Education Magazine Issue 3 2015 by Steven Mitchell

Edition 3, 2015

The Paired Reading scheme at Leicester see p22

High-quality outdoor play see p10 Radical anti-inactivity programme targets at-risk children see p14 Inspiring outdoors see p16 100 Future Leaders appointed to headship see p20

‘Lessons Will Be Learned’ – Safeguarding in Schools see p26

DDoS Attacks: Is your school prepared? seep36

Make or break? see p32

Teaching with tablets in 2015 and beyond see p40

Computing: paving the way to success see p34

Keep safe from token cloning in access control systems see p42

www.education-magazine.co.uk - for ar ticles news and pr oducts

Reply No.

Education Magazine Edition 63 Annual Subscription £10 Free to qualifying individuals

Publisher Steve Mitchell

Editorial Sales Team: Tracy Johnson and Martin Petty Circulation Research Mary Reale

Published by Review Magazines Ltd, 53 Asgard Drive,Bedford MK41 0UR

Design/Production Amanda Wesley

Tel: 01234 348878 Fax: 01223 790191 E-mail: info@education-magazine.co.uk Website: www.education-magazine.co.uk Copyright Education Magazine 2015

Contents 2 News

100 Future Leaders appointed to headship

6 Head Teachers: How 22 Paired Reading does the 2015-16 tax system affect you?

8 Product Showcase 10 HIGH-QUALITY

outdoor play By Michael Hoenigmann.

14 Radical anti-inactivity programme targets at-risk children as young as five

16 Inspiring outdoors If you are building, developing new ideas or have some excellent examples of ‘good practice’, spread the word about them and contact PIR Education Magazine on

01234 348878 or

Talking to Karen Simpson, Head of Inclusion and SENCO – Special Educational Needs coordinator.

26 News 30 ‘Lessons Will Be

34 Computing: paving the way to success

36 DDoS Attacks: Is your school prepared?

40 Teaching with tablets in 2015 and beyond

42 Keep safe from token

Learned’ – Safeguarding in Schools

cloning in access control systems By Dave Hughes.

32 Make or break? By John Cox, of Policy Research.

The Magazine for Heads and Financial Directors of Academies, Independent and Free Schools

email info@education-magazine.co.uk We are always looking for good news on Education issues. We approve all articles prior to press.

Look forward to hearing from you!

The Publisher holds all copyright and any items within may not be reproduced in any way, for any purpose, without the written permission of the Publisher. While every care has been taken to ensure accuracy, the information contained within this publication is based on submissions to the Publishers who cannot be held responsible for errors and omissions. The publisher does not necessarily agree with the views expressed by contributors and cannot except responsibility for claims made by manufacturers and authors, nor do they accept any responsibility for any errors in the subject matter of this publication.

NEWS News News News NEWS News NEWS News

Number of young people not in work or education in England falls to 10 year low The number of young people not in education, employment or training (NEET) in England is at its lowest for a decade and has fallen by 174,000 since 2010 The Government pledges to do more by creating 3 million new apprenticeships. Official figures released in May show that the proportion of 16 to 24 year olds recorded as NEET in January to March 2015 fell annually and is now at the lowest comparable rate since records began in 2001. The highest ever recorded proportion of 16 to17 year olds, more than 9 in 10, are now participating in education or training. This trend continues for 19 to 24 year olds who are NEET with the lowest comparable rate in 10 years. With UK employment at an all-time high of 73.5%, today’s figures further demonstrate that the government’s efforts to get people off benefits and into jobs, apprenticeships and training are working. Skills Minister Nick Boles said: "These record low rates of young people not in employment, education or training demonstrate that our economic plan is working. No young person should be left without the opportunity of a regular wage and high quality training, that’s why we will create 3 million new apprenticeships over the next 5 years." The quarterly figures show an overall decrease across the 16 to 24 year old age group compared to the same period in 2014.

Education Secretary opens the latest window of free school applications Free schools are the ‘modern engines of social justice’ helping ‘break the cycle of disadvantage’, Education Secretary Nicky Morgan stated on 22 May 2015 as she affirmed the governments pledge to open 500 new free schools this parliament. Speaking on the day the latest application window for teachers, parents and education experts hoping to open a new school opens, Nicky Morgan said free schools are empowering parents to demand more for their children on a scale never seen before. The government has committed to opening 500 more free schools in this parliament,

equating to 270,000 additional school places in communities across the country. The new schools, on top of the 254 already opened, will meet the growing demand of parents for more excellent local schools with high standards and strong discipline. Research has also shown they are helping to raise standards in neighbouring schools by introducing fresh ideas and competition to local communities. Education Secretary Nicky Morgan said: "Free schools are at the heart of the government’s commitment to deliver real social justice by ensuring all pupils have access to a world class education. This is at the core of our commitment to govern as one nation - creating a country where everyone, regardless of their background, can achieve their high aspirations. Half of all free schools are in the most deprived areas of the country, offering a fresh chance for families to break the cycle of disadvantage by providing a quality of schooling never before seen in many communities. It is free schools like Dixons Trinity Academy in Bradford, providing an outstanding and innovative education to some of the country’s most deprived children. Or schools like ARK Conway Primary Academy, giving children in Acton the best possible start to life. These are the modern engines of social justice. Parents want the best for their kids, and where they are unhappy with the schools on offer locally the free school programme empowers them to demand more and establish new, high performing, communityled new schools.

As UK residents went to the polls students at Chilton Cantelo School also exercised their democratic rights in a mock election A number of Year 7 and Year 8 students identified their party of choice before going on to produce leaflets and posters which were then displayed around the school. Under the supervision of History teacher and head of the Chilton Cantelo Debating Society, Mr Paterson, they then organised the election itself, designing ballot papers, attending the polling station and ensuring everyone who wanted got a chance to vote. In addition to this, a number of students throughout the school took the survey on the website, voteforpolicies.co.uk, where participants were asked to choose from a range of policies before learning the party those policies were identified with. This provided a far greater range of results with all five major parties gaining a substantial proportion of support. The results were: Conservatives (38%), UKIP (27%), Green (16%), Lib Dem (12%), Labour (5%). It wasn’t a direct reflection of what happened in the general election, but the Conservatives coming on top was certainly prophetic.

So I’m calling on all high performing schools, sponsors, charities, community groups and parents to come forward with their proposals for new schools and join us in our shared mission of providing every child with a truly world class education."

Mr Paterson said: ‘It is really important that young people engage with the world around them, and the work done by this small group of students has benefited the whole school. For that, they should receive the thanks of all.’

These brand new schools set up by parents, teachers, charities, academy sponsors and existing schools in response to demand from the local community, either where there is a shortage of places, or where the parents are not happy with the places on offer. So far the programme has resulted in 254 new schools, providing 125,000 places. 72% are located in areas with a shortage of places and half are in the most deprived communities in the country. They are more likely to be rated ‘outstanding’ by Ofsted than other schools.

The school is part of the Cognita Group of Schools which was founded by Sir Chris Woodhead and is run by education specialists with expertise in all areas of independent education.

Cognita is a world leading international schools group, currently encompassing sixtyfour schools across the UK, Europe, Latin America and South-East Asia. The group employs 4,000 teaching and support staff in the care and education of around 27,500 pupils.

Education Magazine

The Complete Marketing Package for Your School...

Marketing Our experienced consultants will work with you to ensure that your PR and marketing strategy communicates the unique characteristics of your brand and achieves your marketing objectives. Brand creation and development Brands matter to every organisation because what they capture is distinctive. This is the primary source of competitive advantage and the ability to create value. A well-defined brand and informed brand strategy will ensure that you maximise the potential of your brand and your budget. Press & Public Relations Every School is unique and it is important to share your story with the local community to raise awareness of what you do. An active public relations programme not only enhances your reputation but can also help to maintain, and grow, student numbers. On- line and off-line Design Consultancy We believe in ‘communication driven design’ rather than ‘design driven communication’. Our experienced design team provides a broad range of design and marketing solutions, including corporate identity, branding, uniform design, brochures, exhibition stands and advertising. Education strategy Our consultants bring a wealth of experience to our educational clients, offering individually tailored services in the areas of strategic leadership in driving school effectiveness; delivering training to school leaders and governors; developing partnerships and formal collaborative arrangements between schools and all aspects of the academy brokerage and the conversion process. We’re always happy to discuss any of your requirements. For further details on our services, please contact us on: 01673 842911 w: www.mbdm.co.uk e: melaine@mbdesignhouse.co.uk

Reply No.

Education Magazine

Head Teachers: How does the 2015-16 tax system affect you? The current government made changes to our taxation system in 2015 which, in their words, are designed to “reward work”. Whatever our government looks like in May, these rules will remain in place until the next budget in 2016. So, it’s important that you are aware of how the changes affect you, your staff and other members of your family. You’ve been doing all the “work” part, now how about some of the “reward”?! As a head teacher you are not the intended recipient of these tax breaks, as the government’s stated aim is to support lower and middle income taxpayers. But you will benefit from general changes that affect most taxpayers and you are certainly eligible for many tax reliefs on work related expenses. HMRC hold no responsibility for organising individuals’ tax affairs. It’s up to you to make sure you are paying what you should and claiming what you are owed. General tax system changes that impact on most taxpayers

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New standard tax code is 1060L for the tax year 2015-16.

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Income tax bands have been altered slightly.

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On income £0 - £31,785, you pay 20% Basic Rate of tax.

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On income £31,786 - £150,000, you pay 40% Higher Rate of tax.

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On income £150,000+, you pay 45% Additional Rate of tax.

The changes are;

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Personal Allowance is up from £10,000 to £10,600.

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If you were born after 5th April 1948, you can earn £10,600 before paying any tax whatsoever. If you have any relatives over the age of 75, they can add an extra £60 to that figure.

How much tax do I pay?

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You need to deduct your Personal Allowance from your salary to work out your taxable income. Then determine which Income Tax bracket that figure is in. Salary – Personal Allowance = Taxable Income = Rate of income tax e.g. £48,505 - £10,600 = £37,905 = 40% Higher rate of income tax

Subscriptions to professional bodies and journals and Union fees.(eg NAHT, NUT)

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Using your own vehicle for work travel. (This does not mean your usual commute from one permanent place of work.) Journeys between schools, multi-agency meetings, CPD events, cluster group meetings…the list is quite extensive when you consider all your responsibilities.

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Using your home for work purposes. We know you don’t all go home 5 minutes after the children and that even when you do get in, your day is definitely not over. Each claim needs reviewed on their own merits and you don’t need receipts if you’re eligible.

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Buying and laundering specialist clothing. For example If you are one of the few Heads who still manage to timetable in teaching PE lessons then ‘specialist clothing’ translates into your PE kit. We make regular successful claims for classroom teachers, so there’s no reason for you to miss out.

(Salary) (Personal Allowance) (Taxable income) Tax system changes that impact on some, higher earning taxpayers. Savers

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Taxation rate on savings up to £5,000 is reduced from 10% to 0%!! The interest you earn on this amount is now free and can be put straight into your bank account.

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Child Trust Funds and Junior ISAs have annual subscription limits raised to £4,000.

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Easier transfer of money between Cash ISAs and ‘Stocks and Shares ISAs’ as they are now standardised at £15,000. There are also positive predictions that more types of investments will soon be allowed in ISAs.

Extra bonuses!

In the meantime make sure you get your full tax relief entitlement…

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You can backdate your initial claim for 4 years.

Most of us just want to pay a fair amount of tax for an efficient range of public services. It’s common for many education professionals to actually pay more than their fair share because they are not claiming back the tax relief they are entitled to for work related expenses.

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As a head you’re probably paying tax at the higher rate of 40%. This means any tax relief you get back will be at 40% and not the lower rate of 20%.

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After a rebate your tax code will change, allowing you to save on tax into the future.

When you spend money on something that is for your work you are entitled to reclaim the tax you spent on that item – so you are effectively overpaying your tax bill.

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The Basic Rate starting point has been lowered, it was previously £31,865.

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The threshold over which you pay the Higher rate of income tax has been raised from £41,865 last year to £42, 285 this year.

We’re sure you will agree that that section of your pay statement already contains a depressing enough figure. HMRC cannot automatically make a repayment, you have to help them return your money by submitting an official claim.

The significance of these changes varies depending on your viewpoint and current financial situation.

Head teachers and teachers are eligible for a variety of tax reliefs. Our most common successful claims for head teachers are;

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As with any government documentation, tax regulations require some translation into standard English. It does require time and patience to work through the system and many consider it prudent to seek professional advice to ensure the accuracy of their personal tax situation. This article was provided by Tony Shanks, Operations Director of TaxRebateServices. co.uk, leading experts in reclaiming tax and completing tax returns in the UK.

Education Magazine

Reply No.

Education Magazine

NEWS News News News NEWS News NEWS News

Future of education inspection: regional launch events From September 2015, Ofsted is making far-reaching changes to the way it inspects schools, further education and skills (FES) and early years provision. To give education leaders and practitioners from these sectors an opportunity to learn more about the changes Ofsted is holding a series of eight national launch events during June and July (these events are now fully booked) and will be making the event materials available on GOV.UK. These will cover the two key changes:

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the new Common Inspection Framework and how it will impact on settings on the Early Years Register, maintained schools and academies, nonassociation independent schools and further education and skills providers Ofsted’s new frequent, shorter inspections for maintained schools, academies and FES providers judged good at their last full inspection

Due to high demand the events are now fully booked. If you are interested in attending future events please email inspectionreform@ofsted.gov.uk. Further information on the future of education inspection: The main changes from September

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Ofsted is introducing a single Common Inspection Framework (CIF) for maintained schools and academies, further education and skills providers, registered early years settings and non-association independent schools. This enables settings to be inspected to an equal set of standards and will ensure consistency and an improved ability to compare different types of

provision. Inspectors will make 4 graded judgements on the same areas across all remits:

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effectiveness of leadership and management

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quality of teaching, learning and assessment

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personal development, behaviour and welfare

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outcomes for children and learners

There will be a greater emphasis on safeguarding, the quality of early learning, the breadth of the curriculum in schools and the relevance of courses and training in FES. Ofsted will deliver frequent, shorter inspections for schools, academies and FES providers judged good at their last inspection. These will take place approximately every 3 years and will provide an opportunity for greater professional dialogue between inspectors and leaders. They will focus on whether the quality of the provision is being sustained and leaders have the capacity to drive improvement. These inspections will allow Ofsted to identify decline early. They will also give schools and providers which are improving the opportunity to demonstrate this improvement to Ofsted sooner. Ofsted will set a new baseline by inspecting all non-association independent schools under the new CIF and against the revised independent school standards within the next 3 years. Ofsted is also taking steps to improve how we inspect. From September 2015, it will contract directly with inspectors for schools, non-association independent schools and further education and skills and we will also increase the number of current practitioners on inspections teams. This will enable Ofsted have the necessary quality, control and flexibility in its workforce to deliver its

reforms and give education professionals who choose to become Ofsted Inspectors the opportunity for peer review, continuous professional development, training and experience of inspection. Ofsted believes that these changes to the way it inspects and to its inspection workforce will drive even greater consistency, quality and impact in its inspection.

Middlesbrough Council school improvement support makes progress Middlesbrough Council has made significant improvements since Ofsted judged school support to be ineffective in January 2014. Schools in Middlesbrough are being well supported and challenged by the local authority, Ofsted said on the 22nd May in a new report. Ofsted inspectors spoke to councillors, local authority officials, headteachers and governors about the way in which Middlesbrough Council supports school improvement. Inspectors checked the council’s strategy for school effectiveness, school performance data, and case studies. Headteachers were also called by inspectors to ask how they were being supported by the local authority in a survey of more than half of the borough’s schools. The report found that Middlesbrough Council has made significant improvements since Ofsted judged school support to be ineffective in January 2014. This judgement acted as a catalyst for improvement and, in the last 15 months, the local authority has taken big strides to help pupils in the borough get a better education.

Product Showcase

Reply No.

Hauraton drainage channels used at Penarth Learning Community School

ROCKFON has the X edge when it comes to creating calm learning environments

Penarth Learning Community School, Cardiff, South Wales, comprises a mainstream comprehensive school with 1280 places, together with a Special Educational Needs (SEN) school, catering for 205 pupils with a wide spectrum of learning needs including those with learning and physical difficulties and those on the autism spectrum. Together with a learning facility, there is also a 1500 m² residential home, allowing 19 pupils to stay over at any one time to provide respite to their families.

The Queensmill School in London is an award-winning education provider for children with autistic spectrum disorders from nursery age to 19 years. The school has a new purposebuilt building which can now cater for 130 pupils on one site. Specialist facilities include a wet room, an interactive sensory room, more spacious classrooms and respite care for families. The concept design was by 3BM and LSI Architects developed the detail design from planning stage through to completion on site, with Bouygues UK as the main contractor. ROCKFON Sonar X edge ceiling tiles were chosen to satisfy the school’s specific acoustic and aesthetic requirements. The school’s wet room is fitted with ROCKFON Sonar tiles because they offer moisture resistance of up to 100% RH. Like all ROCKFON stone-wool products, Sonar X edge ceiling tiles can withstand humid surroundings whilst remaining in pristine condition. For information on samples, specifications, advice on your project or to find your nearest area sales manager, visit www.rockfon.co.uk or call the hotline number 0800 389 0314

With the site being quite flat and the new buildings surrounded by block paved areas and asphalted surfaces, it was essential rainwater is drained effectively. Two Hauraton systems were chosen to drain surface water: RECYFIX® PRO fitted with FIBRETEC® C250, HEELSAFE 9mm slot gratings for the asphalted yards and car park and RECYFIX® STANDARD SLOTTED CHANNELS fitted with symmetrical galvanised steel covers. Once installed this system provides an unobtrusive, narrow line of slots in the paved surfaces. For full Case Study go to www.drainage-projects.co.uk or tel: 01582 501380.

Education Magazine

Reply No.

Keylex Locks Tried and Tested at the City Academy Bristol When the City Academy Bristol opened in 2003 they specified Keylex digital mechanical locks to control access to the main reception office area. Staff, pupils and visitors can freely enter into the main foyer but access into the office is controlled by one of the Keylex locks. A second, and much busier, door from the office also leads into the corridor. This features the other Keylex 700 providing free exit from the office but restricting access into it to authorised staff only.

After 11 years of sterling service the original Keylex 700 was beginning to show signs of wear so Estates Manager Jem Wheelwright decided that it had more than earned its keep and sourced an exact replacement from the online site of Relcross, UK distributors of Keylex locks. The Keylex 700 is an ideal access control lock for all standard duty, high security door installations and on any door where a flexible Euro profile key system is required. The narrow style Keylex 700 design, with its built-in clutch mechanism protecting the lock furniture, suits all stile widths down to 45mm and is also suited for use on aluminium and hollow metal door sections. The entirely mechanical operation uses no electronics or electrical wiring and allows code combinations of up to 12 buttons giving over 4,000 selectable code permutations, although the use of 3 to 6 digit codes is recommended. The lock is designed to allow many hundreds of operations per day and the brushed stainless steel buttons will not wear and consequently indicate usage. The Relcross e-commerce web site, www.keylex.co.uk provides all the necessary technical information to make the right selection of lock and accessories and the order from City Academy was delivered promptly and correctly. Jem Wheelwright is

Jan Lever Director: Jigsaw PSHE and Discovery RE

tuned, their learning and life chances will be impacted for the better. RE and PSHE are prime contributors to this. High quality Personal, Social and Health Education is therefore every child and young person’s entitlement! She is equally passionate about Religious Education believing this can be the curriculum opportunity for pupils to explore the huge questions life and religion pose. Jan qualified as a Primary school teacher in 1981 with a B.Ed (Hons), Religious Studies as her special subject, spent 16 years in the classroon (early years to sixth form), before moving into 12 years of local authority advisory work. She now brings her education and therapeutic experience together in order to design high quality teaching resources, underpinned by mindfulness philosophy and practice.

High quality Personal, Social and Health Education is every child and young person’s entitlement!

As a teacher and psychotherapist, Jan is passionate about improving children and young people’s emotional and personal development, believing that if their selfesteem is high and self-awareness well-

Education Magazine

She is dedicated to making children and young people’s experience of PSHE engaging, relevant and compelling. She believes very strongly that this should provide a safe space for the open-minded exploration of the big questions and personal issues facing children and young people, as well as offering them accurate

Reply No.

confident the new lock will provide at least another 11 years of access control. Meanwhile the Keylex lock on the other reception door is at 12 years and counting.

For more information call Relcross on 01380 729600, email sales@relcross.co.uk or visit www.keylex.co.uk.

information and opportunities to build character, individuality and resilience. Jan also understands the complexities and sensitivities of teaching RE and PSHE and has always been a great advocate for those teaching it, appreciating how little training is available to them. This is partly the motivation for writing Jigsaw, which includes the most sensitive aspects of PSHE: loss, bereavement, sex and relationships, bullying etc. Since becoming an independent consultant in 2010, she has made it her business to continue to be alongside those teaching RE and PSHE and to support them to offer high quality learning experiences, through training and writing high quality teaching materials that make teachers’ lives easier and children’s learning exciting. Children and young people need resilience and knowledge, self-esteem and selfawareness to make the best of the educational and life opportunities open to them. Hopefully Jigsaw will be a valuable part of this puzzle. Jan Lever M.A., B.Ed (Hons.), Adv. Dip. Couns. See more at: http://www.jigsawpshe.com/ about-us/#sthash.8iQL4kCH.dpuf

Reply No.

HIGH-QUALITY outdoor play

By Michael Hoenigmann, API Chair

Childhood obesity and physical inactivity are rising and young people’s relationship with the outdoor world is dwindling. Despite children’s abundance of natural energy, it is adults that may be stopping them from being as active as they could be. Evidence shows that adopting an active lifestyle early in life encourages healthy habits in adulthood which means providing children with the time, space and facilities to enable that natural energy. Schools lead the way Schools are being tasked with leading the charge in establishing these early, healthy habits and are receiving some much-needed funding in the process. £150 million a year in School Sport Premium funding has been guaranteed by the government until 2020, to be used at schools’ discretion to improve provision of PE and sport, to develop physical literacy and encourage physical activity as part of a lifelong healthy lifestyle.

– but there are many local communities where children have no safe places to play apart from at school. Schools have a major part to play in improving children’s physical literacy. Embedding a culture of physical activity into everyday school life is essential, both inside and outside the classroom. In practical terms, this means increasing the number, quality and variety of opportunities for children to be active throughout the school day. Active outdoor learning and play at school are as important as PE and sport in encouraging children of all capabilities to be more physically active. Play improves concentration, classroom behaviour and

academic performance too. The API hopes to see the government extend the Sport England Primary Spaces programme into every school, with broader scope to incorporate a wide variety of physical literacy activities, not just ball games. It would also like to see a measurable outcome for physical literacy in all schools. Agreed minimum levels of physical activity, outdoor learning and play would be mandated within the National Curriculum with outcomes assessed within the Ofsted framework. The benefits of play Research organisations, academic institutions, play campaigning organisations,

Sport England has also awarded £18 million of National Lottery funding to over 600 schools with little suitable outside space for PE, sport and active play. Successful schools receive up to £30,000 to spend on a range of specially created packages - such as multisports areas - which can be tailored to meet their needs, for use both within the national curriculum and outside traditional school hours. Play matters In the run up to the General Election, the API is urged all political parties to make play a manifesto priority. Physical inactivity is one of the greatest health, societal and economic challenges of the 21st Century so it is vital that we tackle it from children’s earliest years

Education Magazine

education and health organisations, amongst others, report that active play delivers:

Emotional and behavioural benefits: provides freedom, choice and independence, reduces anxiety, improves concentration and focus, builds confidence and is particularly effective as a learning environment for boys and for those with special educational needs, helps children build resilience, experience challenge, deal with new situations and take risks in a positive way, enhances creativity, imaginative and role play, increases self-awareness, self-esteem, and selfrespect. Social benefits: encourages exploration and discovery, promotes team-work, problem-solving and leadership skills, enables children to develop social skills, meet new people and socialise with friends, enables children of all abilities and backgrounds to play together and provide opportunities for learning. Environmental benefits: improves interaction with the natural world and promotes environmental citizenship.

Challenging play Health and safety concerns sometimes impede positive thinking about the benefits of managed risk in playgrounds but API

believe in the benefits of managed risk, ensuring that every play design includes challenge. If approached with common sense, challenging play takes children outside their comfort zone, teaching valuable lessons about their capabilities and skills. They grow confidence, resilience and self-awareness in the process, ready for life’s inevitable challenges. Challenge in play comes in many forms, from using equipment that pushes physical limitations for the intended age group, to learning new skills or doing something a new way. Either way, recognising the difference between challenge and hazard is important. Applying common sense is essential. Schools have a duty of care to demonstrate diligence and to remove unforeseeable hazards that may cause injury. The Register of Play Inspectors International say challenge is a desirable attribute encouraging children to explore their limitations and develop new skills. A hazard is a negative influence associated with something being wrong with the equipment, surfacing or surrounding environment which could harm a child. The Children’s Play Safety Forum’s ‘Managing Risk in Play Provision’ is an invaluable guide for schools. It is endorsed by the Health and Safety Executive (HSE), the Royal Society for the Prevention of Accidents (RoSPA), Institution of Occupational Safety and Health (IOSH), API and others.

Before opening a new play area, a postinstallation inspection should take place, undertaken by a registered, certificated Register of Play Inspectors International (RPII) inspector, commissioned either by the school or play company. Regular repair and maintenance is also vital to eliminate hazards, and servicing and replacement of worn out parts keeps play equipment safe and compliant. While no-one wants children to be injured, they inevitably face the occasional bump, fall or collision when playing. The API urges schools to take a balanced approach to risk which means choosing a reputable play company that provides expert advice. Maintenance is vital Wear and tear is inevitable so it’s important to ensure play equipment is robust and durable to ensure maximum longevity, safety and compliance with standards. Safe play requires regular maintenance, thorough inspection and repair. Once the Post-Installation Inspection is complete and satisfactory, responsibility for safety passes to the school. An inspection regime is required by national play equipment standard BS EN 1176 and best practice is a three-tier inspection regime incorporating staff training:

continues overleaf u

Keep bugs at bay with good hand hygiene The warmer climate brings with it different challenges for schools and nurseries but hand hygiene should always remain a top priority in order to shield children from bugs, such as colds, flu and even norovirus. Reply No.

Manty Stanley, managing director at TEAL, says: “Anti-bacterial gels are not enough to protect children – washing hands with soap and warm water is the gold standard of hand hygiene.

Reply No.

“Hand washing should be a learning experience for children a developed skill that will stay with them for life.” TEAL manufacture the Kiddiwash range – portable, warm water, hand wash units which require no access to mains water or drainage.

For more information: W: http://www.kiddiwash.com T: 0121 770 0593 E: enquiries@tealwash.com

Education Magazine

HIGH-QUALITY outdoor play continued 1.

Daily/weekly routine visual inspection Regular observation of the play space by a trained staff member looking for obvious hazards like missing or broken parts, broken glass or vandalism.

Monthly operational inspection Detailed structural examination of wear, tear and stability of equipment by a trained staff member.

Annual main inspection Undertaken by a qualified external RPII annual outdoor inspector to ensure compliance with standards and overall safety.

Peace of mind There has never been a more important time for schools to improve their outdoor facilities. Whether it’s a complete playground transformation, a flexible new Multi-Use Games or Play Area (MUGA / MUPA) with dynamic new markings, pathways or surfacing, an outdoor classroom for all-weather learning or a new area for gardening, growing and mini-beast discovery, members of the API work in close consultation with head teachers, school management and finance teams, curriculum leaders, teachers, PTAs and school councils to understand each school’s individual needs and wants. They make design recommendations based on expert

knowledge and experience and are a trusted, reliable partner throughout the installation process, including high-quality after care, inspection and maintenance advice. At a time when budgets are under increasing pressure, it is understandable that schools may be tempted by what might seem at first to be cut-price options. Drawings of playgrounds and play equipment can sometimes look alike to customers, but the reason that cut-price operators can deliver seemingly cheaper deals is because they are likely to be compromising on design, quality, compliance with standards, materials, safety and reliability. By asking for evidence of current API membership, schools can be sure they are working with a reputable, professional, financially secure play company. API members understand the unique needs, demands and pressures that schools face. They will always provide a bespoke play solution to address a school’s specific objectives, based on a visit from a highly-skilled and experienced consultant, never an ‘off-the-shelf’ package from a pushy salesperson with a script. High-quality play providers Working closely with schools to provide these much-needed new outdoor facilities is the lead trade body for the UK play sector, the Association of Play Industries (API). The association’s members are the country’s leading experts in the design, creation 12

and installation of high-quality play and learning spaces, multi-use games and play areas, play equipment and resources to schools, academies and early years settings across the UK. They operate to the highest standards, abide by a strict Professional Code of Conduct, comply with BSEN 1176 and other relevant safety standards, and are rigorously and regularly monitored and credit-checked for financial security and stability. The API is the voice of the UK play industry and campaigns at the highest levels for policy recognition of the value of active play. By Michael Hoenigmann, API Chair More information about the evidence around the positive benefits of play can be found at: http://www.playengland.org.uk/resources/ play-for-a-change-briefing.aspx The API website provides a wide range of helpful advice, resources, information and links about fundraising, planning and project guidance, design, safety and risk. It also includes full details of every member company including latest news, case studies and examples of work. For further information about the API, contact: Deborah Holt, tel: 024 7648 47218, email api@api-play.org or www.api-play.org.

Education Magazine

Reply No.

Education Magazine

Radical antiinactivity programme targets at-risk children as young as five Longhill Primary School

Primary Schools across England are to introduce a radical anti-inactivity and obesity programme into their curriculums to protect pupils from becoming overweight and unfit. Children as young as five, including those considered “at risk of inactivity” will undergo some form of fitness exercise every day. They will perform squats, press ups, lunges and burpees for up to three-and-a-half hours per week in specially-designed PE lessons that are aimed at the “disengaged”.

of the most “serious public health challenges of the 21st Century”.

than national average – but will vary from school to school.

In a UK context, figures from the National Child Measurement Programme 2012/13 show that almost a third of 10 to 11 year olds and more than a fifth of four to five year olds were either obese or overweight.

Participating schools and academies pay £3,000 for ongoing training and learning resources as an Affiliate Member of Lifelong, and are then free to adapt the scheme’s framework to suit the needs of their pupils.

Speaking yesterday, the headteachers of Longhill and Lakeside primary schools said Lifelong has already “become part of the fabric” of their day-to-day teaching systems.

Affiliates can also recruit other schools to Lifelong as Associated Members, receiving £200 for each new school that joins the scheme.

Mark Batty, of Longhill Primary School, said: “Primary and secondary schools have a duty of care to protect pupils against the very real danger of obesity and inactivity.

The independent initiative, called the Lifelong program, aims to tackle Britain’s £5.1billion obesity epidemic – which has been linked to inactivity - at grass roots level. It is described as one of the most “comprehensive but necessary” shake-ups of the traditional PE system, which some schools believe is failing to engage at-risk pupils. The scheme, which is voluntary, underwent a pioneering trial at Ashwell Academy in Hull, East Yorkshire, earlier this year where it is said to have “greatly improved” the overall fitness of “unmotivated” Year 7 and 8 pupils. Its students were “markedly more engaged with exercise” and have since taken a big step towards “achieving a healthy lifestyle” generally, findings show. The initiative has now been adopted by Longhill Primary School in Hull, and by Lakeside Primary School in Tamworth, Staffordshire. Both schools, which each have 200 pupils, have adapted the programme to suit the specific needs and ages of their Early Years to Year 6 students. It now appears likely that significantly more primary schools across England – where the programme is currently available – will follow suit. There has also been “significant and sincere” interest from seven other primary schools in the South West, the Midlands, and London. The development follows damning research by the World Health Organisation (WHO) which suggests that childhood obesity is one

“Lifelong will enable us to deliver focused physical education in a fun, stimulating and more engaging fashion.” Kirsty Timms, of Lakeside Primary School, added: “We believe strongly that by investing in our pupils’ health we are also investing in their future.”

Ashwell Academy, the UK’s first participating secondary school, introduced a modified version called ‘Fit 4 Life’ into its curriculum on January 6th this year. Four pupils with a “lack of interest in school” were selected to take part and undertook an extra hour of physical exercise per week. The Academy also provided more engaging literacy lessons based around physical education, and simple biology classes related to exercise and movement. Workshops used techniques on gratefulness to help the children feel unique and to build a positive attitude to life and the world around them.

The aim of fighting childhood obesity and inactivity through more engaging types of exercise is nothing new.

At the end of the six-week trial, which concluded in mid-February, each of the children – who have not been named to protect their anonymity - showed a “marked improvement” in their fitness and enthusiasm.

But unlike existing schemes, Lifelong - run by private training company, Lifelong - is designed to be integrated into the curriculum, rather than run in conjunction with it.

One pupil who was physically incapable of performing a single sit-up at the start of the scheme, for instance, managed 39 in a minute by week six.

Instead of focusing on traditional sports - which can put some children off – the Lifelong scheme focuses on “everyday movements” such as squats, press-ups, burpees and sit-ups.

Three also doubled the number of burpees they were able to do in 60 seconds by the end of the trial.

Pupils are taught to incorporate these movements into normal tasks – like squatting to pick up a football and lunging when tying up shoelaces - so that a positive relationship with exercise was fostered. The recommended number of hours devoted to the scheme is 3.5hours – 75 per cent more 14

All pupils said they “enjoyed” the scheme, and said taking part had boosted their selfconfidence, motivation, and physical ability. It is also said to produce “very positive” results in relation to the Spiritual, Moral, Social and Cultural (SMSC) Policy, which all schools in England have an obligation to promote. continues overleaf u Education Magazine

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Radical antiinactivity programme continued Longhill and Lakeside primary schools introduced the scheme earlier this month.

Daniel Fallon

Dan Fallon, the founder of Lifelong, said the programme was a cost-friendly solution for schools wishing to engage with young people about the importance of being active.

“We created Lifelong to enable schools to give a better standard of physical education as a prevention rather than cure to this epidemic,” he added. “As a nation, we must do all we can to protect the next generation against the growing problem of childhood inactivity, and that means tackling inactivity at a grass roots level. “The six-week pilot at Ashwell Academy provides clear evidence of the effectiveness of this scheme, and we hope these children – and those at Longhill and Lakeside - will continue on their new-found path of lifelong fitness.”

Inspiring outdoors

By Alex Carter at Fairfield Preparatory School, who is an advocate of outdoor learning.

One of the country’s top independent schools has embraced forest learning as an innovative approach to encourage pupils to take an interest in the great outdoors. Alex Carter, Forest School Leader at Fairfield Preparatory School in Leicestershire, shares her view on why embracing the natural environment makes sense in schools. The term “forest learning” was coined in 1927, where it was employed at the University of Wisconsin, USA, by H.L. Russell. By the 1950s the idea had been adopted across large swathes of Northern Europe, where it has since become embedded in the early years learning of a number of countries, in particular, Denmark and Sweden. Here in the UK, I have been teaching for over 15 years and I’m passionate about all things outdoors, whether it’s trekking, climbing or environmental protection. As a qualified mountain leader, I see first hand how much children learn from expeditions abroad. Forest learning increases pupils’ ability to learn and retain information. We know that not all children have the freedom to explore the natural world outside of school hours, so ‘teaching without walls’ gives all pupils a great opportunity to have a go at a range of different activities. Through exploration, investigation and play, children are able to consolidate and expand their knowledge on curriculum-based topics learnt in the classroom. Forest learning, particularly as we head into the warmer months, also encourages children to learn how to stay safe outside, especially around water. Lessons such as learning how to use ropes and shelters are far removed from the normality of the traditional school day, but are a regular feature of the forest classroom.

Dr Jeff Foster, a sports medicine consultant and spokesperson for Lifelong said: “Lifelong are providing schools with some remarkable resources to encourage children to engage more with exercise. “With the right support more data can be collected and this programme will gain even more credibility as an essential addition to the curriculum.” Lifelong is the brainchild of Daniel Fallon, a celebrated PT Instructor with an impeccable service record in the Royal Navy. He has drawn upon his 13-year career in the Armed Forces – which has included three tours of duty in the Middle East, Africa and in the Mediterranean – to develop this pioneering programme. Former Petty Officer Fallon, who retired from the Royal Navy in September2014, spent more than five years developing Lifelong and its core principles. These have been honed and tested on injured members of the Armed Forces at Hedley Court, where Petty Officer Fallon has conducted much of the latter part of his career.

It adds another string to your bow to give pupils access to the fantastic outdoor resource we have established at Fairfield Preparatory School. While many schools have adopted elements of outdoor learning in-line with the national curriculum, we have taken this approach a step further by investing in our staff to help them gain the Level 3 accreditation as a Forest School Practitioner, and extending the activities on offer to include more unusual elements, such as a fire pit. A forest learning area is also a real pull for parents who want their child to learn in an innovative and inspiring environment.

Education Magazine

We’ve seen measurable improvements in pupils’ grades, and also huge developments in their confidence, knowledge and personal, social and emotional wellbeing.

involved when they get home. Besides coercing their family into gathering natural materials to take to school, our pupils often enjoy playing teacher to their mums and dads, eager to share their experiences and knowledge.

Every child can play a part in forest learning, whether that’s building dens, going on a nature hunt or bird watching. It’s designed to inspire pupils of all ages through fun, hands-on learning in a woodland environment, just like the early innovators of the Forest School ethos. We’ve found that children readily engage in the motivating, achievable tasks and activities that we deliver, helping them on a journey of self-discovery, improving communication skills, and helping them learn to work as part of a team.

Forest learning is a style of teaching that can be used in almost any curriculum area. For physics, we have supervised the children while they investigated floating and sinking by testing materials safely in a shallow stream. In maths, children have measured the diameter of trees to understand units of measurement, while learning about the life cycle of plants. The best thing about forest learning is that it’s flexible enough for any school to interpret it however they wish. For creative teachers determined to make the most of their outdoor space, forest learning can take place with any budget and on any site – just as long as you have passion and imagination. If a school hasn’t the capacity for a continues overleaf u

Once pupils step outside the conventional indoor classroom, you immediately see a different side to them as their imagination and creativity really begins to flow freely. Such is their enthusiasm for their newfound passion for the outdoors, that learning continues when the school gates have closed, as they often get their parents

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Inspiring outdoors

continued

designated forest learning area, there’s no reason why a simpler version of the learning style cannot be applied using a playing field, a plant-a-tree scheme, or a vegetable patch. Since its launch two years ago, our Forest School has been widely heralded as a success. We receive a great many positive comments from parents who have noticed improvements in their child’s behaviour, selfesteem and intellect. Bringing forest learning to Fairfield had its challenges, but the rewards have been

fantastic. It is a commitment in terms of time and effort to begin with, as it takes approximately one academic year for a leader to go through training to assessment, backed up with a portfolio of research and evidence, to become a Level 3 Forest School Practitioner. Luckily, everyone at Fairfield, including the grounds staff, Parent Teacher Association, catering and teaching staff, is incredibly supportive. Setting up the scheme demands boundless creativity and comes with a challenge of constantly thinking of

are required to keep lessons fresh and educational. We are not short of space, but we were grateful to receive donations from our PTA’s ‘nearly new’ shop and a catering supplier. Fire pit materials can be costly, and site development and management to reduce erosion and environmental impact is also an important consideration. With a bigger budget, an outdoor classroom can be built so that sessions can continue in all weathers, enabling more thorough activities to meet curriculum goals and to extend pupils’ learning.

new activities that meet both the curriculum and the Forest School ethos of flexible, childinitiated learning. As with all new initiatives, there is an element of funding required to get it off the ground. For schools like Fairfield who offer forest learning every week, resources

We believe at Fairfield Preparatory School that it’s a learning style worth investing in as environmental awareness and sustainability becomes more important for future generations. Taking pupils out of the classroom at such a young age ensures environmentally conscious attitudes become the “norm”, rather than an after-thought.

Teachers urged not to let rain stop play for UK children Teachers in the UK need to embrace the notion of encouraging children to ‘have a go’ through developing opportunities for risk and challenge in play and learning. One way in which children can realise these ambitions is through developing opportunities for learning outdoors and not be constrained by the UK weather. So says Jo Traunter, Programme Director for the Centre of Educational Studies at the University of Hull. Her comments come after returning from a fact finding visit to Norway where she was involved in negotiating an exchange programme for University of Hull trainee teachers. Already heavily involved in promoting the positive effects of Forest Schools and outdoor play amongst her students, Jo is keen to provide students with more outdoor experiences. She said “During my visit to Norway, I spent time with student teachers and a kindergarten class in the ice and snow, indeed the sub-zero conditions worked as

learning opportunities rather than barriers to learning. They worked with the children to build igloos and other structures and even how to make ice cream. All the children were warm and safe and having a wonderful time learning in nature.

“I now hope that our University of Hull students will be able to benefit from the same experiences thanks to a two way exchange programme that we are looking to introduce. We are scoping a range of options so our trainee teachers can take advantage of the experience of working in a kindergarten in Norway and/or taking some modules in a Norwegian University. “Our student teachers value the work we do with them in Forest Schools in Hull. They learn how to use nature and the outdoors to teach young children a wide range of skills and knowledge. The children quickly learn to understand boundaries and how to keep themselves safe. Whilst we have seen many schools embrace the idea of working in the outdoors, our British culture

and inclement weather sometimes are considered a barrier. We have to get past the idea that if it is raining we have to take the children indoors. If the Norwegians can play in the ice and snow then there is no reason why our children shouldn’t experience the same opportunities for learning and importantly the same fun. It really is just a matter of having the right clothing and the right attitude. “It is our job as educators of the next generation of teachers to challenge them to embrace a new way of thinking. That is why members of staff within the Centre of Educational Studies are currently undertaking training and research alongside Nottingham Trent University to become an accredited Forest School centre. By giving our students access to the outdoors both in the UK and overseas, we can facilitate a new generation of practitioner who is knowledgeable and experienced in the value of learning in nature, providing valuable opportunities for children’s learning and development.”

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100 Future Leaders National education charity The Future Leaders Trust announced on 16th March that the 100th headteacher to be trained on the Future Leaders programme has been appointed at a Suffolk primary school in need of urgent improvement. Nadia Paczuska joined Future Leaders in 2012 to transform her students’ education. Since then she has received training, coaching and career support from The Future Leaders Trust. She successfully applied to the Governmentbacked Talented Leaders programme to improve schools in rural and coastal regions and will take up her post as Headteacher of Meadow Primary School in June. The Future Leaders Trust was founded in 2006 to train and develop headteachers who are committed to working in schools where too many children leave without the qualifications or experiences that will give them choice and opportunity in the future. Evidence shows they are improving the education for the children who need it most. Future Leaders believe it is a moral imperative to provide every child with a great education and that all children can be successful, regardless of background. There are now over 350 Future Leaders working in more than 250 challenging primary and secondary schools around England. They are impacting on the education of over 200,000 children. Heath Monk, CEO of The Future Leaders Trust, said: “The organisation has changed since I joined in 2007, including expanding across England and into primary schools. What hasn’t changed is our commitment to turning failing schools into inspiring communities and giving hope to children who believe they have no futures. “Nadia will be an exceptional head because she is passionate about improving schools and an exceptional leader. It’s especially great that Nadia is our 100th head because evidence shows women face greater challenges in being appointed headteachers and the Trust is working to change that. Today we celebrate her success and the work of all the other Future Leaders who have become heads over the past decade. “This is also a chance to look to the future: we should reach 200 headteachers by September 2017 and we are recruiting over 100 new Future Leaders each year. We’re creating a network made up of hundreds of people who are all working together to improve schools and chance lives.” Nadia Paczuska said: “I first heard of Future Leaders when my Executive Head gave

me their leaflet, saying, ‘This looks perfect for you.’ I soon realised he was right and am still impressed by their combination of professionalism and moral purpose. “Future Leaders has supported me to become a headteacher through the highest quality support and their utter belief in my ability to lead a school. I’ve learned a lot about leadership through reading and in discussion but it’s been a personal journey too. Over the past few years I have grown up, got real and focussed on the task in hand – making sure that my new school gives the best possible start to the children who need it most.”

Talented leaders start work to transform Suffolk schools Three talented head teachers have begun work to turnaround schools in Suffolk that are facing some of the toughest challenges. The new heads - Nadia Paczuska at Meadow Primary, Craig D’Cunha at Suffolk New Academy, and Christine Woods at Ormiston Endeavour Academy - were successfully recruited to join the Government’s flagship Talented Leaders programme (TLP), which helps schools, predominantly in rural, coastal and deprived areas find great leaders. Strong leadership and high-quality teaching in schools is vital to improving outcomes for pupils, particularly for their most disadvantaged children. In the East of England in 2014 only 29.6 percent of disadvantaged children achieved 5 or more A*-C GCSEs (including English and maths) compared to 60.4 percent of their peers. The new heads will work together, and with other schools in the Suffolk area, to share knowledge and expertise, spread excellence and help raise levels of attainment across the region. Nadia, Craig and Christine have all committed to their new schools for at least three years and will receive funding of £50,000 to invest in their staff and school to ensure long term sustainable improvements are made. Heath Monk, CEO of The Future Leaders Trust, said: “Talented Leaders is about finding great heads for the schools that need them most. School leaders, over time, are the most important factor in school improvement and changing the life chances of disadvantaged children. “Nadia, Craig and Christine have been selected because they are passionate about giving every child a great education and have the skills to make it a reality.” Schools Minister Nick Gibb said: “We know excellent leadership drives great teaching and this in turn can have a profound effect on raising attainment and providing high aspirations for all.

“That is why we are supporting schools in rural, coastal and deprived areas, that are struggling to attract exceptional leaders, helping them raise academic standards and improve outcomes for their pupils. “I’m delighted to see the Talented Leaders programme is getting off to a great start in Suffolk. I wish Craig, Nadia, Christine and all the other Talented Leaders heads in the programme all the very best and I look forward to hearing about their progress in the coming years.” Nadia Paczuska, who has worked in primary, secondary and alternative provision, said: “I’m moving with my family from London to Suffolk because I think giving young people the opportunity to succeed is our most important social issue. I believe that so strongly and I have to act on it.” Craig D’Cunha has moved from assistant principal to vice principal before being selected for this new position. He said: “Our job is to show students what’s out there and how they can achieve it. Talented Leaders means I now have people who know my context and can support that work. If every school in Suffolk had great leaders, our students would have the greatest education in the world.” Christine Woods said: “I worked with Norfolk Council to give schools short-term support for years but knew I wanted to make a difference long-term. I’m now in a school where I can invest in and develop my staff, and make sure my students feel valued and have a reason to work hard and succeed.” More Talented Leaders are due to start in schools across England from September 2015.

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The Paired Reading scheme at Leicester

Karen Simpson, Head of Inclusion and SENCO – Special Educational Needs coordinator. Karen qualified as a nursery nurse at eighteen and was then a nanny for 9 years. After being made redundant she took a temporary position as a Teaching Assistant at a secondary school in Nottingham. She loved it and was taken on permanently. After 4 years she wanted to change the direction of her career so went to work at a Pupil Referral Unit again on a temporary contract. This subsequently became permanent and she stayed there for six years during which she started an Honours Degree in education. She went back to her original school to be Head of Inclusion in 2005 and also graduated that year as well as completing the National Award for Specialist Leaders of Behaviour and Attendance. She stayed there for two and a half years before successfully applying for a role of Lead Behaviour Professional in Leicester in 2007. In 2010 she began the PGCE in Lifelong Learning. In 2011 the SENCO at New College Leicester left and she was offered the post pending completion of her PGCE. In 2012 she achieved her Qualified Teaching Status in Lifelong Learning Sector (QTLS). She has just finished her National SENCO Award, TDA endorsed Education Magazine (EM) How come you run the Paired Reading scheme and why was paired reading chosen to help remedial readers? Karen Simpson (KS) I line mange the scheme as it falls under my remit as Head of SEN. We call it ‘Better Reading Partnership’, because it has been shown to be very

successful in extending a student’s ability to read. Not only that, it helps them understand better what they are reading through inference and comprehension training. It isn’t just reading a sentence and having a quick chat about it – there is a technique to what they do. It’s not a difficult technique but it’s really effective. EM Did you set the scheme up or was it in place already when you took on the role and how did you go about setting up the process? KS Even when there was another SENCO in the school, I line managed the teaching assistants. Though I wasn’t responsible for its initial implementation, I was aware of it because I line managed the staff. It started very small. One of our local schools, Riverside, closed. We were fortunate enough to get, for 2 days a week, one of their members of staff who had set

principal… all the staff were asked if they had a spare 20 minutes a session to spend with a pupil, because that’s all it takes. We also had the assistance of Alan Dunsmore who was originally the Head at Riverside and now works as a partnership development manager. He oversees getting volunteers in and we now have about 80 who help throughout the week. Lynn Cornelia works two days a week and coordinates the programme. This includes the testing of the students, to the review of progress, and who gets what where and how. She than feeds all the information to me. EM Lynn has about 80 people who come in and help? How did you go about recruiting that number of volunteers and what problems need to be overcome? KS Alan Dunsmore has the energy of Tigger and has connections everywhere! He put ads in the newsletter, at libraries, on the web page and through word of mouth… We’ve got parents, grandparents, old teachers, university students… Lynne can fill you in on the details. The downside is when people are off sick and you have to send students back to the classrooms. One of the issues is that the library is closed for refurbishment at the moment. That can be quite confusing for the students as a lot have SEN, some have autistic tendencies and don’t take change well. That has been difficult for them at times. The four ladies who started here as volunteers initially are still here.

up the Better Reading Partnership at their school. We funded her initially through the Whatever It Takes (WIT) bid. She brought all her resources from the school as it was closing. We initially had four volunteer ladies who started it off. We then trained our teaching assistants. Once that skill was embedded among the teaching assistants we put it out to everyone else who might be interested in helping these children read. This included all the teaching staff, Admin staff, trainee teachers, the assistant 22

EM How much staff input is required and does this require any special resources such as computer programmes and so forth? KS All teaching Assistants bar 4 do paired reading every morning with the students that require most help and consistent help. I allocate an extra hour a week to 5 or 6 teaching assistants’ timetables. We use the volunteers once a week. They might do a 30-40 minute session. With the students who need 2-3 sessions a week I’ll use the teaching assistants. continues overleaf u Education Magazine

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Paired Reading continued

below 6, or around five years behind the rest entering school. For these students we use TOE BY TOE, a one to one phonics scheme, as well as LEXIA (an on line programme). As I have said, this is a cog in a big wheel. It is part of the solution – not the solution. Sometimes it doesn’t work for everyone either. It also doesn’t work if the student doesn’t want to engage. We run it from Year 7 to Year 11. Year 10 and 11 students need to be in their mainstream lessons due to GCSEs so these students come out of tutor time for a range of interventions so they don’t fall behind in their lessons. EM So, it doesn’t require huge amounts of helper training to have a great effect? KS It requires 20 minutes – half an hour max! Thank you for talking to Education Magazine.

We now also screen for dyslexia at the school, a policy I have brought in as SENCO. We can pick it up through the Better Reading Partnership if students are struggling. Lynn has asked for more reading books this year, which we are costing into our WIT bid. This will cost around £500 and that’s all the equipment we need, other than pens and paper to keep records on. EM If you were to set this up again would you have done it differently and what other resources did you use in setting this up? KS I’d have Lynn in for more hours coordinating. I wouldn’t do it differently because we started it slow, and starting slow is the key. Lynn’s the font of all knowledge. We’ve sent her on training with the WIT project in Leicester. They often run free courses, and we support her attendance at them. These support her knowledge and understanding. EM How would you advise a Head to go about setting this up? KS I’d say, go for it but keep an eye on the bigger picture. The Better Reading Partnership is a small cog in a big wheel of what we’re doing for literacy in school. It fits for some kids but it doesn’t fit for others. It is like putting a jigsaw together. You must identify the need before working out what intervention works for some students. This works on the whole for the weakest of the weak readers. They need a lot more sustained, intensive support. Those students for whom English is an Additional Language (EAL), who aren’t special needs, but have no English at all, will benefit from the intervention. It is helpful for students who have a reading age of 7-9 as well. However, for those who cannot read at all – and we have those –we use other interventions before we go onto the BRWP. In Year 7 we had six students who had a reading age of

Lynne Cornelia is the Literacy Intervention Manager, she taught in Primary schools for 35 years before semi retiring and starting work for 2 days a week in secondary schools coordinating reading interventions. This is ideal work for Primary teachers as Secondary school teachers are not usually trained in teaching children to read. She works Wednesdays and Thursdays between 8-5. Her responsibility is to organise the Paired Reading programme. EM What does your working day involve? Lynne Cornelia (LC) We have 30+ volunteers coming in during the week. I match them with students, as there are timetable restrictions and students can’t miss certain classes such as Maths, English, Science, IT etc. I also train the volunteers and do some of the reading myself. I also carry out the dyslexia screenings as well. EM Do you need special equipment, training or supplies to do the job? LC Once you have assessed the student as having a certain reading age, you then use special books according to their reading age. These books will give them enough satisfaction to achieve but will challenge them. Most book suppliers will ‘level’ a book. Barrington Stoke are one company that does this and there are others. The books are aimed at Key Stage 3 - at teenagers - but with the simplicity that matches someone’s reading age. The only other equipment we need is pens and paper to keep records and notes. I had training through the BRWP, the Better Reading and Writing Partnership that brought the techniques of using the right books to my existing knowledge of how to teach the skill of reading. EM How much time does a volunteer get with each child and what is the brief? LC They have half an hour with each child. They’ll spend 25 minutes with the student

and maybe 5 minutes writing up their notes afterwards. This is kept in a paper folder, with the volunteer writing down a page number and any mistakes they have made. They also write down any issues with vocabulary. Students may read a word well but not understand it, so the volunteer will go back over the chapter with the student to discuss any words they suspect the student does not understand. They will write down errors and any reminders to check on vocabulary for next time. EM How easy is it to get volunteers to come and help with this? LC We have a project development manager, Alan Dunsmore who works very closely with De Montford University. They run a project called The Square Mile and he involves a lot of students from this. We also advertise in community libraries and other places. Finally we work with Leicestershire Cares, a Go for Reading project, which works with a number of businesses locally, and they allow their staff to come out and volunteer with us for an hour a week. EM What do you look for in a volunteer? LC We look for someone who can communicate well with a student. They often become mentors and the student will offload onto them as well. They must be a good listener, and have a good sense of humour! They must have good standards in literacy themselves. Most of them love reading and that’s one of the reasons why they come along. I’ve got some volunteers who have been with the project for four years here at New College and they just love it. EM With such a varied cultural background of the area, do you manage to get people from all sections of the community? LC Yes we do, we work with English as an Additional Language (EAL) students and children with very low literacy skills. Some of our students for whom English is a first language have a reading age of 6 and fall behind as the curriculum requires a reading age of 12. EM If a school wanted to set up a project such as this, what pointers would you give them? LC If there is someone in their area with BWRP training, that will introduce them to the levelled books, as well as other ways of helping students who are struggling then its really worth getting them involved from the very beginning because until you have someone with background knowledge of levelled books, you can’t really begin. EM How do you stop children from feeling that they are being singled out? LC Nobody seems to make an issue of it in the school. We are really lucky in that respect. Students go to the library and do the session, and none have said that they don’t want to do it. It’s lovely that no one makes fun of them! Thank you for talking to Education Magazine.

Education Magazine

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The real role of the PTA Schools that already have a Parent Teacher Association (PTA) will know the real value that it can bring; helping to deal with shrinking budgets by raising funds for new resources, projects and causes, as well as unifying schools and the wider community to enhance the educational experience and future opportunities for all involved. However, there are a few lingering myths surrounding PTAs which are preventing schools from making the most out of the parent body, and the wealth of opportunities which working with parents provides. Emma Williams, takes a closer look at the real role of parent teacher associations, and the benefits they have had for schools… A PTA is an organisation of parents and staff that is traditionally best known for its fundraising work. PTAs are prolific contributors to school funding, generating over £120 million to our education system each year - yet they are about more than just fundraising. Working alongside teachers, parents can help to transform schools for the better, not only through fundraising, but by encouraging effective home-school relationships and improving parental engagement in children’s learning. Not just about the money However, PTAs are about so much more than bake sales and school fairs; they provide a crucial social function too. School events offer an opportunity for parents, staff and pupils to get together, demonstrating to children the value of working collectively and setting an example of altruism and teamwork. “I personally have always valued the PTA,” says David Barnett, headteacher at Chudleigh Primary School in Devon. “I see the PTA not just as being fundraisers and a way of parents and staff to work together but actually as a way for new parents to be welcomed into the school.” As schools prepare for a new intake of pupils this autumn, they are also working to prepare the new parents who will also be joining the school. Creating an open dialogue and positive relationship with new parents helps to foster a sense of partnership in the children’s educational experience; something which is invaluable to boosting a child’s learning, engagement and attainment at school. “I think if parents are coming in from outside their school area, they need to feel

vested interest in trying to improve things within the school. Therefore, if they can offer positive or constructive criticism about things that the school is doing, then it is only logical to take those views into consideration and value their input.

Emma Williams, the Executive Director at PTA UK.

part of that school community,” says David. “This is something which can be done with the help of a PTA; by getting involved with it directly, or by supporting events and occasions that have been organised by other more active members.” Being a part of the school community helps parents to feel more involved, and draws those parents who may otherwise have remained on the periphery of the school community in, to become more engaged and proactive; something which then extends to the children themselves.

“ It is about building important relationships with the parents and engaging with them as much as possible,” concludes David. “Parental involvement in children’s education has a significant impact on their educational achievement and well-being at school, and it is our duty to work with the parents for the benefit of the children themselves.

”

By encouraging and enabling parents to be actively involved in their children’s school, PTAs can help to break down the home-school divide. PTA events provide a ‘soft’ way to invite parents in to the school community, breaking down barriers and building confidence amongst parents. Listening to parents PTAs can also provide a platform for schools to be able to consult parents on any new policies or initiatives that they’d like feedback on, often offering insight to a new and relevant perspective. This results in parents feeling more invested in their child’s school and therefore more likely to engage in any activities to make it more successful. Chudleigh School frequently uses their PTA as a sounding board to get their opinion or suggestions when it comes to certain school policies or propositions. It is not simply because they are a ‘captive audience’, but because they are proactive and have a

This said, at PTA UK we know through working with our members and partner organisations that the introduction of a PTA can raise challenges around control and direction for both staff and parents. However, in our experience, these challenges can often be overcome when clear boundaries and communication channels are established from the outset. The partnership between schools and parents can be an unparalleled and seamless force for good, harnessing the desire from both sides to provide the best possible educational experience for the children. Two bodies are better than one Sofina Islam OBE, headteacher at Stanton Bridge Primary School in Coventry, worked in partnership with the parent body to help transform the school, which was once at risk of being put in special measures, into one of the most highly-regarded in the area. “Through various meetings, I noticed there were a lot of vocal parents so I suggested that they put into action some of the initiatives they wanted implemented in the school”, says Sofina. “We set up a school body so they could support the school and be advocates for the wider community.” “When it got to the stage where I realised there was a common group who always came to the various school events, then I knew we had found the voice of Stanton Bridge. That’s when I suggested they deserved a title and become an official body.” Sofina concludes, “In 2013 our school became one of the top 250 schools in the UK and if the parents had not been there in the beginning supporting me and helping me along the way then the vision that I once had for this school would not have come to life.” Schools like Chudleigh and Stanton Bridge are just two examples of the positive influence PTAs can have on schools and the wider community. PTAs can be a very powerful tool in instigating change, dealing with shrinking budgets, boosting children’s well-being and improving communications between the school and parent body. However, more than these practical examples, PTA’s can have a profound impact not only on the school itself but on the wider community, helping to make it a positive environment for children to learn and grow. Emma Williams is the Executive Director at PTA UK.

Education Magazine

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Only 50% chance of good secondary education for Swindon children Only half of secondary pupils in Swindon attend a school or academy that is judged good, Ofsted has found. Following an inspection of Swindon Borough Council’s school improvement arrangements, Ofsted has today (11 March 2015) published its findings. Inspectors found the council’s school improvement support in schools was disjointed. Not all stakeholders understood their role and responsibilities for helping schools to get better. As a result, pupils’ GCSE attainment was low and thousands of secondary school children were attending schools that were less than good. Bradley Simmons, Ofsted’s Director for the South West, said: It is very concerning that children in Swindon only have a 50% chance of going to a good secondary school. This is compounded by the fact that there are no outstanding secondary schools or academies to help to share effective practice across the borough. As a result, nearly 6,000 pupils are attending a secondary school that is not yet good. Swindon’s primary schools are faring better and the council’s good work with academies and local employers has seen an increase in students completing their education and training, beyond the age of 16. However, more needs to be done to close the attainment gap for disadvantaged children, both at primary and secondary, as well as ensuring the brightest pupils are supported and challenged to achieve the best GCSE results. Given the poor performance of the council’s schools and the disjointed school improvement support, Ofsted will carry out a further inspection of the local authority to evaluate its progress in addressing the areas that need urgent improvement. The inspection took place between 1 and 5 December 2014. The findings were based on discussions with Swindon Borough Council, maintained schools and academies, early years and post-16 education providers, outcomes from the focused inspections of a number of schools and academies, and responses from a telephone survey of schools and academies. Areas the local authority needs to improve include:

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setting out the roles and responsibilities of different stakeholder groups involved in school improvement, so that they work cohesively together

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increase accountability by implementing the proposed Education Improvement Strategy Board and set out the necessary actions to improve education provision in Swindon, especially for disadvantaged and the most able pupils

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check rigorously the quality and effectiveness of the council’s support to schools so that improvement is more consistent and the proportion of good or outstanding schools exceeds the national average

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ensure that concerns about standards and leadership in academies are referred promptly and directly to the Regional Commissioner for Schools

Action on school improvement too slow in Suffolk, Ofsted finds Ofsted inspectors found that too few pupils in Suffolk attend a good or outstanding school. Suffolk County Council has been too slow in its action to help schools in the area improve Ofsted has found. Inspectors carried out a local authority school improvement inspection in January and found that, while the council had made progress, it had not acted quickly or decisively enough to make significant improvements since the previous inspection last year. Inspectors found that too few pupils in the county attend a good or outstanding school, particularly in Lowestoft and Ipswich which have the highest level of deprivation in the area. The number of pupils achieving average levels of attainment and making at least nationally expected progress remains below average across Suffolk. This is especially the case for disadvantaged pupils at secondary school, where the authority is the worst performing in the region. However, the council has taken positive steps to effectively support and challenge inadequate schools to improve. Rigorous monitoring of pupils’ progress and risk assessment has meant the local authority is better able to identify those schools at risk of decline. But this work is too recent to have prevented some schools from deteriorating. East of England Regional Director, Andrew Cook said: While I recognise that Suffolk Council has taken positive steps to improve education in their area, and there are signs for optimism, the county is still not making swift enough progress. Much of their strategy has been implemented too recently to impact substantially on pupils’ outcomes. Pupils’ attainment in Suffolk remains below average, particularly for the most vulnerable and disadvantaged children. As a result, 25,000 28

children do not attend a good primary or secondary school. This needs to improve. The local authority has a vital role to play in boosting pupils’ achievement and ensuring that all pupils in Suffolk attend a good or outstanding school. We would like to see them build upon the progress made, ensuring that the targets set by schools, especially for disadvantaged pupils, are aspirational. Therefore, I have recommended that the authority is given time to embed its improvement plan, with a further inspection carried out in the next two years to evaluate whether outcomes for all children have improved. Inspectors found that there was still not enough school-to-school support in the county, especially in the areas that needed it most. Some school leaders expressed concern that they did not know where to access good quality support or opportunities to work in collaboration with others. However, inspectors did find some notable improvements, including better use of formal powers of intervention where schools were identified as causing concern. These included issuing formal warning notices, deploying additional governors, and using school improvement boards before establishing an interim executive board. There were also examples of successful partnership work between other local authority services and schools, colleges and early years settings. The council’s officers had worked well with employers, colleges and other further education providers to secure suitable provisions for all 16-19 yearolds. As a result, the proportion of young people participating in education, training or an apprenticeship had increased at a faster rate than nationally. Areas for improvement In addition to rapidly improving achievement, particularly for disadvantaged pupils, inspectors identified the following areas for action:

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using the recently introduced system for monitoring achievement in all schools to identify schools at risk of declining and intervening more quickly when necessary

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improving the effectiveness of communications and consultation with schools

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working in partnership with all school leaders to identify priorities for improvement and agreeing a cohesive strategy to support leadership, teaching and learning

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urgently increasing the availability to all schools of high quality support, including school-to-school support

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clarifying the purpose of local authority officer visits to all schools in relation to monitoring, challenge and the signposting of appropriate support.

Education Magazine

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‘Lessons will be learned’ – safeguarding in schools

Also, the range of safeguarding concerns now being handled in schools has grown exponentially to include issues such as child sexual exploitation, female genital mutilation, radicalisation, on-line bullying and e-safety issues. In addition, there has also been a significant increase in the number of young people experiencing complex mental health issues, with self-harm a common problem. This creates an enormous responsibility for schools in managing what can be extremely challenging and time-consuming issues. The evidence clearly shows that ever more time is being spent on safeguarding – but in most cases this is being managed on paper and email.

Question: Which Google search returns 366 million hits? Answer: ‘Lessons Will Be Learned’. OK, not all of these hits refer to safeguarding in schools but you get the point; this now hackneyed phrase has become the media statement of choice following every instance of incompetence, negligence, or tragedy. But when media interest wanes are those lessons ever really learned? And what does that mean in the context of safeguarding in schools?

Given the volume of information being produced in schools there is an increasing need to ensure that data is securely stored but is at the same time accessible and shared appropriately. SCRs frequently criticise agencies for not sharing relevant information but this can be extremely difficult to achieve when that information is on paper and locked away in someone’s office.

The public inquiry into the tragic death of seven-year-old Maria Colwell in 1973 laid the foundations for the UK’s contemporary child protection procedures. Since that time a litany of well-documented incidents has resulted in fundamental changes to our child protection legislation with a plethora of government guidance and recommendations from serious case reviews (SCRs) . Yet the processes underpinning a school’s most fundamental duties – to safeguard its pupils – continues to operate like a 1950s bureaucracy, steeped in paper, brown manila folders, four-ring binders and filing cabinets. In UK schools today you will find a huge range of technology supporting almost every aspect of teaching and learning – but not safeguarding. And this at a time when safeguarding challenges have never been more complex nor the legal duties on staff and schools more stringent.

Throughout our policing careers we saw the tragic consequences for victims and families when safeguarding arrangements failed. Furthermore, as school governors and in our extensive work with schools we have experienced the impenetrable paper trail that typifies many safeguarding regimes. Given the challenges facing schools we believe that an end to end approach to safeguarding is needed to transform the current system - one that integrates governance and leadership, the recording of concerns by staff, effective case management and the secure storage and exchange of sensitive information. It is also important that disparate systems are joined up – for example, making sure that the e-safety is integrated with the management of ‘real-world’ safeguarding concerns, which is critical in identifying potential risks. Key to this approach is the use of modern technologies that enable all members of school staff to record safeguarding concerns easily and securely and for safeguarding

leads and senior management teams to have access to critical information when they need it. This ability to identify and track problems allows schools to put in place earlier interventions that could help prevent safeguarding concerns from escalating and increase the level of safety. Surely, one of the many benefits of information technology is the ability to access data to help us understand and solve complex problems - and not just within the school. Getting to grips with safeguarding data across a number of schools in an area can assist bodies such as the local authority, academy trusts and local safeguarding children’s boards (LSCBs) to understand the full extent of the challenge. This would enable these bodies to better plan and prioritise safeguarding services both within schools and across local communities. Schools in this country are fortunate to have committed and caring members of staff who take safeguarding in schools very seriously indeed. When we visit schools we are always impressed by the compassion and dedication of the people that we meet, however, they are being let down by inefficient and ineffective systems and processes that create significant risks that could so easily be avoided. Albert Einstein once said that ‘the definition of insanity is doing the same thing over and over again and expecting different results’. Now is the time for us to learn that lesson and do something about it!

Mike Glanville and Martin Baker are former Chief Officers with Dorset Police For more information: visit www.oneteamlogic.co.uk/

That .sucks – protecting your business from a reputational nightmare Brands’ and celebrities’ worst nightmares could be about to become a reality this June when hundreds of questionable web domain names go up for grabs. .sucks, .porn and .adult are just some of the TDLs that will become available, and experts are now advising businesses to purchase uncomplimentary names, before it’s too late. Web hosting company 34SP.com has predicted that some of the world’s biggest brands could be subject to torrents of abuse from online trolls purchasing unfavourable domain names with the sole aim of tormenting brands and celebrities. Indeed, Taylor Swift has already registered taylorswift.porn and taylorswift.sucks,

while Microsoft has reserved Office.porn and Office.adult. 34SP predicts that thousands more registries will be made ahead of the June 1st deadline, when generic domain names are expanded to include more variations. Daniel Foster, co-founder and technical director of 34SP.com said: “Businesses should do everything in their power avoid being associated with negative messages – and it’s hard to imagine domain names like .sucks and .porn will foster positivity. “Clearly some big brands are already taking

this seriously by registering controversial names while we are still in a mandated period. However, after June 1st it becomes a free for all, so I’d advise all businesses with even a slight worry about how this could affect their business to swoop up the domains sooner rather than later. “While some might use domains for good causes, by creating sites such as cancer. sucks for example, I’d predict that many will be swooping up the new names solely for defamatory purposes.” Those who want to keep an eye on all of the savoury and unsavoury new TLDs being released and applied for can do so on the Internet Corporation for Assigned Names and Numbers’ (ICANN) website. www.34sp.com

Education Magazine

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Make or break? It’s difficult to understate the importance of getting the infrastructure right for tech skills. Recently the House of Lords’ Digital Skills Select Committee published its long awaited report following a six month enquiry looking at how ready the UK workforce is for the rapidly changing digital workplace. The title they chose for their report – “Make or Break: The UK’s Digital Future” – emphasises the crucial importance of the next few months and years in getting Britain into shape to take advantage of the ever-growing digital economy.

The report – and the evidence the committee examined – is wide ranging in its scope. As with any report into tech, the debate about ensuring infrastructure is up to standard was touched upon. However the bulk of the report focuses on two things – the skills gap, and the preparedness of our young people for a future digital career. Our own figures show that some 134,000 new skilled tech specialist workers are needed in the UK workforce every year. Yet last summer, just 14,000 young people sat a computing or ICT A-level. And in the last three months of 2014, fewer than 3,000 tech apprenticeships were advertised. The Committee has recognised that a shortage of skilled workers has its roots early on in the education system. One of the more interesting conclusions that they draw is that of linking digital skills with creativity. In order to attract more young people to tech, there must be a change in attitudes – it is simply no longer true that a career in tech means years of reading and writing code. Tech has creativity and innovation at its heart, and for the UK’s digital industry to flourish, the sector needs to attract a broader range of people. As the Committee says, there is an “urgent requirement for comprehensive industry

input into the further education system”. With that in mind, the Tech Partnership is, of course, delighted to have been singled out by the Committee as being ideally placed to lead an all-encompassing review into digital skills. There are – there must be – two strands to that role for industry. The first is, naturally attracting more people towards digital careers in the first place. The Tech Partnership have already taken the initiative on that. One example is the long running TechFuture Girls programme, designed to rectify the gender imbalance in the sector, and it has now inspired more than 150,000 young girls towards tech careers. The second strand is ensuring that the skills that young people learn when setting out towards a career in tech are relevant, transferrable and future-proofed. It is a self-evident fact that in order to ensure that learning meets employment needs, employers must be part of the equation. The Committee’s report comments that “Employer trust in the system will be strengthened by industry-designed and endorsed certificates”. The Tech Industry Gold accreditation is already playing that role within the digital sector, ensuring that apprentices can be assured that the skills they are learning will be well-suited to their future careers. Key to the Committee’s recommendations for how the Government should act to ensure Britain can maintain a leading role within the global digital economy is the creation of a clearly defined, ambitious ‘Digital Agenda’. This agenda must be crosscutting – it is not enough simply to focus on tech jobs, tech apprenticeships or tech school subjects. Every aspect of government, education and industry must be included – after all, more than half of all tech-specialist workers are employed outside the tech industry. And our own research shows that the use of technology is almost ubiquitous across every business in every industry. If the government is to follow the Committee’s recommendation and appoint a Cabinet Minister with responsibility for the Digital Agenda, it will be a clear demonstration of commitment to the UK’s place in the digital world economy. But if such a role is to be a success, then they must 32

also commit to working collaboratively with employers to reshape further education provision, qualifications and accreditation. The proposed Digital Agenda covers things as basic as access to digital technologies, right through to looking at advanced skills, the need for cybersecurity measures and importance of building on regional tech clusters. These are all important, but success really will be routed in ensuring the best training and guidance is available at the ground floor. There would seem to be a widespread need for reconsideration of the employment guidance on offer. Though the instinct to encourage young people towards university wherever possible remains strong, the fact is that for many it isn’t the right option. Despite the demand for skilled digital workers, computing degrees in this country have among the highest rates of unemployment six months after graduating as any discipline on offer. Apprenticeships meanwhile – particularly those delivered to an industry-backed standard – ensure that young people can continue their learning and start their careers equipped with the tools needed for the workplace. It should also be remembered that apprenticeships are proven to have economic value, both to the apprentice and the employer. Fortunately, it seems that, in the current political environment, there is widespread agreement as to the need for more apprenticeships. But it is important to remember that simple numbers alone will not be the answer. Our entire education system must be geared towards producing the talent needed to fill the UK’s everexpanding digital sector. Employers want to work together to deliver the skilled workers that are so vital to the future of our economy. It’s the very reason why so many have already come together to work to bring change through the Tech Partnership, and why they will be so welcoming of the Digital Skills Committee’s ambitious vision for the UK’s digital future. By John Cox. John Cox is the Policy and Research Manager for the Tech Partnership www.thetechpartnership.com

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Computing: paving the way to success The computing curriculum is now comfortably into its first year in UK schools, yet teachers’ confidence remains one of the main obstacles to its success. With many teachers not coming from a computing background, schools face the challenge of ensuring their staff have the knowledge, understanding and confidence to deliver the subject. While it’s no doubt a very real concern, Shila Odedra-Silvera, discusses why a lack of prior computing experience should not be an obstacle for teachers. giving educators the opportunity to try programming out for themselves using a programmable computer and electronics workstation powered by the Raspberry Pi (RPi). It was amazing to see how quickly they picked it up. Encouraging teachers to go to events like this and to seize free training opportunities will certainly help them to feel more at ease with the technical elements of computing. Find comfort in curriculum resources

A recent report by the House of Lords digital skills committee identified digital skills as being as necessary for students as basic arithmetic. However, while it recognised the importance of the computing curriculum in achieving this, it also highlighted a number of shortcomings; one of the most significant being that many teachers have had to deliver a subject that they do not feel adequately prepared to teach. Research carried out last year found that with only weeks to go until the computing curriculum was put into practice, more than 130,000 primary school teachers were not feeling confident enough to teach their pupils how to code. In many cases, delivering the computing curriculum will be as much of a challenge for senior leadership teams (SLTs) as it is for teachers themselves. However through my work with schools nationwide, I’ve identified a number of simple strategies that are being used to alleviate teachers’ concerns and to ensure students are able to get the very best from the computing curriculum. Reassure teachers that it’s not all about coding Forget the technical skills for a second and consider this question. What would you create if you could design a program for anything? This was a question posed to a group of Year 6 pupils when I was visiting Ickford Combined Primary School in Aylesbury. A simple question, but one that sparked a number of brilliant ideas, from managing pocket money to preventing wars! While of course they aren’t actually in a position to create such things, it was a great way to demonstrate the infinite

possibilities and exciting opportunities associated with a career in the technology industry. Teachers need to be reassured that, while coding is undoubtedly a must-have skill of the future, the computing curriculum isn’t solely driven towards the teaching of technical skills. Rather it is an opportunity to encourage students to think creatively and to be able to come up with innovative ideas and viable solutions to real-world problems. At a time when technology is advancing at an incredibly rapid pace and we can only speculate about the jobs that have not yet been created, the ability to think outside the realms of what’s possible is an essential skill for the future. Make the most of free training opportunities While coding isn’t the be-all and endall, having a practical understanding of computing is necessary for teachers to ensure that they are able to help pupils reach their full potential. Some schools will be lucky enough to already have a member of staff who has a good understanding of programming, but for those who don’t, there are a growing number of training opportunities available. The Barefoot Project is one example, offering free computer science workshops for primary school teachers in England. A number of technology giants, such as Microsoft and Google, have also begun running initiatives to support teaching computing in schools. While there is plenty of training material available online, there is real value in faceto-face training for teachers. At Bett and the Education Show this year, there was on-stand teacher training workshops, 34

There is a wide range of resources available to support the teaching of computing, many of which do not require teachers to have any prior programming experience. Covering a range of ages and levels of experience, these can vary from children’s toys, such as programming Floor Turtles, to initiatives like Apps for Good, which enables young people to design (and in some cases develop) their own apps. Products which offer additional resources, such as lesson plans, project ideas and access to ongoing support, are also of huge benefit to both teachers and students. The FUZE, for example, comes with a series of project cards which make it incredibly easy for students to work through on their own and to progress to high levels of understanding very quickly. Not only do such resources help to spark students’ interest in computing by demonstrating the practical application of what they’re learning, they also facilitate a learner-led approach. Allowing students to take ownership of their learning generates a sense of pride and motivation to do well, while simultaneously taking some of the pressure away from teachers. The introduction of computing into the National Curriculum has no doubt been a major upheaval for many schools, and it’s hardly surprising that many SLTs are still trying to establish the best way to support teachers. Accepting that the computing curriculum is going to be a steep learning curve for staff, schools should initially focus on sourcing and providing relevant training and resources. Only by first developing teachers’ confidence in computing, will schools truly be able to support students and help them to become tech innovators and problem solvers, or passionate and skilled programmers, ready to lead the future of tech. Shila Odedra-Silvera is the Head of Education at FUZE Technologies Ltd, www.fuze.co.uk/. Education Magazine

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DDoS Attacks: Is your school prepared? DDoS (Distributed Denial of Service) attacks are an increasingly publicised and pervasive online threat, particularly for schools. Hackers use these attacks to restrict access to online or computer resources to the point where they can no longer be accessed. But how do they render a web site, server or a network completely inaccessible? Well, imagine going into a bank. On a normal visit, you’d walk in, go to the counter, deposit a cheque or withdraw some money, and leave. But imagine instead that just as you set foot in the door, a thousand other people all rush in at once and tried to mob the counter, each of them shouting and demanding attention from the overwhelmed bank staff. Then imagine that only a fraction of those thousand people are legitimate customers that have a genuine need to be there everyone else is just a nuisance, a distraction. Regardless, the bank is overcome and no one is able to access any services. And this, essentially, is what a DDoS attack does; it denies access to services by flooding a target with requests until it is no longer able to serve anyone.

One of the biggest examples of DDoS to make recent headlines was the takedown of Microsoft’s Xbox Live and Sony’s PlayStation Network last Christmas; millions of users woke up on Christmas day to find that their shiny new consoles would not connect to the PlayStation Network or Xbox Live. Each of the sites had been flooded with traffic, which in turn prevented anyone from accessing the complementary online platforms provided by the gaming giants - this meant users could not register their consoles, access the full set of game features (many games now need an Internet connection) and were essentially left with a very expensive plastic box for a week until the attack subsided. The negative publicity around this event was hugely damaging to both companies. And whilst DDoS attacks aren’t always on this scale, large events aren’t actually that rare; in fact, they are more common than you might think and unfortunately they are on the increase.

Mark Conrad, Broadband & Internet Services Product Manager at RM Education, explores the three things all schools need to know about the threat and consequences of a DDoS attack, and the steps they can take to be prepared.

In 2012, 35 per cent of companies reported disruptive DDoS attacks. In 2013 this figure rose to 60 per cent and is still increasing. These attacks aren’t one-off occurrences either; over 45 per cent of those interviewed reported being attacked on multiple occasions and 17 per cent said they had simply lost count! (Neustar, 2014).

Could it affect my school?

What impact could this have on my school?

The simple answer is: yes. Arguments such as ‘we’re too small to be targeted’ (which certainly isn’t going to stop an attack) or ‘we have some pretty impressive firewalls on site!’ aren’t good enough. DDoS attacks can target any organisation of any size, whether large or small; and increasingly, the attacks are beginning to pose a serious concern to schools.

Schools are feeling the effects of DDoS in multiple ways, primarily in terms of the content they can access. The websites you need your Year 6 class to log on to can easily be put out of service if the provider or host isn’t protected and is under attack. Or, if your Internet service provider doesn’t have robust systems in place, you can experience inconvenience ranging from slow bandwidth 36

to a complete loss of service – and an attack can mean losing access to key services for hours, if not days. Whilst schools are more commonly inconvenienced by DDoS attacks because of something happening to their providers, they can be a target in their own right as well. School pupils are often the most techsavvy amongst us and launching a DDoS attack is potentially well within the realms of their capability. The bragging rights associated with an attack that brought down their school’s virtual learning environment or parent services is something we hear about more and more. A simple Google search can provide enough information to enable one of your pupils to launch such an attack. However, with DDoS attacks being ‘sold off’ at $5 for a 1 hour attack or $40 (Juniper Networks, 2014) for a 24 hour onslaught, they may just outsource the inconvenience of initiating it themselves! As the vast majority of schools are not-forprofit institutions, they are often lulled into a false sense of security by thinking that they are unlikely to suffer such attacks. DDoS targets are mainly aimed at the massive profit churning organisations, right? Wrong. That may have been true back in 2000 when Amazon and eBay were amongst the first targets of DDoS attacks, but this simply isn’t the case anymore. What should I be doing about it? Firewalls and other industry-standard security systems are a critical part of any network defence, but DDoS attacks are becoming increasingly sophisticated and your IT partner’s traditional forms of defence may not be up to scratch. For example, an attack can be launched as a smoke screen to distract network staff and continues overleaf u Education Magazine

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DDoS Attacks continued systems, so that whilst they are dealing with the DDoS threat, hackers can exploit other avenues within the network to remove data or other sensitive materials. By the time the user is aware of this, it is usually too late. So where does this leave schools? Should you be going out and buying a dedicated DDoS mitigation platform? We don’t think so; they are expensive and complex to set up. Instead, schools should be carefully assessing their choice of cloud services and

Fifteen years after the ILoveYou Bug: has the face of malware changed? Where were you when the ILOVEYOU bug started spreading on May 4th 2000? Was your computer one of the tens of millions of PCs the Love Letter attacked? Exactly fifteen years ago to the day, email messages with the subject line ‘ILoveYou’ and the message ‘Kindly check the attached LOVELETTER coming from me’ started propagating to millions of inboxes. The malware-laced attachment was named LOVE-LETTER-FOR-YOU.txt. vbs. Since the vbs extension was hidden by default, it seemed to recipients that the attachment was a harmless txt file. Once the attachment was opened, a VBS script would overwrite image files and send the LoveLetter email to all contacts in the victim’s Outlook address book. The computer worm also tried to download and install a Trojan horse designed to intercept passwords and send them back to the perpetrators in the Philippines, and then rendered the machine unbootable. Because the email was being spread by infected machines and sent to known contacts in address books, recipients thought the email was sent by people they knew. Within ten days, over fifty million infections had been reported, and it is estimated that 10% of internet - connected computers in the world had been affected. The outbreak is said to have caused $10 billion in damages worldwide. ILoveYou Bug – then and now Fifteen years ago, the ILoveYou bug was very successful in terms of number of infections and inflicted damage. Would it have been as successful now? What has

Internet providers to ensure their partners have them covered in this respect. As trends in education increasingly reflect a gradual move to the cloud, the increased reliance on the Internet - as well as software and applications which are not installed on devices – mean that a DDoS attack or the theft of data could place you in a very difficult position or even blight your school’s reputation. It could leave you unable to carry out the most basic tasks, from browsing the Internet or registering pupils, to more critical functions such as processing new admissions. Unfortunately, DDoS isn’t going away and its indiscriminate nature means the education sector and its providers need changed in the malware threat landscape in the last fifteen years? #1. Malware awareness has come along way People are no longer as easily fooled. By now, most consumers know that malware can look like it is being sent from someone you know. Even though the attachment can look innocuous, it can still be malware. Attackers now need to put more effort into social engineering in order to make potential victims fall into the trap. #2. End of the prank malware era The ILoveYou bug was designed to steal passwords and was part of a new variation of malware that was not sent simply as a prank but to provide financial gain for the attackers. Today’s malware attacks are often executed by sophisticated criminals who are after financial gains, or by state sponsored actors with political motives. #3. Attacks have become more targeted The ILoveYou bug was spread to anyone who was misfortunate enough to be listed as a contact in an infected computer’s Outlook Address Book. In short, the attack was not very targeted. Attackers have changed their strategy in that they are now not so much going for quantity, but for quality. They will stake out their victims carefully with a clear intent toward the data they want to get their hands on. Since most corporations have valuable data, attackers are targeting specific individuals within companies and are using social engineering, such as gleaning personal information from the internet, to make their victims take the bait. #4. Email filters can intercept spoofed attachments Part of the success of the ILoveYou bug was because the email attachment’s real extension was hidden, making it look like a harmless txt file. Email filters can now block dangerous files such as executables and .vbs files. Advanced email filters can also perform file type verification to

to keep the threat in mind as they embrace the new and exciting resources available on and offline. So what can schools do right now to be prepared? Well, first of all – don’t panic and don’t waste money on extra kit that won’t add value to your school’s Internet security. Challenge your cloud services and Internet providers to make sure they’re keeping up with Internet security and preventing DDoS attacks. And finally, educate your pupils and encourage responsible use of the Internet and IT. Remember, DDoS attacks and other forms of hacking are actually illegal. For more advice and information, visit www.rm.com/broadband

ensure that email attachment extensions that have been spoofed, such as an exe file that is disguised as a txt file, will not be allowed through. #5. Malware now tries to avoid detection In the ILoveYou bug era, attackers did not attempt to hide the infection on your machine. As soon as the computer became infected, files would be overwritten, pop-up messages would appear, and browsers or applications would be blocked from use, making the infection obvious. In recent years we have seen the rise of more sophisticated Advanced Persistent Threats (APTs) that operate in stealth and try to avoid detection, in order to syphon off as much data as possible before being detected. Fifteen years after the ILoveYou bug, malware is still a major problem is not going anywhere anytime soon. How can businesses protect themselves against malware attacks? Even though malware threats are increasingly sophisticated, there is still a lot that companies can do to protect themselves. By maintaining proper security practices, such as centrally monitoring devices to ensure that they are safe and patched, deploying multiscanning with multiple anti-virus engines on servers, web proxies, clients and email servers, and educating employees in cyber security, organizations can greatly decrease their exposure. By Deborah Galea, Product Marketing Manager at OPSWAT Deborah Galea is Product Marketing Manager at OPSWAT, a company that provides solutions to secure and manage IT infrastructure, and developers of multi antimalware scanner Metascan. Deborah is dedicated to identifying solutions that help companies of all sizes secure the data workflow in their organization. Prior to joining OPSWAT, Deborah co-founded Red Earth Software, a company that specialized in email security solutions for Microsoft Exchange Server.

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nursery, Selectaglaze was tasked with providing a solution using its bespoke secondary glazing systems as a result of similar works completed on the Crossrail scheme. A fully independent tailor made window system set 100mm or more from the existing window achieves a noise reduction of 43-45dB and high performance frame seals both limit airborne sound and trap the dirt and dust. With the property being Grade II Listed, secondary glazing is a great solution as it is a reversible adaptation. Selectaglaze produced sympathetic designs for Listed building consent using sliding and fixed systems with locks to ensure permanent protection.

Bishops House Childrenâ&#x20AC;&#x2122;s Centre Nestled next to the normally tranquil Kennington Park, and surrounded by other beautiful Listed buildings lies Bishops House Childrenâ&#x20AC;&#x2122;s Centre. Originally intended for the Bishop of Rochester and built in 1895, he wanted it to be passed on to the community and used by the local children. In 2004 his wish was fulfilled with it becoming a dedicated childrenâ&#x20AC;&#x2122;s centre and since then has transformed to an Early Years Centre. Education Magazine

The central chapel of this Grade II Listed impressive Georgian style building, has now been converted to the reception for the Early Years Centre. However in spring 2015 the Northern line extension works are to begin in earnest, which will disrupt the environment of the nursery until at least 2020 when it is due to open. The current single glazed windows offer minimal acoustic protection and any ill-fitting frames also allow dirt and dust into the building. In order to maintain a quiet, clean and comfortable environment for the users of the 39

Selectaglaze are the leading specialists in secondary glazing, established in 1966 and granted the Royal Warrant in 2004. Selectaglaze have an extensive range of products to suit all projects from Listed properties to new build. The Company offers a wide range for tested products covering acoustic and thermal performance as well as protection against intruder and blast mitigation. A free technical advisory service is offered and a RIBA approved CPD is available to Architects and Designers. For further information please contact the Marketing Department on 01727 837271; email enquiries@selectaglaze.co.uk or visit the website at: www.selectaglaze.co.uk

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Teaching with tablets in 2015 and beyond

Why tablets have an important place in the classroom, but how these benefits can also bring challenges that need to be overcome. With 80% of internet users now owning a smartphone, and 47% owning a personal tablet, love it or hate it, the use of new technology and tablets in the classroom can no longer be ignored. In fact, as Michael H. Levine, executive director of the Joan Ganz Cooney Center, an independent research and innovation lab focussing on educating children in a rapidly changing media landscape says: “Mobile devices are part of the fabric of children’s lives today: they are here to stay. It is no longer a question of whether we should use these devices to support learning, but how and when to use them.” The education market is becoming an interesting prospect for tablet manufacturers. According to research conducted by the British Educational Suppliers Association (BESA), there will be nearly a million tablets in UK schools by 2016. And with Apple now confirming it has sold over 15 million iPads into the education market alone, the subject of using tablets in classrooms across the world has been transported into the spotlight. So what part can iPads and tablets play in the classroom, and what benefits do they offer?

There has in the past been reluctance from schools to invest in this type of educational tool, and a reluctance to use these methods of teaching in classrooms. This has been mainly down to tight budgets and purchasing costs. Schools are now however reacting to how technology is evolving outside of the classroom, and changing the way they think about new technologies and their place inside the classroom. They are realising that what children use outside of the classroom (mobile phones, tablets and gaming devices) can be utilised in lessons if used in the right way. The common misconception that tablets would be introduced to rival PC’s or Mac’s has been squashed. It would be wrong to try and use a tablet in this way as there are so many tools on tablets and PC’s but they do not do the same thing. Tablets are not necessarily there to compete with existing technology but to complement existing teaching methods and ultimately enhance the experience for all involved. The difficulty comes in working out how these tablets can be best used in your environment. Teachers have been sharing their surprise online at the ease of tablets (and time saving aspects) for their admin. Attendance records and missing assignments can all be saved and accessed quickly and easily on these devices, allowing them to respond to students in class whilst they are captive audiences. In turn, the channels of communication can be enhanced between students and teachers – they can give pupil feedback on grades, refer to pieces of work on their tablets and freely move between the class for more fluid group interactions. And despite what was previously thought, tablets and storage methods for digital media have become a lot more cost effective, considering what would be spent on learning materials such as books, printed handouts, and other study materials. Students can access tools such as online dictionaries and use online books and research to find quotes and statistics to

use in their essays or assignments. In fact, Apple itself boasts a library of over 80,000 apps just for education, as well as interactive books on every subject and speeches, virtual tours and videos from experts around the world. As Apple states, ‘With iPad you can teach all your students the same lesson in different ways’. To that end, tablets can encourage an equal learning platform, where students can learn at their own pace – for example, they can revisit demos if needed, and teachers can more closely tailor the learning experience to individual or group requirements. For visual learners there are the likes of YouTube videos, books for readers, and digital games for hands-on learners – all of which are fully interactive and engaging for the pupil. However, teaching with tablets does not come without its challenges. Perhaps the biggest challenge is that once schools have made an investment in technology it makes no sense for them to ignore the necessary steps needed to protect that investment. It is easy to charge and sync a single tablet for home use, but problems can arise when multiple tablets need to be charged at the same time. It is a big ask for teachers to take on the extra responsibility and be tasked with the extra time it will take them to charge devices manually. After all, the purpose of technology is to make the lives of teachers and pupils simpler and more effective, and the classroom environment more streamlined. It doesn’t make sense to have a device which makes classroom content more engaging but that is a logistical nightmare. To overcome this factor some schools are developing solutions to manage the deployment of mobile technology. It is important for schools to ensure all tablets are not only charged, but stored in an area that is lockable and secure. It is also however important that these types of solutions don’t take up valuable lesson time. Considering how tablets will be easily distributed is key. Grouping devices in baskets will save on

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time, as long as they are sturdy and can withstand lots of little hands grabbing at them! How will the devices be shared and collected, and how will information be stored on each device in a fair and equal way amongst pupils? Can we encourage students to take ownership of their devices, instead of just passing them back to a teacher to put away? Schools must also be aware that the network they are operating on must support the purpose of their device – for example, will there be a need to store data (perhaps they need to explore cloud storage), or will they need a Wi-Fi network connection? After all, tablets aren’t static - they move with the child. There may seem like there are many challenges that schools face when developing the necessary framework to support moving to a more technological learning platform. But in allowing pupils the use of tablets in the classroom we can further encourage a creative environment - encouraging collaboration through show and tell, through expression, and originality. Therefore creating a setting where learning not only becomes fun and exciting, but that teaches children necessary life skills that they can transfer into the workplace or into their future careers. James Symons is CEO of LocknCharge www.lockncharge.com and an expert in mobile device deployments.

Macmillan Cancer Support is delighted to announce that fundraising initiative Dress Up and Dance will be returning to schools, nurseries and uniform groups across the UK this summer on Friday 19th June 2015 The fundraising event encourages teachers and group leaders to sign up and ask their students to get dressed up and have a dance, in exchange for making a suggested donation of £2 to Macmillan. This year’s special theme is ‘Legends’ and those taking part can channel their favourite inner champions - be it a pop icon, a super hero, a sports personality or a film star! Macmillan has worked with Stagecoach Theatre Arts Schools to put together a free fundraising pack full of specially-designed teaching resources, including online dance routine tutorials, cut-out animal masks, educational activity sheets and assembly plans. Dress Up and Dance ties in brilliantly with the national curriculum as it can support the necessary two hours of physical activity per week, as well as being a fun opportunity for teachers to ensure variety and raise funds for a good cause. Back for its third year this summer, the fundraiser was a huge success in 2014. Over 3,000 schools registered to take part and helped raise £200,000 for Macmillan to help children and families whose lives have been affected by cancer.

For further information or to register, please visit www.macmillan.org.uk/dressup or call Macmillan on 0845 673 0720.

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Keep safe from token cloning in access control systems Cloning of tokens used in access control systems is a serious issue faced by many organisations in high security environments. Credentials such as badges, RFID tags or entry tokens can all be used for granting entry to a facility or restricted areas. With token cloning technology easily available to anyone and third party tokens being cheap, duplicating a token can be done within a few seconds with the right equipment. But, this is not the full story. Access control systems provide the essential services of authorisation, identification authentication, access approval and accountability. Electronic credentials are stored in the memory of a card or token and, theoretically, it is possible to create a process to clone any of them. Technologies used for storing data in tokens are usually based in open standard hardware which is easy to duplicate. This is not always the case however, as the key word here is ‘theoretically’. It is however important to remember that when it comes to access control there are various levels of security available. There are several reasons why people clone tokens and cards. Sometimes it is with criminal intent but most times it is done to simply obtain duplicates in case of loss and to avoid paying official fees for replacement devices. This puts institutions and individuals at risk as tokens end up in the wrong hands, making it difficult to control usage patterns. Differences Between Mechanical and Electronic Access Control One question that crops up in response to this is whether it might be better to use mechanical locks and keys in place of electronic access control readers and RFID tags to avoid the whole issue of token cloning altogether. Whilst key based locks remain by far the most popular door security by some considerable way, keys can also be copied and locks are vulnerable to picking. Cloning a token is generally a more complex process requiring a device to read and reproduce the RFID signal in a blank token. But the question really isn’t the right one to be asking in the first place. The starting point should be what level of security you require and what do you need from the

system. Where a higher degree of security is needed, electronic solutions are a better fit. What’s more, they provide the user with a wide range of added benefits that are particularly useful to larger sites and to those that require tracking. With electronic access, your single entry token or access code grants you access to every door you need to access, so there’s no chance of forgetting the key for a particular door. An additional benefit of electronic access control is complete history logging. This can be an invaluable tool for tracking response times or other activities internally. Furthermore, when an outside contractor or visitor needs access, a specific door can be opened remotely without any effort. Employing an electronic access control system provides you with the ability to instantly revoke access. If a physical key is lost there is no way to block it or be sure that it has not fallen into the wrong hands. The only way of blocking access to the lost key would be replacing the original lock. This is not the case with electronic credentials as revoking access privileges is as easy as telling the system to stop trusting the revoked key. No further work is necessary. Selecting an Appropriate Level of Security An access control point can be a door, turnstile, parking gate, elevator, or other physical barrier, where granting access can be electronically controlled and can contain several elements. Access control systems can vary from basic solutions that simply read a card number or PIN, and forward it to a control panel to the more secure intelligent readers that comply with strict security legislations and an externally tested and recognised certification such as the AES-128. Depending on the level of security needed manufacturers offer different types of access control solutions and each application has its own use. It is always advisable to consult with your manufacturer or installer and do a risk assessment of the site to find out the best solution for your application. If high security is a must, a system that features an AES-128bit certification might be the best solution. AES is available in many different encryption packages, and is the first 42

publicly accessible and open cipher approved by the US National Security Agency (NSA) for top secret information when used in an NSA approved cryptographic module. The AES-128 encryption is one of the most secure and the only known attack to successfully break it requires about 38 trillion terabytes of data, which is more than all the data stored on all the computers on the planet. As such this is only a theoretical attack that has no practical implication on AES security. AES-128 bit encryption is available from manufacturers such as STANLEY Security Products with affordable readers that can be easily installed on top of a legacy system to upgrade it to a smart system. Smart readers such as the Oneprox GS3 HF range used in conjunction with smart credentials offer a highly secure access control solution suitable for any commercial or residential environment. Many times manufacturers struggle to keep up with cloning techniques however they can incorporate processes and systems to ensure that electronic credentials remain safe and secure to those who would want to duplicate them. As technology evolves many manufacturers introduce new readers for higher security that prevent unauthorised entry and token cloning. While one may think that upgrading a system is a costly and time consuming procedure more often than not there is no need for a complete system upgrade. The new smart readers can be incorporated into the existing system without too much effort or costly procedures and offer a secure solution. If security or unauthorised entry is of concern speak to an installer or manufacturer to learn more about smart readers. By Dave Hughes. Dave Hughes is the Global Product Manager at STANLEY Security Products who design and manufactures access control, door entry and door hardware products – including PAC Access Control and GDX Door Entry systems. For more information visit www.stanleysecurityproducts.com Education Magazine

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Senior Leadership Recruitment – a case study by Farrer Barnes When Leigh Academies Trust (LAT), the Dartford based Trust which has gone from strength to strength since its creation in 2008, approached Farrer Barnes to assist with the next phase of its recruitment growth, we were delighted to assist. Providing the educational vision and direction for the Trust, the CEO, Simon Beamish and the Deputy CEO, Neil Willis, decided in line with the strategy, to recruit a HR Director, new Finance Director, Cluster Finance Controller and Business Controller, to prepare effectively for the future. The steady and successful progress that has been made since 2008 is apparent with all of their current academies judged ‘Good’ or better by Ofsted, and their mission is to achieve ‘Outstanding’ in all of their schools. ‘As a successful multi-academy trust, we are being encouraged by the Department for Education to grow further, but will never do so at the expense of the communities we already serve. We have no intention of expanding beyond the South East of England’. Simon Beamish, CEO, December 2014. Given the importance of recruiting the right people to enable them to drive their vision, LAT chose to use a recruitment company not just to access the expertise a specialist recruiter can bring, but also to tap into a known source of candidates with the specific skills and experience required for such a drive. LAT approached Farrer Barnes, a national specialist within the academy world and with over 20 years’ experience of senior leadership recruitment. Farrer Barnes was chosen due to their reputation as one of the ‘finance and HR leaders’ within this specialist sector and holders of the Independent Academies Assured Service Quality Mark. Working closely with LAT, branded advertising in relevant trade journals and online sites combined with Farrer Barnes’ extensive database of Academy candidates were used to establish an initial list of suitable candidates for each separate position. Farrer Barnes’ Sarah Ottley (Head of Education Recruitment) then held detailed discussions with each of the prospective candidate around Dartford, to present the final shortlists to LAT.

The deadlines for the positions were arranged to match LAT’s timelines and to ensure that resources were available for the interview process with minimal disruption. Farrer Barnes were on hand to offer further insight and background information on each of the chosen interviewees, and provide candidate feedback afterwards. The interview processes went smoothly and the four successful individuals were delighted to join this exciting Trust, Richard Taylor and Jonathan Shaw above being two of them. In describing the interview process and subsequent outcome, Neil Willis commented;

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'We were delighted with the quality and range of applicants that Farrer Barnes was able to attract for each post, and the assistance that we received throughout the recruitment process. As a consequence we have added further outstanding leadership to the Finance and HR functions of the Trust, ensuring exceptional support in these key areas to all senior leaders in each of our academies'

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