Education Business 27.5 by PSI Media

A member of PLUS: DESIGN & BUILD | FIRE SAFETY | TRAVEL MANAGEMENT | SPORT | EB AWARDS REVIEW Contracts for Schools Giving you a helping hand on all your procurement contracts – from facilities management to utilities Find out more >> Business Information for Education Decision Makers www.educationbusinessuk.net ISSUE 27.5 HEATWAVES & THE SCHOOL ENVIRONMENT This summer’s heatwave has intensified the focus on how temperature, humidity and air quality is controlled in school buildings INDOOR AIR QUALITY TRIPS IT & COMPUTING

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This summer’s heatwave has intensified the focus on how temperature, humidity and air quality is controlled in school buildings

HEATWAVES SCHOOL ENVIRONMENT

Heatwaves and the school environment

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>> Business Information for Education Decision Makers www.educationbusinessuk.net ISSUE 27.5

Comment

The Building Engineering Services Association (BESA) tackles the subject on page 49, looking at links between air quality, temperature and Covid-safety controls within school buildings.

The extreme heat brought into sharp focus both the issue of climate change, and the importance of having a healthy indoor environment for pupils and staff in schools.

Richard Hipkiss, development director of the Modular and Portable Building Association (MPBA), takes on the subject of greener school buildings on page 40, and makes a case for volumetric manufactured buildings in shaping a net zero future.

Angela Pisanu, editor

The UK’s heatwave earlier this summer disrupted the end of term, with some schools finishing early, cancelling events or moving to online learning.

& THE

The government’s sustainability and climate change strategy for education says that not only will all new DfE-delivered school buildings be net zero in operation, they will be designed for a 2oC rise in average global temperatures and future-proofed for a 4oC rise. This is so they are resilient to the risks of climate change, including increased flooding and higher indoor temperatures.

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Returning this year at Manchester Central on 18-19 October for its 10th anniversary, Education Estates® is the annual gathering of the education community in partnership with the Department for Education 25 IT & Computing Following Ofsted’s recent subject research review, STEM Learning’s primary specialist Rachel Jackson looks at the key findings and suggests how schools can address them 29 IT & Computing Richard Martin – digital transformation lead at edtech charity LGfL-The National Grid for Learning, former CIO at Ark Multi Academy Trust and former head of IT at Girls’ Day School Trust – provides a blueprint for building an effective IT strategy, with an outline of the key components and considerations to ensure that teachers, management, support staff, and students have the hardware, software, skills and understanding essential for tomorrow’s schools.

Contents Education Business 27.5

The DfE’s ‘Good estate management for schools’ (GEMS) guidance shares some best practice 19 EstatesEducationPreview

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454080Education

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Contents

Sponsored by

Warneford Consulting provides a full, tailored suite of bid, estate and energy services to academy school clients. By working collaboratively and in partnership with their strategic supply chain partners and academy clients, bespoke and dynamic solutions are achieved.

Warneford Consulting, in partnership with Multi Academy Trusts (MATs), has developed a dynamic capital estates programme that will help trusts’ meet the ESFA’s Good Estate Management for Schools (GEMS) best practice.

A full suite of estate and energy services for academies

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FURTHER INFORMATION www.educationestates.com

universities or local authorities. To enter the competition to win the £1,000 prize and also the social media recognition of being the Education Estates® 2022 EduNetworker, qualifying attendees will need to have visited at least 10 exhibitor+ stands over the course of the day or day(s) as well as having attended at least one of the above networking opportunities. The £1,000 prize for the winning school, MAT, college, university or local authority will help their organisation’s journey to Net-Zero! L Education Estates® is free to register for public sector organisations, and early bird rates may still apply for private delegates.

Todd Research has a portfolio of partners in over 150 countries, including Education establishments, Embassies, Financial Institutions and Government departments. We employ professionals who will work alongside your team to evaluate and understand the current risks, ensuring a tailormade solution to fulfil your requirements.

L FURTHER INFORMATION tim@warnefordconsulting.comwww.warnefordconsulting.com

Tim said, “given the high volume of applications; over 4,000 each year and only 1,400 awards, it’s clear that the ESFA simply do not have the financial wherewithal to fund every worthy bid. It is therefore essential that the bid stands out from the crowded field. Further, given the depth of information we use in support of our bids, I cannot afford to invest my finite resources in submissions that I do not believe are robust enough to secure the vital funding.

One of the wonderful things about the Education Estate Conference, is the diversity of the content of the presentations and how they showcase best practice. Given the ambitious Net Zero targets we face, it is always fascinating to attend the various presentations. One exhibitor, Grid 20, are planning to construct - on site - a classroom from scratch. It will be clad in solar pv and be energy efficient for its predicted 60+ years lifetime. Energy produced that exceeds the requirements of the classroom will then be transferred to the school itself to assist its energy costs and emission reduction targets. We need to achieve best value in all of our procurement decisions and life cycle and sustainability considerations are likely to be weighted accordingly. We need to improve and extend how we measure value for money. Using the Immortalis system we can quantify and evidence all such decisions. We look forward to meeting you and, if invited, to show you the range of services we can offer in your trust’s journey toward delivering a fit for purpose teaching and learning environment for your children. L

The Immortalis system uses compliance, condition and valuations to provide an individual school a view towards achieving ESFA best practice.

How to achieve GEMS more effectively using the Immortalis System

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net22

tim@warnefordconsulting.comwww.warnefordconsulting.com

With 10,000 schools now academised and the 2022 White Paper once again setting a timed route map for further conversions and expansions, for the short-and medium-term it’s likely to see a fair amount of activity within the market. Trusts of all shapes and stripes will require expert and bespoke estate due diligence to assist them identify both assets and liabilities. Whilst we cannot remove such liabilities, we can identify and quantify them and explore funding and procurement options to mitigate their impact. Immortalis was developed within the commercial sector, and we are now applying this to the niche academy space. The aim is to assist our academy clients and understand the vital role their school (s) estates perform in delivering their plans. This is equally applicable to those looking to consolidate as it is for those looking to expand in both numbers of schools and their built environment to meet pupil placement needs or to provide more contemporary energy efficient buildings.

One of the key strengths of the Immortalis system is that it affords me the opportunity to expand my service provision and still retain the quality of the applications and continue to convert at such a high rate.”

Warneford Consulting are also exhibiting and will be on Stand 715, where delegates are invited to drop in and discuss how their trusts can achieve GEMS and the role the Immortalis Dynamic Software System can play. We have developed the Immortalis system to use compliance, condition, valuations, and other data to provide an individual school a view of the journey towards achieving ESFA best practice. We align School Condition Allocation (SCA) and Devolved Formula Capital (DFC) and reserves with prioritised capital programmes that assist the trust to deliver its development plan and support their vision and values. The system is scalable and is also used as an estates due diligence tool for Multi Academy Trusts looking to expand or merge. “The beauty of the system is that it allows us to collect, collate and analyse data and then to present it in different ways, depending on the audience. This can be a high-level report for trustees or a more detailed one for School Resource Management Advisors and even as part of negotiations with Regional School Commissioners”, said Tim. “We also use Immortalis in support of Condition Improvement Fund (CIF) bids for our CIF eligible academy school clients,” he continued.

Tim Warneford is delighted to be chairing on the Estate Management stage for the discussion on the application of Good Estate Management for Schools (GEMS) at Education Estates conference, Manchester Central from October 18th-19th.

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FURTHER INFORMATION

Sustainability Folding exam desks are made up of different components which makes it time consuming to separate out the parts to be recycled. The MDF top uses glues to bind the fibres together which makes recycling more complex (the glues have to be extracted in the recycling process). This means a folding exam desk is not 100 per cent recyclable.

The en core table comes with a 10 year warranty. This is achievable as it is a one piece design with no moving parts so the chances of damage during setting up are dramatically reduced.

Exam desks have been in need of an update for a while. Now that the en core table is available, we have compared the two products in detail.

Issue 27.5 | EDUCATION BUSINESS MAGAZINE 23

Almost all folding exam desks are manufactured overseas and imported to the UK. en core tables are manufactured in the UK. As well as supporting UK manufacturing when buying an en core table, manufacturing in Britain helps us to reduce the carbon footprint of the product.

router groove in the table top a few millimetres deep. Pens can still get knocked off when moving paper around.

The en core has pen grooves on top of the legs so that pens sit below the level of the worktop. This means they are less likely to get knocked off the table. Price

The upfront cost of a folding exam desk is less, however, when you take into account the life expectancy of the product - the en core table actually works out better value long term.

The ability to use the en core table all year round in different environments along with its ease to recycle makes it is a great investment for schools. Click here to find out more about the en core table!L

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Warranty Our folding exam desks come with a 12 month warranty. A folding mechanism increases the risk of damage during use.

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One of the most notable differences is the en core table is 100 per cent recyclable. It is a one piece product made from reinforced polypropylene which means it is 100 per cent recyclable at the end of its product life and most importantly, PP is very easy to recycle.

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What makes a high-quality computing curriculum?

Following Ofsted’s recent subject research review into computing, STEM Learning’s primary specialist Rachel Jackson looks at the key findings and suggests how schools can address them

One of the key points raised is that primary teachers aren’t computing experts. This is hardly surprising given the number of subjects covered in primary schools. Research carried out in 2017 suggests that only a very small minority have a computer science qualification as their highest qualification. This means that teachers may feel less confident in designing a curriculum and in knowing how to move children’s learning in computing. The Ofsted review states: ‘it is important that school leaders provide sufficient subject-specific professional development to enable teachers to design and teach a high-quality computing curriculum.’ Teacher Support Our NCCE courses, aimed at either Key Stage 1 or Key Stage 2, help teachers improve their subject knowledge and explore ways to teach computing effectively. They can be done either

Issue 27.5 | EDUCATION BUSINESS MAGAZINE 25

Computing&IT remotely or face-to-face locally at one of our Computing Hubs. If you’re looking to improve your knowledge in programming, then our Primary programming and algorithms course will improve your subject knowledge and provide you with effective strategies for teaching this aspect of computing at primary. If you’re a computing subject lead, then a leadership course will upskill your understanding of computing and empower you to support colleagues back in school. Have a look at the leadership courses available in our learning pathway. Not enough equipment Following concerns about subject knowledge, the review refers to previous research which showed that teachers were concerned that the curriculum was too advanced for the available physical resources and budget. This is something that is often heard when teachers are asked what prevents them from teaching effective computing lessons. If your school is struggling to teach computing because of a lack of equipment, then our Computing on a budget course provides lots of ideas for how to ensure children are provided with effective lessons. You can also access a physical computing loan scheme from your local Computing Hub. This involves being able to borrow a class set of Crumble Controller or micro:bits to use in your school. Join us on a short course where you can learn the basics of either crumble or micro:bit E

If you’rea

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Understanding Code

FURTHER INFORMATION www.teachcomputing.org We would never ask children to write a story without understanding how a story opens, introducing characters and setting, or without the knowledge of how to use basic punctuation and grammar. So why would we use a blank page when coding?

Computing&IT Issue 27.5 | EDUCATION BUSINESS MAGAZINE 27

The review states that ‘teachers should not make assumptions about pupils’ prior knowledge within digital literacy.’ Teachers may assume that children who interact regularly with technology are automatically good at computing. This is not always the case, as many may have experience with tablets or phones but are not experienced using laptops or PCs to create content. This report explores the role of digital literacy within the curriculum. If you would like to explore how this may look in the classroom, then join us on one of our courses aimed at supporting teachers in KS1 and KS2. The sessions look at digital literacy, unpick what it is and how to ensure children progress in their understanding of how to engage with technology. Online safety, which is part of digital literacy, involves a whole school approach involving designated individuals. This short course supports schools in ensuring that they keep children safe whilst teaching computing and using technology.

The review makes another key point: “Teachers might be tempted to expect pupils to write code at the very early stages of their programming education before they know what that code will do.” Helping children understand code and what it does is very much part of the Teach Computing Curriculum resources. Ideas include predicting what a programme will do before it is run, adding different blocks to see how this changes what it does, or even looking at a mixed-up section of code and sequencing it so that it will run. These help children to understand what code is, before having to write code themselves. We would never ask children to write a story without understanding how a story opens, introducing characters and setting, or without the knowledge of how to use basic punctuation and grammar. So why would we use a blank page when coding? Ideas such as these support children to further understand what a code is so they are not faced with the daunting task of having to write code before they understand what it does.

Subject-specific CPD Another thread in this report is the importance of supporting teachers to teach computing effectively in schools. Teach Computing provides a high-quality computing curriculum designed by primary computing specialists, CPD on how to use this curriculum in your school and support for teachers whatever their computing level of computing confidence and expertise. Take a look at our primary pathways to find a course suitable for your needs.

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toconsistentneedTeachersreliableITenablegreatteachingIssue27.5 | EDUCATION BUSINESS MAGAZINE 29

Key components There are three key components that every school needs: ICT for teaching and learning - educational software, display and presentation equipment and devices for teachers and pupils; ICT for administrationback office software for HR, finance, payroll and facilities management; and ICT for

An IT strategy for schools

Richard Martin, digital transformation lead at edtech charity LGfL – The National Grid for Learning, provides a blueprint for building an effective IT strategy, with an outline of the key components and considerations to ensure that teachers, management, support staff, and students have the hardware, software, skills and understanding essential for tomorrow’s schools development - management information systems, data analysis tools, reporting tools, fundraising and marketing software. Outcomes for stakeholders Carefully consider the outcomes you want to achieve with the technology for all your stakeholders. Teachers need reliable consistent IT to enable great teaching, save time and increase flexibility –improvesthatsecurePupilsclassroomtasksefficientlyopportunityprovidingforpreppingoutsideoftheorschool.needasafeanddigitalenvironment,catersforlearningstyles,engagementandplays an active role in preparing them for the digital world of work. Administrative staff need secure, reliable equipment that automates repetitious tasks, increases productivity, and improves communication with parents.

The pandemic created many challenges for schools, including the rapid rollout and uptake of digital teaching and learning. In fact, it brought forward the advancement of digital adoption by at least 5 years. The benefits of mandatory digital platforms are clear to see, it’s vital to continue that trajectory and think strategically about your IT strategy going forward. Every aspect of IT in school life should be examined and all stakeholders encouraged to engage in the process of assessing where their school is presently and how it can be improved and developed.

Computing&IT

Tools for teachers Teachers need to be able to plan with ease, using reliable online access to resources, anytime anywhere, using standard laptops; teach using reliable consistent classroom set ups and standardised display methods; mark and annotate electronically; enter data using a standardised MIS for Secondary and Primary schools; analyse data using a standard suite of consistent, accurate reports; and provide better pastoral care with simplified electronic processes for logging, recording and reviewing incidents. E

Price In most cases an educational establishment will find that buying refurbished means savings of 50% or more compared to buying an equivalent new model.

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The environmental impact Buying refurbished is not just about saving money. With thousands of tonnes of electronic waste being produced every year, much of it ending up in landfill, it’s time to rethink our IT consumption. Buying refurbished IT equipment gives used equipment a second lease of life, protects precious resources, helps reduce waste and minimises your environmental impact. To conclude, if you want to save money, improve your environmental footprint and get a high-quality computing device it is time for you to consider switching to refurbished.

The future of IT is refurbished www.evaris.com

Your budgets are being squeezed, you are being asked to give serious consideration to your environmental footprint and yet you need to make sure all of your staff and pupils have access to high quality, fit for purpose IT equipment. How do you tick all of these boxes? Evaris, a supplier of IT equipment to educational establishments, believe they have the answer. They argue that it is time to give serious consideration to refurbished equipment and here’s why… The quality is a lot better than you think Buying refurbished is not the same thing as buying second hand. If you use a reputable refurbished supplier like Evaris, you will find that the computer has been tested to an extremely high standard with a comprehensive series of checks covering chassis, ports, screen and keyboard. If it is a desktop, it will have been re-painted. If it is a laptop it will have had a new vinyl cover applied. Both techniques give the device an ‘as new’ and feel. On the inside, the computer will have been cleaned to a very high-standard and all components will have been fully tested. All Evaris refurbished products are subjected to these meticulous checks and are covered by a one year warranty to ensure that you are left with a high quality computing device that will stand the test of time.

3 is the ‘Managed’ level, meaning technology is used collaboratively in the classroom and at home to share and mark work. Project based learning is possible, and security threats are monitored and managed.

L FURTHER INFORMATION national.lgfl.net

Engaging the stakeholders Stakeholder engagement is a powerful tool, so start by creating an ‘inclusive’ steering group - seek critical friends and address dissenters head on. Think carefully about the challenges each group of stakeholders face. Communicate with them regularly to keep everyone updated via email or via newsletters, give shout outs to unsung heroes. Be careful not to over commit to single demands. Measure success The final part of the process is to measure the strategy’s success so far – review your school’s maturity level again, seek customer feedback, financial reviews and reflect on lessons learnt.

The way forward Once foundations are laid and confidence increases, encourage open discussion on the positives and negatives of the current status quo. Expectations will rise rapidly, and the technology and processes focussed on the key principles will continue to evolve naturally as needs arise and are addressed.

 Efficient systems for managers and support staff

Need further free advice?

4 meanwhile is the ‘Optimised’ level. It means blended learning and the flipped classroom are the norm. Students can use any device anywhere to access learning resources.

1 is the ‘Repeatable’ level. It means IT is used for traditional teaching from the front of the classroom with limited direct engagement from pupils other than in IT suites. 2 is the ‘Defined’ level. It means teachers routinely use technology to set and receive work. Pupils have safe, secure, reliable regular access to devices all around the school.

Richard Martin will be hosting a free event for senior leaders called Building an IT strategy for Schools and MATs at 10:00 – 15.30, Tues 18th October 2022, 9th Floor, 10 Exchange Square, Primrose Street, London, EC2A 2BR. He will explain all the elements required for formulating and delivering a digital strategy in a standalone school or Multi Academy Trust. In the second part of the day, trends in the current education IT market will be covered and how to choose and procure services with insight into benchmark costs.

The platform will enable your managers and support staff to choose to use a lightweight smaller laptop to work remotely, or a device with a larger screen at other times; use a single sign on to access key software and simplified electronic procurement processes; and engage with easy-to-access centralised information, collaborate and share best practice throughout the network. School IT review An important initial stage of the review is establishing your school’s level of ‘IT maturity’. Where is your school or trust now and where does it need to be? The below rubric is courtesy of Leigh Academy Trust.

Empower your team Empower your team by agreeing the following key principles - that all IT investment will contribute to great teaching and learning, make the school more efficient, and improve safeguarding and compliance. Ensure your team agrees to secure the best possible service and value from suppliers, to enable better communication and collaboration across your school or trust, and to give guidance and support to help schools make the best choices regarding technology.

Stakeholder engagement is a powerful tool, so start by creating an ‘inclusive’ steering group – seek critical friends and address dissenters head on.

Computing&IT

0 is the ‘Initial’ level. It means IT is unreliable and a hinderance to productivity, teaching and learning. There are risks to the network and data security.

Key points to be covered include: building the digital vision and defining objectives; assessing the current state of technology; identifying key components; determining Total Cost of Ownership (TCO); managing change and risk; choosing the right partners; benchmarking; choosing a support model for your school/organisation; detailed case studies; and measuring theThebenefits.eventis free to any MAT or school considering joining LGfL’s consortium and also current members. Please use a school or business email address when registering at LGfL (bookinglive. com). Places for MATs or schools who would like to attend with their LGfL Digital Transformation Partner are available on request. Issue 27.5

| EDUCATION BUSINESS MAGAZINE 31

The faster, simpler, safer file management solution We can't get away from the need to file documents – but we can make it as easy, streamlined and secure as possible. Our marketleading EDMS software provides businesses and education providers with a better way to store and retrieve their documents, including SEN and Safe Guarding. And with prices starting from less than £200 a month for a 5 concurrent user system, including a Fujitsu scanner, transforming your document management is more affordable than you think. ETwww.filestreamsystems.co.uk+44(0)1189893771sales@filestreamsystems.co.uk

Matt channelSmithdevelopment manager Fujitsu PFU (EMEA) Ltd

Issue 27.5 | EDUCATION BUSINESS MAGAZINE 33

Paul technicalDay, Filestreamdirector, As technical director, Paul has personally set up document management software systems for a number of schools and colleges, so he understands the challenges, barriers and processes within the education sector. With over 26 years of experience in the document management sector Paul is very conscious of the importance of data protection and security and is a certified EU GDPR practitioner. E

EXPERT PANEL

Education settings have a wealth of personal and financial data that is valuable to cyber criminals. But often, schools don’t have the time, know-how or resources to adequately protect themselves. We ask our expert panelists why schools need to become more savvy in this area, as well as what a robust cyber security policy or management plan should include

Obsessive about imaging quality, Matt works with a range of different partners on a B2B and C2B level, striving to ensure that their market leading hardware can deliver the best possible user experience for their customer base.

Russell CloudmanagingClarke,director,VoiceandData

CYBER SECURITY

SecurityCyberPanel:Expert

Russell set up the business to provide services to new and existing clients as well as act as a leader, mentor and coach to the team delivering voice, mobile, data, IT, security and energy products to the B2B market. All whilst holding up their core business values and building their brand and reputation along the way.

SecurityCyberPanel:Expert

According to last year’s Department for Education Cyber Security Breaches survey, 84 per cent of 49 primary schools had experienced a phishing attack in the previous 12 months. Meanwhile, 86 per cent of 91 secondary schools suffered from the same type attack. These figures are high and demonstrate that education settings are desirable targets for cyber criminals.

Having documents kept securely in the cloud offers many advantages; firstly, the school no longer needs to hold a paper copy, saving filing space and eliminating the risk of damage and theft. Secondly, the documents can only be accessed by the correct personnel with the right permissions and, every time the documents are accessed, there is a full audit trail of who has read what and what they’ve done with the document. Finally, searching and retrieval of documents can be done instantly, enabling compliance with GDPR and saving time and administration resources. L FURTHER INFORMATION www.cloudvoicedata.co.ukwww.filestreamsystems.co.ukwww.fujitsu.com

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net34

How can an efficient document solution improve other areas of the school?

Our Panel of Experts is comprised of Paul Day, technical director of Filestream, Russell Clarke, managing director of Cloud Voice and Data, and Matt Smith, channel development manager at Fujitsu PFU (EMEA). All with specialist areas, they work as a group to help education settings protect themselves from cyber attacks. We asked them about the types of cyber crime that schools can fall victim to, as well as the solutions to protect themselves. What type of data do education providers hold that would be of interest to a cyber criminal, and why is it so important to protect? School systems are a treasure trove of valuable and ransomable information. Schools and universities house extensive personal data on faculty, students, and alumni, the type of information cyber criminals dream of capturing. Their key aim is to alter or infect data for their selfish interests. What are the most common type of cyber attacks on primary and secondary schools? Phishing is a type of social engineering where an attacker sends a fraudulent message designed to trick a person into revealing sensitive information to the attacker or to deploy malicious software on the victim’s infrastructure like ransomware. But one of the greatest cybersecurity threats is, probably, human nature. How important is it for schools to manage supplier-related risks to cyber security? It is incredibly important to manage cyber risks and part of this is to have regular internal training for staff and students, which is a key driver to keeping risks lower. What should schools include in their cyber security policies / management plans? Firstly, they should have a Data Privacy Policy, which provides governance around the handling of corporate data so it is handled and secured properly. Schools should also have a Retention Policy, which describes how various types of corporate data should be stored or archived, where, and for how long.

A Data Protection Policy states how the business handles the personal data of its employees, customers, suppliers, and other third parties. What’s more, a school should also have an Incident Response Plan which outlines the responsibilities and procedures that should be followed to ensure a quick, effective and orderly response to security incidents.

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Managing spend across departments is tough. Dealing with staff reimbursements, corporate credit cards, and petty cash can be a painful process. But there’s an easier way to manage your spending that gives you a complete view of how each department is tracking against budget. We like that it’s a paymentcard system rather than a credit card. There’s a greater feeling of security.

In 1978 The Warnocke report2 dramatically changed how difficulties in learning were recognised and categorised by placing greater emphasis on the continuum of needs. It also shone the spotlight on the importance of inclusive education as a precursor for developing an inclusive society. This socially transformative approach to education design is also relevant across education in Northern Ireland given existing social divisions and the legacy of ‘The Troubles’. After all, according to UNESCO schools are, “the most effective means of combatting discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.”3 Schools really can make a difference when it comes to alleviating social and educational inequalities and they need to be designed with care so as not to reinforce inequalities or negative consequences.4

Jim Mulholland, director at TODD Architects, discusses what good inclusive design practice in education looks like and the importance of promoting inclusive learning across all settings; from divided communities like Northern Ireland to SEN schools where accessibility and integration is also key

The cost of exclusion

TODD Architects recently joined forces with Prof Tony Gallagher and Clare Mulholland of Queens University Belfast (QUB) through a Knowledge Transfer Partnership (KTP)5 to develop a toolkit to inform education building clients, architects, engineers and other construction professionals when designing education projects. The ‘Shared Architecture Education Profile Toolkit’ provides guidance on how to deliver design for more cohesive, inclusive and safe school communities and is underpinned by leading, current and forward-thinking theory and research into community projects involving shared space, social and spatial engagement. Can architects help with social and emotional wellbeing? Adopting a holistic approach to optimising the wellbeing of children through inclusive design, the Shared Architecture Education Profile Toolkit draws on Maslow’s Hierarchy of Needs – effectively translating the theory into education design. It first focuses on meeting physiological needs; then on ensuring emotional and physical safety; then on creating a sense of belonging by promoting social interaction and relationship building. The fourth need is to facilitate teaching methods and styles that promote self-esteem amongst children. By placing emphasis on these areas of design, the toolkit provides a roadmap for encouraging pupils towards achieving self-actualisation; reaching a E Holy Family Primary School in Cootehill, County Cavan, designed by TODD Architects

Build&Design

According to the ‘Better Spaces for Learning’ report by the Royal Institute of British Architects (RIBA), badly designed schools across the UK are costing millions unnecessarily.1 The report found that many school buildings are negatively impacting pupils and education professionals alike, with pupils underperforming and teachers regularly choosing to leave their roles. What is inclusive design? Inclusive design is a process of designing, constructing, maintaining and populating environments and spaces in a way that guarantees they are attractive and practical to a wide range of people, not just particular groups. According to the Commission for Architecture and the Built Environment’s (CABE) inclusive design should consider three core principles. The first is ‘access with dignity’ – getting to, and into places and using them. It is about physical access to places and services, including access to appropriate technology. The second is ‘treatment with respect’ – how people are dealt with, talked to and looked after; whether their needs are considered and whether they are respected and welcomed. The third is ‘relevant services’ – do places meet people’s particular needs? Are they designed with users in mind? Do they give people a sense that they have a right to be there?

Designing for inclusion in education

Looking at schools specifically, there has been significant research looking at building performance measures such as light, ventilation and acoustic performance, whereas less attention has been given to the considerable cost of exclusion; in both human and financial terms.

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Key skills to be developed in children are identified and transferred into activity-led design tools highlighted within the methodology. For example, to promote language skills, design can incorporate spaces for debate and dialogue, group projects, peer-to-peer learning, social events, playgrounds etc.

FURTHER INFORMATION www.toddarch.com of colour to promote wellness, and acoustic control, allowing for different activities across available spaces. Another consideration was air quality, which was optimised though air filtration systems and the natural ventilation, as well as the optimisation of natural light. The control of footfall to avoid overcrowding and overstimulation for those with additional needs was also considered, as well as the provision of designated quiet areas, sensory areas and social spaces. The integration of technology and healthcare equipment into the building design was another consideration, to facilitate best practice in additional needs learning support.

 place where they are available, interested in learning and realising their potential.

The Department of Education view this as an exemplar project in developing the technical guidance for additional needs schools for the future – acting as a ‘testbed’ for greater ability integration, it successfully shows that children can achieve a sense of accomplishment and pride as they progress from the ‘junior’ wing to the ‘senior’ wing over time and learn daily living skills that will help them navigate life and feel included in the wider community upon completion of their education. L

5. business/Knowledge-Transfer-Partnerships/https://www.qub.ac.uk/Business/Support-for-news/TODDARCHITECTSKTPGRADE.html

Build&Design

Similarly, colour was used to differentiate the different areas within the school for pupils with limited language ability.

Careful consideration was given to ensuring the senior wing of the school successfully promotes life skills through home economics facilities, an art studio, and a library, as well as areas including integrated equipment to practice daily activities – i.e. a washing machine, dishwasher etc.

Classes and areas within the school were categorised by elements seen in nature to provide an easily recognisable picture-based system that evokes positive associations with the outdoors and the environment. For example, classes were grouped into different types of birds, flowers and trees.

A sensory room including a series of bubble tubes, stimulating sensory lighting colours and materials (padded floor and wall coverings) was included to provide a safe and quiet space for pupils to take time away from the classroom, relax and mix with pupils from across the school.

3. https://unesdoc.unesco.org/ark:/48223/pf0000098427 4. https://link.springer.com/chapter/10.1007/978-3-319-78804-3_7

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The KTP was awarded the highest ‘Outstanding’ grade by Innovate UK for addressing complex design issues in divided communities and using expertise that is not held within standard practice.

Inclusive design in practice: Holy Family Primary School Holy Family Primary School in Cootehill, County Cavan (designed by TODD Architects) has been praised as an exemplar project when it comes to promoting inclusion within SEN education settings. Careful consideration was given to classroom layout to enhance integration across varying abilities and needs. For example, by grouping classrooms into a ‘Junior’ and ‘Senior’ wing rather than by ability, children are given a sense of progressing through the school in a way more akin to traditional learning experiences. Works began on site in 2018 and the project was completed in June 2021 accommodating 150 pupils and over 90 staff members; a vast increase compared to the original school population of 23 pupils and three members of staff. Flexibility within the accommodation available beyond allocated classrooms helps facilitate integration with wider external support teams and activities; for example, special consideration was given to providing areas for 1:1 activities like speech therapy, physiotherapy, music therapy and individual nursing care. It was vital that the design positively impacted the wellbeing of pupils and teaching staff alike. Bearing in mind the additional needs of students as well as the variance of abilities, key considerations included the use 1. better-spaces-for-learningand-resources/resources-landing-page/https://www.architecture.com/knowledge2. http://www.educationengland.org.uk/documents/warnock/warnock1978.html

Externally, additional sport spaces were implemented to promote physical activity and also to support integration and inclusion with other schools. Hard and soft landscaping within the sensory garden provide breakout areas and seating spaces surrounded by greenery to encourage the use of external space and promote the physical and mental wellbeing of students and staff. A Liberty swing was included to ensure wheelchair access alongside a water feature, wind chimes and a willow tunnel to promote a sense of calmness and wellbeing. Careful consideration was given to the choice of plants to ensure they were especially stimulating to the senses (sight, touch and smell).

Integrating technology effectively to optimise learning was another key element in the design process. Careful consideration was given to the integration of Smart learning technology, interactive whiteboards and sound systems throughout the building. Additionally, hoist access through integrated fixed rail systems ensured access to all pupils alongside their peers. Hearing loop facilities were implemented within the reception area and other designated areas to ensure an enhanced experience and inclusion for those with increased hearing needs.

We have a proud legacy of innovation in the modular and portable building sector and many of our members are gearing up to face the biggest challenge of our generation – the climate crisis. In order to prevent the global temperature rising beyond 1.5°C and avoid the worst impacts of climate change, the world needs to reach net zero emissions before 2050. So, what is net zero? Put simply net zero is a target of negating the amount of greenhouse gases we produce by reducing emissions and implementing methods of absorbing carbon dioxide from the atmosphere. Our government has set out a vision for the education sector to be world leading in sustainability and climate change by 2030. All new school buildings delivered by the Department for Education (DfE) that are not already contracted will be net zero in operation. They will be designed for a 2°C rise in average global temperatures and future-proofed for a 4°C rise, to adapt to the risks of climate change, including increased flooding and higher indoor temperatures. Framework In November 2021, the DfE published a delivery framework so that all new schools and colleges can meet the same low-carbon,

Eco Sixth Form Centre at King Edward VI Handsworth Wood Girls Academy by TG Escapes

Recognising and finding ways to meet the requirements of changing regulations and policy demands is crucial in reshaping our approach to sustainability. The ecological clock is ticking, and we must take urgent action to mitigate the impact of global warming. Here Richard Hipkiss, development director of the Modular and Portable Building Association (MPBA) makes a case for volumetric manufactured buildings in shaping a net zero future climate-resilient standards as centrally delivered projects. From now on, bids into the government’s Further Education Capital Transformation Programme will also be assessed to determine if the new works will be net zero in operation. The DfE is aware that higher education institutions are already demonstrating innovation in this space and will look to the higher education sector to inspire and drive greater ambition through their net zero buildings and campuses. By 2023, all bids for capital funding for further education and higher education will need to consider environmental impact, carbon reduction and adaptation measures, and align with the government’s targets and objectives. With great challenges come opportunities and the construction sector is setting out road maps to deliver buildings that will be net zero in operation, but this is only part of the carbon equation. According to the World Green Building Council, construction and buildings in use are responsible for 39 per cent of all carbon emissions in the world. This is broken down into two elements with 11 per cent being linked to the manufacture of materials and construction processes known as embodied carbon emissions and 28 per cent associated with operational emissions caused by heating, cooling and lighting systems when a building is in use. The challenge is therefore two-fold. Whilst there has been a drive to reduce operational emissions through the implementation of government legislation to improve the building fabric and the wider use of innovative technologies –little has been done to address the carbon inefficiencies in the construction process. Gamechanger As an industry association it is one of our objectives to demonstrate how the route to 2050 could follow a number of different paths. It is now established that volumetric modular approaches are a game changer for the construction industry – reducing build times by an impressive 50-60 per cent whilst increasing quality, productivity and safety. But what is not so widely understood is

BuildingsModular

Net zero – the future of education buildings

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net40

foruseandConstructionbuildingsinareresponsible39percentofallcarbonemissionsintheworld

Findings from studies such as PROBE (Post Occupancy Review of Buildings and their Engineering) reveal that actual energy consumption in buildings is often as much as twice of that predicted in the design.

We need to act now to help mitigate the impact of climate change for future generations to come. As the construction sector develops and adapts to meet changing government strategies and net zero targets, I firmly believe the upward trajectory of volumetric modular buildings will continue to rise.

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Volumetric modular buildings however are less susceptible to poorly specified products as time can be taken upfront to validate the correct specification of materials. Designs are digitally constructed and virtually tested before they move onto the manufacturing phase. Predictability of in-use performance is a substantial benefit in achieving net zero goals.

FURTHER INFORMATION www.mpba.biz that compared to traditionally built projects it is easier to control energy use in factory settings than in an open construction site. On average 67 per cent less energy is required to produce a volumetric manufactured building and up to 50 per cent less time is spent onsite, resulting in up to 90 per cent fewer vehicle movements which is less disruptive and reduces carbon emissions. Individual modules are produced in factory settings, which allows better control over optimising material use. The surplus materials are recycled or reused for future projects, reducing the construction waste that ends up in landfill. Materials are protected from moisture and extreme weather conditions, reducing the risk of disposal through water ingress and damage. It is widely recognised that modular has the potential to reduce overall construction programmes, but it is not often acknowledged this approach can reduce up to 90 per cent of waste generated when compared with traditional construction methods. Not only is the actual construction of the building ‘greener’ but volumetric manufactured buildings are also more energy efficient – reducing primary energy requirements and in-use operational emissions during the lifetime of the building. Unlike factory manufactured buildings, there is significant evidence that traditional construction methods do not produce structures that perform as well as design expectations and there is a void between anticipated and actual in-use performance. Unlike factory manufactured buildings, there is significant evidence that traditional construction methods do not produce structures that perform as well as design expectations and there is a void between anticipated and actual in-use performance.

BuildingsModular

The MPBA plays a key role in the connecting of sectors in the modular and portable building industry. The association collaborates with specialist technical advisors to enhance innovation in the design and manufacture of volumetric modular buildings. These can be designed and manufactured from timber or steel in any size and shape to meet individual client needs while ensuring full compliance with Building Regulations. To discover how volumetric modular technology can benefit construction projects, visit the website below.

A key advantage of modular construction is the quality benefits which come from working in a controlled factory environment. By producing buildings in a factory setting, the quality of elements such as insulation can be better assured.

Eco Nursery at Bickley Park School by TG Escapes

The benefits of volumetric manufactured buildings begin in the factory, continue on to the construction site and last through the lifetime of the building. The volumetric modular way limits the amount of concrete in the ground and eco-friendly materials are often specified and each individual component can be selected specifically for its performance characteristics, tailoring every inch of a volumetric modular build. L

Schools and colleges throughout the UK that we are working with to safeguard student’s, staff and visitors.* ■ Providing instructions to students and staff directing them to find a safe, secure location or exit strategy, dependant on the type of emergency; therefore reducing or eliminating potential casualties and managing incidents. ■ The availability to send different messages to different locations dependant on the specific emergency requirement. *at various stages ■ Content can be changed or updated easily using a mobile phone or computer. ■ The system can also act as a PA system, play music, make class change announcements and can also stream any content you choose . ■ The process is simple, we supply a turn-key solution www.audiebant.co.uk COMMUNICATE • LOCKDOWN • PROTECT

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info@audiebant.co.ukSolutionsClick for more Information Tel: 01772 674399 Arrange Teams Meeting

“Immediate investigation' into report pupil was shot with BB gun. The incident, which is said to have happened during a lesson, has prompted worry from some relatives, with one saying that it was a “major safeguarding issue.” Nottingham 13th July 2022 reports of man 'waving meat cleaver” Greater Manchester 15 July 2022 up 'gangstabbedaftersecurityteenwasinattack” Luton 25th May 2022 security

“ Former student with butcher's knife' climbs into secondary school. Parentsquestioned why better security measures were not in place, phones showdramatic scenes inside the school where children ran into the building,upturning chairs and “trampling” over other students.” Islington 5th July 2022 Lockdown Would your current lockdown and safeguarding communications be effective in reducing or eliminating potential casualties and managing any of the above if they happened today at your school or college?

Delivering

Sustainability of our leadership and staff, making it a gold thread that runs throughout decision making, instead of being an afterthought. By supporting our emerging leaders and coaching them through the lens of making a difference to the environment, it means when they progress to leadership, they will be pushing the sustainability agenda.

Using leadership development to drive sustainability

Splitting the milestones over six sections allows staff to trial and error their ideas, hone their skills as leaders and by milestone six we have seen our aspiring leaders really come in to their own and lead large scale projects. E

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To create a bespoke leadership programme, we have been working with CSR experts A Wider Purpose, to support our champions in making sustainability as a core driver in how they run everyday parts of our school life. As part of the programme, each champion sets out to reach six milestones across the year – one per half term. These milestones build on different aspects of being a leader while also involving a task to further a sustainability project or initiative that they have helped to feed in to. These projects tie into a range of different aspects of school life, such as curriculum enhancement or organising a school wide event around supporting the environment. Again, this allows the champions to progress their leadership skills while also putting each school’s commitment to sustainability at the forefront of these decisions.

championsCSROur havethe opportunity tocreate and environmentaloverseeprojectsandinitiativesIssue27.5

Tackling climate change has been embedded into the growth and training of staff at the Learning in Harmony Trust. Gary Wilkie, the Trust’s CEO, discusses how this has been achieved

Our CSR champions programme We have already made significant strides in integrating sustainability by making it part of the bedrock of CPD for our early and middle leaders and by designating sustainability champions in each of our schools who take charge of driving the sustainability agenda in their schools. These champions have the opportunity to create and oversee environmental projects initiatives.and

The issues around climate change and sustainability are ever growing and these concerns have been encapsulated by the recent strategy released by the Department for Education (DfE). At Learning in Harmony Trust (LiHT) we welcome this focus, having been embedding our own strategy to tackling climate change into the growth and training of our ambitious staff. Our approach to sustainability, as with any other aspect that falls into our collective social responsibility (CSR) as a Trust, has always been about creating a strong foundation that ensures meaningful and lasting change, as opposed to quick fixes. It is about planning for the future we want to ensure now, as every one of our actions as leaders and educators will continue to have an impact on generations to come. As a part of this, we have ensured that we entrench sustainability into the continual professional development (CPD)

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By tying a CPD focus into our sustainability strategy we can ensure our aspiring leaders have a foundation-level of knowledge about the importance of the environment, meaning it forms part of their decision making instead of becoming an afterthought.

As a result, the school is now working with a local company to support them in furthering this important work that started from the idea of the school’s champion.

As we continue to place the success and happiness of all our pupils and staff at the heart of everything that we do, we look forward to seeing this programme continue to grow and blossom, as we create a better future for all our communities.

So instead of incorporating a whole Trust approach, we have offered our teachers the opportunity to take ownership of the initiatives they are introducing, while also being able to involve our pupils to inspire a sense of collective responsibility and pride over the environment.

We are also leading the way in embedding this into the next generation of teachers and leaders. Our Early Career Teachers (ECTs) will be visiting the Eden Project to expand their understanding of climate change and to enable them to develop knowledge about the importance of STEM subjects in relation to sustainability. As a growing Trust with schools in areas of high disadvantage, sustainability and environmental education is crucial to both supporting our pupils in developing an understanding of nature and as a way of prioritising their physical and mental health.

The programme’s impact We have seen some really great impact from our CSR champions already, as they continue to lay the foundations for years to come. This has included the introduction of Eco Day, an eco-warriors programme for pupils interested in the environment and embedding sustainability in to curriculum such as with one of our schools revitalising the green learning spaces around the school sites as part of their science lessons. In some cases, our schools have partnered with local charities to really emphasis their connection with the local community. We want our sustainability strategy to meet the specific needs and communities we serve to ensure health, safety and equality across our schools. With that in mind, we know the teachers and staff at each of our schools are in the best position to understand the interests and needs of their pupils. At Hartley Primary School, the CSR Champion had identified air pollution as the leading issue he aims to tackle. Over the past year he has worked with the pupils to Teachers have the opportunity to take ownership of the initiatives they are introducing, while also being able to involve pupils to inspire a sense of collective responsibility over the environment

create ‘low air pollution’ zones and to write to local councillors asking for support in addressing this issue over children’s health.

For our staff, the programme has given them the core knowledge and skills to take confidence over projects they are interested in. They have been encouraged to use their own individuality and independence to pursue a project they think is best for their school. This has helped to ensure they are inspired by the changes they are making, which we have seen trickle down to pupils and other staff. Once the year is over, the champions are then encouraged to build on these projects year on year. The next year’s CSR champion will work with the previous to build on the ideas and initiatives they have introduced to ensure that schools are constantly moving forward with the CSR projects instead of starting from square one.

FURTHER INFORMATION www.lihtrust.uk  The half term is then broken down into three steps. Initially the CSR champions are invited to a collective meeting to discuss ideas and set out their aims to reach the milestone for this half term. Following this, they take part in a one-to-one coaching session, that allows them to delve deeper into the leadership skills they are developing during this milestone and to ensure they are well supported and are aware of what steps they need to take to achieve. Finally, during step three, which takes place in the run up to the end of the term, they are tasked with implementing these plans.

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IVS has enabled the school to reduce the number of cameras (and the associated costs) down to just one 4K enhanced resolution camera that covers corridors, dining rooms and vulnerable areas, helping to keep pupils, staff, and visitors safe. The system stores high quality imagery 24/7, delivering live low-bandwidth files and playback on demand, with powerful end-toend cyber protection at no extra cost, that robustly protects the school’s IT systems.

The solution has enabled a programme of pre-recorded lockdown security drills, with audio files providing guidance for pupils around fire safety, crowd management, and general safety. The intercom feature also allows operators to audibly alert those in the area and broadcast live messages. In the case of designated oneway corridors or entry and exit protocols, this feature allows operators to interact directly with staff or pupils in the vicinity of these areas to minimise any risks.

The Sweyne Park School in Rayleigh, Essex, is using Konica Minolta’s Intelligent Video Solution (IVS) which combines visual, thermal, sound and sensor data to accurately monitor and better protect any environment. Producing exceptionally high-quality images, even in low light, the interior cameras are mounted flush to the ceiling, without moving parts, delivering full 3600 view coverage with no blind spots.

L FURTHER INFORMATION www.konicaminolta.co.uk

Utilising cloud-based technology Konica Minolta’s IVS is highly cost-effective and simple to scale to any network size. No dedicated servers, recording or software licences are needed. The low maintenance solution can also broadcast audio messages, alerts, and pre-recorded files to support the management of the school.

Protect pupils, staff and property Safeguard corridors, classrooms or playgrounds

Konica Minolta provides The Sweyne Park School with a powerful and costeffective surveillance system

Contact us for a free consultation konicaminolta.co.uk/en-gb/intelligent-video-educationIntelligentvideo@konicaminolta.co.uk

Gary Fletcher-Moore, head of sales – Intelligent Video Solutions at Konica Minolta Business Solutions (UK) Ltd also commented: “Our solution is intelligent and can expand virtually without limits, ensuring long term investment and security for The Sweyne Park School. Software updates are available via a free download, ensuring the solution can be updated and enhanced as the requirements of the school and its daily operations evolve, making this a fully future-proof solution.”

Your duty of care to your staff and students means you need to provide a safe environment for them and at the same time, protect your infrastructure and physical assets. Intelligent Video Solutions can support you across many areas, helping you protect our future generations in an increasingly dangerous world.

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INTELLIGENT VIDEO SOLUTIONS

The school’s network manager Dan Joslin commente:, “It’s so easy to install that we can now fit and configure additional cameras within 20 minutes. The quality of the images returned are second to none, providing clarity that is above and beyond what our previous solution would provide. In addition to the 3600 viewing, the solution provides comfort that there won’t be any blackspots in viewing, providing 24/7 security for everyone within the school grounds.”

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The UK has no legal limit on extreme temperatures at which workers can refuse to work, but the increasing frequency of heatwaves has prompted trade unions to call for a 27°C limit on outside working and 30°C inside. They have also been pushing for a greater commitment from employers to make workplaces safer and healthier as part of the Government’s ‘Living with Covid’ strategy. Several unions formed a coalition with scientists and groups representing Covid sufferers and bereaved families to launch a ‘Covid-19 Safety Pledge’ with the support of the Cabinet Office. The Pledge is designed to ensure that workplaces – including those that are also public spaces such as schools and hospitality venues – adopt measures designed to minimise the spread of Covid infections and make public what they have done to safeguard health and well-being.

A key element is the measuring, monitoring, and mitigation of indoor air quality (IAQ) and draws on guidance produced and provided for free by BESA. This follows a presentation by the Association’s head of technical Graeme Fox to the Trade Union Congress (TUC) explaining the three pieces of guidance* produced by the Association since the start of the pandemic. Productivity He also pointed out that numerous studies have shown how elevated temperatures – well below what the UK experienced in July – negatively affect the human body. For example, research by the US space agency NASA shows that productivity falls by 3.6% for every 1deg C the indoor temperature rises above 22°C. The British Council for Offices (BCO) says temperatures in commercial buildings should be maintained at between 20 and 24°C. It also recommends ventilation rates of 12 litres per second per person (l/s pp) of filtered air with an additional 10% in high density occupied spaces to protect the health and well-being of occupants. The BCO also says that controlling humidity is crucial, but its most recent studies showed the average relative humidity (RH) in offices was 38% whereas for good health it should be between 40 and 60%. At 35% people will experience eye irritation, nasal dryness, and sore throats. E

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Heatwave ramps up pressure to make buildings healthier

Improving education estates for the next generationJonathanJones,Education Director T: 07943 049754 E: MACjonathanjones@macconsultingltd.comConstructionConsultants W: www.macconsultingltd.com Jon heads up our Education team and works with schools and academies nationally on all aspects of estates and construction management support, including advice on Condition Improvement Fund (CIF) and School Condition Allocation (SCA). MAC’s Expertise within the Education Sector MAC is working with many schools and academies nationally providing strategic estates management services and advice on all aspects of construction projects. With offices based across the UK and multi-disciplinary expert teams, we support our clients to manage their estate in line with the ‘Good Estates Management’ principles outlined by the DfE. Our services include: •Condition Improvement Fund •School Condition Allocation •Condition and Compliance Surveys •Capital Projects Design and Delivery Our team has an excellent understanding of working with schools and academies and we are committed to securing the best possible outcomes for children and young people through delivering essential improvements to the learning environment.

“The involvement of trade unions and this extremely influential group of scientists at the highest level of government brings the prospect of ‘safe havens’ that protect people from poor air quality much closer,” said Fox.

Fox also believes the publicity surrounding heat pumps and growth in that market will also have an impact with more end users able to take advantage of a technology that heats in winter and cools in summer. “Some of those early heat pump adopters were probably feeling a bit smug this month,” he said. “There is a lot going on with our climate and plenty of theories flying around about the likely impact on health, well-being and productivity, but one thing we can all be sure of is that higher summer temperatures are here to stay,” said Fox. “This has important implications for the building engineering sector and means our efforts to adapt existing buildings to the effects of climate change are increasingly important.” He stressed, however, that this was not an attempt by BESA to promote air conditioning; rather it wanted to encourage a “nuanced approach to indoor climate control”. “Air conditioning is a key technology, but so are some of the other tools we have at our disposal such as mechanical ventilation with heat recovery (MVHR), air filtration, and humidity control. We also need to improve our approach to the fabric of buildings so we can build in more passive mitigation measures – and planned maintenance will be key to ensuring equipment can continue to function properly whatever the weather conditions.

“I found union officials very receptive to our guidance and the principle of protecting workers from sources of outdoor pollution and the cocktail of indoor contaminants that can be found in many workplaces.

Independent SAGE believes all indoor areas should be assessed by a specialist for air quality, design, and ventilation. All building users should be provided with accurate and accessible information on ventilation in each space and what constitutes safe occupancy and unsafe air quality levels. They are also calling for continuous real time CO2 monitoring with a notification when levels go above 800 parts per million (ppm) – as a proxy for measuring IAQ. All building users would be provided with information on what to do when conditions are unsafe and will have the right to remove themselves without threat of repercussions.

*All three pieces of BESA guidance can be downloaded for free at: www.theBESA.com/iaq This also has important implications for making our buildings more infection resilient to reduce the impact of viruses, flu, and colds – a particular issue for schools where infections move quickly around tightly packed classrooms. “The poor performance of our building stock tends to hit the national headlines during periods of extreme heat or cold, but then to drop into the background again,” said Fox. “However, this time feels a bit different. I think the pandemic and the current energy crisis have concentrated minds – so the heatwave has created further momentum for addressing this in a more strategic way.”

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Recovering The Public & Commercial Services (PCS) union worked with Independent SAGE – the group of scientists working together to advise the government and the public about dealing with and recovering from the Covid19 pandemic – to develop the Pledge. It is “a simple commitment to adhere to health and safety law and best practice”, according to the coalition, and includes particular provision for measuring and assessing IAQ. The PCS called for employers to follow the BESA guidance to improve ventilation, filtration and air cleaning in offices, schools, and other workplaces – along with other aspects of building safety.

“They recognise that improving building ventilation can play a huge part in helping the country recover from the pandemic and make buildings more infection resilient in preparation for future health emergencies,” he added.

“They also noted the importance of using properly trained and accredited ventilation and IAQ specialists to carry out remedial work on buildings and on avoiding ‘silver bullet’ solutions.”

All building users should be provided with accurate and accessible information on ventilation in each space and what constitutes safe occupancy and unsafe air quality levels.

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“All of these require some level of financial investment, but not all are expensive –and with the barrage of different factors now facing our building stock, any investment in building performance is guaranteed to pay back handsomely.”

Employers should assess their physical environment and working practices according to health and safety law including risk assessments, to ensure that they are designed to safeguard against the spread of infection, the SAGE scientists added.

JOBADVISERSBOARDS ATSTUTORINGSOFTWARE SUPPLYRECRUITMENTSOFTWARE Eteach Group work with schools and colleges across the UK and globally to provide education recruitment solutions through our blended suite of technology products and people services. Connect with candidates faster, reduce costs and deliver greater outcomes for your pupils. info@eteach.comwww.eteach.com08452261906

Rhys is managing director of Eteach; committed to driving transformation in global education through disruption and innovation, taking a blended approach to talent management. With a proven track record in the staffing and recruiting industry, Rhys firmly believes Eteach’s suite of products and services will create better outcomes for education.

Joanne Syckelmoore, head of recruitment, Eteach Joanne is head of recruitment at Eteach and has been working in education recruitment for over 19 years. She has specialist knowledge in placing all levels of staff in education and has a desire to implement long-term solutions for schools across the UK to recruit and retain high quality candidates.

Flexible working and the search for a good work/life balance is another important factor, especially now after the pandemic. Joanne said: “Candidates are looking to recover from their professional experience of Covid and as such will prioritise schools who can offer a work life balance that sits with this personal driver.” The ‘bad press’ that teaching can get is another factor that can hinder recruitment, according to Chantal Dos Santos, careers manager at Eteach. She said: “Teaching is not a ‘glamourous’ career when looking at other opportunities. People aren’t necessarily choosing to go into teaching after school as the media and blog articles surrounding teaching are generally about theworkloadexhaustiveand that it is a thankless job. Also, hypeparentalsafeguardingatisn’tsurviveteachinginformationmostaroundishowtoit–whichattractiveall.Withalltheupdates,influenceandaroundexaminationsand teacher performance, it is not selling itself to the younger generations.” E

RecruitmentPanel:Expert

EXPERT PANEL RECRUITMENT & RETENTION

factorsbalanceforandworkingFlexiblethesearchagoodwork/lifeareimportantforcandidates,especiallyafterCovid

A recent ASCL survey has found that 95 per cent of state-sector school and college leaders have been experiencing difficulty in recruiting teachers, with 43 per cent saying it is ‘severe’. So what are the main problems for schools when it comes to recruiting teachers and other school vacancies? We asked our expert panelists. According to Joanne Syckelmoore, head of recruitment at Eteach, you have to be able to “sell” a school and its unique selling points (USPs). She says: “Not understanding your school’s USPs and communicating these effectively into the candidate marketplace can lead to problems with recruitment. Why your school and not your neighbour? The candidate attraction and appointment process are very much a dance between both parties and if a school forgets that they need to ‘sell’ themselves to the candidate as equally (if not more in this market) as the candidate

Our expert panelists discuss the difficulty schools are experiencing when recruiting teachers and other vacancies, as well as advice on how schools can attract and retain an excellent and diverse school workforce needs to ‘sell’ themselves to the school, they will find themselves rejected in favour of a school who understands this better.”

Chantal Dos Santos, careers manager, Eteach Chantal is careers manager at Eteach, previously being a teacher for 17 years. She is constantly looking at how to attract graduates to get into teaching and support them throughout their 2-year induction period, guiding ECTs to improve retention in the education sector.Issue

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Rhys EteachmanagingHowells,director,

Dean EteachmarketingRenphrey,director, Dean is marketing director at Eteach, with 12 years’ experience in the further education and training sector. He specialises in branding, communication and business growth. He is passionate about lifelong learning and supporting career development, with a particular focus on how technology can create new opportunities for the future workforce.

Rhys also points out that expanding your recruitment channels can be beneficial. He says: “Reduce your reliance on one single recruitment channel and embrace a multi-channel recruitment approach that ensures you’re not vulnerable to one letting you down. Review your contracts yearly and look for return on investment and source effectiveness.”

RecruitmentPanel:Expert

Our expert panelists have touched on some of the problems that schools can experience when it comes to recruiting good teachers and other staff. So how can schools attract and retain high quality teachers? Joanne says that it is very important to be clear on a school’s unique selling points. “Be effective in communicating these and the benefits of working at their school,” she says. It is also important to act quickly. Joanne explains: “Traditional recruitment practices in education don’t align with today’s workforce or societal pace. The faster they move on a candidate’s application and build rapport with that individual, the more likely they are to effectively fill their vacancies.

Time evolves and if approached they could be open to another move should the right opportunity be placed in front of them.”

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net54

Joanne adds that you can retain staff through sustaining well-being initiatives, actively identifying career progression desires and presenting appropriate opportunities, as well as putting effective tools in place to support the administrative burden that teaching staff face.

Video testimonials from current staff and parents are a persuasive tool to bring the school to life for a prospective candidate.

Dean agrees that schools must be clear on their ‘brand’. He says: “Have a clear understanding of what your employer brand is and where your school strives to be. Communicate this with potential staff, clearly.”

Rhys believes it’s important to work on your school’s ‘brand’. He explains: “Focus on defining your school’s employer brand as well as communicating it to prospective teaching candidates using dedicated career sites. Work in collaboration with online destinations that have high exposure and market these messages in new ways, such  Touching again on the point of flexible working, Chantal said: “Schools cannot be as flexible as other employers as teaching is a hands-on profession and other sectors will offer them the opportunity to work from home or hybrid options. Pastoral care needs teachers to know their students. Incidents happen as and when and need a core group of staff to be able to deal with it and offer support.” And of course, salary is another issue.

“You can also look at talent pool applications from previous role adverts – these are people who were motivated enough at another point in time to complete an application and the school may have missed out on them to another school.

Dean also believes in employee advocacy. “Highlight your successes around retention, career development, flexibility and work life balance. Find staff that embody these successes – if you’re a potential teacher looking for a new role, a sincere take on the reality of working in a school is very powerful,” explains Dean.

On the point of flexible working, Chantal says: “Offering flexible working would be beneficial if parameters are set – a lot of teachers who team teach or work part time or have flexible hours are still putting in the same amount of work as full time as a lot of their timetables are generally just condensed into a part time schedule – yet not being paid a full-time salary.” To keep good teachers in post, Chantal says that career development is key –especially if the school has succession plans in place and to offer appropriate courses if staff have been promoted in house. “Additionally, offering management/ leadership training to all staff wishing to progress within their careers and allowing the time for this to happen, taking the specific workloads into account,” adds Chantal.

Addressing inequalities in the workforce According to the union NASUWT, inequalities in the education workforce are exacerbating the recruitment and retention crisis. The union has raised that black and ethnic minority teachers are leaving the profession due to “pay-erosion”, stifled career progression and discrimination at work. Backing this, NFER research has revealed that the most significant ethnic disparities in teacher career progression occur during early career stages.

“What’s more, rapidly evolving societal changes are driving more teachers out of the classroom and into other industries to find better work life balance and pay.” Rhys also points out that there can be a lack of support structures for the least experienced members of the teaching industry – ECTs. “This is leading to high turnover within years 1 and 2 and we are therefore not capable of catching up to previously missed teacher training targets,” Rhys observed. Dean Renphrey, marketing director at Eteach, agrees that the challenges around flexibility surround the teaching profession. He said: “There are definite challenges around work/life balance and the structure of our education system that make teaching a less attractive career option for some people.

“Teachers who have degrees in major subjects could possibly earn a lot more if they choose to go into another field other than teaching,” observed Chantal.

“Career progression and flexibility (for example, for professionals with young families) have previously highlighted education as an attractive career option. Workloads and perception around growing rigidity in the sector appears to have shifted this dynamic significantly. “What’s more, it is important to attract candidates and make the process as easy as possible. It is essential that applying for a job in education is as simple and candidate oriented as it is in other sectors.”

Joanne continues: “Use advocates effectively in a recruitment campaign.

Chantal believes that the workload and salaries of teachers do not match up. Therefore there needs to be more attractive packages and employee perks such as medical, moving/transfer fees to ensure more candidates apply for specific jobs – especially the hard to fill roles.

Dean also advocates a proactive approach to recruitment. “Go to the candidates. Make sure you are being proactive – utilising a range of channels to communicate with potential staff, building a talent pool and increasing your visibility.”

as through blogs, vlogs, and so on.

“It’s also advisable to identify an individual within your existing organisation who is accountable for staff career progression and development. Today’s workers desire full visibility on how they can advance and are not satisfied with vague notions that promotions might be on the horizon somewhere.”

So why is it important to have a diverse workforce and how can the situation be improved? “Diversity in the workforce brings fresh, new perspectives into the workplace

Rhys Howells, managing director of Eteach highlights that the outdated method of recruiting could be putting off good candidates. He said: “Antiquated application/recruitment methods and lack of understanding of their target audience’s needs and wants could be off-putting for potential applicants.

Retaining good teachers

The pandemic also allowed schools to utilise different tools. “Homework/ assignments and marking was streamlined due to the online assessment tools available on Teams,” said Chantal.

“Parents evenings and parent meetings going online was an excellent transition as it allowed for timeframes to be stuck to and more parents were able to attend and be a part of their child’s academic and pastoral journey due to holding them online and not necessarily being there in person. Yet in the same breath it also made teachers more accessible so the demand for meetings and being available increased,” Chantal added.

and is particularly vital within education as children will benefit from being exposed to a variety of people,” says Rhys. “You can demonstrate that your schools D&I policies are working through subtle signs such as pictures on your career site or even the inclusion of pronouns in email signatures when communicating with prospective candidates.

Chantal believes that the situation opened a world to teachers where they experienced work/life balance working from home. “A lot of teachers realised the amount of family time that is sacrificed due to the teaching profession – as well as being able to do more recreational activities and hobbies in and amongst a typical school day,” she said.

Joanne also advises schools to consider ‘tangible skills’ for positions that don’t require direct qualifications. “Understand that someone with the desire to work in the role who holds personal experiences which will equip them to be effective

“Technology will no doubt be a key factor in delivery, potentially allowing greater access to subject expertise and a range of new personalised learning tools. However, there is an element of balance here as schools provide the foundations of so many soft and transferable skills.” L www.eteach.com

RecruitmentPanel:Expert and pose the possibility of being a more valuable team member than someone who has merely done the job before.”

“Different delivery models and a new approach to staffing could well be something that we see greater discussion of over the next few years. With staff retention a key benefit.

“You could also work with recruitment agencies to specifically attract individuals from backgrounds you have identified as lacking, as their proactive approach to attraction can help build that diverse workforce for you,” adds Rhys.

Rhys believes that the pandemic has shown that individuals now place far greater value on their health and wellbeing than before, which will play a far greater part in recruitment and retention of staff.

Recruitment and the pandemic The pandemic shook how education is delivered. For the first time, teachers were having to deliver remote lessons through technology, as well as teach key worker children in class. Indeed some teachers were delivering remote lessons from their own home, with some having to teach their own children at the same time. So what has the pandemic taught us about teacher recruitment and retainment, and the increased use of technology to deliver education?

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The use of technology during the pandemic can help with the future of education, and of recruiting good quality teachers, and especially those that fill a particular skills gap. Dean says: “Skills gaps in the wider workforce are likely to be reflected by skills gaps when recruiting teachers, particularly where curriculum is required to keep pace with changing technology. Proactive recruitment techniques and flexible/blended careers are likely to become the new normal.

Traditional recruitment practices in education don’t align with today’s workforce or societal pace. The faster a school moves on a candidate’s application and build rapport with that individual, the more likely they are to fill their vacancies

“Schools should also assess whether their Diversity and Inclusion Policies are up to date and how you can improve. Review what the corporate world are doing and adopt any practices you feel could help to embrace better D&I at your school.

The pandemic has also shown that a balance is possible. He says: “Blended careers are a new concept and schools should look to adopt this mindset to possibly reduce teacher burnout and exhaustion, that occasionally leads to resignations. Blended careers can utilise technology to not only deliver education but also enable our staff to experience a new form of work/life balance.”

Dean advises that schools review any barriers in their hiring process and working structure. He says: “Consider how might any process decisions be excluding people unknowingly. And online application processes often include high quality accessibility functionality to meet the latest guidelines. What’s more, flexible working patterns open up your vacancies to a wider pool of qualified professionals.” Chantal believes that indirect discrimination is prevalent and an extensive problem in schools. She says: “Missing promotions due to gender or circumstances (pregnancy and maternity) still play quite a big role. Many women leave their careers as teachers as they cannot afford childcare and/or do the hours expected of a teacher and still have a family. It is then also difficult to get back into schools at the same seniority as you were before due to having gaps in your career due to childcare.” Joanne says that diversity through the student/pupil body will be effectively supported through a diverse workforce within the school. “Schools who ‘speak’ about their diversity and the benefits it brings to their students daily are more likely to attract a diverse workforce,” she says.

FURTHER INFORMATION

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• ‘Industry standard’ choice for permanent installation by Harlequin Contracts Division • Minimum floor thickness: 46mm before inclusion of chosen vinyl finish, 38mm before inclusion of chosen wood finish. The educators choice of vinyl performance top surface with Harlequin Activity is Harlequin Cascade with BioCote. Harlequin Cascade is the ultimate heavy-duty vinyl dance floor, with mineral fibre reinforcement for stability and durability. Harlequin have now produced a new, improved Cascade with BioCote® antimicrobial protection. It is the Harlequin Cascade that you know and love but with an added ingredient with proven antibacterial properties that helps keep the floor hygienically clean, so reducing the risk of cross contamination by working constantly to reduce the presence of microbes on the surface of the flooring. For further information or to discuss the available options for your requirements, please contact our technical team: www.harlequinfloors.com 01892 514 888 dancing@harlequinfloors.com

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As a global brand with over 45 years’ experience in the performing arts, Harlequin is trusted by the world’s leading dance companies, dance professionals, universities and schools, architects and building contractors. Harlequin provides a turnkey solution for all education dance studio requirements and all products are referenced on RIBA NBS Source. Harlequin Activity is Harlequin’s leading sprung floor for dance in education. A ‘fullyfloating’ sprung floor system without fixings to the sub-floor, it features Harlequin’s proprietary ‘triple sandwich’ construction method. Harlequin Activity provides shock-dampening to avoid a ‘trampoline’ effect plus area elasticity to ensure identical characteristics across the whole floor, offering better protection from injuries for both teachers and performers.

Doors Plus Group specialise in the supply, installation and maintenance of Bi-laterally, Primary tested, UKAS accredited, 3rd party certified Fire Doorsets and Passive Fire Protection. Our clients include Schools & Universities, Public Institutions, Local Councils, Social Landlords, Main Contractors, and Charitable Organisations. To find out more about the products and services we can offer you, please contact us 01362 697152 | www.plusgroupltd.co.uksales@doorsplusltd.co.uk

Understanding the UK requirements for fire safety in schools can be challenging. Will Lloyd and Neil Budd, technical managers at the Fire Industry Association, explains what schools need to know

Requirements Understanding the UK requirements for fire safety in schools can be challenging. Fire safety starts with the design of the building and Building Bulletin 100: Design for fire safety in schools (BB 100) is the starting point, alongside Approved Document B (ADB) volume 2, to establish a good foundation of fire safety. BB 100 was recently the subject of a government consultation to seek views on a revised version. Some of the questions asked during the consultation included: views on which fire suppression systems (including sprinkler, misting systems etc.) are most effective in a school environment; whether BB 100 should include advice on specific property protection measures; and whether

SafetyFire

All schools should have suitable arrangements for raising the alarm to warn occupants in the event of a fire. A fire detection and fire alarm system, installed to BS 5839-1 by a third-party certified company, provides confidence that a fire situation will be detected at the appropriate time E

Many schools, for security purposes, will implement an access control system to restrict access to authorised people. Where these systems are adopted on doors that form part of the means of escape, under BS 7273-4, BB 100 and Approved Document B, these doors should release upon detection of a fire.

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Raising the alarm

BB 100 should provide greater guidance on meeting fire safety management long-term, to support users to meet the requirements of the Regulatory Reform (Fire Safety) Order 2005.

Fire safety in schools

The consultation on the new revision of BB 100 closed on the 18th of August 2021. The Government has issued a response to the consultation, but the revised guidance has yet to be published.

Approved Document part B is the baseline guidance for fire safety in buildings, and the recommendations of part B will typically be satisfied where the life safety guidance of BB 100 is followed. Fire doors One key fire safety element of the building’s construction is the presence of fire doors. Fire doors are used to prevent fire and smoke from spreading to protected routes i.e. protected corridors and stairways. They can also be used to restrict disproportionate damage to the school, as a result of a fire by acting as means of compartmentation, thus limiting the spread of a fire. Therefore, it is fundamental that these vital fire safety measures are subject to a suitable

system of inspection and maintenance, as required by the Regulatory Reform (Fire Safety) Order 2005. As fire doors are one of the key elements of fire safety in a school (and other buildings), it is essential that where they need to be held open, in order to allow the free movement of students, teachers and visitors around the school, they are not “wedged” open, but rather a suitable alternative method is adopted. This could be in the form of electronic hold-open devices that are linked to the automatic fire detection and fire alarm system so that they release upon detection of fire. BS 7273-4 is the appropriate British Standard for the interconnection of a fire detection and fire alarm systems and electronic hold-open devices, and anyone employed to install and maintain these devices should be competent. One of the easiest ways of ensuring competence is by the use of third-party certified companies.

There are over 32,000 schools throughout the UK. Analysis of Home Office data by leading insurer Zurich Municipal shows that in the period from 2015 to 2020, schools in England had experienced 2,300 fires of which 47 school buildings were destroyed. This has a significant impact on not only the local community, but also individual pupils. Keeping both teachers, pupils, and the school buildings safe from fire is of utmost importance.

PHS Water Pollution – Less Flushing, more discussing

The millions of period products being flushed every year is lead ing to blocked sewers, damage to buildings, polluted beach es and environmental damage, and this needs to change. At phs, as hygiene specialists, we’re in a brilliantly unique position to help convert flushers into binners and we are commit ted to help do that from as early as possible, starting at school. We recently commissioned a behavioural science white paper, Water Pollution – Less flushing, more discussing and we discovered that the right behaviour is more complicated than just having the knowledge not to flush. Sadly, many of us are flushing as a result of period shame not just ignorance. More than half of tampon users throw them down the toilet every single day of their period rather than binning them. Our research has shown that the reasons behind flushing is rooted in shame; with two in five (41%) of us feeling the need to and normalisinghaveaingpons are choosinghide our periods, and a quarter are flushing tamtodoso becauseit’s‘lessembarrassing’.We’reeagertosharewhatwe’velearnedwithschools,includthebehaviouralandpracticalrecommendationsthatcanmakedifferenceincommunicatingwithlearners,educatingthosewhoperiods earlytoestablishbinninghabitsassoonaspossible.Apartofthisistalkingtoeachother–allof us;theconversationaroundperiodsbe

tween friends and family, employers and employees and most importantly – between teachers and learners. The whitepaper also revealed the environment and facilities people experience can also influence their behaviour. In shared spaces like public bathrooms at schools, those who flush tam pons are most likely to do so if there is no bin in the bathroom (59%), no bin in the cubicle (57%), or when the bin is full (54%). But how can we change things? It’s imperative that we continue to break down the barriers and stigma around periods. Nobody should be feeling shame or embar rassment about a monthly bodily function in 2022. Every school, college and university can make a signif icant positive contribution to stopping the environmen tal pollution caused by flushing period products. We urge schools to continue the brilliant work already taking place in tackling stigma around period equality. Our mission is to support educators to completely eradicate the culture of whispering around periods; to have open conversations about binning products and identify the improvements that work best for their school, their learners and the environment. If you want to learn more about what schools can do to instigate flushing behaviours search “phs Water Pollution – Less flushing, more discussing” to read our whitepaper, or get in touch with us.

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Dual approach With arson (wilful fire raising) being one of the main causes of fire in education establishments, the need to not only protect people’s lives in the school, but also the need to protect property (e.g. the IT equipment, education resources and the buildings themselves) leads to a dual approach to tailor the fire safety measures to the location, use and risks identified. The use of sprinklers for property protection is one of the main mitigating factors that can be implemented within a new school building, and even installed retrospectively to existing buildings to protect the property. A fire detection and fire alarm system which satisfies both the property protection objective and the life safety objective, and which includes automatic transmission of alarm signals to a monitored alarm receiving centre (ARC) to summon the fire and rescue service, will assist in early attendance without the need for a telephone call. It is advised that where possible, an automatic signal to the ARC is backed up by a telephone call to the fire and rescue service to provide confirmation of a real fire event. The ARC connection is particularly important with regards to property protection at night when the school is not occupied. The fire detection and fire alarm system needs to be designed and maintained to ensure that false alarms do not occur, however in practice, this is extremely difficult. Schools may be subject to malicious false alarms and a badly designed system could lead to false alarms from environmental influences. These create disruption to the school day, and where the fire and rescue service attends, wastes valuable time and could be taking resources away from a real fire situation elsewhere. The FIA has further guidance on how Premises Management can help to limit false alarms in their buildings https://www.fia.uk.com/cut-false-alarm-costs.html.

2. FIA guidance document: Fire alarm considerations for people with sensory sensitivities Schools may be subject to malicious false alarms and a badly designed system could lead to false alarms from environmental influences.

ManchesterCOMMENTMetropolitan

Manchester Met digitalised its fire compliance records using Tio for Education for the 22/23 academic year and beyond in minutesthis is their Manchesterstory.Met is one of the UK’s largest universities with over 40,000 students enrolled every year, but it has struggled with keeping all 36 paper fire logbooks updated and in good repair for years given the continuous development happening on campus –a challenge every school can relate to.

1. FIA guidance note: Use of fire alarm systems for lockdown (specifically in schools)

 to allow sufficient opportunity for evacuation of all persons from the affected building(s). The size and complexity of the fire detection and fire alarm system will be proportionate to the size and complexity of the school. For example, a small school on one storey with no more than 160 pupils may only require a manual system with no automatic detection. Whereas a large multi-storey school with multiple buildings may require automatic detection throughout the buildings and possibly the installation of a voice alarm system complying with BS 58398, which may also incorporate a public address system, which will provide both an audible signal and verbal instructions in case of fire. Many schools are implementing a means to warn occupants of a security situation within the school grounds, whereby there is a need to keep students within designated areas in the building. This is commonly known as lockdown and more recently known as invacuation. The FIA has produced a guidance note on these systems1 With increased awareness of people with sensory sensitivities, the FIA created a Special Interest Group (SIG) to discuss the needs of those people who may not react in the manner that the specifiers and designers of the fire detection and fire alarm system may expect. The guidance document2 that the FIA have subsequently published is intended to highlight the issue and provide guidance, not only for schools, but for the wider fire safety community.

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FURTHER INFORMATION www.fia.uk.com

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Schools have thousands of students depending on every safety issue being resolved - Tio’s automatic notification system enables you to keep everyone on top of tasks and responsibilities. Tio for Education supports single location schools & academies with multiple buildings and campuses by empowering managers to monitor the school’s fire safety compliance from a single allencompassing online dashboard. Join the growing number of Universities, Schools, and Academies like Manchester Met, Dean Close School and Dartmoor Academy Trust who are using Tio for Education. L Tio’s mission is to make fire safety in education simpler, smarter, and manageable for only £30/building/year.

The FIA will be holding a series of regional events in 2023 with a specific focus on fire safety in schools. Signing up to the FIA email newsletter will keep you informed of all the events FIA taking place.

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With the new legislation and a better understanding of the requirements, Amanda Lane, Principal Fire Safety Manager at Manchester Met, knew something had to change and Tio for Education was the solution. Amanda set up a Tio for Education account in minutes and had her staff documenting fire safety checks via the Tio app in just a few days. Manchester Met now have all their most important building documents uploaded to the Tio Cloud and staff update each building’s new digital fire logbook by simply scanning the QR codes on the walls. With the free built-in Tio how-to guides, Manchester Met staff follow step-by-step instructions on how to complete every check with confidence. They receive clear daily, weekly, and monthly guidance on minimising incidences of fire like ensuring that fire detection and protection systems are maintained. This ensures every test is done correctly, comprehensively, and is recorded accurately.

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The blog says: “The success of the Lionesses in the Women’s EURO 2022 will inspire a generation of girls to get involved with football and we want to encourage more girls to participate in all sport. “We support the Football Association’s ambition to give girls equal access to football in schools and clubs by 2024 and will continue working closely with them to help them achieve this.”

The DfE says that its School Sport and Activity Action Plan is helping more girls to take part in physical activity. It has worked with Sport England to invest £1.5 million into developingtheirshouldSchoolstakepupils’views

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The Department for Education has addressed the issue of inequality in football in its blog on the Education Hub. It says that the National Curriculum for PE in schools does not differentiate in

Figures published by England Football, part of the Football Association (FA), showed that 72 per cent of primary schools offered equal football coaching to boys and girls last year, but the figure fell to just 44 per cent in secondary schools. Following the Lionesses’ victory at the UEFA Women’s EURO 2022, the team wrote a letter to Prime Minister contenders Rishi Sunak and Liz Truss demanding the government ensures every schoolgirl is given the opportunity to play football, and to have a different experience to they did growing up. The letter says: “We have made incredible strides in the women’s game, but this generation of

The Chief Medical Officers for UK recommend that where possible, children have 60 minutes of daily physical activity. The DfE expects 30 minutes to take place during the school day.

Who decides what sports are taught in schools?

ingenderEncouragingequalityschoolfootball News highlighting football inequality in schools has prompted calls for better access to the sport for females, following the Lionesses’ success at the UEFA Women’s EURO 2022 Sport deserve to play football in PE lessons and they deserve to believe that they can one day play for England. We want their dreams to also come true. “This is an opportunity to make a huge difference. A change that will impact millions of young girls’ lives. We - the 23 members of the England Senior Women’s Euro squad - ask you to make it a priority to invest into girls’ football in schools, so that every girl has the choice.”

So what are the DfE doing to encourage girls to play football?

As such, PE is a compulsory subject at all four key stages in the national curriculum. However, it is for schools to decide which sports and physical activities they offer their pupils. Factors influencing that decision include the spaces available for sports, along with available equipment. Schools should also take their pupils’ views into account on which activities they want to be able to do, and make sure they are delivering a flexible, diverse and challenging PE curriculum that suits the needs of all their pupils.

Where schools choose to offer different sports to girls and boys, for example to respond to demand, they are expected to make every effort to offer a comparable sport which uses similar tactics and has similar objectives, i.e attacking and defending strategies.

Grassroots football UEFA is working with host city stakeholders to create measurable outcomes for how they hope to see the women’s and girls’ game develop in Sheffield, Rotherham, Manchester, Trafford, Wigan & Leigh, Milton Keynes, London, Southampton and Brighton & Hove.

Nadine Kessler, UEFA’s chief of women’s football, said: “Our host cities, clubs and local authorities are up to the challenge of providing more opportunities for women and girls than ever before and knowing The FA’s long-term commitment to the women’s game, we have no doubt that together we will set a new European benchmark.”

FURTHER INFORMATION Read the DfE blog here: access-to-girls-football-on-the-curriculum/what-you-need-to-know-about-pe-and-educationhub.blog.gov.uk/2022/08/03/https:// insight from both PE teachers and girls in Key Stages 3 and 4, with the ultimate ambition of reconnecting them with PE, improving their confidence and making being active fun. Sitting alongside this, the Department for Education is funding a three-year programme to give thousands of girls access to competitive sport opportunities, including football, helping them to inspire and encourage their peers to be active through sport. Worth up to £980,000 over the next three years, the ‘Your Time’ programme will improve and increase opportunities for girls aged 8 to 16 to access competitive sport and sport leadership opportunities. The DfE also announced in October that it will invest nearly £30 million per year to open up school sport facilities in England outside of school hours (evenings, weekends and school holidays), as well as to improve the teaching of Physical Education at primary school. Primary schools are also benefitting from the £320 million PE and Sport Premium this coming academic year to boost sporting opportunities for millions of children across the country and supporting higher quality PE lessons. Further information and support for primary schools in using the PE and sport premium well is available here. More widely, the Department for Digital, Culture, Media & Sport (DCMS) has provided £2.9 million in grant funding through its Sport Survival Package to the Women’s Super League and FA Women’s Championship to cover essential costs and allow the completion of their seasons. A £230 million package is also being rolled out to build or upgrade up to 8,000 football and multi-sport pitches across the UK by

UEFA and the host cities are working towards equal access for all girls to play football in school and clubs, and for a diverse workforce of coaches, referees and local leaders delivering and organising football for their communities. They are also working towards inclusive safe and welcoming environments for every woman and girl to play competitive or recreational grassroots football, irrespective of ability, disability, age or ambition.

By 2024, UEFA and the host cities want 120,000 more girls regularly playing football in schools and clubs; 300 new FA-qualified female coaches; and 1,000 women and girls completing the entry-level FA Playmaker Award Sport BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net64

Key partners from education, local government, professional and grassroots football plus local public and voluntary sectors, are working with The FA to bring all female football opportunities under one umbrella for the first time. Each host city has a local legacy plan which sets out ambitions across participation, coaching and refereeing up until 2024.

By 2024, UEFA and the host cities want 120,000 more girls regularly playing football in schools and clubs; 300 new FA-qualified female coaches; and 1,000 women and girls completing the entry-level FA Playmaker Award to make football happen. It also wants 350 new FA-qualified female referees, 20,000 more women playing football for fun, fitness and friendship, and for 7,000 more women and girls regularly playing competitive football in grassroots clubs. L

2025. In March, DCMS started rolling out this investment, through an initial £25 million that is benefiting more than 160 facilities.

Procuring goods and services, whether it’s for a single school or an entire network of academies in a multi-academy trust, has never been an easy task. These days, school business managers need to be experts in multiple areas of procurement – a responsibility which is both daunting and time consuming. The pressure increases when you consider that budgets are only ever getting tighter, whilst the needs of the education market get greater.

But there’s more – along with the above, our collection of Procurement Essentials for Education covers key categories across the education sector; building and facilities management, waste and environment, library services and sports and leisure. You can find our full Education Essentials collection at espo.org

In an increasingly commercial environment, there has been a steep incline in private consultants approaching schools to offer support with procurement for a fee. With our years of experience behind us, ESPO is truly passionate about procurement, and we recognise that through working closely with school business managers, we can give you the knowledge and confidence to tackle even the most daunting procurement exercises, removing the need to spend on costly consultants and keeping more money for your budget.

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School procurement made easy with ESPO’s Education Essentials

Some are even accredited by the DfE, like our Education Technology framework (RM6103), so you know you’re in good hands. Offering a wide range of choice and all-inclusive fixed pricing enabled one of our customers to save a whopping 38 per cent by refreshing their MFD fleet with ESPO Framework RM3781.

yourself, schools also get the added benefit of best value pricing, as frameworks are built by aggregating demand and using this buying power to ensure suppliers are always providing their most competitive prices.

As your procurement partner, ESPO is here to support you with all your procurement needs and our team of procurement experts are always on hand to offer further support throughout the buying process where needed, whether that’s through our website, free template documents or a friendly phone call. Head to espo.org to check out our full Education Essentials framework list or browse our comprehensive range of over 120 freeto-access frameworks, covering all your procurement needs! L

Energy The cost of energy is on everyone’s mind right now, and for a busy school this is likely to be one of your highest running costs, so working with a trusted supplier is key. ESPO’s Electricity framework (191) offers your school a route that benefits from our low risk buying strategy and includes options for green power. If you’re not ready to switch, you can still make substantial savings through utilising ESPO’s bill validation service which has already saved customers over £115,000 by intercepting incorrect bills since its launch in 2019!

One of the most essential requirements for schools is being able to provide nutritious and varied meal options to a high standard and within budget. Our food frameworks are already used by hundreds of education customers and offer various catering options from fully outsourced catering services to a simple, compliant route to buy a wide range of produce for your inhouse set up. To help with costs, our frameworks can make use of aggregated demand as well as providing additional services including consultancy, menu planning and catering consumables with recycled/recyclable options.

As a public sector body, ESPO understands the importance of true best value buying and the time constraints our customers face – we are, after all, one of you. For this reason, we consider ourselves our customer’s procurement partner and pride ourselves in having over 40 years’ experience supporting schools and academies to buy the goods and services they need. More than just a catalogue Most well-known for our product range of over 25,000 products, did you know that we also have a selection of over 120 free-to-access framework solutions? Providing quick, compliant routes to an expansive range of goods and services, these framework solutions provide busy school business managers with an invaluable timesaving resource, helping to reduce the risks associated with procurement, as well as saving schools time and money in the process. From energy to food, facilities management to modular buildings and everything in-between – we’ve got it all! We’ve made it easy to access our frameworks, which are all fully compliant, free-to-access and offer a pre-approved route to market. There is also additional support available where required.

FURTHER INFORMATION espo.org

Procurement essentials for education With over 120 frameworks to choose from, we’ve put together a handy collection of Procurement Essentials for Education, bringing together the frameworks that are most popular with our education customers in one easy, convenient place. Here are some of the core sectors covered in the collection.

With over 120 frameworks to choose from, ESPO has put together a handy collection of Procurement Essentials for Education, bringing together the frameworks that are most popular with education buyers

Food and catering requirements

IT solutions and equipment Technology can use a big share of budgets when an entire school or MAT needs to be kitted out or your current devices need to be replaced. Our Documents and IT solutions include frameworks specifically designed to offer schools compliant access to both market leading suppliers as well as SMEs.

Your procurement partner

Aggregated spending Along with the support system and time saving benefits of using a framework rather than running a lengthy tender process

Reducing costs and getting greater efficiencies in your school or trust has never been more SchoolMarkimportant.

Three levels of HR support – from ad hoc telephone support to full consultancy Health and safety - unlimited telephone and email support plus three site visits/audits per Datayear.protection – making sure you stay legal with your data

Emailwww.keystoneknowledge.comyear?Callus-01332278032-hello@keystoneknowledge.com

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Best practice recognised and celebrated Reduced workload to meet internal scrutiny requirements

Awarded by the Institute ofSchool Business Leadership

Keeping on top of changes from the DfE and ESFA can be a full-time job. Let alone improving how your support functions operate.

Ensured compliance with DfE and ESFA requirements

Keystone are experts in education and are able to help you across any areas where you need extra Oursupport.retainer services have been designed to offer you as much, or as little support as you need: com

Facing some operational challenges this

Reduced costs and greater efficiencies in your budget

Maximising the impact of your spend for students

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is the quality assurance scheme, developed in consultation with the DfE, that recognises best practice and delivers you a road map for improvement. It provides you with a 360° assessment of your school or trusts’ resource strategy and management leading to:

hello@schoolmark.orgwww.schoolmark.org

Off-season residentials can mean cheaper transport and accommodation. If you are booking additional excursions as part of your trip, tickets for these may be cheaper too.

Your school might be one of the many that set aside a week towards the end of the school year specifically for school trips and residential experiences. While this can be a major benefit for timetabling and releasing staff, is it actually the best time to organise a residential experience? School trips during the closing days of the academic year can be perceived by both students and teachers as a reward or a fun treat unconnected with learning. This influences the type of residential experience and can limit what you get out of the trip. Running a residential trip at any time of year is beneficial – students will build relationships with each other, as a teacher you’ll developing a better and fuller understanding of your students – but for summer trips all this will happen just as you wave goodbye to the year group and they depart for the long summer holidays. There is no opportunity for you to fully capitalise and draw on this new insight and students are likely to revert to their usual friendship groups during the summer break.

TripsSchool

With the beginning of the school year upon us, the School Travel Forum writes about the value of school trips in the Autumn term

When is the best time for a school residential?

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An accredited school travel organiser, such as a member of the School Travel Forum, will help ensure you maximise the value of your trip and hunt out the most costeffective solutions to meet your objectives. Maximise your time Destinations for many trips are likely to be less crowded during the autumn and spring. As well as making it easier for you to oversee and manage your group, queues for popular attractions will be shorter and you won’t need to allow quite as much travel time. This means you will have more time to spend on your chosen activities and it is more feasible to changes.last-minuteaccommodateitinerary E

Restricting residential experiences to the summer term also limits the kind of trips you are able to organise. Due to demand, it can be more difficult to secure the dates that you want and it can be more expensive. Travelling during the autumn or spring terms can help you maximise the benefits and opportunities that these experiences offer and help save time and money. Here are seven reasons to organise a school trip early in the school year: Make your trip more affordable There’s no getting around it, many families will need to think hard before committing to a school residential. It is important to ensure that all students have the chance to enjoy and benefit from these experiences, organising a trip during ‘less popular’ periods can help make sure your trips are accessible to as many pupils as possible.

01252 551 540 enquiries@adveco.co Adveco.co FOR SCHOOLS, COLLEGES & UNIVERSITIES More than 50 years of award winning system design, supply, commissioning & manufacturer service -HEAT PUMPS - SOLAR THERMAL - PACKAGED SYSTEMS - WATER HEATERS - BOILERS - THERMAL STORAGECut emissions with heat pumps & all-electric hot water systems Reduce costs with high efficiency, low-emission replacement gas water heating Add sustainabilty by combining solar thermal to existing gas-fired systems Packaged hot water systems to modernise and relocate services to unused spaces Site assessment, application design, system supply and support New build projects and property refurbishment Download your free guides for schools & tertiary education estates Schools & Academies Colleges & Universities

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TripsSchool

Help your students thrive



According to research produced by Learning Away, the positive changes that arise during a school tour or trip are greatest the earlier the trip takes place in the academic year. 87 per cent of secondary school students said they felt more confident to step outside of their comfort zone and take on new educational challenges after an autumn trip with their school.

One of the most valuable benefits of a school trip is the insight it gives you into your students. For young people, being in a new environment, being given different responsibilities or opportunities may reveal previously hidden abilities and strengths. You’ll learn what makes them ‘tick’, how best to communicate with them, how they learn and take on board information. You can use this knowledge when you return to the classroom – build it in to how you give direction or how you formulate or present tasks or activities – to ensure they thrive and achieve their potential.

A number of experiences are only possible during the autumn and spring term - Skiing, and visits to Christmas markets, for example. These trips have a lot to offer young people, such as challenge, independence, the chance to practice language skills in a less formal environment, and so on. Other experiences, such as night hikes, stargazing and spotting nocturnal creatures, are much easier to facilitate and are more impactful from October to March.

You can find a list of accredited school tour providers covering all types of trips and destinations at www.schooltravelforum.com

Enjoy new learning opportunities

Whenever and wherever you decide to go, it is important that young people have the opportunity to go on school trips. When looking at how the Covid pandemic had affected learning, Ofsted reported comments from school leaders on how the pandemic continued to impact the teaching of history and languages during 21/22, noting gaps in pupils’ knowledge from missing out on history school trips and fewer opportunities to speak and listen to other languages. If organising a school trip or tour in addition to your usual workload feels overwhelming, do remember help is on hand. A specialist school travel or tour organiser will be able to advise you on the best time of year, the best location or destination and the best itinerary to meet your needs. L

Capture the excitement of a new year The start of a new academic year is full of excitement and eagerness yet there can also be summer-withdrawal symptoms. A trip early in the autumn term can capitalise on this energy and overcome nerves or hesitation about being ‘back at school’. It can help students to get reacquainted again or forge new friendships and can build morale. It can set the scene and tone for the year ahead.

While the chances of good weather may be higher during in the summer term, there are many opportunities that either can’t take place then or just aren’t as impactful.

Capitalise on learning Educational trips and tours bring learning to life, they make it real and relevant. They also help students build their observation skills and research shows that they retain information better and deepen their connection with the topic or subject. These trips also help to improve critical thinking. By organising school trips during the autumn or spring terms, you have time to build on these experiences and learning through the remainder of the academic year.

Jon Clarke, shadow head teacher at Walsall Academy, has organised and led over 100 school tours and trips. He favours holding residentials in the autumn or winter due to the added benefits it offers students and how it helps to connect them with the subject: “For students learning a new subject, a school trip at this time of year can boost self-esteem and give them confidence. Running a trip or residential at the start of the academic year gives you more time to embed the learning and see the impact.”

Boost student confidence

The positive changes that arise during a school trip are greatest the earlier the trip takes place in the academic year

ypo.co.uk/contractsforschools Utilities, catering, cleaning, winter maintenance and more FREE support from our Usedprocurementeducationteambyover 5,000 schools - trusted by your peers No procurementcomplicatedjargon! DfE solutionsapproved–working hard to meet your needs Get a helping hand with your contractsprocurementschool’s

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Digital inequality Whilst the normalisation of EdTech is a fundamentally good thing for modernisation and progression within schools, it’s important to acknowledge that accessibility to online platforms remains of the upmost importance.

Even when forced closures were not in place, many schools often took on the burden of making that difficult judgement call themselves, and children needing to learn from home quickly became the norm. During this time, the adoption of and reliance on EdTech tools skyrocketed, as schools found the right platforms that could facilitate student learning remotely.

Fast forward to today, schools are by and large back to functioning in a way that is similar to before the pandemic. The use of physical resources and in person teaching are once again standard practices, as opposed to a complete reliance on online technologies and digital learning methods. However, that does not mean that we have moved on from using EdTech to support learning. In fact, for many schools across the country, months of hybrid teaching and the use of digital tools has meant that these processes have become rooted in a child’s learning, both in and out of the classroom. According to the Department for Education’s ‘Education Technology Survey 2020-21’ in response to Covid-19, the majority of headteachers from primary (94%) and secondary (97%) schools had introduced, increased or upgraded their technology in the last 12 months, with many of these systems remaining in place for the long term. EdTech has now become an embedded part of standard teacher practices. Although its use was accelerated by necessity, it is no surprise that teachers continue to find these tools useful, as professionals in schools continue to face a myriad of challenges; be that to overcome teacher shortages or assist student wellbeing. YPO, one of the UK’s largest public sector buying organisations, identifies and provides high-quality resources to assist with learning in education. After identifying in its ‘Education in a post-covid world’ research that EdTech would continue to be a useful resource for schools into the future, the decision was made to work with its partner, GLUU, to develop askOLA –an online, on demand learning platform. askOLA askOLA acts as an alternative to private tutoring. Young people can access professional academic support, whenever they feel that they need it, from online learning assistants (OLAs) – qualified and vetted professionals who deliver personalised and on-demand academic coaching across English, maths and science – via an online platform.

The rise of EdTech During the pandemic, schools in the UK had to make a multitude of very difficult decisions - from how best to protect student and staff safety, to mitigating the impact that the pandemic was having on student learning and wellbeing.

As a result of the pandemic, a survey commissioned by YPO last year titled ‘Education in a post-COVID world’ revealed that 64% of parents said they were concerned about their children’s mental health and wellbeing, with the mental wellbeing of staff cited as a top challenge by schools. It was clear from this study that not only were children struggling academically due to the pandemic, but also in terms of their mental health. askOLA is an innovative tool because it can offer wellbeing support for students alongside learning support. Having launched across the UK earlier this year, askOLA also works to relieve pressure on teachers at a particularly difficult time of tighter budgets and stretched resources. Trialled by over 300 students in an initial term-length pilot at Shireland Collegiate Academy Trust (S-CAT), 92% of pupils said they would recommend the askOLA platform. The use of the software was found to extend a pupil’s learning time by over 1,500 hours. The feedback from students speaks for itself on the benefits of having a tool such as askOLA supporting students:

The pandemic led to significantly increased adoption of and reliance on EdTech tools and schools are still using these tools following a return to classrooms

The future of EdTech

As we see learning environments across the country embrace digital solutions, it is important to remember the importance of digital inclusion to ensure children across the UK can utilise tools and gain access to the best education possible. L

“She encouraged me not to be afraid if you don’t know something.”

“…I was stressing over the homework and now I’ve been helped thanks.”

Towards the latter end of last year, YPO research found that ensuring digital inclusion was the biggest challenge schools faced throughout the pandemic. There is no doubt that this will be heightened as a result of the current cost-of-living crisis, with more and more families in a position where they can no longer afford to invest in new tech or in some cases broadband bills.

“This website is so good. It helps me with my homework, my wellbeing, and the things I struggle with.”

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priority.

Whilst recognising our different needs, there is opportunity for us to reduce the number of unnecessary short journeys by car.

Travelling actively to school can be a win-win situation for the whole school community, as walking, wheeling, scooting or cycling can be quality time between parents and children, with pupils arriving more relaxed and ready to learn.

Three miles is the average distance to secondary school. Fifty-seven per cent of primary age pupils live within one mile of their school, and 73 per cent live within two miles, whilst 27 per cent of secondary age pupils live within one mile of school and 52 per cent live within two miles.

already tragic, such as in the case of Ella Adoo-Kissi-Debrah, for whom the factor of air pollution “made a material contribution” to her death, according to the coroner presiding over the inquest into her death.

The situation Transport is the largest emitter of greenhouse gases in the UK, and motor vehicle use is the greatest source of emissions. This is hugely damaging to all, but particularly for children.

Research shows that 27 per cent of UK schools are in high pollution areas, with the school run contributing considerably. To combat this, schools should encourage an active, safe, and green commute to school, writes Chris Bennett, head of behaviour change and engagement at Sustrans

In contrast, although tempting and the easy option at times, travelling to school by car can be a time of stress and discomfort, at premium expense and with terrible consequences to the air quality and environment around the school. Simply put; it doesn’t work. Instead, the positives of adopting a green commute to school must be prioritised as a healthier and cheaper option that benefits all aspects of the school experience.

Though legislative action, such as Ella’s Law (enacted following the inquest), is fundamental, every act of change away from carbon transport is a positive step. Active travel should be the natural first choice for all shorter trips. Fortunately, making the change from car to walking or cycling can be very simple. Schools are the basis of instilling integral life-lessons for long lasting behaviour change, and so what efforts are made here are extremely beneficial to the movement. What are the facts? 1.3 miles is the

Research shows that 27 per cent of UK schools are in high pollution areas, with the school run contributing considerably. The impact of this is

ManagementTravelSchool

The impact of this is considerable. Our Active School Travel Programme in Northern Ireland found that by the end of the 2020-21 academic year children travelling actively to participating schools increased from 31 per cent to 43 per cent, while the number of E showsResearchthat27 per cent of UKschools are in highpollution areas

Issue 27.5 | EDUCATION BUSINESS MAGAZINE 73

Essentially, most pupils and students live close enough to walk or cycle to school.

How schools can encourage an active travel school-run

Using the car is the only option for some.

Sustrans schools officers work within schools, creating a culture of active travel for the whole community through collaborative programmes for the benefit of teachers, pupils and parents.

Our guiding principle is your progression and the recognition of the profession. This year’s ISBL national conference will provide the opportunity for horizonscanning, with professional insights from trailblazers about their strategic growth, knowledge development on how to deliver change, and a chance to see how other professionals are achieving a collective focus on integrated curriculum and financial planning (ICFP). With the onslaught of rising costs, growing inflation pressures, and the most significant pay award for teachers and support staff in a generation, the demands on school leaders to manage and optimise school resources have never been greater. At the conference, you will hear from pioneers of cost management from estates to technology enablement. Sessions will explore effective workforce planning to maintain outcomes while optimising resources, and we’ll invite the practitioners developing agile methodologies and mindsets to stem the shrinking headroom. It’s not just our speakers and workshop leaders who’ll deliver essential insights.

School business professionals (SBPs) have a wealth of responsibilities demanded by the role, including delivering personal ambitions alongside their organisation’s strategic aims. These two deliverables are not always aligned, as many SBPs are highlighting, so professionals are having to consider whether remaining within their current setting will best suit their personal career plans.

As a profession, your strongest link is each other. The national conference offers an unrivalled resource of peers who are ready to help you both in self-reflection and in revising the 2023–24 forecast.

The event provides a chance to network, share, and take stock with other colleagues from different regions, phases, and school types – offering professionals the chance to engage with those facing similar challenges or already pursuing collaborative opportunities.

To access the full programme and the complete list of workshops, visit our dedicated event microsite Post-event access ISBL recognise that further value is gained through the cascading of the learning and knowledge obtained at the event to colleagues when you return to your school. We also know that learning is most effective when heard in the first person from the source. That is why we will be ensuring that session highlights and materials will be available to download after the event via the ISBL website and through our new community site PlatformED. This will include slides and audio content from our main session room. Book your place The ISBL national conference is taking place on 10-11 November at the Hilton Birmingham Metropole. There is a high demand from SBPs to return to in-person events and 150 delegates have already booked their places. To avoid disappointment, book your place today Get involved We want to encourage delegates to have a fully immersive experience at the event, so we are building in plenty of time for networking and a greater number of panel discussions. We therefore invite colleagues to send in any burning questions in advance. Simply email conferences@isbl.org.uk with your questions, and we will ensure these are covered by the speakers as we build the brief for each session over the coming weeks.

Panel sessions will focus on the 2030 Agenda and Schools Trusts – The Impact on SBPs and the Wider Sector; training the Next Generation of Leaders; the Importance of the Financial Voice – The Evolving Role of SBPs in Schools; and leading Possibility – SBPs at the Forefront of Education. All sessions are tailored to allow the opportunity for colleagues to pose questions. In addition to the wealth of plenary and panel sessions, the event will offer 16 seminars, all responding to the current concerns and priorities raised by members.

The seminars will be led by ISBL Fellows who will offer real-life good practice or sector specialists who are developing the content with an SBP to ensure it talks to the needs of the SBP audience. Sessions include ‘my journey as an SBP’, ‘the importance of change management’, and ‘the importance of school strategic and financial plans’.

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net74 FeatureAdvertisement

1DfE White Paper March 2022, Opportunity for all: strong schools with great teachers for your child schools-bill-policy-statements2www.gov.uk/government/publications/ FURTHER INFORMATION www.ISBL.org.uk

Now is the time to assess where you are in your career, what options are developing, and where you feel your skills are best placed. There is no better place to consider your future than at your professional body’s national conference, which is developed to focus solely on the needs of your profession.

ISBL National Conference: Leading possibilities

Following the release of the White Paper1 in the spring and the Schools Bill2 consultation, there is further change and reorganisation expected to come across the sector. With change comes opportunity and possibility, so join other leading professional, at the ISBL national conference this November, to discover more Programme content This year’s programme has been specifically developed to help SBPs look ahead to what the future may hold for sector reorganisation and the role of the school business leader. ISBL is delighted to be able to offer a wealth of renowned specialist speakers. Invited speakers include Sir David Carter and Dr Paul Armstrong, who, across a mixture of plenary, panel discussions and seminars, will help delegates contemplate their approach.

What can be done?

Central experiences to childhood development come from movement, and for many the key pillars of this are walking, wheeling and cycling, especially to school; forging memories and long-lasting relationships. Expectations of future generations Sustrans recently polled 1,305 pupils aged from six-to-15 across the UK for their thoughts on the environment, climate crisis and their school’s air quality.

Luckily for us all, we have school staff and teachers instilling the good habits and knowledge that will make the difference we all need. There is no greater lesson than an example being set. Don’t tell children what must be done – show them. For this, start where the buck stops –leadership. When the Headteacher walks or cycles to school; parents, teachers and pupils will follow that example. L

School Streets ‘School Streets’ are simple measures restricting through-traffic on roads outside schools for 30-to-60 minutes at either end of the school day. Emergency vehicles, residents and blue badge holders of course retain access. These fantastic schemes give parents the confidence for their children to enjoy the freedom of a safe road in clean air, whilst local communities socialise. Schools must work closely with local authorities and the neighbourhood community in developing and delivering School Streets.

The benefits – health, wealth and community happiness Physical inactivity is devastating to our health but by travelling actively to school, children can avoid the associated risks, and are also shown what difference they can make.

culture and habit of active travel in the school from as soon as pupils start.

A Sustrans-commissioned survey in 2019 found nearly two-thirds (63 per cent) of teachers would support car-free roads outside schools during drop-off and pickup times. During Sustrans School Streets as part of the Big Pedal 2019, a survey found that 90 per cent of parents and residents would support a street closure regularly outside the school. New evidence from

Sustrans finds across School Streets schemes, there has been no significant traffic displacement to surrounding streets.

71 per cent said they were worried. 62 per cent felt that adults were not doing enough about climate change. And just over half felt their concerns are not taken seriously by adults.

Our children are concerned and they are looking to their parents and teachers, as well as the Government and organisations like Sustrans to lead the way and make the difference for them.

FURTHER INFORMATION

The car is now, especially amid the cost of fuel and living crisis, an unacceptable means of travel for millions across the UK. The support that schools can provide for them, not only encourages their switch to active travel, but can be of considerable benefit to the household purse and wellbeing.

Our children are concerned and they are looking to their parents and teachers, as well as the Government and organisations like Sustrans to lead the way and make the difference for them. Each thing that we do to make a change towards active travel is worth doing, for the planet and for those that will be the adults someday.

Increasing knowledge of safe routes and how to use them is essential to making walking and cycling the primary mode of transport for the school run. Schools can distribute regular newsletters to highlight safe and reasonable routes for parents, with each communication also highlighting the importance and benefit of active travel.

Further information is available here: https://www.sustrans.org.uk/  pupils travelling by car to school fell from 61 per cent to 50 per cent. There was also a 15 per cent increase in children completing one hour of physical activity 60 minutes each day.

All schools should have a School Travel Plan. This starts with an understanding of how children currently travel to school, and sets out the actions the school will deliver to increase active travel. Pupils should be directly involved in developing this plan, to encourage collaborative enthusiasm. Methods proven to be effective in encouraging families into an active travel school run, include rewards points systems, measurable inter-class challenges, free fruit/healthy snacks for green commuters, and awarding of celebration achievements such as certificates.

Many teachers report that a pupil’s ability to concentrate and learn is improved after walking, wheeling or cycling to school; often arriving to lessons more engaged and ready for the day.

Awareness weeks and competitions, such as Bike to School Week and the Big Walk and Wheel bring a united ethos to the challenge as parents, pupils and teachers walk, cycle, wheel, or scoot to school. “Active Travel Day/ Week”, organised by the school for a selected car-free date, could include pupil-designed posters about the event, which can also be done with parental involvement, and display boards through the school as a reminder. Everyone taking part will experience the benefits of travelling actively – and this is a vital lesson at a crucial time in developing positive habits for future journeys. ‘Walking Buses’ and ‘Cycling Buses’, in which parents and pupils travel as groups to school, have proved effective in encouraging families to walk or cycle. A critical step to encourage this behaviour change will be improving school storage areas for bikes and scooters to ensure they are easily accessible for owners, safe, secure, and covered.

Promoting the power of change It is particularly important to communicate to new pupils and parents, that the school supports active travel and commuting by car is discouraged, to create a

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Identifying a suitable Park-andStride location, no more than five to 10-minutes’ walk from the school, enables parents to park and walk the rest of the journey – but this must be highlighted and encouraged to be a success.

Philip Ingram MBE, former senior intelligence & security officer and head of content at International Cyber Expo, discusses cyber security in schools, prior to the International Cyber Expo in September

The overwhelming truth Although digital transformation brings with it many benefits, it also dramatically changes the cybersecurity threat landscape for the education sector and the challenges they face. As the use of digital technologies grows, so does the threat surface, opening up many more areas for potential cyber attacks and data breaches. For many education establishments, an imminent cyber attack is inevitable. In April 2022, research from Trend Micro revealed that more than three-quarters of global organisations expect to be successfully hacked in the next 12 months. Most shockingly, universities including the University of Northampton, Newcastle University, University of Hertfordshire, and Portsmouth University were all victims of ransomware and cyber attacks. This resulted in cancelled classes and students were unable to submit their assignments or access their course materials. The ease at which these universities fell victim makes it even more crucial that increasinghasmodern-daytheBeinganddevelopingonorganisationssuchfocussecuringtheirnetworkssystems.abletonavigatecomplexitiesofcybersecurityneverbeenharder.Thethreatenvironment and expanding attack surface are only adding to the challenges. It seems even the most talented cybersecurity professional can feel overwhelmed, made worse by the ongoing cyber skills gap.

Rallying our cybersecurity troops

The digital and cyber skills gap has long been a concern for the education sector, resulting in overworked teams teetering on burnout. More than a human resources issue or even an education sector problem, this particular challenge also has grievous repercussions for continuity, if not addressed. Indeed, earlier this year, Fortinet produced a research report which revealed that two-thirds of IT leaders worldwide are concerned about the risks they stand to face as a result of a skills gap within their organisation. The vast majority, or 80 per cent of survey respondents, confirmed that they had experienced one or more breaches during the preceding 12 months due to a lack of cybersecurity awareness skills or awareness. Moreover, (ISC)2’s 2021 Cybersecurity Workforce Study estimates that an additional 2.72 million cyber professionals are required “to adequately defend…critical assets”. As the threat landscape continues to grow, evolve and intensify, we urgently need to step up as a community to tackle this issue. But what can, or should, be done?

Securing the modern classroom

The truth of the matter is the skills shortage is largely self-inflicted. The first key mistake we make is believing we need to rally troops composed of the ‘cyber elite’, or professionals highly skilled in specific and technical fields of cybersecurity. While such talent is necessary for a country’s military defence and cybersecurity-focused enterprises, they are not essential in other organisations to run securely. The cybersecurity ecosystem has evolved significantly since it originally emerged, and we now have a whole range of services and tools at our disposal to build a strong

The self-inflicted shortage

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The pandemic forced the education sector to shift towards more remote or hybrid learning models, causing many schools, colleges and universities to kick-start digital transformation programmes without any prior notice. This rapid adoption of new technologies uncovered multiple opportunities for teachers and lecturers to keep in contact with their pupils during each lockdown, plus teach in new and innovative ways. However, as education establishments around the world rushed to keep their classes online, it seems security was left behind. In fact, a survey revealed that 44 per cent of education institutions globally were targeted by ransomware in 2020, of which 58 per cent shared that cybercriminals succeeded in encrypting their data. Other worrying stats include over three quarters (78 per cent) of UK head teachers believing their school faces an increased risk of being exposed to a cyber incident in light of remote learning, according to a survey in February 2022; but only 37 per cent, nearly four in ten, including school staff and IT professionals, did not rank cybersecurity as a high priority. The survey also found two-thirds (66 per cent) of UK schools claimed to have suffered a cyber attack in the last 18 months and only 35 percent felt strongly they were well prepared to protect their school against malicious activity in the future. It goes to show that, although the education sector is being attacked, it may not be prepared for what lies ahead. Complex cyber attacks within the education sector create a massive threat towards the data protection of identity and information of students and staff. The education sector has long been an attractive target for cyber criminals due the masses of sensitive data but also because, historically, they tend to run on outdated IT systems, a smaller team of staff and fewer resources. Also, extremely tight budgets mean they have to train staff internally, who may have no previous cybersecurity experience, to run security practices. This all accumulates in making the education sector weak in their defences against the cyber threat landscape.

One of the best ways to improve the UK’s cyber resilience is through private and public sector collaboration. By uniting forces, the public and private sectors can work together to protect the UK as a joint responsibility, where they share intelligence, and do more to protect small and mid-sized organisations, who are often hit hardest by cybercrime, while also educating the public.

A meeting of minds Overcoming the cybersecurity challenge is one you don’t have to face alone. Together, the cybersecurity sector, including government, private institutions and academia, is full of impressive individuals with the resources and know-how to bring about the change we need to see. We just need a space for them to come together to do so, and that is exactly what International Cyber Expo intends to be. L Held at Olympia London on the 27th - 28th September 2022, International Cyber Expo endeavours to be the go-to meeting place for collaboration, where everyone from vetted senior cybersecurity buyers, government officials and entrepreneurs, to software developers and venture capitalists, are welcome to share their experiences, knowledge and resources with peers.As one of the must attend annual cybersecurity expos, the inclusive event is made for the community, by the community, hosts a world-class Global Cyber Summit, an exhibition space, live immersive demonstrations and informal networking.

This union is a key aspect of the UK government’s Cyber Security Strategy 20222030, which delivers a vision of cybersecurity resilience through public-private sector collaboration. The strategy also outlines the importance of building security into the core of the UK’s infrastructure by deploying secure-by-design principles, the importance of sharing knowledge and improving cyber education to close the skills gap. defence. Today, it is enough to bring onboard decently skilled individuals with the ability to leverage these resources effectively. This significantly widens the pool of talent we can access as it is no longer confined to a minority of individuals naturally gifted in STEM subjects. Rather, it allows for the possibility of qualification through training.

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Together, the cybersecurity sector, including government, private institutions and academia, is full of impressive individuals with the resources and know-how to bring about the change we need to see.

FURTHER INFORMATION To register for FREE tickets to the event, visit: ice-2022.reg.buzz/eb1 For more information on the www.internationalcyberexpo.com/eb1event:

SecurityCyber

Equally, we need to remember that cybersecurity is relatively new and it is constantly and quickly evolving. Though someone might be an expert in cyber threats today, they are unlikely to be equipped to tackle the threats of tomorrow without committing to continuous re-education. Yet, we generally place numerous barriers to entry, requiring individuals to have X years of experience, X qualifications etc. What we really need are individuals who are enthusiastic to learn and a system in place to train people from the ground up; for entrylevel or even current employees who are interested in making the lateral move. Last but certainly not least, is the importance of making room for greater diversity and inclusivity. Fortunately, we have witnessed an improvement on this front over the years. A 2021 joint study by the NCSC and KPMG shows that over a third (36 per cent) of respondents are female, roughly 10 per cent are from the LGB community - higher than the estimated 2.2 per cent of the UK population that is LGB, 25 per cent identify as having a disability and other characteristics, such as ethnic minorities, are largely in line with national population proportions. Nevertheless, this is not the time to fall complacent and we do need to continue making an effort to drive the inclusion of an otherwise untapped candidate pool. Of course, the best way of ensuring we continue to nurture diversity within the industry and indeed to tackle any issue we face, is through collaboration.

The importance of collaboration Cyber resilience is critical for all organisations whether education, governments, public or private. The threat of attacks is not going away, so the focus must be on hardening the security of critical assets so that when criminals do target them, they are met with a robust and defensive force that prohibits them from reaching their goals. However, given education and public sector organisations are often underfunded when it comes to cybersecurity, the current lack of resources and skills to comprehensively defend networks makes true cyber resilience difficult to achieve.

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The Education Business Awards returned 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, have been recognising the outstanding work, commitment and achievements of schools and academies since 2006. The ripples caused by the Covid-19 pandemic are still being felt in the education sector, with schools responsible for catching pupils up with any lost learning during lockdown. Other issues, such as teacher shortages, funding shortfalls, spiralling energy costs, and the shift in education policy, is creating a challenging backdrop for many schools. Yet there is no shortage of inspiring stories coming out of schools,

The Education Business Awards had eighteen categories, with schools recognised in areas such as ICT innovation,excellence,environmentalandoutstandingprogress.The2022AwardswerepresentedbycelebrityhostJeffBrazier.NowaweeklypresenteronBTSportScore, an ambassador for People’s Postcode Lottery and a regular presenter on TalkRadio, Jeff is a qualified Life Coach and Grief Counsellor. His first book The Grief Survival Guide was published in 2017. As well as headline sponsor’s Churches Fire, the awards were supported by Strictly Education; City Air Technologies; Alan Patient, ETeach and Fujitsu. Outstanding progress The Outstanding Progress School is presented to the primary, secondary, and independent school that can demonstrate an increase in the educational performance of the school. St Bartholomew’s School in Berkshire won the Outstanding Progress Award in the secondary school category, which is rated by Ofsted as Outstanding. Leaders have put in place thoughtful learning journeys that help pupils see how their knowledge and skills build over time. Careful contentateventreturnedBusinessEducationTheAwardsasaliveon15JunetheRoyalGardenHotelinLondon

Applauding success at the Education Business Awards

The Education Business Awards has been recognising and celebrating school achievements since 2006, reporting on thousands of success stories. On 15 June, this year’s winning schools were revealed, at London’s Royal Garden Hotel – demonstrating commitment, innovation and hard work within the education sector showcasing innovation and a commitment to teaching the future generation. 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.

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St Michael’s Primary School scooped the Excellence in Health & Safety Award for its School Streets initiative, which offers a proactive solution for school communities to tackle air pollution, poor health and road dangers by closing the road by the school during drop off and pick up times. E the Autumn and Spring Terms. In addition to providing places for its own vulnerable children and those of key workers, The Trust also provided places for local schools unable to set up provision themselves. This included free access to childcare places through the Easter Holidays and May Half Term. The Excellence in Health & Safety Award celebrates best practice in operational health and safety and recognises the planning allows any learning gaps to be quickly identified, with personal development programmes giving pupils valuable time to debate issues around diversity and equality.

Sponsored by valuable work in schools to create and maintain a safe and healthy environment for teachers, support staff and pupils.

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Now more than ever, it is essential that we continue to recognise the education sector’s achievements and to acknowledge the vital role schools play in helping the country to bounce back after the pandemic schools in Sutton, were proud winners of the School Safety Award.

The winner of the Outstanding Progress Award in the primary category was St Francis Catholic and Church of England Primary Academy on the Isle of Wight. Since coming under the wing of The Diocese of Chichester Academy Trust, staff and pupils have performed an incredible turnaround at St. Francis. Sharply focused support has helped leaders prioritise and secure improvements in the curriculum. Wellsequenced lesson plans have helped the school jump from Inadequate to Good in its latest Ofsted report last November. In the independent sector, the school that won Outstanding Progress Award was St Edward’s Cheltenham. The school’s reputation and results have been growing since the arrival of new principal Matthew Burke, who has been shortlisted for a TES Headteacher of the Year Award. January this year saw the school become part of the Alpha Schools Group, which has pledged to invest £3m in facilities and will provide new bursaries and scholarships.

Safety and security The School Safety Award is presented to the school which has provided an effective, timely response to the challenges posed the Covid-19 pandemic in order to minimise the risk to staff and pupils. LEO Academy Trust, which serves more than 3,500 pupils across six primary schools in Sutton, were proud winners of the School Safety Award. The school ensured that any learning loss during lockdown was limited and that most children returned to school having made good progress at home during

Recruitment and procurement The School Recruitment Award recognises an educational establishment which has invested in its recruitment methods and processes to ensure a timely intake of appropriate teaching and support staff. The award this year was presented to Lycée International de Londres Winston Churchill in London for its innovative approach to recruitment and professional development. Trained and accompanied by the HR & Staff Wellbeing department, the school has collaborated on an interview grid used to evaluate each candidate which is reviewed each year by the team and by students. This school-wide approach results in a lower turnover rate and fosters trust amongst the students who know their teachers have been evaluated against criteria which they have identified. Demonstrating buying excellence, the Transform Trust scooped the School Procurement Award for its decision to align energy and water services at all of its sites, including Ravensdale Junior School, which has led to significant savings. The new supplier offers bill validation - helping to find any unusual water consumption by identifying leaks and any overuse that should be investigated. This proved

ReviewAwardsEB beneficial in recouping an overcharge of £14,000 - water from the school’s supply but used by an adjacent building when it suffered an arson attack. Environmental Practice Showcasing its commitment to sustainability, Castledon School, an SEN provision for young people with learning difficulties and complex needs, has taken part in a large tree-planting project which aims to plant over 13,000 trees using sustainable methods. Students worked in groups three days a week to leave their legacy for future generations to see. Students have also learned about biodynamic farming - a holistic, ecological approach to gardening, food, and nutrition, which takes the farm to fork project to the next level. Since coming under the wing of The Diocese of Chichester Academy Trust, staff and pupils have performed an incredible turnaround at St. Francis. Sharply focused support has helped leaders prioritise and secure improvements in the curriculum

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 Audenshaw School in Manchester, meanwhile, won the School Security Award for its recently replaced access control solution, which has provided increased protection of assets and reduced cyber security risks. A central management platform integrates with existing building management software and fire alarms. In the event of an elevated incident, the new system enables the school to lockdown individual zones directly via a mobile application. Single cards are used to access doors and act as ID, which are linked to managed print services, enabling pupils to use the same PIN. Key personnel are able to override the system with their ID card. All hardware is modular and able to adapt in line with future aspirations.

The School Recruitment Award this year was presented to Lycée International de Londres Winston Churchill in London for its innovative approach to recruitment and professional development

Castledon School, an SEN provision for young people with learning difficulties and complex needs, were this years winners of the Environmental Practice Award Parker E-ACT Academy was presented with the SEN Provision Award, for its new Social, Emotional, Mental Health provision hub

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SEN inclusion and provision

The School Building Award was presented to Addington Valley Academy in London. Part of the Orchard Hill College Academy Trust, the building offers a wide variety of special learning spaces including a science lab, art room, music room, food technology room, hall spaces, library, sensory/calm rooms, soft play, supporting staff spaces and a passenger lift. It has been designed to address the complex needs of the students with all classrooms boasting excellent acoustic performance. The STEM Award meanwhile is presented to the educational establishment that has excelled in the provision of a first class environment for teaching STEM subjects including maths, technology and science, and engineering. STEM is central to every aspect of learning at Repton School in Derbyshire, which made it the worthy winner of the STEM Award. Its university-standard Science Priory, complete with its own observatory, sits at the heart of the campus. A comprehensive enrichment programme runs from Prep to U6. Science days for primary-aged pupils at the senior school include practical lab lessons and visits to the observatory, while Y8 participate in the CREST awards, a scheme to inspire young people to think like scientists and engineers. Each year Repton sees Y11 pupils gain places on the UKwide Arkwright Engineering Scholarship.

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School Building Award is presented to the establishment that has provided advanced, modern and sustainable building, constructed to meet the needs of pupils and teachers.

The Hayling College in Hampshire won the SEN Inclusion award for its commitment to meeting the learning needs of pupils, with high quality support from both external professionals and skilled members of the team. Teachers are provided with clear guidance and effective strategies which enable them to help pupils with SEN to learn well. Led by an experienced SENCO who has positively transformed provision, a Speech, Language and Communication Needs Champion and a Disadvantaged Pupil Champion both have specific responsibilities, with flexibility to adapt to pupils needs. An Emotionally Vulnerable unit has also been E

The School Safety Award is presented to the school which has provided an effective, timely response to the challenges posed by the Covid-19 pandemic in order to minimise the risk to staff and pupils.

 established to support those who are schoolMeanwhilephobic.Parker E-ACT Academy was presented with the SEN Provision Award, for its new Social, Emotional, Mental Health provision hub. With a strong reputation for SEND provision, the new facilities include a sensory room, eight small classrooms, a food technology room, ICT suite and general offices. The hub is used as a base for Child and Adolescent Mental Health Services and other external agencies and allows for a group of up to 20 young people with additional needs, such as anxiety, autism or ADHD, to access a fully inclusive school. It brings an opportunity to provide focussed ‘wrap around’ care for young people in the area. Community and sport The 2022 Community Award went to Shaftesbury Park Primary School in London for its inclusive ethos. The school uses the International Primary Curriculum and runs a bilingual stream, with pupils studying in both French and English. The school actively promotes the United Nations Convention Rights of the Child and was recognised recently by UNICEF for its principles of equality, dignity and respect, nondiscrimination and participation. Children

Parker E-ACT Academy was presented with the SEN Provision Award, for its new Social, Emotional, Mental Health provision hub. With a strong reputation for SEND provision, the new facilities include a sensory room, eight small classrooms, a food technology room, ICT suite and general offices.

The School Sport Award went to Heathfield Junior School in Middlesex for its revamped PE curriculum

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The 2022 Community Award went to Shaftesbury Park Primary School in London for its inclusive ethos.

The ICT Facility Award went to Tauheedul Islam Boys’ High School in Blackburn for its use of interactive learning which achieves high levels of engagement.

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ICT Innovation and facilities The ICT Innovation Award is presented to the educational establishment in the UK that can demonstrate innovation in its approach to teaching and deploying IT and computing that future proof pupils’ skills. Kentmere Academy and Nursery in Rochdale won the ICT Innovation Award for its wide range of technology available and embedded in all curriculum areas. Children are taught based on a Use-Modify-Create pedagogy, where active participation in the classroom is encouraged and detailed lesson plans are provided in advance. Awarded an Online Safety Mark in 2018, children are taught the SMART rules for online safety which are applicable both at home and in school. The children enhance their in-school learning through Animation and Coding clubs. E

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are encouraged to explore the meaning of the UN charter and empathise with children who do not have access to those rights.

The School Sport Award went to Heathfield Junior School in Middlesex for its revamped PE curriculum, which had a complete overhaul during covid. The school is using cricket to motivate children from disadvantaged areas to improve their lifeskills and chances in revolutionary ‘thrive sessions’, which include resourcefulness, problem solving, evaluation and decision making. In September 2021, Heathfield won the Year 5 boys 5-a-side football tournament at Hampton School - the first state school ever to win it. Hathaway Academy and Grays Athletic FC won the Academy Partnership Award, which helps to improve sports provision across the Academy and local community and provides an opportunity for students to enjoy a wide range of extra-curricular activities. Students are able to participate in club events such as mascot and match reporter days and also have the opportunity to represent the club over the weekend in both boys and girls football.

FURTHER INFORMATION awards.educationbusinessuk.net

DECISION MAKERS IN PRIMARY AND

Kentmere Academy and Nursery in Rochdale won the ICT Innovation Award for its wide range of technology available and embedded in all curriculum areas. Children are taught based on a Use-Modify-Create pedagogy, where active participation in the classroom is encouraged and detailed lesson plans are provided in advance.

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The ICT Facility Award went to Tauheedul Islam Boys’ High School in Blackburn for its use of interactive learning which achieves high levels of engagement. Technicians ensure devices are fit for purpose by carrying out an ‘IT MOT’, with pupils given microphones and cameras to aid engagement when taught from home. Recognising that assessment is a continuing priority, the school has developed ‘digital inking’ so that pupils receive timely, detailed feedback on their work to which they can respond.

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 An immersive sensory room features 360-degree projection, sound, lighting, and smells - an innovative use of technology to maximise the learning experience, underlined by receiving the NAACE Mark for Excellence in Education Technology. The ICT Facility Award meanwhile is presented to the educational establishment in the UK that has made outstanding progress in the provision of a first class environment for the teaching of ICT and related subjects.

Winners at a glance

THE BUSINESSEDUCATION2023AWARDS

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Sponsored by Churches Fire & Security St Bartholomew’s School, Berkshire Outstanding Progress Award (Primary)

The Education Business Awards will return to London on 14th June, showcasing innovation and excellence within the education Thesector.Awards will cover eighteen categories, covering outstanding progress, excellence,environmentalICTinnovation, SEN provision, and many more. Schools are encouraged to enter the awards for free with a 500 word entry statement, providing examples of their excellent work. Shortlisted schools will be then be invited to the awards luncheon on 14th June in London - venue to be Sendconfirmed.yourentries net/entry-formhttps://awards.educationbusinessuk.here:

St Francis Catholic and Church of England Primary Academy, Isle of Wight Outstanding Progress Award (Independent)

Sponsored by Alan Patient & Co. St Edward’s Cheltenham School Safety Award, sponsored by City Air Technologies Leo Academy Trust, London ICT Facility Award Sponsored by Fujitsu Tauheedul Islam Boys’ High School, Blackburn Academy Partnership Award Sponsored by Strictly Education Hathaway Academy / Grays Athletic FC School Recruitment Award Sponsored by ETeach Lycée International de Londres Winston Churchill, London School Procurement Award Sponsored by Alan Patient & Co. Ravensdale Junior School / Transform MAT Excellence in Health & Safety Award, Sponsored by Churches Fire & Security St Michael’s Primary School - School Streets initiative Environmental Practice Award Castledon School, Essex School Building Award Addington Valley Academy, London STEM Award Repton School, Derbyshire SEN Inclusion Award

The Hayling College, Hampshire SEN Provision Award Parker E-ACT Academy Community Award Shaftesbury Park Primary School, London School Sports Award Heathfield Junior School, Middlesex School Security Award Audenshaw School, Manchester ICT Innovation Award Kentmere Academy and Nursery, Rochdale

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Sponsored by Outstanding Progress Award (Secondary)

Having a comprehensive content filtering system in place allows you to control what can be accessed online on your organisation’s computers, in and out of school. It blocks content that is deemed inappropriate, offensive or even harmful whilst still allowing acceptable material to be viewed. Attempts to view harmful content can also be reported on, so any recurrent traffic can be identified.

It’s never been more important for safeguarding tools to adapt with the changing online landscape. Schools need future-proof tools that do more than react to the threats already there. We will keep developing tools like Quantum+ because we believe the internet should be a safe place for children to learn and develop their skills. L For more information on Quantum+ and our work with schools, visit our website below.

FURTHER INFORMATION www.exa.net.uk

Recent years have transferred more responsibility to schools when it comes to safeguarding their pupils, not only from parents, but from stricter regulations and Ofsted requirements coming into effect

In the digital age, the internet provides much more than just the ability to browse the web. Gaming, video streaming, content creation and social media all utilise the internet, allowing us to connect to people in ways that were never possible before.

According to a 2020 survey by the Office for National Statistics, nearly 30% of 10-15 year olds accepted a friend request from someone they didn’t know. This poses the same danger as children talking with strangers in the street. Contact from strangers can put children in danger of grooming, or recruitment to extremism and crime. In the UK it is a legal requirement for educational establishments to provide a safe online learning environment for students. So, you need to bear this in mind and ensure you are meeting the statutory requirements as set out below: Keeping Children Safe in Education (KCSIE) was introduced by the government as a statutory guideline stating schools must implement appropriate filtering and monitoring systems to ensure that students are effectively protected whilst online. The Prevent Duty is a statutory obligation for schools to keep children safe from the risk of radicalisation and extremism. It states that every teacher must be aware of the risks posed by the online activity of extremist groups, and how social media is being used to encourage young people to travel to Syria and Iraq. These guidelines have made content filtering an essential service within the school environment to keep children safe. However, it is also important to bear in mind that you don’t want to restrict their ability to learn by overdoing it and taking it too far.

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inSafeguardingadigitalworld

In response to this threat to children, we designed and built our content filtering platform, SurfProtect® Quantum.

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The internet is now fundamental in education. It provides a key learning tool for children, however, as useful as it is, it can also be an area for concern due to the nature of the material available online. Unsuitable content, social media sites, gaming can all expose children to danger.

A recent survey from the British Board of Film Classification (BBFC) found 47% of teens said they had been exposed to, “harmful or upsetting content while in lockdown, often on a daily basis.” Inappropriate content can make children feel isolated and anxious as they process what they’ve seen. Sometimes, this can be found in innocent ways - a 10 year old child researching the Tudors could stumble across content for older users.

Content filtering works by applying specific parameters to content retrieved via the internet, restricting access to certain material on websites or in emails. It can be a hardware or software solution and can often be part of a firewall. Most tools are profile-based and can tailor filters for different age ranges, or whether the user is a teacher or a student.

First launched in 2004, SurfProtect has protected children in schools through effective content filtering. Since then, we constantly develop Quantum in-line with government regulations, like KCSIE and The Prevent Duty and the platform will match the regulations as they progress. However, online tools are developed daily, and there are always new threats to children’s safety. With many classes moving online, and staff working from home during the pandemic, more needs to be done. That’s why we’ve developed SurfProtect Quantum+. Now, schools and MATs don’t need to worry about content filtering outside of school - the new tool is able to filter content when devices are used outside school amongst other advanced features.

SUPPORTING THE PUBLIC SECTOR with providing disbursement and hardship payments GET IN TOUCH sodexo.com/voucher-schemes call us on 01908 303477 or email us at ccs.framework@sodexo.com We’ve had really positive feedback from the families we support. Sheila McKandie, Head of Revenues and Business Support, The Highland Council “ ” 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.

“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.

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.

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

Sodexo have been excellent throughout, with fantastic client service managers who provide continuous support.

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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 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.

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.”

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 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.

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The provision of free school meal vouchers

“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.

FURTHER INFORMATION Get in touch today to see how we can support you. You can learn more ccs.framework@sodexo.com.orsodexoengage.com/voucher-schemesat:contactuson01908303477or

Here’s what Neil McAleese, business planning team manager for North Ayrshire Council, had to say about working with us:

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

Mini Mats were devised in response to requests from schools to provide a similar resource for Early Years, to the recently judged ERA award winning, Action Packed set, which was the first offering from Action Mats aimed at Key Stage 1 & 2. The Action Packed set is now in hundreds of schools in the UK and in schools from Iceland to India, because they have been proven to reach children of all language abilities. The Action Packed set empowers children by giving them the ability to work out what to do on each mat, thanks to the simple printed graphics, so they can be determine their actions without the need to wait for instruction. Lesson are quick to set up (and to clear up too) as they can start immediately a child picks up a mat, takes it to a space and starts moving. Once the whole class is moving and has warmed up, the next phase of the lesson can be explained and embarked upon.

Having explained the concept behind Mini Mats of movement, learning, development and fun to educators, we set them to work assessing the designers’ ideas and proposed implementation suggestions. The objective was to help shape each Mini Mat into a worthwhile challenge that teachers would see the merit in doing and with graphics that could be understood by the children. Clearly, given the age group, some compromises would need to be made in the expectation of autonomy, accepting that some help might be needed from the practitioners but, as long as children felt a degree of empowerment from their interaction with the graphics, Mini Mats would succeed in their goal.

The second challenge was to create a set of activities suitable for the mental and physical abilities of the age group. For this, Action Mats turned again to the people who know best, the Teachers. Teaching practitioners had already contributed to the activity plans for the Action Packed set, ensuring they are curriculum linked so, it was logical to turn to teachers with the same requirement for Mini Mats. Especially, as Early Years are the foundation for all schooling to come.

A core purpose of Action Mats resources, is to lighten the load of teaching staff by providing clear, simple and creative plans for lessons and activities. Plans ensure the maximum scope for use and mean resources are appealing to staff and children alike as they make life easy. Teaching practitioners were asked to contribute to the creation of robust lesson plans to supply with every set so that activities have purpose, value, progression and enduring engagement.

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net92

The instructional graphics printed onto the Action Packed set include exercises such as Hoola Hoop, Skipping and Star Jumps, conveyed using hands, feet arrows and other simple graphics. The challenge for the designers was to devise graphics for Early Years children that engage, invite, instruct and excite in the same way as the Action Packed set does. Another challenge was to find age-appropriate challenges as push-ups, for example, clearly wouldn’t work for four year olds.

FURTHER INFORMATION actionmats.co.uk

The Balance Mat concept, coupled with the more complex design features of the Plank and Swimmer mats, were the catalyst for the Mini Mats designs. The ability to apply graphics with much more complexity than hand and footprints opened up great opportunities to ‘go to town’ and we certainly did that!

Action Mats’ education resources are now available for Early Years children

Lighten the load of teaching

Interestingly, one of the most engaging of the mat designs, in the Action Packed set, that require thinking and concentration as well as exercise, is the Balance Mat. It requires children to start with four points of contact on the mat and remove one at a time until they are standing on one leg. The longer they can stand on one leg, the more smiley faces they get to signal the success of their achievement. Also, as new mat materials became available, coupled with enhanced printing techniques, so the designs could be more complex, as evidenced by the Plank and Swimmer mats which were later additions to the first iteration of the set.

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Mini Mats feature challenges such as balancing on one leg, hopping – on and off different coloured shapes, throwing and catching a beanbag, throwing to hit differed targets – which can also be given number values, tightrope walk and eleven other activities, plus four arrows and four targets, as well as the lesson plans written by teachers. A set is supplied in a tough vinyl carry bag for tidy storage. L

Action Mats, the award winning creators of unique education resources, recently released their equally innovative Mini Mats, for EYFS children. Mini Mats focus on movement and development for Early Years children, encouraging them to work on fine and gross motor skills as well as a range of cerebral challenges, such as shape recognition and colour recognition, whilst carrying out a physical challenge

help

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Issue 27.5 | EDUCATION BUSINESS MAGAZINE 93

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The publishers accept no responsibility for errors or omissions in this free service ADVERTISERS INDEX Action Mats 92 Adveco 68, 94 Audibant 42, 43 Call Systems Technology 10 Churches Fire Security Ltd 78, 79 Cloud Booking 16 Doors Plus Ltd 58 EcoGrit 46 ESPO 65 eTeach 52, 53, 55 Evaris 30 Exa Networks 89 Fairtrade Vending 88 Fermacell 38 Filestream 32 Focus Games Ltd 28 Ground Control 72 Harlequin Floors 56, 57 Jacksons Fencing 12 Keystone 66 Konica Minolta 48 Lapsafe Self Service 35 BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net94

With the government’s strategy for education estate sustainability through until 2025 set around evidence gathering and reporting on the various innovative new building technologies to establish best value for money approaches, where does that leave schools with existing gas-fired systems requiring urgent refurbishment? Even with the limitation on new gas grid connections becoming effective this year, those buildings already connected to the gas grid can still upgrade until 2035, under building regulations, to new condensing gas-fired appliances. This provides a useful safety net while assessing new low carbon technology options. For those still ‘on gas’ and, being aware of the cost implications that come with system replacements, Adveco has developed two new ranges of direct-fired condensing water heaters – the AD and the ADplus for instantaneous demands. Both ranges provide a compact, floor-standing design that is easy to introduce into an existing plant room. High efficiency burner technology translates into 30% savings in fuel consumption, making it more cost-effective, while reducing emissions. Both AD and ADplus also exhibit ultralow NOX and CO emissions. So long as there is an existing gas connection, the AD & ADplus can help bridge towards the next generation of more cost-effective sustainable technologies, such as all-electric high-temperature heat pumps based systems or blended hydrogen in the gas grid. L INFORMATION www.adveco.co

FURTHER

Refurbishing Water Heating In Schools PRODUCTS & SERVICES Leonard Hudson IBC Lockerspace 44 Logitech UK 4 Ludo Vic 26 Mac Construction Consultants 50 Media Space 94 Philips Monitors IFC PHS Group 60 Powergistics 24 Raigins Group 14 Randstad 6 Rosehill Furnishings OBC Sodexo Motivation 90, 91 Soldo Software 36 Space For Me 23 Stuart Canvas 62 TIO Fire Safety 61 Todd Research 20, 22 Venesta 8 Warneford Consulting 21, 22 YPO OFC, 70, 71 WWW.B i GDUG.CO.UK 0333 200 5295 STORAGESCHOOL BiGDUG’s shelving and storage helping you stay organised. The trusted experts in space utilisation. See our full range of Gratnells Trays online.

leonardhudson.co.uk Enquiries 0800 018 14 12 Email sales@leonardhudson.co.uk Your first choice for Uniform and Sportswear Our range includes Everything from sweatshirts, polo shirts, t-shirts, knitwear, blazers, embroidery / print, to made-to-order garments, sportswear, trousers and skirts, fleeces, and outerwear. Our range of garments provides a wide choice according to budget and style preference. Choose PARENTORDERINGONLINE for easier admin

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Education Business 27.5

Articles inside

School Travel Management

School Trips

Fire Safety

Expert Panel: Recruitment & Retention

Sport

Indoor Air Quality

Expert Panel: Cyber Security

IT & Computing

Modular Build

Facilities Management

Design & Build

IT & Computing

Sustainability

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