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The government has set aside £1 million for 16 developers to create AI tools which will help teachers with marking and giving students personalised feedback, leaving more time for them to deliver their lessons.
AI is to play a big role in the government’s Plan for Change as it will be used to drive growth and improve public services.
The AI tools will be individually customised to a specific age and subject, helping teachers with everything from marketing written work to providing feedback on geography diagrams. These developers estimate that some tools could reduce time on formative assessments by up to 50 per cent, meaning more time for teachers to inspire children to learn and engage in face-to-face teaching.
Technology secretary, Peter Kyle, said: “AI has the power to transform education by helping teachers focus on what they do best — teaching. This marks a real shift in how we use technology to improve lives and unlock the near-boundless potential of AI for our classrooms.
“Through this approach, we’re not only improving education but also ensuring that our public sector services are world-class, tackling inefficiencies, cutting down backlogs, and making AI-driven progress a cornerstone of our Plan for Change.”
These 16 UK innovators, including start-ups and universities, will develop cutting-edge AI tools that will drastically reduce the time teachers spend marking homework and assessments, whether its geography chats, coding exercises, or written essays...
‘Call for Evidence’ opens for Children’s Wellbeing and Schools Bill POLICY
The Public Bill Committee has opened a Call for Evidence on its Children’s Wellbeing and Schools bill, which has passed its first and second reading in the House of Commons.
The Children’s Wellbeing and Schools Bill has two parts, with the first focusing on children’s social care and the second on schools.
Measures in the Bill include the requirement for all councils to hold a register of children who are not in school.
The Bill also includes the introduction of a unique number for every child – in the same way every adult has their own national insurance number – to join up systems and make sure no child falls through the cracks.
A consistent identifier will allow those responsible for the safeguarding and welfare of children to better join relevant data and identify children who will benefit from more support.
The Bill also includes the removal of the automatic right for parents to educate children at home if their child is subject to a child protection investigation or under a child protection plan.
The Public Bill Committee on the Children’s Wellbeing and Schools Bill will meet for the first time on Tuesday 21 January 2025 and is encouraging written evidence prior to this.
SEND
Ofsted and the Care Quality Commission (CQC) have published guidance for their next visits that will look at how well children with special educational needs and/ or disabilities (SEND) are being supported.
This year’s visits will take place between spring and summer and will focus on children with SEND who are old enough to attend school, yet are not registered with any type of independent or state-funded school.
The thematic review will consider the experiences of these children, as well as those who are flexi-schooled, on a part-time timetable, receiving education elsewhere than at school, or are frequently absent. Ofsted and CQC aim to investigate how they can meet the needs of these children and the availability of universal and specialist health services. Inspectors will also examine why these children are not in school and how they can be best supported to attend full-time education.
These visits will additionally look into how much information is being shared with key partners and the barriers that local partners face when trying to support children who are not in education full-time. Evidence will therefore by collected from stakeholders in order to understand their experiences, including children and young people with SEND and their families.
In autumn 2025, a holistic report is scheduled to be published which will highlight examples of good practice as well as identifying any systemic concerns, rather than individual reports for specific local areas...
The government has launched a formal review of the national professional qualification (NPQ), which is designed to support the professional development of teachers and leaders.
The review will examine certain areas, such as further best-practice for teaching pupils with Special Education Needs and Disabilities (SEND), and ensuring that areas that are repeated across the different NPQ frameworks genuinely support progression through different levels of leadership.
The review will also explore how addressing leadership practices can support workload reduction, and will consider further bestpractice, particularly at executive leadership level, in operational aspects of leadership, such as how to manage a budget and deploy a workforce effectively.
The department will work in partnership with the Education Endowment Foundation (EEF) to update the evidence-base underpinning the qualifications. The existing suite of NPQs will remain in place until the review is complete.
To support the review, the Department for Education has convened a panel of experts, representing a wide range of expertise from across the education sector, including serving school leaders.
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The education and training inspectorate for Wales, Estyn, will lead a review to understand how Generative Artificial Intelligence (Gen AI) is currently used in schools across Wales.
The review will examine current use of Gen AI tools and explore the potential benefits to schools, while also considering the challenges it may pose.
The first phase of the review includes a survey for schools and pupil referral units asking for their views and experience, followed by more in depth engagement with teachers. The findings are expected to be published in the summer.
To support schools considering or beginning to use Generative AI new guidance has been published. The guidance is part of a wider package of support for schools available on Hwb and developed with input from leading online safety experts, including the UK Safer Internet Centre, Common Sense Education, Praesidio Safeguarding and Internet Matters.
Owen Evans, His Majesty’s Chief Inspector at Estyn said: “We are very pleased to be launching this important call to gather views from education professionals to better understand how both teachers and pupils are already using generative AI in schools and pupil referral units across Wales.
“Generative AI has the potential to transform education if used responsibly and its use amongst educators and learners is accelerating at a rapid rate. Having a clearer understanding of the integration of AI in schools at a national level will enable Government to better support and guide the education community in the use of this powerful technology...
SUSTAINABILITY
Pupils’ knowledge of climate change needs improving
Findings from the DfE’s 2024 Climate Literacy Survey, which assesses the level of climate literacy amongst school leavers leaving secondary education in England, show that just over half (55 per cent) of respondents remembered learning about climate change in their final year. This is despite its inclusion in GCSE science and other subjects.
Only one in five (20 per cent) school leavers were able to identify the correct meaning of net zero emissions, with 40 per cent saying they did not know.
Furthermore, 31 per cent of school leavers said that they did not know the extent of global warming since 1850, and of those who did give an answer to the question, 52 per cent overestimated the impact of global warming.
School leavers correctly indicated that natural changes have the least impact (46 per cent) on global warming. However, almost half of school leavers overestimated the contribution of transport (46 per cent) and 49 per cent overestimated the contribution of plastic waste to global warming, underscoring the need for a more nuanced understanding of sustainability related issues.
Just over a half (54 per cent) of school leavers are concerned about climate change and a similar number (49 per cent) indicated that they think that they will personally be affected by climate change. Of those who are concerned, 71 per cent indicated that they think it will affect them personally. Only 31 per cent of school leavers could accurately define ...
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A new report from the Social Market Foundation (SMF) finds that in the last 12 months, over £400 million of apprenticeship funding has been spent on young people and adults who already have a Bachelor’s degree or even a Master’s degree.
Prime Minister Keir Starmer announced plans to remove some Level 7 apprenticeships in order to shift resources towards young people training at lower levels during Labour’s party conference in September. However, they have not specified how far this shift will go, or how it will be delivered.
The paper recommends that anyone who has completed a university degree should not be able to access publicly-funded apprenticeships to ensure that apprenticeships remain focused on providing opportunities for young people who have chosen not to follow an academic pathway.
The report – authored by Tom Richmond, former government adviser and SMF Senior Fellow – shows that in the academic year 2023/24 around 56,000 people started an apprenticeship despite already having at least a Bachelor’s degree – accounting for one in six apprentices across the country.
This included 14,000 people who had completed a Master’s degree before starting their training. The same trend was most pronounced for the controversial and costly Level 7 apprenticeships (equivalent to a Master’s degree), with over 70 per cent of Level 7 ‘apprentices’ already having at least a...
One in five high schools do not teach CPR
Research has found that 22 per cent of secondary schools are not teaching cardiopulmonary resuscitation (CPR), despite it being a national curriculum requirement.
The survey by Schoolzone of over 500 secondary school teachers in the UK was commissioned by the British Heart Foundation.
It found that two-thirds of teachers put the lack of teaching CPR to a shortage of trained staff, 54 per cent blamed time pressures, and a third said a lack of equipment was an issue. Despite this, 35 per cent of teachers identified CPR as an important subject to teach.
It is the law to teach CPR in all secondary schools across England, Scotland, Wales, and Northern Ireland, but the survey suggested that 20 per cent of teachers weren’t aware of this.
Around half of schools who responded (49 per cent) currently teach CPR using external trainers, whereas others use resources like videos and manikin. Many teachers critiqued their current resources, with 27 per cent giving them a medium or low score for effectiveness and engagement. Even when CPR teaching was taking place, the teachers were not convinced their students were engaged or properly equipped to perform the skill in real life.
More than a third of teachers (36 per cent) said that they did not feel confident teaching CPR, with some even saying that they would need a refresher course, despite already having had training...
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The Public Accounts Committee (PAC) has published a report which calls upon the government to take action to improve support for children and young people with special educational needs (SEN).
The PAC has found that too many families are unable to access SEN support, with a system inherently favouring parents and carers who are better equipped to navigate a difficult process liable to produce marked inequalities.
The report sheds light on a postcode lottery, where wait times for education, health and care (EHC) plans vary widely across the country, including between neighbouring boroughs. For example, 71.5 per cent of EHC plans were written on time in Lambeth, while only 19.2 per cent were in Southwark. Areas with notably poor performance also include the South, South-West and East of England.
The DfE admitted to the PAC that it had not looked hard enough at the barriers to encouraging inclusivity in mainstream schools, leading to the PAC to recommend that the DfE set out provision which children with SEN should expect, how inclusive education should be achieved, and how schools will be held to account, within six months.
The government was also unable to respond to the PAC with any potential solutions to the critical and immediate financial challenges facing many local authorities following persistent and significant SEN-related spends. If left unresolved, the situation risks undermining the finances of local government across England. The government is urged to collaborate with local authorities to find an appropriate solution.
Partnership to support net zero schools:
READ MORE
Reading partnership for UK and Ukraine schools: READ MORE
LACA fairer school meals funding campaign update: READ MORE
£20 million for greener Welsh universities: READ MORE
UKHSA gives health advice for the new school term: READ MORE
More women than ever studying computing: READ MORE
NEU to commence ballot for teachers’ pay: READ MORE
New Ofsted training materials now live: READ MORE
Government prioritises important post-16 courses: READ MORE
Former schools minister for the Conservative government Nick Gibb has been knighted in the new year’s honours.
Gibb has had a long and influential career within the Department for Education, serving as Shadow Minister for Schools from 2005 until 2010, and as Minister of State for Schools from then until September 2012, a position he returned to in 2014.
Gibb was a champion of the academies and free schools programme, improving the curriculum and strict behaviour policies.
Also receiving recognition in the new year’s honours was former union leader Geoff Barton, who received a CBE.
Barton became general secretary of the Association of School and College Leaders in 2017 and stood down in April 2024. He is a former English teacher and secondary head. He recently led the Oracy Commission whose recommendations are now being considered as part of the government’s curriculum review.
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If the right to request flexible working becomes a day-one right, there will be challenges – but also benefits – for school leaders, staff and students. Lucy Makins, recruitment manager at HFL Education, takes a look at how it can be effectively implemented and shares examples of schools already offering flexible working
In October 2024, the government shared its proposed Employment Rights Bill in parliament, as part of its election promise to ‘make work pay’. One of the new regulations in the Bill is the right to request flexible working from day-one of employment, firmly putting the onus on employers to meet employees’ needs for a work-life balance.
While this is welcome news for workers, most schools I speak to are apprehensive about this future legislative change and are looking for advice on how they could make flexible working viable for their school. Headteachers know that offering flexible hours could be helpful in attracting people to the profession and retaining them, but it’s the ‘how’ that is causing the most concern.
Firstly there’s the practicalities of timetabling and ensuring that all classroom hours are
covered, and that there is continuity of teaching as schools don’t want to disrupt students’ learning. To find a win-win might require some compromise on both sides, for example, teachers may have to be a bit flexible about what days or hours they want if everyone is looking for the same working pattern to fit around childcare.
Teacher workload is also a huge concern for schools, and something that’s been highlighted by the DfE as an area where improvements need to be made. Is it possible for a teacher to do their job in fewer hours? Or will having flexible hours for some teachers and TAs impact the workload for those working full time hours? With the right to switch off also a possibility in the not-too-distant future, the conditions may be set for workers’ rights which are at odds with the reality of teaching. E
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We work with a few schools who have already found creative and successful ways to offer flexible working options to their staff. One example is Howe Dell Primary School in Hatfield. Headteacher Tracy Prickett believes offering flexible working has built loyalty with her staff. She explains: “The marginal extra cost of introducing flexible working has been worth it to keep great people working, particularly those returning from maternity leave. We offer job shares (with shared PPA time to enable professional dialogue when cohesively planning), staff will ‘drop and go’ when needed, and we maximise our teachers’ time in school by ensuring staff meetings are for CPD only. This helps our staff to better balance their work around family commitments.
“That said, our flexible working offer is not just about how many hours people work – it’s also about where they work. We model from the top, so leaders, including myself will work from home when undertaking professional reading or strategic projects and the teaching team are encouraged to do the same.
“Overall, we’ve found the key to effectively implementing flexible working has been to ensure we have all hours covered – however that’s pieced together – and that we have a fostered a culture of openness and communication to make those different parts work in harmony.”
Headteachers know that offering flexible hours could be helpful in attracting people to the profession and retaining them, but it’s the ‘how’ that is causing the most concern
David Sansom, headteacher at River Bank Primary in Luton has 11 out of 41 teachers working flexibly. He finds the ‘tricky bit’ is managing multiple different flexible working requests. He explains: “Within our flexible working policy and arrangements, colleagues can request certain working patterns and while we’ll always try and meet those needs, especially if they are around childcare, it’s not always possible. It’s in the lap of the Gods as to whether requests align! Generally it works out, although it requires some flexibility on both sides. Being open with staff about the decision-making process is an effective way to work through options and find the best solution together.
“The hardest thing is flexible working for teaching assistants, so almost all of ours are contracted to work full time. Like other schools, we are seeing an increase in children with complex needs, such as autism and ADHD. E
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F They need to work with a familiar adult consistently, so it’s not going to be in their best interests (or in line with their EHCP) to have a different adult in the afternoon or no adult cover at all.
“That said, we have bought in flexible working options which benefit everyone. All staff are entitled to Family Days, where they can take paid time off in term time to go to their own children’s nativities, sports days etc, and the school hours were changed in 2018 to longer days Monday to Thursday with a 1pm finish on a Friday to accommodate collaborative planning sessions on a Friday afternoon to reduce teacher workload. These initiatives allow for greater work/life balance without the need for reduced hours.”
Katherine Martindill, headteacher at Templewood Primary School in Welwyn Garden City, wishes she’d been braver in adopting flexible working from the beginning, and notes the important role parental engagement plays:
Katherine explains: “The current structure and rigidity of the primary education system prioritises consistent learning and physical presence as a measure of commitment and quality. As such, parents have engrained beliefs and expectations, and many are concerned that job sharing or reduced hours might affect their child’s learning experience. This is definitely not the case; happy teachers make for happy children.
“Changing these perceptions requires transparent communication but also allowing some flexibility with families. For example, I don’t issue fixed penalty notices for term time holidays. While I’m not authorising these, I appreciate the benefits family opportunities
provide and it wouldn’t sit right to say a teacher can have leave for a holiday/ wedding/honeymoon in term time but not a student.
“Our teachers and support staff greatly appreciate the options we give which allow them to manage work alongside personal commitments. Flexibility initiatives range from homeworking for PPA or to focus on a particular task, to wellbeing days and paid time off for personal things like their child’s first day at school, appointments or supporting a relative. We also do training online at home and have limited staff meetings which are used for CPD. Three out of our five INSETs are used as twilight sessions in the year so this time can be tagged onto holidays.
“Staff well-being is at the heart of our approach; by prioritising the work-life balance of our team, we have created a supportive, productive environment which lays the foundations for an excellent education for our children.”
If flexible working rights are passed as a day-one right, the education sector will make it work, as it always does, but there will need to be careful consideration and consultation about how to implement it for individual schools and their staff. As we can see from the examples shared here, options and opportunities must be tailored to the individual school and its families’ needs.
With proper support, guidance and tools to help, schools can offer flexible working opportunities that benefit employers and employees equally, but most importantly, the children and young people they are educating. L
New research suggests that the majority of teachers are not using artificial intelligence tools professionally. So what needs to happen to ensure AI is harnessed in the right way for the education sector?
According to research by BCS, The Chartered Institute for IT, the majority of teachers (64 per cent) are not using ChatGPT professionally, including 19 per cent who are ‘not interested’ in using AI anytime in the future.
The survey of over 5,000 teachers found the vast majority (84 per cent) have not changed the way they assess students’ work, despite the availability of AI tools. Only 41 per cent say they are regularly checking homework and coursework for plagiarism content from the web.\
What’s more, 41 per cent said their school did not have an agreed approach to AI, and a further 17 per cent didn’t know if any policy had existed.
The results of the research suggest new inequalities in the use and understanding of AI in education.
Although a small proportion of teachers surveyed were from private schools, the trend was that they were using AI more regularly than their state counterparts.
Teachers in the Northwest, Yorkshire and Northeast were slightly less regular users of AI than those in other regions.
Only a third (36 per cent) of teachers using AI for lesson preparation had ‘admitted it’ to their senior leadership team or head, suggesting it is seen as ‘cheating’ for teachers as well as students. E
Only a third of teachers using AI for lesson preparation had ‘admitted it’ to their senior leadership team or head, suggesting it is seen as ‘cheating’
F One computer science teacher said: “Here we are, another technological wave washing over the education sector, leaving us stuck in the 1950s. At the school I’ve started at now, teachers are not allowed to use AI to create lessons. The senior leadership team fear that if they let AI in, it will replace, not enhance teachers.”
In contrast Emma Darcy, director of technology for learning at Denbigh High School, Luton, said they dedicated one period a week to teaching AI and digital literacy. The school also had clear policies on AI for teaching and learning and for acceptable use by students. She said: “We teach students and staff to understand what over-reliance on AI looks like and what the negative aspects are, as well as the positives.”
Media Studies teacher Kelly Midgley, from south Manchester, who was interviewed for the report said: “I didn’t start to use AI until this past year. I was sceptical at the start – visions of Skynet! It’s thought that authentic teaching is when you design all the lessons yourself tailored to that class, and this is probably why some teachers may be cautious when using AI. I’ve now used AI to create text for a “how to” guide; I edited some of the AI text to be more specific and maintain an appropriate tone.”
Secondary school teachers who are using AI started using it for tasks such as admin and standard letters, before they progressed into lesson planning and classroom materials preparation.
Teachers have found AI a useful tool not only for time saving, but also for tailoring content. For example, AI is used for last minute preparation or to help a tired teacher at the end of the day.
It is also used for tailoring existing content to different ability levels, age groups and language levels.
The research found AI can also be used to find more creative ways of teaching. One Chemistry teacher had created an ‘Escape
Room’ task for his students using ChatGPT for a specific topic that was quite hard to teach.
Another had used AI to find a new way to teach computer networks – this involved the students joining hands in different ways to physically depict the different networks.
The research revealed that the more essay or coursework-based subjects, such as English, and Humanities subjects, saw greater AI use by teachers. And the most common uses of AI by teachers were for creating quizzes and test materials, although some used it to help them write communications to parents and reports.
There are still very clear barriers to more widespread uptake of AI by secondary school teachers, ranging from lack of an AI policy in school to lack of formal training, to the negativity surrounding the launch of AI / ChatGPT.
In its report, BCS recommends that understanding of AI is made a significant part of teacher training and heads’ leadership qualifications alongside wider digital literacy. The study also calls for schools to publish AI policies on their websites.
However, the BCS says that they can only be expected to do that with clear guidance
from the Department for Education (DfE), the qualifications regulator (Ofqual), and other relevant bodies. BCS had earlier called for a new digital literacy qualification in schools (which focusses on general skills including using AI tools) alongside the current Computer Science GCSE.
The report also recommends that any AI product or service used in schools, and any IT professional working in schools, should meet clear independent standards around quality, competence, ethics, and transparency.
Julia Adamson MBE, managing director, education & public benefit at BCS, The E
F Chartered Institute for IT said: “Teachers see the opportunity AI presents to transform their work and the lives of their students, from saving time on lesson plans, to personalising learning for each young person. But they need better training and guidance to grow in confidence with AI, to make sure it is
used fairly and that it doesn’t cause greater disadvantage in the education system.”
Lord Knight of Weymouth, former Schools Minister, said in the foreword to the report: “BCS, The Chartered Institute for IT is showing leadership in this conversation, advocating for digital literacy and equitable access to AI tools across all schools. We need robust policies, well defined ethical standards, and a framework for responsible AI use that empowers teachers and prepares students for a future in which AI will play a significant role.”
Sarah Hannafin, head of policy for school leaders’ union NAHT, said: “While it is clear that AI has huge potential benefits for schools and children’s learning, it is important that these are harnessed in the right way.
“It is understandable that school leaders and teachers need training and guidance in order to feel confident using AI. It is also true that no AI tool is infallible or can replace the judgement and knowledge of a human expert. There are also lots of safeguarding and ethical considerations around use of this technology.
“It therefore makes sense that AI is introduced gradually in order to maximise its potential and mitigate the risks.” M FURTHER INFORMATION
Read the report here.
Nottingham College: Elevating Learning with ViewSonic and GVAV
Nottingham College, spanning seven diverse campuses across the city, sought a technological solution capable of seamlessly integrating into its dynamic curriculum. This includes healthcare, mathematics, bricklaying, English skills, and more. ViewSonic’s comprehensive Education Ecosystem, combining hardware, software, and services, proved to be an ideal choice, fulfilling all requirements and exceeding expectations.
Enhancing Teaching and Learning
ViewSonic’s interactive touch displays have transformed classrooms into vibrant hubs of engagement and innovation. These displays encourage active participation and equip teachers with flexible tools to enhance pedagogy. Yasir Rafi, Head of IT Services, explained, "ViewSonic unified our technology, significantly reducing complexity for the IT team and ensuring consistent teaching tools across campuses." By standardising screens and software, the college enabled teachers to focus on teaching rather than troubleshooting. Ruth Perry, Vice Principal of Innovation and Improvement, added, "This technology has been instrumental in equipping our teachers with future-ready skills."
Dean Cooper from GVAV, the college’s technology solutions provider, further emphasised, "With ViewSonic, we’ve achieved outstanding results and met all our goals, including their independent software, which other
systems lack. The feature most appreciated by teachers is the wireless teaching capability, enabling students to interact directly with teachers during lessons."
Promoting Inclusivity and Reducing Workload
Inclusivity is central to Nottingham College’s mission, and ViewSonic’s tools provide essential support for diverse learners through features like immersive readers and live captions. Alasdair Miller, Learning Technology Coach, shared, "These tools enhance accessibility while easing teachers’ workloads, allowing them to create, save, and reuse lesson content e ectively." This approach not only fosters a more connected learning environment but also promotes collaboration among educators and students.
The implementation of ViewSonic’s solutions has significantly improved IT operations. "Ever since we've moved to ViewSonic, number of support calls has decreased, and our first-time fix rate improved substantially," noted Yasir Rafi. "With MDM management, we can monitor and manage devices remotely, enhancing operational e ciency while supporting our sustainability goals."
ViewSonic’s non-touch displays have enhanced campus-wide communication, delivering key updates and administrative information e ectively. Features such as advanced scheduling and energy-saving options have streamlined operations further, contributing to the college’s sustainability initiatives.
Sustainability is a core priority for Nottingham College, and ViewSonic’s solutions align seamlessly with this vision. The technology’s energy-saving features and long-lasting reliability support the college’s commitment to environmental responsibility.
The collaboration with ViewSonic has transformed teaching and learning at Nottingham College, fostering an inclusive and future-ready environment across diverse disciplines. By seamlessly integrating technology into its educational framework, the college serves as an inspiring example of how thoughtful planning and strategic partnerships can revolutionise education.
wireless teachers
ViewSonic’s features while reuse ViewSonic, the rate has management, operational information energy-saving college’s
ViewSonic’s college’s learning an partnerships
Kenilworth Multi Academy Trust, comprising Kenilworth School and Westwood Academy, embarked on a well-considered and carefully planned digital transformation journey to create a future-ready learning environment. This transformation was not merely a technological upgrade but a strategic initiative to cultivate a culture of innovation and collaborative learning.
Through ViewSonic’s interactive displays, the trust transformed classrooms into dynamic learning spaces, empowered students, and optimised IT management. These achievements resulted from careful planning and close collaboration with stakeholders, ensuring alignment with their vision for modern education.
Key Benefits
Innovative Teaching: Interactive displays inspired engagement and collaboration, significantly enhancing the classroom experience.
E cient IT Management: Intuitive software streamlined operations, reduced costs, and improved e ciency.
Student Empowerment: Technology fostered independence, critical thinking, and problem-solving skills for future success.
Sustainability: Energy-e cient solutions supported the trust’s commitment to sustainability.
In partnership with ViewSonic and GVAV, the trust benefits from ongoing support and strong links with support systems, showcasing the power of collaboration in implementing cutting-edge technology to enhance education.
Hayden Abbott, CEO, remarked, "Whilst rebuilding Kenilworth School, we seized the opportunity to ensure future-ready technology for ambitious and independent learners. The introduction of ViewSonic interactive panels enhanced teaching methods and set the stage for greater interactivity and innovation in learning."
Watch the Case Study
implement the same ViewSonic interactive displays at Westwood Academy, ensuring parity of learning and innovation across both schools.
Kenilworth Multi Academy Trust sets a benchmark for digital transformation, showcasing how thoughtful planning, advanced technology, and collaboration can revolutionise education and promote a culture of innovation.
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Explore the Future of EdTech with ViewSonic at BETT 2025!
With this year’s theme, “Let’s Learn Together”, ViewSonic will showcase its innovative EdTech solutions and a comprehensive education ecosystem, empowering educators and learners to shape the future of education.
What to Expect at ViewSonic’s Booth:
Primary Education: Enhance classroom engagement with intuitive whiteboarding tools and vibrant digital resources.
Secondary Education: Deliver dynamic and tailored lesson plans with powerful interactive software.
Higher Education: Foster collaboration with innovative tools designed for teamwork and brainstorming.
Management Zone: Simplify IT operations and enable seamless teacher collaboration with robust management solutions.
Visual Campus Across-site display communication for your entire education establishment.
From schools through to colleges and universities, Philips Visual Campus delivers on any display demand. For any location – inside the classroom, throughout your buildings, and around the grounds. A truly connected display solution for every educational setting.
Of course, your learning spaces are at the heart of your establishment. From classroom TVs through digital signage to interactive and collaboration screens, Philips education displays bring state-of-the-art solutions that support and improve teaching and learning.
And extending the experience throughout your setting, the trusted quality of Philips Professional Displays delivers so much more. From creative videowalls for your reception or giant dvLED for sports facilities and theatres. Clever wayfinding around campus, digital menu boards in the canteen, or cutting-edge TVs for your student dorms. You will find it all covered with Philips Visual Campus.
The global education technology show Bett returns to London’s ExCel on 22-24 January to showcase the latest education technology and host talks from inspiring professionals from the EdTech sector
Now in its 40th year, Bett 2025 will continue to showcase innovative education technology from global tech companies to renowned education brands and startups, enabling visitors to 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.
Adding creativity to the mix, poets Michael Rosen and Christian Foley take the Arena stage for an inspiring and unique session. What’s more, Nicolas Hamilton will share his journey and incredible achievements in professional racing and inclusion.
Artificial Intelligence (AI) and how it will transform teaching and learning is a big theme at this year’s Bett.
Actor, author and presenter Stephen Fry will be in conversation with Anne-Marie Imafidon to dive deep into the possibilities and challenges
AI brings, from revolutionising industries to impacting education and redefining the skills our children need for the future world of work. They’ll also look at the challenges we need to consider, including ethics, inclusion and data security.
Other speakers include AI trailblazers Dan Fitzpatrick from The AI Educator, and Rose Luckin, Founder of Educate Ventures, who will explore how AI is reshaping education.
The Innovation Theatre will also uncover how EdTech companies worldwide are prioritising responsible and trusted AI technology in education. Most advances in AI in education will come from EdTech companies, but how can they be trusted to act in the learner and community’s interests? A panel from the EDSAFE AI Industry Council poses critical questions on how we can trust EdTech to deploy AI responsibly.
The Teaching and Learning theatre will host a session on successful integration of technology in the classroom, featuring educators and experts sharing first hand experiences and practices that have proved successful for them. E
F The panel will examine practical approaches, emphasising the critical role of professional development and ongoing support to help them gain in confidence whilst engaging students. Topics will include selecting the right tools to match the educational goals, effective training strategies that integrate seamlessly into teachers’ existing workflows, fostering both enthusiasm and competence leading to a more inclusive classroom and better learning outcomes. This talk is also a valuable opportunity for edtech companies to gain a deeper understanding of the practical challenges teachers face, helping to shape more effective and user-friendly tools for the classroom.
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.”
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.
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), this year’s awards take place on 22 January at the Brewery in London. The shortlist is now live (click here).
Kids Judge Bett meanwhile is a student led event organised by Katy Potts from Islington Council in partnership with BESA where students explore stands to find their favourites and award the winning companies on stage. M
FURTHER INFORMATION
uk.bettshow.com
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The DfE’s Sustainability and Climate Change Strategy requires schools to write a climate action plan this year. But if this isn’t on your radar yet, don’t worry – there’s significant support available, writes Alex Green, head of Let’s Go Zero
2025 will be a busy year for schools, with many challenges, including the government’s directive for all UK schools to develop a climate action plan during 2025. If this isn’t on your 2025 to-do list yet, don’t worry; there is significant support available.
Let’s Go Zero, the national campaign for all schools to be zero carbon run by Ashden, a climate solutions charity, can allocate you a Climate Action Advisor to provide guidance on creating and implementing a climate action plan. We have 32 advisors across England, offering completely free personalised climate action support.
Take inspiration from schools already working on their climate action plans – their feedback highlights three main benefits: first, it’s essential as schools face increasingly extreme weather. Second, it eases anxiety about climate change among students and staff by fostering positive action. Finally, it helps reduce bills and improves school infrastructure, grounds, and overall school community’s wellbeing.
For example, the St Marylebone CE School in London made significant progress in just three months into their climate action plan working with their Climate Action Advisor, Anna Orridge. With the support of the local E
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The Department for Education is asking for schools to create their climate action plans before September 2025, which means it would be good to finish them at the end of the school academic year
F authority, the school has undergone an LED light replacement project, held a mock COP29 with over 70 students, introduced food waste recycling, started the elimination of single-use plastics and are having plantbased meal weeks. We can’t wait to see their progress for the rest of their first year.
The Department for Education is asking for schools to create their climate action plans before September 2025, which means it would be good to finish them at the end of the school academic year. During this time a Climate Action Advisor would help you to complete a baseline survey, develop your plan, involve students, get approval from school leadership, and engage the community in actions both large and small.
Joining Let’s Go Zero – which works with the Department for Education (DfE) as a key partner in helping schools implement their climate action plans – is your first step. We now have over 5,000 schools signed up to the Let’s Go Zero campaign, double the number we had at the start of 2024, so reach out to us soon (see link at the end).
The DfE’s Sustainability and Climate Change Strategy, published in April 2022, is currently under review to assess progress, challenges, and whether any changes are needed. The two main directives for schools this year will remain: establish a Sustainability Lead and write a climate action plan.
The DfE’s strategy to improve sustainability in schools by 2030 sets out four main aims. First is climate education – preparing students for a world affected by climate change through learning and practical experience.
The second is net zero – reducing emissions from school buildings and involving students in the transition to net zero.
The third is a focus on resilience by adapting school buildings and systems for the impacts of climate change.
The fourth aim is to create a better environment for future generations by enhancing biodiversity, improving air quality, and increasing access to nature in schools.
Let’s Go Zero is part of the DfE Sustainability and Climate Change User Group. The DfE Sustainability Hub has designated 2025 as the year of planning, and Let’s Go Zero is there to E
F support schools in writing their plans and starting actions.
The DfE is also leading the Net Zero Accelerator Project, which will transform 50 schools into sustainability exemplars. Let’s Go Zero is helping these schools to retrofit estates, reduce carbon emissions, and incorporate lessons learned into the broader school community.
Resources and support
Let’s Go Zero can provide help in a number of ways. It can offer school-specific support, advice, guides, case studies, and help establish a route to sustainability leadership. The team can provide a carbon footprint calculation, as well as a school audit and sustainability report if needed.
Let’s Go Zero can also co-create a Climate Action Plan with schools, and signpost to initiatives, schemes, and curriculum-linked resources. It can also support schools in accessing funding, grants, and accreditations.
Let’s Go Zero helps your school address some or all of the 11 pillars of action – energy, waste, adaptation and resilience, curriculum, green skills and careers, food, procurement, water, transport, culture and nature – we inspire and inform the school community. Depending on your needs, Climate Action Advisors can visit your school, conduct presentations for senior leadership teams, staff, and governors, and lead assemblies and demonstrations for students, to help everyone understand why action is necessary and achievable. Then they co-create a climate action plan with the school.
Climate Action Advisors also use engaging tools like thermal cameras (popular with students), carbon footprinting analysis (useful for site managers), and online data analysis (helpful for finance teams).
As Katie Ross, school business manager at Tunbridge Wells Grammar School for Boys, said: “Sustainability is a huge area, and my job often pulls me in many directions. Without their help in drawing up the Climate Action Plan, offering ideas for things we can do differently, and measuring the impact of our changes, I would not have got this off the ground.” She adds that the regular check-ins have kept her on track, and the valuable connections saved her time and generated ideas. “Now I feel that reaching net zero is achievable for us!”
A frequent query from schools is how best to retrofit cold, draughty, or energy-inefficient buildings. Climate Action Advisors simplify research on this and other technical matters, leverage local and national knowledge, identify funding opportunities, and connect schools with relevant organisations.
Will Ewens, one of our Climate Action Advisors in the South West, who was previously a headteacher at two schools in Somerset, explains: “Some actions have big impacts, like installing solar panels or ground source heat pumps, switching to LED bulbs – which can reduce your carbon emissions from lighting by 65-90 per cent, reducing heating settings and setting up power-down systems for weekends and holiday times.
“Other actions may have smaller carbon reductions but greater community engagement, E
F like introducing healthier, lower-carbon meals, encouraging active travel (cycling, walking, scootering), or sourcing more local or sustainable resources for the school.”
Collaborating with MATs offers great opportunities for shared learning across the MAT schools and also with the local authority. Our Midlands-based Climate Action Advisors have worked with the Diocese Board of Education, Diocese of Herefordshire MAT, and Herefordshire County Council.
Through this partnership Let’s Go Zero has highlighted issues like food waste collection with the county council and suggested energy retrofits with the Diocese. Climate Action Advisor Rosie Pincott led workshops and a pilot project with the Diocese Board of Education and Herefordshire County Council to make climate action plans relevant to the county’s unique challenges. The Diocese of Herefordshire MAT had already secured Low Carbon Skills Fund (LCSF) funding for heat decarbonisation plans across its 18 schools which the Climate Action Advisor will incorporate into the MAT schools’
climate action plans and work with them to progress. The Climate Action Advisors, schools, and Diocese are excited about what’s to come.
Teamwork makes the Climate Action Plan work
Let’s Go Zero Climate Action Advisor in the South East, Melanie Parr, says: “One of the most crucial things we recommend is establishing a sustainability team with key stakeholders from across the school, with full support from the senior leadership team. Sustainability is too big and longterm to fall on one person’s shoulders.”
A holistic, whole-setting approach will ensure the most impactful and inclusive climate action plan. Sustainability can feel overwhelming, but a shared plan – no matter how long-term – gives schools motivation and direction. Even without immediate funding, the plan and vision will guide schools toward meaningful actions. M
f you would like to join the Let's Go Zero campaign and request a Climate Action Advisor, get in touch here.
Jackie Maginnis, chief executive of the Modular and Portable Building Association, scrutinises the aims and achievements of the School Rebuilding Programme and considers if the new government will be able to do any better than the previous regime
The state of the school estate has been under an intense spotlight after buildings across the country were forced to close due to the presence of an outdated type of reinforced autoclaved aerated concrete (RAAC). It has been a tough time for education estate managers but is it likely to get any better under the new administration?
There are a lot of big numbers being banded around at the moment, but what does this
actually mean for education estates? And the crucial question is – can these rebuild projects be delivered efficiently and cost-effectively? To try to get to grips with the enormity of the task in hand, I thought it would be good to take a look back and see what has been achieved. Announced in 2021, there are currently 518 projects in the School Rebuilding Programme, according to government figures. To be clear this is not building E
F new additional schools but refurbishing, extending and rebuilding existing estates.
To date, 23 of the most dilapidated and dangerous schools in the programme have been completed. Previously the Department for Education (DfE) aimed for 83 contracts to be awarded by March 2023. But by June 2024, according to a freedom of information request by the BBC, only 62 contracts had been issued.
So the new government has committed an additional £1.4 billion to make sure the School Rebuilding Programme can continue. A further £2.1 billion is being allocated to maintain and improve school buildings, which is an increase of £300 million compared to last year. Colleges will receive a further £300 million to invest in further education estates.
The government claims this will result in 100 projects starting next year to keep the School Rebuilding Programme ontrack and upgrade 518 schools in total. The previous administration aimed to deliver 50 rebuild projects per year but as we now know has delivered only 23 to date.
The question has to be asked, will doubling the target actually have the desired outcome?
It is now well established that volumetric modular technology is a game changer for the construction industry – reducing build times by an impressive 50 per cent according to data from members of the Royal Institution of Chartered Surveyors
Frameworks are fundamental to successful delivery
In my opinion, construction frameworks have a major part to play in the delivery plan. According to the government website and as many will be aware, the Department for Education Schools Offsite Framework (MMC1) expired in January 2024. In addition, the Construction Framework (CF21) is due to expire in November 2025. Of course I would say this, but I do sincerely believe the E
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F Offsite Framework is fundamental in rapidly delivering much needed education facilities.
To continue supporting ongoing building requirements after CF21 expires in November 2025, the previous government claims that the DfE started ‘early’ strategy planning in February 2024 – a month after the offsite framework MMC1 expired. Several options are being explored including a procurement framework that delivers both traditional and offsite methods of construction.
Reading around the subject, back in March 2024, Building Magazine reported on a collaborative framework based on the Ministry of Justice (MoJ) model to be designed to deliver the School Rebuilding Programme. The DfE was reported to be working on a new contractor framework designed to speed up the delivery of projects.
The planned ‘Alliance for Learning’ framework was being worked up to deliver the principles of the review by David Mosey –‘Constructing the Gold Standard’ published in 2021. Information on the Alliance for Learning framework is sketchy, but the relatively new government is ‘confident’ that the construction industry has the capacity to deliver these 100 projects next year.
Without doubt this has to be good news but as we have witnessed, between commitments, aims and targets – there can be a great void in actual delivery.
Councils are warning Angela Rayner her housebuilding targets are ‘wholly unrealistic’ and could be ‘impossible to achieve’. A BBC investigation found the vast majority of councils raised concerns about the government’s plans in a recent consultation.
The target to build 1.5 million new homes across the term of this parliament is a big ask for housing developers. But is delivering 100 school rebuilding projects in a year – an equally challenging task, not only for the DfE, but for the construction industry?
Maximising the benefits of modern methods of construction and volumetric modular technology specifically, we have witnessed the successful completions of so many projects, especially across healthcare estates.
With a mandate to achieve 70 per cent PMV (Pre-manufactured Value) and move towards net zero targets – I believe a new offsite framework is the only way to go. To secure a contract, suppliers are required to show that pre-manufacturing, that is factory based construction methods, will account for at least 70 per cent of their construction costs. This mandate plays to the strengths of a volumetric modular approach.
Exploiting cutting-edge digital design and manufacturing technology, volumetric modular construction combines the ability to carry E
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F out onsite groundworks at the same time as manufacturing modules in quality controlled factory environments. The efficiency benefits of this most advanced of offsite construction methods – cannot be overlooked.
It is now well established that volumetric modular technology is a game changer for the construction industry – reducing build times by an impressive 50 per cent according to data from members of the Royal Institution of Chartered Surveyors (RICS).
According to construction market analysis providers Glenigan, there has been a gradual rise in the proportion of projects utilising MMC approaches. The 2023 NBS Digital Construction Survey found that 57 per cent of respondents had been part of a project that involved an element of offsite construction. Reflecting the growth in adoption of offsite evident in the Glenigan data, this is an increase from 50 per cent in the previous 2021 survey. For consultants such as architects and engineers, the figure was 58 per cent and it was 63 per cent for contractors.
MMC is a broad category, and our interest obviously lies within the volumetric modular
sector and NBS research findings concluded that modular construction was utilised on projects by 34 per cent of survey respondents.
The MPBA and our members firmly believe that the benefits of volumetric manufactured buildings begin in the factory, continue to the construction site and will last through the lifetime of education buildings.
The Modular and Portable Building Association (MPBA) plays a key role in supporting all sections of the industry. Leading best practice principles, the association is represented on many committees for the benefit of members. Most importantly, the MPBA ensure evolving government policies and decisions are not made on behalf of the construction industry without due consideration for the impact they may have on the volumetric modular sector. M
Pendulum swings are the norm to us.
We are ready to support our primary schools through The Government’s Curriculum and Assessment Review. Find out how we can help your school today.
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Designed to support the efficient and successful running of education settings, Education Business LIVE Conference & Exhibition on 19 March will bring together education professionals with a passion for effective school leadership, management, learning and teaching
Education Business LIVE is a new event taking place on 19 March at London’s EVOLUTION, designed to support the effective running of education settings. It is a carefully curated conference and exhibition bringing together education people with a passion for the promotion and development of effective school leadership, management, learning and teaching.
The one-day event will include an inspirational line-up of educationalists, central government policy-makers, session talks, Q&As and networking opportunities to explore practical solutions for managing and developing education in the UK, while leading solutions providers share best practice and new ideas to enhance the services your schools and academies require.
Conveniently located in Evolution, in the heart of the Grade II listed Battersea Park, the venue hosts state-of-the-art facilities which have been designed with eco-friendly materials and is powered solely by renewable energy.
A number of separate conference streams have been themed around the main issues affecting school management, namely leadership, inspections, recruitment and retention, SEND, business management, sustainability, estates management and technology.
The conference programme will kick off with a session on leadership, exploring the concept of effective school leadership and how it can be achieved. Speakers include Stephen Morales from the Institute of School Business E
F Leaders (ISBL), Rob Lightfoot, CEO of the National Association for Able Children in Education (NACE), and Hannah Stolton from Governors for Schools. These speakers will also take part in a Q&A panel discussion to discuss how using feedback can result in a better leader.
This year will see further changes in how Ofsted conducts its inspections.
Ofsted’s Big Listen consultation was launched to address the impact that an inspection can have on mental health, as well as other areas the inspectorate could improve on.
The consultation sought the views of school staff, education organisations and parents on schools, safeguarding, SEND, teacher training, social care and further education.
One of the most notable changes that came from the Big Listen was the scrapping of single headline judgements, which pave the way for the introduction of School Report Cards from September 2025. These aim to provide parents with a full and comprehensive assessment of how schools are performing and ensure that inspections are more effective in driving improvement.
Education Business LIVE will take on the theme of teacher recruitment, with sessions on strategies to attract teachers to the profession and priorities for improving teacher retention
These changes, as well as more practical tips for achieving a successful Ofsted outcome, will be covered in the second session of Education Business LIVE.
Colin Diamond CBE, professor of educational leadership at the University of Birmingham, will examine the new school score cards and what information they will capture. Rob Carpenter, leadership consultant & trust leader of the Inspire Partnership, will talk about a school’s improvement journey.
Labour’s manifesto promised to recruit 6,500 new expert teachers, with £450 million earmarked for the pledge. Recent analysis E
The
exhibition will showcase the latest products and services for the education sector. Delegates can browse solution providers in areas such as technology, finance, facilities management, security, health & safety, catering, SEND provision, and more
F modelled how Labour could use the funding on a combination of pay rises and financial incentives to boost teacher supply.
Education Business LIVE will take on the theme of teacher recruitment, with sessions that will focus on the strategies to attract quality teachers to the profession and priorities for improving teacher retention.
Emma Hollis, CEO, National Association of School-Based Teacher Trainers (NASBTT), will speak about the future of initial
teacher training, as well as how to keep good teachers in the profession.
Funding temporary staff will be covered by John Wilson, category lead at the Crown Commercial Service, the UK’s biggest public procurement organisation and an executive agency of the Cabinet Office.
The panel discussion will debate the difference between induction and mentoring when it comes to teacher training.
It is widely acknowledged that the SEND system is not fit for purpose, which is affecting all areas of education, from teacher retention to increases in pupil absence.
Indeed, the Education Committee is conducting an inquiry which focuses on finding solutions to the crisis in SEND provision. It will look at how mainstream settings can become more inclusive to children with SEND, as well as improving support and training for education practitioners.
Education Business LIVE will host a session dedicated to SEND provision, exploring the role of schools in SEND support, mainstream inclusion and leveraging collaboration. E
F Annamarie Hassall from the National Association for Special Educational Needs will discuss the role of schools in SEND support.
The Bursar and Business Management conference will explore topics such as resource management, professional development, and approaches to financial management.
A representative from the DfE Schools Commercial Team will talk through the current picture on school funding and Lana Stoyles, head of business transformation at Nexus Multi Academy Trust will share a fresh approach to financial management.
Peter Melville, chief operating officer at South West Essex Community Education Trust / Incensu will discuss what MATs should consider when it comes to financial strategies.
Meanwhile, Lee Herridge, director of professional development at the Institute of School Business Leaders, will examine the topic of self-assessment and professional development.
The panel discussion will see the speakers debate the role of business in education.
This year, the Education Business Awards will take place at EVOLUTION on 19 March to coincide with Education Business LIVE. The Awards have recognised achievements in thousands of state and independent schools since 2009
The DfE’s Sustainability and Climate Change Strategy requires schools to write a climate action plan by September 2025, as well as select a sustainability lead.
Education Business LIVE will host a session that will examine how schools can create a sustainable school, with Dave Smith, director of procurement and Trust-wide projects at Osborne Cooperative Academy Trust, examining how a collaborative approach is best for achieving environmental objectives. E
F Alex Green, head of Let’s Go Zero – the national campaign for all schools to be zero carbon run by climate charity Ashen, will discuss embedding sustainability into a school’s ethos and practical ways for schools to meet their net zero targets. Let’s Go Zero can offer support by allocating schools with a Climate Action Advisor to provide guidance on creating and implementing a climate action plan.
The panel discussion meanwhile will examine if the current net zero targets in schools are working.
Outdoor learning has a number of benefits for pupils, such as improving physical and mental health, as well as increasing focus and imagination for better academic performance. It also helps with social skills by having to cooperate and communicate with others.
Anne Hunt, CEO of the Council for Learning Outside the Classroom will host this session which will give practical ways that schools can incorporate outdoor learning into the school day, as well as talk through the numerous benefits that outdoor learning provision can offer schools.
School estates management teams face a number of obstacles. With many schools still suffering from having RAAC present, and others
that are in dire need of repair, there is a lot to keep facilities management professionals busy.
To help keep them informed on the latest topics in their profession, there will be a session on estates management led by the National Alliance of School Premises Management (NASPM). They will share actionable advice and best practices essential for creating a conducive learning environment.
Education Technology, or EdTech, is widely recognised to be a powerful tool to improve pupil performance, reduce teacher workload and save time on school management activities.
To help schools stay up to date with the latest discussions in technology, the Tech Village at Education Business LIVE will discuss how using technology and artificial intelligence in the classroom can enhance teaching and learning.
Niel McLean OBE from BCS, the Chartered Institute for IT, will host a session to discuss the importance of supporting the development of teachers’ digital skills.
STEM provision will also be covered, including how to attract a more diverse student pool to study STEM-related subjects.
Education Business LIVE will host an exhibition, showcasing the latest products and services for the education sector. E
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F Delegates can browse solution providers in areas such as technology, finance, facilities management, security, health & safety, catering, SEND provision, and many more. There will be networking opportunities and live demonstrations so education professionals can get hands-on experience using the products that will assist them in their roles.
This year, the Education Business Awards will take place at EVOLUTION on 19 March to coincide with Education Business LIVE.
Supported by the National Association of Head Teachers (NAHT) and the National Association for Special Educational Needs (nasen), the Awards have recognised achievements in thousands of state and independent schools since 2009.
The Awards will celebrate excellence in over twenty categories, including those for Outstanding Progress and Leadership, SEN Best Practice and Provision, ICT Innovation, Procurement, Security, Environmental Practice, Building, Catering and more.
Last year, two new categories were established in recognition of individual
leadership excellence. In the primary sector category, Amanda Wilson, headteacher at St Alfege with St Peter’s CofE Primary School, won the award in celebration of her 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 heads position in 2019, she has since gone on to publish a book aimed at encouraging the next generation of Black school leaders.
The EB Leaderhip Award in the secondary school category went to Rod Sims from York High School, who has overseen dramatic improvements in his six years at the school. After an inadequate rating in 2017, strong relationships have been forged between between parents, staff and pupils, while an extensive range of extra-curricular activities, encompassing sport, cookery, languages and current affairs, have helped to see the school now rated as Good.
Entry for the Education Business Awards is open. Schools can send an entry statement here to be considered. M
More than 500 school business professionals have already taken part in the fully funded training sessions being delivered by ISBL on behalf of the Department for Education (DfE)
ISBL has been awarded the Department for Education (DfE) School and Trust Business Professional Local Support Offer contract. Through this offer, the DfE is funding 80 inperson training sessions across 12 modules to be delivered nationally via in-person, practical training sessions through regional school business professional (SBP) network groups, DfE Schools Commercial Team events, and directly to multi-academy trusts (MATs). The training is focused on technical skills and knowledge, career development and pathways, soft skills, and capacity building and has been developed (and delivered) by ISBL subject matter experts.
The first training session was piloted in May 2024 and, to date, 28 (out of 80) have been delivered across the country to regional network groups, multi-academy trusts (MAT), federations, and local authorities. More than 500 SBPs have taken part, from entry level through to executive level working across maintained schools, alternative provision, SEND settings and MAT central teams. Sessions have also been delivered across the key areas of financial planning and budget assumptions, integrated curriculum and financial planning (ICFP), career pathways and professional
development for SBPs, procurement and collaborative purchasing, strategic planning, and leadership and leading change.
Based on data collected following the training, participants have, on average, increased their confidence in skills and knowledge by 62 per cent and have overall satisfaction levels of 97.5 per cent. Rebecca Beaver, ISBL Fellow and one of the training providers, has witnessed the benefits. “It is fabulous that the DfE is supporting practical training for school leaders by funding this initiative. Feedback from participants of the strategic planning and operational leadership training indicates that the chance to examine daily operations and their alignment with organisational strategic objectives is highly valued.”
Additional sessions are being developed focused on sustainability, cybersecurity, capacity development (including growth management succession planning and organisational development) and project management.
Although the local support offer has been disseminated to network group leads and MAT leaders, we can still schedule training for local groups or MATs. Details about the current training available can be viewed at w ww.isbl. org.uk/dfe-lso , and network group or MAT leaders can contact ISBL directly at training@ isbl.org.uk to arrange fully funded training at a location that suits them. M
www.isbl.org.uk/dfe-lso
An inquiry has been launched by the Education Committee which is focused on finding solutions to the crisis in special educational needs and disabilities provision. We examine what areas will be focused on
A parliamentary inquiry has been launched to find new solutions to the growing crisis in special educational needs and disabilities (SEND) provision.
The cross-party Committee will focus on how to stabilise the system in the short term, and how to achieve long term sustainability with improved outcomes for children and young people.
The Committee will look at how mainstream schools and other educational settings can be more inclusive to children with SEND by providing high quality support,
including changes to the curriculum, defining what inclusivity looks like in mainstream settings, and improving support and training for education practitioners.
Education Committee Chair Helen Hayes MP believes that children are being let down, saying that the Committee wants to “move beyond simply pointing out the problems and focus on finding solutions that are realistic and practical for the Government to implement”.
The inquiry closes on Thursday 30 January 2025. Here we look at what areas the Committee will be examining. E
A major focus of the inquiry is to find ways to increase the capacity of SEND provision, including assessing ways to help local councils plan sufficient SEND school places and examining capital investment in this area.
Demand for SEND support has risen dramatically in recent years. The National Audit Office (NAO) says that between 2015 and 2024 there was a 140 per cent increase (to 576,000) in children with an EHCP alone.
What’s more, DfE figures in March showed that there were around 4,000 more pupils on roll in special schools than there was reportedly capacity for, with around two-thirds of special schools over-subscribed or full.
The inquiry asks what changes are needed so that local education authorities can effectively plan for SEND school places and to deliver new SEND schools.
It also asks how specialist provision which may be beyond the capacity of individual local authorities can best be provided and commissioned.
With many councils facing a precarious financial state due to the huge deficits accrued by spending millions a year on SEND support, and with the statutory override due to end in 2026, the Education Committee will consider reforms to the way SEND is funded.
The inquiry asks what funding is needed for early identification of SEND, including in Early Years settings, and what actions or reforms are needed to achieve financial stability both in the short and longer term, across the SEND system.
The statutory override is currently due to end in March 2026. The inquiry asks what interventions local authorities need leading up to March 2026 and what local authorities would like to see beyond March 2026 to ensure long term financial sustainability.
The Committee will also consider how excess profit-making in the independent sector can be tackled without endangering current provision.
MPs will examine the Education Health and Care (EHC) Plan system and look for potential alternatives without reducing the level of support available. They will also look at the effectiveness of multi-agency working across education, health and social care.
The inquiry asks questions on how waiting times for EHC Plans can be improved, and
The Education Committee will focus on how to stabilise the SEND system in the short term, and how to achieve long term sustainability with improved outcomes for children and young people
what can be done to support parents, carers and children or young people before, during and after the EHC Plan process. The committee also want to consider what alternatives there are to the EHC Plan process.
With varying quality of provision across the country, the Committee will consider how to make provision more consistent between local authority areas.
The inquiry also seeks to find examples of replicable best practice, as well as how SEND support is provided in other countries with better outcomes for children, parents and carers.
Evidence will also be sought on how Ofsted’s accountability measures can be made more effective. Specifically, it asks what Ofsted’s new ‘inclusion’ criterion for the inspection of mainstream schools look like, and how Area SEND inspections of local authorities can be made more effective.
During the inquiry, MPs will hear directly from young people and families about their experiences with the SEND system as well as professionals delivering SEND support.
Education Committee Chair Helen Hayes MP said: “This crisis has many symptoms that
bleed into the rest of the education system: from attrition in the teaching workforce to soaring levels of pupil absence. There are also symptoms which blight local councils’ budgets –ever increasing spending on transporting pupils to settings far from where they live, and the chaos of money being poured into tribunals that parents are expected to win. It’s widely accepted that many more councils could face effective bankruptcy if change doesn’t come soon.
“There is absolute clarity that as a country we can’t continue with this endless cycle of failure. Turning this ship around will likely take years of careful reform, but the crossparty Education Committee will play our part by making evidence-based recommendations that the government can implement.” M
Craig D. Woodley, Marketing Manager at Rompa ®, explores how Rompa ®’s sensory rooms and equipment can help support students with SEND to thrive in educational settings.
Please tells us a little about Rompa®; why was it established and what is its ethos?
Rompa® Ltd. is a leading provider of Snoezelen® Sensory rooms, equipment, and resources, dedicated to improving the quality of life for individuals with sensory needs, disabilities, and special educational requirements for over 35 years. The company focuses on creating specialized products to support those with autism, ADHD, and profound and multiple learning disabilities (PMLD).
Rompa® is committed to inclusion, choice, independence, innovation, and empowerment, making sensory spaces and products accessible for individuals of all ages. Their solutions help users relax, develop skills, and connect with their environments in meaningful ways. Each product is personalized to meet specific needs.
The company collaborates with educators, therapists, caregivers, and families to design tailored solutions, demonstrating a commitment to high-quality products and a customer-first approach. This dedication positions Rompa® as a trusted partner for creating Snoezelen® sensory rooms and supporting individuals with unique challenges.
Why is it important that mainstream schools make provisions to enable SEND children to thrive and achieve?
Mainstream schools must support children with Special Educational Needs and Disabilities (SEND) to ensure they thrive. This commitment reflects the right of every child
to quality education, as emphasized by the UN Convention on the Rights of the Child. By providing appropriate support, schools foster environments that celebrate diversity and promote equal opportunities, enabling SEND children to reach their full potential socially, emotionally, and academically. These inclusive practices benefit all students by cultivating empathy and understanding, crucial for a diverse society. Supporting SEND students is not only a moral imperative but also a legal obligation under the UK’s Equality Act 2010. Neglecting this responsibility may exclude children from valuable educational experiences. Furthermore, early intervention can reduce the need for more intensive support later. Empowered through education, SEND individuals are more likely to contribute positively to their communities. Ultimately, when schools embrace inclusion, they benefit everyone by unlocking potential, equipping peers with essential skills, and strengthening society as a whole.
The £740m government funding to help mainstream schools become more SEND friendly can be used to adapt classrooms and create specialist facilities. How can Rompa® help with this?
Rompa® helps schools use the £740 million government funding to adapt classrooms for SEND students. With decades of experience in sensory solutions, Rompa® transforms environments into inclusive spaces that meet diverse student needs.
Providing Specialist Facilities: Rompa® specialises in designing sensory rooms tailored for therapeutic and developmental activities, featuring interactive panels,
bubble tubes, fibre optics, and sound-andlight systems to support sensory needs.
Supplying High-Quality Equipment: Rompa® offers a diverse range of sensory equipment, including portable tools for classrooms and outdoor spaces, aimed at enhancing focus, emotional regulation, and physical development for children with various needs.
Tailored Advice and Consultation: Rompa®’s experts collaborate with schools to assess their needs and propose cost-effective, evidence-based solutions, ensuring strategic use of funding for impactful facilities.
Training and Support: Rompa® provides training for staff to effectively use sensory resources, empowering educators to integrate these tools into their teaching for long-term benefits.
Promoting Inclusion: By creating sensoryfriendly spaces, Rompa® aids schools in fostering inclusivity, benefiting SEND students and the wider school community alike.
Our Ownership of Snoezelen® and the meaning behind the concept At Rompa®, we proudly represent the Snoezelen® trademark, reflecting our commitment to promoting choice and independence for individuals with sensory needs through innovative solutions. Our Snoezelen® sensory rooms and equipment are trusted globally to create calming environments that empower children and support their development.
Sensory rooms encourage child-led exploration, fostering confidence and autonomy. Through curated sensory experiences, children develop self-regulation and coping skills, aiding their integration into everyday activities and education. For over 40 years, Snoezelen® has enhanced the quality of life for individuals with autism, sensory processing challenges, and other needs.
How can sensory rooms and tools benefit pupils with special educational needs?
Sensory rooms and tools provide vital benefits for students with Special Educational Needs (SEN), supporting emotional regulation, focus, communication, and skill development. These environments can stimulate or calm the senses, helping children engage more effectively with their education.
Snoezelen® sensory rooms offer a safe space with tools like weighted blankets and soothing lights, which assist in managing
Craig D. Woodley Marketing Manager, Rompa®
Craig D. Woodley has over 10 years of marketing experience and has served as the Marketing Manager at Rompa® Ltd for two years. He is passionate about promoting Rompa®’s mission to enhance the lives of individuals with special educational needs and disabilities (SEND). Craig develops strategic marketing campaigns that connect innovative products with schools, therapists, and families, focusing on the importance of Snoezelen® sensory rooms. Known for his creativity and customercentric approach, Craig leads his team to showcase Rompa®’s commitment to inclusion and innovation, strengthening its reputation as a global leader in sensory equipment that empowers individuals to thrive.
anxiety and stress. They also improve focus, particularly for children with ADHD or autism, through items like fidget toys and tactile boards that help redirect energy. Additionally, interactive games foster communication and social skills while calming equipment, such as bubble tubes and tactile panels, contributes to a positive learning atmosphere. These rooms enhance cognitive and motor development through hands-on activities and obstacle courses. They provide refuge for students overwhelmed by traditional classrooms, promoting confidence and independence.
In summary, sensory rooms and tools are essential for helping students with SEN thrive by supporting their emotional wellbeing and overall potential. Rompa® offers expertise in sensory solutions, partnering with schools to maximize government funding and create impactful, sustainable adaptations that meet the needs of SEND students. M
Transport remains the highest carbon-emitting sector in the UK. So how can schools encourage a greener school run, as well as prioritise sustainable options for all school-related transport needs? Alice Ridley from the Campaign for Better Transport, explores the options
How we travel is key to both reducing harmful climate-changing carbon emissions and creating safer, cleaner neighbourhoods. Transport remains the highest carbon-emitting sector in the UK, responsible for the around a quarter of all emissions and is proving to be one of the most difficult to decarbonise. School travel is increasingly an area where individuals, local authorities and schools themselves are looking to make less-carbon intensive choices.
The ‘school run’
The school run makes up a large proportion of the traffic found on our roads. Across London, over a quarter (27 per cent) of morning rush hour trips are for school drop-offs, rising to almost half (43 per cent) in some parts of the capital, according to data from Transport for London. Clearly reducing the volume of these trips would have a significant impact on both traffic levels and on carbon emissions.
According to the latest National Travel Survey – the annual household survey of personal travel by residents of England travelling within Great Britain – 47 per cent of primary school age children walk to school and 45 per cent go by car. Forty-four per cent of children aged 11 to 16 walk to school, 28 per cent are driven and around 14 per cent travel by local bus. Secondary school age children also tend to cycle to school more than younger children, with three per cent of such trips made by bike. Ironically, when asked as part of the same survey what would encourage those that drive to walk instead, people cited safer roads and less traffic.
Encouraging more parents and carers to use active travel and public transport on the school run is key to both reducing traffic levels and to reducing carbon emissions from transport. There are things that schools can do themselves, as well as things local
Conducting
a carbon footprint audit of current transport methods is a good way to identify areas for improvement and then schools can create policies which prioritise sustainable options for all school-related transport needs
authorities can do to help reduce emissions from home to school transport as well as from transport undertaken during the school day.
Often people aren’t aware just how much transport choices contribute to climate change. Many people switch to greener electricity or use a bag for life, but aren’t aware that a single car trip can undo weeks’ worth of recycling in terms of carbon emissions. That’s why educating parents, staff and pupils about the benefits of walking or cycling is key. By educating families and pupils about the environmental and health benefits of using public transport and active travel, people can be encouraged to make more sustainable transport choices.
Campaigns like Clean Air Day, Walk and Wheel to School Week and our own Better Transport Week (16 to 22 June 2025), help raise awareness of the impact of air pollution and spread the message about benefits of sustainable travel. They also provide recognition and encouragement for pupils and families who consistently walk, wheel or cycle. Such initiatives provide ready-made promotional materials and toolkits to help educate and provide a fun experience at the same time.
Another practical way to support walking or cycling to school more is for schools or parents to organise ‘walking or cycling buses’ where groups of children walk or cycle to school led by adult volunteers. Being surrounded by others on foot or bikes helps to increase children’s confidence and experience of crossing or travelling on roads safely. Charity Sustrans provides free training for volunteers looking to set a walking/cycling bus up.
Providing safe cycling routes is key to encouraging more pupils and staff to bike to school, so local authorities must invest in cycling infrastructure. Schools can provide secure cycle parking on site, but they should also E
F lobby councils to improve the cycling infrastructure leading to school.
School Streets also help reduce the number cars outside schools, making them safer for those arriving on foot or by bike, but also discouraging people from making short car trips to and from school. A School Street is a road outside a school with a temporary restriction on motorised traffic at school drop-off and pick-up times. The restriction applies to school traffic and through traffic and the result is a safer, healthier and pleasanter environment for everyone. Local authorities have powers under the Road Traffic Regulation Act 1984 (s1 and s6-9) to regulate traffic and restrict access. The schemes have proved successful in London and now, thanks to a change to the Statutory Guidance, all
local authorities can apply to the Department for Transport to enforce school streets.
To encourage people to use public transport, it can be helpful to provide information about local bus routes. This could be done in house by providing timetables in the school office or to new parents joining the school, or by partnering with the local authority or transport provider.
There will always be journeys that cannot be taken on foot or by public transport, for example, trips to sports matches. For these unavoidable car trips, schools can encourage families to offer lifts to friends and share rides where possible to utilise car seats and minimise unnecessary journeys.
Conducting a carbon footprint audit of current transport methods is a good way to identify areas for improvement and then schools can create policies which prioritise sustainable options for all school-related transport needs. For daily school transport and trips, schools should use companies that provide zeroemission transport where possible. The Dwight School in London partnered with Zeelo to provide efficient, safe, and reliable home-toschool transport in 2021. The partnership has resulted in a reduction of around 12,000 car journeys, saving 26 tonnes of carbon dioxide.
Prioritising local trip destinations can also help minimise both travel distances and emissions. Visiting sustainability-focused destinations for school trips, such as nature reserves or ecofriendly sites, can help to reinforce learning, as can incorporating lessons about the environmental impact of transport into the trip itinerary.
The Government has introduced a new Better Buses Bill which has measures in it that could help local authorities save money on statutory bus services, like home to school transport for children with special educational needs. The Bill will allow local authorities to franchise bus services, much like already happens in London, or set up municipal bus companies to deliver tendered services. Local authorities could further save money by integrating other statutory services, like patient transport and adult social services transport, or by combining with Demand Responsive Transport (DRT). DRT is public transport that has no fixed routes or schedules but aggregates individual trip requests into the most efficient possible shared journeys. According to a report released
Thames Barrier The View Conference Centre
earlier this year by County Councils Network, 60 per cent of councils said their expenditure on SEN school transport was ‘unsustainable,’ and 34 per cent said it was ‘difficult.’ While many students eligible for SEN transport use the same buses as their fellow students, a significant proportion travel to school in taxis, private hire vehicles, or minibuses. Existing DRT services could be used in this instance more efficiently, cost effectively and safely.
To enable more children to travel by bus – one bus can replace up to 75 cars – we need more buses in general and a Minimum Service Level Guarantee to ensure all communities have at least a minimum level of bus services. We also want to see more consistent concessionary fares across the country to help pupils travel independently to and from school.
We all have a duty to help reduce emissions from transport and developing good travel habits from an early age will ensure future generations can enjoy a cleaner planet, more pleasant neighbourhoods and healthier lives. M
www.bettertransport.org.uk
Unique meetingroomswith views of the River andspaciousand o er variousroom layout
On the River Thames, view one of London's iconic structures from our grounds. Visit our Information Centre, where you can learn how the Thames Barrier was designed , built and works.
On the River Thames, view one of London's iconic structures from our grounds. Visit our Information Centre, where you can learn how the Thames Barrier was designed , built and works.
Unique meetingroomswith views of the River andspaciousand o er variousroom layouts Meeting, eventhire for upto
On the River Thames, view one London's iconic structures from grounds. Visit our Information Centre, where you can learn how the Thames Barrier was designed , built and works.
Meeting, eventhire for upto
layout Meeting, eventhire for upto
Our packages and prices are available on our website
Our packages and prices are available on our website
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Our packages and prices are available on our website
Please tephone 0208 305 4188 or emailus a Thamesbarriertheview@environment-agency gov.uk
Thamesbarriertheview @environment-agency.gov.uk
Please tel ephone 0208 305 41 61 or emailusat Thamesbarriertheview @environment-agency.gov.uk
Please tephone 0208 305 4188 or emailus a Thamesbarriertheview@environment-agency gov.uk
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Please tephone 0208 305 4188 or emailus at Thamesbarriertheview@environment-agency. gov.uk
Please note there is no access on theThamesBarrierStructure.
Thamesbarriertheview @environment-agency.gov.uk for more details.
Thamesbarriertheview @environment-agency.gov.uk for more details.
Thamesbarriertheview@environment-agency. gov.uk for more details.
Please note there is no access onto theThamesBarrierStructure.
Please note there is no access on theThamesBarrierStructure. Please tel ephone 0208 305 41 61 or emailusat Thamesbarriertheview @environment-agency.gov.uk
Please note there is no access on the Thames Barrier Structure.
Thamesbarriertheview@environment-agency. gov.uk for more details.
Please note there is no access onto theThamesBarrierStructure.
Please note there is no access on the Thames Barrier Structure.
Thamesbarriertheview @environment-agency.gov.uk for more details.
Please note there is no access onto the Thames Barrier Structure.
Please note there is no access onto the Thames Barrier Structure.
Please note there is no access on the Thames Barrier Structure.
Please note there is no access onto the Thames Barrier Structure.
Before we go into Sensory Diets and Circuits, we have to work out where our child’s cup is. That was the introduction by Tara Wright, Head SENCO at Pakeman School, in Islington, when we began our work together, adding further depth to our Mindful Mats
Of course, Sensory Circuits was the whole point of the creating the set, thanks to an email from Clare Greene, Head of St Michael’s Junior Church School in Bath, several years back. Clare wanted to know if our PE-based, actionpacked set for KS1 & KS2 would be suitable for regulation. We felt that the movements on each mat within the set, would not work too well but, with work, we felt positive that we could develop what Clare was looking for.
Having worked with a number of schools in Finland on the development of our Mini Mats, and seen the benefit of practitioners working with commercial partners to create better education products, we worked in a similar way with the team at St Michael’s, to develop a new set.
The objective was to create a Sensory Circuits set of mats, in the style of the others in our range but this time, featuring movement-based challenges to engage children, encouraging them to refocus, to learn to self-regulate and to be ready to learn.
The cup theory, mentioned at the start, is a valuable illustration of the stimulus a child encounters before coming into school, that can see them overloaded before they even start the day. Seeing the strategies of ‘alerting’, ‘sorting’ & ‘calming’ delivered using particular mats, is really innovative. Directed movement can be a remarkable force when harnessed in creative ways.
Descriptions of each mat, and our suggestions for use based on our design rationale, are provided with each set as well as valuable background information, by Pakeman SENCO Tara Wright, on the purpose and benefit of sensory circuits for all children.
Mindful Mats come in a set of 16, 1m x 1m mats in two storage bags. They can be used as a complete set or in small numbers in a classroom setting for brain breaks, or with other apparatus to vary the provision and styles of movement.
The benefits of movement
Movement can stimulate: it can calm, it can teach, it can encourage, it can help with focus, it can develop confidence and understanding and it can break down barriers. And all that ,without any tech! Amazing! M
Dr Amanda Gummer, chair of the API, explains the urgent need to prioritise play provision in schools and how the Pathway To Play campaign is urging the government to invest in children’s outdoor play
Play is fundamental to the development of pupils’ physical and mental health. Free, outdoor play boosts learning, concentration, physical literacy, creativity, resilience, confidence and social skills.
There has been a huge decline in public playgrounds in recent years and the ‘pull’ indoors from screens means that, for many children, school playgrounds represent their only opportunity for outdoor play. With one in three children overweight or obese by year 6 and child mental health problems at record levels, high-quality outdoor play equipment in schools is now more important than ever.
The Association of Play Industries launched the Pathway To Play campaign in May, calling upon the new UK government to make the following three commitments. The first is to conduct a comprehensive national audit of
public playgrounds to assess their quantity, quality and location.
The second is to allocate dedicated government funding to ensure the longterm sustainability of public playgrounds, guaranteeing that every child has access to safe, free-to-use play spaces.
And the third is to increase children’s physical activity levels through outdoor play at school, integrating outdoor learning into the National Curriculum and provide funding for school outdoor play spaces and equipment.
The vital role of quality playgrounds in schools
Playgrounds are essential for children’s outdoor play and their importance is especially crucial in school settings. With increasing focus on physical and mental wellbeing, funding for E
F schools must prioritise the provision of high-quality playgrounds that foster physical activity, social interaction and creative play.
A study from the University of Reading, The British Children’s Play Survey, revealed that playgrounds are the most commonly used spaces for outdoor play for children aged 5-11. Although the research focused on public playgrounds, the findings highlight the importance of ensuring that playgrounds in schools also offer similar benefits. Children spend a significant amount of their day at school, making school playgrounds a primary environment for active and creative play. These spaces play a key role in improving children’s overall health, wellbeing and educational experience.
In the context of schools, playgrounds are not just places for recreation – they are an integral part of the learning environment. Children naturally engage in physical activities during playtime, and research shows that outdoor play helps improve their focus, academic performance and behaviour.
Physical activity is also linked to better cognitive development as it enhances concentration, memory and problem-solving skills. In schools, where children are often seated for long periods, having a well-designed
playground encourages them to be active, improving both their physical and mental health.
Unfortunately, the availability and quality of playgrounds in schools and communities has been declining in recent years. Local councils have reported a sharp reduction in spending on playground maintenance, leading to the closure of many public playgrounds across England.
Schools, which often rely on limited budgets, face similar challenges in maintaining their play spaces. Inadequate school playgrounds can negatively affect children’s health and overall school experience, particularly in urban areas where many children don’t have access to other outdoor play options.
The rise of screen time has become a growing concern for parents and educators alike, with children spending more time indoors on devices and less time playing outside. Research shows that children’s reliance on screen time can negatively affect their health, leading to problems like obesity and mental health issues. Quality school playgrounds are a direct solution to this problem, offering children a safe space to play and engage in physical activity during their school day.
A survey commissioned by the API and conducted by Mumsnet, revealed that parents
Playgrounds are not just places for recreation – they are an integral part of the learning environment. Children naturally engage in physical activities during playtime, and research shows that outdoor play helps improve their focus, academic performance and behaviour
are worried about the impact of screen time on their children’s development, with 90 per cent of parents agreeing that access to good playgrounds would encourage their children to be more active. In the school environment, providing children with engaging playgrounds can help reduce the reliance on screens and promote healthy, active lifestyles.
The importance of inclusive playgrounds in schools
Funding should be made available to schools so that they can provide playgrounds which are inclusive and allow children of all abilities to participate in play. Research by the charity Scope found that nearly half of families with disabled children face barriers when trying to access public playgrounds. This issue extends to schools that may not be able to afford playgrounds which are adequately equipped with inclusive features that allow all children to play together. Accessible and inclusive playgrounds help foster social integration and allow children to learn from each other in a supportive environment.
Addressing the inactivity epidemic in schools
The rise in childhood inactivity is a growing problem, with more children leading sedentary lifestyles, contributing to health issues such as obesity, Type 2 diabetes and poor mental health. School playgrounds can play a pivotal role in reversing this trend. Research has shown that children are far more active when they are outdoors, and quality playgrounds in schools encourage children to move, run, climb and play creatively.
In many urbanised areas where children have limited access to parks or gardens, the school
playground may be their only opportunity for outdoor play. As such, school budgets should allow for investment in playgrounds to ensure that students have regular access to physical activity, which can have long-lasting benefits for their health and wellbeing.
A call for government investment in school playgrounds
Playgrounds are more than just a place for children to release energy during breaks; they are critical for their physical, social and cognitive development. School playgrounds have an essential role in shaping children’s overall health and learning experience. As budgets tighten and outdoor spaces disappear, the need to invest in school playgrounds has never been greater. By providing safe, inclusive and engaging playgrounds, schools can help foster a generation of healthier, happier, more active children. It is crucial that policymakers and educators prioritise playgrounds as a vital resource for children’s development and ensure that every child has access to a high-quality play space in their school.
Members of the Association of Play Industries are the UK’s leading play companies and can support you from start to finish with your play project. Backed by the API’s Professional Code of Conduct, they operate to the highest standards, delivering exceptional, high-quality play spaces for children of all ages and abilities. M
FURTHER INFORMATION
www.api-play.org
How can schools cut down their reliance on ultra-processed food and embed a good food culture into all aspects of school life? The Soil Association shares some ideas
When you think about what the average child in the UK eats in a day, what might that look like? Maybe they start the day with a bowl of cereal – some multigrain hoops or honey nut cornflakes with banana perhaps – then at break time they enjoy a fruit yoghurt or cereal bar. At lunchtime, they choose a breaded chicken burger with oven chips and some salad on the side; their friend goes for pasta
with tomato sauce from a jar. After school they walk past the local corner shop on their way home and buy some crisps and a fizzy drink to keep them going until teatime. None of this sounds too bad, it’s mainly staple foods with some fruit and veg thrown in, and most children enjoy a treat at the end of the school day. But most of these foods are ultra-processed.
Ultra-processed foods are industrially manufactured products. They’re often soft and palatable and typically lack whole ingredients and dietary fibre whilst being excessively sugary, fatty or salty. They’re categorised according to the NOVA system, which ranges from NOVA1 – things like fresh meat and vegetables – to NOVA4, ultraprocessed foods which are ready-to-eat and made using ingredients and processes you wouldn’t find in the typical home kitchen, including things like flavoured porridge oats and cheese puff crisps. Between those extremes, the NOVA2 category includes ingredients like oil and butter, which are processed to make them suitable for use in a kitchen, and NOVA3 includes foods processed by adding salt, oil, sugar or other NOVA1 and NOVA2 ingredients. This includes tinned fish, cheese or fruits in syrup.
Excess consumption of ultra-processed foods (UPFs) in childhood influences lifetime food choices. This can lead to poor health
Schools should be a haven from the toxic messaging from our broken food system, where children can enjoy good food and parents can feel confident that their children are eating well
outcomes, increasing the risk of developing conditions like obesity, type 2 diabetes, cardiovascular disease and cancer later in life. Currently, UPFs make up 67 per cent of daily energy intake for 14-year-olds in the UK.
Walk into any UK supermarket and you won’t have to look hard to find a plethora of ultra-processed foods. You’ll see bread which includes E282, E472e, E471 and E481 as ingredients, yoghurt with guar gum, citric acid and potassium sorbate, and cereals with invert sugar syrup, caramelised sugar syrup and annatto norbixin. Often, the traffic light system used for nutrition on packaged food will show them as healthy choices.
When talking about a healthy diet, there’s a tendency to focus on macro- and micronutrients, things like proteins, fats, sugars and fibre. This is scientifically accurate and can be helpful in some contexts, but it can also cause problems. Whether ultra-processed food is labelled as high in vitamins or low in fat, it’s often so divorced from fresh, whole food and means children miss out on the joy and health benefits of crunchy vegetables or chewy bread.
Recently Rob Percival, our head of food policy, gave evidence to the House of Lords, describing the current ‘policy paradigm’ within which government thinks: “If we throw in some fibre over there and squeeze out a few calories over here we might be healthy. And it’s not working.”
Instead, he urged for a focus on whole foods and for the government to act on its commitment to support a whole school approach to good food. This was detailed in the 2022 Levelling Up White Paper: “The UK Government will promote accountability and transparency of school food arrangements by encouraging schools to complete a statement on their school websites, which sets out their ‘whole school approach’ to food. The UK Government’s intention is that this will E
F become mandatory when schools can do this effectively.” No action has yet been made. Moving away from diets dominated by ultra-processed foods will be a difficult, but not impossible, undertaking. Children are constantly bombarded with advertising from huge food companies, from fast food to fizzy drinks, and often the most accessible and convenient food is ultra-processed – think ready meals, cheap bread and cereal. It’s not hard to see why they’ve become the go-to for children, who are particularly susceptible to glossy marketing campaigns from big brands who engineer their products to be the most addictive combination of sugar, fat and salt.
Children in the UK spend most of their time outside of the home at school. This time should be full of fresh, whole and healthy foods. It should be a haven from the toxic messaging from our broken food system, where children can enjoy good food and parents can feel confident that their children are eating well. Instead, too many children are faced with subpar school meals full of ultra-processed foods and bland flavours. This isn’t the fault of caterers and schools, who are doing their utmost to provide good food within tiny budgets and tight timeframes, but of a wider disregard for what our children are eating.
To solve this, a whole school approach to food is needed. The success of this approach can be seen across the hundreds of schools enrolled with Food for Life, where good food is the norm from canteen to classroom.
Across the UK, Food for Life schools grow and cook their own food, visit local farms, train their teachers to deliver cooking activities and work with their catering teams to ensure what’s being served is freshly prepared and high quality. This approach works because it embeds a good food culture into all aspects of school life. Children are much more likely to eat and enjoy fresh fruit and veg if they’ve grown it themselves or engaged in a sensory food session. This has
ripple effects throughout the wider school community too, with pupils at Food for Life schools eating more fruit and veg at home.
At the same time, hundreds of caterers are Food for Life Served Here certified. This means they’re serving food which is freshly prepared, sustainably sourced and free of additives. Committing to this standard of food is not only beneficial to health but also to the planet. UPFs have a big environmental impact: compared to locally grown, whole foods, they use too much energy, land and water whilst creating unnecessary waste through single-use plastics.
Schools and caterers can enrol with Food for Life to begin their good food journey and bring high quality, freshly prepared food to their schools. By following a proven framework with support from experts, you can see a food culture change happen in real time.
We’ve also asked our experts for some easy wins that can be implemented in the immediate term, see box. M
swaps to reduce ultra-processed foods at school
• Passata or tinned tomatoes instead of jarred sauces
• Natural yoghurt with fruit instead of flavoured yoghurts
• Cheddar cheese instead of long-life cream cheese
• Cook haricot beans with onions, garlic and tinned tomatoes instead of baked beans
• Make cakes and tray bakes on site instead of using a packet mix
• Seasoned fresh fish instead of fish fingers
• Seasoned chicken breast or drumsticks instead of chicken nuggets
• Lentils instead of meat-replacement mince
The government is currently reviewing the national curriculum, calling into question the importance, accessibility, and quality of physical education taught in schools. David Clarke, CEO of ParalympicsGB, sheds light on the importance of the Equal Play Campaign for addressing the inequalities disabled children face in PE lessons, and how schools can prioritise inclusive exercise
Please tell us about the Equal Play Campaign, why was it started and what is its aim?
The Equal Play campaign emerged from powerful stories shared by Paralympians. While some athletes had inspiring teachers and inclusive Physical Education (PE) lessons that
shaped their sporting careers, many recounted a much different experience – being left on the sidelines, unable to fully participate while their classmates enjoyed physical education. These personal stories were supported by stark data on disabled children’s participation in PE and school sport: only 25 per cent of
disabled children take part in school sports regularly, compared to 41 per cent of non-disabled children. Even more concerning, one-third of disabled children get less than 30 minutes of physical activity each day.
Acting on these stories and statistics, ParalympicsGB launched the Equal Play campaign to address the inequalities that exist for disabled young people accessing PE. Research carried out by ParalympicsGB shows there are many reasons why disabled children are sidelined from PE at school.
Solutions are complex but there are four areas identified where tangible change could be made to better support teachers and schools. Firstly, teachers can be empowered with the right tools, understanding and resources, and training can be adapted to ensure future teachers have the skills and confidence to deliver truly inclusive PE. Ensuring PE becomes a priority through redefining how it is seen within the school curriculum, and increasing the number of disabled people entering the teacher profession would also encourage the education system to be more inclusive.
The government is currently reviewing the national curriculum. What changes would you want when it comes to PE in schools? ParalympicsGB is asking for the reprioritisation of physical education within the national curriculum, an overhaul and modernisation of the PE curriculum, and an increase in the quantity of PE provided in schools.
Physical education sits outside the core subjects on the national curriculum and through qualitative interviews is often seen as an add-on in a crowded timetable, with senior leaders struggling to give it curriculum time amidst competing pressures, despite the wide range of benefits that it can deliver.
Even when PE is prioritised within the curriculum, teaching approaches often emphasise traditional sports, which can be more difficult for disabled children and young people to participate in. This narrow focus limits opportunities for all children to engage in physical activity in ways that suit their abilities and interests.
Through the curriculum review we’re seeing a cultural shift in how PE is viewed, moving away from a narrow focus on traditional sports towards a broader concept of physical literacy that celebrates diverse ways of being physically active and delivers widespread benefits, particularly for disabled children such as mental health and movement.
For disabled children in particular, there is not enough opportunity to access physical education and school sport within the school day. In February 2022, the government published the first ever guidelines recommending disabled children undertake at least 120 minutes of aerobic physical activity per week; significantly less than the one-hour daily recommendation for non-disabled children.
Despite being publicly available, many schools do not know about the existence of these guidelines. Through the curriculum review we’re calling on the government to make sure that this information is circulated into school networks, alongside a strong steer of equity rather than a focus on the differential between disabled and non-disabled children.
Why is it so important that schools make time for good quality PE?
Ensuring time for good-quality PE in schools is essential because it benefits students in so many ways beyond improving physical health. One of these is improved mental health, as E
In 2022, the government published the first ever guidelines recommending disabled children undertake at least 120 minutes of aerobic physical activity per week.
However, many schools do not know about their existence
F being active can reduce stress, improve mood, and build self-confidence. This is especially important during the challenges of growing up.
Other benefits include increased learning and focus, helping children and young people perform better in their academic studies, and the enhanced social skills from the teamwork, communication, and collaboration that PE encourages, helping students build friendships and work with others. Teaching young people to enjoy being active also sets them up to stay healthy throughout their lives, not just during their school years. These benefits can be even greater for young disabled people as participating in PE also helps balance and coordination, social skills development, and behavioural improvement. For these reasons, ensuring PE is prioritised and delivered in a way that is inclusive and enjoyable for all students is a vital part of education. What are some of the problems that arise when PE is not inclusive for all pupils?
Through our research for the Equal Play campaign, we heard many stories of young people excluded from PE and the impact this has on students from under-resourced communities, but in particular disabled students. When disabled young people are not included within physical education lessons this often leaves students feeling left out and isolated from their peers, which can lead to a sense of being excluded from the school community. When PE lessons are not designed with inclusion in mind young disabled people who cannot join in or miss out on the physical and mental health benefits of staying active, such as improved fitness, reduced stress, and better overall well-being. A lack of inclusive PE can also damage self-esteem, making students feel they aren’t good enough or valued in sports or physical activities.
PE isn’t just about exercise, it’s a chance to acquire teamworking and problem-solving skills and so pupils aren’t included miss opportunities to develop these important skills. When PE is not inclusive for all pupils, particularly disabled young people, this can also cause problems amongst nondisabled students. Excluding disabled people can reinforce stereotypes, unintentionally perpetuating negative attitudes about disability, diversity, or physical ability, impacting how students see themselves and others.
In what ways can schools make PE more inclusive and include more diverse ways of being physically active? What resources and support are available to teachers that want to improve their PE provision? ParalympicsGB leads and supports several programmes designed to help schools and
teachers create more inclusive physical education lessons and environments. These initiatives provide valuable free tools and resources for teachers across primary and secondary schools to engage all students in physical activity.
Get Set is the award-winning youth engagement programme by ParalympicsGB and Team GB. It offers teachers, young people, and others working with students a wide range of resources and activities that can be used in the classroom, playground, or community. The website also creates a space for schools to share best practices and learn from each other.
Inclusion 2024 inclusive education hub brings together essential resources for inclusive PE and school sports, all in one convenient space for educators. Developed by Activity Alliance, Youth Sport Trust, and the Department for Education, the hub aims to support PE teachers in engaging more disabled students in physical activity.
These programs provide schools with the tools and guidance they need to ensure every child can participate and thrive in PE. M
FURTHER INFORMATION
www.paralympics.org.uk
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