Education Business 29.5

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Wage gap between further education and school teachers worsens

Teachers in Further Education (FE) colleges may earn nearly a quarter less than teachers in schools, according to a new NFER study.

FE teachers also tend to earn less than their peers in industry jobs in the construction, engineering and digital sectors, and these gaps have widened significantly over the last decade, contributing to ongoing challenges for FE teacher recruitment and retention in England. The report was commissioned by the Gatsby Charitable Foundation.

Data from the Annual Survey of Hours and Earnings reveals that in 2021, engineering and digital FE teachers earned 11 per cent less than those working in industry.

In construction, further education teachers earned three per cent less than in industry, though this excludes pay in self-employment which the analysis suggests might make the construction pay gap larger.

NFER economist and report co-author, Dawson McLean said: “Further Education plays a key part in England’s education system by delivering the technical and academic training vital to the supply of skilled workers.  “However, a historical lack of policy focus on the FE workforce, alongside insufficient funding for colleges to maintain competitive teacher pay, has led to enormous challenges. Worsening pay gaps with industry and school teachers, together with high workload, puts the FE workforce at a significant disadvantage for recruitment and retention.”...

RECRUITMENT

Teacher reimbursement scheme could boost retention

Analysis from the National Foundation For Educational Research (NFER) has found that a student loan reimbursement scheme could be considered as an effective policy tool to boost teacher retention.

Teacher student loan reimbursement (TSLR) is a policy whereby the government pays back the amount of money paid by teachers in the previous financial year for their student loan repayments.

The research, commissioned by the National Association of School-Based Teacher Trainers (NASBTT) and the Universities’ Council for the Education of Teachers (UCET), examined whether student loan reimbursements could improve teacher retention.

Sarah Tang, economist in NFER’s Centre for Policy and Practice Research, said: “Our analysis shows that introducing a new TSLR scheme could be an efficient policy for improving teacher supply through encouraging more teachers to remain in the profession. Especially for shortage subjects where bursaries are already high, a TSLR scheme could be considered as part of a broad teacher recruitment and retention strategy.”

Using the estimates from the Department for Education (DfE) pilot of a TSLR scheme in 2018 for state sector teachers in certain shortage subjects and in the first 10 years of their teaching career, researchers at NFER modelled the likely impact of introducing a new TSLR scheme for all teachers in their first 10 years of teaching...

Charity offers cyber security toolkit to

schools

Edtech charity LGfL (the National Grid for Learning) has developed the Elevate Cyber Security Toolkit for Schools to help protect schools from cyber threats.

The resource is available for free to all schools, and aims to empower schools to assess their current security posture and implement robust measures to safeguard IT systems and data.

The Elevate Toolkit provides schools with readily available templates which can be easily customized to fit a school’s specific needs.

Commenting on the toolkit, Gareth Jelley, product security manager at LGfL, said: “The Elevate Toolkit’s development is directly linked to the latest Department for Education Cyber Security Standards for Schools and Colleges.”

The DfE’s recently updated Cyber Security Standards place greater emphasis on regular audits and security checks.

Jelley continued: “Designed with clarity in mind and recognising cyber security can be a complex area, the resources are presented in understandable language, particularly beneficial for teachers without specialised cybersecurity knowledge.

“The Elevate Cyber Security Toolkit positions schools as proactive players in the fight against cyber threats, creating a safer and more secure learning environment for students and staff.”

The toolkit provides additional resources, such as termly cyber security checks, to ensure ongoing vigilance and continuous improvement in a school’s cyber security posture.

SEND pupils to benefit from new music pilot

Pupils from disadvantaged backgrounds or with special educational needs and disabilities (SEND) will get targeted support to unlock their musical potential, thanks to a new scheme designed to break down the barriers to opportunity and advance their talents.

The government’s Music Opportunities Pilot will expand on Young Sounds UK’s existing programme – Young Sounds Connect – which offers pupils across primary and secondary schools the opportunity to learn to play an instrument of their choice or how to sing to a high standard by providing free lessons and supporting young people to progress, including taking music exams.

Backed by £5.8 million of funding, co-funded by the government and partners including Young Sounds UK, Arts Council England and Youth Music, the programme aims to inspire the next generation of British musicians across twelve areas including Sunderland, Bury, Bradford and Stoke on Trent to help ensure the arts remain a cornerstone of the nation’s identity.

Hester Cockcroft, chief executive of Young Sounds UK said: “Young Sounds Connect is designed to help young people from lowincome families lead their own musical learning after whole-class lessons end, connecting them to funding, opportunities and each other, so they can keep on progressing as musicians. 15 years since it was first piloted, we’re delighted to be able to supercharge the programme model over the next four years through the Music Opportunities Pilot...

New guidance released to reduce the cost of uniforms

New guidance which aims to reduce the cost of school uniforms for families in Scotland has been published.

Following consultation with schools, families, uniform suppliers, pupils and councils, the new guidance also sets out key considerations to ensure pupil comfort, freedom and happiness.

The guidance, which can be used to form individual school uniform policies, includes advice on encouraging schools to adopt measures that limit costs for families and reduce waste, including limiting the number of items that pupils need and promoting items that can be reused more easily.

The education secretary, Jenny Gilruth, launched the guidance during a visit to Camperdown Primary School in Dundee where she learned about work by pupils to develop a cost of the school day action plan.

Gilruth said: “Every child in Scotland should be able to attend school feeling comfortable, confident, and ready to learn. However, we know the cost can be a significant burden for families and we want to support schools to minimise these costs.

“This new national guidance contains measures for schools to develop and implement their own affordable and sustainable policies that recognise the individual needs of all pupils.

“It makes clear that schools are expected to do all they can to limit school clothing costs for families as part of our wider aim to reduce the cost of the school day. The guidance also encourages schools to develop flexible and inclusive policies which promote generic items of clothing and do not include compulsory branded items, supporting our efforts to be more sustainable...

ESFA functions to move to the Department

for Education

The Education and Skills Funding Agency (ESFA) is set to close, with its current functions moving into the Department for Education.

Since 2017, the ESFA has administered funding to deliver education and skills, from early years through to adulthood. Under the new structure, this work will continue, but will be delivered from within the department, giving education settings a single point of contact for financial management and support.

The ESFA’s Schools Financial Support and Oversight (SFSO) teams will move to Regions Group from 1 October. This will support the launch of Regional Improvement Teams by January 2025.

Other core functions will be moved into the department as part of the Operations and Infrastructure Group in March 2025, centralising the agency’s centres of excellence together with related functions in the department.

Susan Acland-Hood, permanent secretary at the Department for Education, said: “The ESFA has been an important part of the education landscape since 2017. Now is the right time to move the agency’s functions back into the Department, building on the good work done, and enabling a single, joined-up approach to funding and regulation to improve accountability and drive school improvement seamlessly and well.

“We will be working closely with stakeholders across the education sector as well as with our excellent staff to finalise and deliver our plans for bringing the agency into the heart of the Department.”...

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Oak Academy launches AIpowered lesson assistant

Oak National Academy has announced the launch of its new AI lesson planner which it says will allow teachers to create personalised resources in minutes.

The free AI assistant, called Aila, will help with lesson prep, including creating bespoke lesson plans, resources, teacher slides, pupil quizzes and pupil worksheets with practice tasks.

Aila draws on Oak’s curriculum plans and teaching resources which have been developed in line with our research-informed curriculum principles created by leading educators and subject experts. This means that content is aligned with the national curriculum and geared to UK classrooms.

James, Teacher at St Cuthbert Mayne School, said: “Incorporating Alia into my teaching toolkit has the potential to not only save me time - around 30 minutes per lesson - but also enhance the quality and effectiveness of my lessons, ultimately benefiting both myself and my students.”

Stats reveal uptake of free school meals in Scotland: READ MORE

Trusts concerned over financial pressures in education: READ MORE

Helen Hayes elected as Education Committee Chair: READ MORE

School staff receive pay rise deal in Wales: READ MORE

Children’s welfare not considered enough during Covid: READ MORE

Schools urged to improve PE for SEND students: READ MORE

CATERING

London celebrates second year of free school meals

TV chefs Tom Kerridge and Seema Pankhania have joined the mayor of London to celebrate the second year of free school meals for all the city’s state primary schoolchildren.

More than 43 million free school meals were funded last year, with up to 287,000 children benefitting.

Families could save more than £1,000 per child over the first two years due to City Hall funded scheme, with support also available during school holidays.

The two chefs joined the mayor of London, Sadiq Khan, marked the extension of the funding by visiting Henry Fawcett Primary School in Lambeth.

Khan said: “Funding free school meals for all state primary schoolchildren across London is one of my proudest achievements as Mayor, so I’m delighted that the programme is now entering its second year and reducing the financial pressure on families. By ensuring pupils don’t go hungry in the classroom, they can better concentrate on their studies and have the best possible chance to succeed.

“I know from personal experience what a difference free school meals can make and I am determined to ensure that no child in the capital goes hungry. That’s why for as long as I am Mayor all state primary schoolchildren will be offered free school meals, helping to build a fairer and healthier London for everyone.”...

50 EB MOST

Education Business magazine’s pick of the fifty most influential people making an impact on education

Education Business: 50 Most Influential

Now in its third year, the EB50 Most Influential list is our pick of the fifty most impactful people shaping the education landscape

Welcome to the EB50 Most Influential – our pick of the fifty individuals that are making an impact on education.

Now in its third year, the EB50 Most Influential list is our selection of inspirational people shaping the education sector. This may be on classroom practice, curriculum delivery, assessment, governance, funding, safeguarding, policy reform, training, teacher welfare or business management.

A number of education veterans are on the list, as well as teachers past and present, union representatives, MAT leaders, charities, and association bosses. They have all played their part in shaping how the education system is delivered, how schools are run, how teachers teach, and how pupils learn. These individuals work to overcome the challenges facing the sector to create an education system where all pupils thrive. Congratulations to all on the list. For consideration on next year’s list, please email angela.pisanu@psigroupltd.co.uk

50 Tom Sherrington Director, Teacherhead Consulting

Tom Sherrington has worked in schools for 30 years, both as teacher and head teacher. Through his consultancy, Teacherhead, Tom works with teachers and school leaders to explore and implement contemporary educational ideas to deliver an excellent all-round education for young people.

49 Mark Anderson head of education,

NetSupport

Mark is a former school leader with more than twenty years of experience in the classroom. He believes in the purposeful use of technology linked to pedagogy, and runs a successful blog called the ICT Evangelist, as well as working part time as head of education at Net Support. He is also governor at the King Alfred School Academy.

48 Matthew Burton Headteacher,

Thornhill Community Academy

Matthew rose to prominence as an English Teacher in 2013 after starring in Channel 4’s multi awardwinning documentary series Educating Yorkshire. Now head teacher of the school, a second series of the show will be filmed during 2024/2025 and aims to hit TV screens by the end of next year.

47 Caroline Wright director general, British Educational Suppliers Association (BESA)

BESA represents more than 400 education suppliers, requiring them to adhere to a rigorous code of conduct to ensure that schools work with trusted companies. Caroline has held a range of positions sharing insights and expertise on the UK education suppliers sector including Co-Chair of the DfE EdTech Leadership Group, the Worlddidac Council, and Education Investor Advisory Board.

46 Chris Rothwell associate consultant, EDT&Partners

Education Technology expert Chris has a wealth of experience in helping the school sector improve through technology. He was director of education at Microsoft, supporting over 30,000 customers including schools, colleges, and universities. He now works at EDT&Partners, supporting EdTech vendors and education customers on their strategies and products.

45 Ross Morrison McGill founder and CEO, Teacher Toolkit

Ross has spent over 20 years as a classroom teacher, and now works with teachers and schools worldwide, enhancing teaching and learning, reducing workload and improving teacher mental health. He was featured in The Sunday Times’ ‘500 Most Influential People in Britain’, and volunteers as a primary governor and acts as a judge for the National Teaching Awards.

44 NEW Amanda Wilson headteacher, St Alfege with St Peter’s CofE Primary School

Amanda Wilson’s inspirational journey encompasses over 25 years’ in education and leadership. She has a track record for supporting teachers in securing leadership roles, and after being appointed to her first head position in 2019, she has since gone on to publish a book aimed at encouraging the next generation of Black school leaders. She is also the founder of the First 100 Days Headteachers Conference, and won the 2024 EB Leadership Award in the Primary sector.

43 David Thomas chief executive, Axiom Math

As co-founder of Oak National Academy, David worked to support schools during the Covid-19 pandemic, and received an OBE for services to education in 2020. He is also CEO of Axiom Maths, an organisation aiming to transform students’ lives with the power of mathematics.

42 Dominic Norrish Chief executive, Independent Association of Prep Schools (IAPS)

Former Chief Operating Officer of United Learning is considered a sector expert and thought leader, regularly invited to contribute to government, academic and industry projects in EdTech. He is now chief executive at the IAPS and has recently written to government to raise concerns over how they are going about implementing VAT on independent school fees from January 2025.

41 Fiona Aubrey-Smith director, One

Life Learning

Named in 2024 as one of the Top 5 Visionary Women in Education, Dr Fiona Aubrey-Smith is an award winning teacher, leader and academic with a passion for supporting those who work with children and young people. As Founder of PedTech and Director of One Life Learning, Fiona works closely with schools and trusts, professional learning providers and EdTech companies.

40 Sarah Hewitt-Clarkson headteacher, Anderton Park Primary

As a Shakespeare fan from a young age, Sarah uses her love of theatre to inspire the next generation, with her school becoming a Royal Shakespeare Associate under her care. She was chosen as Tes person of the year for the way she has led her school during protests against teaching LGBT+ diversity, and has now become a leading voice in promoting equality in schools.

39 David Didau senior lead practitioner for English, Ormiston Academies Trust and director of The Learning Spy

David has worked for Ormiston Academies Trust as Senior Lead Practitioner for English since 2021. David is a former head of English at a secondary school whose work has also included advising Ofsted on how to inspect lessons. He is also the author of several books, including ‘Making Kids Cleverer’ and ‘Making Meaning in English’. E

F 38 NEW Jo Marchant advisor and school estates professional

Jo Marchant MBE, author of The School Premises Handbook, has been responsible for leading school business operations in both local authoritymaintained schools and a multi-academy trust, in special education and mainstream settings. In 2022 Jo joined the steering group of The Trust Network which meets quarterly with the DfE to discuss its guidance, such as the Estate Management Competency Framework. Jo was awarded an MBE in the King’s Birthday Honours List June 2024 for services to education.

37 Professor Simon Peyton Jones chair of computing at school (CAS) and NCCE

As the founder of Computing at School (CAS), Simon’s mission is to deliver outstanding computing education in schools across the UK. Today CAS has more than 360 volunteer communities covering the whole of the UK and has 20,000 members sharing advice and guidance. Simon received an OBE in 2022 for services to education and computer science.

36 NEW Emma Balchin

Chief Executive, National Governance Association

Emma has over 25 years’ experience in education, leadership and school improvement. She has significant experience in maintained school and academy governance, as well as serving as an Interim Executive Board (IEB) member and mentoring others. From September 2023, Emma became the Chief Executive of NGA and also oversees NGA’s Professional Development services.

35 Annamarie Hassall MBE

Chief Executive, Nasen & chair of whole school SEND

Annamarie Hassall MBE is the chief executive of nasen, a charitable organisation that supports and champions those working with SEND children. Annamarie has a wealth of experience in children’s services, with a career that started in children’s residential and social care. She then worked as an early years specialist in local government before moving to an advisory role for the Department for Education (DfE), followed by the private sector, where she successfully delivered national programmes on behalf of government.

34 Sir Mufti Hamid Patel CBE chief executive, Star Academies

Sir Mufti has led the Star Academies trust since its inception. His vision guides the philosophy of the trust and informs its practice, and he plays a pivotal role in shaping the future of education by participating in several strategic forums across the UK. In recognition of his service to education, he was awarded a CBE in 2015 and a knighthood in 2021.

33 Ian McNeilly consultant and Trust Improvement Partner

Previously a senior Ofsted inspector and chief executive officer at The de Ferrers Trust, Ian now works as a trust improvement partner, supporting trusts in the East and West Midlands so they can improve the life chances of the children in their care. A published author, Ian has a particularly focus on helping children who are disadvantaged.

32

NEW Carolyn Roberts former head teacher, Thomas Tallis School

Having worked in education since 1983, Carolyn has recently announced her retirement, leaving an impactful career in ethical leadership. Carolyn was Headteacher of Thomas Tallis School in London, co-director of the PTI (formerly the Prince’s Teaching Institute), chair of the Ethics Committee and a founding fellow of the Chartered College of Teaching.

31 NEW Mark Lehain Executive Headteacher at Wootton Academy Trust

Formerly the special adviser to education secretary Gillian Keegan, Mark has taken up the position as executive headteacher at Wootton Academy Trust in Bedfordshire. The former maths teacher stood as the Conservative candidate for Newcastle North in the 2019 election, and has served both Keegan and Nadhim Zahawi when they were education secretary.

30 Professor Mick Waters author, educationalist

Former head teacher and Director of the Qualifications and Curriculum Authority, Mick Waters has worked in education, both at classroom and policy levels. He has worked to develop revised policy and practice for leadership, teacher education, governance and classroom teaching. In 2022, he published ‘About Our Schools: Improving on previous best’, with Sir Tim Brighouse.

29 Professor Dylan Wiliam Emeritus professor, UCL Institute of Education

Dylan Wiliam is a renowned assessment expert that has had a significant effect on classroom practice over time. He co-wrote ‘Inside the Black Box’, which made waves in education by offering teachers practical, evidence-based advice on how to improve pupil learning through formative assessment. He still regularly commentates on the exams and assessment landscape.

28 Alex Quigley National Content Manager, Education Endowment Foundation (EEF)

Alex supports the content development at EEF to ensure it meets the needs of school leaders and teachers and also leads on its school engagement function, listening to the profession to understand their pressures, priorities and practices. A former teacher, Alex is also the author of books including ‘Closing the Vocabulary Gap’ and ‘The Confident Teacher’.

27 Daisy Christodoulou Director of Education, No More Marking

Daisy Christodoulou has developed evidencebased practices that have made a big impact in the classroom and made her a big name in the world of assessment. She is Director of Education at No More Marking, a provider of online comparative judgement software for schools, and before this, she was head of assessment at Ark Schools. She is also the author of three influential books about education: Teachers vs Tech, Making Good Progress, and Seven Myths about Education.

26 Stephen Morales operations director, the Institute of School Business Leadership (ISBL)

As the CEO of ISBL for the past ten years, Stephen is committed to driving improvements across every area of education by unlocking the potential of a unified, professional school business workforce. Throughout his time, Stephen has continued to lead ISBL in its work with the Department for Education, supporting more than 10,000 school business professionals to gain formal qualifications and flourish in the profession.

25 Sir Michael Wilshaw chair, Education Advisory Board at the Education Endowment Foundation

Sir Michael has a long and distinguished career in the education sector. He served as Ofsted’s Chief Inspector from 2012 to 2016 and was a teacher for 43 years, with 26 of these as a headteacher. Now he is chair of the Education Advisory Board at the EEF, working to help socio-economically disadvantaged young people succeed in formal education.

24 Amanda

Allard director of the Council for Disabled Children

Amanda has worked in children’s policy for the last 30 years and has recently been selected by Ofsted to be a member of two external reference groups advising on behaviour, attendance and inclusion, as the watchdog embarks on wide-ranging reforms. As director of the Council for Disabled Children, Amanda is determined to help frontline services ensure disabled children achieve their aspirations and not feel excluded.

23 NEW Frank Norris Education adviser, Northern Powerhouse Partnership

With a teaching career, including two headships, as well as a period at Ofsted where he was instrumental in developing detailed grade descriptors to support more consistent judgement making, Frank Norris is a well-respected figure in education. He was director of the Co-op Academies Trust and oversaw the number of academies growing to 23. He is currently seconded to the Northern Powerhouse Partnership and is a trustee and chair of finance at the Great Academies and Education Trust. E

F 22 Tom Bennett independent behaviour advisor, DfE

Tom Bennett is a behaviour advisor for the Department for Education as well as founder of researchED, a grass-roots organisation that raises research literacy in education. Tom has written four books about teacher training, and in 2015 he was long listed as one of the world’s top teachers in the GEMS Global Teacher Prize. His online resources are a valued resource in the education community.

21 NEW Daniel Kebede general secretary of the National Education Union (NEU)

Daniel was elected NEU General Secretary in 2023, working previously as national president of the union, and as a NEU rep, undertaking casework and negotiation. Before this, he was a primary school teacher. Daniel works to oversee the “fundamental change” the sector needs, including an end to real terms pay cuts, an end to massive workloads, and a reform of Ofsted’s “punitive regime”.

20 Anne Longfield CBE founder, Centre for Young Lives

Anne Longfield CBE is a passionate champion for children, influencing and shaping the national debate and policy agenda for children and their families. Anne is founder and Chair of the Commission on Young Lives, an independent think tank dedicated to improving the lives of children, young people and families, and was Children’s Commissioner for England from 2015 to February 2021. She previously led a national children’s charity and has also worked on the delivery of the Sure Start programme in the Cabinet Office.

19 Dr Patrick Roach general secretary, NASUWT

Working at NASUWT since 1998, Dr Patrick Roach continues to fight for teachers right as general secretary of the union. A recent campaign, called a ‘New Deal for Teachers’, urges the government to do more for better teacher pay, workload, working hours and wellbeing. Patrick has also been working hard to end the injustice of racial inequality within the school workforce.

18 Paul Whiteman general secretary, National Association of Head Teachers (NAHT)

Having taken the position of NAHT general secretary in September 2017, Paul has spent years campaigning and speaking out for the rights of head teachers. Paul has worked to make school funding a priority in government, campaigned for changes to school inspections, argued the case for salary increases, and supported SEND improvement. The NAHT has recently started a pilot of regional equality representatives to advance equality, diversity and inclusion in the education sector.

17 Hilary Spencer chief executive, Ambition Institute

Hilary has held a range of senior positions in the Civil Service, including more than a decade at the Department for Education. She is a school governor, and helped set up a secondary school in Lambeth. She leads the work of the Ambition Institute, which helps educators to keep getting better so that the education system can ensure that every child thrives, whatever their background.

16 Emma McCrea head of curriculum, Oak National Academy

Emma leads on curriculum design at Oak National Academy – an independent public body to support teaching. She is an experienced teacher and school leader and has worked in ITT, specialising in the design and delivery of evidence-informed teacher training for both trainee and experienced teachers. She is a Fellow in Teacher Education, an EdTech start-up founder and author of ‘Making Every Maths Lesson Count’.

15 Samantha Twiselton Professor Emeritus & former director of the Sheffield Institute of Education

Samantha has played a leading role as an adviser on policy around initial teacher training (ITT) and development. She has sat on the advisory group for the Carter review of initial teaching training, worked on both the Core Content and Early Career Framework (ECF) and, was a member of the government’s expert group advising on the ITT review. Sam is trustee for Teach First, several multi academy trusts, teaching school hubs and educational charities.

14 NEW Peter Hyman co-founder, School 21

Peter Hyman has a number of education improvement achievements under his belt. He is co-director of Big Education, a new organisation set up to change the story of what matters in education. He is the co-founder and the first headteacher of School 21, a pioneering 4 to 18 years school that opened in Stratford, East London in 2012, and also co-founder of Voice 21, a social enterprise developing speaking skills in young people. Previously he was a strategist and speechwriter for the Tony Blair when he was Prime Minister, and is author of ‘1 out of 10, from Downing Street Vision to Classroom Reality’.

13 Professor Dame Alison Peacock chief executive officer, Chartered College of Teaching

Professor Dame Alison Peacock works to keep and attract excellent teachers into the profession. She is CEO of the Chartered College of Teaching, a professional body supporting teachers to provide world-class education and raising the status of the teaching profession. Prior to becoming CEO, Professor Dame Alison Peacock was Executive Headteacher of The Wroxham School in Hertfordshire. Her career to date has spanned primary, secondary and advisory roles.

12 Geoff Barton chair, Commission on the Future of Oracy Education in England

Geoff Barton, who recently stepped down as general secretary of the Association of Schools and College Leaders union, has been appointed to lead the oracy commission for Voice 21, a charity co-founded by Peter Hyman. The Commission on the Future of Oracy Education in England will examine the vital skills of speaking and listening at a time of technological and social change. His time as ASCL boss saw him represent 25,000 senior leaders in education, acting as their voice to get change to happen at the highest level.

11 Matt Hood principal, Oak National Academy

Matt co-founded Oak National Academy during the pandemic to equip teachers with resources during home-learning. He has overseen its development from start-up to the country’s publicly-funded bank of curriculum and teaching resources. Matt is also Chair at Bay Leadership Academy in Morecambe and a Governor at Lancaster and Morecambe College. He was a co-founder at Ambition Institute, the UK’s largest provider of teacher and school leader professional development, and a founding Trustee at The Brilliant Club which supports less advantaged students to access the most competitive universities. He has recently been selected as one of Ofsted’s external reference group members.

10 NEW Jonny Uttley chief executive, The Education Alliance

John Uttley has a focus on promoting ethical leadership and inclusivity in the education system. As an experienced Headteacher he’s been tasked by the Centre for Young Lives think tank to put together an “aspirational vision for inclusive schools”. He’s also an elected member of the DfE Advisory Board for Yorkshire and the Humber and a trustee at SHINE, an educational charity committed to reducing disadvantage in northern schools, as well as the co-author of Putting Staff First: A Blueprint For Revitalising Our Schools.

9 Nick Gibb consultant and former Schools’ Minister

Nick has been heavily involved in education policy for a long time, serving as schools minister on three separate occasions over a period of 13 years. During this time, he has had significant influence on education policy, particularly around phonics and children’s reading. Nick now works at the Education Development Trust as an ambassador of education improvement for clients in Asia Pacific, Middle East and Africa. E

F 8 Sir Peter Lampl founder, The Sutton Trust

Sir Peter Lampl has announced his decision to retire as Executive Chairman of the Sutton Trust, but leaves a legacy of tireless campaigning and work to help low and moderate income young people to access outstanding educational opportunities. Sir Peter is also the founder of the Education Endowment Foundation, which has seen success in its mission is to break the link between educational opportunity and family income. During Sir Peter’s time at the Sutton Trust, it has commissioned more than 250 research studies, setting the national agenda on issues around social mobility, and has impacted government policy on more than 30 occasions.

7 Sir Kevan Collins vice chairman of the board, Committee Chair, Learning by Questions

Sir Kevan has a wealth of experience in education, having previously served in government, most recently as Education Recovery Commissioner at the DfE, and as former Chief Executive of the Education Endowment Foundation (EEF). He has now been appointed a new Non-Executive Board Member at the DfE. As part of this role, Sir Kevan will advise on driving high and rising standards - focusing on finding solutions to the biggest barriers to opportunity for children, including teacher shortages and high absence rates.

6 Sir Ian Bauckham CBE chief regulator at Ofqual

Sir Ian has spent his entire career devoted to advancing education and was knighted for services to education in January 2023. He has been announced as the government’s preferred candidate for the position of Chief Regulator for Ofqual where his responsibilities will be to ensure that Ofqual meets its statutory objectives and duties, including upholding standards and fostering confidence in qualifications and assessments. Sir Ian has previously served as Chair of the Board of Ofqual and has been a Board member. He was Chief Executive Officer of the Tenax Schools Academy Trust since 2015 and is also Chair of Oak National Academy.

5 Leora Cruddas chief executive officer, Confederation of School Trusts (CST)

Leora Cruddas is the founding Chief Executive of the Confederation of School Trusts – the national organisation and sector body for school trusts in England. Recent CST research has found that the current complex system of school funding falls short of what is needed to support pupils, saying it is too unpredictable and not calculated against the actual costs facing schools. Leora has advised governments and sits on several DfE advisory bodies. She was the vice chair of the Head Teacher Standards Review Group, a member of the external advisory group for the Schools White Paper, SEND National Implementation Board and the Regulatory and Commissioning Review.

4 Dame Rachel de Souza

The Children’s Commissioner for

England

In 2021, Dame Rachel de Souza conducted what was reported to be the biggest ever consultation with children in England, called the Big Ask, to find out what their priorities are post-Covid. Now she has launched The Big Ambition consultation, which focuses on what needs to change in England to make childhood the best it can be. Dame Rachel is making it her mission to address poor school attendance, children’s mental health, SEND system reform and child poverty. Dame Rachel was previously a teacher, headteacher and school trust leader, and was made a Dame in 2014 for services to education.

3 NEW Dame Christine Gilbert executive chair, Education Endowment Foundation

Former Ofsted Chief Inspector Dame Christine Gilbert was chosen to lead an independent review into Ofsted’s response to the Ruth Perry tragedy, chosen for her “valuable experience and expertise”.

The damning review, which said that Ofsted’s response appeared “defensive and complacent”, makes several recommendations to improve the watchdog. Dame Christine spent 18 years in schools as a teacher and secondary headteacher, and has worked in London boroughs as both director of education and chief executive. She served as Her Majesty’s Chief Inspector from 2006 until 2011.

2 Professor Becky Francis lead, government’s curriculum and assessment review

Professor Becky Francis CBE is currently on secondment from her role as CEO of the Education Endowment Foundation to lead the new government’s review of curriculum and assessment. This was one of Labour’s pledges to raise school standards and support young people of all backgrounds to thrive. Throughout her career, Becky has worked closely with teachers and policy-makers to maximise the impact of academic research and has spearheaded high-profile research programmes assessing the impact of major reforms in the English school system on educational inequalities

CONGRATULATIONS

NEW Sir Martyn Oliver His Majesty’s chief inspector, Ofsted

Starting his post as His Majesty’s Chief Inspector at Ofsted in January 2024, Sir Martyn has inherited the inspectorate at a time of unrest and calls for reform, and has already had a big impact on the future of inspections. Following feedback from the Big Listen - the largest consultation in Ofsted’s history, Sir Martyn has pledged “real change” and the beginning of a new chapter” for the organisation. Changes to the organisation include the scrapping of single headline grades and the introduction of more in-depth report cards. Sir Martyn has worked in education since 1995 starting as a teacher and joined Outward Grange Academies Trust (OGAT) in 2009 where he became Principal of Outwood Grange Academy and then a National Leader of Education (NLE).

Overseas expansion for UK independent schools

We spoke to Michelle Holmes on the many benefits of welcoming international students and what can be done to make them feel at home

Education secretary Bridget Phillipson delivered a speech at the Embassy Education Conference highlighting the importance of international students. Why is the UK so attractive to international students and what can be done to attract them?

The UK attracts international students for several reasons. First, the quality of education is exceptional, with top universities like Oxford, Cambridge, Imperial College London, and the London School of Economics renowned globally for their academic rigor and research excellence. Degrees from UK institutions are highly respected worldwide, opening doors to global employment opportunities.

Another major draw is the UK’s multicultural environment. The diversity here helps international students feel at home and enriches their overall learning experience.

English being the primary language of instruction allows students to improve their language skills and integrate more easily.

UK universities are also at the forefront of research and innovation, offering numerous opportunities for students to engage in groundbreaking research. Additionally, the UK offers attractive post-study work opportunities. The Graduate Route, for example, allows international students to stay and work for up to two years after completing their degree, or three years for PhD graduates, enhancing their career prospects.

The cultural and historical richness of the UK also appeals to students seeking a well-rounded experience.

To attract more international students, enhancing support services is crucial. Schools should provide help with visa applications, accommodation, and cultural integration to make the transition smoother.

Expanding and promoting post-study work options can make the UK more attractive by creating clear pathways to employment and residency for international graduates.

Effective marketing and outreach campaigns are essential too. Highlighting the benefits of studying in the UK and sharing success stories of international alumni can attract more students.

By focusing on these areas, the UK can continue to attract and retain international students, enhancing the diversity and dynamism of its higher education sector.

What are common concerns from international students and how can these be addressed?

International students often have several concerns when considering studying abroad. One of the most common is language barriers. Many worry about their proficiency in English and its impact on their academic performance and social interactions.

Another major concern is cultural adjustment. Moving to a new country with different customs, traditions, and social norms can be overwhelming.

Financial pressures are significant too. The cost of tuition, accommodation, and living expenses can be daunting. Universities can provide detailed information about the cost of living, offer financial planning workshops, and ensure accessible scholarships and bursaries for international students. Flexible payment plans and part-time work opportunities can also help.

Homesickness is another common issue. Being far from family and friends can lead to feelings of loneliness and isolation.

Academic differences can be challenging as well. The teaching methods, assessment styles, and academic expectations in the UK might differ significantly from what students are used to.

Lastly, career prospects post-graduation is a major concern. Universities can address this by offering strong career services, including job placement assistance, internship opportunities, career fairs, and workshops on resume writing and interview skills. Clear information on post-study work visas can also help.

By addressing these concerns, universities can create a more supportive and welcoming environment for international students.

What support can schools access to ensure they are compliant when taking on international students?

When schools take on international students, ensuring compliance with various regulations and standards is crucial. Schools can refer to the UK Visas and Immigration (UKVI) guidelines for comprehensive information on sponsoring international students. The UKVI website provides detailed guidance documents outlining the responsibilities of sponsors and compliance criteria.

Professional Associations offer valuable resources and support, including advice, training sessions, and updates on regulatory changes. These organisations also provide networking opportunities for schools to share best practices.

Legal and Immigration Consultants are another valuable resource. Schools can engage consultants, like Holmes & Partners Ltd who specialise in education and immigration law to provide tailored advice, help with visa applications, and ensure compliance with the latest regulations.

Michelle Holmes is the managing director of Holmes & Partners Ltd, an immigration consultancy specialising in the education sector. As an immigrant herself, Michelle has firsthand experience with the immigration routes to the UK and the psychological impact of emigrating.

Accreditation Bodies provide frameworks for quality assurance and compliance. Accreditation enhances the school’s reputation and ensures adherence to standards.

Training and Workshops offered by various organisations help school staff stay informed about compliance requirements. These sessions cover topics like visa regulations, safeguarding international students, and cultural competency.

Lastly, appointing Dedicated School Compliance Officers can ensure that all regulatory requirements are continuously monitored and met. These officers stay updated on policy changes, manage documentation, and provide internal training. M

FURTHER INFORMATION

www.gov.uk/government/speeches/ bridget-phillipsons-speech-at-theembassy-education-conference

Michelle Holmes, managing director, Holmes & Partners Ltd

Bircherley

Simply put - there isn’t one.

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AI tools to reduce workload

Better data is needed to make AI technologies work properly for the education sector. A new project by the Department for Education will create a data store of education-relevant documents to train AI tools, with the aim of creating better resources for the teaching profession

The UK government has announced a new project that will enhance artificial intelligence’s (AI) ability to assist teachers in marking work and planning lessons.

The project will pool government documents, including curriculum guidance, lesson plans and anonymised pupil assessments, which will then be used by AI companies to train their tools so they generate accurate lesson plans and workbooks.

The information will be targeted at technology companies specialising in education to build tools which will help teachers mark work, create teaching materials for use in the classroom and assist with routine school admin.

To encourage AI companies to make use of the datastore, a share of £1 million will be awarded to those who bring forward the

best ideas to put the data into practice to reduce teacher workload. Each winner will build an AI tool to help teachers specifically with feedback and marking by March 2025.

Department for Education tests show that providing generative AI models with this kind of data can increase accuracy to 92 per cent, up from 67 per cent when no targeted data was provided to a large language model.

Science secretary Peter Kyle said: “We know teachers work tirelessly to go above and beyond for their students. By making AI work for them, this project aims to ease admin burdens and help them deliver creative and inspiring lessons every day, while reducing time pressures they face.”

The project includes a partnership with the Open University which is sharing learning resources to be drawn on as part of the project. E

Independent schools are facing challenges

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IT Leasing, Reinvented

F Professor Ian Pickup from The Open University, said: “By making content accessible to new educational technology tools, we foresee a future where learning materials can be best matched to personal needs, where learning tasks can be pitched at the right level for student success, and where students can progress at a pace that is right for them.”

How many teachers already use AI?

Almost half of teachers are already using AI to help with their work, according to a survey from TeacherTapp, but current AI tools are not specifically trained on the documents setting out how teaching should work in England.

Chris Goodall, a teacher and head of digital education in the Bourne Education Trust, first started using AI when he was teaching business in November 2022. Chris experimented with using ChatGPT to develop a range of lesson activities, such as personalised case studies, to complement his lessons.

Now, Chris supports teachers across over 26 primary, secondary and specialist schools in the Trust to enhance their lessons and cut down the time they need to spend on admin by using AI.

With his support, teachers have used generative AI to evaluate their curriculum materials, create case studies and other activities to create engaging lessons. Teachers

Almost half

of teachers are already using AI to help with their work, according to a survey from TeacherTapp, but current AI tools are not specifically trained on the documents setting out how teaching works in England

at Auriol Junior School even illustrated a teacher-written guide encouraging students to read more books with AI-generated text, cartoon creatures and music, encouraging students to become a “literacy monster” and making the programme more engaging.

Chris Goodall said: “AI has been a hugely powerful tool for me and my colleagues at the Bourne Education Trust. It allows us to create engaging, personalised learning experiences for our students while also significantly reducing the time taken to create them. Personally, I’ve used AI to quickly generate scaffolded activities, adapt materials for students with special educational needs, and create more engaging lessons that are accessible to all. The time saved allows school staff to focus on what E

This special offer gives you up to 60% off the SRP, and you can buy as many as 5 ActivPanel 9 displays*!

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So, whether you’re thinking about upgrading existing tech, have been waiting to complete a phased refresh, or are already preparing to overhaul your teaching displays, we’ll make your budgets go further this term.

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Explain Everything Whiteboard now included on every ActivPanel 9:

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• Import multiple file types directly into the whiteboard, where you can enhance and manipulate them in real time.

• Enjoy interoperability with other Promethean apps and tools, such as Spinner, Timer, Screen Capture, and Screen Recording.

F matters most, interacting with students and providing individualised feedback and support.”

Speaking about the DfE project, Chris Goodall added: “The content store will take AI to the next level by offering easy access to high quality evidence based and legally compliant education materials. Developed with input from educators it supports effective teaching practices and fosters collaboration and innovation.

“This initiative demonstrates how AI, when implemented responsibly and ethically, can support and empower teachers to create more dynamic, personalised learning experiences for students.”

Parental views of AI in the classroom

New research by the DfE and the Department for Science, Innovation & Technology (DSIT) shows parents want teachers to use generative AI to enable them to have more time helping children in the classroom with face-to-face teaching. The research was based on a mix of face-toface and online sessions with 108 parents and pupils across three locations in England.

The sessions found that while awareness of AI as a “hot topic” was high among both parents and pupils, understanding did not run deep. As a result, views on the use of AI in education were initially sceptical, though there was an openness to learning more. E

The DfE project will pool government documents, including curriculum guidance, lesson plans and anonymised pupil assessments, which will then be used by AI companies to train their tools so they generate accurate lesson plans and workbooks

F Both parents and pupils could see that there were clear opportunities for the use of AI in education to support teachers, but there was some hesitation around pupils engaging with AI tools directly. By the end of the sessions, parents and pupils could understand the advantages of using pupil work and data to optimise AI tools. They were more comfortable with this when data was anonymised or pseudonymised and they identified a set of clear rules for acceptable data sharing.

Opinions on the use of AI tools in education are not yet fixed: parents’ and pupils’ views of and trust in AI tools fluctuated throughout the sessions, as they reacted to new information and diverging opinions.

What next?

At the Global Education Innovation Summit (GEIS) in Seoul, Republic of Korea, which focused on the “classroom revolution led by teachers with AI”, it was announced that a Global Education and Innovation Alliance will be launched, of which the UK will be of the founding members.

What’s more, the Department for Education is publishing a safety framework on AI products for education, due later this year. Minister for Early Education Stephen Morgan will meet education technology companies before setting out clear expectations for the safety of AI products for education.

The DfE project to create a data store of education material is the first of many. Science Secretary Peter Kyle concluded: “This is the first of many projects that will transform how we see and use public sector data. We will put the information we hold to work, using it in a safe and responsible way to reduce waiting lists, cut backlogs and improve outcomes for citizens across the country.”

Minister for Early Education Stephen Morgan added: “This project marks a huge step forward for AI in the classroom. This investment will allow us to safely harness the power of tech to make it work for our hard-working teachers, easing the pressures and workload burdens we know are facing the profession and freeing up time, allowing them to focus on face-to-face teaching.” L

Unlock the Future of Education with

XMA and Microsoft Surface

Harness the transformative power of Microsoft Surface Pro 10 and Laptop 6, designed for flexibility and seamless integration with Microsoft 365 and the revolutionary AI-powered CoPilot.

Champion Accessibility & Inclusion for Every Student

Maximise School Finances with XMA's Expertise

At XMA, we provide more than just technology. We deliver comprehensive financial management solutions designed to help schools thrive.

Empower Every Learner:

• Text-to-Speech & Customisable Visual Settings: Tailored support for students with diverse learning needs ensures everyone can participate fully in their education.

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Harness the Power of Microsoft Surface:

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How Surface Pro 10 and Laptop 6 are changing education with AI

Schools and universities need tools that enhance learning, streamline processes, and optimise resources. Microsoft’s Surface Pro 10 and Laptop 6, designed with education in mind, offer a powerful solution

AI-driven learning and teaching

These new Surface devices harness the power of artificial intelligence (AI) to transform education. Integrated Neural Processing Units (NPUs) accelerate AI features like Windows Studio Effects, improving virtual classroom experiences, and Live Captions, making content accessible for all students. The dedicated “Copilot key” instantly summons AI assistance for tasks like research, data analysis, and lesson planning. This allows educators to focus on personalised instruction and student engagement, not tedious tasks.

Versatile performance for diverse needs

The Surface Pro 10 is a versatile powerhouse, adapting to the diverse needs within education. Whether in the classroom as a tablet, in the faculty room as a laptop, or in meetings as a presentation tool, the Pro 10’s powerful processor and long battery life ensure seamless performance, even on demanding tasks.

For students and staff working on research projects, the Surface Laptop 6 delivers unmatched productivity. Its robust processing and enhanced thermal capacity make quick work of data-intensive tasks like complex analysis and report generation.

XMA: maximising education

budgets

Educational institutions often operate within tight budgets. XMA understands this.

We effortlessly handles the entire process for Surface devices, from assessment, procurement, to deployment, ensuring schools and universities get the best possible price and value. This allows resources to be allocated to other crucial areas like curriculum development, faculty training, and student support services.

Security and sustainability: core priorities

Both devices prioritise security with features like enhanced sign-in security and securedcore PC certification, safeguarding sensitive student data and school information. Additionally, Microsoft’s commitment to sustainability is evident in the increased use of recycled materials and the devices’ repairability, aligning with environmental goals.

A new era of educational excellence

The Surface Pro 10 and Laptop 6, combined with the XMA’s expertise, represent a transformative solution for education. By harnessing the power of AI, enhancing productivity, and optimising resources, these devices empower educators and students to achieve new levels of success. M

FURTHER INFORMATION

Ready to bring AI to your educational institution? Contact XMA at 0115 846 4000 or email microsoftsurface@xma.co.uk today.

Open2 elevating smart schooling

Philips displays from PPDS bring education settings to life. In the classroom or lecture theatre, for the back office and around campus.

Networked or standalone, interactive touchscreens or static signage - with the total solution approach from PPDS, the display is just the beginning. Harness the power of familiar software, augmented with additional education features and functionality.

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Gearing up for Bett 2025

Bett 2025 returns to London’s ExCel in January to gather the global education community to experience the latest education technology and hear from inspiring professionals from across the sector

Education technology, or EdTech, is widely recognised as a tool with the power to improve pupil attainment, reduce teacher workload and save time on school management activities

To help educators stay on top of the latest innovations in EdTech, Bett brings together leading technology exhibitors and over 20,000 attendees from the global education community.

Now in its 40th year, Bett 2025 will return to London’s ExCel on 22 to 24 January.

The exhibition will host innovative EdTech and resource solution providers showcasing cutting-edge and impactful products and services. From global tech companies to renowned education brands and startups, visitors will find solutions for all education settings, challenges and budgets.

Delegates will also be able to hear from key figures in the industry during the Theatre sessions. Speakers will cover topics such as artificial intelligence, digital strategies, gaming, cyber security, SEND and more.

SEND Village

Around two in five children are recorded to have some kind of special educational need at some point between reception

and Year 11 (Hutchinson, 2021). Based on this, it is likely that there is a child with special educational needs and disabilities in every classroom, making SEND a part of every teacher and school leader’s role.

In recognition of this, Bett 2025 will have more focus on additional needs, with the introduction of the new SEND Village.

This new space will bring more opportunities, resources and innovations to SEND educators and their learners, to help drive inclusion and equip teachers with the tools they need to ensure all their pupils thrive. Teachers, school leaders, and specialists will be able to share experiences, collaborate on solutions and create lasting networks that extend far beyond the event.

Duncan Verry, Bett portfolio director, said: “We asked our community what they needed more of, and they were clear – greater support and representation for SEND education. The SEND Village is our response, designed to showcase the latest innovations while also creating a space for educators to connect and share best practices. The global education community is the most important part of Bett and we work with them every year to create new features that empower them to create meaningful change.”

Smarter Broadband Technology For Schools

heads of research and innovation to congregate and tackle the current business issues faced in tertiary education.

Bett Awards & Kids Judge Bett

F Getting connected

As well as browsing through the packed exhibition hall, attendees can connect with suppliers and industry professionals in other ways.

Connect @ Bett is the event’s meeting programme and allows visitors to make appointments with exhibitors either at their stand, or at the dedicated area. They have the flexibility to schedule and reschedule meetings at times that work for them.

TableTalks was introduced in 2024, and is designed to connect individuals from schools, universities and governments for roundtable conversations based on their primary topics of interest, such as AI, SEND or cybersecurity.

The Tech User Labs is another feature which allows delegates to get the most out of their existing tech with working groups and demos from the top education technology experts in the world, through interactive 45-minute sessions.

Ahead by Bett

Ahead by Bett is the destination for higher education leaders to come together with their peers and the world’s leading EdTech’s to learn, network and trade.

Ahead by Bett’s content spaces provide an opportunity for senior leadership, heads of faculty, technology leads and

Every year, Bett hosts its awards ceremony to celebrate the outstanding accomplishments of the education technology sector. Presented in association with the British Educational Suppliers Association (BESA), entries are open for the 2025 awards (click here ).

Kids Judge Bett meanwhile is a student led event is organised by Katy Potts from Islington Council in partnership with BESA. Last year, over sixty children, aged between 7-13 years old, from fourteen schools, along with parents and teachers came together at Bett on the final day to explore stands, exhibitors and products to find their winners. The results were then announced by the students alongside author Michael Rosen. L

Trailblazer

Beta Test

✦ 2-month paid trial of Gemini for Workspace (up to 5 users)

✦ Online kick-off event to help you hit the ground running (held monthly)

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Trailblazers

✦ 12-month Gemini for Workspace enablement programme (min. 30 users)

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✦ Your voice in a growing community of early adopter UK schools

How to approach the ‘Wild West of AI’ in education

With new AI tools proliferating across education, school leaders need a way to handle security and safeguarding concerns introduced by the free-for-all of data sharing with third-parties. Getech sounds the alarm on informal implementation of AI in schools and how best to navigate these new hazards.

The rapid rise of generative AI tools like ChatGPT has sparked both excitement and apprehension in the education sector. While these tools offer immense potential for enhancing productivity and learning experiences, they also raise concerns around data privacy, accuracy, and the potential for misuse.

With productivity gains available at our fingertips, the allure of ever-improving AI tools such as ChatGPT, Gemini and Gradescope enabling teachers to unlock more time for teaching over classroom admin, has created a new digital Wild West. Without a degree of formalisation or training in place within most institutions, new risks are arising that school leaders must address.

The dangers of unregulated AI tools

While innovation is essential for driving success, it must not come at the expense of safeguarding students and data privacy. Copy and pasting data into textboxes on websites that may have lax privacy policies or process data outside of the UK is a quick way to fall short of UK legislation. Schools need to ensure that the platforms and tools their staff are using adhere to regulations and cybersecurity best practices.

Beyond data and security, the quality and ethics of new AI applications is concerning. AI tools trained on data from across the internet are renowned for perpetuating bias and inaccurate responses, known as hallucinations, which can be especially harmful in a learning environment without additional fact and sanity checks from teachers and other school staff–defeating the point of using AI for time-saving productivity gains.

A path to

responsible use of AI in

education

Gemini Education is designed with a strong emphasis on privacy and security, prioritising data residency and providing robust encryption to safeguard user data at rest and in transit. Strict data minimisation and retention policies as well as constant monitoring ensures the level of security you expect from Google. Its direct, seamless integration with Google Workspace also ensures your organisation’s staff and student information is safe as no data leaves the text documents or spreadsheets where it already resides.

School leaders who are mindful of the implications of allowing their staff to use AI should consider undertaking a managed pilot programme to ensure proper training is provided, best practices are shared, risks are understood and every benefit is realised without impacting your school’s safeguarding and cybersecurity posture. As Google’s #1 Education Premier Partner in the UK and Ireland, Getech has developed the Trailblazers programme for schools and MATs to come on the AI journey using Gemini Education in a safe and structured way with measurable success. M

FURTHER INFORMATION

If you are interested in integrating AI into your school responsibly, reach out to Getech on 01473 240470 or email team@getecheducation.com

OUT OF THIS WORLD LESSON

PLANS WITH

Welcome to the world of BBC micro:bit – a revolutionary pocket-sized computer designed to inspire creativity and empower young minds. OKdo, part of the RS Group, is the manufacturer and global distributor of the micro:bit, and we’re dedicated to helping you inspire the next generation through innovative technology.

MICRO:BIT BRIGHT IDEAS AND BEYOND

The versatility of the micro:bit and its compatible accessories make it a valuable tool that can be used across the curriculum to enhance learning in subjects not traditionally associated with STEM.

History - Take a lunar journey with an Apollo 11 made from the Makekit Air:bit drone.

Art - Synchronise micro:bits to create a fusion of lights and sound, offering an immersive and fun experience.

Sports - Take part in fitness challenges by programming micro:bits to track steps or monitor heart rate during physical activities.

Music - Display patterns and colours that dance to the rhythm of sound output

OUR TOP 3 MICRO:BIT ACCESSORIES

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DISCOVER THE MAKEKIT HOVER:BIT

Unleashing creativity in the classroom with Arduino’s Plug and Make Kit

It can often be challenging to bring fresh ideas into the classroom and inspire students, but OKdo has released a new product to help

As part of the RS Group and proud partners of Arduino, OKdo is excited to introduce the Arduino Plug and Make Kit—a fantastic resource designed to breathe new life into STEM learning in UK secondary schools. In today’s rapidly evolving educational landscape, where engagement and creativity are paramount, teachers need tools that can transform their classrooms.

The Plug and Make Kit

The Plug and Make Kit is all about accessibility. Designed for ease of use, it allows students to dive straight into electronics and coding without the steep learning curve often associated with these subjects. Imagine the excitement in your classroom as students quickly assemble projects, experimenting with their ideas in real time. This hands-on approach fosters confidence and cultivates a genuine love for learning.

One of the best aspects of the Arduino kit is its alignment with the UK secondary school curriculum. Teachers can seamlessly integrate it into lessons covering physics, computer science, and even design technology. Picture your students constructing a light-sensitive lamp or a temperature monitor, turning

theoretical concepts into tangible projects. Not only does this solidify their understanding, but it also makes learning enjoyable and relatable.

Collaboration is another crucial benefit of the Plug and Make Kit. Group projects encourage students to work together, brainstorm solutions, and share ideas—skills essential for future success. It’s rewarding to watch students navigate challenges as a team, developing both their technical and interpersonal skills in the process.

Moreover, the kit’s versatility allows educators to tailor lessons to their students’ interests. Whether it’s robotics, environmental science, or art, possibilities are endless. Imagine students creating interactive art installations that respond to sound or motion. These projects can ignite passion and curiosity, transforming your classroom into an innovation hub where creativity thrives.

At OKdo, we have a dedicated team of STEM education experts ready to help you get started. Our support ensures you can effectively integrate the kit into your lessons, maximising its potential.

The Arduino Plug and Make Kit is more than a classroom resource; it’s an opportunity to spark creativity and curiosity among your students. By integrating this kit into your teaching, you’ll boost engagement and equip students with essential skills for the future. Let’s embrace the joy of learning and unlock a world of possibilities in our classrooms. Your students are ready—are you? M

www.uk.rs-online.com/web/p/arduino/2877567

Meet Deesha: the AIpowered analytics platform for education leaders

A first-of-its-kind AI-enabled analytics platform, made to help educational leaders make data-informed decisions. Get insights on student performance, admissions, health & safety, staff retention, school finances, and more – all consolidated in an intuitive, centralised platform

Calling all education leaders: how many of the following issues are impacting your institution right now?

You are constantly pressed for time, juggling multiple responsibilities with little room to breathe and relax.

Your school’s data is scattered across various systems , making it difficult to get a clear picture of your institution’s performance.

You spend countless hours compiling reports and crunching numbers in Excel, when you could focus on strategic initiatives.

Budget constraints mean you’re always trying to do more with less, stretching your resources to the limit

You are sitting on mountains of data, but struggle to extract meaningful insights that could drive real change.

The thought of implementing yet another system , with all the training and disruption that entails, is daunting .

If you’re nodding along, you’re exactly who needs to see this. Keep reading, the solution you’ve been searching for might be just a few sentences away.

Introducing Deesha: A first-of-its-kind innovation in education technology

Deesha is an intuitive and AI-enabled analytics platform specifically designed for educational leaders who want to harness the power of their schools’ data without getting lost in the details. Too often educators find themselves drowning in numbers instead of nurturing minds. That’s where Deesha comes in. We’ve reimagined how schools interact with data. Our platform doesn’t just collect and present information – it connects the dots, revealing patterns and possibilities you never knew existed.

Deesha offers automated data collection and analysis, advanced correlation and forecasting tools, and user-friendly dashboards for informed decision-making. We bring all your school’s data together, providing a comprehensive 360-degree view of your institution’s performance on one screen.

Wondering if Deesha is right for your school?

Here are three reasons why it’s transforming schools and multi-trust academies across the country and why yours should join in:

One

platform, infinite possibilities

Say goodbye to data silos. Deesha brings everything under one roof: finance, admissions, human resources, academics, health and safety and more. There is no longer a need to jump between systems or piece together information from different sources.

Pay for what you use

We get it - every school is unique. That’s why Deesha offers unparalleled flexibility to create a bespoke package. You can tailor the platform by selecting specific metrics and modules that work with your school’s objectives, workflows and budget.

Less administration, more innovation

Deesha works tirelessly behind the scenes, automating data collection and report generation in real time. This means less time wrestling with spreadsheets and administrative tasks, and more time focusing on what really matters.

Wondering how these capabilities play out in actual educational settings?

Here’s how Deesha is making a difference in schools today.

We spoke to several school business leaders across the country and three challenges consistently emerged as top concerns. Let’s look at how Deesha turns these problems into opportunities:

Our attendance is dropping: What are we missing?

Did you know the Department for Education’s latest report revealed that pupils on Free School Meals might have lower rates of school attendance on specific days of the week or during certain times of the year?

Deesha can link attendance data with safeguarding records to spot students who might be avoiding school due to issues like bullying, enabling timely interventions.

It can also provide demographic insights. For example, Dessha can analyse how different demographic factors correlate with attendance rates, allowing for targeted support programs.

Enrolment trends:

Can we predict what’s coming?

Deesha can factor in national and international migration trends to refine your enrolment projections.

It can also combine ONS population forecasts, historical data, local development plans, and feeder school information for more precise enrolment and funding predictions.

Deesha also has the ability to analyse lead data, including inquiry sources and timing, to assess the likelihood of conversion from prospective to enrolled students.

We collect surveys, but they collect dust: How can we turn this data into action?

Deesha has got you covered, as it can extract valuable insights from feedback forms, student notes, and informal communications. It can also categorise and prioritise responses to address concerns proactively.

Deesha is able to understand why employees leave by analysing exit interview data. It can identify trends in departures across grades and tenure lengths to improve retention strategies. It is also able to monitor Net Promoter Score (NPS) data from parents to quickly identify and address concerns, leading to continuous improvement in school services. These hidden patterns in your data are key to transforming how you support your students and school staff.

Deesha can handle all this complex analysis in the background, freeing you up to focus on what matters most. With Deesha’s co-pilot integration, you will have your own personal data analyst, delivering automatic insights and recommendations at your fingertips.

Contact info@deesha.ai to book a free demo and experience firsthand how our platform can transform your school’s data management. M

BESPOKE SCHOOL BUILDINGS

I

s p a c e s

P E R F E C T F O R

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Improving the condition of school buildings

Following the RAAC crisis and last year’s damning National Audit Office report, we examine the issue of school buildings in poor condition and summarise the support that is available

There have been a number of reports highlighting the poor state of some school buildings.

The Department for Education said in its own Consolidated annual report in March 2021, that: “There is a risk of collapse of one or more blocks in some schools which are at or approaching the end of their designed life-expectancy and structural integrity is impaired. The risk predominantly exists in those buildings built in the years 1945 to 1970 which used ‘system build’ light frame techniques.”

A National Audit Office report into the condition of school buildings in 2023 found that 700,000 pupils are attending schools in need of major rebuilding or refurbishment.

Of course, since then, the issue of RAAC was thrust into the spotlight, with many schools having to shut fully or partially in September 2023. The issue had been brewing for some time, with investigations into collapsed school roofs in 2017 and 2018, and the Department for Education sending out a RAAC questionnaire E

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A National Audit Office report into the condition of school buildings in 2023 found that 700,000 pupils are attending schools in need of major rebuilding or refurbishment

F in 2022 to find out just how many school buildings were affected by the material.

Finally, the Health and Safety Executive declared in 2023 that: “RAAC is now life-expired. It is liable to collapse with little or no notice.”

The Department for Education has committed to funding the removal of reinforced autoclaved aerated concrete present in schools and colleges in England either through grants, or through the school rebuilding programme if the works a large and complicated.

But what other funding is available to upkeep the school estate, and fix some of the issues cited in these damning reports?

Funding to improve buildings

Schools are either eligible for a school condition allocation (SCA) or eligible for the Condition Improvement Fund (CIF), depending on their size and type.

Local authorities, larger multi-academy trusts (MATs) and larger VA school bodies

receive direct SCA to invest in priorities across the schools for which they are responsible. Smaller academy trusts, smaller VA bodies and sixth-form colleges are able to bid for CIF.

The priority for the funding is keeping education buildings safe and in good working order. This includes funding projects that address health and safety issues, building compliance and buildings in poor condition.

The government also provides urgent capital support (UCS), which is specifically for urgent condition issues that pose the threat of immediate school closure. Academies, sixthform colleges or VA schools are eligible to E

\F apply if they do not receive school condition allocations (SCA) and they need funding assistance to address urgent building condition issues that either put the safety of pupils or staff at risk or threaten the closure of the school.

The application will be considered only if there is a genuine and immediate need for UCS and it cannot wait until the next round of CIF. Urgent capital support funding is offered primarily as a loan, subject to an assessment of finances, and trusts may also be required to contribute. Grant funding will be provided only in exceptional circumstances.

If a school has urgent and severe condition need that it is unable to resolve, the government’s website says it should contact the Department for Education for advice.

School rebuilding programme

The government’s school rebuilding programme (SRP) carries out major rebuilding and refurbishment projects at school and sixth-form college buildings across England, with buildings prioritised according to their condition.

Schools are prioritised for the programme if they had buildings of specific construction types that require replacement or if they meet the highest condition need, identified in data collected in the Condition Data Collection. They are also prioritised if their buildings have severe and urgent condition need that meant they were a high priority for replacement, or if their buildings have risks that have the potential to cause significant harm to pupils and/or staff.

There are currently 513 projects in the programme, announced in 2021. However there has been criticism that the programme is not going fast enough, with only four schools completed, as reported in The Independent. This is despite the previous government’s promise it would cover 50 a year.

Insufficient capital funding has exasperated the problem of the poor condition of school buildings. The Institute for Government has highlighted that DfE capital spending was “cut sharply in real terms in the 2010s and remains substantially below the level in 2007/08.”

It is uncertain how the new Labour Government will tackle the crumbling school estate, with nothing announced at the time of writing. But with limited finances, it will be a tough job for this government to address the issue at the speed it’s needed. L

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Join the conversation around the education estate

With seven conference stages, more than 150 exhibitors, and over 3,000 attendees, Education Estates® is back and bigger than ever

What is the event for?

Education Estates® is an annual event that brings together the education community: from policy makers and designers to suppliers and educators. It showcases the best educational projects over the last year – the concepts behind them, the expertise employed in creating them and the experiences of learners using the space.

Held in partnership with the Department for Education, Education Estates® is the UK’s leading learning environments event and the only event of its kind focussing on the funding, design, build, maintenance and management of schools, colleges and universities. For educators, it is a key resource to gain valuable insight into upcoming policy, be inspired by innovative new projects and derive practical knowledge from experts in the sector. E

F Education Estates® is a place to meet like-minded people and be part of a network of educational leaders. All those involved in the event are passionate about delivering environments that foster learning, creativity and community.

Attendance is free for those directly employed in schools, colleges, universities, government and local authorities (including governors and independent schools).

There will be a two-day conference over seven themed stages, an exhibition showcasing some of the most innovative solutions and an awards ceremony celebrating excellence in the sector.

Event director of Education Estates®, James Lee, is excited for the upcoming event: “This year is the biggest and best yet. Each stage is a conference in its own right, enabling delegates to focus two full days on a key area of interest or select sessions across all the stages and gain a broader understanding of the challenges and opportunities in the sector. The event is particularly poignant this year and interest is at an all-time high, generating the highest ever number of registered attendees.”

The exhibition will be the largest to date, with a wide range of main contractors, architects, consultants, and suppliers of vital products and services designed for the education sector

The conference programme offers delegates innovative ideas to current challenges, with presentations exploring every facet of the project and experiences from concept through to end user.

The exhibition will be the largest to date, with a wide range of main contractors, architects, consultants, and suppliers of vital products and services designed for the education sector. Many will be showcasing projects and demonstrating products on their stands, making it the ideal place to source products and services that can have a positive impact on learners’ experiences. E

LOCAL AUTHORITY & ACADEMY FUNDED SCHOOLS

Broadway Leasing has a long history in helping schools access finance to equipment.

The recent adoption of the Accounting Policy changes, together with advice provided to schools from the Department of Education (DfE) means Broadway Leasing is able to facilitate Finance Lease arrangements to eligible schools (as opposed to Operating Leases).

The DfE has provided schools with a pre-approved list of assets that they’re able to finance without the consent of the Secretary of State for Education.

Broadway Leasing is only able to organise the funding of the lease assets as per the guidance provided by the DfE.

DfE asset guidance when leasing

IT equipment (for example laptops, tablets, desktop computers, printers, photocopiers, servers, door entry security systems, CCTV Systems, whiteboards and touch screen boards)

Telephony (for example mobile phones, landline phones and telephone systems)

Catering and cleaning equipment (for example tills, water coolers, vending machines, dishwashers, washing machines, ovens, fridges, freezers, water, boilers, small kitchen appliances)

Furniture (for example desks, tables and chairs)

Bathroom and sanitary items (for example hand dryers, towel dispensers, sanitary bins)

Gym equipment (for example treadmills, free weights and weight machines, rowing machines and exercise bikes)

Groundskeeping equipment (for example lawn mowers, string trimmers, leaf blowers and salt spreaders)

Minibuses and other vehicles for the use of the school

Leases related to temporary classrooms and equivalent structures (but not land leases they sit on)

F The Education Estates® Awards sells out every year. The shortlist has been released and the winners will be announced on the night by comedian Hugh Dennis. New for this year is the Education Estates® People’s Awards, recognising incredible talent and passion in education.

Kerry Whittle, head of Capital Projects and Maintenance at Blackpool and Fylde College attended for the first time in 2023 and explains what she gained from taking part: “Being new to the education sector and in particular managing Estates, I felt it was important to understand the challenges that the sector faces and how fellow professionals are achieving success and solutions for their sites and campuses. The topics and speakers

The shortlist for the Education Estates® Awards has been released and the winners will be announced on the night by comedian Hugh Dennis

were informed and relevant, and the exhibitors provided a welcome approach to questions and potential solutions and new innovations.”

What are some highlights of the event this year?

Matt Robinson from Learning Through Landscapes will discuss climate adaptive school grounds.

Emma Greenland will represent Anderson Acoustics to explore what building bulletins don’t cover. There will also be a discussion covering how to maintain good quality building from design to handover with Nick Coke (WT Partnership), Linda Stevens (CIOB) and Jo Marchant (The Boxing Academy). E

F DHA’s Matthew Blythin and Catherine Ward from HLM will speak about whether design reviews deliver for education development.

Becky Hayward from Buro Happold will also analyse how to enhance higher education spaces through data-driven insights. Additionally, Robert Hopkins (AHR) and Tim Hosker (University of Huddersfield) will look at how to integrate academia with community and commercial spaces. Finally, Dave Clark from Lincolnshire County Council and Lorna Crowther of Kier Design will look at education in the secure environment.

How can I attend?

The event will take place on 15-16 October 2024 at Manchester Central.

Attendance is free for the public sector*, including access to all of the conference stages and the exhibition.

Private sector attendees can register to attend the exhibition for free or book as a delegate for access to the conference.

Education Estates® 2024 Sponsor Partners are Arcadis, AtkinsRéalis, Clevertronics, Galliford Try, iAM Compliant and TG Escapes modular eco-buildings. L

* This includes those directly employed in schools, colleges, universities, government and local authorities (including governors and independent schools).

How to decarbonise a school estate

An iterative process, driven by heating plant conversion and available power capacity

In practice school estate decarbonisation offers plenty of challenges and the solution at any school will need to be carefully crafted and executed. However, the process can be broken down in principle into a few steps. Here’s an easy guide:

1. Measure

Establish the current situation: how much energy is being used, and where? This is the baseline against which progress can be gauged. It will also provide early indications where improvements could be made.

2. Reduce

Reduce the energy demand as far as practicable, through efficiencies. This will reduce the school’s operating costs, regardless of the type of heating plant in use. It will also reduce the capacity of replacement low-carbon heating plant required in due course. Since low-carbon heating plant is expensive, this is more important than it has been in the fossil fuel era.

3. Source energy from low-carbon systems

With ‘2’ done, whatever energy is still required needs to be generated by low-carbon systems:

Heating plant . This is the key step in the process. It will usually mean installing heat pumps, but some sites may be better served by a combustion system, meaning biomass.

Transport . Switch to EVs, when the market is right; and it will usually make commercial sense for the school to have its own EV charging points.

Power . The national grid is being decarbonised, so the school does not need to do anything about power decarbonisation for its own sake. However, installing on-site

generation will reduce exposure to expensive grid electricity and reduce the school’s operating costs. Measures will also be required to ensure enough power is available to run any heat pumps, which may entail a grid upgrade.

Systems integration . All the energy systems need to work together to optimum effect so that the school is using the cheapest available source of energy at any given moment. This means approaching the school’s conversion holistically: projects done in isolation, in the absence of an estate-wide plan, might turn out to be unhelpful – at worst they might prove costly mistakes.

4. New builds

New-builds must not exacerbate the net-zero challenge. This usually entails spending more on the building than otherwise intended, so that the building is more efficient – and cheaper – to operate. And please make them compatible with heat pumps: no more gas boilers in new buildings! M

Nigel Aylwin-Foster, director, ReEnergise

Industry Insight: Finance systems in MATs

We spoke to Glen Hyde, education sector lead at iplicit, to understand what multi-academy trusts (MATs) should consider when it comes to financial strategy

How important is technology in shaping and facilitating a MAT’s business and finance strategy?

It’s vital. Without the right technology, MATs can’t be confident that they’re making decisions based on the highest quality information and channelling their resources in the way that best supports education. With any organisation, you need to have technology aligned to an operational strategy. Whether you’re a sole trader, a charity, an SME or a large corporation, a good technology stack is crucial.

It’s no secret that schools don’t receive the level of funding they would expect to deliver their desired pupil outcomes. Because of that, MATs are budget-led organisations. Having the best finance software is critical to getting clear insights into income and

expenditure. It’s not a “nice to have” that makes life easier for the finance team – it’s essential to delivering the best education.

Why, and how often, should a MAT review its finance and business strategy?

There are a lot of variables but as a general rule, a three-year cycle is good practice. That’s currently about right to take into account advances in technology, such as the movement from serverbased software to the cloud, or the rollout of AI.

But there are other events that should prompt a review – such as the political landscape, the introduction of new policies or even a change in government, which is obviously high on the agenda at the moment.

For MATs, the growth of the trust is another consideration. If you’re in a period of growth or

facing a possible merger, this is a critical event that should be a trigger for a review, rather than waiting for the three-year cycle to come around.

When procuring a new finance system, what are the key considerations for MATs?

You don’t want to go through the process of procuring a new finance system more often than necessary. It’s a pillar of the MAT’s infrastructure, so you need to consider what’s right now and in the future. A few key questions are: Is it scalable? MATs rarely stand still, so can the system support growth and continue to meet the MAT’s needs if it restructures or centralises? Can scaling be done without costly professional services or downtime? You’ll probably want to control the structure and configuration of the software without the need for external input. Is it truly cloud-based? Browser-based systems are the new norm, and they help support a MAT’s whole infrastructure, streamlining the integration between different applications and the transfer of data between them. Is it intuitive? Users need to be able to get the hang of a system quickly. Training is always required on new software, but if your gut instinct is that you could navigate your way around the system after a short introduction, that’s often a good sign that the wider organisation will get on well with it. Can you have input into the future direction of the finance system and feedback on any enhancements that could be made as technology moves forward?

What does the Academy Trust Handbook say? However well you know the landscape, the handbook lays out the financial processes and reporting standards required by ESFA and other stakeholders. It’s well worth referring back to it to make sure any software you’re considering supports those.

How important is it to give robust and frequent training to staff using a MAT’s finance system?

With increasing workloads this can be overlooked. Regular refresher training is a must in any job role. This is often the difference between unlocking efficiencies or just treading water. Users of any software fall into habits, both good and bad. If they are not given a new perspective from experts, then how can anyone expect them to get the most out of any product?

Glen is a multi-academy trust specialist with over 13 years’ experience in supporting MAT finance projects, focusing on digital transformation and how the right software can support growth and efficiency. Glen also volunteers as a school governor with a focus on school budgetary control and effective spend.

Education finance solutions should have sufficient depth to support the detailed financial requirements MATs have. It’s only through regular training that users can unlock the full potential of these solutions. Training does not have to be in the traditional sense of paid face-to-face or classroom sessions. Modern systems provide online guides, learning management tools and lots of other ways to access training content. This allows users to evolve their knowledge at a pace and time that suits them. M

FURTHER INFORMATION

www.iplicit.com

Glen Hyde, education sector lead, iplicit

Will the new government spark more support for zero carbon schools?

What’s the national picture on support for zero carbon schools, and how can individual schools take action themselves? Alex Green, head of the Let’s Go Zero campaign, finds out

Lowering the carbon emissions of our schools – and helping them prepare for the impact of climate change – is a major challenge. But the rewards of taking action are enormous, too. From lowering energy bills to inspiring students, climate action can make a difference in every classroom. What’s more, there are lots of practical steps schools can take, from changing up menus and nurturing gardens to saving money with solar panels. There are free support and resources available to help make plans a reality, and students will love getting involved in green projects – which are often a great learning opportunity.

So what’s the national picture on support for zero carbon schools – and how can individual schools call for change, and take action themselves?

School building upgrades

After winning power this summer, prime minister Keir Starmer declared five missions for the government. They include “transforming the UK into a clean energy superpower” and “breaking down barriers to opportunity for every child”. Zero carbon schools can play a big role in achieving both goals, bringing positive change to our communities. At the heart of this challenge is our crumbling school buildings. Around 24,000 of them E

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F are still in use despite reaching the end of their ‘design-life’ – the length of time they were expected to last for. Many are draughty or poorly insulated, with outdated heating and energy systems. That helps explain why education is the public sector’s largest emitter of carbon from buildings – and why last year energy bills sucked an estimated £1.8 billion from alreadystretched school budgets. With significant energy price rises expected this winter, the impact of this problem will only get bigger.

The same aging buildings are also prone to overheating: a growing danger. Global temperatures are expected to rise by at least 2°C, a prospect that’s inevitable if emissions aren’t radically cut soon, which would leave schools in England overheating for one third of the academic year.

Both these problems threaten student learning as well as school finances. Poorquality buildings also make staff retention and recruitment more difficult, and send a terrible signal about the value we place on education in the UK – how can we expect students to learn, or teachers to teach, if we can’t provide a decent environment for them?

Sustainability is being tackled more in newbuild schools – but to achieve our climate goals and create a decent learning environment for all young people, much more work is needed to upgrade existing schools. However, the Department for Education (DfE) estimates that

Sustainability is being tackled more in new-build schools – but to achieve our climate goals and create a decent learning environment for all young people, much more work is needed to upgrade existing schools

at current rates only 20 per cent of the existing school estate will be retrofitted by 2050.

School retrofit and decarbonisation was a disappointingly weak area across many of the general election manifestos, including Labour’s. More promisingly, the prime minister’s first speech on the steps of Number 10 included a pledge to “rebuild the infrastructure of opportunity [...] brick by brick.”

Even with the best quality education in the world, students cannot learn effectively or safely in schools that are not fit for purpose. Labour’s first budget, coming this autumn, should show that this issue is a priority for infrastructure investment.

Let’s Go Zero calls for action

How can educational settings accelerate change? By signing up to Let’s Go Zero, the campaign for all schools, colleges and nurseries to be zero carbon. We’re working with the government to find solutions to the problem. And the more schools back the campaign, the stronger our voice as we call for urgent action.

As well as calling for more funding, we’re also pushing for changes that make it easier for schools to finance green building upgrades. Changes like new loan schemes and relaxed borrowing and VAT rules – as well as enhanced clearer guidance for schools. It’s not clear how quickly new funding and opportunities will be available for schools.

But there are practical and cost-saving steps around energy saving they can take right now. Let’s Go Zero can help with these too. Good examples are switch-off campaigns –making sure electrical devices are powered down when not in use. If you have a school ecoclub, they can get all your staff and students involved. Switching to more efficient products – like LED lighting – can pay back quickly too.

It also pays to make sure your heating system has been serviced, and is only in use where E

F needed – that it’s not heating empty rooms, coming on too early in the morning or late in the day, or operating during the holidays. More ambitious measures will also save cost and energy too: like installing solar panels or, where appropriate, heat pumps. This might seem daunting, but there are specialist companies and community organisations experienced in supporting schools to source, install and run these technologies. Adopting them is an inspiring statement to your students and community – as well as a chance for learning. If your school is in England and you want to take action, on buildings and energy or any other climate challenge, we recommend contacting your local Let’s Go Zero climate action advisor. Working in regional teams, these advisors offer free support and guidance to schools of every kind. With online consultations and in-person visits, their impact includes helping schools find funding for green projects –and sparking collaboration with other schools.

Great green ideas and funding

With support from the Let’s Go Zero climate action advisors, schools across the UK are making cost and carbon savings – and securing financial help to take action. From quick wins to more ambitious projects, there’s lots to be inspired by.

A close look at morning energy use identified carbon and cost-cutting opportunities for one diocese trust in the West Midlands. Its estates and facilities business partner reported: “After you raised a concern around the timings on the heating system... we have looked at nearly all heating controls of our 22 schools and they are all reaching 20 degrees by 6am. So, we are now addressing this and the impact will be huge for our cost savings.”

Seek out match funding

One Derbyshire school was struggling to find the full £14,000 needed to install solar panels, despite its committed PTA raising half the amount. Let’s Go Zero advisors helped the school secure the rest of the funding from other sources – local experts Hope Valley Community Energy, and grant-giving organisation the Garfield Weston Foundation.

Get help bringing green spaces to life

Advisors have also helped schools revive or improve outdoor spaces. They have unlocked support from sources such as the National

Education Nature Park, which has given £10,000 grants to schools across the UK. These grants, and others like them, have planted the seeds of exciting projects such as new orchards, memorial gardens, ponds and bug hotels. Visit letsgozero.org to join the thousands of other schools moving to zero carbon. M

About the author

Alex Green is the head of Let’s Go Zero for Ashden, a UK climate solutions charity. Alex leads on Let’s Go Zero, a campaign that supports UK schools working together to be zero carbon by 2030. She leads the national Let’s Go Zero climate advisors network and sits on the DfE User Group for their Sustainability & Climate Change Strategy and previously managed Ashden’s sustainable school awards and peer to peer LESS CO2 programme.

Alex has a Masters in Environmental Management from the University of Cape Town and previously worked running an environmental business awards scheme for a local authority, supporting small businesses to cut carbon and regulating industry at the Environment Agency.

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www.letsgozero.org

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Protecting schools from fire

Calls for all schools to be fitted with the appropriate fire safety precautions have grown, especially now the final enquiry into the Grenfell Tower tragedy has been released

The final enquiry into the Grenfell Tower tragedy was released earlier this month, and unveiled the “systematic dishonesty” from the manufacturers and sellers of the flammable cladding that surrounded the building.

Despite safety tests conducted in 2001 that revealed the type of cladding of concern “burned violently,” the results were kept confidential and the government did not tighten any rules. This, along with a string of other failures due to incompetence or greed, lead to the deaths of 72 people in 2017, 18 of whom were children. It is the deadliest fire to occur in a residential building in Britain since World War Two.

The report criticised the then government, the local authority of Kensington and Chelsea, the industry, regulatory groups, specific individuals and an ill-prepared fire brigade for years of inaction over fire safety in high-rise blocks.

“Not all of them bear the same degree of responsibility for the eventual disaster, but as our

reports show, all contributed to it in one way or another, in most cases, through incompetence, but in some cases, through dishonesty and greed,” enquiry chair Martin Moore-Bick said.

“The simple truth is that the deaths that occurred were all avoidable,” said Moore-Bick. The fire shocked the country and prompted investigations into other buildings that could be at risk, including schools and colleges.

We take a look at what fire safety measures schools should have in place, and how they can prevent a blaze from taking hold.

Cladding in schools

Cladding is an aspect of building work that became increasingly scrutinised after Grenfell. The term refers to the outer skin applied to a high rise building to increase thermal energy efficiency or improve aesthetics, while not adversely affecting weather resistance, according to the Fire Protection Association

The cladding element is non-load bearing, which means it is not structurally integral to E

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F the building itself. It can either be retrofitted to an existing building or incorporated into the design of a new building. Most school buildings have cladding of some kind, but the type of cladding should be confirmed on a case-by-case basis.

Grenfell prompted the government to ask councils to identify whether any schools in their borough have cladding and are over four storeys high, with schools urged to replace any flammable cladding

In 2019, four schools under Essex County Council were found to have been potentially fitted with the same type of dangerous cladding used on Grenfell Tower – Aluminium Composite Material (ACM) – according to a report compiled by the Independent Property Review Commission. ACM cladding was included in the Grenfell enquiry as “a source of fuel” due to the flammable polyethylene core, and councils were made aware of its dangers years before the blaze. Because the cladding surrounded much of the tower, the fire quickly spread around the top of the building and down the other sides via the highly flammable architectural feature. Grenfell prompted the government to ask councils to identify whether any schools in their borough have cladding and are over four storeys high. Schools are urged to E

F replace any flammable cladding, as well as identifying asbestos in buildings.

Indeed, urgent fire safety work is due to start on Winston Churchill School in Surrey to fix dangerous cladding as soon as possible. Surrey County Council identified that the cladding and curtain walls do not prevent fires from spreading through the main building or science block, and that the danger poses a serious risk if nothing is done. Lessons are expected to carry on whilst the repair works are undertaken, and smoke and fire detection systems are due to be upgraded.

The case for sprinklers

Another fire safety precaution that has been highlighted in the aftermath of the final Grenfell Tower report is sprinklers.

Sprinklers are mandatory in newly constructed school buildings in Scotland and are a condition of government grant funding in Wales, but there is no such requirement in place in England or Northern Ireland.

According to 2017 research by the National Fire Sprinkler Network, sprinkler systems have an operational reliability of 94 per cent, and when used extinguish or contain the fire on 99 per cent of occasions across a wide range of building types.

ACM cladding was included in the Grenfell enquiry as “a source of fuel” due to the flammable polyethylene core, and councils were made aware of its dangers years before the blaze

In 2020, it was estimated by RICS that there are around 1,000 fires in schools annually in the UK.

Zurich Insurance also published results of its risk management survey of 1,000 UK schools in 2019 which shows that 67 per cent of English schools are rated as ‘poor’ for fire protection systems.

The BB100 consultation in 2021 did not mandate sprinklers in all new schools, instead outlining non-statutory guidance for sprinklers in new special needs schools and those above 11 metres.

The decision of the UK government to not make sprinklers a prerequisite of school design

has been contested over the years, and the cause was renewed after the Grenfell tragedy.

For example, the National Fire Chiefs Council (NFCC) has called on the government for “greater inclusion” of automatic water suppression systems (AWSS) in the built environment, including schools, student accommodation, and care homes, irrespective of building height.

Smoke detector and fire alarms

Early warning systems, such as smoke detectors and fire alarms, are essential in buildings to alert everyone in the vicinity about a potential fire threat.

A freedom of information request from the Mayor of London in 2021 found that 116 schools did not have fire detection systems, such as smoke alarms, fitted. This represents approximately almost seven per cent of the total number of schools recorded in London Fire Brigade systems.

The UK government has dictated that all schools should be provided with a suitable electrically operated fire warning system in accordance with BS 5839-1. The fire alarm

may be used as a class change signal in schools to indicate start or finish of pre-determined periods.

To avoid the risk of confusion, the duration of such class change signals should not exceed five seconds.

A voice alarm system can also be used, and can form part of a public address system and give both an audible signal and verbal instructions in the event of fire.

Deaf or hard of hearing people may not be aware that an alarm has been sounded if they are not with other people. Flashing beacons are required in toilets and any other areas identified as places where people may be on their own.

The UK government’s fire safety guidelines for schools recommend that fire drills be performed at least once a year and preferably once per term, at varying times of day. Fire assembly points and fire safety signage should be kept up to date, with any changes to fire escape routes clearly communicated to all. Finally, fire doors should be operational at all times and never propped open. L

School meals: healthy and sustainable?

Educational environments are looking for ways to reduce their carbon footprint. Robyn Quick looks into how schools meals can play their part

Children across the UK are increasingly concerned about the climate crisis. Charity organisation Save the Children conducted a survey, where 60 per cent of the young participants said they think climate change and inequality are affecting their generation’s mental health.

The survey found they often feel powerless, and wanted the government to do more to protect the world they will inherit.

Food waste is one of the biggest issues that needs to be tackled. Over one third of all food produced globally goes to waste, and the UK throws away around 9.5 million tonnes of food waste in a single year – even though 8.4 million people in the UK are in food poverty.

Additionally, school food is the biggest area of public sector food procurement in the UK. According to this month’s International Panel on Climate Change (IPCC) report , food systems are associated with roughly 42 per cent of global greenhouse gas emissions. However, this is one aspect of climate action that young people can feel they can make real change, especially with the help of their teachers. On top of this, statistics from Brunel University show that a total of 68,000 tonnes is generated by primary schools in England and 28,000 tonnes by secondary schools, giving a total food waste weight of 96,000 tonnes per year. Growing and sourcing food sustainably can help students feel like they are playing E

F a part in reducing this amount of food waste from schools, as well as improving their physical and mental health.

Here are some positives that come with sustainably sourcing school meals:

It improves education about waste

This is an obvious one, but it is one of the best reasons to grow food sustainably for schools.

Lowering the carbon impact of schools isn’t just a concern for children, as school staff and the government are saying they are dedicated to making change in the education industry.

UK landfill is nearing full capacity, which means it is not a suitable place to dispose of food waste.

Any food composting and reduction of waste, however small, makes a difference.

There have been increasing efforts in the past from the government to reduce the levels of food waste in households, businesses and public buildings.

In 2022, the Department for Education released its strategy on environmental sustainability in education settings in England with action steps from now until 2030.

Food forms part of this plan and, by 2025, the School Food Standards will have been updated to include the impact of food emissions on the environment.

However, the new government has not detailed their plans for tackling food waste in education settings in their manifesto.

This means the future is uncertain in terms of firm plans that will be introduced by the government to reduce food waste especially in education, but schools have the opportunity to show students that change can still be made.

Instead of feeling helpless in the fight against the climate crisis, it can encourage them to learn about how to recycle and reduce waste. This may even result in students taking a more active role in food waste initiatives.

More learning opportunities

As well as reducing waste in schools, making meals sustainable can encourage students to have new experiences.

One way of involving students in the meal preparation is to set up a school garden. Fruit and vegetables grown in the garden can then be used for school meals, and encourage children to eat what they have produced.

Dr Bethan Stagg from the University of Exeter and Professor Justin Dillon, from UCL, assessed the evidence around teaching conservation and ecology.

She said: “Ecological gardens provide opportunities for in-depth observation of ecological interactions, develop empathy with living organisms and to increase interest in the natural environment and how our actions affect it. Active interactions with plants through gardening and planting activities, are particularly effective for fostering plant awareness.”

Working in a school garden provides a break from sitting in a classroom, and allows students to get stuck into more abstract hands-on learning.

In big UK cities like London or Birmingham, many children will not have been exposed to farming and growing methods. With gardens in an educational setting, they can learn to understand the natural growth of plants — from seeds to sprouts to flowers to fruits — and the impact that rain, drought and other forces of nature have on plant life.

Being exposed to green spaces on a regular basis has been proven to improve mental health for both adults and children. For example, Michael Marmot remarked in his 2010 review that “creating a physical environment in which people can live healthier lives with a greater sense of wellbeing is a hugely significant factor in reducing health inequalities”.

The RHS Campaign for School Gardening has a whole host of recommendations and tips for setting up these gardens.

Setting up a garden does not require any expertise, just enthusiasm, some tools and teamwork.

Students can have healthier school meals

Finally, sustainable meals often rely less on meat-based dishes and more on plantbased recipes. Almost five per cent of the UK population have a vegetarian or

Sustainable meals often rely less on meat-based dishes and more on plant-based recipes. Almost five per cent of the UK population have a vegetarian or vegan diet, showing that more people are exploring different food

vegan diet, showing that more people are exploring different kinds of food.

At the London Climate Action Week in July this year, the UK Children’s Parliament members endorsed plant-based school meals.

Harry Acheampong, former Youth prime minister, and Youth prime minister of Youth Parliament Clark Dearson both said they want to see sustainable plant-based meals available at all schools across the UK.

“We all need to think about incorporating more plant-based meals into our diets,” said Acheampong, as reported by the Daily Express .

Dearson added: “All schools should embrace the inclusion of plant-based ingredients in their menus.”

Sourcing food from sustainable sources and expanding schools food menus can also introduce children to new diets and flavours. L

Revolutionising School Catering

Proud to be different

Outstanding food quality and commercial benefits for schools across the UK.

Find out more here

Going back to school never tasted so good

Rupert Weber, head of education at apetito, explores why now is the ideal time for schools to look at revolutionising their catering provision

With schools across the country getting ready to open their doors for a new academic year, there is no better time to ensure that the food being served to pupils is up to the mark, offering nutritious, balanced, and delicious meals that fuel both body and mind. However, against the backdrop of tightening budgets, labour challenges and rising costs, it is becoming increasingly hard for schools to ensure the quality of their meal’s services. The current landscape means that many schools and contract caterers are trying to cut costs – which for some means cheaper ingredients, reduced portion sizes, or offering a limited menu that lacks variety and nutritional balance. While these measures may help balance the books in the short term, they can have long-term consequences for students’ health and well-being.

We’re proud to be different

At apetito, we’re proud to be different. We understand the critical role that good nutrition plays in academic success. That’s why we’re revolutionising school catering with our premium pre-prepared meals, designed to not only be tasty but also meet the highest nutritional standards. Helping the 25,000 pupils we feed every day to stay focused and energised in their lessons. Every single one of our over 150 dishes have been created by our

award-winning team of talented in-house chefs, dietitians and nutritionists, so both schools and parents can be assured that each meal served will be of the highest quality and nutrition.

We have the chefs, so schools don’t have to

In fact, one of our Development Chefs has just recently made it to the final of the prestigious National Chef of the Year competition, previously won by Gordon Ramsay – we like to think of it as we have the chefs, so schools don’t have to.

We’re proud that our meals are loved by pupils and teachers alike – and better still, can be cooked easily from frozen by catering teams and anyone who has the right food safety training. With a dedicated team on-hand to help with everything from menu planning, plate presentation, and portion control, our revolutionary meals solution is stress-free, straightforward and offers schools a brandnew way to serve delicious meals.

Whether you’re looking to improve the quality of your meals, reduce costs or simplify operations, apetito is revolutionising school catering to make it easier than ever. Let us partner with you to provide meals that not only meet but exceeds expectations, ensuring a successful and healthy academic year for all. M

Learn more about how apetito can help schools navigate their catering needs by visiting https://apetito.link/EB or contacting 01223 634845

Thinking about planning a school trip? Just do it!

School Travel Forum shares advice on how you can make sure your overseas school trip is as enjoyable for you as it is for your students

As a pupil, school trips just happened. We took notes home, packed bags and excitedly boarded buses, trains, ferries or planes. As a teacher, the idea of taking 30 or more students away can be a daunting prospect.

School Travel Forum is the leading association for school travel and tour operators. Here they share their advice on how you can make sure your overseas school trip is as enjoyable for you as it is for your students.

Start planning early

The earlier you start planning, the better the experience will be and the more confident you will feel.

Ideally, you should start planning nine to 12 months in advance of your desired departure date. For long-haul trips or more complex tours, the advice is to start planning at least 18 months in advance. Planning early means you are more likely to get the accommodation and excursions that you want on the desired dates.

You may also benefit from early booking rates or special offers. You will have more time to get information out to (and back from) parents and carers. There will be adequate time to complete any risk assessments and checks.

You will also be able to incorporate the destination or activities that you will be doing into your lessons so it becomes an integral part of your student’s learning experience. Additionally, there is time for other teachers at school to adjust their teaching plans so students on the trip don’t miss assessments or crucial subject information.

Think about what, not where Decide what your desired learning outcomes are for the trip. Do you want to build teamwork and communication skills, or do you want your students to build their understanding of a period in history? Maybe you want to develop sporting or language skills.

Think laterally, too. You could achieve multiple objectives with a two-centre stay, or one trip could support several different subject areas. Once you have established your objectives talk to a school tour provider, they will help and advise on the best location and/or the best itinerary to achieve these.

Try something new

It can be easy to continue with the tried and tested route by returning to the same country, visiting the same places, following the same programme year after year. But is the traditional experience the best option for the group this time round?

No group of students is the same, the curriculum evolves, and new opportunities arise – think exhibitions, museums and attractions. A trip that was set up five or six years ago might not be the best experience for the group you intend to take next.

Again, a good tour provider will be able to advise you on what is available, what is possible and will build the best trip for your group.

When to go

Many schools have a dedicated ‘residential’ or ‘activity’ week towards the end of the summer term. While this can make lesson and curriculum planning easier, it may not support your planned learning objectives.

Organising a school trip early in the academic year means you can incorporate the learning gained during the trip within your lessons, making the trip part of the whole learning experience.

Spending time away together can also improve how students relate to each other and work together. You will also get to know your students much better too. An autumn E

F or spring trip means you have time to capitalise on these relationships.

Setting a budget

Many factors influence the cost of a residential - travel distance, mode of transport, duration, activities and so on. At a time when school and home budgets are stretched, there are several ways you can ensure best value. Depending on the nature of the trip, taking a group away during less popular times, such as January, March or November, can help to reduce accommodation and transport costs. Look at covering multiple subject areas within one trip. A trip to northern France for example can encompass History, Modern Foreign Languages and Art, while Washington offers the chance to explore Politics, Art and Economics/Business.

Consider the duration of your trip. Organising an early departure one day and late return the next means your students can enjoy two whole days somewhere like France, Belgium or Germany and only incur one night of accommodation costs. Wherever you decide to go, make sure you examine the quoted price carefully. Does it include all costs – what about lunch or dinner on the journey out or return? Are you planning any excursions whilst you are away and if so, are the costs for these activities included? As well as ticket costs, there may be additional transport costs, so check if the quote covers this.

The best way to make sure that you have factored in all costs is to use a school tour provider. They will outline exactly what is included in the trip

price and if there are any extras that the school/parents need to be aware of.

Once you know what the trip will cost, you can look at ways to cover some or all of these costs. Students could hold fundraising activities – you could talk to your school’s PTA about helping with this. Or you could set up staged payments for parents/carers. Depending on the nature of the trip, there may be trusts or grants that you could apply to for funding support or local businesses may like to sponsor places. By starting your planning early, you will have time to ensure the trip is financially accessible and affordable to your pupils.

Keeping parents informed

Make sure you give parents/carers plenty of notice about upcoming trips, and provide them with enough information so they can make a decision. Include a brief overview of the trip - cost, dates, times, venue, details of staff accompanying the trip, destination and purpose of the trip.

Consider holding an information evening where you can talk through the trip - what their children will be doing, how the trip supports in-classroom learning, details of the travel company (if relevant), payment plans, any fundraising ideas etc.

Ensure parents and carers have all the necessary dates – for completing forms, payment schedules etc. Make it clear if any payments are refundable or not should a child withdraw at a later stage.

Once you have commitment from parents and carers, send regular communications. You could time these to coincide with payment reminders. Here are some examples of what

you could include with your communications: a copy of the itinerary, a kit list, and an overview of the standard of behaviour expected or a behaviour agreement. Explain if mobile phones will be permitted on the trip or if there will be any restrictions aroung their use. Detail key timings (departure and arrival) and emergency contact numbers and ask for any necessary documentation (passports, visas etc).

Enlist support

There’s no denying that organising a school trip takes time and effort. You can spread the load by involving colleagues and there are a wealth of resources available to help guide you through the planning process.

Talk to colleagues and ask for their experiences or recommendations. If your school has an education visits coordinator, they will be able to help you complete the necessary paperwork.

Look for the LOtC Quality Badge – the Department for Education recommends that if a school is using an external provider for an educational visit, they choose one that

The Thames Barrier

The Thames Barrier

Organising

a school trip

early in the academic year means

you can incorporate the learning gained during the trip within your lessons, making the trip part of the whole learning experience

holds the LOtC Quality Badge. All School Travel Forum members hold this award.

The Outdoor Education Advisers’ Panel website has checklists, guidance and advice for planning educational visits and residentials.

School residentials and trips provide students with opportunities that just can’t be achieved in the classroom. They help students to grow emotionally and become more independent. Being part of this journey is as rewarding for teachers as it is for the students themselves. So if you are thinking of planning a residential, just do it! M

FURTHER INFORMATION www.schooltravelforum.com

The Thames Barrier

On the River Thames, view one of London’s iconic structures from our where you can learn how the Thames Barrier was designed, built and

the River Thames , view one of London's iconic structures from our grounds. Visit our Information Centre, where you can learn how the Thames Barrier was designed , bui lt and works.

On the River Thames , view London's iconic structures fro grounds. Visit our Information where you can learn how the Barrier was designed , bui lt and

Our packages and prices a available on our website

Our packages and prices are available on our website

www.gov.uk/the-thames-barrier

Our packages and prices are available on our website

Please tephone 0208 305 4188 or email us at Thamesbarrierthe view@environment-agency. gov.uk

Please note there is no access on the Thames Barrier Structure. Plea se tel ephone 0208 305 41 61 or email us at Thamesbarrierthe view @environment-agency.gov.uk

Please note there is no access onto the Thames Barrier Structure.

Please telephone 0208 305 4161 or email us at Thamesbarriertheview @environment-agency. gov.uk for more details

Please tephone 0208 305 4188 or email us a Thamesbarrierthe view@environment-agency gov.uk

Please note there is no access on the Thames Barrier Structure. Plea se tel ephone 0208 305 41 61 or email us at Thamesbarrierthe view @environment-agency.gov.uk

Please note there is no access onto the Thames Barrier Structure

Please note there is no access onto the Thames Barrier Structure.

Sharing SMART damp and mould knowledge

Cornerstone Management Services Ltd, a company providing independent expert property health surveys, is excited to advise the launch of a new platform aimed at sharing knowledge for timely solutions

With a significant history surveying buildings reported to be suffering damp, condensation or mould related issues, Cornerstone can advise that of nearly 6,000 surveys to date, 91 per cent of the structures were dry and of that sum, almost all (99 per cent) suffered ventilation related issues.

It’s common for those observing mould to believe they are in a wet structure, but this is not the case in the majority of our investigations. Suffice to add, mould does not always need moisture to develop.

More importantly, an initial understanding is that damp and mould are separate entities and would require bespoke approaches for each issue. Damp tends to identify itself with spoiling, blistering, cracking and darkening of surfaces and, mould can reside on any surface where respective nutrients are available including structures and contents items. If the conditions are suitable for a number of days, their development can occur in the absence of wet or damp buildings.

Cornerstone believe a uniform framework is necessary to uphold bespoke approaches to such reported problems. Why? Because we are still dealing with damp, condensation and mould in 2024. Any initial considerations for upholding the Net Zero journey could, in the absence of a defined understanding of the structure, escalate the problems.

A key deliverable is to be able to investigate the issues immediately they are observed alongside recognisable solutions and causes. A new Property Health App with Cornerstone’s knowledge embedded in the process delivers the timely guidance with onboard SMART knowledge delivering a greater understanding of structural and atmospheric contributory behaviour in a recognisable manner alongside simple yet key challenges to reduce the potential.

The uniform process will underpin confidence with repairs or improvements providing timely guidance for an improved healthier internal working and learning condition.

Contact us now to learn more of this unique process.

Ice or snow, be ready to go

Education through the academic year brings different risks to manage. In the autumn term, a school’s estate team should start to review how they will manage slips and trips. Jeanette Harris, committee member of Education Group at the Institution of Occupational Safety and Health, shares some advice

Working in education is like being on a constant treadmill. “No two days are the same”, a colleague of mine would regularly quote at the end of the day, and he was right. Education through the academic year brings different risks to manage.

In the autumn term, a school’s estate team should start to review how they will manage slips and trips which are more prevalent in the autumn and winter months.

The Health and Safety Executive (HSE) states slips and trips happen during these seasons to a number of key factors: there is less daylight, leaves fall onto paths and become wet and slippery, and cold weather spells cause ice and snow to build up on paths.

As an employer (or occupier of a premises), all reasonable steps to reduce the risk of a foreseeable risk and accident from occurring should be taken. Simply, not clearing ice and snow does not mean you cannot be held liable for any injuries or accidents which may occur on your premises.

The Workplace (Health, Safety and Welfare) Regulations 1992 requires that floors and traffic routes are to be kept in a safe condition for employees.

The Approved code of Practice (ACOP) to these regulations makes specific reference to minimising the risk from snow and ice. Therefore schools should have a procedure in place for snow clearing and gritting.

The Occupiers’ Liability Act 1992, under Section 2, states the occupier extends a common duty of care to all visitors saying they should ‘take such care as in all the circumstances of the case is reasonable to see that the visitor will be reasonably safe in using the premises for the purposes for which he is invited or permitted by the occupier to be there.’

Tips to reduce slips

There are some simple and effective actions that you can take as a school to reduce the risk of a slip or trip. Regardless of a site’s size, it is important to always ensure that issues affecting E

F regularly used walkways are tackled promptly. Managed through a ‘plan, do, check and act’ approach effectively, it is essential evidence of what actions have been taken to prevent any slips, trips and falls from occurring.

Snow and ice – advice from the HSE

To reduce the risk of slips on ice, frost or snow, you need to assess the risk and put in place a system to manage it.

This includes identifying the outdoor areas used by pedestrians most likely to be affected by ice. For example building entrances, car parks, pedestrian walkways, shortcuts, sloped areas and areas constantly in the shade or wet. Also consider lighting in winter months.

Temperatures should be monitored, and weather service websites such as the Met Office or the Highways Agency should be used to keep updated.

Put a procedure in place to prevent an icy surface forming and/or keep pedestrians off the slippery surface.

Use grit or something similar, and ensure this is ordered in time ahead of the winter months and stock is regularly monitored to prevent running out during poor weather periods.

Consider covering walkways, and divert pedestrians to less slippery walkways and barrier off existing ones.

If warning cones are used, remember to remove them once the hazard has passed or they will eventually be ignored.

Inform staff and public prior to snow/ ice of which routes will be gritted/cleared and provide up to date information on the routes they should take.

Suitable doormats should be in place on entrance to the school to allow any slush from shoes to be removed. Corridors should be regularly monitored for wet flooring and cleaned/dried as soon as possible. Wet floor signs should be used if required.

Gritting should be carried out when frost, ice or snow is forecast or when walkways are likely to be damp or wet, and the floor temperatures are at, or below freezing. The best times are early in the evening before the frost settles and/ or early in the morning before employees arrive. Salt doesn’t work instantly; it needs sufficient time to dissolve into the moisture on the floor. If you grit when it is raining heavily, the salt will be washed away, causing a problem if the rain then turns to snow. Compacted snow, which turns to ice, is difficult to treat effectively with grit. Be aware that ‘dawn

frost’ can occur on dry surfaces, when early morning dew forms and freezes on impact with the cold surface. It can be difficult to predict when or where this condition will occur.

If an accident happens

In the event of an accident, consider how you would be able to answer the following: Does the organisation have a policy for dealing with access and egress in icy weather? Is the policy effective? Was a risk assessment carried out? Were walkways prioritised for treatment and, if so, how? How many staff (including contractors) were deployed to the task? Were extra staff drafted in? If not, why not? How much grit was used? What sort of snow clearing equipment was used? What pressures were there on resources? What measures did schools take to increase supervision of pupils entering and leaving school and during any external playtime?

Case example

In the 1992 case of Murphy v Bradford Metropolitan Council, a teacher sustained an injury from falling on an icy path that had been cleared of snow by the school caretaker and had been treated with rock salt less than

an hour before the fall. The employer (the Council) was found to have failed in their duty of care, under the Occupiers’ Liability Act, to see that the claimant was reasonably safe. In this case, the slope where the teacher fell was dangerous and notorious for slips. As a result, the court felt the Council should have given it a greater degree of attention.

An important case showing that a suitable Gritting Policy can protect the Company

In the Court of Appeal case of Gitsham v CH Pearce and Sons PLC (1991), an employee brought a personal injury claim following a slip on a snow-covered roadway outside his place of work. The premises were situated on a 6-acre site on high ground and exposed to wind and weather. On the morning of the accident (which happened at 08:45 am) the weather conditions were poor. It had snowed overnight and continued to snow that morning and conditions were described as a windy blizzard.

The employer’s system of gritting began at 7:00 am before people arrived for work at 7:30 am and if carried out with no delays would complete at around 08:05 am which would have been before the Claimants accident. The court heard evidence that the gritting took longer that

As an employer (or occupier of premises), all reasonable steps to reduce the risk of a foreseeable accident happening should be taken

morning and the area on which the Claimant slipped and fell had not been gritted. The Court, however, held that the Defendants had done all that was reasonably practicable having regard to the weather circumstances at the time. Importantly, the court found in favour of the employer (occupier) because they did have a gritting policy in place, and this had been carried out to the extent that was reasonably practicable.

The Court of Appeal found that the employer had an extensive procedure for clearing snow and ice which was being properly carried out on the morning of the accident and that the defendant had done all that was reasonably practicable in the severe weather conditions to ensure that the access roads were safe. M

Making operational excellence simple with OpEx

Operational Excellence, or OpEx, is a well-recognised approach. Some public sector services such as the NHS are beginning to adopt the principles, but education is lagging behind, and ISBL is attempting to fix that. The opportunity for improvement is enormous and exciting

OpEx is an ology; it’s not a judgement. It’s not about how good or bad you perceive your own operation to be; it’s a defined systematic approach.

You can’t claim to have embedded OpEx if you haven’t used the defined framework. It would be the equivalent of suggesting you can perform the technical role of a chartered accountant without the training.

A defined systematic approach

As mentioned above, OpEx is a defined systematic approach to continuous improvement, efficiency, and effectiveness. There is an emphasis on servicing the customer. A customer is defined as anyone on the receiving end of a service you provide – for example, the premises services provided by site staff or the procurement and purchasing services provided by the finance team. At the heart of the model are people, their capability, and a culture and commitment to ongoing development and improvement. OpEx is designed to relentlessly identify and eliminate waste wherever it exists. It requires organisations to ask the question: is this activity adding value and are the right people involved?

For organisations of all sizes, it is impossible to become better without understanding where you are today (the baseline) and how the improvement will be measured.

OpEx is designed to help organisations reflect on current practice and take incremental steps to improvement. The pace of that improvement will depend on numerous factors including capacity, capability, funding, and the appetite for improvement.

While some might perceive that OpEx is only relevant for large organisations, this is not the case, and it is certainly not exclusively applicable to larger trusts.

With the right motivation and appetite, OpEx can work for any setting irrespective of size. A small primary maintained school with a desire to improve its approach to operations management can take small but important incremental steps to improving the approach to back-office services and the support it provides to frontline teaching and learning.

ISBL pilot OpEx courses

Over the coming weeks, ISBL will be piloting a range of OpEx courses for all practitioner levels. We will ensure we contextualise the training and make it relevant for all phases, school types, and trusts.

Learn more

To learn more about OpEx and what it might mean for your setting, join us at the Operational Excellence research launch event on 3 October in Birmingham. M

Universal SEND Services: providing CPD that fits with busy teaching workloads

Carving out time from your busy school/college day for continuing professional development (CPD) is essential. A first class CPD journey will help you move towards deeper knowledge, improved skills and increased confidence

How can you be sure that the CPD you chose is right for you?

Universal SEND Services is an ambitious programme delivered by nasen through the Whole School SEND consortium and in partnership with the Education and Training Foundation and Autism Education Trust. Funded by the Department for Education, it provides practitioners – whatever their role or career stage – with free access to qualityassured training, information and resources.

There are a range of learning journeys available – from Short Hops to Round the World – depending on how much time is available to you, and the depth at which you would like to work.

Short Hop Learning Journeys

Short Hop Learning Journeys take up to an hour and include our Online SEND CPD units help practitioners explore some of the most commonly observed barriers to learning in classrooms and other learning environments regardless of age, label or area of need. They provide practitioners with clear guidance on adaptations to help meet the needs of all learners and cover themes such as social, emotional and mental health, sensory processing, safety and belonging and language and communication.

Intercity Learning Journeys

Intercity Learning Journeys take between one and two hours and help further contextualise learning from online SEND CPD units. Specialist Spotlight sessions are live online

discussions, often featuring specialists involved in the development of the units. They are a great space in which to build on learning, to share experiences and seek advice. We also run termly webinars in response to the sector’s hot topics in the sector at the time.

For those with responsibility for school improvement or an ambition to identify and run a small-scale research project, we have a number of Round the World Learning Journeys that will require upwards of 10 hours self-study. Our Professional Development Groups offer an unrivalled space for practitioners to provide peer to peer reflection, challenge and support.

Additionally, we can offer training and support for settings to carry out reviews and plan next steps on preparation for adulthood from the earliest years.

Action Research and Lesson Study supports practitioners to develop their own inclusionfocused research projects.

The BIG Idea for SEND project invites practitioners to conduct class-based research that contributes to the creation of a national database to share what works for learners with SEND. M

The Tes SEND Show is coming to London

Returning to the award-winning Business Design Centre, this event promises two days of inspiration, collaboration, and groundbreaking solutions, all designed to elevate discussions surrounding special educational needs (SEND)

Choose from more than 40 seminars

Deepen your understanding of SEND issues with our CPD-accredited seminar programme. Presented by leading experts in the field, our seminars offer invaluable insights and practical strategies for addressing challenges in the classroom. Whether you are looking to enhance your teaching methods, understand the latest SEND policies, or explore new intervention strategies, these seminars provide a wealth of knowledge.

Join our two free-to-attend Keynote sessions across both days of the show, with Friday’s focus being on: What next for SEND? The

discussion will be hosted by Amanda Allard, Director, Council for Disabled Children, chaired by André Imich, SEND and Disability Specialist Adviser and will feature panelists Annamarie Hassall, Chief Executive, nasen; Duncan Casburn, Devon Carers/DIAS/PDA Society and Jon Camp OBE, CEO, The Compass Partnership of Schools. The Keynote will focus on the current direction of SEND policy, what we have learnt one year on from the start of the SEND and AP Change Programme pilots, and what further change might be needed if we are to have a system which genuinely meets need at the earliest point of presentation.

Active audience participation to drive debate with the panel is positively encouraged and is a great opportunity to get your voice heard.

Free workshops

There is also the oppportunity to engage in lively discussions, debates, and hands-on learning at our free-to-attend theatres across both show days. These include:

SEND solutions theatre

Access a combination of free-to-attend practical, educational, and resourceful presentations tailored for SEND professionals. These sessions are designed to provide actionable insights and strategies that can be immediately implemented in educational settings.

SEND futures theatre

Delve into informative presentations from industry professionals, offering insights into the latest developments in SEND education. Learn about cutting edge research, innovative practices, and future trends that are shaping the field of SEND.

Exhibitor workshop theatre

Explore innovative solutions to classroom challenges presented by our expert exhibitors. Discover the latest resources and learning aids that can help you overcome obstacles and enhance the educational experience for SEND students.

Parent, carer and teacher forum

Participate in an interactive session where parents, carers, and educators can network, fostering collaboration and sharing of best practices, creating a supportive community focused on improving SEND education.

The SEND Leadership Summit

In partnership with ASCL, the SEND Leadership Summit is returning for its third year. This oneday conference within the main Tes SEND Show offers education leaders a unique opportunity to learn alongside peers and thought leaders within the sector. With this year’s theme, ‘Putting SEND and inclusion at the heart of school improvement,’ attendees are invited to engage in discussions on practical strategies for implementing tangible change.

Delegates will have first-hand access to the speakers throughout the conference who will be on hand to answer any burning questions, as well as all presentation handouts from the day. Plus it’s a great way to make new contacts

with other like-minded professionals. Places are bookable via the main show website.

Why attend the Tes SEND Show?

All of our show content offers a wealth of information and practical advice that you can apply directly to your educational setting.

Meet and connect with industry leaders, fellow educators, and SEND specialists. Share experiences, discuss challenges, and build a network of support and collaboration.

With over 100 exhibitors showcasing the latest in SEND resources, you’ll have the opportunity to discover new tools and technologies that can make a real difference in your classroom.

Enhance your professional development with CPD-accredited seminars that add value to your career and improve your educational practices.

The Show will run from 11-12 October 2024 at the Business Design Centre in London. Seminars cost just £20 + VAT each if booked in advance and £22 + VAT at the show. L

FURTHER INFORMATION

Register for your FREE visitor pass, visit our website at www.tessendshow.co.uk. We can’t wait to see you in October!

A-Door Additions Ltd, based in the South West, specialises in movable acoustic partitions. We provide flexible, high-quality space solutions for various sectors, including education, healthcare, and offices. Our products are designed to maximise space efficiency and acoustic comfort, ensuring reliable and cost-effective installations across the UK.

nigel@reenergisegroup.com

www.reenergisegroup.com

ReEnergise is an engineering and project management consultancy. Our mission is to support schools and colleges in achieving net-zero as soon as resources, grants, due diligence, pragmatism and their primary function as education establishments permit them to do so. We secure grants, develop decarbonisation plans and manage the resulting programmes.

Discover Microlouvre© Screens by Solar-Shield Exterior Shading Solutions, the ultimate external shading solution. Engineered for optimal heat reduction and glare control, Microlouvre© Screens enhance energy efficiency while maintaining clear views. Ideal for various applications.

EcoGrit supplies a granular deicer which is safe to use around plants, children and animals. It is effective to below -20C and isn’t corrosive like rock

Concentrate is used by emergency services, wildlife trusts, English Heritage, National Trust, vets, councils and maintenance contractors to name just a few.

SCHOOLS BROADBAND 01133 222 333

info@schoolsbroadband.co.uk

www.schoolsbroadband.co.uk

From 100Gbps to 10,000Gbps connections, Schools Broadband provides ultrafast, lowercost, secure internet connections to over 3,000 schools and Multi Academy Trusts of all sizes. Specialising in smarter technologies to support school efficiencies, advanced hosted security, filtering and safeguarding services meet all KCSiE and DfE standards.

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