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Laws in, Gibb out, shake it all about at the DfE This August’s cabinet reshuffle sees major surgery at the Dept for Education. David Laws, a former banker at JP Morgan and Barclays de Zoete Wedd, returns to the Cabinet and is installed as minister for schools. Gove remains in the big chair. Back in 2010, Laws was the first ministerial casualty of the coalition Government, resigning after just 17 days amid a scandal over his parliamentary expenses. He voluntarily repaid more than £56,000 after it was revealed that he claimed allowances to pay his partner James Lundie rent for the London flat where they lived. So, out goes Nick Gibb, who led the coalition’s deeply unpopular drive to make synthetic phonics teaching methods compulsory in primary schools (see p7). Other casualties are Tim Loughton and Sarah Tether (both had responsibility for children and families). In comes Edward Timpson (minister for children in care), Elizabeth Truss (early years minister) and Matthew Hancock (under secretary, business and education). The great GCSE results debate rumbles on. Whilst it acknowledged that boundary changes part way through the year may have moved the goalposts somewhat, Ofqual has stood by the new June grading system, offering early resits in order to keep the peace. Various unions are calling for an independent investigation, and legal action has even been mooted (see p11). Financial irregularities concerning the Academy sector have raised headlines recently. Back in April Richard Gilliland, 61, chief executive of the Priory Federation of Academies, resigned after it was reported by the local press that he had used public funds for personal purchases. The DfE referred the matter to the police. Lesley Lodge of the Chartered Institute of Public Finance and Accountancy details where the sector can look for guidance (see p19).

Danny Wright

P ONLINE P IN PRINT P MOBILE P FACE TO FACE If you would like to receive 6 issues of Education Business magazine for £45 a year, please contact Public Sector Information Limited, 226 High Road, Loughton, Essex IG10 1ET. Tel: 020 8532 0055, Fax: 020 8532 0066, or visit the Education Business website at: PUBLISHED BY PUBLIC SECTOR INFORMATION LIMITED

226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Fax: 020 8532 0066 Web: EDITORIAL DIRECTOR Danny Wright ASSISTANT EDITOR Angela Pisanu PRODUCTION EDITOR Karl O’Sullivan PRODUCTION CONTROL Jacqueline Lawford ONLINE PRODUCTION Reiss Malone ADVERTISEMENT SALES Carol Symons, Paul Beech, Kylie Glover Jake Deadman, Carl Skinner, Joanne Allen, Oz Mustapha PUBLISHER Karen Hopps ADMINISTRATION Victoria Leftwich, Lucy Carter GROUP PUBLISHER Barry Doyle REPRODUCTION & PRINT Argent Media

© 2012 Public Sector Information Limited. No part of this publication can be reproduced, stored in a retrieval system or transmitted in any form or by any other means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the publisher. Whilst every care has been taken to ensure the accuracy of the editorial content the publisher cannot be held responsible for errors or omissions. The views expressed are not necessarily those of the publisher. ISSN 1362 - 2541



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Ambulance, believes it is important to take a sensible and balanced approach

A new look Department for Education emerges from the recent cabinet reshuffle

the actual bill, writes Alan Aldridge, executive director of the Energy Services and Technology Association (ESTA). Plus Joseph Williams, educational programmes manager at the Carbon Trust, discussing the three efficiency areas which, if implemented well, could result in savings.



A look at the Eden project, which has recently taken delivery of its 750,000th educational visitor

Check the adequacy and appropriateness of cover regularly, urges Jon Taylor

77 ICT: BETT 2013



Lesley Lodge of CIPFA takes another look at finance in the Academies sector and where they can turn for reliable support

A look forward to next years educational technology event, which moves to ExCeL for its 29th year.

David Rushton, head of education and leisure at the Royal Society for the Prevention of Accidents (RoSPA), outlines where responsibilities lay in different school sectors


A regular inspection of the roof can help reduce the financial burden, says Ian Henning


The unprecedented growth rate of tablet computers in corporate and consumer markets is spreading steadily to schools. Caroline Wright of BESA provides an outline of its recent research findings plus a look at the current market leading models.


The one off ‘school trip’ to a theme park or activity centre at the end of the summer term is slowly becoming a thing of the past, writes Amy Nathan, project development manager, Council for Learning Outside the Classroom


In the first of two articles, Bette Gray-Fow provides practical and effective strategies for driving music forward in schools


Play is part of human nature. Adam Steiner from the Association of Play Industries puts forward the case for ensuring that children have sufficient play opportunities throughout their lives.



The UK’s Sustainable Development Strategy suggests that take the lead in their communities by showcasing low-energy equipment, such as solar panels.

The newly-formed Nationwide Association of Photocopier and Printer Suppliers (NAPPS) is dedicated to raising standards of photocopier suppliers to schools




Many believe that First Aid should be added to the curriculum. Clive James, training and development manager at St Johns

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Major DfE reshuffle: David Laws in, Nick Gibb out David Laws will return to the front benches after being named as Education minister in the Cabinet reshuffle. Laws will take on two new roles – firstly as Minister of State for Schools in the Department for Education, and secondly as Minister of State in the Cabinet Office, in a cross-policy brief that will involve coordinating and developing policy across government. Laws was one of the four key negotiators of the coalition agreement with the Conservatives after the general election in 2010. After a double first in economics from Cambridge, Laws worked for city bankers JP Morgan and Barclays de Zoete Wedd – before giving up his six-figure salary to work for the Liberal Democrats for £15,000 a year. He was briefly Chief Secretary to the Treasury when the coalition government was formed, but stepped down from the post after being implicated in the expenses scandal. Laws said: “I am very pleased to be given this opportunity to serve the coalition Government and the country in these two roles. Education is one of my real passions, and it is an area I know well following my time as Lib Dem Shadow Secretary of State for Schools, between 2007 and 2010.” Nick Gibb, the schools minister who led the coalition’s drive on making synthetic phonics teaching methods compulsory in primary schools, has left the Department for Education (DfE) and returns to the backbenches. Children’s minister Sarah Teather is also leaving government to concentrate on defending her seat. Edward Timpson, Conservative MP for Crewe and Nantwich, has meanwhile been appointed junior minister at the DfE alongside Matthew Hancock, Conservative MP for West Suffolk, now joint junior minister for the DfE and the Department for Business, Innovation and Skills, replacing John Hayes.

Take two school food campaign launched

Elizabeth Truss, South West Norfolk MP, has been named as Parliamentary Undersecretary for Early Years. It follows her vocal campaigning for reforms to early years childcare - presenting papers which have called for cuts to red tape and bureaucracy to allow for more affordable and available childcare. She said: “‘I am delighted and feel very honoured to have been offered this position. I look forward to working within the Department for Education and formulating policy that has real benefit for families not only in South West Norfolk but across the UK as a whole.” Edward Timpson has been appointed children’s minister with responsibility for adoption and children in care following yesterday’s government reshuffle. The Conservative MP for Crewe and Nantwich, who was elected in 2008, previously practised as a family law barrister specialising in cases concerning vulnerable children. He sat on the children, schools and families select committee and is chairman of the all party parliamentary groups (APPGs) on adoption and fostering and looked after children and care leavers. He is also vice chairman of the APPG for runaway missing children. Timpson replaces Tim Loughton, who in his time as minister championed social work, appointing Professor Eileen Munro to carry out a review on child protection, which made far reaching recommendations to reduce bureaucracy and improve social work practice. CABINET RESHUFFLE -


Phonics checks don’t reveal anything new say unions Nine in ten (91 per cent) year one teachers said the phonics checks for five and six year olds did not tell them anything new about the reading ability of their pupils, according to a survey carried out by the Association of Teachers and Lecturers (ATL), National Association of Head Teachers (NAHT) and National Union of Teachers (NUT). Teachers complained that the

checks did not tell them anything new, did not test children’s reading ability - only how well they decode words - took up teaching time, took teachers out of the class and cost schools money to implement. Some 86 per cent of year one teachers said the phonics checks should not continue. Many teachers said that fluent readers were confused by made-up words such as “strom” as they are so close to real words (“storm”) the children assumed they were misprints and tried to make sense of them. Christine Blower, general secretary of the NUT, said: “The phonics check must be scrapped. The results of this survey provide stark evidence that schools are being made to squander money on what they know to be an unreliable ‘progress report’.

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Children’s food writer and broadcaster Fiona Faulkner is teaming up with us to launch a new campaign to help parents and school cooks encourage children to ‘take two’ of their five-a-day every lunchtime at school. The mum-ofthree, nicknamed the ‘Harry Potter of vegetables’ and who wrote ’25 Foods Kids Hate…and How to Get Them Eating 24’, has joined us to share tips and recipes to get children to fall in love with their fruit and veg.

ASE welcomes new chair Liz Lawrence looks forward to her year as the ASE’s chair when she aims to lead the Association’s role as a voice for its members on science education matters such as the new National Curriculum. Lawrence spent 14 years as a primary teacher in and around London, before taking her current post as advisory teacher for primary science and technology in Barking and Dagenham. As chair, she heads up the ASE’s Assembly, which is mainly responsible for the Association’s work in science education.

Children reading less, says National Literacy Trust New National Literacy Trust research ‘Children’s Reading Today’ shows that children are reading less as their lives get more crowded. In 2005, four young people in 10 read daily outside of class. Today only three young people in 10 read daily in their own time. On the eve of International Literacy Day, the charity is calling for a national campaign to halt this decline.



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Data reveals that almost one in five maths graduates are becoming teachers. In addition, for the first time, over half of new maths trainee teachers have upper second-class degrees, or better. The data, from the Higher Education Statistical Unit, shows that 18.5 per cent of maths graduates surveyed three and a half years after graduating chose to go into teaching.

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Competitive sport to become compulsory Competitive team sports will be made compulsory for all primary school children in England, Prime Minister David Cameron has announced. A draft new curriculum this autumn would require participation in sports such as football, hockey and netball. Cameron has been urged to set out how he intends to secure a sporting legacy from the London 2012 Olympics.


Schools shortlisted for £10,000 Eco Garden A handful of schools are in the running to win a £10,000 eco-garden as part of the Viking for Schools ‘Little Litterbug’ competition. After reviewing 6,500 entries, five schools across the UK have been selected for the shortlist by the online schools supplier. Judges were wowed by pupils’ budding artistic talents, knowledge of the environment and the importance of recycling: demonstrating how their Litterbug could re-use and recycle their classroom rubbish. The Little Litterbug competition was open to pupils 11 years of age and under and encouraged children across the country to think about the environmental impact their classroom rubbish has on the eco-system. This gave pupils the chance to showcase their talents by drawing, colouring or painting a Little Litterbug – a creature or machine that can recycle their classroom waste, the pupil that designed the most creative Little Litterbug will win the eco-garden for their school. The final winner of the competition will be announced in September and will be chosen by a representative from the Support Your School recycling scheme, who have partnered the competition from the outset. Jackie Buckwell, corporate environmental manager at Office Depot, said: “We have been overwhelmed with the number of entries we have received for the competition. The level of imagination and creativity from all ages has been so impressive that Support Your School Scheme will have an extremely difficult job to do when picking the overall winner.”

Children in Estonia will be schooled in digital literacy this September as 100 per cent of publicly educated students will learn to code, reports the Guardian. As part of a new education programme, ProgeTiiger, first graders this Autumn in pilot schools (starting from aged seven) will be able to sign up for classes in computer programming.

March return for Red Nose Day Red Nose Day is back on Friday 15th March 2013. For schools Comic Relief has produced free fundraising resource packs reated by teachers. Curriculum-linked learning ideas will also help to ensure that Red Nose Day is a time for both laughing and learning, says the charity.

DfE responds to FOI request on school playing fields The Department for Education has responded to an FoI request on the disposal of school playing fields. It received 22 applications since May 2010 for the disposal of school playing fields. Approval has been given for 21 applications and one is under consideration.



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London schools ask for more funding Councils in London are calling on the government to provide £600m in extra funding by 2016 to cover the costs of providing an expected 90,000 additional school places in the capital. Based on the latest DfE data, the capital’s 33 local authorities, predict the extra primary and secondary school places will need to be created over the next four years.

Row over GCSE grading escalates Exams regulator Ofqual has refused to order exam boards to regrade this summer’s English GCSE in a row over this year’s results. It acknowledged grade boundaries had changed part way through the year, but stood by the new June grading system. Instead of regrading, pupils would be offered early resits in November, Ofqual said. Ofqual’s review of this summer’s GCSE English results has concluded that while the overall subject grades awarded were correct, it believes that assessments marked in January 2012 were “graded generously”. When exam boards came to set grade boundaries in June they were better equipped to make judgements as there was more information available due to the larger group of students taking the assessment. The grade boundaries in June were higher. Ofqual’s report examined evidence and concerns of schools and colleges and has also been informed by work with exam boards. Recognising the strength of feeling, it says that the exam boards have agreed that they will offer students who completed the new GCSE English qualification in June an extra opportunity to take an early re-sit. Chief regulator Glenys Stacey said: “We are grateful to schools and colleges for bringing their concerns to our attention so quickly. In response, we have looked carefully at how the exam boards have managed the awarding of all GCSE English qualifications this year. “People were particularly concerned about the June grade boundaries. We have found that examiners acted properly, and set the boundaries using their best professional judgement, taking into account all of the evidence available to them. The June boundaries have been properly set, and candidates’ work properly graded. “The issue is not the June, but the January boundaries. Again, examiners used their best judgement in setting these boundaries, but they had less data and information to work with. Most candidates were not sitting at the time, they were waiting for June, and because they were new qualifications, examiners could not rely so much on direct comparisons with the past. As a result, those grade boundaries were set generously.” An alliance of headteachers, schools, colleges, unions and local authorities is calling for an urgent independent investigation into the GCSE grading. The alliance, which is led by Association of School and College Leaders (ASCL) and the National Association of Head Teachers (NAHT), also includes the Association of Teachers and Lecturers (ATL), the National Union of Teachers (NUT), the Headmasters’ and Headmistresses’ Conference (HMC) and the Girls’ School Association (GSA), with the latter two representing the majority of the UK’s top independent schools. Russell Hobby, General Secretary of the National Association of Head Teachers said: “This situation is fundamentally unjust. A student’s grade shouldn’t depend on whether they take a test in January or June. We need an inquiry and we need it urgently.. How can we persuade young people of the value of education when the outcomes are so arbitrary?”

DfE plans to intervene in deficit breaches Councils could face government intervention over their systems for overseeing schools’ budgets if just one school in their area breaches a deficit limit, under new plans from the Department for Education. Under the plans, the department will approach a local authority if 2.5 per cent of its maintained schools have been in deficit of 2.5 per cent or more for the past four years. The changes have been made after a National Audit Office report in October 2011 found that one in five secondary schools were in deficit at the end of 2009-10 and almost half of councils believed they lacked sufficient resources to monitor schools’ financial management. However, a DfE report shows that under the new system, the department could intervene over just one school. The report said some respondents had pointed out that: “As numbers of local authority schools reduce, as a result of schools converting to

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academies, for smaller local authorities 2.5 per cent may relate to only school, in which case intervention may seem excessive.” It also said some had called for a change so that the department would only intervene if a minimum number of schools had been running with a 2.5 per cent deficit for four years. The report said that, starting this year, DfE would ask local authorities to provide additional financial information about their financial management of schools in cases where: A council had overspent its Dedicated Schools Grant (DSG) by two per cent or more; A council had underspent its DSG by frive per cent or more; 2.5 per cent of a council’s maintained schools had been in deficit of 2.5 per cent or more for the last four years, and; five per cent of schools had had a surplus of 15 per cent or more for the last five years. READ THE REPORT

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Academies programme forges ahead NEWS IN BRIEF A further 282 academies opened in September, taking the total number to 2309. 54 per cent of secondary schools are either already academies or in the process of converting. 1.7 million pupils are now taught by 120,000 teachers – a quarter of the frontline school workforce now employed in academies. At present, 1808 academies are converters and 501 are sponsored. 14 academies for children with special educational needs also opened in September taking the total to 56, compared to just one in September 2011. Education Secretary Michael Gove said: “We believe in trusting the professionals. That’s why we gave teachers the opportunity to take on more freedom and responsibility and they have grabbed it with both hands. Many are now going even further and taking on responsibility for turning around less successful schools. These outstanding converters are becoming the new academy sponsors of the future raising standards across the state sector.” Newly appointed Liberal Democrat Schools Minister David Laws said: “Academies help to ensure that the professionals – teachers on the frontline – are in charge of schools not politicians or bureaucrats. I am pleased that more schools are choosing to increase their capacity to innovate and our vision is that all schools will take on these freedoms and responsibilities.”

Commenting on the latest academy figures, Christine Blower, general secretary of the National Union of Teachers, said: “These figures come as no surprise. The Secretary of State has been working almost full time on his pet projects of academy conversion and free schools. This includes the resources of the Department for Education being increasingly tied up in persuading schools to leave their local authority family and become stand-alone institutions accountable to no one but the Secretary of State. Meanwhile, the Anti Academies Alliance is reporting that lawyers acting on behalf of Downhills School parents have lodged papers at the High court seeking a judicial review of the Secretary of State’s decision to forcibly convert their school into an academy. On his blog, national secretary Alasdair Smith writes: “His decision at Downhills is motivated solely by political considerations. There is not a shred of consistent evidence that the school was ‘failing’ or didn’t have the capacity to continuing improving. As predicted by the old governing body, its SATS results have improved. This is a testament to the hard work and dedication of the staff. They had to work through a period of unprecedented political interference and vilification.”


Continued funding aims to address physics teacher shortage The continuation of £2m-ayear partnership between the Department for Education and the Institute of Physics (IOP) has been announced. In a sustained effort to overcome the chronic shortage of specialist physics teachers, the £20,000 scholarships available to graduates with a 2:1 or first class degree intending to do a mainstream physics, or physics with maths, initial teacher training course - have contributed to another year of record high physics teacher recruitment. IOP has also published a summary of trends in physics education and, as the note reports: “While there is no magic bullet to remedy the chronic shortage of physics teachers, the situation is starting to improve as steps have been taken by both the IOP and the Department for Education”. With a need to recruit 1000 new specialist physics teachers every year for more than a decade to address the imbalance between the number of specialist biology, chemistry and physic teachers in science departments across England, there is still a long way to go. Professor Peter Main, director of education

and science at IOP, said: “For the second year running, we are seeing record numbers of would-be teachers starting teacher training courses in either physics or physics with maths. Last year, we saw 889 new trainees start their initial teacher training and this year all evidence suggests that we’ll see more than 900 entering teacher training. This is up from below 600 just two years ago.” IOP credits a range of developments with the strides being made to address the teacher shortage; from the Government’s introduction of ambitious teacher recruitment targets for physics through to the teacher training scholarships and efforts being made to retain greater numbers of physics teachers in the profession once qualified. With the shortage due to persist for at least a decade another government-funded programme called the Stimulating Physics Network continues to work with non-specialist physics teachers to ensure non-specialists (often biologists) have the knowledge, enthusiasm and confidence to successfully teach physics.

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New teacher scholarships include SEN for the first time More than 650 new recipients of teacher scholarships, which includes special education needs (SEN) support staff for the first time, have been announced. The scholarships are worth a maximum of £3500 for teachers and a maximum of £2000 for SEN support staff. The value of each award is dependent on the type of activity funded. Just over half of the applicants for both categories were successful - 387 teachers (35 English, 101 maths, 15 science and 236 SEN teachers) and 274 SEN support staff. Applications in respect of the three priority subjects – English, maths and science - were received for a wide variety of activities ranging from a Level 5 Diploma to a Masters. The scholarships are awarded where applications are judged to be of sufficient merit. Brian Lamb OBE, chair of Achievement for All and chair of the Lamb Inquiry into SEN and Parental Confidence, said: “Having expert and knowledgeable teachers to improve the attainment and outcomes for children with SEN is crucial. These scholarships will help support the development of that real expertise and greater focus on the needs of children with SEN. I was hugely impressed with quality of applications and the commitment of teachers to improve their skills that I saw in the applications this year.” Ian McNeilly, director of the National Association for the Teaching of English (NATE), said: “This scholarship fund is a helpful step towards making teaching exactly what it should be - a profession full of highly qualified practitioners.” Philippa Stobbs, principal officer of the Council for Disabled Children, said:“I welcome the overwhelming level of response to the scheme and people’s enthusiasm for developing expertise in such an important area.” The National Scholarship Fund for teachers and SEN Support Staff is administered by the Teaching Agency.



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Insurance is often forgotten about until the loss occurs, catching many schools out. Instead the adequacy and appropriateness of the cover should be checked at least once per year. This in itself contains preventative steps to reduce the risk of arson, but will also make the recovery from such an incident much smoother, writes Jon Taylor. The education sector has significant and specialist risk management and insurance needs. What is the best way to ensure that your school is protected as well as it can be against fire? Adequate insurance protection is only part of the solution. Schools can take preventative steps to reduce the risk of fire breaking out, whether deliberate or not, by implementing a number of risk assessments and relevant improvements, rather than simply relying on insurance to foot the bill. ARSON ATTACK Consider for a moment the fallout from a school that suffers arson, which is still the biggest single cause of fires in schools, as the staff and pupils arrive in the morning and see the teaching block and all its contents completely destroyed by fire. In this particular example, the building contained the library, main office, headteacher and deputies offices, staff room and 16 classrooms. The headteacher explains: “The first reaction is shock and numbness, followed by total disbelief and then realisation those 25 years of resources had gone. All the carefully collected photographs, booklets and artefacts from all over Europe had gone, all the paperwork for the administration of public examinations had gone, and all the school text books and personal belongings had gone.” BAD TIMING The timing of this particular fire – one of 20 suffered each week by UK schools – was particularly unfortunate, since Year 9 SATS were to be held later in the week and GCSE examinations were due to begin within a month. Heads of subjects had to contact examination boards to discuss what arrangements could be made for loss of coursework and pupils revision material. The burnt out classrooms were replaced by mobile rooms and the school had a derelict building at its centre for over a year; this became a demolition site and then a building site. These circumstances are obviously not conducive to marketing the school and pupil recruitment, in particular the sixth form, suffered. This had a massive impact on the school budget. All in all, a complete disaster although at least the school was properly insured meaning that plans could commence for how to rebuild. E



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included. Offer valid on new orders placed between 18th June and 28th September 2012 and is available where the total of a single or a series of multiple orders placed during that period equal £3500 or over, ex VAT and the purchase of stamps. Only one free gift per educational establishment. Free gift will be delivered during October 2012 and is subject to availability. Viking reserve the right to offer a similar product of greater or equal value if, due to unforeseen circumstances, all or part of the free gift should become unavailable. Orders placed are subject to our usual terms and conditions which are available on our website or you can request a copy from our customer services team by calling us on 0844 412 1111. The promoter is Viking, a trading brand of Office Depot International (UK). Office Depot International (UK) Ltd, registered in England at 501 Beaumont Leys Lane, Leicester LE4 2BN registration no. 2472621

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INSURANCE E FIRE PREVENTION A properly insured school will of course get back on its feet in due course but the process of demolition, planning and rebuild will take months and probably years to complete. So how can schools lessen their chances of suffering at the hands of an arsonist? Many arson attacks are opportunist, although typically the school arsonist will be between 10 and 18 years of age and live in the local area. Fires are frequently started by a pupil, expupil or someone with siblings at the school. A school and its staff can handle an individual with a grudge but dealing with the after effects of a serious fire is something entirely different. Protecting against such an eventuality does not necessarily mean 24-hour security, expensive alarm systems or hour upon hour of risk assessment. Some simple housekeeping techniques will very often reduce the risk of a successful arson attack and although these are fairly well publicised it is well worth reiterating the principle areas to consider. This includes deterring unauthorised entry by the use of signs and fencing, reviewing lighting as nearly all arson attacks occur in darkness, and ensuring that locks on doors and windows are of the appropriate standard. In addition, schools are urged to check that roof lights cannot be accessed from the outside, ensure that any intruder alarm systems are maintained and well publicised, and to remove all combustible material including wheelie. Clearly the full list of preventative measures is more detailed but these easy low-cost tactics are not to be avoided. ARRANGING INSURANCE Despite all efforts, fires do occur and it is at this point that the insurance cover arranged by the school will come into its own. Ensuring that the cover is appropriate is something that should be done before a loss occurs. Insurance is often forgotten about until the inevitable fire or other loss but the adequacy and appropriateness of the cover should be checked at least once per year. An annual review with the school’s broker will provide the framework for this check. Buying insurance can be easy but if the cover isn’t right for the school then that cheap deal could turn out to be very expensive indeed. One of the most important questions that will need answering as part of the insurance review is: what is the value of the sums at risk? Don’t forget that the sum insured for buildings needs to take into account all professional fees such as architects and surveyors as well as allowing for the cost of demolition and debris removal following a fire or other large loss. Establishing the correct sum insured is the foundation of good insurance and will mean that there will be no shortfall in the claims settlement by insurers. In the fire at the school highlighted earlier, the correct sums insured has been established meaning that, despite the obvious work required in preparing the

Risk Management

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Suffering a fire loss is always going to cause problems and distress but if loss prevention techniques and a sound insurance portfolio form an integral part of the school’s risk assessment procedures then this distress can be minimised. claim, the school knew that it would not have to make a contribution due to the settlement due to any underinsurance. If the sums insured do not reflect the sums at risk then the insured might only be able to recoup a proportion of the claim amount. Setting the sums insured is something that brokers and insurers will be able to help with although the final responsibility for the sums insured remains with the insured. Once the correct sum insured is established, the risks to be insured need to be decided. Most insurers will offer ‘all risk’ cover to buildings with perhaps the peril of subsidence being an optional extra. PREMIUMS Insurers will charge a premium that is commensurate with the risk and thus a school located in a known flood area can expect to pay more for this part of the portfolio. In addition, insurers will look at the protections that are in place and charge accordingly. Schools can make substantial reductions to their premiums by installing a range of protections such as fire alarms, intruder alarms, security lighting, locks and grills, CCTV and the like. The most substantial discounts apply when sprinklers are fitted although this is not always practical to do in older school properties. Newly built schools will probably have this feature but it remains that still fewer than 1,000 of the 32,000 schools in the UK have sprinklers.

CONTENTS Setting the sums insured for contents is a little trickier and unless the school has an asset register with each and every item included, then a certain amount of estimating will be needed. Again, the broker and/or insurer should be able to help with this. Most insurers will provide new for old cover meaning that the sums insured need to be calculated on the basis of contents being replaced as new regardless for their age and condition right now. Any items that have an antique or art value should be listed separately and specialist advice might be needed when it comes to establishing these values. Additional expenses that are incurred following a fire also need to be insured. This is generally known as consequential loss or business interruption insurance. An example of this cover is the hire of portacabins for a period of time after the fire and during the rebuilding period. Loss of letting income should also be taken into account. Suffering a fire loss is always going to cause problems and distress but if loss prevention techniques and a sound insurance portfolio form an integral part of the school’s risk assessment procedures then this distress can be minimised. L FURTHER INFORMATION For guidance on insurance matters, visit the DfE website here



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My article back in June ‘Academies: Changing the school procurement landscape’ provoked a number of comments back and has clearly struck a chord with Education Business readers. That article focused mainly on procurement and on the considerable reputational risks that go with any mishandling of public money, whether deliberate (as in the case of fraud) or through some well-intentioned but naïve and incorrect approach to financial management. Since then, a couple of developments have indeed resonated with the comments I made then. First, and most importantly, there has been the Public Accounts Committee (PAC) report: Seventeenth Report: The Academies Programme. While this report welcomed “the impressive progress made by the Programme of sponsored academies to date” it expressed the worry that “academies’ educational achievements should not be undermined by poor stewardship of the public funds necessary to sustain the impacts of the Programme” and that there are “increased risks to value for money and proper use of public money”.

INADEQUATE FINANCIAL CONTROLS The PAC is the body appointed by the House of Commons specifically to examine the accounts for public spending – so their comments and recommendations certainly carry weight. The report on the Academies Programme went on to flag up that “Many academies have inadequate financial controls and governance to assure the proper use of public money” and to recommend that it should be made compulsory for all academies - sponsored or converter - to comply with basic standards of governance and financial management. This should include the segregation of key roles and responsibilities, and the

timely submission of annual accounts. The other headline event has been the resignation of Richard Gilliland, chief executive of the Priory Federation of Academies. The BBC quoted the Department for Education (DfE) as saying that his departure was due to the result of an investigation into financial management. The findings of that investigation have not been made public but I understand that spending irregularities were involved. And these must have been significant – because the DfE has also referred the matter to the police. The local press has reported that the investigation discovered “that E

Written by Lesley Lodge, CIPFA

The autonomous nature of academies brings increased risks to value for money and the proper use of public funds. In the second article for Education Business, Lesley Lodge of the Chartered Institute of Public Finance and Accountancy details where the sector can look for guidance.

These developments go to show just how important it is for academies to be able to access some reliable and professional support, especially during their setting process and their early days as newly fledged academies.



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FINANCE: ACADEMIES E Gilliland had used resources of the publicly funded federation to buy personal and “inappropriate” items [sex games], including training for his son, personal tax advice and DVDs”. Mr Gilliland was until his departure one of the county’s highest paid public servants, earning over £200,000 a year. The Education Funding Agency, which carried out the investigation, expressed its concerns about the academy trust’s “poor financial management and misunderstandings on responsibilities as to whether expenditure incurred was legitimate.” ISSUES WITH AUTONOMY Of course this is not the only case of fraud in academies or schools, but the difference is that the autonomy of an academy means that it is not obliged to notify the local authority. So in cases such as this where does the academy go for support? The above developments go to show just how important it is for academies to be able to access some reliable and professional support, especially during their setting process and their early days as newly fledged academies. Fortunately, such professional support is available in several forms. CIPFA is the world’s only professional accountancy body to specialise in public services; we have close links with both local and central government. We research and advise on a number of issues and agendas affecting education finance and are heavily involved in the academies agenda. We have produced two publications ‘Effective Governance and Financial Management’ and also ‘Accounting for Academies’ to assist academies in this agenda. We also offer a wide range of training on academy financial reporting, governance, procurement and fraud. This includes one day workshops, onsite training and also accredited finance courses. There’s further information on our website at: LEASES - KNOTTY ISSUES Feedback that I’ve received strongly suggests that another area of financial management that some academies are having difficulties with is that of leases. Leases can involve some knotty issues at the best of times and were of course generally dealt with by the local authority in a school’s pre-academy days. With leases, the first thing to get clear is the difference between a finance lease and an operating lease. A finance lease is defined as follows: “A finance lease is a lease that transfers substantially all the risks and rewards of ownership of an asset to the lessee. It should be presumed that such a transfer of risks and rewards occurs if at the inception of the lease the present value of the minimum lease payments including any initial payment, amounts to substantially all (normally 90 per cent or more) of the fair value of the leased asset. The present value should be calculated by using the interest rate implicit in the lease (as defined in paragraph 24). If the fair value of the asset is not determinable, an estimate thereof should be used.”  [source: paragraph 15, Statement of standard accounting practice (SSAP) 21] It is important to note that the test for whether a lease is a finance lease or an operating lease depends on the substance of the transaction rather than its form (or description). Situations that would normally lead to a lease being classified as a finance lease include the following: the lease transfers ownership of the asset to the lessee by the end of the lease term; the lessee has the option to purchase the asset at a price which is expected to be sufficiently lower than fair value at the date the option becomes exercisable and that, at the inception of the lease, it is reasonably certain that the option will be exercised; the lease term is for the major part of the economic life of the asset, even if title is not transferred; at the inception of the lease, the present value of the minimum lease payments amounts to at least substantially all of the fair value of the leased asset, and; the lease assets are of a specialised nature such that only the lessee can use them without major modifications being made. In a nutshell, essentially, a lease is classified as a finance lease


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if it transfers substantially all the risks and rewards incident to ownership. All other leases are classified as operating leases. The important point about a finance lease is that it counts as borrowing – and the normal policy of the funding and regulatory agency is that academies should not be granted permission to borrow. An academy would therefore need explicit approval for any borrowing, both short-term borrowing (including overdraft facilities) and medium/longer-term loans from the private sector (including finance leases or hire purchase agreements), where such borrowing is to be repaid from a government grant or secured on assets funded from government grant. Even finance leases for minibuses may need approval by the funding and regulatory agency. Turning to accounting for operating leases – another area of some confusion - the rental under an operating lease should be charged on a straight-line basis over the lease term unless there are reasons to believe that some other more systematic and rational basis is more appropriate. As mentioned above, academies should not enter into finance leases as they represent borrowing. Some academies may occupy land or premises owned by other bodies for which no annual or a nominal rental payment is made. In these circumstances the current value on receipt of the asset should be credited to the restricted fixed asset fund account in the statement of financial activities with details of the terms of the lease included as an additional note to the fixed asset note. L FURTHER INFORMATION For more detailed guidance, read CIPFA’s publication Accounting for Academies: Business Solutions for Financial Reporting. This contains a number of worked examples covering different scenarios around accounting for operating leases.

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Don’t gamble with your fire risk assessment!... If you are responsible for a business premises, the law requires that you have a fire risk assessment. To find competent providers, you need BAFE. Under the provisions of the Regulatory Reform (Fire Safety) Order 2005, the Duty Holder or Responsible Person for a building is required to make a Fire Risk assessment to clarify the fire precautions necessary to ensure the safety of staff, customers and property.

At present there are no adequate means to ensure the competence and reliability of a company commissioned to carry this out. BAFE scheme SP205 has been developed specifically to address this situation, and will provide reassurance to the Responsible Person that they are doing everything possible to meet their obligations. So don’t leave everything to chance. Make sure that your suppliers are registered with BAFE. Bridges 2, Fire Service College, London Road, Moreton-in-Marsh, Gloucestershire GL56 0RH

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After a two year period of consultation within the industry. BAFE has now launched a new scheme for organisations who provide Life Safety Fire Risk Assessment (SP205)

Fire Safety


Key points of BAFE scheme SP205 This scheme has been developed by a group of industry experts to help the building ‘responsible person’ meet the requirements for Fire Risk assessments under the Regulatory Reform(Fire Safety) Order 2005 and Fire (Scotland) Act 2005. Launched in May 2012 for Companies who provide Fire Risk Assessment services. SP205 specifies that Companies have the required technical and quality management capabilities Risk assessment staff need to meet appropriate standards The scheme has been designed to meet the requirements of companies large and small, recognising that there are many individuals working as assessors. BAFE has been working closely with the Competency Council to monitor and develop Risk Assessor competence criteria. SP205 is delivered by UKAS accredited Certification Bodies that assess and routinely monitor Companies against the scheme criteria.

BAFE is the independent registration body for companies that have achieved third party quality certification of their fire protection services. Users and specifiers can gain the reassurance that providers of fire alarms, portable extinguishers and emergency lighting meet UK standards and are regularly audited. Nearly 900 companies have now achieved BAFE registration. This is growing rapidly as the requirement becomes a part of many tenders and specifications. BAFE has now launched a new scheme for organisations who provide Life Safety Fire Risk Assessment (SP205). Individual competencies for fire risk assessors have also been developed by a Competency Council, headed by a senior chief fire officer, Iain Cox QFSM from Royal Berkshire FRS and these skills will be incorporated into the BAFE scheme requirements. As Government guidelines for fire protection state: ‘Third-party certification schemes for fire protection products and related services are an effective means of providing the fullest possible assurances, offering a level of quality, reliability and safety that non-certificated products may lack. This does not mean goods and services that are not third-party approved are less reliable, but there is no obvious way in which this can be demonstrated.’

There is no sector of the community more important than education to ensure that fire risks and prevention are properly assessed. In 2009 the Association of British Insurers identified that “twenty schools a week suffer an arson attack, disrupting the education of 90,000 schoolchildren, causing damage costing £65million.” - (ABI news release). FIRE RESPONSIBILITY Everyone responsible for fire protection has a responsibility to ensure that all steps are taken to ensure the ongoing quality of their facilities. The key factor is that property managers have the reassurance that they have professional advice. However, the ultimate responsibility for the adequacy of the fire risk assessment rests with the duty holder (which is normally a company) or responsible person rather than with the fire risk assessor. This Scheme recognises the importance of providing fire risk assessments that comply with an acceptable set of criteria. BAFE Registered companies will have an annual surveillance audit by their certification body to ensure that they continue to comply with the scheme requirements. Once certificated, they will be able to use the BAFE logo applicable to the scheme on promotional material, letterheads, websites etc.

WHAT DOES THIS SCHEME OFFER TO SPECIFIERS AND BUILDING OWNERS/MANAGERS? Under the legal provisions that apply in the UK, the Duty Holder or Responsible Person for a building is required to make a Fire Risk assessment to clarify the fire precautions required to ensure the safety of staff, customers and property. This is for all business premises. At present there is no other independently audited means to ensure the competence and reliability of a company commissioned to carry this out. REASSURANCE BAFE scheme SP205 will provide reassurance to the Duty Holder that they are doing everything possible to meet their obligations. Four Certification bodies are now working with UKAS, the government accreditation service, to achieve the requirements to certificate the new scheme. BAFE anticipates that the first certification licenses with be granted in the autumn 2012. L FURTHER INFORMATION For more information and to keep up to date with progress go to the BAFE website: or contact us at



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Written by Ian Henning, National Federation of Roofing Contractors


Design & Build

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Ian Henning, technical manager at the National Federation of Roofing Contractors, explains why it’s imperative that all roofs on UK educational establishments are well designed and maintained to help reduce the financial burden on local authorities’ stretched budgets. Simple maintenance can prolong the life of roofs on educational establishments. For instance, by clearing leaves and other debris from outlets and gutters. Protective chippings (if they were present) that have been moved by wind scour should be replaced too and any loose trims or flashings refixed. It’s also important that close consideration is paid to energy efficiency aspects of roofing and the reduction of carbon emissions, which can lead to lower running costs and a positive return on investment. Regular inspection by a roofing contractor is paramount, as is first-class, qualified advice on a roof’s weatherproofing qualities, performance and longevity. UNDERSTANDING ROOF TECHNOLOGY Where repair and maintenance are concerned, it is essential to have an understanding of the construction and technology of our roofs. For instance, post-war built schools generally have a number of flat roof areas as opposed to traditional pitched roofs. This article primarily concerns these types. Flat roofs are not really ‘flat’. They may be curved and have a pitch of 1 to 10 degrees, and originally have had a bituminous-

based waterproofing – that’s asphalt or felt laid over a supporting deck. The deck is likely to be of concrete but could also be woodwool slabs, timber or profiled metal. When they were built, energy efficiency was not considered too important so the inclusion of insulation would have been minimal – perhaps no more than a layer of

time. This means that even individual flat roofs could include various waterproofing systems, build-ups and structures that may require differing approaches to close investigation and refurbishment. Pitched roofs, that is roofs in excess of 10 degrees (usually 25 to 45) consist of a support structure of timber, steel or concrete,

A school roof installed in 1995 will, possibly, have about 40mm of rigid polyurethane insulation meeting the then current regulations. In 2012, building regulations state that the thickness will need to increase to 140mm. fibreboard. Over the years the waterproof coverings may have been overlaid or replaced with another bituminous system, or with a polymeric or rubber single ply waterproofing or a GRP based liquid applied coating. It is probable that some attempt at increasing the thermal efficiency of the roof would have been made during this

with the waterproof elements being tiles or, occasionally, metal sheets. A number of metal roof systems were developed post war by aircraft manufacturers, specifically for schools and consisted of flat aluminium sheets riveted to aluminum spars. This technology may still be in use though it may have received various attempts at re-waterproofing. E




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Many solar systems are available for retrofitting to both flat and pitched roofs. The key considerations, however, are that the roof structure is capable of accepting the increased load, that the roof members are substantial enough to take the additional mounting brackets and fixings and, of course, the waterproofing effectiveness of the roof covering is maintained.


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1995 will, possibly, have about 40mm of rigid polyurethane insulation meeting the then current regulations. In 2012 that thickness will need to increase to 140mm. When a roof is refurbished rather, than simply repaired, it may have other potential roles, in addition to ‘keeping out the weather’. For instance it may lend itself to a vegetated or ‘green roof’. Or perhaps it could be the location for important microgeneration equipment such as solar thermal or photovoltaic panels. In this case the entire roof design including the structure will need to be taken into account. Government and local authorities are encouraging the take up of micro generation where roof areas can provide the basis for mounting solar photovoltaic collectors. The electrical energy they can produce may be used to power a building’s interior. Any extra electricity generated can be fed into the National Grid. SOLAR PANELS Many solar systems are available for retrofitting to both flat and pitched roofs. The key considerations, however, are that the roof structure is capable of accepting the increased load, that the roof members are substantial enough to take the additional mounting brackets and fixings and, of course, the waterproofing effectiveness of the roof covering is maintained. No existing roofs were designed to take solar equipment and, therefore, expert advice will need to be obtained from a qualified engineer. While solar equipment is likely to be commissioned by a supplier it will be the roofing contractor’s responsibility to ensure its effectiveness and the roof’s integrity.

E COMMON PROBLEMS There may be several common flat roof problems. One, for example, is leakage caused by the failure of the waterproof covering. This may be due to several factors such as bad design, poor detailing, bad installation and inappropriate materials. Other causes can be an inability to withstand movement, thermal shock, impact or other damage, the deterioration of seams, trims or flashings, failure of previous repairs, lack of maintenance or simply the waterproofing material reaching the end of its service life. Ponding of rainwater can occur but is not necessarily a problem though it may be an indication of the degradation of the supporting deck due to water ingress or condensation. It may also indicate the lack of fall to the roof, which may be addressed when refurbishing. Blistering may also be present but, once again, is not problematic

though it should be monitored periodically. Pitched roof coverings can last for over 100 years. However, these roofs should be examined for loose and broken tiles, flashings and other problems. Metal sheeted roofs can be inspected for corrosion, loose or missing fixings, and trims. REFURBISHMENT & ENERGY EFFICIENCY If the roof is to be simply refurbished by recovering then the Building Regulations will come into play, particularly with regard to energy efficiency. They state that if more than 50 per cent of the existing waterproofing is being stripped, if it’s technically and economically feasible the whole roof must be brought up to the standard of the current energy related regulations. This means that a roof will require substantially more insulation than is currently present. For example, a school roof installed in

GREENING YOUR ROOF Green or vegetated roofs are growing in popularity – especially in the new-build arena. In some instances they can be retrofitted to existing roofs. The benefits of a green roof include sustainable drainage, increased bio diversity, countering of solar gain and increased thermal efficiency. In a school a green roof can provide interest and the feeling of well-being. They are installed as a complete system comprising the waterproofing, root resistant layer, moisture retention layer, drainage layer, filter layer and, finally, the growing medium. Green roofs are heavy – even the simplest sedum based covering adds an extra 100kg per square meter and the more intensive systems will be a tonne or more, plus the extra weight of retained rainwater. The existing roof structure must be able to accommodate significantly heavier loads. Green roofs are highly engineered and should not be fitted and forgotten. They need careful design, maintenance and consideration for irrigation. Further information can be obtained from E




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ROOFING E INSPECTING AND ASSESSING ROOFS Flat roofs are relatively easy to access for inspection, basic maintenance and to reclaim balls and other items that have been lost up there. Also, they are easy to fall off. In fact 50 per cent of fatalities in the construction industry are the result of falls from height and therefore the basic requirements of the Work at Height Regulations must be applied. This involves, even when simply inspecting a roof, that the work should be planned, supervised and carried out in a reasonably safe manner. A trained and competent roofing contractor is totally conversant with these regulations as well as seriously regarding other potential risks, such as from asbestos-containing materials. COMPETENT ROOFER SCHEME BRINGS SAVINGS The NFRC government-approved CompetentRoofer scheme is extremely important and can bring significant cost savings to every educational establishment that needs repairs, maintenance or re-roofing work. The CompetentRoofer scheme ensures total satisfaction, involving special selfcertification by the roofing company that totally eliminates costly and time-consuming local authority building control procedures. It presents all-round cost reductions, whilst maintaining performance and legality. Roofers’ self-certification through

Government and local authorities are encouraging the take up of micro generation where roof areas can provide the basis for mounting solar photovoltaic collectors. The electrical energy they can produce may be used to power a building’s interior. CompetentRoofer means that their clients get an ‘all-in-one’ service that does not need building control officer approval. The building owner receives a Building Regulations Control Completion and the roofing work is automatically registered with the relevant local authority. CompetentRoofers receive random site inspections checks so their work is always first rate. Special training courses have been developed to increase operative awareness of the scheme and its implications. Also there is a ‘hot-line’ to anonymously report errant companies. For more information: SPECIAL HERITAGE ROOFERS Many older schools and educational establishments are listed buildings and require very special attention to detail and consideration. So the NFRC has a unique

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register of Heritage Roofing Contractors. All old roofs must be covered or renewed precisely and in line with the strictest energy efficiency rules. This is because certain government parameters have been set to which roofs must comply in order to meet the common goals of zero carbon emissions. All NFRC Heritage Register roofers have the specialist knowledge, skills and workmanship to carry out this exacting work. L ABOUT THE NFRC Through its members, the National Federation of Roofing Contractors (NFRC) leads the way in possible cost-saving solutions while encouraging first class workmanship, maximum performance, plus the installation of cutting-edge materials. For more information about the NFRC and its members see its website for more details

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Taking place on 8th & 9th March 2013, the Education Innovation Conference & Exhibition (EICE) features seminars, workshops and training sessions aimed at education leaders and managers.

Seminar speakers

Education Innovation


Stephen Twigg MP David Brown (Head of ICT Inspection at OFSTED) Spencer Kelly Dr Alice Roberts Tanya Byron Emma Mulqueeny (Young Rewired State) Mary Bousted (ATL) Brian Lightman (ASCL) Francis Gilbert Simon Humphreys (CAS) Stuart Ball (Microsoft) Yvonne Baker (MyScience) Toby Young Maggie Philbin Dr Christina Preston (Mirandanet) Genevieve Smith-Nunes (ICT teacher from the Dorothy Stringer School) Sue Neiland (e-skills) Russell Hobby (NAHT)

Contributions Education Innovation is a brand-new national conference and exhibition which aims to break the mould of events within education. It is hoping to offer the people responsible for the running of educational buildings, the chance to learn about how best to harness technology. Technology is evolving at an exceptional rate. Therefore, it can be incredibly difficult to keep up to speed with how best to make that technology work for education. Not every head teacher, school business manager or network manager is an expert with technology. Few can afford to spend a high proportion of their time discussing a plethora of options with a multitude of suppliers. Rather than just showcasing the latest technology, EICE will deliver ideas, suggestions, workshops and practical training that can help create a more effective, efficient and sustainable education environment by utilising the technology that is available, allowing teachers and lecturers to perform even better. Education Innovation will jam-pack two-days’ with high-calibre, national and expert speakers delivering ‘how to’ sessions, workshops, training, CPDs and seminars. This will be integrated into an exhibition that features hand-picked, leading education technology companies, offering on-stand consultation and advice. FREE ENTRY Entry to the vast majority of the event is free and delegate places for the ‘How To’ leaders’ conference cost only just £80 for two days, which includes parking and lunch on each day. The event is designed to provide exceptional value for money as well as an incredibly worthwhile couple of days. Located right in the heart of Manchester at the renovated

Manchester Central, the event will enable visitors to gain access to a vast range of free training that will enable them to perform even better in their day to day roles, whilst picking up tips and ideas to help make life easier. Topics that will be covered include inspection, funding & academies, assessment, using data to ‘crunch the numbers’, sustainability, demonstrating progress of students, the future of ICT in education, making social media work in schools, getting young people into STEM subjects, and getting girls into IT. Plus, there will be 32 more hands on, practical training-based seminars which will cover skills such as app building, presentation skills, help with dyslexia, Apple equipment training, better use of identity cards and much more. AWARDS To recognise some of the excellent work that has been done within education and to provide examples of best practice to others, the Education Innovation Awards will feature at the show. The organisers are currently looking for submissions of how educational establishments have been particularly innovative in the way that they have harnessed technology to improve their environment and inspire teachers, trainers, lecturers and pupils. The leading nominations will be published in the run up to the event, where the awards will be given to the winners at the show. To submit a nomination, please visit L REGISTRATION To register for the exhibition and the conference, visit

Teaching Leaders Digital Me The Innovation Unit Whole Education NAACE 157 Group Association of Colleges National Apprenticeship Services Education Funding Agency NIACE BCSE SEED National Education Trust Manchester University Edugeek WISE National College of School Leadership

Supported by 157 Group Association of Employment and Learning Providers Association of Learning Technology Association of School & College Leaders Association of Teachers & Lecturers Computing at School Innovate My School Innovation Unit Microsoft National Education Trust Unionlearn Whole Education



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Designing silence for schools, colleges and universities Commercial Acoustics Ltd specialises in providing acoustic products and services to solve internal acoustic issues. Our main area of expertise is controlling sound. Interior design within schools is often visually stunning but with the increased use of hard materials such as glass and concrete, there is sometimes a high level of reverberation left to contend with. This is both unnecessarily noisy and disturbing particularly in large spaces such as halls, communal or dining areas. The most effective form of treatment is the introduction of acoustic panels. There are many types and finishes, including plain fabric, printed artwork to the cloth, stone

or timber finishes. Whatever type their common function is to control sound via absorption, diffusion or reflection. We are experts in our field and pay particular attention to the needs of our clients, fulfilling our brief to achieve maximum performance for a sensible price and on time. Our team of experts will listen to what it is you are looking to achieve and work with you to provide a successful result. Our consultants, designers, acousticians and installers are on hand to provide a one stop solution for your acoustic challenges, so why not take a look at our website or better still get in contact to see how we can assist you. | | 0203 651 0528 & 07799 677 693

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School Music

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I would imagine that most head teachers and senior managers in schools would love to have an outstanding music department, where high standards are coupled with breadth of participation across the school. However, how do we ‘make this happen’ in practice, particularly in a time of reduced resources and changes in the provision of music education nationally? This two-part feature will provide practical and effective strategies for: Creating the vision; Working with staff and outside agencies; Engaging parents and pupils; Encouraging excellence: inclusivity and quality A clear vision of the future is an essential element in any change process. In this first article we explore what it means to be ‘a musical school’, and examine some of the practical issues involved. CREATING THE VISION What exactly do we mean by ‘a musical school’? In my first head of music post I vividly recall the headmaster telling me that he wanted music to be ‘at the heart of the school’. But what does this actually mean in practice? Winning competitions and performing in high profile events? High

Written by Bette Gray-Fow

The educational benefits of participation in music making are well known. This two-part feature will provide practical and effective strategies for creating the vision, working with staff and outside agencies, engaging parents and pupils and encouraging excellence: inclusivity and quality. By Bette Gray-Fow

If our vision of a musical school is limited to spotting, attracting and encouraging a few high achievers for public occasions, then music will never be ‘at the heart of the school’. levels of participation in curricular and extracurricular music? A strong local reputation for music? A few outstanding performers to showcase at awards days and open evenings? At this point I should mention that the headmaster in question would definitely not describe himself as ‘musical’. In other words he did not play any instrument, or sing (beyond the usual hymns in assembly). He was a keen listener to music, as in fact most people are, but nothing more. So as we explore what makes for a musical school (and how to achieve it) remember this important point for heads and senior managers: You don’t need to be ‘musical’ to promote and encourage music within your school. Many people think of music as a ‘dark art’ shared only by a few talented individuals invariably from musical families who can read music and play an instrument. Nothing could

be further from the truth. In fact in the words of a BBC science programme: Science is telling us that to be human is to be innately musical. Sadly, our preconceptions about what it is to be ‘musical’ can colour our expectations. This means that what we think of as a musical school is often inadvertently elitist. I recall doing long term supply work in a large comprehensive school where music had recently been rated ‘excellent’ by Ofsted. In this environment a select group of youngsters (in this case, almost exclusively instrumentalists) were encouraged and nurtured. Several went on to music college after their A Levels, and both GCSE and A Level groups boasted quite high (although not startlingly high) numbers. Yet the vast majority of pupils (who were not designated as ‘our musicians’) felt that music was not for them. This attitude was particularly E



School Music



Many people think of music as a ‘dark art’ shared only by a few talented individuals, invariably from musical families, who can read music and play an instrument. Nothing could be further from the truth. E noticeable in classroom music lessons, where an ‘us and them’ atmosphere made it difficult to achieve much with a large number of otherwise very capable youngsters. If being ‘musical’ is the preserve of those (from those ‘musical families’!) who began instrumental lessons in primary school, then even otherwise high achieving pupils can come to regard music as their ‘sink’ subject, with serious consequences for behaviour, confidence and motivation. In fact, many can be put off music for life. The same unconscious elitism also operates in many primary schools, where youngsters identified as ‘musical’ often fit a certain stereotype. In practice these tend to be girls with a clear and flexible singing voice, general self confidence, and some musical background at home. (Boys’ singing voices tend to be heavier, and to develop later.) Or they may look to the pupils who are progressing exceptionally well in instrumental lessons and graded music exams. If the particular school doesn’t happen to have this type of pupil, they are always on the lookout for one, lavishing praise and attention on them. LOOKING FOR MOZART In my book Discovering & Developing Talent in Schools: an inclusive approach (NACE/ Fulton 2005) I call this all-too-frequent approach: ‘looking for Mozart’. What is wrong with looking for outstanding pupils? There is nothing wrong with it, per se. However by focusing solely on a few outstanding performers we run the risk of discouraging the vast majority from developing their musical talents to the full (there is also a real risk of creating a self-absorbed ‘prima donna ’, which doesn’t benefit the budding Mozarts either). The reality is that youngsters’ musical development is: a) extremely variable; and b) dependent very much on family background and in particular on the musical opportunities offered to them early in life. There are very few Mozarts around, but believe me, there is plenty of talent within your school – whatever its catchment area and type – to create a musical school to be proud of. A CLEAR VISION: INCLUSIVITY AND QUALITY If our vision of a musical school is limited to spotting, attracting and encouraging a few high achievers for public occasions, then music will never be ‘at the heart of the school’. In my experience the most sustainable and successful music programs tend to be characterised by



two elements: high levels of participation, and; a commitment to quality music making. In other words, it’s not just a case of getting large numbers of pupils to participate in mediocre performances. A truly musical school will have an inclusive approach, while offering youngsters the chance to be part of something in which they give of their best, and experience at first hand the enjoyment and pride which come from delivering a good standard of performance. HIGH LEVELS OF PARTICIPATION In a primary school context, this may mean a high take up of instrumental lessons through the local Music Education Hub. But it can equally well mean large cohorts of pupils taking part in organised extracurricular groups and events such as musicals, choirs and informal ‘talent contests’. At secondary level – where a department’s resourcing and staffing are primarily determined by the take up of the subject at GCSE and A/AS level – there are added challenges for music departments. This approach can fail to appreciate the ‘parallel curriculum’ which many youngsters follow, pursuing their musical development outside the school environment. This parallel curriculum can be extremely varied, including graded examinations, private lessons (without ‘grades’), involvement in the local music education hub, and a range of formal and informal musical activities organised by churches, brass bands, community youth choirs, popular music groups, music theatre programmes, folk music groups, and so on. With the intense specialisation inherent in A/AS Levels (and even at GCSE), music can’t be fitted in as an examination course for many, eg those who need to take three sciences, or more than one foreign language. The challenge in creating a musical school is to mobilise and encourage those who are involved in music making outside school to become active participants in school music, by offering a range of activities and roles. This cannot be achieved without sufficient staffing, either from within the school or from external organisations. A COMMITMENT TO QUALITY Quality is an essential element in building a strong music programme. With the explosion of media such as the internet, surprisingly young children have access to recorded performances of a good standard in virtually every genre of music; and think often think deeply about the

music which attracts them. This is one reason why schools which hope to engage pupils by promoting only popular music often run into difficulties: in my experience, the pupils have such strong views on popular music that it’s easy to repel as many as you attract! How can we talk about quality in terms of, for example, a primary school concert? Surely these occasions are for pupils to perform as well as they can, for the delight of the parents, and should not be ‘high pressure’ events? Well, yes and no. If music is well suited to the ages and abilities of the performers, then capable performances can be given. No performance – even at professional level – is perfect. However any performance can be: well prepared and rehearsed, with attention given to beginnings and endings, any words thoroughly memorised, etc; presented in a professional manner, eg pupils wearing appropriate dress, coming on and off the stage confidently and with discipline, acknowledging applause at the end. In fact without these elements – which can also be included in classroom performances for all pupils – then the many benefits of music participation in terms of teamwork, self-discipline, attention to detail and confidence-building will be lost. MAKING IT A REALITY Of course it’s all very well to have clear goals for putting music at the heart of the school. Implementing this vision needs the cooperation (and enthusiasm) of staff, students and parents alike. You may be surprised to find that it’s not actually necessary to hire a charismatic music teacher to lead this process. It can be accomplished through planning, strategy and teamwork. You may also be surprised to find that it doesn’t necessarily mean putting in endless financial resources – although if music in the school ‘takes off’, then administrative support for the burgeoning range of activities will be essential to avoid ‘burn out’. In the next issue we will look in more detail at practical strategies for creating a musical school, including motivating staff, engaging pupils and parents and liaising effectively with outside agencies. L ABOUT THE AUTHOR Bette Gray-Fow is a writer, musician and educational consultant with many years of experience in developing outstanding music programmes in schools. She is the author of Discovering & Developing Talent in Schools: an inclusive approach (NACE/Fulton 2005), Chorus for Everyone (Lindsay Music 2004) and numerous articles and reviews. She is a member of the Schools Music Association and the Incorporated Society of Musicians; Adjudicates for the British & International Federation of Festivals, and is a Fellow of the Higher Education Academy. (

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Office Equipment

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The newly-formed Nationwide Association of Photocopier and Printer Suppliers (NAPPS) is dedicated to raising standards of photocopier suppliers to schools

With budgets decreasing while the need for more resources continues to rise, schools have become more aware of the importance of dealing with reputable firms. Everybody wants a good deal but at what price. It’s good to know you’re dealing with a supplier that you can trust. Companies that are members of a governing body are able to offer that peace of mind. Whether it is one printer, a fleet of photocopiers or a total document management solution, the procurement process can be time consuming and difficult to prioritise. That is why most education decision makers enlist the help of a photocopier supplier / consultant. However, too few people take time to check the background of the supplier or the contract they are signing which has lead to dire consequences. Horror stories exist where educational establishments has been left with debts in the thousands and in one case over £250,000 due to companies who operate unethically. To combat this, a new governing body called NAPPS (Nationwide Association of Photocopier and Printer Suppliers) has been launched in response to the lack of regulation and standardisation of services which has blighted the educational sector and cost schools and colleges millions of pounds through mis-selling and sub standard service.

REGULATING SUPPLIERS The Nationwide Association of Photocopier and Printer Suppliers (NAPPS) is a new industry body launched to regulate the photocopier suppliers market, which will help protect schools, colleges and other educational establishments. NAPPS has been welcomed by NASBM (National Association of School Business Management). Bill Simmonds, chief executive has welcomed the initiative and is fully supportive of the aims of NAPPS. Simmons adds: “Following revelations of the nationwide issue of mis-selling of IT equipment leasing agreements to schools, it became evident there was an urgent need to introduce some form of regulation into the sector to protect schools from such mal-practices. When seeking new agreements, we urge our members to take advice from as many sources as possible to safeguard themselves from dealing with un-reputable suppliers.” He continues: “Any organisation that is working to regulate the services of these suppliers should be welcomed and we support NAPPS in its objectives to introduce an accredited Code of Conduct that will raise standards and help protect the education sector going forward.” E



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OFFICE EQUIPMENT E OPERATING STANDARDS TIP 1: NAPPS will monitor and accredit the Can I have the lease and service operating standards of photocopier and contracts separately? document management companies through The service contract is a key element in its Code of Practice with the aim to provide your buying decision. Make sure your a collective voice and trusted community of prospective supplier presents both contracts suppliers who will uphold the highest to you as separate documents. Clarity quality of customer delivery. at this stage is essential. Photocopier and printer suppliers who sign up TIP 2: her “Whetrinter, a to the NAPPS Code of What’s the service p s e Practice, will make cost per copy? r n e o i it is photocop t up the growing Did you know there n f e o m t u body of document was such a thing? e c e fl al do olution, t o management Lots of customers t a s or t s n s e companies who are don’t. Less reputable e c m e ro creating increased managcurement p ming suppliers hide the u o consumer confidence service cost per the pr e time cons to and assurance copy by including it b t can d difficul of a high quality in the total cost per an ” e service. “Our aim is to copy, which includes s i t i r prio create a community of capital for equipment. suppliers who educational Always ensure that all establishments and other proposals state the individual customers can believe in and have charge per copy for service. total peace of mind when working with them,” explains Aaron Warham, director TIP 3: of NAPPS. “As an association, NAPPS is What does the service committed to bringing positive ethical change cost per copy cover? to the photocopier and printer supplier The consumables and services included community, so that going forward, schools in the service cost per copy vary between and colleges working with NAPPS accredited suppliers. Make sure what’s included is suppliers can rest assured that they are stated clearly in the service contract. receiving the highest possible standards of customer service from assured companies.” Tip 4: Will you make additional The NAPPS community provides a ‘procharges for installation, networking, business environment, where members, training, recycling etc? partners and affiliates are encouraged The service cost per copy rarely covers to openly discuss best practice, but every service or product a supplier offers. never at the expense of the consumer. This is a good thing as you don’t want to The NAPPS community is committed to be paying upfront for every eventuality. placing the customer at the centre of all However it’s vital that you establish what operations. Every Member of NAPPS has additional costs you might incur and in undergone a rigorous United Kingdom what circumstances, and that your supplier Accreditation Service (who are the sole states this clearly in the service contract. national accreditation body recognised by government) certified application process. TIP 5: Applicants must successfully pass this Are colour photocopier charges process and agree to the Code of Practice by the ‘scan’ or the ‘click’? before they can become a member. A colour photocopier creates a colour copy by using three colours and black. If your service NAPPS TOP 10 TIPS contract charges colour by the ‘scan’ each NAPPS pooled the experience and expertise colour copy will incur four separate charges. of their membership community to offer If It’s by the ‘click’ you pay one single charge. you 10 top tips to getting the most from your photocopier supplier. Use this list to secure the best possible deal. Even better, work through the tips with a NAPPS member before you reach a decision. What to ask before you buy: Whether you need one copier or 100, comparing lease contracts is pretty straightforward. It’s easy to stop there, because comparing the value of service contracts can be challenging to say the least. A reputable supplier should respond favourably when asked the following questions:

TIP 6:

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How long is the service contract? Lease agreements tend to run for between three and five years. Regardless of the length your supplier should service and maintain the equipment for the full term of your contract.

TIP 7:

Your service contract may commit you to paying for a fixed volume of copies Often calculated monthly or quarterly, only agree to estimated usage if you are confident that it’s an accurate reflection of your schools requirements.

TIP 8:

Everything is negotiable If the supplier is prepared to modify the service contract in your favour , go ahead. If not, don’t. Once you have agreed an amendment make sure that you receive it in writing from the supplier’s service director.

TIP 9:

Check that the contracted terms match those of the final quote Always ensure that the lease and the service contracts are complete before you sign them. Check that the terms of both contracts match those stated in your suppliers final quote.

TIP 10:

Last but not least, check the equipment Make sure that the equipment your supplier delivers exactly matches the equipment listed on your final proposal, together with your lease and service contracts. Confirm that devices fulfill the exact specification you have agreed to. L FURTHER INFORMATION NAPPS provides a free advisory service for schools. If you have experienced any problems with your current photocopier supplier or would like advice on an upcoming purchase, please feel free to contact the Association or give them a call on 0844 567 2629 or email You can view the nearest NAPPS certified supplier to your school by visiting the NAPPS website at

NAPPS will monitor and accredit the operating standards of photocopier and document management companies through its Code of Practice with the aim to provide a collective voice and trusted community of suppliers who will uphold the highest quality of customer delivery. Volume 17.5 | EDUCATION BUSINESS MAGAZINE



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Dominic Stone’s Lancashire based Tutor Doctor goes from strength to strength Dominic Stone was a PGCE qualified primary school teacher who wanted greater freedom and a business he could develop gradually through his own efforts and decisions. With family advice his own research he discovered franchising and the Tutor Doctor franchise opportunity. “It was a perfect match - it is a valuable, useful service that really works! I could develop and learn within the business. I had belief in its potential success from day one. “I had a lot in common with existing franchisees, they were open and enthusiastic, and the support available, with the freedom of developing my own business, gave me the best of both worlds.” says Dominic. After his training Dominic was confident when starting his franchise. “The training in Toronto gave me everything I needed. It was relaxed, informative and

inspiring. I can pick up the phone or write an email and get a response fairly immediately. The network of franchisees are always on hand, supportive and helpful.” Dominic’s father also invested in the business at the outset and currently owns shares, however Dominic is hoping he will be able to recoup this in the next few years. His wife also helps out; “There is room for flexibility here. Her strengths aid my weaker areas and vice versa.” “For anyone looking to start their own franchise business I would say do your homework; research, conduct drawn out validations, find out the nuts and bolts of the business and then trust your gut instinct as to whether it feels right for your personality and life goals.” FOR MORE INFORMATION Tel: 0800 612 5028

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Graham Lowes, marketing director, OKI Systems UK discusses how schools can deliver more value and drive efficiencies through a controlled approach to printing Public sector spending cuts are a continued source of concern for schools and colleges. Recently, the Office for Budget Responsibility announced that by 2017-18 public spending needs to be cut by another £17bn to stop debt ballooning. As a result, it is even more important for schools and colleges to look at ways to drive efficiency. One of the most effective ways to support this is likely to be through a change in approach to printing. Many schools and colleges do not have a clear view on printing spend. It is vital that schools and colleges take control of these costs and consider moving to a managed print service as the results, can be dramatic. A survey by the centre for economics and business research (cebr) found that the education sector could save £245 million per year if they adopt smarter printing practices – enough to provide new school uniforms for six million children. A STEP IN THE RIGHT DIRECTION When it comes to printing, often being more efficient is as much about the right choice of printer as it is about adopting smarter printing practices. And, OKI offers the perfect solution for this need, in the form of total managed print services (MPS). Often associated with mainstream businesses, the overall aim of MPS is to ensure that printing operations are more closely matched to an organisation’s workflow to help meet specific business goals. MPS starts with a print assessment, one that uses advanced techniques to deliver an all-inclusive analysis of a school or college’s print environment. The results of the assessment are then used to design a long-term print solution – one which ensures print devices are used in the most resourceful manner and printing practices can be controlled and managed more closely. Following a consultation between the print vendor and the educational organisation an audit of current output volumes, types of printing and paper sizes is conducted. It then becomes possible for the vendor to create a tailored implementation programme. Given the improved functionality of many of the newer printers that are likely to be implemented, bringing printing inhouse often becomes a more feasible option, so saving on outsourcing fees. MPS also offers the education sector a means of purchasing printers, supplies, maintenance and support in one all-inclusive contract. As a result, schools and colleges can

allocate their budget effectively; reduce both capital investment and on-going printing costs. For example, a good MPS solution, such as that offered by OKI will provide schools with the support they need if any technical difficulties occur. This allows teachers to concentrate on teaching, rather than trying to fix in-house faulty printers or the need for desk side support. MAKE THE MOST OUT OF IN-HOUSE PRINTING By bringing print jobs in-house, it also becomes possible to eliminate the over-runs typical of outsourced printing and, by raising the level of ‘right first time’ printouts it reduces the need to repeat work. This is excellent news for schools and colleges, which often have to produce a range of print material such as colourful signage, tickets and brochures. For instance, OKI has pioneered the development of free ‘inthe-box’ utilities, which enable schools and colleges to easily customise their material. Using this solution it is easy to print media for events like sports days and parents’ evenings or other marketing collateral such as school prospectuses and newsletters as well as standard office stationery and administrative documents. Using in-house devices, educational organisations also gain more control over printing. The most efficient printing solutions give users a range of print management options, which help to conserve costs. These solutions give administrators a ‘helicopter view’ of available resources enabling them to see who is printing what around the school. Users can identify where colour is being used unnecessarily for printing emails or if a printer is being employed for purposes unrelated to the school. To further reduce costs, staff should also be trained in how to use the newest technology efficiently. For example, colour printers can be set to mono as standard for day-to-day, in-house jobs and only switched to colour when required. While printers can be set up to print double sided, which can help reduce the

cost of paper wastage by up to 50 per cent. Stay top of the printing class In light of the planned public sector spending cuts, the time has come for educational organisations to further streamline operations. To capitalise on the opportunities of MPS and in-house printing, schools and colleges need to start putting these smarter techniques into practice and work with an expert print vendor to optimise efficiency. L FURTHER INFORMATION Twitter: @OKIUK




Essex based AJS offers a wealth of experience in health and safety training

Alisons Aid now offering training with SkillBase at Coventry Airport

AJS First Aid Training in Essex has been delivering first aid courses around the UK since 1998, and has taught sports programmes in colleges and schools. With a wealth of teaching experience to offer to your organisation, a team of fully qualified trainers are regularly kept up to date with the required skills to deliver quality training programs at your venue. AJS Training supplies trainers to support the delivery of its programmes around the UK, and is registered to provide HABC approved training programmes leading to HABC qualifications. Highfield First Aid Books are issued to everyone attending its courses. Alan Smart MIFL holds D32/33/34 and is level four teacher qualified, as well as being a member of the Institute for Learning. AJS also specialises in Internal verififcation for NVQs, BTEC in Sport and Recreation, Fitness Instructors

Alison’s aid provides first aid training that is prepared and presented with care. The company believes that its customers’ needs are of the utmost importance, and its team is committed to meeting them. As a result, a high percentage of business is from repeat customers and referrals. A wide geographic area, spanning Leicestershire, Warwickshire and the West Midlands, is catered for. The company trains in a variety of areas including Paedeatric, First Aid at Work (one, two and three day course plus annual refreshers) and Basic First Aid for 1 - 12 candidates. Courses

programmes levels 1, 2 and 3. “AJS First Aid Training are City Gateway’s preferred First Aid training Provider. Our clients respond well to the sessions which are delivered with energy and enthusiasm. AJS are also happy to tailor their first aid sessions to the wider learning aims of our candidates.” Jonathan Skaife, Apprenticeship Manager, City Gateway FOR MORE INFORMATION Tel: 07890789072

Are you prepared for the every day occurrences?

Pass Training Consultancy delivers a range at parking enforcement IT specialist, Imperial of courses including civil enforcement Civil Enforcement Solutions (ICES), has used the company’s trainers. officer, health & safety and notice processing training. The company also provides conflict “The quality of the training that ICES notice management courses for clients in the private processing staff receive is very important to Accidents andincluding illnesses happen every us,” day.says Some people need a and public sector local government, Ellis. “We entered into aonly contract 2009 withpermanent South Thames College whowithout put the parking industry and security sectors. helping hand while others may sufferinserious injuries Mark Cox, managing director of Pass, says us onto one of their training provider, Pass help. By mastering Emergency First Response Primary Care (CPR) and the company’s Chartered Institute of Personnel Training Consultancy. We discussed our training Secondary Care(CIPD) (first aid) consultants course skillsneeds you with canPass, render important care and Development training who agreed to provide an to industry engagein with its clients to ascertain their offered those need. Current courses are: leading qualification in the form of the NVQ Business Administraion, which training and development needs. “Within • these Conflict Management • Welcome Hostprocessing. Training The course training programmes we offer the use specialises in notice a variety All of tools including psychometric was delivered inCare a timely and professional • of Welcome Disability Awareness • Customer Training Cox Training says. “These assist in producing manner and has improved beyond doubt the • testing,” Fire Safety • Manual Handling Training professionalism of all the staff who have so far resources and facilitate • self-managed Supervisory learning Training • CCTV Enforcement Officers 1950-02 group learning, with training courses designed undertaken the NVQ. • Basic Deaf Awareness • Basic British Sign Language to meet your staff and organisations needs.” “Being an accredited City & Guilds NVQ, the • First Aid at Work 3 Days (FAW) • 1 Day Emergency First Aid at Work (EFAW) Pass works as a training provider for South qualification further enhances each individual • Thames Care ofCollege, Children First Aid • Inmember’s Case ofqualifications Emergency and (‘ICES’) which has strong links with staff is of value to • the 1/2 security Day AED andDefribrillator parking sectors.& Emergency Oxygen them of the equivalent academic standard as five GCSE’s.” Louis Ellis, business pocessing unit manager

Amazing offers on first aid courses

FOR MORE INFORMATION Tel: 07881 244275 coventry@skillbase

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can be tailored to suit individual needs in a friendly and engaging teaching style which allows first aid to become something that is approachable to all. From January, Alison’s Aid is delighted to announce that it will be working in conjunction with SkillBase First Aid at Coventry Airport. To book a course, or for more information, please contact Alison on 07881 244275 or visit the website address below.


10/11/2010 09:32

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First Aid

Sponsored by

Written by Cliver James, St Johns Ambulance

FIRST AID IN SCHOOLS: HOW TO MAKE A DIFFERENCE Ensuring children are safe at school is a top priority for education professionals and parents alike, with many going so far as to argue that first aid should be added to the school curriculum. Acknowledging the importance of health and safety, and in particular first aid, can make a significant difference to the safety of staff, visitors and pupils. Clive James, training and development manager at St John Ambulance, believes it is important to take a sensible and balanced approach, which ensures that the premises provide a safe and healthy place for all who use them.

Why is health and safety in schools important? Simple accidents, such as slips or trips, might seem a trivial part of the dayto-day hustle and bustle of school life, but they are capable of causing serious injuries and worse. In one accident recorded on the HSE website, a school canteen employee slipped on some food that had been dropped on the floor of the school dining room. As a result, she broke her leg and later died due to a blood clot. While this is an extreme case, health and safety planning can significantly reduce the chances of outcomes such as this from occurring. This planning can be as simple as ensuring the correct risk assessments are in place, educating staff on how to identify risks or providing first aid training to staff and pupils. Looking at first

aid specifically, should a member of staff, a pupil or a visitor become unconscious, it will take an average of eight minutes for an ambulance to arrive on the scene following an emergency call. By having someone on hand who has the appropriate skills and feels confident enough to use them, emergency first aid can be implemented immediately, potentially saving a life. MANAGING HEALTH AND SAFETY RISK IN SCHOOLS To successfully manage health and safety risks, school management need to remember that their environment is a workplace and therefore has to follow a fixed set of legislative requirements. Many businesses today do not fully appreciate the importance of health and safety, with research indicating that 50 per cent do not have a formal E

“The f ro numbest aiders d fir ased e n i a r t be b should number of on the ts and staff studen e school” in th



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FIRST AID E process for assessing first aid needs. The same can be said of schools. If a school has a first aid strategy in place, it might be limited to sending an employee or two to a standard training course, then hoping their skills will not be needed. Although legally schools only have to provide for their staff, they have a duty of care towards their pupils too. Relevant guidance on the necessary health and safety regulations can be found on the Department of Education and Employment and the Health and Safety Executive (HSE) websites, both of which address a range of questions relating to first aid at work . However, it is up to schools and Local

in 2011 also showed that 73 per cent of schoolchildren wanted to learn how to resuscitate someone and give first aid. Despite this, first aid in schools is still not as high up the agenda as it should be. As well as empowering staff with the confidence to respond in an emergency, extending first aid training to pupils teaches them to care for others, equipping them with skills to be the difference between a life lost and a life saved, inside the school gates and beyond. Research by St John Ambulance showed that 94 per cent of teachers believed first aid lessons in school would help teach young people to be more

To ensure a school is adequately covered, the correct number of staff need to take the appropriate First Aid at Work course. The number of trained first aiders should be based on the number of students and staff in the school. Education Authorities (LEAs) to develop their own health and safety strategy, based on an assessment of local need. In addition, the HSE has developed a health and safety checklist specifically for the classroom, which helps schools identify and manage possible risks. For example, schools must make sure they have the minimum first aid provisions, which include having a suitably stocked first aid kit, information for employees on first aid arrangements and a sufficient number of staff trained as first aiders. To ensure a school is adequately covered, the correct number of staff need to take the appropriate First Aid at Work course. The number of trained first aiders should be based on the number of students and staff in the school. For example, a small primary school with 250 people would need a minimum of three trained first aiders. This does not, however, include cover for planned or unplanned absences, so the school might actually need five or six first aiders if it is to remain covered should illnesses occur. First aiders who deal with the early primary years will often attend a paediatric course as well that looks specifically at child or infant resuscitation. Schools should also consider Ofsted’s health and safety requirements, many of which may differ from those outlined by the HSE. Both sets of guidance should ideally be taken into account by schools to ensure their environment is health and safety compliant. FIRST AID FOR PUPILS In a recent Health and Safety Laboratory report of school employees, 97 per cent of respondents rated providing pupils with an appreciation of health and safety risks as ‘important’ or ‘very important’ . A survey

responsible. Yet, one in three teachers (30.2 per cent) said cost was the biggest obstacle to teaching first aid , especially as it is not strictly part of the national curriculum. However, there are resources available for teachers that will help them teach pupils first aid at a relatively low cost. For example, packages can be purchased for pre-school and key stage one, two, three and four that come complete with all the resources required (apart from consumables such as bandages), for a minimal cost. These packages can be used by anyone with both a teaching and a first aid qualification. St John Ambulance also has resources which can be downloaded for free on its teaching resource website Teach the Difference ( uk). By ensuring that training is as interactive as possible, and takes into consideration all learning styles, schools can help to encourage first aid knowledge from an early age so that pupils feel inspired to be the difference. Schools can also arrange for specialist schools trainers to come and deliver courses, such as our own Young First Aider pack. It is designed to provide an introduction to first aid and fits into many subjects of the national curriculum. The course gives students a grounding on how to manage an incident and the most commonly needed first aid skills. SCHOOLS THAT ARE BREAKING THE MOULD A number of schools around the country are going well beyond the bare minimum by providing first aid training to hundreds of their pupils. These schools can obtain the St John Ambulance Schools Mark, which shows a significant commitment to the safety and health of pupils, the workforce and community. Schools, such as Maidenhill

First Aid

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School in Stonehouse, Gloucestershire have trained all students in life saving first aid skills, making their premises safer and also providing students with the ability to help others outside of school hours. Nearly 400 young people took part in the sessions, as part of a health and fitness theme during the school’s annual Activities Week. Training included coping in an emergency, communication, casualty care, how to conduct a primary survey, how to treat an unconscious casualty and resuscitation. These basic life skills will stay with them long after they leave school, and with up to 150,000 people dying each year when first aid could have saved their life, these skills will undoubtedly prove useful later in life . FIRST AID HEROES For inspirational stories of first aid, you need look no further than schoolgirl Jaipal Basi. When her friend started choking during her lunch break at school, Jaipal leapt into action knowing exactly what to do. Her friend had been eating sandwiches in the canteen at school in Sutton Coldfield, when she started choking on a piece of cucumber. Jaipal, who had been sitting next to her friend, realised that she was struggling to breathe and knew that there was no time to lose. Using the first aid skills she learnt on a training course the year before, Jaipal, then aged 10, quickly delivered five back blows to try to clear the obstruction. Jaipal was ready to perform abdominal thrusts but after the fifth blow the offending food was dislodged and she was able to breathe again. Young first aiders such as Jaipal should be celebrated for acting quickly, calmly and effectively during a real emergency, thus proving first aid can be the difference between a life lost and a life saved. Celebrating their success can help raise awareness of the importance of these vital skills and encourage people of all ages to learn them. THE FUTURE: WHERE DO WE GO FROM HERE? Schools really should elevate health and safety, and in particular first aid, to a position of prime importance. Having a thorough and well thought out first aid strategy will not only make schools safer, but will also benefit wider communities. First aid is an important life skill that helps reduce fatalities and enables the faster treatment of injuries. It also has an important role to play in providing staff and pupils with a sense of purpose and achievement, giving them the skills that will potentially save lives. L FURTHER INFORMATION For more information about first aid training courses visit www.sja. and to find out more about free first aid teaching resources visit



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Outdoor Learning

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Having recently welcomed its 750,000th educational visitor, the Eden Project’s schools team is now embarking on a campaign to help outdoor learning become a central pillar of British education. The Cornish charity and tourist attraction is working with schools to help them understand the educational and social value of being outdoors. The overarching objective is to reverse the trend of children spending more and more time indoors. Eden has worked with schools in the south west on this over the past 18 months, reaching more than 2,000 students through teacher training. They are now planning to take that work nationwide. The charity’s efforts are in response to the growing trend of children spending more and more time indoors. According to statistics from Play England, while 71 per cent of parents played outside their homes when they were children, only 21 per cent of their children are allowed that independence. Modern children spend, on average, just 9 per cent of their time outside, a lot less than previous generations. More and more evidence is being produced to prove that being outdoors is a key factor in our happiness, health and our children’s wellbeing including their cognitive skills, imagination and self-esteem.

Sam Kendall, Eden’s School programme manager, said: “We are passionate about the power of learning and playing outdoors to enhance children’s experience of school. “Some teachers and parents are reluctant to give children the freedom to get outside but we want to remove that fear and introduce a culture-shift in British schools. There are obvious health and social benefits of children playing outdoors but our message is that being outside can also enhance learning.” Eden offers a range of teacher training programmes and staff development packages

to support teachers in getting their pupils back outside. The project’s outdoor learning training sessions can help teachers build confidence and expertise for using the outdoor environment for teaching as well as helping schools rethink their grounds to best enable outdoor learning and play. The team at Eden worked with Stephen Downes of nearby Lostwithiel School to work on ideas of how best to incorporate outdoor learning into lesson plans for the existing curriculum. Together, the Eden team and Stephen devised a plan that would E

Modern children spend, on average, just 9 per cent of their time outside, a lot less than previous generations. More and more evidence is being produced to prove that being outdoors is a key factor in our happiness, health and our children’s wellbeing including their cognitive skills, imagination and self-esteem.



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Speak to Technogym today about ways to include fitness and wellbeing into your school and the curriculum. Drive community links and develop a secondary income through our FREE GYM OFFER.

These excellent new facilities will help boost the general health and well being of fee paying local residents living within a 10 mile radius of the school.

This initiative will ensure students benefit from state-of-the-art fitness facilities while schools are able to drive secondary income from the facilities through members of the local community. Technogym has joined forces with its partners to be able to offer schools this opportunity with zero capital outlay for the school.

Mark Avoth, Head Teacher, Avon Valley Sports College

What does this entail? • A state-of-the-art gym with no capital outlay • All refurbishment works to the space are free and are of a high specification finish • No minimum repayments by the school • Free high quality marketing • Free on-line joining and membership software package • Commercial support from a company with over 30 years’ experience

It’s a win-win for any school or college with no capital outlay and the opportunity to generate an income.

Andy Davidson, Public Sector Manager, Technogym

How does it work? Technogym, through their partners, will install an on-site gymnasium at no cost to the school. Our partners will then support your school to drive secondary revenue from local communities who wish to utilise the gym out of school hours.


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OUTDOOR LEARNING E incorporate outdoor activities into work his class were doing on storytelling in a way that enriched and complimented the classroom work. Carolyn Huxley, headteacher at Lostwithiel School, said: “We have an amazing outdoor environment but it was completely underutilised. We had already made a considerable investment in developing the physical spaces, but needed to move forward with incorporating it into the curriculum so we decided to work with Eden. “The teachers have now given a commitment to delivering the curriculum outside wherever possible and maths, science, art, literacy and design technology lessons have all been held outdoors. “We are also working with Eden to transform our break and lunchtimes by giving children the freedom to play. Within a contained environment, they can build dens, swing on ropes, climb trees, go down water slides - to name but a few. More than this, our teachers’ understanding of play, risk assessment and supervision has changed. This is learning in its most exciting and creative form and the children absolutely love it.” Since opening in March 2001, Eden has welcomed more than 380,000 children on school visits and more than 370,000 students. Eden’s focus on the importance of outdoor learning and play can be seen throughout the work of the project as well as through the schools education team, with the everpopular den building activities that take place in the project’s arena during the summer and the landscaping and design of the play areas and gardens around the site. L FURTHER INFORMATION Teachers who are interested in learning more about how to incorporate outdoor learning into the curriculum, develop outdoor spaces and learn how to grow food in school grounds can attend a oneday workshop at the Eden Project on Friday September 28. The course costs £50 plus VAT for those who book before June 30, after which it costs £60 plus VAT. For further details visit

How does your garden grow? A school garden can give your students the chance to grow in other ways – learning how to work as a team, plan ahead, solve problems and get to grips with some of the key principles of sustainability – just by planting that first seed.

Getting started

Before you sink your spade or fill your pots – stop and think: who else can help? The answer is just about everyone! Ideally, get the school garden written into the school’s development plan, win over the PTA and canvas the local community for people who can help with some of the more demanding jobs. All shapes and sizes - Whether you have acres to fill or just the corner of a playground, there’s a garden for every kind of space – as a lesson activity get the children to keep a log at various times during the day of the sunny and shady spots and where the nearest tap or water-butt is. If space is limited then containers and hanging baskets are a great way to make the most out of a little. If you have acres to spare try an allotment garden or a series of raised beds.

Plan ahead

Before you decide what to plant decide what you’re going to do with the produce. No-one wants to eat 200 cabbages a week, except possibly your slugs – if it’s a food garden you could set up a salad bar or a stall, or raise money for the school selling them at the summer fete. But don’t limit yourself – a bed of wildflowers, a cutting garden or a biodiversity patch could all increase the variety and the learning opportunities.

Outdoor Learning

Sponsored by

Make it accessible

Whatever kind of garden you decide to grow, you’ll need to ensure that its accessible to all of your students, that means ensuring that pathways are broad enough to accommodate students in wheelchairs or with crutches, and that the plants can be reached easily without bending down.

Health and Safety

Dreaded words striking fear in the heart of anyone set on doing anything vaguely fun, but school gardening is not meant to be risk free. It’s by understanding the nature of risk that children learn how to look after themselves. The best way to get pupils to take responsibility for themselves is to ask them to devise their own Risk Assessment – why not get them to write their own rules of the garden and illustrate them?

Go global

Your school garden is a readymade way to engage with other schools around the world on an equal footing – anyone can grow something – and the plants we grow connect us. Find out what other schools grow, eat and do with the produce from their garden. You can gain top tips on how they cope with the changing climate, pests and diseases. This article is adapted from the Gardens for Life handbook, available from the Eden Project, all proceeds go to dedicated projects around the world

Independent Asbestos Training Providers (IATP) Asbestos is a product that was used widely in school buildings across the UK. Once viewed as a miracle mineral, it is now recognised as deadly. Homes, workplaces and an estimated 75 per cent of schools host products that contain asbestos. IATP is a member organisation for training providers who deliver asbestos-related training across the three types - Awareness, Non-Licensed and Licensed. If you manage buildings, then you have a duty to manage the asbestos. Duty to manage is essential, especially in schools, and the role of a Duty

Holder is to manage the maintenance of asbestos. HSE has made available specific guidance ( asbestos/campaign/duty.htm) and a step by step guide (hse. to aid duty holders fulfil their obligations. Training and education is vital for the safe management of asbestos. We cannot expect the public sector to take on the responsibility of managing asbestos without the knowledge and skills to put safe management into

practice. IATP recognises that asbestos in schools is a huge problem and is working in partnership with Asbestos in Schools to further enable Duty Holders gain knowledge and skills. Issue 25 of the IATP Newsletter features asbestos in schools. See FOR MORE INFORMATION Tel: 01325 520477




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The Fractal Dome is a workshop and mobile inflatable dome experience with a 360 degree digital screen. The dome comes to your school and can be set up in a hall or large drama studio. Fractals is the spectacular, award-winning full dome planetarium show that takes viewers on a tour of the fractals in nature and zooms through infinitely complex mathematical fractals covering science and art topics. n Fractal Triangles are a popular workshop creating a giant framework throughout the school day. n Mobile Science Programmes (other programmes include planetarium, dinosaur show, Egypt and the Stars, Solar System) n Primary and Secondary level. 86mm x 125mm:Layout 1



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Get out of the classroom Capel Manor is a specialist college of land-based studies in London, with a 30-acre estate open to the public. For over thirty years we have provided school visits, based on a variety of programmes and led by skilled and experienced staff. The beautiful and diverse grounds offer a unique learning environment with a ‘hands-on’ approach, bringing ideas to life. • Well structured outdoor education programmes with a biogeography theme. • Suitable for learning within the whole curriculum: nursery to A-level. • Designated Outdoor Classroom and garden space. • Situated just off junction 25 of the M25 and the A10. • Disabled access including toilets and restaurant. • Free car and coach parking.

To discuss your requirements, book your visit or arrange a pre-visit check call 08456 122 122 ext 301 or 07540 502837, email or visit

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WORDSWORTH’S DOVE COTTAGE Workshops in the cottage where Wordsworth lived and in the landscape that inspired him. School visits for all key stages in: • English • Literacy • History Visits and multi-day immersion courses for undergraduates. NEW FOR 2012 • Discover the magic of manuscripts. • Explore life in the 19th Century. • Be a curator for a day. Email: Tel: 015394 35544

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Health & Safety in educational establishments is a prime concern, and effective risk management practice is essential in order to enable children to undertake activities safely. David Rushton, head of education and leisure at the Royal Society for the Prevention of Accidents (RoSPA), outlines where responsibilities lay in different school sectors The education sector is in a period of radical change with more and more schools applying to become academies or opting to push forward with plans to open a Free School. As of September 2012, there were more than 2300 academies open in England and the Government is currently considering proposals for Free Schools to open. The rapid increase in academies and Free Schools sets a new challenge when it comes to whose responsibility it is for health and safety. Whereas traditionally, local authorities managed health and safety in schools, these new establishments are free to undertake their own arrangements. This means the school and its governors, as the employer, are responsible for ensuring that their legal responsibilities for health and safety are met; this also means making sure that teachers, staff, visitors and parents are confident that both their and the pupils’ safety is being taken seriously in school and on off-site visits. TYPES OF SCHOOL The overall responsibility for health and safety in other types of school is as follows: For community schools, community special schools, voluntary controlled schools, maintained nursery schools and pupil referral units, the employer is the local education authority (LEA). For foundation schools, foundation special schools and voluntary aided schools, the employer is usually the governing body, as in the case of academies and Free Schools. For independent schools, the employer is usually the governing body or proprietor. School life is made up of many activities which take place in a wide range of settings. As well as classroom-based activities, there are, for example, school visits, the use of leisure facilities and play equipment, work experience placements and journeys in minibuses and on coaches. The employer should ensure, as far as is reasonably practicable, the health and safety of its employees’ and anyone else affected by its actions. GENERAL & SPECIFIC LAWS Some laws are quite general in their nature – for example, the Health and Safety at E

Written by David Rushton, RoSPA


Outdoor Learning

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Risk assessments and risk management set in motion a process of thinking about risks and how best to tackle them. It does not mean writing a risk assessment for every activity, but some activities, such as a school trip, can involve higher levels of risk, so specific assessment may be needed Volume 17.5 | EDUCATION BUSINESS MAGAZINE


Outdoor Learning


High quality residential education experiences that make a difference Hinning House is a purpose built outdoor education centre located in the awe inspiring Duddon Valley, in the Lake District. It has a successful history of delivering relevant experiences to a range of young people. Their highly experienced teaching staff have the flexibility to allow educational need to drive the programmes that they deliver and young people are challenged at a pace appropriate to their stage of development. By using a variety of activities, including: mountain and valley walking, orienteering, self-led expeditions, rock climbing, off-road cycling, bushcraft, ghyll scrambling and art as vehicles for learning, the centre provides visitors with the maximum opportunity to participate in all sessions.   Young people get the chance to set individual goals and take

part in a range of progressive, innovative and exciting activities. For many, visits to the centre are there first trip away from home and often count as the most memorable experience in a young person’s school career.  The skills that young people develop during a residential visit are skills for life and engender life-long learning.  All courses are fully catered and the property has accommodation in small bedrooms for up to 30.  FOR MORE INFORMATION Tel: 015394 41314

Affordable and high quality – trust the scouts with your next school trip Belchamps Scout Activity Centre, nestled in the heart of Essex, offers residential trips which can feature a wide range of activities. These include archery, climbing, leap of faith, high ropes, rope climbing, caving simulator, water zorbs, pedal karts and more. With finances tight for many parents, Belchamps has fantastic prices that will help make your trip accessible to all pupils. The range of activities on offer, along with high quality dormatories or tented villages and excellent catering make Belchamps the perfect place for your school trip. We can tailor your trip to meet your requirements whether it be teambuilding, leadership, confidence building or just a fun day out, we have activities to suit. Our residential experiences include a full day of activities as well as an evening programme. Repeat customers return


year after year. “All our adults commented on how well organised you all were – with all the activities running to plan and the friendliness and helpfulness of all your staff” - Bernice, Saffron Walden. Belchamps holds the Learning Outside the Classroom, Quality Badge and Adventuremark. From the moment that you ring for a quote we will look after you. Call or email for a brochure. FOR MORE INFORMATION Tel 01702 562690


History brought to life at Glastonbury Abbey Glastonbury Abbey has been a leading provider of “Learning Outside the Classroom” for schools for the last decade, welcoming 11,000 students of all ages (2011 figures). Plan to spend a whole day at the Abbey to allow time for a visit to our ‘time capsule’ in the 14th Century Abbot’s Kitchen, take a tour with one of our costumed guides and try a selection of activities, worksheets and trails designed with schools audiences in mind. You can dress as a monk and take a vow of silence (for five minutes, only!), make medieval toothpaste and learn about health and hygiene in the Middle Ages, try a brass rubbing or learn how the monks created beautiful illuminated manuscripts for the Abbey Library. Hear how the last Abbot was hanged on the Tor and why King Arthur was buried here in the

5th Century. Our Living History Team are skilled at bringing the past to life for students of all ages and nationalities. We can plan a timetable suited to your visit and focus, whether it be Myths and Legends, Saxons to Tudors, or local and environmental studies. For further information contact our Education Department by phoning 01458 836113 or emailing education@ FOR MORE INFORMATION Tel: 01458 836113

Curriculum based activities at Jaguar Land Rover centres The two Jaguar Land Rover Education Business Partnership Centres partnered with Birmingham Metropolitan College are based at the West Midlands manufacturing plants. The Land Rover plant in Solihull and Jaguar plant in Castle Bromwich deliver bespoke, innovative, curriculum based sessions in a real business environment. Support includes programmes for all ages, abilities and qualifications. Each centre is a well-equipped purpose built education centre within the heart of a manufacturing plant. An exciting range of curriculum linked taught modules in a variety of areas are delivered, specialising in engineering, business, science and technology. These provide a unique opportunity for students to be hands-on in an environment outside the classroom. The centres offer half day and full day visits. All visits include a factory tour where students can see the whole

process of manufacturing these iconic vehicles. Visits to Solihull can also include a demonstration on the off-road Driving Experience which gives students and teachers the opportunity to incorporate a first had experience of the true capabilities of the vehicles. Both centres are in receipt of the Learning Outside the Classroom Quality badge. To book or for more information please call Jane on 0121 700 3035. FOR MORE INFORMATION Tel: 0121 700 3035

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HEALTH & SAFETY E Work Act 1974 and the Education (School Premises) Regulations 1999. Others relate more specifically to particular aspects of school life – including the Control of Substances Hazardous to Health Regulations 2002 and the law regarding child car seats and the wearing of seat belts on coaches. It is worth remembering that most claims for negligence are brought against the employer (who has public liability insurance) and not individual members of staff. Cases involving school staff being prosecuted under criminal law with regards to accidents involving children are very few and far between. A useful guide to the management of health and safety in schools is the Department for Education’s advice on legal duties and powers for local authorities, head teachers, staff and governing bodies (available at RISK ASESSMENTS As an employer, schools should treat risk assessment and risk management as important tools to enable children to undertake activities safely – and not to prevent activities from taking place. Risk assessments and risk management set in motion a process of thinking about risks and how best to tackle them. It does not mean writing a risk assessment for every activity, but some activities, such as a school trip, can involve higher levels of risk and so a specific assessment of significant risks may be necessary. In summary, it is about striking the right balance by keeping risks under control and judging the risk of doing something against the cost of not doing it. This is an approach from which you can gauge what safety issues might need to be overcome, not to encourage children to become risk averse. It is good practice for pupils to be involved in the risk assessment as this is an important part of the preparation for adult life. Many LEAs will no longer provide a health and safety support service and some academies and Free Schools may choose to make their own arrangements, even when health and safety is still within the LEA’s remit. It is good practice for individual schools to draw up their own health and safety policies. RoSPA has produced guidance for schools to help in this area. The ‘Framework for a School Health and Safety Policy’ is available at Setting a policy is a great opportunity to make health and safety a “whole school” issue that is owned by everyone - teachers, other staff members including lunchtime supervisors, office workers and facilities staff, and importantly, pupils. When developing a policy, try to focus on encouraging a school ethos that positively promotes safety and health. Find out what the children know and understand about safety (for example, you could involve them in safety audits, surveys and research projects), consult the school council, and remember to seek the

ideas and views of non-teaching members of staff. Look for opportunities to link your policy to other initiatives, such as the Healthy Schools programme and the development of a School Travel Plan. OFSTED INPUT It is worth noting that although there is a drive to reduce the so-called ‘burden’ of health and safety, it still has a significant input into the new Ofsted inspection framework (2012), which is more important than ever in ensuring high standards in schools. Incorporating safety and risk education into the curriculum as part of your policy would

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pay dividends. Risk education is not about isolating pupils from all potential hazards. It is about equipping them to deal with situations safely (see uk for information about interactive safety education schemes that operate across the country). Sharing good practice with your counterparts in other schools is a good way to go, as is making effective use of local and national safety organisations. L FURTHER INFORMATION See for more information about RoSPA’s work in safety and risk education.

Main elements of a school’s health and safety policy should include: A statement of intent, setting out the general policy aims Details of communication and lines of responsibility - think about who is devise a communications strategy that shows that safety is a priority Codes of practice, rules, procedures – including how risks are assessed and controlled, and how injuries are dealt with and recorded Details of how the policy will be implemented, including any necessary training Arrangements for how the policy is to be monitored and reviewed




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facility in Redbridge Vision Redbridge Culture & Leisure now have three recreational sized volleyball courts for hire at Loxford Park in Ilford. This fantastic new facility has been created using sand from the London 2012 Olympics in Horse Guards Parade, thus providing a long-lasting Olympic legacy for sportsmen and women in Redbridge and surrounding boroughs.

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The one off ‘school trip’ to a theme park or activity centre at the end of the summer term is slowly becoming a thing of the past as more schools embrace an approach that makes the most of Learning Outside the Classroom throughout the year, across every subject and every age group, writes Amy Nathan, project development manager, Council for Learning Outside the Classroom Frequent, continuous and progressive. This is the mantra that headteachers and education managers should be chanting when planning and developing their learning outside the classroom (LOtC) provision. In some schools, LOtC has even been written into a charter of entitlement ensuring that all pupils have access to frequent, continuous and progressive learning beyond the classroom regardless of their age, ability or circumstance. Learning outside the classroom is about the use of places other than the classroom for teaching and learning, incorporating anywhere that offers hands-on learning experiences beyond the normal classroom environment. This might include activities within the school grounds; in the local community at a museum or gallery; through to day visits to field studies centres; residentials to adventurous activity centres and even expeditions overseas. LOtC is a hands-on, practical approach to learning that is proven to raise attainment, engage children of all abilities in their learning, improve behaviour and support school improvement. It is a powerful tool for teaching and learning that can be used as compelling evidence within each of the four cornerstones of the new

Ofsted inspection framework: the achievement of pupils at school; the quality of teaching; the quality of leadership and management; and the behaviour and safety of pupils at school. MAKE REFERENCE Robin Hammerton, Ofsted HMI, has spoken of the positive impacts that LOtC has on young people. Quoting the 2008 Ofsted report LOtC How far should you go?, Robin said; ‘It is one of the most compelling pieces of evidence for a method of teaching and learning because in all cases it had an impact on young people’s learning’. In the same report, Ofsted highlights that for learning outside the classroom to be successful, it should be embedded into the curriculum. Speaking at the national Council for Learning Outside the Classroom conference

in 2011, Robin challenged headteachers to make reference to their LOtC provision in their self-assessments and praised those schools that had involved inspectors in LOtC activities during their inspection. Many teachers will testify that LOtC can put learning into context, helping young people to make the connection between the theory of a subject and its application to the real world. In a survey on LOtC in 2010 (NFER Teacher Voice), 87 per cent of teachers felt it was important to give children experiences beyond the classroom. Exposing children to opportunities that may not be accessible outside school can often trigger new interest in a subject or motivate a student to follow a particular career path. Professor Steve Jones exemplifies this. As the former president of E

It is important to remember that LOtC is not just about getting out of the classroom for the sake of it. It is about deciding where, when and how classroom-based learning can be complemented by a practical, real world experience. Volume 17.5 | EDUCATION BUSINESS MAGAZINE


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An example of an activity that has specific aims can be demonstrated by English teachers from a school near Dorchester who aimed to bring literature alive by linking the text their students were studying to the actual locations it was based on.

E the Association of Science Education, Professor of Genetics and prize-winning author, he is clear that his interest in biology and the sciences was sparked by a field trip to a field studies centre at the age of fourteen. THE BARRIERS Yet despite the overwhelming evidence of the benefits, some teachers are still reticent about taking learning outside the classroom. Commonly cited barriers include lack of confidence, cost, time constraints, paperwork or health and safety. But these barriers are not insurmountable. For instance, in a recent study by Kings College London, Beyond Barriers to LOtC in the Natural Environment, evidence showed ‘there are many examples of schools with relatively restricted budgets providing exemplary LOtC and relatively wellfunded schools doing very little’. The report suggests that quantity and quality of LOtC often lies in the motivation and skills of the teachers. So where does the motivation to develop a creative curriculum come from? Often at the heart of an innovative and successful curriculum which makes the most of LOtC opportunities, are strong leadership and visionary senior management. It is essential to ensure everyone, including the class teachers, parents, and governors, fully understands the benefits of LOtC and how this impacts on their areas of work

and attainment of the pupils. This may be formalised and underpinned by school policy and a workforce that is well trained and supported to deliver lessons outside the classroom. Ashby Willesley Primary School has taken steps to develop a creative curriculum with the motto: One in; One out; One inside out, indicating their approach to offering frequent, continuous and progressive learning outside the classroom for all their pupils. EXTERNAL PROVIDERS Each term, the headteacher challenges staff to plan and deliver at least one activity that invites an external provider into the school, such as a speaker at an assembly; one topicbased activity that takes place beyond the school gates, for example at a local museum; and one lesson that would normally take place in the classroom to be delivered outside, perhaps in the school grounds. It is important to remember that LOtC is not just about getting out of the classroom for the sake of it. It is about deciding where, when and how classroom-based learning can be complemented by a practical, real world experience. Ask yourself what are the learning objectives of this activity and how will I be able to evaluate whether it has had the desired impact? An example of an activity that has specific aims can be demonstrated by English teachers from a school near

Dorchester who aimed to bring literature alive by linking the text their students were studying to the actual locations it was based on. After studying Thomas Hardy’s ‘The Mayor of Casterbridge’, pupils visited key locations in the centre of Dorchester and focussed on the details and nuances of the text whilst exploring the area through Hardy’s eyes. The activity led to broader, more informed discussions back in the classroom and a deeper understanding of the text. With careful planning and a thoughtful approach, LOtC activities can be designed and delivered almost anywhere. It is useful to conduct an audit of LOtC opportunities within and around your school or setting - this can often be a revealing exercise as you may already be doing more than you thought. Audits are also a good way of establishing a benchmark on which to build your provision, and will help you identify any gaps. Working with other staff during the planning phases, take the time to consider the opportunities that are available on your back doorstep, look at the frequency of your provision and how each activity builds on the learning from the previous one. Little and often goes a long way. The communities and environments immediately surrounding schools, whether they are situated in a bustling metropolis or a quiet rural village, offer inspiration in a variety of different ways. Does your local community have some interesting historical references? What are the geographical features of your location? Are there any significant events which can support a topic you are teaching? You may want to consider delivering a few smaller LOtC activities in the locality that culminate in a single, more challenging activity further afield.

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CAPITALISING ON THE OLYMPICS With the 30th Olympiad still fresh in our minds, many schools and organisations are capitalising on the learning opportunities that this presents. A single theme such as the Olympics can be a springboard for a number of cross curricular LOtC activities, such as hosting a debate in assembly on equal opportunities in the games, ‘for’ and ‘against’ women boxers; visiting the Olympic stadium and using the controversial ArcelorMittal Orbit as inspiration for a written exercise about the funding of large scale art projects; or using the Olympics as a platform to study Ancient Greece and the history of sport with an oversees visit to Athens. Whilst many LOtC activities may present themselves closer to home, if it is feasible and linked closely to learning objectives, the benefits of educational visits abroad can be exciting and memorable learning experiences for both primary and secondary school children, not least through the adventure of travel. A visit to a foreign country offers young people a different perspective and opens their eyes to new cultures and ideas. E



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OUTDOOR LEARNING E After a particularly harrowing history visit to Auschwitz organised with the Holocaust Trust, one sixth former wrote: “Once home, I found it very difficult to reflect upon the emotive experience of Auschwitz. I have certainly noticed a difference in the way that I approach humanitarian issues. I see the need to be more accepting of people`s personal opinions, and by listening to these points of view I can develop my own beliefs to a greater extent. It has further strengthened my belief that the lessons that this period in history has left us must never be forgotten, that they must be passed down through generation to generation.” This is an eloquent example of how LOtC can provide memorable and moving experiences. FUNDING FOR FOREIGN TRIPS It is true that visits abroad can be costly, but funding can be found through grants, partnership working, community and school fundraising projects such as hosting car wash days, or working with students to plan and deliver a profitable enterprise. These types of activities can become LOtC opportunities in themselves. Consider what local businesses have to offer - can students learn from a talk by a local business leader, or benefit from a visit to a trader in the area? Can they sell produce grown on the school grounds at a farmers’ market event? During the planning stages of any LOtC activity, it will be necessary to identify any potential risks, but more importantly it is better to focus upon an analysis of risk / benefits i.e. what will the pupils gain from an activity versus any actual risk. For example, adventurous activities that are well planned help to challenge young people, giving them an awareness of their own limitations and

It is true that visits abroad can be costly, but funding can be found through grants, partnership working, community and school fundraising projects such as hosting car wash days, or working with students to plan and deliver a profitable enterprise. pushing them beyond what they thought was achievable. This contributes to improved selfconfidence, risk awareness and the ability to deal with challenging situations they may have to face in later life. Involving young people in risk / benefit assessment can have further benefits, providing them with experience of effective risk management which they can apply in their lives outside of school. More often than not, the benefits of LOtC activities will outweigh the risks, but if not, establish what action needs to be taken to reduce risk. REDUCING RISK You can go some way to reducing risk by looking for the LOtC Quality Badge when organising educational visits with external providers. The LOtC Quality Badge is a national accreditation awarded to organisations and venues offering good quality learning experiences whilst managing risk effectively. Using these accredited organisations makes a teacher’s life easier by immediately reducing the amount of paperwork involved in planning educational visits, and by offering assurances that the provider meets national standards in safety and quality. To find out more about the LOtC Quality Badge, and to search for LOtC Quality Badge holders in your

area, visit The Council for Learning Outside the Classroom (CLOtC) is the national charity which champions LOtC, and believes that all children should have the opportunity to experience the world beyond the classroom whatever their age, ability or circumstance. CLOtC is also the awarding body for the LOtC Quality Badge and more recently, LOtC Mark, which recognises schools offering exemplary frequent, continuous and progressive LOtC opportunities to their pupils. The three tiered LOtC Mark also provides a framework for schools wishing develop their LOtC offer. By making small changes in your approach to learning outside the classroom, any school can reap significant rewards. More confident and engaged students are easier to teach and are more likely to reach their full potential. But the key is to remember that successful LOtC provision needs to be frequent, continuous and progressive, and integrated into the curriculum. L FURTHER INFORMATION For more information, guidance and advice on planning and delivering quality LOtC activities and building LOtC into the curriculum, visit

Highline’s cost effective activities for schools Highline Adventure delivers dynamic mobile outdoor and indoor adventure activities for schools, organisations and events. All activities are suitable for six year olds and above, and include our nine metre high climbing walls and seven metre spider mountain, bouldering, canoeing, skate boarding, archery, mini-fencing, problem solving/ team building and orienteering, all of which promote personal development and working together. Activity programmes are designed for groups of around 20- 25 people per activity. The portable nature of the activities means a convenient, fully supervised, cost effective event can be delivered direct to your school or venue. Highline Adventure mobile


equipment can be used effectively indoors or outdoors - there’s no need to undergo the cost and logistics of transporting your group and assessing sites. We bring our range of risk-assessed and liability insured activities operated by fully qualified, CRB checked staff to your site. Single and multi-activity programmes can be designed to meet your requirements which may be achieving a curriculum agenda or highlighting specific dynamics within a group. Our aim is to provide a reliable, top quality experience that is easy to achieve at an affordable price. FOR MORE INFORMATION Tel: 0845 409 1303




Award winning coach hire for schools, colleges, youth clubs, scouts, cubs, brownies or guides Here at Connections we have an impressive track record of involvement in a wide range of learning outside the classroom activities for both primary and secondary school groups. These include transporting students for participation in drama productions, concerts and other special events. Transporting students to clubs, musical groups and sporting activities held during break-times and before or after the end of the school day. Educational and fun visits organised within the school day and residential visits that take place during the school week, a weekend or holiday. Connections will work with you to ensure your trip is well planned and that it meets your study requirements and budget.

In addition we will always endeavour to go a little bit further to make your trip extra special! So whatever the age and size of your group and wherever you want to go in the UK or Europe, get in touch and let Connections take the hard work out of planning your next school trip.

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The UK’s Sustainable Development Strategy states that ‘by 2020, the government would like all schools to be models of energy efficiency and renewable energy use.’ They should, it says, also take the lead in their communities by showcasing low-energy equipment, such as solar panels. There are two social benefits to installing renewable energy on-site at educational establishments: real world cuts in carbon emissions, and the cultivation of an environmentally-aware future generation. But renewables bring more immediate benefits too: waste-free energy, energy security and, often, cost reductions and new revenue streams. Seaton Primary won a prestigious Ashden Award in 2007 thanks to its 2.5kW wind turbine, its 4.7kW solar PV array, and its solar thermal-heated swimming pool. The wind and PV generate electricity for use on-site and have saved an estimated two tonnes of carbon per year. Headteacher Alan Simpson regularly uses assembly to update the children on their energy production, and renewable energy problems are now incorporated into maths and science lessons. Seaton pupils proudly boast of their awareness of environmental issues and their own environmentally friendly behaviours – from switching off lights and computers, to tending to the school’s compost wormery and grass snake conservation area. As the school states: ‘caring for the environment is not just a subject to be studied – it’s an ethos’. MULTI-SCHOOL PROJECTS The Wey Valley Solar Schools Energy Cooperative launched the largest community share offer in the country last September and attracted £670,000, enabling it to install 50kW PV units at four Dorset schools so far. Perhaps surprisingly, grandparents comprised one of the main investor profiles. This could partly be due to the legacy issue of climate change (not wanting future generation to inherit a worse world than ours). But, as this demographic is generally less accepting of climate change than others, perhaps these investors simply see the financial sense in a guaranteed 25-year income to leave to their families and their grandchildren’s schools. The programme also offers an educational package to bring the energy into the classroom. ‘Web boxes’ record the installations’ output data and enable teachers to incorporate local, real world examples of maths and physics problems into their teaching, as well as correlating weather conditions to unit performance in geography classes. The project also serves as a real world case study in business studies

lessons, teaching pupils first-hand about infrastructure investment. Rachael Hunter, the programme coordinator, explains that Wey Valley operates a ‘free solar’ model, which means the Co-operative retains ownership of the panels, but the schools get all the energy the panels produce for free, while the Feed-in Tariff pays the return to investors. The early risk-takers have benefited most from solar, as their tariff is guaranteed for 25 years while recent cuts (which only apply to new installations) have pulled the rug from under the feet of those schools which might have wished to follow suit. Government has work to do to restore investor confidence, and can start by building stable degression mechanisms into its subsidies. NATIONAL CAMPAIGNS 10:10, a leading UK climate campaign group, launched a new initiative last September called Solar Schools, which helps schools raise funds to buy their own solar panels. A £5 donation buys one solar tile, and a colourful online graphic keeps track of which donor or event has paid for which tile. EP Collier Primary in Reading became

Cameron explains why the Solar Schools model benefits both school and students: “The school starts making money straight away (no payback period) and acquires a new asset, while the children are directly engaged in the fundraising, and so their own feeling of pride and achievement expands into a positive feeling towards renewables and an interest in environmental issues”. OFSTED GUIDELINES Solar Schools aims to help schools achieve excellence by provide teachers and pupils with the tools they need to engage with parents, carers and the community. This corresponds closely with many areas of the Ofsted guidelines including: Enabling pupils to contribute to the school and wider community; Engaging with parents and carers; Working in partnerships to promote learning and well-being; Effectively promoting community cohesion, and; using your resources to get the most value for money. Pupils have been very receptive to the educational package provided by Solar Schools’ partner Sunny Schools, which aims to help primary schools to

The Wey Valley Solar Schools Energy Co-operative launched the largest community share offer in the country last September and attracted £670,000, enabling it to install 50kW PV units at four schools the first school to reach its £10,000 target just before last year. Project coordinator Amy Cameron highlights the importance of social media in raising awareness of the campaign, but traditional fundraising strategies made a big contribution too, including a comedy evening, a disco, and a good old-fashioned teacher gunging. The Solar Schools team is available to give assemblies and meet with eco-committees and green teams,. The whole Solar Schools model is based on providing schools with the resources and training they need to really drive the project themselves, so that once the panels are installed, they aren’t just left feeling proud, they’re also skilled-up, confident and able to take on other exciting projects in the future.

bring vital environmental to the table in an investigative and practical manner, increasing understanding around energy and global citizenship whilst working towards a more sustainable school and community life. The package comprises lesson plans, presentation slides, practical exercises, and miniature demonstration solar panels. Cathy Hill, education coordinator at Sunny Schools, says that the integration of data from on-site systems into the packages is also ‘in the pipeline. L FURTHER INFORMATION




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Schools, like everyone else, face increased bills as global demand for energy continues to grow. The money has to come from somewhere which can put the squeeze on maintenance or capital budgets. Yet there are ways of examining usage and identifying ways of reducing expenditure. Energy sometimes seems to be an uncontrollable overhead: we need heating, lighting, power for equipment, etc. It can be difficult to know where to begin. Well, the first stop should be the bill. The bill should give you monthly breakdowns of expenditure and, in the absence of anything else, year-on-year consumption can be compared, i.e. the number of kWh of electricity or gas. Clearly, the figures

need to be compared with the same time last year in order to see whether there are any significant unexplained increases (or decreases) in consumption. The reason is that comparing this September’s figure with last June’s will not give a meaningful comparison – consumption patterns are quite different between early autumn and early summer (even given the summer we have just had!).

this with previous years’ ratings it will become obvious whether energy performance is improving or not. In addition, DECs give an indication (although only a general one) of how well the school is doing compared to the ‘average’. Now school buildings do not tend to be ‘system built’, they tend to vary in age, layout, fabric, etc, but the DECs can at least give a general idea of energy efficiency levels.

DISPLAY ENERGY CERTIFICATES Another immediate source of information is the Display Energy Certificate (DEC) that all publicly-funded schools are required to produce each year. DECs are a snapshot of energy performance and should be at least broadly similar from year to year. By comparing

MONITORING & TARGETING The meters can be used to track consumption. That will give you information about how much energy is being used and also the pattern. Regular data-collecting and analysis will enable the patterns of consumption to be identified. This can then serve as a E


Written by Alan Aldridge, ESTA

With an eye of finance and cost cutting, keeping energy bills and emissions down to a minimum is now an essential part of school management. One of the first things to examine is the actual bill, writes Alan Aldridge, executive director of the Energy Services and Technology Association (ESTA)


Make your school a Greener environment Due to Government funding via the Renewable Heat Incentive (RHI) scheme, we are able to install new Biomass Boilers FREE OF CHARGE. This would enable a school to link into or completely remove their fossil fuel boiler, reducing heating and hot water costs, and increasing the schools Green credentials. With the spiraling costs of heating with fossil fuels, now is the time to make the change, giving you back the control of your energy costs and the ability to budget your outgoings for the future. Biomass boilers are a modern take on the open wood fire that kept our modern ancestors warm. Biomass refers to the organic matter from plants taking the carbon out of the atmosphere as it grows and then later returning it once burned. Thus the process is carbon neutral and managed on a sustainable basis so that it can be contantly replenished.

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ENERGY E basis for action. This process is generally known as ‘Monitoring & Targeting’: find out the pattern of consumption, identify where it is excessive or anomalous and then take action to rectify the situation. M&T systems range from small spreadsheetbased options with manual data collection and input, right through to automatic M&T where the data collection is handled remotely and sophisticated analysis is carried out in order to identify a range of options and reports. aM&T is having an effect on energy management similar to the automation of office administration systems back in the 1990s. They eliminate the tedious, repetitive tasks and free users to take action. Their effectiveness has been recognised by the Government who are incorporating them into the Building Regulations and the CRC Energy Efficiency Scheme – in which all publicly-funded schools have been included. Many of the newer aM&T systems are also approved to produce the annual DECs required by European (and UK) legislation.


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Monitoring & Targeting systems range from small spreadsheet-based options with manual data collectiont, right through to automatic M&T where the data collection is handled remotely and sophisticated analysis is carried out in order to identify a range of options and reports.

CONSUMPTION PATTERNS The consumption patterns can give an indication where immediate savings can be made. For instance, if consumption does not dip significantly once the school closes, then that might indicate equipment being left on unnecessarily. If the water meter indicates consumption during the night, that may indicate a leak somewhere or that, perhaps, the toilets are still on a standard flushing cycle 24 hours a day. Excessive heating may be caused by a stuck switch or thermostat on the boiler. CONSUMPTION SPIKES Around March and October, there are often spikes in energy consumption caused by timeclocks not resetting themselves properly at the change between GMT and BST. In addition, most equipment will eventually drift from its original control settings even and this can lead to loss of performance. Meter data can help identify this drift and check that corrective measures have indeed been effective. This highlights the importance of controls. Energy efficient equipment will still waste energy if used unnecessarily. Lighting that is on overnight or constantly illuminating storerooms still costs the school money which could be put to better use. LIGHTING In fact, lighting is one area where significant savings can be achieved. Most schools are aware of the value of replacing conventional lighting with low energy versions. However, there are also a range of control systems available – from simple timeswitches that ensure all the lighting goes off (apart from security lighting) after a certain time, through zoning controls, to occupancy sensing and daylight sensors. Different levels of lighting

may also be appropriate for different areas – a lower level for corridors and storage areas but higher levels for classrooms and other places where pupils are reading or writing. RENEWABLE ENERGY Many schools are looking at the feasibility of on-site renewable energy systems as a way to cut their emissions. There are grants available for some of these options as well. However, it is important to work out the relative merits of different projects. The Government’s programme to promote microgeneration technologies via Feed In Tariffs (FITs) is based on a 8% return on investment (ROI). The new Renewable Heat Incentive (RHI), based on 12% ROI, has prompted wide interest and some investment. However, most energy efficiency technologies have a payback time just a fraction of those for on-site renewables, in some cases only a few months, giving an ROI often well over 30 per cent. This is not to suggest that energy efficiency and renewables are mutually exclusive. They can both play an important part in cutting emissions. Indeed, by reducing the overall consumption, energy efficiency measures can make investment in renewable technologies more viable and lead to shorter payback times.

THE EDUCATIONAL ASPECTS Environmental protection, climate change and sustainability all feature in school syllabuses today. Energy management can be a practical way of exploring these subjects. Reducing energy use can cut emissions and improve resource efficiency. Many meters and energy management systems today can be accessed through PCs and this enables the subject to be brought into the classroom. Educating students to be mindful of energy and alert for opportunities to save energy can have multiple benefits. It helps the school to reduce its bills while engaging the whole student body in actively seeking ways to aid that process. It promotes environmental awareness amongst the students and teaches them strategies to avoid waste. And it may even improve energy efficiency in the home as students take their learning home. Attention to energy efficiency can benefit both the school and the wider community. L FURTHER INFORMATION The Energy Services and Technology Association (ESTA) represents over 100 major providers of energy management equipment and services across the UK.



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In an era where the need for austerity and cuts are frequently discussed, opportunities can often be overlooked. The case for the education sector to invest in carbon management is compelling. Over the past few years fuel and electricity prices have risen steeply, putting additional financial pressure on schools. Cutting carbon and energy bills can liberate budgets. In fact the Carbon Trust have calculated the average secondary school could save enough to pay for an additional teacher’s salary by properly managing energy use, and implementing low and no-cost measures. Last year the Carbon Trust ran a service for local authorities, helping them to run a pilot carbon management programme in a sample of their schools. Over fifty local authorities from around England, from Cornwall to Cumbria, completed this programme. They succeeded in identifying energy saving measures adding up to a total saving of £2.4 million, which equates to nearly 15,000 tonnes of carbon. Following the pilot these local authorities committed to rolling the service across their school estates, with the potential to save over £20 million and 130,000 tonnes of carbon.

Written by Joseph Williams, Carbon Trust


Joseph Williams, educational programmes manager at the Carbon Trust, discusses the three efficiency areas which, if implemented well, could result in huge savings for the education sector


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THREE EFFICIENCY AREAS The three key areas of focus for energy efficiency are switching off equipment, proper maintenance and refurbishment. Simply switching off lights and ICT when they are not needed can make a real difference. Pewsey Primary School in Wiltshire identified annual savings of over 20 per cent in their energy bill just by making sure that all their lighting and equipment was turned off when it was not needed. Ongoing maintenance and proper operation can have a surprisingly significant impact, for example a regularly serviced boiler can save up to 10 per cent on annual heating costs. Often this is as simple as making sure that the right temperature is set on thermostats. Sometimes it is enough to change only a part, rather than an entire system. Richard Whittington School in Bishop Stortford managed to shave over E

Ongoing maintenance and proper operation can have a surprisingly significant impact, for example a regularly serviced boiler can save up to 10 per cent on annual heating costs. Often this is as simple as making sure that the right temperature is set on thermostats. Volume 17.5 | EDUCATION BUSINESS MAGAZINE


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ENERGY E 20 per cent off their heating bills with just a £6,000 investment in boiler controls. They had not changed their heating system since it was installed in 1977, so by upgrading this and properly setting broken or faulty thermostats and timers, they managed to get a return on their investment in four years. Refurbishment of building fabric and installing new energy efficient equipment also makes a lot of sense, particularly since there a number of financing options available for schools where the repayments can be entirely offset by the savings on bills. Energy efficiency is also a way of improving the learning environment. Priorslee Primary School in Telford had a problem with under-lit classrooms. With help from their local authority they invested in more efficient ceiling-mounted lighting, along with occupancy and daylight sensors. This resulted in a 30% reduction in lighting costs as well as increased light levels for students. LIGHTING Lighting is one of the biggest opportunities for investment in new equipment, as it makes up around a fifth of a typical school’s energy costs. Big steps forward have been made in the affordability of LED technology over the last few years. The returns on the investment of replacing all lighting with LEDs can be as little as two or three years. This has the

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financial and carbon benefits for their own organisations, but will show leadership to other schools and their local communities. Climate change has consequences that will impact future generations, and by

There are also supplementary benefits to implementing energy efficiency measures. It can be seen as an educational opportunity for students, providing practical learning opportunities and real-life examples. from insulation and double glazing, through to solar panels and biomass boilers. There are also supplementary benefits to implementing energy efficiency measures. It can be seen as an educational opportunity for students, providing practical learning opportunities and real-life examples. This can be integrated into classes such as Maths, English, Science and Citizenship. By engaging students the impact can also carry over to their home life, and influence parents and communities. CARBON MANAGEMENT By investing in carbon management local authorities and schools will not only see the

taking action on carbon the education sector has the chance to make a difference to the future of the next generation. FURTHER INFORMATION The Public Sector Carbon Network is an online community funded by the Carbon Trust designed to promote carbon reduction within the public sector by facilitating the exchange of best practice and case studies. Visit,. For further information on the Carbon Trust’s education work and programmes, please call 0207 170 7000 or email

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Large Scale Solar array helps LSE meet targets The London School of Economics (LSE) has bolstered its reputation as one of the greenest universities in the UK by investing £135,000 in a new renewable project. The school has unveiled a large-scale solar PV programme made up of six projects, all installed before the FiT rate cut on August 1 – and saving it £25,000 a year in energy bills. The latest of the installations, at the LSE’s main library and its St Clement’s building, are forecast to produce around 75,000kWh of power and save 40 tonnes of CO2 a year. They consist of more than 200 individual solar panels. Renewable energy solutions provider Myriad CEG, was re-commissioned to complete the latest projects after the success of its projects to generate electricity at the LSE’s sports ground, the New Academic Building and its High Holborn and Carr Saunders halls of residence. The work comes as LSE works towards its environmental targets. It has seen a 2.7 per cent fall in its carbon emissions between 2009 and 2011. In total, all six projects have a predicted output of around 75,000kWh and the solar energy produced will save 40 tonnes of C02 a year. The two new systems alone have a predicted output of 42490.8kWh/year and solar energy produced from the buildings will save an impressive 22.5 tonnes of CO2 a year.

The LSE has been awarded a First, for the fourth year running, for its environmental and ethical performance in the People & Planet Green League 2012. Julian Robinson, director or estates at LSE, said: “Having these panels installed is a win-win for LSE. Making use of solar power is contributing to the reduction in the School’s carbon footprint while saving money in the long run. “Naturally we expected to have a robust business case and by reacting quickly to the new FITs regime, with Myriad’s help, we were able to effect a significant PV installation across our estate. “We are generating an annual saving across all six installations of £8,500. On top of this we are receiving the FITs which come to around £16,000, making a total of £24,500 pa against our capital investment.” Lee Baxter, PV sales manager of Myriad Solar, said: “In order to achieve the maximum yield of energy possible, we spent a considerable amount of time designing the system to avoid areas of shading on the roof and to best utilise the available roof space. “We used all the available space and this is a great example of what can be achieved with careful design and planning. “The figures also show the economic

benefits that still exist in utilising solar power. We were able to ensure that the university got the best possible FiT available. “Even with the reduction in the rate, the tariff remains a great incentive to individuals or organisations looking to see what the use of renewable energy can deliver for them.

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Shropshire’s first carbon neutral school benefits from a full energy makeover by the Green Electrician

actually generate its own electricity. A solar PV array combined with a biomass system will help the school become its own power plant – generating energy as well as cash. Not only will the work undertaken slash an annual 12 tonnes of CO2 off the school’s carbon footprint but the combined income from the feed-in tariff and renewable heat incentive will provide Barrow 1618 Primary School with an income for the next 20 years. The Green Electrician estimates that the school will receive around £900 a year for

the first five years whilst the finance is repaid and then, for the following fifteen years, at least £5,400 every year. David Young OBE, operations director at the Green Electrician, commented: “We are very proud to have helped Barrow School with its goal to become carbon neutral. The detailed monitoring, display and reporting that come as part of the package will undoubtedly make energy consumption an important aspect of school life as it seeks to influence behaviours and continually reduce carbon emissions.” Selina Graham, the chair of governors for Barrow 1618, concluded that: “Within an incredibly tight timetable the team from the Green Electrician has worked with the utmost professionalism and efficiency, from the consultation stage through to completion, to help us achieve our goal of carbon neutrality. We look forward to continuing to work with the company in the future and to all the environmental and financial benefits they have brought us.”

David Young and Selina Graham pose outside Barrow 1618 Primary School’s solar array.

Barrow 1618 Primary School has become Shropshire’s first carbon neutral school thanks to the work of Cheshire-based Green Electrician Group. After recently moving from state school status to an independent free school, the Governors were concerned about the school’s energy spend as well as its overall environmental footprint, and looked into ways to reduce costs. The Green Electrician set up an intensive Green Energy management programme for the school after a detailed assessment of the school’s current energy use. First up, the company negotiated a cheaper two-year electricity supply contract and overhauled the school’s lighting with energy efficient bulbs and replaced the radiators to ones with higher efficiency. The green company rounded it out with an energy monitoring system that will allow the school to stay on top of its energy bills. However, just saving energy was not enough to realise the school’s ambitious carbon aspirations so the Green Electrician also installed equipment to help the school




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Project Solar UK installs for both commercial and residential sites and has undertaken many installations across the UK. Customers are assured that the company is committed to creating the best system possible, and has experience on commercial properties, incuding schools. In particular, Project Solar completed an installation for ‘Our Lady’s Catholic Primary School’, who were extremely grateful for the hard work, and underlined this with a letter to express their gratitude.

Why do all energy saving initiatives seem to involve considerable upfront cost? Well, today that is no longer the case as IMO Precision Controls can deliver energy savings without any capital outlay. Traditional fans and pumps are hugely inefficient consumers of energy and the introduction of a Variable Speed Drive can deliver energy savings of up to 50 per cent in many cases. Equipment such as air handling units, swimming pool pumps and extraction systems can all be controlled to deliver optimum performance, but at a fraction of the cost. In the past, this proven technology has required capital investment and pay-back periods of up to two years. Now with the new IMO Self Funding Energy Saving Scheme, you can pay for

The image above features 96 250 watt solar panels installed on a roof in Birmingham. Project Solar also installs LED lighting. LED Lights can see up to an 80 per cent saving on energy bills because of the low wattage. Despite this, the bulbs still have a fantastic output. Other benefits include longer lifetime, durability, lower temperature and ultra low power. FOR MORE INFORMATION Tel: 0800 2986687


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There’s never been a better time to invest in Solar PV with AV Solar In just 15 minutes, enough sunlight hits our planet to power it for an entire year. If more people harnessed this power, we could help drastically reduce the need for dirty and limited fossil fuels. With the cost of electricity rising each year, many schools and colleges throughout the UK are turning to additional energy sources like solar PV to reduce their energy bills. Some of the main benefits include generous government feed in tariff’s for 20 years on all of the electricity generated - regardless of whether you use this electricity or not; drastic reductions in electricity bills due to importing less from the grid, and; zero maintenance. There has never been a better time to invest in solar pv. The price of solar panels has

dropped drastically over the last few years making a solar PV system an excellent and much more affordable investment. You’ll also be cutting down on your carbon emissions doing your bit to help make the planet cleaner for everyone. From ground mounted to discrete roof mounted systems, you can have the perfect solar pv system installed with no fuss and minimum impact to your school, college or business. FOR MORE INFORMATION Tel: 0800 002 9560



Collaborative learning . . . plus full control There’s no doubt that, when used as part of a structured classroom environment, computers can significantly enhance the students’ learning experience. However, they can also prove to be a huge distraction: social networking, instant messaging, web browsing etc.

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It’s not just one way communication either, you can share your screen with anyone or share any student’s screen with the rest of the class. You can create tests ‘on the fly’ and monitor results on the teacher console. And the chat function for questions means that everyone is encouraged to participate. Eliminate distractions with just one click by limiting access to specified programmes – or by blanking and locking all your students’ screens. Insight gives you all the tools you need to keep your students more focussed, engaged and productive. Take control with Insight from Faronics. Available for

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ICT: Bett 2013

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Celebrating its 29th anniversary, Bett 2013 will run over four days from Wednesday 30 to Saturday 2 February at its new home - ExCeL London. It has evolved into the world’s leading event for learning technology, with a broader remit than ever before, and brings together over 30,000 industry leaders, practitioners, professionals and inspirational figures to share ideas on how to support learning together through technology. Global technology giant Microsoft has been announced as the knowledge partner for the Bett Arena at Bett 2013, taking place at ExCeL London from 30 January to 2 February 2013. Microsoft will play a prominent role in helping suggest speakers and topics for inclusion in the programme line up as well as hosting two very high level sessions themselves. Visitors to the show will also benefit from Microsoft’s experience and leading knowledge from the learning technology sector. NEW AMPITHEATRE The Bett Arena is new to the show for 2013, and will host internationally renowned expert speakers including ministers, politicians, media figureheads and recognised educationalists. The 1000-seat amphitheatre is designed to connect visitors with thought-leading speakers Confirmed so far are Prof Sugata Mitra, professor of education technology at Newcastle University, whose work inspired

the film Slumdog Millionaire; Baronness Susan Greenfield, professor of pharmacology at Oxford University, who has been awarded 30 honorary degrees from British and foreign universities and heads a multi-disciplinary research group exploring novel brain mechanisms linked to neurodegenerative diseases such as Alzheimer’s and Parkinson’s; and Lucian Tarnowski, founder of, who is on a mission to create a new model of professional education and has been honoured as a Young Global Leader (YGL) by the World Economic Forum. Throughout the four days of the show, the speakers will present insights and share thoughts into the latest trends and research in technology and learning. Reflecting Bett’s reputation as a global meeting place for those passionate about learning technology, this inclusive amphitheatre space will allow thousands of people present at the show, both in the arena and around the show floor, to collaborate and learn together.

MICROSOFT THEATRE Microsoft will also host, in conjunction with Microsoft staff and teachers from across the sector, their own theatre at the event. Sessions will address a wide range of great content from Windows 8, BYOD, gaming in education and Office 365 for education. The Microsoft Theatre will facilitate engaging discussion on Microsoft’s products and programmes and the hot topics within learning and technology to offer inspiration and advice to educators. Further details of the Microsoft Theatre sessions will be confirmed later in the year. Steve Beswick, UK education director for Microsoft said: “For nearly three decades, Bett has been recognised as the go-to event for educators and learning professionals from around the world; a place where they can experience the latest and greatest ideas, advice, and products, and can hear from sector experts and peers. We are thrilled to have the opportunity to be a knowledge partner in this event as it continues to develop and grow, E



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BETT 2013 PREVIEW E and together hope to explore the future of learning in a way previously un-paralleled” Debbie French, event director for Bett at organiser i2i Group comments: “It is a huge pleasure of ours to welcome Microsoft to Bett as the first content knowledge partner in the history of event. This significant partnership demonstrates our mutual desire to reach out around the world and support the learning and development process. Over the last three decades, Microsoft has helped to transform the way that people live, learn, work, and connect through technology. With the support of such a globally recognised and respected name, our exploration into the future of learning is an exciting prospect - we can’t wait to bring this partnership to visitors to Bett 2013!” ICT MARK PROMOTED AT BETT Bett and Naace, the United Kingdom’s (UK) education sector ICT association, have also announced a new partnership to grow participation in the ICT Mark scheme, a national accreditation programme which recognises and encourages the use of technology to improve teaching and learning across the curriculum. Run by Naace, the ICT Mark programme has so far reached around 1,300 UK schools. Each ICT Mark-accredited school will be invited to become an ICT Mark Network Champion, reaching out to other schools in its local area to offer inspiration, information and guidance in the area of the effective technology-enhanced learning. The Champion schools will raise the profile of the ICT Mark and communicate the benefits of accreditation, hosting sessions for mutual support for schools who are committed to the development of ICT by embarking on the Self Review Framework journey. Starting in the autumn term, Champion schools will launch local networking communities, inviting neighbouring schools to observe best practice in action and join lively discussion sessions face-to-face and online. The Champion schools will raise the profile of the ICT Mark and communicate the benefits of accreditation.   Joe Willcox, strategy director for Bett, explains his team’s decision to invest in the future of the ICT Mark Scheme: “We have been hugely impressed with the way in which working towards ICT Mark accreditation enables schools to focus on using technology to achieve improved education outcomes across the curriculum. The power of the ICT Mark is only limited by the resources available to promote it. So we decided to offer our support in order to help Naace multiply the number of schools enjoying the benefits of accreditation. We believe this complements what Bett has evolved to become – a place for grassroots collaboration between educators who are passionate about the transformational power of ICT.” SELF REVIEW FRAMEWORK TOOL Schools wishing to seek ICT Mark accreditation will be guided through the process and encouraged to use the Naace Self-review

Education Impact Fellows, thought-leading professionals in the fields of education and technology, will lead a programme of contentrich and highly interactive workshops designed to refine the strategies of organisations including Ministries of Education and major regional education systems Framework tool. Champion schools will also organise visits to Bett 2013 at London’s ExCeL, with the Bett organising team subsidising travel for Champions able to bring groups of new visitors to the event. Champions will help Bett first-time visitors to maximise the value of their trips, offering guidance on workshops, seminars and technology demonstrations best suited to the new visitors’ CPD needs. Miles Berry, chair of the Naace Board of Management agrees: “ICT Mark schools demonstrate to parents, to prospective teachers and to their wider communities that they use technology to improve the quality of learning across the curriculum. The newly announced ICT Mark Network Champion schools will be supporting colleagues in their areas on their own professional development journeys. That this can be achieved with no additional strain on school finances is particularly welcome.”   Dave Wright, head of e-learning at Bradon Forest School, awarded the Naace 3rd Millennium Award, which recognises the work of ICT Mark schools that are using technology to take learning on into new dimensions, sees the network as a valuable service for schools: “For several years, we have shared our experiences and resources with schools locally and internationally. This new scheme will enable us to share with a wider audience of all teachers and set up dialogues that will benefit us all in our teaching and learning. The loss of LEA links in many parts of the country has left a void that this new community will fill.” EDUCATION IMPACT FORUM A thought-leading education advisory organisation is partnering with Bett to create a programme of high-value consultancy workshops for senior public and private sector officials. Education Impact, an independent global fellowship of leading consultants focused on the effective use of technology in education and Bett have announced a partnership designed to offer insightful workshops to senior officials and executives from public and private sector organisations in the education space.   Education Impact Fellows, thoughtleading professionals in the fields of education and technology, will lead a programme of content-rich and highly interactive workshops designed to refine the strategies of organisations including Ministries of Education, major regional

ICT: Bett 2013

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education systems, universities and private sector education investors and operators. Each workshop will feature insightful case studies and will offer participants facilitated networking with peers from around the world. The workshops will be hosted at the annual Bett event, taking place January 30th to February 2nd 2013 at ExCeL London, the UK capital’s state-of-the art conference and exhibition centre, which is located close to the redeveloped Olympic Park and immediately adjacent to London City Airport. EVIDENCE BASED ADVICE Philippe Méro, founder and CEO of Education Impact, explains why his organisation is offering this programme of workshops alongside Bett: “Education Impact Fellows share a commitment to provide high-quality consultation and pragmatic, evidence-based advice to education leaders. Our Fellows’ ability to reach public, private and civil society organisations who are seeking to transform education is limited only by the inevitable constraints of distance and travel time. The annual Bett event gathers thousands of senior education professionals interested in technology and education reform in a single location. This offers a potent platform to reach organisations that are passionately committed to unlocking the transformational power of technology to maximise cutting edge reforms. This partnership enables us to offer, free of charge, several hours of contentrich contact between visiting education leaders and our Education Impact Fellows.”   Joe Willcox of i2i Events Group, who is responsible for shaping the strategic development of the Bett event, welcomes the partnership with Education Impact: “Every year, senior education professionals travel to London to gain from everything that Bett has to offer – technology demonstrations, workshops and co-located conferences. We believe that the workshops that will be offered by Education Impact at Bett 2013 take the value of our offering to a new level.”   Willcox continues: “The opportunity to discuss an organisation’s strategies and challenges with some of the world’s most respected consultants is a powerful offering for Bett visitors, and those who had not previously considered a visit to Bett will find that the value of these workshops fully justifies making the trip to the event for the first time. We E



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BETT 2013 PREVIEW E confidently expect to welcome many more very senior visitors from around the world than ever before as a direct result of this partnership, with high-level officials from Ministries of Education being among those travelling to Bett in greater numbers. This is great news for Bett exhibitors looking to maximise the return on their investments in the show.” The Education Impact Forum at Bett will offer a suite of workshops, networking sessions and VIP tours to senior education professionals and will run across the first three days of the Bett event. SCHOOL LEADERS SUMMIT Alongside the Bett exhibition, the School Leaders Summit will return in 2013 to provide two days of impactful presentations, robust discussions and insightful master class sessions. Coverage of the key strategic concerns for education leaders – curriculum, assessment, finance, autonomy and responsibility, improved leadership, industrial relations, staff development, capital projects, technology. Over 40 expert speakers will include Glenys Stacey, chief regulator at Ofqual who will deliver an insightful presentation delivering updates and information around the direction that examinations are likely to take. Heath Monk, chief executive of the Future Leaders Charitable Trust will deliver a session entitled What Makes an Outstanding Education Leader, which will ask the question: What new skills must education leaders learn? Do schools need educationalists or business directors? What challenges do leaders face and who are the leaders of tomorrow? Dr Michael Levine is founding executive director, of the Joan Ganz Cooney Center, an action research and innovation center devoted to harnessing the potential of digital media to advance young children’s learning and development. His session, entitled

Pedagogy of Technology: Hindering Progress or Enhancing Learning? will ask if technology can really be used to enhance learning, or does it detract from the subject in hand? Russell Hobby, general secretary, NAHTlooks at the changing role of the school leader. Jo Lopes, head of technical excellence at Jaguar Land Rover, asks what skills do employers want from their prospective employees? and is there a place for vocational subjects within the curriculum? LEARN LIVE Learn Live is the Bett show’s popular programme of workshops, seminars, training sessions and discussion events. Across six purpose-built theatres at the heart of the exhibition floor, around 20,000 visitors will gain from opportunities to learn more about the transformational power of technology for learning, teaching and training. Learn Live is plit into six programme tracks - Learning & Teaching, Buying & Integrating, Special Education Needs, School Leadership, Learning At Work and Higher Education. TECHNOLOGY TRAINING LIVE New to Bett 2013, the Technology Training Live suites will give visitors the opportunity to try out the latest lesson software and content. Free demonstrations and training sessions will run throughout the show, offering a calm space away from the floor in which visitors can fully evaluate and understand new classroom technology and teaching techniques. The featured products and software will be announced from October THE BETT AWARDS The Bett Awards bring together developers, distributors and educational practitioners each year to recognise, reward and celebrate ICT excellence in the education sector. Winners of each category are distinguished for their

ICT: Bett 2013

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outstanding ICT provision and support for nurseries, schools, colleges and special schools. The awards form an integral part of Bett, and share its passion to highlight the creativity and innovation of the UK’s ICT sector. Together, they form a showcase of the latest inspirational resources, services and organisations available on the market for educators. BESA will again act as chair of judges, overseeing the impartiality and fairness of the robust, two-stage judging process by a panel of experienced educational professionals. Entries will be assessed on specific criteria.  Paul Dunne, managing director, i2i Events Group comments: “The Bett Awards are recognised around the world as a sign of excellence. But we are proud to say that this is possible because the number and calibre of entrants for the Awards continues to receive year on year. Each pushes at the very boundaries of what is new, innovative and possible in technology. This commitment to enhancing and transforming the education sector is something that we see on an impressive scale both throughout the UK and internationally, and we are excited to help celebrate this again in 2013.”   Caroline Wright, director, BESA adds: “The winners of the Bett Awards join an elite circle, enjoying recognition within the sector in the UK and from around the world, as innovative, quality suppliers. The Bett Awards will continue to offer educational suppliers the opportunity to showcase their most innovative and engaging resources. All entries will be judged by our panel of independent ICT expert practitioners and consultants who have a wealth of educational experience and really know what works well in the classroom.” FURTHER INFORMATION To pre-register for Bett 2013 and to book seminars and workshops, visit the event website at

Reach Out interactive system proven to increase knowledge retention Amazing Interactives believes in producing the very best quality solutions for customers, delivering every project on time and to the highest standard of excellence. Our team has over 20 years of experience in 3D development, installation & training.   The ‘Reach Out’ 3D interactive system is in over 250 education/training establishments. This unique way of viewing interactive educational content gives the illusion of objects flying out of the screen and ‘hovering’ above your head.  The system comes with fully developed software in all subjects. New developments include functional Maths & English and Life skills software for SEN.  The 3D camera system lets you video, edit and play back

HD 3D video through the 3D system. The system is proven to increase knowledge retention & improve grades, and fits in perfectly with VAK learning (visual, auditory, kinathsetic). Interactivity allows enhancing brain based learning/thinking skills. Complex objects can be visualised and understood easily, and interaction can be tailored or controlled using any input device Amazing Interactives has installation across the UK. If you would like a demonstration of 3D software, contact us below. FOR MORE INFORMATION Tel: 01642 226693





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RM Education is launching RM Books, the UK’s first ebook system designed specifically for schools. With options to buy or rent a range of books, for a month, term, year or longer, it’s a free, no-obligation, online system that provides immediate access to 1,000 free ebooks selected by education experts.

More and more adults are reading books in digital format. Over three times as many fiction ebooks were sold in 2011 compared to 2010, says The Publishers Association. The explosion in ebook publishing has accompanied the growth in popularity of ereaders and tablet devices – and now more and more children are using these, fuelling an upswing in digital book-buying in the children’s publishing market. WHY AREN’T SCHOOLS EMBRACING THIS OPPORTUNITY? Until now, education publishing has remained largely untouched by the move to digital. A recent survey by RM Education found that only 16 per cent of secondary schools currently use ebooks within the curriculum – one of the main barriers being: how can you easily manage ebook deployment from multiple publishers, to individuals and groups of students, who use a range of different devices? The possibilities opened up by this new technology are very exciting, offering a range of benefits for teaching, learning and school budgets, and that’s why we’ve helped schools to overcome this barrier by creating a solution that makes management simple. SCHOOLS CAN NOW EMBRACE THE EBOOK REVOLUTION RM Books will offer a range of digital textbooks, through a flexible, affordable and simple rental scheme. Using and managing the system is straightforward, with a simple ‘cloud-based’ web interface designed

in consultation with schools. Allocating books to groups or individuals is easy. RM Books can be used on almost any device – desktop computers, laptops and tablets. UK educational establishments can register for free, and make full use of 1,000 free classic books, completely free of charge. With handpicked classic texts recommended by exam boards, including Wuthering Heights and the Complete Works of Shakespeare, available to download free, schools could shave thousands from their budget with just a few clicks. A FRIEND TO THE SCHOOL BUDGET By renting rather than buying textbooks, schools can spread the cost of purchasing rather than paying for them up front. Now schools can feel more comfortable allowing students to use their textbooks at home without risk of loss or damage. Ebooks eliminate the problem of a textbook being left on the bus or ruined by an exploding juice-carton in a backpack. You will also be able to stay up to date with curriculum change, because each new rental period entitles you to download the very latest version in pristine condition. NO LONGER A PAIN IN THE BACK They also weigh nothing – a big factor to consider in the face of rising concern over the weight of children’s backpacks. A recent, large-scale Spanish study found that increasing numbers of children carry around backpacks weighing more than 15 per cent of their body weight – a level considered likely to cause longterm back pain and even more serious problems.

GLOBAL TRENDS IN EDUCATION EBOOKS Other countries have made rapid strides towards a wholly digital future. In the US, this started in 2010, when the National Education Technology Plan called for a move towards digital as an answer to educational inequalities. This has led to the Digital Playbook initiative , and a challenge to schools to move to a fully digital curriculum by 2017. In South Korea, the government plans to digitise all primary and secondary school classrooms by 2015. One of the benefits will be a wider choice of subjects for students in rural areas, offering easier home-learning to compensate for a shortage of specialist teachers. ADDRESSING LITERACY There is evidence that using ebooks could help engage boys with reading and address their underachievement in literacy. A study in Texas found that reluctant readers (and particularly boys) in middle-school were ‘more engaged’ when they used an e-reader. The day where your pupils can put down their heavy backpacks, and carry all the information they could ever need around in something weighing less than a pound, may be some way off. At RM Education, we’re at an early stage of this journey too, but we think the potential is inspiring, and we hope we’ve given you a few reasons to sign up for RM Books and take the first step at least. L REGISTER TODAY



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Keeping a tight rein on the costs associated with print related activities within modern educational establishments can be a difficult task. However, effective document cost and workflow control has become easier thanks to the range of solutions from Toshiba TEC UK Imaging Systems and PaperCut.

Toshiba TEC is a leading global supplier of office equipment solutions ranging from multifunction products (MFPs) that can copy, print, scan and fax, to a wide variety of digital document workflow systems. With an unrivalled track record in specifying its MFPs in a wide variety of schools, colleges and universities, its printing solutions come packed full of eco-friendly features, as well as the devices being delivered carbon neutral thanks to Toshiba’s Carbon Zero Scheme which has far reaching CSR benefits. PRINT QUOTAS PaperCut was established in 1998 when its founders were asked to develop a print quota application to address the needs of a local high school. From these humble beginnings the company has grown to a full print management solutions provider and its products are now used in over 100 countries and 50,000 sites across all over the world. Designed with ease of use in mind, when embedded on a Toshiba TEC e-STUDIO MFP, PaperCut allows the tracking of printing, copying and scanning activities by user, device or department. By collecting data via a print server it enables administrators to monitor usage patterns and take appropriate action when necessary to reduce costs.

The facilities include implementing quotas, enforcing restrictions on print settings by user, department or document type, and diverting large volumes to more cost effective devices. FINANCIAL BURDEN Excess printing is a huge financial burden on educational institutions and the majority of paper waste occurs from users printing to a device and then forgetting, or simply not bothering, to collect their documents. By utilising an embedded web browser feature, PaperCut allows print jobs to be retrieved from a hold queue on the server when the user is at any available e-BRIDGE MFP on the network. This functionality can lead to a reduction of up to 30 per cent on paper and cost per copy charges and decreases the amount of consumables – such as ink and toner – that are used. The PaperCut report suite and widget tracks all usage and delivers statistics which can be used to show CO2 savings. Toshiba TEC is positive that PaperCut offers an unrivalled end user experience and has backed this up by being the first company to have its entire direct sales force undertake PaperCut MF Reseller Certification. To obtain this designation each reseller has to sit an exam and achieve a minimum pass rate of 90 per cent. This excellent knowledge base provides

customers in the education sector with the confidence that the solution they choose will be perfectly configured to suit their needs. The company doesn’t intend stopping there. With the Toshiba Professional Services team also technically trained and accredited, Toshiba now plans to extend this certification to the service teams of its indirect sales channel. Its dealer channel is invited to obtain PaperCut MF Technical Reseller Certification by attending one of the courses held at Toshiba TEC’s training facilities in Chertsey. L FURTHER INFORMATION PaperCut is available directly through Toshiba TEC, as well as its nationwide network of authorised dealers. To find a dealer near you, or for more information on Toshiba TEC’s document management products and solutions, visit www. or call 01932 580183.




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Our research into the ‘Future of tablets and apps in schools’ forecast that six per cent of all pupil-facing computers in schools will be tablets by the end of 2012 (4.5 per cent in primary, 6.9 per cent in secondary) which shows a significant adoption rate compared with previous years. The schools surveyed, went on to forecast that by the end of 2015 the percentage of tablets will have risen to 22 per cent of all pupil-facing computers. BESA’s research follows on from the Secretary of State for Education’s comments on tablet technology in December 2011. In his speech to the Schools Network Annual Conference Michael Gove said, ‘as we move to a world where we expect every child will have a tablet, the nature and range and type of content that can be delivered will be all the greater’. INCREASED ENGAGEMENT It is unsurprising that 82 per cent of the teachers who contributed to the research said that their pupils have an interest in using tablets. This reminds me of a study carried out by Rising Stars and Dave Whyley, headteacher and consultant of Learning Technologies at Wolverhampton City Council who ran an eBook pilot Learning2go project with schools, to assess their impact on engagement and reading. Particularly focusing on struggling readers the study resulted in an immediate effect on the learners in Wolverhampton and revealed some remarkable truths about the changing nature of young peoples’ reading habits. Today, across Wolverhampton, eBooks are offered as a core part of the e-learning development package with an impact on test scores showing learners moving from level 4 to level 5. Giving children new technologies certainly appears to result in increased engagement in learning. One thing that came out of the research that gives me cause for concern is the fact that 61 per cent of primary schools and 39 per cent of secondary schools still feel it is important or very important to wait for the government to support adoption. This comes despite two years of government policy giving schools the freedom and autonomy to choose the ICT tools and resources

appropriate to meeting their specific needs. It has therefore never been so important to spend time reviewing and evaluating all aspects of using Tablet PCs in the classroom. RESEARCH DRIVEN APPROACH It was therefore heartening that the headline finding of the survey of 500 UK schools (190 primary, 310 secondary) showed that the majority of schools are adopting a research-driven approach to tablet take-up, and want more evidence before supporting the adoption of tablets in the classroom (72 per cent). Over recent years the range of Tablet PCs available to schools has made this ‘research driven approach’ imperative. Each school has its own requirements and believing that all tablets are the same is a mistake. Apple’s iPad is already a well-known brand and is being used in many schools but as our technologically savvy teachers recognise the most important aspect of any hardware is the learning software it supports. TABLET FORMATS A number of BESA members offer various Tablet formats and the BESA code of practice that they sign up to means they are all worth careful consideration. Each option should be reviewed based on a class or school’s specific needs before purchase. For example, BESA member Acer’s ‘ICONIA TAB A’ series tablet is lightweight and easy to carry especially for younger children. This and several other Tablet PCs run on an Android operating system, opening up a broad range of eLearning options. The Classmate 2S supplied by SMART Technologies’ distributor Steljes, offers another available format. This Tablet PC is an netbook and e-reader in one, designed specifically for use in education. Promethean’s ActivSlate offers schools yet another viable option and operates directly with their interactive whiteboards. Avantis’ LearnPad is designed specifically for education with a focus in on its learning applications; one to look out for. BESA’s research also highlighted pupil’s interest in apps, or rather the eLearning technologies that should be run on or

through the Tablet device. This is a vital part of the decision making process but comes with a degree of industry caution about the need for greater convergence of operating systems. Will you be able to use current eLearning resources on your new Tablet PCs? A VISIT TO BETT The alternatives outlined above and over the next page are just a few from the wide range available but should all be considered and reviewed before purchase. Schools considering integrating tablet technology into the learning environment are advised to visit Bett 2013 (January 30–2nd February) at London’s ExCel centre. As well as providing valuable professional development opportunities for teachers, BESA member’s products outlined above and many other suppliers will be at the show demonstrating their Tablets PCs. This will give you the

Written by Caroline Wright, BESA

The unprecedented growth rate of tablet computers in corporate and consumer markets is spreading steadily to schools, according to research from the British Educational Suppliers Association (BESA). Caroline Wright, director, BESA provides us with an outline of the research findings and offers her advice to schools. Plus a look at the latest tablets available.

One thing that came out of the research that gives me cause for concern is the fact that 61 per cent of primary schools and 39 per cent of secondary schools still feel it is important or very important to wait for the government to support adoption. chance to review and ask all the questions you need to make an informed decision. By harnessing these technologies, we can once again make learning relevant and meaningful to young people and encompass the use of technologies that will undoubtedly be a part of their future careers. L FURTHER INFORMATION BESA has over 300 members which include manufacturers and distributors technology, ICT hardware and digital content.



Network Protection for Educational Campuses Tablets and smartphones are flooding your campus - but are you at risk? Tablet PCs, iPads and smartphones have revolutionised learning. When you allow students to bring their own laptops and tablets into the classroom learning environment, these bandwidth-hungry users are logging onto your network to access social media, online applications, multimedia documentation and assignments – there are two things to consider; - network security threats and challenges - visibility and control of applications being accessed

Common threats and challenges faced by educational campuses There are several needs, threats and challenges universal to the education sector, from primary and secondary schools through higher and adult education. These include protection from malware, secure connectivity between remote locations and the network, protection from inappropriate content and compliance with regulatory requirements, maximisation of bandwidth and other network resources, protection of administrative resources and students from intrusions, ease of maintenance and updating, maximisation of capital and expense budgets. To make matters worse, attacks are increasingly “blended attacks”, morphing the worst characteristics of viruses, worms and network intrusions in powerful, multi-faceted agents. Blended threats spread through networks with unprecedented speed by exploiting known vulnerabilities in widely deployed software applications. New vulnerabilities are exposed for educational campuses with conventional antivirus defence solutions, new vulnerabilities are exposed by the practice of allowing faculty and students to access their personal, web-based email accounts from within the campus network. Traditional port-based firewalls and access type controls are simply not enough.

Visibility and control More than ever, it’s important for your campus to monitor and control the use of web-based social networking applications and cloud-based services in order to safeguard against harmful or inappropriate content. Application control is essential to manage the explosion of new Internet-based technologies bombarding networks today. You can gain full content and applications visibility of your network by redefining your network security and control.

Fortinet’s multi-threat security systems address the needs of educational establishments As a Fortinet Gold Partner, LAN2LAN recommends Fortinet FortiGate. The FortiGate systems are available to meet a wide range of needs, from entry-level models that are cost effective for the smallest schools, to multi-port, multi-gigabit models that support high availability and advanced networking features consistent with the needs of the most demanding, mission critical networks.

The price/performance provided by FortiGate systems makes it possible for educational institutions, of all sizes, to enjoy the highest level of network protection without compromising security, performance or budgetary constraints. Fortinet’s multi-threat security systems provide a complete solution that addresses the full range of threats to educational campuses. Specifically, a single FortiGate system, easily installed and maintained at the edge of a campus network can be used to: • Stop viruses, worms, Trojans, spyware and inappropriate content before it enters or exits the campus network • Provide VPN services and scan tunnels for harmful or inappropriate content • Block the use of campus networks for illegal file swapping and/or limit the amount of network bandwidth allocated to swapping applications • Filter web traffic for inappropriate content based on URLs, keywords, or both • Alert administrators to attempts to compromise critical computing systems • Support compliance with government regulations and thereby qualify for special funding • Limit exposure to liability caused by allowing inappropriate or malicious content to enter or exit the campus network • Provide content archiving features to store messages and content embedded within emails, web downloads, and instant messenger text and file attachments in an external storage device such as the FortiAnalyser series of products LAN2LAN can help you mobilise your campus without sacrificing compliance or security. We can offer consistent network protection across multi-sites, controlled by a single set of security policies which can be centrally managed, with the option to turn on additional layers of security if required.

Greater network security with a reduced budget LAN2LAN has experience and expertise in the Education sector to work with you to consolidate your network security costs. Traditionally educational establishments have invested in individual layers of security to take care of different things such as web filter, anti-spam, anti-virus, intrusion prevention, firewall protection and remote access security. We will help you to migrate and consolidate your different layers of technology into just one product and one support contract using a phased approach that reflects your licence renewal dates. Network security consolidation can help you deliver greater security with a reduced budget. It reduces your IT carbon footprint (power and space overheads), shrinking your infrastructure estate without compromising its effectiveness and allows you to make far more efficient use of existing resources, budgets and skills. Fortinet is a proven technology. The Fortinet market position has been validated through widespread recognition by industry analysts, such as Frost & Sullivan, Gartner and IDC.

If you would like to know more about network security and what this means to your campus, please email or call us today on 01483 594100

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Since the launch of the iPad, there has been plenty of additions to the tablet marketplace. Education Business takes a look at current tablet models and operating systems. APPLE IPAD Apple’s iconic iPad device has created a huge demand for tablet computing. Early adoption by educational institutions in the UK has seen whole schools kit out their students with the device. The intuitive interface is very user friendly and the range of new educational applications grows almost daily. Key advantages include the high quality touchscreen, ease of use, reliable operating system and good battery life and performance. Its main limitations are that it is proprietary, single source hardware with a lack of support for existing content, connectivity and network resources. Limited configurability, means it is difficult to secure and costly to manage and provision content on multiple devices. The latest iPad sports the new dual core A5X processor with quad-core graphics, and a ‘Retina Display’ with a resolution of 2,048 by 1,536 pixels.This is over 50 percent more pixels than a standard 1,920 by 1,080 high definition TV screen. As with previous iPads, there are two models, in this case a Wi-Fi only model and a Wi-Fi + 3G model and different configurations for internal storage. Soon after the iPad was released, it was reported that 81 per cent of the top book apps were for children. The iPad has also been called a ‘revolutionary’ tool to help children with autism learn how to communicate and socialise more easily. Apple iPad Learning Lab includes 10 iPad devices and a sturdy and secure mobile E

Based on Google’s OS, many top manufacturers including Samsung, Sony, Motorola, Lenovo, Toshiba, Acer and Asus have released high quality tablet computers running Android, which is open source. Volume 17.5 | EDUCATION BUSINESS MAGAZINE




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ICT: TABLETS E cart. The cart can store, charge, and sync up to 30 iPad devices and has room for a MacBook computer. The cart can be locked to secure the devices when they’re not in use. It is available through Apple Education. Apple is expected to launch a smaller, cheaper version of the iPad soon. ANDROID TABLETS Based on Google’s open source OS, many top manufactures including Samsung, Sony, Motorola, Lenovo, Toshiba, Acer and Asus have released high quality tablet computers running the Android OS, which is open source and also used on third generation phones, as is Apple’s iOS. on their iPhone. The main advantage Android has is that because there are multiple hardware manufacturers and varied price points, a greater and cheaper range of devices are available. Most support Adobe Flash content and external USB devices. There is also a greater level of support for network resource and connectivity. The flexible OS allows customisation and easier management and control, and ther is a growing range of educational applications, many of which are free, appearing. The website at www.android4schools. com contains handy reviews of apps (mostly free ones) that are appropriate for use in K-12 settings, along with some suggestions about how those apps could be used by students, teachers, and school administrators. The site is compiled by Richard Byrne, who also offers a handy resource with his software blog. WINDOWS TABLETS To date these devices do not offer the same level of ‘touch’ interaction that is achievable on other tablet devices which has led to poor adoption. However, with Windows 8, Microsoft hopes to provide a more compelling tablet device that may offer schools better integration into their network environment. The key advantages are their closer integration with existing network infrastructure and greater support for existing content. There are multiple hardware vendors with good external device support. The main limitations are that they are more expensive than other solutions, with a more system intensive OS. Many existing applications are not suited to the tablet format or may not run on specific hardware. Once Windows 8 is made available to the general public on October 26, you’re going to see all kinds of tablets running Windows 8/RT land on physical and virtual store shelves, along with a string of announcements between now and then. Windows RT (formerly known as Windows on ARM) will be a version of the Windows 8 operating system for ARM devices such as tablets. It will officially only run software available through the Windows Store or included within it. Among the applications included will be Microsoft Word, Excel,

PowerPoint, and OneNote 2013. Microsoft will sell the operating system only to device manufacturers directly, and not as a stand-alone product to consumers. MICROSOFT SURFACE Microsoft Surface is a planned series of tablets which will be available in two versions - Surface and Surface Pro. These were announced by Microsoft CEO Steve Ballmer at a Los Angeles event on June 18. Surface will run the Windows RT operating system and use an ARM CPU. Surface Pro will run the Windows 8 Pro operating system and use an Intel CPU. The display is a 10.6-inch, 16:9 widescreen HD Display or Full HD Display on the Surface Pro. Several device manufacturers whose products have traditionally run Microsoft operating systems, have, in the main, been positive about the release of the Surface device. HP, Lenovo, and Dell applauded Microsoft’s decision to create their own Tablet PC and said that their relationship hasn’t changed. John Solomon, senior vice president of HP, said that “Microsoft was basically making a leadership statement and showing what’s possible in the tablet space”. LEARNPAD The Avantis LearnPad is a 10 inch interactive e-learning tablet – small enough to be portable but large enough to give a great user experience. The device has been designed specifically for schools to provide a high quality, safe and secure tablet computer to allow students to access existing eLearning content as well as other school network resources. Developed on Google’s Android OS ensures the most cost effective and flexible platform, as well as being available on a number of different hardware vendor devices. It features an integrated secure web browser, with an ‘on-device’ white-list of approved websites. Teachers can create interface profiles for individual students, year groups or even subject areas. Once created, profiles can be applied either at the device itself, via QR codes shown to the built in camera, or deployed to a group of LearnPads via the management portal. Avantis’ partnership with a number of tablet PC hardware providers including Toshiba, Lenovoand Acer, means that whichever tablet technology your school uses, the LearnPad content can be used and shared. SAMSUNG GALAXY NOTE The Korean manufacturer is swelling its range with the Galaxy Note 10.1 - an Android tablet with built-in Wacom digitiser, stylus and a tweaked version of Google’s Android 4 OS. The standout feature of Samsung’s latest offering is the S Pen which opens up functionality and creativity thanks to Samsung’s preloaded software and Android tweaks such as TouchWiz (Samsung’s custom touch user interface). The latest version of TouchWiz, Nature UX, boasts E

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E a more refined interface as compared to the previous version. Some of the features added include panning and tilt, which makes use of the accelerometer and gyroscope in the device to detect motion. GOOGLE NEXUS 7 The tablet was released in July but sources but the hardware manufacturer is already currently working on a 3G variant to be released imminently. Asus, which partnered with Google to make the Nexus 7 tablet, is reportedly gearing up production for a launch. The popular 7-inch tablet was launched to glowing reviews and soon sold out at some American retailers. It was the first Android tablet to come with Jelly Bean, the latest version of Google’s mobile operating system. With Jelly Bean, Google significantly reduced latency (lag), one negative aspect of Android compared to Apple’s iOS operating system. Jelly Bean incorporates Google Chrome as the standard web browser, unlike previous iterations of the Android OS. Aggressively priced from £160 it was designed to loosen Apple’s grip on the tablet market. It has an Nvidia Tegra 3 quadcore processor, and a 1.2-megapixel camera, and is available with 8 or 16GB of storage. It’s nearest competitor is the Kindle Fire, which is now arriving in the UK after being exclusively available to American buyers.



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The website at contains handy reviews of apps that are appropriate for use in K-12 settings, along with some suggestions about how those apps could be used by school administrators. KINDLE FIRE The Kindle Fire is a mini tablet computer version of’s Kindle e-book reader which runs a version of Android and has a colour touch screen. Kindle Fire HD 8.9 is the premium model of the three recent launches recently. The device comes with a large 8.9-inch HD display that packs a resolution of 1920 x 1200 pixels, and is powered by a 1.5GHz dual-core OMAP4470 CPU, 1GB of RAM. Connectivity is through 802.11n Wi-Fi and USB 2.0 (Micro-B connector). The device includes 8GB of internal storage — said to be enough for 80 applications, plus either 10 movies or 800 songs or 6,000 books. Amazon said the first Kindle Fire had captured 22 per cent of the US tablet market - the only country it was sold in. Technology analysts thought the devices could pose a serious challenge to the market leaders. “This could easily be the product that beats

the iPad particularly for those of us who are readers, easy and innovative in design and use, with unique features like X-Ray which allows you to become far more intimate with what you are reading,” said Rob Enderle, principal analyst at the Enderle Group. L

Pupil Tracking and Strategic Planning “However beautiful the strategy, you should occasionally look at the results.” Winston Churchill How often are school development plans evaluated against clear success criteria with evidence? Bringing together of planning, resourcing and pupil performance in one place is such a powerful concept it is hard to believe this has not been done before. This normally separate data is tied together by two independent but integrated systems.

a fully integrated strategic and resource planning application for driving organisational improvement and tracking progress. This enables schools to realise the full potential of their vision for improvement Ian Beardmore, a Headteacher from an outstanding school in Stoke-on-Trent, points out that… “In essence this is a one–stop-shop for all the strategic and resource planning needs of a school.” Margaret Yates, an experienced executive Headteacher adds “it’s a progress tracker for school improvement.”

links teacher assessments, targets, interventions and pastoral factors, and meets all the requirements of the new Ofsted framework. Highlight the progress made by individual pupils and groups, keeping the whole school picture in mind. School led ideas like switching instantly between sublevels and point scores, grouping and filtering the data, leaving comments with an assessment all add real value. Pupil tracking has never been easier or more powerful. “The new system for tracking progress is helping teachers plan more systematically and holds them to account for pupils’ progress. As a result, no groups of pupils are falling behind and they are beginning to be challenged more.” Ofsted

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Raspberry Pi now made in the UK

ICT teaching in schools ‘20 years out of date’ says IET president Mike Short CBE A leading UK expert on information and communications technology says that the teaching of ICT in England and Wales is 20 years out of date and as a result a whole generation has been lost who could have designed the systems of the future. He places the blame on the government for failing to set an appropriate curriculum. Dr Mike Short CBE, president of the Institution of Engineering and Technology (IET) said: “Whilst the current generation, often referred to as the ‘Net Generation’, are heavy users of ICT in their social interaction, very few have been taught how to understand, design and build upon the technology that underpins most of our daily lives. “The current school ICT syllabus is not appropriate for the digital generation since it does not equip our young people to be able to understand or compete in the modern world. “There is an urgent need for school to be teaching the current generation Computer Science as a subject in schools in order that our future workforce is equipped to design, build and maintain the next generation of infrastructure, systems and products, all of which require elements of computer science and engineering, but also sufficiently qualified, experienced and informed to take advantage of the plentiful career opportunities within the digital and


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The Raspberry Pi computer is being made in the UK for the first time. A deal signed between Premier Farnell, which distributes the Pi, and manufacturer Sony will see 300,000 of the gadgets produced on home soil. Since its launch in April, the device has been hugely popular and its creators said more than a million could be sold before the end of 2012. The UK-made Raspberry Pis have been assembled at Sony UK Technology’s factory in Pencoed, South Wales. About 30 jobs will be created as a result of the deal which will mean most of the Pis being distributed by Premier Farnell will be made in Britain. UK production of the Raspberry Pi started in mid-August and began being delivered to customers this week. Pi boards made in the Welsh plant have “Made in the UK” printed next to the power jack.

computing industries.” Dr Short continued: “One of the side effects of this poor teaching has been to grow generations of students who, though avid users of technology, have absolutely no insight into how modern ICT systems work.” To help remedy the situation, the IET has joined forces with the Computing at Schools Group to build on the considerable success they have achieved so far in the promotion of teaching Computer Science. The IET, Europe’s largest professional body for engineers and technicians, believes that by pooling resources and effort, it can support the already considerable progress made to date. The IET will further build momentum by utilising its network of volunteers and schools ambassadors. The Computing at School (CAS) Working Group aims to promote the teaching of computer science at school. CAS was born out of excitement with the discipline, combined with a serious concern that many students are being turned off computing by a combination of factors that have conspired to make the subject seem dull and pedestrian. The goal is to put the excitement back into computing at school. For more information, visit



Diagnoses Gaps in Maths Knowledge - Teaches the Right Lessons - Tests Understanding

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we teach maths and we get results! Volume 17.5 | EDUCATION BUSINESS MAGAZINE


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ICT exams need toughening up, says games industry association chief ICT exams including information and communications technology need to be toughened up in order to produce a workforce that can better service the needs of businesses, according to TIGA, the trade association representing the UK games industry. Following the first ever fall in the number of GCSEs being awarded top grades, TIGA says it supports the Department of Education’s intention to make exams harder and place a greater emphasis on raising standards of achievement – particularly in the sciences, maths and English. According to TIGA, one of the major changes should be to provide young people with more opportunities to develop new ICT skills for emerging digital markets. Schools should not only teach children how to use apps but also focus on how they can create their own. TIGA added that English, mathematics, physics and computer science were also important for a career in the games industry. Jacqueline Cawston from Coventry University’s Serious Games Institute said: “We’re seeing a rapidly growing appreciation for the importance of the games industry to education, as well as to the UK economy – as demonstrated by the government’s recent tax break policy for games development. It’s essential for the growth of the sector

that our young people learn the skills in science and technology at school that will enable them to write code and develop the games and apps of the future.” Dr Christos Gatzidis, senior lecturer in creative technology at Bournemouth University, said: “For the BSc in Games Technology at Bournemouth University the current requirement is a minimum of 4 GCSEs (or equivalent) at grades A* to C, including English and Maths. GCSEs in subjects such as maths and physics for example are key in terms of forming an adequate preparation for what is predominantly a programming course. Good grades in those bodes well for succeeding later on in higher education, not to mention subsequently in a career in games development. Furthermore, it would also be welcome for prospective students in the future to have studied a proper Computer Science GCSE, as this could also, dependin g on the curriculum it has, make a real difference, particularly in combination with the subjects mentioned above.” In science, there has been a 2.2 percentage point drop in the proportion of entries awarded an A* to C. 60.7 per cent are achieving these grades. There has also been a fall maths, with 58.4 per cent getting at least a C grade, down from 58.8 per cent in 2011.

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Launching in October 2012, the Xirrus Art of WiFi UK Schools Competition will give one UK school the opportunity to win £10,000 by demonstrating its love of art, its passion for technology and the array of incredible talent within UK schools. Following the theme ‘how technology helps me learn’, pupils from primary and secondary schools will create art using tablet computers and upload it to a special Xirrus Art of WiFi microsite as part of an attempt to build Britain’s largest virtual classroom art exhibition. The competition is being supported by some of Xirrus’s key partners and a prestigious panel of judges, including the former Secretary of State for Education & Skills, Estelle Morris and Stephen Heppell, CEO of policy and learning consultancy The winners will be announced at an awards evening to be held at the Saatchi Gallery in London in October 2013. To register visit

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Over 30 schools in the Rochford district of Essex are being protected by forensic marking, following a concerted drive to reduce burglary. In a scheme funded by Rochford District Community Safety Partnership, local police distributed SelectaDNA property marking kits to nearly all the primary and secondary schools on their patch. SelectaDNA comes in a kit containing a bottle of DNA solution that can be easily applied to any items of value. The unique DNA code in the solution links each item to an individual school, home or business. It doesn’t damage the marked items in any way. Six months after the scheme started there was an impressive 100 per cent reduction in break-ins. The scheme is ongoing and police report that schools in the area have been particularly receptive to forensic marking. “The schools have been great and have been marking anything possible – laptops, photocopiers, whiteboards, digital cameras, fax machines, printers, even telephones,” said PCSO Laura Merrell from Rochford Safer Neighbourhood Team. “Feedback has been excellent, with all of them saying how easy SelectaDNA is to use. Most of them have been very happy to co-operate in the scheme as they know it will target-harden their school premises and make a break-in a much less attractive prospect to thieves who will be unsure what they will be able to get away with.” NO CLASSROOM THEFTS IN OVER A YEAR Meanwhile seven schools in Loughborough have been protected from break-ins for over a year following the deployment of SelectaDNA to protect valuable equipment. One of the schools is a Special Needs facility that contains vital equipment for children with severe disabilities. PCSO Michelle Wright of Leicestershire Police said: “We were looking for the best possible crime prevention product as some of these schools were being continually targeted. Cameras, laptops, projectors and even customised walking frames were among items being taken.” She continued: “We found that SelectaDNA was excellent for use on school premises and we are continuing to use it to prevent burglary and aid property recovery.” ZERO BURGLARIES AT ‘SUPER’ SCHOOL Six months after the opening of a new ‘super’ secondary school on Wirral that marked all of its high-value ICT equipment with SelectaDNA there have been ZERO thefts or break-ins reported. The new-build £25 million Woodchurch High School in Carr Bridge Road, Wirral, is a large co-educational comprehensive secondary school with 1,300

PCSO Laura Merrell of the Rochford Neighbourhood Policing Team with Mike Hooper of Rochford District Neighbourhood Watch

pupils, 100 teaching staff and 120 support staff. School facilities are also available to members of the public for evening classes. Before the school opened its gates for the first time in September 2010, the on-site facilities management team marked all of the school’s state-of-the art ICT equipment including PCs, laptops and other electronic equipment using SelectaDNA. Ian Lowrie from Wirral Council’s Community Safety Team said: “We were looking for a product that would not only stop theft happening – but prevent burglars even attempting theft in the first place.” WARNING STICKERS More than 60 schools on Wirral are currently using SelectaDNA to protect valuable equipment such as computers, laptops and overhead projectors. Pete May, a member of the facilities management team at Woodchurch High School said: “We are very pleased to be able to say that there have been no incidents of theft or burglaries on site since the school opened. All our ICT equipment is marked with SelectaDNA and we continue to use the warning stickers that are supplied with each kit on every piece of equipment we mark. We believe this is acting as a very effective deterrent against burglary.”

SETTING THE STANDARD FOR INSURANCE All Dorset County Council schools have been provided with a SelectaDNA security marking kit which will be used to mark school items at risk of theft. It has been introduced as a standard condition for insurance cover that all schools use the kits. The initiative, which is being supported by Dorset Police, has reached more than 170 primary, middle, secondary and special schools across the county. The schools are using SelectaDNA to mark valuable school items including whiteboards, projectors, audio equipment and musical instruments. Police forces routinely scan suspected stolen property for traces of SelectaDNA, which has the power to link offenders to the scene of a crime, which could ultimately lead to their conviction. Mark Harper, Dorset Police Crime Reduction Advisor said: “By being able to identify, positively, the lawful owner of property, it makes a stolen item of almost no value to the criminal.” He continued: “Criminals don’t want to be caught with the property in their possession because they will be arrested and no dishonest person will want to buy anything from them. This means that there is no point in stealing an item in the first place. L FURTHER INFORMATION





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Play is part of human nature. Adam Steiner from the Association of Play Industries puts forward the case for ensuring that children have sufficient play opportunities throughout their lives, in both school and community environments. Like many animals, humans are naturally playful creatures. Throughout our lives we are hardwired to engage in playful behaviours and experiment with our environment. This playful spirit continues well into adulthood but nowhere is play more important than when we are children as this is when it has the greatest influence upon the people we will become. Our nearest animal relative, the chimpanzee, can often be seen in any number of wildlife documentaries swinging from trees, playfighting with other chimps and using features of their environment to achieve certain goals – such as collecting and eating ants with pieces of grass. This gives us our first few clues to the developmental value of play for humans and how interacting with tools such as play equipment can enhance children’s learning opportunities. PLAY: AN EDUCATION FOR LIVING The educational value of play equipment can be roughly broken down into four parts: Physical Development – strengthening

of the body; Cognitive Development – growing advanced problem-solving skills; Social Development – developing empathy and cooperation with others, and; Training for the unexpected – raised awareness of risk and how to evaluate it The beauty of making the educational system and public spaces more playful is that they create play-friendly environments, where the four areas of play development can be utilised all at once, increasing the chances of new learning – and having fun. OUTDOOR LEARNING The many forms of educational play, both structured learning and free-play contribute to children’s development in different ways. Outdoor lessons allow children to learn about a number of subjects directly through the natural environment. For example, a simple biology lesson could focus upon the use of a climbing frame where children are taught to understand the different muscles that are activated as they use the

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equipment. This invites them to explore different ways of moving, judging distances and also engages problem-solving skills for negotiating difficult-to-reach areas. GETTING TO KNOW YOU The other, less-physical, aspect of outdoor learning through play is that it engages our sociable side. Humans, like many animals, are keen to be sociable, form friendships and groups, and from these groups forge life-long friendships. Play is the perfect opportunity for children to learn to share and cooperate with others and develop a respectful awareness of their needs and feelings. Growing development of more inclusive play equipment also makes it easier for less-able children to mix with their friends and classmates. The varying physical and mental challenges of different kinds of play activity; using loose-parts or fixed play equipment, allows children to explore their own limitations in different ways. For example, swinging from monkey bars or playing outdoor game trails, such as snakes and ladders, stretch both physical and mental powers. From this children discover how they can improve E

The many forms of educational play, both structured learning and free-play contribute to children’s development in different ways. Volume 17.5 | EDUCATION BUSINESS MAGAZINE






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A presentation by Dr Len Almond of the British Heart Foundation’s Physical Activity Research Network, highlights the difference in brain patterns of two children of the same age. The child who is not given sufficient stimulus and attention, through activities such as play, has only a basic set of neural pathways formed, whereas the children who is allowed to play often has a streamlined network of synapses, meaning efficient responses and quicker ability to think and process situations. The difference is stark and the contribution that play makes to children’s overall development should not be underestimated. ESSENTIAL FIRST STEPS Providing sufficient educational play opportunities for children from earlyyears, through to middle school and in their later education, is not only essential for children’s education and physical development, it also helps to create smarter, healthier and happier adults.

Humans, like many animals, are keen to be sociable, form friendships and groups, and from these groups forge life-long friendships. Play is the perfect opportunity for children to learn to share and cooperate with others. E and share their gathered experience with other children. This social bonding helps children to get along with others whose abilities may differ from their own; it also encourages them to become confident and well-adjusted adults capable of with new challenges. PLAY DEPRIVATION The case for ensuring that children have sufficient play opportunities throughout

their lives, in both school and the community environments, is re-enforced by examples of children deprived of play facilities and denied the right to play. As mentioned earlier, humans and animals in general are designed to play, it is part of our nature. In children suffering from neglect, often lacking the stimulus of play, there is a marked difference in their physical and mental development as well as a sharp decline in their overall happiness and wellbeing.

ABOUT THE API The API is the lead trade body within the play sector representing the interests of manufacturers, designers and distributors of both indoor and outdoor play equipment and play area surfacing. The API operates under the umbrella of the Federation of Sport and Play Associations (FSPA); the national trade body responsible for representing 18 associations within the UK’s sport and play industries. L FURTHER INFORMATION THE API has produced a no-nonsense guide to school playspace services offered by API members companies. The one-page document, How To… Choose a School Outdoor PlaySpace Provider, highlights the quality standards and design innovation that makes API member companies stand out. These are available on the API website at

HSE calls for a balanced approach to play safety The Health Safety Executive has released a statement calling for greater recognition of the benefits of risk in play as part of risk assessment processes. After consulting with industry figures, including representatives from the API and play providers from the Play Safety Forum (PSF), the HSE advises that playground installers, manufacturers and inspectors maintain their commitment that play spaces remain fun and challenging through incorporating ‘beneficial’ risk while reducing the likelihood of injury where reasonably possible. The statement aims to reduce confusion over the application nature of risk in play while encouraging

the best play opportunities for children and confirms how safety standards, such as EN 1176, can help with these judgements. Robin Sutcliffe, chair of the Play Safety Forum said: “I believe that this will be a landmark statement, helping councils, schools, charities and others to give children and young people greater freedom to experience challenging and adventurous play and leisure opportunities. The implications for society will be far reaching and my thanks go to the HSE for embracing this concept and working with PSF so positively.” Judith Hackitt, Chair of the Health and Safety Executive said: “Health and safety

laws are often wrongly cited as a reason to deny children opportunities, contributing to a cotton wool culture. I welcome this statement which brings clarity and focus to what really matters when managing the risks associated with children’s play. Whilst HSE’s main focus is on health and safety in the workplace, it is clear that attitudes to risk are formed long before young people enter the world of work. Play outdoors teaches young people how to deal with risk and without this they are ill equipped to deal with working life.” READ THE HSE STATEMENT



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The streamlining of efficiencies has become a priority within all sectors, at all levels of employment, and any investments should be well considered; the education sector is no different. ‘Procurement’ is undoubtedly a watch-word within the education sector, against the backdrop of budgetary restraints and cuts. Schools need to be mindful when implementing a new technology and ensure that it not only makes financial sense, but that it is also successful in supporting and enhancing the educational experience. Considering how to maximise the usage of educational tools is key. Undoubtedly, in the current climate, school leadership teams (SLTs) have come under pressure to maintain the high standard and quality of service they give to students, despite the much smaller pot of funds available to them. While cutting back on technological resources may be the kneejerk reaction to reduce spending, further examination reveals just how counter-productive this really is. The feedback that we consistently get from schools is that a successful learning experience is achieved by engaging the individual with their school, education and by fostering strong parental interaction. Technology provides the ideal way for schools to do this. Children naturally gravitate towards and have an interest in technology; it is indicative of the world we live in. Therefore, it stands to reason that schools should continue to improve their technology offerings in order to engage their students and aid better learning and not scrap it at the first hurdle. EXISTING TECHNOLOGY When it comes to technology within education, training and simplicity of use is key! Ensuring that teachers, administrators and students receive relevant training on all the implemented technologies, understand it and can clearly see the benefits of it is fundamental to the success of any existing technology. Schools should request this from suppliers, who in turn should be more than happy to provide the right level of training as part of the technology package; if they don’t, schools should consider looking elsewhere. The UK education system has undergone a major overhaul in a bid to streamline learning and help equip young people with the

skills and knowledge required for a positive future. The Government has identified that parental engagement plays a significant role in achieving this and has consequently implemented recommendations for schools to adhere to in order to fully involve parents in their child’s education. In addition to existing technologies, schools should consider investing in parental communication technologies, if they haven’t already done so. Marc Ginnaw, IT manager, Angmering School, Angmering, West Sussex has experienced however some benefits of Groupcall Emerge, which lie outside the ordinary remit. He comments: “As this particular solution can be used with Apple iOS and Android devices, the hardware can be integrated into everyday learning, which is a huge benefit for schools. We are also investigating the possibility of connecting the devices to projectors in various lessons to inject excitement into learning. The solution allows us to continuously re-energise the learning process, whilst keeping costs in check.” PHONES: PROMOTE DON’T PROHIBIT With a focus on specialist schools and colleges, the 14-19 curriculum and students being expected to move from location to location, it has never been more important for a school to be able to contact their students quickly, efficiently and cost effectively. With phones and similar mobile devices prevalent amongst our older learners, it makes sense for schools to capitalise on this and use them as a communication method where and when needed. There are ‘apps’ currently on the market which are designed specifically to link with iPhones to improve ICT in the classroom. These deliver up-to-the-minute Management Information Systems (MIS) data instantly and securely, with access on an anytime, anywhere basis. Some are designed specifically for senior leaders, administrators and teaching staff at both primary and secondary level, providing them with access to on-the-go key data from a compact mobile device. Effectively, it puts the school in a teacher’s back pocket. Equipping teachers with a tool that gives them immediate access to the information they require (student and parental contact details, timetables, attendance and behavioural data) is not only beneficial in terms of significantly

lowering a school’s administrative costs, but also encourages increased time management efficiency. It means that in an emergency situation, when a school cannot be accessed, information is available without having to rely on a desktop PC. INTERNAL EFFICIENCIES Ranking high on the priority list for most schools is saving money, cutting administrative time and improving parental engagement in order to ensure that, internally, schools are as efficient as possible. In an attempt to meet these objectives, Kevin Smith, assistant head, Rush Croft Sports College, London, opted to trial our parental communication system, integrated with an intuitive app, which has revealed a multitude of additional benefits for the school. Kevin comments: “The more we explored the issue of ‘saving time’, the more we realised that there were more areas in which we could improve. While the benefits cannot always be measured in monetary terms, the administrative time we have saved, the increased internal efficiency and accuracy and the overall improvement we have witnessed within simply cannot be overlooked. Therefore, without hesitation, I would say that we have certainly shown a positive ROI.”

Written by Stuart Abrahams, Groupcall

Stuart Abrahams from Groupcall explores the different ways in which schools can continue to provide quality ICT, simply by improving how technology is used. Drawing on valuable insight and from school leaders, he explains how small investments can improve a school’s existing offering.

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GOING FORWARD If there is a silver lining to the tightening of budgets and cuts, it is that SLTs have been forced to really look at the way their schools are run. They are now obliged to run their schools like well-oiled machines and there is an onus on effective business management, where every penny spent must make financial sense. Not only can technology improve internal efficiencies to significantly reduce a school’s costs but it can also greatly enhance the learning experience for students, without requiring huge investments. Being smart when it comes to technology is crucial for a school to be placed in a healthy financial position going forward; therefore SLTs need to ensure that even the smallest investments go a long, long way.” L FURTHER INFORMATION Groupcall’s parental communication system Groupcall Messenger is currently used in over 2,500 schools throughout the UK. For further information visit




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“Do people really live in such tiny houses?” questioned six year old Joss as he pointed to a semi-detached terrace house. Joss who came from a privileged background in Kent was receiving what was classed as a good education but his understanding of children outside of his world was clearly limited. Personal, social, health and economic (PSHE) education is a fundamental part of a child’s development but how much of this encompasses an understanding of the lives of children in developing countries and their need for financial support? We have all experienced the Parent Teacher Association (PTA) raising funds for products and resources for the school but more recently, we have been working with many schools across the UK to raise funds for the charity, Street Child Africa. The charity, as the name suggests, is raising money to help get children in Africa off the street into education, providing them with potential for a fulfilled, healthy and autonomous future. The beauty of schools raising money for Street Child Africa is that in many cases the benefits are two fold; firstly, of course, is the support it offers to these African children but secondly it provides a real learning platform from which to educate children in the UK about the lives of others. Let’s take each benefit in turn. SUPPORT FOR STREET CHILD AFRICA While the issue of counting the numbers of street children in Africa is very contentious; the United Nations estimates globally that there are millions of street children (2003 estimate was 100 million). More recently UNICEF stated, ‘The exact number of street children is impossible to quantify, but the figure almost certainly runs into tens of millions across the world. It is likely that the numbers are increasing’. Sadly, street children are by definition a mobile population and the nature of their lifestyle is to pass in and out of programmes of support, however appealing the benefits are.

Street Child Africa began in 1994, raising funds to work with street children in Accra, the capital of Ghana. The reasons for there being so many children on the streets were numerous and complicated but the stories were of individual children facing enormous challenges, such as extreme poverty, war or the death of their parents. Because of Steljes significant client base within the education sector we waited for the time of year when schools traditionally refresh their interactive whiteboards so that we knew numbers would be at their highest, and set up a campaign to donate funds to the charity each time an interactive whiteboard was refreshed. With an initial target of £25,000, £9,000 was raised within the first week. In terms of the impact that fund raising has prompted in 2010, Street

Written by Rachel Jones, head of education, Steljes

Rachel Jones, head of education at IT distributor Steljes, discusses the work the company has been doing with schools to encourage children to appreciate the plight of children in other countries and to raise the necessary funds to enable them to access a brighter future.

that this child has a tough life. In another pen colour, are there any aspects that show he has a good life? The following week, the class could brainstorm a daily schedule of one day in their week. Maybe this is Monday.They wake up in their bed at home at 7.30am. At 7.45 they get in the shower, dress in their clean school uniform and are called down for breakfast. By 8.30 they are in the car on their way to school. And so the day continues. Another information source on the Street Child Africa website includes 15 stories of individual street children’s plight. One or two or these stories could be read to the class to understand a little more about what one day in their life would be like. After a class discussion, try to brain storm and create what a daily diary might be for street children in Africa? Another activity could be to understand the increasing number of ‘child headed households.’ Again, the Street Child Africa website provides information on this tragic family structure which is caused by parents dying of various diseases including HIV/AIDS. Go back to their brainstormed diary and consider what would be different if they

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Personal, social, health and economic (PSHE) education is a part of a child’s development. How much of this encompasses an understanding of the lives of children in developing countries? Child Africa’s regional partners helped 11,652 children. This number refers to a broad spread of aid, from the more comprehensive support such as our programme in Uganda, through drop-in centres in Senegal or Mozambique, to community sensitisation on HIV/AIDS. EDUCATING CHILDREN HOW OTHERS LIVE So how can schools use the example of the plight of street children Africa, based over 4,000 miles away, to educate our children in the UK? Via the Street Child Africa (www. or Steljes website, ( primary schools can find a presentation providing invaluable information to ignite a number of learning activities. For example, using the digital map, put the children into eight groups. Each group can be given one of the countries that Street Child Africa supports. While there is a lot of information on the Street Child Africa site on each country, children can research further online or visit the library. Each day a group can present its findings on that country to the rest of the class. Project a picture image from the Street Child Africa website for all the class to see. If you have a SMART Board interactive whiteboard, invite the children to come out to the front and circle an aspect of the picture that shows

didn’t have parents and had to run their household themselves. How would they get the food for their breakfast? Who would wash their uniform? How would they get to school? What would they eat for lunch? Who would look after their siblings? The learning activities that can be run with the support material on the Street Child Africa website are numerous. At Steljes we are very proud of the work we are doing to raise money for this worthwhile charity and to broaden our students’ understanding of children in other countries. L FURTHER INFORMATION




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EDUCATION EVENTS Scottish Learning Festival 19-20 September 2012 SECC, Glasgow The Scottish Learning Festival 2012 offers practitioners opportunities to learn more about the importance of creative skills for themselves and for their learners. SLF 2012 will enable practitioners to develop skills and expertise to support creative learning and teaching across the curriculum through sharing information, highlighting innovation and showcasing best practice. SLF 2012 also provides continuing professional learning opportunities in line with recommendations set out in Teaching Scotland’s Future.

Education Facilities Forum 19-20 November 2012 Heythrop Park Resort, Oxfordshire Now in its 10th year, the Education Facilities Forum is a platform for business managers, bursars, facilities managers and estates directors who over a day and a half, are given the opportunity to review potential suppliers, network over a fantastic gala dinner, attend seminars, and not only discuss your future projects and ideas, but see how others in the Education industry do it with our ‘no hard sell’ approach. Delegate attendance is totally free of charge, including accommodation, seminar attendance, all meals and refreshments.

World of Learning Conference & Exhibition 2-3 October 2012 NEC Birmingham Now in its 20th year, the World of Learning is set to showcase the latest developments in L&D in everything from e-learning and mobile learning to experiential and classroom learning, as well as live workshops, oneto-one consultations, free seminars and its renowned annual conference. World of Learning offers the unique opportunity to hear from leading industry thinkers, all in an informal and interactive setting.

The Academies Show Birmingham 28 November 2012 NEC Birmingham The Academies Show Birmingham is the largest event in the UK dedicated to the Academies programme and a mustattend event for anyone keen to know more about the changing educational landscape. Visitors have the opportunity to network with over 2000 other visitors including head teachers, principals and their deputies, bursars, business managers, senior teachers, education charity leaders, local authority education leads and governors.

Education Business Awards 6 December 2012 Emirates Stadium, London The Education Business Awards recognise successful schools and projects that demonstrate how the dedication of teaching and management staff, coupled with sound investment, have delivered better learning environments. Entry is open to Primary and Secondary Schools from all sectors. Now in its eighth year, the Education Business Awards is supported by the British Educational Suppliers Association, nasen and NAACE.This year’s event will be presented by award winning television and radio broadcaster Gavin Esler.

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Bett 2013 30th Jan - 2nd Feb 2013 ExCeL, London New to Bett 2013, the Bett Arena in partnership with Microsoft, will host internationally renowned expert speakers including ministers, politicians, media figureheads and recognised educationalists. Throughout the four days of the show, each will present insights and share thoughts into the latest trends and research in technology and learning. The Bett show makes its debut at the ExCeL this year

19th - 20th November 2012 - Heythrop Park Oxfordshire The Education Facilities Forum is a platform for business managers, bursars, facilities managers and estates directors to source new solution providers, network and attend seminars tailored to meet your facilities management needs. The forum brings the industry together for a focused 36 hours of face to face meetings; networking lunches, seminars and evening gala dinner and most importantly – you have control over your time spent at the forum.

“A great couple of days, speaking to people that actually wants to speak to us made a refreshing change from an exhibition” Dorma UK Ltd

Delegate attendance Is limited to 75 and is entirely free of charge, including overnight accommodation, seminars, meals and refreshments and gala dinner with guest entertainment.

“Excellent networking opportunity and time to meet suppliers” King I Charles School

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For further information or to confirm your place, please contact Jack Risley on 01992 374064 or email Supplier attendance For details on availability and costs please contact Ed Whay on 01992 374089 or email



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the first choice for independent schools Schoolblazer are now the leading supplier of uniform and sportswear to independent schools

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We would like to welcome our new partners for 2012 Abbey Gate

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Copyright 2012 NEC Display Solution Europe GmbH. All rights are reserved in favour of their respective ownAers. This document is provided “as is” without warranty of any kind whatsoever, either express or implied.

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Education Business Magazine 17.05  

Business magazine for Education

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