We maximise your facilities’ potential by providing a comprehensive selection of products and services to help you cut costs and run efficiently. Our extensive range of competitively priced products – can help you achieve your budgetary, operational or sustainability objectives.
For over 30 years we’ve put our passion into becoming a reliable and trusted partner to the Education sector, by creating and delivering tailored solutions to meet your specific needs. But, as ‘standard’ we offer all our customers the Viking benefits:
The government has announced a raft of measures and funding to improve the provision of sport and PE, including £600 million to continue the PE and Sport Premium for another two years.
To ensure equal access to sport – something the Prime Minster Rishi Sunak promised to the Lionesses following their win at the Women’s Euro 22 – the government has set out standards to ensure girls and boys are offered the same sport options at school. What’s more, the government is advising that at least two hours of PE is done a week, and says that it will provide details on how to support schools in its soon-to-be refresehed School Sport Action Plan. These measures to improve sport and PE are analysed on page 69.
This issue of Education Business also examines effective strategies for MAT growth, as well as the mental wellbeing of the school workforce and what school leaders should be aware of. Meanwhile Victoria Temple from BCS, The Chartered Institute for IT, takes on the topic of ChatGPT and the rise of AI in schools, discussing how teachers can harness its potential.
Finally, with the government admitting that serious structural issues have been identified in a number of schools, we examine the issue and summarise what support is available to improve the condition of school buildings.
Angela Pisanu, editor
© 2023 Public Sector Information Limited. No part of this publication can be reproduced, stored in a retrieval system or transmitted in any form or by any other means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the publisher. Whilst every care has been taken to ensure the accuracy of the editorial content the publisher cannot be held responsible for errors or omissions. The views expressed are not necessarily those of the publisher. ISSN 1474-0133
Education Business is a member of the Independent Press Standards Organisation (which regulates the UK’s magazine and newspaper industry). We abide by the Editors’ Code of Practice and are committed to upholding the highest standards of journalism. If you think that we have not met those standards and want to make a complaint please contact Polly Jones or Angela Pisanu on 0208 532 0055. If we are unable to resolve your complaint, or if you would like more information about IPSO or the Editors’ Code, contact IPSO on 0300 123 2220 or visit www.ipso.co.uk
£600 million confirmed for PE and Sport Premium; Online Safety Bill does not go far enough to protect children; Long-awaited SEND improvement plan published
There is a real challenge facing Multi-Academy Trusts (MATs) in understanding where to go with growth targets set in the Schools White Paper. But a new report shares practical strategies for growth, lessons learned on the way, and key advice to schools on assessing their options on which MAT they should join
The Schools & Academies Show in London on 17 May brings together thousands of school and academy leaders to connect, discuss new ideas and debate the biggest challenges and trends that will shape the future of the education sector
The Teacher Wellbeing Index, now in its sixth year, unambiguously demonstrates the need to act on the wellbeing of the staff in our schools. Andrew Cowley explains the latest findings
Most schools are unprepared for the impact that ChatGPT and AI will have on teaching and learning, according to research of computing teachers. But rather than banning AI, teachers need more support to harness its potential. Victoria Temple explores the topic
Dragon’s Den star Steven Bartlett and STEM advocate Anne-Marie Imafidon are amongst the inspiring speakers at this year’s Bett show, taking place 29-31 March at ExCeL London
The recent Cyber Security Schools Audit revealed that 78 per cent of schools fell victim to at least one type of cyber incident in 2022 – with seven per cent experiencing significant disruption as a result. LGfL-The National Grid for Learning, examines the report further
The Department for Education has recently highlighted that there are many school buildings with serious structural issues, and that the “risk of collapse” of some school blocks was a key risk for the department. We examine the issue and summarise the support that is available
From energy sourcing and consumption, to food and uniform policies, there are many measures – big and small – that schools can do to reduce their carbon footprint and energy usage. Adam Flint, national manager of Eco-Schools England, explains how
Understanding the experiences of disabled children and making appropriate adjustments can make a significant difference to their time in school and their ability to learn, writes Caroline Withers, trustee director at Support SEND Kids
The latest research highlights that learning outside the classroom has maximum impact when it is woven into the school curriculum and daily teaching practice. Matilda Miles from the Council for Learning Outside the Classroom explains why teaching in different environments should be a priority for schools and what support is available to help schools develop their provision
The government has confirmed a continuation of the PE and Sport Premium, advised that schools should offer two hours of PE time a week, and set out new standards for equal access to sports for boys and girls. We examine the measures announced to boost school sport and PE, and improve equality of access
The Safety and Security Event Series is essential for those tasked with security, fire safety, cyber security and health & safety in all educational settings. The co-located events return to the NEC Birmingham on 25-27 April 2023
announced £22 million for the School Games Organisers (SGO) network.
The PE and Sport Premium is designed to help children get an active start in life by improving the quality of PE and sports in primary schools. Headteachers can choose how best to spend this funding including on teacher training, offering more opportunities for pupils to take part in competition and widening the range of sports for both boys and girls including football, tennis, cricket and hockey.
The government has confirmed that the PE and Sport Premium will continue for the next two academic years, with funding of £600 million, and has also
SPORT & PE
There will also be a new digital tool for PE and Sport Premium, to support schools in using the funding to the best advantage of their pupils and to allow the government to understand where further guidance is needed. These announcements are part of a package of support to boost PE and sport in schools, which includes equal access to sports in school for boys and girls. Schools will receive updated guidance this summer setting out how to use the funding to the best advantage of their pupils.
CLICK TO READ MORE
Nine out of ten teachers in the UK do not believe the Online Safety Bill will make children safer online, according to data released by EdTech event Bett.
The research, which polled 8,000 teachers in UK schools, found that every teacher feels students need to be safer online, and only one per cent of teachers surveyed are completely confident students will be safe now that the Bill has been introduced.
Unsurprisingly, most teachers believe the Online Safety Bill doesn’t go far enough in protecting children, with four out of ten (40 per cent) feeling the Bill should do more to protect children, and 15 per cent agreeing the Bill has done “nothing” to protect children online.
The government is setting out new standards for equal access to sports, making it clear that girls and boys should be offered the same sports during PE and extracurricular time in schools. The package will help provide equal opportunities in school sport, following from a promise made by Prime Minister Rishi Sunak and Education Secretary Gillian Keegan to the Women’s Euro 22 winners, the Lionesses. This also follows on from the success of the Football Association’s (FA) #LetGirlsPlay campaign which is working to change perceptions and make sure girls get the chance to play football within the school curriculum, as well as at breaktime, after school and at local clubs. The campaign was
launched by the Lionesses squad and the FA after the England Women’s team’s success at the Euro 22 tournament last year. Schools that successfully deliver equal opportunities for girls and boys will be rewarded through the School Games Mark, which will assess parity of provision in PE and extracurricular sport. Alongside this work, Ofsted will be publishing a report into PE in the coming months, which will inform future inspections and set out what they believe is possible in terms of offering high quality PE and equal access to sports.
Education Secretary, Gillian Keegan, said: “Every child – girl or boy – should have access to high quality sport and activities. Not only are these opportunities great for both physical and mental health – but also for all those other skills young people will need throughout their life like teamwork and communication.
“We are breaking down the barriers some children face to access sport and building on the Lionesses’ legacy to ensure girls have the same access to all their favourite sports as boys.”
The research also revealed that almost a third of teachers don’t feel they know enough about the Online Safety Bill to judge whether it will be effective or not, irrespective of the school’s state or private status, Ofsted rating, size, or location.
Younger teachers (aged 20-30) seemed to have the least knowledge of the Online Safety Bill, with 38 per cent saying they didn’t know enough about it, compared to 30 per cent of over 40s, and just 26 per cent of over 50s.
Louisa
Hunter,Event Director for Bett UK at Hyve Group comments: “With students and teachers relying increasingly on technology both in and out of the classroom, the issue of student safety is clearly keeping teachers and parents awake at night. Much more needs to be done to ensure the safety of our children online. We urge schools, governments and EdTechs to better support each other by prioritising a focus on how students and teachers can use technology better and, ultimately, how we can improve the lives of students and educators with technology.”
What sets us apart from our competition is our dedication and commitment to quality; our innovative quality assurance methodologies provide complete transparency for our clientsproject work can be monitored and checked digitally from any smartphone, tablet, laptop or desktop. Our expert fire stoppers are highly trained and provided with ongoing CPD opportunities such as internal e-learning courses in order to keep knowledge and practice updated according to building regulations and manufacturer specifications.
Aberdeen to Antarctica
Education charity Future First has launched ‘Schools Alumni Week,’ in a bid to raise awareness of the importance of role models for children from disadvantaged backgrounds. Research has shown that almost half of the UK’s most disadvantaged pupils do not know anyone in a job they’d like to do. Future First’s work aims to tackle this by connecting young people with former students from similar backgrounds, to inspire them, and understand their true potential. In advance of Schools Alumni Week, which will take place 24-28 April, the charity is now calling on educators, organisations, politicians, and the general public to realise
the importance of relatable role models for all pupils, and how an alumni can be the perfect source of inspiration. The charity will use the week to make resources available to achieve this, enabling schools and colleges to engage with their former pupils and build an effective alumni community. To promote the launch further, Future First has also released its film- ‘Someone Like Me’ that demonstrates the issues and the need for state school students to have access to role models they can relate and aspire to.
The Welsh Government has published its Net Zero Skills Action Plan which sets out plans for government, businesses, education and trade unions to work together to upskill people to work in the net zero jobs of the future.
The plan looks to strengthen the skills system, including the apprenticeships programme. The Welsh Government is exploring options on how apprenticeship frameworks can further meet the net zero commitments.
In addition, Ministers will look to strengthen the offer of short courses to top-up net zero skills for young apprentices’ in new and emerging technologies and techniques through Personal Learning Accounts. The plan also looks to promote opportunities for early years and young people to realise their potential. Wales’ new curriculum will do this by motivating, engaging and equipping children and young people to effectively understand their future career options, and the world of work in the industries of the future.
The government has launched the Language Hubs programme, designed to boost the quality of language lessons in primary and secondary schools. Recruitment will begin for up to 25 lead schools who specialise in languages to support up to 105 partner schools who sign up to the programme, in its first year. The lead schools will work with partner secondary schools by modelling best practice and evidencebased training for language teachers. The programme aims to improve the transition of language learning from
Key Stage 2 to Key Stage 3, so students have strong language knowledge.
Another part of the Language Hubs programme will be focused on German. Plans will be developed to promote German language learning and culture, working with trained German specialist teachers to widen the participation of German language learning in both primary and secondary schools. UCL IOE will partner with GoetheInstitut to implement these phased plans.
■ Infinite creative board with floating toolbar
■ Quick launch pen - start the whiteboard and annotate on anything instantly
■ Cloud whiteboard - collaborate live between classrooms
■ 4K UHD display with anti-scratch, anti-fingerprint and anti-glare reinforcement
■ Various stands and add-ons available
■ Extended warranties also available optoma.co.uk
Quickly sync up and import lesson materials securely from anywhere with Google Classroom and single-sign-on (SSO).
Connect any device, share your screen, videos, images, documents and more. Perfect for students to share their work.
Discover the Optoma 3 Series and 5 Series Creative Touch Interactive Displays here.
Book a FREE demonstration today: bit.ly/bookademouk
A new report by the University of Bristol shows how entry rules for secondary schools are hindering social mobility, especially at the most sought-after state schools.
The research, which was funded by the Nuffield Foundation, is the first national analysis of entry requirements since widespread academisation of schools. It found that where you live is a key deciding factor.
While Local Authorities used to set such criteria, changes in recent years such as the introduction of Academies and Free Schools mean most secondary schools now decide this themselves. Families submit a list of their preferred schools, and oversubscribed ones, which applies to the majority of the strongest performers, select pupils according to their own admissions criteria, subject to the Government’s School Admissions Code.
The report findings show how this has resulted in a raft of different, highly complicated processes which, in some cases, are not only hard for parents to understand but also serve to perpetuate social inequalities and division.
Despite clear government extra funding incentives to admit disadvantaged pupils, very few schools (just five per cent) prioritised them in the admissions process. Recent analysis has shown grammar schools are failing to make it easier for children from the poorest households to get a place.
Similarly, this report found grammar schools that gave priority to pupils from households in receipt of welfare benefits, and therefore eligible for the Pupil Premium, are no more socially inclusive than those that don’t, as the priority is conditional on the pupil’s score in an academic test.
Apart from meeting legal obligations, having a sibling already at the school was the most common criterion, with 96 per cent adopting this rule. Geographical location, including catchment areas and distance or travel time from home to school, was also widely used – by 88 per cent of schools. In tie-break cases where would-be pupils met the same criteria, how close they lived to the school was typically found to be given precedence. The few grammar schools plus some other schools (11 per cent in total) use academic tests to determine admissions, while very few schools (one per cent) use a random allocation as the tie-breaker.
The report also highlighted examples of more innovative admissions arrangements, including random allocation of some places to applicants regardless of where they lived, test-based selection processes to ensure mixed-ability intake, and constructive use of the Pupil Premium as a priority for admissions.
The government has published its SEND and AP Improvement Plan, which includes investment in training for workers, new standards, and the building of more new special schools.
The plan sets out a clear roadmap to transform the SEND and AP system and make it sustainable over the long term.
The plan confirms that 33 new special free schools are approved to be built, adding to the 49 already in the pipeline.
The transformation of the system will be underpinned by new national SEND and AP standards, which will give families confidence in what support they should receive and who will provide and pay for it, regardless of where they live.
There will be new guides for professionals to help them provide the right support in line with the national standards but suited to each child’s unique experience, setting out for example how to make adjustments to classrooms to help a child remain in mainstream education.
To improve parents’ and carers’ experiences of accessing support, the plan will cut local bureaucracy by making sure the process for assessing children and young people’s needs through Education Health and Care Plans (EHCPs) is digital-first, quicker and simpler wherever possible.
There will be expanded training for staff, ranging from up to 5,000 early years special educational needs coordinators to 400 educational psychologists, covering a wide range of educational needs. The Institute for Apprenticeships and Technical Education will develop an apprenticeship for teachers of sensory impairments.
The £70 million change programme will
work over the next two to three years with selected local authorities in nine regions, working alongside families to implement, test and refine longer-term plans – including new digital requirements for local authority EHCP processes and options for strengthening mediation.
The changes are also underpinned by a strengthened local authority inspection regime joint between Ofsted and the Care Quality Commission.
The plan follows extensive engagement with around 6,000 consultation responses and 175 events, ensuring the new reforms take into account the views of children, young people, parents and carers.
Additional measures confirmed in the Improvement Plan include the creation of a new leadership level Special Educational Needs Co-ordinator National Professional Qualification (SENCo NPQ), ensuring teachers have the training they need to provide the right support to children.
A new approach to AP will focus on preparing children to return to mainstream or prepare for adulthood. AP will act as an intervention within mainstream education, as well as high-quality standalone provision, in an approach that meets children’s needs earlier and helps prevent escalation.
An extension of AP Specialist Taskforces, which work directly with young people in AP to offer intensive support from experts, including mental health professionals, family workers, and speech and language therapists, is backed an additional £4.8 million investment.
Schools should be helped to develop much more effective engagement plans with parents to tackle the national persistent truancy crisis, such as using personalised text messages to parents.
Experts from Exeter University have said that more use of personalised messages and text messages could be an effective and low-cost way of improving attendance once deeper relationships have been developed between schools and families.
The researchers have warned there is a huge variation in the effectiveness of current efforts to improve attendance, with an army of family liaison practitioners and attendance officers recruited by schools. Evidence informed guidance of practical strategies likely to work is urgently needed.
In a submission to the House of Commons Education Committee Lee Elliot Major, Professor of Social Mobility at the University of Exeter and Andy Eyles, from University College London, reported that more than 28 per cent of primary pupils and 40 per cent of secondary pupils who qualified for free school meals were persistently absent during the 2021/22 autumn term – a nearly threefold increase compared to the pre-pandemic years. They estimate that persistently absent pupils are likely to lose two to three months of learning over the course of an academic year.
Professor Elliot Major said: “Persistent absenteeism is a national crisis and threatens to damage the education prospects of a whole generation of children. The reasons why so many children have not returned to school is varied and complex, but most troubling of all, some families appear to have lost their belief that attending school regularly is necessary for their children.”
“I’m convinced that developing school parent engagement plans would be a potential game-changer encouraging more children to attend school and enabling them to be better prepared to learn in classrooms.”
The Confederation of School Trusts (CST) has published a discussion paper, with ten proposals to reform inspections. The CST suggests that government should work with the range of stakeholders and the inspectorate to consider how the complexity of school quality and performance can be captured more effectively and with more sophistication. They also suggest that Ofsted should urgently commission research into the validity and reliability of its inspection framework, and that there should be a comprehensive review of the current grading system. Ofsted should also make it clearer how the inspection methodology includes the use of achievement data, and periodically
COST-OF-LIVING CRISIS
review and publish an analysis of the relationship between achievement data and inspection outcomes.
The Confederation of School Trusts also suggests that Ofsted’s complaints process should be improved, including an independent oversight with the capacity to re-open inspection judgements in appropriate circumstances.
Ofsted should also provide clearer and more consistent engagement with trust staff, positioning them as part of the school rather than something external, and this should be more clearly described in the handbook.
Schools are pulling out the stops to support pupils and their families during the cost of living crisis, despite their own challenges of having squeezed budgets, according to a recent poll of governors.
Fifty-six per cent of governors polled by Strictly Education - organisers of National School Governors’ Awareness Day, said their schools had put in place additional measures to reduce the impact of the cost of living crisis on their families. Measures included opening a community shed to provide food and other household items, coat banks, increasing breakfast club numbers and referring more families to social care.
In terms of the impact of the costof-living crisis, more than half of the governors (53 per cent) said there had been an increase in the number of pupils arriving at school hungry.
A similar proportion (51 per cent) had seen parents becoming increasingly unable to afford school uniform and appropriate footwear for their children.
Governors said they have seen a range of other economic impacts on their school
community, including more families being unable to afford school meals, and increased anxiety in children.
Governors said cuts were being made in a range of areas to tackle the budget squeeze. The most common measures were reducing the number of teaching and classroom assistants, cutting back on school trips and other enrichment activities and reducing hours of support staff.
Be in with a chance of winning a £500 book voucher for your school’s library this summer.
For more information, visit www.venesta.co.uk/about/articles
We’re committed to raising the standard of education washrooms.
We have specialised in designing and manufacturing school washroom solutions for over 50 years. We know that performance, practicality and cost effectiveness are key considerations when specifying washrooms for children and young adults. Our education ranges offer carefully thought out safety, anti-tamper and hygiene features as standard, to ensure students of all ages are safe and secure whilst using washroom facilities. Not stopping there, we believe that children and young adults have a right to privacy, which is why we give you the option of full height cubicle doors and partitions.
Contact our team today to discuss your education washroom projects.
Specify your education washrooms with
Call 01474 353333
and for clear decisions to be made about what to include in the curriculum, with subject-specific reasons.
Ofsted’s new research review into art education has identified some common features of schools that teach high-quality art curriculums.
The report acknowledges that there are various ways schools can construct and teach high-quality art curriculums, but identifies some common features that schools may want to consider in developing their art education.
These include designing curriculums that work towards clearly defined end goals, reflecting the complexity, diversity, and plurality of the subject,
Effective schools also develop a curriculum that allows pupils to learn the fundamentals of art and express them in interesting ways, and have a curriculum that builds practical, theoretical and disciplinary subject-specific knowledge.
Successful schools also provide a curriculum that shows the diversity of art, craft and design, including work that is produced around the world by different artists, craft-makers, and designers from diverse communities, as well as traditional and contemporary forms. The report also reports that sufficient training, support and time for teachers to teach the curriculum well is important.
The Local Government Association (LGA), which represents councils, has warned that almost a quarter of a million children are missing children out on free school meals due to the lack of an automated sign-up system.
The LGA says the approximate £470 given by government to cover the cost of each child’s free school meals (FSMs) per year could be extended to many more children in need, if the application process was simplified and made automatic.
The LGA says the process for parents and guardians to sign up their children for FSMs should be streamlined, to capture those who already meet the criteria and ensure no child goes without at least one hot nutritious meal a day. Automatic enrolment, instead of parents having to formally apply to their local authority or via their child’s academy school, could benefit the estimated 11 per cent of eligible school
children – equivalent to 215,000 pupils – who have not yet taken up the offer. This in turn would generate tens of millions of pounds in vital extra pupil premium funding for schools, which is allocated based on the number of agreed FSM applications per school. This would also help ensure funding gets to where it is needed, in order to narrow the attainment gap between children from disadvantaged backgrounds and their peers.
The LGA is calling for the Government to urgently introduce automatic-enrolment and consider extending eligibility for FSMs, to ensure all children in poverty are entitled to at least one hot meal per day, including a review of the current income threshold of £7,400 per year.
Jamie Oliver has launched the Good School Food Awards, which will celebrate the amazing catering teams, canteens, holiday programmes, campaigners and unsung heroes who go the extra mile.
A panel of twenty expert judges will shortlist the awards and celebrity judges will have the final say. Mary Berry, Greg James, George Webster, Jessica-Ennis Hill, Big Has, Loyle Carner, Joe Wicks, Seema Pankhania and Jimi Famuwera will join Jamie as they judge winners across eight different award categories: Catering Team Champions, Early Years Award, Sustainability Award, Governor or School Leader Food Hero, Youth Activist of 2023, Food Educator of 2023, Rising Star and the Community & Kindness Award.
Jamie Oliver, says: “We need to show big love to the food educators, teachers and catering teams that work so hard 190 days a year to feed our kids and teach them about the joy of food. I truly believe schools are our secret weapon. From the food they serve to the cooking skills they teach kids, they lay the foundation for children’s health and wellbeing, as well as their academic success and future productivity. These awards are all about celebrating what is brilliant in our school and wider food systems.”
Voting can be done at www. jamieoliver.com/schoolfoodawards and close on 23 April. From 26 June, the winners will be unveiled on The One Show, in the Sun and on Heart FM.
Guided by international and evidence-based research, the International Primary Curriculum (IPC) supports the holistic development of learners aged 5-11 years old with enjoyable, relevant, and rigorous learning, preparing them to be globally competent, socially conscious, and motivated individuals that positively contribute to the world they live in.
The IPC is a framework for learning with comprehensive materials and a defined progressive pedagogy created for learners, teachers and leaders, enhanced by professional development and support services from the International Curriculum Association (ICA).
“Through studying the IPC my pupils have a more accurate and realistic approach to life in another culture, enabling them to genuinely embrace diversity and build a brighter future together.”
scan me
Find out more about the IPC:
There is a real challenge facing Multi-Academy Trusts (MATs) in understanding where to go with growth targets set in the Schools White Paper. But a new report shares practical strategies for growth, lessons learned on the way, and key advice to schools on assessing their options on which MAT they should join
Around 12 months ago, the government’s Opportunity for All policy paper proposed reforms to the education system focused on providing an excellent teacher for every child, delivering high standards of curriculum, behaviour and attendance, targeted support for every child that needs it, and a stronger and fairer school system.
The case for a fully trust-led system was made and, as part of this, a requirement was set for all schools to be part of a MAT and for trusts to grow to at least 10 schools or 7,500 pupils by 2030. In terms of the sector’s ability to meet the seven-year timeframe, and also with reports that the ‘deadline’ has been relaxed if not dropped altogether, this desired outcome of the White Paper is currently shrouded in uncertainty.
At the time of writing, however, this is still the broad political direction of travel. So,
having convened a range of perspectives from MAT leaders on the growth challenges facing trusts and document how their approaches are working in practice, a new report may help to inform and support discussion around a trust-led system.
The 2030 MAT Growth Challenge: Effective Strategies and Systems report, which was published recently, includes the perspectives of those who have already hit the ‘magic’ number of schools/ number of pupils set out in the White Paper and smaller MATs who are starting their growth journey. It demonstrates practical strategies for growth, lessons learned on the way,
and key advice to schools on assessing their options on which MAT they should join.
Here are five key themes from the report:
Whilst our MAT Growth Survey found that 50 per cent of MATs are targeting growth by one or two schools over the next 12-18 months, a further 33 per cent are seeking between three and five new schools and 8.5 per cent are aiming for five or more schools, movement appears slower than expected in the 12 months following the White Paper. One trust leader highlighted how schools are seeing 2030 as the end point only. Now there is a sense that they feel they have lots of time to get there, and are not taking action. But also that schools are better off seeing who is out there now, who is the best fit, and taking control of their destinies and futures. It could only take a school to be given an RI grading by Ofsted and then the decision about which MAT to join could be largely out of their hands.
The survey also reported that nearly a third of MATs are considering a merger with another trust over the next 12-18 months. Another report contributor spoke about how smaller MATs will be reflecting on whether they have gone as far as they could or should, and whether they can be stronger in a bigger organisation. For many trusts, though, the White Paper has not changed anything significantly in terms of their vision and purpose, and indeed it has brought a welcome endorsement (and reassurance) of current organisational strategy. E
One of the ways to see if a MAT is the right one to join is to look at a ‘try before you buy’ model, such as working with them as a partner
The White Paper outlines how “strong trusts” achieve economies of scale, sharing resources, centralising functions, and ensuring robust financial governance, in order to build resilience and save time and money to reinvest into education.
In The MAT Growth Survey, 94 per cent of respondents said that centralising more of their operations and/or funding could make them more effective organisations. And among those trusts that already GAG pool, 71 per cent say their approach to pooling or centralisation has been either a positive or neutral factor for schools looking to join them.
Our position is not to argue for or against centralising functions or GAG pooling in terms of ‘this is the thing everybody should do’. We are not here to point out the right way of doing things. In fact, there is no right answer, and there is no one-size-fits-all approach.
However, as identified by the follow-on interviews with trust leaders, there are some very opposing views on these and other issues (although the principle of sharing resources as part of the MAT ‘family’ was agreed upon). The common factor is degrees of ambition to centralise always lie with a trust’s organisational strategy. Interestingly, we also featured one trust which had expanded rapidly over a short period of time and, and whilst it is supportive of each school having its own unique identity and ethos, on reflection they said a more structured centralised approach would have been more beneficial.
3. Top slice: varying percentages, varying returns
Away from GAG pooling, the majority of MATs (67.5 per cent) have a four to six per
cent top slice/central charge and a further 14.5 per cent charge seven to nine per cent. The standard across the sector is typically five per cent, as per DfE modelling. A leading finance expert spoke about how the sector seems to be hung up on the topslice percentage when it is ultimately just a means of funding the central services that trusts provide to their schools. “Many MATs say they calculate the level of funding based on the actual cost of the services they provide, but in practice there is little variance. If you are offering school improvement as well as finance, HR and premises in your centralised package, the percentage is likely to be higher than the typical five per cent,” she said. One MAT CEO highlighted how their two schools’ contribution is bigger than five per cent, but the percentage will reduce as the trust grows due to economies of scale. Another pointed out that a seven per cent central levy trust may have significantly more support on offer and it would be wise to assess which model most benefits the school, not just which one is going to cost the most. Times are changing though – and we also featured a MAT which removed the principle of top slice as part of its ‘One Trust’ ethos, which “means making decisions which support the family: together we are stronger, rather than 19 islands”.
Both in the short, medium and long-term, trusts are under more pressure than ever before to adopt smarter MAT finance, and consider the impact of their chosen operating model on their attractiveness to other schools as they seek to grow.
Our MAT Growth Survey found that 90 per cent of MATs are “confident” that
their trust is set up to deliver directives to onboard more schools as required. However, whilst leaders are clear that organisational strategy (and clarity of purpose) will eventually support further growth, for many there is also strength is saying ‘no’ to schools, whether that is due to size, geography or a sense that certain schools would be better placed elsewhere. It is recognised by some that the make-up of the existing portfolio of schools in a MAT can make attracting schools of a different phase and type particularly challenging. Trusts highlighted many examples of how they have supported schools to maintain or improve Ofsted ratings and developed areas of education trust-wide, as well as achieving significant successes operationally. These come through backoffice support in areas as finance, estates and HR. One MAT leader said that through GAG pooling they have been able to free up £1.5 million for curriculum and pastoral support. There is recognition that growing the organisation internally in terms of effectiveness and efficiency, as one trust CEO put it “getting better, not necessarily bigger, and ensuring value for money for the public purse”, is needed.
5. Tips on which trust to join MAT leaders provided some really sound guidance for schools that are assessing their options around which trust they should join in the coming years.
Firstly, a general theme was the need to take your time and do not rush into anything. Schools should reflect on why they want to join one initially. It was also suggested that one of the ways to see if a MAT is the right one is to look at a ‘try before you buy’ model – possibly work with them as a partner at SLT level before committing to join the trust in an official capacity. Secondly, explore vision, values and culture (and speak to others about the ‘lived’ experience). Consider how joining any MAT will create choice for parents and carers, and only make a choice that is good enough for ‘my child’ or those of children from families you care about. Other advice was being clear what is within their responsibilities after they join, for example, by scrutinising the MAT’s scheme of delegation. Thirdly, to ask the right questions. These may include: Which trust’s ethos and community aligns to your own? Which MAT will improve opportunities for children and staff? What are the central services and how will these be delivered? What is the financial state of the trust? Is there enough money to develop and improve the estates? How will governance work? L
Will Jordan is co-founder of IMP Software, which commissioned The 2030 MAT Growth Challenge: Effective Strategies and Systems.
FURTHER INFORMATION
View 2030 MAT Growth Challenge: Effective Strategies and Systems here
The 2030 MAT Growth Challenge: Effective Strategies and Systems report includes the perspectives of those who have already hit the ‘magic’ number of schools or pupils set out in the White Paper, and smaller MATs who are starting their growth journey
The Schools & Academies Show in London on 17 May brings together thousands of school and academy leaders to connect, discuss new ideas and debate the biggest challenges and trends that will shape the future of the education sector
The Schools & Academies Show makes its anticipated return to the ExCeL Centre on 17th May, bringing together school and academy leaders to connect, spark new ideas and discuss the biggest challenges and the emerging trends that will shape the future of the education sector.
Attendees at the show will gain access to over 30 hours of CPD certified content, spanning across seven themed seminar theatres, including SEND, Business & Finance and School Improvement,
ensuring the show attracts a broad range of education professionals and key decision makers.
Building on the incredible positive response from last year’s show, this year, we are going one step further to make it our biggest and best show yet! This year’s show will host the brand-new Teaching and Learning Theatre, providing frontline teachers with best practice examples of teaching in the classroom to ensure they feel empowered to make positive change and improve outcomes for all pupils.
Hear from leading practitioners, experts and government officials
The show will feature over 150 of the sector’s most decorated and inspiring speakers to share their knowledge, expertise and practical guidance. One such speaker is Sir Mo Farah, Olympic Gold Medallist, who will be taking part in an interactive interview where he will be sharing how education played a part in his Journey to Olympic Gold, and the value of extracurricular activities like PE to student development. He’ll also share why believing in one student and helping them to achieve lays the foundation for future generations. Other speakers include Stephen Morales, Chief Executive of the Institute of School Business Leadership (ISBL), Paul Gosling, President of the National Association of Headteachers (NAHT), and Professor Becky Francis, Chief Executive of the Education Endowment Foundation.
Emma Knights OBE, CEO of the National Governance Association will also be sharing her wisdom, as will Evelyn Forde MBE, President of the ASCL, and Prof. Dame Allison Peacock, CEO of the Chartered College of Teaching.
Other speakers include Baroness Blower, Co-Chair of the All-Party Parliamentary Group for the Teaching Profession, Terry Clasper from the DfE’s National Tutoring Programme, and Natalie Perera, Chair of the EPI. E
willyear’sThisshow host the brand-new Teaching and Learning Theatre, providing frontline teachers with best practice
• We measure, provide & install lockers to Schools, Colleges and Universities for FREE!
• Got existing lockers? We can Re-cycle or modify & integrate them into our keyless management system, completely free
• We maintain the lockers and manage online bookings
• Same or next day remote and onsite support attendance
• Parents/students rent lockers from us for a small annual fee, using our secure online booking system
• Parents /students receive their locker code by email & text, for an easy & simple service
• We cover the whole of the UK
• Absolutely no cost to the School ,free trial, no bligation
Have you ordered
• We measure, provide & install and Universities for FREE!
We are accustomed to school lockers, which have been used in schools for many years. There were times when school lockers were used only during physical education classes. Gradually, the administration realised the benefits of lockers, and students were allowed to use them more often.
Then came threats such as drugs being stored in lockers, and the school administration became more cautious. However, these incidents can be checked with strict regulations and inspections. Overall, school lockers are believed to benefit students and the entire institution. Here are three significant reasons why every school should have keyless lockers for students:
As schools develop their infrastructure to benefit students, an important thing to consider is where you should keep your lockers. School lockers have been a mainstay in the UK’s education system for decades, and with good reason. The management of keys has been the biggest headache, but lost keys are now a thing of the past through the Locker Space Keyless Locker Management Service. This guide lists the top three reasons why high-quality Keyless lockers are essential for schools and pupils.
This may be why lockers are essential in schools, and rightly so. School lockers are designed to be durable and safe so that pupils can be safe knowing that their schoolwork or personal belongings are secure.
With an increasing number of pupils carrying mobile phones, tablets or even laptops, lockers for schools have become more critical than ever. With schools trying to keep theft and damage to a minimum, lockers are a great way to prevent this. Plus, it’ll give parents/guardians peace of mind. No keys, no hassle
Children and students are constantly being urged to be creative in school, and having lockers is a great way to promote this. With students juggling school rules and uniforms, having their own space to inject a little personality can be a source of great creativity.
Teachers must monitor designs to ensure they are appropriate for school use. Still, lockers are a great asset if you’re looking to boost grades in creative subjects such as art, design technology or media studies.
• Got existing lockers? We them into our keyless managem
With the number of heavy textbooks, PE clothes, laptops, school planners and other dense school equipment being required among students, the need for storage is increasing. Carrying heavy loads in a backpack can cause neck and back problems, leading to poor posture. Schools can help combat this issue by providing students with lockers to keep their heavy equipment safe and secure. If you’re looking for high-quality keyless school lockers that can provide all the reasons above and more, Locker Space supplies and installs bespoke lockers for free. We can also adopt and adapt your existing lockers.
• We maintain the lockers
• Same or next day remote
• Parents/students rent lockers fee, using our secure online
• Parents /students receive text, for an easy & simple
• We cover the whole of the
• Absolutely no cost to the
FURTHER INFORMATION
www.lockerspace.co.uk
www.youtube.com/@Locker-Space
Each speaker, dedicated to their respected craft across the education sector, will lead in either a keynote session, live debate or discussion or tailored workshop, ensuring our visitors feel empowered, inspired and ready to implement key techniques, guidance and resources at the forefront of their institution to drive significant improvements.
The show is a fantastic opportunity for visitors to meet new people, make connections, build relationships, and discover new organisations via our dedicated networking areas.
The Government Education Village will return, providing a dedicated area for visitors to meet with senior representatives from the Department for Education and learn more about upcoming policy and developments within the sector, whilst having their questions answered in an informal setting.
Will Bourke who works for the Department for Education’s Teaching Vacancies service will provide a performance update of the service, the updated key features and plans for the future – all to help schools save money on school recruitment and support teachers in finding the right school for them.
Alongside this, the ConnectEd Lounge, provides a platform for attendees to connect and collaborate via one-to-one meetings at the show. The Educator’s Networking Hour, taking place within the networking area
at the end of the show will also return, for visitors to connect, share their experiences and develop key partnerships with their peers.
The exhibition floor will host over 150 innovative education suppliers, showcasing the latest cutting-edge products and services designed to support school improvements. With dedicated zones for specific exhibitors, including Buildings & Estates, Workforce & Recruitment and Business & Finance, this is a perfect platform for attendees to source solutions for their school, academy or MAT and test the latest innovative products.
The Teaching and Learning Theatre
To ensure that the show attracts a broad range of influencers and key decision makers in education, for 2023 the Teaching & Learning Theatre has been established, providing frontline teachers and practitioners with practical advice, strategic insights and best
practice examples that can be implemented across their school, academy or MAT.
There will a session on how to build your curriculum, which will answer questions such as how schools can develop the right blend of knowledge and skills for a fulfilling life and what type of curriculum will enable staff to maximise their skills, passion and potential. The session will be chaired by Alix Robertson from the Centre for Education and Youth and include speakers such as Emma McCrea from Oak National Academy.
Registration is free
Registration is completely free for schools, academies, MATs, local authorities, central government, specialist charities and the wider education sector. Register your free place to join us and be a part of the conversation! L
FURTHER INFORMATION
www.schoolsandacademiesshow.co.uk
Partnering with the right recruiter will help unlock a world of talented teachers and support staff for your school or academy.
At Randstad Education, we work hard to provide high quality teaching, leadership, support, and non-teaching staff to primary, secondary and SEN schools, multi-academy trusts and federations. As genuine market specialists since 1960, more than 85 local authorities and 2,500 schools engage Randstad teachers and support staff every week, impacting the lives of over 85,000 children every day.
We take pride in our network of candidates. With a database
of over 45,000 active teachers and support staff, we have the solution to your staffing needs. We believe in working together, so we’ll get to know what works for your school or academy and tailor our approach to suit your needs. We’ll work with you to help you to anticipate challenges, support with pipelining talent, assist with budget planning and deliver the right candidates to your school, when you need them most.
FURTHER INFORMATION
Attendees at the show will gain access to over 30 hours of CPD certified content, spanning across seven themed seminar theatres, including SEND, business & finance and school improvement, ensuring the show attracts a broad range of professionals and key decision makers
The solution for your school’s staffing needs
randstad: who we are. As the word’s largest recruitment and HR services provider, Randstad is proud to work with 2000+ schools across the UK and support 45,000+ pupils to achieve their academic aspirations every year.
We have an in-depth understanding of the education sector at every level: we believe in working together, so we’ll get to know what works for your school or academy and tailor our approach to suit your needs.
We recognise the ever-changing landscape for schools and academies; which brings new challenges for education leaders.
Randstad is rising to these challenges, and our solutions are proven to support you with anticipating change, pipelining talent and budget planning, whilst delivering the right candidates to your school, when you need them most.
your pupils: at the heart of what we do. Top quality learning requires top quality staff. We take pride in our network of candidates. With a database of over 45,000 active teachers and support staff, we have the solution to your staffing needs.
supporting you with a whole school solution.
Our UK-wide network of specialist education recruiters are on hand to supply temporary, fixed-term and permanent teaching and nonteaching classroom and support staff accross:
• Primary
• Secondary
• SEND
We also have a dedicated tuition services team who can help you implement face-to-face or online tuition solutions, for individuals or small groups.
0845 600 1234
randstad.co.uk
“I know that I can count on Randstad to deliver, time after time. Randstad is a holder of the quality mark for me.” get in touch.
In today’s fragile economy and the cost-living crisis, schools must find creative ways to adjust budgets and reduce spending by saving money in many simple yet effective ways. Here’s how
in the long run, bringing services inhouse will save money in the budget.
Modernising work processes and communication processes can save money and valuable time. Technology helps communicate with staff, parents, and students. In addition, there are other work processes where technology can offer savings. Technology options may offer savings on teacher training, workshops, moving payroll processes online, most HR tasks, and using parent and student portals to communicate about grades, lessons, and attendance.
With unemployment and the cost of living on the rise, families are cutting back on food purchases, schools are struggling, and children suffer. School is often the only respite for children during tough economic times; however, the state of the economy is also affecting schools. Budgeting issues are a cause for concern. Schools must find creative ways to adjust budgets and reduce spending by saving money in many simple yet effective ways. Here are ten ways schools can save money.
Energy efficiency is an effective way for schools to save money. Simple energy-saving tips include turning off lights, using energyefficient lighting options, ensuring timers set on boilers are appropriately set, properly insulating roof spaces, securing windows and doors to make them draught-proof. Implementing any or all of these energysaving tips can save the school budget.
Budget cuts often include eliminating or drastically reducing student events. Schools can supplement this budget cut and try to keep some student events by working with local businesses. In addition, many businesses are attracted to the idea of sponsoring school events because it gives their businesses positive exposure in the community.
Reducing paper use can save schools a significant amount of money. Schools can reduce this by allowing students to turn in work through digital channels, select doublesided copies when copies are required, and by reusing paper when possible. Administrative offices can increase digital communications instead of printing reports or memos.
Establishing recycling efforts will help instil eco-friendly practices in students and save money for schools. Recycling saves or earns schools cash in various ways, such as trading in textiles or electronics in exchange for money or vouchers. Also, schools may exchange plastic bottles for points or vouchers at local supermarkets. Schools can take any money or vouchers collected and use them for needs at the school. Metal is another item schools can recycle. Many scrap merchants are interested in anything made of aluminium, brass, copper, iron, and steel.
Renting space is an idea to bring money in rather than save, but nonetheless, it will help the school budget. Most schools have areas that can be useful for organisations in the community. Offering to rent these spaces creates a way for schools to bring some money in while strengthening community connections. Schools may consider renting out sports facilities or equipment, theatre space for rehearsals or shows, or the school hall for community meetings or other events. Another idea is to rent out the car park for special events nearby.
Teachers are some of the most giving and talented professionals in our communities. Some may even have specific skills they can use to help the school save money – for example, photography or facilitating music and drama workshops. Other external services, such as fire safety services or PAT testing, can be brought in-house but may require an initial investment for training. While this negatively impacts the budget initially,
Schools often take the prices offered without shopping around or negotiating for better rates. Accepting offers as it may be due to a “this is how it’s always been done” mindset or simply not realising negotiating is an option. Comparing costs and negotiating is an excellent way schools can cut budget costs.
Implementing automation software for education management helps school administration staff streamline manual processes. Purchasing a software solution requires an initial investment; however, with many software-as-a-service subscription options available, schools can quickly implement a software solution with a reasonable investment that can potentially produce a fast return on investment.
Managing a school requires stocking inventory for books, classroom supplies, uniforms, and many other items needed to run a school properly. However, using inventory may be inefficient and cost more money than necessary. Updating inventory lists and streamlining inventory management can save money by reducing waste and curbing spending on unnecessary items.
Schools can make use of sector frameworks for provision of staff, for example the Crown Commercial Service (CCS) framework, which offers schools the opportunity to work with compliant, cost effective providers, therefore maximising budgets and ensuring quality staff. If you need support managing your school’ budget, or with teachers and support staff, get in touch by using the details below. L
0845 600 1234 / randstad.co.uk
School business leaders play an essential – but often unnoticed – role in the smooth running of schools. They interact with everyone in the school community and are often relied upon to find solutions to the tricky issues no-one else can tackle. It benefits everyone to ensure they are mentally and emotionally healthy enough to take on this demanding, but important, role.
Yet, despite their central role in school life, and the increased interest in staff wellbeing following the Covid19 pandemic, research relating to this group of staff is limited. Education Mutual have changed this, undertaking research across England and Wales to understand what aspects of their jobs affects SBL’s mental health and wellbeing.
Half of SBLs considered excessive workload as the main work-related factor which impacted on their mental health and wellbeing. This caused SBLs to feel stressed, overburdened, frustrated and struggling to cope, worrying about their job outside of working hours and feeling isolated.
Three main causes of excessive workload were identified.
The first was the wide range of responsibilities they hold, which are central to school functions. This makes the role highly demanding. This was particularly so at certain times of the year when there are pressure points, e.g. when budget setting.
“To have to shoulder that responsibility, and hearing everyone’s woes and worries is hard going and to feel you are responsible for keeping those schools running smoothly,” commented a professional from a mixed MultiAcademy Trust in the East of England.
The second main cause of excessive workload was the need to react to regular staff queries and the need to react to frequent requests from senior leaders.
The final cause for excessive workload was having to cover for colleagues. The lack of staff absence cover for administrative roles, compared to teachers’ roles, was highlighted with the assumption that SBLs would undertake such cover which created a backlog to the SBL’s own workload.
Lack of understanding from colleagues about SBL role Issues around the lack of awareness of the role included not understanding the difference between the SBL role and other administrative roles.
There was also a lack of awareness about the many different functions associated with the SBL’s role and the time it takes to undertake such tasks (e.g. compliance).
One school buiness manager from a special school in London, commented: “The workload here links to a lack of understanding about the role. No-one has any idea how long things take. Everyone passes work to me and thinks, ‘it’s okay, the business manager can do that; she will deal with it.’”
Another issue identified was SBLs sometimes not being included in all SLT meetings, despite attendance being relevant to their role. Some SLT members did not see it as directly relevant to the SBL. Although it is worth noting that the survey found that two-thirds (69 per cent) of SBLs were a member of their school’s SLT.
Many SBLs felt that their role was complex and solitary and not well understood by colleagues. As such, they often felt isolated working in schools. Having someone to talk to, and share ideas with, was one of the main areas SBLs thought it would be useful to have.
“You are isolated particularly with the leadership role, and the complexity of what you have to do. When you are leading at such a level you don’t have other business managers that you can talk to and share with within the
school,” observed a professional from a secondary school in North West England.
Can you approach a colleague or senior leader within your school or academy trust to informally share ideas or opinions with?
Can you join local or national groups and support networks of SBLs, where experiences can be shared and issues discussed?
Consider how you can foster better understanding of your role among your colleagues.
Think about your own mental and physical health and the ways in which this could be improved. It is all too easy to forget about your own needs when in a busy role helping others – it must be an equal priority.
Use this report to start a conversation with your SBLs. Do our findings chime with their experience? How can they best be supported?
Improve awareness of the SBL role to staff working at all levels. This will lead to better understanding and appreciation.
Consider how you can offer all staff access to wellbeing services (such as helplines, counselling or training).
Encourage external networking with others in similar roles in order to combat the isolation felt by many SBLs.
Reassure all staff that wellbeing services are confidential and safe to use without fear of consequences. L
FURTHER INFORMATION
www.educationmutual.co.uk
It benefits everyone to ensure that school business leaders are mentally and emotionally healthy enough to take on this demanding, but important role
The Teacher Wellbeing Index, now in its sixth year, unambiguously demonstrates the need to act on the wellbeing of the staff in our schools. Andrew Cowley explains the latest findings
At a time when many teachers and leaders are taking strike action over pay, and schools are struggling to recruit and retain staff, the challenges faced by our schools are immense.
The Teacher Wellbeing Index report shows that these challenges go beyond levels of remuneration, but include some serious implications for the mental and physical health of all school staff.
The latest report shows that 75 per cent of all staff report being stressed, and 84 per cent of school leaders.
Forty-seven per cent of staff reported to have been to work whilst unwell. This rises to sixty-one per cent for school leaders.
Fifty-nine per cent of staff are not confident to disclose unmanageable stress or mental health issues to their employer.
What’s more, 59 per cent of staff have considered leaving the sector; this rises to 67 per cent for senior leaders. Meanwhile, 55 per cent of staff and 58 per cent of school leaders have actively sought to change or leave their current position.
The stark realities for schools lie in the last point: over half your colleagues may be looking to leave by the end of this academic year. Given that DfE statistics show that one in eight teachers leave in their first year of teaching, and that less than 70 per cent are still teaching after five years in the profession, the question to ask is not only how we fill this gap, but also how we look after the mental health and wellbeing of teachers and education staff. Although there are always stresses in any workplace, high levels of stress seem to have been normalised in teaching, driven in many cases by excessive paperwork, a target-driven culture, unreasonable demands and poor pupil behaviour. The above statistics suggest that many staff feel that their mental health is not a being properly looked after and
school cultures are negatively impacting upon them and their health and wellbeing.
Stress might be ‘hidden’ but it impacts bodies and behaviours in ways that makes it all too visible. It can cause some people to overeat, others to undereat. Stress can lead to angry outbursts or social withdrawal, which may be out of character. Lack of sleep or interrupted sleep can also result. High levels of stress can also lead to a reliance on alcohol, tobacco, prescription or even recreational drugs as a crutch. Headaches, muscle pains and tension, chest pains, stomach upsets and a general feeling of fatigue can result from stress. Fatigue also means that those in a stressful situation may find their time and motivation for physical E
Although there are always stresses in any workplace, high levels of stress seem to have been normalised in teaching
exercise is diminished or non-existent. Mood changes due to stress include a lack of motivation and focus, a sense of unease and being overwhelmed and irritable, not only in the workplace but with friends and loved ones too. This is often missed as a wellbeing consideration: behind every stressed colleague is a family, a spouse or partner, parents and children who also feel the impact of stress.
If we have staff working at higher levels of stress than the national average and especially if anxiety and depression are going to result from this, then this may result in long term absences, which may be difficult to cover especially if there are several occurrences in an individual school. This has a further impact upon colleagues who are present, but facing a greater challenge taking on the key responsibilities of those absent and unwell.
Stress, poor mental health in general, anxiety and depression in particular; these are long term health issues, not something that can be given a quick fix, but requires a culture shift where colleagues can feel supported and trusted.
In combination with real term budget cuts, an unfunded pay rise and the likelihood of strike action, schools enter 2023 with a picture showing little meaningful change since the first Teacher Wellbeing Index in 2017. The significant decline in the wellbeing of school support staff, also our poorest paid colleagues, is of especial concern. A great teaching assistant is a lifesaver for a teacher and the class, but if they can have less stress and a higher wage in another work environment, it is little wonder that many vacancies remain unfilled.
Sinead McBrearty, the CEO of Education Support Partnership says in her foreword
to this years Index: “We have a duty of care to future generations of children and young people to retain passionate, talented teachers and leaders,” adding that stress and overwork appears to be normalised in the education sector.
Whether you are a school leader, governor, class teacher, teaching assistant, MAT CEO, Ofsted inspector or school adviser, please read the Teacher Wellbeing Index 2022, and think about the implications in your setting and upon the adults and children you work with. L
Andrew Cowley is the author of ‘TheWellbeing Toolkit’ and ‘TheWellbeing Curriculum’, a coach for the School Mental Health Award and the Designated Mental Health Leaders programme at Carnegie Centre of Excellence, Leeds Beckett University, and a former teacher and deputy headteacher. Find Andrew on LinkedIn or follow him onTwitter: @andrew_cowley23.
FURTHER INFORMATION
The Wellbeing Curriculum
75 per cent of all staff report being stressed. (84 per cent for school leaders).
47 per cent of staff have been to work whilst unwell. (61 per cent for school leaders)
59 per cent of staff are not confident to disclose unmanageable stress or mental health issues to their employer
59 per cent of staff have considered leaving the sector; this rises to 67 per cent for senior leaders
55 per cent of staff (58 per cent of school leaders) have actively sought to change or leave their current position
The significant decline in the wellbeing of school support staff, also our poorest paid colleagues, is of especial concern. A great teaching assistant is a lifesaver for a teacher and the class, but if they can have less stress and a higher wage in another work environment, it is little wonder that many vacancies remain unfilled.
Class Technology Solutions
(CTS) is a leading education ICT solutions provider that provides consultancy, infrastructure services, network development and upgrades, and managed support services to educational establishments throughout the UK.
CTS have developed and brought to market innovative solutions and introduced to the UK the Easy4U subscription service.
CTS have teamed up with Dell, Microsoft and Lenovo to provide a revolutionary new way for students everywhere to access the high-quality technology they need, with a portal called Easy4u.
The FCA approved Easy4U subscription service assists schools/ MATs, colleges/Universities by offering a personalised, full-service education laptop to their students, with a customised school-web shop, a selfservice portal, and full-servicing and repair cover. The whole process is seamless, with parents requiring no creditchecks and the Easy4u school laptops are affordable and robust, selected specifically for the education sector.
What does the Easy4U subscription offer?
The opportunity for a parent to purchase or rent (not leased) a device that has been selected specifically for education by the institution. Whatever option is chosen, the device is ordered through a customised portal, without any credit checks for the parent or guardian.
Once ordered the device is configured to meet the needs of the educational establishment at the UK Easy4U service centre. The devices are delivered on site and are distributed by Easy4U staff providing a unique personalised service to students. Easy4U staff are on hand to answer any questions or queries that students may have.
The subscription service includes a complete wrap around, all-in one service
including, full warranty and service cover. The subscription service is underpinned by comprehensive support from the Easy4U service and customer support services teams via phone, email and chat. Replacement and loan devices are available where student devices are being repaired, or in the instance of damage and theft, meaning zero downtime for students in the classroom.
The Easy4U subscription service also includes a single point of contact for repairs,contract administration, invoicing, payment collection, insurance handing and debtor controls.
If you’re looking for accessible & affordable digital education, then we make it Easy4U!
“I was genuinely pleased that managing such a large number of Surface devices had such a low impact on our support team and their workload,” said Paul Martin, head of IT services at Christ’s Hospital School. L FURTHER INFORMATION
www.easy4u.school
Most schools are unprepared for the impact that ChatGPT and AI will have on teaching and learning, according to research of computing teachers. But rather than banning AI, teachers need more support to harness its potential. Victoria Temple explores the topic
Is your school prepared for ChatGPT and the rise of AI? Do teachers know how to use it for a tool for learning?
Recent research of computing teachers suggests not.
The findings come as a new free guide, ChatGPT for Teachers, written by a computing teacher, offers support to teachers wondering where to start.
The research conducted by BCS, The Chartered Institute for IT, with its Computing at School (CAS) teacher network, found that 62 per cent said chatbots like ChatGPT will make it harder to mark students’ work fairly.
The majority (56 per cent) of the 124 computing teachers in the study, did not think their school had a plan to manage incoming use of ChatGPT by pupils. A third reported that early discussions had taken place and a further 11 per cent said a plan was being formed.
ChatGPT is a large language model (LLM) which can answer questions in a seemingly natural way, and is trained on a massive data set. It has been shown to be able to create passing grade answers at university level, but it is fallible. A recent public demo by Google’s own AI service, Bard, produced a wrong answer.
Awareness of ChatGPT
Over three-quarters of computing teachers (78 per cent) rated the general awareness of the capabilities of ChatGPT among colleagues at their school or college as ‘low’ or ‘very low’. However, 45 per cent of the computing teachers were confident ChatGPT is a tool that will improve teaching in their school, long-term. For example, helping to plan assignments and support
students with research techniques.
Computing teacher Evan Dunne has written a free guide for teachers with tips and advice about how to use ChatGPT to improve and develop teaching. His ‘ChatGPT for Teachers’ guide has been published by Computing at School (CAS) as part of its free library of resource materials and is available to download from the CAS website.
“The capabilities of AI chatbots in transforming education and assessment are only beginning to be recognised by schools and teachers,” said Evan.
“Beyond the ability to generate, for instance, an adequate essay, ChatGPT also has immense potential for revolutionising learning. But despite enthusiasm from tech-savvy educators and computing teachers, E
Written by Victoria Temple from BCS, The Chartered Institute for ITA new free guide called ChatGPT for Teachers, offers support to wonderingprofessionalseducation where to start
Easily manage your RoPA with 3,500+ pre-populated data maps and integrated DPIA tool.
Spot weak areas using our Compliance monitor and auditing tools, report seamlessly across your organisation.
Instantly record and manage incidents, react quickly and effectively with immediate notifications helping you meet mandated timescales for reporting. Easily demonstrate your compliance.
Instantly record and manage SARs effectively with timely notifications helping you meet mandated timescales for responding.
CPD certified role-based training for all staff ensures a general understanding of data protection in-line with ICO expectations and provides you with handy reports to track progress.
Use SSO and MFA to ensure the highest security and access a full audit trail of account activity.
a significant knowledge gap exists among the teaching community regarding how to use ChatGPT and its competitors,” said Evan.
“This knowledge gap leaves teachers struggling to navigate the uncharted waters of these powerful technologies.”
To address this, Evan’s ChatGPT for Teachers guide aims to equip teachers with the knowledge and strategies necessary to effectively navigate the rise of AI in education. The guide covers topics such as identifying AI-generated work, setting clear guidelines and expectations, educating students on the risks and ethics of using AI-generated work, and considers the use of AI-generated work for educational purposes.
“As a tool, ChatGPT is incredibly versatile, with the potential to generate human-like responses to text-based prompts. However, teachers are of course concerned about the possibility of students using AI to generate work that appears to be original,” said Evan.
He explained that signs of AI-generated work may include a lack of coherence or complete understanding of a topic, as well as odd phrasing resulting in unnatural sentence structures. And training and teacher skill is also likely to improve and develop.
“Although AI detection software is still in its early stages and not always effective at detecting plagiarism or AI-generated content, teacher training courses in this area are likely to become more prevalent as educators seek to better identify and prevent plagiarism,” he said.
Julia Adamson, MD for education and public benefit, at BCS, The Chartered Institute for IT agreed that giving teachers the skills to use AI as an educational tool will be increasingly important.
“Assuming these generative AI programmes remain freely accessible, teenagers are going to use them to answer homework assignments – just like adults will come to rely on them at work,” she said.
“Computing teachers want their colleagues to embrace AI as a great way of improving learning in the classroom. However, they think schools will struggle to help students evaluate the answers they get from chatbots without the right technical tools and guidance.
“Calculators used to be banned from exams but are now mandatory. We need to bring machine learning into mainstream teaching practice, otherwise children will be using AI for homework unsupervised without understanding what it’s telling them.” L
FURTHER INFORMATION
View ChatGPT for Teachers here
ChatGPT is a type of artificial intelligence that is able to generate human like responses based on a given prompt. It can be used to enhance teaching practices such as generating lesson plans, creating worksheets, providing personalised or differentiated learning content, and even assisting with grading and feedback. But it is also important to consider the potential impact that ChatGPT might have on your teaching environment.
ChatGPT was developed by OpenAI and can be accessed from its website.
ChatGPT is a large language model (LLM) which can answer questions in a seemingly natural way, and is trained on a massive data set. It has been shown to be able to create passing grade answers at university level, but it is fallible. A recent public demo by Google’s own AI service, Bard, produced a wrong answer.
Dragon’s Den star Steven Bartlett and STEM advocate Anne-Marie Imafidon are amongst the inspiring speakers at this year’s Bett show, taking place 29-31 March at ExCeL London
On 29-31 March 2023, Bett is back at ExCeL London for three days of inspiring content, networking and product discovery.
Bett is the first industry show of the year in the education technology landscape, bringing together over 600 leading exhibitors and over 20,000 attendees from the global education community.
The exhibition hosts innovative EdTech and resource solution providers showcasing cutting-edge and impactful products and services. From global tech companies to renowned education brands and startups, visitors will find solutions for all education settings, challenges and budgets.
Industry-leading speakers
More than 350 inspiring speakers are set to take the stage for the three day event, with Dragon’s Den star Steven Bartlett leading the list. Steven is particularly focused on inspiring a new generation of entrepreneurs and creators from a BAME background and much of his work after winning the “British Black Entrepreneur of the year” award focused on disadvantaged schools and communities.
Other high-profile speakers include ex-prima ballerina and former Strictly Come Dancing Judge Dame Darcey Bussell DBE. Amongst her many activities she presents The Royal Ballet’s worldwide cinema simulcasts and is a Principal coach at The Royal Ballet. Darcey founded the charity DDMIX & DDMIX for Schools (Diverse Dance Mix), a dance fitness
programme, whose primary aim is to have dance fitness incorporated into an expanded physical education in British schools.
Bestselling author and co-host to the High Performance Podcast, Professor Damien Hughes, will be sharing his insights on the most innovative and exciting approach to leadership as praised by Sir Richard Branson and Muhammad Ali. Professor Damian Hughes was appointed as a Professor of Organisational Psychology and Change for Manchester Metropolitan University in 2010 and is the co-host of The High Performance Podcast, an acclaimed series of interviews with elite performers from business, sport and the arts, exploring the psychology behind sustained high performance.
Bett delegates can also hear from AnneMarie Imafidon, MBE, who is a leading influencer in getting women to study and pursue careers in science, technology, engineering and maths.
Since becoming one of Oxford University’s youngest graduates, Anne-Marie has worked across a range of industries and founded Stemettes, a social enterprise dedicated to bringing girls and young women to STEM subjects. She now hosts the Evening Standard’s
Women Tech Charge podcast, and comments on technology, the changing nature of work, and the challenges both present to business and society.
Anne-Marie has served on the board of DCMS’s Digital Skills Partnership and is a trustee for the Institute of the Future of Work. She has been featured as one of the top ten BAME leaders in tech by the Financial Times, and the most influential woman in UK tech by Computer Weekly.
Other inspiring speakers include BBC broadcaster Amol Rajan and Michael Rosen, who is one of Britain’s best loved writers and poets for children and adults.
The UN argues that ‘education is a critical agent in addressing the issue of climate change’ and creating a better world for future generations. From conversations with the Bett global community in the past year, it is clear that sustainability values – from buildings and estates management and technology replacement strategies to embedding sustainability education in the classroom – are a key priority for education institutions going forwards. E
Bett is the first industry show of the year in the technologyeducationlandscape, bringing together the globalcommunityeducation
What’s more, the Government’s Sustainability and Climate Education strategy places schools and colleges at the forefront of responding to climate change. To support the development of this strategy the Foundation for Education Development has convened a diverse range of partners to develop a ‘one stop shop’ toolkit that enables education settings to implement a climate action plan.
The Bett session ‘Leading a climate change and sustainability strategy’ will feature panellists making the case for climate change and sustainability education.
Meanwhile Forum for the Future’s CEO, Dr Sally Uren will take a session called ‘Transforming carbon neutral education for a just and regenerative future’. Dr Sally Uren is passionate about driving deep transformation in global systems and has spent more than 25 years working in partnership with business, governments, and civil society to accelerate the shift toward a just and regenerative future. In 2017, Sally was awarded an OBE for services to sustainability at the Queens New Year Honours. Sally joins Bett to explore the massive transformation that education institutions need in order to hit the Department for Education goal of all schools, colleges and universities being carbon neutral by 2030.
Theatres
There are a number of theatres at Bett covering a range of important topics. The Leaders @ Bett theatre is the place for policy, digital strategy, whole school management, FE transformation and more. Sessions are led by institution leaders and their teams.
The Teaching & Learning theatre is where we celebrate the best use of technology for engaging all students, demonstrating creative learning experiences that enhance teaching and enrich learning across the curriculum.
Bett Academy Live will be modelled on the online series of Bett Academies. This theatre is the perfect place for educators and leaders to top up their CPD. Bett Academy Live will take a closer look at classroom practice with schools sharing best practice and expert bodies delivering practical advice and support.
The Tech in Action theatre is the place for practical product demonstrations to deepen understanding and evaluate efficacy of hardware and software solutions.
The Futures theatre is the home of the startup where you can discover emerging
The exhibition hosts innovative EdTech and resource solution providers showcasing cutting-edge and impactful products and services. From global tech companies to renowned education brands and startups, visitors will find solutions for all education settings, challenges and budgets.
innovations from EdTech companies in the UK and around the world, at the start of their journey. Sessions are a mix of advice for start ups, showcase pitches from exciting young companies and best practice case studies around evidencing impact.
The Global Showcase is the stage where Bett meets the world. The Global Showcase Theatre will host case studies from Ministries of Education, explore methods of entry into regional markets, and present key opportunities for international resellers looking for new products and partners. These sessions will support those looking to build an international network and develop their import/export strategy.
Esports is everywhere in education, rapidly growing in K12, Further Ed and Higher Ed. An engaging, inclusive way to build STEAM and social-emotional skills, esports also helps develop students’ interest in future technology careers. In a 2020 survey of over 1,100 esports athletes conducted by GYO, over 60 percent said that they planned to pursue a career in either a STEM or esports field. Esports @ Bett, hosted in association with British Esports, will showcase how schools and universities can harness this growing industry to engage students, support teaching and learning objectives and identify future skills. Each afternoon will host a takeover tournament between schools Esports teams.
Connect @ Bett is a new large scale meeting programme, designed to transform how meetings get done in the global education sector. It will enable EdTech companies and other solution
providers, to connect with buyers from education institutions and governments via individual and group meetings.
More than 2,000 participants from education institutions and governments, 300 EdTech Companies and other solution providers are expected to participate in over 5,000 meetings at Bett UK 2023.
To ensure they are valuable, all Connect @ Bett meetings are double opt-in (both participants want to meet each other) and are scheduled based on each individual’s availability. The meetings will be held in a central location in the Bett Exhibition Hall.
Individuals from Education Institutions and Governments will be joining Connect @ Bett to use their time at Bett in the most efficient way possible, to meet the EdTech Companies and other Solution Providers they want to meet quickly and easily.
It will allow visitors to discover new and emerging products, services and solutions that can help address their organisation’s challenges and opportunities. It will also allow visitors to participate in 45-minute small peer group discussions called Tabletalks on key education topics.
“We launched Connect @ Bett to help our community of solution providers, education institutions and governments meet new people, discover new organisations and create incredible opportunities and meaningful connections at our events,” said Rachel Brodie, managing director of Bett. “This new meetings programme will result in positive changes for them, their organisations and their learners.”
Louisa Hunter, Bett director, said: “This year at Bett we are transforming the way that the community connects and collaborates by launching our groundbreaking new meetings programme, Connect @ Bett. E
We are excited to welcome the community back together again for what is set to be the best Bett yet and can’t wait to hear from our inspiring keynote speakers about their own journeys with education.”
Ahead by Bett
Higher education institutions around the world are working at great pace to adapt to new approaches to learning, accelerate digital transformation, and take advantage of new business models recently introduced to the sector. With tech companies eager to pitch in on what is predicted to be a $40bn market by 2024, how can we ensure we are providing senior leaders in higher education with the right tools to move forward? To support universities and solution providers through this process and in response to emphatic demand from the Higher Education community, Ahead by Bett was launched in 2022 to sit alongside Bett.
Ahead by Bett is the destination for higher education leaders to come together with their peers and the world’s leading EdTech’s to learn, network and trade.
Ahead by Bett’s content spaces provide an opportunity for senior leadership, heads of faculty, technology leads and heads of research and innovation to congregate and tackle the current business issues faced in tertiary education.
Spread across three learning and networking spaces, Ahead by Bett will be hosting over 60 speakers including highly acclaimed author and journalist Matthew Syed, who will be
discussing mindset and high performance in higher education, professor Sir Steve Smith, the UK’s International Education Champion on the future of higher education, professor Rose Luckin on AI’s uses for understanding student data and professor Diana Laurillard on professional development as the new frontier of higher education.
Visitors will also be able to hear from other changemakers, experience innovation and collaborate with peers all within one place dedicated to Higher Education. Founding partners Jisc, UCISA & Universities UK will be supporting the event and commenting on the launch of Ahead said: “Higher Education institutions around the world are working at great pace to adapt to new approaches to learning, address accelerated digital transformation, and adjust to and benefit from business model disruption. Supporting universities through this process, Ahead by Bett provides a forum to connect with cutting-edge technology solution providers to jointly tackle urgent business and pedagogical challenges. We are proud to support this event.”
Max Oliver, event director of Ahead by Bett said: “We are dedicating a whole new sister show to the Higher Education sector. The appetite and interest in this sector has grown over recent years and now is the perfect time for academics, changemakers, heads of faculty, and technology leads to gather together to share the very best in Higher Education practices and their vision for the future of tertiary study around the world.”
INEQE Safeguarding Group
is a leading independent safeguarding organisation based in Belfast, Northern Ireland. Over 250 years of safeguarding expertise is brought together with the brilliance of advanced software development to deliver safeguarding solutions to a wide spectrum of clients, including the Department of Education NI, Oxfam, and Premier League.
We are also a member of the Safeguarding Support Network, which lists safeguarding providers on a global scale, and the Safety Tech Network, which compiles organisations working to promote safer online experiences.
With these partnerships, we’ve been able to grow exponentially within ten years of being on the market – and we’re just getting
started! We believe in empowering people to stay safer through practical education and community engagement. By combining this ideology with innovative and contemporary technology, INEQE takes pride in providing schools and colleges with the best advantages in online safety. We identify emerging technical opportunities and trends, provide helpful guides and definitions, and give access to support services if they are needed.
This is a bespoke service that is contemporary, credible, and current across the board for pupils, educators, parents, and safeguarding professionals.
FURTHER INFORMATION
www.ineqe.com
Last year, content was delivered in The Auditorium, The Sandbox and The Collaboration Space. The Auditorium is the heart of Ahead by Bett and a key platform for change makers, innovators and leaders in higher education. The Sandbox is an opportunity to experience innovation in practice and get hands on with new technologies. The Collaboration Space meanwhile is the central hub for peer to peer learning through curated networking sessions and in depth roundtable discussions.
The Bett Awards are designed to celebrate the inspiring creativity and innovation that can be found throughout technology for education. This year they will take place in the evening of 29 March.
Julia Garvey, deputy director general, British Educational Suppliers Association and chair of judges for the Bett Awards said: “The Bett Awards always attract top calibre submissions and this year was no exception. The winners are all amazing and the standard in 2022 was incredibly high – the hardest job we had was narrowing it down to pick a winner each time. We are delighted to be able to recognise the hard work of so many businesses in the EdTech space all of whom have gone above and beyond to support teachers and learners during these uncertain times.”
www.bettshow.com
PowerGistic’s Towers eliminate traffic jams, save teacher’s time every day and reduces costs from drops and cable management issues. Pupils can grab a device and get to work in minutes and when they are finished for the day, the pupil simply returns the device to a PowerGistics Tower, ready for the next pupil.
Maintenance-free cable management allows pupils of all ages and abilities to manage all deployment activities. No more lost or stolen cables.
With the see-through asymmetric door, teachers can see if devices are put away and plugged in from anywhere in the classroom.
PowerGistic’s Towers have a small footprint – two of our Towers take up less than half of the square footage of a single cart and look good doing it.
The Towers have versatile mounting options – wall mount, stands, or rollers are designed specifically to evolve to your
future deployment needs. What’s more, the Towers can be updated wirelessly. The open design allows for obstruction free updating of devices. The four-colour shelves allow for organised deployment options for team learning, and the plastic free, lightweight, powder coated, aircraft grade aluminium provides a natural heat sink that increases device longevity.
FURTHER INFORMATION
www.powergistics.co.uk
A human centered design that makes it easy for pupils and teachers
During 2022, we saw the introduction of the DfE digital and technology standards for schools and colleges for connectivity and cyber security as well as updates to KCSiE requirements. So what were the updates? And how can you meet these standards in your school?
Endpoint Protection as part of the Protect & Connect® package. The software prevents malware and ransomware that leverage known and unknown vulnerabilities.
Router for Life
With our fully managed RFL (Router For Life) solution, your firmware is always up-to-date and if your device breaks - even after the warranty ends - it will be replaced free of charge.
The new broadband internet standards state schools should: Use a full fibre connection; Primary schools should have a minimum 100Mbps download speed and 30Mbps upload speed; and Secondary schools, colleges and all-through schools should have a connection with the capacity to deliver 1Gbps download and upload speed. Schools should have a resilient connection with a combination of appropriate systems: Back-up connectivity; multiple routers, capable of automatic failover; and alternative power sources for core active equipment
KCSiE guidelines state that schools should have appropriate filtering and monitoring in place, with regular reviews of their effectiveness. Your safeguarding software should be informed in part on the risk assessment required by the Prevent Duty and still allow access to appropriate educational content for their age.
The latest update to the DfE’s digital and technology standards for schools laid out new requirements for cyber security.
To meet this standard schools must: Protect every device with a correctly configured boundary, or software firewall; keep firewall firmware up to date; and use anti-malware software to protect all devices in the network, including cloud-based networks
We’ve provided schools with reliable internet services for almost 20 years. Combining connectivity with safeguarding and security, our Protect & Connect® makes management and admin easier while ensuring compliance with DfE and KCSiE guidelines.
The package offers a full range of futureproof, full fibre internet connections to suit any school’s needs - from FTTP to 1Gbps ultrafast
leased lines, Exa’s network is completely uncongested, ensuring you receive the full bandwidth you pay for at all times.
At Exa, we believe schools shouldn’t have to worry about whether their online safeguarding solutions will meet KCSiE standards. That’s why we have a team of skilled developers on site to update our SurfProtect content filtering platform. It’s included in our Protect & Connect® package, along with Securus monitoring. When used together, these solutions fulfil KCSiE filtering and monitoring requirements.
Firewalls
Protect & Connect® customers are also protected by Fortinet’s next generation FortiGate firewalls. Choose from a physical device, or a fully managed virtual machine (VM) that ensures you always have up-to-date security.
Antivirus
Antivirus is an essential part of cyber security and schools need to know theirs is up to the job. We can provide Panda
The Exa Foundation
The Exa Foundation provides workshops to educate young people on computing and inspire them to consider a career in tech. Sessions are linked to UK National Curriculum requirements, and can be adapted for a staff CPD programme. Sessions cost £1,000 per day, but for Exa connectivity customers they’re included as part of their package.
How can Exa help?
These new requirements are set out to protect pupils in school, while allowing them the freedom to learn in a safe environment. We want to make it as easy as possible for schools to ensure they are compliant with the DfE guidance. Protect & Connect® can relieve the burden on your staff by having a single supplier for your internet services. L
FURTHER INFORMATION
If you’d like to discuss how the Protect & Connect® bundle can help keep your school compliant, email us at sales@exa.net.uk
The recent Cyber Security Schools Audit revealed that 78 per cent of schools fell victim to at least one type of cyber incident in 2022 – with seven per cent experiencing significant disruption as a result. LGfL-The National Grid for Learning, examines the report further
Schools continue to remain at particular risk from cyber criminals and must demonstrate vigilance, says the National Cyber Security Centre (NCSC, part of GCHQ) and edtech charity LGfL-The National Grid for Learning (LGfL), who recently published their Cyber Security Schools Audit 2022 of UK schools nationwide.
The report found that 78 per cent of schools fell victim to at least one type of cyber incident in 2022 – with seven per cent experiencing significant disruption as a result.
Twenty-one per cent suffered a malware and/or ransomware attack and 18 per cent faced periods with no access to important information. Twenty-six per cent had not implemented multifactor authentication to safeguard important accounts.
The report found that 25 per cent continued to allow limited staff access to USBs that can compromise systems through infections from computer viruses, malware and spyware, and four per cent had no back up facilities. Six schools meanwhile reported a parent losing money due to a cyber incident.
The top attack vectors used by criminals were Phishing, which are fraudulent emails from attackers used to deceive staff into revealing sensitive information; and Spoofing - where attackers impersonate someone else to gain a victim’s confidence, access to a system, steal data, or spread malware. The third most used vector was Malicious software including Malware, which is used to disrupt or gain access to systems; viruses, which are programs that when executed replicate themselves by modifying other computer programs and inserting their own code, and Ransomware, which is designed to block access to a computer system until a sum of money is paid.
Given the global shortage of skilled, experienced cybersecurity professionals, even large corporations struggle to recruit qualified staff. That said, large businesses typically have high level senior leaders responsible for cyber security and a dedicated IT team, as do the public sector who have the same level of awareness but not necessarily the same level of resourcing. In contrast, schools (bar multiacademy trusts) typically don’t have a member of staff responsible for cyber security – in the same way as they have a Designated Safeguarding Lead that reports into the Senior Leadership Team. Across schools the level of support varies dramatically. Multi academy trusts are likely to have a team disseminating information E
thatsurveyThefound awareness of phishing in schools had increased from 69 per cent in 2019 to 73 per cent in 2022
and training, in contrast to primary schools that often rely on short visits from an IT Technician to undertake patch management, resolve their issues and keep their systems up to date.
For cash-strapped schools struggling with the cost of living crisis – rightly focussed on teaching and learning and keeping children safe – recruiting qualified staff is both a significant challenge and an additional expense – this is why LGfL and partners, which include some of the world’s largest security providers, have published an additional report that includes further analysis and important next steps for schools, also available at securityaudit.lgfl.net.
However, the audit did reveal that schools are wising up to the cyber threats they face: 53 per cent of the schools reported they felt prepared for a cyber-attack (compared to 49 per cent in 2019), and awareness of phishing in schools has increased from 69 per cent in 2019 to 73 per cent in 2022.
What’s more, 55 per cent (compared to 35 per cent in 2019) implemented staff training for non-IT staff, and 49 per cent (compared to 41 per cent in 2019) have included their core IT services in a risk register or business continuity plan. Ninety per cent, meanwhile, compared to 33 per cent in 2019, have at least one of the following – a cybersecurity register, risk register, or business continuity plan.
More work must be done
Sarah Lyons, NCSC deputy director for economy and society said: “Our schools rely so much on the myriad of data required to run efficiently – including sensitive data on students, parents, governors and staff – therefore more work must be done to support the cyber security around these essential services. That’s why the National Cyber Security Centre has been working with schools and the education sector to provide free tools and guidance to help schools manage their cyber risks effectively, and supporting them to keep this valuable information safe.”
Mark Bentley, safeguarding and cyber security lead, LGfL, said: “Cybersecurity
can sometimes feel like a Rubik’s cube that changes its colours just as you are on the verge of solving it. Every week seems to bring new threats and make the list of ‘vital steps to stay protected’ grow even longer! But as with any complex issue, you can do a lot to manage and mitigate cybersecurity risks and this report is helping us to shape the support needed so that schools can do just that. My final message to schools is ‘Don’t panic but do think about it.”
Commenting on the audit Christian Smith, director of ICT, St Benedict’s School, Ealing, said: “Child protection is always foremost in any schools plans and agenda, and protection in online spaces of people, data and infrastructure, is just as important. The NCSC/LGfL Cyber Security Schools Audit has been massively important in allowing us to look at our own practices and see how we fit against other schools, as well as take a step back and discuss the wider implications for our plans and budgets.
“Schools don’t have an infinite budget, and many are facing cuts, but the reliance on safe, secure and robust technical and digital pathways to teach, track and learn are increasing and a priority for many schools. Ensuring cloud, local and hybrid technologies not only meet our needs, but are also cost effective, secure and disaster survivable is key, and the Cyber Security Schools Audit allowed us to take stock of where we are, and how we move forwards.
An opportunity to evaluate digital change and its impact on the whole school community is extremely helpful and has allowed us to take advantage of the excellent tools and resources that the NCSC site offers for all users.”
www.national.lgfl.net/
Across schools the level of support varies dramatically. Multi academy trusts are likely to have a team disseminating information and training, in contrast to primary schools that often rely on short visits from an IT Technician to undertake patch management, resolve their issues and keep their systems up to date
For many schools and colleges, one of the few positive outcomes from the pandemic has been the opportunity to rethink the tools they use to communicate with. As a result,
establishments are turning
In its 2020-2021 survey, the Department of Education found that almost all teachers across both phases (primary 97 per cent, secondary 96 per cent) had learned to use new technology or features to enable them to deliver remote learning since March 2020. Before that, primary and secondary education had experienced very little online engagement, remote operations, or remote working. Although the sector experienced massive disruption, it shouldn’t be seen as all negative.
For many schools and colleges, one of the few positive outcomes from the pandemic has been the opportunity to rethink the tools they use to communicate with. A good place to start is to take stock of all the different apps being used. Probably one for video meetings, another for messaging and at least one specialist education app. There has to be a better way, which is why many education establishments are turning to cloud-based communications.
Unified Communications as a Service (UCaaS) is a secure and compliant way for schools to integrate multiple communications methods through a single cloud provider. This means one bill and one point of contact for support, which simplifies management for schools’ IT admin and finance teams. A UCaaS system provides everything users need to effectively communicate – anytime, anywhere, and from any device. From just one interface, it’s easy to coordinate with colleagues, and instantaneously communicate with the whole school as well as parents and staff. Unified communications can be used to call, chat, meet, and collaborate no matter where staff or students might be. This enables effortless collaboration between staff via calls, private or group chats, or in the same virtual room via an app or browser. Events run smoothly thanks to secure file sharing, access and management tools that make it easy to create, assign, and manage any task.
Teachers and admin staff can monitor everything through built-in-analytics and tailored dashboards to track supplies or equipment spending, inventory, or use built-in reports to track budgets. The best UCaaS solutions also allow for the creation of individualised learning programmes allowing teaching staff to use app integrations for the creation of unique learning experiences.
And in addition to all this, UCaaS improves security for students, staff, and admins.
John Wallis Academy
For schools and colleges today, communication isn’t simply about a phone system. For some, the priority is to be able to connect an entire school across multiple dispersed locations, helping to create a cohesive campus. For others, it’s about simplifying the communications experience with an all-in-one communications solution.
2022 was a big year for unified communications in education. Among the many schools that implemented UCaaS throughout last year, some are on track to save an estimated $60,000 annually, improve call quality by as much as 90 per cent, and reduce phone system workloads by as much as 30 per cent – all while enabling virtual work, and creating a foundation for innovation without disruption to their existing infrastructure.
In the UK, John Wallis Academy, based in Ashford, Kent, has also transitioned to Digital First communications. A mixed school from nursery to sixth form, the school’s legacy deskphone system had run its course. With multiple buildings located on its Ashford site, the new communications system needed to help create a virtual campus as well as simplify all the different technologies that were being used.
Matthew Connolly, data & systems manager at John Wallis Academy said: “We decided to go for a UCaaS solution after our own initial research indicated that our existing system was struggling to meet the demands of the Academy. After reviewing several options, Avaya were by far the best provider, delivering a simple, self-administered platform that incorporates the latest communication technologies. We can now manage our users,
call queues, groups, and hardware allocation from a single website. Not only are we saving time using features such as automatic voice mail transcription and the ability to access anyone, anywhere, through the excellent softphone application allowing staff to connect to each other the way they want on the device they want, but we are actually saving money against our previous solution.”
John Wallis Academy was assisted in its search for a communication technology partner by Red Rose Technologies, which understood its requirements, did the research, and provided options, working closely with all parties to make sure the project met the functionality, budget and performance needs. Learn more about Avaya’s work with education, and start transforming your classroom experiences today.
many education
to cloud-based communications, writes Neal McMahon from Avaya
Weston College ordered their first Diplomat™ Self-Service Lockers in 2016. Since then they have grown to over five hundred loaning bays across sixteen installations. With LapSafe®’s Diplomats™ in mind for future expansions, it is no wonder the college is one of LapSafe®’s largest self-service sites
The team at LapSafe® spoke to Andrew Johnstone, IT customer services manager, about the challenges of maintaining a streamlined service across multiple sites. We discussed self-service laptop loaning and the impact it has had on costs, sustainability, admin tasks, and how it has been welcomed throughout the college.
The challenge
With no centralised system for device management the team faced difficulties. Each department were left to look after the loaning, charging and storage of their own laptops, but they found devices would often go missing, get damaged or be left unused.
“We would probably find that five laptops would go missing and we wouldn’t even know where they were, so that’s £3-£5K worth of kit gone straight away”
There was no accountability with no way to monitor which students had which devices. Staff had to manage loaning and returns manually, costing the college time and money employing two people on the tech desk full time. Management of laptop trolleys was inconsistent, as a result we weren’t achieving the level of utilisation we wanted. In addition, desktop PCs were often left on which was inefficient and costly in terms of energy usage.
The turning point
“We decided about fifteen years ago, that students could borrow all sorts of equipment/books etc from the library, and that this was the go-to place for all equipment loaning. The library became the centre for every campus.” Weston College created a learning and working hub for each campus, known as LibraryPlus. This allowed the college to have a more integrated approach to IT management, and greater control over the entire system. This allowed IT admins to remotely manage and monitor device loaning, providing a more hands on approach, which would take the pressure away from the individual departments.
Weston College has a long-standing relationship with LapSafe® and the two have been able to grow alongside one another for many years. This longevity has led to a strong partnership, with a proven history, backed up with trusted support by LapSafe®. The college wanted to continue this relationship as it looked for new ways of providing advanced styles of learning.
To provide the extra level of functionality required to manage their various sites, the college opted to use LapSafe®’s Diplomat™ Self-Service Lockers.
Allowing students to loan devices from automated lockers reduced the impact on staff time and admin tasks. The Diplomat™ easily integrated with the colleges Library Management System (LMS), allowing a streamlined service with minimal staff interaction.
“Introducing self-service was a massive benefit to us. There is less staff involvement in terms of admin, they are self-sufficient, once students are familiar with how it works, they don’t need to find staff for assistance.”
The accountability offered by the loaning software has provided an extra level of security and decreased the amount spent on lost or damaged devices.
“That’s the biggest one for us, the accountability factor.” In 2016 the college ordered their first Diplomat™, since then the college has grown to sixteen installations, with a grand total of 504 bays.
The next step for Weston College and LapSafe® is increasing the level of data control by updating to LapSafe®’s newly released ONARKEN® locker management software which allows staff even more control and loaning options.
“With more granular control we can move away from our LMS towards our active directory. We will be able to create groups, whether this be student or staff, and it will give us much better control.”
The functions of the new software will extend service desk availability, providing learners with access to technology when they need it, even when staff are not available.
“The drop off and collect functions will really help. The LibraryPlus and Learning Technologists are not always available, laptops can be pre booked made available outside of the staffed help desk hours”
“We are really going down the mobile route, we are removing desktops in so many places and both students and staff are increasingly hot desking.”
The decrease in desktop PCs has led to a more “mobile workspace” giving students more freedom to work in a way which suits them best. The added benefit of this new flexible work style is being able to make better use of the space available, and a reduction in energy and running costs.
“The kit will be managed better in terms of charging, being able to manage a device so you only have it powered on when you need it on.”
Young people are deeply influenced by their environment, so it’s essential that the space around them reinforces and supports their education and individual developmental needs to the full.
Whether you are looking for a versatile, open plan space with plenty of natural light and room for activities, or an inspiring space with in-the-round seating for maximum student engagement, here at Cabins for Schools we have the right solution for you.
Cabin uses:
• Extra Space
• Multifunctional
• SEND & SEL
• Intervention Space
• Reading Nook
• Forest Schools
• And more...
See how other schools have benfited from a Cabins for Schools building by reading the case studies on our website.
The Department for Education has recently highlighted that there are many school buildings with serious structural issues, and that the “risk of collapse” of some school blocks was a key concern for the department. We examine the issue and summarise the support that is available
The Department for Education’s Consolidated annual report said: “There is a risk of collapse of one or more blocks in some schools which are at or approaching the end of their designed life-expectancy and structural integrity is impaired. The risk predominantly exists in those buildings built in the years 1945 to 1970 which used ‘system build’ light frame techniques.”
The report noted that the situation had worsened during the year, and was unlikely to improve during 2022 as capital funding was not increased.
However, when the DfE was asked by Unison if they were aware of how many buildings are affected, it replied that that the information was “not held” by the department.
This has led to strong calls to rectify the situation by conducting a detailed survey of
school buildings to identify the problems. The situation is made worse by spending declines in capital spending. An official briefing from the House of Commons library found that, between 2009-10 and 2021-22, Department for Education capital spending declined by 37 per cent in cash terms and 50 per cent in real terms. Planned capital spending for 2022-23 is around £6.4 billion which is a 29 per cent real terms increase compared to 2021-22.
The Department for Education has said that it is aware of thirty-nine schools that have closed temporarily or permanently since December
2019 because one or more of their buildings have been deemed unsafe. This information was given by schools minister Nick Gibb in an answer to a Parliamentary written question from Liberal Democrat education spokesperson Munria Wilson. Gibb said the schools were closed due to a range of reasons, including structural concerns and general condition issues, such as roofing and boiler failures. Of the 31 schools that temporarily closed, 23 were full closures and eight were partial closures. Of the eight schools that permanently closed, three were full closures and five were partial closures. Where schools have closed, pupils have been relocated to existing spaces available on the school site or into alternative accommodation until a long-term solution is in place.
Seven education unions – Community, GMB, NAHT, NASUWT, NEU, UNISON and Unite – have written and co-signed an open letter to the Education Secretary, calling E
callsareTherestrong to remedy the situation of dangerous school buildings with a full assessment of the situation and more funding
✔ We are an established folding partition manufacturer
✔ We are an established folding partition manufacturer
✔ A long standing history with an experienced team
✔ We are an established folding partition manufacturer
✔ A long standing history with an experienced team
✔ Space management solutions for all
We are an established folding partition manufacturer
✔ Space management solutions for all
A long standing history with an experienced team
✔ A long standing history with an experienced team
Get in touch for a free quote now: Tel: 01373 454577
Space management solutions for all
✔ Space management solutions for all
Get in touch for a free quote now: Tel: 01373 454577
Get in touch for a free quote now: Tel: 01373 454577
Email: sales@buildingadditions.co.uk | www.buildingadditions.co.uk
Email: sales@buildingadditions.co.uk | www.buildingadditions.co.uk
Email: sales@buildingadditions.co.uk | www.buildingadditions.co.uk
Get in touch for a free quote now: Tel: 01373 454577
Email: sales@buildingadditions.co.uk | www.buildingadditions.co.uk
upon the government to take urgent action to make school buildings at risk of collapse safe and fit for the future. The unions urge the government to do a detailed survey of school buildings to identify the problems, as it says that relying on individual schools to survey and report issues is insufficient.
Dan Shears from GMB said: “It’s no great surprise that schools are in poor condition – we have had a lost decade of under-investment – but to discover that schools are in danger of literally falling down is absolutely scandalous.”
Paul Whiteman, general secretary at school leaders’ union NAHT, said: “This is a disaster waiting to happen, which in the worst-case scenario could end up costing lives unless the government wakes up and acts. That means demonstrating national leadership – identifying and being transparent about buildings at risk, ensuring the safety of pupils and staff using them, and implementing an urgent action plan to carry out repairs supported by a massive increase in investment. It should never have come to this, but it is little wonder when the government has halved capital funding for school buildings since 2010.”
Dr Patrick Roach, NASUWT general secretary, said: “This situation is the result of years of chronic under-investment in our education system and the school buildings estate. Schools are now counting the cost of the government’s reckless decision a decade ago to abandon the Building Schools for the Future programme. Rebuilding and refurbishment investment is at a fraction of what is required to keep pupils and staff able to learn and work safely. School staff and parents deserve and need to know if their schools are at risk and what is being done to urgently to ensure the safety of their schools.”
Kevin Courtney, joint general secretary of the National Education Union, said: “It is disgraceful that over the last decade of austerity our school buildings have been allowed to
deteriorate to the extent that some are at risk of collapse, and the government does not even know which buildings fall into this category. In one of the most advanced economies in the world it is shocking the many children, young people and school staff work and learn in an environment that is dangerously unsafe.”
UNISON head of education Mike Short, said: “The government doesn’t appear to have a clue about the condition of school buildings. Sadly staff, pupils and parents know only too well that years of cuts have left classrooms and other learning facilities in a terrible state of repair. This awful situation needs fixing quickly with proper investment to make the learning environment not only safe but more comfortable for everyone too. E
The Condition Improvement Fund is an annual bidding round for eligible academies, sixth-form colleges and voluntary-aided schools. The priority for the funding is keeping education buildings safe and in good working order.
These are strong calls to remedy the situation of dangerous school buildings with a full assessment of the situation and more funding. In the meantime, if a school believes its buildings have serious structural issues, there are various funding opportunities to explore. For example, the Condition Improvement Fund (CIF) is an annual bidding round for eligible academies, sixth-form colleges and voluntary-aided (VA) schools. The priority for the funding is keeping education buildings safe and in good working order. This includes funding projects that address health and safety issues, building compliance and buildings in poor condition. The government also provides urgent capital support (UCS), which is specifically for urgent condition issues that pose the threat of immediate school closure. Academies, sixthform colleges or VA schools are eligible to apply if they do not receive school condition allocations (SCA) and they need funding assistance to address urgent building condition issues that either put the safety of pupils or staff at risk or threaten the closure of the whole or a significant part of their school. The application will be considered only if there is a genuine and immediate need for UCS and it cannot wait until the next round of CIF. Urgent capital support funding is offered primarily as a loan, subject to an assessment of finances, and trusts may also be
required to contribute. Grant funding will be provided only in exceptional circumstances. If a school has urgent and severe condition need that it is unable to resolve, the government’s website says it should contact the Department for Education for advice.
The government’s flagship school rebuilding programme (SRP) carries out major rebuilding and refurbishment projects at school and sixthform college buildings across England, with buildings prioritised according to their condition. There are currently 400 projects in the programme, announced in 2021 and 2022, at varying stages in the process. Schools are provisionally allocated a place on the programme, subject to further due
diligence, and projects will enter delivery at a rate of approximately 50 per year. Schools are prioritised for the programme if they had buildings of specific construction types that require replacement or if they meet the highest condition need, identified in data collected in the Condition Data Collection. They are also prioritised if their buildings have severe and urgent condition need that meant they were a high priority for replacement, or if their buildings have risks that have the potential to cause significant harm to pupils and/or staff. L
Further guidance on funding for school buildings can be found at www.gov.uk
www.glasdon.com
Hysopt helps universities to heat and cool their buildings more efficiently, helping to reduce heating costs and transition to low carbon heat. By eliminating performance gaps and delivering heat network installations that perform as expected "first time right", energy costs are reduced by 30%, and pathways to net zero carbon heat are enabled
Correct hydraulic design, configuration and a control strategy to achieve optimal energy efficiency and minimal running costs
Reduce construction costs by accurately sizing plant and systems without unnecessary over-sizing.
The HNES scheme provides an opportunity to trial HVAC digital twins to identify inefficiencies and the most viable solutions for improving your heat network performance
A whole system approach to engineering, installation, commissioning and operation to close the gap between expected and actual performance
Develop pathways for transition to net zero carbon heat, with full transparency and tangible facts and figures
Watch the recent Hysopt webinar “Making Public Buildings Low Carbon Heat Ready” to learn more about this alternative approach
www.hysopt.com
Chris Davis, head of marketing at Hysopt, explains how digital technology and the new government Heat Network Efficiency Scheme can help universities decarbonise heat and lower energy costs
Across the UK, universities are committing to challenging carbon reduction targets, with decarbonisation of heat identified by many as a key challenge for the sector.
Meanwhile, according to the Association of University Directors of Estates (AUDE), in 2022, energy accounted for 18.5 per cent of total property costs, amounting to £379m.
However since the global energy cost spike in 2021, many universities are expecting their energy expenditure to double when they exit their current forward purchase agreements.
Net zero carbon
Universities’ commitments to net zero require significant reduction in the consumption of gas, and investment in alternative low carbon heat sources such as heat pumps.
But figures from the AUDE’s “Decarbonising Heat Networks in University Estates” study revealed that half of university carbon emissions come from natural gas.
This makes the transition to low carbon heat difficult, especially when large gas boilers and combined heat and power systems serve multiple buildings through campus heat networks. While the university sector is making progress, many are still unsure how to handle high-carbon assets like CHP and whether heat pumps can efficiently heat older buildings.
Heat networks
University campuses, with their high population density and predictable high heat demand, are ideally placed to benefit from heat networks (otherwise known as district heating).
Heat networks – which supply heat from a central source to heat multiple buildings connected by insulated underground pipework – form a key part of the UK’s transition to net zero emissions as they enable connection to larger-scale, renewable and recovered heat sources.
Recent work by BEIS however has indicated that many existing heat networks operate inefficiently, leading to higher than expected energy costs, unnecessarily high carbon emissions, and generally poor thermal comfort levels in buildings.
Meanwhile, studies of over 400 heating installations – including university heat networks – reveal that these so-called “performance gaps” mean energy costs are,
on average, 32 per cent higher than they otherwise need to be, and carbon emissions 40 per cent higher. Even in new and recently upgraded systems, significant opportunities to optimise performance are being missed.
The current increase in gas prices exacerbates the issue, leading to unnecessary and avoidable extra heating costs that can run into hundreds of thousands or even millions of pounds per year.
Universities are increasingly discovering how alternative approaches using “HVAC system digital twin” technologies can help tackle optimisation of their campus heat networks.
This approach simulates the whole installation in a “virtual replica” to identify cost-effective solutions for eliminating performance gaps.
For example, the University of York used a digital twin to find out why heating distribution systems in buildings connected to their heat network were causing high energy costs due to excessive gas consumption.
Simulations from the digital twin showed how specific changes to the installation would reduce gas consumption by over 10 million kWh per year, heat that was otherwise being “dumped” by the CHP units.
As a result of eliminating this heat wastage and subsequently reducing the gas consumption of the backup boilers, the digital twin demonstrated energy cost reductions at 2021 price levels of £285,000 per year. Jump forward to todays “new world energy costs” with universities existing fixed price contracts ending, the unnecessary costs avoided would be closer to £1m per year. Meanwhile fixing fundamental performance issues enables buildings and heat networks to operate under conditions suitable for low-carbon heat generation options such as heat pumps, both from an operational and capital investment cost perspective.
The newly formed Department for Energy Security and Net Zero hopes to address the performance issues of existing heat networks (including the buildings connected to them) through the new Heat Network Efficiency Scheme.
The £32m grant programme opened for applications in February 2023 and provides funding for public, private and third sector applicants in England and Wales, including universities and colleges. Up to £2m of revenue grants are available, providing 100 per cent funding for optimisation studies, for which HNES will typically fund up to £24,000 per project. Studies including HVAC system digital twins align well with the requirements HNES revenue grants. A further £30m is available as capital grants, providing 50 per cent match funding for the delivery of eligible intervention/improvement measures. Further details can be found in the Heat Network Efficiency Scheme Guidance for Applicants
In conclusion, optimising and decarbonising university heat networks is essential to meet carbon reduction targets, lower energy costs and improve thermal comfort levels in buildings. The HNES scheme provides an opportunity for universities to trial HVAC digital twins to identify inefficiencies and the most viable solutions for improving their heat network performance.
To learn more about this alternative approach to reducing heat network performance gaps watch the recent Hysopt webinar: “Making Public Buildings Low Carbon Heat Ready” L
hysopt.com/education
Hysopt specialises in science-based “digital twin” calculation and simulation software, to optimise large HVAC systems and heat networks for lower energy costs, reduced carbon emissions and improved thermal comfort
From energy sourcing and consumption, to food and uniform policies, there are many measures – big and small – that schools can do to reduce their carbon footprint and energy usage. Adam Flint, national manager of Eco-Schools England, explains how
There are currently, in England, approximately 8.9 million pupils attending 24,400 schools. Each school has a carbon footprint. The carbon footprint comes from the amount of energy and the resources – food, books, computers, paper etc – that it uses. Estimates suggest that schools account for 50 per cent of a local authority’s carbon emissions so therefore it makes sense in a world where many local authorities have declared a climate crisis that we look at reducing the carbon footprint of the nation’s schools. This is backed up by children’s and young people’s concern about the climate. Globally,
In this country, the picture is a little more optimistic. YouGov research conducted for Keep Britain Tidy shows that 82 per cent of children and young people believe they can make a positive difference but more than two thirds say they need the help of others to do so. Schools are a place where children and young people can come together to take action, with the inbuilt network of teachers, support staff, catering staff, governors and parents to help them.
Estimates suggest that, collectively, schools could prevent more than 600,000 tonnes of CO2 from entering the atmosphere – the same carbon reduction as taking more than 130,000 cars off the road each year.
Taking action
Environmental charity Keep Britain Tidy runs the country’s largest environmental education and sustainability programme, Eco-Schools, and has just run its first Cut You Carbon Week with schools being encouraged to take a range of actions that can help reduce their carbon footprint. But carbon reduction is obviously not something that is just for one week of the school year. There are changes that schools can make that will, over time, have a significant impact on their carbon
Written by Adam Flint, national manager, Eco-Schools EnglandWhether it is big actions or small actions, there are easy and effective ways that every schools can begin to cut its footprintcarbon today.
help to create a generation of young people equipped with the knowledge and skills they will need in a world where carbon reduction is becoming more and more critical.
One of the first areas where schools can look to make a dramatic difference to their carbon footprint is food.
Small changes to the school dinner menu can have a big impact. If the average primary school was to introduce one meat-free day – switching to a plant-based option – for all pupils eating school-provided meals per week, that school could save 2,865kg of carbon by that one simple act. Beyond that, switching from beef to chicken on other days would also save significant amounts as the carbon footprint of beef is almost ten times that of chicken.
The biggest single source of CO2 emissions in the UK is transport, accounting for 24 per cent of all emissions. Every day, millions of car journeys are made taking children to and from school. These journeys, no matter how short or convenient, all contribute to this figure. Encouraging and empowering pupils with the knowledge to influence parents, as well as providing solutions such as bike storage facilities and ‘walking buses’ for younger children, can help drive down the carbon footprint created by the school as well as improving air quality in the area.
Finally, how and where schools purchase equipment matters. There are the obvious changes such as reducing the use of singleuse plastics in schools and ensuring that all paper bought is recycled. But thinking beyond that, an even more powerful shift is to change habits and move up the waste hierarchy to reduction and reuse.
Uniforms are an area where schools can make a significant impact on their environmental footprint. It can take 2,700 litres of water to produce the cotton to make a single T-shirt and the carbon footprint of each one is 6.75kg.
Reducing the amount of new school uniform bought can reduce the carbon footprint and, at a time when family budgets are so stretched and people are struggling to make ends meet, has the advantage of being a massive cost-saving for hard-pressed parents.
Breaking the stigma of ‘second-hand’ and ‘hand-me-downs’ and making it a positive, environmental choice is something that pupils – and parents – can learn from and take into the rest of their lives.
Finally, possibly the most obvious way in which schools can make an obvious and instant difference to their carbon footprint is through their energy sourcing and consumption.
Buying gas and electricity from a green energy supplier will immediately cut a school’s carbon footprint. If this is not possible, cutting energy use – switching things off rather than leaving them on standby, turning off lights etc – can reduce a school’s energy bill and cut carbon emissions.
If every school in the country cut their energy consumption by 10 per cent, that would mean
a carbon saving equivalent to the weight of three Empire State Buildings every year. The message is, whether it is big actions or small actions, there are easy and effective ways that every school in the country can begin to cut its carbon footprint today. If you would like to find out more about Eco-Schools and how you can take your school on a journey to becoming more sustainable, visit the website below. L
FURTHER INFORMATION
www.eco-schools.org.uk
The Great British Spring Clean is the country’s biggest mass-participation environmental campaign, from 17 March to 2 April.
Every year, hundreds of thousands of individuals take part in the campaign, picking up the litter that pollutes our streets, parks and beaches and showing the world that they care about the environment on their doorstep.
Last year, more than 430,000 volunteers, including school children, faith groups, businesses and community groups, collected a staggering 449,406 bags of rubbish across the country, from the north of Scotland to the Cornish coast. Litter-picking is a simple action that anyone can do to make an immediate and visible difference to their area and can increase the sense of pride that people feel about the community in which they live. Of those who took part in last year’s Great British Spring Clean, 85 per cent reported that taking part made them feel more pride in their local area.
Visitors, students, and workers all want to feel safe and productive in the environment they are in, but how can a lighting point make people more confident in these areas?
For over 50 years, Urbis Schréder has been an integral part of the UK’s exterior and interior lighting solutions, creating spaces and places people love to live, work, and learn in.
We provide fully integrated solutions delivering highly efficient products and services that are fully aligned to our customer outcomes. Our fully integrated 360-degree service provides the confidence and focus to outcomes in whatever the needs may be. From classrooms to sports fields, car parks and campuses, we are fully engineered to deliver a return on the funding investment for today, and in future, releasing vital budgets for other priorities.
Together with Urbis Schréder’s LOGIC approach and Schréder’s EXEDRA platform, we can help you create sustainable, wellconnected, and flexible spaces that help you adapt to your community’s changing needs and contribute to the UK Government’s drive towards net zero by 2050.
Our solutions are not just limited to interior lighting and building exterior, but also extends to playground and carparking, perimeters, security, and sports. As we have done so for many years, we provide beneficial LED alternatives to luminaires with fluorescent lamps and can offer a uniform and comfortable lighting suited to any area of choice, whether that’s within or exterior to a building, helping enhance spaces to make learning easier and fun. Visitors, students, and workers all want to feel safe and productive in the environment they are in, but how can a lighting point make people more confident in these areas? Our comfortable ambient lights create attractive environments, while some of our luminaires include surveillance cameras with digital zoom or fully motorised control. We can adjust to any of your requirements, for any space.
In July 2021, Urbis Schréder partnered with Asset Plus to deliver a unique and sustainable lighting solution, that aimed to promote energy efficient lighting, increase carbon, and cost savings and remove historical glare issues, whilst also complimenting the existing architecture,
bespoke for the City of Westminster College. This project was catalysed by many unresolved factors including out-dated products which were hard to clean and maintain; bad light distribution; and flickering lights and glares. What’s more, the existing lights were not energy efficient and had high failure rates.
Paul Bennett, managing director at Asset Plus, describes the client brief as meeting and solving all the issues stated above, however with an additional care of attention towards the well-being of the Westminster College students and enhancing the environment they will be working and engaging in.
As a part of the Field service, Urbis Schréder carries out a detailed site survey and offers solutions and recommendations to clients. However, with this project they not only had the opportunity to reduce energy costs, but they also offered creative support in design work of the lights, to enhance the look and feel of the building with the aim that the students can work productively, without any lighting issues.
An undoubtedly more energy efficient building and lighting that compliments the architecture!
“Classroom luminaires have been upgraded using special LED products with prismatic diffusers and the ground floor workshops now have the Urbis Schréder CONTILINE throughout,” said Matt Ricks, industrial and internal services lead at Urbis Schréder.
Schréder’s INDU CONTILINE is our modular, easy and energy efficient industrial LED lighting, that is designed to create versatile linear lighting schemes, whilst saving energy and improving productivity in the workplace. It delivers an optimal light for a good impact on the physical and mental health of employees and students, thanks to its low glare and high colour rendering index. Along with its modular and aesthetic design, this trunk system can be equipped with a motion/daylight sensor. Almost 2km of linear channel was designed and installed to achieve the requested uniform light levels on all floors. All light solutions are easily and remotely controllable using Schréder’s EXEDRA and can manage and direct certain areas to be dimmed, when unused.
Altogether there were over 2,000 fittings done, £715,000 of cost savings over five years and 510,000kg of annual carbon savings. “The new lighting is great! The quality of light diffusion and the light levels are brilliant. We can alter the light levels to suit the specific requirements of the space. I would definitely recommend Urbis Schréder,” said Floyd Milligan, estates manager at City of Westminster College.
The Westminster College is one of the many schools and colleges we’ve renovated, which has met all the client briefs and delivered significant cost and energy savings. We offer a 360-degree service and follow our step-by-step programme so that all our clients receive the same level of service and get the best option for them. Therefore, let’s get connected – book to secure your free lighting survey with us today! L
· 3D Rendered Design
· Payback & Cashflow Calculations
· Structural & Drone Surveys
· DNO Applications
· Full Turnkey Installation
· Funding Options
BENEFITS
· Immediate Energy Saving
· Reduce Carbon Footprint
· 25 Year Warranty
· Clean Energy Generation
Understanding the experiences of disabled children and making appropriate adjustments can make a significant difference to their time in school and their ability to learn, writes Caroline
trustee director at Support SEND Kids
“Teaching: Every Lesson Shapes a Life”, says a recent Department for Education advertising campaign to inspire more people to sign up to teach. Educational professionals do of course play an unparalleled role in shaping the lives of the young people they teach – it’s both a cliche, and a truism that “we all remember a good teacher” (shout out to Mrs Lewis from me!).
School plays a fundamental and formative part in every child’s life. It’s a place where we learn not just reading, writing and arithmetic, but key social skills and our first independent experience of the world outside the home.
Yet consider “Diversity, Equity and Inclusion”. More than just being the buzzwords of the moment, these words encapsulate fundamental rights that recognise the inherent value that each human being, child or adult, has, and their need to “belong”, and be included in education, the workplace
and society. No decent person would deny this. Yet inequality persists in society and marginalised groups continue to exist. Whose job is it to change this? How can we really make a difference? The answer to this big question is, like the answer to most things: education, education, education.
I’ll stop with the taglines and buzzwords... We all own the ability to understand more about the lived experiences of the people whose lives we impact upon, and so much weight and responsibility is placed on frontline teaching staff to support all of the children in their care. Yet, for pupils with Special Educational Needs and Disabilities (SEND), only the most basic policies and practices are put into place to ensure equal access to learning: a rudimentary framework focused on bare minimum compliance with law and regulation. We are some way off from an education system that works for everyone.
Withers,The Social Model of Disability teaches us that people are disabled by barriers in society, not by their “impairment” or difference. These barriers can be physical, like buildings not being accessible: stairs instead of ramps, or no accessible toilets; they can be caused by people’s attitudes to difference: stigma, unhelpful stereotypes and assumptions that people with disabilities can’t be independent; or by widely accepted practices: discrimination, segregated education, or lack of opportunities. The Social Model helps us recognise that barriers make life harder for people with disabilities, and removing these barriers is what creates equality. No child should have to face barriers to education and learning, both of which we all accept are fundamental to opportunities in life. Improvements have been made in recognising some elements of different learning styles and needs for people with disabilities, however, we must all appreciate the reality of a society and an education system that is simply not built with people with disabilities in mind. A child who is not supported to access education will not be in a position to thrive. In fact, E
wefirstThestep must all take is recognising and addressing discriminatory practices
Designed to support help schools and trusts prepare for industrial action.
Detailed guidance for effective industrial action planning:
• minimise disruption to learning and handle personnel issues
• assist decisions on school opening and teaching provision
• ensure a consistent, compliant approach to communications
Best practice resources from our legal experts, including:
• industrial action timeline
• FAQs, step-by-step guidance
• template letters
• compliance checklists
• risk assessments
brownejacobson.com/strike-ed
Many trade union members across England have voted in favour of taking industrial action for a fully-funded, above-inflation pay rise. This action is expected to cause ongoing disruption throughout the weeks and months ahead.
The Department for Education require academy trusts to engage in appropriate contingency planning, taking steps to minimise any disruption to pupils’ learning and to keep schools open as far as possible. Trusts should be considering what steps they are taking to plan for and manage any ongoing industrial action. If schools are to close, then trusts should expect to be challenged if appropriate consideration – and, where possible, appropriate notice – is not given.
Planning, preparation and management
Effective planning, preparation and management are essential to minimising disruption to pupils throughout the strikes. Industrial action also raises
difficult personnel issues regarding strike participation and pay.
Safeguarding remains paramount
There are other considerations too. Where schools draft in additional support to address gaps in teaching provision during the strikes, safeguarding children remains paramount. Employment lawyer Sarah Linden advises:
“You’re not going to get an out from safer recruitment procedures, so if you are going to use someone who is not DBS checked, the usual applies, like conducting a risk assessment, having them supervised by someone who is DBS cleared, not allowing them to ever be alone with children.
“We can’t let someone into school just because we’re trying to keep it open, and then they perpetrate abuse against children or harm children.”
This due diligence and the extra consideration required will inevitably generate an additional overhead for school leaders at a time when they are already under-resourced.
That’s why the education lawyers and HR experts at national law firm Browne Jacobson have developed a
range of best practice resources to help schools and trusts to prepare and help manage their approach to industrial action.
Practical guidance is shared in a free, on-demand advisory webinar as well as a support pack of resources available to download, all of which draw from the queries many schools and trusts have raised since the strike was announced, such as:
Can non-union members strike and be protected?
Can we require striking teachers to set work?
What if a teacher says they can’t come in because their child’s school is closed?
The team address all of these issues and more, offering pragmatic solutions to these challenges that will aid efficiency and help ensure compliance. L
the only lesson they will learn is that they are not accepted by society. They don’t “fit in”. There’s “something wrong” with them. They are seen to have less value. It’s a sad truth that in more areas than we realise, our system is failing the most vulnerable and we are traumatising disabled children at the earliest of ages.
We all want to change the world for the children we parent, teach or support for the better. The first step we must all take is recognising and addressing discriminatory practices. That includes combating our own prejudices having grown up in a society and having been educated in a system that has conditioned us to make certain assumptions.
The next step is to take positive action to ensure inclusion – often even small measures or adjustments to avoid the specific difficulties a person may experience because of their disabilities can make a significant difference.
I am a lawyer and a mother to a disabled child. My husband is a qualified teacher and a university lecturer. We are still on a learning journey ourselves in all of these things, not least when getting to grips with the ordeal of the legal process associated with securing the appropriate educational support for my disabled daughter via the issuance of an “EHCP”, or Education and Health Care Plan, by my local authority. Despite being a highly experienced lawyer myself, and no stranger to dealing with an adversarial process, I was overwhelmed and incredulous at the system I found myself trying to navigate.
From my community of fellow parents of children with disabilities, I have heard some truly heart-breaking stories: a two year old child being excluded from nursery because he has epilepsy and his seizures are “stressing out” the staff; another family being refused a place at more than five separate nurseries once those establishments learned their child was disabled; a child with sensory processing disorder who was punished by teachers for not wearing their itchy school jumper by being forced to spend breaktime alone in
a classroom; a child who is a wheelchair user being excluded from a school trip to an adventure playground because there is no access or facilities for them to participate.
On the flipside, I’ve also heard of wonderful stories of teachers willing to think outside the box and do things differently to support disabled children. For example, a teacher who noticed a child with epilepsy was missing significant time in school due to his seizures made time to call in on the child in their home setting to ensure when he returns he has a familiar adult to welcome him. How can we shift the balance so that the positive experiences outweigh the traumatic ones?
Knowledge is power –but is it enough?
I wholeheartedly believe in access to justice for all families of disabled children. One of the biggest challenges parents face is understanding what their legal position is and what their options are. Thankfully, there are a host of charities active in this space offering a mix of practical information and emotional support to families. However, arming families with information about how they can advocate for their children’s rights is not a complete solution and does not go to the heart of the problem. By the time a parent or carer finds themselves in the position of seeking advice on the law, their child has often already been let down by the system.
The fact is this: a child’s experience of education is largely determined by the setting that they attend, the culture of that establishment, and the ability of educational professionals to enable them to access the learning there in a positive way. What we need is a system that takes as its starting point a more collaborative, rather than adversarial, relationship between local authorities and parents of children with disabilities, so that parents no longer need to grapple with a lengthy and costly tribunal system to secure the additional support their child needs, as I and thousands of other parents have had to do.
The long-awaited SEND review is now out, and while it has some good
measures, many believe it does not go far enough to fix the SEND system.
Bringing schools, local authorities and parents together I joined Support SEND Kids as a trustee director in 2021. We are a charity and bespoke legal technology platform that presents complicated, technical legal information in a user friendly, Q&A format, accessible to SEND families, legal and educational professionals, and local authorities. The aim is to bring the critical parts of the community together with direct and free access to lawyers and other SEND specialists who are a scarce resource in this space.
Our most recent achievement is the launch of a new digital guide for SEND families on disability discrimination in education authored by Mandy Aulak and Sean Kennedy of Talem Law. It is a free public resource to assist all those who deal with special educational needs and disability law – including judges, legal practitioners, local authorities, educational professionals and parents. The guide is designed to help all those who support children with a disability start to understand how the law around disability discrimination works in education so that they can request the additional disability related support that their children are legally entitled to.
The aim is to democratise access to a more complete and accurate picture of a child’s legal position, empowering all those who support children’s access to education – be they families, schools, local authorities or the tribunal system. No one person can change a whole system, but armed with knowledge of disabled children’s experience, we can work together to identify those adjustments that can make the most difference to their time in school and their ability to learn. When schools, local authorities and parents work together, we really do have the ability to shape and transform the lives of these children. L
www.supportsendkids.org
On the River Thames, view one of London's iconic structures from our grounds. Visit our Information Centre, where you can learn how the Thames Barrier was designed , built and works.
On the River Thames, view one of London’s iconic structures from our grounds. Visit our information Centre, where you can learn how the Thames Barrier was designed, built and works.
On the River Thames, view London's iconic structures from grounds. Visit our Information where you can learn how the Barrier was designed , built and works.
Our packages and prices are available on our website
Our packages and prices are available on our website
Please tephone 0208 305 4188 or email us at Thamesbarriertheview@environment-agency. gov.uk for more details.
Please note there is no access on the Thames Barrier Structure.
Please telephone 0208 305 4161 or email us at Thamesbarriertheview @environment-agency.gov.uk for more details
Our packages and prices are available on our website
Please telephone 0208 305 4161 or email us at Thamesbarriertheview @environment-agency.gov.uk for more details.
Please note there is no access onto the Thames Barrier Structure.
Please telephone 0208 305 4161 or email us at Thamesbarriertheview @environment-agency.gov.uk for more details.
Please tephone 0208 305 4188 or email us at Thamesbarriertheview@environment-agency. gov.uk for more details.
Please note there is no access onto the Thames Barrier Structure
Please note there is no access on the Thames Barrier Structure.
Please note there is no access onto the Thames Barrier Structure.
0333 200 5295 WWW.BiGDUG.CO.UK
“My classroom shelving & storage was all sorted after contacting BiGDUG’s dedicated customer services team”Mrs
Thomson Head Teacher
The latest research highlights that learning outside the classroom has maximum impact when it is woven into the school curriculum and daily teaching practice. Matilda Miles from the Council for Learning Outside the Classroom explains why teaching in different environments should be a priority for schools and what support is available to help schools develop their provision
It’s a challenging time for schools – with evertightening budgets and stretched resources, it can often feel like playing a game of catch up. Taking the time to plan opportunities for students to learn outside of the classroom (LOtC) may seem counterproductive when dealing with so many competing priorities. However, LOtC shouldn’t be an add-on that only happens occasionally on an off-site school visit; the latest research highlights that LOtC experiences have maximum impact when they are woven into the school curriculum and daily teaching practice. Matilda Miles from the Council for Learning Outside the Classroom explains why LOtC should be a priority for schools and what support is available to help you develop your LOtC practice.
to the world around them and allows them to develop into well-rounded citizens. The latest research confirms that LOtC can enhance academic attainment and support health and well-being. A newly published research report by the Department for Education, ‘State of the nation 2022: children and young people’s wellbeing’, highlights the importance of a supportive school environment, strong social relationships, an active lifestyle, and nature experiences in the daily lives of children and young people. LOtC can be used as an effective tool to address these needs. Two new evidence reports from CLOtC and Natural England confirm that LOtC in natural environments can deliver multiple positive health and learning benefits for students. Specific outcomes include improved attendance rates, increased
a positive impact on cardiovascular health; as well as positive outcomes for mental health, including improvements in emotional well-being, self-esteem, and resilience. Furthermore, schools that have already embedded LOtC into their routine teaching practice demonstrate that it can also have a positive social return on investment (SROI). The forecast SROI for schools who have embedded learning outside the classroom in natural environments as a whole school approach is £4.32 for every £1 invested, and this is likely to be an underestimate.
The reports support the view that LOtC still has a positive impact whether it happens on school grounds, locally or further afield on an off-site visit. The reports state that even the presence of natural E
Written by Matilda Miles from the Council for Learning Outside the Classroom
environments in or around homes and educational settings are also associated with positive learning, behavioural, emotional, and health outcomes. LOtC doesn’t have to be extravagant or expensive to have impact. Start with the question – is the classroom the best place to teach this lesson? LOtC might be as simple as taking your students outside into the school grounds and using the environment to explain a new concept. This approach lowers costs, lowers risk, uses staff time efficiently, is more sustainable, and easily adaptable to students’ ability, subject and learning objectives.
No matter whether your school is based in an urban or rural environment, there will be a huge range of learning opportunities on your doorstep. From a short walk to the local shops or park; taking the bus to the town’s art gallery, museum or theatre; or inviting parents or local businesses into school to talk to your students about their profession or trade: students will relish learning in different places that are familiar to them and it will help them develop connections with their local community.
What
With some creative thinking and planning ahead, educational visits and experiences can be accessible for schools and all students without sacrificing safety, quality and learning outcomes. Why not take a short walk around the local area with your teaching team to identify the learning opportunities – what are the natural spaces, businesses, attractions, community groups you could connect with and what areas of the curriculum could they support? Planning ahead and considering potential risks are key to a successful outing and including the students in this process can benefit everyone, especially children with SEND; by talking them through any plans beforehand they will feel more prepared and engaged.
Jon Clarke – shadow headteacher at Walsall Academy, said: “Prior to 2020, our school had 500 students taking part in residential courses; because of the COVID19 pandemic, we went from that to zero in a day! We soon realised the local area also had so much to offer and vital core learning could still be achieved. We pushed the reset button and came out stronger because of it.”
When taking students off-site to visit a venue or organisation, plan-ahead and look for the LOtC Quality Badge – the only national accreditation that recognises LOtC providers that offer high-quality learning experiences as well as effective risk management and is endorsed by the Department of Education. The Outdoor Education Advisers’ Panel endorse the LOtC Quality Badge and most Local Authority and Academy Trust’s Outdoor Education Advisers accept it in place of some or all of their provider checks, so using an accredited provider reduces your own paperwork, making sign-off for your visit quicker and simpler.
There are a huge range of providers who hold the LOtC Quality Badge across the UK, you can
search for them by area or by type, quickly and easily on the LOtC Quality Badge website
Developing your LOtC
At the Council for Learning Outside the Classroom (CLOtC), we believe that all children and young people should have opportunities for life-changing learning experiences beyond the classroom. Our support package for schools helps you to provide these experiences and embed LOtC into your daily teaching practice and school culture. As part of our Learning Beyond programme we offer two pathways – LOtC Mark and Mentoring, which provide a helpful framework and tailored support depending on where you are on your
LOtC journey. Schools can also sign up to a CLOtC membership which gives you access to resources, teaching ideas, training sessions and discounts for CLOtC events. Find out more about the support we offer on our website With the many positive benefits of LOtC now well-evidenced and tailored support from CLOtC for schools at all stages of developing their LOtC provision, there is more reason than ever to take your teaching beyond the classroom walls and bring learning experiences to life. L
FURTHER INFORMATION
www.lotc.org.uk
Trips & Outdoor LearningLOtC doesn’t have to be extravagant or expensive to have impact. Start with the question – is the classroom the best place to teach this lesson? LOtC might be as simple as taking your students outside into the school grounds and using the environment to explain a new concept
658
We have worked with over 658 schools since 2010
95%
95% of teacher’s said the sessions were well planned and delivered and met their learning objectives
83%
83% of teachers gained new ideas, skills and knowledge for outdoor learning on our training course.
90% of outside
“Grow to School’s legacy is an enhanced curriculum across school, children are excited and engaged with their outdoor space, staff have more confidence and knowledge to manage and use the outdoors more” Philipa Cummins, Spring Grove School.
90% of children told us learning outside made them happy.
The government has confirmed a continuation of the PE and Sport Premium, advised that schools should offer two hours of PE time a week, and set out new standards for equal access to sports for boys and girls. We examine the measures announced to boost school sport and PE provision
The government has released new measures and funding support to boost school sport and PE. This includes advising that at least two hours of PE is done per week, confirming a continuation of the Primary PE and Sport Premium funding, and providing standards which ensure equal access to sport for boys and girls.
The government also announced £22 million for two more years of the School Games Organisers Network, and a further £57 million to keep school sports facilities open outside the normal school day.
The PE and Sport Premium will continue for the next two academic years, with funding of £600 million.
The PE and Sport Premium is designed to help children get an active start in life by improving the quality of PE and sports in primary schools. Headteachers can choose how best to spend this funding including on teacher training, offering more opportunities for pupils to take part in competition and widening the range of sports for both boys and girls including football, tennis, cricket and hockey.
There will also be a new digital tool for PE and Sport Premium, to support schools in using the funding to the best advantage of their pupils, and allow the government to understand where further guidance is needed. Schools will receive updated guidance this summer setting out how to use the funding to the best advantage of their pupils. Youth Sport Trust CEO Ali Oliver MBE, said: “The confirmation of this funding is absolutely vital to the growth and development of a vibrant school sport culture in schools which, in turn, is fundamentally important to children’s health and wellbeing.
Schools in England will be relieved they now have the certainty needed to plan PE, sport and physical activity provision for the next two academic years.”
Recent research conducted by the Youth Sport Trust highlighted the potential
impact should the funding not have been confirmed. This included an estimated increase in children leaving school unable to swim, and three in four schools (73 per cent) unable to maintain their current physical activity and after-school sport offer, at a time when fewer than half of all young people in England meet the minimum recommended activity level of 60 minutes a day.
The government is setting out new standards for equal access to sports, making it clear that girls and boys should be offered the same sports during PE and extracurricular time in schools. The package will help provide equal opportunities in school sport, following from a promise made by Prime Minister Rishi Sunak and Education Secretary Gillian Keegan to the Women’s Euro 22 winners, the Lionesses. E
The PE and Sport Premium will continue for the next two academic years, with funding of million£600
With over 30 years experience in the design and FF&E industry, Pinnacle has the insight and expertise to create inspiring and practical learning environments. We work closely with our clients throughout the project lifecycle to ensure every unique requirement and aspiration is met.
Each project starts with a consultation to ensure we understand your needs
Our in-house FFE designers are, minimum, BIM Level 2 & use Revit as standard
A dedicated project manager leads the process from start to finish
Quality & functionality are our mainstay, ensuring the best quality products that are fit-for purpose
To learn more, get inspired and see some of our latest projects visit pinnacle-furniture.co.uk
The project isn’t complete until you’re entirely satisfied
Concept Design Detail Manufacture & Delivery Completion This also follows on from the success of the Football Association’s (FA) #LetGirlsPlay campaign which is working to change perceptions and make sure girls get the chance to play football within the school curriculum, as well as at breaktime, after school and at local clubs. The campaign was launched by the Lionesses squad and the FA after the England Women’s team’s success at the Euro 22 tournament last year.
Prime Minister Rishi Sunak said: “Last year the Lionesses’ victory changed the game. Young girls know when they take to the pitch that football is for them and, thanks to the Lionesses, they too could be a part of the next generation to bring it home for their country.
“We want schools to build on this legacy and give every girl the opportunity to do the same sports as boys, as well as provide a minimum of two hours of PE. This means every child can benefit from regular exercise and we are proud to provide them with the support needed to do so.”
Recognising equal opportunities
Schools that successfully deliver equal opportunities for girls and boys will be rewarded through the School Games Mark, which will assess parity of provision in PE and extracurricular sport.
Delivered by the Youth Sport Trust, the kite mark recognises schools that create positive sporting experiences across all sports for young people, supporting them to be active for 60 minutes a day. It will now be expanded to reward parity of provision for girls.
Education Secretary, Gillian Keegan, said: “Every child – girl or boy - should have access to high quality sport and activities. Not only are these opportunities great for both physical and mental health – but also for all those other skills young people will need throughout their life like teamwork and communication.”
England women’s captain, Leah Williamson, said: “The success of the summer has inspired so many young girls to pursue their passion for football.
“We see it as our responsibility to open the doors for them to do so and this announcement makes that possible.
“This is the legacy that we want to live much longer than us as a team. On behalf of all the Lionesses players, we’d like to thank our teammate Lotte Wubben-Moy as a driving force behind this transformational change.
“We couldn’t be prouder to stand alongside her and we all look forward to seeing the impact this legacy creates.”
The FA’s chief executive, Mark Bullingham, said: “The magic of last summer’s Euros victory can now live on with a legacy that has the ability to change the future of women’s football and positively impact society.
“Equal access for girls is one of The FA’s strategic ambitions and for such progress to be made is a very proud day. We’re all extremely grateful to the players for using their voice to deliver change and would like to place on record our thanks to Government for the positive measures.”
Ofsted will be publishing a report into PE in the coming months, which will inform future inspections and set out what they believe is possible in terms of offering high quality PE and equal access to sports.
Ofsted will also be asked to include school PE when it looks at enrichment during inspections and will report when there are issues with equal access.
Rishi Sunak made a pledge during the first 2022 Conservative leadership campaign to ask Ofsted to assess PE in every school.
Commenting on making access to school sport equal for boys and girls, Culture Secretary Lucy Frazer said: “I will do all I can to help address inequality in sport and this announcement is a huge boost that will help give girls greater opportunities in schools across England. The Lionesses have undoubtedly inspired the next generation and it is vital that we make sure we have the structures in place at schools and the grassroots to capitalise on that and drive up participation for all the positive life benefits it brings.
“Having made £1 billion available to ensure the survival of the sport and leisure E
Schools are also being asked to offer a minimum of two hours curriculum PE time a week, up from the current 90 minutes. The government says it will provide support to schools on how to do this through the upcoming refresh of the School Sport Action Plan.
If you’re juggling your kitchen extract and ventilation cleaning along with fire damper testing, Legionella management and IAQ testing, talk to us about our packaged services, which save you time and money.
Sick Building Syndrome, the term first defined by the World Health Organisation (WHO) in the 1980s is now widely recognised. More recently, we have become even more aware of the need for fresh air due to the arrival of COVID. Despite the cold weather of two successive winters, we have become used to throwing open the windows and doors of school buildings at regular intervals to allow fresh air to circulate and to maintain a healthy indoor air atmosphere.
However, as the pandemic recedes and we learn to live with Coronavirus, and against a backdrop of alarming domestic fuel prices, we are returning to closed doors and windows, with greater reliance on ventilation systems. The monitoring of indoor air quality has once again become a pressing issue.
We know that students learn and concentrate more effectively in better quality indoor air, so we should once again be looking at indoor air monitoring as a key building services issue. The Building Engineering Services Association (BESA) highlighted the growing problem by publishing a guidance document, titled ‘A beginner’s guide to indoor
air quality’ – 2021. This gives expert advice, stressing the importance of proactively testing indoor air quality, or IAQ, as it is now commonly known.
Healthy indoor air is defined as air that is predominantly free from airborne pollutants; while unhealthy indoor air may contain concerning levels of carbon dioxide, carbon monoxide, particulate matter (PM), Volatile Organic Compounds (VOCs), Radon gas, mould and humidity. Indoor air quality is important for staff
specific legal requirement to test IAQ, but there is a responsibility to provide employees with a safe workplace under The Workplace (Health, Safety & Welfare) Regulations, and The Management of Health & Safety at Work Regulations.
The first step should be an indoor air quality survey, with spot-check monitoring being conducted in numerous representative locations throughout the building(s). Appropriately trained and experienced air quality surveyors should assess your property’s IAQ, measuring various relevant parameters which may be of concern. A full report of your survey should follow, along with advice on any measures needed to address specific issues.
The WHO estimates that some 30 per cent of new and refurbished buildings suffer from a degree of Sick Building Syndrome, so it is becoming increasingly important, especially for the sake of occupants, to test and monitor your indoor air quality regularly.
https://www.swiftclean.co.uk/ indoor-air-quality-monitoring/
sector during the pandemic, we are now setting a new standard for ensuring children and young people have the opportunity to enjoy healthy and active lives both inside and outside of school.”
Health and Social Care Secretary Steve Barclay said: “Funding PE in schools can help inspire the next generation to build on the international sporting successes of the Lionesses at the Euros, the Red Roses and the England Women’s Cricket Team.
“We’re supporting schools to improve the quality of their PE provision including equal access to sports. This will help to level up opportunities for girls across the country so they can play sports such as football and cricket, alongside after school activities targeted at girls and other disadvantaged children.
“We want young people to develop healthy habits whilst having fun at the same time, regardless of gender or background.”
Two hours curriculum PE time
Schools are also being asked to offer a minimum of two hours curriculum PE time, up from the current 90 minutes. The government says it will provide support to schools on how to do this through the upcoming refresh of the School Sport Action Plan.
However, schools could find it hard to find time for more curriculum PE time due to crammed timetables. Geoff Barton, general secretary of the Association of School and College Leaders said that while the measures to boost PE are welcome, there needs to be a “reality check”. He said “School timetables are crammed with a multitude of expectations from the government in all sorts of areas and it is a constant battle to find the time for everything.
“There is a real need for a comprehensive curriculum review that slims down expectations and gives the right weighting to all these competing demands. In addition, school funding is under huge pressure making it much more difficult to put on extracurricular activities such as sports clubs.
“We need a proper strategy and resources rather than piecemeal announcements and new targets.”
The Government is also providing security for the School Games Organisers (SGO) network, with the commitment of £22 million funding until the end of the summer term 2025. The programme delivers on the Government’s ambition to ensure that all children and young people, no matter their background, can be active.
Annually the 450 strong SGO workforce supports 2.2m participation opportunities for children including 28,000 competitive school sport events.
Youth Sport Trust CEO Ali Oliver said: “We remain concerned about the capacity of the locally embedded School Games Organisers to meet school needs and young people’s ambitions. On average each organiser is tasked with supporting 53 schools; based on the current funding formula this is unrealistic in the two to three days a week they are given.”
Up to £57 million in funding will be used to allow selected schools around England to keep their sport facilities open for longer for after-school activities, especially targeted at girls, disadvantaged children and those with special educational needs. This work will be led by Active Partnerships who are leading a consortium, which includes Youth Sport Trust, ukactive and StreetGames, and will benefit up to 1,350 schools across.
Andy Taylor, chief executive for Active Partnerships National Team said: “We are delighted that schools across England will receive a share of this new three-year investment to help them open up their sporting facilities outside of the normal school day.
“Working with our consortia partners StreetGames, ukactive and the Youth Sport Trust, our network of 43 Active Partnerships will support schools to develop and deliver their plans, working together to identify those local communities facing the greatest inequalities and help give them access to more varied opportunities to be physically active.
“We aim to engage with 1,350 schools throughout the funding programme.” L
FURTHER INFORMATION
www.gov.uk
Prior to the Primary PE and Sport Premium being confirmed, the Youth Sport Trust conducted research into the impact it would have if this funding was not continued.
A snapshot survey of 405 primary schools found that three in four schools (73 per cent) would be unable to maintain their current physical activity and after-school sport offer unless the Primary PE and Sport Premium funding continued into 2023/24.
Government recommends that half of children’s 60 daily active minutes should come during the school day. However, fewer than half of schools (46 per cent) believe that they would be able to offer this from September if the Primary PE and Sport Premium was discontinued. Sixty-eight per cent of primary schools said they would no longer be able to offer after-school sport sessions, while 55 per cent said they would have to discontinue top-up swimming lessons for those least confident in the water. Teachers are concerned this would mean more children leaving primary school unable to swim. Schools with an above average (23 per cent>) proportion of children on free school meals estimate this could mean 52 per cent of children leaving school unable to swim 25 meters, up from 28 per cent presently.
148 school sport events per day (28,000 over an academic year) would be lost without the 450-strong School Games Organiser network.
Forty-seven per cent of professionals from the School Games Organiser network said they have considered leaving their role in the last six months. The loss of this network would mean 2.2 million fewer opportunities next year for young people to enjoy competitive school sport.
What’s more, Girls’ sport would be particularly badly hit if the funding was cut, with hundreds of girls-only football, cricket, rugby union and rugby league competitions lost.
The Safety and Security Event Series is essential for those tasked with security, fire safety, cyber security and health & safety in all educational settings. The co-located events return to the NEC Birmingham on 25-27 April 2023
The collective series of events is the essential business platform for the full buying chain of safety and security for people, places and assets. Attracting leaders from each departmental teams to improve workplace standards, protection of premises, business operations, and employee engagement; its unique offering on a holistic approach of complete resilience solutions encourage buyers to attend as teams than individuals. Covering an incredible 33,000sqm at the NEC across four halls, delegates will be able to speak to experts on their upcoming projects and discover the cost effective and efficient measures to run their business or organisation.
Over 800 exhibitors will be in attendance this April and will be showcasing thousands of products and solutions across security, health and safety, fire safety, workplace and facilities management. Representing a 61 per cent increase of exhibitors from its last edition last April 2022, over 100 exhibitors will be newcomers. Some of the industry leading brands include Honeywell, Drager, BOSCH, Johnsons Control, Vex, Barbour, Hikvision, EMCOR UK, Littlefish, Tyco, MSA Safety, Hanwah Techwin, Oprema, Envoy, Monypenny, Aico, TOA Corporation, FireMate, Asigra and many more. With many exclusive brands onboard, delegates will be able to find all the latest and innovative solutions under one roof.
With each event specialism - security, fire safety, health & safety, cyber security and workplace governed by regulations and policies; the series champions best practice and raising the standard. They are supported by government agencies, associations and trade bodies such as National Security Inspectorate, ASIS, Tavcom, IASME, Secured by Design, Health & Safety Executive, IOSH, BAFE, ECA/FCA, BSIF, National Highways, ASFP, IFE, NAHFO and many more. Providing an unmissable opportunity to speak directly to the industry experts, the knowledge sharing and insight on offer will be invaluable to thousands of organisations to ensure competency within their workforce and compliance within their business.
At the Security Event, special features include the launch of the Professional Security Officer Live, dedicated to front line security officers. Security personnel and businesses will discover the latest products, services and technologies to able to perform their duties to protect people, places and assets. Running alongside the exhibition will be a high level conference offering keynotes, presentations and case studies addressing the challenges of security guarding, improving security performance and standards and skills and talent shortage and more.
National Cyber Security Show will see two new theatre offerings - the Cyber Conference and Cyber Innovation Theatre. Returning after a hiatus, the programmes will offer individuals, organisations and wider society actionable insight and strategies to strengthen the threat against cyber attacks. The Health & Safety Event will be located in a new hall following its successful edition last April expanding its footprint by 32%.
Introducing the Start-up Street, the movers and shakers of the industry will be exhibiting their cutting edge technologies and solutions that is changing the industry today. The Machinery Safety Zone sponsored by PUWER Machinery Guarding will be host live demonstrations and workshops to help professionals upskill and see industrial machinery safety products and solutions in action. The Fire Safety Event will extend its partnership with ASFP to host their first training ‘portable’ classroom. In addition to delivering the Passive Fire Conference, ASFP will offer delegates VR training to installers of passive fire systems. Training on the different methods, systems,
products and applications that can be used across construction, this engaging opportunity will carve the competency pathway. Innovation & Regulation Theatre will also be a show first for the Fire Safety Event. With a focus on standards, regulations and industry best practice, these sessions will be vital to ensure businesses remain compliant and are best equipped to meet the needs of their clients.
The Workplace Event will introduce themed zones – workplace design, workplace technology, wellbeing and culture and workplace services. Helping delegates navigate around the halls, the zones will have its own dedicated content programme. Focused on these key areas, presentations will highlight the solutions organisations need to enhance facility and workplace performance. In addition, a high level Workplace Leaders Summit sponsored by EMCOR will run across the three days. Bringing together practitioners from multiple disciplines to discuss and explore the current challenges facing the workplace, the programme will have different topical areas on each day
One pass, six shows, one unmissable opportunity
Registration is now open for The Safety & Security Event Series – The Security Event, Professional Security Officer Live, The Fire Safety Event, The Health & Safety Event, The Workplace Event and National Cyber Security Show. L
FURTHER INFORMATION
Register for your free pass visit
www.thesecurityevent.co.uk
Established in 1947, Jacksons
Fencing is a British fencing manufacturer, supplying high quality timber fencing, acoustic barriers, steel security fencing, gates, and access control to all types of educational facility, from nurseries and schools, to colleges and universities.
In the last ten years alone, we have provided solutions for over 5,000 schools in the UK, assisting in all stages of the process including site visits, design, manufacturing, installation, gate automation, servicing, and maintenance.
We are so confident in our manufacturing processes and the quality of our products that we are able to offer a 25 year guarantee on all of our timber
and steel fencing and gates as standard. In addition to this, we offer a 25 month guarantee on all automated products.
Our guarantees not only offer you peace of mind, but provide you with a low lifetime cost due to the reduction in costs associated with replacing lower quality fencing, often multiple times.
Visit Jacksons Fencing at The Security Event at stand 4/K99 and at IFSEC at stand IF 6240 to find out about our school fencing and access control solutions. L
FURTHER INFORMATION
www.jacksons-security. co.uk/school
0800 408 1359
Promethean has been a leader in the world of education technology for almost a quarter of a century. From its beginnings in Blackburn, England, to its global operations in 22 countries today, Promethean has continued to explore, innovate, and inspire – designing learning and collaboration tools that are built for breakthroughs.
Promethean’s award-winning interactive display, ActivPanel, and lesson delivery software, ActivInspire and ClassFlow, were designed to engage students, connect colleagues, and bring out the brilliance in everyone. Its complete edtech solution also includes superior professional
development and comprehensive customer support.
That’s why Promethean has earned the love and loyalty of so many educators. It’s why its partners are so enthusiastic about selling Promethean’s products. And it’s why the company’s 500 employees across the globe are proud to work for a company that has the most noble of missions: to transform the way the world learns and collaborates. L
FURTHER INFORMATION
www.promethanworld.com
There’s a reason schools across the UK have chosen Rubb’s tailor-made solutions to meet their goals. Rubb’s fabric tension buildings are flexible, rapidly constructed, and built to last.
To learn more about Rubb’s alternative sport facility solutions, visit our site or contact the team today. Ask about our flexible financing options—all Rubb structures are now available to rent.
SCAN FOR MORE
Whether you are looking for furniture for preschool, primary, secondary or higher education users Rosehill have you covered. Our wide range of ergonomic chairs promote good posture and can help improve productivity and efficiency as well as promoting and protecting the user’s wellbeing.
All orders placed before 1st March 2023 for over 10 tables or 30 chairs*
Rosehill’s bestselling classroom chairs, the KI Postura+ chairs are colourful, comfortable and super strong, while remaining lightweight and easy to carry and stack. Designed with children in mind, the legs have a large footprint for anti-rocking. The poly shell also stays cleaner for longer and is difficult to scratch or write on, making the KI Postura+ the ideal classroom seating solution.
