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Those scared by change are likely to experience it Laconic fears that Michael Gove was all set to return to the education brief were allayed when a refreshed (and now with the backing of a majority Government along with a five‑year period in which to deliver its education plan) Nicky Morgan continues in her role as Education Secretary. The Education Bill, aired in the 62nd Queen’s Speech, plans to give the government more powers to intervene in an accelerated targeting of struggling schools. This will undoubtedly lead to more academies. Morgan needs to stay popular for as long as she can. She increased her constituency majority by 6,000, but has been widely criticised for ‘hypocrisy’ after she took to Twitter to support the ‘Yes’ vote for the recent Irish Gay Marriage referendum, despite having voted against it in England and Wales back in 2013. Maybe her second role, as Equalities Minister, forced her to change her stance? Meanwhile, will the Scottish National Party’s remarkable election victory lead to increased efforts to focus on education north of the border? First Minister Nicola Sturgeon and Education Secretary Angela Constance both conceded that serious improvements are needed, as recent figures showed a sharpish decline in reading and writing skills. Liz Smith, Conservative spokesperson for young people, was more cutting when she referred to an “appalling attainment gap which fails so many pupils from poorer backgrounds”. Conservative MSP Mary Scanlon also raised concerns that teacher training colleges devote “as little as 20 hours in a four year course” to literacy training, compared to 90 hours in England. Danny Wright

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Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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CONTENTS EDUCATION BUSINESS 20.5 07 EDUCATION BRIEFER Plans for government intervention in ‘coasting’ schools

13 FREE SCHOOLS

New Schools Network’s Sarah Pearson, analyses the potential future for free schools

17 RECRUITMENT

Professor John Howson analyses recruitment trends into teaching, and questions can we afford to waste talent

20 SUSTAINABILITY

Eco-schools Dr Morgan Phillips explores sustainability in the National Curriculum and how it can be taught

22 DESIGN & BUILD 47

Education Business analyses how the Construction Regulations effect the planning, design, and construction of new school buildings

24 FACILITIES MANAGEMENT

The British Institute of Facilities Management’s newly-revamped Education Special Interest Group discuss the key role of the facilities manager in education

61 67

26 FURNITURE

BESA’s Caroline Wright provides an update on how schools are saving money through an investment in furniture

31 CASHLESS SCHOOLS

53 INFECTION CONTROL

BioCote continues to look at antimicrobial classrooms that can actively regulate and monitor bacteria

55 DIGITAL EDUCATION

The Digital Education Show takes place on 30 June to share and collaborate ideas around using technology in education

57 EB AWARDS 2015

Education Business takes a close look at this years’ Education Business Awards, taking place on 8 July

58 SPECIAL EDUCATIONAL NEEDS

Jane Friswell of nasen writes how best practice support can become a reality as students move into secondary school

61 LANDSCAPING

BALI member Hannah Jenders looks at the safe garden areas for children with special educational needs and physical handicaps

67 CATERING

The Children’s Food Trust analyse nutrition guidelines and how schools ensure that they match these requirements

72 OUTDOOR LEARNING

Learning Away discuss all the factors that contribute to a brilliant school residential for both teachers and students

While the UK is in the midst of a steady trend to use automated payment methods and debit cards, Education Business examines the situation in schools

75 EDUCATIONAL TRIPS

33 DOCUMENT MANAGEMENT

79 SPORT: SPORT ENGLAND

Aaron Warham, of NAPPS, examines how schools save time and money embracing the latest document management trends

39 IT & COMPUTING NEWS

Education Business addresses the latest computing news within the education sector

47 IT & COMPUTING

Naace’s Chair Dave Smith discusses the importance of audio-visual systems for the education sector and interactive lessons

Education Business

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The School Travel Forum discuss the importance of undertaking risk assessments when planning educational trips Sport England provide the inside track on the This Girl Can campaign, breaking the barriers on female participation in sport

83 SPORT: UK ACTIVE

ukactive outlines plans for the coming year to make children, more active, more often

86 SECURITY

Matthew Grimley of the British Security Industry Association examines solutions that can solve security planning for a safe and secure educational environment

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EDUCATION POLICY

Failing and ‘coasting’ schools to face quicker Government intervention

Plans for quick intervention in failing state schools and an extension to the academies programme to tackle ‘coasting schools’ have been announced by Education Secretary Nicky Morgan. An Education Bill, introduced in the Queen’s Speech on 27 May, will give the government more powers to intervene by sending in ‘hit squads’ to replace school leaders deemed to be failing. Under these new plans, ministers could force schools which miss government benchmarks to become academies. However, it is unclear how schools would be determined as eligible for intervention, as currently over 3,000 schools are rated as “requiring improvement”. Writing for the Telegraph, Morgan outlined a three point plan to tackle substandard education in England. Hit squads could be sent into schools within hours of a critical Ofsted judgement and a new ‘fast-track process’ to turn failed schools into academies. ‘Coasting’ schools will be required to produce urgent improvement plans. Refusal to comply could see governors sacked and replaced with government appointed teams and could see schools taken over and turned into academies. It was also announced that an immediate start will be made on opening 500 new state funded free schools. Commenting on Nicky Morgan’s announcement Kevin Courtney, deputy general secretary of the National Union of Teachers, said: “The government is looking in completely the wrong place if they are interested in social justice. “There is no convincing evidence that the academies programme has improved education overall or for disadvantaged children. However there is overwhelming evidence that the poverty and inequality

many children face is a real obstacle to their educational achievement. The government should act on poverty reduction urgently. “Proposals to sack even more head teachers will exacerbate the teacher and head teacher supply problems that have become evident in the last years of the Coalition Government. These problems will continue and get worse unless the Government changes course. “As the new Secretary of State, Nicky Morgan should be using her office to argue for protection of the education budget. Schools are facing 10 per cent cuts. This, the teacher shortage and the failure to provide enough school places should be her main concerns – not continuing with these unproved experiments.” In his first interview since returning from an operation, Sir Michael Wilshaw has given his unequivocal backing of the plans. The Ofsted head has long argued that disparity between schools in different parts of the country is unacceptable, and said that too many children were having their life chances limited. Wilshaw believes that the biggest challenge in making these improvements is recruitment, he said: “The big question for the government is scale, given that we have 30 per cent of schools that are less than good. Have we got enough really good head teachers who can take over those schools in federations and clusters?” While the government’s plans include increased conversion to academies, Wilshaw added that he believes academies can also struggles, and that Ofsted would support intervention in any school regarded as ‘coasting’, including free schools and academies. READ THE RESEARCH: tinyurl.com/nxd8qua

NEWS IN BRIEF Ministerial update Nicky Morgan continues as Secretary of State for Education and is responsible for the work of the Department for Education, including the school curriculum, school improvement, teachers’ pay and adoption and child protection. Edward Timpson has been promoted to Minister of State for Children and Families with a broader brief including responsibility for children’s health issues in the department. His responsibilities include SEND children and young people, early learning and development children aged 0-5, child poverty, families and young carers. Nick Gibb will remain as Minister of State for School Reform, with responsibilities including behaviour and attendance, qualifications and curriculum reform, assessment and key stage tests and an overview of all funding. Sam Gyimah as Parliamentary Under Secretary of State for Childcare and Education is the minister is responsible for early years education and the early years foundation stage (EYFS), DfE links to Child and Adolescent Mental Health Services (CAMHS), early years funding and delivery of free entitlements, and wraparound childcare provision.

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Academy finance officer steals £120,000 Former maths teacher Fatimah Ahmed, 31, has been struck off after admitting to holding her husband’s drug money. Ahmed was suspended from Poynton High School in Cheshire when the allegations first emerged and later resigned. Her husband, Mohazzam Ali, 37, was sent to jail for a series of drug-dealing and possession charges. She was given a two-year suspended sentence for money laundering in March last year, and has now been banned from teaching indefinitely following a professional conduct hearing. She is also banned from teaching in any youth accommodation or children’s home in England. READ MORE: tinyurl.com/p9yul35

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GCSE EXAMS

Exam regulator orders re-writes for maths GCSEs deemed too hard The english exams regulator Ofqual has told exam boards to re-write new GCSE maths exams after analysing the results of 4,000 sample papers. Ofqual found that papers produced by three of the four main exam boards were too hard and not suitable for the broad spread of candidates, with the exception being AQA who has been ordered to make its papers “more challenging”. The exam regulator found that OCR, Pearson and WJEC Eduqas’ tests would “fail to differentiate effectively across the full range of ability… Due to the assessments being too difficult”, with the Pearson and Equdas papers being so challenging that the grade A boundary would have to have been set below 50 per cent. Chief executive of OCR board Mark Dawe responded to the news saying: “We appreciate Ofqual’s determination to ensure that all awarding bodies’ exams are of the same rigour. We also welcome the Regulator’s commitment to enable new sample exam papers to be with schools and colleges from the end of June.” This order for re-writes comes just six school weeks before students are due to start studying for the exams, but chief

exams regulator Glenys Stacey rejected the idea that Ofqual had left it too late. She said: “What we are doing here is an unprecedented amount of analysis. This is not going back to the drawing board. This is going to happen in the next few days. This is not a substantial re-write by any means, it’s making sure standards are right in a sufficient and even-handed way.” Exam boards are expected to submit sample materials for approval by the end of June. READ MORE: tinyurl.com/l5ax94t

Scottish education ‘not good enough’, says Nicola Sturgeon Writing for the Daily Record, Nicola Sturgeon claimed it was her ‘sacred responsibility’ as First Minister to ensure that every young person in Scotland has an equal chance to succeed in life. Sturgeon wrote: “Those who say Scottish education is failing badly are wrong. But let me be clear – those who say it is good enough are wrong, too.” She acknowledged that ‘too many young people are still held back… by the circumstances into which they are born’, and claimed that education is a vital part of ensuring future opportunities for young people. The First Minister described falling literacy and numeracy standards across Scotland as ‘unacceptable’ and outlined government plans to improve the situation: “We are expanding childcare. We are investing to maintain teacher numbers. We have set up an attainment fund, which will see £100 million spent on improving literacy and numeracy in schools in our most deprived areas.” Sturgeon then went on to pledge that making the Scottish education system ’one of the best in the world’ would be a ’defining priority of my Government’, stating that the Scottish National Party ‘will not shy away’ from making ’tough decisions’ in the interests of young people.

ACADEMIES AND FREE SCHOOLS

LGA wants council power to act on academies and free schools The Local Government Association (LGA) has warned that councils have no power to intervene in problem academies and free schools. In light of government plans to intervene in ‘coasting schools’, turning more into academies, and plans to open 500 new free schools, council leaders are calling for more powers to hold academies and free schools accountable for the education they provide. Chairman of the LGA’s children and young

NEWS IN BRIEF Maths teacher struck off for holding husband’s drug money

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Former maths teacher Fatimah Ahmed, 31, has been struck off after admitting to holding her husband’s drug money. Ahmed was suspended from Poynton High School in Cheshire when the allegations first emerged and later resigned. Her husband, Mohazzam Ali, 37, was sent to jail for a series of drug-dealing and possession charges. She was given a two-year suspended sentence for money laundering in March last year, and has now been banned from teaching indefinitely following a professional conduct hearing. She is also banned from teaching in any youth accommodation or children’s home in England. READ MORE: tinyurl.com/qdotfb8

Council’s decision to cut free bus to faith school overruled Swansea Council has been overruled by the high court after its decision to cut free transport to some faith schools if a mainstream school was closer to a pupil’s home. A legal challenge was raised by Bishops Catholic School, a perspective student and the Diocese of Menevia. Laura Evans, a school bursar, said: “Had the new policy stood, children from some of the poorest families in Wales would have been denied a faith-based education for the very worst of reasons. “It will now remain open to them. We feel truly vindicated.” READ MORE: tinyurl.com/pcg9rar

LACA awards Chef of the Year 2015 Kate Davies has taken the title of LACA School Chef of the Year 2015 (SCOTY) at the national final held in May. The winning dishes were Fire-cracker chicken curry, cauli-pilau rice, aloo dal paratha, roasted Indian potatoes and a trio of chutneys.

people board David Simmonds said: “We need to ensure robust intervention powers for all of those held accountable for school performance. “Changed structures alone won’t drive improvement without good head teachers, effective teaching, and teamwork by governors and support staff.” READ MORE: tinyurl.com/ouyqlqu

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Research carried out by the charity Show Racism the Red Card (SRTRC) suggests school children hold widespread misconceptions about the number if immigrants and non-white people living in England, as well as negative attitudes towards Muslims. SRTRC surveyed almost 6,000 children throughout 60 schools from 2012 to 2014. The research showed that the average estimate for the percentage of foreign-born people living in the UK was 47 per cent, while the true figure is 13 per cent according to the 2011 census. In addition to this, nearly a third of students agreed with the statement “Muslims are taking over England”. SRTRC’s chief executive Ged Grebby raised concerns over the information young people were getting from the media, he said: “We have found that there is a large amount of negativity when young people are asked questions about immigration or Muslims…This survey shows that this is fuelled by a totally distorted view of READ MORE: the number of immigrants and tinyurl.com/oa3u6ps Muslims living in the UK.”

Headteacher gives code of conduct to parents after abusive comments online The head teacher of Emmer Green Primary School, Tonia Crossman, has sent a code of conduct to parents regarding “harsh judgements and opinions” posted on social media regarding the way in which the school is run. In a letter to parents, the head of the Reading school said: “It now feels appropriate to raise to you how some parents have chosen to criticise the school in a manner that I consider inappropriate. Social media has been used as a forum to give harsh judgements and opinions on how the school is run. “E-mails have been circulated or sent directly with abusive, personal comments about staff. I do not believe that this is the way to promote positive relationships and improve the school. It is in fact demoralising and unnecessary.” The letter included a code of conduct for parents, which outlines “serious and unacceptable” behaviour, including “abusive and aggressive written correspondence”, “using bad language or swearing to members of the school community” and “using social media to publicly challenge READ MORE: school policies or discuss issue tinyurl.com/o43tu5f about individual children”.

NAHT advocates data sharing on free school meals The National Association of Head Teachers (NAHT) will call for a national system of data sharing on free school meals entitlement after a motion to its annual conference passed unanimously. Delegates at the conference in Liverpool voted to support a motion calling on the next government to introduce a national system of data sharing which would involve schools being automatically informed when pupils are entitled to free school meals, and therefore pupil premium funding, rather than relying on individual parents to apply for their children. Proposing the motion, NAHT business manager committee member Nicky Gillhespy warned schools were missing out on pupil premium funding because READ MORE: parents did not always apply tinyurl.com/qg37plc for free school meals.

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FUTURE SCHOOLS

Free Schools

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Written by Sarah Pearson, Interim Director, New Schools Network

WHAT’S NEXT FOR FREE SCHOOLS?

Following the new government’s pledge to open 500 more free schools, Sarah Pearson of the New Schools Network considers what the future holds for free schools It is strange now to remember that when the free school programme was introduced in 2010, some questioned whether anyone would be interested in starting a new school. Five years on, parents, teachers, charities and others have seized the opportunity. Over 400 free schools are now open or approved to open – creating 230,000 new places. The free school programme has delivered new schools faster than any other school building programme and, according to the National Audit Office, at significantly less cost to the taxpayer than previous initiatives. Even more importantly, these schools are flourishing. Free schools inspected by Ofsted

are more likely to be judged Outstanding than other state schools inspected under the new tougher framework. Many are beginning to produce exceptional results, with ARK Conway in West London, a free school that opened in 2011, named by the Department for Education (DfE) as the highest performing primary school in the country. This excellence is a big factor behind free schools’ popularity with parents. Many become quickly oversubscribed despite not having the usual track record and, in a poll conducted for New Schools Network by Populus, 73 per cent of parents said they would consider sending their child to a new school. The new government has now

Free schools by ed inspect e more ar Ofsted be judged likely tonding than Outsta r state othe ls schoo

pledged to open 500 more free schools so it is an incredibly exciting time for all the groups that can now plan to make their applications. A CHALLENGING PROCESS These groups are incredibly varied in their experience and expertise – they include parents, teachers, community groups, charities and existing schools across England. In fact, teachers have been particularly active in driving their creation, with 68 per cent of free schools being set up by groups led by teachers, existing successful schools, academy chains, or existing education providers. What they all have in common is an incredible level of commitment. The application process to set up a new school is incredibly rigorous – as it should be. Groups have to demonstrate a high level of educational expertise and have to prove they are both wanted and needed by local parents, making parents the driving force behind every school. Only after handing in their 100+ page document and going through a lengthy interview process with the DfE will a group find out if their bid has been successful. Then follows a demanding pre-opening stage, in which the team must create a school and demonstrate their readiness to open. This means securing premises, teaching staff, and so on, while holding a public consultation with the local community. THE CHANCE TO INNOVATE The fact that so many applications have been made despite these challenges is a 

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FUTURE SCHOOLS

The New Schools Network

Free Schools

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The New Schools Network is an independent charity set up in 2009. It aims to improve the quality of education – particularly for the most deprived – by increasing the number of independent, innovative schools within the state sector. A significant number of parents cannot get their child into a good local school. For those who cannot afford a mortgage in the right catchment area, let alone school fees, options are limited. The New Schools Network believes those parents deserve an alternative. Groups of teachers, parents, organisations and charities should be allowed to set up schools with the freedom to offer what parents want. Headteachers should have the flexibility to do what they think works – whether it’s smaller class sizes, strong discipline, or longer school days.  testament not only to the commitment of free school founders, but also to their enthusiasm to bring new ideas and opportunities to the children they work with. The free school programme has unleashed the entrepreneurialism of school leaders as never before, enabling some of the country’s most effective schools to expand their impact. Teachers in particular have embraced the chance to open innovative new schools. Thanks to the free school policy, we have seen teachers introduce the first state funded bilingual schools; schools which deliver project based learning across the entire

and Music in Tower Hamlets which was set up by award-winning urban music artists with the support of major music labels to widen access to the creative industries to Discovery School in Newcastle, a 14-19 school that focusses on the industries that are helping to regenerate the North East. Other schools have been set up by charities, universities and community organisations, as a means of furthering their mission in society. The Big Life Group, linked to the Big Issue magazine, has set up a primary school, which will deliver high quality education and childcare to families in one of the poorest

The schools that have been created as free schools are extremely diverse, but they are all underpinned by a belief that the best way to raise attainment for all children is by delivering high quality education within the state sector curriculum; and schools which teach maths in a similar way to schools in Singapore. It is especially gratifying to see these efforts focused on the most disadvantaged. Currently, free schools are ten times more likely to be located in the most deprived local authorities in England than in the least deprived. The policy has also allowed those with an interest in education to get more directly involved in the running of schools than ever before. Many new schools have been set up in close collaboration with industry, operating curricula that delivers the skills necessary for future careers and engaging experts in the field. They range from East London Arts

parts of Manchester while Everton, Bolton Wanderers and Bradford City are examples of a number of football clubs that have embedded their role in the community by leading the creation of new schools. The schools that have been created as free schools are extremely diverse, but they are all underpinned by a belief that the best way to raise attainment for all children is by delivering high quality education within the state sector. WIDER IMPACT Free schools are also making a difference in education more widely. A survey of open free schools by the DfE found that over 70

per cent of heads believe they are having an impact locally – a third of these believe that this is being driven by competition, and a further third believe it is collaboration that is making a difference. Recent research by the think tank Policy Exchange backs-up this perception. Their analysis showed that opening a new free school in an area helps to drive up standards in both primary and secondary underperforming schools nearby, particularly in higher poverty schools and schools that are under capacity. But collaboration was seen as equally important by free school heads. An incredible 84 per cent of open free schools have already formalised partnerships with their neighbouring schools or plan to do so. What’s more, three quarters of open free schools have provided support to their peers. WHAT’S NEXT? More new schools are urgently needed so it is great news that there will be no slowdown in momentum. We will be working hard in the coming months to find the next generation of founders who are willing to come forward and create another 500 new schools. Not only will this help fill the shortfall in places across England, but these schools will also raise standards and provide a new choice for parents in areas where deprivation and low standards have meant no real choice except for the wealthy. We offer a range of support to groups interested in setting up a free school and I hope that we will be hearing from more and more people ready to set up new schools where they are wanted and needed the most.  FURTHER INFORMATION www.newschoolsnetwork.org

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TEACHER TEACHER SHORTAGES SHORTAGES

Recruitment

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Written by John Howson, REC Educational Steering Group

FINDING THE TALENTED TEACHER Professor John Howson, chair of the Recruitment and Employment Confederation’s Educational Steering Group, examines whether teaching is facing a skills shortage and what this means for schools Teaching in England needs to attract around 40,000 new entrants into training each year. These trainees, alongside those returning to the profession and teachers changing schools, are vital in helping to fill the vacancies on offer by schools across the country. These trainees are graduates on university or school-based PGCE courses, or on the School Direct route. This is the government’s recent replacement for the former employment-based routes, and it is proving very popular with schools seeking to train teachers in certain subjects. In addition, there are several thousand undergraduates training to be primary teachers, and a small number in some secondary subjects of which physical education accounts for the largest number. In addition to these trainees, qualified teachers from Australia, New Zealand, Canada and the USA have automatic Qualified Teacher Status in England as, of course, do qualified teachers

from across the EU. There is also the Teach First Scheme that operates independently of all other preparation programmes. 2015 RECRUITMENT ROUND The main teacher recruitment season for September appointment lasts from January to the end of May. By May, almost all resignations for the summer are in place, and schools have identified their budgets for the following school-year. Normally, April is the main month for vacancies to be advertised. The requirements of the publishing schedule means that this analysis is based upon data from the first three months of 2015, and because of the manner in which schools advertise it is limited

to posts in the secondary sector. However, what is clear during the three months is that, despite the presence of Teach First in many London schools, the capital has seen a much higher rate of advertisements per school than parts of the north of England, especially the North West. This is slightly worrying as a disproportionate number of training places are to be found in the North West. An analysis of the size of the training pool as identified by the Department for Education (DfE) in their annual Initial Teacher Training census suggests that vacancies are eroding the pool fastest in some small subject areas, such as social studies and business studies. However, one large subject of concern is English, where by the end of March vacancies could have depleted half the pool of trainees. The DfE standard of trainees filling 50 per cent of main scale vacancies is used as the basis for the analysis. This is not surprising, as many commentators 

One lar subject ge of concern i s E n glish, where of Marc by the end could h h vacancies av half thee depleted po trainee ol of s

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RECRUITMENT

THE EDUCATION CHALLENGES OF THE FUTURE

Grebot Donnelly empower schools, academy trusts, sponsors and local authorities to enhance their reputation and achieve their goals through bespoke marketing strategies, creative services, research and training Grebot Donnelly is the leading marketing consultancy for the education sector. We empower schools, academy trusts, sponsors and local authorities to enhance their reputation and achieve their goals through bespoke marketing strategies, creative services, research and training. Our approach has reaped impressive results from 140 per cent increase in first preferences to £300,000 of additional revenue generated. With a new government in post and the advances in technology rapidly transforming traditional marketing strategies, what does the future of the education marketing landscape look like and what will this mean

resources and marketing solutions based on thorough research. Creating a compelling ‘offer’ for teachers over and above the basic salary expectations, over-recruiting to meet future demand and using effective targeted marketing to attract the teachers of the future are just some of the tactics we are seeing deployed across the country. A COMPETITIVE MARKETPLACE With the Conservative’s pledging to open a further 500 free schools, the future educational landscape is set to remain competitive. The question facing schools across the board (from

A recent Grebot Donnelly study for a home counties local authority found that almost one in three teachers are considering leaving the teaching profession within the next five years, primarily due to financial pressure and workload for schools? We take a brief look at the key challenges facing the education sector and the role of marketing within this. THE TEACHER RECRUITMENT DEBATE There is no question that the recruitment of teachers and school leaders will increasingly prove a challenge for the education sector, as the ‘pool’ of potential candidates shrinks - numbers entering the profession has declined by 16 per cent since 2009/10, the number of pupils continues to soar. A recent Grebot Donnelly study for a home counties local authority found that almost one in three teachers are considering leaving the teaching profession completely within the next five years, primarily due to financial pressure and workload. So how are schools and local authorities going to ensure they attract and retain the highest quality teachers? The answer - a combination of human

EDUCATION BUSINESS MAGAZINE | Volume 20.5

‘coasting’ schools to those who have earned a good or outstanding Ofsted mark) is now how do you stand out when you’re drowning in a sea of competition? Anthony Seldon has an interesting perspective to share in his article, ‘My manifesto for making our schools more dynamic’. Looking at these as marketing opportunities is crucial, schools must establish a unique point of difference in order to secure their future within a crowded marketplace. COMPETITIVE One area that looks set to be particularly competitive is Post-16. Since the rise in participation age and with the additional revenue that can be generated by Post16 students, schools, colleges and Further Education institutions are started to take this element of their marketing strategy seriously. With the target audience aged 1416, the most effective strategies are those which involve social media channels and events. None of this should happen however,

before undertaking research into your target market and the current perceptions of your offer – which should then inform the development of a marketing strategy. A WORKFORCE FOR THE FUTURE The national press regularly highlights the UK skills gap and the importance of developing our science, technology, engineering and maths (STEM) subjects as well as a focus on digital technologies. In addition, schools need to focus on character development and resilience in order to create responsible and successful citizens of the future. Our work with Higher Education and Post-16 has highlighted a sparse gap in the provision of careers advice and the strategic links between schools, universities and the business world. How are schools planning to address this gap to ensure their students are adequately prepared for their futures? The traditional careers advice and guidance programme needs an overhaul to ensure it is fit for purpose, focuses on vocational as well as academic routes and develops key characteristics as well as providing relevant opportunities within the 21st century workplace. The marketing and promotion of a bespoke careers ‘package’ that focuses on ensuring the future success of students will provide ambitious schools with a unique vision to attract discerning parents and aspirational students.  FURTHER INFORMATION Tel: 0208 892 2242 www.grebotdonnelly.com

Last minute training offer Grebot Donnelly is hosting a one day training course for senior leaders in education: What: Crisis Management and Dealing with the Media Where: Institute of Education When: Friday 12 June 2015 Call 0208 892 2242 to book your place today – spaces limited.

Well Educated Banking www.lloydstsb.com/ schoolbanking

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TEACHER SHORTAGES

Recruitment

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to recruit for January 2016 vacancies are likely to experience the greatest difficulty filling unexpected gaps in the staffroom. There is a case for suggesting that Teach First, the most flexible of the routes into teaching either moves its starting date to November with the pre-entry programme leading up to Christmas, or at least looks to provide some teachers to fill the gap in January recruits. At the same time the government might like to investigate the potential size of the pool of returners in order to understand whether significant numbers of teachers will have to be recruited from overseas to make up any shortfall.

The government might like to investigate the potential size of the pool of returners in order to understand whether significant numbers of teachers will have to be recruited from overseas to make up any shortfall  have said that the number of training places in english has been set at too low a level. Other subjects that are seeing their trainee pools depleting rapidly include geography, history, design and technology and IT. All of these subjects are forecast to have used up 40-50 per cent of trainees by the end of March. On the other hand, there still seems to be a plentiful supply of music, physical education and art trainees, with relatively few vacancies in these subjects so far being advertised by schools. IMPLICATIONS FOR 2016 RECRUITMENT Virtually all teacher preparation courses start in September and last for one academic year. This means that the majority of graduates recruited for preparation courses starting in September 2015 will be available for work as teachers from September 2016. Early indications of applications through the UCAS admissions system, which handles the majority of applications, is that the 2015 recruitment round is proving even trickier than last year. That’s bad news, because the 2014 round failed to hit the government’s estimated need for training numbers in both the primary and secondary sectors. Indeed, by mid-March, with only five months in the recruitment cycle left, there were around 5,000 fewer applicants than at the same point in 2014. The decline in applications is spread across all age groups and across all regions of England. Both the primary phase and most

secondary subjects are affected, although there seems to have been a surge in applications to train as languages teachers. Whether this is due to an influx of EU nationals isn’t apparent at this juncture. An analysis of the 2014 recruitment round by staff at UCAS revealed that both applications and the conversion rate of applications into acceptances declined as the year progressed. So it seems likely that, if 2015 follows the same pattern as 2014, many if not all of the missing 5,000 applicants won’t be recovered in the remainder of this recruitment round. This will have major repercussions for schools looking to recruit in 2016. The government has acknowledged this risk by starting a TV advertising campaign – but with much less prominence than that mounted by the Ministry of Defence on behalf of the armed forces, despite the fact that their annual recruitment targets are a fraction of the number of teachers needed each year. THE EMPTY POOL OF TRAINEES Even after only four months of 2015 an analysis of the data suggests that schools will struggle to find new classroom teachers during the autumn term. The picture painted by at least one teacher association leader of unemployed teachers desperate for a job may have been true in 2011, the year the data used to make the point was collected, but it couldn’t be farther from the truth in 2015. Indeed, schools that need

CAN WE AFFORD TO WASTE TALENT? At present, there is no guarantee of a teaching post for trainees that successfully complete their training. Indeed in the current system talent can be wasted through the inefficient operation of the market. For instance, a mature entrant with community roots and limited ability to travel to work can be passed over for a teaching vacancy in their local area in favour of a similarly qualified trainee with no community ties. That same trainee might be able to fill a teaching post in an area struggling to find teachers. Recruitment agencies have an important part to play here by highlighting these sorts of issues to schools. To help understand the distribution of teaching vacancies across England, and to shed light on this problem, Professor John Howson has set up TeachVac (www. teachvac.co.uk). This is a free site for schools to register vacancies and costs trainees and teachers nothing to be informed about vacancies that meet their needs. In doing so, it collects valuable information about the interface between training and employment and has provided much of the data that has underpinned this article. FROM OVER-SUPPLY TO SHORTAGE As I predicted some years ago, the teacher supply market is in the process of moving from a position of over-supply to one of shortage. This is likely to continue into 2016, and possible further out as school rolls start to increase sharply during the next few years. There are real prospects of a serious shortage in some subject areas towards the end of the decade unless the new government addresses the problem as a matter of urgency. To make the situation worse, private education is flourishing in this country and becoming an export industry earning foreign currency for the UK. If in doing so it deprives state schools of sufficient teachers then there will be a debate to be had about how to ensure sufficient teachers of the right balance of subjects and other experience for all state-funded schools.  FURTHER INFORMATION www.rec.uk.com

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Sustainability Written by Dr Morgan Phillips, education manager, Keep Britain Tidy and Eco Schools England

Sponsored by

Well Educated Banking www.lloydstsb.com/ schoolbanking

CLIMATE CHANGE

A HOLISTIC APPROACH TO SUSTAINABILITY

Dr Morgan Phillips, of Keep Britain Tidy and Eco Schools England, examines the topic of sustainability in the national curriculum and shares ideas on how it can be imbedded into other subjects

live. But, they also know that knowledge of the issues is only one third of what sustainability education is and needs to be. As educators they also play a critical role in nurturing both the skills and the values that will underpin a thriving society and environmentally sustainable world. Most importantly though, these teachers do it; they do sustainability education, they find a way. Whatever circumstances and conditions they find themselves in, they can make it happen. They are open minded, optimistic, creative, collaborative and brilliant at making their work fit within the framework passed down to them from the Secretary of State.

CURRICULUM LIMITATIONS I concede that the new National Curriculum is limited as a stick that ensures children receive environmental education. In schools that do not have a desire to educate for sustainability, children are a lot less likely to develop environmental knowledge, skills and values. This marginalisation is a huge frustration for environmentalists. But, if the desire does exist, even in one passionate teacher, imagination is really the only barrier to sustainability education. It can still thrive. Schools are building it into the formal curriculum, the informal curriculum and the fabric of the school. This summer seven EcoSchools roadshow events across England will show you how this is being done. I would like to invite you to join with other teachers and educators who are passionate or curious about environmental education and the benefits it brings for schools, society, children and the natural world. WeÂ are f Our roadshow events o s t n age n will look closely at the a c y who ity t i National Curriculum v i t a e il cr b a n and the opportunities i a t s it presents for build su tion into a c environmental u d e al m r educators. These o f e h t opportunities exist under of our m u l u c i three main categories. r cur Firstly, the National schools Curriculum requires some sustainability topics to be studied, fewer than before, but some remain. Secondly, it is possible to use environmental issues or factors as case studies through which other topics or skills are taught. Finally, a recognition that education for sustainability does not necessarily have to mention the environment.

Every week I speak to and meet incredible teachers, they are the doers in the world of sustainability education. They believe passionately that young people have a right to learn about the environmental issues that face them now and in the future. They believe that the education system should be teaching about climate change, biodiversity loss and natural resource depletion. They believe that children should be engaged in learning about local environmental change, littering, air pollution and the impacts of the various construction and infrastructure projects that reshape the places they

THE NATIONAL CURRICULUM If we look first at how sustainability is covered in the National Curriculum we see that sustainability education is happening, but not as a coherent programme of learning on its own. There is a scattering of topics across the key stages and classroom subjects that give children the opportunity to learn about social and environmental phenomena. In

science lessons, at key stages one and two children are taught the following topics: plants; animals, including humans; everyday materials; living things and their habitats; states of matter; and electricity. Under the ‘plants’ topic, for example, the statutory requirements at key stage one are that: Pupils should be taught to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees, and should also be taught to identify and describe the basic structure of a variety of common flowering plants, including trees.

BUILDING SUSTAINABILITY The freedom to design and deliver the school curriculum creates an opportunity to build sustainability into a wide range of topics and subjects while still meeting the statutory requirements of the National Curriculum. As mentioned above, there are many opportunities, we are limited only by our imaginations. In history at key stage three, for example, the following topic is covered: ‘Challenges for Britain, Europe and the wider world 1901 to the present day’. The government’s official guidance documents

suggest what could be taught under this topic. Many schools will be guided by this as well as what has previously been taught and what they need to do prepare pupils for exams at key stage four and beyond. However, there are certainly opportunities for education for sustainability here. We faced, tackled and overcame many environmental challenges during the twentieth century and face many again now. What can pupils learn from how our major cities tackled ‘smog’ in the 1950s that could be applied to the air pollution challenges many cities now face? What can our response to climate change learn from how we confronted ozone depletion in the 1980s and 90s? In physical education at key stage two it is a statutory requirement that pupils ‘develop flexibility, strength, technique, control and balance’. There are a huge number of ways to achieve this, for example through: cycling, running, dancing, gymnastics and skipping. Looked at through the lens of sustainability education there are some very clear benefits. Organisations such as the charity Sustrans educate people in ‘active travel’, people learn to cycle, walk, run or scoot, it is part of their environmental education. They don’t just learn how to do it; they learn that it is enjoyable, social, refreshing and healthy. PE teachers do the same thing, thought about like this they are environmental educators. Books such as Touching the Void by Joe Simpson can be studied in english lessons. It is a book with many environmental themes and helps readers to understand the way humans relate to their environment. Did Joe conquer nature, or did nature conquer Joe? Should humans think of themselves as being in opposition with nature? Is that a helpful thing in creating a more sustainable world?

through the study of green issues alone. Creative and critical thinking, teamwork, collaboration and communication skills and their associated values of compassion, empathy, kindness, tolerance and equality are developed in the arts, humanities, sciences, religious education and physical education. When these skills and values are being developed and reinforced education for sustainability is happening. An example of this can be found at GCSE level english. Pupils studying To Kill a Mockingbird by Harper Lee have the opportunity to explore values such as tolerance, collaboration, empathy, kindness and compassion. By activating and reinforcing these values, english teachers (and Harper Lee) are making a very valuable contribution to sustainability for they are all values that complement sustainable living. Creative and critical thinking skills are vital to sustainability. We need our children to grow up with the ability to critique the status quo and the creativity needed to find new, more sustainable, ways of living, playing and working. These skills are developed through a wide range of subjects, history, english, science, geography, art and design and technology. Thank your fellow educators for the contribution they are making to sustainability that they may not even be conscious of themselves. While recognising that the pressures of attainment and Ofsted loom large, it is important to remember that sustainability education can be delivered without creating additional work; it does not have to be extra-curricular. You can choose to give a sustainability slant to just about any topic or project at school, doing it can be hugely beneficial. If you already have an interest in environmental and sustainability issues you will know that they engage pupils too. Children want to be prepared for the future that awaits them. It is our duty as educators to help them to understand the world that is emerging and to nurture the skills and values that will allow them make that future a positive one. The National Curriculum gives us opportunities to do this and can help your school achieve the prestigious international Eco-Schools Green Flag Award. We are not robots programmed to churn out module after module of formulaic and standardised learning. We are agents of creativity who can build sustainability education into the formal curriculum of our schools. The next five years will bring challenges and opportunities, if we choose to adapt and thrive under the new conditions we can change the way we think about and deliver sustainability education. L

DON’T MENTION THE ENVIRONMENT Sustainability skills and values are numerous and do not need to be developed

FURTHER INFORMATION www.keepbritaintidy.org www.eco-schools.org.uk

There is a scattering of topics across the key stages and classroom subjects that give children the opportunity to learn about social and environmental phenomena Cooking and nutrition is covered in design and technology at key stages one and two. At key stage one, children learn ‘place knowledge’ and ‘geographical skills and fieldwork’. At key stage two this is expanded to include ‘human and physical geography’. In art at key stage one, children are taught to use a range of materials creatively. Pupils are therefore learning about the environment and the living and non-living things that combine together to shape it. At key stages three and four, topic areas become a little bit tighter. In the sciences at key stage three sustainability education occurs through the following topics: nutrition and digestion; health; relationships in an ecosystem; Earth and atmosphere; energy and matter. The statutory requirements under ‘Earth and atmosphere’ include mentions of recycling and climate change. Pupils should be taught about the Earth as a source of limited resources and the efficacy of recycling and the production of carbon dioxide by human activity and the impact on climate. Studies of human and physical geography continue at key stage three, where the impact of humans on changes to the environment and climate can be covered in more depth. Sustainability is also covered under the design; evaluate; technical knowledge; and cooking and nutrition topics of design and technology at key stage three. The statutory requirements to deliver education on sustainability topics are more limited at key stage four. Human rights and International law are covered in citizenship. Incomputing children should be taught to ‘understand how changes in technology affect safety.’ The National Curriculum is purposefully concise, the emphasis lies with the school to deliver statutory subjects and topics as part of a broader curriculum that they design themselves. Sustainability education is most likely to occur in geography, but it can flourish elsewhere should the school community place importance on it themselves.

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Sustainability

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Design & Build Written by Louise Hosking, chartered safety and health practitioner and director at Hosking Associates

Sponsored by

Well Educated Banking www.lloydstsb.com/ schoolbanking

HEALTH & SAFETY

NEW SAFETY RULES FOR BUILDING PROJECTS

An updated piece of building and safety legislation that aims to reduce accidents during construction projects is going to affect all schools in control of their own building management. Louise Hosking explains how schools can comply

The Construction (Design & Management) Regulations 2015 (CDM) came into force on 6 April 2015 and have implications for all construction, maintenance and repair work. CDM is legislation which aims to reduce accidents during construction projects via good design, planning and co-operation from concept to completion, and, ultimately, decommissioning. The regulations affect all construction work including construction, alteration, conversion, fitting out, commissioning, renovation, repair, upkeep, redecoration or other maintenance. It also includes work on mechanical and electrical services. It specifies legal requirements on safety standards for areas where operatives are conducting their work, and for the provision of welfare facilities such as access to somewhere to wash, use the toilet and rest. Large construction sites are no longer where most people are badly injured or killed. The ‘health’ part of health & safety is frequently overlooked, and the construction industry has the largest number of occupational cancer cases with 3,500 deaths and 5,500 new cancer registrations each year. Exposure to silica, diesel engine exhausts, solar radiation and work undertaken by painters and welders is expected to be the main causes of cancer in the industry into the future. SCOPE OF NEW REQUIREMENTS Previously, the majority of CDM requirements were only relevant for larger projects notifiable to the HSE. The full scope of the new regulations are now relevant for all defined construction work including maintenance tasks and work on domestic property. Notification is still required for certain work, but it is now entirely separate and the criteria has changed slightly. Notification is still required by the client if the project lasts longer than 30 days and there is likely to be 20 people on site simultaneously; or if the project exceeds 500 person days. The previous role of the CDM‑coordinator no longer exists with the aim of existing members of the design team taking these responsibilities. ROLE OF THE CLIENT Who the client is must be defined. The client decides on the work to be undertaken, controls finances, and chooses the contractors to do it. As an example, a school organising its own funds to refurbish its library, deciding the work to be undertaken and by whom

EDUCATION BUSINESS MAGAZINE | Volume 20.5

will be the client. If the local authority provides the cash, decides what will be undertaken and by whom, they are the client. If there is any confusion, the duty holder must be agreed before the work proceeds. The client is at the top of the supply chain and they are expected to take a greater role than before. The regulations include the broad statement that clients must ‘ensure work is undertaken, so far as is reasonably practicable, without risks to the health and safety of any person affected by the project’. This means being more involved, having an expectation on standards, providing site rules and knowing how the work is being undertaken. Clients have to also determine who the other duty holders are, ensure they have the right skills, knowledge and experience to do the job, and they fulfil their duties under the law. This means verifying their ability to not only undertake their work, but also meet the standards within the legislation. Clients are going to have to decide how they will do this – for example via clear KPI’s and via pre-qualification. Clients must therefore identify the contractor, if there is only one, or the principal contractor (PC) if there is more than one. Where this is the case, they have to define a principal designer (PD). Clients failing to do so automatically take on these responsibilities as well. It is possible for the client, PC & PD to be the same. So, if a local authority is deciding on the work to be undertaken, using internal staff to complete it and manage the project, they could be duty holders for all three roles. Clients have to provide contractors with pre-construction, or hazard, information they are aware of or can be reasonably expected to be aware of. This should definitely include asbestos information but also other hazards such as the location of hidden services or fragile surfaces. Previous information on work completed should also be available. CONSTRUCTION PHASE PLAN From 6 April 2015, a Construction Phase Plan must be created for all work falling within the scope of the new legislation, even small works. This describes how the work will be undertaken, how issues raised from pre‑construction information will be dealt with, and significant risks controlled. If only one contractor is engaged, it is their responsibility, if not it falls to the PC. Clients have to ensure

this is in place before the work starts. The HSE have published guidance on what the plan should contain on their website and the CITB have created an app which can be used for small jobs. Use of these should be encouraged until contractors become used to the changes and are able to develop their own systems. The amount of information provided should be proportionate to the job. The CITB app is excellent for small jobs. For larger projects, a fuller plan will be required which will adapt to the work being undertaken. If a PD has been appointed, they have responsibility for ensuring safety is designed in and to ensure a Health & Safety file is created at the end of the job. This is information concerning the ongoing maintenance, repair or future decommissioning. It should contain information on what was installed and how

– with ‘as built’ drawings if relevant. This information must be retained for the life of the building or until it is no longer relevant, and must be made available to those it could affect. KEY ISSUES A Construction Phase Plan is required on every construction project. If a PD has been appointed, a Health & Safety File must be presented by them at the end of every project completing after 6 April 2015. Contractors and designers must be chosen carefully. They should be aware of these changes and be able to discuss confidently with you what they mean and how they will fulfil their duties. Contractor(s) and designer(s) should be capable of providing the necessary documentation required during and at the end of the project, so question them regarding this. From 6 April, CDM site safety standards apply for all projects. The PD may make decisions regarding the design which will enable the construction to proceed more safely or enable the property to be used, cleaned and maintained safely. These decisions may cost more now, but could save money in the future. Similarly, it may be appropriate for the designer to alter specifications to reduce risk. Certain hard wood dusts, for example, are toxic, so the designer may specify a safer alternative or suggest prefabrication in a safer environment. Clients are expected to know their property and the hazards they pose to others working

Design & Build

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Previously, the majority of CDM requirements were only relevant for larger projects notifiable to the HSE. The full scope of the new regulations are now relevant for all defined construction work including maintenance tasks and work on domestic property on them. Contractors and designers must also take time at the start to determine site hazards which could affect the build such as lead paint, asbestos or the location of utilities. Work together on this. Organise existing information and make it readily available in an easy to understand format. There has been very little coverage of these regulations and duty holders may not be aware of changes. Meeting compliance may potentially cost more, so an allowance should be made to ensure documentation and site standards are met. However, compliance also means a better organised project. Therefore, risks are managed, there are potentially fewer surprises, and incidents are less likely. CONCLUSION Simple projects require proportionate information, but some documentation will be

required. Changes to internal arrangements and processes are likely to be required where multiple small works are being commissioned. In particular, to ensure pre‑construction information is provided, the Construction Phase Plan is completed and the file presented at the end, if relevant. Under Management of Health & Safety at Work Regulations 1999, employers have to engage the services of competent people to assist with their duties if needed. Organisations may require additional support from an advisor until levels of understanding have increased and roles are fully understood with the right processes in place to manage responsibilities at all levels. L FURTHER INFORMATION www.hse.gov.uk

Project: Winchester College Music Building

Architects: BHM

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Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Facilities Management

Well Educated Banking www.lloydstsb.com/ schoolbanking

Written by the British Institute of Facilities Management (BIFM)

Sponsored by

ESTATES MANAGEMENT

ADDING VALUE TO THE EDUCATION ENVIRONMENT

From leadership and management to technical and compliance knowledge, the key role of the facilities manager in education was the topic of a BIFM Education Special Interest Group event which took place in April The traditional view of the facilities manager (FM) in a school or college has been primarily as a caretaker, keeping the site in top condition to support the teaching and learning. A recent online review of job descriptions for FM posts in a range of educational establishments revealed a requirement for a wide set of skills and attributes that the most experienced superhero would be proud of. They need to be able to lead the efficient delivery of day-to-day services. But they also need to play a strategic role, contributing to business objectives, with a broad knowledge of procurement, contract and project management, health and safety, emergency planning, and financial management. They need to be strong communicators, skilled negotiators, and technology savvy, and the list goes on. There is now clear evidence of true partnerships between the academic, financial

EDUCATION BUSINESS MAGAZINE | Volume 20.5

and facilities staff. In a time of decreasing budgets, this is essential to add value and meet heightened customer expectation. For higher education establishments and universities, in particular, increased competition has driven improved standards of student facilities, with the recognition that well-managed facilities with high quality, value-added services can offer the opportunity for vital income generation. TOP OF THE AGENDA In April, the British Institute of Facilities Management’s (BIFM) newly-revamped Education Special Interest Group (SIG) held a key event at the 128-acre Cobham Campus of ACS International Schools, which is home to 1,500 children aged two to 18. BIFM committee member and FM/projects manager for ACS International Schools Oren Gershon

hosted the networking meeting, attended by more than 50 facilities professionals in the education sector, from bursars and estates managers to head of schools. Other speakers included Phil Dunne, from technology specialist Service Works Group, whose computer-aided facilities management application, QFM, is used at the school. Greg Davies from health and safety consultancy Assurity Consulting also spoke on the role of promoting a positive health and safety culture within school environments, and the need for competent support and viable information in demonstrating it. The value of the FM team was placed firmly at the top of the agenda by ACS International School’s headmaster Tony Eysele, who opened the event by highlighting the importance of FM in the campus experience, said: “Without our facilities team, the school

Facilities Management? It’s purely Academic to us.

Facilities Management

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TRAFALGAR FM are an experienced facilities management consultancy specialising in the education sector. Our services include: • Technical building and services support; • Long term maintenance planning and co-ordination; • Building Condition Inspections and Surveys; • Benchmarking of operational budgets; • Specification and provision of loose and fixed furniture and equipment; • Identification of operational savings; and • Competitive tendering of Catering, Cleaning and Building Maintenance Services. Because TRAFALGAR FM are specialists in the education sector we can provide technical support to specific school facilities management issues in a cost effective way.

Trafalgar FM Kingsmarsh Chester CH3 6NG T: 01829 270 575 M: 07734 478893 E: enquiries@trafalgarfm.com W: www.trafalgarfm.com ●

●

cannot operate. Too often parents forget that. They just see the classroom and teacher and don’t consider the work that goes on behind the scenes to keep the campus operating smoothly and looking so good.” Latest thinking suggests that the physical environment in academic buildings has a direct influence on academic work, the nature of the community, and the culture that exists within it, ‘transforming space into place’ and contributing to sustainability goals. Oren Gershon, and around 110 facilities staff, support the residential campus and all aspects of childhood development – sports,

commercial approach to service excellence. The site is an official training ground for the 2015 Rugby World Cup and was approved as a pre-training camp for the 2012 Olympics. CUSTOMER SERVICE The in-house team includes landscapers, cleaning, catering and security staff, engineers, caretakers, and maintenance engineers. They deal with around 600 helpdesk calls and 30 events each month and serve 13,500 organic and locally-sourced meals every week, for which they have won a Food for Life Award two years running. Green university

Latest thinking suggests that the physical environment in academic buildings has a direct influence on academic work, the nature of the community, and the culture that exists within it arts, academic and a home life: “I recognised that I could make a real difference within a school by creating the best possible learning environment for students.” Since joining two years ago, Gershon has overseen a transformation in the performance of the facilities team, which provides most services in-house. He has introduced service level agreements and key performance indicators so that they understand the quality of service expected of them, and has generally taken a professional and

rankings are growing in prominence and the FM service provider can play a major role in helping to meet sustainability objectives. Customer service is a key aspect of any facility manager’s role. The need to ensure an excellent customer experience, coupled with the demand for, and dramatic growth in, FM software solutions, is transforming the way stakeholders expect to interact with facilities departments. Technology has enabled a dedicated customer-focused service which can act as the central point for university staff

to make enquiries, report faults and request maintenance, and is essential for effective scheduling of routine and maintenance works at the most appropriate and economically viable time. Gershon’s CAFM system, QFM, which the school purchased two years ago, is enabling him to be more prepared for planned and preventative maintenance, ensuring the students are not disrupted by non-essential maintenance and capital works. Gershon is helping to raise the bar in FM and to encourage young talent into the industry. He has introduced FM as a career option to interested students, supporting them with their coursework through practical studies of the facilities. Light levels were changed in the dining room, for example, and students’ mood levels monitored, before and after the change, to demonstrate how light affects emotions and productivity. Jayne Townsend, chair of the BIFM Education SIG, and estate and maintenance services manager (hard FM) at the University of Sussex, mirrored the strong message of nurturing the student and supporting their well-being through a quality built environment: “We provide facilities so our clients, the students, can learn in the best possible environment to help them get the best out of their university experience.” A message which resonated with all of the education FMs present at the event. L FURTHER INFORMATION www.bifm.org.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

School Furniture Written by Caroline Wright, director of the British Educational Suppliers Association (BESA)

Sponsored by

Well Educated Banking www.lloydstsb.com/ schoolbanking

INTERIORS

A GUIDE TO FURNISHING YOUR SCHOOL

Ergonomics, space and the evolving classroom environment are all factors to consider when buying furniture, writes BESA’s director Caroline Wright, who shares some advice In recent years we have seen a welcome increase in schools’ budgets, but of course without ring-fenced funding and an increasing level of autonomy in schools, it is less clear how this money is actually being spent. Each year, along with its close working relationship with the government and suppliers, the British Educational Suppliers Association (BESA) carries out a broad range of research initiatives to give us a more in-depth understanding of trends in expenditure. SURVEY RESPONSE Our ‘Resources in English Maintained Schools’ survey carried out in January 2015, showed that along with ICT there has been a greater increase in furniture spending than originally projected in 2013. In this academic year, the research shows

furniture design, it is unquestionable that this would have some detrimental effect. The pain, cost of treatment and negative effect on the quality of life aside, there is also evidence that children who report cervical and/or lumbar pain suffer from poorer school performance. BESA is committed to working with both schools and suppliers to raise the standards in education, therefore, back in 2012 we worked with FIRA (Furniture Industries Research Association) and decided to start a process for change. Furniture standards at the time were based on the sizes of children measured in the 1960s. We measured 1,500 children of all ages across the country. The data confirmed what is obvious: children are generally taller but, importantly, the range of sizes in any age group is now wider. Children are

In addition to the furniture standards to ensure comfort and safety, another consideration when investing in classroom furniture is the changing face of the learning environment that primary schools are planning a 5.5 per cent increase in investment in furniture and storage, while secondary schools are looking at a healthy 6.2 per cent increase. The 900 schools that responded to the survey (597 primary and 303 secondary schools) also forecast that this expenditure will not only be maintained next year but will increase again; although by a slightly lower amount (+2.2 per cent in primary and +0/8 per cent in secondary schools). These figures indicate that nearly £42 million will be spent on furniture in 2014/15 – up £2.2 million when compared to the previous year. Clearly there is a lot of money to be spent, and therefore it is even more important to make the right purchasing decisions. We have learned over the years that buying cheap is not a good investment. A staggering eight per cent of children under the age of seven experience back pain. While it is not possible to attribute this to poor

EDUCATION BUSINESS MAGAZINE | Volume 20.5

also a different shape with, for example, very different ratios of body to leg lengths compared to the 1960s. The implications for ergonomic furniture design are substantial. Both at that time and today, the problem is a lack of understanding in schools about what to buy; little guidance is given to schools on best practice furniture procurement! As schools scan educational furniture catalogues they often look at prices that do not compare with the high street. The danger is that a proportion will buy ‘cheap’. COMMITTED TO PROVISION Furniture members of BESA will manufacture to the British educational furniture standards BS4875 (strength and stability) and BS5873 (educational furniture), and now the European standard prEN1729 (chairs and tables for educational institutions). The latter is particularly to do with dimensions and ergonomic issues.

Throughout our campaigning we also initiated the educational furniture standard, EN1729 backed by the Department for Education. We recommend that you look out for these standards on any furniture you are considering buying. Everyone involved in the provision of furniture for children has a duty of care and in the case of BESA member organisations, they adhere to our code of business practice which gives schools a little more comfort, knowing they are buying from reputable suppliers. As Murray Hudson, managing director of Gratnells and Chair of BESA’s Furniture special interest group, explains further: “BESA Furniture Manufacturers Group members are committed to the provision of furniture which meets the highest and most up-to-date standards. An excellent example of this is the implementation of BSEN1729 – which recognises the importance of both ergonomic excellence and durability in use.” A SPACIAL ENVIRONMENT However, in addition to the furniture standards to ensure comfort and safety, another consideration when investing in classroom furniture is the changing face of the learning environment. ESA McIntosh’s sales director, Ramsay McDonald explains: “Education environments have changed beyond recognition since the 1970s: group working, the integration of constantly evolving Information and Communication Technologies requirements and different approaches to pedagogy have combined to ensure that maximum flexibility is essential in the design of learning spaces and its furniture.” He added: “A raft of different models and procurement routes across the UK, further complicate the landscape, with differing priorities and design considerations coming into play. Recent research suggests that secondary students are more aware of well-designed social and circulation spaces, good quality toilet and dining facilities and an environment that makes them feel safe and secure.” Because of this, ESA McIntosh encourages its client schools, teachers and pupils to have a real say in how the spaces in which they work, learn and relax are designed and furnished. Recent projects where the consultation process has benefited from this approach include the new Burntisland Primary School in Fife which is part of the Building Fife’s Future (BFF) initiative. ESA McIntosh was selected to supply, design and install the Furniture Fittings and Equipment (FF&E) for the new school. Using its REVIT software, allowed headteacher, Julie Anderson, teachers and even pupils, to view design proposals, to gain a visual understanding of the proposed school interior and to contribute to design solutions. A common mistake is highlighted by Martin Huleatt, training and marketing manager at Community Playthings. He said: “It is important to stress that

especially for the early years, specialist knowledge is needed for furniture layout and it is not just a matter of making everything smaller. Flexibility of use is key so that different teaching styles and options can be accommodated.” However, it is important to remember that there are many different types of furniture to suit different environments. Whether a library, classroom, staff room, hall or dining area, different types of furniture are better suited to a school’s needs. Kent based furniture manufacturer, Gopak, offers a full range of furniture to meet virtually every school’s needs. It specialises in high quality lightweight aluminium framed folding tables and stacking benches. The range is designed to be lightweight and portable with its aluminium frame making them incredibly durable and flexible. Schools looking to invest in furniture for any specific area should take time to visit the ‘supplier’ section of the BESA website to understand the areas of specialism of each member organisation. WHAT TO CONSIDER So what other things should schools deliberate when looking to invest in new furniture? Clive Gilbert, managing director of Morleys offers some important things to consider. He advices:“With limited funding, one area of focus is of course going to

be good value. This is not about buying cheap, it is based on the lifetime value of a product. The product guarantee is also key. “As schools grow and new Free Schools appear, continuity of supply is important. Knowing that it can add to its chosen furniture range at any time, is an important consideration for schools; established suppliers who are expected to be in business in years to come are naturally more attractive to these schools. “Space is a growing area of concern for schools, with higher pupil numbers. Schools are always looking for innovative ways to store and organise resources and space limitations also lead to folding furniture becoming an increasingly popular option.” CASE STUDIES The increasing demands on space was a prime focus of two primary schools, St Stephen’s RC and St Bartholomew’s C of E primary schools in North Tyneside, which were integrated into one new build school site. BESA member, EME Furniture, has recently completed furnishing the new school optimising the space and minimising the budget. Wanting flexibility in their learning spaces, the schools opted for single pupil ‘wedge’ shaped tables which can be grouped, formed into rows and spaced individually. Flexible step seating, which provides seating for assemblies

and gatherings, proved to be an effective solution in the multi-functional hall space. Caroline McMillan of EME Furniture advises schools to ‘think about the variety of activities they may want to perform in a space, both now and in the future’. She said: “Many ‘spare’ rooms or multi‑use rooms are not given much thought when it comes to furnishing. By choosing shaped tables, stacking chairs and carefully selected mobile units combining storage and whiteboards, seating or worktops, a room can become truly multifunctional.” Balancing academic rigour with children’s need to play is never easy. As deputy principal responsible for two-year olds through Year 5, Sian McDermott is determined that the children at Oasis Academy Hadley have time and space to play. She makes sure the teaching staff understand how play impacts positively on children’s disposition for learning. Achieving this objective is perfectly feasible when you have worked with the correct suppliers who take the time to offer a full consultative approach to your school’s requirements. With our research showing an increasing investment in furniture, we hope that this advice proves to be valuable and serves as a procurement check list for your school. 

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Your complete procurement solution Specialists in education procurement for over 30 years ESPO have helped thousands of schools and academies across the country save time and money on their purchases. We’re your one-stop-shop for all your procurement needs. • Products – Over 27,000 in one comprehensive catalogue. • Frameworks – Hundreds of free to access frameworks many designed especially with education establishments in mind. • Advice – A dedicated team of experts offering great free advice.

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Contact our friendly and knowledgeable team today to see how easy procurement can be. Call 0116 265 7927 option 3 or email info@espo.org

CLASSROOM TECHNOLOGY

ARE THE DAYS OF THE CLASSROOM NUMBERED?

Peter Farmer, ESPO’s Project Manager for Education, discusses how schools can utilise ESPO’s expertise when enquiring or buying ICT technology, software and equipment

The industry is driving the change at an unprecedented rate through the ever increasing applications and products appearing on the market Imagine a classroom with no paper or pens, no books or board games. In fact, go ahead and imagine a world where pupils don’t even need a physical building to learn in – they can participate from the comfort of their own homes, accessing lessons and resources via the internet on their own tablet computer. OK, so this scenario seems a little far-fetched but maybe not as far as you first think when you consider the rate technology is moving today. 15 years ago we had TV sets, video, radio cassette tapes, chalk boards, over-head projectors, floppy discs. 10 years ago we had white boards, DVDs, CDs, bulb projectors, portable camcorders. Today we can use IPads, smartboards, palm-sized LED portable projectors, HD TVs, Raspberry Pis, classroom learning apps, super-fast broadband, the Cloud. CHANGING THE WAY WE LEARN We’re speaking to ESPO’s Project Manager for Education, Peter Farmer about how technology is changing the way we teach and learn.

He said: “Technology today is just so accessible and lends itself brilliantly to the classroom with the ability to transform pupils from passive observers into active participants in lessons. Within minutes pupils can be searching the internet on a tablet for relevant pictures and research, they might then act out and record a scene that quickly gets edited and added into their presentation. This can then be projected to the front of the class using a state of the art smartboard. The industry is driving the change at an unprecedented rate through the ever increasing applications and products appearing on the market. The Raspberry Pi is a great example of how an extremely clever piece of kit is being made accessible to the mass market, now available in school class packs complete with fun projects, in-line with the new curriculum. However we’re seeing one product in particular that’s really making an impact the tablet computer; numbers of which are expected to more than double in schools by 2016. Famously easy to use by almost all age

groups, light weight and durable, 9 per cent of English schools are already reported to provide one tablet per pupil. This is a significant change enabling pupils to literally take their work home with them. Teachers can easily add and amend lesson materials keeping it up to date and practically eliminate the mountain of paper resources previously required. One of the reasons the tablet has done so well is its integration with other devices through Wi-Fi. Smartboards are a good example and are proving popular, allowing teachers to project pupils’ screens onto the main board, giving them the opportunity to see their work being actively used. In an industry that’s changing and growing all the time, schools are increasingly looking to organisations like ESPO to ensure that their resources reflect these new advances in technology. So why not get involved and see how technology can transform your teaching and learning experiences for the better?”

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YOUR ONE-STOP SHOP FOR ICT Whether you’re looking to update your whole IT suite or purchase a few tablets and software for your school ESPO can help. Our 2015/16 products catalogue contains an increased range of ICT and audio visual equipment. If you’re looking for a quick way to purchase a few new items, our products catalogue is the ideal route. For a more comprehensive offering our Technology Products Framework (RM1054) can provide you with an extensive range of IT hardware and software solutions. This is especially useful if you’re planning a large scale update of ICT equipment and resources or when the hardware and software you require is not included within our catalogue. Benefits of using our framework include that it is free and simple to access, providing an extensive up to date product offering and extremely competitive pricing delivered through increased competition. Benefits also include access to top brands including Apple, Dell, HP, Lenovo and Toshiba, tailored advice and support through our specialist procurement service, a wide range of approved suppliers and it is fully compliant with EU/UK procurement regulations. SPECIALIST PROCUREMENT SERVICES FROM ESPO To complement this popular framework we offer a tailored, professional procurement service to education customers on a project specific basis. This end-to-end service from concept to award or anything in between could be of particular benefit to those with limited procurement capacity, or a short‑term need. Throughout the process, we’ll work closely with you at whatever level of engagement you require – you can utilise our expertise as little or as much as you need. L FURTHER INFORMATION www.espo.org

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CASHLESS SCHOOLS

PAYPOINT IS THE KEY TO ‘GOING FULLY CASHLESS’

Alison Holbrook, School Business Manager at Weston All Saints Primary School talks about her experiences of becoming a cashless school through ParentPay and PayPoint I already use ParentPay to top up my child’s account in another local school, and had seen first-hand how useful it is from a payers’ perspective. Naturally I was interested to see how it could benefit our school too, so I recommended ParentPay to our head and the Governors. We wanted to cut down on the amount of cash being manually collected and banked, in terms of time taken and security when banking too. A number of disputes to ascertain if cash payments had been received by the school didn’t make our Finance team’s job any easier. By introducing an online payments system, we could have an easily accessible audit trail so both parents and staff are able to view statements online and their payment history per item is clear. I recognised pupil debt was an issue

ParentPay provided the transparency we needed by automatically alerting parents when their balances are low, encouraging them to top up. I also knew how user friendly it was being a parent user of the system myself. ParentPay allows collection of multiple payments at one time which are then settled to numerous bank accounts of our choosing. We have control over which bank account we allocate to each payment item, and the reporting reflects this which is very useful. How were parents encouraged to get on board? With technology forever advancing, more and more people take to the Internet to shop for groceries, clothes, holidays. The same can be said for school meals, children’s trips and clubs too. The majority of our parents are IT

“ParentPay provided the transparency we needed by automatically alerting parents when their balances are low, encouraging them to top up” – Alison Holbrook, Weston All Saints Primary School that needed to be addressed by providing our parents with an easier and more convenient method of paying for their children’s meals, trips, clubs and other school items available. Now we have significantly reduced the amount of debt we saw prior to introducing ParentPay. Which solution and why? Our key drivers were to offer parents a reliable, proven and convenient online payment solution to help us reduce parental debt; so it was important that the solution we put in place should be coupled with proven debt reduction / management features. We wanted to ensure that our staff and parents had up to date visibility of account balances and were alerted if they went low. In addition to this we wanted a facility that would give us the ability to contact parents by email and/or text and ParentPay provided us with this flexible option.

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competent and have been very receptive to the change. Part of the reason I introduced it was because parents often asked if they could pay online. The few that don’t are in the minority. For parents who are unable to pay online for any reason, there is always the added option of paying via PayPoint in their local store, and we will still have a full online audit trail. What advice would you offer schools considering introducing online payments? We gave parents plenty of notice, along with explanatory leaflets and posters prior to the launch, and we now have over 93 per cent of our parents paying via ParentPay. We are very pleased with the improvements we have seen as a result of introducing ParentPay. Our staff and parents are a lot happier with this process compared to manual payments.  FURTHER INFORMATION www.parentpay.co.uk

Selecting an online payment system Business case: Carry out a cost analysis based on time it takes administrators to collect payments and manage the cash Your final objective: Ask the supplier/s you’re considering to provide evidence of what’s realistically achievable Do the maths: Build a quote comparison between suppliers for the cost of a cashless payment system, and remember to encompass the total cost of ownership, any annual costs, training, support costs and upgrades Provide for cash-based payers: Does the solution offer socially inclusive payment options such as PayPoint? Protect against fraud: Ensure your chosen system offers a secure Payment Collection Service to avoid the dangers of collecting money from parents’ debit and credit cards. Whoever a school uses to collect payments should be PCI Compliant Check reporting features: Ensure your system allows you to record and report on UiFSM, FSM and paid for meals. A broad reporting functionality including income reconciliation, electronic payment receipts, audit trails and banking reports Remember alerts and reminders: Providing balance alerts to parents can help reduce the need to chase parental debt Find a healthy supplier: Check the financial stability of your preferred supplier Look to achieve best value: How fit for purpose the product is, its value and whether the company issues new, free upgrades through an investment in development and support services including training Have a plan: Consult with pupils and parents so they know what to expect

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AUTOMATED PAYMENTS

TAKING CASH OUT OF THE SCHOOL

With the current trend to make cashless payments in the consumer, business and financial sectors, Education Business examines whether schools are taking the same path Figures from the Payments Council reveal that cashless payments overtook traditional cash payments in 2014 for the first time ever. The number of cash payments made by consumers, businesses and financial organisations in the UK fell to 48 per cent last year (from 52 per cent in 2013). So while the UK is in the midst of a steady trend to use automated payment methods and debit cards rather than pay by notes and coins, what is the situation in schools? An increasing number of schools are taking steps to become ‘cashless’, removing the need for parents to send cash or cheques to school to pay for school dinners, trips, fees, fundraising and other services. In fact, 90 per cent of parents stated that they preferred to pay schools online, according to a survey from LACA (formerly the Local Authority Caterers Association), and two of its partners ParentPay and food suppliers Birds Eye.

THE CASE FOR CATERING Regarding catering, a cashless system can potentially prevent discrimination – paying by cash makes it very obvious which children are eligible for free school meals (FSM), but if all meals are paid for the same way, then this is no longer the case. In fact, the LACA survey revealed that 4.9 per cent of those entitled to a free meal do not take up their entitlement, possibly due to parents not wanting their children to face potential embarrassment and discrimination. A cashless catering system also allows parents to review how much was spent at lunchtime, as well as what they spent it on and the nutritional information of the food.

WHY CASHLESS? For schools, cashless payments reduce the time it takes to handle cash in school, which saves money and frees up resources to be used in other ways. Many systems will automatically generate emails, texts and letters to remind parents of when balances are due, reducing the task of chasing parents for money. For parents, it gives them the peace of mind that money is being spent in the way it is intended – on a school dinner, club or trip – rather than a visit to sweet shop at lunchtime for example. There is also a safety element involved, as cash carried in person can provoke theft.

REDUCING ADMIN TIME Theale Green Community School introduced a cashless system for all its income collection, including school trips, catering, fundraising, and so on. Maria Tillett, the school’s Business Manager, joined the school from a background in banking and was surprised by the amount of administrative time that was taken up by collecting money, and decided to introduce a cashless payment system. The system has helped streamline the school processes and greatly reduced its paperwork. Many staff benefitted from the time savings, and when one person left

PayExpo, 9-10 June 2015, ExCeL London PayExpo, the UK’s largest payments event, will allow visitors to learn about and discuss the latest innovations and the future of payments. The conference programme will share insight on how organisations can use smart cards, prepaid cards, online platforms or mobile based payment products for the likes of benefit disbursements, social payments, cashless catering in schools, disaster relief, salary payments, revenue collection and public transport fare collection. Of particular importance to the public sector will be the Prepaid, Gifting & Loyalty conference stream which will present a wide variety of compelling case studies and panel discussions from leading industry figures. Visit www.payexpo.com for further information.

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for career progression, it was possible to re-distribute her work to other members of the team. Coupled with the administrative efficiencies, the school has saved significant time and money using the system. What’s more, Free School Meal take up has risen from 50 per cent to 95 per cent, possibly because pupils no longer feel stigmatised, as there is nothing to visibly set them apart from their peers. Meanwhile, all primary schools in Solihull now use cashless systems which allow parents to make payments 24 hours a day, seven days a week either online or at a local PayPoint Store. Since the project began in 2011 almost 400,000 transactions have been made with over £12 million being processed through the system, equating approximately £40,000 each month. Removing cash out of schools has reduced paper work and admin time, by reducing printing and stationary costs and the need for secure money collections. In Solihull this has averaged out to saving schools two‑and-a-half days’ administration a month, a significant amount of time which can be spent on other aspects of running a school. L

An ing increas of number taking are schools o become steps t ’, removing s ‘cashlesd for parents the nee nd cash or to se ques che

FURTHER INFORMATION www.laca.co.uk tinyurl.com/q74wcmn

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PRINT MANAGEMENT institute accountability within departments. If you handle all your marketing efforts in-house, giving access to the marketing department is easy. Mangers can order brochures, forms and other promotional materials. Plus, centralising print allows you to control brand identity. Using DSF you can control every element from the correct colours and typefaces through to positioning on the page to maintaining a consistent image across all communications.

WEB-BASED PRINT MANAGEMENT What if you could manage all your school’s printing needs from a web browser? What if you could save money, gain efficiencies and simplify marketing at the same time? Web to print was originally developed for printing companies. It allowed them to sell their services online. A buyer would come to the printer’s site, choose a style of business card or letterhead, input personal information and place an order. As technology advanced buyers were able to input specs on any size project, upload files and monitor the progress of their job online. Nowadays web to print goes beyond traditional eCommerce applications. Corporations, government departments and academic institutions use the platform to manage in-house printing projects. They even use expanded web-to-print versions to incorporate online marketing into the curricula. THE BENEFITS OF WEB TO PRINT Managing print via the web has a number of advantages for educational institutions. First it allows you to give selective permission to individuals in the business office, administration, and to instructors, students and marketing departments to order print as needed. It streamlines order placement and eliminates time-consuming paperwork. It lets you track projects to see where most of the work originates so you can plan accordingly. It

EDUCATION BUSINESS MAGAZINE | Volume 20.5

tells you which administrative forms, articles or curriculum materials are the most popular. With web to print you are in complete control. It also gives you the ability to charge departments or individual schools in a university setting, for example. With EFI’s Digital StoreFront (DSF) users can upload their files, select print options, preview their selections and receive a quote all on a single page, making online ordering easy. Project originators can order and reorder 24/7 from any location. If you don’t have an onsite printing facility, you can partner with an outside print shop to setup a customdesigned storefront just for your school. EFI works with thousands of printers around the world helping them to create customised storefronts for their clients. Additional modules give you added capabilities allowing you to expand print services to support marketing and attract new students. SAVING MONEY AND TIME Eliminating paperwork means eliminating labour, and that translates to saving both time and money. In addition, web to print allows you to control inventory and eliminate waste. It also allows you to

CROSS-MEDIA MARKETING DSF also integrates with cross-media marketing software, DirectSmile. Crossmedia allows users to integrate print and electronic media to increase the effectiveness of marketing campaigns. Grafisch Lyceum Rotterdam, a school specialising in graphic communications, uses DirectSmile not only to boost marketing results but it has also integrated the software into its curricula. According to print media docent Onno den Toom, the school added cross-media marketing to the curricula in response to market demand. Research showed that offering skills such as cross-media and bigdata management is a critical need in today’s marketplace. “Offering cross media and harvesting big data, which includes managing databases for customers as a service, is a way to keep your business profitable,” he said. In addition, the school also plans to use the product itself for campaigns involving student recruitment. MAKING IT EASY Setting up a storefront is easy. You can choose a cloud-based (SaaS) model hosted by EFI. This allows you to rely on the company’s expertise as they monitor performance and keep your site running 24/7. You can easily integrate DSF into your existing IT architecture. This allows you to retain full control of your Web application on your network behind the firewall. Managing and controlling print requirements using a single interface is not only cost effective, but it gives you the tools to increase efficiencies and save money while opening up new revenue streams. EFI PROFILE EFI™ (www.efi.com) is a worldwide provider of products, technology and services leading the transformation of analogue to digital imaging. With offices around the globe, the company’s powerful integrated product portfolio includes digital front-end servers; superwide, wide-format, label and ceramic inkjet presses and inks; production workflow, web to print, and business automation software; and office, enterprise and mobile cloud solutions. L FURTHER INFORMATION www.efi.com

DIGITAL INFORMATION

Is it realistic to think that schools can ever go completely paper‑free? Probably not, but paper-free processes may not be so far away, writes AIIM’s director of market intelligence Doug Miles Many organisations are clogged up with too much paper. The advent of the internet was supposed to herald the dawn of a paper-free world, which blatantly hasn’t happened. Nowhere is this truer than in schools, where there remains an over-reliance on paper in many areas, from the actual teaching to the administration and running of a school. Of course, there are elements of school life that traditionalists would be appalled at the thought of going digital. Many people cling to the idea of physical books and the idea of using a pen to write on paper. Yet it’s not hard to see a future without either. In 2011 the Korean government announced

plans for education to be paper-free by 2015, making $2.4 billion available to buy a tablet for every student and digitising the entire curriculum. This didn’t quite succeed but the ambition was laudable and shows we are not as far away from paper‑free teaching in the UK as one might think. PAPER-FREE PROJECTS But the idea of paper-free processes in a school is an attractive one. Those that work in education are aware how paper can clog things up and know

Written by Doug Miles, director of maket intelligence, AIIM

IS PAPER-FREE TEACHING POSSIBLE?

removing it in some areas could improve efficiency and productivity immeasurably. As there are 24,000 schools in the UK, educating more than eight million pupils, there could be considerable cost savings too. This was demonstrated in a recent AIIM study, Paper Wars 2014 – an update from the battlefield. We surveyed hundreds of organisations, including a number of educational establishments. Of those organisations that have introduced paperfree projects, 60 per cent of respondents had seen ROI within 12 months, and more than three‑quarters had done so within 18 months. Furthermore, 68 per cent of respondents said that business-at-the-speed-of-paper will be ‘unacceptable in just a few years’ time’ and around half of organisations surveyed claimed that the biggest single productivity improvement would be to remove paper. But is it realistic to think that schools can ever go completely paper-free? Probably not, so perhaps we should all be looking at paper-free processes instead and how technology can make that possible. AN IMPOSSIBLE DREAM? For a community of information professionals such as AIIM, admitting that we will almost certainly never be E

Document Management

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Tablets provide to ay a new wectronic l access eeating what r forms, c ight call a we m ital dig rd clipboa

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Case Study:

Central College Nottingham is the largest education and training provider in the East Midlands. With over 1000 HR files, a desire for improved business efficiency prompted the College to take on mstore to manage their records. Claire Harrison, HR Advisor at Nottingham Central College admitted; “I thought it would be difficult to digitise the way we work in HR but it’s been such an easy process. That’s because of Arena they’ve just made it such an easy project.” mstore means that a subject data access request (SAR)

“Searching for a document is a lot faster and In addition to creating a “less paper office” for the College, easier than we expected. Before mstore is also increasing efficiency; “all our standard mstore we had to look through HR forms - sickness absence notes, for example – are the paper le and go through page completed and processed electronically. We receive them email and we save them straight into mstore. It saves by page for the information we via so much time.” needed. Now we can just search by a word across all of the digital “Arena has been really good, there are no negatives” cabinets in mstore. It saves a lot Claire states before explaining; “the staff are really professional and helpful of time.” and that’s the main thing; they The new system has affected employee behaviour too, as always get back to me so quickly Claire explains; “the team would make a pile of all their paper for filing and then take it into the filing room. It would when I have a question.” no longer involves a long process;

build up and turn into a big task which they did not enjoy. mstore has made the filing task so much quicker, as you can file as you work. No more filing bits of paper!”

Through working with mstore day-to-day, Claire has found other benefits; “my first thought was about the space we’d save. Central College Nottingham was formed through a merger between Castle College and South Nottingham College. The number of records we handle significantly increased; we’ve got over a thousand HR records. It used to be that everything we did generated paper so the fact that it is all electronic is brilliant.” Arena’s Scanning Bureau prepared and scanned all of the College’s archived documents, previously stored in filing cabinets. Claire appreciated the service saying; “the Bureau team were really friendly and efficient. They’ve been really flexible when we have had to change deadlines or which documents we needed scanning”.

The College is now looking to the future; “we piloted mstore in HR and, because it went so well, we’re now looking to roll it out to the Learner Services team within the College”.

For advice on all aspects of document management including print, copy and digital, please contact Arena on:

0844 863 8000

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DIGITAL INFORMATION  paper-free is hard to accept. But it is true – the recent AIIM research showed more than half of respondents still print personal paper copies to take to a meeting, or to add a signature. Anecdotally, I’ve heard of school meetings where long agendas and background materials are printed for attendees, with a majority of them simply binned (unread!) after the meeting. Our research also highlighted that people still use printed copies for reading offline or out-of-the-office (50 per cent), and particularly to review and mark-up (45 per cent). Other reasons given for there still being so much paper in their business processes, included the (perceived) need for physical signatures (44 per cent) and a general lack of understanding of the paper-free options. The need for physical signatures is an interesting area, whether that’s getting parental approval for a class trip or signing off an invoice. There are many different electronic signing solutions available ranging from stylus input, automated verification, digitally encrypted signatures, and web signatures, all of which have a place in achieving paper-free working. Stopping an otherwise all-electronic process simply to collect a physical signature on a piece of paper, which is often immediately re-scanned, is obviously somewhat sub-optimal and frequently presents a greater confidentiality risk than the electronic original itself. PAPER FREE DAY World Paper Free Day 2014 took place recently (November 2014), an initiative that sought to show how much paper is wasted in the workplace and how well we can manage without it. Hundreds of organisations all over the world – including many schools in the US and UK – participated in going paper‑free for the day. One of the key takeaways was that paper-free processes are a much more realistic goal than going completely paper‑free and there are a number of technologies – both specific to education and more general – that can play a role in this. POINT-OF-ENTRY SCANNING The concept of scanning all inbound mail at point-of-entry and routing it around the school electronically is very attractive, especially if it can significantly reduce or even eliminate internal mail distribution. Our research asked those who consider they have a digital mailroom scenario, what proportion of mail they scan (not including brochures, junk mail, etc.). 45 per cent are scanning half or more of incoming mail, and 34 per cent are scanning three-quarters. Significantly, almost a quarter (23 per cent) are scanning 90 per cent or even 100 per cent. GOING MOBILE As the camera capabilities of mobile devices have improved, the concept of using them as a portable scanning device has taken off. In

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One of the key takeaways from World Paper Free Day 2014 was that paper-free processes are a much more realistic goal than going completely paper‑free addition, tablets provide a new way to access electronic forms, creating what we might call a digital clipboard. Indeed, some of the applications are quickly becoming ubiquitous in education – holding pupil notes on a tablet, scanning receipts for expense claims, uploading content to back-end systems via a mobile. Early years pupil assessments can now be carried out by taking video on the tablet or phone of the pupil, performing tasks or reading, and adding spoken notes from the teacher. It’s then all downloaded automatically and linked to the pupil record, which could be made accessible to parents in the future. There are many such possibilities with using mobile for paper-free processes, but the overriding benefit is speed, it makes everything far faster. PAPER-FREE ASSESSMENT Assessment and marking of exams and papers is a major time resource for many teachers. Paper-less assessment tools are recognised as the future of testing in schools, bringing accurate, secure and reliable methods of assessing progress to education. Teachers can choose from existing tests, devise their own or use a combination of the two. It allows them to identify trends in pupils’ results and gives great insight into strengths and weaknesses. SCHOOL ERP There many providers of school Enterprise Resource Planning (ERP) software

on the market. These are usually web‑based applications and offer a range of modules to help reduce paper in schools. These will often include administrative areas such as finance and HR management; school management such as attendance, reports, exam scheduling; and more general areas such as communication and content management systems. Such technologies are all going to be critical as we continue the paper wars. Progress has undoubtedly been made and recalibrating the main goal – from the totally paper-free workforce to the more realistic paper-free business processes – will help even further. Schools can benefit from this as much, or even more than business. On‑going budget restraints mean efficiency improvements are never far from the agenda in education and reducing paper has been shown to help in this area. Our survey showed that business‑at‑the‑speed-of-paper is fast becoming unacceptable. It will be a long journey adopting paper-free business processes, but the benefits are clear in terms of efficiency and overall productivity in schools. The sooner you get started, the faster you will see the returns. L FURTHER INFORMATION www.aiim.org

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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Laser like prints, half the cost. Comparison for HP OfficeJet Pro X based on manufacturers published specifications of fastest available colour mode (as of August 2013) and includes colour laser MFPs ≤£800 and colour laser printers ≤£650 available August 2013 based on market share as reported by IDC as of Q2 2013 and HP internal testing of printer in fastest available colour mode (sample 4-page category documents tested from ISO 24734). Comparison for HP Officejet Enterprise X based on manufacturers published specifications of fastest available colour mode (as of December 2013) and includes colour laser MFPs ≤£2,500 and colour laser printers ≤£1,000 based on market share as reported by IDC as of Q3 2013 and HP internal testing of printer in fastest available colour mode (sample 4-page category documents tested from ISO 24734). Actual prices and yields may vary. Worldwide printer marketshare, and HP printer brand awareness, consideration and preference study in 9 markets 2014. For more information, see www.hp.com/go/printerclaims.

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consuming. We were really nervous about going into the new academic year with a manual counting system, as this would have been so difficult to manage.” The school would send out a printed menu and a booking form every week for parents to complete, but now that parents can complete forms on the mobile phone or computer, they’ve seen an increase in responses: “Within an hour of sending out our latest form, 50 per cent of parents had replied. We’ve really noticed an increase in the responses we’re getting back from parents now they can complete them online, which means we don’t have to spend time chasing them! Now we’ve cut out the middle man and can reach parents directly, we see replies coming in very quickly.” Now the school use an online dinner booking form, which does all the work for them, they save over three hours each week.

NEW COMMUNICATION TECHNOLOGY

SCHOOL TO HOME COMMUNICATION

Three primary schools tell us how they’ve seen a significant improvement in parent responses to questions and surveys since using ParentMail’s new Forms, Permissions and Surveys App Years ago, parents would often find school letters by digging through a school bag to find out of date, screwed up documents, and it wasn’t unusual for them to forget to respond, reply or take action. Many schools now use email and texts to communicate to parents, but forms, permission slips or surveys requiring information or a signature back from parents often still need to go home via pupils – until now! With ParentMail’s latest application, Forms, Permissions and Surveys, parents can complete school forms, give consent and complete surveys all from their mobile phone, tablet or computer – which means it’s easier for parents to reply, and schools get a better response. SCHOOL TRIPS St Paulinus RC Primary School had been used to just a few per cent of parents replying to questions and surveys they sent out, so were staggered when 85 per cent quickly replied to an online form they sent using ParentMail’s Forms, Permissions and Surveys App.

EDUCATION BUSINESS MAGAZINE | Volume 20.5

The first form that Lynne Green, Business Manager for the school, sent was to find out how many parents were interested in sending their child on a school trip. In the past, receiving the forms back from parents could take some time, and on one occasion there were no responses at all. But, with the online forms app, Lynne received 60 per cent of responses overnight – meaning she could book the trip the next day. “With parents able to complete forms on their computers, tablets or mobile phones, it’s very easy for them to respond.” DINNER BOOKING FORMS With the free school meal initiative coming into force late last year, Quainton Primary School were worried about how they would keep on top of all the extra work. Luckily, they found the perfect solution with the new Forms Application. School Bursar Sarah Collier told us: “Previously we had to manually count meal choices on every form sent, which as you can imagine, was very time

QUESTIONNAIRES Over 60 per cent of parents responded to the first online questionnaire sent out by Halterworth Primary School using ParentMail’s new Forms, Permissions & Surveys App – a far better response than they had ever received to surveys before. The first questionnaire the school sent on requirements for holiday childcare received a 60 per cent response – with paper copies, School Admin Officer Alison Tanner explained: “We would have had a very low response rate.” Their next survey did even better. Alison told us: “Within 10 minutes of sending our second questionnaire on free school meals for infant children, I had 20 completed responses and it wasn’t long before 80 per cent of parents had replied. We certainly wouldn’t have received any that quickly before, it simply wouldn’t have happened with paper copies!” Parents have reacted well to the online questionnaires, and many have contacted the school to say it would be useful to also collect permissions for trips and other information needed by the school. Alison said: “Our parents are extremely busy but also very supportive, receiving forms and surveys online not only saves the school a lot of time but also the parents.” With ParentMail’s Forms, Permissions and Survey’s application there’s no limit to the type of form or survey that can be created by schools, from injury forms to consent, collecting parent/guardian details to trips and more. Working as a standalone application or in conjunction with ParentMail’s other applications, schools can make substantial cost and time savings. Book a free demonstration today to see how it works and how it could benefit your school.  FURTHER INFORMATION For further information on ParentMail or to book a demonstration please visit www.parentmail.co.uk, email info@ parentmail.co.uk or call 01733 595959.

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

INFORMATION SECURITY

NEWS IN BRIEF New OCR GCSE will focus on cyber-security and programming

Data protection issues remain unreported in education sector, according to report According to recent research by IT firm Daisy Group, two thirds (66 per cent) of education sector workers would not report a serious data protection breach if they thought it would get one of their colleagues into trouble. This is despite the risk to their employer of criminal proceedings and heavy fines. The study, which looked at data security risks, found that one in six (17 per cent) of education sector workers said they had no idea if data security was an important issue for the organisation they worked for. Another 18 per cent said the organisation they worked for did not hold any confidential information at all.

them. As our research identified, human error is one of, if not the most likely source for data security issues, and fear of reprisal is a powerful force. Schools, colleges and nurseries must be proactive and educate their staff about what data security processes and policies there are, why they exist, what the staff member’s responsibilities are and reassure them about what to do in the event of a problem.” According to one statistic, 180,000 computing and communication devices were lost or stolen in the UK last year, but it is likely that the true figure is much higher as not all thefts are reported to the police.

“Hum SIMPLE error is o an PROCEDURES Graham Harris explained: “It if not the ne of, is important to ‘common most likely sou sense’ test any security rce for da security i system. Procedures t a s s u e that are complicated s , a nd fear of re or disrupt the working prisal is a powerful environment often result fo in employees finding ways Graham H rce”

PASSWORD PROTECTION It was also discovered that 11 per cent of education workers had disabled the password protection features on work laptops, mobiles, or tablet devices because they found them annoying. Of those arris, who did have password to circumnavigate them or Dasiu protection, half (54 per cent) taking matters in their own said they didn’t change their hands. Similarly, it is important to passwords regularly, and one in five plan for human error and problems, people (20 per cent) admitted their password such as theft or loss of devices that carry was very simple and would be easy to guess. important data, so that when they do occur, However, if asked by a third party to email they can be dealt with quickly and effectively.” students’ contact details to someone outside of the organisation – thereby breaching the data REFORMS protection act – more than half (52 per cent) The EU is currently in the process of reforming said they wouldn’t and one in five (22 per cent) laws on data protection which will require said they would check with their boss before organisations to report data protection doing so. Just five per cent said that they would breaches to the relevant authorities within send the details without querying the request, 24 hours. It is anticipated that the penalties as they didn’t think anyone would mind. for failure to comply will increase to as Graham Harris of the Dasiu, an expert at much as 100m. The legislation changes are business IT and telecoms provider Daisy Group, expected to be in force by the end of 2018. explained: “When it comes to data security, all READ MORE: too often schools focus purely on IT processes tinyurl.com/ppyr3fu and forget about the staff that will be using

Technology News

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The OCR exam board has created a new GCSE course in computer science that is designed to “boost essential 21st century computing skills”. Students will be taught programming skills, which will include an individual coding project with a focus on solving a real world problem and could take the form of an app or a game. Additionally, the course will cover online viruses and firewalls as well as online fraud and security issues. Rob Leeman, subject specialist for computer science at OCR, said: “This specification builds on OCR’s pioneering qualification development in this subject area. We have consulted with companies such as Google, Microsoft and Cisco, as well as teachers and higher education academics and organisations like Computing At School (CAS) to ensure that the content is relevant. “There is growing demand for digital skills worldwide. Whether students fancy themselves as the next cyberspook, Mark Zuckerberg or Bill Gates, our new qualification will be the first exciting step towards any career that requires competence in computing.” READ MORE: tinyurl.com/nspm3qv

First teachers complete New certificate in computer science teaching The first teachers in the country to have completed the new BCS Certificate in Computer Science Teaching will receive their certificates at a special presentation in Birmingham next month. The new certificate enables teachers to demonstrate their teaching competence in the computer science elements of the new computing curriculum. Devised and implemented by Computing At School (CAS) and accredited by BCS, The Chartered Institute for IT, the certificate was launched last autumn. Simon Humphreys, National Coordinator, Computing At School (CAS) part of BCS, said: “It is vital that we support teachers delivering the new computing curriculum by helping them gain the skills and knowledge they need to inspire future generations - and ensure they have an excellent computing education.” READ MORE: tinyurl.com/plohdh9

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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STUDENT PERFORMANCE

Banning mobile phones could lead to better academic results, research suggests The Centre for Economic Performance at the London School of Economics has released research that suggests the banning of mobile phones at school could lead to better academic results. The research paper, titled Ill Communication: The Impact of Mobile Phones on Student Performance, investigated the impact of banning mobile phones on student test scores. LSE surveyed schools in four UK cities of Birmingham, London, Leicester and Manchester and found that student performance in high stakes exams significantly increased post mobile phone ban. The results indicate that there was an improvement of 6.41 per cent in test scores after mobile phones were banned. The most significant improvements were found in lowachieving students, with no significant impact on high achievers. Based on this observation, The Centre for Economic Performance suggest that low-achieving students are more likely to be distracted by mobile phones, and so banning them could be a low cost way for schools to reduce educational inequality. However, Ross Targett, CEO of Code Kingdom, thinks banning mobile phones would be a short sighted measure: “Banning mobile phones from schools is one of the best things we can do to hinder pupils’ education and achievement. It’s a short-sighted measure that doesn’t account for all the innovative things that teachers can, and regularly do, implement to give children the skills they need to thrive in the modern world.” Targett says that banning mobile phones “sends out a contradictory message to pupils” and that schools need to teach students to “use technology responsibly in their everyday lives”. Rob Eastment of Firefly Learning also offered a response to the LSE research, arguing that the discussion shouldn’t be about

whether to ban mobile phones, but instead about “how these technologies can be turned from a distraction into a valuable education resource”. Eastment claims that banning mobile phones in the classroom “removes an incredibly powerful educational resource” and a better solution would be to engage students through their devices and “enable pupils to explore the world from their desks”. While the Centre for Economic Performance suggests that banning mobile phones could be a low cost way for schools to reduce educational inequality, in the conclusion the Centre also writes that the findings “do not discount the possibility that mobile phones could be a useful learning tool if their use is properly structured” and instead urge caution that “the presence of mobile phones in schools should not be ignored”. READ MORE: tinyurl.com/km885gv

PROCUREMENT

CCS launches ICT Services for Education framework The Crown Commercial Service (CCS) has launched the ICT Services for Education framework, which intended to meet the needs of schools, academies, universities and colleges for specialist ICT equipment including hardware and infrastructure. Devised in collaboration with the Department for Education and the Education Funding Agency, the framework, previously valued at £300m, will replace the British Educational Communications and Technology Agency (BECTA) agreement. A statement from CCS reads: ”With access to a diverse pool of suppliers ranging from small to large enterprises, the agreement

provides a flexible and quick route for education establishments to meet their ICT requirements.” A total of 21 suppliers are named in the framework under a single lot delivering ICT solutions including AV equipment, hardware, software, network services, user devices, mobile connectivity and peripherals such as printers and specialist curriculum provision. The selected suppliers will also provide a number of service delivery models under the agreement. READ MORE: tinyurl.com/np2s8au

Education sector paying “four times too much” for IT purchases

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The education sector is unwittingly lining the pockets of suppliers by purchasing IT products at prices several times higher than the industry standard, according to the third annual IT margins survey from KnowledgeBus. The study showed that a lack of awareness and transparency concerning product mark-ups means that the sector is still under the illusion that it is getting a good deal. Research from KnowledgeBus reviewed IT spending across 20 sectors including education, retail and manufacturing. The education sector has paid average margins of 23 per cent and in extreme cases up to 448 per cent above the trade price for IT products. Industry best practice outlined by the Society of IT Managers (SOCITM), states that margins should exceed no more than three per cent of the trade price. Al Nagar, head of benchmarking at KnowledgeBus, said: “The size of some of the margins is a concern. In all likelihood these will be products that fall below the scrutiny radar – the one-off or low volume purchases, which may be a distress item or spontaneous buy. They may also be smaller items like extension cables, USB flash drives and SD cards. “The scrutiny of spending on these items cannot be neglected, however, as they often make up a larger than expected percentage of the budget – in some cases as high as 25 per cent.” On IT equipment generally, organisations did show that they are gradually reducing the average margins paid overall, with the average across all industries dropping from 21.1 per cent in 2013 to 19.6 per cent in 2014. However, this is still well above the industry benchmark of 3 per cent. The education sector, however, was shown to be going in the wrong direction. With average margins of 12 per cent in 2012, the industry has since seen its margins creep up to 19 per ent in 2013 and 23 per cent in 2014. “A slight drop in average margins across all sectors suggests that many organisations are getting better at scrutinising their IT purchases,” said Nagar. READ MORE: tinyurl.com/pf3s9b3

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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SCHOOL BROADBAND

TABLETS

London Grid for Learning launches TRUST

Pleckgate IT teacher is the Apple of Apple’s eye

Educational not-for-profit organisation LGfL Trust has launched TRUSTnet, a comprehensive new package comprising discounted broadband, ICT services and award-winning digital curriculum content. Previously only available to a 2,500-strong consortium of London schools, the new service is now available nationwide. Using a superfast, robust regional network supported by Virgin Media Business, TRUSTnet provides schools with 100 per cent availability. Each school receives a dedicated, uncontended connection, meaning that at no time is the connection shared with other users with consequent compromise in the bandwidth available. This enables schools, academies or local authorities running mission critical applications over the Internet, such as content streaming or Voice over IP, peace of mind. As well as broadband, TRUSTnet comes with an array of associated services, including

Deputy head Nic Ford of Pleckgate High School in East Lancashire has been named an Apple Distinguished Educator (ADE) after his drive to integrate technology into the daily life of the school. Nic Ford, a geography teacher who joined Pleckgate four years ago, has been given the accolade for his work, which includes making Pleckgate one of the first schools in the country to offer iPad minis to all students in a bid to improve their educational development in 2013. The father-of-two joins more than 2,000 other ADEs from across the world including in China, New Zealand and the United States. He will now be able to access more training and resources to boost the use of technology. Mr Ford told the Lancashire Telegraph: “Technology can have such a positive impact on a child’s learning and I’m interested in trying to improve that.

Internet filtering, secure filtered email for pupils and staff, Sophos antivirus software, video conferencing, cloud-based storage and access to a collection of premium learning resources, including curriculum content for Early Years to Key Stage 4. Brian Durrant, chief executive at the London Grid for Learning commented: “We are very excited to be able to provide the same exceptional service and value for money that we currently offer schools in the capital region. As technology becomes more and more important to learning, we feel it essential that each school has the ICT infrastructure and the wide range of digital resources it needs for its pupils to succeed.” TRUSTnet is part of LGfL, a not-for-profit charitable trust. Any financial surplus it generates is used to develop further content and services at no additional cost to schools. READ MORE: tinyurl.com/oh7uemc

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“It’s nice to be recognised for the work that I have done over the last few years and I hope to continue to promote the use of technology here. It’s quite an honour to receive this from Apple and it’s great that they support schools and teachers in this way.” The 42-year-old said he plans to use his new status to push for Pleckgate to become an Apple Distinguished School. A spokesman for Apple said: “Apple Distinguished Educators are part of a global community of education leaders recognised for doing amazing things with Apple technology in and out of the classroom. “They explore new ideas, seek new paths and embrace opportunities. That includes working with each other – and with Apple – to bring the freshest, most innovative ideas to students.” READ MORE: tinyurl.com/ndolph3

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app.educationbusinessuk.net Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Many schools have invested in technology but do not have the adequate wireless infrastructure in place to support it. Intelligent wireless from DrayTek allows teachers and pupils to connect to the wireless network in any area and then move around, aiding truly flexible working Tablet use has steadily increased in schools and it’s continuing to grow. Schools are recognising that wi-fi is playing an important role with around 90 per cent saying that good quality wireless coverage is a priority for their school to enable digital learning.* This means there are over 200,000 tablets in primary schools and slightly more in secondary education. If individuals bringing in their own personal device (BYOD schemes) are added to the equation, there could well be half a million tablets being used in English schools today. By 2020, excluding BYOD, there may be 1.64m tablets provided by schools with expectations to exceed laptops and PCs by over 50 per cent.* BREAKING FREE FROM TRADITION Cloud based learning on mobile devices is reducing paper use and the classroom as we know it is changing. This is leading towards increased use of managed wireless hotspots and outdoor spaces. Extensive use of mobile devices in schools is also altering the dynamic within the modern school. Secure managed wireless networks are now enabling staff to access documents on the go and give pupils the freedom to work outside the classroom e.g. Library, common room and other areas. JOINED UP THINKING Many schools have invested heavily in technology equipment such as laptops and tablets, yet do not have the adequate wireless infrastructure in place. Without this and the adoption of ‘best practice’ thinking for IT infrastructure, users will struggle to get the best from the network, performance will be compromised and at worst security loopholes may well exist. Funding remains the major barrier to adoption of mobile learning in schools. Perception would also indicate that implementing a new wireless infrastructure comes at a heavy cost, this is not always the case. Management and security are also regarded as major issues. So how can a DrayTek solution help and aid productivity? SIMPLICITY Intelligent wireless from DrayTek allows a school to implement multiple access

points in key areas within the school that together form a single wireless network. Different network ID’s (SSIDs) can be set up segmenting differing levels of access to the schools systems and the internet. For example a “Pupil” SSID could allow access to the Internet and specific student files whereas ‘Staff’ SSID could offer access to school systems appropriate to a staff member. Teachers and pupils can connect to the wireless network in any area near an access point and then move around without losing connection aiding truly flexible working. For congested areas the DrayTek Intelligent Wireless Network balances traffic across all available access points ensuring best possible performance. The initial installation can be greatly simplified using the site survey tool that assists with identifying the optimum places within the buildings to site the individual access points. Once physically installed a standard configuration can be uploaded to each access point from the wireless controller that further simplifies and speeds up the provisioning process. Once set up is complete the network can be centrally monitored to assess demand, usage and bottlenecks allowing for user guidelines to be issued and/or changes to network topology administered. SECURITY Access to the network can be restricted to specific devices and/or specific user credentials ensuring that only those authorised can access the network. This can be set up simply using the management system and allows for different levels of security depending on the specific requirements of the school. In short DrayTek Managed Wireless allows the school to fine tune the security and access privileges to meet the specific needs. PROTECTION DrayTek’s managed wireless controller can additionally be configured to operate as a business class broadband router with a host of web content filtering features designed to restrict access to web sites and certain types of inappropriate traffic:

Web content filtering – categories of site such as ‘adult’, ‘gaming’ ‘social media’ etc can be completely blocked using DrayTek’s Global View subscription facility. Specific websites, websites with a particular name in them, precise IP addresses and types of traffic such as P2P can all be blocked using the router firewall. CONCLUSIONS It is clear that the usage of tablet computing and other mobile devices will increase substantially within schools for the foreseeable future. Many schools will provide mobile computing devices but with the ever increasing developments in improving functionality and reducing costs it’s not difficult to see a future where most children will have access to their own personal device. This forces change for schools in how they embrace this technology. Every school will inevitably have their own way of handling this by reviewing teaching methods, defining standards for specific devices etc but the common challenge shared by all is how to upgrade the infrastructure. Tablet computing only works with a ubiquitous and constantly available WiFi network. L

*Source- British Educational Suppliers Association FURTHER INFORMATION Tel: 020 3355 0872 info@draytek.co.uk www.draytek-education.co.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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AUDIO-VISUAL

IT & Computing

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Written by Dave Smith, Naace vuce chair

INTERACTING WITH VISUAL INFORMATION

No longer just restricted to the ICT classroom, many schools are now using display and projection equipment to enhance learning activities in every subject, writes Dave Smith, vice chair of Naace

For over a decade, technology has been gradually transforming the education sector. The increased variety of equipment and software means that technology is no longer restricted to the ICT classroom. Many schools are now using display and projection equipment to enhance their pupils’ learning experience through visual and interactive activities in every subject. But with the constant evolution of technology, schools often find themselves under pressure to keep up with recent trends, while also having to weigh up the benefits with the cost of investment.

The ed increas of variety t and en equipm e means softwar ology is no around £200 million in hn that tec restricted to interactive whiteboards, which had reached 58.3 longer he ICT per cent of schools by t m 2004, and is now the most classroo

The last 15 years have seen a massive investment into technology for classrooms. In 2000, we saw computer numbers in schools increase to over 800,000, a third of which were laptops, and nine in 10 schools had internet access, and by 2003, schools were expected to spend around £65 million on dedicated ICT budgets. However, one of the most prominent developments in classroom technology was the investment of

commonly used piece of AV classroom technology (BESA Historic ICT in UK State Schools, 2015). In Japan, there are on average two interactive whiteboards per school, whereas in the UK, most if not all classrooms will feature an interactive front-of-house display. But a new wave of innovation E

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A Big Favourite With Teachers Interactive Large Format Touch Displays The latest generation of CTOUCH Interactive Touch Displays make a big impression in the classroom. Create eye-catching teaching materials, inspire hands-on manipulation of content and encourage students to work collaboratively with their peers. Put CTOUCH at the core of your lessons. To learn more call us or visit our website.

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AUDIO-VISUAL

The majority of schools cannot currently provide a 1:1 ratio of devices to students and will often have shared devices. But as many children are gaining access to personal tablets, iPads and smartphones, some schools are considering bring-your-own-device models  in educational technology has begun. In 2015, schools are now benefitting from a huge range of new equipment, devices, and software helping to increase student engagement and diversify lessons. RECENT DEVELOPMENTS The acceleration and improvement of touch screen technology has allowed for the development of many new AV products, meaning that there is now an even wider choice of solutions for those who wish to update their classroom technology. For example, some schools are moving away from interactive whiteboards to use flat panel displays, which draw upon LED screen technology used in modern TVs. The main advantage of this is the heightened detail of the display. For example, in maths, when presenting a graph, the greater clarity will make grid lines far more visible and allow for greater precision in interacting with the screen. Flat panel displays are also much more energy efficient and low maintenance, producing little to no excess heat or noise, and unlike interactive whiteboards, with TV-style screens, teachers no longer have to squint through the beam of the projector while delivering their lessons. TABLETS AND HANDHELD DEVICES Tablets and handheld devices have also been a consideration for classrooms looking to increase student engagement with the front‑of-house display. Using whiteboards meant that students could go to the front of the classroom and control the material on the screen, but more recently, mirror image apps have been created that connect devices to the display so that children can view and interact with the material remotely from their desks.

Apple TVs have been fairly popular in this way, as an increasing number of students have iPads with which they can engage with the display, but there are alternatives. Software such as SMART 14, Promethean ClassFlow and Squirrel Reflector create a two-way interface between the screen and the user in the classroom, which can be run through smartphones or laptops using the school’s Wi-Fi connection at a fraction of the price. Another key benefit of tablets being identified by schools is the ability to use the screen shot function and camera apps to capture the outcomes of work digitally, so that they can be annotated and stored on the school network, which helps to create a detailed record of work while reducing paper trails in the process. Tablets are likely to become more popular as they become more efficient and user friendly, and as a large number of students have access to this technology already, they will most likely be able to adapt to it quickly and enthusiastically. In fact, the low cost and mobility of tablets is resulting in schools forecasting that by 2016, 37 per cent of all computer hardware in schools would be tablet devices: a 13 per cent increase on last year’s prediction (BESA Tablet and Connectivity, 2014). NEW TYPES OF PROJECTION Visualisers and document cameras are another option that work very similarly to traditional overhead projectors, transferring real‑time digital images of documents or objects to the front-of-house display. The concept of visualisation has remained a prominent feature of teaching, but specialist visualiser hardware has taken a hit in the market due to the development of mirroring E

White paper on BYOD and collobration

IT & Computing

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A new white paper outlining Bring-Your-Own-Device (BYOD) collaboration and the demands for this solution in both the education and corporate spheres, has been released by visual display company Vivitek. Emerging audio-visual and ICT technologies are rapidly changing our workplaces, schools and higher education establishments. Wireless technology makes it possible to share content from various participants using their personal tablet or smartphones and combine this on a centrally projected screen for discussion. New presentations tools are introduced to make this sharing and collaborating from personal or company devices of all sort a reality. The result is a collaborative work and learning environment which is stimulating, fun and encourages participant engagement and satisfaction. At home, people are making use of wireless screen sharing systems such as Google’s Chromecast and Apple TV for streaming content from their smartphones and tablets to their TV. In the education and conference room sectors, the growth of the tablet sector has also seen a significant increase and subsequently, the need for wireless screen sharing and collaboration has brought systems on the market now from various suppliers including Barco, Christie and Vivitek. Such collaboration and meeting systems allow wireless projection from tablets, laptops and even smartphones to share screens among multiple persons and cross operating system platform support. This whitepaper aims to inform those interested in BYOD of the issues when specifying a solution. Download the white paper at tinyurl.com/pu62y2s

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AUDIO-VISUAL

Using whiteboards meant that students could go to the front of the classroom and control the material on the screen, but more recently, mirror image apps have been created that connect devices to the display so that children can view and interact with the material from their desks. Tablets can also be used in place of a visualiser, positioned anywhere in the classroom to capture and project various skills and methods  software and apps. Tablets can now be used in place of a visualiser, positioned anywhere in the classroom to capture and project various skills and methods, for example, presenting a science experiment up close, or demonstrating a particular art technique. This form of instructional teaching is highly effective and still has its place in the classroom, so schools that have invested in visualisers should still make use of them, as they can project images without the need for photographing or converting them for use on the display.

it comes to investing in new classroom technology: price and longevity. The interactive whiteboards used in most schools will now be over 10 years old, so when weighing up the costs and benefits of upgrading, one of the most common questions asked by governors is ‘how long will it last?’. The standard warranty and expected life span on flat panel displays is shorter; between three and seven years. At the same time, new technology does come at a cost. For example, replacing the bulbs in a whiteboard projector every two to three years is far cheaper at £250, whereas investing in a flat panel display with touch screen capabilities and a life span based on hours of use, will cost

KEY CONCERNS FOR SCHOOLS There are two main considerations when

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around £2,500. But these costs are dropping, and if this trend continues, schools will find that purchasing this type of technology will not be as expensive as they may have thought. The same is true of tablets. The majority of schools cannot currently provide a 1:1 ratio of devices to students and will often have shared devices. But as many children are gaining access to personal tablets, iPads and smartphones, some schools are considering bring-your‑own‑device (BYOD) models. There are safety and security risks, discrimination considerations and pricing policies that need to be established for this strategy to work well, but this could be a viable option in the foreseeable future. The important thing to remember when purchasing new technology is to think long term; higher prices may be off-putting in the short term, but in the long run, you will benefit from better quality and the total cost of ownership will be more than parity. Being able to keep up with these trends is critical for schools, especially now that most young pupils will have grown up surrounded by technology. By adopting new equipment and methods, schools can revitalise lessons and increase that all-important engagement factor in the classroom. L

IT & Computing

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FURTHER INFORMATION www.naace.co.uk

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HYGIENE

A Biocote study into the effectiveness of antimicrobial surfaces at killing germs in the classroom has shed light on the types of bacteria found in schools The close contact nature of the classroom and children’s often poor hygiene can result in bacterial infections quickly spreading from child to child. This is why school classrooms make the ideal environment for germs to thrive. With the aim of creating a cleaner, safer classroom for young children, the world’s first antimicrobial classroom was created using products that actively reduce microbes. Each product was BioCote protected, including desks, chairs, bookshelves, carpet and paint. As the products contain BioCote, they benefit from permanent, continuous protection against a wide variety of microbes, including those that are potentially harmful to our health. Whilst all BioCote protected products are quality control checked during manufacture to ensure superior antimicrobial performance, how well do they perform in real life? To answer this, BioCote tested a wide range of products in a school classroom to see how they fared. The results that followed confirmed that BioCote protection is as effective in real life as it is in the laboratory there was a huge 96 per cent reduction in bacterial levels in the total environment. This result was achieved by comparing the amount of bacteria on BioCote protected products and comparing them with bacterial levels on equivalent products from an unprotected classroom. Following this result, the microbiologists wanted to understand not just how many bacteria, but the potential significance of what species were found lurking in the two classrooms. PREDICTION Before commencing the study, the obvious expectation was to find a variety of microbes associated with humans. It was expected this would include both commensals (not harmful) and pathogenic (disease-causing) strains. This is because of the numbers of

pupils in a classroom, the close and prolonged nature of their interaction, an almost constant supply of new microbes each school day, isolated cleaning

practices and the knowledge that bacteria can survive and thrive on surfaces for many hours or even days.

THE SPREAD OF MICROORGANISMS The bacteria identified in the study were found on many of the surfaces in both classrooms, whilst there was no discernible picture of distribution of microorganisms in either school room, some objects were more contaminated than others. More telling, however, was the nature of those surfaces that harboured pathogenic bacteria. Over eighty per cent of pathogenic bacteria identified were found living on products within the unprotected school classroom. This indicates that not only did the BioCote protected products limit the existence of any bacteria in the protected classroom, it also actively reduces the presence of bacteria that could lead to illness amongst pupils and staff. This reinforces the argument for antimicrobial surfaces in school environments to reduce the number of pathogens that are likely to contaminate them and their unwanted impact on school attendance figures. This, and previous related studies, show how products protected with antimicrobial technology can sustainably be incorporated into human-centric environments with a proven beneficial effect on hygiene. Reducing the overall levels of microbial contamination by the use of products protected with BioCote technology has been repeatedly demonstrated by these types of studies, as well as the increasing evidence that points to the reduction of bacteria capable of causing human disease thanks to antimicrobial technology. It can be safely assumed that fewer pathogens in an environment used by people will result in the reduced potential of human infections. As the science of antimicrobial technology continues to advance, we should raise our sights to understanding the ability of antimicrobial technology reducing school absenteeism due to illness because the culprit microbes are continuously being eliminated from the surfaces of the products, and in this case, the school classroom. L

Written by Biocote

PUPILS, PENCILS AND PATHOGENIC BACTERIA

Escherichia coli. Staphylococci bacteria are commonly associated with human skin, but are also associated with other sources. They are responsible for a wide variety of infections. Whilst hand washing can reduce their spread, worryingly, antibiotics are largely ineffective at treating them. The coliform bacteria including E.coli are known to contribute to the bacterial population of the human gut. Most E. coli strains are harmless, but some can cause serious and unpleasant food poisoning type symptoms.

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MICROBES FOUND IN THE CLASSROOM The results were conducive to the microbiologists’ prediction. Many of the bacteria collected from the school room samples were identified as microorganisms of human origin and could be considered typical of those recovered from products and surfaces within environments people occupy. Back in the laboratory various techniques were employed to identify the species of microbes recovered from the products in both classrooms, it was found these included those bacteria that we live alongside happily every day, but also various strains of pathogenic bacteria that could cause illness in both pupils and staff, which could of course lead to absenteeism. Amongst these are the exotically named Staphylococcus aureus, Staphylococcus epidermidis, and

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EDUCATION BUSINESS MAGAZINE | Volume 20.5

EVENT PREVIEW

EMPOWERING LEARNING THROUGH TECHNOLOGY

The Digital Education Show UK brings together over 500 leading educators and over 40 exhibitors to share and collaborate ideas around using technology in education

If you feel that education technology has been a huge disappointment, has been the source of frustration and staff have abandoned it; that it hasn’t delivered on its promise then the Digital Education Show UK is for you. If you feel a desire to come to grips with implementing digital technology to connect with modern digital students and try to make learning in your school the better for it, then you really should be in Olympia Level 2, London on the 30 June and 1 July 2015. The event has an extraordinary speaker faculty including Sir Ken Robinson, Sugata Mitra, Richard Gerver, Tim Rylands, Sarah Neild, Daisy Christodoulou, Ewan McIntosh, Andy Hutt and many more. KEY HIGHLIGHTS One of the main speaker highlights is the keynote address by Sir Ken Robinson who will talk about leading a culture of innovation. Keeping up and staying ahead of the game depends entirely on continuous and sustained innovation. We all know that’s true, but what do company leaders have to do to make it happen? Sir Ken Robinson has worked with some of the world’s leading creative organisations – in the corporate, educational and cultural fields. In his presentation, he will identify three myths about innovation that hold many organisations back, and the basic practices that drive the most innovative organisations ahead of the pack. If you want to encourage innovation in your

school, then you need to hear presentation by Ewan McIntosh, Founder & CEO, NoTosh Limited. He will shed some light on how to come up with great ideas and actually make them happen. Coming up with ideas, with or without technology, is easy. Knowing what an innovative, ‘great’ idea looks like is quite another matter. Making them actually happen and grow in a school is often the missing link. As a Commissioner at Channel 4 Television, Ewan McIntosh was responsible for saying ‘no’ to nearly 3,000 ideas. What are the ingredients of success from the one per cent of teams who relentlessly came up with the winning ideas that flourished? And what lessons are there to borrow for successful schools and classroom innovators? You will find out the answers to these questions from his presentation. To discover all you need to know about online education you will have opportunity to learn from Sugata Mitra, Professor of Educational Technology, Newcastle University. Sugata is recognised for building a ‘School in the Cloud’, a creative online space where children from all over the world can gather to answer ‘big questions’, share knowledge and benefit from help and guidance from online educators. Hear about Sugata’s controversial ‘minimally invasive education’ philosophy and why we should all plant the seeds of his global education experiment that lets children learn on their own, and from each other, by tapping into online resources and their inner sense of

Digital Education 2015

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wonder. Be inspired to do something different and go with it. INNOVATION AT THE SHOW For practical ideas and tips on how to use technology to inspire creativity in the classroom you need to hear from Tim Rylands, innovator and award-winning educator. Tim has been described as “an extremely gifted and inspirational teacher, with a love of the creative potential of technology and an excellent rapport with his pupils”. With over 25 years of classroom experience, in the UK, and beyond, including 4 years in West Africa Tim believes “Children need to be inspired if they are going to pick ideas up and start to juggle with them.” After listening to Tim, you’ll have plenty of practical pointers and ideas of how to use technology to enhance learning that you can implement in your class tomorrow. In addition to well-known keynotes, the conference and exhibition will bring together inspiring headteachers such as Ann Haydon, principal at Surbiton High School; Neil Jones, head teacher at St Joseph’s in the Park School; Simon Barber, principal at Carshalton Boys Sports College; Dan Roberts, head teacher at Devonport High School for Boys; Dawn Hallybone, deputy head teacher at Oakdale Junior School. Other head teacher’s include Giles Storch, head teacher at Euxton CE Primary School; Tony Ryan, head teacher at Chiswick School; Ross Morrison McGill, deputy head teacher at Quintin Kynaston; Rachel Jones, teacher and e-learning coordinator at King Edward VI School; and Ian Yorston, director of digital strategy, at Radley College. Some of the topics will include using augmented reality to enhance learning, enhancing learning through online quizzing, gamifying learning, using social media for learning, transforming teaching and learning, implementing a digital learning vision into the classroom, bridging the digital skills gap, preparing pupils for a super-intelligent future, tweeting teachers and much more. At the Digital Education Show UK 2015 leading educators will share and collaborate ideas around using technology in education. The event is designed to help you learn and be inspired, and also for those moments of serendipity, when you meet someone you hadn’t expected to and find shared interests and experiences and gain insights that make attending an event worthwhile. L FURTHER INFORMATION www.terrapinn.com

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EB Awards 2015

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Robotic products for design & technology and computing education

SAM Learning - An online educational service with proven results

The VEX Robotics Design System offers students an exciting platform for learning about areas rich with career opportunities spanning science, technology, engineering and maths (STEM). These are just a few of the many fields students can explore by creating with VEX Robotics technology. Beyond science and engineering principles, a VEX Robotics project encourages teamwork, leadership and problem solving among groups. The affordable VEX platform is expanding rapidly with the VEX IQ system opening up possibilities for programming and design for students as young as seven years old, perfectly complementing the VEX EDR range targeting students 11-18. The VEX Robotics Competition is the largest and fastest growing middle and high school robotics competition in the world. There are over 100 free lessons mapped to the National

SAM Learning is an award winning online educational service and teacher resource, providing yearround learning to students throughout the UK. Independently proven to raise attainment, the company’s simple approach focuses on interactive revision, homework and test question practice to consolidate learning and increase confidence. SAM Learning’s mission is to help raise achievement in schools by providing high value services that reduce workload for teachers and schools managers, whilst enabling learners to take more responsibility and improve their results. An independent study by the Fischer Family Trust found that with as little as ten hours use of SAM Learning, students will achieve on average two GCSE grades higher than expected. This increases to 3.5 GCSE grades for FSM students. With automatic marking

Curriculum and several programming software options including visual drag and drop, flowchart, Python and C++. All parts are modelled in the free Autodesk Inventor CAD software to allow digital design opportunities. The VEX IQ and VEX EDR robotic systems are available through Rapid Education, the UK’s leading supplier of educational products specialising in STEM learning. FURTHER INFORMATION Tel: 01206 838020 www.rapidonline.com/vex

and in-depth reporting SAM Learning is shown to drastically reduce the time demands on teachers and ground‑breaking additions to the service such as the award nominated Share ensure their community of highly engaged teachers across the UK continues to grow. To find out how SAM Learning could help both the teachers and students in your school contact the company via the details below. FURTHER INFORMATION Tel: 0845 130 4160 hello@samlearning.com www.samlearning.com

A complete service for multi-sensory equipment

Suppliers of the complete classroom collection

Mike Ayres Design is an independent company that specialises in the design, manufacture, installation, training and maintenance of multi-sensory environments, Studios, Soft play rooms and equipment for anyone with special and additional needs. The company offers a complete service from start to finish, which includes designs for existing spaces, new buildings, complete environments, areas within rooms or individual pieces of equipment. A substantial proportion of the equipment is designed and manufactured in purpose built workshops. This gives the company complete control of the production quality. The installations are carried out by experienced teams to the highest standards. The company can accommodate your timetable and working practices. Mike Ayres Design has its own dedicated maintenance personnel who provide an ongoing service

Hope Education is a leading supplier of innovative and inspiring primary and early years resources offering best value, great quality and extensive choice. Hope Education works closely with expert advisers to ensure that it offers a complete classroom collection that answers real needs, with everything from inspirational curriculum resources across all subjects to everyday essentials such as stationery, office supplies and furniture. A selection of experts advise on and highlight key resources within the Hope Education primary and early years ranges to guarantee that they fit with revised curriculum and EYFS requirements. Resources are also tested by little learners so customers can be sure that they will engage and inspire their own. Hope Education combines well-known and trusted brands such as NES Arnold, Step by

for your rooms and equipment. As well as creating complete sensory environments, studios, safe areas and soft play rooms, Mike Ayres Design specialises in designing and manufacturing many related products, including Switch2 and Switch4 control systems, Switches, Tactile murals and panels, Bubble tubes and Bubble walls and LED colourchange lights. FURTHER INFORMATION Tel: 01359 251551 enquiresmikeayresdesign.co.uk www.mikeayresdesign.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 20.5

Step, Galt Education and Philip & Tacey to offer a great and varied range of educational resources. By choosing to shop with Hope Education, customers can therefore be sure that they are choosing a name they can trust and a supplier that prides itself on its heritage. Plus, with the company’s promise not to be beaten on price and free next-day delivery, customers can be confident that Hope Education will deliver with great service. FURTHER INFORMATION Tel: 08451 202055 www.hope-education.co.uk

EVENT PREVIEW

CELEBRATING SUCCESS IN THE EDUCATION SECTOR Celebrating its 11th year, the 2015 Education Business Awards will take place on 8 July at London’s Grange Hotel and will reward outstanding achievements in the UK education sector The 2015 Education Business Awards, supported by the British Educational Suppliers Association (BESA), will once again recognise outstanding achievements in the UK education sector, and the hard work and dedication of teachers, department heads business managers and support staff that are instrumental in contributing to the success of the school. Over 20 categories focus on academic progress, facilities, best practice, specialisms and innovation. Shortlisted organisations are given free tickets to attend the glittering awards ceremony, which includes a champagne drinks reception and four course luncheon, before the winning schools are revealed. The Awards, which take place on 8 July at London’s Grange Hotel in St Pauls, will be presented by Cheryl Baker. Baker is an English television presenter and singer, best known for being a member of 1980s pop group Bucks Fizz, who won the 1981 Eurovision Song Contest. OUTSTANDING PROGRESS The Outstanding Progress Award, presented individually for Independent, Primary and Secondary schools, is presented to the school that has made outstanding progress in educational performance. Last year,the Outstanding Progress Award for an Independent School went to Kings College School, London, whose students received a ‘perfect’ mark of 45 points in the International Baccalaureate, a result not seen in any other school in the world. The Award for Outstanding Progress for a Primary School was awarded to Bourne Westfield Primary Academy, where teaching, pupil achievement, and behaviour and safety were all given a

top rating in this year’s Ofsted report. The Secondary School title, sponsored by OKI, was presented to Bishop Thomas Grant School, who were recently praised for the ‘excellent progress’ made, in particular the work it does to help disadvantaged young people. PARTNERSHIP WORKING The Academy Partnership Award, sponsored by eTeach, is presented to the established specialist academy that can demonstrate benefits to the community through a partnership with a existing establishment. In 2014, Westwood Academy, in Coventry, which was cited as exemplary in community cohesion, teaching and learning won the award. STAYING SAFE & HEALTHY Featured for the first time in 2014, the Excellence in Health and Safety Award, sponsored by IOSH, will once again celebrate best practice in operational health and safety. Last year’s winners, Linden Lodge, also celebrated 10 years of ‘Outstanding’ recognition by Ofsted, ensuring that the organisation is a safe and happy place to be. Another new award last year was Innovation in Health and Safety, also sponsored by IOSH. 2014 winners, St. Laurence Primary, demonstrated an astute grasp of how to lobby both local and national government to improve the safety of their environment. IT AND COMPUTING The ICT Innovation Award, sponsored by Sam Learning, is awarded to the educational establishment in the UK that can demonstrate innovation in its approach to teaching and deploying Information and Communication technologies that further

EB Awards 2015

the learning experience of its students. The 2014 winner was Fulford School, Yorkshire, which runs animation and programming clubs where sixth formers are able to share advice and help younger students. SPECIAL EDUCATIONAL NEEDS The SEN Inclusion Award, sponsored by nasen, is presented to the UK mainstream School that can demonstrate an increase in the quality of care and education services provided to students with Special Educational Needs. Last year, Corsham Primary School, Wiltshire won the award due to its recognition of SEN with the intention of addressing unmet needs; and enabling children to have an ability to engage, and develop skills and knowledge to achieve, succeed and even excel beyond their potential across all areas of the curriculum. The SEN Provision Award, also sponsored by nasen, is presented to the UK SEN Establishment that can demonstrate quality of care and education services for Special Educational Needs pupils. Last year, Centre Academy, London won the award. This southwest London Academy has been described as one of the most successful special needs schools in the UK and, indeed, one of the most unique. It is also the leading independent school for SEN in London. CATERING FOR SUCCESS School Catering Award, sponsored by YPO, is presented to an educational establishment in the UK that can demonstrate a commitment to healthy eating and value for money through the provision of a first class catering service available to all students. Last years winner was Abbey School, Kent. This school achieved a Food for Life Partnership Award. The school guarantees that 75 per cent of all dishes served are freshly prepared and contain mean from farms with high welfare standards and eggs from cage-free hens. SPORTS AND MUSIC AWARDS The Sports Award is presented to the educational establishment that can demonstrate an outstanding commitment to developing the sporting skills of its students through the provision of first class facilities and coaching programmes. The 2014 winners were Chobham Academy, London, which won a Youth Sports Trust Award for Excellence in Physical Education for its international practice in developing independent learning in PE. The School Music Award is presented to the educational establishment that can demonstrate a commitment to improving the quality of musical learning through the provision of a first class teaching environment. Lindley Junior School won the award last year, recognising its students participation in many choir competitions throughout the country.  FURTHER INFORMATION www.ebawards.co.uk

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SCHOOL TRANSITION

Written by Jane Friswell, nasen

Special Educational Needs

Sponsored by

SUPPORT DURING THE MAJOR MOVE With children across the county anticipating the move to secondary school, it is vital that those with special educational needs and disabilities are nurtured throughout the changeover, urges Jane Friswell, chief executive of nasen In recent years, dramatic changes in both policy and attitudes to children and young people with special educational needs and disabilities (SEND) have taken place, putting additional pressure on SEN professionals to provide the best possible support for pupils with SEND. At this time of transition, with children across the country anticipating the move to secondary school, there is an additional focus on ensuring that children and young people with SEN are nurtured throughout the changeover. As we approach the time of transition from primary to secondary, pupils everywhere are getting excited about what lies ahead. However, what is exciting for most is a cause of great stress and uncertainty for many children and young people with SEN, as well as their parents. Understanding

how this transition can be achieved to bring about positive change in these childrens’ lives is something which nasen care very deeply about and was one of the reasons we established the Outstanding Schools Project. The idea behind the project was to demonstrate best practice in SEN education, and provide SEN professionals with a number of exemplar schools who demonstrate best practice in their respective schools. Nasen interviewed and filmed each school involved in the Outstanding Schools Project to help indicate how extraordinary SEN support is achieved and how all staff can provide the best possible assistance for every pupil. Though the methods of each school are different, the common factor is that the needs of the children are the main concern.

What ng is exciti is a t for mos great f cause o ncertainty nd u d stress a y children an for man people with young as well as SEN, arents their p

EDUCATION BUSINESS MAGAZINE | Volume 20.5

TRANSITIONING When transitioning from primary to secondary school, children and young people with SEND often face additional obstacles and barriers to learning and integrating. Swanwick Hall Secondary School in Derbyshire, is featured in nasen’s Outstanding Schools Project, and has been praised by parents of a number of SEN pupils for enabling an easier transition. In one video, Lisa, the mother of SEN pupil Nathan, describes how her child had an extremely difficult time at primary school, outlining behavioural problems which the school simply deemed as ‘misbehaving’, rather than attempting to provide support for Nathan’s real problems. Lisa describes the negative comments made to her by Nathan’s primary headteacher about his transition into secondary school, stating that he would ‘never make it’. Believing her child had the capability to succeed, Lisa built a good relationship with Swanwick Hall before Nathan began the following academic year. Lisa says that Nathan was supported from day one, leading to an easy transition into secondary life, demonstrating the

PERSONALISED PROVISION It is important to understand that the needs of every child are different, and that some require additional and more personalised help. The best SEN providers are those who are able to tailor support to individual child needs. One school from the Outstanding Schools Project, Finham Park in Coventry, ensures that when pupils have certain additional requirements, further measures are taken to remove unnecessary pressure. Pauline Parkes, Finham’s inclusion manager, said: “We personalise timetables in certain situations to enable children to have more time to put towards their studies, which can be difficult to achieve during lesson time. “We can provide children with extra time to spend in the Personalised Learning Centre

One of nasen’s Outstanding Schools, Frederick Bird Primary, receives regular support from external agencies who are educational experts. This ensures that the needs of all pupils are fulfilled, as assistant headteacher for inclusion, Natalie Franklin-Hackett, elucidates. She said: “As a school, we decided a couple of years ago to commission an outside agency to work alongside us, because the local authority could only offer us a limited amount of hours per term,” says Natalie. “We decided to get support from a clinical psychologist and an educational psychologist who could be here one day every week and become really embedded within the culture of the school.” The educational psychologists were introduced to monitor and analyse student behaviour and help staff ensure the correct

Special Educational Needs

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It is important to understand that the needs of every child are different, and that some require additional and more personalised help. The best SEN providers are those who are able to tailor support to individual child needs importance of schools working closely with parents to provide the best possible start for children young people with SEN. COMMUNICATION This is why it is incredibly important that parents communicate any concerns over their children’s needs directly with schools, as early as possible. However, the schools also have a responsibility to liaise with primary schools to get an idea of any children who may have additional educational needs, whether the parents approach the school or not. Jill, parent of student Jack at Swanwick Hall, describes the struggles her son faced in carrying out ‘daunting’ new responsibilities such as following timetables and moving from class to class, which caused Jack to exhibit behavioural problems and get in increasing amounts of trouble. Jill arranged an initial meeting with Swanwick Hall following her son’s repeated detentions, where the school determined that things would change immediately. The staff at Swanwick Hall are committed to promoting positive behaviour, and work to ensure that appropriate additional provision is in place where necessary. This includes a personalised approach for children who need it, enabling those with more challenging behaviour to get the extra help they may need. Jill states that following the initial meeting, things quickly improved for her son, highlighting the importance of tailored support for students with SEN, and the need for on-going communication between parents and schools, which helps create a partnership approach to SEN provision.

(PLC) to do any work which is necessary to help students get the most out of lessons, or to help them with homework so that they are supported and can progress effectively.” NURTURING PUPILS Caring for and encouraging pupils is key to their attainment and happiness at school, giving them the opportunity to grow in an environment in which they can realise their full potential. It is this simple concept which is implemented throughout Guiseley Secondary School, in Leeds. Guiseley focuses on nurture and ensures this concept of caring support is incorporated throughout the curriculum, so that all pupils are able to foster a positive attitude of independence and self-sufficiency. ‘Nurture groups’ are created to realise the best academic progress for pupils, and are small in size to allow students to better focus and avoid distraction. As part of the nurture provision at Guiseley, staff break down work modules into smaller, more manageable tasks so that students can focus on small steps at a time. Garry Freeman, director of inclusion and SENCO at Guiseley, said: “That way, they can experience success before moving onto the following task, then have success with that one before moving onto the next. It’s a very structured approach which we feel works tremendously well for building self-confidence and self-esteem.” SEEKING ADDITIONAL HELP Providing high quality SEN support across a whole school is no simple task. SENCOs should therefore not feel uncomfortable in seeking additional, external professional help.

procedures were in place to support all SEN pupils within the classroom so that every child is included. Furthermore, the method allows teachers at Frederick Bird to positively utilise time in the classroom for the benefit of all pupils. EXTERNAL HELP In another nasen Outstanding Schools Project example, Camberwell Park Primary seeks outside help from a physiotherapist who works with SEN children with special physiological needs, and helps train staff on how to best cater to these pupils. Even the most talented SENCO may sometimes feel unconfident when it comes to managing a certain student’s needs, particularly during the transitional phases. As such, seeking help externally and gaining recommendations from bodies outside of the school is recommended in order to provide the best possible SEN practice. Our job at nasen is to provide support for professionals looking to better their knowledge, confidence and understanding in relation to SEN provision. CPD events such as nasen Live 2015, or our Leadership Conference on 19 May are designed to bring together everything that school leaders and SENCOs need to know in relation to providing outstanding SEN support. Our aim is to ensure that schools are empowered to offer best practice to the people for whom it matters the most: the children and young people themselves. L FURTHER INFORMATION www.nasen.org.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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SPECIAL EDUCATIONAL NEEDS

A fully integrated garden design can engage children and adults with physical or mental difficulties, as well as foster a passionate interest in nature, writes landscape designer Hannah Genders

In my career as a landscape designer I have both in its vast expanse and its unique and had the privilege of designing a number of beautiful detail. The question I would pose outdoor spaces for children with special needs. is ‘how as adults can we encourage and My interest started when I volunteered at nurture this?’ a local special school that had a farm and Good design comes into play, but garden. The school catered for a wide range of enthusiasm and encouragement from the children, from those on the autistic spectrum adults involved has always been a vital part to children with behavioural problems. During of any schemes I have designed that have my time there I observed the unique role gone on to be a great success. In practical the outdoor environment plays in a child’s terms to ensure the features in the garden development, and as I went on to train in are fully accessible, flowers should be near landscape design it gave me a passion for enough to smell, touch and look at closely, wanting to be involved in projects that have in raised beds if mobility is a problem. Ponds a therapeutic aspect to them. As I should be included as an excellent way started training and setting up in of encouraging wildlife, shallow business, I worked as a brailist, areas for pond dipping with e r e Wh supporting a young child habitat creation for newts, se through early years who frogs and toads. Simple one sen , the d was integrated into a exercises can foster this e r i is impa es become mainstream school. This sense of wonder and s n e s experience gave me an develop a life long n r g e oth A desi es passion. The writer and . insight into the world t n a t r impo ges all sens of visual impairment, naturalist Roger Deakin which I have since at enga e garden to attributed his love of the h t found extremely useful natural world to a science th allows p with the teacher who encouraged when creating gardens o l deve ldren for both blind and partially him and his young friend to chi sighted adults and children. measure how far diving beetles In all my dealings with went down in their school pond. special needs children both in special A simple exercise that completely schools or integrated into mainstream captured a young boys imagination, Roger it would seem to me the range of needs Deakin went on to jointly set up the common is as vast and complex as the children ground movement, which celebrates local are unique. As a designer this can make distinctiveness and was a lifelong naturalist. specific schemes challenging as well as exciting, however I do believe there are CREATING COMMUNITY some key elements that can appeal to all A fully integrated garden design children and adapted to different situations. can encourage children and adults working together in the outdoors and across the FOSTERING A SENSE OF WONDER whole school. For example, raised beds should There seems to be in all children an inbuilt not be set apart in one part of the garden, sense of wonder for the natural world, but by mixing up the provision for growing

food children who are more able can work alongside those in wheelchairs. Adults too, from the local gardening community can be encouraged to get involved and share their knowledge with the children. Ramps for wheelchairs to make as much of the garden accessible as possible and textured paving to help those with a visual impairment get around the garden are important features that can be made to look attractive as well as being practical. Yellow is the last colour a person losing their sight will see, so this can be used to good effect when marking paths and steps. The hands on, working alongside approach to gardening can be used to break down barriers and build relationships across the school, both between children and with adults.

Written by Hannah Genders,, registered design meber of BALI

THE POWER OF THE GREAT OUTDOORS

CARE AND INVOLVEMENT Following on from community comes care, care for each other and learning to take care of plants, which fosters a sense of responsibility and maturity. Gardening can be used to give children a growing sense of nurture and choice. A simple idea for choice is to create a small space for each child to ‘own’ giving them the choice of what they grow in this space and if it’s edible how they cook it and eat it. A good guideline on this is a one metre square patch, I’ve seen this work very effectively in a school setting, children can be encouraged to share seed, share ideas and help each other to achieve some healthy plants. The unique role of nurturing plants can help a child express feelings of not being looked after, or can give them a responsibility they had not previously had, helping them to grow. IMAGINATION Mistakes have been made in the past when designing play spaces for schools that are too prescriptive, it has been recognised more E

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SPECIAL EDUCATIONAL NEEDS  recently that children thrive with a sense of risk and adventure. Choosing the level of risk and stepping out into an adventure are important metaphors for life, although this understandably needs assessing it is a key element in a child’s learning and development. The other important feature when designing play spaces is to allow space for children to use their imagination. For example, a simple area of raised decking, which to an adult may look nothing exciting, to a child involved in imaginary play becomes a stage, a pirate ship or a story telling platform. The rule on this from a design perspective is sometimes less is more and keeping activities simple. Some of my best sessions in schools have been den building exercises, using natural materials like hazel, willow and leaves to create a space to climb into. This fosters teamwork if it is run in groups, and once, in hospice situation I was running, it became a very poignant discussion with the children about where they feel safe, particularly when so much around them is changing and out of their control. ENGAGE ALL THE SENSES Where one sense is impaired, the other senses become all the more important. To evolve a design that engages all the senses allows the garden to develop with the children who use it into the future. With touch we often think only of the hands, but the feet can also be important, barefoot

walking on different textures, or children being encouraged to engage their whole body in touch, rather than just a camomile lawn to walk on, what about a camomile and thyme bank to lie on and touch? Soft grasses planted near a path to run fingers through or the very soft leaves of Stachys byzantina (lamb’s ears) can be a wonderful experience. It’s not only plants that offer an opportunity to touch, rocks, water, textures in the hard landscaping can all be included in this vital element. The importance of children having the time and space to grow their own food is widely recognised as a key element in school gardens. Although it needs careful monitoring for showing plants that can and cannot be eaten, the sheer joy of growing a plant from seed and then cooking it and eating it is always a massive hit in my experience. Vegetables can be planted alongside edible flowers to give a wide spectrum of colour in the garden as well as taste. The other thing to consider is fruit, soft fruit is easy to grow and always fun to pick, avoid very thorny plants like gooseberries and plan for a season when the school is open. Early raspberries or late autumn raspberries are probably best so the majority of the crop does not come out in the school holidays when there is no one there to enjoy it. Where a school has a multi‑cultural intake, learning about growing and cooking food from different cultures can be of enormous value in breaking down barriers.

The importance of children having the time and space to grow their own food is widely recognised as a key element in school gardens. The sheer joy of growing a plant from seed and then cooking and eating it is always a massive hit

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It’s important to never under estimate the power of scent in a garden, there are two ways to introduce scent when designing with plants. The first one is scented flowers, make sure these are accessible to the children, planting scented flowers near seats and over pergolas, encouraging children to take the time to smell the flowers and enjoy them. Alongside this there are many plants that have aromatic leaves, many of the herb family including; lavender, thyme and marjoram to give a few examples. I would again put these aromatic plants near a path way or create a no grass lawn with them so they can be walked on and touched, releasing their pungent scent. SOUND & SIGHT The sound of water is a very evocative noise in a garden, smaller, lower waterfalls and dripping water will give a much more soothing sound than a large rush of water, which can be very energising. A simple water feature with a single sump and pump is inexpensive, generally safe as the water is contained and not open, and can be used to great effect in a courtyard setting. Wind chimes are often used, but I would turn again to plants to give different sounds in the garden. Tall ornamental grasses rustle in the wind and add movement and a sense of semi enclosure around a seating area. I completed a garden recently for a man who is completely blind and as such he has developed a very keen sense of hearing, he was able to describe to me the sound a leaf makes when it is growing on a very hot, still summer day. Birdsong is extremely important to hear in a garden, wherever possible to encourage birdlife through feeding and habitat creation, then give the children permission to sit and listen to the sounds around them. The use of colour is so important, strong, hot colours like reds and yellows can make a border ping with excitement, colours to calm are on the softer spectrum; white, green and blues. It is possible to create a whole mood in a garden just through good use of colour. As many of us look before you venture into a garden space, leading the eye through the garden before you follow on yourself is a very good design tool. Curved paths invite you to explore, focal points or seating that can be glimpsed from a distance will encourage a visitor to want to move through the space. As a landscape designer for over twenty years, I have observed the growing enthusiasm to use the outdoor space well around our special schools, schools, hospices and hospitals. The need to be in touch with nature on a regular basis feeds something fundamental in all of us. L

Hannah Genders is a registered designer member of the British Association of Landscape Industries (BALI). FURTHER INFORMATION To find a registered BALI member visit www.bali.org.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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consideration given to the people and environment affected, such as the increased footfall within school grounds; the heightened traffic congestion caused by the mix of excavators and domestic vehicles. Solutions, therefore, should be sourced that can be installed quickly and with minimal disruption, limiting the opportunities for damage, crime and conflict during project builds. INSTALLATION TIME Extensive projects often require long lead times, and whilst preparation and negotiations are taking place a temporary but affective intruder deterrent solution will be required. With limited resources and minimal

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FOOD STANDARDS

Support is now available to help your school build on the foundations provided by new school food standards. Dr Patricia Mucavele from the Children’s Food Trust explains more Most schools have had a legal responsibility to meet the new school food standards since they came into force at the start of this year. They’re designed to be simpler to understand and easier to apply than the previous standards, focusing on food groups to help kitchens build interesting, creative and nutritionally balanced menus. The underlying principle is the importance of a wide range of foods across the week. Variety is key to a healthy diet, whatever your age – whether it’s different fruits, vegetables, grains, pulses or types of meat and fish. Offering lots of different foods provides a better balance of nutrients. There’s been a warm welcome for the new standards, but there’s

still lots of help available if your team needs it. On the Children’s Food Trust’s website, you’ll find checklists, information on food customs, a chart of British seasonal food, a drinks table summarising the types of drinks your school can serve, and examples of compliant menus to help you plan menus with confidence. We also offer a menu checking service, offering reassurance that your menus are doing the job for your pupils, aligned to national best practice on healthier procurement, cooking practices, and portion sizes. Book in with our nutritionists and they’ll go over your menu for you, using their years of experience of designing menus with schools and nurseries to highlight any issues

Nurseryant w owners arents p to give rance that ssu the rea re doing the , they a heir children t best forthat includes and quality g n i d e e f meals

and make sure your menu hits the mark. Thanks to the service, thousands of school pupils are now enjoying meals from menus guaranteed to comply with the revised school food standards. COUNCIL CASE STUDIES From the New Year, the menu used in Sefton Council’s 76 primary schools has displayed the logo to show parents, pupils and staff that they comply with the new standards. Around 11,000 meals a day are served to infant and junior children across the authority. Colin Upton, school meals and catering services manager, says: “With the introduction of the new legal requirements, we want to ensure that our menus meet the new standards. We previously analysed our menus internally but thought it important to give schools and parents the reassurance that the food we provide is accredited by an outside body.” West Sussex County Council used the service to approve menus produced for 11 special schools in the authority. John Figgins, Catering Services Manager, said: “We wanted our menus to be accredited by a professional, well regarded organisation that was also involved in devising the new standards. “Our schools have a high number of vulnerable pupils with complex dietary issues. A big focus for the schools is that all meals should be of high quality and cater for a wide range of dietary requirements, while at the same time meeting all the new food‑based standards. E

Written by Dr Patricia Mucavele, Children’s Food Trust

GOING THE EXTRA MILE IN SCHOOL FOOD STANDARDS

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Accurate data - the key to improving your recycling rate Recycling and waste management company, SUEZ environnement (formerly known as SITA UK) has invested millions of pounds introducing computerised weighing technology into its fleet of collection vehicles. The company can now accurately record the weight of recycling or waste materials it collects from customers, as well as the exact time that each collection takes place. While many waste collection companies provide customers with extrapolated data, based on average industry weight information, SUEZ environnement records the exact weight of every collection it makes from higher education customers. This is possible because the company’s bins and recycling containers are microchipped and information is scanned and reported back via a computerised system. Stuart Hayward-Higham, Technical Development Director, said: “We are always looking for new ways to improve the service we offer to our customers and having access to real-time information and accurate data is a crucial element in managing waste for any organisation.” There are numerous benefits for customers. Universities and colleges that use this system can see which departments in their estate are high or low recyclers and

with better information they can monitor their ongoing performance. Problems with contamination can be pinpointed to a specific container and organisations can see which departments are producing too much general waste and where costs can be reduced. Customers can also predict waste levels across their estates, meaning that they can accurately forecast their waste costs. The information that is fed into the system is made available on the SUEZ environnement extranet, which is updated every 24 hours. Here, customers can

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FOOD STANDARDS  The accreditation process gives us that peace of mind.” NURSERY CATERING The service is also available to nursery caterers so that they can meet voluntary food and drink guidelines for early years settings published in 2012. Nursery catering service Healthy Roots, which serves 600 meals a day to 22 nurseries in Kent, Sussex and south London, was the first early years catering service to have its menus checked. Managing director Dawn Phelps says: “I’m committed to serving natural, nutritious food and I wanted to work with a body of people who shared that commitment. “Nursery owners want to give their parents the reassurance that they are doing the best for the children in their care, and that includes feeding them good quality, nutritious meals. Before signing up to the Trust’s menu checking service I used a software package to analyse the nutritional make up of our menus but this was open to personal interpretation. For me it’s important to know that what I am doing is absolutely right, and this service provides that guarantee.” VOLUNTARY GUIDELINES So, whether you’re developing one or multiple menus, this service is about

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These measures support the School Food Plan’s national drive to improve the quality of the school meal experience for children – because by making the experience the best it can be, we’ll encourage many more families to choose school meals feeling confident that your menus are the best they can be. Better still, you’ll be able to use our special ‘Menu Checked’ logo on your menu for the next year, to demonstrate your school’s commitment to the health and wellbeing of your pupils. And if your school wants to cut the amount of salt, fat, saturated fat and sugar in your menu even further, you can opt to use the government’s standards for buying food and ingredients as well. The Government Buying Standards for Food and Catering Services Mandatory Nutrition Criteria (GBSF) are voluntary guidelines for buying healthier food and ingredients. To meet the school food standards, your school will already be following many of these GBSF requirements – like not making salt available on dining tables. Other criteria are more involved, and you’ll need to check product information to see if you meet them.

You’ll find some great tools on our website to make it easier to use the GBSF in your school. There’s guidance on how to get started, along with a checklist tool which will automatically calculate and display whether your products meet the GBSF criteria. Sue Fletcher-White, food education manager at Colham Manor Primary School in Uxbridge, works with her school’s food supplier to meet the GBSF in her menus and helped us test our new guidance and checklist. She said: “The checklist tool made it simple and quick to check which of the GBSF criteria we were already meeting and which we still need to work on. The calculating tool is great, working all the percentages out for you and providing instant feedback.” All of these measures support the School Food Plan’s national drive to improve the quality of the school meal experience for children – because by making the experience the best it can be, we’ll encourage many more families to choose school meals. With Ofsted planning a much greater focus on food in the new Common Inspection Framework from September, now is the time to make sure your school can show how it supports healthy eating in every aspect of school life. If your school’s struggling to get more pupils to opt for the canteen at the moment, there’s lots of help available. Right now, a new national scheme has been specially designed to help junior and secondary schools get more children choosing school meals. Commissioned by the Department for Education, the scheme brings together the Children’s Food Trust, Food for Life Partnership and The Design and Technology Association to offer more than one million pounds worth of training, support and materials to help schools increase the number of pupils opting to eat school meals. NEXT STEPS The next steps a school has to take is to get help with using the new school food standards, which can be found on the Childrens Food Trust website, as seen below. Schools should see whether its school food ingredients and products meet the voluntary GBSF criteria, and get schools menus checked. Grab your place on the national scheme to get more children choosing school meals at www.schoolfoodplan.com/takeup. L FURTHER INFORMATION www.childrensfoodtrust.org.uk

Volume 20.5| EDUCATION BUSINESS MAGAZINE

YOUR DATA:YOUR WAY

Meeting the Digital Challenge in Schools MISL provides a complete and bespoke solution to transferring your paper documentation into a digital form. We take an intelligent approach that starts with understanding your information and designing a program that helps you use your information better. Scanning services, storage and document management software working in unison to help you capture your data better and put it to use every day.

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• Understanding your information • Define your goals • What do you need your data to do? • Scan everything or scan smarter? • Digital capture at source

DELIVERY • Document Scanning • Statistical reporting of data • Secure Document Management System • Long Term Storage • Digital Capture and Mobile Access

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Get in touch to find out how we can help you meet the digital challenge:

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DOCUMENT MANAGEMENT

CHANGING THE SCHOOL INFORMATION LANDSCAPE

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Information and document management specialist MISL Ltd outlines the many benefits to be had from moving all paper-based school information into a digital format When people think about the challenge of running the education system in the UK, or the challenge of running schools specifically, one of their first thoughts are about the challenges of teaching. Speak to teachers and they would add the changing examinations landscape, the ever increasing record keeping or the inspection visits from OFSTED to the list. Often overlooked is the tremendous task of managing the administration of a school. The endless paperwork that is generated tracking students’ progress, attendance and parental permission forms. Information management is a key foundation to a well-run and effective school. ADMINISTRATION IMPROVEMENTS Information has historically always meant paper. Paper files, forms, printers and photocopiers with reams of blank paper arriving on pallets on a regular basis. The thing with paper is it take a lot of effort to manage and control. It costs money to buy, store and move and, when it is needed, it takes time to find and analyse. There have been some major improvements in the way administration is managed in schools in recent years. Parentpay, attendance systems and online learning are ubiquitous. It doesn’t change the fact that most of the core records and information are still held in a paper form. In recent times there has been a dramatic increase in the requirements for statistics to be produced by schools to track the education of their students. This reliance on statistical reporting doesn’t look like it is going to change any time soon. If paper is still the primary source then the effort it takes to generate all this data is challenging to say the least. The solution is to move all your information into a digital format. MISL Limited is a leading information and document management company and it has been helping schools to make this transition. Digital information is more agile than its paper predecessor. Paper can only ever be in one place at a time and it takes time to access. Add to that the increased responsibilities for protecting and making information accessible that have been defined by legislation and it is easy to see the benefits of going digital. BENEFITS OF DIGITAL Digital information really comes into its own when you consider what it can be used for. Digital data allows for all of the statistics to be

gathered live. Is attendance an issue? How about setting warning thresholds for attendance in a system that alerts you when there is a dip? How about analysing achievement across all students in a live environment to highlight problem areas or to act as an early warning system for students that need more support? Maybe all your parental permission forms would be better captured online? The possibilities from a fully digital environment are endless. MISL has been working with schools’ information for 34 years now - originally in microfilm (to reduce space) and since

challenge. They can store paper records cost effectively, they can carry document scanning and they can design a process to better capture documents generated every day. MISL also has a fully functional document management system that not only manages the scanning process and serves scanned documents securely at the point of need, but also allows for forms capture via the web or on tablets. MISL offers a more consultative approach that starts by helping you understand your information and define your needs. It is all very well stating that being digital is the goal

This reliance on statistical reporting doesn’t look like it is going to change any time soon. If paper is still the primary source then the effort it takes to generate all this data is challenging to say the least. The solution is to move all your information into a digital format. the 1990s as a scanning and document storage company. The company has worked with many schools and government departments to unlock the power of their information through going digital. INFORMATION IN A DIFFERENT WAY Increasingly MISL has realised that the key to meeting the digital challenge is to look at the information in a different way. The flow of information through any school throws up new opportunities to make the transition differently. For that reason MISL has devised a complete solution that can be adjusted to suit the organisational context of each school. The tools that MISL has at its disposal cover the full gamut of the

but what does that really mean? Is it simply replicating paper in a digital system or is it transforming a document into an electronic form that only allows relevant terms to be selected so that the resulting data can be more accurate and easier to analyse statistically? The MISL approach is different. Yes, they are one of the most experienced companies out there to scan in all of your paperwork, but they will only suggest an approach that actually fulfils your goals, whether that involves lots of scanning or not. MISL will build an end to end solution that works, pure and simple. MISL’s mantra says it all: Your data, your way. L FURTHER INFORMATION www.misl.co.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Outdoor Learning

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Emilie Holba

Written by Peter Carne, Learning Away

Sponsored by

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Residentials have a number of positive impacts for students, such as deepening relationships between students and staff, and boosting confidence. Peter Carne from Learning Away shares how to plan, design and deliver a memorable residential trip High-quality residential experiences or ‘brilliant residentials’ provide powerful learning opportunities for young people of all ages and abilities, and have a big impact on teachers. Since 2009 Learning Away has been working with 60 schools to discover the positive impact that these experiences can have on learner engagement, achievement and relationships, as well as the professional development opportunities it can provide for teaching staff. A year 10 student, from Canterbury Academy, said: “When I was at Hampton Court there was just loads of stuff to inspire me. I probably did more hours of work in that one week than I did in the whole term, I just had so much inspiration from it.” LEARNING AWAY Learning Away schools have developed a range of exciting residential programmes that are often teacher and student designed and led, and include a wide range of lengths, activities and venues. Different types have been trialled e.g. low-cost models such as camping (on school sites, locally or further afield), co-construction partnerships with outdoor education and heritage providers, and school exchanges in urban and rural

EDUCATION BUSINESS MAGAZINE | Volume 20.5

environments. Each school focused on the maximised. We are also discovering that challenges relevant to its particular context residentials do not need to be expensive, such as GCSE attainment, Key Stage 2 and can offer good value for money. literacy, family support, transition, cultural diversity and community cohesion. LONG-TERM BENEFITS FOR STUDENTS A final evaluation report into Learning Residentials have a number of positive Away (using information from impacts for students. Evidence from surveys and focus groups with our evaluation of Learning Away y t i l students and teachers) will shows that they can, and a u High‑q tial be published in June, but commonly do foster deeper interim reports have relationships particularly residen es or c highlighted that the between students and n e i r expe sidentials’ residential context with teaching staff. t re n is an environment Residentials also are a i l l l u i f r er ‘b w o where success can proven to improve p e provid pportunities students’ resilience, selfbe celebrated and o where students are confidence and wellbeing, learning r young less judgemental and students’ engagement o f more collaborative. with learning, support people Significantly this sense of students’ achievement and community continues long improve students’ knowledge, after their return to school. skills and understanding. Learning Away has generated new Further to this, residential are key to insights about how and why residentials boosting cohesion and a sense of belonging, achieve these benefits. We now understand smoothing students’ transition experiences more about how to plan, design and and providing opportunities for student deliver brilliant residentials, so that benefits leadership, co-design and facilitation. to the curriculum and to learning are Key findings from the evaluation show that

70 per cent of Key Stage 2 students felt they knew their teachers better and 71 per cent felt they got on better with their peers as a result of their residential experiences. More than 80 per cent of secondary students felt that the residential had helped improve their relationships with their peers and teachers. Interestingly, 72 per cent of secondary students felt that as a result of the residential their teachers had a better understanding of how they liked to learn best. Post residential, the majority of Key Stage 2 and secondary students were proud of what they achieved on the trip (82 per cent and 91 per cent respectively) and these views were maintained in the long-term follow-up surveys (83 per cent and 79 per cent). Additionally, 78 per cent of Key Stage 2 students and 88 per cent of secondary students stated that they felt more confident to try new things as a result of their residential experience. Teachers felt that the residential facilitated development of these outcomes by providing activities and experiences that challenged students and gave them new experiences, as well as the opportunity to develop new relationships within a supportive group environment. Importantly, they also felt that the residentials gave students opportunities to be more independent and helped develop their resilience.

experimental and flexible in their teaching and have more confidence to try different types of teaching. Residentials give them time to reflect on their practice and think more about how they deliver their teaching. The Secondary Staff Focus Group said: “My teaching is much more kinaesthetic, more practical, more moving around, it’s trusting the kids a little bit more to be able to behave. Before the residential, I was probably a little bit afraid about doing that sort of thing, whereas now I know I can handle it, it’s fine and I’m getting much more positive results from it, which is really great.”

POST RESIDENTIAL 58 per cent of Key Stage 2 students thought they would do better in their schoolwork as a result of the residential and 48 per cent felt they would do better in their tests or SATs. The views of secondary students continued to be positive in post residential, with two thirds or more of respondents thinking that as a result of the residential they would make better progress in their subject (71 per cent), had a better understanding of the subject (70 per cent), they were better at problem solving (67 per cent) and would do better in their exams/tests (66 per cent). Secondary students were most positive about how they were taught on the residential, with 77 per cent saying that the way they were taught on the residential would help them do better in the subject. The Secondary Student Focus Group commented: “I wouldn’t normally be in school until this time now [10.30 am] and the trip has made me realise that I need my education, I enjoy education, I enjoy learning and I was in school at half eight this morning, which is a whole two hours before I normally am.”

58 per cent of Key Stage 2 students thought they would do better in their schoolwork as a result of the residential and 48 per cent felt they would do better in their tests or SATs

BENEFITS FOR TEACHERS Residentials also have a number of positive benefits for teachers, who develop better relationships with their students, see them in a completely different light and gain a better understanding of their students’ strengths and limitations Teachers involved in Learning Away also believe that, as a result of their residential experiences, they have become more

THE IMPACT OF RESIDENTIALS Learning Away has identified why residential experiences lead to such positive outcomes. Firstly residentials are a leveller, providing a space where participants are equal and existing barriers and hierarchies can be broken down. This allows students to see different qualities in each other and their teachers, both on the residential and back in school. Additionally, the time, space and intensity of the experience are significant. Participants are away from home for an extended period of time, away from their usual routines and distractions. This provides opportunities for them to be immersed in learning and to

develop positive relationships. Unstructured time also gives opportunities for discussion, self-reflection and more informal learning. Residentials enable participants to create a ‘Learning Away community’; giving them time and space to address personal and learning goals within a supportive environment. They help develop a sense of responsibility and maturity; participants are responsible for themselves and others and this promotes self-reliance and teamwork. Furthermore, the memorability of the residential experience and the shared memories help to maintain the sense of community developed once back in school and to sustain the positive impacts. Providing an opportunity to experience success in a range of practical and physical challenges impacts on confidence, self‑belief, motivation and engagement. Success in residential activities is linked to success in the subject and these memories remain when students return to school. Residentials can provide a context for students and teachers to explore new ways of teaching and learning (e.g. experiential and context-based learning), which help develop students’ understanding and facilitates their engagement with, and progress in, learning. Residentials also provide opportunities

for students to revisit and build on their learning experiences from one day to the next.

Outdoor Learning

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WHAT MAKES A GREAT RESIDENTIAL? In order to provide high-quality or brilliant residentials for all students, schools should try to provide a range of progressive and inclusive residential experiences that are integrated with class-based and LOtC activities. Schools should also develop clear learning objectives for residentials based on student’s needs and share these with providers. Schools should plan to embed and reinforce learning from the residential once back in school and involve students and staff in planning and delivering high-quality residential learning collaboratively. It remains important to recognise and plan for the value of informal social time during residentials and plan for rigorous evaluation as an essential part of the residential programme using both quantitative and qualitative methods. THE SCHOOL COMMUNITY Elsewhere, teachers should look within the wider school community for residential expertise and, when appropriate, for volunteer adults and student leaders. Investigating lower-cost residentials; when appropriate these can often provide better outcomes, as

can using Pupil Premium to support students who would not otherwise be able to attend – Learning Away has demonstrated the positive impact of doing so on achievement. Schools choosing outdoor adventure centres, field study centres or other providers to deliver their residentials should identify a provider who understands the importance and value of a partnership approach, and is prepared to arrange a programme tailored to the needs of your students. Additionally, schools should identify a provider who understands that residentials are more effective when there is active teacher and student involvement in their planning and delivery. Working closely with providers during the planning process to ensure the right mix of activities and delivery, and feel confident to ask them for flexibility is significant, while identifying a provider with accreditation that quality assures the learning experience, as well as safety should be a clear focus. L

Learning Away, a special initiative of the Paul Hamlyn Foundation FURTHER INFORMATION www.learningaway.org.uk www.phf.org.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

residential activity trips let the adventure begin

a teachers view

5 reasons to choose Jca 1. our residential trips represent excellent value for money 2. 94% of last year’s teachers marked the Jca instructors as Good or excellent 3. Free inspection visits, with no obligation to book 4. dedicated regional account Manager to support you all the way 5. dedicated instructor that will stay with your group throughout the stay

“Overall, JCA provides a fantastic experience for every child. Nothing is ever too much for the staff, from the first phone call or email to the teary waves goodbye at the end of your stay. This will be our 4th year visiting Condover and for anyone who wants to experience the best time of their life, we highly recommend that you quickly become a member of the ever growing JCA family” Jill clayton, Flakefleet primary school

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HEALTH & SAFETY

DEMYSTIFYING RISK ASSESSMENTS

In a recent survey of over 2,000 teachers and head teachers, when asked ‘what factors would simplify teacher workloads and encourage them to take school trips?’, nearly 40 per cent of the comments received contained the exact phrase ‘risk assessments’. At the same time, travel companies frequently report teachers asking for unnecessary and excessive paperwork, making the process harder, more complicated and unfortunately less effective. This extra work and confusion is despite educational visits being statistically one of the safest environments for children to be in. First written in 2008 and updated in 2015 this guide illustrates, in non-technical terms, common basic principles and how they can be effectively used to benefit group management plans (my alternative form of words for a school trip risk assessment) and is suitable for all schools.

ownership of the solutions. Likewise, there is every reason to involve pupils in the process, as a good code of conduct will inevitably feature in any group management plan.

WHAT IS A RISK ASSESSMENT? In day to day life the process is quite simple. It usually follows the formula of somebody identifying a hazard, recognising somebody is at risk from the hazard, putting some judgement on the potential likelihood and severity of the harm that might befall them, and then critically putting in place the necessary control measures to rectify the problem. An important consideration is that the action is usually dependent on the person not the hazard. For example, if a pupil was unlikely or unable to follow the simple instruction, ‘sit straight’, the teacher may have felt another control measure, such One as physically moving the chair back to ‘four on the of the ions floor’ was necessary. decis

WHAT IS EXPECTED? Employers need to provide clear instruction hardest eader to and training for their IDENTIFYING for a l o stop an employees and likewise RELEVANT RISKS t s i make t short notice The risks to consider teachers should a d are those associated follow that guidance, activity roup of excite but the process need with your own group with a gpils without not be complex. management, which pu Essentially, group leaders is different to thinking repared a pre-p ative need to be duly diligent in about the whole safety preparing a management plan management of any location. altern for their visit, but they do not have Many leaders have made the to demonstrate superhuman powers of mistake of asking for reams of risk pre-cognition. They simply have to deal with assessment material from suppliers, which in what is reasonably foreseeable and respond fact hinders a good process. Thinking about within a reasonable range of measures. what is likely to happen and considering ‘what A risk assessment for an off-site activity if?’ is a useful way of approaching this. could almost be thought of as the recorded When deciding on how to control a group minutes of a staff meeting, where the in any situation, leaders should consider challenges that are reasonably foreseeable a range of measures that work together. in a particular activity are discussed, and These can be grouped under three headings: the actions identified to address those Supervision, Protection and Training. challenges are decided upon and recorded. Individual circumstances will dictate the There is no expectation for insignificant risks control measures needed, but using the to be included in a written risk assessment; three headings when deciding ensures a professional judgement, particularly when full range of measures is considered. backed by experience, is sufficient to deal with dynamic situations within schools GENERIC RISK ASSESSMENTS and it is no different when off-site. There is a commonality of hazards affecting It’s recommended that two or more groups in similar situations. Many situations group leaders participate in the planning on visits can be assessed in this way and this process. This shares knowledge and skills, approach is useful to keep in mind, as it allowing others to be involved and take starts an effective and relevant assessment

ADDING ESSENTIAL DETAIL This step builds on the Generic Risk Assessment by recognising the individual nature of each group is unique and needs will vary from one group to the next. In addition, it is likely that the individual makeup of a group will vary year on year, which should also be taken into account; inclusion issues are a good example of this. The unique dynamics of the group, and the individuals within it, dictate reasonable and appropriate control measures. Therefore, it is inappropriate to consider Generic Risk Assessment to be sufficient or for anybody without intimate knowledge of the group to attempt to complete this phase of the group management plan. Where there is no existing experience of a location, a site visit is useful. There is no substitute for first-hand knowledge. Think of a pre-visit as ‘walking the course’ – such pre-visits add the fine detail to the group management plan. Site visits are also useful when developing the educational outcomes for the visit. Where site visits are not possible, or to obtain updated information, tour companies will normally be very happy to pass on their local knowledge, which can be used to inform (not substitute for) the leaders own plan.

Written by The School Travel Forum

With research suggesting that risk assessments put teachers off taking a school trip, the School Travel Forum shares the basic principles of risk management before and during school trips

procedure. These can be usefully recorded as Generic Risk Assessments. Once established Generic Risk Assessments can be used again and again or shared. They may come from elsewhere within the school or the local authority. Employers should provide these and it is recommended that employees use them. However, it is important to recognise that a Generic Risk Assessment is not in itself sufficient. Even if you return to the same place on a regular basis, the plan needs to be considered further, because the make up of the group – leaders and pupils – will be different every time and it’s essential to consider this.

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HAVING AN ALTERNATIVE It is important to think of the obvious ‘what ifs?’ Again, leaders are not required to consider all the many, minor details that could possibly change, but certain common problems should certainly be thought about, for example: What if a venue is weather dependent and can’t be used? What if there is a sick child, how will the sick child be looked after and what’s the effect on the rest of the group? What if one of the members of staff falls sick? One of the hardest decisions for a leader to make is to stop an activity at short notice with a group of excited, expectant pupils without a pre‑prepared alternative. The ultimate Plan B is an emergency procedure for worst-case scenarios. These should be already established by the employer and must be understood. It is prudent to ask about a tour operator’s emergency procedure and check how it fits into the school’s. MAKING THE PLAN WORK Armed with the group management plan (including Plan Bs), leaders will have a E

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

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HEALTH & SAFETY  well-considered approach to the visit. contracting out visit organising, schools can However, the world is a dynamic place better allocate their employees’ time to develop and management of safety ‘on the their own management plan and the delivery ground’ is key and appropriate skills and of the educational content of the visit. experience in leaders are called for. Any school undertaking the self-organisation For many situations, the group management of a school trip is required to exercise the skills exercised within schools are suitable, same duty of care including the same particularly if the process is backed by level of supplier verification as a reputable a good planning process. If the activity or tour operator would do. This will include circumstance is very ‘technical’ or outside accommodation, transport, visits and activities. a leader’s experience, consideration should be In addition, any redress for shortcomings will given to recruiting expert help; this might be have to be pursued locally, significantly adding in the form of a local guide or instructor. to the difficulties of doing so. However, the UK’s It’s recommended that group leaders discuss Package Travel Regulations (PTR) cut through the coming day’s plans and possible variations consumers’ difficulties; if you purchase travel before setting out. Again, after they return, as a package the tour operator is completely they should review the day and look forward responsible for the actions of any third party to the next. These meetings can be short and supplier. No chasing overseas settlements, the informal and jotting down any changes on the school’s first and last call for redress is the travel management plan forms a useful and easy company. In addition, the PTR ensures tour world book and record of the decisions made."The Additionally, as is a operators have tothose offer financial protection, the majority of educational visits follow but travel booked as separate elements doesn’t who dosimilar not travel read only a patterns, it is very good practice when the tour enjoy that protection. With a school trip costing page." is finished to get together with colleagues, in the thousands of pounds and the potential for - St. Augustine reflect and review the planning process and minor or major disruption of plans, protection risk assessments used. The daily notes from of the funds entrusted by the parents to the the visit will inform this review. The results can school and meeting the expectations of all are be used to inform next year’s or other visits. essential considerations. That doesn’t mean schools have to get something that doesn’t REDUCING WORK AND LIABILITIES their needs; packages "Travel teachessuit toleration." - can be completely Use of a properly selected tour operator can tailor-made from scratch, the main stipulation Benjamin Disraeli substantially reduce liabilities and work load. By is for the elements to be purchased together.

CHOOSING A GOOD PROVIDER The Council for Learning Outside the Classroom (LOtC) Quality Badge encourages providers to have their safety and quality standards verified by independent, inspection regimes. The Quality Badge provides a quick and easy means for party leaders to ascertain that a provider has been inspected and accredited to a level that meets all the usual assurance requirements of a well-informed and competent party leader. Where the provider holds a LOtC Quality Badge, the OEAP considers no further assurances are necessary. The School Travel Forum is a not-for-profit organisation dedicated to promoting good practice in school travel. In late 2008 the STF were appointed by the Learning Outside the Council Interim Council (an independent charity set up by the UK government in 2008) to act as the Awarding Body for the Study & Sports Tours Sector of the LOtC Quality Badge and our standards adopted as the benchmark for all companies operating in that sector. Membership includes the greater majority of specialist study, sports and ski tour operators in the UK selling into the UK schools market and they carry over 16,255 school groups annually. L

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Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Setting the standard in school gym solutions If you’re a school creating a facility from scratch, renovating, refurbishing, or need help to source equipment or flooring, we’ll ensure that you get the best solution for your needs.

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GIVING GIRLS SPORTING CONFIDENCE Fear of judgement is stopping many women from taking part in exercise. But as thousands of women up and down the country are proving, it really doesn’t have to be a barrier. Sport England provides the inside track on the ‘This Girl Can’ campaign You might have seen the adverts on the television, on billboards across the country, or seen it on social media. Or you may have seen women and girls jiggling, wiggling and having fun. This is because at the start of the year, Sport England hit the world’s media with a bold new campaign – This Girl Can – designed to give girls and women the confidence and belief they need to be more active. At present, there are two million fewer women than men regularly playing sport. There are 9.4 million women in England aged between 14-40 years old, and when asked, seven million say that they would like to participate more in sport and physical activity. Sport England’s research found that four million women are currently active at least once a week but want to do more. This means that there are three million who are not currently active.

These barriers certainly exist. But Sport England’s groundbreaking research, which underpins This Girl Can, has identified fear of judgement by others as a significant and unifying barrier to girls and women taking part in physical activity and sport. That could be fear of being judged on appearance, ability, or how they’re choosing to spend their time. The research found factors included getting sweaty, changing in front of others, no equipment/clothing or even the need to wear lycra. Other reasons include the fear of not being fit enough, forgetting the rules, the sport being too competitive, and even male instructors. Whatever the judgement barrier, This Girl Can wants to tackle it head on.

er Whatevlevel, ill your sk Can aims l This Gir brate the to cele girls and y everydahat take part t women ort and are in sp ically phys e SCHOOL INVOLVEMENT activ Schools are in an ideal

WHY THE RELUCTANCE? Throughout the last two decades, much research has been done to identify why so many women and girls appear reluctant to take part in physical activity and sport. Much of this work has focused on the obvious physical barriers, such as cost, time, access and transport.

position to help and encourage girls to be physically active and Sport England has invited schools to share the messages and images of This Girl Can with their students to encourage them to engage and interact with the campaign. Since the start of the campaign in January 2015, over 800 schools and colleges have become approved partners of the This

Written by Sport England

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Girl Can campaign, downloading posters and artwork from the website to promote activities in schools and PE lessons. This is just the start, however, and we want more schools to get involved so that more students feel that they can too. To support the work of This Girl Can with schools further, Sport England has commissioned the Association for Physical Education (afPE) to develop resources that help secondary school teachers to plan engaging, interactive workshops for their students. Six workshops have been designed that focus on helping young people develop the personal and social skills needed to manage the opportunities and challenges in life, which impact on their own and others’ health and emotional well-being and their involvement in physical activity. With three themes, including ‘Can You?’ ‘How Can I?’ and ‘So Can I’, the resource provides delivery notes and information for teachers, and over 20 innovative and interactive student tasks. These include downloadable video clips, visual materials, lively debates, opportunities to discuss sensitive concerns and learn strategies to develop personal skills such as self-esteem, confidence, optimism and empathy. This all benefits their health and emotional well-being. The flexible and interactive tasks can be combined and adapted for use in assemblies, Physical Social Health Education (PSHE) sessions and afterschool clubs. Armed with these practical strategies, students can begin to feel empowered to make positive decisions in their lives, and to use this positivity to engage in and commit to physical activity and sport; experiencing for themselves the wealth of benefits it can bring them. E

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Design, Build and Maintain Service all Sports Surfaces All Weather Pitches Tennis Courts Athletics Tracks 3G Pitches Landscape Grass Maintenance Services

Smith Construction (Heckington) Ltd, and turf manufacturers, Limonta Sport, a FIFA preferred producer have combined their skills and expertise to form a joint venture company, Limonta Smith JV Ltd and have successfully secured a place for the second consecutive time, along with six other suppliers and installers to be part of the new Framework Agreement. The Football Foundation (FF), The Football Association (FA), Rugby Football Union (RFU), England Hockey and Sport England have come together to establish a means of ensuring that the procurement and installation of the country’s artificial grass pitches (AGPs) are of a consistent quality and price. The new Framework Agreement ensures suppliers, who have been handpicked on the basis of their expertise, always deliver quality, value‑for‑money AGPs. Limonta Smith JV Ltd is delighted to have been a part of their previous framework, which was introduced in 2010 to address concerns over the quality of some pitches and the inconsistent through‑life support offered by the industry at that time, and are looking forward to constructing projects under the new framework agreement. As part of the framework, Limonta Smith JV Ltd, along with the other suppliers, have constructed numerous facilities for developing clubs with talented and aspiring sports men and women. The initial Framework has delivered more than 120 new AGPs for both football and rugby. Forecasts suggest that this new Agreement, which is now accessible to an extensive list of Contracting Authorities, such as local authorities, schools and other supporting bodies irrespective of where the funding originates from, will deliver 300 new and refurbished pitches over the next four years. It covers a range of artificial surfaces, including water‑based, sand‑based, as well as third‑generation (3G).

Girls in Sport – Middlesbrough Football Club Foundation receive 3G Football as part of the framework agreement Limonta Smith JV Ltd began work at the end of March to refurbish Middlesbrough Football Club Foundation’s current sand-filled all-weather pitch to provide a state‑of‑the‑art 3G community football pitch including a new land drainage system, repairs to the existing sub-base, new fencing and floodlighting system and a spectator viewing area. The £560,000 project was made possible by funding from the Premier League & The FA Facilities Fund and delivered by the Football Foundation. Middlesbrough Football Club Foundation is Middlesbrough Football Club’s independent charity set up by Chairman Steve Gibson in 1996. MFCF uses the power of MFC brand to engage with the community to provide opportunities for disadvantaged young people and adults to maximise their potential to achieve. The Foundation deliver’s enterprise education lessons to over 3,000 Secondary Schools students each year, and have engaged over 10,000 people at their Herlingshaw Centre. The Foundation have affiliated 10 new disability football teams in local leagues in 2014 and have provided diversionary activities on an evening for young people in 8 of the most deprived wards in Middlesbrough. The Foundation are also delivering satellite football clubs, every week for 30 weeks, for females only encouraging females to play football. Helen Pinder, Head of the Foundation said, “It’s fantastic for Middlesbrough Football Club and the local area to have received this funding for a new 3G pitch. The process has been very smooth and the works are coming along well. Our plan is to open the facility on 1st July 2015. We deliver a lot of activities locally and the new pitch will allow local people to access a state of the art facility. It can only be good for the area.”

For help & advice call us on 01529 Station Road, Heckington, Sleaford, Lincolnshire NG34 9NF

461 500

Email:info@smithsportscivils.co.uk Facebook: Smith Construction (Heckington) Ltd Twitter: @smithsportscivi Google+: Smith Construction (Heckington) Ltd

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Sport

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HEALTH & WELLBEING

“I make exercise a family affair. My kids are part of the workout routine. It’s fun, and I really hope it has a positive effect on how my children view exercise as they grow up”  HEALTH BEHAVIOUR CHANGE For some young people, however, it may not be enough to give them the right information and access to exciting and/ or new experiences of physical activity and sport in the hope that this will inspire them to be active now and in the future. Leading healthy active lives involves health behaviour change which is a very complex process. This resource aims to help girls feel that they can access and use physical activity in order to make a difference to their own health and emotional well-being. The workshops help students to understand the social and emotional skills which will empower them and support their journey to becoming more physically active, confident, happy and successful in other aspects of their lives. The campaign shows people that girls and women can relate to, who have similar lives, and face the same internal battles when it comes to exercise. Skyla, a 14 yearold student from Forest Hill is a perfect

example. Despite being a self-described ‘girly girl’, Skyla loves the toughness that sport offers. Following the London 2012 Olympic Games she was inspired to take up boxing. She describes the discipline needed for boxing as intense and says it has helped her focus at school. However she can still box while still being a ‘girly girl’, as shown by the poster she features in which says: ‘Under these gloves is a beautiful manicure’. THIS GIRL CAN CASE STUDY – KELLY Kelly, 31, is a single working mum of three from Bury, near Manchester. Kelly has found a distinct way to fit exercise into her life since she had her third child – by working out at home, with her children. Kelly said: “After I had my third child I just felt sluggish, I didn’t have any energy. I was due to go back to work and didn’t feel good about myself and that gave me the kick-start I needed to find a way to prioritise getting active. I make

exercise a family affair. My kids are part of the workout routine – we put on music or a DVD on and just go for it together. It doesn’t feel like a pain to do it because it’s fun, and part of our life, and I really hope it has a positive effect on how my children view exercise as they grow up, so being active won’t feel like a chore, but just something they naturally do.” This Girl Can aims to celebrate the everyday girls and women that take part in sport and are physically active by saying that it really doesn’t matter if you are a bit rubbish or completely brilliant, and the main thing is that you’re doing something. The campaign will continue to use prime time TV advertising, billboards and cinema and shopping centre screens to put images of real girls and women exercising on the national stage and use social media to continue the debate about attitudes to female sport. The impact of the campaign will show that every girl or woman, no matter what shape, size or ability, can take part in sport and physical activity without worrying about fear of judgement. The overriding message is no matter what, This Girl Can. L FURTHER INFORMATION www.thisgirlcan.co.uk

Exercise for young people with Sunshine Gym After appearing at this year’s Education Show at the NEC we have been inundated with enquires from schools throughout the UK wishing to add something different and exciting to their playgrounds. Teachers are using the Outdoor Fitness Equipment as another lesson and are fitting enough equipment so that up to 30 pupils can use the equipment at any one time. All equipment can be purchased using the PE and sport premium for primary schools government funding programme. The equipment shown (suitable for Key Stage 1 & 2, consisting off Children’s Horse Rider, Children’s Double Health Walker, Children’s Double Slalom Skier & Children’s Waist Twister) was delivered and installed at a total cost of £3,917.40 + VAT (Includes 10% discount). Equipment can be installed in grass with grass matting as an alternative. Free site survey by Register of Play Inspectors International level II qualified technicians.

10% d on equ iscount ipmen by quo t only ti ‘SCHOO ng when m LS 10’ aking a n enquir y

“Preparation and installation was efficient and with minimal disruption to the school. Communication was excellent and Sunshine Gym were keen to provide a level of customer service that we appreciated.” Miss Lynn Kelly (Head Teacher) Oakhill First School, Worcester

Call for free site survey on 01952 580520 or see website for further details www.sunshinegym.co.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

The logical Solution The logical Solution The logical Solution The Solution

Putting a pool under cover is a realistic and affordable solution to coping with unpredictable weather in all seasons. Putting a poolunder undercover coverisisaarealistic realisticand and affordable affordable solution to seasons. Putting a pool to coping copingwith withunpredictable unpredictableweather weatherin inallall seasons. Putting a pool under is a realistic andbetter affordable solution to coping weather in all seasons. Thecover product is factually and more advanced thanwith anyunpredictable other on the market; Theproduct productisisfactually factuallybetter better and and more more advanced than any other on the market; The advanced than any other on the market; it offers more features and more flexibility of design. itoffers offersmore more features andadvanced more ofofdesign. and more flflexibility exibility design. The product isitfactually betterfeatures and more than any other on the market; it offers more features and more fl exibility of design. We offer xed price price package: package:custom customdesign, design,manufacture, manufacture, construction and installation by factory engineers. We offera fiaaxed fifixed We offer price package: custom design, manufacture, construction constructionand andinstallation installationbybyfactory factoryengineers. engineers. We offer a fixed price package: custom design,have manufacture, construction and installation by factory engineers. Thebuildings buildings have aten-year ten-year factory guarantee. The factory The buildings have aa ten-year factory guarantee. guarantee. The buildings have a ten-year factory guarantee.

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PHYSICAL ACTIVITY

School Sport

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ACTING ON INACTIVITY

With overwhelming strains on the NHS and inactivity said to cost the UK economy £20 billion a year, it is crucial to engage children in being active from a young age. ukactive outlines its plans for the coming year to get more children, more active, more often Written by UK Active

March 2015 saw the formal integration of Compass – the nation’s leading representative body for children’s physical activity providers – into ukactive. This marriage culminated in the birth of ‘ukactive kids,’ a new dedicated branch of the ukactive organisation which specifically focuses on championing children’s physical activity in the UK. ukactive is the leading representative body and advocacy voice for physical activity in all forms in the UK, working with over 3,500 organisations that have a role to play in helping it to achieve its mission of more people, more active, more often. Membership spans a broad range of partners in the public, private and third sector, all of whom are dedicated to improving the health of the nation by getting people of all ages moving. The main catalyst for the merger between Compass and ukactive was the obvious benefits that such a move would take in uniting the network and policy reach of ukactive’s award winning campaigning team with a activity army present in thousands

It l to is cruciahildren c engage g active in bein ng age, in you from a o implement order t l activity as physica havioural organisation have now been the be rm invited to join ukactive. Many no

of playgrounds, sports halls and public spaces supporting children and young people to discover the fun of an active lifestyle. The two bodies shared an overwhelming agreement that the awareness of children’s total activity needs to increase. MORE THAN JUST PE LESSONS The fundamental belief that efforts must be focused on correcting physical inactivity amongst children in all settings, including schools, was a shared one. They agreed that this was about more than just PE lessons – it was about a wider lifestyle pattern, supporting children to enjoy 60 active minutes per day, encouraging schools to take a whole school day approach to promoting activity (including the means of commuting to school), and championing the integration of activity into established lessons, reducing sedentary behaviour in the process. Around 40 top tier children’s activity providers that made up the Compass

of these members work tirelessly throughout the year in schools and beyond, instructing, encouraging and most importantly engraining a love of activity in children. They bring to ukactive first-hand experience of the most fun and impactful methods to engage inactive children and to maintain their interest with a natural enthusiasm for being physically active. Engaging the disengaged is a key priority for ukactive Kids, and the organisation is committed to the notion that there are numerous fun and accessible activities that lie outside the realms of competitive sport and PE lessons that can serve to bring the joy of physical activity to the most disengaged children. Furthermore engraining physical activity throughout the entire school day such as incorporating small and fun elements into lessons outside of PE can also benefit children who are less physically confident. This can be as simple as using more physically active E

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Specialist suppliers of high quality aluminium goals & disability sports equipment to schools, academies & universities Please contact our team Tel: 0114 221 5291 email: info@goalfixsports.com www.goalfixsports.com MADE IN THE UNITED KINGDOM

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Mr J A Brown MA BA (hons) QTS NPQH Headteacher We are absolutely delighted with the purchase of our goals from Goalfix. It was fantastic to hear the children say that they felt like real footballers when using the goals. The customer service team advised us clearly and what would be appropriate for our school and supported us with our Football Foundation grant. I would heartily recommend anyone who wants to improve their sports provision and give the children the best equipment that they can get.

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St Joseph’s College

Ipswich School Enhances its Elite Sports Offering with TigerTurf St. Joseph’s College in Ipswich has enhanced its sports facilities with a state-of-the art, floodlit synthetic pitch manufactured by TigerTurf UK and installed by Agripower Ltd. The surface was installed as part of a wider investment in sports facilities at St. Joseph’s which includes tennis and netball courts, and also a new changing area. The new surface was installed as part of a wider investment in new sports facilities also including tennis and netball courts, and new changing facilities. Supplied by leading synthetic turf Date project completed: November 2013 Surface: Evo Pro Contractor: Agripower

manufacturer, TigerTurf, the highly accredited Evo Pro product with a blue inner and a striking magenta outer, has been developed to offer an exceptional multi-sport surface. Magenta was chosen in a bid to encourage girls of all ages to participate in sport as part of the school’s ever popular sports department. Built with a sand infill, Evo Pro is also fully compliant with the International Hockey Federation’s (FIH) National standard -guaranteeing professional quality player interaction and a satisfactory standard for international matches and/or tournaments.

TigerTurf

The UK’s premier artificial turf manufacturer 01299 253 966 UKinfo@tigerturf.com

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PHYSICAL ACTIVITY  methods to answer questions, a fun and engaging way of reaching younger children. On the quest to make more people, more active, more often, ukactive understands that it is paramount to improve the health of the entire nation and not just particular sections. This integration has brought many more committed, determined and knowledgeable children’s activity stakeholders into ukactive and our reach and available expertise in the children’s activity landscape is at an all-time high. THE LEAST ACTIVE GENERATION IN HISTORY It’s never been a more important time to address this issue. The modern day child is surrounded by a glut of technology and entertainment platforms that can engage them for hours without them moving from their seat. Such inactive lifestyle choices are lending themselves to what Lord Sebastian Coe has dubbed ‘the least active generation in history’. The children’s inactivity problem is perhaps of little surprise when we also acknowledge the poor example being set by adults, with 29 per cent of adults in England failing to do at least 30 minutes of moderate physical activity a week.

be promoted and children’s fitness levels should be measured together with the height and weight measurement that takes place through the National Child Measurement programme. ukactive Kids passionately believes that activity should be given just as much emphasis in the curriculum as English, Maths and Science, as it is an essential component of a child’s development and their mental and physical wellbeing. Currently parents have an awareness of how their children are progressing in core subjects such as English and Maths, but this same importance is not afforded to their children’s fitness or activity levels with very little formal measurement or tracking. It’s like measuring the performance of Maths by assessing how much is on the timetable, as opposed to the attainment of young people. It’s time to ensure no child is left behind, with personalised support and engagement to support any child falling behind before they’re turned off activity for life. 2015 ACTION PLAN Dean Horridge, founder of Fit for Sport, former Compass chair and now chair of the ukactive Kids Board, stated: “At a time when the new government will be looking

It’s time to ensure no child is left behind, with personalised support and engagement to support any child falling behind before they’re turned off activity for life With a strained National Health Service and inactivity said to cost the UK economy £20 billion per year it is essential that we stop the sedentary practices of today’s young people continuing into adulthood. It is crucial to engage children in being active from a young age, in order to implement physical activity as the behavioural norm, and increase the likelihood of them remaining active later on in life. As figures released in 2013 show, the numbers of young boys and girls meeting the Chief Medical Officer’s (CMO) physical activity guidelines of 60 minutes of moderate to vigorous intensity physical activity a day has fallen below one in five. Being active can help prevent a vast array of chronic and cardiorespiratory diseases such as diabetes and heart disease and being physically active every day is vital for the healthy growth and development of babies, through to school-age children and teenagers. In addition to preventing illness, young children who are more physically active are more likely to achieve higher academic success, less likely to develop mental health problems, and less likely to start smoking than children who are more sedentary. This is why activity within schools must

to robustly review its approach to children’s activity it’s essential that the sector has a strong, unified voice on the critical issue of promoting an active childhood.” This ambition to get children more active will be integrated across all ukactive activities. For example, this year’s National Fitness Day on 9 September will give schools the tools to run events aimed at engaging higher numbers of school children in physical activity and integrating this into the school day. ukactive Kids will work closely with Ofsted, the Department for Education and the broad range of stakeholders with an interest in this agenda because it will take our collective effort to raise awareness of children’s inactivity and plant the seeds of change to improve the health of this nation’s children. To date, the existing evidence base for children’s physical activity and fitness levels is vastly inferior in comparison to the evidence base for adult physical activity. To put it simply there is just not enough data to give us the complete picture of children’s activity and fitness in the UK. The many experienced children’s activity providers that are core members of ukactive Kids, have an invaluable first-hand insight and are a fantastic source of primary data in expanding the evidence base. ukactive Kids

School Sport

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will encourage its members and the wider activity sector to help expand this evidence base by working in closer collaboration with government and the academic community, sharing data and insights in a professional way that enables all to improve their services and support provided to schools, parents and young people. INAUGURAL CHILDREN’S ACTIVITY REPORT ukactive’s 2014 Turning The Tide campaign raised the profile of physical inactivity as a top tier public health issue through the publication of two ground-breaking reports. With a similar impact in mind ‘ukactive kids’ will publish their first report examining the ways in which the most inactive generation in history can be encouraged to become more fit and active in June 2015. The report was produced using extensive primary and secondary data, interviews with senior teachers, experienced children’s activity providers and leading academics. To gain unique primary data, ukactive Kids sent freedom of information orders to over 200 primary schools and primary academies in England to explore the steps they took to record and measure children’s fitness and activity levels, from sophisticated measurements of cardiorespiratory fitness and motor skills to basic tracking of time spent in PE. Some of the results gathered were found to fall far short of expectations, and emphasises the need for government and key stakeholders to continue to support schools when it comes to promoting and assessing children’s activity and fitness. The report is set to be launched at a set piece event for key children’s activity stakeholders, policy makers and leading figures in the Education sector on the 16th June 2015. The event which will be the first official speaking engagement of the new ukactive chair, Baroness Tanni Grey-Thompson, will take place in the form of a Children’s Physical Activity Symposium and dinner. It will bring together the leading minds on children’s activity and the surrounding debate to answer the question of how to solve the problem of generation inactive and set a course for the next government to turn the tide of children’s inactivity. It will also be a chance for stakeholders to hear the latest thinking on policy and the research underpinning the next steps in policy development. The arrival of ukactive kids marks a seminal moment in the history of the organisation and the children’s physical activity sector. ukactive will continue to do its utmost to halt the growth of this inactive generation so our young people can have a brighter and healthier future and looks forward to working with all stakeholders to make this happen. L FURTHER INFORMATION www.ukactive.com www.compassassociation.org.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Security

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Well Educated Banking www.lloydstsb.com/ schoolbanking

SCHOOL SECURITY

Written by Matthew Grimley, British Security Industry Association

STUDENT SAFETY BEFORE, DURING AND AFTER SCHOOL

The rise in the levels of bullying and violence, coupled with new safety threats such as terrorism recruitment, has led to an increasing need for improved security measures in schools and colleges, writes Matthew Grimley of the British Security Industry Association

on who can gain access, through which entry point and at which times of the day.

The issue of security in schools is as important today as it ever has been. The safety and wellbeing of schoolchildren is a front that school staff and parents can unite on; amidst new security concerns, student safety is being pushed further up the agenda. An apparent escalation in the levels of bullying and violence, coupled with newly emerging safety threats such as terrorism recruitment, has led to an increasing need for improved security measures in schools and colleges. Recent high profile incidents, such as the London schoolgirls who absconded to Syria, have highlighted the need for schools to protect their students before, during and after the school day. Whilst private security solutions in schools is not a new concept, there is still much debate over its effect on the learning environment. The use of CCTV in schools, for example, has been widely debated, with a particular focus on the issue of civil liberties. However, in light of recent incidents, more schools are adopting secure learning environments to increase the confidence of parents, staff and students alike. BEFORE SCHOOL SECURITY With such a transient population of staff, students and suppliers moving through the school gates every morning, the first security measure that should be considered is physical access to the school grounds. Access to the school grounds can be controlled using a variety of solutions, with the most effective using a combination of access control measures. Access can be controlled in the first instance by having secure perimeter fencing with sufficient height and strength, climbing impediments and secure ground fixing. A

EDUCATION BUSINESS MAGAZINE | Volume 20.5

DURING SCHOOL SECURITY Access control technology can also be used during school hours to limit the access of unauthorised persons to certain specific areas of the site such as science laboratories, IT suites and offices, to protect schoolchildren and staff. The use of CCTV in the classroom is becoming increasingly common in the wake of incidents such as the tragic murder of school teacher Ann McGuire in her classroom last April. Whilst there has been opposition from antiCCTV campaigners, the use of surveillance in the classroom is often welcomed by students, staff and parents alike, with a reported 90 per cent of secondary schools in the UK now using them. Cameras in the classroom can be used to help address and deter a number of day-to-day issues such as bullying, smoking, drug use, theft and violence towards staff. Camera surveillance provides unbiased, impartial evidence which can be used to resolve issues quickly and fairly. Cameras are also proving a useful tool for teacher training and improving the educational standards of a school. Footage recorded by CCTV cameras can be used by teachers to give feedback to colleagues and to display good practice. One comprehensive school in Salford, Harrop Fold, has seen the percentage of pupils achieving 5 GCSEs at grade A*- C rise from 18 per cent to 52 per cent. Head teacher, Antony Edkins, believes the introduction of surveillance cameras have made ‘a very significant’ contribution to the rise in attainment levels. Some schools are now employing the services of security officers to help maintain a safe and secure learning environment and to deal with some of the traditional porter duties. The role of security officers in schools has evolved to meet today’s needs, with more private security companies introducing specialist security officers known as ‘safeguarding wardens’. The wardens have experience of working in schools and colleges, giving them an understanding of the types of day-to-day incidents that are likely to occur. Safeguarding wardens can provide support

l Interna ess acc school ntrolled co can be ess control cc using a s, providing system ated entry autom authorised only to ividuals ind

secure perimeter will ensure that visitors to the premises can only gain access through designated gateways which can be monitored so that only authorised visitors can gain access. Gateways can be monitored using the presence of a staff member, or increasingly, the use of security officers to deter unauthorised access and provide a point of enquiry for visitors. Uniformed security officers can provide support to teaching staff during these particularly busy times of the school day, deflecting some of the enquiries, dealing with deliveries and escorting trespassers off the premises. Once through the school gates, access to the internal buildings can be controlled using access control systems, providing automated entry to authorised individuals and denying access to any unauthorised visitors. Access control systems consist of three key components known as the physical barrier, the identification device and the door controller software. The physical barrier usually consists of a door secured with a magnetic or strike lock and turnstiles or speed gates which limit access to the premises to one person for one card presented. The identification device provides authorised individuals with a method for gaining entry through the physical barrier, usually in the form of Radio Frequency Identification (RFID), smart card and reader, swipe card and reader or PIN entry pads. Door controller software makes the decision

to teaching staff when incidents occur, helping to resolve situations quicker and enabling the teaching staff to return to their lessons. AFTER SCHOOL SECURITY Due to the high value nature of equipment often kept in schools, the security of the site when not in use is equally important to consider. To further enhance physical security measures such as perimeter fencing, ground floor rooms can be further secured using security rated locks, security grilles or shutters. The addition of motion activated lighting to physical security measures can further deter would be intruders or vandals. An alarm system is a key component of any school’s security repertoire and is an essential back up for physical security measures. Alarm systems not only deter intrusions from occurring, but also enable a quick response by security teams or the police in the event of an intrusion taking place. The development in digital technology has drastically reduced the cost of installing an intruder alarm system and the ability to transmit data across existing computer networks, enables end users to install comprehensive systems across multiple sites. The effectiveness of intruder alarm systems depends on the reliability of the Alarm Receiving Centre monitoring activation signals, both to determine genuine activations and,

HEALTH & SAFETY

Security

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Whilst there has been opposition from anti‑CCTV campaigners, the use of surveillance in the classroom is often welcomed by students, staff and parents alike, with a reported 90 per cent of secondary schools in the UK now using them more importantly, to ensure a quick response. The advent of digital CCTV and video‑over-IP protocols now enable staff in the Alarm Receiving Centre to verify activations remotely through the use of real-time video and audio, drastically reducing the number of false alarms. In fact, many police forces now require verification before they respond, as part of their false alarm management policies. EQUIPMENT MARKING A final consideration for school security is the marking of valuable equipment. Property marking is the permanent identification of goods to deter thieves by providing evidence that links them to the scene of a theft and enables stolen goods to be returned to the owner. Schools are encouraged to protect property such as IT equipment, projectors and televisions by marking the school’s name on them or by using forensic marking technology

that works in a similar way to DNA solutions. Equipment can also be registered to databases so that any recovered stolen goods can be traced back to the owner. Complementing property marking with clear signage on doors and windows will further deter would-be thieves. Choosing the right security solutions will differ from school to school, but it is clear that all schools should be using a combination of measures to ensure the safety of the premises, children, staff and visitors. Obtaining professional advice when assessing security needs can ensure the effectiveness and costefficiency of deploying new security solutions. Reputable suppliers belonging to the British Security Industry Association will provide written recommendations, specifications and quotations free of charge and without obligation. L FURTHER INFORMATION www.bsia.co.uk

DOCUMENT MANAGEMENT

Helping schools manage Magenta - Helping you the ‘business side’ of things make the right decision

At the 2015 Annual Conference of the National Association of Headteachers, Russell Hobby, NAHT general secretary, said: “The demands placed on leadership have never been greater and the job has never before carried so much risk along with it. That level of risk is unsustainable.” For over 25 years Croner has helped thousands of schools and many local authorities keep upto-date with the latest education and workplace regulations and therefore the company knows just what those risks are. Croner can help clients manage the ‘business’ side of running a school so that they can concentrate on teaching and learning. The company’s market-leading information products include

Magenta Technology is a specialist business equipment supplier. Since 1995 it has developed into a specialist print supplier with brands Sharp and Samsung and has an enviable reputation for looking after its clients. information and advice on Magenta Technology has held the administration, managing staff, ISO 9001 Certification since 2009 pupil welfare, health and safety, which endorses the company’s SEN, employment law, school commitment to customer care facilities, financial management, and service support, and it is governance, curriculum and also members of NAPPS which governor assistance. These confirms its commitment to are tailored to the needs of ethical company standards. leaders in primary, secondary Magenta Technology’s account and independent schools. managers have a wealth of Croner’s expertise isn’t limited experience to guide a client to information; the company through what seems to be a has a variety of consulting and jungle of specifications, prices advisory services from telephone and finance options to arrive at advice to management software, the right solution for the client. audits and training, covering the Understanding the client’s key areas of employment law needs and targets is why its as well as health and safety. repeat business ratios are so high, and staff has been supporting FURTHER INFORMATION some clients for over 30 years. Tel: 01455 897147 Improvement to client’s costs, partnership@wolterskluwer.co.uk workflow, productivity, security,

and providing new features such as mobile device printing and scanning all of which are done through tailoring the correct equipment with the most effective software solution. Magenta Technology has grown through customer referrals and reputation and can supply equipment nationwide, through its network of Sharp and Samsung partner’s to ensure that a multi-location installation is carried out seamlessly. FURTHER INFORMATION Tel: 01432 278296 www.magenta-tech.com

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Products & Services

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HOUSING

ENERGY

Coast2Coast Group is an established and thriving insulation and renewable energy provider covering the Wales and the South West. Established in April 2013, Coast2Coast Group has helped thousands of customers across the UK become warmer and more energy efficient. The company is dedicated to educating its customers about the benefits of installing energy efficient upgrades to their homes. Not only will this help them become more energy efficient, but will also save them money. Since the establishment of the company, Coast2Coast has developed into Wales’ leading insulation and renewable installer, whilst also being nominated for Best Insulation installer of the year. To date, the company has insulated over 5,000 homes across the UK and advises customers on a daily basis about how they

Hamilton’s has been at the forefront of the External Wall Insulation market for nearly 20 years and has an enviable reputation in the industry. Here, the company focuses on one of its current schemes, a former Navy housing estate with some challenging issues. The properties, which were built in the 1960s for the Navy, have received a full structural External Wall Insulation system, external fabric repairs, new flat roof system and solar panels which are connected to each property, delivering a much needed improvement to the energy efficiency of the building and helping to reduce residents fuel bills by as much as £450 per year. Daniel Mackie, Business Development Director from Hamilton’s said: “As well as dramatically improving the efficiency of the properties, the block has a brand new look which continues the regeneration of the estate.”

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can save energy and money. Coast2Coast Group prides itself on providing up to date information on a range of services which includes Loft Insulation, Cavity Wall Insulation and External Wall Insulation. Additionally, the company provides Solar PV, Solar Thermal and Biomass Boilers. From its head offices in Port Talbot, Wales, Coast2Coast provides energy saving solutions across Wales and the South West. It is the company mission to create warmer homes and save everyone money. FURTHER INFORMATION Tel: 01639 330500 www.coast2coastgroup.org

HOUSING

LANDSCAPING

GI is one of the UK’s largest renewable energy solutions providers. The company not only designs, engineers and installs, but it also manages and maintains its installed systems to enhance energy and CO2 savings for the end user. GI Energy has innovative renewable heating and cooling systems, and its blend of skills and experience allow the company to deliver tailored solutions via a diverse technology portfolio. An intelligent control system can be set to optimise either carbon savings, or to optimise energy consumption, depending upon a company’s priorities; for most the latter is currently seen as the most important, although GI Energy is seeing an increase in targeting carbon savings. The company’s partners include blue chip clients such as Costain, Sainsbury’s, and Crossrail, plus many more, where it now has

A living green roof is a great asset to any educational establishment. Not only does it help to keep running costs under control but it demonstrates social and environmental responsibility, provided of course it is well maintained and in good health. Enviromat Green Roof Services can help clients to maximise the benefits of their green roof. Thinking of installing a green roof on your premises? Maybe on a bike shed or an outdoor classroom? As part of its installation service, Enviromat can give clients a competitive quote for the supply and installation of a low maintenance sedum roof. Keep your living roof functioning efficiently with the company’s cost effective maintenance service. It’s surprising what a difference just one visit per year can make to the appearance and the

The UK’s leading large scale heat pump provider

Green Deal approved external wall insulation

successful systems in place. With the Kyoto agreement deadline of 2020 looming close, many companies are looking for ways to cut carbon emissions. Integrated renewable heating and cooling systems offer companies many opportunities to do just that. FURTHER INFORMATION Tel: 02476 673131 www.gienergy.net

EDUCATION BUSINESS MAGAZINE | Volume 20.5

Daniel continues: “After being appointed by the client to design a solution to improve these properties, we also found the best way to fund this for the client. This is a great project to be involved in as the benefits for everyone are huge and Hamilton’s are delighted to be involved and working with everyone to make such a difference.” FURTHER INFORMATION enquiries@hamiltonfirst.co.uk www.hamiltonfirst.co.uk

Providing high standard green roof matting

performance of a green roof. Get even more from your roof with an educational talk from one of Enviromat’s experts.Explain to students what a green roof does, why it’s important and how plants are essential to human life. This is free when you buy either of the above services. Enviromat is a UK based company who grows its own sedum blankets and wildflower matting on its farm in Norfolk. FURTHER INFORMATION Tel: 0333 456 4526 www.enviromat.co.uk

FURNITURE

Edusentials is a trusted supplier with specialist knowledge of the educational sector. It has a loyal customer base which returns time and again to benefit from an unrivalled personal service. Edusentials supplies thousands of schools, nurseries, childrens organisations and local authorities around the UK with a vast range of furniture, equipment and toys. The company is passionate about education and believes in providing practical and innovative solutions to support the development and growth of children’s minds and bodies. Edusentials provides stimulating resources that help foster learning. The company has a highly developed range of classroom furniture and storage, carpets and room dividers amongst many others. The range has developed in line with customer demands

Suppliers of the complete classroom collection

such as NES Arnold, Step by Step, Galt Education and Philip & Tacey to offer a great and varied range of educational resources. By choosing to shop with Hope Education, customers can therefore be sure that they are choosing a name they can trust and a supplier that prides itself on its heritage. Plus, with the company’s promise not to be beaten on price and free next-day delivery, customers can be confident that Hope Education will deliver with great service. FURTHER INFORMATION Tel: 08451 202055 www.hope-education.co.uk

Edusentials - focused on your classroom needs

FURNITURE

KCS Furniture is seeking to change perception through innovative working solutions. There are a variety of theories about how working, learning and teaching environments affect employee and user performance and satisfaction. KCS Furniture believes good planning, good furniture and professional advice can change culture, improve well being and generate better results. By considering who is going to use a space and for what task, combined with independent and professional advice, KCS truly believes it has a way for customers to see a return on their investment when creating modern, functional, invigorating spaces. Furniture, layout and colour schemes help us make intuitive decisions. KCS uses this same subliminal messaging to help stakeholders know what spaces

For busy Design and Technology classrooms, saving space in the workroom is a must. EMIR offers the perfect solution with solid beech workbenches that meet your students’ needs; for woodwork, metalwork or art and textile classes. EMIR offers adaptable designs, variable tops, production team discussions, no resellers costs and a 10 year guarantee. One reason for their popularity is the drawbolted solid beech frame with mortise and tenon joints that are glued and wedged. This gives the workbenches their sturdy and robust qualities, which is ideal for the heavyduty classroom environment. EMIR is a UK based company that is world renowned for the high quality craftsmanship that goes into every workbench and has been supplying to the education sector for over 50 years. The company

Products & Services

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

and continues to evolve with the markets changing needs. Whether you are looking to refit a whole school library, require just a single item or want to discuss your bespoke requirements, Edusentials will be able to help. All products are competitively priced, with Free Delivery to mainland UK and no minimum order. FURTHER INFORMATION Tel: 0844 854 8647 mail@edusentials.co.uk www.edusentials.co.uk

Well designed furniture to Invest in the classroom stimulate learning with the right workbenches

will support their objectives in the most positive way. The company’s solutions automatically encourage productivity and collaboration. KCS can open up the full potential of your staff. Let’s face it, the more a space turns ‘coming in to work’ into ‘doing what we love,’ the happier and more efficient employees are likely to be. FURTHER INFORMATION Tel: 0845 450 6645 info@kcs-furniture.co.uk www.kcs4furniture.co.uk

has designed its workbenches to meet classroom needs and can adapt designs accordingly. EMIR also offer a 10 per cent 25 per cent educational discount when schools order directly, which helps accommodate budgetary constraints. To get your discount off your order, quote 25EDB. Visit the company website today and take a look at what EMIR can offer your school. FURTHER INFORMATION Tel: 01233 622684 www.EMIR.co.uk

Volume 20.5 | EDUCATION BUSINESS MAGAZINE

Advertisers Index

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

DESIGN & BUILD

OUTSIDE LEARNING

The ongoing management of an estate can be a challenging proposition for any Bursar or School Business Manager. There is an expectation from stakeholders of a well-kept building both internally and externally, which places added strain on internal budgets to deliver in line with those expectations. An estate or building forms one or more of the obvious elements where value can be demonstrated and identified instantaneously. Whittle Programmed Maintenance offers long-term programmed maintenance arrangements with costs spread over the lifetime of the programme (typically five years) which reduces the ongoing challenge of keeping up to date. The company helps to identify key areas that must be maintained regularly, including internal and/ or external areas, classrooms, reception areas etc. Most budgets will not stretch to a full year-onyear maintenance programme, so Whittle helps to manage costs

The Learning Outside System is a sturdy wooden structure housing a double sided laminated panel to which curriculum based magnetic puzzles, challenges and learning trails are placed. The system is developed for early years and reception classes, SEN, KS1 and KS2 and is ideally suited for outside use. The system is easily moved and fully weather proof. It can also be used within the classroom. The Learning Outside System encourages learning at the same time as being great fun, allowing teachers to extend their classrooms to the outside world. Learning Outside is designed by Local Education Advisors & practicing teachers, and is referenced to current DFE National Curriculum and Early Years Outcome Documents. The system enables teachers to organise and structure learning outside the classroom and allows children to work individually and collaboratively

Spruce Up with Whittle Uniquely teaching outside Programmed Maintenance of the classroom

of a long-term programme to ensure that it meets budget. Whittle’s approach is to incorporate the costs of the first major repaint across the project. At this initial stage, all surfaces are prepared and repainted to establish uniformity of finish and appearance. By spreading payments over the period of the maintenance programme, budgeting and outlay become manageable. Year-on-year the same care, quality products and materials are used, negating the need for further major works, preventing long-term problems and saving against future costs. FURTHER INFORMATION Tel: 0870 7892020 www.whittleprogrammed.co.uk

with minimum adult supervision. It supports a ‘learning how to become good learners’ approach to the curriculum and teaching, as its versatile and flexible magnetic panels can be quickly and easily interchanged in position and content. ‘Learning trails’ can be simply and quickly designed, planned and implemented. The product is also recommended for Special Educational Needs and for any age group with learning difficulties. Design your own panels... Send Learning Outside your file - the company return a magnetic panel. FURTHER INFORMATION Tel: 01304 821000 www.learningoutside.co.uk

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service Absolute Performance 78 Active IQ 4 Arch Enclosures 82 Arena Group 34 Association of Teachers and Lecturers 14 Bodet UK 62 Canon BC Coast2Coast Energy 88 Decorative Panels Lamination 52 Draytek 44, 45 eBuyer UK 8 Edusentials 89 EFI Europe 32 Electrolux 66 Emmerich (Berlon) 89 ESPO 28, 29

eTeach 16 Folio 42 G.I Energy 88 Goalfix Sports 84 Grebot Donnelly Associates 18 Groupcall 62 Hamilton First 88 Hesco Bastion 64, 65 Hope Education 89 HP 36, 37 Innovation First International 56 Intel Corporation UK 46 KCS 89 Learning Outside 90 LFC/Gresswell 27 Lloyds Bank 6

EDUCATION BUSINESS MAGAZINE | Volume 20.5

Magenta Technology 87 Medium (UK) 48 Mike Ayres Design 56 MISL 70, 71 MTX Contracts 60 Mungos Travel Solutions 77 Nationwide Hygiene Supplies 68 Netop 40 New Technology Products IBC Nomadic Schools 76 Office Depot 54 Parent Mail 38 ParentPay IFC, 30 PrintME 3D 12

Q Lawns 88 Rampmental 81 RPG Europe 23 RSPH 68 Sam Learning 50 Schools Buying Club 27 SITA UK 68 Smith Construction 80 Synel Industries UK 62 Terrapin 55 Tiger Turf UK 84 Trafalgar FM 25 Travel Bound 74 Trifibre 51 Ultimaker 10 Whittle Programmed 90 Wolters Kluwer 87

New Technology Products Ipevo believe that classroom technology should allow educators to do more at an aﬀordable price. £47.50

IPEVO P2V

+VAT

The IPEVO Point 2 View (P2V) USB Camera is an aﬀordable and easy-to-use alternative to make your classroom and presentations more interactive and dynamic.

USB Connection One click image capture Full autofocus lens

IPEVO’s interactive teaching tools empower educators and teachers with cost effective, compact technolo gy which is simple, intuitive and flexible, saving precious time allowing resources to be wholly dedicated toteaching. IPEVO products are developed with our unique “Experience-driven design process”. We start by observing frequent tasks or common goals in the teaching process and how they fared with available classroom equipment on the market. We then rethink entire products from the ground up to provide the market. We then rethink entire products from the ground up to provide the simplest and most efficient tool for said tasks and goals. Our design mantra “do more with less” means our product’s essential purpose what it does — is never interfered by complicated operations or cumbersome features. IPEVO products are easy and intuitive to use so educators can focus on teaching, and not teaching equipment.

£62.50

ZIGGI HD

+VAT

VZ-1

With a 5.0 Megapixel camera, Ziggi-HD is capable of astonishing high-deﬁnition clarity and stunning details from as close as 2 inches (5cm) away.

VZ-1 HD; VGA/USB Doc Cam, delivers Dual-Mode Versatility to Educators. A dedicated VGA connection allows you to directly connect VZ-1 HD to almost any projector, television or monitor stream live images via the VGA connection USB for connection to Pc/Mac or laptop

5.0 Megapixel camera for exceptional high-definition images, A variety of high-definition and standard-definition resolutions to 2592 x 1944

5.0 Megapixel camera for exceptional high-deﬁnition images,

True 2.0-megapixel CMOS sensor

High-resolution formats and a 6X zoom to capture even the smallest text and other ﬁne details

Mac and Windows Compatible, Optional Hand-held mode

Multi-jointed stand and swivelling head for easy and versatile image capture

Up to 30 Fps live video capture (at 640 x 480), Swing arm with 3 joints

Built-in microphone for web conferencing, podcasts and demonstrations

USB 2.0 Video Class (UVC) Interface, 3x digital zoom

IPEVO Presenter software with a complete image capture toolkit, Integrated Evernote support for sending Ziggi-HD images to your Evernote Notebook

Up to 2" (5cm) macro focus

£89.00

+VAT

A variety of high-deﬁnition and standard-deﬁnition Resolutions up to 2592 x 1944

£115.00

iZiggi-HD

+VAT

The iZiggi-HD, is the next evolution in aﬀordable doc camera technology.Traditional doc cams often need to be USB connected to a computer. But with the exciting rise of tablet computing in more and more classrooms, it's time to harness the full educational potential of the iPad. iZiggi-HD connects wirelessly to iPad and skips the computer to stream live, high-resolution images of documents, textbooks, handwritten notes, pictures, devices

Standard compliance 802.11 b/g/n (Up to 300mps) True 5.0 Megapixel cmos sensor

Versatile triple jointed stand

Resolutions up to 1600 x 1200 wirelessly on ipad, tablet, Pc or Mac

Competitive price

Full autofocus lens

Solid build quality

Up to 30 fps live video capture

Real-Time Image Changes at the Touch of a Button

Multi-jointed stand and swivelling head for easy and versatile image capture Exposure toggle, autofocus switch, built-in battery, and other smart features Wireless freedom - engage students from anywhere in the room, or even outside Max shooting area 12.4” x 9.1” (315 x 230mm)

Unit C Lincoln Lodge Farm, Castlethorpe, Milton Keynes, Bucks, MK19 7JH

Tel 44 (0) 1908 745 537

info@ntpuk.com

Fax 44 (0) 1908 745 538

www.ntpuk.com

New Technology Products