Education Business 27.3 by PSI Media

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ISSUE 27.3

Business Information for Education Decision Makers DESIGN & BUILD

ENERGY

IT & COMPUTING

SUSTAINABILITY

A GREENER EDUCATION SECTOR A delve into the DfE’s Sustainability and Climate Change Strategy

PLUS: PLAY | CYBER SECURITY | SCHOOL TRIPS | AIR PURIFICATION | SPORT

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ISSUE 27.3

Business Information for Education Decision Makers DESIGN & BUILD

ENERGY

Comment

www.educationbusinessuk.net

IT & COMPUTING

SUSTAINABILITY

A GREENER EDUCATION SECTOR A delve into the DfE’s Sustainability and Climate Change Strategy

PLUS: PLAY | CYBER SECURITY | SCHOOL TRIPS | AIR PURIFICATION | SPORT

Making education planet-friendly The Department for Education has launched its Sustainability and Climate Change Strategy, which includes plans to improve the teaching of climate issues and the natural world, take action to reduce emissions from education buildings, as well as improve biodiversity on school land. The government recognises that the education of future generations will be crucial to securing the health of the planet. It will therefore introduce a new Natural History qualification by 2025, which will teach environmental and sustainability issues, and has pledged greater support for teaching climate change at all levels. The strategy also outlines plans to reduce direct and indirect emissions from education buildings, as well as make the education estate resilient to the effects of climate change. This issue of Education Business delves into the DfE’s climate strategy, on page 25, while on page 19, Angela Howarth from the Energy Saving Trust shares tips on how to become more energy efficient amid rising energy prices and environmental concerns.

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Elsewhere, Victoria Temple from the National Centre for Computing Education explains how schools can ‘grow’ their own computing talent by getting teachers of other subjects to do bursary-funded computing training. Angela Pisanu, editor

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Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Contents

Contents Education Business 27.3 15

45 IT & Computing

Ofqual sets out three-year plan for qualifications;

Don’t miss out on building your computing

Policy-makers urged to expand ‘school streets’

team with bursary-funded training,

scheme; and Bill proposes to make residential

urges Victoria Temple from the National

outdoor education compulsory in Scotland

Centre for Computing Education

15 Design & Build

supported by

07 News

supported by

Trumpington Park Primary School took part

49 Education Technology

in the Planning Learning Spaces in Practice

The UK education system is a world leader

pilot – an approach to learning space design

in the adoption and use of technology in the

which aligns physical learning environments

classroom, with teachers, pupils and parents

with a school’s educational vision, whilst

actively involved in the way devices are

also supporting children’s personalised and

utilised at school, according to new research

independent learning. Headteacher Mel Shute shares her experience of the project

With digital attacks on schools rising, Gareth

19 Energy Empowering young people in schools to reduce energy use and encourage energy efficiency is key to addressing the climate emergency, writes Angela Howarth from the Energy Saving Trust

The Department for Education has launched its Sustainability and Climate Change Strategy, which includes plans to improve teaching of climate issues and the natural world, as well as action to reduce emissions from education buildings, improve biodiversity on school land,

Jelley from edtech charity LGfL-The National Grid for Learning, shares his top tips on how to improve cyber security in schools

57 EB Awards The Education Business Awards – which celebrate

25 Sustainability

53 Cyber Security

as well as make the education estate resilient to the effects of climate change

31 Air Quality Education settings are being told to continue to keep their spaces well ventilated to minimise the spread of airborne Covid-19

excellence within the education sector – will take place in-person on 15 June at the Royal Garden Hotel in London, after two years hosted online due to the pandemic

63 Play Chair of the Association of Play Industries, Mark Hardy, presents new research showing that children’s access to community outdoor play spaces is a ‘postcode lottery’, and discusses how important it is that schools prioritise outdoor play

67 School Trips

particles. But there are other benefits to

Justine Lee from the School Travel Forum

having a good air quality strategy, for both

discusses the benefits of residential

indoors and outdoors. We look at how schools

school trips following the challenges of

can improve their air quality

the pandemic, and highlights important Brexit-related travel changes

37 Finance

Why aren’t all academy trusts taking the

73 Sport

opportunity to spread deposits across banks

A report by charity Women in Sport has found

paying higher interest? Education banking

that more than one million teenage girls who

expert Ian Buss explains why – and how

once considered themselves ‘sporty’, disengage

academies can change their investment

from sport following primary school. So why is

strategy so they can generate more interest

this happening, and how can it be prevented?

Education Business magazine

www.educationbusinessuk.net Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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News

EXAMS

EDUCATION TECHNOLOGY

Ofqual sets out three year plan for qualifications

Seventy-nine per cent of educators believe hybrid teaching is here to stay

Ofqual has published its new three-year plan, which sets out its ambition for qualifications to be sought after, fair, accessible, valued, and world class. Ofqual has a pivotal role to play in leading, influencing and enabling innovation and transformation in assessment and qualifications. New approaches to assessment, including the use of technology, have the potential to improve quality and fairness for students and apprentices and to strengthen the resilience of how qualifications and assessments are delivered. Ofqual will work with awarding organisations to harness greater innovation and the use of technology to promote assessments that are valid, efficient and implemented safely in the interests of students. The exams watchdog will also oversee the reintroduction of exam-based assessment in 2022 across general, vocational and technical qualifications where they were cancelled due to the coronavirus (COVID-19) pandemic and will work to secure trust and confidence in awarding arrangements for 2022 and beyond. Future demand for technical qualifications will be looked at by Ofqual, by working in partnership with Institute for Apprenticeships and Technical Education on technical qualifications, T Levels, higher technical qualifications and apprenticeship end-point assessments. The introduction of new Digital Functional Skills qualifications into the market also signals that the qualification landscape will be changing over the next decade and Ofqual will be developing and consulting on arrangements to secure high-quality qualifications as part of the government’s post-16 qualifications review. Ofqual will also regulate to ensure that exams and assessments become more accessible for all students, including students with special educational needs and disabilities and students new to this country for whom English is an additional language. The watchdog has also said it will transform how qualifications can be chosen and compared by building an interactive Register of Regulated Qualifications to make the qualifications market clearer. What’s more, Ofqual will make the qualifications market work better in the interests of students by promoting transparency and by helping all those that take and use qualifications to make informed choices, including on the basis of price. Regulation must support a coherent and navigable qualifications market. CLICK TO READ MORE

Research by publicly owned buying organisations YPO has found that 79 per cent of education professionals believe that the Covid pandemic will have a lasting impact on teaching, resulting in a hybrid approach that combines traditional and technology-led teaching methods. It also found that mental health for both staff and students was a key concern across the sector, with 64 per cent of parents saying they were concerned about their children’s mental health and wellbeing and supporting staff’s mental health cited as a top challenge by schools. To address lost learning caused by the pandemic, YPO is collaborating with a new EdTech tutoring platform, askOLA, to offer an online, on-demand alternative to private tutoring, designed to support students both academically and emotionally. Through the platform, available on desktop, tablets and mobile devices, young people can access professional academic support from online learning assistants (OLAs). Each OLAs is a qualified and vetted individual who delivers personalised academic coaching in key subjects – English, maths, and science – as well as wellbeing support for young people aged 11 to 16, via interactive white

boards and a live chat function on askOLA. By providing on-demand support at peak times (3- 9pm on weekdays and 9am-9pm at weekends) askOLA aims to address challenges faced by the education sector including helping young people who lost learning throughout the pandemic and providing extra support to young people who are at risk of falling behind their peers, and relieving pressure on teachers. If needed, OLAs can point young people to a series of wellbeing resources, or, if there is a more serious problem, they can direct them to professional mental health support through a partner platform, Kooth. CLICK TO READ MORE

ENERGY

Schools share negative impact of rising energy costs

School leaders’ union NAHT have surveyed its members on the rising energy costs their schools are facing. The survey, conducted between 21st March – 5th April 2022, had over 1,000 responses from school leaders in England and showed that almost all respondents (99 per cent) were expecting an increase in their energy costs over the next 12 months. On average, the respondents are anticipating a 106 per cent increase in energy costs, with 16 per cent expecting an increase of 200 per cent or more. More than a third of respondents (37 per cent) are predicting a deficit budget

by the end of next year as a direct result of increased energy costs. What’s more, schools reported having to reduce spending on teachers or teaching hours, as well as on teaching assistants, non-educational support and services for children, and investment in maintenance and equipment for school buildings due to rising energy costs. Paul Whiteman, general secretary for school leaders’ union NAHT, said: “We are hearing quite clearly from our members that rising energy costs will almost certainly have a negative impact on education, and could hamper their recovery efforts. “For some, the energy price hikes are the equivalent to the cost of a full-time teacher. “Every penny spent in schools is a choice. These increased energy costs mean that money which could be being spent on pupils is being paid to energy companies instead. “The government’s attempts to restore school spending to 2010 levels is being rapidly eroded by these and other cost pressures. The government needs to do more to ease the impact of the energy crisis on schools, for children’s sake.” CLICK TO READ MORE

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

bridge the attainment gap with the National Tutoring Programme (NTP). As an approved NTP partner, Randstad can programmes of catch-up tuition subsidised by 70%. As part of this, schools will receive: top quality tutoring with unlimited hours of tuition available on a 1:1 basis and in groups of up to 1:6, face-to-face and online secure online referral portal and session tracking a dedicated schools partnerships manager as your single point of contact

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News

AIR QUALITY

Policy-makers urged to expand ‘school streets’ scheme School streets schemes have increased five-fold in less than four years and deliver low-cost interventions for cleaner, safer journeys to schools world-wide, according to new global analysis by the Child Health Initiative’s Global Advocacy Hub. School streets are car-free areas outside schools to create space for pupils to walk, cycle, socialise and play safely. Currently the schemes are mainly focused in Europe, with over half in the UK, and increasing numbers in North America. The schemes expanded rapidly during the COVID-19 pandemic as low-cost and quickly implementable ways to provide new spaces for social distancing. The analysis took a global overview of the 1,250 school street improvements in at least 15 countries which restrict vehicle movement to protect the journey to and from school. While most school streets begin as temporary pilots, a large number have been made permanent school term interventions in response to parent popularity, increased active travel and improved air quality. Previous

research funded by the FIA Foundation showed that in London school streets saw up to a 23 per cent reduction in emissions around participating schools. Other reported benefits include increased social connections, tranquility, road safety and physical activity levels. The report takes a political economy approach to understand why school streets are successful, including bold political leadership and broad local stakeholder collaboration. Currently, school streets are mostly focused in highincome countries where road safety measures already exist, but the report makes the case for expansion to other contexts. Tirana in Albania is an example of how school streets can be implemented in low- and middleincome countries, in a project supported by the Global Designing Cities Initiative’s Streets for Kids programme. The report includes practical considerations for other authorities considering school streets as well as compiling resources available from around the world. School streets, the report concludes, should be a key policy consideration for urban decision-

makers for the benefit of children and planet, as part of a range of steps to measure and address road safety and air quality, including 30km/h zones to deliver ‘streets for life.’ Saul Billingsley, executive director of the FIA Foundation which hosts the Child Health Initiative said: “Every parent knows the importance of safe and healthy journeys to school. Creating safe, clean environments on the journey to school is the least we should do for our children. It is encouraging that the ‘school streets’ model has taken off in many countries. We urge policymakers to expand these schemes which improve road safety, reduce vehicle emissions, and tackle the climate emergency. As the UN meets for the High Level Meeting on the New Urban Agenda, we remind governments and mayors that they have signed up to ensure safe and healthy journeys for every child. This is a practical way to deliver.” CLICK TO READ MORE

TUTORING

LITERATURE

Data to be published on how schools use tutoring support

Platinum Jubilee book to be sent to primary schools

Data revealing how schools are using the National Tutoring Programme will be published, helping parents to understand how their school is taking up the offer of Government-funded support to help pupils catch up on lost learning. The National Tutoring Programme offers Government funded catch-up tutoring, training for teachers and early years practitioners, additional funding for schools, and extending time in colleges by 40 hours a year. In a letter to all schools, the Education Secretary confirmed his intention to publish the data of each school’s involvement this Autumn, helping parents to understand how their school is taking up the offer of Governmentfunded support to help pupils catch up on lost learning. The data will also be shared with Ofsted, with the department working with Ofsted over the coming months on the best use of that data. Since the tutoring programme’s launch in November 2020, around 1.2 million high quality tutoring courses have been started by pupils, including just under 900,000 this academic year. The department estimates that 40 per cent of schools are yet to offer any tutoring sessions on the National Tutoring Programme this academic year. Within the letter, Secretary of State, Nadhim Zahawi, wrote: “I appeal now, in particular to those schools that have not

yet started to offer tutoring, to make sure that you do so as soon as possible this term — do not miss out on an opportunity to help pupils who could benefit now. “Starting this week, my department will contact those schools yet to offer tutoring support to discuss their plans and offer further support to ensure they can offer tutoring to their pupils this term. “As part of my desire to ensure greater transparency of the impact of the programme, I am planning to publish data on each school’s tutoring delivery at the end of the year alongside the funding allocations and numbers of pupils eligible for the pupil premium. I will also share this information with Ofsted.” The Education Secretary’s letter encourages the remaining few schools that have not yet used the National Tutoring Programme to do so, as the academic year nears an end. Schools yet to offer tuition through the programme will be contacted individually from this week to discuss their plans and offer support. The department intends to publish data on schools’ tutoring delivery in the 21/22 academic year in the autumn, in addition to the data Government already publishes on national take-up, as well as funding allocations at school level. More details will be made available in due course. CLICK TO READ MORE

State-funded primary schools across the United Kingdom will be sent a free commemorative book in May to mark Queen Elizabeth’s Platinum Jubilee. Designed as an official once-in-a-lifetime commemoration of the Platinum Jubilee and written in collaboration with royal experts and historians, the book will tell the story of a young girl, Isabella, visiting her Great Granny Joyce who tells her about the Queen and this year’s Jubilee. In the story, Isabella sifts through Great Granny Joyce’s treasure box of souvenirs, which act as introductions to the contents of the book. These include recent and historical events across the United Kingdom and Commonwealth, inspirational people, landmark innovations and inventions, and a selection of the best art, design, and culture. The book will also include famous quotes from the Queen, facts on the coronation ceremony, content on the lives of famous Commonwealth figures such as Nelson Mandela, notable kings and queens and a timeline of Queen Elizabeth’s life. CLICK TO READ MORE

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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D A V F E

News

OUTDOOR LEARNING

LITERATURE

Bill proposes to make residential outdoor education compulsory in Scotland

Language and literacy project in Wales to be expanded

The Scottish Conservatives have launched a consultation on their Outdoor Education Bill, which proposes new legislation to ensure that all youngsters between 12-16 years old have the opportunity to experience at least one week of residential outdoor education. The Bill is being launched by Scottish Conservative MSP Liz Smith, who was a schoolteacher before entering politics, and is passionate about the benefits of outdoor education. Discussing the proposals, Liz Smith, said: “I firmly believe that residential outdoor education should be on offer to all young people. There is wellestablished and compelling evidence which shows just how much these experiences can increase self-esteem, self-reliance, confidence and resilience. “They help young people to know what it means to be part of a team, to learn leadership skills and the importance of valuing friendship, and they connect them to the natural environment. “After two years of harsh pandemic restrictions on our children, this is more important than ever. “However, right now, many children from some of Scotland’s more deprived areas do not get the same opportunities as their counterparts elsewhere. “This Bill would make residential outdoor education a key part of the curriculum – and extend the opportunity to all children, regardless of background.”

CLICK TO READ MORE

A language, communication and reading project in Wales is the receive £290,000 from the Welsh Government so it can reach 2,000 more children. The Remote Instruction of Language and Literacy (RILL) project, led by Bangor University, provides 7-11 year olds with an intensive and interactive ten-week language and literacy programme in Welsh or English, either in or out of the classroom. Launched following the introduction of restrictions in April 2020 to stop the spread of coronavirus, RILL will be expanded to help improve the literacy skills of learners in Wales. This will include rolling the project out to more schools, expanding the project in Welsh and providing extra lessons for children and parents to learn together at home. Bangor University are working with the North Wales school improvement service, GwE, to develop RILL Cymraeg. The bespoke Welsh-language version focuses on building

Welsh vocabulary and transferable literacy skills. Thirty-three schools in north Wales have been involved in the project. RILL has helped children maintain literacy skills during COVID-19 period. As schools recover, funding for RILL will help support learners and teachers to improve language, communication and reading skills. This will ensure learners are prepared for their academic future and the Curriculum for Wales. Jeremy Miles, Minister for Education and Welsh Language said: “Language, communication and reading skills form the foundations of all learning. Developed here in Wales with a unique focus on both Welsh and English, the RILL programme will be able to help learners improve their skills following the pandemic. I look forward to seeing the results of this innovative project.” CLICK TO READ MORE

EXCLUSIONS

Commission on Young Lives report aims to reduce school exclusions A new report from the the Commission on Young Lives calls for all schools to become more inclusive. The report, ‘All Together Now: Inclusion not exclusion - supporting all young people to succeed in school’ makes a series of recommendations for how schools can be supported to divert vulnerable teenagers away from crime and exploitation and enable them to thrive. The number of children excluded from school rose by five per cent in the autumn of 2019 compared to the same period the previous year. Permanent exclusion figures have seen a gradual rise from 5,082 in 2010/11 to 7,894 in 2018/19, before Covid. The report highlights the disadvantages and dangers that falling out of school can have on some young people and highlights the scale of the challenge facing the education system. Its proposals include a ban on primary school exclusions from 2026, alongside support and resources for schools to provide specialist provision that keeps children on the school roll. Removal of a child from

secondary school becomes a genuine last resort, and is only possible following a programme of support and when it is signed off by the CEO of an academy school or MAT, or the DCS in a local authority school. Anne Longfield, Chair of the Commission on Young Lives, said: “Over recent years, we have seen the growth of an exclusions culture that perversely rewards removing some vulnerable children from school roll. That must not continue. We need a new culture of inclusion and accountability, that recognises and rewards nurture and which sticks with children and families from cradle to career. “This does not mean that our ambitions for academic achievement and high standards of behaviour should be lowered – far from it. Our ambition must be for all children to feel learning and achievement is for them, and to feel school is somewhere that they want to be.” CLICK TO READ MORE

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

News

COUNTER TERRORISM

Majority think schools should teach about dangers of far right extremism A large majority (68 per cent) of people agree that schools should teach students about the dangers of far right extremism, according to polling from HOPE not hate campaign group, which has released the findings to mark the launch of a Deradicalisation Unit aimed at providing specialist support to children at risk of becoming radicalised by the far right. The polling highlights public concern for an issue that has been rapidly growing – to date, there have been 70 terrorismrelated convictions of far right activists since 2017, and young people under the age of 24 now account for nearly 60 per cent of extreme right wing terror arrests. HOPE not hate, which has an Education Unit that has supported nearly 90,000 students across the UK since 2016, has launched the Deradicalisation Unit after years of reports from teaching staff coming across students who needed specialised support. In a digital age where access to extremist content is easier than ever before, there are currently little to no options for specialist intervention aimed at supporting young people on the brink of radicalisation.

The polling released by HOPE not hate also found that the majority of people in Great Britain (74 per cent) agree that young people at school should learn about racism and discrimination as part of their curriculum, while nearly two thirds (62 per cent) think that the risk of people becoming radicalised by political extremists is greater than it was 10 years ago. Further findings showed that over two thirds of people (71 per cent) agree that the violence and sexual violence young people see online and in gaming worlds has a detrimental effect on their real life relationships, while a majority (68 per cent), are worried by the amount of extremis content on social media. Two thirds of people (66 per cent) agree that students who display or express racist views and speech should undertake some racism training Nearly half (46 per cent) agree that young women are less likely to participate in online debates, platforms and games, because of fear of online abuse by men. The new HOPE not hate Deradicalisation Unit has now hired a dedicated caseworker who will assist parents, friends and educators

CYBER SECURITY

CATERING

who may be concerned about individuals heading ‘down the rabbit hole’ towards (far-right) extremism, and who will be supported by a consultant psychologist. The Unit is also developing an educational video (to be launched later in the year) which will feature the first hand experiences of someone radicalised by the far right, to be shown in schools around the country. HOPE not hate’s new team will draw upon a variety of expertise, including lessons learned from dealing with young people drawn to gangs, as well as those groomed into socalled ‘country lines’ drug dealing networks. Anyone concerned about an individual – it could be a young person, but equally an adult, too – will be able to approach HOPE not hate’s dedicated caseworker and request an initial consultation. From there, they will be assessed and supported, or referred onwards to relevant services. A part of the programme will also be dedicated to assisting anyone looking to leave the far right. CLICK TO READ MORE

Schools offered free online cyber defence tools All UK schools are encouraged to sign up to two free tools from the National Cyber Security Centre (NCSC) that will help them identify potential cyber security issues and fix them promptly. The tools, Mail Check and Web Check, have been rolled out to help schools defend against the continuing threat from cyber criminals whose activities can put sensitive data at risk and affect institutions’ reputation and ability to operate. It is the latest example of the NCSC supporting the education sector, with hundreds of universities already benefiting from the services which form part of the NCSC’s Active Cyber Defence programme. Successes include one university reporting a 99 per cent decline in the number of malicious spoof emails sent out using their domain in two weeks after signing up for Mail Check, and thousands of urgent web issues being fixed after education institutions were alerted by Web Check. The Web Check service scans websites to check for common, significant vulnerabilities and sends a report to organisations flagging any issues according to severity alongside advice on how to fix the problems. Mail Check is designed to help technical teams assess and improve two areas of email security: anti-spoofing controls to prevent attackers sending emails pretending to be from your organisation, and email privacy measures to prevent data being altered or read in transit. CLICK TO READ MORE

Schools urged to add daily vegan option to menu The Vegan Society is urging for more people to sign a petition requiring schools to provide a nutritionally balanced hot vegan meal option on every school menu. While the 2010 Equality Act places a duty on educators not to discriminate against vegan children and students, the government currently only asks that schools make ‘reasonable choices’ when deciding whether to cater for vegans in their care. Meanwhile, the School Food Regulations 2014 introduced requirements for schools to provide portions of certain foods, but do not specifically require schools to provide a vegan option. The campaign was started by vegan dad Aaron Browning from Crewe, and now has the attention of the Chair of The Vegan Society’s Education Network and the UK’s only veganinclusive education specialist, Laura Chepner. The petition currently has 13,223 signatures yet the government will not consider debating the topic in parliament unless it surpasses 100,000 signatures.

Since signing it herself, Laura has now made it her mission to get the petition in front of key policymakers and government officials. She has written letters and emails to more than 100 vegan brands, manufacturers, businesses, MPs, charities, influencers and celebrities, asking them to sign it and then share it on the 1st of every month, for the next 4 months. So far Animal Justice Project, SURGE, Viva!, Plant Based Treaty and ProVeg International, amongst others, have added their names to the list. Vegan Food for Children, a 2022 report by The Vegan Society, found a huge number of parents and guardians would welcome more vegan food options in school canteens, while a 2021 survey by BBC Good Food found eight per cent of children are following a vegan diet and 15 per cent said they would like to. CLICK TO READ MORE

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

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Written by Mel Shute, headteacher at Trumpington Park Primary School, part of Meridian Trust

After analysing current and future practice ideas, the PLSIP team developed a design brief that considered the learning activities and different zones that would be required. We chose to work in a Year 4 classroom. It was intentionally zoned with specific areas to provide a variety of both independent and collaborative opportunities. We have a range of desk seating which the children choose from session to session. This Trumpington Park Primary School took part in the Planning includes triangular tables which can be Learning Spaces in Practice pilot – an approach to learning easily moved to create different groupings or a space for independence. These have space design which aligns physical learning environments with write-on and wipe-off surfaces for sharing a school’s educational vision, whilst also supporting children’s strategies, knowledge and to try out ideas. personalised and independent learning. Headteacher Mel Shute We have higher working desk areas for shares her experience of the project those who prefer to sit on a stool or stand at a desk space and again these can be organised to maximise collaboration. We have round tables for guided groups to work with an adult and a circular table which can How does a school translate its educational A vision for learning flip into a shared whiteboard group thinking vision into the design of its learning spaces? One advantage to a new school like ours, area. At the back of the class, we have a How do we ensure that learning spaces having opened in 2017, is not all classrooms fake grass area with beanbags and many match the school’s ethos and enable the are in use yet and so by joining the PLSiP children like to utilise these when grappling successful delivery of vision? Is it through pilot we had the opportunity to develop our with particularly complicated concepts or pedagogy? Classroom layout? The choice learning spaces in alignment with that when brainstorming or researching. of furniture, fixtures and equipment? All vision. A series of workshops We also have a write-on wall of these? And most importantly, would covering pedagogy, curriculum Having surface for the children to this ‘hands on’ approach to creating experience, organisation of flexibili collect key ideas, questions our own learning environment produce learning, leadership of and vocabulary, which quantifiably improved learning outcomes? learning and community around ty can then be shared At Trumpington Park Primary School we are engagement were held t h e o r ganisat with the whole class. passionate about exploring the potential of with the PLS team to i space h on of a “learning by enquiry” – essentially giving define our ambition. a s a hug impact A flexible space children more freedom and responsibility to From there, we were e o n t During the pilot, we organise their own learning – and believe it encouraged identify h e w w hich te ay in could see that having could have a significant impact on improving the practice, learning learningaching and a high level of flexibility learning outcomes. Three years ago, we behaviours and activities happen around the organisation were invited to take part in an international we hoped to see in the s of a space had a huge pilot of Planning Learning Spaces in Practice new spaces, considered impact on the way in which (PLSiP), an approach to learning space how they would overcome teaching and learning happens design which aligns physical learning potential challenges (including there. Pupils showed real thought about environments with a school’s educational constraints of current classrooms) and the areas of the classroom they choose to vision, whilst also supporting children’s what this might look like in terms of design. work in for different lessons which led E personalised and independent learning.

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meanwhile, noted that there was improved concentration, increased independent learning, more engagement with curriculum content, more pupil dialogue and peer-to-peer learning. Professor Barrett commented that the ability to independently choose groups led to reduced conflict, promoted further independent learning and children’s ownership within the process was more developed. He noted that the write-on surfaces and shape of the tables allowed much more pupil dialogue and peer-to-peer learning talk, achieving the goal of changing the balance between teacher talk and pupil dialogue. Professor Barrett also commented that the pupil-led lesson structure has meant more engagement with curriculum content. Children are enquiring into their own interest areas and asking thought-provoking questions. He also noted that children are, at times, more able to provide help, support and challenge for each other, and that the furniture enables a much more flexible classroom and variety of teaching methods. As the tables move easily, no time is wasted reorganising spaces. The pupils also had positive thoughts about their new learning spaces, feeling ‘more free’, and enjoying being able to work closely with peers and learning from each other. They appreciated the choice of different zones to work in and the variety of table and seating options.

The year 4 classroom was intentionally zoned with specific areas to provide a variety of both independent and collaborative opportunities.  to more concentrated focus, collaboration and independence. The children showed more ownership over their learning, having the freedom to select and use the varied resources and areas to improve their own learning as well as assisting the learning of others as appropriate. We wanted to embed the vision of children taking more ownership of their own learning, supporting each other and working together to strengthen understanding. We also wanted to look at our own planning process for subjects like history and ensure that the children were taught high level knowledge and rich vocabulary but in a more child-inclusive fashion – therefore allowing chances for the enquiry and research to come from the children rather than the

teacher. The space no longer restricts the variety of grouping methods, so a teacher is free to completely vary the structures in each lesson and focus on student engagement, ownership and focused learning. Improved learning Professor Peter Barrett, author of The Clever Classrooms report, monitored the PLSiP project to see how the learning outcomes of pupils were affected by this ‘hands on’ approach to creating their own learning environments. The key finding was that in comparison with the other classes, the children in the PLSiP classroom rapidly regained ground lost due to Covid and ended up ahead of where they were with age-adjusted assessments the previous year. The teachers in the PLSiP classroom,

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Strategy for change Trumpington Park is now moving into a ‘Strategy for Change’ phase where we will examine opportunities to embed the gains achieved through their engagement with PLSiP. This has included teaching pupils in this year’s Year 4 class to use the space within the first term of this academic year. We then plan to take the same principles into two other classrooms, slowly impacting more and more on Key Stage 2. Elsewhere, we are working with the team on designing a purposeful space which will enable all those subject areas which are trickier to support in a class to be easily taught and accessed, such as areas of design technology, computing and robotics and art. We are in the process of designing a Maker Space studio area to encompass the key principles of our vision around students driving the learning process, working collaboratively to achieve a common goal, building resilience and problem-solving and taking the full ownership of gaining knowledge and applying this to further their learning. We are on a journey, and this is not smooth, but from the children’s perspective this project has brought ownership and a sense of value to their own learning. It has impacted on their engagement, enjoyment and long-term memory. We have seen, once again, how pupil voice is an effective way to improve learning. We look forward to continuing this project, establishing this in other year groups, and involving more teachers. L FURTHER INFORMATION www.planninglearningspaces.com

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

“I need more than a coffee after seeing the latest grid prices.”

“Time to think seriously about the alternatives.” “What’s on the menu?” Special

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“Ha ha! He meant the net-zero technology menu.”

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Does the energy crisis mean we should be scrapping our net-zero plans? Some people are saying that the energy crisis has happened because we’ve switched investment from fossil fuels to lowcarbon alternatives too quickly. Others are arguing that now is the time to increase our investment in alternative forms of energy, so that we can all become less reliant on grid supplied energy that much more quickly. Whatever the rights and wrongs, one thing remains clear: a coherent estate decarbonisation plan is essential. We live in uncertain times: a well thought through plan will set out the various technology options, subject them to rigorous scrutiny,

flush out the pros and cons, and enable the right options to be chosen. The estate decarbonisation plan lays the foundation for a school to become net-zero at the pace that suits the school’s budget and programme. It goes a long way to removing the current uncertainty about energy supplies on the school estate. It also lays the foundation for submitting convincing grant applications to get project work done.

Contact us to arrange your decarbonisation plan; and for support with grant applications. Tel: 07496 950531 / 01428 608462 Email: nigel@reenergisegroup.com

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Energy

Becoming more energy efficient Empowering young people in schools to reduce energy use and encourage energy efficiency is key to addressing the climate emergency, writes Angela Howarth from the Energy Saving Trust Switching to LED spotlights that are bright enough to replace halogens is another way to reduce energy use. They also improve the quality of light and last longer than older bulbs, providing a cost saving opportunity. Schools can also turn off appliances – PCs and monitors use energy while switched on but not in use. To avoid this, computers can be set to “hibernate mode” after 10 Simple ways to reduce energy minutes of non-use. Monitors There are several factors which play can be switched off a role in causing emissions from between classes and schools, from heating buildings Schools when the school day to student and staff waste should ends, particularly and travel, as well as the before the weekend. activities of companies off app turn l i a Choosing a laptop providing goods and n c es as PCs and over a desktop and services. There are a m use ene onitors reducing standby number of simple steps could save up to that all schools can take switche rgy while 25kg CO2e per year. to start to reduce energy d on bu t not in u use and improve energy se Active travel efficiency now – which will Walking or cycling also help to reduce energy to and from school bills. This includes turning lights will cut congestion, off when not in use – switching carbon dioxide emissions a light off for just a few seconds will and other air pollutants that we know save more energy than it takes for the light endanger public health and ecosystems. to turn on again, regardless of the type Active travel to and from school offers a of light. In big buildings like schools, this great way for school students to reduce E simple switch can make a big difference. Poor air quality can impact heart disease, stroke, lung cancer and childhood asthma. Recently, the UK Government committed to providing CO2 monitors to all statefunded education settings from September 2021, so that staff can quickly identify where ventilation needs to be improved.

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Written by Angela Howarth, group director of marketing & communications, Energy Saving Trust

The latest report from the IPCC (Intergovernmental Panel on Climate Change) showed without doubt that we are close to reaching an irreversible tipping point unless action to tackle climate change is urgently accelerated. Drastic cuts in carbon emissions are now needed to avoid environmental disaster. This means major changes must be made across government and society, including within education, if the UK is to meet its goal of achieving net zero carbon emissions by 2050. Action to tackle climate change is already being taken across the education sector. For example, the Department for Education has exceeded the targets set by the Greening Government to reduce the environmental impact of government departments. It has also introduced a new GCSE subject focussed specifically on the topic. However, with UK schools still producing 9.4 metric tonnes of CO2 yearly, there is much more to be done to incentivise education institutions to play their part in the transition to net zero. A reduction in the carbon emissions would be beneficial on both an environmental level and for children’s health. A recent report by the World Health Organisation showed that a quarter of UK pupils attend schools where air pollution is over the WHO limit.

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 emissions as part of their daily routine. The Walk to School campaign led by Living Streets UK has lots of tips and ideas for encouraging this. The world is home to 1.8 billion young people between the ages of 10 to 24 – the largest generation of youth in history. Young people have a critical role in helping to ensure awareness and action and many are already using their voices to call for change – particularly through the School Strikes for Climate movement. Empowering young people It is crucial to empower people of all ages with the knowledge and tools to make positive change. This includes showing children and young people some simple but significant ways that they themselves can contribute to addressing the climate emergency as well as taking action to reduce the emissions from the school environment. Energy Saving Trust recently challenged school pupils and their families across Northern Ireland with making some simple changes to help save energy at home, from reducing water to turning TVs and

games consoles off standby at home. We also supported Switch Off Fortnight – an initiative led by the Pod schools programme which encourages schools and young people to make small changes in their lives to save energy and protect the planet. These schemes allowed teachers to break down the issue of climate change and carbon emissions to students in a digestible way and empower them to make small incremental changes, which can have a big collective impact and directly benefit their local community. We would encourage teachers to look out for similar initiatives in the future. Although tackling the scale of this global issue can understandably feel daunting, there are a multitude of small actions taken by both individuals and institutions which can create big change. Supporting children to take action in their homes and making changes in school buildings themselves are key steps to addressing climate change as well as the financial pressure on our schools. L FURTHER INFORMATION energysavingtrust.org.uk

Energy

There are several factors which play a role in causing emissions from schools, from heating buildings to student and staff waste and travel, as well as the activities of companies providing goods and services.

The impact of rapidly rising energy costs School leaders’ union NAHT is releasing the results of a survey of its members on the rising energy costs their schools are facing. The survey, conducted between 21st March – 5th April 2022, had over 1,000 responses from school leaders in England and showed that almost all respondents (99 per cent) were expecting an increase in their energy costs over the next 12 months. On average, the respondents are anticipating a 106 per cent increase in energy costs, with 16 per cent expecting an increase of 200 per cent or more More than a third of respondents (37 per cent) are predicting a deficit budget by the end of next year as a direct result of increased energy costs Schools reported having to reduce spending on teachers or teaching hours, as well as on teaching assistants, non-educational support and services for children, and investment in maintenance and equipment for school buildings due to rising energy costs. Paul Whiteman, general secretary for school leaders’ union NAHT, said: “We are hearing quite clearly from our members that rising energy costs will almost certainly have a negative impact on education, and could hamper their recovery efforts. “For some, the energy price hikes are the equivalent to the cost of a full-time teacher. “Every penny spent in schools is a choice. These increased energy costs mean that money which could be being spent on pupils is being paid to energy companies instead. “The government’s attempts to restore school spending to 2010 levels is being rapidly eroded by these and other cost pressures. The government needs to do more to ease the impact of the energy crisis on schools, for children’s sake.”

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

A guiding hand on your net zero journey. We understand that getting to net zero can be a difficult journey to navigate. At Zenergi, we have the experience, the expertise, and the ambition to support your energy efficiency goals. Take our hand and let us guide you to net zero.

www.zenergi.co.uk/zenzero bepositive@zenergi.co.uk 023 8028 6300

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Achieve your energy and carbon reduction goals with Zen Zero Zenergi’s Zen Zero framework is a proven approach that will deliver sustained benefits across your organisation – from increased profit through strategic energy efficiency programmes, while reducing the risk from rising energy and carbon prices, to assisting the UK nationally to provide security of energy supplies and supporting the transition to a low-carbon economy

The education sector can no longer ignore its responsibility to act on what could possibly be the biggest threat humanity has ever faced. As a minimum, it is undoubtedly the single biggest challenge facing our generation. Tackling climate change is a truly global challenge, but everyone has a role to play and can make a difference, no matter how small or large. In 2019, the UK Government amended the Climate Change Act, committing the UK to achieving net zero by 2050. But more progress is needed in the UK and globally. This was highlighted by the Intergovernmental Panel on Climate Change (IPCC) report from August 2021, in which its research further demonstrates the astonishing rate at which climate change is taking place. However, it also made clear that urgent action to radically reduce carbon emissions can avert the climate emergency. Net zero as a route to protecting your school’s budget For many schools the pressure of reaching net zero adds to many other challenges that are putting a strain on the sector. Rising energy bills continue to test annual budgets, with some schools experiencing a hundred percent rise in their monthly bill. And with soaring prices expected to continue until at least the end of 2023, schools have no option but to seek ways to mitigate costs. Investing in renewable energy technologies and energy efficiency measures can generate revenue, keep energy costs under control, and accelerate net zero goals. However, doing this effectively requires the right people, knowledge and resources and a strategic achievable plan.

of what will follow. Once goals have been agreed, it will form the blueprint of your long-term plans. However, this needs to be backed up by the relevant data, to fully understand your school’s current energy usage in order to determine a credible baseline to begin your net zero journey. Step 2: Prepare During the preparation phase, further data collection is needed. However, this needs to be quality checked to ensure any data gaps or inconsistencies are closed. A site audit is a reliable way to ensure data is accurate. The wealth of data gathered will then identify detailed carbon reduction options. Each one will form part of a net zero glidepath and will contain the necessary detail to establish timeframes, costs, and return on investment. A site audit will offer detailed insights, recommendations, and industry benchmarking to establish where you sit relative to your peers. This aims to define a timeline and strategy for your net zero journey. Step 3: Deliver Getting on track to net zero is no longer optional, and with the growing pressures facing schools, it can be a difficult task to manage and deliver. Seeking support with your energy efficiency goals can leave more time to focus on other vital priorities, with the peace of mind that your energy is being taken care of. Zen Zero If it hasn’t already, your journey to net zero can start today and Zenergi can support your

organisation every step of the way. We pride ourselves on delivering reliable and practical advice, which is then underpinned by credible solutions with clearly identifiable benefits. Put simply, not only does this mean we can help you get started by creating a baseline and setting a net zero target, but we can also work with you to define and achieve the roadmap that meets your objectives. Zenergi’s Zen Zero framework is a proven approach that will deliver sustained benefits across your organisation – from increased profit through strategic energy efficiency programmes, while reducing the risk from rising energy and carbon prices, to assisting the UK nationally to provide security of energy supplies and supporting the transition to a low-carbon economy. Powering a Sustainable Future Zenergi Group is also proud to have launched our social value strategy, ‘Powering a Sustainable Future’. This ambitious plan confirms our numerous commitments to helping reduce our own impact on the planet. For this reason we are proud to have committed to be net zero for Scope 1 and 2 by 2025. This means we can share experiences from our own personal journey, in addition to bringing the knowledge we’ve built by helping organisations of all shapes and sizes.”L FURTHER INFORMATION www.zenergi.co.uk/our-services/zen-zero www.zenergi.co.uk/social-value 023 8028 6300

Step 1: Measure To ensure success it is going to be crucial to have all stakeholders around your organisation engaged in your mission. This involves creating a strategic outline of your organisation’s energy efficiency objectives, as this is critical to the success

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Sustainability

A strategy for sustainability and climate change The Department for Education has launched its Sustainability and Climate Change Strategy, which includes plans to improve the teaching of climate issues and the natural world, take action to reduce emissions from education buildings, as well as improve biodiversity on school land

The Department for Education has launched its Sustainability and Climate Change Strategy, which has a vision for the United Kingdom to be the worldleading education sector in sustainability and climate change by 2030. The government recognises that education of future generations will have a critical role to play in securing the future of the planet. A key aim of the strategy, therefore, is to teach young people about climate change through learning and practical experience. This will also help secure green skills essential for tackling climate change. Another key element of the strategy is to make the education estate, as well as its operations, greener. To do this, it plans to reduce direct and indirect emissions from education buildings, as well as make the education estate resilient to the effects of climate change by adapting buildings and systems. It also aims to enhance biodiversity, improve air quality and increase access to, and connection with, nature in and around education settings. The government has confirmed its plans to accelerate the rollout of carbon literacy training to support at least one sustainability lead in every locally maintained nursery, school, college and university. The training will support settings to develop climate action plans that will bring together and drive activity to improve climate education, put in place measures to protect them against the effects of climate change, and increase climate resilience through adaptation initiatives. National Education Nature Park First announced at COP26, the strategy outlines details of the ‘National Education Nature Park’ that will help increase the biodiversity in

They will also develop the skills to help England, as well as get children and young them into a career in the natural world people more involved in the natural world. – for example observation, description, There are roughly 24,000 schools in England, recording and analysis, through many of which has vast green spaces. sustained and structured field study. These estates take up more than twice the Young people will also be able to bolster size of Birmingham. Schools are therefore their environmental education gained in encouraged to identify areas where they existing subjects, including changes can improve biodiversity by taking to landscapes and urbanisation small steps, such as planting in geography, and habitats trees, installing bird feeders A and ecosystems in science. and ‘bug hotels’. key Education Secretary Teachers will be e lement Nadhim Zahawi said: provided with free, o f the stra “The new natural high-quality climate t e g y is to make t history GCSE will education resources offer young people as part of the estate, he education a s a chance to develop Nature Park hub. w e l operati a deeper knowledge What’s more, children ons, gr l as its ee and understanding and young people will and to improv ner, of this amazing also be able to undertake e biodive planet, its environment a new Climate Award in rsity and how we can come recognition for their work together to conserve it.” to improve their environment, with a national awards ceremony Buildings held every year. The Climate Research shows that schools and Leaders Award will help universities represent 36 per cent of total children and young UK public sector building emissions. people develop their Costs are also significant and rising. skills and knowledge To reduce energy usage and achieve in biodiversity and legal targets for carbon emissions, the sustainability and DfE aims to get a better understanding celebrate and of the scale of the problem across the recognise their sectors through standardised reporting. work in developing Until 2025, the DfE’s focus will be piloting, their skills and gathering evidence and sharing research knowledge. on new technologies and innovative approaches to sustainable building Natural design, retrofit, ICT, building management History GCSE and the surrounding environment. To prepare young people The DfE has already committed that all for a world impacted new school buildings it delivers will be net by climate change, a new zero in operation. They will be designed for a Natural History qualification 2oC rise in average global temperatures and will be launched by 2025 and will future-proofed for a 4oC rise, to adapt to the enable risks of climate change, including increased young flooding and higher indoor temperatures. people to The roll out of the government’s ultra-low explore the carbon education buildings programme world by learning will be accelerated. By 2025 at least about organisms four schools and one college will have and environments, been built via the Gen Zero Platform environmental and that was demonstrated at COP26. sustainability issues, and The DfE will also include the use and gain a deeper knowledge of assessment of nature-based classroom E the natural world around them. Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Existing buildings The strategy aims to improve collation and use of data on energy usage, water, heat and biodiversity to allow for individual settings, and the DfE, to make evidencebased decisions on where to act and invest to make the greatest impact. The DfE will continue to work with the Department for Business, Energy and Industrial Strategy (BEIS) and water companies to trial the delivery of smart meters in schools and encourage the uptake across other settings. By 2025, the DfE aims to have supported education settings to put in place Climate Action Plans. These will increase carbon literacy and inform government on the implementation of decarbonisation solutions and nature-based solutions to alleviate flood risk, protect against increased heat, and improve air quality. A strategic approach to piloting new building technology will also be launched in order to support the future retrofit of the education estate and act as catalyst to the construction sector for implementing new technology. Its building technology pilots will support action

The government has confirmed its plans to accelerate the rollout of carbon literacy training to support at least one sustainability lead in every locally maintained school, college and university to adapt the existing estate to protect against the current and future effects of climate change. They will also provide evidence for the efficient decarbonisation of the estate to mitigate the causes of climate change. This year, the DfE will also develop its existing Good Estate Management for Schools guidance with updated tips and good practice on the sustainable management of the school estate, covering topics such as energy and water efficiency and addressing issues including ventilation and leaks. Support for teaching The Education Secretary has also pledged greater support for teaching climate change at all levels. The strategy says that from 2022, it will include climate change and sustainability in science teachers’ continuing professional development (CPD) to ensure all young people receive high-quality teaching on the scientific facts about climate change and environmental degradation.

Sustainability

 design to maximise access to the outdoors and opportunities for outdoor learning, so education buildings positively impact on physical and mental wellbeing. Sustainable ICT solutions will be integrated into new-build schools as standard, via sustainable procurement, design, implementation and management.

The DfE will also share best practice, demonstrating how sustainability and climate change has been incorporated into teaching in early years settings, schools, colleges and universities, so teachers and leaders can consider how best to integrate within their own settings By 2023 the DfE will develop a Primary Science Model Curriculum, to include an emphasis on nature to ensure all children understand the world around them. It will also develop an occupational standard for further education teaching which explicitly requires all new teachers to integrate sustainability into their teaching, through modelling sustainable practices and promoting sustainable development principles in relation to their subject specialism. The DfE also says it will provide the opportunity for all staff (teaching, leadership and support) to build their understanding of climate change and sustainability by receiving shared carbon literacy training through their sustainability leads within their setting. L

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Improving air quality in classrooms Air care has a vital part to play in the fight against COVID-19. However, our air purifiers aren’t just valuable during the pandemic; they also remove other viruses and infections including colds, flu and mumps; on top of removing dust, odours, pollen, allergens and VOCs, and tackling indoor air pollution. Investing in air purification, to support learners, staff and visitors to keep them safe has never been more important.

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Advertisement Feature

Let’s talk clean air inside classroowms The Covid-19 pandemic has highlighted the importance of clean air in classrooms, yet poor inside air quality has always been a problem. Education Business talks to Chris Brown, head of public sector at phs, about how schools can create healthy indoor environments by improving their air quality, as well as how to choose an air purifier that’s fit for purpose To operate safely during the Coronavirus pandemic, schools are being asked to keep their spaces well ventilated. Why is managing indoor air quality so important during the Covid-19 pandemic? We know COVID is spreading in schools and we know poor ventilation increases the risk of infection. In addition to close contact, COVID is spread through airborne particles that are carried around by air currents in a room and they can be filtered from the air and removed by introducing more fresh air. If we want to keep children in classrooms, then we have to have clean air and it is absolutely vital that we keep pupils in classrooms from now on to ensure that they don’t fall even further behind. To ensure they have the best chance of catching up, we have to accept that opening windows, while important, is only a first step. Opening windows will ventilate rooms but can also make everyone cold and may bring in traffic noise and pollution. The best answer has to be a combination of solutions that suits each individual classroom. What can schools do to improve their indoor air quality, and what support is there for schools to do so? The provision of CO2 monitors earlier this year was a step in the right direction, but they can only advise when further ventilation is needed, they cannot clean the air. Similarly, air purifiers should not be a substitute for fresh air ventilation – both should work in tandem with each other but it’s not always practical. Our research shows that over a quarter of teachers work in rooms with no windows. In these areas, an air purifier such as AERAMAX will make a significant improvement to that environment’s air quality. High-quality commercial air purifiers remove germs, viruses and bacteria from the air and in non-ventilated areas, are vital in the fight against COVID and other viruses and pollution. Schools can draw on commercial and academic support and resources to better understand the very real impact of poor

indoor air quality, and the range of measures that will make improvements to the air. With many companies looking to sell ventilation and air purification systems into schools, what should they look out for to ensure the product is fit for purpose? The best way to ensure that you’re getting an air purifier that’s fit for purpose is to cross reference the equipment’s benefits with the Department of Education’s (DfE) Room Air Cleaner Guidance for Schools. We have also created a handy guide on phs’ blog which runs through exactly what you should look out for – cross referencing the attributes of phs’ AERAMAX PROFESSIONAL range of air purifiers against the DfE’s guidance. You should ensure you’re matching the unit to the room it will be in, one size does not fit all. The efficiency of the cleaner should also be considered; the air change rate is determined by two key factors: the volume of air and how effective the air purifier is at removing particles from the air and the filter types needed. On a practical level think about whether maintenance costs are included in any contracts as well as the noise level of the machine, to ensure you don’t have to battle to be heard over loud equipment. Why are children particularly vulnerable to the effects of poor air quality – indoor and outdoor? Children between the ages of five and 16 are more susceptible to allergens such as pollen, mould, and dust mites and growing pollution levels are also an increasing risk to their health. Previously, it has been thought that poor air quality was purely a respiratory issue, with children in highly polluted areas having lower lung function than in less urban areas. Now, air pollution is considered especially dangerous because the particles are small enough to transfer from the lungs into the bloodstream and affect other parts of the body. Two recent studies from the London School of Economics and Manchester University have also found that air pollution has a

Chris Brown - PHS Chris Brown is the head of public sector at phs. He and his team provide advice and support to public sector customers including schools and colleges across the UK. Chris sits on the Period Dignity Roundtable with the Welsh Government and supports the Access workstream for the Period Equality Taskforce, headed up by the Department for Education in Westminster. He has been instrumental in delivering phs’ period equality strategy. negative effect on education attainment levels. The latter found that reducing air pollution in classrooms by up to 20 per cent could improve the development of a child’s working memory by six per cent. This is the equivalent of three to four weeks of extra learning – so it’s vital our classrooms have clean air to ensure learners can catch up on time lost during the pandemic. L FURTHER INFORMATION www.phs.co.uk

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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The impact of poor indoor air quality in classrooms If we can take any positives from COVID-19, it should be that indoor air quality (IAQ) has been thrown under a very harsh spotlight. The ventilation industry has long been focussed on IAQ, but unfortunately the public perception of IAQ is limited; you can feel a cold room, but you may have a hard time perceiving poor indoor air quality in the same room The requirement for ventilation has increased in line with the Building Regulations. Buildings of the past were leaky, and energy was cheap and plentiful. This meant that natural ventilation was suitable, and so many people have been to school in buildings without mechanical ventilation. However, newer editions of the Building Regulations have, quite rightly, included energy efficient aspirations centred largely around heat loss. New buildings, and those having had deep retrofits, are therefore better insulated, with greatly improved air tightness. The result is that these buildings are no longer leaky, and simply opening a window will lead to increased heating energy consumption. In the early stages of such changes, many buildings experienced very poor IAQ due to inadequate provision for mechanical ventilation. Maintaining good IAQ There are two primary reasons why maintaining good IAQ in schools should be of paramount importance. The first is as a preventative measure for the spread of airborne viruses. The second, which will have a much longer lasting benefits, is for the enhancement of educational performance. Carbon Dioxide (CO2) concentration in rooms is regularly viewed as a good measure of IAQ. Whilst low CO2 concentrations do not guarantee good IAQ, CO2 is a fantastic analogue for the room ventilation rate. This is because as we respire, we inhale oxygen and exhale CO2. In a heavily occupied room, the quantity of exhaled CO2 is sufficiently large that a high CO2 concentration would indicate a poor ventilation rate. Thus, if we monitor CO2 concentration, we should have a good idea of how good the room’s ventilation rate is. In 1904, a Danish physiologist called Christian Bohr (the father of Niels Bohr,

who developed the first model of the atom), discovered that increasing concentrations of CO2 in the blood increased the blood acidity level. An increasing blood acidity level reduced the ability of the haemoglobin in our blood to carry oxygen to our organs, including the brain. As such, the concentration of CO2 in the blood is inversely proportion to how much oxygen reaches our brains. With a reduction in oxygen, the brain’s cognitive abilities diminish. Therefore, controlling IAQ by monitoring and manging CO2 concentrations in classrooms will have a beneficial effect on the pupil’s educational abilities. Several studies have proven and quantified this link, including “Associations of Cognitive Function Scores with Carbon Dioxide, Ventilation, and Volatile Organic Compound Exposures in Office Workers” from Harvard University and “A field study of the individual and combined effect of ventilation rate and lighting conditions on pupils’ performance” from The Danish Technical University, a leading organisation in indoor environmental quality (IEQ). The latter found that if IAQ, noise, and lighting are properly managed in a classroom, students can expect to improve their performance by 10-20 per cent, equating to an extra year of education over the course of ten years. Evidence for several global organisations has shown that mechanical ventilation is, time and time again, far superior at delivering good IAQ in any environment, including schools. Due to the design of these systems, they are not subjected to the whim of the user (opening or closing a window), or to disbenefits of the UK’s weather patterns. Indeed, throughout the rest of Europe, mechanical ventilation with heat recovery is viewed as the pinnacle of ventilation technology and is, more often than not, a requirement for new build and deep retrofit projects. With time, these

Jonathon Hunter Hill, sector manager for education.

systems will become a requirement in the UK, aligning with our European peers. The necessary change It should be noted that maintenance of ventilation systems has not been a priority for schools. This must change. In my experience, maintenance of these systems regularly lapses to the extent that ventilation systems often do not operate at all. The reasons are typically two-fold: firstly, ventilation is often hidden and therefore easily ignored; secondly, changing filters in mechanical ventilation systems can be expensive, but I would argue that COVID-19 was sufficiently costly for appropriate attention to be paid to proper operation of mechanical ventilation. For both health reasons and for the enhancement of the quality of education in the UK, the same attention must be paid to ventilation as is paid to any other building service in a school. Much is being made in the media of air purifiers of late. Air purifiers will help in dealing with the relatively short-term crises relating to COVID-19, and in more general terms can improve indoor air quality where ventilation has not been prioritised. But, in the long term, schools must be prepared to take indoor air quality seriously. Mechanical ventilation with heat recovery will form a key part of the future of school ventilation strategies.”L FURTHER INFORMATION www.sav-systems.com

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Education settings are being told to continue to keep their spaces well ventilated to minimise the spread of airborne Covid19 particles. But there are other benefits to having a good air quality strategy, for both indoors and outdoors. We look at how schools can make the air healthy in and round their buildings As we learn to live with Covid, the their airways are smaller, so inflammation emphasis for schools is to keep well caused by indoor and outdoor air ventilated and continue to exercise good pollution can cause them to narrow hygiene and cleaning practices. This is more easily than in older people. especially important now that regular testing is not being conducted. Ventilation Enclosed spaces like schools can become Opening external windows can improve breeding grounds for infection as airborne natural ventilation, and in addition, opening virus particles remain concentrated internal doors can also assist with creating without adequate ventilation. a throughput of air. If necessary, external Schools are therefore being asked to opening doors may also be used. Of identify any poorly ventilated spaces as course, if it is cold, schools should balance part of their risk assessment and take steps the need for increased ventilation while to improve fresh air flow in these areas. maintaining a comfortable temperature. Well ventilated spaces can also help Mechanical ventilation meanwhile is a mitigate other forms of indoor air system that uses a fan to draw fresh pollution, such as dust, dirt, air or extract air from a room. or gases, which can be These should be adjusted to Schools linked to lung diseases increase the ventilation rate are bein like asthma, COPD wherever possible and g asked t and lung cancer. checked to confirm that o identify Children are normal operation meets particularly current guidance and ventilat any poorly ed spac vulnerable to poor that only fresh outside t ake ste indoor air quality air is circulated. ps to imes and as their lungs are If possible, systems prove fresh ai r flow still developing. should be adjusted to

in these a reas

Air Quality

Filling learning spaces with clean air

full fresh air or, if this is not possible, then systems should be operated as normal as long as they are within a single room and supplemented by an outdoor air supply. Identifying poor ventilation CO2 is released when we breathe out, so higher levels of CO2 means there is higher occupancy and lower ventilation, and can be an important red flag to identify areas of inadequate ventilation. The Department for Education says that it is providing CO2 monitors to state-funded education settings, so staff can identify where ventilation needs to be improved. The DfE said at the time that the monitors “will enable staff to act quickly where ventilation is poor and provide reassurance that existing ventilation measures are working”. If areas of poor ventilation are identified, the DfE advises schools to open doors and windows and see how this affects the reading. But this does not mean schools have to have windows open the whole time. A DfE blog says: “Opening windows regularly for 10 minutes, or a small amount continuously, can still reduce the airborne risk from COVID-19 substantially compared to spaces with no fresh air. The monitors will enable staff to know when the ventilation measures are working, helping to balance the need for good ventilation with keeping classrooms warm.” If the issue can’t be fixed easily, the DfE advises schools to assess what works could be carried out to improve ventilation, such as installing vents, doors or windows. If there is no solution, the DfE says it may be appropriate to consider an air cleaning unit while the underlying issue is addressed. The DfE blog says: “When used properly, air cleaning units can help reduce the presence of viruses like COVID-19 in a poorly ventilated space. It is however important to note that air cleaning units are not a E

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Air Quality

 substitute for ventilation and they are not necessary in the majority of spaces where ventilation is already adequate.” The DfE has also made up to 9,000 air cleaning units available to ‘eligible’ schools. To be considered, schools must have maintained sustained high CO2 readings (1500ppm or higher) for at least one week while the room is occupied, despite taking all measures possible to improve ventilation with current provisions, such as opening windows. Schools may also apply for air cleaning units while remedial work is undertaken to address the underlying ventilation issue. Air cleaning units will be allocated for teaching spaces only and not for nonteaching rooms such as staff rooms, halls, corridors and dining rooms. Schools with the poorest ventilation based on criteria such as CO2 readings and occupation density will be prioritised. The DfE has also launched an online “marketplace” for schools not eligible for DfE funded purifiers to buy their own. Infection resilient buildings The Coronavirus pandemic has helped highlight the importance of good indoor air quality, and how it should be addressed at the building design stage. A report by the Royal Academy of Engineering and the National Engineering Policy Centre (NEPC) was commissioned by Patrick Vallance, the government’s chief scientific adviser, to review how we design, manage, and operate buildings and how we can make infrastructure more resilient to infection. The initial report, ‘Infection Resilient Environments: Buildings that keep us healthy and safe’, highlights the importance of good indoor air quality (IAQ) for reducing transmission of Covid and other infectious diseases. The report calls for clear, consistent communication and advice on ventilation from government and professional bodies to help building owners and operators to manage infection risks. Clearly identifiable measures that can be implemented at moderate cost will help to ensure that adequate ventilation is prioritised alongside more visible measures such as surface cleaning and distancing. Professor Peter Guthrie, Vice President of the Royal Academy of Engineering and Chair of the NEPC infection resilient environments working group, says: “Buildings make an enormous difference to people’s health and we have often neglected this in the past, which is bad news in a pandemic, because they are one of the most significant levers that we have to control infection. We must take action now to make sure that good practice in ventilation is widely understood and applied across workplaces and public buildings. “Longer term, this is a real opportunity to transform the way we design and manage our buildings to create good, healthy and sustainable environments for those who use them. We must also integrate this with thinking on infection control into our approach to Net Zero, to prevent inadvertently hard-wiring a susceptibility to infection and other health risks into our building stock and management practices.”

The DfE has made up to 9,000 air cleaning units available to ‘eligible’ schools. To be considered, schools must have maintained sustained high CO2 readings (1500ppm or higher) for at least one week while the room is occupied, despite taking all measures possible to improve ventilation with current provisions Dr Hywel Davies, technical director at the Chartered Institution of Building Services Engineers, says: “Clear communication on ventilation is essential – we need to support owners and operators with clear and simple guidance, emphasising the importance of improving ventilation while maintaining wider good practice on infection control. “Our aim should be to enable everyone who has responsibility for managing buildings or transport to understand how to respond in a practical and timely manner, and to establish an appropriate balance of measures to manage infection risks alongside thermal comfort, air quality and energy concerns.” Outdoor air quality If the air outside a school is polluted, then natural ventilation by opening windows can lead to other problems. Research from City Hall has revealed that more than 3.1 million children in England are situated in schools in areas with toxic levels of air pollution. Research from Northumbria University has recently outlined the health risks caused by harmful pollution from vehicles measured outside schools in Newcastle. Air quality data from monitoring sites outside 12 schools in the city, covering a 24-month period, demonstrated that short-term levels of pollution, linked to patterns around school drop-off and pick-up times, would have

consistently exceeded 2021 World Health Organisation (WHO) guidelines which are yet to be adopted into UK or EU policy. Short term levels of Nitrogen Oxide (NO2) and tiny, inhalable particles called particulate matter (PM) recorded during the research were found to have exceeded 2005 and 2008 air quality guidelines and legal limits on several occasions. Findings from the research has now been published in the international journal of scientific studies, Atmosphere, in a paper which recommends steps to improve air quality around schools to help protect the respiratory health of children, including road closures outside schools, anti-idling campaigns, staggered drop-off and pick-up times and relocating drop-off and pick-up sites away from school entrances. The city council is consulting on and introducing measures across the city to help reduce traffic, lower pollution levels and improve road safety while also working with Newcastle’s Promise Board – a group of headteachers, school governing bodies and academy trusts from across the city – to look at ways of promoting sustainable ways of getting to school to promote better air quality around schools. L FURTHER INFORMATION Read the DfE’s blog on ventilation in schools here tinyurl.com/3cyrsy64

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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City air technologies – welcome to the new world of active natural purifiers Imagine a high-performance air purifier concealed in a decorative indoor planter. That’s exactly what the founders of City Air Tech were thinking when they started their latest enterprise. What if you could insert a high-performance air cleaner into what appears to be an ordinary planter that adds greenery with reduced clutter? Add some air sensors plus a convenient app and you have the latest concept in active air cleaning technology

What makes your product better than your average purifier? Our units are more than just an air cleaner. They are an aesthetic planter that supports

ordinary plants whilst removing toxins and pathogens actively from the air without the need for disposable filter. Although we offer post filtration

for viruses at a rate of 99.7 per cent, the cleaning is actually conducted within the roots on City of the plant itself thereby reducing Ai landfill and Techno r l o accumulation of g i es (CAT) d toxins in the unit. el

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How have you commercialised your offer? We have commercialised our offer by providing it in two ways to the market; one is direct purchase to CAT and the other is through leasing via our partners. We have teamed up with local plant specialists and lease providers across the country and Europe to deliver our solutions and maintain them. We decided not to directly compete with our partners for servicing. How does a person interact or recognise your product? Our product is the only one of its kind and allows for multiple units to be controlled independently from a single app. The units can be coordinated to work as a system or separately in multiple spaces, also collecting environmental and air quality data that can be displayed on a monitor or the app Alerts are sent for water level, power supply and air quality. Motion sensors can automatically turn the units on and off to save energy when no one is present. What gas/volatile compounds will the CAT unit eradicate? The Units remove VOCs, Nitrogen dioxide and PM1-PM10 Particulates including virus sizes particles naturally. The addition of a

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

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Over three years in development, our patent pending solutions can be inserted or retrofitted into any style of planter including some living walls systems HEPA filter increases the performance by capturing 99.7 per cent of virus sized particles. How quickly does it eradicate VOCS and PMS? A typical planter can exchange 30 to 70 cubic metres of air per hour depending on the planter size which is sufficient for a standard room 3 by 4 metres in area. Adding additional units can accommodate larger spaces alternatively higher fan volumes can be specified for larger planters. Does the CAT APU need access to Wifi? Our units come Wi-Fi ready as standard but can be ordered with GSM capability where Wi-Fi is not available. This will incur a monthly fee where a lease contract is not in place. How do I control the CAT APU from my smartphone? We have designed a user friendly App that it allows for constant visibility remotely and control of each planter. The app provides alerts and data logging of air quality and graphs where requested. Our sensors track temperature humidity PM’s 1 to 10 and CO2 as standard. What information can I see via the smartphone app? The smartphone app has the ability to display the air quality and temperature where the sensor is located. In addition, the unit will notify the App if it requires more water (usually once every two weeks). What type of plants can I have in the unit? Almost any plant is suitable to use with our system. Ideally, plants that match the size of pot and location are recommended. Most indoor plants have sufficient root systems to accommodate enough microbes for the air exchange. The process becomes more efficient over time as the microbes increase to match the air flow rate. Our water alerts let you know when to top up the reservoirs, generally every two weeks. Is there an educational benefit? The system is driven by an interactive app that provides air quality information in real time. Pupils are able to access all

Armando Raish – joint founder & CEO Armando Raish is a trained architect who moved into landscape design and construction before specialising in living facades for over 12 years. He was one of the first to pioneer vertical greening solutions in the UK and has overseen hundreds of installations to date. In 2017 Armando joined forces with Robert Stoutzker an ex-corporate financier and sustainable garden designer, founding City Air Technologies with a view to launching a sustainable environmental solution to indoor air quality.

information for the purpose if interest or as part of school environmental projects. How can a CAT unit benefit an existing air-conditioned environment? Modern air-conditioned buildings will maintain an acceptable air quality when properly maintained and filters are replaced regularly. A CAT unit that is located near to those seated will clean the air in the immediate

vicinity thus improving the quality of air pupils breathe and reducing the likelihood of passing on viruses. The local CAT unit sensors will also allow pupils to visually see the quality of the air through our user friendly App. L FURTHER INFORMATION www.cityairtech.com info@cityairtech.com 0203 925 2436

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Award-winning air purifier with technology backed by SAGE Rensair is a specialist in portable, hospital-grade air purifiers and an established supplier to schools, as well as the NHS. Through clean air, our role is to combat disease, reduce illness and absenteeism, and enhance learning.

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Finance

Why it may be time to review your investment policy The March meeting of the Bank of England’s sector much higher interest rates. Indeed, as monetary policy committee resulted in Bank at the end of March, the same overall figure base rate increasing to the pre-pandemic could be generating the sector over £23m level of 0.75 per cent. The next MPC interest in a 12 month period using accounts meeting date is Thursday 5th May. It will with a notice period around three months. be interesting to see if rates move again. The potential interest almost doubles when The harsh reality for most academies is that you look at term deposit of 12 months. the interest rate on their deposits have not recovered to the same pre-pandemic level. Why is action not being taken? In a sector with little overall reserves, In the last few months, I’ve seen around this wouldn’t be a significant challenge. 200 academies change their investment However, the Department for Education strategy so they can generate more interest. released data in July 2021 showing the So why aren’t all Trusts taking the Academy sector has a net reserves position opportunity to spread deposits across of £3.17bn (yes billion, not million). banks paying higher interest? It generally If we make a very sweeping assumption boils down to a hand of reasons, such as that the reserves are held in notice accounts, an out of date (or no) investment policy. with a notice period of around three months, A large number of trusts have either, no policy, then most would be getting around or a policy that is overly restrictive 0.10 per cent per year. This would or unworkable. If your policy generate the sector a little hasn’t changed over the last There over £3m in interest over few years, it will be worth is up to a 12 month period. having it reviewed. million £23 o This compares to Another reason may r m ore in inter UK banks that are be because academies e s t the aca that prepared to offer the think reserves are de

could b my sector e if they generating their in change ves strategtment y

Written by Ian Buss

Why aren’t all academy trusts taking the opportunity to spread deposits across banks paying higher interest? Education banking expert Ian Buss explains why schools may be reluctant, and shares advice on how academies can change their investment strategy so they can generate more interest linked to free banking. Many Academies are (wrongly) under the impression that they only receive free banking because they keep their reserves with their main bank. If your bank has told you this, let us know, we will be happy to liaise with your bank for you without charge. Not having enough time could be another reservation for academies. Many of us have experienced the pain of searching for a deposit account with another bank. Requesting an application form and spending multiple months trying to get the account open just to find the deposit product is no longer available. Thankfully these days are now behind us as it is possible to open and manage multiple deposit accounts across multiple banks all under one single mandate via an on-line portal. This is transforming the way reserves are managed, allowing Schools and Academies to open accounts and manage their deposit portfolio in a matter of minutes each month. Risk averse All academies need to manage their reserves and surplus funds under the rules of the E

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Finance

A large number of trusts have either no investment policy, or a policy that is overly restrictive or unworkable. If your policy hasn’t changed over the last few years, it will be worth having it reviewed.  Trust financial handbook. The handbook allows you to hold cash in bank deposit accounts. Most of the Academies we work with have restricted the banks that they can use to those with a UK banking licence regulated by the FCA and PRA. This can give Trustees the peace of mind to open up the Investment policy to a wider range of banks. I have presented on the regulation of banks (post the 2007/2008 banking crisis) to many Trust boards as well as the MAT Summit conference as it is really important to understand the changes in regulation that have been implemented to protect customers and make the UK banking system resilient. Another reason why academies are not taking the opportunity is down to an outdated reserves policy. Often, Academies have a reserves policy that requires them to keep from one to three months operational cash on instant access or in their main current account. The funding stream for the sector is one of the most secure short term funding streams in existence. An academy will know exactly how much they are due to receive from the ESFA on the 1st of next month and I am yet to see an established academy’s funding fail to come through. This negates the need to have a reserves policy of keeping one to three months

operational cash on instant access which should leave you in a position to place additional funds on a term or notice deposit. Bloated current accounts One of the first things we ask our academies to do is to review their month end balance for each month over the past 12 or 18 months. The month end will almost always be the low point of the Trust’s balance each month and will give you a history of the surplus cash that is bloating your current account. If we take this knowledge and overlay it with expected income and expenditure over the next 12 months, it should give an excellent idea of the minimum surplus funds you are likely to have to deposit. Once you have this figure, it is easier to build a strategy to deposit these funds whilst ensuring you have liquidity to cover potential unforeseen expenditure. For example, you may wish to keep 10 per cent of this surplus in your current account as a buffer with a further 10 – 20 per cent on short term notice deposit accounts leaving up to 70 per cent of the figure to place on a range of ‘layered’ term deposit accounts. Not all Trusts have the same needs from a deposit strategy so do make sure the range of deposits you choose give you the best blend of returns and liquidity within the confines of your investment policy.

Whilst it probably hasn’t been particularly high on most Trusts agenda during the pandemic, there is up to £23m or more in interest that the sector could be generating. That pays for a lot of support for our learners. L FURTHER INFORMATION Ianbuss@educationbanking.co.uk www.educationbanking.co.uk

About the author

Ian Buss has over 30 years experience in banking with the last 20 years focused specifically on the education and not for profit sector. As part of his banking and lending support services, he offers complimentary deposit support to schools to review investment policies and deposit strategies.

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Celebrating 40 years of ESPO – the country’s leading PBO At ESPO we’ve been supporting education establishments just like yours for over 40 years, providing a true one-stop shop solution for all your buying needs. From over 25,000 products to 120 framework solutions, our offering is handpicked by our experienced team of procurement professionals and tailored to meet the needs of schools Rising to the challenge The impact of the pandemic caused a wide range of challenges for schools to contend with and we rose to support our key workers, remaining open with our full offering throughout the various lockdowns. The quick transition of office-based staff to home working meant that service continued without disruption and allowed Warehouse and Customer Service teams to work safely on site in line with government guidance. Sue Miller from Stowe Valley MAT commented: “During the pandemic it was business as normal! This was very helpful when it was a time of such uncertainty in schools.” With price increases and product shortages across the globe, we protected our customer’s budgets by absorbing supplier increases and sourcing new suppliers to help combat shortages. We didn’t pass a single price rise on to customers throughout 2021 and continue to offer our lowest possible prices today. In fact, we’ve grown our product range, sourcing a comprehensive choice of Covid-19 products and launching our Catch-Up Curriculum range to help schools make up for lost learning time. At this crucial time, we also launched an ambitious project to supply 360,000 rekenreks on behalf of the Department for Education to be delivered to schools across the country in support of the Mastering Numbers programme. The programme was launched throughout the 2021 autumn term and ESPO supported the sourcing and distribution of the rekenreks into thousands of participating schools. At a time when the global supply chain was stretched, the efforts to achieve this were significant and school children have benefited first hand as a result. New catalogues – out now You can find a wide range of new products within our new 2022/2023 catalogues which have now launched! From stationery to cleaning supplies, furniture to office equipment, our comprehensive range offers the price, quality and choice that you know and trust. For those looking to make even more savings, we offer our comprehensive Smartbuy range. Our own-brand range is handpicked by

our experienced team of Product Managers to provide an affordable alternative to some of the bigger brand names. You’ll find Smartbuy options throughout our catalogue ranges, from stationery, right through to furniture! Exceptional customer service We pride ourselves on our exceptional customer service and we’ve achieved the Feefo Platinum Service award for three years in a row. This award is based on real customer reviews and is achieved by having reached Feefo’s Gold Standard for three consecutive years, with an average service rating of over 4.5 out of 5 from our catalogue customers. In fact, we’ve received the Gold award for the past six consecutive years! More than just a catalogue When we say one-stop-shop, we really mean it. As well as our comprehensive range of products we also have over 120 framework solutions. From energy to food, facilities management to modular buildings and everything in between – we’ve got it all! These days school business managers need to be experts in multiple areas of procurement and the task can be daunting. We’ve made it easy to access our frameworks, which all come with the following benefits. They are fully compliant with UK procurement legislation, and are free and easy to access, with many direct call off arrangements available. The frameworks benefit from pre-agreed terms and conditions so you’re not left at the mercy of suppliers. ESPO also supply additional support from our team of procurement experts where required. Not only can school business managers save time using a framework rather than running lengthy tender processes, they also save money as frameworks are built by aggregating demand, ensuring suppliers provide their very best prices. Our team of procurement experts can support customers throughout the buying process at every stage, with free template documents available or a friendly phone call if required. “ESPO have developed a wide offering

of Frameworks for all key areas of the education sector, reprographics, telephony, furniture, energy to name a few. These give you comfort that the suppliers have been vetted, they are competitively priced and they are good enough to be an educational supplier,” said Martin Towers at Welland Park Academy. Unlike many consultancy firms who claim to offer similar services, we don’t charge to access our frameworks, supporting documents or advice. Nor do we take a cut of the savings you achieve from using one of our procurement solutions. Always adding value At ESPO we’re not content to just keep doing what we’ve always done. We’re always looking for new ways to increase our benefits for schools and add value. That’s why we’ve teamed up with Sainsbury’s and Argos to launch the innovative fundraising scheme, My School Fund. My School Fund is a way for schools to earn cashback on the combined spend

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

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of their school’s network of families and teachers in order to boost their budgets. Once your school registers for the scheme, those connected with it can earn back cash on their shopping in participating stores. For every £1 spent, schools get one per cent and individuals two per cent through e-gift cards, it’s a real WIN-WIN situation! Any school in the UK can benefit from the scheme if they have an ESPO account which is totally free and available to all education establishments. Thousands of schools have already joined, with shoppers spending over £3m through participating retailers and generating more than £80,000 in cashback rewards so far! Don’t just take our word for it, see what other schools have to say about this exciting fundraising scheme: “My advice for anyone thinking about joining My School Fund would be to do it – It really is a win win situation for

all concerned and the administration of it is very easy,” said Jo Hedges from Littleport and East Cambs Academy. “We love My School Fund as it requires no effort for lots of reward! That’s my kind of fundraiser,” said Becky Harrison from Park Hill Junior School and Thorns Infant School. “I would definitely encourage other schools to sign up as it’s a low maintenance way of saving/earning money for the school,” said Amanda Artherton from Costessey Primary School. So, whether you’re saving up to buy something big, or would just like to use these additional funds to support your day to day spend, My School Fund can make a real difference as well enhancing the community spirit throughout the school, it’s staff members and network of families. Schools can register for My School Fund at myschoolfund.org. The more parents and staff they encourage to participate in the scheme, the greater the rewards.

expanded, growing our portfolio to meet the needs of our customers. As well as our comprehensive product offering we’ve established a market leading range of over 120 framework solutions providing quick, easy and compliant access to a wide range of goods and services. From Energy to Consultancy services and everything in between, our framework solutions now account for £2.4b worth of public sector spend every year. We’re still 100 per cent owned by the public sector, returning any surplus we make back to the public purse to help fund key services. Over the years we’ve reinvested over £31m back to the public purse. Going above and beyond for our customers is what we’ve always done and will continue to do. No matter what comes your way, we’re by your side. L FURTHER INFORMATION www.espo.org

40 years serving the public sector With over 40 years’ experience serving education establishments and the wider public sector we wanted to say thank you to our customers who have supported our journey. Originally formed in 1981 to provide a comprehensive procurement service to member authority councils, ESPO has grown into one of the largest public sector buying organisations in the country, supplying goods and services to over 20,000 customers across the UK. From the products that fill our schools to the services required for councils to run efficiently; ESPO provide a true one-stop shop solution to all areas of the public sector including education, local authorities, government, NHS, emergency services and the wider public sector. At our heart is the ESPO catalogue. First published in 1985, it contains over 25,000 products and is still used by thousands of customers today. From our purpose-built Warehouse and Head Office based in Leicester, our dedicated team pick, pack and deliver over 35,000 products daily. Throughout our 40-year history we’ve changed, innovated and

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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A future proof education solution from ViewSonic ViewSonic’s myViewBoard Sens Brings UK’s First AI-powered classroom to Smestow Academy

as well in-class wellness, including social distancing protocols. We look forward to continuing our work offering solutions that benefit the education industry.” Learning environments have changed over the last few years. As a result, it’s vitally important to elevate students’ engagement and wellness in the classroom now more than ever. While schools faced challenges with ensuring health and safety in classrooms, Smestow Academy in Wolverhampton, England, has partnered with ViewSonic to improve its students’ educational outcomes and experience in classrooms. The academy has been building a robust digital learning setup running more than 100 ViewSonic ViewBoard interactive displays in its classrooms. After deploying myViewBoard Sens, the devices help schools gain insights into student engagement and foster an active learning environment through real-time insights generated by the intelligent sensor. ”ViewSonic is pleased to be working with institutions like Smestow Academy that have such a forward-looking vision for education, ” said Peter Claxton, Senior Director of EdTech Solutions, ViewSonic. “We are proud to know that ViewSonic’s myViewBoard Sens have played a crucial role in helping Smestow Academy to gauge student engagement,

Measuring wellness compliance With myViewBoard Sens installed on top of the ViewBoards in the classrooms, schools can accurately measure wellness compliance. The data includes temperature, humidity, occupancy rate, audience masking, and close contact index between students. If the wellness compliance rating decreases, the myViewBoard Sens suggests actionable insights on the dashboard in real-time for the school and teachers to make adjustments. This ensures that social distancing in the classroom follows the government’s protocol, reducing the risk of viral spread. Increasing student engagement To help schools and teachers monitor and manage classrooms efficiently, myViewBoard Sens gives immediate feedback on whether

their lessons need changes to keep students more engaged based on the device’s insights. Furthermore, teachers can review students’ engagement data, from sensing the room’s temperature, colour temperature, ambient lighting, to analysing students’ attentiveness through articulated human pose estimation after classes. If the results are not as expected, measures can be taken to boost student interest levels by using the tailored suggestions on the dashboard, such as adjusting lesson plans or the teaching environment. Furthermore, myViewBoard Sens doesn’t capture students’ faces or identities. In fact, all the data that Sens uses to create its analytics are processed locally without using individual profiles and is not sent to the cloud, ensuring the highest levels of security and anonymity. The myViewBoard Sens is meant to offer a future-proof educational solution. L FURTHER INFORMATION https://myviewboard.com/products/sens/

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

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Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Does your school have a strong computing department? Computing is a subject which offers career and it’s important to act quickly to access the opportunities to young people, is exciting Department for Education funded bursaries. and creative, yet computing departments are often small, and some schools still Expand capacity and resilience don’t offer the subject at GCSE. Many schools are relying on just one or With bursary funding of £1,800 available two teachers to deliver the computing until the end of July 2022 to enable curriculum, meaning any staff absence or teachers to access training from the turnover can have a major impact. But National Centre for Computing Education training staff who may not previously have (NCCE), now is the ideal time to develop considered teaching computing as a second computing within your teaching team. subject can expand capacity and resilience. “This academic year has been one like “Whether you’re an established subject no other, but with its challenges comes leader, or excited to be moving into your opportunities. Now is the perfect time to first leadership post; the Teach Computing get ahead for September, and the funding offer from the NCCE has grown significantly and support is available to help schools this last year, meaning we’re on build a resilient computing hand to support you and your team,” said Simon Roberts, department, whether you’re Bursary Secondary Computing looking to develop teacher Specialist at the NCCE. subject knowledge, or funding While the funding is for support with best of £1,8 0 available to help schools teaching practice and 0 is available to build a thriving and materials,” said Simon. u n til the end of resilient computing He’s urging J department – time is headteachers enable uly 2022 to t e a running out to apply, to encourage c h er ac

s cess tra ining fr to om the NC CE

teachers to register for the NCCE’s Computer Science Accelerator (CSA), and access the bursary funding of £1,800. The CSA is the NCCE’s easy-to-access training programme which gives teachers the skills and knowledge to teach the computing curriculum up to GCSE. Funded by the Department for Education, funding is available to schools via the NCCE’s bursary programme of £1,800 for each teacher who completes the CSA. “Having multiple teaching members complete the programme, opens doors for collaboration, meaning the CPD is well and truly continuous. It also means you’ll receive multiple CSA bursaries. Time is running out though, so make sure you complete the programme by 31 July to be guaranteed a payment for your school,” said Simon. “If you’re planning your September 2022 timetables, now would be the perfect opportunity to match new teachers with the CSA programme. We have new courses, residentials, intensive CPD, and much more to support new, and experienced, teachers this summer.” E

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Victoria Temple, press and community engagement, National Centre for Computing Education

Don’t miss out on building your computing team with bursary-funded training, urges Victoria Temple from the National Centre for Computing Education

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Future-proofing the education sector The education sector must get prepared for any future unforeseen difficulties, such as the recent pandemic, by equipping their computer labs, offices, and libraries with web-cam based workstations, as well as flexible, shared desks It’s been a strange couple of years for those in education in the UK during the pandemic. Finally, the situation is improving and students can again meet their fellow students and lecturers face-to-face after a long period. During the pandemic, everyone had to adapt to the restrictions imposed by the circumstances, and were forced to explore the benefits (and shortcomings) of remote teaching and learning. The education sector underwent a veritable transition in a short time and webcam-based, flexible and versatile tools got more important than ever. As students are coming back to schools and universities, a new challenge transpires: To get the slightly dated inventory of this education sector into a much better shape in order to be prepared for any future unforeseen difficulties such as the recent pandemic. This means, institutions have to consider equipping their computer labs, offices, libraries and more with web-cam based workstations and flexible, shared desks where students and associates can use their own personal laptops on fully-fledged desk setups, throughout any type of educational facility. The next step Philips monitors is ready for the next step to help these institutions. Innovative solutions presented by Philips monitors, such as the 24” Philips 243B9H monitor with a built-in webcam, turned out to be one of many futureproof solutions that were in high demand to meet today’s challenges. The benefit of video conferences cannot be underestimated, which opens up high-level, productive and beneficial communication for the students with their peers all around the world. The 243B9H also features USB-C input, which means students can simply bring their personal laptops, connect to the monitor with a single USB-C cable to have access to a larger, comfortable working space with full-sized keyboard and mice connected to the monitor’s 4-port USB hub. The USB-C connection can transfer display signal to the monitor, while charging the laptop and giving access to other USB devices, all with a single cable, allowing students to concentrate on their tasks. Furthermore, the versatile 24” Philips 243B1JH extends this functionality even more. This monitor features an extensive USB-C docking station including a RJ-45 Ethernet input, with backwards compatibility for sharing screens from older laptops with USB-A ports by employing the DisplayLink technology. With the included RJ-45 input, this means when students connect their laptops, they can gain access to the university

network instantly, securely and without the limitations of Wi-Fi. And thanks to the USB-A connectivity, no student is left-out and can reap the benefits of improved productivity. Another continuous challenge is the need for institutions to transform schools and universities to becoming ever more sustainable by using longer-lasting hardware while simultaneously reducing energy consumption and improving the productivity of their staff and students. Philips monitors has created some of the most environmentally-friendly displays available, the greenest monitor series, which includes the 24” Philips 242B1G and the 27” Philips 272B1G. These monitors are as proficient as regular screens with their IPS panels and ergonomic stands, and they are packed with several energy-saving features. Thanks to their new LED backlight technology, the monitors maintain brightness and colour with significantly less energy (8.6 W in ECO mode). Furthermore, all plastic body parts, metal chassis parts and packing materials use 100 per cent recyclable materials, and up to 85 per cent post-consumer recycled plastics. Also, the PowerSensor and LightSensor features can reduce the power consumption even more as well as lengthen the life of the product. To underline this green approach, Philips monitors plants trees in Tanzania in collaboration with ForestNation, a foundation that encourages natural and sustainable reforestation. More than 50,000 trees are to be planted in Tanzania’s Usambara region, which experienced heavy deforestation in the past 15 years. Another action that educational institutions need to step up, is to provide accessibility

for all of the students. Also, students today most likely have more experience with touchsensitive displays than a regular display. Philips monitors has an extensive touch monitor portfolio, with options especially suited for educational institutions. The 24” touch-display Philips 242B1TC uses the Advanced In-Cell Touch technology alongside a modern and slim look with thin bezels as well as an anti-glare surface – perfect against bright school lighting. This Full HD monitor with its IPS panel supports simultaneous 10-point touch input, which means all fingers can be pressed at once and recognised precisely. The touch input is supported natively in Windows 10. The innovative Philips SmartStand uses a Z-type structure with smooth tilt, height adjustment and folding capabilities. Users can set the stand in an upright position for better touch control or recline it backwards, making it easy to draw or annotate. It even allows the screen to be put almost flat on the table for some applications when required. This opens up possibilities for students that they most likely have never experienced, and can give them ideas to employ the touch-screen interface in their projects for an easy-to-use, streamlined experience. Whatever the model, it is apparent that educational institutions benefit from updating their gear to get in line with today’s challenges, and Philips monitors is here to support this process. L FURTHER INFORMATION www.philips.co.uk

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

 Growing more computing staff It’s the ideal time to enable teachers of other subjects to undertake the CPD to also teach computing. Teachers of Maths, Music, PE and more have all successfully added Computing to their skills, enabling schools to make the most of teaching capacity and build a strong department. Maths teacher Tim Ash is one of the many teachers who have expanded their skills with the CSA. Tim, who teaches at Rugby Free Secondary School in Rugby, was asked by his headteacher to also teach computing and source training. Tim says he now greatly appreciates the variety it brings to his week. “I undertook the CSA programme to improve my subject knowledge and to get ideas for how to deliver the content in a classroom, ready to begin teaching it next year. The quality of the sessions were excellent, and I found that the way the content was delivered made it really easy to access, especially since I did not have much prior knowledge of computer science,” he said. “Now that I am also starting to pick up a couple of lessons of computer science, I am also enjoying the variety it adds to my week as I am not stuck just teaching one subject all the time. It works especially well with maths as I am now aware of more of the links between the two subjects, and have started using them to give my maths lessons a bit more of a link to the real world. “Overall, the thing that I am most impressed with is the level of support I have received. I have gotten everything out of the course that I wanted to, but then also received extra support with regards to resources and getting in touch with my local computing hub, which I’m sure will be a huge help.” Variety of courses The NCCE offers residential and short, intensive courses in response to demand from teachers.

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It’s the ideal time to enable teachers of other subjects to undertake the CPD to also teach computing. Teachers of Maths, Music, PE and more have all successfully added Computing to their skills, enabling schools to make the most of teaching capacity and build a strong department “We’ve listened to schools and launched our summer term of residential and intensive CPD with two or three day packages focused around the CSA programme. We have different opportunities available, for both new and experienced teachers.” These are free for teachers in statefunded schools, and are also eligible for the generous CSA bursaries to enable schools to access staff development. The courses are also an opportunity to meet like-minded colleagues and develop subject knowledge and teachers who complete the CSA should keep an eye out for invitations to our Summer Celebration events, being held at a number of exciting venues including Bletchley Park. Support from experts Support for schools to develop their Computing Department is also available from the NCCE’s Subject Matter Experts (SME) based at its 34 regional Computing Hubs across England with their bespoke School Engagement Programme. The programme offers fully-funded consultancy and guidance to eligible schools and colleges, SME work with leaders and teachers to identify the needs of the school and then work with them to formulate an action plan for improving or delivering computing and computer science

in their school or college. The programme is particularly valuable to schools which don’t yet offer Computer Science GCSE, and those which are at the early stages of developing their computing provision. A £1,400 bursary is available to schools which agree an action plan and £4,000 bursary support for schools which commit to introducing Computer Science GCSE for the first time. Again, these need to be claimed by the end of July. “Our SMEs can create an Action Plan to suit each school, and help them to access the right training, and bursary support, to build a resilient computing department,” said Steve Clarke CSA Programme Manager at the NCCE. “Many schools have only one computing teacher, but building capacity by training teachers with other specialisms, can help to build a resilient department. “We’re keen to make sure that as many schools as possible access the funding available now, to enable them to build a strong computing department and for young people to study this exciting subject and access the career opportunities computing offers.” L FURTHER INFORMATION To find out more about the CSA and school engagement bursaries, visit https://teachcomputing.org/bursary.

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

BASED ON ANIMATIONS IN THE LEARNER’S MOTHER TONGUE, FEATURING CHARACTERS WHO DO

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A tech-enabled education The UK education system is a world leader in the adoption and use of technology in the classroom, with teachers, pupils and parents actively involved in the way devices are utilised at school, according to new research According to new research, the UK education system is topping other countries in the adoption and use of technology in the classroom, with teachers, pupils and parents actively involved in the way devices are utilised at school. Almost three quarters (64 per cent) of schools in the UK are now embedding technology in everyday teaching and learning practices, using it to transform teaching approaches and learning outcomes. The findings come from the ‘Capabilities for Success: What’s Working in EdTech Today’ whitepaper from SMART Technologies. The research surveyed more than 3,300 global respondents, including more than 419 in the UK, made up of educational leaders, policy makers, administrators, ICT coordinators and teachers. Collected from SMART’s Edtech Assessment Tool between 2018 and 2022, it is one of the largest studies of education technology adoption available and is based on global frameworks and practices such as those from the OECD and ISTE.

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has increased in importance, with schools Parents support schools’ doing this well reporting higher outcomes. approach to hybrid learning The COVID-19 pandemic shifted many The research found parents of children schools into remote online learning in between the ages of 4-19 in the UK are compliance with local safety guidelines, but actively engaged with how technology is despite the return to in-person teaching, the used inside and outside of the classroom. research found that more than a third (39 More than half (55 per cent) are supportive per cent) continue to develop curriculum of remote or hybrid learning and have been content that can be delivered remotely. given the training and tools to support their Less than a quarter (24 per cent) of schools children. This is compared to an average globally, on average, are doing the same. of only 24 per cent of parents who feel the same across the rest of the world. Pupil involvement More than a quarter (26 per cent) of Alongside parents’ involvement, parents of UK pupils also have the research found that UK significant involvement in The schools are much more technology planning in researc willing to involve students schools and their children’s h f ound parents in the planning of digital competencies, of technology use in which contrasts with betwee children n schools too. More a global average of t h e ag of 4-19 than half (57 per cent) just 16 per cent. Since in the U es actively K are say their students are 2020, the importance of eng involved in decisionthis type of family and how te aged with chnolo making groups and E community engagement

gy is used in school

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Class Technology Solutions (CTS) is a leading Education ICT solutions provider that provides consultancy, infrastructure services, network development and upgrades, and managed support services to educational establishments throughout the UK. CTS seeks to develop and bring to market innovative solutions and has introduced to the UK the Easy4U subscription service. CTS have teamed up with Dell and Microsoft to provide a revolutionary new way for students everywhere to access the high-quality technology they need, with a portal called Easy4u. The FCA approved Easy4U subscription service assists schools/MATs, colleges/ Universities by offering a

personalised, full-service education laptop to their students, with a customised school-web shop, a self-service portal, and full-servicing and repair cover. The whole process is seamless, with parents requiring no credit-checks and the Easy4u school laptops are affordable and robust, selected specifically for the education sector. Why do clients choose Easy4U? A choice of outright purchase or rent – Provision of digital education for everyone. Security – accidental damage and theft insurance. Continuity – thanks to the provision of laptops on loan during repairs. Convenience – a single point of contact for service. Delivery & support – collection at school and on-site support.

FURTHER INFORMATION www.easy4u.school sales@easy4u.school

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Those schools reporting high outcomes are using a variety of technology in the classroom, including significant increases in the use of collaborative software, assessment software and game-based software as well as pre-created content. in comparison to schools reporting lower overall outcomes  contribute towards the technologies, content and resources used in the classroom, compared to 40 per cent globally. As a result of this increased adoption of classroom technology, UK schools are reporting better outcomes for their students and teachers. Eighty-four per cent of schools reported enhanced student preparation in the UK, compared with 78 per cent on average globally. Meanwhile, 76 per cent of UK schools report to have met their teaching and learning goals, compared to just 68 per cent in the rest of the world. Those schools reporting high outcomes are using a variety of technology in the classroom, including significant increases in the use of collaborative software, assessment software and game-based software as well as pre-created content, in comparison to schools reporting lower overall outcomes. Jim Knight (Rt Hon Lord Knight), director of Suklaa and former schools minister, said: “While the pandemic has changed the day-today execution of teaching and learning across the world, it also accelerated the evolution of technology adoption, curriculum, and other key elements of learning. The data here suggests that technology like collaborative software and game-based activity supports increased levels of student engagement and leads to improved outcomes holistically.

“The world of work is calling for students to finish their education more holistically prepared for the workplace, with many companies placing more focus on noncognitive skills like communication and collaboration over more traditionally academic skills. It is vital the policy changes accompany these needs, along with renewed support for teachers as they navigate new practice and tools.” Commenting on the research findings, Giancarlo Brotto, global education advisor at SMART, said: “We have been collecting this research for four years now, and the UK is showing itself to be a prominent leader in EdTech adoption. “It’s clear from the data that technology use in the classroom is advocated not just by the schools themselves, but among parents and students too. At a time when education was pushed to its limits during the pandemic, it has allowed for new and engaging ways of learning to be introduced and enabled crucial connections that matter between teachers and students, especially during lockdowns when face-to-face learning was taken away from students and teachers alike.” L FURTHER INFORMATION

All schools to have high speed internet by 2025 The Education Secretary Nadhim Zahawi has announced plans for every school across the country to be able to access high speed internet by 2025.

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To achieve this, the government has announced a £150 million fund to support schools most in need to upgrade their WiFi connections. Over the course of the next three years, the Department for Education will contact schools in priority areas to facilitate the introduction of faster and more reliable connectivity. The department is also publishing its first set of technology standards, aimed at supporting schools and colleges in understanding which technologies they should have in place to best support effective teaching. The standards refer specifically to broadband and in-school connectivity. Schools and colleges will be able to access advice on the most recommended technology infrastructure, which itself will support best practice in helping pupils learn. Education Secretary Nadhim Zahawi said: “Upgrading schools to high speed broadband, setting out clear standards so that schools know what technology they should have in place, as well as providing funding to support them in achieving this, is the latest way we are levelling up education across the country.”

Read the report here: tinyurl.com/y5vjnyjt

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Some schools are now legally required to register for Police CyberAlarm as part of their insurance cover.

We’re here to make implementing Police CyberAlarm as hassle free as possible. ACTIVATED

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exa.net.uk

Cyber Security

With digital attacks on schools rising, Gareth Jelley from edtech charity LGfL-The National Grid for Learning, shares his top tips on how to improve cyber security in schools Cyber security attacks on schools are on the up. According to the Department for Digital, Culture, Media and Sport (DCMS), security breaches in primary schools increased from 36 per cent in 2021 to 41 per cent in 2022 and attacks on secondary schools rose significantly from 58 per cent in 2021 to 89 per cent in 2022. The DCMS Cybersecurity Breaches Survey also highlighted that schools are at greater risk from phishing – the fraudulent practice of sending emails purporting to be from reputable companies in order to induce individuals to reveal personal information, such as passwords and credit card numbers. It also highlighted that schools are at greater risk of account take over – when a fraudster takes over an account and gains access to emails, files stored on the cloud and takes over your computer. Meanwhile ransomware is the key issue affecting schools – it’s a type of malicious software designed to block access to a computer system until a sum of money is paid.

Written by Gareth Jelley, product security manager, LGfL -The National Grid for Learning

Becoming resilient to cyber attacks

Schools should also prepare an Incident Response Plan – a document featuring a predetermined set of instructions or procedures to detect, respond to, and limit the consequences of a malicious cyberattack against your school. Schools are also encouraged to implement a 3-2-1 backup strategy, which is to have three versions of your data – two copies on different media, for example the cloud, and a USB and keep one off site/ offline. Ensure that each back up has been completed successfully and periodically check that you can restore from them.

Install security updates So what can you do to improve One of the simplest steps you can take is to cybersecurity for your school? ensure that you install security updates as If you want cybersecurity to be taken soon as possible – patches sent by software seriously, someone should be identified to providers are designed to close known take responsibility for it, ideally a member vulnerabilities. The longer it takes to install of the senior leadership team. a security patch the more vulnerable What’s more, you need you become to attacks. to ensure that you have Ensure that the Accord a comprehensive operating system and to DCM ing cybersecurity policy software you use is up security S data, in place to illustrate to date. Avoid making breache your commitment yourself vulnerable i n primary s to cybersecurity. by using out of date increas schools You can download operating systems 36 per ed from LGfL’s Elevate like Windows 7, for cent in Cybersecurity Toolkit, which mainstream 20 to 41 p a collection of key support and fixes are er cent 21 documents that schools no longer available. i n 2022 can use to elevate their Educational settings cybersecurity – it’s free are also urged to practice to all schools nationwide. good password hygiene – create Review your cybersecurity a unique password for each service on a regular basis, include it on your you are using and avoid using passwords risk register and report to governors that are easy to recall or guess. Use a so it is kept high on the agenda. password manager to store passwords E Issue 27.3 | EDUCATION BUSINESS MAGAZINE

RevBits combine expertise in technology, greater visibility, intelligence and cultural awareness to protect students and faculty staff against cyber-attacks.

Detect. Deny. Defeat. Cyber threats are constant. Protect against them with RevBits Cybersecurity Solutions. Education’s core business is ‘teaching’ and ‘learning.’ As such, there is heavy dependency on the ability to securely use and share information. Cyber criminals target Educational institutes for their research and the diverse data stored on students and staff. This could include personally identifiable information (PII), healthcare and financial information ~ all ripe pickings for purposes of identity theft and fraud. Phishing attacks account for over 90% of cyberattacks, the education sector’s exponentially increasing number of ransomware attacks often beginning life as a ‘Phish. Covid accelerated digital transformation programs to embrace e-learning add further complexity to the heterogeneous mix of systems, applications and access methodologies. Students’ ‘Bring Your Own Device’ (BYOD) and home wi-fi accessibility often in rogue isolation to the normal security measures which would and should be applied. Limited IT resources and a cultural lack of awareness by both students and faculty staff present a further cybersecurity skills gap in dealing with the threat landscape. Keeping ahead of the enemy necessitates enhanced visibility, rapid detection and a proportional response. RevBits portfolio of Next Gen Cyber solutions will address each of the aforementioned gaps to vastly improve security outcomes and help maintain the trust of students and faculty staff. RevBits CIP/XDR provides a 360-degree view, proactively protecting core information assets through the automation and integration of RevBits security modules. These detect, lure, alert, respond and intelligently analyse multi-layered security data across the security stack. RevBits will include the CIP/XDR license free of charge with the purchase of any combination of the following solutions:To combat sophisticated phishing, spear-phishing, page impersonations and address cyber security awareness: RevBits endpoint based Email Security solution uses patented endpoint algorithmic analysis to detect and block those sophisticated complex phishing and page impersonation attacks missed by incumbent SEGs. Email authentication automates workflows and reliably deploys standard email protocols that authenticate out-bound emails. DKIM, DMARC and SPF policy settings are automated to prevent email and domain spoofing, removing the complexity and difficulty of enabling such capability. RevBits Email Security is compatible with SEGs and serves as an effective second layer of defence. To address the other half of the phishing issue – human error –users are directed to leading NCSC certified cyber-awareness training. To combat “accessibility” issues e.g. Students BYOD: RevBits ZTN protects resources by ‘trusting no one’ by default, enabling granular access to specific assets and applications ~ identifying, isolating, and monitoring remote network connections in real-time. Moving the network perimeter to the endpoint RevBits Zero Trust Network (ZTN) helps isolate and protect your internal assets without the necessity of implementing complicated network segmentation. Implementation of ZTN architecture is straightforward. To combat Ransomware, unknown malware, SQL injection, zero-day exploits, man-in-the-middle, fileless and other attacks: RevBits Endpoint Security/EDR conducts a three-phased analysis on new executables and includes the most comprehensive robust EDR solution on the market. RevBits behavioural analysis integrates with the ‘MITRE Attack Framework’ within our intelligence engine. Patented technology includes unique antirootkit threat detection, prevention, and removal capabilities to enable visibility and operation at the kernel level, blocking all unauthorised signed or unsigned drivers. Independent ICSA Lab results reveal 99.8% detection rate and ZERO false positives.

RevBits are ISO27001 & Cyber Essentials certified. Members of Forbes Technical Council and techUK. Articles of interest. For further information please contact Kristina Holland, Vice President Sales UK & Ireland kristina. holland@revbits.com or visit RevBits.

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Cyber Security

 if you find them hard to remember - the password manager will remember it for you. Multi factor authentication Use multi factor authentication for as many services as possible. Multi-factor authentication is when a user must provide two or more pieces of evidence to verify their identity to gain access to an app or digital resource. Multi-factor authentication (MFA) is used to protect against hackers by ensuring that digital users are who they say they are. Then if a password is compromised you have another level of protection for your account. Schools should also encrypt sensitive content – which converts information or data into a code to prevent unauthorised access. They should also implement user awareness training so all your staff understand the importance of installing updates, know how to spot a phishing email and what to do if they are accidentally caught by one. From time to time, test staff awareness of potentially dangerous emails by undertaking a phishing test and use adverse findings to build awareness and confidence of staff in potentially harmful emails. Secure contact details Ensure that you have secure backup copies of contact details for parents and keep them updated, so if this data is inaccessible or wiped as a result of an attack you are able to contact them to coordinate pick up times and avoid safeguarding issues.

Ensure that anti-virus software is installed on everything and is working. It is important that someone is looking at the alerts as they come through and not just viewing them as white noise. Prior to a ransomware attack it is possible for there to be a spike in alerts that can be an early warning sign. Schools are also encouraged to carry out spot checks on the team, person or supplier responsible for managing your cybersecurity. If you are supported by a company, ensure that they have Cyber Essentials Plus or ISO 27001 certifications and that cybersecurity is covered as a core element of their contract.

take a snapshot of the state of cybersecurity in all UK schools. Can you help shape the UK’s response to the threats schools face and help us equip you to meet your training needs? All we ask is for one member of each school to take five minutes to answer a few multiple choice questions. The survey will only take five minutes to complete but will help to inform shape and improve the UK’s response to cyber security support in education. Complete the audit here: securityaudit.lgfl.net L

An audit of cyber security LGfL is working with the National Cyber Security Centre (NCSC, part of GCHQ) to

For further top tips on cybersecurity for schools visit: tinyurl.com/2xxrkbfw or www.lgfl.net

FURTHER INFORMATION

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Issue 27.3 | EDUCATION BUSINESS MAGAZINE

P R OT E C T Y O U R S C H O O L

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CHURCHES FIRE & SECURITY HAS BEEN PROTECTING THE EDUCATION SECTOR FOR 30 YEARS Ch u r c h e s F i re & Se c u r i ty ’s qu a l i ty pr o t e c t i o n s e r v i c e s h ave be e n enabl i ng t h e e d u c a t i o n i n d u s t r y t o ke e p t h e i r s t a f f, s t u de n t s a n d v i s i t o r s s a fe from t h e t h r e a t o f f i r e and theft.

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The Education Business Awards – which celebrate excellence within the education sector – will take place in-person on 15 June at the Royal Garden Hotel in London, after two years hosted online due to the pandemic The Education Business Awards is returning as a live event on 15 June at the Royal Garden Hotel in London – after two years hosted as a digital event due to the pandemic. The awards, sponsored by Churches Fire, recognise the outstanding work, commitment and achievements of schools and academies. Schools have had a difficult time navigating through the Covid-19 pandemic, balancing the need for a Covid-safe environment while still educating pupils and ensuring they catch-up on any lost learning caused by the closures. Now, more than ever, it is essential that we continue to recognise their achievements and to acknowledge the vital role schools play in helping the country to bounce back after the pandemic. Schools on the 2022 shortlist, which will shortly be announced, will be recognised for their excellent work in areas such as ICT innovation, environmental excellence, and outstanding progress. The 2022 Awards will be presented by celebrity host Jeff Brazier. Now a weekly presenter on BT Sport Score, an ambassador for People’s Postcode Lottery and a regular presenter on TalkRadio, Jeff is a qualified Life Coach and Grief Counsellour. His first book The Grief Survival Guide was published in 2017. Previous winners Last year, the primary school that scooped the Outstanding Progress award was Eldersfield Lawn CofE Primary School in Gloucestershire. With just over one hundred children or roll, Eldersfield puts a range of experience

Education Business Awards

The Education Business Awards return as a live event based learning opportunities to good use in order to meet the needs of pupils. It has adopted the 17 Global Goals for Sustainable Development as a key curriculum driver, which gives a real context to the children’s learning and will enable them to make informed decisions as they move through life. After school clubs cover a range of sports and physical activities as well as helping pupils with real-life experiences. The secondary school that was presented with the Outstanding Progress Award last year, was City of Norwich School. Two awards from SSAT’s Framework for Exceptional Education – for Curriculum Design and Professional Learning, indicate that the school is amongst the most exceptional in the country, with particular attention paid to the professional development of staff. CNS works in partnership with the London Guildhall School of Music and Drama and is home to the Norfolk Centre for Young Musicians (NCYM).

6,500 rivals in a nationwide competition, which was held virtually. The Remote Learning Award is presented to the educational establishment that has delivered a successful remote learning programme whichenabled students to continue to progress during the Covid-19 pandemic. Last year, the Repton School in Derbyshire won the award for the commitment of its teaching and support staff, as well as a new integrated IT system, which ensured that continuity of education was provided since day one of lockdown. A pupil wellbeing survey conducted in January this year confirmed that 96 per cent of pupils reported either no or very low levels of anxiety as a result of home schooling. The ICT Facility Award is awarded to the educational establishment that has made outstanding progress in the provision of a first class environment for the teaching of ICT and related subjects. The 2021 winner went to Smithdon High School in Norfolk for its complete library Innovation in IT and computing redesign, which includes capacity for oneLast year, the ICT Innovation Award was to-one learning, a quiet reading area and awarded to Highgate School in London for the school’s fifth computer suite, with hosting the CyberFirst Girls Competition, room for an entire class of students. which provides a fun, challenging Last year, the Environmental Practice Award environment to inspire the next generation was presented to Worle Community School of young women to consider Academy in Weston-super-Mare, a career in cyber security. Somerset. The school has been The A team of four girls praised across the world in a awards from Highgate School competition involving 105 were crowned the nations. Climate Justice recogn i winners after Revolution, which has s e the out beating more than grown from four pupils in s t a n ding work, c 2019 to over 20, won a and achommitment commendation for Social ieveme Media Champions as well n of scho as being semi finalists in ols and ts the international Global academ ies Social Leaders competition involving over 600 teams. The school has also recently installed two electric car chargers. School buildings and security Last year, the School Building Award was awarded to the Broxbourne School in Hertfordshire. Completed five months ahead of schedule, the state-of-the-art Broxbourne School comprises multiple buildings which feature a range of exciting new facilities including a new indoor sports hall, 3G football pitch, a multi-use games area and a music centre, which will be available for use by the whole community. E Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Trusted nationwide fire safety services

Strictly Education You educate, we support

Churches Fire & Security has supplied quality fire safety and security services throughout the education sector since 1992. We are proud to be the headline sponsors of the Education Business Awards 2022, as well as sponsoring the Excellence in Health & Safety and Outstanding Achievement in Secondary Education Awards. Operating as a nationwide business, Churches Fire & Security specialise in delivering the required fire safety and security measures to education settings, through a network of highlyqualified technicians. Offering standard services such as fire alarms, extinguishers, emergency lighting, fire training and alarm monitoring, we also service dry and wet risers, sprinkler systems, CCTV and intruder alarms. I n 2022, we launched a

Strictly Education partners with over 2,000 schools and academy trusts to deliver an integrated service solution across HR, payroll & finance, premises, IT and school governance. Helping alleviate administrative burdens and challenges faced by schools today, allowing back office operations to run efficiently, freeing up time, leaving staff to focus on improving pupil outcomes. L

purpose-built alarm receiving centre at a secure location to provide 24/7 alarm monitoring services for our customers. Churches Fire & Security hold third-party accreditations from several governing bodies including BAFE, BAFSA and NSI. We work alongside our customers to provide the services for their business, as well as ensuring they meet their legal obligations through regular maintenance. Fire safety and security in education must be a high priority for all. For more on keeping your school safe from fire and theft, get in touch today. L

FURTHER INFORMATION 0370 608 4350 customer.services@ churchesfire.com www.churchesfire.com

Enabling the learning experience in these challenging times

As the education sector continues to adapt to the changes brought about by the impact of the pandemic, more and more are discovering the benefits of utilising dedicated scanning devices as a way to aid the seamless provision of the curriculum and to help with administrative processes including back-file conversion. Digital processes are helping with engagement between all parties as well as serving as a way to share material via systems between pupils, teachers and parents. Scanning documents and course material can make the scanned information easily searchable, retrievable and editable, saving time and improving productivity. Once digitised, the information can be organised and stored for anyone to access anytime and

from anywhere. Additionally, with the concerns around data privacy, documents can be easily tracked, with a clear audit path, so you know who has access, where, how and why the information is stored with visible retention periods. An ideal scanner model is the ScanSnap iX1600 for intuitive automated scanning of a range of material, the in-built touch screen with the ability to create multiple scan profiles makes operation a breeze for staff members, home users or other members of a household, it really is the smarter way to work. L

FURTHER INFORMATION http://emea.fujitsu.com/ scanners-in-education marketing@uk.fujitsu.com

FURTHER INFORMATION www.strictlyeducation.co.uk

A revolutionary combination of plants and technology in schools Air pollution is a major cause of premature death and disease, being responsible for an estimated 4.2 million deaths each year. City Air Technologies’ advanced technological planters amplify the natural purifying power of plants, removing 99.5 per cent of airborne viruses and pollutants while producing oxygen. The indoor air we breathe is three to four times more polluted than that outside. Many sources of indoor pollution such as furniture, carpets, office equipment produce volatile organic compounds (VOCs) harmful when breathed in. This is why schools and academies need solutions. Planters from City Air Technologies remove more than 99.5 per cent of airborne particles, including allergens and

bacteria. In addition, with the attachment of a HEPA 14 filter, its system removes 99.97 per cent of airborne viruses particles. For more information on advanced air solutions in your school or academy please contact us now. L

FURTHER INFORMATION www.cityairtech.com

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

A part of the community The Community Award recognises schools working in partnership with other public sector bodies on projects that bring specific benefits to the local community. The 2021 winner was Castledon School in Essex, which, in the last two years has dedicated 144 working days to its local nature reserve. A variety of students help the local ‘happy hub’, a charity that supports the community by providing help to the homeless and people struggling with mental health.The school also runs a community cafe called Poppies. The School Recruitment Award last year was presented to High Hazels Academy in Sheffield for its methods to address recruitment and retention challenges. The school’s leadership team undertook a programme of initiatives, including mentoring, continuing professional development (CPD), succession planning and flexible working. Strong communication has been central to the success of the new flexible working strategy. Voluntary staff turnover rates have reduced significantly in the same timeframe, dropping from 12.2 per cent to 2.5 per cent in 2019 for Key Stage 1, and from 10.9 per cent to 4.9 per cent for Key Stage 2. The School Procurement Award recognises an individual project where a school has worked with an outside agency or local authority to refine its buying practices and increase value to the taxpayer. Dudley Metropolitan Borough Council / Revolution scooped the award last year. The commercial trading arm of Dudley Council worked alongside their procurement colleagues – as well as those in adult social care and children’s services - to source, order and supply thousands of items of Personal Protective Equipment (PPE). The effort across the whole council ensured it was safe for all staff and children to return to schools, colleges and early years providers across the borough when the time was right. Ensuring that the IT provision was sufficient to allow teachers to deliver online lessons, a scheme to distribute laptops and devices to vulnerable youngsters in the borough was devised. Last year, the School Catering Award was presented to Overdale Junior School in Leicester for making lunchtime a positive experience and increasing the uptake of school meals. Last year, Overdale Junior School became the first school in Leicester to achieve the prestigious Gold Food for Life award from the Soil Association. The school constantly promotes free school meal entitlement and strives to increase the general uptake of school dinners. Parents are invited to taster sessions and the school held its inaugural ‘Lunchtime Companion Get Together’, which gave children the opportunity to socialise and chat over lunchtime with older people. Last year, the STEM Award was awarded to Ramsden Primary School in Nottinghamshire for its STEM Club which is often over-subscribed, with creative activities including experiments with sound and investigating gases. The club has partnered with the BBC, the Royal Microscopy Society and local businesses, and was referenced in the school’s latest Ofsted Report. The Art & Craft Award is presented to the educational establishment that can provide first class learning environment and modern, flexible facilities for students of art & craft. The winner last year was St. Mary’s School in Cambridge for offering an exceptional environment for the teaching of Art & Crafts. Junior school students now have an opportunity to explore different techniques and materials in a specialist Art space, guided and inspired by the school’s Artist in Residence. Senior School and Sixth Form students benefit from specialist teaching in Studio 47, the schools Art and Photography Centre. Space to play The Play Space Award recognises the outdoor playground environment and spaces in nurseries/primary schools where innovative equipment creates opportunities for learning. Kentmere

Academy and Nursery in Rochdale won the award last year for its investment in outdoor facilities to promote fitness, learning outdoors, wellbeing and mental health. All classes from nursery to year 2 have outside classroom areas to help promote learning and independent study / challenge areas. It provides a playing field, sports court, outdoor playing equipment including soft floor play, gym equipment, games for fun and learning, a reading hut, track, polymer climbing frame, forest area, outside growing beds, scooters, and sports equipment. Last year, Telford Priory School in Shropshire scooped the School Music Award after receiving Sir Elton John’s seal of approval for their version of ‘I’m Still standing’. The rock legend said he had been “blown away” by the school’s version of the track and had “loved” their version so much he had watched it three times, and invited them to a gig when he plays in England after the coronavirus crisis is over. Since the video was published, students have seen their story go around the world, with interest from US, Australian and New Zealand TV networks, as well as legendary music publications Rolling Stone and NME. The SEN Provision Award was presented to Bramfield House School in Suffolk for its inclusive approach to learning. Bramfield House School takes boys from a wide catchment who have failed in several settings and who have significant social, emotional and mental health needs. The curriculum offers a range of activities not usually accessed by boys in settings of its type, ranging from rock climbing, sailing and archery to bi-annual ski trip. A school farm, horticulture area, construction and motor mechanics facilities are all on site and combine to help offers a sense of belonging as well as therapeutic approaches to building boys confidence and sense of self worth. Heathfield Junior School in Middlesex won the School Sports Award last year for its work overhauling its PE provision during lockdown. Many after school clubs cater for all abilities and ages, including athletics delivered by GB athletes Jonathan Barbour and Josh Grace. L

Education Business Awards

 The School Security Award meanwhile went to Leighton Park School in Berkshire for its stringent perimeter security which is essential due to the flexibility in the length of the school day. The School Safety Award went to Ulverston Victoria High School in Cumbria for its well organised and highly successful lateral flow testing programme, which has helped to break the chain of transmission of COVID-19. More than 4,500 lateral flow tests were carried out across nine days in the school sports hall - equal to three tests per pupil – which meant a huge scaling up of the school’s testing programme.

FURTHER INFORMATION www.awards.educationbusinessuk.net

Financial management for schools and academies Alan founded Alan Patient & Co over 31 years ago. He is a chartered accountant and registered auditor and a fellow member of the ICAEW. Alan is a true professional and delivers excellent quality work. The company’s accountancy support and advice liberates academies and schools from the stresses and uncertainties of financial management and compliance. The support, guidance and advice given from Alan Patient’s educational team is designed to help meet the requirements of the ESFA and the Trust Handbook. Alan Patient & Co gives out expert advice and cost‑effective help on many issues ranging from accounting software, academy funding, to budgets and forecasts and even advice on tendering. The company has a team of five consultants available including one of its partners and a senior manager dedicated

to this sector, who would be able happy to help. Alan Patient & Co can assist with school resource management self assessment tool; help to prepare BFR3Y; academy accounts return; teachers’ pension scheme audit; and pre and post conversion. The company can also assist with annual accounts and external audit; budget setting, as well as creating three to five year forecasts. L

FURTHER INFORMATION www.alanpatient.com academies@ alanpatient.com 020 8532 9843

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

EducationBusinessuk.net

Advertisement Feature

Practical tips for top quality mental wellbeing support Over the last two years, UK school leaders have had to deal with intensive virtual learning, teacher fatigue, school closures, and the unpredictability of new covid pressures affecting day-to-day operations. So how should you approach mental health support?

Although it hasn’t helped, teacher retention and satisfaction isn’t a new issue brought on by Covid-19. Teacher attraction and retention have been impacted by the difficulties faced by school leaders to train or recruit enough trained teachers to fulfil the demand caused by expanding secondary pupil numbers well before the epidemic - extending back to the early 2010s. Another issue influencing current teacher numbers is the long-term impact on teachers’ well-being as a result of ongoing disruption in the classroom over the previous two years, with an increase in the percentage of school employees reporting a loss of confidence and high workload. As an employer, there are many ways you can support the mental health of your teachers and support staff and that starts with opening up the conversation. The pandemic’s impact has increased teachers’ workloads, which were already onerous, and many are seeking their employers to put systems in place to alleviate the stress. Create a wellbeing toolkit A wellbeing toolkit is extremely useful as it can be used for both prevention and management of stress and mental wellbeing. The overall idea is to equip employees with strategies to cope with the pressure of working in education, develop skills such as resilience and signpost free resources or professional support. Your wellbeing toolkit can contain whatever your employees need so it might be worth carrying out a survey to ask them. As an example, at Randstad, we provide all employees access to a 24/7 mental health

helpline. For further information on wellbeing toolkits, check out Mental Health At Work. Read Randstad’s top tips for opening up a conversation with your staff about mental health and wellbeing to ensure they receive the support they need. Give employees a sense of belonging According to our research, one in five (20 per cent) of UK employees feel unwelcome at work. With around 31 million workers in the UK, this translates to 6,200,000 colleagues who are feeling professionally excluded. This clearly suggests that education staff, along with those from other professions, would value being made to feel part of a school community.

Have an open door policy An open door policy enables your staff to approach you and talk about something that is causing them stress and/or affecting their mental health without the worry of being judged. It’s down to you to create a supportive environment and let your employees know that you are available to schedule a chat whenever they need it, whether that’s face-to-face or virtually. Following on from the point above about checking in, you might find this actually helps to facilitate your open door policy because your employees trust you more. It is a requirement for employers to create a mentally healthy working environment for all. It can be difficult to know where to begin when you don’t know where to start, but keep in mind that even tiny improvements can make a significant difference and go a long way toward assisting teachers and other staff who are struggling. If you have any questions or would like to discuss your school’s wellbeing strategy, you can get in touch with a Randstad consultant today at the contact details below. L FURTHER INFORMATION Call: 0845 600 1234 Email: education@randstad.co.uk Search: randstad education

Check in with employees Carry out informal meetings to check in with your employees on a regular basis. Go beyond asking ‘how are you’ whilst being careful to avoid being overbearing or pushing them to disclose how they feel. If they do open up, listen and engage non-judgmentally, be compassionate, help identify potential stressors and offer support. Over time, this will help you build trusted relationships with your teachers and support staff and you will likely become more alert to shifts in their mood because you’ve taken the time to get to know them better. For example, if you notice someone who is usually quite chatty and bubbly withdrawing from conversations, this might indicate that something is wrong.

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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Play Written by Mark Hardy, chair of the Association of Play Industries

Investing in outdoor play

Every playground in the North-East and the North-West serves over 600 children, compared to just 196 in Scotland. Welsh children enjoy access to over twice the number of playgrounds than children in London.

The decline in play opportunities Digital culture has created a strong inducement for children to stay indoors. At Chair of the Association of Play Industries, Mark Hardy, presents the same time, inequitable public outdoor new research showing that children’s access to community play provision leaves many children with outdoor play spaces is a ‘postcode lottery’, and discusses how nowhere safe and local to play. Children are important it is that schools prioritise outdoor play being pulled indoors by screens and pushed away from outdoor play because of patchy provision, as cash-strapped Local Authorities Access to public play spaces in the UK in five in London), rely on public play areas for face increasingly difficult choices in how they is unfair and unequal, according to new outdoor play and exercise. For many children, allocate their budgets. Funding for outdoor research. A Freedom of Information survey community playgrounds are their only play areas is often sacrificed in favour carried out by the Association of Play chance to get active and play of other demands, particularly Industries (API) has revealed that some outdoors. Disabled children’s over the last two years. Yet For UK regions have almost five times the access to, and enjoyment never before has outdoor children free-to-access play provision of others. from, playgrounds also play been so important play is a , The API’s Equal Play campaign is calling on needs to improve. in tackling soaring s b asic a need the Government to level up the life chances The research finds childhood obesity rates as sleep of UK children by ensuring equal access for children in London and mental health a nutrit , ious die all to public play spaces. In the UK, public have access to almost issues - problems t s , upportiv playgrounds are the number one location for five times fewer public hugely exacerbated e educatio care, children’s outdoor play. Free, outdoor play is playgrounds than by the pandemic. na vital for children’s physical and mental health children in Scotland. human nd and without it normal childhood development The West Midlands The fundamental interact is curtailed. The research highlights the has the worst play need to play ion ‘postcode lottery’ facing children and families, provision in the UK with For children, play is as basic with some areas well-served and others 929 children per playground. a need as sleep, a nutritious seriously deprived of community play facilities. It also has the worst childhood diet, supportive care, education The vast majority of British children live in obesity rates in England (Year 6). and human interaction. Without any one of built-up urban areas, and those from the one London has the second worst play provision these things a child’s normal development in eight UK households without a garden (one in the UK with 866 children per playground. will be impeded physically, mentally and E Issue 27.3 | EDUCATION BUSINESS MAGAZINE

As the name suggests, a Multi-Use Games Area (MUGA) is one that can be used for a variety of different sports and activities. They are becoming very popular with sports clubs, schools and other organisations that have limited spaces and need to get the best possible use out of a premium area. Our MUGA consists of an artificial, all-weather sports surface made with synthetic materials, which will typically include multiple pitch markings for different sports.

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Edenhurst Prep School’s enhanced MUGA sport surface Edenhurst Preparatory School truly wants the best for their pupils, so when Head Teacher, Nick Copestick, got in touch with Playrite looking to upgrade the school’s tired macadam surface, they were happy to help him select a product to meet their unique sporting requirements. There are so many things to consider when choosing a new synthetic sports surface, such as durability, performance and maintenance. The school needed the replacement surface to be low maintenance, suitable for a wide variety of sports and manufactured in the UK. Working through the school’s requirements, Playrite was able to recommend their Matchplay 2 as the most appropriate choice, which as their leading MUGA (Multi-Use Games Areas) surface would be able to enhance the range of outdoor play facilities available to pupils. Artificial MUGA surfaces are cheaper to maintain than natural grass pitches, and are

growing rapidly in popularity. Mr Copestick, the Head Teacher at Edenhurst Preparatory School, Newcastle Under Lyme, maintains the school’s focus is on nurturing, inspiring and helping the students achieve. They want the very best for the pupils and were keen to introduce a MUGA surface that could cater for the diverse range of sports pupils are interested in, whilst offering low maintenance properties. Local contractors, Bradley Surfacing

Systems were then introduced to Mr Copestick, who had previously worked alongside Playrite on a number of projects carrying out the installation through to completion. Having recently received an update from the school who confirmed the facility is being used on a daily basis and that the MUGA surface has added an extra dimension to the range of external facilities that they are now able to offer to their pupils and Matchplay 2 has been a great benefit in the school’s outdoor play facilities. One of Mr Copestick’s other influencing decisions was the fact he could source the surface from a UK manufacturer and knowing the installation team are so local and can be on hand at short notice. Another great example of Made in Britain. L FURTHER INFORMATION www.playrite.co.uk

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Play

Research for the British Psychological Society has revealed that more than three-quarters of parents of primary-aged children believe play is now more than or just as important as academic catch-up  emotionally. We wouldn’t dream of leaving any one of these elements to mere chance, but we do precisely this for outdoor play. The problem lies in the assumption that outdoor play is a nice-to-have, an ‘extra’, rather than an essential component of childhood. The truth is that without outdoor play children are denied crucial aspects of their development where they learn about relationships, resilience, compromise, self-reliance, problem-solving and risk taking. They will not build muscle, develop essential motor and coordination skills or know the joy of physical activity. They will not learn how to stave off boredom using their own ingenuity and will default back to their screens. They will not burn enough calories to stay at a healthy weight. We really are setting our children up to fail. Never before has a generation moved so little and been so unhappy and unhealthy. The frustrating fact is that given half a chance children would be out playing just as much as previous generations - in other words, if playgrounds are there, children use them. But a dearth of quality, local, ‘doorstep’ playgrounds, the lure of technology and an environment perceived as largely hostile to children’s outdoor play is driving them indoors in their droves. The erosion of school playtime Research for the British Psychological Society (BPS) has revealed that more than three-

quarters of parents of primary-aged children believe play is now more than or just as important as academic catch-up, amid fears the pandemic has reduced opportunities for their children to engage in playtime at school. Yet research shows that since 1995, children’s break times in the school day have been reduced by 45 minutes a week, resulting in eight out of ten children now having less than one hour of physical activity per day. Dr Dan O’Hare, co-chair of the BPS Division of Educational and Child Psychology, said: “It’s clear from the survey findings that play is valued highly by parents. We now need the government to take bold action and prioritise school playtime for our children’s development. This isn’t an ‘ask’ for more playtime, it’s about reclaiming what has been lost. There needs to be adequate support, funding and resources for teachers who are already under increasing pressure to deliver the curriculum.” Learning whilst playing Play is fundamental to the development of pupils’ physical and mental health. Free, outdoor play boosts learning, concentration, physical literacy, creativity, resilience, confidence and social skills. Learning whilst playing is the foundation for all the learning experiences that will follow in a child’s school life. Without even realising, children develop knowledge, skills

and lessons for life, and providing time, space, opportunity and a positive attitude to play benefits children of all ages. With one in three children overweight or obese by year 6 and child mental health problems at record levels, high-quality outdoor play equipment in schools is now more important than ever. Children have natural energy and school playgrounds help to foster a lifelong love of play. Outside spaces can get children moving during lesson time, break and lunch times; physical literacy levels will improve and schools report improvements in attainment, behaviour and wellbeing too. School is the only safe place for some children to play For children in some socially deprived communities, school may provide the only safe outdoor place to play and be physically active. Every child should play every day, and it will fall on many schools to ensure this happens for these children. Invest in outdoor play When schools improve their playgrounds and outdoor facilities, positive things happen. However, playground improvements can be a significant investment and seem a daunting prospect. As the UK’s leading play association, members of the API are reliable, trustworthy and financially sound, and they operate to the highest standards. They are also credible and backed by the API’s Professional Code of Conduct. API members are also experienced; they will provide evidence of previous work and references. They are also innovative - the API Charter ensures they design exceptional, high-quality play spaces for children of all ages and abilities. L FURTHER INFORMATION www.api-play.org

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

George the Poet is a vocal advocate of ‘educational escapism’. TV presenter, Kate Humble says that school trips helped learning make sense, and adventurer Paul Rose believes his first Geography school trip was the making of him. Looking back on our school days, it is the school trips that we remember – the experience of being somewhere new with our friends, away without our parents. It may have been the first time you had your own passport, the first time you had ventured abroad. Educational tours, trips and visits provide students with some of the most valuable and memorable learning experiences. But it is about more than ‘just’ learning. When planned well, school trips give students unrivalled opportunities to become more independent, to grow in confidence and self-belief, relationships strengthen. This all leads to better engagement when back in the classroom. Two years of isolations, disrupted learning and lockdowns have had a major impact on young people’s mental wellbeing as well as their educational progress. ‘Stay local’ or ‘Stay at home’ guidance has reduced travel, stunted horizons and meant students have had few opportunities to try new things or embrace challenges.

How a school trip can help pupils Taking a school group overseas – Time together on a school residential is what do I need to know? an ideal way to help students to learn The outbreak of the Covid-pandemic also to work and be together again. coincided with the UK’s departure from The change of environment helps to provide the European Union. The clamp down inspiration. New sights, sounds, activities, on travel and lack of overseas food can all help to boost creativity. educational visits over the Travel increases awareness past two years has meant and understanding of other Educati we haven’t had to give countries, languages o n tours, t al much thought to the and cultures. r ips and vis new rules and changes. its As school travel starts student provide to pick up the time is s w ith some o right to look at what f t h e most memor you need to consider able when planning an experie learning overseas school trip. nces Since the end of 2020, when the UK left the EU, there are several things that you and your group need to check or be aware of prior to travelling to Europe. Firstly, passports must be valid for 6 months or longer from the date of your departure. Regarding visas – EU (Schengen) and UK citizens do not require short-stay visas for leisure travel of up to 90 days in a 180 E

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Written by Justine Lee from the School Travel Forum

Justine Lee from the School Travel Forum discusses the benefits of residential school trips following the challenges of the pandemic, and highlights important Brexit-related travel changes

School Trips

Get back on track with a school trip

The 24-hour nature of residentials helps students to learn how to co-exist. It can breakdown barriers and help relationships develop that may not have naturally grown in the traditional school environment. Being in a new environment gives students the chance to display, or grow, their leadership skills. It is often those that don’t have the chance to shine at school, whose skills and competencies come to the fore once in a new situation. What’s more, a school residential also moves pupils out of their comfort zones which helps them to grow in confidence and become more independent.

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What is ETIAS and what do I need to do? At the end of this year, the EU will roll out the European Travel Information and Authorisation System (ETIAS). This is a U.S. style electronic authorisation system for visitors from countries that are not part of the EU, including the UK. The aim of the ETIAS is to strengthen the borders of the Schengen Area by pre-

The outbreak of the Covid-pandemic also coincided with the UK’s departure from the European Union. The clamp down on travel and lack of overseas educational visits over the past two years has meant we haven’t had to give much thought to the new rules checking the data of travellers before they enter the EU-zone. While British citizens do not need a visa to enter or travel within the Schengen Area, from the end of 2022, UK citizens will need to apply for ETIAS before they travel. It is a simple online application form, will cost seven euros and will be valid for three years. Where can I get help or advice on planning a school trip abroad? The Department for Education recommends that schools choose a travel/tour provider that holds the LOtC Quality Badge for off-site educational visits or trips. This accreditation, which is held by all members of the School Travel Forum, is the only award that covers risk management, including infection control, and the quality of education provided. For the latest

School Trips

 day period. Travel to Ireland is excluded from the 90/180 day rule and visits to Bulgaria, Croatia, Cyprus and Romania are not counted towards this total. Regarding travel insurance, residents of the UK can still obtain healthcare in EU member nations under the Global Health Insurance Card (GHIC). This is the UK’s replacement for the EHIC. Like the EHIC it covers the holder for treatment at staterun hospitals and GPs, at a reduced cost or for free, when travelling in the EU. Since January 2021, UK mobile phone operators have been allowed to reintroduce roaming charges. This means that you are unable to use your minutes or data if you use your phone in the EU, Norway, Switzerland, Iceland or Liechtenstein. Check with your service provider before travelling and consider turning off roaming on your mobile phone when you are abroad. These changes do not apply to travel to the Republic of Ireland. Regarding Covid – while all restrictions on travelling into the UK have been removed, each country has its own rules and requirements. You can find out the latest information relating to countries within the EU at www.visiteurope.com

information and guidelines for organising educational visits or overseas trips, you can contact your local Outdoor Education Adviser. The Outdoor Education Advisers’ Panel produces the National Guidance relating to overnight educational visits within the UK and your local Outdoor Education Adviser is on hand to provide practical information and advice. You can find details of your local OEA at www.oeap.info The School Travel Forum is the independent industry body for companies providing overseas educational visits. Members hold the LOtC Quality Badge, are ABTA members and are regularly audited for health and safety, and risk management. Their expert staff teams have many decades of experience of supporting school trips and tours, and are available to help you to decide on the best trip and destination for your group. You can find a STF member at the website below. L FURTHER INFORMATION www.schooltravelforum.com

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

SUPPORTING THE PUBLIC SECTOR with providing disbursement and hardship payments We’ve helped the public sector distribute over £120 million in hardship funds. Find out how we can help you support local families in need this winter.

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“ We’ve had really

positive feedback from the families we support.

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Sheila McKandie, Head of Revenues and Business Support, The Highland Council

sodexo.com/voucher-schemes call us on 01908 303477 or email us at ccs.framework@sodexo.com

Advertisement Feature

The provision of free school meal vouchers As a supplier on Crown Commercial Service’s Voucher Schemes framework, Sodexo is able to support local authorities and educational establishments across the UK via the provision of food vouchers, hardship payments, free school meal vouchers, local voucher schemes. Here’s how

Last year, the Coronavirus pandemic impacted many families across the country. Throughout these unprecedented times, we supported local authorities and educational establishments across the UK in providing much needed support to vulnerable members of their communities. Since March 2020, we’ve worked in partnership with over 150 clients and distributed over 1.3 million free school meal vouchers and over £120 million in funds from public sector bodies in the shape of hardship funds and customer payments. As one of 13 suppliers on Crown Commercial Service’s Voucher Schemes framework, we’re able to continue to support public sector organisations via the provision of food vouchers, hardship payments, free school meal vouchers, local voucher schemes, consumer reward and survey completion incentives. We pride ourselves on our ability to bring people and organisations together in a way that makes a real difference to people’s lives and being on the framework ensures that support continues for our public sector partners. We provide public sector bodies with access to an end-to-end voucher delivery system which is not only secure, but simple to use! All our customers benefit from a fully managed service with dedicated scheme management and customer care support. But don’t just take our word for it, here’s what our customers, North Aryshire and Highland Councils, had to say about working with Sodexo: North Ayrshire Council “Alongside North Ayrshire, we developed a multi-store voucher solution allowing recipients to select from the main supermarket retailers depending on which was local to them. A voucher ordering form was created so the council could easily place orders every two weeks. Once the order

was received, parents would receive the vouchers within a 48-hour window or less.” To help parents and carers understand the scheme, we created a demonstration video alongside a step-by-step guide on how to redeem their voucher. Our Customer Care team was also on hand to help any parent that had questions. Here’s what Neil McAleese, business planning team manager for North Ayrshire Council, had to say about working with us: “Our requirement for the services of Sodexo came on the back of the COVID-19 Pandemic. We had to implement a solution quickly which was flexible in terms of frequency of the vouchers, continuing to provide a workable solution for parents, and meeting our own budgetary pressures. Sodexo have been excellent throughout, with fantastic client service managers who provide continuous support. “From the outset, Sodexo were transparent in how they charged for the service which allowed for a streamlined procurement process for both parties. From a parent’s perspective, the choice of retailers has been warmly received and this has undoubtedly contributed to the overall success of our pandemic food voucher programme. Sodexo have provided a flexible, practical and easy system which has been of huge benefit to North Ayrshire families” Highland Council Due to the closure of schools last year, the Highland Council needed to ensure that they could continue to support local families across their county. We worked with them to provide a multistore digital voucher scheme that would allow vouches to be issued to eligible families to purchase food at their selected supermarket. They placed bulk voucher requests with our

team, which were then released to them to be distributed locally to their families by email. Once notified, parents could then log on to our platform to redeem their voucher code for an e-voucher to spend at their chosen major supermarket chain. To ensure that the parents and carers understood how to access the scheme we created a tailored communications campaign which included an e-book, factsheet, and an information sheet for parents. Our customer care team was also available to assist with any queries from the Council’s Welfare Resilience Team and parents and carers. Here’s what Shelia McKandie, Head of Revenue and Business Support for The Highland Council, had to say about working with us: “We knew that we needed to implement a fast-paced solution to support thousands of families in Highland, with minimal disruption for parents and carers. Sodexo have been wonderful to work with throughout the whole process! The availability of the helpline and how quickly any issues were resolved was a big plus for us. We’ve had really positive feedback from the families we support, across a diverse and vast geographical area, in what has been a really challenging health and economic crisis.” If you’re looking to provide vouchers to specific customer groups - we can help! We provide flexible voucher choices to suit your requirements, a choice of over 100 retailer brands, an easy-to-use platform backed by award-winning customer support. L FURTHER INFORMATION Get in touch today to see how we can support you. You can learn more at: sodexoengage.com/voucher-schemes or contact us on 01908 303477 or ccs.framework@sodexo.com.

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Advertisement Feature

Rubb’s MUGA facilities have you covered SAPCA has launched a new code of practice for the design and construction of multi-use games areas to ensure you get the most from versatile sports facilities

Building Systems

For the past 20 years MUGAs (multi-use games areas) have been a popular option for facility owners and operators looking to add to their outdoor sports offering. Due to their small size, MUGAs are a great option when it comes to converting small spaces into durable sporting areas. As they are smaller than full-sized pitches, they are mainly used for recreational use and are an ideal solution for schools, leisure centres and parks. SAPCA has recently (September 2021) published its new code of practice for the design and construction of MUGAs. “MUGAs offer a cost-effective solution for communities, schools and other facility providers with a wide range of sporting demands and limited space or budgets. The most commonly played sports on MUGAs are tennis, netball, basketball, football – including small-sided and walking football and futsal – and hockey,” says SAPCA Project Manager, Colin Corline. “Other sports that might also be played include rugby training, rounders, athletics training, volleyball, and other recreational physical activity. When correctly designed they can provide an asset that enhances the local sport and physical activity provision.” The guidance is divided into four sections Section 1: Defines what a MUGA is, the different surface types and how the surface types are compatible with different sports. Section 2: Details the general construction requirements for MUGAs and offers design guidance and minimum standards for construction. Section 3: Offers insight into the maintenance and management of

facilities once they are in use. Section 4: Outlines a checklist to consider when planning, designing, and constructing a MUGA. The Prime Minister also announced earlier this year an additional £50m for community football pitches, to boost the wave of national interest in EURO 2020 and Women’s EURO 2022. Some of that funding will be made available for MUGAs. Rubb can support organisations with our alternative solutions Rubb previously worked with Northern Ireland’s Belfast City Council and Heron Bros to design and construct a MUGA cover for Brook Leisure Centre. As part of the £15 million project, Rubb contributed a 30m span x 60m length BVE MUGA cover. The local community was consulted on what sports they would like to see represented in the new facility. To meet these expectations, Rubb developed a MUGA cover to enclose three pitches to support the numerous sports available at the centre. The pitches can be comfortably used no matter the weather with the protection of Rubb’s PVC cladding. This will be the case for many years to come, as the PVC membrane has a life expectancy of up to 25 years, and the hot dip galvanised framework can last 30. Rubb is proud to have played a part in this project, which has resulted in an amazing state-of-the-art leisure facility for the community. Another successful MUGA More recently, Rubb and Heron Bros have completed their third facility.

As part of the £8 million project, Rubb has supplied Avoniel with a 30m span x 60m length x 4m leg height BVE MUGA cover. The transformation of the former Avoniel Leisure Centre site aims to address the lack of 3G pitches in the area, while also providing flexible indoor space for the community. New facilities include an intermediate standard 3G football pitch; three covered and two uncovered 3G five-a-side pitches; an outdoor 3G seven-a-side pitch; multi-purpose rooms; meeting rooms and changing rooms. Rubb’s covered pitches can be comfortably used no matter the weather with the protection of Rubb’s PVC cladding. This will be the case for many years to come, as the PVC membrane has a life expectancy of up to 25 years, and the hot dip galvanised framework can last 30. Belfast Councillor Nicholl said: “This is one of seven new and upgraded leisure facilities that make up Belfast City Council’s £105 million Leisure Transformation Programme – the biggest investment of its kind in the UK. This investment demonstrates our commitment to getting more people more active, more often. “When it opens, Avoniel will welcome sports clubs, groups and individuals from across Belfast and further afield. It will also play a vital role in improving health and wellbeing in the local community, one of the key objectives of the Belfast Agenda, the city’s community plan.” L FURTHER INFORMATION For more information, visit www.rubbuk.com

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

A report by charity Women in Sport has found that more than one million teenage girls who once considered themselves ‘sporty’, disengage from sport following primary school. So why is this happening, and how can it be prevented? A report by charity Women in Sport boys as part of its research work ‘Reframing has found that 43 per cent of teenage Sport for Teenage Girls’, funded by Sport girls who were once ‘sporty’, disengage England. It found 43 per cent of teenage from sport following primary school. girls who once actively engaged with and There are a variety of reasons; a fear of enjoyed sport were being side-lined in their feeling judged by others (68 per cent), lack teenage years and made to feel not good of confidence (61 per cent), enough, compared with just 24 per pressures of schoolwork (47 cent of boys of the same age. per cent) and not feeling This comes at a time when Activity safe outside (43 per teenage girls are experiencing o f ferings cent) were some of an increase in mental health need to the reasons given issues, especially relating b r eframed e for not wanting to to loneliness and anxiety, the cha to cater for participate for this which has been amplified nging n group of girls. by the recent pandemic. e of girls The charity Women in Sport’s and ma eds ke them fe surveyed 4,000 research found complex el they teenage girls and barrier and deep-

deserve to play

Sport

Keeping girls engaged in sport

rooted negative attitudes are affecting girls’ enjoyment of sport. Body image and puberty are also significant factors. 78 per cent say they avoid sport when they have their period while 73 per cent don’t like others watching them take part in activity. Stephanie Hilborne, Women in Sport CEO said: “It’s an absolute travesty that teenage girls are being pushed out of sport at such a scale. Losing sport from their lives during these formative years equates to a loss of joy as well as good lifelong health. It is well documented that taking part in physical activity can have a profound and positive effect on mental wellbeing as well as providing many pivotal life skills such as resilience, teamwork and communication. “We must bust the myth that teenage girls drop out of sport simply because their priorities change. Our research has found that 59 per cent of teenage girls who used to be sporty like competitive sport, but they’re being failed due to early years stereotyping, inadequate opportunities and a complete dearth of knowledge about managing female puberty. “The transition from childhood to adulthood should be filled with happiness, opportunity and optimism for the future. Teenage girls are not voluntarily leaving sport, they are being pushed out as a consequence of deep-rooted gender stereotypes. We must all do more to reverse this trend and not continue to accept this as inevitable. No-one should be excluded from the joy, fulfilment and lifelong benefits of sport and exercise.” E

Sport at Malvern College

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

Sport

Forty-three per cent of teenage girls who once actively engaged with sport were being side-lined in their teenage years and made to feel not good enough, compared with just 24 per cent of boys the same age.  What needs to be done? The charity is calling for the sport, leisure and education sectors to work harder to prevent teenage girls from gradually disengaging from sport, particularly in the transition from primary to secondary school and during puberty. The charity believes that activity offerings need to be reframed to cater for the changing needs of girls and make them feel they deserve to play, whatever their level of ability. Teenage girls should be made to feel that they deserve opportunities to play, even if not top tier ability. They should be provided with the right offer, at the right time – offers that cater to their changing needs and focus on enjoyment and excitement so they compete with other things in their lives. Barriers for ‘sporty’ girls The report shows that even sporty girls are more self-conscious, feel judged by others and worry more about their body image compared to sporty boys. To help them, more practical and emotional support needs to be given to help them stay active during puberty and reinforce body confidence. They must be guarded against potential barriers that could lead them to

gradually disengage, particularly shifts in friendship groups and pressure of school work. More accessible opportunities outside of school should be given to continue their interest and build their love of sport and exercise. What’s more, their interest should be kept sustained their interest through progression and new skills An intrinsic part of school life According to Chey Hooper-West, assistant director of sport at Malvern College, sport needs to be carried out in a supportive environment and seen as an intrinsic part of school life to prevent girls from losing interest. “For far too long, sport and physical activity has been seen as a distraction from schoolwork and academia,” she said. “Frankly, the opposite is true. There is countless research out there that backs up the age-old belief of ‘health body, healthy mind’. Just last year, this was backed up by research from the World Health Organization, Europe, which found that increasing the amount of physical activity can

have a positive impact not only on children’s health and well-being, but also on their performance in the classroom. “With so many girls stating that the pressure of schoolwork is a reason for losing interest in sport, it is vital that educators recognise its benefits and give it just as much priority as languages, sciences and other areas of academia.” Chey Hooper-West highlighted the importance of instilling a love in sport and physical activity from an early age. She said: “If you’re offering young people a range of options that relate to sport and physical activity it is easier for someone to find something they enjoy and stick with it. “You also need to create an atmosphere that is positive and encouraging. If you get this right, it will aid the transition from primary school to secondary school and, hopefully, to life beyond education.” Malvern College encourages its own pupils to play at least two sports - even if the pupils are on a sporting scholarship. Chey says: “If you’re on a named hockey scholarship, for example, this can sometimes feel like it comes with a lot of expectation and there is the danger that you start to feel like it’s your job. But if you then play another sport you can just have fun with it. Sport can be such a power for good, so we need to keep it as good as it can be so our pupils can enjoy it. “Anything is better when you are enjoying it.” L FURTHER INFORMATION www.womeninsport.org

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Advertisement Feature

All dance students deserve to perform on Harlequin floors The floor is a dancer’s most important work tool; not only is it the canvas for their creativity, it also gives them protection against slips, falls and longer-term stress injuries

Professional dancers can spend hours working in a dance studio, it is their place of work and should offer a safe environment fit for purpose. The floor is a dancer’s most important work tool; not only is it the canvas for their creativity, it also gives them protection against slips, falls and longer-term stress injuries. Experienced dancers can judge a good floor instinctively as to whether or not it feels right. And if it feels right they can effectively forget about the floor and concentrate on putting all their focus and concentration into the artistic performance. A confidence that comes from a reassurance they are not going to slip and fall, that lifts can be performed safely and on landing from jumps the response of the floor consistently returns the right amount of energy absorption. Quantifying this subjective rating of a floor into a series of repeatable tests is no simple task. Anyone specifying floors for dance should remember that dancers may not be the commissioning clients, but they are the end users. Major dance companies understand this, which is why it is not uncommon to ask their dancers to “test” floors before the final choice is made. It is a common assumption that a welldesigned sports floor will suit the needs of dancers, but this is not the case.

There are some critical factors that distinguish the requirements of dance from those of sports played on a sports floor. Many sports require a firm floor which allows balls to bounce predictably. By contrast dancers need more absorption from the floor to protect them on landing from jumps. A good dance floor instills confidence in dancers to give full expression to their creativity, safe in the knowledge the dance floor will offer a consistent response. Unlike sportsmen who wear increasingly hightech air-cushioned shoes to give grip and protect against impact injuries, the modest ballet shoe has barely changed in design since the mid18th century. Made from soft leather, canvas or satin, the ballet shoe is very flexible, has a thin sole and offers little protection for the wearer. But not all dance floors are the same, only a floor developed specifically for dance will do. There may be a temptation to specify floors for aesthetic or budget reasons, or to specify sports floors in the mistaken belief they will be suitable for dance but there have been some high-profile examples where floors have had to be replaced by a dance company after the building is complete and dancers have their first experience of dancing on the floors. Generally, dancers should refuse to perform on unsuitable floors and demand the right to have a touring floor that has the same absorbent characteristics as the floor installed in their rehearsal studio. A dance floor should be neither too supple nor too soft. A hard floor has the effect of causing serious return shock waves and can bring about injuries or premature wear in the cartilage. A soft floor causes the muscles, and therefore the tendons, to work harder. Additionally, a floor that is too soft can be dangerous for dancers because of the effect of surprise. The flooring manufacturer has a role to play in ensuring dancers have a safe environment in which to rehearse and perform. Harlequin is widely recognised as the world’s leading authority on dance floors. As an enlightened manufacturer Harlequin has always worked closely with the dance community to develop floors that dancers want to dance on. Flooring products in the Harlequin portfolio were typically evolved to meet the specific needs of a particular dance style and have been developed in conjunction with dancers themselves. Aware of the high injury level among dancers, Harlequin is an active supporter

of IADMS (International Association for Dance Medicine and Science) and of NIDMS (National Institute of Dance Medicine and Science). NIDMS through shared expertise and a network of multidisciplinary partners, is working to provide better and more affordable access for all dancers to high quality, evidence-based, dance specific health care and dance science support services. Leading dance companies from around the world trust Harlequin to keep their dancers safe in their rehearsal dance studios, on stage and, more recently, whilst dancing from home. But this assurance of quality is not only applicable to elite dancers. It is equally important to provide amateur dancers in performing arts colleges, universities and schools with the same quality flooring. Aspiring dancers need protection too if they are to avoid cutting short their potential dance careers. There is no doubt, the choice of flooring is critical. For over 40 years Harlequin has been the performance floor of choice for the world’s most prestigious dance and performing arts companies, theatres, venues and schools. Harlequin offers free advice to ensure dance companies, schools and venues install dance floors best suited to their particular use. L FURTHER INFORMATION www.harlequinfloors.com education@harlequinfloors.com +44 (0)1892 514 888

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A smarter solution to hand hygiene in the UK Chris Wakefield, vice president, European marketing & product development at GOJO Industries-Europe, explains how a comprehensive hand hygiene system can promote healthier learning environments provided. The impact of situating dispensers at appropriate heights, so that children can reach them easily, cannot be overstated. Placing eye-catching posters at key germ hotspots, such as the washrooms, also helps prompt hygienic behaviour and provides additional learning opportunities. By educating children about the importance of hand hygiene and supplying them with the best products and dispensers to make the activity pleasant rather than a chore, schools are embedding life skills in their students. This not only helps promote healthier learning environments in the present, but will also benefit students as they journey into adulthood and beyond.

In a close contact environment, it is easy system represents a 15 per cent reduction in for illnesses to spread. In England, primary greenhouse gas emissions over its lifetime. school children in state schools currently spend 635 hours in the classroom each A smarter solution year[1]. Put this together with the fact To be truly effective, hand hygiene needs that children have immature immune to become second nature to everyone. As systems, and, often, a poor understanding a founder member of the World Health Say goodbye to poorly-functioning dispensers. of healthy hygiene practices, and you have Organization’s ‘Private Organizations for the ideal breeding ground for germs. Patient Safety’ group, here at GOJO, we are ® ES8 system delivers exceptional performance, every time. PURELL In thisThe context, providing hand hygiene passionate about developing products that Each refill comes withbest an integrated coin cell results battery it always delivers solutions which meet the latest deliver andsoare a pleasure to use. practice advice is crucial. However, manythe perfectProducts dose. that are well liked, and gentle, schools and local authorities are under especially on children’s delicate skin are increasing pressure to provide these services far more likely to be widely adopted. with budgets that are cut to the bone. Our PURELL HEALTHY SOAP™ High Performance Foam Hand Wash products Try it for yourself - contact CustomerExperienceUK@GOJO.com to benefit Clean more, with fewer resources ‘CLEAN RELEASE™ Technology’ (CRT). schedule a from demo. There are some simple changes that can be Dermatologically tested and suitable for dry and made to help maximise school resources. sensitive skin, their formulations are remarkably Instead of dispensers that must be opened to mild and gentle – even with frequent use. check refill levels, wasting valuable janitorial The formulation includes 90% naturally time, consider implementing a system such as derived ingredients, and leaves 2x less residue the PURELL® ES range. Its ‘AT-A-GLANCE™’ on the skin – perfect for cleaning hands that refill design means it is easy to monitor may be grubby from sticking, painting, forest product levels with one quick look, speeding school lessons, or that may just need washing up the process of refreshing a washroom. before eating or after using the toilet. Changing batteries in touch-free dispensers Not only kind to skin, PURELL HEALTHY SOAP is often a fiddly, time-consuming task. works hard to clean hands more effectively However, the revolutionary PURELL® ES8 than standard soaps. The technology allows Dispenser, removes the need for this entirely. the product to reach into parts of the skin Each refill comes with an integrated battery, which are normally difficult to access. This perfectly calibrated to last the life of the means that more than 99% of dirt and germs refill, which allows continuous touch-free are removed from hands and results in up dispensing, without the worry of the battery to 3.4 times fewer germs left on the skin. wearing. This system also offers considerable benefits from an environmental perspective Promoting hygienic practices – when compared to the leading touch-free Children may need to be encouraged to systems on the market, the PURELL ES8 use handwashing and sanitising facilities

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Breaking the chain of infection Keeping schools clean and hygienic is not just about providing appropriate hand washing facilities. Germs can travel surprisingly quickly around a building through transfer on commonly touched surfaces. Did you know that 14 people can be infected sequentially from a single contaminated door handle?[2] The best way of keeping high touch surfaces germ-free to empower everyone – teachers, clerical staff and janitorial staff alike – to wipe surfaces throughout the day. PURELL Surface Sanitising Spray and Wipes are ready-to-use in convenient formats, and require no PPE to use, so anyone can play a part in keeping spaces, clean, fresh and healthy. No rinsing is required either, so one quick wipe and your goal is achieved. A combination of removing barriers to hand hygiene, maximising the adoption of products, and making the most of your janitorial budget is the secret to creating healthier learning environments. L [1] http://helpmeinvestigate.com/ education/2013/04/mapped-how-many-hoursdo-children-spend-at-school-around-the-world/ [2] Rheinbaben F, Schünemann S, Gross T, Wolff MH. Transmission of viruses via contact in a household setting: experiments using bacteriophage straight phiX174 as a model virus. J Hosp Infect. 2000 Sep;46(1):61-6. doi: 10.1053/jhin.2000.0794. PMID: 11023725.

FURTHER INFORMATION Call: +44 (0)1908 588444 Email: email@gojo.com Visit: www.GOJO.com

Issue 27.3 | EDUCATION BUSINESS MAGAZINE

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