed in a typical university with an annual electricity spend of £107,000. The

to measure, monitor and manage their energy usage. The system also provides a database of energy and water invoices, contracts and historical data that can be accessed by those with a need for information to improve performance and reduce costs. NUS’s experienced energy professionals, specialised energy data management systems and market information provides the logical choice to support and enhance your internal resources. FURTHER INFORMATION Tel: 01737 781 200 contact@nusconsulting.co.uk www.nusconsulting.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.4

building achieved savings of 7.4 per cent, or just under £8,000. This environment was originally thought to be too transitory to benefit from the behavioural change aspect of Ewgeco, but it worked well for pupil and staff energy engagement. Ewgeco is happy to help schools with energy lesson planning, or facilities/estates department members who want to use it as an effective energy management tool to help achieve real savings. FURTHER INFORMATION Tel: 0131 331 5445 info@ewgeco.com www.ewgeco.com

CARBON REDUCTION

SCHOOLS CAN BENEFIT FROM LOW-CARBON TECHNOLOGY AND GENERATE REVENUE

Advertisement Feature

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Savings could be made by replacing a fossil-fuelled system with a more energy-efficient wood-fuelled biomass boiler, but a simple addition to the central heating system could see a return within a year We all know that the prices for energy, both heating and electricity, will only continue to rise in the coming years. There are ways to mitigate these predicted rises, though, and generate much-needed revenue. In some cases, without any capital or operating expenditure. Biomass is a renewable energy source that is obtained from living (or once living) material, including wood, grass, wheat

demonstration of a low-carbon technology. A biomass boiler will also greatly increase your green credentials as well as reducing your carbon footprint. It is important to think about the age of the current fossil-fuel boiler and whether

Numerous schools, colleges, universities and other educational organisations could make savings on their heating and fuel costs by replacing their current fossil-fuelled system with a biomass boiler fuelled by wood or suitable waste materials. Biomass is mostly used in the production of heat and the generation of electricity. When burnt, biomass sources release CO², equivalent to the amount that a plant would release when it dies and decomposes. Hence, the carbon released has a limited effect on the environment as it is part of the natural carbon cycle. This is unlike fossil fuels which continually increase the carbon levels in the environment when burnt. REDUCING CARBON FOOTPRINT Numerous schools, colleges, universities and other educational organisations could make savings on their heating and fuel costs by replacing their current fossil-fuelled system with a biomass boiler fuelled by wood. As the wood is obtained from sustainable sources, it is extremely “carbon lean”, leading to large savings in carbon dioxide emissions. In addition, housing a boiler in an energy cabin at an educational establishment provides the opportunity for wider curriculum benefits, giving a practical

it is due for replacement. That said, if older boilers are still in good condition they can often be retained to back up a new biomass boiler to meet any additional peak heating load demands. GENERATE SAVINGS If the replacement of a boiler is not an immediate option, then EndoTherm™ can save up to 15 per cent per annum on the costs of running the existing wet heating system. Endotherm™ is a simple central heating additive that is easily installed into an existing system, and can begin generating savings immediately. The return on investment from EndoTherm™ is normally within 12 months, dependent on volume size and age of the system, and Tomkinson Heating can provide a full service, which includes supply and installation of EndoTherm™ with the very minimum of disruption. EndoTherm™ will soon be available to purchase via the Salix Finance (www.salixfinance.co.uk). Every litre of EndoTherm™ installed will

reduce your carbon emission by one tonne per annum, and EndoTherm™ can be used in conjunction with a biomass boiler installation, generating even greater savings. EndoTherm™ is currently in use in hospitals, council buildings and leisure centres, all of whom are generating savings on their wet-heating costs. Case studies are available on request. # FURTHER INFORMATION Tel: 07748 443805 Tel: 01625 422173 biomass@tomkinsonheating.co.uk

“Free to Fit” funding option Tomkinson Heating, specialists in the supply, installation and maintenance of biomass boilers with over 50 years’ experience, has pioneered the use of the energy cabin. J&G Marshall is specialists in academy conversion and understands the education sector, as well as being education advisors. Collectively, the companies have put in place the funding options for the educational establishment. This includes a truly “Free to Fit” option that only requires the end user to purchase the heat generated. Under the “Free to Fit” option, the educational establishment does not have any capital, maintenance or operational costs, as these are all taken care of by the funder. There is also a funding option where the educational establishment can benefit from the revenue available from the Renewable Heat Incentive. This could amount to thousands of pounds of extra funds for the educational establishment. If you would Iike a free, no obligation discussion, please contact Philip S Lawrence on 07748 443805.

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

Feature Heading Security

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Axis: turning challenges into possibilities Students and teachers hampered by the threat of harassment or violence will be comforted by the presence of reliable network cameras in their school. Outside school hours, the same surveillance system can be used to remotely monitor school property and deter vandalism. With Axis you get a future-proof and cost-efficient tool to increase the security for students and staff, prevent violence and theft, minimise the costs for vandalism, investigate incidents and identify suspects, and save time and manpower. Additionally, an Axis IP-Surveillance system has the advantage of being cost-effective. Installation costs are low since

the need for dedicated cables is vastly reduced and the system can be run on existing computers. Network video gives superior image quality with remote accessibility, has easy, futureproof integration, scalability and flexibility, and is cost-effective. Axis is the worldwide number one in network video. It has proven installations across all continents, the broadest product portfolio in the industry and over 25 years of networking excellence. Get the Axis picture. Stay one step ahead. FURTHER INFORMATION Tel: 01923 211 417 adam.bates@axis.com www.axis.com

Are you sure you want to permanently erase these items? Yes

AXIS Camera Companion — the easiest way to network video surveillance. Get the Axis picture. Stay one step ahead. Visit www.axiscameracompanion.com

EDUCATION BUSINESS MAGAZINE | Volume 18.4

Your first call for missing or replacement keys

Are you frustrated by lost keys for your lockers, desk pedestals, filing cabinets, cupboards, drawers or other office furniture? Do you shudder at the cost of calling someone out or the time wasted trying other means to open the lock? There is a better alternative that is quick and cost-effective: Keysplease is a supplier of replacement keys and locks. The company has been in this specialised business for 30 years and it has developed a mail-order service that is quick and easy to use. Most keys and locks can be dispatched to any location within a day.

Here’s how to order: if a key goes missing, simply note the code number stamped on the lock face and send it with your order by post, fax or email. You could also order direct online. It’s as simple as that. Also, check the website (www.keysplease.co.uk) for the company’s extensive range of lockers, key cabinets and other office furniture, direct to you from the manufacturer. So, next time you or someone you know loses any keys, give Keysplease a call. FURTHER INFORMATION Tel: 020 8343 2943 www.keysplease.co.uk

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FACILITIES

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

MANAGEMENT

Stuart Naisbett examines the daily security concerns that staff within the education sector have to deal with, and considers what the sector should you look for when employing security staff

The provision of security personnel to the education sector has been historically centred on those establishments that are in the further and higher education sectors, colleges, and universities. Schools however with the exception of the public school sector, have had to rely mainly on what is termed within the security industry as ‘physical security’ gates, fences, and turnstiles usually supported by some means of electronic security equipment such as access control and intruder alarm systems. As we are all aware, educational establishments at primary and secondary school level rely on funding from the local education authority and it times of austerity budgets are tight, and as should be expected, what little additional funds there are, are better put to use providing teaching aids to enhance the students learning rather than providing for their security. In colleges and universities the security of the students is mainly funded from the fees charged to attend courses. In researching for this article to look at the government’s standpoint I could not find any definitive policy with much of the funding strategy being focused on the building of new

schools and maintenance of existing facilities. Research also noted that the last research by the Department for Education was carried out by Richard Lloyd and Charlene Ching from GHK in April 2003, and the guidance for schools was originally published in 1996 and updated in 2012. SECURITY CONCERNS The research project undertaken by Lloyd and Ching identified a number of key findings into school security concerns. LEAs reported their key security concern as the personal safety of staff, pupils and visitors to schools premises. “External” incidents, including intrusion to school premises, vandalism, arson and burglary, were ranked higher in all incidents compared with “internal” threats. Intrusion was seen as the greatest of these concerns. In addition to LEAs and schools, those who played a key role in school security included the police, fire service, providers (insurers, equipment providers and maintenance contractors), consultants and community representatives. The benefit of

s College and ities univers essarily nec do not the same have as schools ions restrict d employ an curity 24/7 se nnel perso

a multi-agency approach was emphasised. You will notice that there is no mention of private security companies. The guideline itself concentrates on the “Improvement of Security in Schools” following the tragic incidents of the 1990s; the fatal stabbing of Headmaster Phillip Lawrence and the other incidents in St Luke’s School and Dunblane. But as stated the cost of providing appropriate security measures is often prohibitive and does not form part of the schools ‘security strategy’. Colleges and universities however do not necessarily have the same restrictions and employ contract security personnel to be on the premises 24/7. Each college and university will have their own set procedures that they will require their contracted provider to follow and the provider in return will have their own company procedures that they will require their employees to follow, so no confusion for the staff there.

Written by Stuart Naisbett, Management Board member of the International Professional Security Association

SOUNDING OUT SCHOOL SECURITY

Security

Sponsored by

BUYING SECURITY STAFF So what are the key facts to consider when employing security staff within a college or university environment? Firstly, the contractor should be on the register of SIA Approved Contractors. Plus all personnel provided should hold appropriate licences for the functions they are required to carry out e.g. if they are required to monitor CCTV they must hold CCTV operators licences, !

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

Security

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Secure, scalable solutions in key management from Morse Watchmans

Specialists in security to safeguard your educational environment

Morse Watchmans is the leader in key control, key security and key and asset management solutions. KeyWatcher® Illuminated and KeyWatcher Touch keep keys locked in place inside stainless steel cabinets. Users can only remove a key they are authorised to use by entering a pre-programmed PIN code or scanning their access card or biometric identification. All activity is tracked. Systems can be configured with multiple key modules, lockers, biometric access and versatile installation options, and expanded or reconfigured as needs change. Features include KeyAnywhere, allowing the return of any key to any KeyWatcher cabinet in the system and FindKey, quickly locates a key, determines what keys have not been returned or when a key will become overdue. Multi-site networked systems allow users

Security, whether in a school, college or university environment can be a highly emotive subject, especially with the recent severe financial budget reductions that has put tight constraints on spending. Safeguarding pupils, staff and the wider community, including equality and diversity, is of the utmost priority. But how do you ensure that your establishment has a safe and secure environment that meets both your needs and budget? M Zurich has been providing security services for over 20 years and directly to the educational sector for over eight years. As well as providing security consultancy, one of M Zurich’s specific educational services is MZEST. This provides you with a dedicated education safety team of highly trained security that can ensure you are meeting your safeguarding responsibilities. There are many types of

to return keys to any cabinet. Morse Watchmans PowerCheck® Guard Tour Systems simplify procedures for security officers and help eliminate paperwork. Featuring multiple tour capabilities, integrated functions and reporting options. An affordable riskmanagement solution that helps limit exposure to liability. Morse Watchmans’ state-of-the-art key management, secure locker systems and guard tour systems are modular, reliable, easy to use and scalable. FURTHER INFORMATION www.morsewatchmans.com

violence that can occur on-site, intentional or unintentional. The skill set of the education safety team include being able to deal with all types of scenarios: where a more gentle and sympathetic appropriate response is required to diffuse a situation or to deal with any other issues. To find out how we can assist with your safeguarding, visit www.mzest.co.uk and www.mzuricheuro.com. FURTHER INFORMATION Tel: 020 7887 1336 info@mzuricheuro.com www.mzuricheuro.com

Helping young people become

Manage your risk register the easy way

TLO Limited is the source for Building Learning Power™, the country’s leading programme addressing the whole scope of learning to learn for schools. Secondary schools and primary schools across the country have seen BLP contribute to improved student demeanour, behaviour and attainment. Ofsted inspectors – particularly under the new regime – comment favourably on what they see in schools that have embedded BLP in their everyday practice. Professor Guy Claxton is programme consultant, and chief inspiration, for the Building Learning Power programme. TLO’s growing range of professional development opportunities, publications, e-resources, and continuing support helps schools apply Professor Claxton’s groundbreaking ideas: transforming their approach to learning, and infusing the ideas and language of learning throughout the school. BLP aims to enhance all young people’s capacity to

bRisk is a 100 per cent webbased solution that will help you to successfully manage your risk register and incident reporting. Do away with spread sheets or scraps of paper scattered all over your office! Features include: No software to install – because the software runs on the internet, there is no software to install on your computer. You only need a modern web-browser and an internet connection. Multiple users – assign unlimited employees to help manage your risk register. No more chasing paper! – assign admin users with higher privileges that can add hazard categories and delete risks etc. Multiple Business Units/ Departments – add multiple business units and departments to help reporting on your risks/incidents. Export your data at any time – export in multiple formats such as MS Word and Excel.

learn, through students and staff understanding and talking about their learning power – the mark of truly personalised learning. And staff experience or regain the enthusiasm and excitement that come with successful learning, too. The shared goal is to help young people become better learners, for the rest of their lives – to build learning habits into their characters, that they will call on as a matter of course in meeting life’s challenges, joys and opportunities. FURTHER INFORMATION www.tloltd.co.uk/ buildinglearningpower

EDUCATION BUSINESS MAGAZINE | Volume 18.4

Audit Trail – all actions by employees are audited so you can see who added/ edited hazards etc. Risk Matrix – editable risk matrix to suit your requirements. Project management – manage projects with ease including features such as risks, tasks, milestones, notes, files and timesheets. Register for a free no obligation 30 day trial at www.online-risk-register.co.uk Enter the promotion code EDBZ on the registration page and get 10 per cent off your subscription fees. FURTHER INFORMATION www.online-risk-register.co.uk

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FACILITIES MANAGEMENT " if there is a bar in the university or college a door supervisors licence. You should also consider, what do you as the purchaser want from the supplier? Some of the issues that arise from educational establishments that security staff are expected to deal with – which often leaves them feeling marginalised – are being subject to abusive behaviour from students, dealing with alcohol abuse, drug usage, students fighting, having to follow site rules, dealing with intruders, handling lost and stolen property, dealing with items of found property and dealing with accidents and emergencies very often with limited resources. This is all in addition to monitoring CCTV cameras, abiding by the principles of the Data Protection Act regarding capturing of images. DAILY SECURITY PROBLEMS My colleagues that currently supply security personnel to colleges have provided me with what they consider to be an average days problems faced by their staff. This includes access control, where students forget their ID cards, and have to be issued with temporary cards resulting in the distraction from the initial roll of controlling access to the site. Students not following college rules, particularly in relation to smoking in non-designated areas, leading to abusive behaviour. Dealing with excessive noise levels as students arrive for the day, trying to maintain levels at a suitable level so as not to disturb others. Dealing with stress levels as doors have not been unlocked due to a lack of communication from the college staff, but they are not to blame, security are meant to be mind readers and have crystal balls.

About the author Students reporting lost or stolen items requiring CCTV footage to be reviewed. Patrolling of the external perimeter of the establishment, as well as internal patrols, and providing support to staff. Where the facility has an on-site bar, dealing with alcohol abuse, unauthorised visitors let in by students who do not actually know them. Drug use and alcohol being brought on to site. Failures by students in following procedures i.e. lock down of entrances resulting in students climbing gates and fences, which have led to impalement on the fences. Female students are often the most vulnerable, and may be subject to being followed outside of the premises and not being within the security companies remit, resulting in the student being attacked, and although they are away from the premises it does not mean that the security company will not be accused of failing to protect the student. Dealing with students being stalked by other students. This is not an exhaustive list and often has to be dealt with by a reduced number of staff due to financial restraints. And this is not forgetting that each incident, accident, review of CCTV footage and report of lost or stolen property needs to be recorded properly.

g Providinto securitytional a an educment is a h establis function that st speciali a certain type needs cer who can of offi calm and THE RIGHT SECURITY remain ssional Providing security to an educational establishment is profe

a specialist function that requires a certain type of security officer, one who can deal with situations under pressure yet still remain calm, methodical in their approach and above all able to deal with people professionally. The use of CCTV systems is of course an aid to security in the protection of the property and if used correctly can reduce the number of

Security

Sponsored by

Stuart Naisbett (FSyI, MIPSA, CertEd) has been employed within the security industry for over 30 years and in that time has provided security services to schools and colleges. He has also run a distance learning college for security managers, and a management board member of the International Professional Security Association for over 20 years. The International Professional Security Association is a membership body for companies and individuals working in the security industry. Member companies are required to demonstrate compliance with British Standards for the security industry. See www.ipsa.org.uk for more information. frontline staff required, as the system can be used to patrol the corridors, external perimeter and provide invaluable evidence following an incident. However; CCTV is only as good as the Operator and to be effective needs to be monitored at all times, this then ensures that incidents are dealt with in real time and can be responded to. CCTV usage requires the owner to comply with guidelines and the Data Protection Act in relation to the capturing and storage of images. It is the responsibility of the educational establishment to ensure that the act is complied with. It should also be remembered that students, staff, and visitors might request to see any footage that they believe contains images of themselves under the Freedom of Information Act. Thanks to Karen Barnett Managing Director of DPG Security Ltd, Edward Subair Operations Manager All Security Ltd, for their valuable insight and contributions to this article. # FURTHER INFORMATION www.ipsa.org.uk

Meeting the access needs of everyone in London The City of London Corporation provides local government services for the financial and commercial heart of Britain, the ‘Square Mile’. The dynamic nature of the Square Mile inevitably brings regular replacement or refurbishment of buildings. This presents opportunities to consider and improve access to buildings and spaces so that they are accessible to everyone, regardless of any physical, sensory or cognitive disability. The City’s Access Team promotes inclusive design principles to ensure that buildings and external environments meet the access needs of everyone, including disabled people. The team consists of Rob Oakley (head of access) and two access advisors. Together they provide professional advice on access

adjustments and improvements to the City of London’s public buildings as well as the city’s streets and open spaces, some of which fall outside of the business district. A summary of relevant access legislation and technical design standards is available in “Designing an Accessible City” and on a series of factsheets which are produced and published by the team; these are readily available from the access team or on the City’s website: www.cityoflondon.gov.uk/ about-the-city/how-we-work/access FURTHER INFORMATION Tel: 020 7332 1995 access@cityoflondon.gov.uk www.cityoflondon.gov.uk

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

The British Educational Leadership Management & Administration Society (BELMAS) is a research-‐based independent voice supporting quality education through effective leadership and management. Ideas and practice in leadership, and the relationship between them, are what interest us. Our members are a mixture of working academics and practitioners in schools, colleges and universities. What do we do? • Conferences • Funding for development of school and colleges and research funding • Seminars for academics, policy makers and practitioners • Liaison with similar organisations all over the world • Online networking, social media and blogging • Publishing the latest educational research and thinking in educational leadership and management through our own journals.

Membership )UHH PHPEHUVKLS IRU WKH ÀUVW \HDU ² XS WR per annum on renewal • Access members only content on our website and join any interest group • Discounts on all Sage publications )UHH LVVXHV RI RXU ÁDJVKLS MRXUQDOV • Opportunities to publish your own work See our website www.belmas.org.uk for more details.

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NATIONAL COLLEGE 2013 CONFERENCE

CREATING LEADERS AND SEIZING SUCCESS

Over 1,800 school and children’s centre leaders gathered at the ICC Birmingham in June for the National College’s ninth annual leadership conference – the first since it merged with the Teaching Agency in April to become the National College for Teaching and Leadership “The merger of the National College and Teaching Agency makes perfect sense. This is an exciting opportunity, uniting the strengths of both,” said Charlie Taylor, chief executive, National College for Teaching and Leadership

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someone want to become a teacher?”. Taylor reminisced about his own experience as a trainee teacher and how, after one particularly disastrous attempt at a lesson, one of the pupils came back after the class and said: “That was really good, thank you”. Taylor recalled that it was at this point he believed he could become a great teacher, and that it was these very special, inspirational children that can make the difference. He made the point that it’s important to hang on to these moments during difficult times. Taylor went on to discuss the merger of the National College and the Teaching Agency, setting out some of the challenges the education profession is facing and how the new agency will support schools and leaders. He acknowledged there was some nervousness about the merger and talked about the important role the National College has played. He also stated that joining with the Teaching Agency was the last piece of the jigsaw and that bringing teacher training into the mix made sense. Taylor shared his own journey to headship, and to becoming an expert adviser on behaviour for the government before going on to talk about a school-led system. The aim is that in three years’ time, there will have been an irrevocable shift out from the centre to schools themselves, to an education system led by schools. He posed the question “Why school led?” and asked delegates to consider the alternative?. there was a space being left by the government and local authorities, and that schools themselves need to take up this space, to take up this unique opportunity. CPD DISCUSSIONS He went on to discuss continuing professional development (CPD) – one of the key elements of a school-led system. He said that schools have to lead on CPD and that many are already, but also that more could be done.

Announced in January, the creation of the National College for Teaching and Leadership brings together and builds on the work led by the Teaching Agency and the National College. It aims to ensure that the best schools are at the heart of teacher training, professional development and school improvement, and will support schools to take control of their own recruitment and training of teachers through School Direct. Charlie Taylor, chief executive of the new agency, said: “The merger of the National College and Teaching Agency makes perfect sense. This is an exciting opportunity, uniting the strengths of both. “Together we will be better able to support the best schools, the best leaders and the best teachers as they lead the system. SEIZING SUCCESS This year’s annual leadership conference, entitled Seizing Success, took place at the ICC,

“The merger of the National College and Teaching Agency makes perfect sense. This is an exciting opportunity, which unites the strengths of both organisations” Charlie Taylor, chief executive, National College for Teaching and Leadership Birmingham between 12-14 June, and brought together a blend of world-class speakers to share their insights into modern leadership. Over the three days, delegates heard from inspirational speakers from education and attended practical workshops run by their peers. Over 80 exhibitors also showcased the latest educational resources and services. Charlie Taylor took to the stage for the first keynote, and started by asking the question “How do we flick the switch to make

He shared his own experience of CPD when he was a head, acknowledging that he, sometimes, was led by the latest fad rather than evidence. He said that we need to find ways of engaging more with research and asked delegates to always ask “Where is the evidence?” Taylor then talked about how there are more outstanding practitioners than there are outstanding schools and that it’s not just the high-flying schools that we can learn from. “All schools have something !

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Is difficult behaviour at work holding you back? Dealing with difficult people is a recurring theme in leadership development - whether thatâ&#x20AC;&#x2122;s people you manage, peers or seniors. Sorting People Out (SPO) is a ready reference resource for understanding and tackling difficult behaviour and for creating an enabling, productive and inspiring culture. SPO gets to the heart of people problems. SPO is unique - it is the only resource that talks you through the powerful impact authority has on personality and attitude in relationships at work. SPO is a 7 part, online programme. It combines presentations, PDF and MP3 downloads, self-coaching templates and materials for developing others. The content is customised to suit your needs via webinars and / or coaching. What head teachers are saying about SPO: â&#x20AC;&#x153;The materials could not have been better. High quality

and digestible. Ideal reference documents for busy people.â&#x20AC;? â&#x20AC;&#x153;Thank you for a brilliant programme which has really helped me to develop a deeper understanding of my behaviours and how I can enable all staff to flourish and grow.â&#x20AC;?

Maureen Bowes facilitates the programme. She is a qualified (ILM Level 7) Executive Coach and author, specialising in personal and team development through emotional intelligence. She has successfully coached over 100 head teachers.

can make your recruitment easier and is qualified to use psychometric testing. Need help with redundancies or outplacement coaching? The company can help with that, too, and much more. With the current economic challenges, now is the ideal time to invest in your people. As well as management development, the courses Aspasia offers include: customer service, sales skills, CV writing, personal development, mentoring and coaching. FURTHER INFORMATION Tel: 01202 873518 www.aspasiaconsultants.co.uk

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We are at a pivotal point in our economic and social history. Leadership teams face unprecedented challenges as they seek to respond to market fluctuations, legal requirements and stakeholder pressure. We need a new way of thinking, built upon a deeper understanding of human behaviour. Using the â&#x20AC;&#x153;Grow Through Change Framework,â&#x20AC;? Assentire facilitates workshops exploring where the team has come from, where it is now, and what it needs to achieve next. Assentire is driven to work with leadership teams that are ready to learn how to develop, to better support their future objectives. The company decides which areas are to be further

developed by working with a broad range of frameworks and the most advanced and respected psychometric tools. These provide a measure of your leadership culture, competencies and behaviours. This will help individuals and teams come to terms with the reality that we are the cause of the future we want. Enhancing the ability to identify their own contribution to the problems and relationships that hinder goal achievement. Resulting in the creation of quality actions plans for improvement and behavioural change. FURTHER INFORMATION Tel: 01628 632340 www.assentire.net

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NATIONAL COLLEGE 2013 CONFERENCE Ben Page, chief executive, Ipsos MORI joined delegates on the Friday morning to share Britain’s thoughts on the state of the nation

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NPQH should help develop talented leaders The National Professional Qualification for Headship (NPQH) is the qualification for anyone aspiring to be a headteacher or principal. Designed in collaboration with some of the country’s leading headteachers and academics, NPQH will develop talented leaders from all backgrounds who can deliver educational excellence in a self-improving system, and high quality outcomes for pupils and students.

" to give. Schools working collaboratively will help us to move forwards.” Discussing School Direct, the government’s new approach to initial teacher training, Taylor talked about developing relationships between schools and teacher training providers and school-centred initial teacher training (SCITT), encouraging schools to get more involved and take control of their own recruitment.

There was agreement amongst the delegates that this relationship is absolutely critical and makes all the difference to how the role of school business manager is perceived within a school. The discussion touched upon what happens if a new head comes in, or the relationship breaks down. It was clear that for some school business managers there is a sense of vulnerability and acknowledgement that they need to increase awareness of what they do beyond the headteacher to the governing body and teaching staff. Suggestions to tackle this included making time to ‘do something visible every day’ and to attend more senior leadership team meetings to engage with wider school issues. With the introduction of academies and multi-academy trusts, it is clear that the role of the school business manager is undergoing massive change. One delegate described this as ‘really scary’ but positive as it brought acceptance of how vital the role actually is. Chief executive of Ipsos MORI Ben Page joined delegates on the Friday morning to share Britain’s thoughts on the state of the nation. His theme covered how as a country we tend to be half empty rather than half full and whether we are passing this onto the next generation. His first slide showed six per cent – the percentage of people who think Britain is getting better. Page went on to discuss what people value about Britain – namely our history, the NHS and the British armed forces, and what people least value – British sports teams, our position in the world and British business.

f In one o sions ses the firstwo, NCTL of day t business school advocates r manage n hand for were o tion and a ques session answer

LEADING BY EXAMPLE On leadership, Taylor talked about the need to spot talent early and how leadership shouldn’t be about ‘time served’. “If you’re good enough, you’re old enough,” he said, and went on the detail how the role is changing and the nation’s need for a new cadre of heads who are prepared to work beyond their own school. He left delegates with a challenge – to consider five years from now, why we didn’t get involved in teacher training, why we didn’t hold each other to account and did we really let the government tell us how to teach? SCHOOL BUSINESS MANAGERS In one of the first sessions of day two, NCTL school business manager advocates were on hand for a question and answer session which gave an opportunity for delegates to drop in and speak to school business managers and directors about all aspects of school and academy business functions. Each table had a different theme, one of which was a discussion about the relationship between heads and school business managers.

WHAT’S INVOLVED? The redesigned NPQH follows a modular curriculum based on Master’s level criteria and focuses on developing the knowledge, skills and attributes of a successful headteacher. To achieve the NPQH qualification, candidates need to complete three essential and two elective modules involving extended case studies and related in-school assignments with a stronger focus on leading teaching, behaviour and performance management. A placement of nine days at another school is also required.

Moving on to what people think about education and schools, Page said that overall, concern about education is drifting downwards and that it is actually pupil behaviour and discipline that is the biggest issue (at 17 per cent) followed by funding (nine per cent) rather than standards and attainment. On the economy, Page said that one of the biggest concerns now is youth unemployment. Surveying small business owners, 81 per cent said they are not confident that school leavers have the right levels of employability skills. Interestingly, these businesses also recognise that they need to do more to engage with schools to address this issue – but time constraints can be a barrier to doing this. Surveying school leavers about what would help them to prepare for the world of work, they said quite simple things like being taught to write a CV and interview techniques. # NEXT YEARS EVENT The National College’s 2014 conference will take place on 11–13 June. Further information on this years event, with video footage of the presentations, can be found at tinyurl.com/c8fytew Follow the National College of Leadership on Twitter: @the_college

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Managing pay progression for staff

Leading change effectively in as little as five minutes

The new performance-related pay initiative, coming into force in September 2013, will require senior leadership teams to justify pay increases using evidence gathered directly from performance appraisals. From summer 2013, the Capita SIMS Personnel module will be extended, providing school leaders with the tools they need to meet the new requirements, simplifying the management and reporting of staff performance. SIMS Personnel already stores a wide range of information, allowing you to build a complete picture of every staff member in your school. The new staff performance enhancements go one step further, putting an end to paper-based appraisal systems that burden school leaders. From individual and lesson objectives to employee reviews and development, all your staff performance data is

Good leaders engage, motivate and develop others. They encourage creativity, stimulate contribution and inspire performance. All this and more is now achieved with The Five-Minute Coach: a coaching style of leadership being used by those who want to make a difference, and fast. The Five-Minute Coach is a quick-to-learn and easy-to-use practical skill set that can be used in the moment to create change. The method is being embraced by those who want to get better results quickly in the educational environment and elsewhere. The Five-Minute Coach can be used effectively in everyday conversations, with teams and colleagues. It stimulates

held centrally and securely. Integration with the SIMS staff personnel record allows schools to manage staff performance in relation to training, qualifications and employment. Electronic reports and document storage facilities provide instant access to evidence, invaluable during a school inspection. Contact Capita to find out how SIMS can support your school in managing staff performance.

thinking, generates learning and transforms performance, creating amazingly different results. The Five-Minute Coach comes from Change Perspectives, which offers leadership development, coaching and communications skills training, as well as individual and team coaching. All designed to create a learning system, leading to sustainable positive change. A coaching style of leadership can unleash talent, ignite passion and improve performance. For a free trial of The Five-Minute Coach, contact Change Perspectives. FURTHER INFORMATION Tel: 020 8255 4244 lynne@thefiveminutecoach.co.uk www.changeperspectives.co.uk

FURTHER INFORMATION Tel: 0845 520 3013 info@capita-sims.co.uk www.capita-sims.co.uk

Promoting the highest Strathaven Academy wins standards in management Coca-Cola Enterprises and leadership excellence Real Business Challenge CMI has over 60 years’ experience championing good management and leadership. The company knows how valuable a qualified, informed, confident management team is. As a membership organisation, CMI has been providing forward-thinking advice and support to individuals and businesses for decades, and continues to give managers, leaders and the organisations they work in, the tools they need to improve their performance and make an impact. As the only organisation to offer qualifications from Level 2 (GCSE) to Level 8 (PhD), CMI is committed to equipping individuals with the skills and knowledge to be exceptional managers and leaders. Qualifications and accreditations such as Chartered Manager, combined with products

such as CMI’s Continuous Professional Development Scheme and the online support resource ManagementDirect, support the development of management and leadership excellence across the UK. Through in-depth research and policy surveys of its 90,000 individual and 450 corporate members, CMI maintains its position as the premier authority on key management and leadership issues. FURTHER INFORMATION www.managers.org.uk

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Students from Strathaven Academy in South Lanarkshire, Scotland, were recently crowned champions of the Coca-Cola Enterprises’ (CCE) Real Business Challenge. An annual competition designed to inspire the business leaders of the future. Now in its tenth year, CCE partnered with Special Olympics Great Britain for the 2012/2013 challenge, setting entrants a series of challenges based on raising awareness of the charity and its upcoming National Summer Games. The winning group has won a trip to the Games, to be held in Bath, as well as a role in the hosting of the event. In addition, all national finalists will have their work displayed through bus stop advertising in their local area, raising awareness of the charity’s key issues as well as the school’s achievements. Sinead Stevenson, teacher at

Strathaven Academy, said: “The entire process has been brilliant for the students. The drive to develop business acumen, encourage creativity and give the students real-life enterprise experience is fantastic and they’ve enjoyed every minute.” Teachers can register for the Real Business Challenge 2013/14 at www.therealexperience.co.uk. The challenge is free and gives Years 9, 10, S2 or S3 pupils the unique opportunity of working alongside Coca-Cola business experts on a live project. FURTHER INFORMATION bmuirhead@cokecce.com

Take the lead with The College of Teachers

Established in 1846, The College of Teachers is the UK’s professional membership organisation for teachers. Premium education experts offer affordable bespoke online professional development courses in a wide range of subjects, from classroom communication to leadership and management in education. Whether you are a teaching assistant, headteacher or industrial trainer, there is a course to help boost your career. Courses are written by leading international experts in the fields of education, who understand the importance of making online learning accessible, informative, stress-free, interactive and fun.

Designed to be studied at a time and pace that suits you, you will benefit from ongoing tutor support and access to The College online community forums. Qualifications range from Certificates of Professional Practice to Doctoral Fellowships and are awarded under The College’s royal charter. Visit www.collegeof teachers. ac.uk/courses to explore courses. Become a member and receive a ten per cent discount, visit www. collegeofteachers.ac.uk/members.

Selecting for leadership talent: a new approach Strong leadership is critical for schools and colleges to drive up standards and provide clear vision and direction to deliver the best possible education. Both Ofsted and the NAHT continually emphasise the role of strong leadership and management in raising standards. Selection and development of the right candidates for leadership positions is therefore of vital importance. Hogrefe’s psychometric assessments can provide insights into an individual’s personality, leadership style and judgement, critical thinking ability and more. This allows governors and management to look deeper than a candidate’s CV, inform

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job interviews and uncover leadership potential. Hogrefe worked with Orleans Park School in Middlesex to help recruit a new head teacher. School governor Laurence Mann, said: “We had never used psychometric testing before. Hogrefe empowered us to assess the potential of the tests we ordered and in facilitating their interpretation, giving us useful insights into candidates’ strengths and weaknesses, which were used to target questions and indubitably added value to the process.” FURTHER INFORMATION Contact: Roley Davis Tel: 01865 402 900 marketing@hogrefe.co.uk

FURTHER INFORMATION Tel: 0207 911 5588 poldershaw@ collegeofteachers.ac.uk www.collegeofteachers.ac.uk

New approach to leadership development

Innovations in school leadership development

Formula 4 Education has recently been formed to support leaders in schools. It is led by Tamba Roy, an experienced headteacher who received praise from Ofsted for “outstanding leadership” and was invited to Downing Street in 2001 to contribute to the government’s Learning from Success Initiative. Tamba Roy works closely with the co-founders of Formula 4 Leadership, whose published leadership assessments have been completed worldwide by thousands of people. Formula 4 Education has supported the following programmes for experienced and aspiring leaders: National College Programmes – Readiness for Senior Leadership and Aspire to Leadership; two teaching school networks on leadership and succession planning programmes; senior leadership teams in schools and academies. The company has created two unique, integrated online instruments to support its work:

The Leadership and Training Centre (LTC) at Shenley Brook End School in Milton Keynes is developing a national profile as an innovative, high quality provider of professional development. Opened in 2012 to support National Teaching School status, LTC offers National College leadership programmes, bespoke leadership development and effective school improvement support. The school has been used as a case study for outstanding professional development by the National College for Teaching & Leadership and its new, high-quality training environment enhances the school’s ability to share this work more widely. A member of the Denbigh

the E-LJI – a new psychometric designed specifically to assess leadership and development needs in schools; and the Coach on the Desktop – an innovative development tool used by school leaders to support development and school improvement. Formula 4 Education is committed to working with leaders in interesting and practical ways to achieve school and educational improvement.

Teaching School Alliance, the school has a lead role in succession planning and talent management and leadership development. Through the LTC, over 500 teachers and support staff have engaged in its programmes and 15 schools are being supported through a team of specialist leaders of education, an offer enhanced by the wider quality across the Alliance. This innovative centre takes a creative approach to staff development and school improvement, which is regularly remarked on by those who use it. FURTHER INFORMATION Tel: 01908 524894 ltc@sbeschool.org.uk www.ltc.sbeschool.org.uk

FURTHER INFORMATION Tel: 0115 9603425 bob.wheeler@ formula4leadership.com www.formula4leadership.com/ Formula-4-Education-Section

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P4C training: supporting leaders and learners

Leadership training and CPD from Tribal

Discover how Philosophy for Children (P4C) can support leadership training as well as pupils’ learning. P4C is a proven learning approach that approximately 600 headteachers per year are adopting. Research and case evidence have shown that P4C benefits schools by: motivating teachers through new skills; attracting positive feedback from Ofsted; improving oracy and literacy; and building pupils’ self-esteem. “P4C played a key role in helping us record the best SATs scores in England for the second year in a row,” says Rekha Bhakoo CBE, headteacher at Newton Farm School in Harrow. The Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE) is a registered charity and the UK’s leading provider of P4C teacher training. It delivers whole school INSET and runs accredited

Tribal’s range of professional development solutions for schools in the Midlands and the North combines its sector expertise and technology with a knowledge of education and learning resources. Training courses are supported by Tribal’s range of specially commissioned lesson observation DVDs, and can be adapted to early years, primary, secondary or special education settings. Designed for middle leaders in primary, secondary and special schools, this two-day course successfully enhances the monitoring and evaluation skills of the middle leadership team. The course also examines how focused department action plans can effectively contribute to the whole school improvement cycle.

courses for individuals from a variety of settings. There are three levels of attainment: a Level 1 course will provide teachers with the skills to facilitate philosophical discussion and gives greater confidence in using open-ended questioning. Level 2 and 3 courses provide further CPD opportunities for those wanting to develop their facilitation and analytical skills. SAPERE recently announced the launch of a partnership scheme for Teaching Schools and Teaching School Alliances wishing to provide P4C training.

A secondary school’s head teacher said: “The course was pitched perfectly. It was exactly what I wanted and feedback from middle leaders and SLT was that it was outstanding.” Other courses include: Lessons in Observation – Evaluating Teaching and Learning; Inspection Skills; and bespoke face-to-face training. If you are part of a teaching school, Tribal would welcome the opportunity to discuss how its leading experts and learning platforms can support and enhance your current training portfolio. FURTHER INFORMATION Tel: 0117 311 5283 learning@tribalgroup.com

FURTHER INFORMATION Tel: 01865 408333 janmarples@sapere.org.uk www.sapere.org.uk

An independent specialist CPD opportunities in leadership and management providing experienced teaching staff to the UK Effective individuals and teams to discuss and analyse workplace are essential to the planning, organisation, evaluation and monitoring of work with children, their families and other professionals. The leadership and management module delivered by the School of Education at the University of East Anglia (UEA) offers CPD opportunities to understand and evaluate processes and techniques for managing people within an educational setting and the wider context of the school system. The module builds on participants’ existing expertise by developing high-level personal communication skills as a basis for good leadership. UEA creates a stimulating and challenging environment in which

practice; participants reflect upon the appropriateness/effectiveness of different leadership styles. The module can form part of the MA Advanced Educational Practice, which supports whole school improvement through a programme that uses evaluation of current practice to achieve a greater understanding. Lecturers in the School of Education have access to educational research and are members of professional networks that provide insights into the latest policy developments. FURTHER INFORMATION Tel: 01603 591515 admissions@uea.ac.uk www.uea.ac.uk/edu

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What happens when a school needs teachers in a hurry, when teachers fall ill or recruiting the best permanent staff is proving tough? All schools need to be able to access high-quality staff quickly, with the confidence that children’s education will not suffer. Vision for Education is an educational staffing specialist based in the north of England that provides this crucial service to thousands of state schools across the UK. A trusted provider of supply teachers and other educational staff to state schools, Vision for Education is an independent, owner-led provider with more than 30 years experience of the education sector. Vision for Education’s services have been built around basic values, honesty and integrity, that put children at the heart of all its services. Steve Petherbridge, director

of Vision for Education believes that the fundamental values of the company’s services meant that long-term relationships with schools across the country were commonplace. Petherbridge said: “Vision for Education is a provider with pride and passion for both our services and the company’s ethics.” FURTHER INFORMATION Tel: 01733 371371 tina.cater@ visionforeducation.co.uk www.visionforeducation.co.uk

Is outstanding teaching Classroom training with and learning your school’s a dramatic difference best kept secret? It takes courage, confidence How does your school improvement strategy ensure that teachers have the opportunity to reflect on how their teaching impacts on learning? How do line managers foster opportunities to share best practice with other teachers and across the curriculum? Learning Cultures delivers high quality continuing professional development for schools and colleges. Coaching is at the heart of everything the company does and it is working with more and more organisations to develop coaching programmes that will support them to deliver long lasting school improvement, as well as offering challenging and supportive performance management solutions. The company also creates opportunities for school staff to identify and model good practice. Delivering a coaching programme in school can be a powerful driver for

change both for individuals and for the organisation. The introduction of a coaching programme will foster a culture where professional dialogue and reflective practice become a natural part of the objective and goal setting process for all staff and provide profound opportunities to ensure these are met through ongoing planned coaching and agreed staff development. FURTHER INFORMATION Tel: 01746 765076 www.learningcultures.org info@learningcultures.org

Training programmes to help you “train smarter” Deborah McVey of Protocol’s College Leadership Services has developed a series of training programmes to “train smarter” for senior and curriculum managers in the post-16 sector. Deborah says: “Our work is about making a difference to learners’ experience. Success comes from the identification of challenges and issues the sector faces and providing solutions to these for our clients. When we see one of our clients learning something that will help them, and applying it independently, it tells us our job is well done.” Part of an integrated approach to quality improvement, the range of competitively priced programmes is extensive and includes training for observers, teachers and managers. These

include: behaviour management (behaviour and emotions, anger management for parents, emotional resilience), excellence in teaching and learning, brilliant CPD for outstanding learning, changing mindsets, and destination excellence in teaching and learning. A growing number of the most outstanding colleges are seeing the benefits of our innovative training packages. Deborah and her team have also developed the Learning Smarter App, that utilises technology already in the learners’ hands: their mobile phones. FURTHER INFORMATION Tel: 0115 911 1206 www.collegeleadership.co.uk

and practice to be skilled in leadership. React: Acting for Business’s unique brand of training puts experience at the heart of learning and turns theory into practice. React’s courses prepare participants for real challenges and conversations; building, skills, resilience, flexibility and the confidence to apply what they learn in their working lives. React: Acting for Business is a leader in experiential, drama-based training with 20 years’ experience in leadership development. React’s team of specialist trainers and actor-facilitators work across the UK in higher education. The team has wide experience in leadership training across most industries and with leading business and management schools. React provides courses that are immediately engaging, truly interactive and deliver real results. It has tried and tested programmes around

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academic and support services, including academic performance management and student support. React works closely with clients to design courses that work for them, matching their needs so the training that participants get is realistic and relevant. React makes the learning experience engaging and effective with techniques such as Forum Theatre, Simulated Case Studies and Talking Heads. Contact React: Acting for Business to find out how it can make a dramatic difference to your leadership training. FURTHER INFORMATION Tel: 01727 858508 info@react.co.uk www.react.co.uk

Place2Be: making a lifetime of difference to children in schools Place2Be is the leading UK provider of school-based emotional and mental health support services, supporting 75,000 children in 200 schools. The charity supports children to cope with issues such as bullying, family breakdown, bereavement, neglect and trauma. By intervening early, Place2Be effectively prevents the downward spiral that can lead to low aspirations, poor educational achievement, truancy and exclusion from school. It helps improve attainment and academic progress and builds children’s resilience. The service works with parents and carers to help them enhance their parenting skills and build better relationships with their children, whilst also supporting the whole school staff community. As well as school-based services, Place2Be offers highly effective training for school staff, developed with the expertise gained from

18 years of working with schools. The training provides practical approaches to support teaching, enhances staff’s ability to support the emotional wellbeing of the children and families they work with, and improves their ability to manage behaviour in and out of the classroom. Place2Be also runs a full suite of qualifications in counselling skills for working with children, ranging from a Taster Day to a Postgraduate Diploma and Masters. FURTHER INFORMATION Tel: 020 7923 5500 enquiries@place2be.org.uk www.place2be.org.uk

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WORKING ON THE WORKFORCE

The REC has recently reported that the UK faces an ever increasing shortage of teachers as many choose to leave the sector and it is failing to attract the quantity and calibre of candidates that it needs to fill vacancies. The National Audit Office has warned that a quarter of a million extra school places would be needed in England by autumn 2014. REC Education identified the need for more teachers in 2012 as the school system struggles to cope with present levels of demand and faces up to even greater challenges in the coming years. In the next five years over 700,000 extra children are forecast to enter primary level education in the maintained sector – with an additional 150,000 pupils expected to join secondary schools. The Shadow Education Secretary Stephen Twigg stated recently that an extra 15,000 teachers are needed by 2014-15 to meet this challenge. A SYSTEM UNDER STRAIN Stephen Twigg is right to warn that this poses a real and growing threat to standards in an education system under strain. The present government is making efforts in this area to attract more people into the profession and encourage individuals to return to the classroom. However, there is a long way to go and the raft of recent announcements from the teacher unions over their spring

conference season are testament to increasing dissatisfaction in the profession about the scale and pace of reform in the sector. Our members report that growing numbers of teachers are leaving the classroom due to increased levels of bureaucracy and a dramatic deterioration in student behaviour. Indeed a recent survey conducted by the ATL found that 62 per cent of respondents said there were more children with emotional, behavioural and mental health problems in schools than two years ago. Dr John Dunn, Chair of REC Education, believes the growth in teachers leaving the profession is a trend set to continue: “More and more members are saying they just simply cannot find teachers to fill vacancies. This is not just in the normal areas of concern such as Mathematics and Physics, but in subjects such as English there is a real dearth of candidates in London and the South East.” Set against this backdrop the government is set to introduce performance related pay into teaching. Will this stimulate talent and promote progression, attracting more people to the profession or merely foster unhealthy

competition and sap already fragile levels of morale in our schools? The jury is out but what is clear is that urgent action is needed, and needed now to get more teachers into our classrooms as schools face up to the coming surge in the number of students. Dr John Dunn added: “The last time the country experienced an acute teacher shortage our sector expanded massively. Specialist recruiters need to keep abreast of this pressing problem both from a business perspective and as part of their role in developing the school workforce.”

Written by Chris Wilford, senior policy advisor, REC Education

With many schools becoming independent entities and local authorities rapidly being replaced by academy clusters as key players in the delivery of education, Chris Wilford, REC Education senior policy advisor, takes stock of this seismic transformation and examines how the dramatic expansion of the academy model will change current resourcing needs

THE IMPACT The REC’s recent discussions with the Department for Education, SSAT (formerly the Schools Network), the Teaching Agency and the Guardian Teacher Network have honed in on how radical changes to the education system will impact on specialist recruitment agencies. Schools are becoming independent entities and local authorities are rapidly being replaced by academy clusters as key players in the delivery of education across large swathes of the country. The latest REC Education general meeting took !

The f eo shortag poses s teacher growing d n a real a standards in o threat t cation system an edu ady under alre ain str

Recruitment

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HUMAN RESOURCES " stock of this seismic transformation and of how the dramatic expansion of the academy model will change current resourcing needs.

stamp. REC Audited Education is a new audit scheme run by the REC to provide quality assurance of recruitment agencies that supply teaching and non-teaching TOP FIVE TRENDS staff to schools, academies and education The changing face of recruitment – will the providers across England and Wales. The new scheme education market be transformed? replaces the Quality Mark, which the REC managed Schools may well use executive recruiters to source on behalf of the Department for Education from its School Business Managers and Governors as inception in 2002 to its conclusion in April 2013. schools become more independent. The concern Having the REC Audited Education stamp of for specialist teaching agencies is that if current approval means that you can rest assured that trends continue it looks like education may your recruitment practice are being handled by become more similar to other professional markets experts who adhere to the highest levels of best – albeit with specific safeguarding requirements. practice and compliance. REC chief executive Kevin rd, REC ris Wilfonior policy h C ‘Education Corporations’ will supplant Local Green says: “When a school turns to a recruitment e s n Educatioadvisor Education Authorities to dominate the space: Academy agency to help them find staff to work with children chains are groups of institutions that are bound together and young people, they have to be confident that all the legally, financially and operationally. Such chains are predicted in appropriate checks have taken place. The aim of our scheme future to be allowed to operate at a profit as long as they deliver results is to give head teachers peace of mind that they are working with an and meet certain standards. This could lead to the development of the accredited supplier who adheres to the very highest standards. model seen in areas such as the Middle East where large corporations “To achieve REC Audited Education status and display the badge, manage a series of schools to deliver education. These groups of recruitment agencies will have to prove they are not just compliant with schools will become ‘Education Corporations’ with their own brand and all necessary legislation and regulations but that they operate the very reputation. Parents will select the brand they think best suits their child. best practice.” With the removal of the requirement of academies to only hire teachers When developing the scheme, the REC gathered input and advice from with Qualified Teacher Status, it is feasible that in the future these leading unions, local authorities, education organisations, and individual ‘Education Corporations’ will hire graduates directly every year and train schools and academies to ensure the scheme addressed the issues of them up just like other commercial organisations on the annual ‘milk most importance to them. # round.’ Governors as Directors – an opportunity for executive recruiters: FURTHER INFORMATION Schools are becoming independent businesses and thus the traditional Tel: 020 7009 2100 Board of Governors is set to be transformed. Rather than parents, www.rec.uk.com staff, local volunteers, councillors and respected community figures raising school standards through their setting strategic direction, ensuring accountability and acting as a critical friend, school governors are set to become more commercial figures – akin to a company board of directors. As such, the role of school governor will become more professional and school may well require assistance to source candidates with the diverse skill set required to assist school leaders and School Business Managers in managing and developing their schools. Regional and localised pay will become the norm: With academies and free schools able to recruit teachers without QTS, it follows that they will be able to set their own rates of pay so that they can compete for talent and attract the teachers they need for their schools to thrive. The chancellor’s Autumn Statement confirmed that national pay bargaining for teachers will be scrapped and replaced by freedom for schools to pay teachers by their performance. National teacher pay scales are set to become a thing of the past as pay becomes linked to the dynamics of local labour markets.

“With 150,000cted xpe pupils eecondary s to join , an extra s school eachers are t 15,000 by 2014-15” needed

SUPPORT FOR THE INDUSTRY So how can recruiters support the education system? Dr John Dunn, Chairman of the REC Education group said: “From changes to exams to the rapid growth of academies, education is undergoing an unprecedented transformation. New relationships and innovative systems are the order of the day. Supply agencies have a key role to play in the development of a flexible workforce that can respond to the challenges schools face. “With the number of pupils set to rapidly expand, the growing importance of school business managers and changes to teaching standards there is much for members to take in. REC Education continues to be at the forefront of the debate and a respected authority on the management of temporary school workforce.” Does your recruiter have the REC Audited Education stamp of approval? Whether you are looking to recruit teaching or non-teaching staff make sure that the recruiter you are using has the REC Audited Education

EDUCATION BUSINESS MAGAZINE | Volume 18.4

RECRUITMENT

EXCEEDING STANDARDS AFTER THE QUALITY MARK

Advertisement Feature

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As a trusted partner for thousands of education institutions, Capita is in a prime position to help you react to changes in the sector and has raised the bar with the launch of its own Teachsafe Mark

understand their duties to keep them safe. That’s why we continue to invest in our own people as well as our candidates to ensure that they continually provide the highest standard of customer service to our customers.”

Capita’s education resourcing business is fully committed to safeguarding and safer recruitment in the education sector. Following a survey of 2,000 clients regarding the closure of the Quality Mark, 60 per cent of respondents felt that safeguarding in schools will be affected as a result of the closure; and a further 59 per cent of respondents stated that the Quality Mark had previously affected their choice of recruitment supplier. In response to customer demand, Capita’s education resourcing business has launched its own Teachsafe Quality Mark with exacting standards designed to ensure it exceeds the benchmark set by the old DfE Quality Mark. The Teach Safe mark is audited by The Security Watchdog, which will independently certify that Capita’s education resourcing business continues to remain vigorous and meticulous in its compliance checks of its teachers, while also exceeding the safeguarding of pupils throughout the UK. TEACHSAFE PROMISES The Capita Teachsafe Quality Mark promises: 100 per cent of Capita’s education resourcing offices are continuously vetted and without warning during the academic year by The Security Watchdog. All candidates are vetted in accordance with DofE Safeguarding and

Safer Recruitment in Education regulations. The client receives email vetting confirmation for every booking. Database controls prevent candidates being deployed with incomplete checks. “No warning” internal audits are conducted by Capita Education Resourcing Quality & Compliance department across all offices each term. DBS enhanced disclosures via CRVS online system which ensures they are received quicker. Enhanced disclosure checks on consultants who visit schools. Safeguarding training and CPD to develop candidates. Robust safeguarding policy. Feedback following every assignment. A dedicated Quality & Compliance manager, who ensures vetting processes are correct and handles complaints and safeguarding issues.

ABSOLUTE CONFIDENCE Flannery continued: “We recognise that any industry wide benchmark can only serve as a minimum standard. The Capita Teachsafe standard is designed to move beyond this lowest common denominator approach and raise the bar by setting the most exacting standards that give our customers the absolute confidence in our safeguarding and quality procedures.” By making use of specialist education recruitment providers with the expertise and skills to manage the vetting and safeguarding procedures of education staff, schools can rest assured their pupils are in the right hands. Capita fully understands that quality, safety, security and high standards matter in education. If you are looking for highly vetted supply teachers and safer recruitment in education, get in touch with Capita today. FURTHER INFORMATION Tel: 0800 731 6871 enquiry.ers@capita.co.uk www.capitaeducation.co.uk

UNRIVALLED DUTY OF CARE With this added investment Capita’s education resourcing business, will continue to remain an industry leader and unrivalled in their duty of care within the sector. Peter Flannery, managing director for Capita’s education resourcing business, commented on what this new quality mark means for the education industry: “We believe that safeguarding procedures are vital in child protection and it’s important when working in a professional capacity Peter Flannery, managing director of Capita’s education resourcing business, with children and young with Susie Thompson, managing people that teaching staff director for The Security Watchdog

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SEN REGULATIONS Principles of the Draft Code

Early identification of needs High expectations and aspirations Importance of the views of children and young people A focus on the outcome and children and young people

Written by Lorraine Petersen, ceo, nasen

This indicative Draft Code of Practice is provided to Parliament to aid consideration of the SEN Clauses in part three of the Children and Families Bill and the related draft indicative regulations. It is work in progress. Here are its principles:

Special Educational Needs

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Choice and control for young people and parents

MEETING ALL CHILDREN’S NEEDS Following the publication of the Indicative Code of Practice and associated Draft SEN Regulations in March this year, Lorraine Petersen (OBE), CEO of nasen, outlines the initial feedback from the education industry The Draft Code lays out statutory guidance and practical advice on the statutory duties involved in identifying, assessing and making provision for children and young people’s special educational needs (SEN) as set out in the Children and Families Bill currently before Parliament. The way in which legislation and regulations concerning children and young people with disabilities works alongside the code is also outlined. After publication, the Code and Draft Regulations have been sent to the Children and Families Bill Committee for consideration during the second reading debate, with full consultation expected to begin in the latter part of this year and regulations for the Code laid out in early 2014. The initial draft regulations and the initial draft Code of Practice show the broad content but they will be developed considerably further before they are finalised in light of the experience of the pathfinders and debates within the committee. Early identification of needs, along with high expectations and an emphasis placed on choice for young people and parents and the effective collaboration

of education, health and social care partners all underpin the new Code. The Code also focuses on the importance of skills and knowledge of those working with children and young people, identifying all teachers as being teachers of children with special educational needs. Divided into several sections, the Draft Code outlines the role of local authorities, who will be expected to publish information about the provisions that will be available in their area to support SEN pupils. The Code states that children and families should be involved in the planning and development of the local offer, which will also link to joint commissioning, with local needs identified by Health and Wellbeing Boards. Amongst the guidelines for schools, the Code emphasises the need to improve outcomes for all SEN pupils. The Code identifies the four

Collaboration with education, health, and social care partners Clarity of roles and responsibilities High quality provisions Importance of skills, knowledge, and attitudes of those working with children and young people primary areas of SEN as communication and interaction, cognition and learning, emotional, social and behavioural development and sensory or physical development. Schools, as well as local authorities, will have a duty to publish information regarding the application of its SEN policy and those in the secondary or further education setting also have a duty to provide independent career advice for pupils.

The ode Draft Cussed c was dismber of in a nu essions at s ON THE DfE-ledr’s nasen Live FEEDBACK DRAFT CODE this yeaher feedback The Draft Code was discussed in a number to gat education of DfE led sessions at m o r f ionals this year’s nasen Live in profess order to gather feedback

from education professionals. Delegates at the sessions voiced appreciation for the graduated response under the current system but expressed concerns over the lack of resources that are allocated for interventions at school action and school action plus level. When discussing problems with the current approach, delegates identified a need for clear criteria for when to seek advice from external agencies, along with funding for any necessary additional support. Issues with !

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Special Educational Needs

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Invest in inclusiveness with the BRITE Initiative

DSA Needs Assessments by Broadbent & Co

The BRITE Initiative provides highquality training and resources to education professionals in the UK and beyond. BRITE’s portfolio of accredited professional development programmes covers a range of topics including: managing challenging behaviour; inclusive learning strategies; dyslexia support; skills for educational support workers; and needs assessment. It’s not only teaching staff who benefit from BRITE training. Assistive technology practitioners, needs assessors, support workers, service managers and advisers have all participated on BRITE courses. Training is available either on-site or online. The flexibility offered by online delivery is increasingly popular and BRITE’s “virtual” training was featured by Adobe as a European Success Story. Throughout the year, BRITE offers a varied programme of free webinars. An archive

Broadbent & Co is a needs assessment service and assistive technology consultancy company, with fully AT-equipped centres in various locations in England. The company undertakes needs assessments for students with disabilities/specific learning difficulties who are entering or already in higher education. This is part of the Disabled Students’ Allowances (DSA), funded by Student Finance England, Student Finance Wales and NHS Student Bursaries. Broadbent & Co also undertakes in-service training for staff involved with disabled students in further and higher education. The needs assessment involves identifying study aids and study strategies to enable disabled

of past webinars is free to access at www.brite.ac.uk, where you will also find details of accredited courses. This year saw the launch of Investors in Inclusiveness®, a new CharterMark for education. Developed by BRITE, this award provides a framework for evaluating the inclusiveness of every aspect of an organisation. Find out what achieving the CharterMark means and learn about the first college to receive the award at www.ininin.org.uk.

students to maximise their potential in higher education and reduce the impact of the effects of their difficulties on their learning. The transition from school to higher education and from higher education to employment can be helped by having a comprehensive needs assessment. Broadbent & Co also has an informational website (www. yourdsa.com), offering advice on the DSA process and identifies free assistive software for education and employment. Broadbent & Co is accredited by Disabled Students’ Allowances Quality Assurance Group. FURTHER INFORMATION Tel: 01457 835568 www.broadbentco.co.uk

FURTHER INFORMATION Tel: 01383 749605 enquiries@brite.ac.uk www.brite.ac.uk

Literacy & life skills resources for young people with special needs

High quality residential education experiences that make a difference

Peter and Christine Clarke, founders of SEN Press, have a son with Down’s Syndrome. When he was in his early teens and coming home from school with reading books intended for very young children, they decided he deserved better: books with content relevant to him and age-appropriate illustrations. The couple began publishing the books and on-screen interactive activities they knew he needed, and SEN Press was born. Their vision is benefiting teenagers with special needs all over the UK and overseas. Comments from teachers and parents on the 14-19 yrs resources SEN Press offers: “Ideal introductions to key life skills and social skills.” – NASEN Newsletter. “Excellent resources to support Life Skills.” – ASDAN. “A company that has addressed this age-old problem; appropriate materials for older students with

Hinning House is a purpose built outdoor education centre located in the awe inspiring Duddon Valley, in the Lake District. It has a successful history of delivering relevant experiences to a range of young people. Highly experienced teaching staff have the flexibility to allow educational need to drive the programmes that they deliver and young people are challenged at a pace appropriate to their stage of development. By using a variety of activities, including: mountain and valley walking, orienteering, self-led expeditions, rock climbing, off-road cycling, bushcraft, ghyll scrambling and art as vehicles for learning, the centre provides visitors with the maximum opportunity to participate in all sessions. Young people get the chance to set individual goals and take part in a range of progressive, innovative and exciting activities. For many, a visit to the centre

learning difficulties.” – St Philip’s School, Chessington. “The first publisher in my 20-year teaching experience to produce exciting, relevant material at the right level for my students.” – Suffolk One, Ipswich. “Excellent. They cover realistic situations in a practical way.” – Down’s Syndrome Association. See SEN Press resources (reading books, interactive activities, worksheets and teaching support materials) at www.senpress.co.uk, and download a free sample book. FURTHER INFORMATION Tel: 01727 825761 www.senpress.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.4

is their first trip away from home and often counts as the most memorable experience in a young person’s school career. The skills that young people develop during a residential visit are skills for life and engender life-long learning. All courses are fully-catered and the property has accommodation in small bedrooms for up to 30. Brathay Trust, which manages the centre, also has two more stunning outdoor education centres at Low Bank Ground, on the shores of Coniston, and at Brathay Hall, a beautiful Georgian country house near Ambleside, in the Lake District. FURTHER INFORMATION www.lowbankground.com www.brathay.org.uk

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SEN REGULATIONS " over-identification were raised, amid concerns over too much emphasis on targets rather than placing priority on addressing the needs of individual students. When discussing changes that should be made to improve practice in schools, along with the role that the SENCO can play, delegates called for additional training for all staff to support Quality First Teaching and clarify the intervention pro is a lack of SEN continuing professional development (CPD) opportunities for staff, which effectively hampers early identification, quality of provision and opportunities for early intervention. The lack of rigorous SEN course content at Initial Teacher Training (ITT)

level was also highlighted as a

concern, along with the lack The of SEN knowledge across e d o the workforce, an issue Draft C tained n i a compounded by funding m states stream not being provided main rseries for CPD. nu , s The Draft Code l o t o s h u m sc s e i states that maintained m de mainstream schools, and acae there is a maintained nurseries ensur esignated and academies must d O ensure there is a teacher SENC acher te designated as a SENCO,

Available services Services available for support for children with SEN under the code: Educational Psychologist Child and Adolescent Mental Health Services Specialist support teachers or support services Behaviour support teams Youth offending Teams Speech and language therapists Occupational therapists Physiotherapists Transition support

who must have day-to-day responsibility for the operation of SEN policy and must ensure that the school can track and record support plans. Delegates at the DfE sessions called for SENCOs to be an acknowledged part of the school leadership teams, particularly in the absence of ring-fenced funding for SEN pupils. Professionals also called for clear categories for different levels of need and discussed the need to move away from relying upon teaching assistant support and instead enabling investment in improving the quality of whole school provision. Moreover, the role of the SENCO was identified as integral to the success of the collaboration between education, health and social care that the Code outlines. SENCOs discussed the need for clear guidance on when they need to consult on outside agencies and what the correct protocols are for evidencing interventions which might not be immediately recognised in pupils’ academic work. Overall, the regulations must identify the expected outcomes for these young people, their targets and how their learning will be supported in the classroom. The interventions and strategies are to support them must be clearly outlined and decisions as to who measures progress and success must be made. Although the Code

Local offer The local offer must include information about:

Special Educational Needs

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Education Health Care provision Arrangements for identification and assessment of special educational needs Other education provision Training provision, including apprenticeships Travel arrangements Support for school transitions and preparing for adulthood Sources of advice and support in the area Arrangements for making complaints and the resolution of disagreements may well contain guidance for teachers and SENCOs if no progress is made, there is a clear and immediate need for support in this area. A guide to school inspections, developed by nasen and leading SENCOs, offers support in this area to help ensure SENCOs can begin to address those issues that will directly address the quality of provision in their setting as part of a whole school structured approach to meeting all children’s needs. A series of DfE funded SEN learning events will be run by nasen from November 2013 in order to tap into the knowledge and expertise of SENCOs when developing the Draft Code. # FURTHER INFORMATION www.nasen.org.uk

Energy management for schools with the right technology and strategy Carlo Gavazzi manufactures energy meters, energy management software and current transformers, boasting one of the largest ranges in the UK. As budgets throughout schools continue to be constrained, it is vital to get the technology and strategy right to ensure less energy is consumed. When this is understood, then a school’s performance can be improved and energy usage considerably reduced. When sourcing and comparing appropriate technology, it is not only important to know that you have the right equipment, but crucial that you know what you are trying to achieve. It could be a costly process installing a

comprehensive metering package without having a view on the outcome. As energy monitoring software moves into the cloud, it provides schools and local authorities with an energy management strategy.

Whether you need a local, user-friendly solution to gather data, to help manage your consumption and engage students into the schools energy saving campaign, or a simple gateway to multi-site data, then talk to the experts, Carlo Gavazzi. Find out how the company has helped other schools, hospitals and commercial buildings to reduce their energy bills, as well as their carbon footprints. FURTHER INFORMATION Tel: 01252 339600 info@carlogavazzi.co.uk www.carlogavazzi.co.uk

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THE RIGHT ENVIRONMENT FUELS LEARNING We look beyond limitations of space to create, design and construct Ă H[LEOH LQWHUDFWLYH HQYLURQPHQWV that support different styles of learning and teaching, across all Key Stages of education, FE and HE. :RUNLQJ ZLWK HGXFDWLRQDOLVWV ZHÂˇYH got access to a wealth of knowledge WKDW DOORZV XV WR GHOLYHU LQVSLUDWLRQDO \HW practical learning spaces and we also KDYH D WHDP RI IXQGLQJ H[SHUWV ZKR FDQ assist you with applications for capital IXQGLQJ DQG DGYLVH \RX RQ WKH EHVW ZD\ WR Ă&#x20AC;QG JUDQW VKRXOG \RX QHHG LW 2XU VSHFLDOLVW WHDPV KDYH YDVW H[SHULHQFH LQ GHOLYHULQJ SURMHFWV LQ OLYH HGXFDWLRQDO HQYLURQPHQWV DQG XQGHUVWDQG WKH importance of maintaining timetable and curriculum. Weâ&#x20AC;&#x2122;ll work closely with members of staff, pupils and other stakeholder groups to make them part of WKH SURFHVV NHHSLQJ WKHP IXOO\ LQYROYHG throughout the programme. Whether you want to us construct a brand new space or change the look and feel of DQ H[LVWLQJ RQH ZH EULQJ D IXOO\ LQWHJUDWHG VROXWLRQ FRYHULQJ FRQVWUXFWLRQ ,&7 IDFLOLWLHV PDQDJHPHQW Ă&#x20AC;[WXUHV Ă&#x20AC;WWLQJV DQG HTXLSPHQW WR GHOLYHU D VXVWDLQDEOH DQG FRVW HIIHFWLYH SURMHFW

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DYSLEXIA

With three dyslexic children in every UK classroom, teachers need to feel confident about recognising and meeting the needs of pupils with dyslexia, urges Sarah Driver and Sally Bouwman Most of us take our ability to read and write for granted and find it difficult to imagine how we would go about our daily lives without basic literacy skills. Yet, there are six million functionally illiterate adults in the UK at an estimated cost of £2.5 billion a year to the country. The facts are all too clear. We have a problem. Many children who either have dyslexia or difficulties with reading and writing are simply not getting the support they need, and with three dyslexic children in every UK classroom, this is a serious concern. In UK primary schools we see that one in five children are failing to master the basics of writing, while one in eight children are failing to master the basics of reading by the time they leave for secondary school. When we look at secondary education, over a third of young people failed to achieve the expected level of an A*-C in English in 2011. TRANSFORMING TEACHER TRAINING The Driver Youth Trust, a charity dedicated to improving the life chances of children and young people who struggle with literacy, believes that the answer to this problem is to better train teachers to identify and support children with dyslexia. The Trust recently produced a report, ‘The Fish in the Tree’, which praises recent improvements in literacy teaching, including

the focus on phonics, which is important in helping children with dyslexia. However, it says that more needs to be done. Rather shockingly, the report flags that 52 per cent of the teachers surveyed were not trained to identify and support children with dyslexia and that 84 per cent feel that this training is important. While there have been attempts to improve this situation, 70 per cent of initial teacher training providers still spend less than a day with their students on dyslexia-specific training. Teachers need to feel confident about recognising and meeting the needs of pupils with literacy difficulties, including dyslexia, in a classroom setting. This is not a situation we can just leave to adults outside of the classroom, although there is a place for interventions and additional reading and spelling support delivered by dyslexia-trained adults. Nor can we assume that dyslexic pupils will eventually catch up. The signs of dyslexia do not simply disappear over time. The Driver Youth Trust is calling on the government to take urgent action to close

the skills gap by insisting all initial teacher training (ITT) courses contain a module on special educational needs (SEN) including dyslexia. The charity is also calling for all SENCos (Special Educational Needs Coordinators) to have a mandatory minimum level of training around the support of children with literacy difficulties, including dyslexia. Until recently some SENCOs received little or no special training. In the meantime, teachers can improve their understanding of dyslexia and ensure that they’re providing the correct support for dyslexic pupils by following a few simple steps.

s Teacher o need t ent fid feel conognising ec about r eeting the and m pupils with f needs oy difficulties literac lassroom in a c ing sett

Written by Sarah Driver, founder of the Driver Youth Trust, and Sally Bouwman, the network lead teacher for Dyslexia at the Ark Schools

ADDRESSING THE NATION’S LITERACY SKILLS

Special Educational Needs

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UNDERSTANDING DYSLEXIA For many teachers, the first step towards better engagement with dyslexic children is improving their understanding of dyslexia. While it is commonly known that dyslexia affects an individual’s ability to read and write accurately, it is not often known that the learning difficulty can also affect memory and concentration, as well as an individual’s ability to cope with numeracy. !

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DYSLEXIA " Dyslexia can be described as a spectrum disorder, which means that it ranges from mild to severe. It has nothing to do with intelligence. Dyslexia affects all walks of life and many dyslexics go on to have successful careers as actors, chefs, dancers, poets, scientists, computer technicians, teachers or indeed anything they choose to be. Winston Churchill, Albert Einstein and Steve Jobs were all dyslexic. Typical symptoms of dyslexia include difficulties in phonological awareness (the ability to distinguish sounds in words including syllables); verbal memory (remembering the words you hear, for example when listening to a teacher in class); and verbal processing speed (how quickly you recognise words and access them from your long-term memory).

great sums of money but do need a certain amount of creativity. Displays around the classroom should inform, remind, and reinforce messages and rules which pupils with weak memories have a tendency to forget. Frequent verbal reminders of these rules and messages is also important. Teachers should discuss how words work with their pupils and which spelling rules they need to be mindful of. For instance, should a teacher notice that his or her pupils are frequently misspelling a word such as ‘was’, it can be quite helpful for that teacher to ask all of his or her pupils to identify the correct version of the word together given a choice of correct and incorrect spellings was or woz. The teacher could then invite everyone to check and amend their spelling accordingly before continuing with the lesson. Suggesting inventive ways to remember the spelling of certain words can also be effective. For instance, the word ‘was’ can be remembered with the phrases Weetabix And Strawberries, or Whales And Seals. These rules can then be displayed on the classroom wall to make it easy for everyone to remember. Practising tricky spellings on ICT programmes can make the learning of difficult spellings fun.

No ould child shohibited pr ever be essing good, c from acic literature class result as a reading of their ulties diffic

IDENTIFYING DYSLEXIA Identifying signs of dyslexia is an essential starting point for schools. Dyslexia Screeners, such as the GL Assessment or Lucid Rapid, often indicate areas of difficulty and can be a quick and instant way of clarifying the key challenges presenting to the pupil. However, an assessment by itself achieves very little. It is crucial that the child’s reading and spelling behaviours are analysed and that subsequent teaching experiences are matched to the learning needs of the child. All too often, children with reading difficulties are presented with books or worksheets beyond their reading level or asked to fill a blank page with writing, without the support systems to make this a less arduous task. The support systems necessary to help pupils with dyslexia do not have to involve

RELEVANT WORDS The blank page of an exercise book can often deflate the weak or reluctant writer, with its narrow lines stretching endlessly down the page. Pupils will often respond better when provided with a series of sentence starts that they are required to complete, or a word bank full of relevant words and phrases for them to refer to and use. Younger dyslexic pupils respond particularly well to writing tasks when asked to draw their

understanding in sequenced picture boxes before drafting a written account, as this provides a visual overview for the account. Similarly, the use of ICT programmes which have a text-to-speech facility and enable pupils to immediately hear the sentences that they have chosen to produce, can be very effective. Electronic support has made tremendous differences to dyslexic students young and old and needs to feature as early as possible in the dyslexic pupil’s educational career. A child’s reading progress can meanwhile be greatly supported by providing children with dyslexia friendly books. No child should ever be prohibited from accessing good, classic literature as a result of their reading difficulties and the provision of audiobooks is a crucial component to any school library. Similarly, reading with a skilled educator, who can help the child to understand how the words on the written page fit together, can make a huge difference. To make class contributions less stressful for pupils, teachers can also provide ‘thinking time’ and come back to pupils after they have had some time to prepare answers, rather than quizzing them on the spot. There are other tools that schools may consider. Some children are likely to benefit from reading rulers, which provide a coloured film to place over print which helps to make the text more distinct. Some schools will plan for pupils to write on buff coloured paper as well to minimise the visual stress they may be experiencing. Above all else, schools need to be willing to abide by the principle of ‘notice and adjust’. Notice when a pupil experiences difficulties and adjust the teaching to ensure success. In the words of Neil McKay, author of Removing Dyslexia as a Barrier to Achievement, if a child won”t learn the way we teach, then teach the way they learn. #

Special Educational Needs

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FURTHER INFORMATION www.driveryouthtrust.com

Positive Workology: inspiring young minds with positive approaches to employment Positive Workology is a unique approach to inspiring and guiding young people to develop positive practices for enhancing their immediate or long-term employment prospects. The innovative tools that are incorporated include strategies and research from positive psychology, neuroscience, employability studies and 12 years of employment coaching. Positive Workology is developed as a response to feedback from hundreds of 16-19 year olds who are reporting a sense of pessimism, disillusionment and hopelessness about their employment prospects. Linked to a separate study undertaken

in 2012, almost 100 employers gave qualitative and quantitative insights into what they wanted and what they felt was missing from applicants. As youth unemployment reaches worrying highs, and with the economy showing a long and winding recovery, is

there anything young people can do? Positive Workology’s inspiring and unique workshops will challenge perceptions, inspire self-action and encourage positive practices to empower young minds to be successful. The company has workshops that can be delivered in thought-provoking bite-sized formats, advanced six-week programmes or adapted to fit in with existing curriculum activities and work-related programmes. FURTHER INFORMATION Tel: 0151 281 6211 john@greengrapesolutions.co.uk www.greengrapesolutions.co.uk

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CATERING

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PARLIAMENT WELCOMES NATIONAL SCHOOL MEALS WEEK

National School Meals Week (NSMW), subtitled ‘the great school lunch’, will run 4-8 November.

During Prime Minister’s Questions (PMQs), Stephen Mosley, MP for Chester, asked David Cameron to join him in welcoming the parliamentary launch of National School Meals Week, which will take place in November. The PM responded: “I certainly join my honourable friend in that. I think it is a very important cause, because we have had several problems with school meals over the years. “They are not attractive enough for young people who want to take them, and there are also problems with obesity, so getting this right, which has been happening over recent years, is extremely important. “I speak as someone with two children who enjoy their school meals, and I want the school to go on winning the battle for school meals, rather than having to make the packed lunches.” Members of LACA, the professional body for school caterers, were invited yesterday to the House of Commons to serve school lunch to MPs and their aides after PMQs to support the launch. National School Meals Week (NSMW), subtitled ‘the great school

lunch’, will run 4-8 November. It is intended as a celebration of the best of school food. ‘Unfortunately, it is still the case that many parents base their current perceptions on historical memories,’ reads a statement on the NSMW website. Addressing this issue is key to the future success of the school food industry.’ The plan is for during the week, every pupil in England and Wales to have access to a free school meal. In doing so, the event will be the biggest sampling exercise of its kind and caterers will use the opportunity to highlight all that is great about school lunches. Although a number of caterers have said they will support the event, not all will be able to afford it. To that end, LACA is asking for Government support and private funding to support the event, the cost of which is estimated to be less than £5m. Schools are also being asked to support the cause by offering a free meal for one day during the week. ‘Whilst there is a cost to this, the benefits of non-users experiencing what a modern day school lunch is actually like should not be underestimated – these are our future customers,’ said the website. #

Changes to welfare benefits system could cost children free school meals Anne Bull, the chair of LACA, the professional association for school food, has responded to the news that thousands of children may lose out on their free school meal as a result of planned changes to the welfare benefits system. The warning has come from The Children’s Society, which has launched a ‘Fair and Square’ campaign against the plans. Bull said: “In these tough economic times, a hot nutritious school lunch maybe the only hot meal that some children eat in a day and it is therefore essential that free school meals are available to all children who are currently entitled to them. We are very concerned about the reports that under proposals being considered by the government, children whose families earn more than £135 a week may lose out on their entitlement to a free school meal. “This news is even more alarming when coupled with the report from the Children’s Society in March this year which brought to light the issue of ‘Hidden Poverty’ in Britain, noting that in 57 of the parliamentary constituencies studied, more than six in 10 children in poverty are not getting a free school meal. “LACA eagerly awaits the opportunity to comment on these proposals in a consultation soon to be issued by the Department of Education.” # LACA chair, Anne Bull

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Catering

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Encourage healthy eating to benefit young minds

Skillfully designed healthcare kitchen areas

As the specialist caterers to schools and colleges in state education, Caterlink is passionate about fresh, healthy food and food provenance. The company is proud to say the ingredients it uses are traceable from farm to fork, whether that’s the free-range eggs used in its sandwiches or the fresh parsley that adds the finishing touch to the delicious bolognaise. Caterlink works closely with its local suppliers and farmers who provide our expert culinary teams with the best quality, local produce. It truly understands that feeding young minds with seasonal, varied and balanced meals is key to their development and

The Holmes Group is a leading designer, manufacturer and installer of food service and kitchen production areas using, where necessary, equipment from leading food service equipment manufacturers. Holmes Group utilises in house design skills to the benefit of its clients by converting initial conceptual ideas into practical and exciting operational facilities. Throughout the process, highly skilled and knowledgeable designers provide advice and recommendations to its client’s team, working closely with them to achieve their objectives. With a highly skilled R&D team, Holmes Group has a number of products which are unique to the industry, including the patented Aplate™ energy saving food service display hotplates. Independently tested by a leading UK retailer, this has been proven to save 75 per cent of the electrical running cost compared to standard products. Alongside the Aplate™,

growth, as well as their long-term understanding and relationship with food. Through the Caterlink Foundation, the company has taken this a step further. Not only does it concentrate on providing the most sustainable and seasonal menus, but through its Foundation, Caterlink helps local schools to set up their very own school kitchen garden. This project provides children with the opportunity to gain practical food education by giving them responsibility to grow a fruit, vegetable and herb garden and to understand where food comes from. FURTHER INFORMATION www.caterlinkltd.co.uk

Holmes Group have developed other products including heated cupboards and chilled displays to reaffirm its commitment to developing innovative energy saving equipment. In healthcare environments, great emphasis is placed on the ability to keep all equipment hygienically maintained. Holmes Group works with a very wide range of clients including leading hospital and healthcare groups, major retailers, blue chip companies, universities, schools and casual dining restaurants. FURTHER INFORMATION Tel: 01759 375 500 holmes@hce.co.uk www.hce.co.uk www.holmesgroup.co.uk

OPTIMUS CONFERENCES

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Optimus Education’s diverse portfolio of one-day national conferences are designed to meet the needs of senior School and Academy leaders across the country. Our upcoming events will provide the latest statutory advice and practical strategies to help you stay up to date and efficient in your role.

Tel: 0845 450 6400 email: conferences@optimus-education.com www.oeconferences.com

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CATERING

Families encouraged to sign up for free school meals New government figures on free school meals show more work is needed to make sure families who qualify are both registering and taking them up. That’s the view of Local Authority Caterers Association (LACA) chair Anne Bull who said: “LACA firmly believes that it is vitally important that those who are entitled to free school meals receive them. “The recent figures from the Department for Education reveal that the overall proportion of children registered for free school meals went up very slightly from 16.9 per cent in 2012 to 17.1 per cent in 2013, however much more needs to be done by the Government to ensure that uptake is encouraged and increased. “For many children living in poverty, a free school lunch may be the only hot, nutritious meal they eat each day, and it is essential that every child is well-fed to ensure that they remain healthy, maintain concentration and achieve their full potential. “The introduction of universal credit is the perfect opportunity for the government to ensure that all children in poverty receive a school meal. “Yet LACA is very concerned about reports that under proposals being considered by the government, children whose families earn more than £135 a week may lose out on their entitlement to a free school meal. “We eagerly await the opportunity to comment on these proposals in a consultation soon to be issued by the Department of Education.” The Children’s Food Trust’s head of evaluation Jo Nicholas pointed out that the latest data show the proportion of those registered who were actually taking up their free meals saw a slight fall (from 83.2 per cent of children who were registered for free school meals in 2012, to 82.7 of children who were registered in 2013). “Not only is it always a concern to see children living in poverty missing out on a nutritious meal at school - which research shows improves their focus and performance in class, but their school lunch could also be their only proper meal of the day - particularly important when so many families are struggling to make their food budgets stretch.” #

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LACA’s 2012 School Chef of the Year to judge ‘Disaster Chefs’ show The winner of LACA’s 2012 School Chef of the Year competition, Alison Gann, who works with contractor Chartwells, has been signed up as one of three judges for a new CBBC TV series Disaster Chefs. Presented by Stefan Gates, the premise of the children’s show is a mission to teach parents across the country to cook. Food fanatic Gates says he is on a one-man mission to try to stop the UK’s mums and dads ruining mealtimes. But in each episode he has just 24 hours to teach Disaster Chef parents to cook a restaurant standard, two-course meal in a professional kitchen for three mystery judges – including The Professor and his assistant Helmut from CBBC’s School of Silence. The first episode has already been broadcast and the programme featuring Alison in her role as one of the judges airs on July 5th at 4.30pm. 2013 SCHOOL CHEF OF THE YEAR WINNER ANNOUNCED Referring to LACA’s School Chef of the Year 2013, national chair, Anne Bull, highlighted the importance of “high quality, nutritious school meals and tasty, highly creative and appealing dishes” in schools, saying: “These meals can make a major contribution towards altering eating habits, changing diets and decreasing obesity levels which in turn, research has shown, will help children and young people to improve their academic and physical performance.” Commenting on the standard within the competition, Bull said: “Through LACA’s School Chef of the Year competition, we can send a clear message to head teachers and governors of all schools, as well as to parents and young people, about how important it is for all schools to adhere to mandatory nutritional standards for food provision. Our talented front line staff need

2012 School Chef of the Year Alison Gann

their continued support in order to ensure high quality, nutritious school meals as well as tasty, highly creative and appealing dishes. Head of food at Nestlé Professional Susan Gregory added her congratulations: “Every year we are impressed by the chefs’ ability to create healthy, nutritious and tasty meals on a limited budget. School dinners continue to remain high on the news agenda and LACA School Chef of the Year is an important opportunity to showcase the talent and passion of the people who feed our nation’s children.” Corinne Du Preez, took the title of LACA School Chef of the Year 2013 at the National Final held at the Foodservices Wing, Defence Logistics School, Worthy Down, Hampshire on May 15th. The competition is organised annually by LACA and is sponsored by Maggi from Nestlé Professional. #

LACA’s rebranded ‘Main Event’ conference to take place on 10-12 July The annual LACA conference and exhibition has undergone a name change and will now be known as LACA – The Main Event. The theme for this year’s main event is Breaking the Boundaries and the speaker programme will feature a host of speakers who have broken the boundaries to achieve their goals, whether they be headteachers and caterers who have gone the extra mile to deliver an outstanding service in their schools, stepped up to the mark to bring about a once-ina-lifetime opportunity in their catering service or seen an opportunity to make their business grow and taken full advantage of it.

Running alongside The Main Event 2013, the Education Catering Exhibition is dedicated to the school meals market and will provide visitors with a chance to meet suppliers and manufacturers who can offer products and solutions to help them. A series of workshops covering topics such as the procurement and the Family Appreciation workshop project will feature, along with a Giles Brandreth keynote – a special presentation exclusively for LACA. Finishing Touches will exhibit the vast slkills of some school chefs. Visit www.laca.co.uk for more information and to register. #

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CURRICULUM

Written by Bill Mitchell, director, BCS Academy of Computing

There are 25,000 schools in England, give or take a few, including 20,000 primary and 5,000 secondary. In just over a year’s time computing will become part of the statutory curriculum for all those schools. But in January 2011, it was very clear to anyone listening to the DfE that they were very determined to remove the subject of Information and Communication Technology (ICT) from the statutory National Curriculum. It had a very bad reputation as a subject solely concerned with how to use software packages, in certain circles. It was clear it would no longer exist as a statutory subject. Worse from an ICT point of view, DfE also introduced around that time the EBacc performance measure for schools. The EBacc performance measure counts how many pupils achieve a grade C or above in specific subject categories (Maths, English, Science, Languages, Humanities). The DfE introduced the EBacc in an attempt to persuade schools to focus on subjects they believed were of paramount importance. Many schools did start to focus on EBacc subjects and give far less importance to subjects not included. The number of schools with pupils enrolled on EBacc subjects more than doubled over the eighteen months from its introduction, which illustrates the profound influence of the EBacc on school behaviour. The EBacc performance measure does not include ICT. Those two seismic changes – deciding to remove ICT from the National Curriculum and excluding it from the EBacc – meant ICT was a doomed subject. Fortunately there was an alternative whose time had finally come; computer science.

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In 2011, s wa the DfE ed to in determ T from the IC remove l Curriculum, Nationa to its bad due ion as a A FLURRY OF CHANGE reputat ject How did computer science sub

2014: THE YEAR OF COMPUTING

Teaching computer science within a rounded computing curriculum that includes digital literacy is now regarded as of paramount importance by the Department for Education. Bill Mitchell, director of BCS Academy of Computing explains why this is short of miraculous

come into favour when ICT was so poorly regarded? In a speech he gave at the end of summer 2011, Eric Schmidt, the Chairman of Google, famously declared he was ‘flabbergasted’ that UK schools did not teach how software is made. This was a wonderful intervention that proved to be the turning point. However, that speech was part of a massive concerted effort by the entire computing community to introduce Computing into the school curriculum. The most important aspect of the Schmidt speech was that, as a consequence, the doors to the DfE were suddenly open. Within a few months of that speech, two influential reports (to which we/BCS contributed) from Next Gen Skills and the Royal Society were being widely read in government circles. In addition, a computer science curriculum for schools had been written by Computing At School group (CAS) with help from Microsoft Research, Google, !

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Implement tools to support your business and ensure it stands out with customised Microsoft Office solutions The Template Company specialises in making Microsoft Office work for you. The company started out producing templates for the legal and banking sectors, with the objective of promoting ease of use and productivity. Of course, customised templates can ensure brand compliance, making it easier â&#x20AC;&#x153;to do it the right way,â&#x20AC;? but itâ&#x20AC;&#x2122;s clear that productivity is equally important. The templates can retrieve data that is used on a regular basis; use forms to collect information and then place that information correctly on the page; position and format elements of document. Essentially, the templates deliver correct information, simplicity in use and correct layout of your final document. A company spokesman said: â&#x20AC;&#x153;Similar organisations tend to have similar core processes. We would like to bring those organisations together and standardise processes while enabling effective branding that will bring out the individualism of the organisations.â&#x20AC;? The Template Company goes beyond just templates with enhancements to the ribbon in Office products. These allow organisations to implement tools that support their work; tools that are seamlessly

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reduced this automation can help â&#x20AC;&#x2DC;get the job doneâ&#x20AC;&#x2122; and free-up time to focus on more important tasks.â&#x20AC;? After a recent successful product launch for nursery management software, The Template Company has made a strategic decision to take their ideas and solutions further into the education sector in the knowledge that this is an area where productivity can be a huge gain as seen by our management organising groups, people and rooms. Improved productivity in everyday tasks frees up the time to focus on core tasks, the â&#x20AC;&#x153;real workâ&#x20AC;?. The Template Company can get people out of admin tasks and back into the real business of teaching; their potential can be unleashed and utilised effectively. The core values of The Template Company are quality, reliability and productivity. And the company applies these values not only to the work it does but also ensures they are built into the products that it delivers. FURTHER INFORMATION Tel: 01733 475710 enquiries@thetemplatecompany.co.uk www.thetemplatecompany.co.uk

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CURRICULUM " Cambridge University and BCS, which was also receiving attention at the DfE. This was significant because computer science was not thought of as a rigorous subject discipline in the way that physics or chemistry were by DfE until the CAS curriculum appeared. Because of the Schmidt speech, BCS working in partnership with CAS, has been able to successfully engage with DfE and help persuade them that computer science, together with digital literacy, really are essential for every pupil from the age of five. SO WHAT HAS CHANGED? Changing the curriculum is only one of several transformations happening in schools at the moment. DfE now counts computer science as the fourth science alongside physics, chemistry and biology in the EBacc performance measure for secondary schools (not to be confused with EBacc Certificate qualifications, which were going to replace GCSEs until they were cancelled in January 2012). Several hundred computer science teacher training places have been created since September 2012.

The Network of Teaching Excellence in Computer Science has been created to provide a national Continuing Professional Development (CPD) infrastructure for schools, with the help of over fifty universities, including eighteen from the Russell Group. This currently consists of over six hundred schools and is being expanded to offer help for all the 25,000 schools who will be teaching Computing. Thanks to a DfE grant of ÂŁ2m, there is every chance of success for the Network to fullfill its mission. CAS has played a key role in much of what has happened. CAS exists to promote the teaching of computing and is part of the BCS Academy of Computing governance structure. Membership of CAS

Computing

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is around 3,500 and they run about 60 regional teacher hubs across the UK. We, together with the Royal Academy of Engineering coordinated the development of the new Computing curriculum on behalf of DfE, working in close collaboration with CAS. When announcing computer science would be the fourth science in the EBacc school performance measure, Michael Gove explained he was following the recommendations of our expert panel report, and that the new computer science GCSE would be added to the list of eligible qualifications provided we and the Royal Academy of Engineering agreed they meet the appropriate criteria. CAS was key in helping to compile that report. Together with CAS, we were members !

Changing the curriculum is only one of several transformations happening in schools at the moment. DfE now counts computer science as the fourth science alongside physics, chemistry and biology in the EBacc performance measure

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Avoid holiday ‘brain drain’ Zigor offers public with an online maths tutor and education sector discounts on all UPS Summer holiday “brain drain” or learning loss is an unavoidable fact. Maths is worst affected, with 2.6 months’ equivalent learning loss each summer, meaning even “able” students find it hard to catch up. Private tutoring is often prohibitively expensive and attending learning centres can prevent family holidays away. ConquerMaths.com is the perfect solution. At a fraction of the cost of hiring a tutor, all 1,100 lessons covering the entire curriculum can be accessed 24/7 on a variety of devices anywhere with an internet connection, giving flexibility in time and location to fit with families’ holiday itineraries. Lessons are short, concise and engaging, and ongoing progress reports are accessible to parents, so they can stay informed and involved with their child’s learning. Automatic diagnostic testing embedded throughout the program guides students to the

ability-appropriate instructional content required to plug any gaps in maths knowledge, whilst also helping them to progress forward so all independent study time is concentrated and directed effectively. Printable worksheets, worked solutions and lesson summaries consolidate learning, while achievement certificates reward progress. Schools purchasing subscriptions starting in September will be given access to the whole system for the rest of the academic year. FURTHER INFORMATION Tel: 0845 544 0855 info@conquermaths.com www.conquermaths.com

Uninterruptible power supply (UPS) specialist Zigor is offering the public and education sectors a special discount on its range. Zigor is reducing all of its UPS products by 10 per cent to the public sector until 30 September, with the aim of helping hospitals, schools and councils to protect their power. Organisations simply need to quote EBPS2013 to receive the money-off discount. The UPS supplier has acted with the public and education sectors under continued pressure to show a greater return on their IT investment. Zigor’s UPS power supplies start at 650VA line interactive plug ‘n’ play UPS systems, extending up to 400kVA three-phase power solutions. Gavin Banks, sales manager at Zigor, said: “Zigor likes to react to the demands of the market and tries to understand what constraints are put on our customers during

difficult financial times. Some organisations may be tempted to put off spending money on UPS in the hope that they won’t get caught out by a sudden power cut. But if a power event was to occur, the effects of data loss can be hugely disruptive. Now Zigor’s discount scheme means they do not have to take that risk.” FURTHER INFORMATION Tel: 0844 854 6264 salesuk@zigor.com www.zigor.com/uk

Specialist suppliers in ink consumables: saving you pounds on your printing

Innovative educational resources from an award-winning supplier

Think Pink Cartridges specialises in saving schools money on printer cartridges and toners. The company takes pride in saving schools and colleges at least 40 per cent on their ink consumables. With budgets being cut constantly, Think Pink Cartridges knows how important it is for all schools to make their tight budgets stretch as far as possible. The company’s expertise is in remanufactured and compatible toners/inks, and they all come with a full 12-month guarantee. That also covers the printer that you are using with Think Pink Cartridges’ inks, so you are covered in all aspects. This year, the company has been excited to launch the long-awaited Premium Range Gold Brand; the original chassis-manufactured toner

TTS is an award-winning supplier of innovative educational resources to schools and early years settings. The company’s products are extensively researched and sourced from ideas and suggestions from advisers, teachers and practitioners. In 2013, the company introduced over 1,000 new resources, including curriculum materials, furniture and outdoor play equipment, ICT resources and art supplies. TTS gives you the best value, with over 5,400 prices held or reduced in 2013 and its service means you can order with confidence. When you buy a resource or piece of equipment from TTS, you can do so safe in the knowledge that it has been tested to all of the relevant European safety legislation. This is no small task for a range of over 14,000 products. But, just

that is ISO 9001 accredited. All schools that were previously buying the extortionately priced OEM toners and cartridges are now enjoying the massive saving compared to what they were spending. Especially as they come complete with a 24-month warranty for their total peace of mind. Think Pink Cartridges offers nationwide next-day delivery. FURTHER INFORMATION Tel: 01935 427900 gemma@thinkpink4ink.com Dee@thinkpink4ink.com www.thinkpinkcartridges.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.4

like you, children’s safety is the company’s number one priority. TTS is proud to have been honoured with the Queen’s Award for International trade, in recognition for its outstanding business achievements. For more information on the full range of educational resources and services TTS has to offer, visit the website or call 0800 318 686 to request a catalogue. FURTHER INFORMATION Tel: 0800 318 686 www.tts-shopping.com

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CURRICULUM " of the computer science expert group that were consulted on the appropriate subject knowledge requirements for new Computing schoolteachers and in partnership with the DfE are now running a Computer Science Teaching Scholarship scheme to help attract some of the brightest and best into the teaching profession. We, with CAS, set up the Network of Teaching Excellence in Computer Science back in September 2012, with funding from DfE as well as Microsoft, Google, AQA, OCR and Intellect. We’ve only been this successful in achieving all of this by working with others, such as CAS, the Royal Society, the Royal Academy of Engineering, Next Gen Skills, Naace, ITTE, CPHC, UKCRC and Intellect. Many employers have also been central to making all of these changes possible and have been tremendously supportive to BCS and CAS, including Microsoft, IBM, BT, Facebook, Google, HP, Blackberry, Toshiba, Ocado and Metaswitch Networks. SO WHAT’S NEXT? The consultation period on the proposed new curriculum has now closed and we should see the final version published in the autumn with it coming into force in September 2014. In our response to the consultation we made a number of recommendations. We strongly

Computing

Sponsored by

Several hundred computer science teacher training places have been created since September 2012, and the Network of Teaching Excellence in Computer Science has been created to provide a national CPD infrastructure for schools advised the DfE against dispensing with subject level aims and urged the DfE to review Ofsted’s guidance on e-safety as part of the safeguarding policy, in the light of guidance from subject experts. We recommended the DfE to strongly urge schools to review the curriculum time they give to Computing as a discrete subject, in view of the changes to the Computing curriculum, with a view to treating it like other longer-established disciplines. We also urged the DfE to encourage schools to use information and communication technology to enhance teaching and learning in all subjects. We advised that the DfE should make it clear to schools that the minimal nature of the KS4 Programme of Study for Computing should be read as an indication of the flexibility that is expected at KS4 for students to follow a range of different paths within Computing, and emphatically

not as an indication that Computing is considered unimportant at KS4. PUT A PLAN IN PLACE DfE should publish guidance that schools will not be expected by Ofsted to implement the full content of the new Programme of Study for Computing, but would instead be expected to have a clear plan for its staged introduction. We called for the DfE to pay sustained attention to the task of training and equipping Computing teachers to deliver the new Programme of Study, (which they are helping to do through the BCS/ CAS Network of Excellence), and that it ensures it highlights digital literacy in the curriculum at KS1-4 following the mention in the proposed Programme of Study. # FURTHER INFORMATION tinyurl.com/nl9dc7r

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SCHOOL TRIPS In a recent survey carried out by the School Travel Forum (STF) and Jem Education Direct, a total of 994 secondary schools from across all regions in the UK were asked to rate their top priorities when organising school trips. The removal of burdensome paperwork remains the biggest item on their wish list. Many teachers feel they require help completing Risk Assessments and other administrative tasks, indicating that paperwork is still the single most significant obstacle teachers want help with to overcome. Other factors which were considered important are 24-hour emergency support whilst on tour and enlisting companies which facilitate good learning experiences, with 94 per cent of teachers listing these as a high priority.

Educational Trips

Sponsored by

The l remova ome ens of burd k remains or paperwgest item on the big ary schools’ second list when wish ising organ trips

PUT OFF BY PAPERWORK Teachers have pointed to red tape as the single greatest burden when it comes toorganising school trips, writes the School Travel Forum

SEAL OF APPROVAL Conversely, the majority of these teachers were not aware, or had very limited awareness, of STF Assured Members and the Learning Outside the Classroom (LOtC) Quality Badge, two complimentary schemes that independently verify that companies provide exactly those essential and important factors. The STF is a not-for-profit organisation dedicated to promoting good practice in school travel. Its Code of Practice covers all the component parts of school trips and is informed by independent safety experts and lawyers specialising in travel, educationalists and outdoor advisors. All STF Assured Members are annually audited by independent experts to verify compliance to the STF’s standards. Meanwhile, the Council for Learning Outside the Classroom is the national voice for learning outside the classroom. They believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. The LOtC Quality Badge provides for the first time a national award combining the essential elements of provision – learning and safety – into one easily recognisable and trusted accreditation scheme for all types of learning outside the classroom provider organisation. Ian Pearson, general manager of the STF said: “It’s very gratifying that our membership criteria match what teacher’s think are important, but the mismatch in their awareness is surprising. “Already our research indicates over 85 per cent of study trips booked through tour operators are with our members, and the majority of local authority outdoor education advisors recommend use of the schemes. Schools and teachers could make their study tours much more informative and their lives so much easier by insisting on !

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SCHOOL TRIPS

“School trips are beneficial to real, effective learning. An important part of our LOtC’s mission is to make getting out and about easier.”

Educational Trips

Sponsored by

Beth Gardner, ceo, Council for Learning Outside the Classroom (LOtC)

 using companies with these accreditations. Serious accidents on school trips are very rare, but do grab headlines when they occur. Despite government reassurances, teachers still require noticeable good practice in this area. We have to let them know that use of an STF member and LOtC Quality Badge holder provides reassurance, effective due diligence and good practice.” WIDER BENEFITS A key finding in Ofsted’s report, Learning Outside the Classroom – how far should you go? was that when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development. Beth Gardner, CEO of the Council for Learning Outside the Classroom added: “All the evidence shows that school trips and all types of learning outside the classroom are significantly beneficial to real, effective learning – including pupils who engage poorly during classroom teaching. An important part of our mission is to make getting out and about easier and the LOtC Quality Badge is an effective way of doing that.” L FURTHER INFORMATION www.schooltravelforum.com

Develop skills, teamwork and raise motivation Buckmore Park Kart Circuit in Chatham, Kent, is in its 50th year and continues to be the home of karting in the UK – attracting over 100,000 drivers annually. Discover the best way for children to experience karting in a fun and safe environment. While being great fun, it also demands a strong team atmosphere as the group work together to develop their karting skills. And it also provides an opportunity to take part in a sport not generally associated with school activities. Buckmore Park’s learning zone (BPLZ) is designed to enhance students’

communication skills and to provide a safe, enthused arena for youngsters to develop their academic skills. The essence of BPLZ is about applying the “have a go” mentality. Whether it’s during the school day or at a booster after‑school session, students can develop

maths, English and ICT skills, or simply utilise the opportunity to take ownership and be confident. The brilliance of this approach to learning is in its simplicity; its ecstatic atmosphere encourages young people to take a leap; knowing that a Buckmore-shaped safety net will catch them. It’s all about taking part and having a go. FURTHER INFORMATION Tel: 01634 661611 schools@burning2learn.co.uk www.buckmore.co.uk

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Aviate Groups: Educational Experience 140 years of creating the extraordinary group flight specialists Alexandra Palace, also known as the People’s Palace, is the iconic north London destination offering everything you need for a day out – and it has one of the best panoramic views of London. The People’s Palace has great transport links, and is easily accessible by overground, tube, bus and car. The venue is bursting with culture and heritage like no other destination in London can offer: the seven-acre Palace is surrounded by 196 acres of beautiful parkland, a year-round ice rink, boating lake, and much, much more. This year, Alexandra Palace is delighted to announce a scheme piloting a series of primary and

secondary school workshops to celebrate its eclectic history. These sessions are being trialled with local schools, encouraging pupils to learn about the history of north London’s iconic destination. On offer are three cross-curricular programmes. These workshops are part of the wider plans for regeneration of Alexandra Palace. For more on the school sessions, the regeneration or to arrange a school trip to the ice rink, visit the website mentioned below. FURTHER INFORMATION Tel: 020 8365 2121 www.alexandrapalace. com/learning-andcommunity-engagement

Benchmark launched to improve school transport In February this year BUSK launched Benchmark, the UK’s first and only star rating for the minibus and coach industry. Benchmark members have been background checked for legal and safety compliance and carry the Benchmark green stars on their vehicles. These will be continually monitored for compliance. Since 1993, BUSK has grown into a well-respected and trusted organisation. The company has undertaken work on behalf of local authorities, assisted with writing policy documents, produced safety handbooks, put into practice emergency planning procedures and much more. The company is regularly included in UK-wide consultation

processes and has given evidence to the School Transport Committee at the House of Commons, as well as the National Assembly for Wales for its Learner Travel Measures. BUSK also pressed for a European study into children’s safety in transit resulting in written recommendations to improve safety. Local authorities and private schools in particular have attended BUSK conferences, which provide practical advice and solutions to the problems associated with making transport arrangements for large numbers of children on a daily basis. FURTHER INFORMATION www.busk-uk.co.uk

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Aviate Groups is totally focused on delivering high-quality educational travel solutions, using over a decade of groups experience, tailor-making flight itineraries to a diverse range of destinations. Booking educational group travel offers many benefits for students, but can be a complex, stressful and time-consuming experience. No matter how large your group, Aviate Groups can organise flights and manage the booking from beginning to end. The company uses its experience of the market and relationships with major airlines to guarantee you the very best fares.

Here are a few of Aviate Groups’ USPs: guaranteed best fares, financial security, experienced groups team, dedicated point of contact, ATOL bonded: All flights are protected by the Civil Aviation Authority. Whether the trip is skiing on the mountains of Whistler, visiting the biology field treks in South Africa or a geography field trip to the depths of India, Aviate Groups can arrange and then manage flights to any destination in the world. FURTHER INFORMATION Tel: 01244 687 966 groups@aviate-mgt.com www.aviate-groups.com

Premier outdoor education and adventure

Harbour Challenge Outdoor Education Centre is based in Poole, Dorset, and it caters to individuals of all ages, as well as schools, universities, scouts, guides, clubs and youth groups. It offers national governing body qualifications in sailing, windsurfing and powerboating, as well as three- and five-day multi-activity residentials. With the ethos of challenging by choice, Harbour runs holiday and activity clubs for all ages and abilities. The activities provided range from sailing, kayaking, windsurfing, archery, climbing, orienteering and powerboating to team-building courses. There’s also tunnelling, abseiling, bushcraft and coasteering. Each can be tailored

to any individual or group’s needs. There are taster sessions in most of the activities Harbour Challenge runs. Income from commercial sessions goes to support Harbour Challenge’s charity work with disadvantaged and disabled children in Poole. Harbour Challenge has been delivering outdoor activities for over 15 years and prides itself on providing high-quality, safe and exciting outdoor experiences. Harbour Challenge is affiliated with RYA, BCU, is an AAP for DofE, and licensed under AALA, AAIAC and LOtC. FURTHER INFORMATION Tel: 01202 772436 Info@harbourchallenge.co.uk www.harbourchallenge.org.uk

Indoor fun for all at Laser Station and Twin Peaks Laser Station is the ultimate adrenaline-pumping, futuristic adventure to be enjoyed by all. The massive multi-level arena allows up to 36 people to use skill and a little luck to intercept a signal from outer space: Laser Station’s long-range scanners indicate alien activity. Laser Station is calling on all troop commanders to report immediately to mission control, after a short briefing and being armed with the latest packs and phasors, you will be allowed into the arena to enjoy your game. Twin Peaks is the perfect venue for fun climbing. An activity that’s proven to develop not only the body but the mind. Climbing at Twin Peaks helps to build confidence and promotes a healthy lifestyle whilst having fun. The company thinks the real key to this is to be doing something active that is also enjoyable, something that gives you a sense

of achievement and rewards, and something that you can fit into your routine and improve upon. The company hosts both Laser Station and Twin Peaks activities in the same building, and there are two walls: 9.5m and 11.5m. Both activities are the perfect solution to your entertainment needs. There are offers for schools and groups with discounted prices. Plus, exclusive use during daytime and both are happy to open early.

First-class theatre entertainment aimed at schoolchildren and families Hull New Theatre continues to be one of the UK’s premier touring venues, featuring the best in musicals, opera, ballet, drama, children’s shows and one-night performances, with a highlight of the year being the annual spectacular Christmas pantomime. Hull New Theatre continues into the 21st century, providing first-class entertainment for the people of Kingston Upon Hull, East Yorkshire and beyond. The Theatre stages several shows each year aimed at schoolchildren and relevant to the

FURTHER INFORMATION Tel: 0121 328 1235 www.laserstation.co.uk www.climbbirmingham.co.uk

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National Curriculum. Upcoming shows aimed at younger children include The Gruffalo’s Child, based on the book by Julia Donaldson, ideal for nurseries and preschools. For older children and families there is the return of The Chuckle Brothers and a Street Dance Experience 2. And, of course, there is the annual Christmas pantomime, which this year sees the return of the popular Jack and the Beanstalk, starring Christopher Biggins and Keith Harris with Orville and Cuddles. A highlight of the theatre’s year and the festive season, this annual spectacular is loved by young and old alike and makes the ideal trip for the whole family, giving many children their first-ever visit to the theatre. FURTHER INFORMATION Tel: 01482 300 300 www.hullcc.gov.uk/ hullnewtheatre

Fear is a funny thing with The Lakeside residential a touch of Deadly Drama improves performance is the message teachers, at the Edinburgh Dungeon This pupils and parents keep telling Nobody tells stories like the Edinburgh Dungeon does: exciting, scary and bloody funny. With a cast of professional actors, authentic sets and amazing special effects, your students will be taken on a unique, thrill-filled journey through 1,000 years of Scotland’s murky history. They will meet infamous villains, rascals and rogues, including serial killers Burke and Hare, local cannibal Sawney Bean and warrior hero William Wallace. Together with new downloadable resources, a class visit to the Edinburgh Dungeon will help support specific concepts in the curriculum and link in to subjects from history right the way through to performance. New for this year is Deadly Drama. Spend 45 minutes learning how to become a true “Dungeoneer” in the

carefully crafted performing arts workshops. Your class will love to learn how to portray the distinctive movements and characteristics of a Dungeoneer, as well as learning all about William Wallace. It’s a great way to stimulate their learning about horrible history. Students are £5.50 each and Deadly Drama is £2 extra. One teacher is free per ten students. Additional teachers are £10 each. FURTHER INFORMATION Tel: 0871 663 1672 www.thedungeons.com/ edinburgh

Lakeside YMCA: the impact of the Lakeside residential is both profound and memorable. Lakeside YMCA has developed this reputation over 60 years, for pupils from six to sixth form and beyond. The stunning location on the shores of Windermere is probably the best outdoor classroom in the country. Some of its clients have been coming here for over 30 years, due entirely to the benefits that pupils accrue on their residential here. Pupils return to school and become more engaged with learning, with the school community and have improved relationships with the teachers. Pupils gain independence and self-reliance. They get organised, ensuring that they are ready for the exciting day of activities ahead. The students are engaged in challenging activities, making decisions about risk and benefit, the kind of decision-making skills that will help keep them safe.

Organised in small groups for activities, they are given tasks and problems to solve. Pupils learn tactics for successful problem-solving and about working co-operatively. Listening, planning, deciding, resolving conflict and utilising diverse skills. These outcomes help pupil performance and academic results. The return on investment lasts a lifetime. FURTHER INFORMATION Tel: 015395 39000 lakesideenq@fyldecoastymca.org www.lakesideymca.co.uk

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First class training facilities for your future champions We’re Absolute Performance – the specialists in bespoke strength and conditioning equipment for the education sector We have a proven track record of installing first class training facilities at a multitude of schools, colleges and universities throughout the UK. Our clients consider us as their one stop shop, managing everything from design, planning, equipment specification, product selection, supply and installation.

Clients choose Absolute Performance because we: Provide independent advice, based on extensive experience. Work with you to ensure your requirements are met within the budget available. Deliver bespoke fitness equipment solutions. Offer an extensive range of outstanding quality products at sensible prices. Installing new fitness equipment can be a big investment, so it’s important to get it right. Give us a call so we can talk through your requirements and work with you to get the best solution.

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SPORTS FACILITIES

THE FOUNDATION FOR IMPROVING SPORTS FACILITIES The Football Foundation is the UK’s largest charity for sports. Funded by the Premier League, the FA and government (via Sport England), the Foundation directs £30million every year into grassroots sport. Schools may be eligible for Foundation funding from the charity if each can demonstrate a need for such facilities in their area, value-for-money, and that improving the facilities will help increase participation and increase access to football and sports provision amongst the local community. Three schools that recently benefited from Foundation funding are Cramlington Learning Village, St Mark’s Church of England Primary School and King Charles I School. CRAMLINGTON LEARNING VILLAGE Cramlington Learning Village, a secondary school in the north-east, worked with the Northumberland FA to secure a £184,584 grant from the Football Foundation towards a new third-generation artificial grass pitch for Cramlington Sporting Club, a dual-use sports facility for both the school and community. Opened in 2002, Cramlington Sporting Club is located within the grounds of what was previously Cramlington Community High School. Cramlington Learning Village has exclusive use of the Sporting Club during school term-time hours, and the wider community can take full advantage of its superb facilities outside school hours. Cramlington Sporting Club’s facilities now include a stunning new artificial grass pitch,

Former ArsenalPat er defend ned the e FA that the Football Rice opMark’s CE Foundation has t new S chool pitch; awarded a grant. In S total, the Foundation Primary munity link has awarded grants m o l al ac worth £10.4million e footb h t h t i towards grassroots w club sports projects, worth a

which is full-size and can host three mini-soccer matches at a time. The pitch was officially opened this April by former Newcastle United striker and England legend Peter Beardsley. At the event Beardsley, who made 59 appearances for England and is a supporter of the Football Foundation, said: “This surface will make a real difference to grassroots players who are developing their skills and it’s great to see Football Foundation funding recognising partnerships such as this one.” Cramlington Learning Village is one of the 82 projects across the Northumberland

Cramlington Learning Village’s third-generation artificial grass pitch was opened in April by former England player Peter Beardsley

Written by Harriet Drudge, the Football Foundation

The Football Foundation is determined that schools have the chance to love the beautiful game even more by offering grants to create sporting opportunities and build community spirit

School Sports

Sponsored by

total of nearly £22million across Northumberland FA. Paul Steanson, director of sport at Cramlington Learning Village, said: “We are delighted to see this facility open in Cramlington. It will greatly enhance teaching and learning, create opportunities for our pupils and will support the terrific work of football clubs in our community. “Young players need to train and play on this quality of surface especially in the winter months and we are extremely grateful to the Football Foundation for making this possible in Cramlington and for the support we have received from the Northumberland FA.” ST MARK’S CE PRIMARY SCHOOL The new pitch at St Mark’s Church of England Primary School in London is a community link with Arsenal Football Club. Former Arsenal Football Club defender and assistant manager Pat Rice officially opened the Islington school’s new third-generation pitch, recently. The new pitch, which is part-funded by the Football Foundation, will offer a much-needed sporting facility in an area that is short on open recreational spaces. The £308,000 project was also funded by the Mayor of London’s Facility Fund, Sport England, Islington Council, St Mark’s CE Primary E

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SPORTS FACILITIES

Grants from the Football Foundation

 School and Cambridge Education Islington. Headteacher of St Mark’s Primary School Calvin Henry said: “The new facility, funded by the Football Foundation and the Mayor of London’s Facility Fund has transformed the sporting facilities available at the school and is going to make such a difference to the life of the school and the local community.” The school is located close to Arsenal Football Club’s Emirates Stadium, and it has forged a link with the Premier League club who will provide weekly coaching sessions during school time, as well as after-school sessions. Arsenal FC’s community projects, such as “Double Club”, an education and football programme offering a range of subjects together with football coaching, will also use the site. A much-improved range of sporting activities will be offered to pupils and those of other local schools during term-time and the local community will also be able to get involved in football and other sports at the facility at all other times. The London Football Association worked with St Mark’s school to help it secure a £47,000 grant from the Foundation. The school also received a £30,000 grant from the Mayor of London’s Facility Fund towards the project. The Mayor of London’s Facility Fund is part of mayor Boris Johnson’s commitment to deliver a sporting legacy from the 2012 Olympic and Paralympic Games. The aim of the Fund, which is managed on the mayor’s behalf by the Foundation, is to increase participation levels in sport in London through the funding of affordable, good-quality facilities within local communities in every London borough. “The children have waited patiently for it to be built and are now so excited to be able to use it,” Calvin Henry added.

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Since it was launched in 2000, the Football Foundation has awarded 1,391 grants worth more than £84million towards improving schools’ sports facilities right across the country, thanks to money generously provided by its core funding partners: the Premier League, The FA, and the government (via Sport England). Schools can apply online or find out more details on all Football Foundation funding schemes at www. footballfoundation.org.uk. In the first instance, schools should contact their County FA for pre-application advice. Contact details can be found at www.footballfoundation.org.uk/apply/key-contacts/cdms

The l towns and cities across the country that schools, Footbaol n’s i football clubs and communities can benefit from. t a d n Fou e used to Schools can apply for grants towards improving ar s p e i their sports facilities through the Foundation’s i h n s o r e m n t r a p two-core funding streams: the Facilities e leveragng for sports s Scheme and Build the Game Scheme. fundi that school The Facilities Scheme offers grants between s £100,000 to £500,000 towards projects facilitiecommunities such as new clubhouses and changing rooms, and benefit and real grass or artificial grass pitches. can The Build the Game Scheme focuses on smaller-scale projects, such as the installation from of new showers or refurbishing a multi‑use games area, and provides grants of up to £100,000. L

FURTHER INFORMATION www.footballfoundation.org.uk

KING CHARLES I SCHOOL Birmingham City Ladies FC defender, Chelsea Weston, officially opened a refurbished third‑generation artificial grass pitch at King Charles I School, a secondary school and sixth form college in Kidderminster. The school worked in partnership with the Worcestershire FA to secure a £205,000 grant from the Football Foundation. This enabled them to replace their 25-year-old, sand‑based pitch with a state‑of‑the-art third-generation artificial surface. “We are grateful for the funding, support and guidance we have received from the Football Foundation,” said headteacher Tim Gulliver. “The grant has enabled us to replace the 25-year-old sand-based pitch that was no longer fit for purpose with this stunning new state‑of‑the-art pitch. It will benefit not only the students at King Charles I Secondary School, but the Kidderminster community as a whole. “Without the input from the Football Foundation we could not have realised this fantastic opportunity,” Gulliver added. Chelsea Weston, Birmingham City Ladies FC Young Player of the Season 2012, cut the ribbon to the top-quality playing surface, which will be used for training and playing on, and available for students at King Charles I Secondary School, local football clubs and the community. The new pitch will also become a central hub for the town’s Charter Standard Clubs to access for training and match play. The Worcestershire FA will also use the site for its volunteer development programme. BENEFITTING THE COMMUNITY The Foundation receives money from the top of the professional game as well as from the Department for Culture, Media & Sport through Sport England. This money is used to leverage partnership funding and deliver a programme of new and improved community sports facilities in

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

Sport Brain

Fun and development with mobile adventure activities for schools

Building on the legacy of the Olympic Games with sports experiences for all

Empire Adventure is the leading UK provider of mobile adventure and leisure hire, based in the North West of England and offers a nationwide service. The company understands how important it is to fulfil the outdoor education section of the national curriculum. Empire Adventure specialises in using mobile adventure in schools to help develop each child as a whole, while satisfying as many parts of the curriculum as possible through cross-curricular links. The company could deliver you its mobile climbing wall or perhaps the brand-new mobile artificial caving experience, both of which can be used in a variety of ways and are great fun. As well as offering an educational aspect of equipment, the has been used by a number of schools across the country for extra-

GlobalGames®Sports designs, builds and delivers exceptional sport experiences. The company believes that sporting events provide a great opportunity to promote, educate and involve people in sport and to show that it can be fun. GlobalGames®Sports’ events enables people to try sports they may not have come across before. Through its Olympic and Paralympic work, the company has strong links with sports governing bodies, enabling it to bring the

curricular activities, fundraisers and boarding activities. The activities Empire Adventure could bring to your school include: the 18ft Ridgeline mobile climbing wall, the UK’s first artificial fully interactive caving experience of its type, archery, human hamster balls (see photo) and BodyZorbs, to name just a few on offer. FURTHER INFORMATION Tel: 015242 63740 Bethyn@empireadventure.co.uk www.empireadventure.co.uk

School Sports

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sports and athletes to events and build the legacy of 2012. GlobalGames®Sports is particularly involved with handball and is raising the sports’ profile by taking Olympians into schools to encourage participation. A spokesperson at Blundells Prep School in Tiverton said: “The Olympic spirit is still very strong and I was delighted that we were able to give the children the opportunity to try this fantastic new sport.” GlobalGames®Sports offers opportunities to schools, whether as a memorable attraction at a fun day or sport event, to promote participation in sports. The aim is to build on the legacy of 2012 and help encourage children and adults to have a go at new and exciting sports. FURTHER INFORMATION Tel: 01494 782 743 enq@globalgamessports.com www.globalgamessports.com

A helping hand for sports pitches with 80 years’ experience in natural and artificial sports surfaces STRI works in partnership with local authorities, schools, colleges and universities, providing support for the design, development and maintenance of all your natural and artificial sports pitches. STRI’s team consists of the most knowledgeable sports turf consultants and advisors, with years of practical experience. The 80-year-old company began offering this service after receiving numerous calls from schools and universities to help improve recently installed pitches; where it was apparent that quality designs and measures had not been followed. STRI’s design and advisory services are used by clients with single pitch sites, multiple sport pitch sites and local authority amenity areas. The company offers independent advice and cost-effective solutions for the design, construction and management of all types of sports surfaces, including football, rugby, cricket, hockey, tennis and multi-sport surfaces. Its specialist environmental team also offers a full range of services to guide clients through the planning process and will liaise with local authorities to attain planning permission for your projects. The team conducts site assessments and ecological surveys and can provide advice on

all environmental and ecological matters. STRI believes in supporting clients to develop good-quality and sustainable sports pitches and surfaces to your requirements, budgets and timings. The company’s consultants and advisors ensure that your projects are completed to the required specifications, using good-quality materials and equipment and that each pitch or surface installed reaches the required quality standards. The teams offer support for all your natural and artificial sports surfaces. For your sports pitch/surface design and construction, STRI offers an independent service to help guide you through all stages of your project, including feasibility, landscape, environmental

and planning surveys, designs, drawings and specifications, the tender process and appointment of contractors, and drainage and irrigation designs and solutions. STRI provides design, construction and maintenance advice for multi-sports surfaces and sports clubs, as well as drainage and irrigation solutions advice from specialist water management consultants for the installation of new systems or upgrading existing ones. The company also offers management planning, which entails a holistic approach for full understanding of the site and the development objectives and targets. What’s more, the teams give assessments of the effects of a development with impacts, mitigation, compensation and recommendations on appropriate actions to provide the best environmental “fit”. STRI also conducts habitat and species surveys, identifying any issues, potential constraints and management solutions, including Phase 1 and NVC surveys. FURTHER INFORMATION Tel: 01274 565131 info@stri.co.uk www.stri.co.uk

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â&#x20AC;&#x153;The 4 days of training that I have received this week have been excellent.â&#x20AC;? Kara Robinson, Deputy Head Teacher, Beaufort School

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ACADEMIES SHOW LONDON

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ACADEMY SECTOR PROGRESS Over 2300 school leaders and education experts visited the Academies Show London at ExCeL, where Lord Nash highlighted the importance of schools working together and announced and extra £10m sponsor capacity fund to incentivise high quality sponsors to grow or to move into areas of need The Academies Show London 2013, sponsored by Zurich Municipal, took place on 24th April 2013 at ExCeL London and attracted over 2300 attendees from schools and the wider education sector, 140 exhibitors and 60 expert speakers, providing an invaluable forum to discuss academy status in detail, and practical advice on how to make the most of the freedoms and opportunities it offers. The event featured a high-level conference addressed by the newly-appointed Parliamentary Under-Secretary of State for Schools, Lord Nash; Director of Academies Delivery Group at the Department for Education Dominic Herrington; Chief executive of the Education Funding Agency Peter Lauener; Schools Commissioner for England Dr. Elizabeth Sidwell CBE; Head of relationship management & Projects at Government Procurement Service – Julie Collins and Chairman of the Board of FASNA (Freedom and Autonomy for Schools – National Association) – Tom Clark CBE FRSA among others. Lord Nash, who himself has led an academy sponsor before joining

the government, shared his enthusiasm for the opportunities that await those who decide to turn their schools into academies, During his keynote presentation, Lord Nash called for academy leaders to not only drive development in their own schools, but to also get involved in sponsoring other schools who have been less successful, and work with them to improve results. KEYNOTE ADDRESS Lord Nash gave a rousing keynote address, which follows: “I’m very grateful to everybody for finding the time to take part. I’m delighted that so many of you are considering converting to academy status for your schools. I assure you that if you make that step, you wont regret it. “It’s a journey. A journey in which becoming an academy is just the first step. I apologise if i get rather too passionate about the advantages of academy status, but it has quite literally changed my life. My own journey, from an academy sponsor appointed by that truly great man and one of my predecessors

Lord Adonis, to a non-executive director of the Department, to a minister, is certainly one that I would have never anticipated. “Recently, John Cole, a former director general of the department and now running ULT, introduced me at an event by saying that my appointment was the most surprising thing that had ever happened during entire career at the Department for Education. I was able to assure him that no-one was more surprised than I was. “Surprised, but delighted. Because there, in my view, has never been a more important time in our country’s recent history to be involved in education. More than ever before given the highly competitive world that we live in, our future rests in the hands of our young people and in the education they receive. FALLING BEHIND “While there are plenty of excellent schools in the country, many of which are represented here today, we all know that there are also far too many schools that have fallen behind and have allowed their pupils to do likewise.” E

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ACADEMIES SHOW LONDON  “Last year, nearly 140,000 children left primary school unable to read or write and add up properly, and nearly a quarter of a million left secondary school without the very basic literacy and numeracy skills that employers demand. “If we are going to give our people the opportunities they deserve, not to mention improving the well being of our country as a whole, we have to improve the overall quality of our education substantially, and fast. “A fundamental belief of this government is that many more of our children and young people are capable of far more than we have hitherto asked of them. Everything that I have seen in good schools around the country confirms that belief. “That’s why I’m delighted to be so involved in the academies programme a programme which I believe represents the best chance for the future of education in our county. “What’s behind the academy process is the belief that head teachers and teacher are the bets people to run our schools - not politicians or civil servants. “Our job is to give professionals like you the freedom and the opportunity to get on to do that job. We believe the academy process is the best way to achieve that. “As an academy, you are in 100 per cent control of your own budget. Free to do with it as you see fit, getting better value for money and making it go as far as possible. You are free to run your schools in the best interests of your particular pupils, in your particular area. “You are free to vary the curriculum to suit your students and to prepare them as effectively as possible for the more rigorous exams, which are coming. “You are free to reward your best teachers and to offer incentives to motivate them. You are free, if you wish to do so, to move to a more dynamic governance structure something I would urge all heads and governors to think about given that governing body requirements are more streamlined for academies. “These are just a few of the advantages that academy status brings, and there are many more. But to me, the most important advantage of academy status is not the individual freedoms, useful as they are. But the change in mindset. “As Tony Blair, one of the early architects of the academy programme has said in his memoirs, an academy belongs not to

st The mo nt importage of advantastatus is y academ individual not the ms, useful freedo are. But as they ange in the ch set. mind

some remote bureaucracy, not to be ruled as a government local or national, but to itself, for itself. “Each school is in charge of its own destiny. This gives it pride and purpose, and most of all freedom from the extraordinary debilitating and often in the worst sense politically correct interference from state or municipality, academies have just one thing in mind - something shaped not by political prejudice, but by common sense - what will make the school excellent. AIMING HIGHER “An academy can aim higher for its students; it can break with traditions when it wants to, or start new traditions ones of its own. And It isn’t just a question of freedom from, but freedom to. “While leaders of academies have more control than ever before over their own school and their own patch, they also have an unprecedented opportunity to support and sponsor under performing schools and give them a new sense of direction. Whether

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“This country is fortunate to have some of the best heads and teachers in the world. But let’s face it, we would all benefit if their experiences and expertise if they could be shared among all sorts of other schools, spreading excellence as far and wide as possible. We want to see regional hubs and high performing groups working together. “Of the 2200 schools which have converted to academy status since May 2010, over 200 have already been approved to sponsor other schools - an amazing testament to their high standard and commitment. Beyond a warm glow of altruism, this sort of school to school improvement can be tremendously career enhancing, not just for the heads of the lead academy, but for the staff of the group as a whole. SPONSOR CAPACITY FUND “That’s why we are announcing £10m for a new round of the sponsor capacity fund to incentivise high quality sponsors to grow or to move into areas of need, and to fund wholly new sponsors to get involved. “This extra boost builds on the success of last years fund, which rewarded 122

“As Tony Blair, one of the early architects of the academy programme has said in his memoirs, an academy belongs not to some remote bureaucracy, not to be ruled as a government local or national, but to itself, for itself. those are primaries that feed into them, or other secondary or primaries nearby, we at the Department very much believe in school to school support and in schools working together in different regional and geographical clusters. We are doing everything we can from the centre to help these models grow.

sponsor arrangements, and I hope that this years’ round will encourage even more sponsors to step forward. Bobby Kelly, head of the Complimentary Education Academy based over seven sites in Northampton was the first alternative provision academy and is judged by Ofsted E

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ACADEMIES SHOW LONDON  to be outstanding. She said: “It really stuck me once we converted how everyone is coming up with suggestions as to how we can do things even better, and how we can save money in different areas. “Staff are really buying into the fact that this is their business, rather than the local authorities. Their attitude to starting out on their own is ‘let’s make it work’ . “We have already been approached about providing teacher training both with a local alliance of special and mainstream schools, and also with an alliance led by Warwick University” Sharon Milner, head teacher at the Brookhill Primary Academy in Rutland, says that conversion has helped to find money to enhance the curriculum, pay for extra staffing for their SEN provision, and to widen extra curricular activities. Milner said: “The freedoms that we have gained as an academy have been fantastic. We feel more responsible of our finances and have much tighter control than before. As we start our second year as an academy, I am looking forward to continuing to develop the curriculum and teaching and learning opportunities as we continue to build on the high achievements of our children.” Judith Tapper, head of Lambeth Academy said: “Enhanced financial flexibility has enabled the school to buy in additional services to support vulnerable groups, such a literacy and study skills programmes, academic mentoring and a resident councillor. “ The academy has an innovative curriculum model for lower ability key stage three pupils, teaching them in smaller groups using a primary model. Rather than being taught in different subjects by different teachers, and having to move around the school, they are taught by one teacher in one classroom, minimising disruption and aiding concentration. Maggie Rose, head of Timberly Primary Academy in Birmingham: “Since we opened we have been able to get far better value for money as we can negotiate contracts more effectvely. We have been able to make the curriculum much more pertintent to the needs of our pupils, and are developing our maths curriculum, offering extra before school maths tuition for all pupils and a curriculum which demands the use of maths skills in all areas including life skills such as woodwork and cookery. “This leads directly to our PSHE curriculum, which focuses on developing pupils knowledge of personal and social issues relevant to the local area, as well as improving pupils awareness of skills needed for particular career paths. We also provide staff with financial incentives for completed projects or exemplary performance.”. EVENT SUCCESS Following the event, visitors took part in an online survey which revealed that 81 per

cent of visitors achieved their objective for attending, and 80 per cent would recommend The Academies Show to a colleague. The show also received the following testimonials: “It is very helpful to meet like minded professionals who are all working in this ever changing environment”. Personnel Director, The Chatham and Clarendon Grammar School Federation “The Academies Show was very useful to us as a primary academy currently applying as a sponsor. There was a diverse and interesting mix of conferences, seminars and exhibitors. We came away with a much better understanding and some innovative ideas” – Business Administrator, Wadebridge Primary Academy “The Academy Show was a very enlightening experience and I felt I gained a lot of information from it. Was very impressed with the way my questions were answered. Answers were very honest.” - Bursar, Copnor Junior School “It was extremely busy with lots going on, something for everyone and very relevant for a whole range of schools.“ – Business Manager, Moulton School & Science College “Visiting the Academy Show and hearing directly from the DfE was useful. There is much bad press about the conversion and subsequent work involved and it was good to hear from people who have been through the process, who agree it was hard work but not insurmountable.” – School Bursar, New Ash Green Primary School. “A richly rewarding day – the breadth of

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content, quality of speakers and access to expert advice was really useful.” – Chair of Governors, Richard Hale School. “A great opportunity to gain up to date information prior to Academy Conversion on a full range of topics. Seminars were well chosen, great range of suppliers.” – Headmaster, Richard Hale School “The show was very useful if you are considering conversion. It was extremely useful to meet organisations that can support schools and see products ‘in action’. I was impressed by the number and variety of stands.”- Vice Principal, Christ Church Academy “An excellent opportunity to meet other Heads , listen to and contribute to debate and to view what is on offer” – Headteacher, Graveney School “It was useful to meet SBM’s who have recently been through conversion or are in the process and understanding their experiences.” – School’s Financial Management Support Officer, London Borough of Hounslow “The Academy Show was a real eye opener! It showed me that ‘we are not alone’ and that there is a huge network of organisations and support from within the DfE available for Academies and Free schools.” – Group Accountant, London Borough of Waltham Forest “The Academies Show gave me quality time to discuss and reflect the journey that we are about to take. It gave me opportunities to discuss my thoughts with colleagues in similar positions and E

“Enhanced financial flexibility has enabled the school to buy in additional services to support vulnerable groups, such a literacy and study skills programmes, academic mentoring and a resident councillor.” - Judith Tapper, Lambeth Academy Volume 18.4 | EDUCATION BUSINESS MAGAZINE

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ACADEMIES SHOW LONDON  network with organisations that can help!” – Headteacher, Hilltop Primary School “Well worth a visit. Gives you sound advice on the steps you need to take to convert painlessly. A process explained well throughout the day.” Business Manager, St Augustine’s School. The Conference also featured panel discussions specifically for headteachers and governors, which allowed the audience to hear inspiring success stories of schools which have already gone through the conversion process, and enabled them to learn how to best tackle the challenges specific to these roles. Elsewhere in the event, visitors attended over 30 focussed seminars covering all aspects of academy conversion and management, and spoke with over 140 leading specialist providers of products and services in the Exhibition. “The Academies Show London was a great event and it was really good to see the huge amount of interest in the main theatre speakers and the seminar presentations”, said Paul Tombs, Head of Education at Zurich Municipal, the show’s main sponsor. “The event was very well attended and I personally found it a wonderful opportunity to speak to so many headteachers, business managers, chairs and governors. We had some terrific conversations with people that were curious about converting to an academy, right

in the middle of conversion, just converted and also some long standing academies.” The Show was also an ideal place for visitors to meet the leading organisations providing support to school leaders, and get advice directly from the experts. “FASNA were pleased to be once again involved in The Academies Show London”, said Tom Clark CBE FRSA, Chairman of the Board at FASNA (Freedom and Autonomy for Schools – National Association). “Academy status presents intellectual, political and emotional challenges which require careful consideration and meticulous planning. FASNA were busy throughout the day in the seminars, the conference and at our stand, advising the many Heads, Governors and other educators who attended how best to meet these challenges.” Clark added: “For all school leaders concerned about what best to do for their schools whilst being pressed to raise standards, this is an important event.” Marcin Piechowski, group marketing manager at The Academies Show, commented: “The Show is now firmly established as the first port of call for all school leaders considering academy status. For many Heads of maintained schools who visited ExCeL today to search for information and advice, attending The Academies Show was their first step towards conversion”.

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“However, the Show is also an essential resource and meeting point for leaders of established academies, seeking to make the best use of their new freedoms.” He added: “We are grateful to all who contributed to this event, particularly the Department for Education, Education Funding Agency, the Show’s supporters, our sponsor Zurich Municipal, and all of the other exhibitors – the information and advice shared by their experts with visitors was invaluable, and the success stories referenced in discussions provided much inspiration to those considering conversion”. “In response to increasing demand, and following on the success of last year’s Academies Show Birmingham, we are pleased to announce the date for the next event, which will take place on 27th November 2013 at the NEC Birmingham. We are already working hard on planning the programme of discussions and activities on the day, in particular more content specifically catering to the needs of established academies, and we look forward to announcing the details in the coming weeks and months”.L NEXT EVENT The Academies Show Birmingham, 27th November 2013, NEC Birmingham For more information visit: www.academiesshowbirmingham.co.uk

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Company Profiles

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The technology to reduce print and copy costs in business and education

Constructive advice to build a better education and a much better future

Altodigital, established in 1975, is one of the largest, independent suppliers of digital print and document solutions in the UK. Through managed document solutions, its expertise lies in managing print and copy environments to help educational establishments minimise costs and raise productivity. The outcome being less staff time used on administration, and more time to focus on the development and needs of students. Over 1,200 education institutions currently benefit from Altodigital’s wealth of experience. Within the solutions portfolio, Altodigital offers a wide range of digital print and document software, from partners including Ricoh, Kyocera, HP, Lexmark, Sharp and Canon to provide access to the most up-to-date, cutting-edge print technologies. There is also a best-of-breed portfolio to provide a solution

Baily Garner is an interdisciplinary construction consultancy comprising of architects, building surveyors, quantity surveyors, mechanical and electrical engineers, environmental engineers and project managers. It has been providing comprehensive high-quality built asset advice on a national basis to the education sector for over 25 years. Baily Garner’s client base covers the entire education spectrum, from early years through to further and adult education, as well as special educational needs. Over recent years, by working with academies, the company has been successful in gaining substantial funds through bidding, as well as providing schools with strategic asset management advice so they properly look after their built asset portfolio. Baily Garner can help education providers in all

specifically tailored to your requirements, offering maximum versatility and flexibility when completing the many documentled activities faced every day. As a fully accredited supplier on prestigious frameworks, such as the Government Procurement Service, Crescent Purchasing Consortium and West Mercia Supplies, Altodigital is a trusted provider that you can rely on. FURTHER INFORMATION Tel: 0845 504 5353 learnmore@altodigital.com www.altodigital.com

aspects of their built portfolio, from condition surveys to compliance testing, planned preventive maintenance to whole school rebuilds, or from advising on energy consumption reduction to strategic asset and master planning. The company’s services are formed around your needs, assisting as you manage your built asset stock in an efficient and business-focused manner, to improve the education environment for everyone. FURTHER INFORMATION tim.bush@bailygarner.co.uk

Academies find a Transform the environment curriculum solution for KS3 of your academy with aspirational graphics Addressing the needs of KS3 was a question many were discussing at this year’s Academy Show. Finding an enriching, engaging learning experience for this age group; that is practical for the school to deliver, inspiring and relevant for students, preparing them well for their next stage of learning, is a challenge for many academies. Several, including The UCL Academy, London, and Dartmouth Academy, Dorset, think the answer lies with the International Middle Years Curriculum (IMYC). This is a curriculum that connects across all subject learning, linking to a conceptual theme (“Big Idea”) for a period of six weeks per unit. Each unit guides students to make meaning of the Big Idea through a personal and global perspective. A structured learning process, designed to engage and support teenagers, helps them to become

confident, independent learners. The UCL Academy, saw an almost immediate impact. Head teacher Geraldine Davies said: “At the end of the very first IMYC unit, the staff were shocked at how much understanding the children had gained from their learning.” Dartmouth Academy’s head teacher Nick Hindmarsh describes his students as: “Supercharged. There’s a noticeable difference in the year seven’s with the IMYC.” FURTHER INFORMATION www.greatlearning.com/imyc

EDUCATION BUSINESS MAGAZINE | Volume 18.4

It is a well-known fact that the environment in which we work, study, live and play can affect us quite deeply, both emotionally and psychologically. It is no secret that this is why so many schools, colleges and universities are joining the environmental graphics revolution to inspire and positively influence their students. By implementing large, exciting, colourful, aspirational graphics on to large blank walls, an education facility can be transformed and a

strong subliminal message sent to students and teachers alike. If the graphics are combined with positive use of the school brand (such as a crest) and strong brand-orientated wayfinding across the school, a sense of identity can be created. John Anthony Signs has 45 years experience of working in all-market sectors, including the education sector, and can help you realise the full potential of environmental graphics, wayfinding and general signage. John Anthony Signs offers a full turnkey solution, from a free consultation and wayfinding report to design and visualisation, manufacture through to final installation. FURTHER INFORMATION Tel: 01268 777333 www.johnanthonysigns. com

Notts Sport makes Loretto Navigating mobile School’s contrasting technology for the colours pitch perfect classroom with GCSEPod Scotland’s oldest boarding school, Loretto, has resurfaced its existing synthetic grass hockey pitch with England Hockey Board approved suppliers Notts Sport. The blue and red surface combination reflects the school’s colours. Having discussed the project at the ISBA Conference in Glasgow, the work began to fully specify and design the works required for the resurfacing scheme. This resulted in the school choosing the colour-contrasting blue pitch with a red run-off, using a high-quality 18mm monofilament sand-dressed synthetic grass to achieve the highest possible standard of hockey but also to allow tennis to be played in the summer term. The bespoke design meant the tight time constraints were under severe pressure, but working with Notts Sport approved installers Cleveland Land Services, the resurface was

completed in time for the school’s return in September 2012. Jonathan Hewat, director of external affairs at Loretto School, said: “The new hockey surface is an outstanding facility and is most popular for Elite level hockey. It will prove of great benefit to our pupils and the wider community.” Neil Allan, Scottish hockey coach of the year and sports coach at Loretto School, said: “We are delighted with the surface and the service received from Notts Sport.” FURTHER INFORMATION Tel: 01455 883730 info@nottssport.com www.nottssport.com

Make an informed decision on your school’s outdoor environment Choosing to develop the outdoor space of your school is a great chance to create fantastic play opportunities for your children to have fun, develop their abilities and learn to take controlled risks. There’s so much to choose from. What’s best for your playground? How do you know what’s right for you? And what features ensure the children will want to play on it day after day? Setter Play can help you with this exciting decision. The company has been making playground equipment for almost 20 years and over this time it has learnt a few things. You’ll need to think about such things as the age of your children, the location and space available and, of course, your budget. The company prides itself on producing a playground that you want. Quite often it will design something completely

new, just for your school. Outdoor space should provide physical and mental challenges, imagination stimulus and socialising opportunities. For a balanced play area, Setter Play offers a free site visit and consultation. An itemised quotation is produced, providing the information needed for head teachers, education practitioners, governing bodies and parents associations to make an informed decision. FURTHER INFORMATION Tel: 01462 817538 www.setterplay.co.uk

GCSEPod has been at the forefront of the mobile technology boom in education since the first of its learning and revision podcasts was released in 2010. After three successful years, GCSEPod enables over 100,000 students a day to access quality, engaging content covering 15 subjects. With better and more feature-enabled devices being used by learners, more and more schools look set to take advantage of the technology in their students’ pockets. Mobile technology is fast being recognised as one of the most ef`fective ways to help students access quality learning materials that suits today’s “anytime, anywhere” culture. GCSEPod gives students the tools to supplement classroom learning and prepare for exams using quality podcasts written exclusively by teachers and professionally narrated. The

Company Profiles

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podcasts make the most of what today’s mobile technology platforms can offer with creative use of audio-visual material to grab the attention of even the most disengaged students. In the fast-moving world of consumer technology, GCSEPod offers a quick, effective and proven way to make educational content a key part of a student’s daily lifestyle. Contact GCSEPod to see how it can help make the most of your students’ mobile technology. FURTHER INFORMATION www.gcsepod.co.uk/teachers

Education leaders’ technology challenge Industry investigations into the thinking around impacts of technology in the education sector reveal 90 per cent of education leaders believe it has made them more imaginative and creative at work. Some 80 per cent affirm it has also made them more productive. The study, Humans and Machines, was carried out by the Economist Intelligence Unit and sponsored by one of Midshire’s manufacturers, Ricoh. The report looked at the impact of technology across a number of sectors, including education, and found that 71 per cent of education leaders found these advances were helping them make good decisions. Midshire, which supplies and maintains copiers, printers and scanners to schools, says the findings are born out at grass-roots level. Midshire’s MD Julian Stafford says: “While schools recognise the importance of keeping pace with new technologies, they’re often let

down by those they look to for the right advice and support for their purchasing choices and ongoing use. “One of the reasons we enjoy working with schools and other academic institutions is the eagerness to explore and harness technology creatively. We’re there to make sure everything works and delivers value as well. “With savings of up to 40 per cent on printing, our free print audit service is something all schools should consider to free up budgets.” FURTHER INFORMATION Tel: 0161 494 3370 info@midshirenorth.co.uk www.midshire.co.uk

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

TABLET PC INSURANCE PERFECT FOR BUTTERFINGERS As the use of school owned tablet PC devices in the classroom has grown, so has the need for accidental damage cover. Marsh has developed an insurance scheme specifically designed to cover tablet devices against accidental damage in schools and at home. To find out how to cover your schoolâ&#x20AC;&#x2122;s tablet PCs, please call (quoting EDU_B_AUG): ( 01444 313100

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SMART DEVICES

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With more youngsters preferring to read on a computer screen than in printed book or magazine form, the use of tablet devices is on the rise – and so is the need to have them insured against damage

The availability to pupils of smartphones, computers and tablet PC devices now means that reading is an activity more likely to be on screen than on the printed page. In fact, young people now prefer to read on a computer screen rather than a printed book or magazine. According to a recent UK survey by The National Literary Trust, it showed that of the 35,000 8-16 year olds surveyed, 52 per cent favoured reading on screen. So it comes as no surprise that smart devices, particularly tablet PCs, such as the iPad and Microsoft Surface, are heading into schools, academies and colleges throughout the UK. Research from the British Educational Suppliers Association has found that, by the end of 2015, 22 per cent of all pupil-facing computers in schools will be tablet-style devices. Some UK schools are already taking the plunge in a very serious fashion. In Cardiff, a £3 million project will see schools providing tablet devices for every pupil. The touchscreen computers will be used in classrooms for work across the curriculum, and parents will be offered the chance to buy them.

been credited with playing an important role. But introducing tablet devices into the classroom is not just about overcoming problems. Schools the length and breadth of the country are investing in tablet devices in order to assess the role these can play in raising standards. One such school is in Kent, where a trial has delivered impressive results: 77 per cent of teachers felt that pupil engagement and achievement appeared to have risen since the introduction of the iPad. Given the apparent benefits then, it seems somewhat inevitable that more and more schools will invest in tablet devices over the coming years. ACCIDENTS WILL HAPPEN However, putting expensive gadgets in the hands of schoolchildren is not without risk, as some schools have already discovered. When a school in Essex invested in iPads for its 1,200 pupils, problems soon emerged. Just one year later, half of the devices had required repair or replacement. The problem, as it turned out, was with the devices’

protective covers. Once the covers were replaced with a more robust alternative, breakage rates fell to just 1.2 per cent. Fortunately, the school had ensured that the devices were covered by insurance, which is no easy task given the complexities inherent in allowing pupils to take school-owned technology home. Without it, though, the whole experiment might have been a failure, derailed by a flimsy cover.

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MAKE PROTECTION PART OF THE PACKAGE The growth of tablet use in classrooms and the lessons learnt to date make it very clear any investment in tablet devices must be properly protected, in the form of affordable accidental damage cover. This has not gone unnoticed by Marsh, who has recently developed insurance cover specifically designed to cover tablet devices, both in schools and at home. The aim is to offer the right level of protection, for instance “new for old” insurance cover on school-owned devices, subject to no excess – and at a sensible price. Marsh thinks it has managed to do just that, although it has learnt from the experience at the Essex school, too. So it insists that devices are kept in robust protective covers – just in case.

MARSH TABLET PC INSURANCE KEY FEATURES: Cover for physical loss or damage, including accidental damage of school-owned devices. 24-hour coverage in and out of school. No policy excess. Tablet PC can be covered for up to three years. “New for old” cover where tablet is less than 12 months old. Up to £500 sum insured per tablet PC. FURTHER INFORMATION Tel: 01444 313100 development.team@marsh.com

INEVITABLE There is no doubt that these projects will give real insight as to the educational benefits of the devices. In fact, that potential is already being explored at an academy school in Bolton. Having replaced a school deemed a failure by Ofsted, it is now flourishing: making extensive use of touchscreen devices in the classroom has

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

Cleaning

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FACILITIES

MANAGEMENT

We never forget our class teachers, but what about the unsung heroes who contributed to our daily wellbeing? The properly trained cleaning operatives whose task made our experiences a safe one, too Take a moment to think back to when you were at school as a pupil, what comes to mind? Personally, I remember the hectic changeover’s between lessons as I ran from one end of the school to the other, the older kids having food fights in the canteen and the water fights on hot summers days. They were the good old days. We all remember our teachers for the good and the bad. However, did we ever consider the unsung heroes who kept us safe and comfortable in the environment where we learnt out most valuable lessons: the cleaning operatives and school caretakers? In a report published by the Northern Ireland Education and Library Board, it was found that there are a number of strategic benefits to a clean school: creates a positive learning experience and contributes to the ethos and culture of the school; encourages good hygiene practices; promotes a positive image to parents and reassures of pupil safety; teaches respect for property and environment; reduces hidden costs associated with deterioration of property and expenditure on maintenance. MINIMISE RISKS In addition to the indirect impact cleaning staff has on the learning experience of pupils, maintaining a good standard of housekeeping at your school will also ensure a safe and hygienic environment for all users of the building, including pupils, staff and visitors. With many accidents in schools being as a result of slips, trips and falls, it is essential to minimise these risks through maintaining a high standard of housekeeping. Unlike many other building types, education facilities have to accommodate large-scale movements of pupils, staff and others, often concentrated into short periods of time, such as during lesson changes. With this in mind it is essential that spillages are cleaned up without delay and a “caution: wet floor” sign is used to protect building users to ensure areas are kept free from hazard or obstruction.

Since its establishment over 50 years ago, The British Institute of Cleaning Science (BICSc) has continued to campaign to raise awareness of the requirement for accredited training and standards within the cleaning industry. Over the years, the Institute has heard many horror stories about cleaning operatives whom, as a result of not receiving accredited training, have endangered themselves and other users of the building. In particular, BICSc has heard stories about operatives who have mixed corrosive chemicals with their hands or have left chemicals within easy reach of primary school children. For any teacher or parent, it would be their worst nightmare should a pupil be injured as a result of coming into contact with chemicals that should have been stored out of reach. As this illustrates, it is essential that all cleaning operatives receive accredited training in skills such as chemical competence when preparing cleaning solutions, to ensure health and safety while performing cleaning duties. Furthermore, without initial accredited training, cleaning operatives will not have been trained in how to clean effectively and safely. For individuals outside of the cleaning industry, it may seem an obscure concept that individuals need accredited training on how to clean. In some ways this is true, but there is much more to consider within commercial cleaning, such as the risk of cross‑infection, correct use of chemicals and health and safety requirements. Many of these substances are designed for use in well-ventilated areas or can cause health problems, such as asthma and dermatitis, if used inappropriately. With many operatives expected to use these chemicals within areas with little or no ventilation, such as toilets or corridors, operatives are not only posing a risk to their own health but also that of the students and staff at the school. With one in 11 children in the UK suffering from asthma, it is essential that schools do everything within their

There s ie are stor atives, per about oas a result whom, receiving of not d training, te accredi ndangered have e selves them hers and ot

capabilities to provide a safe environment, this includes clean and hygienic facilities. ASSESS SUBSTANCES By law, employers are required to assess the risk of substances used within a workplace under the Control of Substances Hazardous to Health (COSHH) Regulations 2002. For employees, preventing exposure to harmful substances may require: the adoption of good working techniques that avoid or minimise contact with harmful substances and minimise leaks and spills, including safe storage of materials; providing personal protection equipment, such as gloves or eye protection; ensuring good hand care, for example, remove contamination promptly, wash hands properly, dry thoroughly and use skin creams regularly; ensuring the workplace is well-ventilated. It is essential that cleaning operatives understand the relevant COSHH data sheets to ensure they are aware of what the hazards and risks are and also of what to do in an accident or emergency. Before conducting any task, an operative should consult the risk assessment and follow the directions on the product labels..

Written by Elisha Dignam, The British Institute of Cleaning Science (BICSc)

A CLEAN SCHOOL CREATES A POSITIVE LEARNING ENVIRONMENT

SAFE STORAGE OF EQUIPMENT & MATERIALS All hazardous substances used for cleaning within schools must be stored appropriately and must not be accessible to the users of the building, ie, not stored in teaching areas, staffrooms or toilets. By ensuring a well-maintained and organised cleaning storage area, operatives and employers can further increase the safety of their operatives by ensuring: hazardous materials are out of the reach of young children but remain easy to access by the cleaning operative (ie, not stored above head height); containers are not left open; there is suitable ventilation where required; warning signs are used correctly; all equipment and materials are labelled correctly; heaviest equipment is stored at the lowest levels; storage areas are dry and not immediately next to a heat source; and hazardous substances are not overstocked. In addition to ensuring that operatives store equipment and materials effectively, it is also necessary that an operative receive E

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

Cleaning

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Delphis Eco’s sustainable When vomiting, sickness Eco Turtle project in schools and diarrhoea happens, who has to clean it all up? Delphis Eco is a 21st century company pushing the boundaries of product innovation. It is the leading British manufacturer of ecologically friendly commercial cleaning products and was the first to be awarded the EU Ecolabel in this sector. The difference with Delphis Eco products is that they are all cost neutral, food safe and are proven to be more powerful and safer than other known brands. Delphis Eco’s latest concept is the Eco Turtle, a sustainable refill system with the choice of three different Delphis Eco products locked away inside. Delphis Eco has been working with schools on introducing a sustainability model into the curriculum, as well as helping children understand the importance of sustainability in the future. The Eco Turtle Project was developed with a group of eight-year-old schoolchildren. The aim was to design a system where their parents could access

ecological cleaning products for the home, raise money for the school and help the environment by reusing the same bottles. The Eco Turtle Project is a fun and exciting sustainability programme that engages everyone who gets involved. Delphis Eco’s plan is to get everyone on the sustainability track to start reusing and recycling in all aspects of life. FURTHER INFORMATION Tel: 0203 397 0096 sales@delphiseco.com www.delphiseco.com

Hygiene4Less has the answer to this sometimes regular occurrence. Cleaning up after sick pupils is not what teachers signed up for but with site managers having ever-wider responsibilities and often working across several sites, it is often quicker to manage the spill instantly and safely. This is where Emergency Clean-up Powder comes into its own. Specifically designed with schools and nurseries in mind, it absorbs up to 400 times its own weight in liquids, including blood, vomit and urine. Working within a couple of minutes, it can then be swept up and disposed of, minimising fuss and disruption to your lessons. The compact plastic shaker can be easily stored in an office for ease of access. A free download on spillage protocol is available at www.hygiene4less.co.uk. If you have a gym, actively encourage pupils to sanitise gym equipment at the end of

each lesson, thus minimising the spread of germs and viruses. To order, call 01284 810 887 or fax on 01284 811 908, quoting EDBUS1* when ordering to get a free 600ml foaming hand sanitiser. Instant credit accounts for all schools and same-day despatch. *Offer ends 31 October 2013. FURTHER INFORMATION Tel: 01284 810887 info@hygiene4less.co.uk www.hygiene4less.co.uk

Keeping establishments clean and biohazard-free for students and staff

Comply with the law surrounding water hygiene services

Monthind Clean delivers professional biohazard cleaning and day-to-day cleaning services to public and private sector educational establishments. Maintaining recommended standards of hygiene in schools, universities and colleges helps prevent the spread of coughs and colds, as well as serious viral threats, such as norovirus. Dealing with biohazards quickly and effectively helps keep educational environments pleasant for students and for staff. The company has worked with The British Institute of Cleaning Science to enhance best-practice cleaning processes, and can place biohazard and general cleaning staff (all of whom have benefitted from fully accredited training) into environments on an ad hoc or scheduled basis. With 30 years’ experience in cleaning public and private-sector buildings, Monthind Clean has built a team of highly capable

Legionnaires’ disease is a form of pneumonia caused by the bacteria legionella pneumophila, and is found in warm water environments. The disease, which is fatal in 5-15 per cent of cases, is an infection of the lungs and a form of pneumonia. There are about 300 reported cases in the UK each year. Legionellae can grow in any water system if the conditions are right. Temperatures between 20-50ºC are ideal for proliferation of the bacteria. The presence of nutrient (such as corrosion products, slime, biofilm and other debris,) can help it to thrive. Whilst pupils and students are a low-risk category, staff and visitors could be susceptible to the disease. People can contract the disease if they breathe in aerosols that have been contaminated with legionella bacteria.

cleaning operatives with a range of technical skills. Its investment in people is backed up with the latest cleaning equipment and adherence to all regulations governing biohazard scenes and general recommended standards of cleaning within the educational sector. Monthind Clean delivers peace of mind to headteachers and procurement officers in schools, colleges, universities and LEAs across East Anglia, the South East, and the wider UK. FURTHER INFORMATION Tel: 0843 249 7330 www.monthindclean.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.4

Water tanks that remain unused during hot summer holidays are an ideal place for legionella bacteria to grow. All water tanks in educational premises should be cleaned and disinfected each summer. ‘The Control of Legionella Bacteria in Water Systems’, HSE’s Approved Code of Practice and Guidance (L8:2000), describes the legal duties and provides guidance on how to comply with the law. FURTHER INFORMATION Tel: 01689 836170 www.aquaairhygiene.co.uk

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FACILITIES MANAGEMENT

Licence to Practice

 sufficient training about the safe and correct disposal of hazardous products and materials. By ensuring cleaning operatives understand the requirement to store all equipment and material safely and correctly, employers can confirm the health and safety of all staff and students, including the cleaning operative themselves.

require the operative to make adjustments for the environment they are working within. For example, many secondary schools are on multilevels so, as a result, operatives are expected to carry equipment (such as vacuum cleaners) up and down stairs. This may cause an operative serve physical damage, ultimately affecting attendance and the long-term cleanliness of the facilities.

COMMON COMPLAINTS Further to the risks posed by the use of hazardous materials within schools, it is also necessary to establish that equipment and materials are used safely and correctly. It is essential to make sure equipment is suitable for use (ie, not damaged or faulty) and is used in a safe and effective way (ie, not left out after use or cables left trailing). How many instances have their been in your school where a pupil or member of staff has tripped over a trailing cable or slipped on a wet floor in the bathroom because there was not a “caution: wet floor” sign? For many, these are common complaints but they are nonetheless preventable through accredited training and knowledge. Additionally, cleaning operatives are often employed within a workplace that has been designed with other workers in mind (ie, classrooms). This may generate additional challenges or health and safety problems that

STANDARDS AND BEST PRACTICE When dealing with buildings such as schools, it is essential that all cleaning operatives are provided with the knowledge and skills to allow them to implement colour coding and best practices, such as ‘from clean to dirty’ to minimise cross-infection. In essence, to clean ‘from clean to dirty’ ensures that an operative always starts with the cleanest area of the environment first, gradually working through to the soiled areas. To illustrate, you would never clean the toilet of a washroom and then continue to the hand basin before you clean the door handle, as you would spread germs from the toilet to all the other areas of the washroom. Unlike many office buildings, schools often have a wide variety of different facilities that require cleaning, such as classrooms, washrooms, food technology suites and kitchens/canteens. As a result, it is necessary to implement a colour-coding system for

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Last year, BICSc introduced the first License to Practice, which ensures cleaning operatives are competent in the necessary skills. To find out more about BICSc-accredited training, visit www.bics.org.uk cleaning materials and equipment. The BICSc colour code recommends the use of red materials for general washrooms and bathrooms, red and white materials for higher-risk sanitary appliances, blue for general low‑risk areas, green for general food and bar use, yellow for clinical areas and white for site specific or specialist. DEVELOPMENT OF SKILLS Scientific research demonstrates that student health, attendance and academic performance is improved with clean and well-maintained schools. Furthermore, accredited training and development of skills are crucial to the delivery of a quality service, while allowing operatives to carry out their roles effectively. Overall, by improving cleaning standards within schools it is possible to promote a positive learning experience for students, improve health and hygiene within the school and improve the school’s ethos and culture. L FURTHER INFORMATION Tel: 01604 678710

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Volume 18.4 | EDUCATION BUSINESS MAGAZINE

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CONFIDENTIAL INFORMATION

Data Security

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THE DAMAGING EFFECT OF CARELESS DATA DISPOSAL

(ICO) was given additional enforcement powers resulting in them being able to issue penalty fines of up to £500,000 in the case of a data breach. Simply discarding data is not enough – it must be destroyed securely and by a professional company.

tion Informa tion destruc res the su itself en isposal of d secure ion in all its t informa, from paper forms dit cards to and cre al media digit Key decision makers at educational establishments have a wide variety of responsibilities and when it comes to school security, there are many aspects to consider. Along with securing valuable on‑site equipment, at the forefront of many people’s minds will be the protection of the staff and students themselves. This sort of security extends beyond the direct protection of personnel, and applies to all the data stored within a school containing important information regarding pupils and staff. Careless disposal of this kind of information can be detrimental to an establishment and if placed in the wrong hands, opportunists can find ways of using the information to their advantage. Consequently, it would not just be the immediate repercussions that a school would face if their data security had been breached. Non-secure disposal of data can also lead to long-term damage to a school’s reputation, painting it in an inevitable negative light. Therefore, it is a key responsibility for educational establishments to enlist a professional and trusted provider to dispose of this kind of information. THE DATA PROTECTION ACT The Data Protection Act 1998 has ensured

that proficient information destruction procedures carry a greater importance to all kinds of institutions. Brought into force in March 2000, replacing the 1984 Act, it aims to balance the rights of the individuals and the organisations who are legitimately holding and using their information. Covered under the act are all personal data including paper and computer records, CDs and disks from which a living person can be identified – most of which can be found inside a school. Technically, a school is considered to be a ‘data controller’ and must therefore comply with the Act. Consequently, when disposing of personal data an organisation must ensure that it complies with certain obligations under the Act. In terms of security, it is recommended that leaders within an establishment prepare a policy that sets out their commitment to information security. It is also important to ensure that members of staff are fully aware of their responsibilities regarding the security of information, and that they aware that data to be destroyed should not be accessed or used for any other purpose other than that what is required to complete the destruction process. The Government particularly recognises the significance of this responsibility, and in 2010 the Information Commissioner’s Office

WHAT IS INFORMATION DESTRUCTION? Society has become increasingly focused on personal privacy and wider confidentiality, meaning that there is a greater scrutiny of any organisation’s performance in relation to this issue. Perceived shortcomings in this area, as mentioned, can lead to a damaged reputation and a perception that a school – for example – is not concerned with the overall safety of its staff and students. Information destruction companies can advise establishments on these areas and make the necessary arrangements to ensure that information is destroyed properly. Information destruction itself ensures the secure disposal of information in all of its different forms. This ranges from paper, credit cards, SIM cards and media equipment with important information on such as CDs, DVDS, hard disks, and hard drives. It also includes the destruction of branded products such as uniforms, which imaginably, if retrieved by the wrong person, could pose a great risk to a school. All of these types of confidential materials are then destroyed, either on-site or off-site, to the extent that they may never be reconstructed. The customer should then be provided with a full audit trail, which includes certification of destruction. Product destruction is the fastest growing sector of the information destruction industry. Each year, BSIA information destruction companies destroy 200,000 tonnes of confidential waste – this includes nonpaper material such as IT equipment and audio and videotapes. Through a secure destruction process, the losses through fraud of all types can be significantly reduced. To guarantee a professional service, decision makers must ensure that the company they entrust with their information destruction is reliable and operates to industry standards.

Written by James Kelly, Chief Executive, BSIA

Schools are in possession of a wealth of valuable and private information, including student records, details about staff and financial reports. Careless disposal of this kind of information can be detrimental to a school and if placed in the wrong hands, opportunists can find ways of using the information to their advantage, warns the BSIA’s chief executive James Kelly

MEETING THE STANDARD Many professionals who are responsible for appointing information destruction companies may not be aware of the fact E

Volume 18.4 | EDUCATION BUSINESS MAGAZINE

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CONFIDENTIAL INFORMATION

Only 34 per cent of surveyed schools confirmed that they used a professional information destruction company; the remaining 66 per cent either did not use one or were unsure if they did  that there are particular standards these companies should meet. Such standards guarantee that the service being provided is secure and professional, another requirement of the Data Protection Act. One of these standards is the key European standard for information destruction, EN15713. This standard includes a range of requirements that an information destruction company must meet, such as having an administration office on-site where records and documentation are kept for conducting business. In terms of security measures, intruder alarms that are closely monitored by an Alarm Receiving Centre (ARC) should be installed on the property and CCTV should be placed at the points where the unloading, storage and processing of information is conducted. The vehicles that transport the information due to be destroyed should also be fully secure. Putting your data destruction needs in the hands of a company that not only complies to EN15713:2009, but has it incorporated into their quality management system ISO 9001 and is inspected against it, is of crucial importance in ensuring the reliability of the services and products provided. Companies who are compliant with these standards have met a certain number of conditions, including: demonstrating that their confidential destruction premises are secured and managed in the appropriate way – avoiding contamination or security breaches, having a clear and accurate process in place to ensure all contracts with clients, suppliers and sub-contractors are up to standard, informing clients wherever sub contractors are used, undergoing staff screening and

vetting against British Standard BS7858, and having in place tested, secure and appropriate processes for the collection, retention and destruction of confidential material. There is also a British standard that these companies should comply with, BS 8470, which includes the identification of product specific shredding sizes, guaranteeing that the information is destroyed to the point of irrepairability. BSIA information destruction companies are inspected to both of these standards, amongst many other important principles, making them reliable service providers. HOW AWARE IS THE EDUCATION SECTOR? In 2012, the BSIA carried out some research on behalf of its Information Destruction section, in order to find out how information destruction is being used and viewed. Part of the research consisted of two separate surveys – one which was received by head teachers, deputy heads, teaching staff, bursars and administrators from nearly 100 schools across the United Kingdom, with the other surveying members of the BSIA’s Information Destruction section. The information gained from the education survey proved to be somewhat concerning, with attitudes to sensitive data disposal appearing lax. One third of those answering the school survey reported that they had not received training or guidance regarding data protection issues. In addition, 79 per cent also felt that the threat posed by lost or inadequately disposed of data had either increased or stayed the same over the previous year. Worryingly, only 34 per cent confirmed

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that they used a professional information destruction company; the remaining 66 per cent either did not use one or were unsure of whether they did. Only half of those who used a professional provider were aware if their operator met with the European standard. The survey of section members revealed that the education sector is a key market for member companies, with 87 per cent of those surveyed stating that they had supplied a service within this area over the last year. Prior to using a BSIA member, members revealed that in their experiences 43 per cent of cases had used local authorities or general waste as means for disposal, with a mere 14.3 per cent of establishments relying on a provider with a similar quality level to that of BSIA companies. Both surveys found that the key decision makers in regards to data protection in schools were head teachers and bursars. Speaking on the results, Anthony Pearlgood, Chairman of the BSIA’s Information Destruction Section, commented: “The results of this survey serve to underline the fact that educational establishments need to place a renewed focus on how they deal with information destruction. “Given the repercussions when things go wrong it is imperative that this process is handled in a professional manner and, where it is being outsourced, that searching questions are asked to ensure that any provider is actually working to the pivotal EN15713 standard.” BSIA information destruction members are all inspected to these fundamental standards and can offer their confidential services within the educational sector. It is vital that schools do not take short cuts when disposing of important information. When choosing a supplier, be sure to research the company efficiently and check that they meet with the standards that will ensure a safe, quality and professional removal service. BSIA members can provide just that. L FOR MORE INFORMATION www.bsia.co.uk/information-destruction

Box-it: top of class for secure document management Box-it is a leading provider of paper and digital document management solutions, helping schools and colleges to streamline their administration processes and manage information securely and more efficiently to adhere to relevant compliance criteria. Offering full document lifecycle management, Box-it provides confidential document destruction, document storage, scanning and data capture as well as secure cloud based solutions. The latter comes in the form of its Omnidox platform for the total control and management of paper and digital records across one or multiple sites. Omnidox Records Manager is the latest innovation for physical

archive records retention management. There are also specific Omnidox products for accounts and HR functions, as used by Imperial College and University College London. Secure document destruction is especially pertinent following recommendations by the BSIA and ICO. Working in accordance with ISO 9001:2008 and ISO 14001:2004,

Box-it uses its own uniformed personnel and liveried vehicles for collections of obsolete paperwork which is taken away in shredding sacks or secure containers. Barcoded, they are securely fastened and fully- tracked for accurate traceability and audit trails. Shredding takes place under video surveillance. Certificates of Destruction are issued on completion. The shredding is baled and recycled into new paper based products. FURTHER INFORMATION Tel: 01962 830 200 sales@boxit.co.uk www.boxit.co.uk

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COMPUTING

CONFUSED BY THE CLOUD?

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It is often talked about, but can the term “Cloud” be confusing for schools? Here is all you need to know about what it is, whether it offers practical benefits for students and teachers, and how to take full advantage of the options available

At the simplest level, Cloud services are applications and services held elsewhere and accessed over the internet. Schools are looking at the Cloud due to the dramatic increase in online services that can benefit the whole school by providing a wealth of resources that can be accessed anytime, anywhere and on any device. Many of the application tools that schools currently use now have an online equivalent, such as Microsoft Office 365 and Google Docs. FEATURES SCHOOLS CAN CAPITALISE ON Other than applications, there are real advantages to moving your infrastructure services to the Cloud in order to leverage more flexible and scalable solutions. It can help to reduce many of the risks associated with having your data and systems traditionally located in one place, whilst also providing significant cost and space savings. You could even look to extend these services to other schools to help share costs and gain further efficiencies. ANYTIME, ANYWHERE, ANY DEVICE There are many advantages to placing mobile ICT in the classroom and removing the need to have a dedicated PC suite that takes up space and is only available to a set number of students at any one time. Why not extend ICT provision beyond the school gates and into the home? True, 1:1 learning is on the rise with some schools enabling students to have access to technology wherever they are. Some of the benefits of a 1:1 scheme include: higher student achievement as

students can work at their own pace, reducing the attainment gap between learners; increased student engagement, due to peer-assisted learning and collaboration; transform teaching and learning through the ability to deliver personalised lessons; and increased school efficiency, with technology enabling earlier intervention where necessary and easier 1:1 tutoring. 1:1 DEVICES Choosing the right devices comes from understanding what you want within your school but there are also some other key considerations. The top five things to think about before choosing 1:1 devices are: do you know what sort of devices and applications pupils and teachers will want to use? How do you see it supporting learning? Can you use the equipment you already have or will you need to buy new devices? Do you want pupils to use their own devices, which they are already familiar with? How will you fund the devices? Selecting the right funding option for your school is important. Broadly, there are four models: bring your own device – pupils bring in their own devices from home; parent-funded devices – pupils buy or lease a device from the school; joint parent/school funded – schools provide every child with a device, maintained by the school and funded in part by parents/PTA; and school funded – schools provide 1:1 devices from their own budgets or have a loan pool where technology can be booked out.

FREEDOM WITHOUT LOSING CONTROL Providing students and staff with the flexibility to use their own personal devices for learning at school and home can bring a number of benefits. Pupils will already be engaged and familiar with the technology, which can ensure a faster path to adoption and it is certainly one way to achieve cost savings as part of a 1:1 computing scheme. Despite the many benefits, managing a mixture of devices can bring its own challenges, especially when there is an expectation that the technology pupils use at home will work just as well in school. However, these challenges can be overcome if you have the right infrastructure in place. SHAPE THE FUTURE One of the biggest problems with 1:1 computing is that it can be expensive. Microsoft and RM Education have partnered on the Shape the Future scheme to subsidise a range of computer and software bundles aimed at 1:1 student or teacher use. Each Shape the Future device comes with: Windows 8 Pro, Microsoft Office 2010, free anti-virus, a host of education software, and RM ReturnCare warranty. How does the Shape the Future scheme work? You must be a UK school; it must be for 1:1 student or teacher use; at least 50 per cent school funded; pupil premium funds can be used; and there are no limits – you can buy one, 10 or 1,000. FURTHER INFORMATION Tel: 0845 070 0300 www.rm.com/shapethefuture

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The Arnewood School in Hampshire has chosen to work with OKI Systems UK to ensure better quality, reliability and cost savings in the classroom and beyond The Arnewood School, New Milton in the New Forest, Hampshire, is a popular mixed academy for 11-19 year olds, which was granted Technology College status a few years ago. Since then, it has made significant investment in IT. The last thing it wanted, therefore, was to be let down by its printers. Working with Arnewood School’s IT manager, Tracey King, the school’s finance assistant, began researching the market, planning a staged approach to upgrading the school’s entire printer stock. She says: “We had a real mix of printers from several different suppliers, but they all started to break down together. One of the few that didn’t let us down was our old OKI model, so OKI was at the top of my list when I started looking at how to replace them. “I realised that no one had ever complained about our OKI printer and I couldn’t say the same about the other makes,” she explains. “I had to start somewhere, so I began comparing OKI prices with alternatives on the market. Not just the costs of the printers themselves, but also the cartridges and working out the cost per copy.” COMPARED FAVOURABLY Identifying that the OKI models compared very favourably with competitive brands, she decided to buy one to see how it performed. “I really liked the fact that it would come with a three-year warranty. That was the deciding factor,” she says. The printer worked well with no problems. “The IT manager liked it because it was easy to connect to the network and it was simple to operate. It obviously wasn’t going to take up too much of his time,” says King. Consequently, as the other older devices

have “tripped over themselves” as she puts it, they have been replaced with OKI models. King is clearly good at getting the best deal for the school as she can: “I’ve bought the printers from a variety of resellers,” she says. “It’s my job to make as good an investment as possible.” HIGH-QUALITY PRINTING The school now has over 20 OKI printers, mainly B431s but also a larger, floor-standing laser printer in the technology suite. This was chosen for high-quality printing on acetate, used for designing circuit boards. The other printers, a mix of colour and mono, are used across the school for administrative purposes and also for both students and teachers in the classroom. King has obviously been very cost-conscious in her buying decisions; “Schools have to be these days,” she explains. However, she emphasises that she hasn’t put price above everything: “The quality of printing produced is all-important and also

very little need for any form of maintenance or support. “The only time there was a small problem, the printer was replaced with a new one straight away with no question,” she says. “Compare this with the response we had once with another manufacturer. They told us the problem was our fault and it was probably the type of paper we were using. As we had always used the same kind of standard paper and never had any issues before, we weren’t very amused.” COST SAVINGS So only the key question remains: is the school enjoying cost savings since installing the OKI

“Staff need to concentrate on the students, not on sorting out what is wrong with the printer. Our new models are very easy to run. If an error light comes on, it’s easy to see what needs to be done” reliability, especially for those printers used in the classroom. Teachers say that for a while it’s quiet on the printing front and then, all of a sudden, around 30 students want about 60 pages of coursework printed all at the same time. We obviously need printers that can cope with this sort of volume without suddenly stopping or getting jammed.” King adds the other major deciding factor in selecting OKI was ease of use. “Staff need to concentrate on the students, not on sorting out what is wrong with the printer. We find our new models are very easy to run. If they are out of paper or something else minor needs adjusting and an error light comes on, it’s easy to see what needs to be done. Some printers are overly complex; they’re like a flight deck with all their flashing lights.” In fact, King confirms that there has been

printers? King answers with an emphatic “yes”. She adds: “It’s difficult to quantify at the moment as we actually have more printers now than we did before so there’s not an easy comparison. However, I know that when we eventually do the sums the results will show cost reductions overall.” The school still has a number of old printers remaining, but will be replacing these gradually over the next year or so. “I am just about to order another OKI model and the others will be replaced one by one. But I no longer give anyone else a choice in deciding the brand. It’s got to be an OKI,” she concludes. L FURTHER INFORMATION www.arnewood.hants.sch.uk www.oki.co.uk

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High quality residential education experiences that make a difference Hinning House is a purpose built outdoor education centre located in the awe inspiring Duddon Valley, in the Lake District. It has a successful history of delivering relevant experiences to a range of young people. Highly experienced teaching staff have the flexibility to allow educational need to drive the programmes that they deliver and young people are challenged at a pace appropriate to their stage of development. By using a variety of activities, including: mountain and valley walking, orienteering, self-led expeditions, rock climbing, off-road cycling, bushcraft, ghyll scrambling and art as vehicles for learning, the centre provides visitors with the maximum opportunity to participate in all sessions. Young people get the chance to set individual goals and take part in a range of progressive, innovative and exciting activities. For many, a visit to the centre is their first trip away from home and often counts as the most

memorable experience in a young person’s school career. The skills that young people develop during a residential visit are skills for life and engender life-long learning. All courses are fully-catered and the property has accommodation in small bedrooms for up to 30. Brathay Trust, which manages the centre, also has two more stunning outdoor education centres at Low Bank Ground, on the shores of Coniston, and at Brathay Hall, a beautiful Georgian country house near Ambleside, in the Lake District. FOR MORE INFORMATION www.lowbankground.com www.brathay.org.uk

Kingfisher welcomes new expert lighting manager Kingfisher Lighting is an expert in every aspect of exterior lighting design, including all sports lighting applications. Many schools, colleges and universities benefit hugely from having the best available sporting facilities, of which correct and energy efficient lighting is an important factor, allowing sports training and competitions to continue after dark. Neil Johnson, Kingfisher Lighting’s new sports lighting manager, is an associate member of the Institution of Lighting Professionals and a lighting engineer of 28 years experience. He has been responsible for the design and installation of some of the UK’s iconic sports lighting systems including Lord’s, The Oval, Edgbaston and Trent Bridge Cricket Grounds, Kempton Park Racecourse as well as numerous football and rugby stadia. Neil was also responsible for the design of two 2012 Olympic/ Paralympic venues at Broxbourne

Canoe Slalom Course and the Eaton Manor Tennis Complex. He has also written articles for lighting industry publications and regularly speaks at SAPCA sports industry events on aspects of sports lighting design and light containment. Kingfisher is delighted to gain such a wealth of experience in Neil and will be using his knowledge to expand on the Sports Lighting sector. Visit the company’s website to download its brand new Sports Lighting brochure FOR MORE INFORMATION Tel: 01623 415900 Mobile: 07813 025658 njoson@kingfisherlighting.com www.kingfisherlighting.com

Horticon helps to make the most of your outdoor space Horticon has traded for over thirty five years and provides all aspects of hard & soft landscaping and minor civil works throughout the North West, North Midlands and Yorkshire areas. Customers include local authorities, schools, nurseries, housing associations and building contractors. The company employs over 45 highly skilled and qualified staff and owns a large fleet of plant and machinery. It undertakes all aspects of external works to schools including the construction of play areas, car parks, outdoor classrooms and outdoor sports facilities including multi-use games areas, tennis and netball courts, natural turf and synthetic turf pitches. Horticon provides access improvements from the construction of footpaths and access ramps through to the installation of electric doors and gates and intercom systems. It also installs temporary classrooms and

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other modular buildings. In Horticon’s complete service from design through to construction and maintenance, it works closely with clients to ensure it fully understands their requirements and delivers projects to their complete satisfaction. Horticon is an accredited member of BALI, CHAS, Constructionline and SAPCA and all works are undertaken in accordance with its ISO9001 Quality and ISO14001 Environmental Management Systems. FOR MORE INFORMATION Tel: 01565 872 151 info@horticon.co.uk www.horticon.co.uk

Experts Midshire warns schools against bad purchasing practices BBC’s Panorama recently exposed some disturbing rogue practices within the contract copier supply industry. Schools in particular have fallen easy prey to deals, which on the face of it look great value, but on closer inspection prove both expensive and very difficult to cancel. The expose found that many schools have been left in financial difficulty after signing leases that left them paying up to 15 times the going rate for photocopiers and IT equipment. Midshire are an award-winning, national supplier and has been working with schools and academies for over 15 years, growing its education client base through a combination of moneysaving measures and service add-ons such as data security audits and ICT Health Checks.

The company has put together a checklist for schools to use when considering a new supplier for their copiers and printers, and will even undertake a free print audit, looking at print volumes and running costs as well as specific requirements for individual schools, with savings of up to 40 per cent of current spend. Midshire is urging schools to be vigilant (and cynical) and carry out due diligence before signing up to an agreement. Midshire offers free, no obligation trials as well as useful no-strings audits nationwide, designed to help schools make an informed decision and reduced spend. FOR MORE INFORMATION Tel: 0161 494 3370 info@midshirenorth.co.uk www.midshire.co.uk

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Educational establishments benefit from high-quality custom-built and bespoke transformers and inductors Majestic Transformer Company recently supplied a number of variable transformer power supplies to Nottingham University for its newly refurbished electrical engineering laboratories. The units were able to take the standard three-phase supply and provide two optional variable outputs: one limiting the voltage to SELV limits at 50V and the other allowing access to the full supply voltage, once the students had gained the necessary clearance. The output voltage range was switched via a key-operated switch, ensuring that no unauthorised changing of voltage range could occur. The output voltage was controlled by use of a motor-driven variable transformer with push-button control. Output voltage, current, power factor, etc, were monitored by means of a multifunction LED display. In addition, a facility was provided for a remote emergency stop to be provided for safety purposes. The university originally approached Majestic to supply just the isolation transformers necessary for this project, but were pleased to be able to allocate the complete power supply project to the company. This was

once Nottingham realised the company could produce the complete units within their budget and within their timescale. Majestic Transformer Company is also a supplier of custom-built transformers and inductors to many universities and other educational establishments across the UK, including the supply of specialist audio transformers and chokes for a project being undertaken by Brighton University. The company has been manufacturing single-phase transformers and three-phase

transformers, along with chokes and transformer rectifier power supplies, for over 70 years. Majestic has a wealth of experience in manufacturing custom-built transformers to meet many varied specifications and standards, from basic commercial and marine, to medical, railways and defence. It is able to supply a wide range of custom-built single-phase transformers, up to 32kVA, threephase transformers, up to 150kVA, and auto-wound transformers, up to 500kVA. The company is also able to manufacture transformer/ rectifier units, up to 130kW. Majestic Transformer Company is always happy to build just one unit, if that is all you need, or batched up to several thousands, if required. Having used variable transformers in a number of its products, Majestic has recently finalised a deal with a European variable transformer manufacturer to offer its range of products to the UK market.

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EDUCATION BUSINESS MAGAZINE | Volume 18.4

Leadership and Training 39 Learning Cultures 41 Lloyds TSB 6 Maclin Group 90 Magnatech Fuel Conditioning 83 Majestic Transformer Co 105 Marsh UK 86, 87 Midshire Business Systems IBC, 85 Misco UK 92 Modular Buildings 18 Morse Watchmans 32 Mzurich Europe 32 NEC BC Neptunus B.V 10 Notts Sport 85 Nus Consulting 28 Nviro 91 OKI Systems UK 101 Omega Vehicle Solutions 14 Optima Energy Management 24 Optimus Education 56 Parent Mail 4 People Intelligence 36 Place2Be 41 Principles Media 54 Protocol 41 React Acting for Business 41 RG Stones 16 RM Education 98,99 Room Booking System 63 ROSPA 76, 83 Sapere 40 SCS Marketing and PR 62 Secom 30

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