Education Magazine Edition 68

Edition 3, 2016

see p20

see p30

Let’s Get Cooking, see p12

see p24

The Master Locksmith Association warn schools to lockdown on security over holidays, see p10 The light at the end of the tunnel..

Tudor Grange Samworth Academy, see p16

Using the International Baccalaureate as a social mobility tool, see p20 A lesson in digital learning, see p24 The benefits of BYOD (Bring Your Own Device) in a teaching environment, see p26

How can we improve pupils’ learning experience through classroom design, see p30 Too little, too late, to prepare pupils for puberty, see p32

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

LEARN. EDUCATE. ARTICULATE 21st and 22nd November | Whittlebury Hall Hotel, Northamptonshire

Software

Lighting

Security Management

Maintenance

Multimedia Technology

Security

With the development of pupils at the core focus,

it’s becoming increasingly important to enhance learning through the design of school grounds, classrooms and developed technology to transform and aid the learning of pupils.

IT Services/Solutions

Equipment Hardware

Furniture

This November, the Education Forum and Education IT Forum are dedicating 2 days to bringing the industry together to discuss current trends, laws and legislations as well as key developments each learning establishment needs to know.

Transform your education vision this November

Health & Safety

Reply No.

1

To discuss these areas and more, please contact Haydn Boxall for more information

To discuss these areas and more, please contact Clare Element for more information

01992 374084

01992 374068

h.boxall@forumevents.co.uk @EducationITForum

c.element@forumevents.co.uk

#EducationITForum

@EducationFForum

#EducationFForum

ConďŹ rm your complimentary attendance at education-forum.co.uk KEEP UPDATED ONLINE

education-forum.co.uk MEDIA & INDUSTRY PARTNERS:

ForumEventsLtd

forumevents ORGANISED BY:

Education Magazine Edition 68

Publisher Steve Mitchell

Annual Subscription £10 Free to Heads and School Financial Directors

Production Editor Richard Shrubb

Advertising Sales Team:

Circulation research Mary Reale

Tracy Johnson, Martin Petty, Paul Barrett

Design/Production Amanda Wesley

Published by Review Magazines Ltd, 53 Asgard Drive,Bedford MK41 0UR Tel: 01234 348878 Fax: 01223 790191 E-mail: info@education-magazine.co.uk Website: www.education-magazine.co.uk Copyright Education Magazine 2016

Contents 2 News

20

10 The Master

Locksmith Association warn schools to lockdown on security over holidays

Using the International Baccalaureate as a social mobility tool

30 How can

we improve pupils’ learning experience through classroom design?

24 A lesson

32

in digital learning

12

Let’s Get Cooking

Too little, too late, to prepare pupils for puberty,

26 16

The light at the end of the tunnel..

Tudor Grange Samworth Academy

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

The benefits of BYOD (Bring Your Own Device) in a teaching environment

By Lucy Emmerson

34 News

28 Product Showcase 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

Funding boost for schools helping pupils develop character Schools that are using a wide range of activities to help broaden children’s learning experiences and boost character can now receive a share of £6 million to boost that work and share it with others, Children and Families Minister Edward Timpson announced on 26th May 2016.

This year’s character grants - a scheme that began in 2015 to fund schools and organisations promoting traits such as resilience and respect - are aimed at schools that use activities such as sports, debating or music to provide a rounded learning experience for children. From 26th May, schools, colleges and organisations can apply for a share of the £6 million fund.

Children and Families Minister Edward Timpson said: “Instilling positive character traits and academic excellence are 2 sides of the same coin - children that develop resilience are far more likely to succeed, not only in school but in later life, too.

Whether it’s fencing classes, debating clubs or drama societies, I want schools across the country to seize the opportunity to help their pupils thrive by broadening the range of activity that they offer.”

Last year’s character grant winners included Premiership Rugby, which received £500,000 to use the expertise of leading rugby coaches and players to instil character and resilience in disaffected children.

This year’s grants also include up to £2 million earmarked for projects with a military ethos, following the success of initiatives like Commando Joe’s and Challenger Troop, which use the expertise of former armed services personnel to instil resilience in children.

Who can apply for character awards grants?

Applications are open to: Schools, Colleges, Universities, Local authorities, Voluntary, community or social enterprise (VCSE) organisations or other profit or non-profit organisations.

Proposals must be provided on a ‘not-forprofit’ basis and must be designed to work within or in partnership with school(s) and/ or college(s) in England. By ‘partnership’ we mean that the provider must (at a minimum) engage with the relevant school or college where each young person attends to assess whether the proposed activity or provision will help to underpin success in school and work. We would expect schools and colleges to be named in any bid.

that will achieve the following outcomes: Increasing the number of children aged 5 to 16 involved in activities and environments that promote character education.

Developing key character traits, attributes and behaviours in children aged 5 to 16 that: Support academic attainment, are valued by employers, and enable children to make a positive contribution to society.

All projects to be able to demonstrate that they: Could in future be adopted or adapted by a school or schools that wish to increase the range of high-quality activity that they offer.

Involve joint or consortium working, with involvement of several schools. We expect all projects will involve at least one school rated good or outstanding by Ofsted in the design and delivery of their project.

Are sufficiently replicable and scalable to be rolled out across a very large number of schools nationally.

Grant level; Up to £6 million is available to grant-fund projects in the 2016 to 2017 financial year.

As part of this, we have allocated up to £2 million to fund projects that have a military ethos approach to develop character. There is no pre-determined level of grant award, but, as a guide, grant awards are expected to be in the region of £50,000 to £750,000.

How to apply for funding; Organisations have until 23 June to submit a proposal for grant funding. Grants are expected to be awarded by the end of September.

Worcester students crowned Jaguar Land Rover 4x4 in Schools UK Champions Team Ascent, a team of 16 year-old students from the Royal Grammar School, Worcester, have scooped the prestigious Land Rover 4x4 in Schools Technology Challenge UK Champions trophy. The team has won an Arkwright scholarship from Land Rover, a £1,000 scholarship for Harper Adams University and a place at the Land Rover 4x4 in Schools World Final 2016 in July.

What they are looking for; They want to fund a diversity of approaches

The Land Rover 4x4 in School Technology Challenge UK Final brought together the cream of young engineering talent, who had won through from a series of regional finals across the UK earlier this year. In a hardfought competition, Team Ascent narrowly beat runners-up, 2FAST from Richard Hale School, Hertford, and third-placed team, Sector, from Clyst Vale Community College in Exeter. All the finalists were rewarded with the industry recognised accreditation Industrial Cadets Silver Award.

Newly crowned champions, Team Ascent, had entered the competition for the first time, with team members, Jack Beet, George Mann, Faiz Ibrar, Edward Lawson, Harry Smith and Alec Berry. Team Manager and Electronics Engineer, Alec Berry, said of winning, “We’ve been working on our vehicle since last October, but we’d never done it before, so we really didn’t expect to win on our first attempt. We think we impressed the judges with our engineering, as our car had a unique double-wishbone suspension system.

“The biggest challenge for us was keeping to a time plan and making sure we had made everything in time. We learned so much, especially with CAD/CAM software and electronics. The Challenge has been a really good experience and we definitely all want to be engineers, some of us in automotive engineering and others in aerospace.”

Looking ahead to the World Finals Alec added, “We need to do a bit of work on the car for the World Final, as it’s quite heavy and it’s on the limits for the dimensions, so we’ll try and cut it down, as it was quite tight for the track test, and that should help us. We’re looking forward to taking it to the next level at the World Final.”

Team Ascent not only won the UK Champions title, they were also presented with the Best Rookie Team Award and the Best Engineered Vehicle Award.

Designing, testing and building their bespoke scale-model remote control, four wheel drive, all-terrain vehicle, the students undertook a series of judging sessions, including presenting their work to a panel of judges and have their vehicle put under intense scrutiny by vehicle design specialists.

The biggest challenge for all the teams was undoubtedly the Land Rover test track, with a variety of obstacles including a rope bridge, water dip and rock crawl on a course that went through, up and over a Range Rover vehicle. As part of its long-term global partnership, Land Rover and pioneering commercial spaceline Virgin Galactic challenged the teams to tow a scale version of SpaceShipTwo around a scale model of Spaceport America, Virgin Galactic’s operational headquarters in New Mexico, USA, using their remote controlled vehicles. continues overleaf u

4

Education Magazine

Reply No.

Reply No.

2

3

Reply No.

Reply No.

4

5

Education Magazine

5

NEWS News News News NEWS News NEWS News Joining Team Ascent at the Land Rover 4x4 in Schools World Final which will be held at the Ricoh Arena in Coventry in July will be 2FAST, representing England and The Doc’s, a team from Woodfarm High School, East Renfreshire, who took the Scotland Champions title. They will be competing against the successful Land Rover 4x4 in Schools teams from 15 other countries all vying for the World Champions crown.

The Land Rover 4x4 in Schools Challenge takes place with the assistance of a host of sponsors and supporters. Amongst these are lead sponsor Jaguar Land Rover along with The IET, WNT(UK) RS, Luke 1977, Harper Adams College, Arkwright Scholarship Trust, I.Rob (UK) Ltd and Denford Ltd.

Finally – a summer camp for the 21st century …

There have been multi-activity and sports camps in the UK now for a number of years and they have proved both successful and increasingly popular for parents trying to prise bored kids away from their Xbox or PlayStations – AKA – electronic babysitters.

Indeed, the technology that surrounds children from the moment they’re born these days seems to give them an aptitude with electronic devices that was unthinkable a decade ago but often that aptitude is limited to being users of technology rather than creators. That’s where something like Tech Camp fits in. It’s a kind of boy and girl scouts for the modern era, with wires and circuit boards replacing knots and toggles – though it seems the spirit of adventure and togetherness is equally strong.

The UK’s longest-running and original summer camp for 9-17 year old technology lovers, Tech Camp was established in 2008 by founder Tom Ward and runs its camps in both Winchester and London. Launched for the scientists, engineers and inventors of tomorrow, it has proved very popular with the kids who attend mixing with likeminded souls in a nurturing environment, stimulating environment.

The school holidays, once the stuff of Swallows and Amazons, are now different and kids are just as likely to have most of their friends online and around the planet.

Hardly the way to get fresh air, make new friends and maybe learn something new.

Tech Camp takes their natural affinity for technology and turns it into a unique summer camp experience that might even open a few doors for them in later life.

Tech Camp has many USPs, but among them is the fact that many of the tutors are former campers who have since gone on to study at some of the country’s top colleges and universities including Cambridge and Imperial, or work for the most

technologically advanced companies on the planet such as Dyson and Google. Exciting stuff and something that won’t be lost on parents who believe their son or daughter might have ‘the right stuff’ in this field.

Tech Camp holds residential and nonresidential camps to attend during the summer months and the course continues long after with take-home projects to complete post-camp.

Bound to catch the interest of techie kids are tasks such as building robots, launching rockets, learning coding skills, designing computer games, and getting stuck in to 3D design, electronics and model-making Tech Camp’s summer 2016 programme sees courses run over four weeks in July and August, with London hosting day campers at Chelsea Academy. Their courses in Winchester are run throughout August over a four-week period and are for day campers or on a residential basis. Another plus are the small tutor groups; Tech Camp insists upon with a maximum of 1:8 staff to student ratio –all, they claim, to provide the best possible experience.

Founder Tom Ward is a selfconfessed ‘techno-nerd’ – his words, not ours – and a former electrical engineer who previously worked as Head of Science at Elstree School, Berkshire. He comments: “We’ve been investing in the inventors of tomorrow since 2008 and are committed to helping train and inspire young people for the future. By attending our camps, young people get to learn fascinating and very practical coding skills which will help them stay ahead of the pack, and equip them with the basics for many incredible opportunities opening up in the world of digital. When Tech Camp first began, I was lucky to have some experience working in both technology as an engineer and in education as a science teacher, so setting up a business to combine these two interests to inspire young people to be the inventors of tomorrow’s new technologies was an obvious move for me.”

“Although I enjoy seeing the campers have fun building robots and rockets, for me the real drive is to encourage the campers at even a very young age to think about how they can start creating their own projects rather than just building kits. Hopefully some of them will go on to be young entrepreneurs in tech-related fields. We try to use UK-designed technologies where possible as inspiring examples of fun tech-related businesses that have been started locally by people not much older than them. This year, both of our robotics courses for younger and older campers alike are built around great designs created by UK start-ups.”

“In a field like ours it’s always hard to know what affect you’ve had on young people, 6

but it’s great to see some of them going on to study STEM-related courses at UK’s leading universities. And now we’re seeing the first crop of campers who came as children looking seriously into starting their own businesses.”

Tech Camp, it seems is here to stay and is constantly looking to push the boundaries.

They’re even having a one-off Ultimate Father’s Day in June, an attempt to get the parents involved as well, and who knows, maybe a Tech Camp for grown-ups could follow!

Hmmm… building robots and firing rockets into the sky while having supper around a campfire in the evening. Sounds like a plan…

For more information visit www.techcamp.org.uk.

The Anti-Bullying Alliance launch national search for star teachers that go the distance when it comes to tackling bullying On Tuesday 7th June, the Anti-Bullying Alliance (ABA), part of leading children’s charity the National Children’s Bureau, launched their prestigious ‘Power for Good’ award for teachers and school staff as part of this year’s celebrated Anti-Bullying Week.

The England-wide search will see children and young people nominate teachers and school staff who go above and beyond the call of duty to support students around issues such as bullying, relationships, family life and mental health.

A wealth of research shows that bullying impacts on children’s ability to learn. ABA want to celebrate teachers that make a very real and lasting difference in children’s lives by taking action against bullying and going the extra mile to make sure every child feels safe, secure and supported.

The award is just one part of an exciting line up for Anti-Bullying Week 2016, which this year runs from the 14th-18th November with the theme Power for Good. As well as the award for teachers, the Anti-Bullying Alliance is calling on students and school staff across England to showcase their creativity and harness their ‘inner Director’ by entering a film -highlighting how important it is to use our Power for Good to stop bullying and create a world we’d all like to live in- with the chance to become the official film of AntiBullying Week 2016.

The aims for Anti-Bullying Week 2016, which this year is sponsored by SafeToNet and the Ben Cohen StandUp Foundation continues overleaf u Education Magazine

Reply No.

Reply No.

6

7

Reply No.

8

Education Magazine

7

NEWS News News News NEWS News NEWS News and delivered in partnership with Internet Matters, are to:

•

•

•

support children and young people to use their Power for Good – by understanding the ways in which they are powerful and encouraging individual and collective action to stop bullying and create the best world possible. help parents and carers to use their Power for Good – through supporting children with issues relating to bullying and working together with schools to stop bullying. encourage all teachers, school support staff and youth workers to use their Power for Good – by valuing the difference they can make in a child’s life, and taking individual and collective action to prevent bullying and create safe environments where children can thrive.

Lauren Seager-Smith, National Co-ordinator of the Anti-Bullying Alliance said: “Bullying is an abuse of power – whether face to face or online, and this year we want to support the whole community: children, teachers, parents and carers to work together to use their Power for Good to stop bullying wherever and whenever it happens and create safe environments where children can thrive.”

Ben Cohen, founder of the Ben Cohen StandUp Foundation said: “We are absolutely delighted to be supporting the Anti-Bullying Alliance (ABA) for Anti-Bullying Week 2016. At the Ben Cohen StandUp Foundation we echo the ethos of ABA by standing up against bullying regardless of to whom it happens. We know that people who are bullied feel disconnected, leading to a sense of isolation and loneliness, a wariness of others and a lack of quality friendships. The Power for Good campaign aims to bring the whole community together to combat these issues, empowering everyone to take a stand against bullying whether it’s taking place in school, the community or online.”

Carolyn Bunting, General Manager of Internet Matters said: “It’s essential to recognise that bullying online can be just as hurtful and traumatic to a child as bullying offline. Whether online or in the school playground, bullying can have detrimental effects on a child’s ability to learn and communicate. What one child might consider harmless fun, might be another’s trauma and it can often be difficult for a child to talk about.’

‘Internet Matters is pleased to be supporting the Anti-Bullying Alliance this year to help children recognise when they are victims of online bullying and what to do about it, as well as spreading the message that cyberbullying should not be tolerated. We believe the internet is a force for good so

it’s vital children are able to feel safe while they are using it. That is why we are backing The Power for Good campaign to recognise teachers and students who have taken a stand against bullying.”

The Scottish government had been developing and using NPD as an alternative to PFI since 2008 and had successfully delivered around 15 major road, education and hospital projects with the model.

Georgie Pursey, Co Founder of SafeToNet said: “We are delighted to be supporting Anti-Bullying Week 2016 and excited to work alongside the Anti-Bullying Alliance to raise awareness for this incredible cause, not just in November but for every week of the year.

Bullying, whether it be in the playground, office or online is unacceptable and a change needs to happen. SafeToNet intends to use its Power For Good to proactively prevent bullying, and encourage reflection and compassion when interacting online.”

A key aspect of NPDs is that the projects are delivered through a Special Purpose Vehicle (SPV) in which both the public and the private sector have a shareholding.

Key decision opens door for major public sector education projects Cash-strapped local authorities across the UK have a new opportunity to take major school-building projects forward after the door was opened for a new form of private finance model to be widely adopted.

The Non-Profit Distributing (NPD) Model is an alternative to the much-maligned Private Finance Initiative (PFI) in which surplus profits are reinvested in the public sector rather than going to the private sector as unpopular “windfall” payments.

The future of NPDs was in doubt because of a ruling by the Office for National Statistics (ONS) that one such project should be classified as being owned by the public sector. This decision meant that local authorities would be liable for capital charges – effectively making future NPD projects a non-starter.

But after a key agreement was reached over a major project in Scotland, it now appears that this hurdle has been overcome, making properly-structured NPD projects an attractive option for local authorities to fund the building of new schools.

Crucially, surplus funds generated through NPD schemes can be reinvested in local communities, so that as well as delivering high value schemes, they can also contribute to local wellbeing and regeneration.

Simon McCann, a partner in the commercial team at law firm Blake Morgan and a specialist in NPD projects, said: “I’d expect that this development will now kick-start the adoption of NPD projects across the UK. “NPD projects can be adopted by any public authority in the UK, subject to the normal approvals processes, and do not require any new legislation.

“As long as the projects are properly structured, there is no reason why they cannot become the “new PFI” without being associated with the perceived pitfalls of the old model.”

8

It was this that led to problems when in July 2015, ONS ruled that one NPD project, the Aberdeen Western Peripheral Route, must be classified as being owned by the public sector because of the degree of public sector control.

It now appears the Scottish Government has reached an agreement with ONS on a model that can be treated as “off balance sheet”.

The key change is that the public sector has much less control of the SPV. The proposed structure is that the private sector would own 60%, 20% would be owned by a charity, 10% by Scottish Futures Trust, which is an arm of Scottish Government, and 10% by the procuring authority.

Simon McCann added: ”Particularly interesting is the involvement of a charity because this could greatly expand the opportunities for using major projects to deliver social and community benefits, such as targeted employment and training for the long term unemployed and other disadvantaged groups.

“Therefore this recent development presents a real opportunity for cashstrapped authorities across the UK to take infrastructure projects forward and deliver major local growth and regeneration.”

About Blake Morgan Blake Morgan is a £78 million, Top 50 UK law firm providing a breadth of legal services across the private and public sectors with geographical dominance across southern England and Wales. The firm has six offices: Cardiff, London, Oxford, Portsmouth, Reading and Southampton. www.blakemorgan.co.uk

Next steps to spread educational excellence everywhere announced Government announces next steps in implementing the educational excellence everywhere white paper.

In a statement the government said it is committed to ensuring every child has an excellent education which allows them to achieve their full potential. The reforms of the past 6 years have led to 1.4 million more children being taught in ‘good’ and ‘outstanding’ schools. Central to this improvement has been the academy programme.

Education Magazine

The academy programme puts control of running schools in the hands of teachers and school leaders - the people who know best how to run their schools. That’s why the government is committed to every school becoming an academy. This system will allow us to tackle underperformance far more swiftly than in a local-authority-maintained system where many schools have been allowed to languish in failure for years. At the same time, it will allow our most successful and popular schools to expand their reach to even more children.

Since launching our proposals in the education white paper, the government has listened to feedback from MPs, teachers, school leaders and parents.

It is clear from those conversations that the impact academies have in transforming young people’s life chances is widely accepted and that more and more schools are keen to embrace academy status.

As a result of these conversations, the government has decided, while reaffirming our continued determination to see all schools to become academies in the next 6 years, that it is not necessary to bring legislation to bring about blanket conversion of all schools to achieve this goal.

The government will continue to require underperforming schools to convert to academy status where they can benefit from the support of a strong sponsor.

One hundred and four directive academy orders have already been issued to underperforming schools in the last month since the new legislation came into force.

We will also continue to support ‘good’ schools to convert and to take the lead in supporting other schools as part of multiacademy trusts. In the last monthly figures 227 schools put in applications to convert, the highest monthly figure since the programme began, and we expect this rate to increase.

In addition, the government will bring forward legislation which will trigger conversion of all schools within a local authority in 2 specific circumstances: Firstly, where it is clear that the local authority can no longer viably support its remaining schools because a critical mass of schools in that area has converted. Under this mechanism a local authority will also be able to request the Department for Education converts all of its remaining schools Secondly, where the local authority consistently fails to meet a minimum performance threshold across its schools, demonstrating an inability to bring about meaningful school improvement These measures will target those schools where the need to move to academy status is most pressing. For other high-performing schools in strong local authorities the choice of whether to convert will remain

the decision of the individual schools and governing bodies in question.

Education Secretary Nicky Morgan said: “Making every school an academy is the best way to ensure every child, regardless of birth or background, has access to a world-class education.

I am reaffirming our determination to see all schools to become academies. However, having listened to the feedback from Parliamentary colleagues and the education sector we will now change the path to reaching that goal.

By focusing our efforts on those schools most at risk of failing young people, and encouraging ‘good’ and ‘outstanding’ schools to seize the opportunities of conversion, we will ensure the continued growth of the academy programme, empowering frontline heads and school leads, and transforming even more children’s education.”

The government is also announcing a package of measures to guarantee the continued success of small rural schools.

Hundreds of small rural schools that currently receive no top-up funding to address the unique pressures they face will benefit from landmark changes made to school ‘sparsity funding’. This means continues overleaf u

Reply No.

9

Education Magazine

9

NEWS News News News NEWS News NEWS News

Teal’s kiddiwash craft crew visits nursery TEAL’s Kiddiwash Craft Crew has visited children at Footsteps Nursery through its mission to educate all – pupils, staff and parents – on the importance of good hand hygiene routines.

over 1,200 small rural schools will receive specific targeted support.

For more than 700 of those schools, their local authority currently chooses not to provide the top up, but the new national funding formula will provide sparsity funding for every single one.

Alongside the existing statutory presumption against closure of rural schools, the government will go further, introducing a new ‘double lock’ so that when small rural schools convert to academy status both local and national government have to agree to a school closing before a decision can be made.

Children from Footsteps Nursery – which looks after children from age one to four – were first tasked with drawing what they thought clean hands look like before being introduced to TEAL’s Kiddiwash Xtra unit where they could wash their own hands.

No small successful schools will be forced to join a national academy chain - most small schools will choose to join multi-academy trusts made up of other local schools, though small sustainable schools will be able to convert alone if they wish. To support them there will be dedicated support from experts in the Department for Education to help primary schools through the process of conversion and a £10 million fund for small schools to secure expert support and advice.

Karen Hemmings, nursery manager at Footsteps Nursery, says:“Nurseries across the country need to have the correct hygiene facilities in order to educate children on the importance of hand hygiene.Through Kiddiwash, Reply No. TEAL is leading the way in teaching children life-saving lessons whilst 10 they have great fun.”

“Having a hand washing facility – which can be used indoors and out – that children are happy and excited to use is vital for us to ensure germs are not spread easily.”

The government has allocated £300 million that will be available to support schools to convert and, in particular, support sponsors to turn around failing schools. A further £300 million will support strong and effective multi-academy trusts to grow and improve. And, in recognition of the costs that local authorities and church dioceses face, funding will also be provided to them.

TEAL understands the challenges faced by nursery staff to ensure little hands are kept clean so, in order to provide a helping hand and raise awareness of the importance of good hand hygiene, TEAL has created the Kiddiwash Xtra unit.

This funding comes on top of the government’s protection to the core schools budget which will be over £40 billion next year, including the pupil premium - funding worth £2.5 billion a year targeted at the most disadvantaged pupils. This is the highest-ever level of funding for schools of any government.

The Master Locksmith Association warn schools to lockdown on security over holidays When school ceases for the summer holidays, security diligence should not, say the Master Locksmith Association.

Theft, vandalism and arson attacks are common occurrences in school buildings during the holidays, but with adequate planning and security measures in place, risks can easily be minimised. It’s also a great time to check over security and safety, and indeed get security upgraded in preparation for pupils returning. Dr Steffan George, Development Director of the Master Locksmith Association gives his advice on the subject.

Firstly, assess damage to the building and put any necessary work into action well before the end of term. Things to look out for in terms of deterioration and breakage include doors, windows, roofs (missing tiles, slates and broken roof lights), wall cladding (vertical tiling and timber boarding etc.), alarms, locks and exterior skirts to the base of temporary classrooms.

Secondly, consider whether the building needs extra alarms and security, and where.

It’s a good idea to place alarms within areas where expensive IT equipment is located and for additional peace of mind, secure the equipment to desks. If new equipment is being installed or delivered it should

Designed exclusively for little hands, the Kiddiwash sink is ideal for both indoor and outdoor learning as it is fully portable and requires no access to mains water or drainage. Easy to use, it makes hand hygiene fun and educational.

Further information: W: www.kiddiwash.com T: 0121 770 0593 E: enquiries@tealwash.com

not be visible from the outside and empty packaging must be discretely disposed of so it doesn’t entice opportunist criminals.

Specific secure storage can be created for high value IT equipment for example.

Site boundaries are also important. While checking that gates are fitted with suitable locks may be an obvious step, you must check the full perimeter of the site. Fencing should be fully intact with no bolts, hinges, handles or damaged sections which could work as footholds for easy access. A professional MLA-approved locksmith can carry out a security and safety assessment on all locks and access routes, advising you on suitable fittings. It’s important to ensure that they not only provide a good level of security, but also meet insurance requirements.

Planting is another aspect which is often overlooked in terms of security. Large or overgrown trees or shrubbery can provide unnecessary areas of cover for intruders and lead to blind spots on CCTV coverage.

It’s especially important to check that this greenery does not cover security fencing as this would provide an easy access route for a potential intruder.

If part of the building is being used over the summer holidays by clubs, staff or community groups, it’s important to ensure this poses as minimal a risk as possible to the security of the building. A holiday access policy is a good idea, with clear security instructions covering alarms, access routes and times, and the management of keys. The use of master key systems can help ensure 10

that only access to the designated areas is allowed with the keys provided.

The summer holidays are the ideal time for maintenance work, both to the building itself and to security installations, but having workers present unavoidably poses extra risks to security. If work is being done to security products such as alarms, it’s important to consider how long they will be out of action and put a contingency plan in place. It’s also a good idea to have these workers wear security badges as opportunist thieves could pose as contractors to gain access.

Security shutters and grilles are another great way of boosting security. If they are already installed, it’s important to ensure they are operating correctly and fitted with suitable locking devices. A lot of MLA-approved locksmiths can advise on this and recommend the most suitable grilles and shutters.

Finally, while security is an important consideration in any school, safety is the primary concern when the school reopens. Checks should include verifying the functionality of fire doors, checking emergency exit doors have the correct escape hardware, are working correctly and are not compromised, checking all signage and fire risk assessments are in place and, where necessary, updating fire risk assessments. A person within a school will be responsible for safety and an MLA approved locksmith can assist them in making sure a building is safe as well as secure in accordance with existing fire regulation wherever possible.

Education Magazine

The Outward Bound Trust Skills for Life Award Scholarships

To prepare students for the challenging next steps in their life after GCSE’s or A levels The Outward Bound Trust has developed the Skills for Life Award. This unique 19-day personal development summer Reply course for 15-19 year olds develops essential skills to help them No. 5 stand out from their peers and assist them with the transition into adulthood, be that further or higher education, training or directly into employment.

The Skills for Life Award is challenging, adventurous and also fun.

It is geared towards developing confidence, emotional intelligence, leadership, communication and team-working skills. Highly trained and experienced Outward BoundÂŽ instructors use the dramatic and challenging landscapes of either the Scottish Highlands, Lake District or Snowdonia to embed these skills through participation in physically and socially demanding activities such as hiking, climbing and overnight camping expeditions. In addition participants produce a Transition Toolkit, which will include a personal development Action Plan. The aim is for young people to leave the course with increased confidence and a substantial head start in their chosen path.

Reply No.

11

The Trust has Skills for Life Award Scholarship funding available to 15-19 year old UK students for summer 2016 and 2017. Visit: outwardboundscholarships.org.uk

Reply No.

12

Education Magazine

11

Let’s Get Cooking Maggie Sims, MBE, Head of Let’s Get Cooking at the Children’s Food Trust

Maggie was a home economics teacher for 10 years and is committed to improving cooking skills and promoting and healthy eating. She worked as a senior public health specialist for 18 years with a local authority and the NHS on a number of topics including developing and teaching food hygiene training and promoting healthy eating courses to practitioners. She contributed to the development of the TDA guidance document ‘Secondary Food Technology – guidance for HLTA’s’ in partnership with Best Practice Network and sat on the Primary Design and Technology Teaching Agency National Curriculum Expert Group that considered the additional needs of trainees to teach the new national curriculum at primary level from September 2014. She leads the work at the Children’s Food Trust on providing advice on cooking and practical food skills and gaining accreditation for training courses.

She has developed the two-day Big Lottery funded cookery leader training course. The course underwent an expert review by the Royal Society for Public Health in 2009, assessing how effectively it prepares trainees in cookery demonstration skills and in food safety, nutrition and health and safety and was awarded accreditation and reaccreditation in December 2012.

Maggie was awarded an MBE in July 2007 for services to healthcare.

Education Magazine (EM) What is the RSPH Level 2 Award and why should schools staff work towards and achieve it?

Maggie Sims (MS) The Children’s Food Trust is a registered Royal Society for Public Health Examination Centre. As part of our work we teach the RSPH Level 2 Award in Healthier Food and Special Diets which is a nationally recognised qualification that provides a good understanding and knowledge of health, nutrition, special diets and the links between diet and health. The course helps teachers from all 3 key Stages to deliver the National Curriculum in England.

It involves cooking and nutrition. As part of their work with food, pupils should be taught how to cook and apply the principles

of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

EM Who is this qualification designed for and how does it work?

MS Anyone interested in increasing their skills and knowledge in health, nutrition and special diets, ranging from parents to health care professionals.

Cooking skills for every child at school is something The Children’s Food Trust has called for ever since they began their work in 2007. It’s why they created their network of healthy, school-based cooking clubs, Let’s Get Cooking, which is the biggest in the country. It’s a programme that has proved hugely successful by reaching nearly 3 million people - with more than 90% of those taking part reporting that they used their skills again at home and more than half saying they eat more healthily after learning to cook through the scheme. Now that teaching cookery skills is a compulsory part of the curriculum, these benefits are reaching even more children and their families.

The National Curriculum guidance for schools which follow the curriculum starts children off with preparing dishes at Key Stage 1. It will have them preparing and cooking ‘a variety of predominantly savoury dishes using a range of cooking techniques’ at Key Stage 2 and cooking ‘a repertoire of predominantly savoury dishes’ and becoming ‘competent in a range of cooking techniques’ at Key Stage 3.

But some schools, particularly those without food technology rooms, or much experience of cooking with children and young people, are understandably daunted at the prospect.

However, there are lots of organisations able to offer support and guidance, and the Trust can delivers tailor made sessions to schools to help them. The Let’s Get Cooking regional team have trained school staff all over the 12

country to run cookery sessions with little budget and few resources.

EM What sort of people should go for the qualification?

MS This qualification is ideal for anyone who has done our training before.

• • • • •

Anyone who runs a cooking club.

Anyone involved in catering.

Food and health-related professional carers.

Community workers.

Fitness trainers.

EM What is the course content and who has attended it in the past?

MS This qualification covers the basic principles of nutrition which underpin the production of healthy food and preparation of special diets, and has as its focus the key role of nutrition in health. The qualification will be of interest to anyone involved in catering, food and health-related occupations, and also to carers, community workers, fitness trainers and other individuals that have a role in the promotion of health.

People with a range of backgrounds have recently attended our course - teachers, teaching assistants, learning support assistants, schools liaison officer, school cooks, students, nursery chef and community nutrition educators.

EM Is it a practical or academic course?

MS Most of our courses are practical but this particular course is academic although we make it fun and interactive with lots of nutrition activities.

To achieve this qualification a candidate must understand the principle of balanced diets, by being able to outline current government nutritional guidelines for a healthy diet. State the sources of essential nutrients. Describe the impact of diet on health. Describe catering practices that help maintain the nutritional value of food. continues overleaf u Education Magazine

Reply No.

Reply No.

13

14

Reply No.

15

Education Magazine

13

Let’s Get Cooking continued The Let’s Get Cooking programme has been shortlisted for the 2016 Charity Awards – read all about it via #CharityAwards.

Maggie Sims, Head of Let’s Get Cooking at The Children’s Food Trust, said: “We think being able to look after your health is just as important as learning to read and write – which is why we are delighted that practical cooking is a compulsory part of the National Curriculum. Every parent knows how difficult it can be to get children to try new foods, particularly fruit and veg. What we see every day in our work is that learning to cook has a real impact on their understanding of what foods are healthy and their willingness to give them a try.”

“In a study we carried out on children aged between four and eight who took part in our Let’s Get Cooking Clubs, we found evidence that learning to cook may improve children’s recognition of healthier foods, particularly things like bananas, tomatoes and peas.”

Understand how to plan and provide special diets, by being able to and outline the main features of special diets and describe the impact of special diets on health.

Attainment of the Learning Outcomes is assessed by an examination. The examination consists of twenty multiple choice questions and is to be completed in 30 minutes. Candidates satisfying the learning outcomes will be awarded a score of at least 60% in the examination.

• •

EM Are there prior qualifications that are required and what is the cost?

•

MS There are no recommended prior learning requirements for this qualification. The RSPH does, however, recommend that candidates have a level of literacy and numeracy equivalent to Level 1. The cost is £100.

•

EM How often and where are the courses held and is there progression beyond it?

MS We have just completed a series of courses and currently don’t have any further dates, however if a group of schools would like to cluster together we would happily deliver the training. We hold the courses right across England as we have trainers in every region. For progression RSPH have a Level 3 and Level 4 course but we do not teach these at the Trust. There is a course finder facility on the RSPH website. https:// www.rsph.org.uk EM What has been the feedback from participants and schools?

MS We have overwhelmingly positive feedback on the courses – participants tell us that they get exactly what they need.

•

99% of delegates agreed that the Level 2 training fully met its aim to help them understand the principles of healthier

•

•

diets and how to plan and provide special diets. The majority agreed that the following objectives had been achieved by the end of the Level 2 training event: 98% of delegates agreed that they understood the current government nutrition guidelines for a healthy diet 96% of delegates agreed that they had better knowledge of sources of essential nutrients 99% of delegates agreed that they understood the impact of diet on health 93% of delegates agreed that they had greater awareness of catering practices that help maintain the nutritional value of food 95% of delegates agreed that they understood the main features of special diets and could describe the impact on health

“Our evaluation reports give serious food for thought for public health commissioning - for less than the price of a few family takeaways, you can give children cooking skills that can change their diet and, so, their health, for life.”

Maggie said: “There are thousands of different ways to approach it – the commitment and enthusiasm to make it happen is half the battle.”

“It’s really important that teachers feel confident delivering lessons with just a bit of basic kit and simple recipes because for some of them, that is all they’ll have available.”

Product showcase Spinaclean solves sticky situation

16

93% of delegates agreed that they understood catering practices to be considered when planning and providing meals for those on special diets

Of the 484 club coordinators who completed the Level 2 nutrition training, all but 1 passed the course assessment and that’s a great result.

For more information email: maggie.sims@ childrensfoodtrust.org.uk Head office: The Children’s Food Trust, 3rd Floor, 1 East Parade, Sheffield, S1 2ET Reception 0114 2996910 W: www.letsgetcooking.org.uk / www. childrensfoodtrust.org.uk Let’s Get Cooking is a programme run by the Children’s Food Trust 14

Reply No.

Spinaclean has solved the problem of removing chewing gum from paving and tarmac for many schools. After trying pressure washers, scraping and freezing techniques education premises and their cleaning contractors across the UK have bought a Spinaclean Gum Ranger.

It is easy to use – just a back pack and lance – no cables or hoses and no need to close areas to clean. It simply vaporises the cleaning solution and sprays it under pressure onto the gum to atomise it.

Gum Ranger is totally inert, creates no odours and cleaning and can remove 300 pieces of gum per hour.

Call Spinaclean: 01327831604 or www.spinaclean.com, info@spinaclean.com

Education Magazine

Join us at the UK’s Leading Education Buildings Event Whether you are looking at adding new buildings, considering refurbishing existing buildings or ongoing maintenance work, Education Estates is here to help source information, solutions and ideas.

18-19 Oct

2016 Manchester Central www.educationestates.com

Education Estates is the only event of its kind to focus on the design, build, management and maintenance of the UK’s education buildings.

Register your place today at www.educationestates.com

Design. Build.

Manage. Maintain.

Exhibitor List: Advanced Showers International AECOM Apollo Fire Detectors Arcadis Architects Design Partnership BIM4Education Building 4 Education Built Offsite Carbon and Energy Fund Carillion CBRE Class of Your Own Collinson Construction Industry Council CSG (Cleansing Service Group) Custom Technology Delabie Design Quality Indicator (DQI) Disposables UK Group Ecophon Elliott Group ESP Play Evolution5 Fermacell UK Forbo Flooring Systems Fordingbridge Galliford Try Hamworthy Heating HLM Honeywell Independent Education Today Jefferson Sheard Architects Langley Design LapSafe Products Limited Learnstor® Legionella Control Association Legrand MEB Design MIW Water Cooler Experts Novus Property Solutions Pegasus Group Peter Brett Associates LLP Planetsaver LED Playforce Salix Finance Ltd TG Escapes The McAvoy Group The Transformation Trust Thorpe Whyman and Briggs TOA Corporation UK Trend Control Systems University Business Wadsworth Security Products Water Management Society (WMSoc)

To join this growing list of exhibitors and sponsors email jameslee@stepex.com or call

01892 518877.

Event Sponsors:

Charity Partner:

@EduEstates #EducationEstates

The light at the end of the tunnel..

Tudor Grange Samworth Academy It was during his final year at Hull University when Ian Harrison was in doubt about what to do, that he decided upon teacher training.

Subsequently joining St Mary’s, Strawberry Hill in London, Ian found he really loved teaching and he has been teaching ever since. He joined Tudor Grange School in Solihull in 1989, initially as a TVEI coordinator and introduced Business Studies to the school before progressing in his career to be a senior leader. The Tudor Grange Academies Trust in which he has worked since, has a specific job role of Associate Principal, essentially ‘Principal in waiting’. This involves working in a number of schools in the Trust as well as a leadership role in the host school. In this capacity Ian set up two other academies, and at Easter 2015 was appointed as Principal at Tudor Grange Samworth Academy in Leicester.

Education Magazine (EM) What is the background to Tudor Grange Samworth Academy?

Ian Harrison (IH) The very first Academy in Leicester, the school opened in 2007 with the intention of making a real difference in an area that’s classed as deprived. This is a ‘through school’, with pupils joining in their early years and staying on until they are 16.

That was an unusual setup then, although a number of other schools around the country have since followed suit. The school had been open for nine years when I arrived and put simply, pupils were not achieving what they should have been, so the school was put into special measures.

EM What is the headcount and are you at capacity?

IH There are about 850 pupils across primary and secondary levels. The primary school is a two form entry and is full.

Generally we tend to keep most of our students right through their school years.

Our capacity at secondary level is about 120 in each year, but at the moment, our average is 90, which for a school in special measures is not surprising. In the past the school has had a poor reputation in the community which does not help attract pupils. The reason we have lower numbers in spite of that fact that there is a shortage of school places in Leicester is the result of parental choice. Parents naturally want their children to go to the right school and we know that when we get things right, which we will, we will not have problems filling our spare school places. We are addressing that now and it is improving. We are working hard to make it a school that parents to want to send their children to.

EM What’s the history of the association with Tudor Grange Academy Trust and why did the Trust want to get involved with this school?

IH Because the school was in special measures it was asked to seek a school improvement partner and the DFE provided a list of potential Trusts to work with.

The school approached the Tudor Grange Academies Trust and we came over to have a look. What appealed to us was that the school shared many characteristics with one of our other schools, the Worcester Academy. It is similar demographically and has been in very similar circumstances.

Worcester Academy had been in special measures and we had developed the strategies required to move that school forward. So we knew we had developed the expertise and had a good model that we could successfully utilise here. You only have to walk through the door at Tudor Grange Samworth Academy to notice that the school has a really positive feel about it. It has huge potential and we felt confident that we had the expertise to help it realise that. For the Trust, which is not a large one; we have four secondary schools and two other primaries, it is not about choosing any school: it is about choosing one with the right synergy.

EM When you came to this school to be Principal, what were your initial impressions of what you needed to do?

IH My first impressions were very positive.

I saw a school with huge potential. From talking to staff and students there were clearly challenges, but I soon realised that with strong leadership and management we could make a difference. One of the first things I noticed was a confidence issue; the students lacked confidence in the future, and the staff also lacked direction. When you’re in a difficult situation, staff need clear direction and support which had been lacking. Schools with strong leadership will succeed regardless of the challenges they face. The demographics are never an excuse.

Every student deserves their chance in 16

school and we want to support our students, whatever their circumstances, to get the best life chances. Children only get that chance once!

EM What other changes did you make when you took over?

IH We changed the school uniform straight away at the start of the year. That was all about raising aspirations. When I first came, pupils were all dressed in different things, some had studs on their faces and others had stretchers in their ears. We spoke to all the parents and found that there was a significant number who felt they had been let down too many times. They had too often been told that there would be changes but these didn’t materialise so they found it very hard to work with the Academy. It was a case of “We’ll back you if you mean what you say!”

All pupils had the new uniform on day one.

You read stories of head teachers sending home 20 to 30 students on the first day when the uniform changes but we only had problems with seven students and we didn’t need to send them home. When our students go out now, we always get compliments. We also had to take away the in-school variations that existed previously.

Schools should be consistent. To a student it should not matter whether they’re having their lunch, going into a lesson, there should be a level of consistency around the school.

Some staff did a great job, where others for whatever reason, were less effective. If you can maximise consistency then every student will have equal opportunities.

Clearly staff have faced a period of transition during which the Academy had joined the Trust. With change, comes uncertainty and insecurity but throughout, I have to say that the staff have been tremendous. They have always been very receptive to support offered continues overleaf u Education Magazine

High quality Canopies, Covered Walkways & Shelters

Durable, colourful shelter for schools, commercial and domestic use. Each canopy comes with a 10 year warranty, and a life expectancy of 20 years.

•

Qube™ Canopies

•

Kwikshade Canopies

•

Monopitch Canopies

•

Covered Walkways

•

Timber Canopies

•

Replacement Timberline Roofs

Reply No.

17

For a FREE site visit & quote: www.i2oltd.co.uk info@i2oltd.co.uk 01480 498297

Tudor Grange Samworth Academy continued been in special measures for some time they need to see for themselves how other ‘Good’ or ‘Outstanding’ schools work and to understand how the strategy we are following here will work in practice.

EM Could a school in an LEA environment do the same?

IH Yes it could; there are ‘Good’ and ‘Outstanding’ schools in Leicester that are in LEA control. But when you’re working in partnership with a school, it’s better to use tried and tested examples. Other schools do things in different ways, which may or may not be appropriate here. What we are using is a model that has worked in a school that we know so we are confident it will therefore move this school forward too.

EM Leicester is one of the most ethnically diverse cities in the UK. How does that reflect in the school? I see this is this a religious school?

The entrance to the school, to the left is the church.

and have welcomed feedback, and they really do want to do the very best for the children.

Without that attitude, this school would have struggled to make progress.

IH We are a Church of England (CofE) school.

Throughout the process of joining the Trust we were keen for Tudor Grange Samworth Academy to continue to be a CofE school and that connection underpins our values and ethos. The majority of our pupils are from a white working class background. Our ethos is about respect, caring for others and so on, and that crosses all boundaries. If we stick to those values we won’t go far wrong.

EM There must have been fears that you were going to wipe everything out and start again?

IH There was some restructuring, and I’d say this has perhaps fallen more heavily on our associate staff. The school was overstaffed, especially in terms of associate staff which contributing to budgetary concerns that had to be dealt with. We lost some staff due to natural wastage. Some were moving on for promotion or moving area. I believe that changing to become part of the Trust stabilised the staffing. Staff needed security and to know that there would be clear direction and support. They needed to visualise what the future would be like. In terms of teaching, the majority of the staff who have remained with us have been very supportive. That’s been a really positive part of the journey to date.

EM Being an academy brings you certain freedoms. How did they help in turning the school around?

IH My working background is in academies, and as an academy we make all our decisions about allocating our resources. That’s the most fundamental aspect; using our available resources to make the most impact on the school’s priorities and overall direction. We make those decisions and if we get it wrong we have to do something about it. In the end there are no excuses. All our Trust schools are, or are aiming to become, ‘Outstanding’.

A major benefit of being in a Trust is that it gives you an extra layer of security. The Tudor Grange Academies Trust provides both support and challenge. The balance changes depending on where you are as a school, at any one time. So as things progress here they will start to challenge us more, and we

will in turn, support other schools that come into the Trust. That is how the model works.

EM Did you turn to the LEA for assistance?

IH I’d had no previous experience of working with the Leicester LEA and so didn’t have relationships in place when I first arrived. Of course we want to work with the LEA as appropriate as we move forward. When you go into a school in special measures you’ve got to hit the ground running. I needed policies, structures and strategies that I knew and understood could confidently be implemented here. I could show staff what’s been implemented with success elsewhere. This puts us in a clearer, stronger position. But it does helps enormously when you’re seeking support from other agencies to turn to the LEA too.

EM How important is the ability for the staff here to visit other Trust group schools?

IH It’s enormously helpful. It’s all very well showing staff the theory but if they can actually go and see it in action, it really helps them understand and builds confidence. We have really benefitted from this opportunity here because the Worcester Academy is so very similar. To see the plans that we’ve got, working in a similar school is very powerful.

Staff come back from visits really enthused.

If someone is working at a school that has 18

EM The original information I was sent on this school mentioned that safeguarding had been improved, did it need to be improved?

Was this an issue?

IH Safeguarding isn’t a specific problem here but standards need to be regularly updated so that we keep in touch with our community and what’s going on in the world out there. School is a safe and secure environment and children should feel that when they come each day.

EM What are your plans for the next 12-18 months? Do you expect to be out of special measures by then and how are you going about that?

IH That’s our aim and that’s what we’re working towards. We have had two HMI visits now, both of which confirmed we are taking effective action. Within a year we will get to the point where they will have decided whether we have achieved that.

All school improvement comes down to one thing: what happens in the classroom.

Quality teaching and learning is about the onward movement in a student’s progress and that is our number one priority. It is very rare to come across a teacher who doesn’t want to do a great job. Sometimes the reason that they aren’t as effective as they’d like to be is that they are not supported or led effectively or they don’t have clarity of purpose so things get a little lost in translation. So it is about following Education Magazine

our quality assurance systems to ensure that we are working to our strengths, and that we address areas we need to improve. We are making sure that all our CPD is in place to support staff to improve. Underpinning that, we are constantly challenging and raising aspirations so every child in this school can succeed and move forward.

EM What’s your policy on instilling aspiration into your kids?

IH It is fundamental here as not all children always get that from home and there are lots of reasons why that happens. Parents may have had a poor experience themselves so the school has to fill that void. We have to raise their children’s aspirations, so that’s why we deliberately chose to name our five ‘colleges’ – similar to a house system - after top universities. We have contacted all those universities, and are organising visits for students to visit them. We do have links with Leicester universities but we deliberately didn’t choose Leicester as we want our students to broaden their horizons even further and be inspired to aim high. Some people criticised us for that, saying not everyone wants to go to university. Not everyone does and we will of course support all pupils, whatever they choose, whether that’s through an apprenticeship or any other route.

The corridors are large and well lit.

is that the tutor can support students of different ages, at the most appropriate times, whether they are applying for work experience or making curriculum choices.

It also encourages students who may have applied for work experience last year to help those students doing it now. That’s about giving them responsibility and raising aspirations!

Our ‘college system’ is arranged vertically so that tutor groups cover a range of secondary students from Year 7 to Year 11. The benefit

EM Thanks for talking to Education Magazine!

Reply No.

18

Education Magazine

19

Using the International Baccalaureate as a social mobility tool Paul Luxmoore, Executive Headteacher, Coastal Academies Trust, Kent

Paul Luxmoore is Executive Headteacher at Coastal Academies Trust, which includes Dane Court Grammar School, a selective school in Broadstairs, Kent; and King Ethelbert School, a nonselective school in Westgate-onSea, which serves some of the country’s most deprived areas in Margate. Both schools are on the Isle of Thanet.

In a new report published in April 2016, the Institute of Directors has called for a huge shift in the way we think about education, in order to give today’s students the best chance to get ahead in the future – a world of technological revolution. The report states that schools are being turned into ‘exam factories’ that not only fail to raise students’ aspirations, but also fail to prepare them for the world that awaits them post education.

As an Executive Headteacher, of both a selective school in a relatively affluent area and a non-selective school that serves some of the country’s most disadvantaged communities in Kent, it is apparent to me that we need to apply mobility tools in our schools, to ensure that our students develop

valuable workplace skills and, equally important, the confidence and aspirations to help them reach their potential.

So, five years ago the team at Dane Court Grammar School, made a brave decision. We decided to change the educational offering in our sixth form and now only teach the International Baccalaureate (IB). There are no longer any A Level options – we insist that all students take the IB and, importantly, we demand that all have high aspirations.

Classically, along with many others of my generation, I studied just three A Levels.

Also typically of the time, my choices were clouded by misconceptions about being no good at mathematics and science – there was no encouragement or ‘growth mind-set’ in my time. The IB programme doesn’t allow for students to give up subjects at 16 though, so its students therefore have a huge advantage at the end of their school years, having studied a broader range of subjects through to 18.

The IB is so effective because of this breadth of study it provides. It seems extraordinary to me that in the UK we still think it is ok to limit the number of subjects students study post 16 to three – or, for the highest flyers, the practical limit is still a very limited four or five subjects. What is it that makes us think that at the age of 16, just a few weeks after having studied 10 or more subjects each week, students should be expected to restrict their learning to just three subjects when starting sixth form?

The structure of IB programmes is superior to any I have seen around the world. Each of the four programmes has coherence, depth, and specialism, all in one. The core of each is brilliantly structured so that students are active in the community, take responsibility, and engage with the philosophy of education. What’s more, the students are able to understand how different subjects impact each other, and see the links between subjects – just as in the real world, when decisions are made based on a number of different contributory factors at once.

The IB Career-related Programme (CP) is simply a work of genius. It combines the vocational with the academic, and develops soft skills which enable students to make links between the subjects they are studying

20

and the world beyond education, in work and the wider community. It is very simple and clever; students who want to pursue both academic and vocational routes are able to do so. It makes perfect sense, and is transforming aspirations, and lives, of students in the Thanet area – to a much greater extent than A Levels ever have.

Most students currently study a path that restricts them to one style of learning, whether that’s through the A Level route or vocational study. But the CP requires students to adopt a variety of learning styles, and to work together in teams, collaborating on projects like the service learning element of the programme. It is a fairly unique educational experience, preparing students much more effectively for a larger range of challenges and paths after they leave school.

Dane Court Grammar and King Ethelbert schools offer both the IB Diploma and Career-related programmes free to all students. I believe it is not only our educational obligation, but also our moral obligation to do this and provide, what I believe to be, the best educational offer in the world, to some of the most deprived areas in the UK, free of charge. Just up the road in Sevenoaks, students have to pay to study the IB. While independent schools have been offering the IB for some time; it is important that we break down the barriers and widen accessibility to the programmes.

CP students are delivered an exceptional package, but the real beauty of the programme is found in the Core element, which underpins each of the individual components that the students learn. The Core gives students experience in a foreign language, different cultures, running a community project, and also creating a continues overleaf u Education Magazine

Reply No.

19

Reply No.

20

Education Magazine

21

Using the International Baccalaureate as a social mobility tool continued one Year 13 student from a typical working class family background. They asked him what he planned to do after leaving school, and he said that he was considering three options: two offers of employment from brokerage firms in London; a higher level apprenticeship; and a university offer. The striking thing was that he considered the university offer as his back-up option, rather than his first choice. The CP had freed him from the shackles of traditional thinking, about the need for a university education; raised his aspirations; and provided him with real life choices.

reflective project, which is rather similar to a dissertation or individual project at university.

The CP is such a revolutionary programme that it impacts not only students’ understanding of their subjects, but also their understanding of learning itself. Our governing body met last year to hear a presentation from a group of CP students.

Usually, the governors would expect students to present their findings from particular subjects, for example a particular period of history, or books studied in English.

However, the CP students spoke instead about styles of learning; they talked about how to learn, with content as the medium through which this is done. Needless to say, the governing body was somewhat taken aback and noticeably impressed.

A couple of years ago a group of local politicians visited King Ethelbert to meet our CP students. I remember them chatting to

Gratnells takes charge in the digital age Gratnells, leaders in classroom storage for over 40 years, has introduced an innovative new product range designed to store, charge and sync up to 30 USB devices at ultra fast speed.

The company has launched two new ICT products, PowerTray and PowerTrolley, keeping portable devices organised, secure and always charged ready for use.

The PowerTrays come in two sizes - a shallow tray and an extra deep version, and can each store 10 tablets. The PowerTrolley can adapt to house either 3 tiers of shallow trays, charging 30 devices at any one time or 2 tiers of extra deep trays, charging 20 units. The deeper trays also feature a lid to protect the contents and can be used as a stand-alone unit, transportable between classes.

This illustrates so clearly how we are using the IB as a tool for social mobility in Kent.

We are taking children from deprived parts of the UK and providing them with better

futures. The programme has opened so many different paths for our students; most of our CP students have gone on to pursue Based on the company’s established expertise in producing efficient, robust and colourful tray/trolley combinations which are compatible with standard school and office furniture, PowerTray and PowerTrolley take these features into the digital age.

The trays continuously analyse the appetite for power from USB electronic devices such as phones, tablets and data loggers, responding with an optimized rate of charge and syncing between them to produce a complete storage, charging and syncing solution. The average charge time from 0% to 100% is between 2 and 4 hours. In addition, the PowerTray has an integral fan and air vents to keep gadgets cool.

The PowerTrolley is specially designed to securely store and charge devices using the new PowerTrays and has useful builtin features such as lockable castors and optional handles. To maintain security, complete units are lockable and, of course, mobile for easy deployment to storerooms or cupboards.

22

a higher level apprenticeship or study at university when they would never have considered doing so previously, and they are all the first in their families to do so.

Dane Court Grammar’s socio-economic profile is very different to that of King Ethelbert. Traditionally, Dane Court Grammar has always seen university as the primary goal for all students, and has measured the school’s success on the basis of the university offers received by students each year. But the world is changing, and thankfully we, in Kent, have changed our thinking, recognising that there is a range of equally worthy routes and outcomes for our students. The CP gives students the qualifications they need to be able to make the right choices for them.

As a nation, we need to look very closely at our education system, particularly the unnecessary limiting of potential, and restricting of choices, precipitated by the current system. There are so many genuinely gifted young people who will sadly never reach their full potential by attending the majority of UK schools, and will leave education ill-equipped for the workplace.

Industry is crying out for young people with the type of well-rounded and responsible attitudes that the IB promotes, and I am very proud that in our corner of the country at least, with the commitment and hard work of our stuff, we are now able to help children reach higher, break the socioeconomic mould and compete with students from more affluent and seemingly ‘better educated’ areas of the UK. PowerTrays are available in white and come in two alternative heights, while PowerTrolleys offer 5 contemporary colours to complement or contrast with décor and furniture. Both are futureproofed, universal and firmware updatable to be compatible with changes in technology.

Gratnells has responded to the universal adoption of technology in the education and office environment with storage systems that are compact, lightweight and versatile while providing security and additional functionality. PowerTray F2 and F25 Charge models are available in both Charge Only and Charge and Sync.

In addition these new products add a further dimension to the company’s ‘Learning Rooms’ philosophy, helping to create a healthy, safe and inspiring environment for children’s education.

For more information visit www.gratnells.com

Education Magazine

In 2015 ASCL officially opened its doors to senior leaders in primary schools.

If you are working across a multi-academy trust or other hard federation, and especially across phases, you will find that ASCL membership gives you the breadth of information, support and networking that you need to operate effectively as a system leader, beyond the leadership of an individual primary school.

Find out what ASCL stands for and more details on the latest membership offer at www.ascl.org.uk/offers

Reply No.

21

Reply No.

22

Education Magazine

23

A lesson in digital learning Paul Hennin has been Director of Marketing International at Aerohive Networks since January 2013. As part of his role, he is responsible for demand generation, PR, AR and channel marketing across EMEA, Asia and ANZA. He has previously worked for Proofpoint, Fortinet and FilFree Networks and has built up an extensive knowledge for working for interesting, dynamic, disruptive technology companies at a senior level.

Ed Vaizey’s vision for a truly digital UK economy by 2020 is fast appearing on the horizon, with education high on the government’s agenda. Britain’s classrooms have experienced a considerable makeover in the past five-to-10 years, but in his mind there is still some way to go; envisaging a future where schools can engage more children at a lower cost.

The range of technologies at our disposal is already re-imagining the classroom of the future. And this is only heading further in one direction. Significant headway has already been made in the shape of bringyour-own device strategies, interactive whiteboards, e-portfolios and virtual learning environments – with many new innovations developing by the day.

But it’s clear that more could be done to make the most of connected devices and resources. These innovations are all underpinned by Wi-Fi and internet connectivity. When this is poor it hinders the delivery of a lesson. As such there is a growing importance for schools to ensure the right level of infrastructure is in place, to guarantee seamless interactions with technology in the classroom. Otherwise, this could impact a student’s digital learning experience.

So what steps can educators prepare today to help them thrive in an increasingly digitised classroom?

A new playground The way students learn has undertaken a significant transformation, as teachers are

check programme settings on every device on the network.

Working for smooth connectivity So how can schools ensure that teachers are focussed on the lesson and not troubleshooting connectivity issues?

IT decisions and networkmanagement strategies are key to ensuring academic success in a digital era. The increased use of Wi-Fi by multiple users, on multiple devices has created a ‘network of the unknown’ in many schools.

Whilst most schools encourage students to use their own devices, only 42% have controls in place to manage this influx.

now challenged to be innovative and make use of cutting edge learning practices. UK schools spent £900m last year on technology and recognise the benefits that it delivers, both in terms of the classroom environment and in keeping students engaged.

A major change is the ability to further personalise learning. The age-old concern of how to engage a classroom full of varied abilities is becoming a thing of the past. Today a range of platforms are available that help teachers to better assess student capabilities enabling them to develop personalised learning plans. This allows the student to work with the core content and curriculum in a format that is exciting and impactful to them. Similarly, a teacher can now remotely provide materials, should a pupil be unable to make it to the classroom for any reason, or require additional coaching.

It is therefore of little surprise that the biggest frustration with Wi-Fi is the need to balance flexibility with security. Almost two-thirds of IT managers experience pain in this area.

Of course schools want to provide flexible learning through Wi-Fi-enabled technologies and applications, but this can raise complex security issues. Often adhering to the highest security standards is neglected in favour of maintaining user experience, meaning that at times it can be unclear who is using the network for what - and with which device. Such poor network visibility is simply unsustainable in an evolving digital climate, calling for schools to introduce newer authentications methods such as a PPSK (Private Pre-Shared Key) to provide a simple yet secure solution to this problem.

Most significantly, our study uncovered that half of IT managers believe poor Wi-Fi is holding back children’s digital learning. There are steps that can be made today to ensure that this doesn’t continue into the future.

From a collaboration perspective, technology development has meant that connected devices and applications can now help group work be more effective in the classroom.

Using dedicated applications, students are able to communicate with each other, work in teams and contribute to a project in groups.

Skills considered increasingly important in modern working environments

Towards a digital future At BETT this year the Education Secretary agreed that there is undoubtedly a place for technology in helping to raise standards, whether it is helping teachers plan lessons or allowing schools to better measure pupil progress. Technological development will continue to create new educational opportunities for students and teachers alike.

The proliferation of devices in the classroom has also altered the face of learning. A recent study by Aerohive found that 75% of schools encourage staff and pupils to use their own devices to establish a better connected learning experience. A teacher can register personal devices and enrol them within the assigned lesson plan, including screen sharing, pushing resources, monitoring and more.

Schools now have the ability to personalise their approach and keep disruption to a minimum. But they need to act fast to ensure the best possible teaching experience that will help students develop.

After all, the delivery of a lesson plan impacts a student’s learning experience.

The benefits to the learning experience and engagement are certainly vast, but don’t come without challenges. Both in terms of the connectivity issues and the fact that very few schools will have the resource to 24

Each educational institution has its own tech projects and priorities, and will experience varied challenges. But with the right infrastructure in place, teachers can rest assured that they are using technology to its full potential, and focus in on a successful teaching experience.

Education Magazine

Reply No.

Reply No.

23

24

Reply No.

25

Education Magazine

25

The benefits of BYOD (Bring Your Own Device) in a teaching environment James Symons, explores how BYOD schemes are increasing in the workplace and how this is affecting the classroom environment.

scheme. Teachers and teaching staff may already be adopting the mentality within their jobs (Cisco found that the education industry has the highest percentage of people using BYOD for work at 95.25%) and many students in 2016 already own (or have access to) their own personal devices, whether that be in the form of a tablet, iPad, smartphone, or similar.

In recent years there has been a widespread increase in employees using personal devices including their tablets and smartphones for business purposes, whether this is in the office environment, to work from home, or to access certain company information and data on the go.

Apart from the obvious cost savings to schools from not having to purchase a tablet for every student, there are benefits to a student working on a device they know – with time being critical in a learning environment, the time saved by being able to access information quickly and easily on their own device is crucial. It also enables students to access the same information quickly and easily from home when working on assignments or tasks.

The concept, around since about 2011, has been gaining traction for a number of reasons. These are mainly down to convenience and practicality – the convenience of your personal devices syncing and allowing you to access and use information in a quicker and more productive manner. The practicality of being able to use the same laptop at work, if working from home, and again if in a meeting. And with improved storage options, large files do not have to necessarily be supported on individual devices, but can be saved in the cloud or sent using file sharing websites to access wherever you may be.

Schools are equipped to provide students with information and education with which to prepare themselves for later life and their careers so you could argue that in a tech savvy world, why not educate them using the tools that are relevant to their generation. BYOD also gives pupils the opportunity to collaborate with the outside world, using their photos, their games, the tools they use outside of school to enhance their learning in school. It offers opportunity for more interaction with other students and in ways that would not be possible with a shared device – pupils can challenge each other with games, or take individual tests or challenges online for example. And by using this system, teachers can greater personalize their education to the individual child.

A survey covering 17 countries by business technology company Avanade found that 88% of executives said employees were already using their own personal computing technologies by 2012 for business purposes.

So how has this trend influenced the education sector?

Budget issues in schools has often prevented use of tablets for every student. But the introduction and implementation of Bring Your Own Device (BYOD) schemes in schools particularly has provided the potential to access digital information and resources in lessons and in the classroom environment which perhaps would have been a financially unviable option previously.

There are various benefits for schools choosing a BYOD

There are however challenges to running a BYOD scheme. Security is a threat. Absolute Software in fact found that 64% of IT managers surveyed thought it was too risky to let personal devices be integrated into the business network.

Management of devices is also an issue.

How and when are students able to use devices? How and what are children allowed to connect to? Will it be free Wi-Fi or 3G/4G? It is important the school has a suitable infrastructure in place not only to allow students access whilst at school but also procedures should they not be able to get onto the required network. It is advisable to always have a backup plan!

Parents may also not be so keen to invest in devices which their children will be transporting into schools, and there needs to therefore be thought by schools as to how best they can offer safe storage solutions onsite to pupils when the devices are not in use. The same applies with regards to charging devices – dependent on the age of

the device in question it is more than likely to lose its charge after a period, so thought has to also go into how schools can charge multiple devices simultaneously.

There may also need to be a dedicated school management representative who can deal with any problems that arise or help when needed. Who will take responsibility if something goes wrong with the device in school time? How will the school manage this and how will students be reimbursed?

BYOD does not necessarily offer a perfect quick fix solution to the need to supply all children with their own devices in schools.

The school will probably still want to keep an additional stock of devices for students who are unable for financial or other reasons to have their own device, or for those students who forget their devices (in the hope of getting out of their lessons!). But based on a few facts and figures compiled by Baseline Magazine it is worth exploring further in schools with a view to how we may teach students of the future.

The online magazine, which provides valuable information on key technology and business trends, calculates that 38% of organizations won’t provide devices to workers by 2016 and that by 2018, 70% of mobile professionals will use their own devices. This comes from research based on findings from organizations such as Cisco, CompTIA, Gartner, IDC, the SANS Institute and Visage Mobile.

So that being the case, you could argue that in as little as two years’ time, students will be using their own devices in the world of work. But therefore perhaps they would be better placed if they are practiced at using their own devices in a learning environment before they enter this world.

There are fundamental advantages and disadvantages to almost any scheme that is put into place, and the BYOD is no different. However, with the right device management, the right people management, and the right implementation, the rewards of this in a learning environment could be rather colossal.

James Symons is CEO of LocknCharge, manufacturers of the FUYL Tower storage device for BYOD. For information: http://www.infoworld.com/article/3005043/ byod/half-of-us-businesses-have-no-formalbyod-policy-for-security.html http://www.baselinemag.com/mobility/ slideshows/surprising-facts-about-mobilityand-byod.html http://www.bbc.co.uk/news/ business-17017570

Tower storage device for BYOD by LocknCharge.

26

Education Magazine

Reply No.

26

From Flights and battles in the Sky to a Peaceful Learning Environment

Product showcase Elliott wins £30m contract with education funding agency

Yards from where British Hurricanes used to take off during the Battle of Britain, stands Grade II Listed former NAAFI building. It closed down in 1978 and remained unused, till plans were successfully passed to refurbish the building for use as an independent secondary school.

Elliott, part of the Algeco Scotsman Group, world leader in modular space solutions has been awarded a contract of over £30M by the Education Funding Agency (EFA), an executive agency of the Department for Education.

Reply Elliott will serve as the main contractor in the No. Priority School Building Programme Modular 27 Primary Schools procurement scheme and will be responsible for building up to 10 new schools to accommodate around 3,000 pupils across Southern England. As part of the scheme Elliott will be responsible for building a new school on each of the existing sites using a modular construction solution.

CEO of Elliott, Lee Jon Newman, said “I am extremely proud and pleased to have been awarded this highly prestigious Government contract to provide new schools using our modern methods of off-site construction. ” Elliott has over 50 years experience of providing permanent and temporary building solutions with a strong reputation in the education sector.

As the building is Listed and of great historical importance, consideration had to be given on how to make it a comfortable learning environment. The primary windows could not be replaced; therefore Unispace Global consulted Selectaglaze to provide a discreet solution suitable for the Listed building.

For more information visit www.elliottuk.com

Postura+ warranty doubled after 20 years of proven performance

Reply No.

29

Selectaglaze installed 70 units, using 4 different product types to match the existing primary window styles and sight lines.

KI’s iconic Postura+ chair was the first one piece polypropylene chair introduced to the UK education market in 1996. Twenty years on, it stands unsurpassed as the only chair in its class to outlive its warranty. Tried, tested and proven in the most demanding environments, KI can now confidently Reply No. double the chair’s 10 year warranty.

28 Setting the benchmark for comfort, quality and versatility, the unrivalled performance of Postura+ chairs gives schools even more confidence - knowing that they are selecting a product not just with an extended warranty, but a warranty that is substantiated by real world, everyday use by millions of students all over the country.

Available in 6 sizes to suit students of all ages, the chair is ergonomically designed to promote good posture and provide exceptional comfort. Injection moulded in the UK from 100% recyclable high impact-resistant polypropylene, Postura+ is available in 15 standard colourways. Custom colours are also available.

Please visit the KI Europe website at www.kieurope.com or telephone 020 7404 7441 for more information.

All of Selectaglaze’s units are tailor made to ensure the tightest fit and use twin seals to virtually eliminate draughts and reduce heat loss by up to 50%. Secondary glazing can also reduce noise ingress creating a quieter environment and a reduction of 45dB is easily achievable.

Secondary glazing is an independent window fitted to the room side of a building, and as a fully reversible adaptation is accepted by most heritage bodies.

With fifty years’ experience and Royal Warrant holders since 2004, Selectaglaze has extensive experience with working on all building types.

For further information, literature and test results, please contact Selectaglaze on 01727 837271/ e-mail: enquiries@selectaglaze.co.uk or visit: www.selectaglaze.co.uk

Are Your Staff and Students Ready for Lockdown?

One hundred and thirty schools went into lockdown in one month alone because of a perceived threat to the students according to a BBC report1. Admittedly this was in the USA, where 50 school shootings are reported annually, but UK schools have also experienced a growing trend for violent attacks on staff and students.

and quickly throughout the school. By law schools must have a working fire alarm fitted, which traditionally is a bell system. In many schools the same fire bells are also used to announce class changes, which can cause further confusion and lose precious time before staff and pupils realise it’s not just the end of class but a real emergency.

In 2015, there were reports of such incidents not only in Southfields2, and Dulwich3 in London, but as widespread as Leeds4 and Bradford5 in the North and Dorset6 and Somerset7 in the South. As well as direct attacks on school property there are growing concerns over other incidents that potentially put staff and students at risk. A shooting outside a Liverpool school8, a man wielding a gun outside a Cambridge school9, a secure unit abscondee on the loose in Conwy10 and armed raiders running into a school after a robbery11, all resulted in schools going into lockdown.

Schools have long been prepared for evacuation procedures such as fire, or gas leaks. Fire alarms are standard and fire drills practiced to minimise the risk to staff and students. Students know to evacuate immediately for their own safety and assemble at an agreed point so numbers can be accounted and the right action taken by the emergency services.

in place, but regular practices should be conducted so that all staff and pupils know what to do in any situation. This not only avoids confusion, but the time saved could mean the difference between successful outcome or tragedy.

The recent school shootings in Canada13 and Sweden14, and the bomb threats to schools in Australia15 underlines the growth and nature of potential attacks on schools on a global scale. There is little schools can do to prevent such random attacks or threats, but having clear and effective communication systems installed, robust lockdown and evacuation procedures and regular practices conducted, we can ensure we are doing all we can to ensure the safety of staff and students.

Richard Manby is managing director of Bodet Class Change Systems

Website: lockdown.bodet.co.uk Tel: 01442 418800

However, an intruder entering the premises, or a major local disturbance occurring in the community which potentially puts the school at risk, is a totally different situation and the school should immediately go into lockdown to minimise the risk to staff and children. But is it a major threat such as an armed intruder requiring a full lockdown or a reduced threat like a local off-site disturbance which only requires a partial lockdown? Many LEAs have formal lockdown procedures12 which explain the actions required in different threat situations.

While a bell can give a resounding announcement that an emergency situation has arisen, it doesn’t differentiate between evacuation or lockdown, let alone a partial or full lockdown situation.The last thing any school wants is pupils streaming out onto a playground to assembly points when there is a possible violent intruder on the premises. Some schools have installed integrated class change and PA systems such as Bodet’s Harmonys which store a range of different tones, melodies or pre-recorded voice messages.These can be programmed for routine class change, lunch or end of school announcements but in an emergency, specific alarms can be broadcast across the site so staff and pupils know immediately what’s happening and what action they need to take.

Whether an emergency requires evacuation or lockdown, it is essential that accurate information is communicated clearly

Schools have a duty of care to both staff and students, so there should not only be effective systems and procedures 28

References 1.

2.

3.

4.

5.

6.

7.

http://www.bbc.co.uk/news/magazine-25339845 http://www.bbc.co.uk/news/uk-england-london-34784854 http://www.bbc.co.uk/news/uk-england-london-34868503 http://www.bbc.co.uk/news/uk-27194984 http://www.bbc.co.uk/news/uk-england-bradford-west-yorkshire-33857626 http://www.bbc.co.uk/news/uk-england-dorset-30534259 http://www.thewestonmercury.co.uk/news/education/school_in_security_lockdown_1_4238794 8. http://www.mirror.co.uk/news/uk-news/anfield-road-shooting-school-lockdown-6889474 9. http://www.dailymail.co.uk/news/article-2911904/Primary-school-forcedlockdown-mystery-gunman-spotted-outside-lunch-break-turns-police-anti-terrorexercise.html 10. http://www.dailypost.co.uk/news/north-wales-news/neuadd-manhunt-schoolslockdown-llanfairfechan-10107863 11. https://www.pressandjournal.co.uk/fp/news/scotland/748968/scottish-schoolslockdown-following-attempted-armed-robbery/ 12. http://www.centralbedfordshire.gov.uk/Images/CBC%20lockdown%20guidance%20Nov%202013%20FINAL_tcm6-49512.pdf 13. http://www.bbc.co.uk/news/world-us-canada-35394065 14. http://www.bbc.co.uk/news/world-europe-34612000 15. http://www.dailymail.co.uk/news/article-3422013/Multiple-schools-forcedlockdown-bomb-threats-New-South-Wales.html

Education Magazine

Reply No.

30

WHEN

YOU’RE

When working at height, your life depends on the quality of your safety gear. That’s why Arco products go through a strict 5 Stage Product Assurance Process. And why we’re the only safety distributor to have a UKAS accredited testing lab. Because when lives are at stake, there’s no room for doubt.

arco.co.uk/BeSure

Reply No.

31

How can we improve pupils’ learning experience through classroom design? Åsa Sutton, explains how improving classroom design can have a positive effect on a pupil’s learning.

In order to maximise the amount of learning a student achieves in the classroom, it’s essential to have a cleverly designed environment. Everything from the furniture and layout of a classroom, to the lighting and colours used within has a huge impact on a pupil’s learning. A recent study from Salford University found that a welldesigned classroom can increase a student’s performance by as much as 25%. Classrooms that are specifically designed to aid learning can help to enhance concentration, inspire students and even improve behaviour.

of light in a classroom can affect a student’s learning.

Colour

Furniture

It’s crucial to strike a good balance of colour in a classroom to ensure pupils can work in a creative environment, but also remain free from distraction. The Salford University study highlighted that large, brightly colour walls rated poorly, and could be considered as a distraction. White walls with few colour elements were also regarded as poor, providing little or no stimulation for the children, leading to a lack of concentration and restlessness.

Classroom furniture, such as bookcases, storage units, desks and chairs, can be used to define a space’s purpose and even to inform certain behaviours.

This brings us to the conclusion that painting the majority of the walls in a light colour, and including one bright feature wall is the most effective scheme for learning. Teachers and room designers could also consider adding an element of bright colour to the flooring and furniture to increase stimulation.

Lighting Over the past few years, increasing natural light in a working environment has become essential and directly correlates with a person’s levels of productivity. Natural light increases a person’s mental and physical comfort, and can improve concentration levels while helping with sight.

According to a study by the University of Georgia, the lighting of a room plays a major role when the brain is trying to focus.

It found that pupils working in brightly lit rooms achieved higher grades than pupils in dimly-lit rooms; proving that the amount

The same study also indicates that poor lighting can reduce how effectively the brain collects information and as the pattern of learning in poor lighting continues, the brain can become slower at absorbing new information.

Unfortunately, classrooms cannot always be lit by natural lighting, and so offering a good quantity and quality of artificial lighting is crucial.

Accessible storage is an important part of learning and organisation in a classroom, but too many pieces of furniture can take up useful space. Utilising corridors or other storage areas can free up classroom space while still keeping your resources in a tidy order.

Another solution for eliminating classroom clutter comes in the form of display cabinets.

Storing books or learning apparatus in a wall mounted cabinet gives you the freedom to showcase your tools, whilst maximising space in the room.

Another important element of furniture design is personalisation. Allowing the children to put their stamp on things such as coat pegs, named drawers and lockers, can give them a sense of responsibility and ownership for their learning environment, positively impacting on the pupil’s frame of mind.

To encourage students to be proud of their work, or to showcase learning materials, you can install display boards around the room. These presentation cases not only bring colour to a space, it gives students an incentive for creating beautiful work, and allows the teacher to remind the class of important rules or information.

30

Finally, it’s important to ensure all chairs and desks are comfortable, suitable for the pupils’ ages and sizes and that they engage the children.

Room layout Creating different learning zones around a classroom space can improve learning for pupils of all ages. Younger children who spend their time taking part in play-based learning can benefit from a room that’s broken into several different areas, with a different stimulation featuring in each zone.

A handy way to create these zones would be to implement partition screens. You can separate areas of a classroom without isolating any corners, and you can also display work and information on the screens.

Older pupils require fewer learning areas, but separating a classroom into zones can support group work.

Pupils can also benefit from a break out area. Similar to a playground, this indoor zone helps the pupil’s to understand that while they’re in the break out area, school work is paused and they are free to conduct their own play. Once they leave the break out zone, learning resumes and pupils are expected to give their full attention to their next lesson.

So as we can see, making sure your classroom is user friendly, includes visual stimulation and features as much natural light as possible can have a dramatic effect on your pupil’s learning. If you think your classroom is lacking colour or your furniture could use improvement, use the Salford University Study to get handy tips on upgrading your learning space. Åsa Sutton is the Sales & Marketing Director of Metroplan, Founded in 1973, it is a UK based manufacturer and supplier of display, presentation and furniture products and are creators of the One Stop Presentations® range of products.

Education Magazine

Reply No.

32

Reply No.

33

Education Magazine

31

Too little, too late, to prepare pupils for puberty, By Lucy Emmerson Lucy Emmerson is Coordinator of the Sex Education Forum, the national authority on sex and relationships education (SRE), hosted by the National Children’s Bureau. Lucy supports teachers with the practical resources they need to provide good quality SRE. She also leads policy and campaigns activities to secure children and young people’s entitlement to good quality SRE, on behalf of a diverse membership of national and local organizations.

Puberty is one aspect of sex and relationships education (SRE) that one might assume every child learns about, but a survey of over 2000 young people by the Sex Education Forum this year, suggests that nearly a quarter of girls start having periods before the subject is covered in SRE classes at school. The pattern is repeated for boys with 38% experiencing wet dreams before having learnt about them.

Government guidance on sex and relationship education (DfEE, 2000), which all state-funded schools must have ‘due regard’ to, states that pupils should learn about puberty before they experience it.

Clearly this is not happening in all schools.

So what is getting in the way of educating children about growing up, and how can schools help ensure that all pupils are prepared for puberty?

When it comes to SRE it can feel more comfortable to assume that someone else has covered it, for example ‘it’s surely been discussed at home’, ‘it would have been covered in primary school’, or ‘that’s best left until secondary school’. But the reality is that many young people are missing out on vital learning to support their development, health and wellbeing. The way to fix this is for adults to start having conversations about SRE to map what is and is not covered in their curriculum and to plan a developmental programme that meets pupils’ needs.

A good starting point is to look at the existing curriculum, from the Early Years Foundation Stage upwards, and find natural links with SRE. National Curriculum science provides an ideal context for learning about growth and lifecycles across Key Stages 1 and 2. You could start by discussing changes that pupils are familiar with, for example from baby to infant; the physical changes but also the social and emotional changes. The Year

1 science National Curriculum programme of study includes pupils being taught to ‘identify, name, draw and label the basic parts of the human body’. Although not mentioned specifically, it is important that pupils are taught the names of the external genitalia. This is vital for safeguarding so that a child has the language to describe the private parts of their body and to seek help if they are abused. Ofsted has raised concerns about primary schools failing to teach correct names for sexual parts of the body and the Government guidance ‘Keeping children safe in education’ highlights that safeguarding needs to be addressed through teaching opportunities.

Currently, 16% of young people report that they did not learn correct terms for genitalia at primary school (Sex Education Forum, 2016). It is vital that the Headteacher has specifically communicated the importance of using correct terms to teaching and nonteaching staff alike, and that this practice is included in the school SRE policy.

It is good practice for all schools to have a SRE policy and a requirement in maintained schools. A review of the policy is a good opportunity to involve governors and parents in a wider conversation about the aims of good quality SRE. Try using the activities and simple survey questions from the Sex Education Forum’s ‘Activities for consulting about your school SRE policy’ pack to start a dialogue.

Good quality SRE includes learning about the body, relationships, feelings, keeping safe, life-cycles and getting help. At the Sex Education Forum we have produced a curriculum design tool which is organised as a series of ‘questions to explore’ with children and young people at each age and stage, and spans from age 3-6 years to 16+. This can be used to map your SRE provision and ensure it forms a developmental programme running across several years. So, for example, learning about growth and life-cycles naturally starts early in primary school, then some specific information about body changes during puberty needs to be introduced by the end of Year 4 and can then be built on in Years 5 and 6. The key is not to save it all up for one big puberty talk at the end of primary school, but to talk about change and puberty as something that is normal.

In secondary school, the new National Curriculum science programme of study includes pupils learning about ‘the structure and function of the male and female reproductive system including the menstrual cycle’. Knowledge of anatomy is an important foundation for enabling young people to talk openly about the body and to understand concepts such as fertility and 32

infertility, conception and contraception, and transmission and prevention of sexually transmitted infections. But learning about the body must go beyond biology, it is also an opportunity to teach young people that their body is their own and that intimate contact with other people’s bodies must be based on consent.

Ofsted has highlighted that relationships education is a particular weakness in secondary school SRE. This is backed up by survey findings, with more than 4 in ten young people reporting that they had not learnt about how to tell when a relationship is healthy (46%) or abusive (44%). Half (50%) of young people had not discussed reallife scenarios about sexual consent in their school SRE. When SRE it at its best pupils have ample opportunity to bring their ideas, beliefs and experiences to the table in a safe way. A problem-page type activity is an example of a participatory method that can address a wide range of issues in a realistic way.

Sample ‘problems’ are provided in The Puberty Issue, together with key issues to cover in a plenary session after pupils have prepared their replies.

A major barrier to good quality SRE is the lack of status the subject has been given by Government, despite calls from the Chairs of four Select Committees to make the subject statutory in all primary and secondary schools. But there is every reason to improve provision of SRE in your school. The evidence is very clear that when young people receive good quality SRE taught by trained educators they are more likely to have sex for the first time at an older age, more likely to use contraception and condoms and less likely to experience sex against their will.

And with the new key judgment from Ofsted on ‘personal development, behaviour and welfare’, failure to provide adequate SRE is a risk for the school reputation as well as to young people’s health and wellbeing.

For further support take a look at SRE for the 21st Century – Supplementary advice for schools, produced by the Sex Education Forum, PSHE Association and Brook and SRE policy guidance produced by the Sex Education Forum.

Training is also available from a wide range of organisations. For ongoing support to develop SRE in your school, the Sex Education Forum’s network+ membership includes a regular bulletin and access to themed resources including The Gender Issue, The Consent Issue, The HIV Issue and The LGBT Issue.

References :Sex Education Forum (2016) Heads or Tails?

What young people tell us about SRE

Education Magazine

Reply No.

34

NEWS News News News NEWS News NEWS News

GBP 56 million European backing for 7 new schools in Yorkshire The European Investment Bank has agreed to provide GBP 56 million to build seven new secondary schools in Bradford, Harrogate, Keighley, Bradford and Huddersfield. The brand new schools, to include the latest computing, teaching and catering facilities will benefit more than 8,500 Yorkshire school children and replace outdated and redundant buildings.

Over the last year the European Investment Bank has provided GBP 281 million for investment at 46 new state schools being built across the country under the Priority Schools Building Programme, including the Yorkshire schools in the 5th and final batch agreed earlier this week.

“This agreement unlocks much needed construction of new schools to replace outdated facilities in Yorkshire that will both improve education and benefit local construction companies. Our support for similar school investment under the wider Priority School Building Programme is already transforming schools elsewhere across the country. The European Investment Bank has a strong track record of supporting new hospitals, as well as crucial water, transport, energy, higher education and social housing investment in Yorkshire and we look forward to confirming support for new projects in Yorkshire in the coming months, as part of our commitment to backing long-term investment across the UK.” said Jonathan Taylor, European Investment Bank Vice-President.

The seven schools to be transformed are the Samuel Lister Academy in Bingley, Whitcliffe Mount Business and Enterprise College and All Saints Catholic College in Kirklees, Belle Vue Boys’ School and Carlton Bolling College in Bradford, Oakbank School in Keighley and Harrogate High School.

Building work has already commenced at four of the schools and will start shortly at the other sites.

The Priority Schools Building Programme is a centrally managed programme set up to address the needs of the schools most in need of urgent repair. By grouping school development schemes aggregating funding requirements, the Education Funding Agency has been able to access cheaper finance, and streamline procurement for each batch of schools. The long-term loan from the European Investment Bank represents around 40% of the overall project costs.

Over the last decade the European Investment Bank has provided more than GBP 4 billion for education investment across the UK. This includes transformational

investment at 30 universities and 42 further education colleges across the country.

Recent education investment in Yorkshire supported by the European Investment Bank includes construction at Bradford College, Leeds City College and the Universities of Hull and York, and schools in Barnsley, Bradford and Sheffield. Last year alone the EIB supported work at 77 schools across the country to construction new schools and upgrade existing facilities.

Long-term investment in Yorkshire supported by the European Investment Bank across other sectors includes the Green Port in Hull, investment by Yorkshire Water and upgrading hospitals in Wakefield and Pontefract.

Lending by the EIB in the UK last year totalled GBP 5.6 billion and represented the largest annual engagement since the start of EIB lending in the UK in 1973. This supported nearly GBP 16 billion of overall investment in 40 projects across the UK, which schools, university campuses, hospitals, upgraded energy links, renewable energy projects and water infrastructure.

The European Investment Bank (EIB) is the long-term lending institution of the European Union owned by its Member States. It makes long-term finance available for sound investment in order to contribute towards EU policy goals.

Schools tackling disadvantage celebrated at Pupil Premium Awards Education and Childcare Minister Sam Gyimah praises winners and urges others to follow their example.

Schools across the country which have helped improve the life chances of disadvantaged children were celebrated on 12th May 2016 at the 2016 Pupil Premium Awards.

The winning schools were announced in London by Education and Childcare Minister Sam Gyimah, who urged other schools to follow in their footsteps.

From the 21 finalists across 4 categories, 2 schools from London, 2 from the North East and 1 from the South West were named as national winners. They were presented with awards by respected education expert Andreas Schleicher, Director for Education and Skills at the OECD, who chaired the judging panel.

All finalists have consistently shown high levels of attainment or significant rates of improvement among their disadvantaged pupils over time, and demonstrated innovative and effective use of the pupil premium.

One of the successful schools, Greenfylde C of E First School in the South West, winner of the infant, first and key stage 3 schools 34

category, ensures disadvantaged pupils have the broadest range of opportunities, including educational visits and experience of the arts. Alongside this, access to after school clubs and breakfast clubs has improved attendance and confidence.

Northern Saints Church of England Primary School, Sunderland, joint winner of the key stage 2 category, demonstrated innovation by forming partnerships with local museums.

The school used heritage materials and resources to develop disadvantaged pupils’ problem-solving skills on visits to the Victorian school and Edwardian bakery.

The pupil premium - worth £2.5 billion this year - has enabled schools to provide vital support to some of the most vulnerable children in their care. Figures show the attainment gap between disadvantaged pupils and their peers has narrowed since 2011, the year the pupil premium was introduced.

Education and Childcare Minister Sam Gyimah said: “The winners of the 2016 Pupil Premium Awards have shown just what this funding can achieve for children from disadvantaged backgrounds, whether it is raising their confidence or developing key skills.

The winning schools deserve to be singled out for particular praise, but all of the finalists have shown innovative and effective uses of the funding. I hope more schools will take inspiration from what they have achieved today and follow in their footsteps.”

This year’s judging panel was made up of outstanding headteachers, including former award winners.

For the first time, the awards have been sponsored by a wide range of organisations from the arts, culture, science and technology sectors, which will provide award-winning schools with exciting and culturally enriching opportunities for pupils and teachers. The ceremony was run in partnership with TES. All of the finalists have shown an impressive level of innovation - some schools have chosen very personalised interventions, others a more whole-school approach - but all have set high expectations for their pupils and teachers.

The categories and winners were: Special and alternative provision schools category: The Link School Pallion (North East) Infant, first and key stage 3 schools category: Greenfylde C of E First School (South West) Key stage 4 schools category: La Retraite RC School (London) Key stage 2 schools category (joint winners): Edward Pauling Primary School (London) and Northern Saints C of E Primary School (North East) Education Magazine

UP TO

50% OFF

*

With a Brother QL label printer, customers can print continuous labels up to 100cm long in addition to a wide range of die-cut labels.

From address labels to filing, QL Label printers create the desired label at the required size.

Now with up to 50% off and 2 rolls included.

www.brother.co.uk *Selected models, whilst stocks last.

Ends 30th June 2016.

Order online today from your preferred Brother supplier Reply No. ÂŽ

35

Reply No.

36