24 minute read
School Travel Management
by PSI Media
How schools can encourage an active travel school-run
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
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.
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.
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. The impact of this is 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. 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 Research shows that 27 per cent of UK schools are in high pollution areas to the movement. What are the facts? 1.3 miles is the average distance to primary school. 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.
Essentially, most pupils and students live close enough to walk or cycle to school.
Using the car is the only option for some. Whilst recognising our different needs, there is opportunity for us to reduce the number of unnecessary short journeys by car.
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.
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
Advertisement Feature 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
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.
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. 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. 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.
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. 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’. 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. L
1DfE White Paper March 2022, Opportunity for all: strong schools with great teachers for your child 2www.gov.uk/government/publications/ schools-bill-policy-statements
FURTHER INFORMATION
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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.
What can be done?
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.
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
culture and habit of active travel in the school from as soon as pupils start.
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.
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.
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.
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.
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.
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.
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.
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. 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. 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.
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
FURTHER INFORMATION
Further information is available here: https://www.sustrans.org.uk/
Cyber Security Securing the modern classroom
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 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.
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 such organisations focus on securing their developing networks and systems. Being able to navigate the complexities of modern-day cybersecurity has never been harder. The increasing threat environment 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?
The self-inflicted shortage
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 For many education establishments, an imminent cyber attack is inevitable 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
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.
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.
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.
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.
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.
FURTHER INFORMATION
To register for FREE tickets to the event, visit: ice-2022.reg.buzz/eb1
For more information on the event: www.internationalcyberexpo.com/eb1
A fire or unlawful intrusion in a school, college or university can be devastating to life, the quality of learning for students and the premises. The most effective defence against fire and theft is a cuttingedge safety system from a competent and experienced business, such as Churches Fire & Security
A fire or unlawful intrusion in a school, college or university can be devastating to life, the quality of learning for students and the premises.
The Regulatory Reform (Fire Safety) Order 2005, as set by the Government, dictates the fire safety equipment that must be installed in educational settings, including fire doors, alarms and fire extinguishers. It is the duty of the Responsible Person to ensure this equipment is maintained to a good working order, and regularly serviced by experienced technicians.
The use of security systems, such as CCTV, remote monitoring and access control is increasingly popular in education to protect students and staff from the threat of theft, break-ins, arson and other criminal activity.
The most effective defence against fire and theft is a cutting-edge safety system from a competent and experienced business, such as Churches Fire & Security.
Fire & intruder alarm monitoring
A fire or intruder alarm being activated in a school, college or university during, or after, learning hours can cause stress and worry for those on site.
Churches Fire & Security work with educational settings to put structured evacuation plans in place, so that each person can be safely moved away from any threat in an emergency situation. This then allows the administration and Responsible Person the time to take the necessary action.
So what happens if an alarm triggers out of hours with no one available to act in response? This is where continuous professional alarm monitoring can help. With alarm monitoring, when a fire or intruder alarm is activated, a secured signal is sent from the customer control panel and received at an Alarm Receiving Centre (ARC). When an alarm has been received, the following actions occur.
Firstly, a trained operative assesses the trigger. If found to be genuine, they will alert the business owners, key holders or the emergency services as required. Intentional and malicious alarm triggers can be commonplace in schools, with measures available to put in place to help mitigate this risk.
Secondly, if a false alarm or service issue is picked up at the ARC, operatives have the capability to reset the control panel remotely via their secured portal.
Then if a service issue cannot be rectified remotely, a qualified technician will be sent to the customer site, equipped with all the knowledge required to carry out a swift fix.
Based at a secure location, the receiving centre constantly monitors customer CCTV systems, fire and intruder alarms. The ARC is fully managed 24 hours a day, 365 days a year by specially trained colleagues with the applicable security clearance and knowledge of system practices. Making use of the latest technology, monitoring from Churches Fire & Security gives customers peace of mind that their premises is supervised at all times.
Benefits of alarm monitoring
There is a lot of value in monitoring fire and security systems at all times with one trust provider.
For example, it gives immediate response to triggered alarms, minimising the chance of loss, damage or unnecessary evacuation. It also gives peace of mind that premises’ are continually monitored, especially when vacant, and gives 24/7 management by highly trained handlers. It can also assist with meeting business insurance requirements (if applicable), and give total management of all systems, removing the need to manage multiple providers. Users also benefit from a secured customer portal to manage account and view alarm history.
The Churches Fire & Security Alarm Receiving Centre is fully equipped to monitor a range of systems, depending on customer requirements, including fire alarms, intruder alarms and CCTV systems.
Industry recognised protection The specially built ARC at Churches Fire & Security is 100 per cent dedicated to the management of our own customer’s sites.
Monitoring at our ARC is NSI Gold Accredited, and operates to the most up-to-date British Standard. With the highest level of accreditation, our working practices are subject to regular audits to ensure compliance.
Manage your school, college or university safety with vigilant monitoring from the fire and security experts at Churches Fire & Security.
Additional services
Further provisions provided by Churches Fire & Security include fire alarms, fire extinguishers, emergency lighting, gas & kitchen suppression systems, fire door inspections, fire training and risk assessments, dry risers, sprinkler systems, CCTV, intruder alarms and access control.
We continuously strive to improve our service offering to our loyal customers across all departments within our business. To this end, we make use of innovative applications and the latest technology to provide streamlined inspections and management of account documentation.
For more on alarm monitoring and general fire safety and security, see below. L
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