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Baroness Bull to lead cultural education plan advisory panel

The government has appointed a new panel of 22 experts to support the development of the cultural education plan.

The panel includes teachers, education leaders, and representatives from the performing arts, museums, heritage and youth sectors and creative industries.

They have been selected to advise the government on the development of the plan which will articulate and highlight the importance of high-quality cultural education in schools. It will also promote the value of cultural and creative education, outline and support career progression pathways, address skills gaps and tackle disparities in opportunity and outcome by ensuring that all young people, regardless of their background, can access highquality cultural education.

The panel will be chaired by Baroness Bull, who has extensive expertise in the arts, as a performer in the Royal Ballet, within creative leadership at the Royal Opera House and in governance roles on the boards of the South Bank Centre and Arts Council England. It also includes important figures from across these sectors such as Sir Hamid Patel, chief executive of Star Academies as vice-chair education and Lizzie Crump, UK strategic lead from What Next?, as vice-chair culture.

The development of the plan will be informed by extensive engagement with children and young people, teachers, school leaders and professionals in the cultural, creative, education and youth sectors.

The National Association of School-Based Teacher Trainers (NASBTT) is calling for a “more holistic discussion on flexible working” as its latest survey shows that 89 per cent of ITT providers think that greater opportunities for flexible working would attract more applicants to the sector.

Last week the Department for Education announced Flexible Working Ambassador Multi-Academy Trusts and Schools (FWAMS) to support school leaders in implementing and embedding flexible working in their schools. Interested schools and trusts can also seek free access live webinars, workshops, ondemand training and resources via a dedicated website set up to “increase awareness of the benefits of flexible working and the full range of flexible working practices available, which can include part-time working, job sharing, home or remote working, phased retirement and personal/family day”.

In research undertaken by NASBTT in May and June 2023, 53.5 per cent of ITT providers said they do not currently offer flexible working opportunities for trainees. However, as part of their strategic planning, 46.5 per cent of providers are considering flexible working opportunities to applicants.

When asked if potential applications discuss the importance of working flexibly as something that is important to them, only a third said ‘yes’. But 75 out of 84 respondents think that greater opportunities for flexible working would attract more applicants. Providers also reported that only half of schools in wider ITT partnerships currently offer flexible working for their staff...

More flexible working would help recruitment crisis

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Online Safety Bill amended to better protect children

There have been several amendments to the Online Safety Bill, with planned rules to prevent children from viewing pornography, content that promotes suicide, self-harm, or eating disorders bolstered.

The changes also mean that the laws protecting children from encountering harmful content and activity online – as well as the codes and guidance issued by the regulator – will come into force as quickly as possible after the Online Safety Bill has passed.

Updates to the Bill will hold services that publish or allow pornography on their sites to a new higher standard on the age verification or age estimation tools they use, meaning they will have to ensure that these are highly effective in establishing whether a user is a child or not. New measures will also hold top tech executives personally responsible for keeping children safe on their platforms.

Other reforms include Ofcom researching the role of app stores in allowing children to access harmful content, requiring firms to take action to reduce risk where necessary.

Minister for Technology and the Digital Economy Paul Scully said: “This Government will not allow the lives of our children to be put at stake whenever they go online; whether that is through facing abuse or viewing harmful content that could go on to have a devastating impact on their lives.

“To prevent any further tragedy and build a better future for our children, we are acting robustly and with urgency to make the Online Safety Bill the global standard for protecting our children.”

7,000 children in schools needing major building work

Around 700,000 children in England are studying in schools requiring major rebuilding or refurbishment, a new National Audit Office report on the Condition of school buildings says. The public spending watchdog’s report found that more than a third (24,000) of English school buildings are past their estimated initial design life. These buildings can normally continue to be used, but are generally more expensive to maintain and, on average, have poorer energy efficiency leading to higher running costs.

The report says DfE has assessed the possibility of a building collapse or failure causing death or injury as a ‘critical and very likely’ risk since summer 2021. The report highlighted ongoing concerns with the use of reinforced autoclaved aerated concrete (RAAC) – a lightweight form of concrete prone to failure, used between the 1950s and mid-1990s. DfE has been considering the potential risk posed by RAAC since late 2018, following a school roof collapse.

When looking at the Condition of school buildings, the NAO recommends that DfE determines by when, and through what means, it plans to have fully dealt with RAAC as a safety issue across the school estate so that it is no longer a critical risk.

More positively, the report found that DfE had collected better evidence on the condition of the whole estate. This included identifying 13,800 system-built blocks –almost all containing asbestos. However, of these around 3,600 may be more susceptible to deterioration. In September 2022, DfE approved plans for a structural assessment of 200 system-built blocks to help better understand the risks – but none had been conducted as this report went to publication.

Cost of uniforms still too high despite guidance change

The cost of school uniforms is still too high despite rules meant to lower the costs, the Children’s Society has reported.

The charity claims that parents spend on average £422 a year on secondary and £287 on primary uniforms.

The Children’s Society polled 2,000 parents across the UK in May about their annual uniform costs.

Parents of secondary school children face the highest costs, with coats and bags costing around £75 per child annually, spending on blazers being around £46, and sports shoes and boots for PE amounting to £63 per child per year.

Changes to the Education Act last year means that schools in England should be helping cut costs for parents. That could be by promoting cheaper second-hand uniform options or removing unnecessary branded items from their uniform lists.

The survey from the Children’s Society, however, found pupils were still expected to have an average of three branded items of uniform.

In addition, 45 per cent of parents reported that their school uniform policies had still not been updated.

Mark Russell, chief executive of The Children’s Society, said: “With inflation and the cost of living eating into family budgets, we are disappointed that the affordability of school uniforms remains a significant financial burden for many families.

“While some schools have made commendable changes to reduce costs, this positive trend is still not widespread enough. We urge parents who struggle with the affordability of school uniforms to contact the school and the school governors.”

Survey reveals concerns about children’s mental health : READ MORE

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SUSTAINABILITY

Plans for Scottish schools to be sustainable by 2030

The Scottish Government has launched an education action plan, placing sustainability at its core, with the commitment to ensure that every school and early learning setting will be sustainable by 2030.

The plan, Learning for Sustainability (LfS), features 25 actions, and follows nine months of collaboration with children, young people and their educators.

Actions in the report include developing new LfS related qualifications with programme owners so that achievements and learning on LfS are fully recognised.

It also includes creating a new portal which will act as a one stop shop for learners and educators to share examples of LfS in action and to signpost to relevant resources and professional learning opportunities.

Another action is to establish a LfS Mentor Network for educators to encourage collaborative leadership, provide peer support and share approaches on embedding LfS in the curriculum. There’s also a plan to set up a children and young people LfS Leadership Group to ensure meaningful collaboration with learners throughout the implementation of this refreshed action plan.

Launching the strategy, Scottish Education Secretary Jenny Gilruth said: “Perhaps more ...

How can we keep trainees in the school system?

Emma Hollis from the National Association of School-Based Teacher Trainers takes on the teacher recruitment and retention debate

Teacher recruitment is at its lowest ebb – and it pains me to say that. As I write this article, the Commons Education Select Committee has just published contributions to its Teacher Recruitment, Training and Retention inquiry, and is hearing evidence from a panel of witnesses from school staff unions and other organisations.

It is a timely inquiry indeed. The NFER’s Teacher Labour Market in England Annual Report 2023 highlighted that the number of teacher vacancies posted by schools was 93 per cent higher in the academic year up to February this year (and almost twice pre-Covid level). And the number of new entrants to Initial Teacher Training (ITT) has fallen from 40,377 in 2020-21 to 28,991 last year, which is just 71 per cent of the government’s target.

Subsequent discussion on why this is happening has ranged from teacher pay, with private sector wages outstripping public sector wages, to the lack of flexibility compared to other graduate jobs, with solutions posed including offering a salary to all trainees and bursaries for all subjects not reaching their recruitment targets. Attempts to reduce workload and mental health support have also been brought to the table.

Teacher recruitment and retention is a complex piece, of course, but in terms of NASBTT’s unique perspective and expertise specifically on teacher training, we advocate the need to also understand trainees’ perspectives on issues that are causing them not to apply or withdraw which is only exacerbating the problem. E

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F Last November, our cost-of-living crisis survey saw 88 per cent of ITT providers report that rising costs are having an impact on trainees and the three areas that trainees are being most affected are fuel/transport, energy prices and their wellbeing. Other areas include mortgages/rent, food and clothing. At the time of the survey, 47 per cent of providers had trainees withdraw as a result of the cost-of-living crisis and almost all of providers (96 per cent) were ‘concerned’ or ‘very concerned’ that more trainees may withdraw due to personal costs.

Decrease in applications

In April, our ITT barriers to recruitment and delivery survey found that trainee applications are down at this stage of the year, compared to last year, at 77 per cent of responding providers. Of these, the majority (28 per cent) are down by 10-20 per cent, but also 18.5 per cent by 40+ per cent, and nearly a quarter (22 per cent) felt this was down to the cost-of-living crisis. Perceptions of the profession (15 per cent) was another reason given for why they thought applications are down.

Our latest research evidenced that nine in ten ITT providers think that greater opportunities for flexible working would attract more E

Nine in ten ITT providers think that greater opportunities for flexible working would attract more applicants to the sector

F applicants to the sector. Nearly a third of applicants discuss the importance of working flexibly as something that is important to them, but only half of the schools in providers’ wider ITT partnership offer flexible working opportunities for their staff. Currently 46 per cent offer flexible working opportunities for trainees and a further 54 per cent are still not considering offering such opportunities for applicants.

Challenges to overcome

So, all in all, there are some challenges to overcome, beyond those which go beyond the remit of ITT and must be tackled sectorwide: revising pay structures and frameworks; reducing workload, a workload compounded by teachers’ dealing with pupils’ increasing and complex personal and social problems; and creating a more accepted culture for flexible working.

Whilst the government announced last October that it will increase teacher training bursaries and scholarships from 2023-24 year to attract new entrants (albeit the total funding on offer is still £70 million lower than it was in 2020), we knew this alone would not solve the problem.

DfE should consider hardship funding for all trainees to apply for help with costs, which could be managed through ITT providers under existing grant funding agreements.

It has allocated relocation funding for overseas trainees so it feels reasonable to also earmark funding for domestic students who are struggling to pay travel costs.

Work could be undertaken to understand where providers’ greatest spends are, and considering if there are any ways in which we could work together with DfE (and others) to look at offering solutions for areas of need, for example negotiating preferred costs for particular services. There could also be some broader guidance, such as expectations around acceptable top-slicing to a MAT, to further support ITT.

Placement capacity

There is a known issue with placement capacity, which may limit the number of places that can be offered to ITT applicants. Our surveys have found that schools are unable to meet the additional requirements of mentoring and are removing offers of placements as a result. Schools/trusts must also be required to open up their doors to trainee teachers, not just when they are recruiting new teachers but in supporting their training right from the start. This currently relies purely on the willingness of individual schools to engage in ITT and if every school took the option not to engage in ITT there would be no teachers. If they do not engage, we will be faced with a teacher recruitment crisis of even greater proportion in the future.

We need to make teaching an attractive profession to both recent graduates and experienced professionals who have made a significant contribution in their business or industry and are looking for a new challenge

Concerns about subject knowledge may be another reason why more teacher training applications are not successful. This year’s NFER Teacher Labour Market in England report projects that primary ITT and nine out of 17 secondary subjects – physics, computing, DT, business studies, MFL, RE, music, drama and art and design – are expected to be 20 per cent or more below target. Other subjects such as maths, English, chemistry and geography are also at risk of under recruiting this year, while biology, history, classics and PE are likely to be at, or slightly above, target. Teachers have to be skilled in the subject they are applying to teach. But our main observation here is that teaching is a unique profession. It is simply incomparable with any other sector in terms of workload (in and out of the ‘workplace’ and outside of core hours) and scrutiny (from Ofsted, governors and parents/carers). At the heart of the issue we believe is how the profession is presented (mainly negatively) in the media, through often counter-productive DfE marketing campaigns, combined with the fact that ‘everyone knows a teacher’ and perceptions often reflect that.

An attractive profession

We need to make teaching an attractive profession to both recent graduates who want to get into teaching and benefit from an intellectually stimulating and rewarding environment, and experienced professionals who have made a

significant contribution in their business or industry and are looking for a new challenge. Those individuals will be seeking something different from their first career and using that experience to help young people fulfil their potential and be the best version of themselves.

Whilst there are some mandatory qualifications to get into teaching, a BA (Hons) degree and GCSEs in English and maths (plus science for primary training), we should be clearer that we are seeking candidates who want to make a positive contribution in working with children and have a commitment to pushing themselves and learning every day. Sometimes a basic lack of understanding can put prospective teachers off.

In return, we should emphasise (and evidence) that employment opportunities are extremely high for qualifying teachers. Even in a challenging economic climate you will always need teachers, so in that sense the job is ‘recession proof’, and teachers become even more important with a higher moral purpose the more difficult it gets. Also that good teachers will always find a job and rise rapidly through the system in subject, phase or pastoral leadership.

The career is well-established, with rapid progression and most importantly job satisfaction, but DfE needs to do more to recruit people in – the providers are doing everything they can. L www.nasbtt.org.uk

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The worrying condition of many school buildings

Around 700,000 children in England are studying in schools that require major rebuilding or repair work, a new National Audit Office report on the condition of school buildings has revealed

The National Audit Office, the UK’s independent public spending watchdog, has released a report into the condition of school buildings and found that more than a third (24,000) of English school buildings are past their estimated initial design life. These buildings can normally continue to be used, but are generally more expensive to maintain and, on average, have poorer energy efficiency leading to higher running costs.

Under funding

The report highlights that in recent years, there has been a significant funding shortfall contributing to deterioration across the school estate. The DfE has reported £7 billion a year as the best practice level of capital funding to maintain, repair and rebuild the school

estate. In 2020, it recommended funding of £5.3 billion a year to maintain schools and mitigate the most serious risks of building failure after expanding its school rebuilding programme over the next few years. DfE was subsequently allocated an average £3.1 billion a year of relevant funding from HM Treasury. This includes funding to re-build 500 schools over a ten-year programme, on which DfE is making slower than initially expected progress awarding contracts. Between 2016 and 2022, DfE spent an average £2.3 billion a year.

As a result, there is a significant gap between the funding available and that which DfE assesses it needs for school buildings to be safe and in a good condition for those who learn and work there. Funding is also often used for urgent repairs rather than planned maintenance E

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F which, as DfE itself acknowledges, risks not offering good long-term value for money.

Risk of collapse

The report says the DfE has assessed the possibility of a building collapse or failure causing death or injury as a ‘critical and very likely’ risk since summer 2021. This would mean the collapse of one or more buildings, causing serious harm alongside public concern about the safety of schools, and widespread school closures or pupils being withdrawn. DfE considers that insufficient capital funding to address structural issues, and the condition of some buildings at the end of their initial design life, contribute to the severity of the risk.

Unsafe materials

The report highlighted ongoing concerns with the use of reinforced autoclaved aerated concrete (RAAC) – a lightweight form of concrete prone to failure, used between the 1950s and mid-1990s. DfE has been considering the potential risk posed by RAAC since late 2018, following a school roof collapse.

The research shows that the DfE continues to build its understanding of where RAAC is used, including by collating questionnaire responses from schools, but does not currently have the information required to fully manage potential risks. At May 2023, 6,300 (42 per cent) of the schools on which DfE has chosen to focus had completed work to establish if it was present. At that point, through questionnaire responses and wider work, DfE identified RAAC may be present in 572 schools. DfE has allocated £6 million for specialists to investigate 600 schools potentially affected by RAAC. By May 2023, 196 investigations had been conducted, with RAAC confirmed in 65 schools. In May 2023, DfE announced that, where RAAC is present in schools, it would provide funding to ensure that it does not pose an immediate risk. E

The report highlighted ongoing concerns with the use of reinforced autoclaved aerated concrete (RAAC) – a lightweight form of concrete prone to failure, used between the 1950s and 1990s

F The NAO recommends that the DfE determines by when, and through what means, it plans to have fully dealt with RAAC as a safety issue across the school estate so that it is no longer a critical risk.

More positively, the report found that DfE had collected better evidence on the condition of the whole estate. This included identifying 13,800 system-built blocks – almost all containing asbestos. However, of these around 3,600 may be more susceptible to deterioration. In September 2022, DfE approved plans for a structural assessment of 200 system-built blocks to help better understand the risks – but none had been conducted as the report went to publication.

The issues must be addressed

Gareth Davies, head of the NAO, said: “At present, 700,000 pupils are learning in schools requiring major rebuilding or refurbishment. DfE has, since 2021, assessed the risk of school building failure or collapse as critical and very likely, but it has not been able to reduce this risk. More widely, it has an ambitious strategy for decarbonising the education estate but no plan for how it will achieve this or how much it is likely to cost.

“DfE is gathering some of the data it needs to effectively target its resources. It must now use this to improve its understanding of where schools are most at risk so it can balance addressing the most urgent risks while investing enough in maintenance, reducing carbon

emissions, and climate change adaptation measures to achieve its objectives and secure longer-term value for money.”

Responding to the NAO report, RIBA president Simon Allford said: “It is a huge concern that 700,000 pupils are being taught in buildings that require major rebuilding or refurbishment, a clear failure of the government, who have simply not put enough money in the pot to address the scale of the problem.

“Our young people deserve educational spaces that facilitate learning and promote healthy living. We must use this opportunity to ensure all schools are well-designed, energy efficient and fit for children both today and in the future.”

Sustainability

The deteriorating condition of the school estate also presents challenges for DfE’s sustainability ambitions, a separate report by the NAO has revealed. This report sets out how schools have focused funding on improving school building conditions with sustainability integrated where possible. But its efforts are hampered by its lack of a clear, national picture of sustainability in schools or the risk that climate change poses. L

The topic of sustainability will be discussed in the following feature, on page 27.

Read the NAO report here

There is a significant gap between the funding available and that which DfE assesses it needs to achieve its aim for school buildings to be safe and in a good condition for occupants

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The need for a clear picture of sustainability

Despite its aims to decarbonise, a new report shows that the Department for Education does not yet have a clear view of the sector’s current sustainability position, what interventions offer the best value for money, and what it will cost to decarbonise the school estate

According to the National Audit Office (NAO), more than a third (24,000) of English school buildings are past their estimated initial design life. Not only does this pose safety issues, the deteriorating condition of the school estate also presents challenges for DfE’s sustainability ambitions.

The NAO’s Environmental Sustainability overview report shows how schools have focused funding on improving school building conditions with sustainability integrated where possible. However, it found that DfE’s efforts are hampered by its lack of a clear, national picture of sustainability in schools or the risk that climate change poses.

A high emitting sector

Education is the public sector’s largest emitter of carbon from buildings: 37 per cent of public sector emissions, comprising 13 per cent from state primary schools, 11 per cent from state secondary schools and 13 per cent from universities.

In April 2022, DfE published its Sustainability and Climate Change Strategy, which set out DfE’s plans to meet obligations to improve the environment and its policies to improve the sustainability of education services and promote learning about and understanding of environmental sustainability and climate change. It makes 143 commitments in five broad areas: the education estate, green skills and careers, climate education, operations and supply chain, and international influence

The government has set a target to reduce direct emissions from public sector buildings by 75 per cent by 2037. A specific target for education buildings has not been set.

The NAO found that the DfE’s current schemes will not bring it close to achieving a 75 per cent reduction. DfE plans to implement emissions targets for the education sector from 2025 and is exploring financing options to help accelerate its efforts. As part of its new building efforts, the DfE intends to re-build the 500 schools in its ten-year programme as net zero buildings. E

F But this only makes up two per cent of the school estate.

The report says that the DfE lacks a clear, national picture of the sustainability position of the school estate or the risks that climate change poses to the sector. As a result, it cannot yet strategically target funding or sustainability interventions to schools. The data DfE does have are not complete or up-todate, particularly for old schools. It has started work to improve data coverage to enable it to monitor and target funding better. It plans to standardise emissions data and reporting; develop a climate risk framework to assess the risks to schools from flooding, overheating and water scarcity; and set emissions targets for the sector by 2025.

The DfE is piloting ways to reduce emissions and increase energy efficiency in school buildings, in order to assess which initiatives justify future investment. It is running a series of pilots to test approaches to operating schools at zero carbon; improve energy efficiency, and resilience to the effects of climate change; and use ultra-low carbon construction methods. From 2025, DfE expects to invest in scaling up and rolling out successful approaches to the education sector.

Money to address the issue

To make the most of the money it has available for decarbonising education estates, DfE is testing ways to reduce emissions and adapt the schools at highest risk of harm from climate change. However, the report says that these measures will not make a contribution to achieving the government’s overall goals unless they are rolled out at a much larger scale, and relatively soon. As it stands there is no plan in place for achieving the scale of decarbonisation across the education sector that is needed for DfE to make a proportionate contribution to government’s targets.

DfE is planning to secure additional funding for this work, but it does not yet have a clear view of the sector’s current sustainability position, what interventions offer the best value for money and what it will cost to decarbonise the school estate.

Given the uncertainty around the additional funding that is likely to be available, the report says that it is important that DfE works with the sector to share evidence for what works, to encourage schools to use their capital and maintenance funds to make improvements in a way that also supports government’s sustainability objectives.

The NAO report says that once an emissions target is in place for the education sector, it must publish a decarbonisation plan to define progress towards net zero for its estates.

Calls for a retrofit scheme

Alex Green, head of the Let’s Go Zero campaign – where schools commit to becoming net zero by 2030, said: “It is deeply concerning that the National Audit Office reports that the overall conditions of school estates are declining following years of under-investment. To help address safety concerns and also ensure schools are fit for the future, the government must urgently adapt and retrofit the UK school estate.

“A state-wide retrofit programme would help cut high energy bills, help the UK meet its climate targets, and spark green jobs in every corner of the country.”

Representing 2,232 schools including nearly 170,000 teachers and 1.86m pupils, Let’s Go Zero points out that the Department for Education’s new Sustainability and Climate Change strategy released in April 2022 includes several steps in the right direction, but it does not go anywhere near far enough, fast enough in the face of a climate emergency.

Let’s Go Zero is calling for the government to commit to all UK schools being zero carbon by 2030 and to announce long-term and consistent policies and funding to enable this, and to invest in adapting and retrofitting the school estate.

Alex Green adds: “Progress has been made with a commitment in November 2021 by the Department for Education to commit to improving their building specifications, so that all new school buildings from 2022 onwards are net zero carbon in operation, but the majority of school buildings are old – and they are still left cold and unsafe.”

“This NAO report highlights the fact that improving the fabric of schools is an urgent safety concern. This work needs to be done bringing in energy efficiency so that schools are warm and safe spaces for learning, dramatically cheaper to run, and healthier.” L

The DfE is piloting ways to reduce emissions and increase energy efficiency in school buildings, in order to assess which initiatives justify future investment

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Critically, along with fire intensity, BS EN’s SBI test also records toxic smoke, fire’s main danger to health and life. Near-zero is S1, low is s2, unlimited is s3 or old Class 0. (EN 13501) Class B s1 d0 avoids the need for artificial ventilation Building Regs (Fire) Doc B now emphasise along escape routes if s3 or Class 0 Flame Retardants are used.

Thermoguard and our independent UK manufacturers willingly accepted the halving of profit margins which come with providing Real-World protection without increased cost to clients.

To control costs and disruption, the concentrated, max opacity Smoke & Flame Retardant protection for many cases, plus an Insulating Basecoat that expands in fire to form a safe fibrereinforce insulating layer 50x it’s dry film depth. Results on surfaces reflecting the real-world were needed to replace the old Class 0 standard boards, whose lack of adhesion or wall paints used since 1980 cast doubt on it’s relevance, tests on single types of paint and on ones lacking the relevant aging between coats.

Although extensive application program started in 2004 to replicate the dangers created by mixed wall paints took 8 years to reach flamespread risks ranging from moderate old Class 2 to worst-case old Class 4. Unskimmed plasterboard and more typical boards proved identical.

The resulting bank of knowledge it provides our project Certifiers and

clients ultimately justified the expense and frustrating delays awaiting repeated natural aging between coats we found were needed.

Details of the UKAS Fire Test Lab results is available via our Technical Dept for your benefit.

Protection from other dangers in buildings

Thermoguard have straightforward, cost effective and practical answers for all the following:-

Flammable foam sound or heat insulation slabs that ignite @ 165C to burn furiously installed within plasterboard dividing walls whose 140C overall, 190C hotspot insulation derives from two layers of fire board both side of the frame .

Heavy metal/metalloid lead-type contamination legacy built up from the 1970 > at least 2005 form of the gas-release flame retardant paint commonly applied along escape routes.

Though a notable health hazard, immensely costly and disruptive to strip, it is made safe until building demolition by Thermoguard’s multipurpose Asbestos Encapsulating Smoke & Flame Retardant Paint.

Creating fire-safe educational settings

Fire risk for schools is reported to be almost double that of other non-residential buildings. Yet sprinkler systems are still not mandatory for all schools in England. Jonathan Dyson from the National Fire Chiefs Council, explains why this is a problem

We at the National Fire Chiefs Council have long been advocating for mandatory sprinklers in all new and substantially refurbished schools in England. Effective sprinkler systems are vital, along with other fire safety measures, such as fire alarms and fire doors, for protecting schools against the risks of fire. Indeed, sprinklers are the single most effective method for fighting the spread of fires in their early stages.

It is NFCC’s position that it should be mandatory for sprinkler systems to be fitted

in all new schools, and that sprinklers should also be retrofitted in existing school buildings when relevant refurbishment takes place. Voices from across the sector have been united in calling for these changes, including the Fire Brigades Union, the National Education Union, the National Association of Head Teachers, the Fire Protection Association, the European Sprinkler Network, the Business Sprinkler Alliance, Zurich, and the Association of British Insurers. E

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F School fires in England in recent years have demonstrated the importance of having mandatory sprinkler systems. In May 2020, there was an accidental fire in Harrington Junior School in Long Eaton, Derbyshire, which did not have sprinklers installed. The fire was caused

during refurbishment works. Fortunately, everyone was able to get out safely and there were no children in school at the time. However, two firefighters incurred slight injuries and the entire building was destroyed in the blaze. This was despite the efforts of fire and rescue service crews from across Derbyshire, Nottinghamshire, and Leicestershire working throughout the night to to damp the fire down and extinguish hot spots.

A temporary school had to be built to house the pupils, who suffered disruption from working at home and being moved to temporary accommodation. Sprinklers would have contained or extinguished the fire with minimal disruption to children’s education and the wider community. The school was rebuilt E

Across England in 2021-22, Home Office figures have shown that 219 primary and secondary schools were damaged by fire

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F on the same site at an estimated cost of £5.5 million and with a formal commitment to installing sprinklers. The cost of installing sprinklers in the original school building would have been significantly less, at an estimated cost of between £65K–£84K.

One evening in October 2018, an electrical fault in a washing machine caused a fire at Outwood Academy Bydales in Marske, North Yorkshire. The school had sprinklers installed. Although two fire engines responded, on their arrival the sprinkler system had activated and had already extinguished the fire. The school was open as usual the next day, and the result was minimal fire damage and minimal impact on students, staff, and the community.

Buildings more at risk

Research by Zurich found that the average fire risk for schools is almost double that of other non-residential buildings. Across England in 2021-22, Home Office figures have shown that 219 primary and secondary schools were

damaged by fire. This is a 35 per cent increase on the previous year.

The Department for Education held its consultation ‘Building Bulletin 100: Fire Safety E

Sprinklers are the single most effective method for fighting the spread of fires in their early stages

F Design for Schools’ (BB100) in 2021, and NFCC submitted a consultation response outlining our position. The Department is currently analysing feedback and has not published a response or updated the guidance.

In its consultation, the Department proposed the mandatory installation of sprinklers in new schools over 11 metres in height. However, only a small number of schools currently meet this threshold. Fires don’t discriminate based on building height, so the requirement for sprinklers should be extended to include all new and substantially refurbished schools regardless of height. Some schools are of particular risk, irrespective of height, such as older schools, secondary schools with more complex and dangerous equipment, boarding schools, SEN schools which would need to find alternative accommodation with specialist facilities, as well as bigger schools, including those with a canteen.

The proposals outlined in the 2021 BB100 consultation would actually result in a lowering of standards compared to the 2007 guidance that preceded it. This earlier guidance stated that “all

new schools should have fire sprinklers installed except in a few low risk schools”. It’s worth highlighting that it is estimated that currently only 15 per cent of new schools in England are being built with sprinklers, yet in 2007, 70 per cent of new schools has sprinklers installed. NFCC believe that these proposals represent a retrograde step and that we should instead be improving fire protection in our schools, so we urge the government to bring forward more robust guidance. An important element of this will be ensuring that school building designers and developers cannot sidestep BB100 and improvements such as sprinklers and evacuation lifts. This will require the government to mandate the use of design guidance in all new school buildings, preventing designers and developers from circumventing BB100. This would close the loophole by which they can instead use Statutory Guidance Fire safety: Approved Document B or BS 9999: Code of practice for fire safety in the design, management and use of buildings, as these do not take account of the impact of school fires on students’ education, the wider community, or public asset protection.

A post-code lottery

We have previously highlighted the current ‘post code lottery’ in sprinkler requirements and have advocated for a streamlined position across the whole of the UK. Unlike the current situation in England, both Scotland and Wales have made sprinkler installation mandatory in all schools, regardless of height. NFCC believe that this is an opportunity for the government to close the current loopholes, make sprinklers mandatory in all new and substantially refurbished schools, and provide schools in England with an equal level of fire protection as in other parts of the UK. L

www.nationalfirechiefs.org.uk

We have previously highlighted the current ‘post code lottery’ in sprinkler requirements and have advocated for a streamlined position across the whole of the UK

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The importance of passive fire protection in schools

Fire doors are designed to stop the progress of fire and smoke, thus supporting both escaping occupants and fire-fighting activities. These are an important part of a building’s passive fire protection system

Here at Evolution, we specialise in Passive fire protection, fire door surveying with a comprehensive report service, fire door manufacturing, as well as the fitting on site. Our service within the passive fire protection industry is second none from initial manufacture, surveying & project managing, door installation through to implementation of fire stopping. Quality processes and products are provided throughout. “Our aim is to better fire protection in public sectors, preventing devastation and essentially saving lives. The prime purpose for fire doors and compartmentation is to stop the progress of fire and smoke, thus supporting both escaping occupants and fire-fighting activities. These are an important part of a building’s passive fire protection system and an essential requirement for the vast majority of premises including residential, public buildings, offices, schools and factories.”

Did you know there have been 47 UK Primary and Secondary school buildings destroyed by fires in the last five years; 2,300 school blazes were recorded in this five-year period. This is why passive fire protection systems are so important within schools and academies, without these lives can and will be lost.

Manufacturing:

Our manufacturing base allows us to supply single and multiple fire doors to suit your specifications. All products are certified providing 30 & 60-minute fire protection. The Pilkington glazing used in our doors and screens is the UK’s most versatile and reliable suit of fire-resistant glazing, tried tested and trusted within the fire

protection industry. To complete your door set we have a wide range of ironmongery choices from one of our partners. Product design and finishing can be discussed upon consultation, we have a range of existing designs however bespoke designing can be considered.

Fire stopping

Our affiliation with PFC Technical Services Ltd allows us to provide extensive expertise on the passive fire protection elements for timber floor constructions, as well as stud partitioning. All PFCTS Fire protection systems are supported with UKAS accredited test data, independently tested by BRE Global. Both systems meet the current regulations of Document B for both integrity and insulation providing a minimum of one hour fire protection. We also provide a maintenance service as it is now mandatory that fire doors are checked every six months. This regulation has seen us invest in a new form of tracking through interactive doors pins. L

FURTHER INFORMATION

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Allied Telesis – increasing the potential for learning and teaching

Allied Telesis has been supplying leading-edge network solutions to schools, colleges, and universities, world-wide for over 20 years

Modern education networks are complex and serve a rapidly developing set of requirements, some of which challenge the technology and its security. Online applications, e-learning and media-rich teaching methods provide immense benefits to the education providers. Motivated students with access to advanced learning resources, remote schooling and online opportunities are part of the next generation in education and are more likely to achieve better results. Schools hold the ultimate responsibility for the security of their pupils and networks, and must provide an efficient, safe, and effective computing environment which serves all the different stakeholders of the school community. With toolsets such as AMF and Vista Manager, Allied Telesis can provide the automation and optimisation of precious resources that small stand-alone schools to large multi campus trusts require. This greatly reduces time spent on tasks such as commissioning, upgrading, supporting and recovery of network devices. With zero touch deployment and easy to use troubleshooting tools across both wired and wireless environments, Allied Telesis is the perfect partners for schools of any size.

Allied Telesis offers core chassis solutions with 100Gb/s interfaces and virtualised stacking across multiple comms rooms, POE++ switches able to connect any IoT devices and edge switches without fans for classroom applications. Of course, our portfolio extends way beyond switching to the latest in Wi-Fi 6 solutions supporting both indoor and outdoor environments and a complete range of secure UTMs and firewalls. Finally, with all of our managed devices running our award winning AlliedWare Plus operating system, Allied Telesis is the obvious choice for customers wanting a single look and feel across their estate. At Allied Telesis, we understand the need to supply advanced cutting-edge network services to tomorrow’s generation, within limited budgets. Our advanced high value product portfolio provides the security, mobility, and high performance you need for your education network, both now and for years to come.

Looking to the Future

Allied Telesis products optimise your technology investments by fully integrating with existing systems and applications. As education needs change, your network can easily adapt, because our products provide highly efficient and progressive infrastructure, designed to fulfil your needs.

As new and exciting ideas are implemented in the provision of education, Allied Telesis products remain at the forefront, by providing network infrastructure that encourages creativity, and positively influences the next generation. L

Programming in the UK education system

Computing education and programming empower students to navigate our digital world. But is our current approach effective enough? And how can it be improved? Mark Martin MBE, assistant professor in computer science and education practice, shares his thoughts

With technology having a huge influence in day-to-day life, using it effectively is critical in education. During the global lockdown we realised the importance of tech skills as we saw that learning does not solely take place in one space. Being able to use technology properly allowed students to learn both online and offline and introduced a new blended way of learning that should be normalised.   Jisc’s 2021/22 digital experience insights survey of higher education students revealed that 45 per cent of students would like a mix of on-site and online learning and 13 per cent wanted to be taught mainly online –highlighting how important it is to integrate technology in the learning process. Technology also allows us to work more collaboratively. Post lockdown, teachers have found dividing and conquering really useful: not everyone needs to do everything, and certain software allowed teachers to teach the E

Charging Hub for Successful 1:1 Device Use

“Our students are 100% responsible for their devices, just like they would be in any work setting. We provide the tools, but it is on them to be responsible and use them effectively,” says Damon Norris of A+ Charter Schools.

As a Director of Operations helping to build a brand new school, Damon Norris understands the importance of efficiency. When he started thinking about managing 1:1 deployment and Chromebook storage, he knew the solution would need to use space well, be cost effective, and allow students to be responsible for devices without wasting class time. After wading his way through countless cart options and hours of research, the answer literally fell into his lap.

“I was sitting down at my desk, a catalog fell onto my lap. I looked at the page and it happened to have fallen open to the Tower 20. After all the research I had already done, I couldn’t

believe that the solution had been there all along. The more I looked into the towers, the more I realized just how well they would work for our school—even down to where they fit. We ended up buying 5 Towers, and they fit perfectly in the space we initially blocked off to be a trophy case.”

Primary pain points with previous cart setup:

•Inefficient use of space

•Devices left uncharged

•Cord management

•Responsibility placed on teacher or staff

Towers benefits for Teachers:

•Split deployment keeps students and staff safer from the spread of germs

•Built-in cable management makes for less mess and better organization

•Students are able to independently manage their devices +44

Read the Case Study:

The Perfect Fit for Chromebook Storage

“I am excited about the way these Towers will grow and evolve with our school. PowerGistics is aligned with the future of education.”

Damon Norris — Director of Operations, A+ Charter School

LEARN MORE ABOUT THEIR 1:1

F children of key workers and still plan in person lessons successfully. Such systems may need to be developed and formalised but they demonstrate the importance of blended learning and the increasing influence of technology within education. But, the role of technology goes beyond how we learn and teaching this as a subject is more important than ever. According to a survey of more than 8,000 UK teachers conducted by Bett earlier this year, a third (32 per cent) of schools have already invested in new technology this academic year, compared to just one in five (19 per cent) in the previous school year. Furthermore, 87 per cent of teachers said they now use EdTech in their classrooms every day.

Evolving the subject

Education in technology must adapt to help students to navigate the real world. It is essential that young people feel empowered enough to apply their learnings into practical situations they face. Nearly ten years since the shift from Information and Communication Technology (ICT) to Computing, EdTech has expanded to teach new skills. While the ICT curriculum equipped students with practical desktop skills, the computing curriculum has gone a step further by empowering teachers and students with a computational approach to computing.  In recent years, there has been an explosion in tech and software development, owing to the rapid pace of digital transformation and the pivotal role that technology plays in our daily lives. As a result, the public perception of tech

has significantly changed, with many families encouraging their children to learn tech skills, considering them to be essential in the future. However, there is a common misconception that proficiency with a computer or mobile phone equates to tech savviness, when in reality, it merely denotes being a consumer of tech. With technology heavily influencing our day to day interactions and programming being the cornerstone of our thinking and decision making, as experts, our role is to enlighten students about how algorithms operate and how they affect our daily lives.  E

F The great debate in computing education revolves around the most effective way to teach programming – block-based programming or text-based programming and whether there is a need to shift from theoretical learning to practical application. Additionally, with ChatGPT – the TikTok for coding – providing quick coding solutions within seconds, how do we keep up with the evolution of programming and teach students the technical side while emphasising the importance of soft skills, which are often overlooked in computing?

Getting students interested

Computing education can empower students with “powerful knowledge,” making them informed and active participants in our increasingly digital society. To this end, schools have made tremendous efforts to provide the computing curriculum, coding clubs, and industry engagement to help students explore tech-related careers and academic pathways. However, getting students interested in programming has been a significant challenge. Many programming lessons for students are like flash pan activities which lack in-depth practice. Instead, these lessons should be properly integrated into the curriculum to have a lasting impact on young people. Schools and companies are starting to think about how EdTech can resonate with young people and

have more of an impact on student learning. If we approach programming education in this way, technology will be the catalyst for real change in education, where young people discover how to apply programming to their everyday lives. The idea should be to take this education beyond the classroom.

Practice, and more practice

Similar to music, coding is like playing an instrument which requires practice, practice, and more practice. In secondary schools, the GCSE computer science syllabus lacks a practical programming element, and both exam papers are theoretical. While many students begin the courses with enthusiasm, retention rates decline when they realise that they have to write more than they code. Exam boards, such as OCR, have urged schools to commit to practical programming activities during the course, starting in the summer of 2022. Another pressing issue is that many teachers lack the confidence to teach the subject. This is because of complexity of the programming syllabus as well as the pressure for teachers to deliver it within a limited timeframe.

The computing curriculum has received massive support from organisations like BCS Education, Computing at School, National Centre for Computing Education, and others. However, we are now at a crossroads

Many

with programming in schools. How do we support students who are passionate about programming and possess tech skills beyond the curriculum? Moreover, how do we motivate them to apply what they have learned to solve real-world problems, develop professional portfolios, and be ready to enter the industry with tangible outputs from these courses?

As discussions around AI increase, we have recently seen a drive to discuss human intelligence and what makes us innately human. Speaking to our sense of social purpose is becoming more prominent in educational developments. The computing curriculum should not not work in silo to this. When combined with the soft skills that programming education provides, such as brainstorming, creative thinking and decision making, we can teach young people, not only to solve real life problems, but also how to apply this to their own backgrounds, cultures, communities, and identities. In this way, students can connect with the meaning behind programming and

better their understanding of applying their knowledge sustainably.

Representative is key

Lastly, on the topic of getting more girls and under-represented groups into programming, representation is key! Representation in computing education is about getting students to express themselves, bringing their identity and voice into the subject. It’s about bringing their hidden talents to the forefront without being shut down or overlooked. When students feel seen and heard in the classroom, they are more engaged and motivated to learn. This is especially important in computing education, where diversity and inclusion are essential to creating a workforce that can develop solutions that meet the needs of all people. By encouraging students to bring their whole selves to the subject, we can create a more inclusive and equitable learning environment that benefits everyone.

As educators, it’s all our responsibility to provide opportunities for students to learn about the contributions of women and underrepresented groups in tech and to challenge the stereotypes and biases that exist in the sector. By doing so, we can help students see the potential they have to make a positive impact in the world through computing. L

About the author

Mark Martin MBE is an assistant professor in computer science and education practice. Mark is a thought leader in EdTech and a hugely popular speaker, sharing his expertise and insights to educators around the world. He is a teacher/advisor for the major global tech brands and continues to advocate for home-grown talent, digital skills and education equity. In May 2022, Mark was recognised as one of the top 50 most influential people in UK IT by computer weekly. In 2019, he was awarded an MBE for services to education, technology, and diversity in UK technology.

Mark hosted a panel at Bett Academy

Live discussing ‘Careers In tech: The visible and invisible tech roles’ with Dr Claire Thorne, Co-CEO of Tech She Can, Julian Hall, CEO of Ultra Education CIC and Tina Gotschi, Principal of Ada, the National College for Digital skills. Follow Mark at @Urban_Teacher

urbanteacher.co.uk

programming lessons for students are like flash pan activities which lack indepth practice

Is the Online Safety Bill enough?

The Online Safety Bill aims to safeguard students using digital devices, but new research reveals only ten per cent of educators feel confident that it will be effective. This highlights the need for a collective effort to improve online safety education in schools, writes

Emma Vandore

Research from Bett shows that 40 per cent of respondents saw the Online Safety Bill as a step in the right direction, but many are unconvinced that it can make a meaningful difference for student safety online.

As the Online Safety Bill moves through Parliament, research by Ofcom reveals that twothirds of young adults and teens have recently come across harmful content online. However, only around one in six instances of harmful content are reported. Strengthening online safety measures is crucial to halt such harmful content and ensure a safer online environment for everyone. Providing support and resources for those who have undergone harm and enhancing online security measures, is an important step. By doing so, a secure digital environment for our youth can be established to unlock the true potential it has for learning.

Addressing knowledge gaps

The online world can be a double-edged sword, with its great potential for learning, connection,

and exploration – as well as its potential harm to those who are unprotected. Creating greater awareness within the whole education system on how to support students in navigating online safety is a positive step toward a safer online world.

However, Bett’s research highlights a staggering knowledge gap among teachers regarding online safety, underscoring the pressing need for immediate action to prioritise teacher training and education in this area.

A significant one-third (33 per cent) of teachers admit they lack sufficient understanding of the Online Safety Bill, severely impeding their ability to foster safe practices among students. These findings highlight the urgency of equipping educators with the necessary tools and resources to navigate the digital landscape and guide their students effectively.

As we delve deeper into the research, it becomes clear that teachers have different perceptions of the Online Safety Bill’s impact depending on their age. Teachers over the age of 50 were reluctant to support the Bill - only one in five (20 per cent) expressed that the Bill has made minimal progress in protecting students online. In contrast, only nine per cent of younger teachers share this sentiment. However, it is important to note that younger teachers, specifically in the age range of 20 to 30, are more likely to confess their lack of knowledge about the Online Safety Bill, with 37 per cent admitting to their limited understanding.

It’s alarming to see how little educators know about online safety, especially in light of recent findings. The truth is, unless we take immediate action and bridge these knowledge gaps, the Online Safety Bill won’t be nearly as effective as it could be. The Bill’s success depends on educators fully understanding its provisions and implications. Failing to do so leaves our youth vulnerable to countless dangers and threats.

Bolstering teacher’s online safety

In order to support teachers and ensure they are well-versed in the Online Safety Bill, we need to adopt a comprehensive approach that encompasses various aspects of online safety. This includes offering incentives to teachers who demonstrate a strong aptitude for online safety, providing them with timely training on emerging trends and technologies in the digital space, and promoting best practices for internet safety in educational institutions.

Attending specialised training programs focusing on digital literacy development is one key step. Exploring topics like cyberbullying, online privacy, digital footprints, reliable information sourcing, and social media etiquette through interactive exercises and real-life case studies to highlight the urgency of this issue. Also, collaborating with organisations and field experts such as members of the Bett Advisory Board, can offer valuable resources and knowledge to teachers. The Bett community is a dedicated network of educators and innovators who are eager to share their insights on the future of global education. Teachers can expand their knowledge on emerging trends and best practices, enhancing their expertise in this field. Additionally, professional workshops, webinars, and guest lectures on online safety will keep educators up-to-date with the latest industry developments.

Educational instituitions could enhance online safety measures through establishing a robust network of support to ensure online safety for their students. This support could include access to administrators, counsellors, and technology specialists who can offer valuable advice and guidance when needed. An open-door policy for students could also be implemented to welcome and encourage them to come forward when they encounter any issues and provide them with meaningful solutions. The school community can come together to establish an environment where students can learn and grow safely.

Getting on the same page

After addressing disparities in teachers’ confidence and awareness levels of online safety, the next step is devising effective strategies to impart online safety knowledge to students. This includes integrating digital literacy and responsible online behaviour into various subjects to address online safety. This way, teachers are seamlessly promoting online

safety awareness without the content feeling disjointed from their day-to-day teaching. Another method is to make use of online resources to further educate students on the basics of online safety, including tutorials on how to be aware of malicious websites and teaching the importance of creating strong passwords. Also, hosting workshops and events that focus on providing e-safety education offers the opportunity to engage with students in a more interactive way – helping students to gain an understanding of what constitutes appropriate behavior when using the Internet. Consistently reinforcing key concepts throughout the academic year and, at the same time, engaging parents and guardians in the conversation will help students gain a solid understanding of the importance of responsible online behavior. It’s about being vigilant about children’s online activities which, in turn, will guide them towards becoming responsible digital citizens. L

Emma Vandore is head of content at Bett.

Unless we take immediate action and bridge knowledge gaps, the Online Safety Bill won’t be as effective as it could be

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Igniting a passion for STEM in schools

With STEM forming such a vital role in our society – especially as the UK works towards its net-zero ambitions – it is crucial that all young people have access to hands-on STEM experiences at school, writes Dan Powell, head of Neon at EngineeringUK

Engaging young people in STEM subjects at school is an important factor in cultivating a life-long passion for STEM, raising their career aspirations and inspiring them to pursue further education or training opportunities in these sectors.

With STEM forming such a vital role in our society – especially as the UK works towards its ambitions of becoming a net-zero economy by 2030 – it is crucial that all young people have access to hands-on STEM experiences at school. Bringing STEM classroom learning to life enables students to have a good understanding and appreciation of the real-world applications STEM has and where future career aspirations may lie.

When we look at the uptake of STEM subjects, entries into GCSE single science subjects continue to rise at a higher rate than the two per cent increase in the population of 16-yearolds – there has been a four per cent increase in entries into physics, 3.9 per cent increase in chemistry and 3.3 per cent increase in biology entries over one year. However, there are far fewer girls compared to boys taking GCSE subjects such as engineering (13.9 per cent female), computing (20.7 per cent female) and design and technology (29.2 per cent female). More encouragingly, maths, biology, chemistry and physics remain within the top ten most popular A level subjects to study, with maths being the most taken A level subject. Entries E

The International Curriculum guides learning in engaging and developmentally appropriate ways for learners aged 2-14 years old, consisting of the written curriculum, planned curriculum, experienced curriculum, and evaluated curriculum.

Developed for schools, by schools, the International Curriculum is consistently enhanced using the latest international research and evidence to ensure that it continues to be the leading curriculum design, structured around seven foundations, created for adaptability to complement the local contexts in which it is implemented in around the world.

Our students love it for its interactivity and depths of understanding it gets them to explore.

East-West International School

F into computing A level have increased by 11.3 per cent in the latest year to 2020/21, continuing its steady upwards trend in popularity. However, whilst there is a good level of interest in these subjects, there seems to be a disconnect in terms of understanding around real-world applications of STEM and future career options. Our research found that only 55 per cent of school students said they know what engineers do, with 64 per cent saying the same for tech. When looking at the gender divide, only 48 per cent of girls say they know what engineers do, compared to 61 per cent of boys. Worryingly, 60 per cent said they did not know what subjects/qualifications they need to become an engineer.

Know the career options

If we want more young people from all backgrounds to aspire to pursue future careers in STEM, they need to understand what sort of careers are available, be attracted to them, and know the routes in. Taking part in STEM activities at school does make a big difference – boosting young people’s knowledge of and interest in the field of STEM. We found that school students who attend one or more STEM careers activity are 3.5 times more likely to know what people working in engineering do and are 3.4 times more likely to consider a career in engineering.

Improving the environment

Interestingly, 70 per cent of young people said ‘engineers are important for improving the environment’ – something which we know is of interest to the younger generation. Young people who agreed that ‘engineers are important for improving the environment’ were almost seven times more likely to be interested in a career that involves engineering than those who did not agree.

At EngineeringUK we believe that showcasing real-world applications of STEM is vital to young people, but we know for teachers and careers leaders this is just one small part of their day to day. What’s more, with teachers’ workload is at an all-time high, it can of course be difficult to find time to research and organise quality checked extra-curricular activities for students. However, there are organisations and resources out there that can support schools with this. For example, our free Neon website is designed to help primary and secondary teachers bring STEM to life for their students through outreach opportunities, inspiring careers resources and real-life case studies. Not only does this provide excellent opportunities for students, it also supports schools to achieve Gatsby benchmarks.

We are always looking for ways to make Neon more useful for teachers and careers leaders so we recently launched a collection of new, tailored content. Teachers can get customised content from a wide range of organisations to help get students and parents excited about STEM, find out how to get funding and bursaries for activities, hear from other schools and discover new classroom resources. We also know how it is particularly important for young girls to see women role models in STEM, so we have some excellent female case studies on Neon for you to share with your students. E

We found that school students who attend one or more STEM careers activity are 3.5 times more likely to know what people working in engineering do and are 3.4 times more likely to consider a career in engineering.

F The Big Bang Programme

The Big Bang Programme is another excellent way of engaging your students with STEM. The programme comprises of The Big Bang Fair –which is the UK’s biggest celebration of STEM for young people and is free for schools to attend. Students can get inspired by hands-on activities from across the world of STEM, discover exciting career possibilities and connect to inspiring STEM role models. The Big Bang Competition is the UK’s top science and engineering competition for young people, which inspires inquisitive minds to think big, challenge facts, ask questions and invent innovative solutions. There is also the recently introduced Big Bang at School – which support schools to host an inspiring STEM day filled with amazing science and engineering activities, workshops and project work.

Early engagement

While it is important to provide STEM opportunities for both primary and secondary students, we know that engaging students in STEM activities at an early stage of their education can be particularly impactful and create a lasting impression.

Research from ASPIRES shows that young people’s career aspirations remain relatively stable over time, from the age of 10 to 18. Given

that career aspirations start during the primary years, it is vital we ensure that all primary schools provide an impactful STEM education that supports all young people as they develop and transition to secondary school with a knowledge of STEM careers available to them. Primary school gives young people the chance to learn in a practical, hands-on wayof which there are typically less opportunities for at secondary school as the focus on exams ramps up. There are some great opportunities to promote STEM in primary schools through taking a creative and practical approach which can give pupils the chance to explore and get excited about these subjects. This can have a lasting impact on the young people and could influence them to pursue a career in STEM.

The field of STEM is incredibly broad, diverse and forward-facing – so we need to show young people from all backgrounds that whatever they are interested in – be it the environment, games health, sport, food & drink, fashion or space – there is some element of STEM involved. Encouraging your students to take part in an engaging STEM activity could just ignite a lifelong passion and even lead to a rewarding and fulling future career. L

Raising funds for schools with the Amazing Online Cartoon Course

“I have taught cartooning to adults and kids, and realise that it’s a truly enjoyable skill to learn, releasing lots of creativity, energy and positive endorphins,” writes award-winning cartoonist Neil Kerber

It’s perfect for doing at home during school holidays, and amazing for taking on holiday.

The course is ideal from ages 11 to adult and is very easy to follow.

Cartoons as a career

The Amazing Online Cartoon Course is an opportunity to learn an incredible new skill – the art of drawing cartoons. Presented in six fun chapters by award-winning UK national newspaper cartoonist Neil Kerber.

Neil’s cartoons have been published regularly for 30 years by such national publications including The Mirror, Mail on Sunday, GQ magazine, Vogue, and includes his long-running, still very popular ‘Supermodels’ cartoon in Private Eye magazine. Neil also creates cartoons for huge global brands, including PwC. Visa, Travelodge, and many others.

All chapters are easily downloadable PDFs that can be worked on from a screen or printed out.

The 6 Chapters:

The six chapters in the course are:

1) People & Draw the life you love.

2) Buildings.

3) The world around us.

4) Animals, minibeasts etc…

5) Expressions, moods, feelings.

6) Modern day things.

Reasons why

The course is great for getting students off TikTok and Snapchat, and is ideal for lunchtime school activities.

I doodled as a kid, never considering cartooning as a career. But 30 years of newspapers, magazines, greetings cards, brands & marketing, I create cartoons that capture key messages in an easy-to-understand way, for social media, presentations, emails, websites, training.

Incentive for schools to get kids onto the Amazing Online Cartoon Course  The price for the Course is just £89. To help schools raise money we are offering 30 per cent of the £89 back to you, for all courses sold through your school. Rounded up, we will give your school £30 per lesson sold through your school, which I’m sure you’ll appreciate can really add up!

That means raising funds for your school by simply publicising the Amazing Online Cartoon Course to your students and teachers. Aside from money raised, it would be amazing to get as many kids into cartooning as possible, it’s a lovely skill to have! (And I’m not going to lie, with two young teenage daughters, my life is expensive, I also need to earn a living!)

FURTHER INFORMATION

Order the Amazing Online Cartoon Course here: www.kerber.co.uk/theamazing-online-cartoon-course/ Or talk to us about a partnership raising funds for your school: neil@kerber.co.uk Tel: (+44) 07495 618 390 (UK)

Can your cleaning company help your students to thrive?

Nviro believes there are three elements that cleaners can contribute to creating an environment where students can thrive

Most good cleaning companies will keep your school clean. You expect the surfaces to be wiped, the floors to be cleaned, to be able to see through the windows and for sticky marks to be tackled. Cleaners also have a role to play in keeping your students healthy, preventing germs and bacteria from spreading. Regular cleaning using effective products, protective coatings and swab testing can prove that your school is healthy and hygienic and reduce the amount of pupil and teacher absence, giving them time to focus on learning and teaching.

But at Nviro we believe cleaners must do more. We believe there are three elements that cleaners can contribute to creating an environment where students can thrive.

At Nviro, we focus on three things: clean, hygienic and safe. Only when all three things are in place, will students truly thrive.

long as your building looks, smells and feels clean, that’s your cleaning job done. But not when you work with Nviro.

Hygienic

We take it a step further and can prove that your building is healthy and hygienic. Through regular use of protective coatings and swab testing, we can measure the safety of students and prevent them from picking up or spreading infection in the classroom.

But is that enough to enable your students to feel safe? Are you in danger of falling foul of the Wellbeing Hazard?

Safe

As well as looking after your students’ physical health, we believe your cleaning company can help improve their sense of wellbeing too. At Nviro, we take steps to focus on the safety and wellbeing of building users using the Nviro Clean, Hygienic and Safe model to reduce anxiety and remove the fear of illness.

Only then can your students truly thrive and fulfil their potential.

Clean

You can tell when a building is clean. Or can you? Cleanliness is a sensory experience – we see it, we smell it and we can feel it – it looks clean, it smells fresh and there’s no stickiness to the touch. And as

If you’d like to understand more about Nviro’s Clean, Hygienic and Safe service model to create an environment where your students can thrive, visit our website below. L

Cleaning to provide a safe and hygienic environment

Childhood illnesses can spread faster in educational environments, particularly amongst younger children. It is therefore crucial to ensure a clean, hygienic and safe environment for all, writes

IOSH’s Carina Kennedy

Managing common childhood illnesses, in addition to more recent widespread illnesses across the UK such as COVID-19, Scarlet Fever and Strep A, should form part of a business as usual approach in any educational setting.

It is crucial to ensure a clean, hygienic and safe environment is available to all users at all times. This is particularly important given childhood illnesses can spread faster in educational environments, particularly amongst younger children who may not understand how the actions they take could increase or reduce the spread of germs.

Childhood illnesses are common because micro-organisms such as bacteria, viruses, fungi, and parasites – more commonly known as germs – are everywhere and will often be

acquired outside of the educational setting and then spread in the setting through varying modes of transmission. There are multiple modes of transmission of such germs and understanding them can unlock the key to effective control measures to reduce the spread

Airborne transmission

Germs that are airborne can spread without close contact. Sneezing, coughing, singing, and talking may spread respiratory droplets (aerosols) from an infected person to someone close by.

Droplets from the mouth or nose may also contaminate hands, cups, toys and high touch points. This in turn can the spread to those who may use or touch such items and/or touch points, particularly if they then touch their nose or mouth. The common cold, COVID19, influenza/flu and whooping cough are all example of illnesses which can be spread via respiratory droplets.

Direct contact transmission

The most common mode of transmission is direct contact, where an infection spreads with direct contact such as via body contact or via a contaminated surface. Examples of infections of the skin, mouth and eye that are spread in this way are impetigo, ringworm and COVID-19.

Gastro-intestinal infections, for example norovirus, can spread from person to person when infected faeces or vomit are transferred to the mouth either directly or from contaminated food, water, or objects such as toys, door handles, handrails or toilet flush handles.

COVID-19, Scarlet Fever and Strep A can all be spread by both airborne and direct contact transmission. This could be through an infected person’s coughs and sneezes, through touching the skin of a person with a Streptococcal skin E

F infection, such as impetigo, and/or by sharing contaminated towels, baths, clothes or bed linen. In some people, bacteria live in the body without causing symptoms or making them feel unwell. But they can still pass the bacteria on to others.

Exclusion and outbreaks

An exclusion table is available via the UK Health Security Agency website for settings to refer to in terms of understanding the period of time an infected person should remain at home when they have symptoms of common illness. Following this guidance is fundamental in managing the spread of infections. The exclusion table may also provide advice and guidance on cleaning, which is a key control measure in reducing the spread of illness. During outbreaks of illnesses, settings should follow their local Public Health Team advice –see www.gov.uk/health-protection-team – to ensure that the management controls in place, including cleaning schedules, are deemed to be effective for the level of outbreak. Additionally, educational settings should consider having an Outbreak Management Plan which will determine key actions to take quickly, such as enhanced cleaning, removing toys and items temporarily, reducing the number of people who have contact. Control measures will vary between age groups and the level of outbreak, however being prepared and ready ensures quick decisive action can be taken.

Types of cleaning

The most significant role that cleaning can play in an educational setting is to work towards routinely keeping the risk of infection low and breaking the chain of infection where infection does enter a setting.

Settings should have in place a cleaning schedule which is undertaken on a daily basis. How much cleaning and where cleaning needs to be done should be determined through risk assessment considering the age of the children, the types of infection commonly noted in the setting, the times the setting is open, the activities undertaken and the amount of public interaction particularly with parents/carers, external educational advisors and contractors.

During outbreaks of illnesses, particularly those which are spread through direct contact, enhanced cleaning and deep cleans may be required. Such schedules will require more frequent cleaning and an increased focus on high touch points such as door handles, keypads, door entry systems, taps, fridge doors etc. where multiple people are touching a surface in the same area.

Deep cleans are even more extensive and look at all areas over and above the routine cleaning schedule with the intention of ensuring that no stone is left unturned when attempting to stop the spread of infection. It can include skirting boards, windows, doors, toys – soft toys being washed in a machine, hard toys, bathroom areas including toilets, sinks and floors and the

Whether the cleaning is contracted in or out, the same areas of health and safety should be considered

whole classroom area in terms of floors and furniture being disinfected.

Health and safety considerations

Cleaning activities in educational settings are often contracted out and provided by a third party cleaning contractor. Where cleaning is provided by an external contractor, settings must ensure that the relevant health and safety documentation has been shared between parties to provide assurance that the relevant health and safety compliance is in place before work commences.

Whether the cleaning is contracted in or out, the same areas of health and safety should be considered by an educational setting to ensure compliance.

Educational settings must ensure that those undertaking cleaning tasks have been suitably trained in their job role including an induction and, where required, specific health and safety training ensuring that it is recorded and refreshed at appropriate intervals. Such training should include knowing the location of fire routes and assembly points and how to raise the alarm, and measures to support lone workers including the opening and closing routine where cleaners are the first and last to enter buildings. Training should also cover the appropriate uniform and footwear for cleaning activities; accident and incident reporting procedures; first aid provision; and how to clean blood and bodily fluids safely.

Training should also cover using equipment safely including visual checks before use; how to manage waste and considerations for hazardous waste where applicable; and how to use cleaning products safely. There should also be training on how to work from height safely, if required, including the use of foot stools and step ladders; and how to practice safe manual handling.

It should also cover how to manage slips and trips risks from wet/polished floors and/or trailing cables and how these can be managed including the use of wet floor signs, appropriate footwear for cleaners, choosing plug sockets carefully to reduce the area cables need to cross and cordoning off large areas of flooring and allowing them time to dry.

There also needs to be knowlege on what PPE is required for their role and how to use and store this safely; and any site specific risks that the cleaners will need to be aware of including unauthorised access areas and areas of higher risk.

Risk assessments, method statements and COSHH (Control of Substances Hazardous to Health) assessments should also be in place

and shared with those undertaking cleaning activities to ensure that they undertake tasks safely, including how to use machinery and cleaning equipment safely where applicable. Educational settings must ensure that any equipment used has been serviced in accordance with manufacturer guidelines. Consideration should also be given to using non-hazardous cleaning products to reduce the need for COSHH assessment and PPE which in turn will support the individual cleaner’s health in addition to being more environmentally friendly.

For further guidance and information in managing childhood illness and cleaning activities safely, the UKHSA , the HSE and DfE websites which have all produced resources which can further support educational settings. L

Carina Kennedy is a committee member of the Institution of Occupational Safety and Health (IOSH) Education Group, and head of health and safety at Bright Horizons Family Solutions. www.iosh.com

Cleaning should routinely keep the risk of infection low and break the chain of infection when it does occur in an educational setting

Keep educational visits part of the curriculum

A recent report has highlighted that schools are cutting back on school trips due to stretched finances and pressed timetables. But in the face of widening educational inequality and declining mental wellbeing, the benefits of school trips have never been more needed, writes

Justine Lee from the School Travel Forum

Educational visits have long been a staple of the school year, whether for one day or a week, within the UK or overseas. They give students the chance experience a subject or what they are learning in a more immersive and holistic way. Recently, however, there has been a debate as to whether these visits are still necessary given rising costs and increasing availability of online and virtual experiences.

A recent report from the Sutton Trust and the National Foundation for Educational Research highlighted that schools are cutting back on

school trips. Stretched finances and pressed timetables mean these opportunities are being put on the back burner. However, in the face of widening educational inequality, declining mental wellbeing, the benefits that school trips offer have never been more needed. While they take time to organise, teachers, parents and students alike recognise the many up sides of school trips. And the wealth of benefits have been confirmed through numerous studies, especially for vulnerable or disengaged and demotivated students.

A school trip can be the first time that a student has ventured away from their local community or stepped through the doors of a museum.

“School trips mean the world to our students. We come from a very big school with a lot of students from very different backgrounds. To some of them it can be the only time they get to go abroad. So for us it is really important that we are able to give them this experience,” comments a KS4 MFL co-ordinator from Coundon Court School.

Increase student engagement

Educational visits can be a powerful tool to increase student engagement and motivation. When students can directly experience a subject matter and see it in action, it provides real-world context and relevancy. Consequently they are more likely to be interested in learning more.

Contextualising learning in this way also helps to build empathy, tolerance and critical thinking – skills that more challenging to develop in a traditional classroom environment. While venturing to a new place or country helps students to develop a broader perspective on the world as they learn about different lives and cultures as well as different points of view.

Interacting and spending a concentrated period of time with students outside of their usual friendship circle helps students to build their social skills, learn how to work together as a team, how to get on with new or different people and how to resolve conflict in a healthy way.

As well as building relationships with their peers, school trips allow students and teachers to spend time together away from school which can help to build connections and strengthen relationships which lead to improved behaviour, attendance and academic achievement.

Above all, school trips offer students, and teachers, fun and memorable experiences

Students get to learn in a new and exciting way and will make memories that they will cherish for years to come.

“I think there’s something magical about a school trip. It gets passed down from brother to sister, ‘Do you remember when we went on the Germany trip?’, ‘Do you remember the battlefields trip?’ and it’s set in stone that

these trips happen every year. It’s kind of irreplaceable, particularly for the children who just need to interact with the environment and actively learn as opposed to passively learning from a textbook in a classroom,” comments a history teacher from The Burgate School. While the benefits of educational visits might be known and understood, it is important to note that not all trips are created equal. To be effective, school trips should be carefully planned and well-executed.

Tips for successful trip planning

Decide what you want to achieve. Before you select a venue, location or destination, think about what you want to achieve then consider where would be the best place to visit and/or which activities would be the best ones to do to help you achieve this goal. When setting your objective and goal consider the needs of the group as well as curriculum needs.

Talk to colleagues about their experiences. What has worked for them, what E

An educational visit can be a powerful tool to increase student engagement and motivation

Children in the rainforest biome learning about the water cycle @ the Eden Project

F are their recommendations. Get in touch with an accredited specialist school travel provider, such as a member of the School Travel Forum, their members have decades of experience in organising and leading educational visits overseas and in the UK and will make sure the location, destination and activities are right for your group.

Help your students get the most from the experience by incorporating the trip into lessons leading up to the event. Give students the opportunity to learn about the destination, the places they will visit and the activities they will be doing.

Make your trip affordable

There are a number of ways to help make sure school trips remain affordable. Travelling at less popular times of the year or steering away from ‘honeypot’ destinations – try Seville instead of Barcelona, or Lille instead of Pari-s. These actions can result in considerable savings. A specialist tour or travel provider will be able to advise you on the best options for what you want to achieve and your budget.

Combining groups can help remove small group surcharges and spread transport costs. Would your chosen destination and activities be relevant to another subject area or could you combine year groups?

Setting up a school lottery has the dual benefit of raising funds and providing a reward to the lucky winner each month. Organisations such as Your School Lottery will help you navigate your way and ensure your lottery is fully compliant. There are several trusts and grants that provide funding for school trips. These range from Livery Companies in London to environmental and activity bodies such as Alpkit Foundation and the Turing Scheme. Depending on the needs or family circumstances of your students, there may also be specialist funding available.

Educational visits and trips are a valuable tool that can help studnets learn in a more engaging and memorable way. With forethought and careful planning teachers can ensure these experiences can remain central to your curriculum and that students continue to have the same opportunities to learn and grow as their older peers did.

School Travel Forum is the not-for-profit trade association for school travel and tour operators, and sets the standards for companies operating in the educational travel sector. Its members hold the LOtC Quality Badge and are members of ATOL or ABTA giving schools maximum confidence to travel. L www.schooltravelforum.com

To make trips cheaper, travel at less popular times of the year or steer away from ‘honeypot’ destinations – try Seville instead of Barcelona or Lille instead of Paris.

The importance of outdoor play opportunities

In today’s technologically-driven world, children’s access to outdoor play opportunities has significantly diminished. Schools, therefore, are playing an increasingly prominent role in ensuring that children have access to outdoor play, writes Mark

Outdoor play is an essential aspect of childhood development, offering numerous physical, cognitive, and social benefits. Through active play, children develop fundamental motor skills, enhance their coordination, balance and strength. Regular outdoor play also contributes to a healthier lifestyle, helping to combat childhood obesity and other health issues. Beyond physical benefits, outdoor play stimulates cognitive development. It fosters problem-solving skills, creativity and critical thinking as children navigate and explore their surroundings. Outdoor environments provide opportunities for imaginative play which encourages the development of language, storytelling and social skills.

Hardy, chair of the API

Outdoor play also promotes social interaction and emotional well-being. It encourages teamwork, cooperation, negotiation and conflict resolution as children engage in group activities and games. Playgrounds provide a space for children to interact with peers, make friends and develop essential social skills necessary for their future interactions.

The role of schools

Schools have a unique responsibility to provide outdoor play opportunities for children. Recognising the importance of play in a child’s development, many schools’ playgrounds and outdoor spaces cater for the diverse needs and interests of their pupils. These play spaces E

F serve as an extension of the traditional learning environment, offering valuable learning experiences beyond the classroom.

School playgrounds are where children learn through exploration, discovery and hands-on experiences. They provide a safe space for children to test their limits, take risks and develop resilience. These experiences build self-confidence and self-esteem, nurturing children’s emotional well-being and promoting mental health.

Furthermore, outdoor play in schools facilitates the integration of various subjects such as science, mathematics and the humanities. This interdisciplinary approach enhances children’s understanding of the world around them and encourages a lifelong love of learning.

The benefits of the school playground

A well-designed school playground, equipped with appropriate outdoor play equipment, offers numerous benefits to children. It provides children with opportunities to engage in physical activities that promote gross motor skills, coordination, balance and strength. Swings, slides, and climbing frames all encourage active play and help children to develop their physical abilities.

Outdoor play also stimulates cognitive development by fostering problem-solving skills, spatial awareness and critical thinking. Play equipment that requires strategic thinking challenges children’s cognitive abilities and promotes mental agility.

What’s more, playgrounds with features like playhouses, sandboxes and natural elements allow children to engage in imaginative play. This type of play encourages creativity, storytelling and role-playing, fostering language development and social interaction.

School playgrounds also help with social interaction, serving as a meeting place for children, enabling them to interact, form friendships and develop important social skills. Play equipment that encourages cooperative play, such as group swings or seesaws, promotes teamwork, sharing and communication.

Outdoor play also has a positive impact on children’s emotional wellbeing. It provides an outlet for self-expression, reduces stress levels and helps children develop resilience and coping mechanisms. Playgrounds offer a space where children can freely express their emotions and experience joy and laughter.

Finally, school playgrounds should be inclusive spaces that accommodate children of all

A well-designed school playground provides children with opportunities to engage in physical activities that promote gross motor skills, coordination, balance and strength

abilities. Inclusive play equipment, such as wheelchair-accessible swings and sensory play panels, ensures that children with disabilities or special needs can participate fully and enjoy the benefits of outdoor play.

Take the roof off children’s learning

Getting children away from the classroom and into the fresh air can bring a host of benefits. Stepping out into your school grounds can open up a world of exciting new learning experiences.

Children of all ages learn through play Without even realising, through play, children develop knowledge, skills and lessons for life, from confidence and endurance to communication and leadership. Providing time, space, opportunity and a positive attitude to play benefits children of all ages.

Children have natural energy and enthusiasm so make the most of it by building physical activity into the whole school day. Use your playground and outside spaces to get children moving during lesson time, break and lunch times, before and after school, and for extracurricular activities, as well as during sport and PE lessons. Physical literacy levels improve and schools report improvements in behaviour and wellbeing too.

Indeed, for children in some socially deprived communities, school may provide the only safe outdoor place to play and be physically active. One in eight UK households have no garden, rising to one in five in London.

Government funding to improve school sport and PE provision

The Primary PE and Sport Premium is designed to help schools improve the quality of sport, PE and active play they offer, and to maintain those improvements. Outdoor play equipment promoting physical activity and movement skills is eligible for this funding.

Many schools decide to open their facilities outside of school hours, which helps those communities which lack high-quality facilities for sport and physical activity. Opening your physical facilities to clubs and the local community outside the school day raises the profile of the school within the community while generating an additional income stream.

Choosing your play provider

When it comes to selecting outdoor play equipment for schools, the Association of Play Industries (API) is the UK’s leading trade association for the play industry, committed to

ensuring the highest standards of quality, safety and innovation in outdoor play equipment.

API members specialise in designing and supplying play equipment that caters to the specific needs and age groups of children in schools. Their equipment adheres to stringent safety standards, ensuring a secure and enjoyable play experience for children. API members understand the importance of providing fun and challenging play spaces with elements of built-in risk. This drive for innovation ensures API members are always at the forefront of new thinking in play value, inclusivity, safety, diversity, educational value and landscaping.

By choosing an API member to supply outdoor play equipment, schools can rest assured that they are investing in durable, sustainable and high-quality products. API members also provide comprehensive installation and maintenance services, ensuring that the play equipment remains safe and functional throughout its lifespan. L

www.api-play.org/resources/schoolzone-schools-get-active/

Viking, supporting leaders today, to inspire the leaders of tomorrow.

Inspiring your students to success and delivering a first class educational experience is your priority. Ours, is delivering you the products and services you need to facilitate that.

We understand running a school or college is now more like running a business, with strains on resources, budgetary challenges and administrative complexities in procuring supplies. For over 30 years Viking has been committed to working with business leaders in education and other sectors in the UK and across Europe. We provide the procurement solutions and high quality, competitively priced products you need, so that you can concentrate on inspiring the leaders of tomorrow.

Helping students become the greatest version of themselves should be applauded, which is why we are delighted to recognise and celebrate today’s business leaders in education - as the headline sponsor of the Education Business Awards. We look forward to seeing you at the event. But, if you’re unable to make it, contact us to see how we can support you inspire tomorrow’s leaders, today.

Winners of the 2023 Education Business Awards

The Education Business Awards continue to recognise and celebrate the hard work and dedication of the education sector. With new categories added this year, we take a look at this year’s inspirational winners

Schools and colleges continue to operate during difficult times. While still feeling the effects of the pandemic, schools forge ahead despite the unrest caused by teacher strikes, funding issues, workload, teacher shortages, and the cost of living crisis. The Education Business Awards continues to seek out the unsung heroes and celebrate their incredible achievements in all aspects of school life.

The 2023 Awards, which were sponsored by Viking, were revealed on 14 June at the Royal Leonardo Hotel in St Paul’s, London, by Olympian Donna Fraser OBE.

For the first time in 2023, the awards recognised the individual leaders paving the way in the primary and secondary sectors through the EB Leadership Award, as well as innovative educational resources that can support teaching and help to enhance pupil engagement through the Education Resource Award.

Other awards were presented to those who showed excellence in catering, environmental achievements, school buildings, IT provision, SEN inclusion, and many others. E

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F Outstanding progress

The Outstanding Progress Award is presented to the schools that have made significant improvements in the leadership, management and educational performance of the school.

The winner of the Outstanding Progress Award for the primary sector, sponsored by Action Mats, was the Christopher Hatton School in London. The school’s well-devised curriculum is delivered by passionate teachers and a wide range of high-quality enrichment activities are among many reasons pupils continue to receive an outstanding education.

The Outstanding Progress Award for the secondary school sector, sponsored by Swiftclean, was St Damian’s RC Science College in Lancashire. Celebrating its 60th Anniversary this year, St Damian’s incredible improvement journey started in 2010 whilst in special measures. Since being rated as ‘outstanding’ in 2017, the school has continued to deliver an exceptional education for all students.

The Outstanding Progress award for the Independent schools sector, sponsored by Viking, was presented to St. Edwards Cheltenham. As well as improving academic outcomes under new head Matthew Burke, new ownership last year has provided many positive benefits for St. Edwards. Alpha Schools plans to invest £3m to improve the school’s facilities and provide additional funds to support new scholarships. Links with other schools within the group will help build on recent GCSE and A-level successes. E

The Outstanding Progress Award is presented to the schools that have made significant improvements in the leadership, management and educational performance of the school

(Above) Winner of the Outstanding Progress Award for the Primary Sector: Christopher Hatton School in London. (Below) Winner of the Outstanding Progress Award for the Secondary School Sector: St Damian’s RC Science College in Lancashire

The Outstanding Progress award for the Independent schools sector, sponsored by Viking, was presented to St. Edwards Cheltenham

F Strong leadership

The EB Leadership Award for the Primary Sector was awarded to Nicky Donley, executive headteacher at Kirton Primary School in Lincolnshire (pictured above) for achieving sustained success in improving educational

standards for children at Parliament Federation schools. Nicky’s communication skills have enabled effective collaboration with organisations both inside and outside the school, which has become a pillar of the community.

The EB Leadership Award for the Secondary Sector, sponsored by Wella, was presented to James Eldon, principal at Manchester Academy (pictured below) for his transformation of the school, which went from ‘inadequate’ in 2012 to ‘good’ three years later. Since taking the reins in 2018, James’ leadership skills have brought numerous benefits to the local community and his ambition helps to develop pride and confidence in staff and pupils. E

For the first time in 2023, the awards recognised the individual leaders paving the way in the primary and secondary sectors through the EB Leadership Award

F School sport success

Treloar School in Hampshire scooped the School Sports Award for the extraordinary lengths it goes to to ensure that the disabilities of its pupils do not prevent participation in a wide range of sports. By hosting an annual Disability Sports competition, mainstream school students can see how adaptations can be made to enable all to achieve in activities that they share an equal love for.

The School Recruitment Award was presented to the Berkhamsted School in Hertfordshire for its recent introduction of web recruitment which has allowed for the anonymisation of candidates ahead of the selection for interview stage. This helps to limit any unconscious bias or preconceptions that might arise and allows for a focus solely on the skills and experience of each candidate. It also reports on and monitors the diversity of applicants.

The Community Award, sponsored by Holmes & Partners, was presented to the Dunoon Grammar School in Argyll for its work to tackle a lack of opportunities for young people in the area. After evaluating the community’s needs and gaps in the workplace, the school facilitated over 50 skillbased courses to empower students to work in professions vital to the local economy. E

(Above) The School Recruitment Award was presented to the Berkhamsted School in Hertfordshire. (Below) The School Sports Award was awarded to Treloar School in Hampshire

F Excellence in IT provision

The ICT Facility Award, sponsored by Bett Show, was awarded to Mary Astell Academy in Newcastle for the major upgrade it had to its ICT resources and infrastructure. Both ICT suites had a complete refurbishment of all PCs in both teaching and non-teaching areas. The additional purchase of 20 laptops allowed for more online learning to be delivered across the

curriculum. The Academy has also benefited from the integration of dark fibre.

Meanwhile, Fulford School in York scooped the ICT Innovation Award, sponsored by Richo, for its exemplary computing curriculum which is designed from the ground up to provide pupils with the skills required to crack the digital jobs market. The recent work of students in developing Hydroheat – a prototype system which re-uses the heat produced by data centres – has impressed the CEO of Microsoft UK.

The School Security Award, sponsored by Konica Minolta, was awarded to Christ’s Hospital School in West Sussex. The complex security needs of Christ’s Hospital School in Horsham, one of the UK’s oldest boarding schools, have been addressed with a sophisticated upgrade to improve access control for its 1,350 staff and students.

The SEN Provision Award, sponsored by Nasen, was presented to the Pioneer School in Essex. As part of Pioneer’s ‘Pillars of Curriculum’, therapists work closely with classroom staff to plan and deliver lessons using a pupil centred approach. This enables them to become ‘courageous learners’ and make best progress possible. First class facilities include three dedicated sensory spaces and a state-of-the-art Immersive Room,

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(Above) The ICT Innovation Award was presented to Fulford School in York. (Top Left) The ICT Facility Award was awarded to Mary Astell Academy in Newcastle. (Bottom Left) The SEN Provision Award was presented to the Pioneer School in Essex.

We are delighted to announce Dunoon Grammar School as the recipient of the prestigious 2023 Community Award. Located in the heart of a rural community in Scotland, Dunoon Grammar School has demonstrated an unwavering commitment to addressing the lack of opportunities for young people in the area. Dunoon Grammar School has achieved remarkable results by offering over 50 skill-based courses tailored to meet the demands of the local job market.

Community Award sponsored by We extend our heartfelt congratulations to Dunoon Grammar School for their welldeserved recognition as the winner of the 2023 Community Award. Together, let us continue to build stronger communities through education and partnership.

2023 Winner: Dunoon Grammar School, Argyll

F Sustainability

The Environmental Practice Award, sponsored by Urbis Schreder, was presented to the Kingsley School in Devon for its environmental ethos which runs throughout its curriculum, grounds, practices and its culture. A large solar array across the school site reduces reliance on gridprovided electricity while air source heat pumps at boarding premises reduce the reliance on natural gas. This advances its goal of achieving carbon neutrality by 2027.

St Paul’s School in London was presented with the STEM Award, sponsored by Wella, for its provision of residential summer schools. Each year around 60 students are selected to take part in one of two summer schools in the field of materials science or particle physics. Over the course of three days, talks and workshops are delivered by academics, industry experts and nationally recognised industry bodies. In the evenings students take part in team building competitions and fun interactive science shows. Tring School scooped the school building award for its Dobberson Building. After two years of development and a £30 million investment, the

Dobberson building opened in September last year and features an environmentally-friendly design which aims to bring the outside in. The new building features state-of-the-art laboratories, fingerprint scanning and climate control.

The School Catering Award was presented to the Leger Education Trust in West Yorkshire. Launched across three schools, Leger Education Trust has replaced several carbon-heavy meat-based dishes with sustainable plant-based alternatives, helping children to make the connection between their food and its impact on the planet. E

(Above) The Environmental Practice Award was presented to the Kingsley School in Devon. (Top Right) The STEM Award was awarded to St Paul’s School in London. (Middle Right) The school Building Award was presented to Tring School for its Dobberson Building. (Bottom Right) The School Catering Award was awarded to the Leger Education Trust in West Yorkshire

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S a v e t i m e w i t h o n d e m a n d a c c e s s a n d f l e x i b l e a c c e s s t o o u r t r a i n i n g p l a t f o r m – a c c e s s a n y w h e r e , a t a n y t i m e

The Play Space Award was awarded to Merstham Primary School in Surrey for its new £95k play areas which were designed to synergise communication and physical development in order to help improve speech and language, balance and co-ordination. An array of bespoke features and timber play resources have been built to inspire more outdoor play.

Brigantia Learning Trust in Sheffield won the School Procurement Award, sponsored by Konica Minolta, for its cloud-based MIS systems which have the potential to make considerable savings for Multi-Academy Trusts. Brigantia, which currently has five academies under its wing, used the Crown Commercial Service framework to select a Cloud supplier which could provide potential savings of up to £60k per year.

The School Business Manager Award, sponsored by Viking, was presented to Wayne Allsopp from New College Leicester for his innovative ideas which have seen several new income strands come into the school. Key organisations like the NHS West Leicester Children’s Mental Health Team now lease office accommodation while an onsite Coffee Shop turns over £100k per year. Wayne has attracted over £11 million to improve facilities and opportunities for the students and the local community. E

(Above) The School Business Manager Award was presented to Wayne Allsopp from New College Leicester. (Below) The Play Space Award was awarded to Merstham Primary School in Surrey

F Educational resources

The new Educational Resources Awards recognise a new and innovative educational product or service which supports teaching and increases pupil engagement.

The Educational Resource Award for the primary sector was won by Scode for its phonics-based spelling scheme. Teaching Etymology engages children and can help them develop advanced language skills. Phonics based spelling scheme Scode covers the entire National Curriculum for years 2-6 using illustrated workbooks, slides and assessment trackers to make spelling stick through continuous practice. According to teachers, Scode makes their life easier.

The Educational Resource Award for secondary Schools, sponsored by Wella, was awarded to Pinnacle Furniture. Its Konvolve component-based furniture system is designed to make learning spaces more flexible. It allows classroom settings to transition easily and swiftly between layouts to accommodate different strands of STEAM learning and subjects such as robotics in a safe and practical manner. It is manufactured in the UK using sustainable materials. E

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(Above) The Educational Resource Award for Secondary Schools was presented to Pinacle Furniture. (Below) The Educational Resources Award for the Primary Sector was won by Scode for its phonics-based spelling scheme.

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2023 Education Business Award winners

The Outstanding Progress Award

(Primary school sector)

The Christopher Hatton School, London

Outstanding Progress Award

(Secondary school sector)

St Damian’s RC Science College, Lancashire

Outstanding Progress awards

(Independent schools sector)

St. Edwards Cheltenham

EB Leadership Award

(Primary school sector)

Nicky Donley - Executive Headteacher at Kirton Primary School, Lincolnshire

The EB Leadership Award

(Secondary school sector)

James Eldon - Principal, Manchester Academy

School Sports Award

Treloar School, Hampshire

School Recruitment Award

Berkhamsted School, Hertfordshire

The Community Award

Dunoon Grammar School, Argyll

ICT Facility Award

Mary Astell Academy, Newcastle

The ICT Innovation Award

Fulford School, York

School Security Award

Christ’s Hospital School, West Sussex

SEN Provision Award

The Pioneer School, Essex

The Environmental Practice Award

Kingsley School, Devon

STEM Award

St Paul’s School, London

School Building Award

Tring School, Dobberson Building

The School Catering Award

The Leger Education Trust, West Yorkshire

The Play Space Award

Merstham Primary School, Surrey

School Procurement Award

Brigantia Learning Trust, Sheffield

The School Business Manager Award

Wayne Allsopp from New College Leicester

Educational Resource Award

(Primary school sector)

Scode – phonics-based spelling scheme

The Educational Resource Award

(Secondary school sector)

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