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VOLUME 18.7

SPORT

DESIGN & BUILD

LANDSCAPING

EVENT PREVIEW

GET SET FOR BETT

The leading event for learning technology celebrates its 30th year

FINANCE

BUYING FOR YOUR SCHOOL

How other schools and academies manage their spending SEN PROVISION

NEW SEN CODE OF PRACTICE Nasen details the changes

PLUS: RECRUITMENT | CATERING | OUTDOOR LEARNING | ACADEMIES | COMPUTING

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THE LEANING TOWER OF PISA With Ofsted’s new regime now fully underway, the news comes that ‘hundreds’ of primary schools in England have failed to hit new tougher literacy and numeracy targets introduced this year. When you consider that the actual figure is 767 out of more than 15,000 schools in which final-year pupils took national Sats tests, and that it comes against a backdrop of overall improving results, things aren’t that bad.

Classroom behaviour was cited as an issue across both primary and secondary schools. Unannounced inspections will be carried out in an attempt to make improvements. But recently, the media also leapt upon England’s ‘disappointing’ results in the 2012 Programme for International Student Assessment (Pisa) tests. Over the years, the Pisa tests have become an influential benchmark in international education, based on exams taken by more than 500,000 secondary school pupils in 66 countries.

Despite there being plenty of caveats to the Pisa data, some believe that we should not allow league table of ‘dubious provenance’ to dictate how we educate children in the UK, as Peter Wilby, education correspondent of the Guardian, remarked: “Behind the Pisa tests lies an ideology that accepts economic growth and competitiveness as the sole aims of schooling. The definition of educational success is being standardised and it is being narrowed. By focusing on economic imperatives, schools risk losing sight of their roles in nurturing social solidarity, passing on cultural heritage and promoting civic engagement. Might justice, social harmony and a clean environment be just as important for our children’s future as economic prosperity?”

Technology plays an increasingly vital role in both education and economic prosperity. The BETT show, which takes place between January 22-25th at the ExCel, London, has been providing teachers with a look at the latest educational technology for the past 30 years and has developed into a truly global event.

See what’s happening at this years’ show on page 53.

Danny Wright

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CONTENTS EDUCATION BUSINESS 18.7 07 EDUCATION BRIEFER

Ofsted annual report highlights mediocrity as barrier to success; DfE plans ‘Chancellors’ to oversee Academies and Free Schools

13 FINANCE: PROCUREMENT 09

13 35

17 FINANCE: CONTRACTS

77 SPORT & FITNESS

All meals served in schools must meet strict nutritional standards, and lunchboxes should be no exception, says nutritionist Sarah West

Negotiating contracts and managing supplier relationships can be a daunting prospect, particularly if you are inexperienced in this area.

Simon Hill shares some advice

A look at some schools that have benefited from new sports facilities, thanks to funding from the Premier League, the FA, and the Government, via Sport England

23 RECRUITMENT

The Association of Play Industries’ Michael Hoenigmann explains the positive impact of play spaces and the work being done to promote this area

How can those running an academy be sure they are buying services from a safe source, asks Tony Richardson, Chair of IAAS

33 ACADEMIES: CONVERSION Nick Weller, chair of the Independent Academies Association, shares five ways to make academy conversion a success

35 DESIGN & BUILD

Building designers and architects should take into account estimated energy use from the design stage, advises the Chartered Institution of Building Services Engineers (CIBSE)

43 LANDSCAPING & GROUNDSCARE

The winter months present a number of challenges for those responsible for maintaining the grounds of educational establishments, writes the British Association of Landscape Industries (BALI)

47 IT & COMPUTING 116

Bett, the world’s leading event for learning technology, returns to ExCeL London from 22 to 25 January 2014, marking the show’s 30th year

73 CATERING

27 ACADEMIES: PROCUREMENT

99

53 BETT 2014

BESA’s Caroline Wright refers to its recent research into procurement, shedding light on how other schools are managing their spending

How can you ensure that the people supplied by recruitment agencies have undertaken all the relevant checks?

The Recruitment and Employment Confederation’s Chris Wilford explains

What should schools and academies consider before investing in IT and technology? BESA’s director Caroline Wright shares her top tips

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85 OUTDOOR PLAY

89 EDUCATIONAL TRIPS

With over £380 million being spent on study, ski and sports trips in 2012, Ian Pearson of the School Travel Forum looks at how schools make the most educationally from them

93 CREATIVE LITERACY

Bringing creativity and literacy together can be a powerful tool, writes Tonya Meers

95 DATA SECURITY

Recent fines highlight lessons to be learned about information destruction

99 EDUCATION SHOW 2014

With curriculum changes due to be introduced in 2014, a visit to the Education Show, which takes place at the NEC, Birmingham on 20-24 March, could provide answers to teaching questions

105 SEN

Jane Friswell of nasen considers the implications of the new SEN Code of Practice

111 EDUCATION BUSINESS AWARDS 2013

The Education Business Awards showcase the outstanding examples of educational excellence across the country

116 PRODUCTS & SERVICES Educational products and services

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SCHOOL INSPECTION

Ofsted report: major barriers remain Key findings Nearly eight in 10 schools in in the battle against mediocrity England are now good or better

In Ofsted’s second annual report, Chief Inspector Sir Michael Wilshaw has stressed that although the ‘battle against mediocrity’ is slowly being won, major barriers continue to prevent England’s education system from competing with the best in the world.

The report reveals that overall, schools and colleges across the country were performing better than they were a year ago. Children now have a better chance than ever of attending a good or outstanding school. Sir Michael said that the challenge for the nation was to build on these improvements and accelerate progress so that England’s education system could match the best in the developed world.

However, the report finds that a number of factors are impeding educational progress, including: too much mediocre teaching and weak leadership; regional variation in the quality of education, and; the significant underachievement of children from low‑income families, particularly White children.

Sir Michael also voiced concern that minor disruption and inattention in the classroom had been tolerated for too long in too many of England’s schools. As part of a focus on culture and behaviour by Ofsted in the year ahead, Sir Michael announced that from January, inspectors will make ‘no-notice’ visits to schools where they have identified poor behaviour as a particular concern.

One of Sir Michael’s first public statements on becoming Chief Inspector two years ago was that the country had “tolerated mediocrity for far too long” and that it had ‘settled into the system’.

Launching the report, Sir Michael said: “Looking at the evidence across all sectors,

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– the highest proportion since Ofsted was founded 20 years ago.

Around 485,000 more primary school pupils and 188,000 more secondary school pupils attend a good or better school compared with a year ago.

Nearly a quarter of a million pupils are still languishing in inadequate schools.

There are only three local authorities where fewer than 60 per cent of primary school pupils attend a good or better school compared with 23 local authorities in 2011/12.

there are unmistakeable signs that England’s education system is gradually improving.

“Tenacious and committed teachers and leaders are at the forefront of this.

At the same time, our new frameworks have raised expectations and established that only “good” is good enough.

“If our destination is the high peaks of a world class education system and the economic benefits that follow, we are now in the foothills.”

For the first time, Ofsted is also publishing separate reports on standards in each of England’s regions. The interactive tool, Dataview, also highlights for the first time sometimes stark differences in the performance of schools and colleges in local authority areas that share the same profile.

ACADEMY SCHOOLS

Academies are better at GCSEs suggests LGA commissioned report In 2011 and 2012, schools on the 2013 and 2014 results with academy status made, also planned. Analysis at the on average, more progress school level used average between KS2 and GCSE than attainment at Key Stage 2 as schools without academy measure of prior attainment status, according to a National and as a way to control for Foundation for Educational schools having different pupil Research (NFER) report DOWNLOAD THE REPORT intakes. Pupil progress was tinyurl.com/qawlne6 measured between KS2 and released in November.

The Local Government average GCSE points score.

Association (LGA) commissioned NFER to Two measures of GCSE attainment were used, undertake statistical analysis of school level GCSE average total point score (capped) and the data provided by the Department of Education proportion of pupil achieving 5+ A* to C grades. and accessible from their website. This was to Other school level factors that may have been determine whether there was any differential associated with a variation in pupil progress were progress between Key Stage 2 and Key Stage 4 also included within the models. These included that can be associated with schools status. The the proportion of pupils on free school meals and report highlights analysis undertaken on the the proportion of pupils with special educational 2011 and 2012 GCSE results with future analysis needs, as well as geographical location.

Major concerns remain over secondary school provision in some parts of the country – in 13 local authorities less than half of secondary pupils attend a good or outstanding school.

Inspectors judged teaching overall to be good or outstanding in 65 per cent of schools, up three percentage points from last year.

There were more English and mathematics lessons judged less than good than in many other parts of the curriculum.

Much of the weakest teaching in schools was concentrated in the lower attaining sets and in the younger age groups, in both primary and secondary schools.

The significant growth in the number of academies over the last few years has helped to raise standards in many of England’s weakest schools.

Too few of the new converter academies are using their status to raise standards further.

Poor White children, by far the largest proportion of children eligible for free school meals, are being left behind. Since 2007, the attainment of this group has improved more slowly than all other ethnic groups.

The annual Report includes a commentary by Sir Michael Wilshaw and separate reports for Schools and Further Education and Skills as well as eight regional reports.

DOWNLOAD THE REPORT: tinyurl.com/pxryozl

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ACADEMIES

DfE plans ‘chancellors’ to oversee Academies and free schools

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

NEWS IN BRIEF Drop in primary obesity

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The proportion of children in England in their final year of primary school who are overweight or obese has fallen for the first time since official figures began to be recorded six years ago. The annual National Child Measurement Programme (NCMP) showed that 33.3 per cent of pupils in year 6 (aged 10-11) were overweight or obese in 2012‑13, compared with 33.9 per cent the previous year. The Health and Social Care Information Centre, which published the figures, said further years’ data would be required to see if it heralded the start of a decline.

Rude and abusive teacher suspended Powerful school regulators called ‘chancellors’ are to be appointed

by Michael Gove to oversee academies and free schools, with the power to seize control of those perceived to be failing.

According to internal Department for Education (DfE) documents seen by the Guardian, the plan will see England split into eight geographical regions separate from local councils, with the free schools and academies in each region supervised by a new body, called a Headteacher Board (HTB) and headed by a ‘chancellor’.

The new system is similar to the model used for schools governance in the US. The plan to create an intermediary between individual schools and the DfE comes as the department has struggled to oversee the rising number of academies and free schools.

Setbacks to the free schools programme have included the Discovery Primary in school in Crawley, West Sussex, which was criticised in a damning report by Ofsted into its school leadership, and the Al-Madinah free school in Derby, which is being threatened with closure after being accused of financial mismanagement and inadequate teaching.

Since 2010, almost 3500 schools, including more than half of all secondary schools, have taken on academy or free school status, which allows them to operate largely outside of the supervision of local education authorities.

The new school boards would be made up of a chancellor appointed by the DfE and six members, who would be the headteachers of successful local

academies and free schools, elected by the heads of all the schools in the region. The chancellors and boards would be granted powers delegated by the secretary of state, allowing them to investigate and change the sponsors and management of failing academies or free schools.

According to the documents, the DfE officials also considered giving the new boards a role in brokering the takeover of failing local authority schools and their conversion to academies.

The DfE has started to advertise for applicants for the positions, which carry a salary of between £100,000 and £140,000 a year. Officials hope to have the system fully up and running by the time of the 2015 election.

Russell Hobby, general secretary of the National Association of Head Teachers, gave the move a cautious welcome: “Opinion is pretty united on the fact that there ought to be something between schools and the secretary of state.

The idea that we should have some organisation with local knowledge and insight operating between the two is right, but we need to know the detail.”

Mary Bousted, general secretary of the Association of Teachers and Lecturers (ATL), added: “We are pleased that Michael Gove realises he cannot run academies and free schools from central government. However, this proposal creates a whole new layer of bureaucracy with no consideration of how the local community will hold these schools to account.”

READ MORE: tinyurl.com/m6pk4ad

A bullying teacher at St Thomas More Catholic College in Stoke‑on-Trent, Staffs who labelled an overweight pupil “JCB” and others “ugly” and “big ears” has been banned from the classroom for three years. Paul Green, 39, admitted forcing the children to carry out humiliating acts as punishment, a professional conduct panel heard. He warned one pupil he would send him to the deputy head “with a rounder’s bat up his a***” and told another pupil that his classmate was “a lying tart.” Mr Green also used ‘inappropriate sanctions’ against pupils.

Espresso Education founder awarded MBE Lewis Bronze, the Co-founder of Espresso Education, has been honoured with an MBE for Services to Education in the Queen’s Birthday Honours List for 2013. Lewis has been involved in children’s education throughout his career. After starting off at the BBC as the Producer of Newsround and the editor of Blue Peter he turned his attention to the use of digital video and e-learning in schools. The Espresso Primary service, founded in 1997, has pioneered the use of digital materials in the classroom. Lewis said: “I am delighted to receive this honour and I am very thankful for the support from my family and my many Espresso colleagues over the years whose efforts have built our business and played a huge part in this achievement.”

Throckley Primary is thriving Throckley Primary School in Newcastle is celebrating after being judged ‘Outstanding’ by Ofsted across all four categories. This accomplishment represents another stage on a journey that started five years ago when the school was placed in special measures. As one of the pupils told Ofsted: “[The] teachers make you want to learn.” (Pictured is headteacher Julie Stuart with proud pupils.)

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FREE SCHOOLS

Rising costs associated with Free Schools needs addressing says National Audit Office report The National Audit Office has called for a tighter watch on rising costs associated with the free schools programme, after a new report revealed the Government underestimated the funds it needed by over two thirds.

The NAO’s December report, entitled Establishing Free Schools, analyses the free school programme, which has seen 174 schools open in England between September 2011 and 2013. The original Treasury grant of £450m had to be topped up to £1.5bn with extra funds from other DfE building projects.

The average cost per school is totalled at £6.6m - twice the DfE’s original estimation.

The report states: ‘Many of these Free Schools – new all-ability state schools set up following proposals from different groups and, as academies, funded directly by the Department for Education – have been established quickly and at relatively low cost and the Department’s assessment of proposals has improved.’

However, the primary factor in decision‑making has been opening schools at pace, rather than maximizing value for money. The Department has focused on assessing the case for individual schools but is now establishing a wider approach on how, given the costs of the programme, it could maximise its benefits in deciding on which schools to approve.

Amyas Morse, head of the NAO, said: “It is still early days in the Free Schools programme but the Department for Education has made clear progress by opening 174 schools, many at relatively low cost. Despite limitations in information, it is also improving its approach with each successive wave of proposals but will need to tackle a rising cost trend as the programme continues to grow. The

programme’s success and value for money ultimately depend on how Free Schools perform but lessons must be learned systematically from problems that have arisen in a few early wave schools, especially where these have revealed failures in governance and control.”

READ THE FULL NAO REPORT: tinyurl.com/nlzcx9y

MATHEMATICS New Maths hubs planned As international test results splashed all over the media recently showed that England’s performance had stagnated, Education Minister Elizabeth Truss has announced £11 million for new maths hubs to drive up the quality of maths teachers. The money will allow the development of a national network of around 30 ‘mathematics education strategic hubs’ (MESH). Each will be led by a teaching school and will provide support to all schools in the area, across all areas of maths education.

The Programme for International Student Assessment (PISA) tests this year focused on maths, with the Organisation for Economic Co-operation and Development (OECD) comparing countries’ average performance in the subject with England’s. The PISA tests show that England’s performance has stagnated in maths and the country is now ranked 25th. England’s score in maths is now 495, compared to 493 in 2009 and 495 in 2006. The OECD said England’s performance had plateaued in the last six years with 1 in 12 of England’s 15-yearolds failing even to reach the most basic level.

SUBJECT CHOICE

IOP research suggests gender imbalance in state school subject choice According to new research from the Institute of Physics (IOP), almost one half (49 per cent) of co-ed state-funded schools across England are strengthening gender imbalances in terms of subject choice, while fewer than one in five (19 per cent) are countering them.

The results suggest some schools are paying insufficient attention to countering gender stereotypes. The new report Closing Doors: Exploring gender and subject choice in schools, uses the National Pupil Database to track and analyse students’ progression to A-level in six gender-skewed subjects, and unearths a range of worrying findings, according to the Institute.

Professor Peter Main, director of education and science at IOP, said: “For the first time, the full picture of the effect that gender

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stereotypes have on students’ subject choices is becoming clear and the results are very worrying.

“We are highlighting these findings to encourage schools to think seriously about gender balance. Leaving these stereotypes unchallenged creates unfair and unnecessary barriers and stops students achieving their full potential.”

The report investigates six subjects – physics, maths and economics, as three that show a male bias; and biology, English and psychology, three that show a female bias Although individual teachers are clearly important, the evidence suggests that it is school culture that determines whether the damaging effects of gender imbalances are overcome or at least reduced.

COMPUTING

Free online courses in coding for every teacher Every schoolteacher in England is to be offered free online computing courses in coding, amid warnings that schools are poorly prepared for its introduction to the curriculum next year. From next September, England will become the first country in the world to mandate computer programming in primary and secondary schools.

Children will start learning to write code at the age of five and will not stop until at least 16 upon finishing GCSEs. Codecademy, based in New York, confirmed the agreement with Computing

at School (CAS) – the body responsible for the computing curriculum changes. But they also warned that a large number of English schools “have not even started thinking” about the major change to the curriculum.

Leng Lee, head of operations at Codecademy, told Techworld: “To get teachers in schools ready and with the resources they need is obviously going to be very difficult. Right now it’s December so we’re nine months away from the roll-out. I’d say the majority of schools haven’t even started thinking about it to be honest.”

DOWNLOAD THE REPORT: tinyurl.com/qcas2nf

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PROCUREMENT

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PROCUREMENT: ARE YOU GETTING IT RIGHT?

The move away from the financial control of the local authority, in part for schools and completely for academies has delivered a new set of demands on all.

With no formal training on negotiating, contract management, accounting and generally managing budgets the senior management teams in schools still feel they are in a trial phase; not knowing if they are getting it quite right.

Caroline Wright, director, British Educational Suppliers Association (BESA) refers to its annual ‘Procurement in authority schools and academies’, survey which was carried out in July 2013, giving schools an insight into how other schools, both academies and non‑academies, are managing their spending.

FORMAL CONSISTENT FINANCIAL REPORTING BUDGET The first thing our research investigated was whether schools set a formal Consistent Financial Reporting (CFR) budget at the beginning of the financial year for learning resources and ICT. 95 per cent of schools stated that they set a formal budget and a similarly high proportion set a CFR E19 learning resources budget which are the same findings as in the 2012 research.

Across all product categories, 85 per cent of primary schools and 60 per cent of secondary schools set their budgets. However, for print and digital resources only 68 per cent of secondary schools and 49 per cent of primary schools set budgets.

In terms of patterns of procurement, non‑academy schools continue to close their financial year in March and therefore tend to restrict purchasing from March, while for academies, July is the most likely time for restricting purchasing.

Written by Caroline Wright, director, British Educational Suppliers Association (BESA)

The move away from the financial control of the local authority, in part for schools and completely for academies, has delivered a new set of demands for staff, leaving many unsure if they are getting it quite right. Caroline Wright, director, British Educational Suppliers Association (BESA) refers to its annual ‘Procurement in authority schools and academies’ which gives schools an insight into how other schools, both academies and non-academies, are managing their spending

One of the of ges advantauthority a a local g products in purchas ices on behalf v and ser school is the of a ies of economle sca

COLLABORATE ON PROCUREMENT Back in the late 1990s schools joined up to form Education Action Zones (EAZs).

EAZs were set up partly to form bids

for products and services from groups of schools. An EAZ was a partnerships formed between the schools, their LEA and other local organisations.

One of the advantages of a local authority purchasing products and services on behalf of the schools was the power of economies of scale. Placing an order for 200 licences for a learning resource or 2,000 laptops for example, enabled the local authority to negotiate reduced pricing on many items.

Since schools have moved away from

local authority control and are making their own purchasing decisions many are potentially missing out on the discounts negotiated by the authority. As a result we are starting to see schools cluster to achieve the same benefits.

We expect an increase in clusters over time. Clusters can be of any size however, clearly the larger the cluster the greater the negotiating power.

29 per cent of academy schools and 32 per cent of non-academies purchase in E

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PROCUREMENT

The most marked change since the 2012 report was that there has been a sharp increase in the number of primary academies that indicate the classroom teachers and subject leaders as the people effectively responsible for choosing suppliers. Previously, most responsibility was directed to resource managers and bursars  a chain or cluster. When considering ICT products, 25 per cent of all schools at least sometimes collaborate in procurement, up from 11 per cent in 2012. However, buying in clusters is still not a common practice. Secondary academies are the most likely to collaborate on purchasing furniture (26 per cent) and ICT (26 per cent).

It is interesting to note that fewer academies collaborate on procurement than schools. Because academies are generally run by a private and charitable organisation such as ARK Schools, Academies Enterprise Trust, or Harris Federation we could suggest this is due to the fact that they are already in clusters and are therefore less likely to have a need to partner with other schools.

Whether or not schools are taking

About the author Caroline Wright took up her position on the 14 May 2012, replacing Ray Barker who retired from BESA after twelve years.

Wright brings her own wealth of sector experience to BESA having spent much of the last 15 years working in senior positions within Government and the public sector.

From an early career in journalism Wright moved on to public sector PR and communications roles at The Post Office, The Department of Trade and Industry and the Cabinet Office.

An interest in education resulted in her spending more than 10 years leading education communications at Ofsted, Partnerships for Schools and, as Director of Communications and executive board member at the Department for Education.

In March 2011 Wright left the Civil Service to run her own communications consultancy specialising in the youth and social care sectors. She is also an NHS non‑executive director at the country’s largest acute NHS hospital trust, Barking, Havering and Redbridge NHS University Trust.

advantage of economies of scale, by collaborating in purchasing consortia, they are always looking to get value for money on all investments.

DIFFERENT PRIORITIES In primary education academies see the ‘lowest cost’ of the product of key importance or very important (81 per cent), while in secondary academies rapid and easy ordering and delivery is the key or very important factor (77 per cent). In authority-controlled primary schools rapid and easy ordering and delivery is the key or very important factor (90 per cent) and in secondary schools, being a current and trusted supplier is of key or high importance (88 per cent).

16 per cent of schools always search or react to special offers to ensure value for money while 30 per cent state that it is of key importance to select their own brand of resources which is an increase on the findings from the 2012 research (26 per cent).

95 per cent of schools stated that it is important to select their own supplier of resources, based on a trust in the level of customer service offered.

With the additional freedoms given to academies it is not surprising to see that 86 per cent of academies always or sometimes move their purchasing away from local authority control to pursue value for money.

With slightly less freedom, this practice is not so common in authority controlled schools, where working through a purchasing consortia (74 per cent) and aggregating internal requirements (76 per cent) are the most common routes to pursuing value for money.

With the significant policy changes over recent years, passing the management of the school to the senior management team in schools, it is interesting to see whether schools leave procurement decisions to the head teacher.

STAFF DECISION-MAKING ON SUPPLIERS In previous years our research has shown that head teachers were more likely to have been involved in selecting the supplier of classroom ICT than classroom teachers.

More recently there has been a shift towards subject leaders being involved in primary school purchasing, while the resource manager is most likely to be involved in procurement decisions in secondary schools.

In the research schools were asked to

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identify the single person effectively responsible for choosing the supplier of any product requested by a teacher.

The research revealed that clearly one size does not fit all. No one person holds responsibility for purchasing decisions of all products.

In primary schools subject leaders or heads of department are most likely (31 per cent) to take responsibility for choosing the supplier. In secondary schools the subject leader or head of department is most likely to make this decision (68 per cent).

In two-thirds of cases (and rising), either the classroom teachers, subject leaders or heads of department decide on the supplier to use for teaching materials and equipment.

In contrast, only six per cent of head teachers are involved in primary schools and effectively none in secondary schools. Eight per cent of head teachers are involved in choosing the supplier of printed resources and digital content, down from 12 per cent in 2012. 20 per cent of head teachers actively choose the supplier of classroom ICT which is a reduction on 2012 findings which revealed that 23 per cent chose the supplier.

Primary academies in particular are less likely to disseminate all of their teaching materials and equipment budget to teachers than non‑academies. Furniture and storage budgets are more likely to remain centralised than classroom ICT. The overall change in 2012/13 was a shift to re-centralise budgets. 49 per cent of schools indicate that 90 per cent or more of specific product resource budgets are de-centralised.

The most marked change since the 2012 report was that there has been a sharp increase in the number of primary academies that indicate the classroom teachers and subject leaders as the people effectively responsible for choosing the supplier of teaching materials.

Previously, most responsibility was directed to resource managers and bursars.

ORDER CHANNELS And finally, it was interesting to see how things are changing in terms of how orders are placed.

16 per cent of all orders in schools are made via commercial supplier websites, while a third continue to be made via catalogue order forms (which are then posted or faxed). Approximately 12 per cent of orders also continue to be made by telephone or email. Electronic procurement solutions (e.g. SIMS) make up 30 per cent of orders. The shift over the last year has been towards commercial websites, with 16 per cent of orders being made using these, an increase from 14 per cent in 2011/12.

Hopefully you will have gained comfort from knowing how other schools are managing their procurement. There doesn’t appear to be any one ‘right’ way of investing in products and services it is about doing what is right for you and your school’s specific requirements. L FURTHER INFORMATION www.besa.org.uk

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PROCUREMENT

GOOD CONTRACT MANAGEMENT

er Whatev or producteds to ne service red, there u be proclarge number a will be pliers offering of sup best deal’. ‘the hich is But w t? bes

Written by Simon Hill, managing director of YPO

Negotiating contracts and managing supplier relationships can be a daunting prospect, particularly for school business managers, embarking on the procurement process for the first time. So what should schools, and particularly academies, do to ensure they are securing the right suppliers for their specific needs? Simon Hill, managing director of YPO, shares some advice

Negotiating contracts and managing supplier relationships can be a daunting prospect, particularly for school business managers, embarking on the procurement process for the first time. They are likely to face considerable pressure to secure the most cost effective deal whilst ensuring excellent service delivery. However, new research suggests procurement professionals in schools are not completely confident in their buying decisions and are facing challenges such as getting enough information about companies before using them and finding companies available to work with schools.

So what should schools, and particularly academies, do to ensure they are securing the right suppliers for their specific needs?

There are a number of factors that need to be considered when procuring services such as insurance and energy. Not only in relation to price, delivery and quality, but also to ensure that these services are fully compliant with procurement rules and regulations.

In addition, good contract management will help to ensure that efficiencies and cost savings are achieved after the contract is awarded and that the goods or services remain fit for purpose in the future.

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DO YOUR RESEARCH Whatever product or service needs to be procured, there will undoubtedly be a large number of companies offering ‘the best deal’. How do you determine whether it is the best deal for your school or academy?

The simple answer is research. In any competitive market it is vital to research your options. Find out more about potential suppliers, their reputation, pricing and the quality of the service they deliver.

One way of ensuring you are receiving true market value for goods or services is by conducting a tender process. This could be done in a number of ways, for example, via e-auctions or sealed bids. This can be a time consuming and costly process but it is likely to deliver benefits in the long-term.

NEGOTIATING AND MANAGING CONTRACTS Selecting the right supplier is crucial but it is only the first stage of the procurement process. Perhaps more important, is the second stage of negotiating and preparing the contract. Goods and services should never be obtained without ensuring a robust contract is in place. This all important document provides protection for both the purchaser and the supplier and ensures that what was agreed in principle is delivered in reality. E

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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BIRKBECK COLLEGE We have been working directly for Birkbeck College London for many years and have completed various projects, re-fits and general maintenance works.

One of our latest projects being a re-fit of classrooms in Malet Street consisting of uplifting and removal of existing flooring, laying plywood and the installation of over 2,500 sqm of Forbo Nairn Flotex carpet tiles.

We also recently replaced the flooring in the communal toilets with over 300 sqm Forbo Nairn External range, including self cove skirting detail to comply with BSI EN13845.

The Flooring Co continues to build on its working relationship with Birkbeck College’s facilities team.

The Flooring Co Ltd is a well established firm of flooring suppliers and contractors, with over 20 years of experience in the commercial field. We are a member of The Contract Flooring Association, registered with CHAS, Constructionline, Altius and ISO 9001 approved. With a wealth of knowledge and experience pertaining to all aspects of flooring, we can supply and install all types such as Altro, Polyflor, Amtico, Gradus, linoleum, vinyls, carpet tiles, natural carpets, solid/engineered wood and many more.

In addition to our Altro Safety Flooring we are approved installers of Altro Whiterock and can supply and install various types of hygienic decorative wall cladding systems.

Over the years we have maintained The Flooring Co Ltd as an individual firm of professional flooring experts with qualified fitters and an emphasis on attention to detail. We strive for personal customer service and after care whilst maintaining a competitive price. Our working processes ensure that we meet the highest of standards at all times.

The Flooring Co Ltd has worked within the Education sector for many years and have completed works in numerous schools and colleges.

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PROCUREMENT  When putting a contract in place, it is vital that it clearly reflects the needs and requirements of the customer. Understanding the difference between essential and desirable requirements will help ascertain what the contract needs to include. It will also determine if and how a supplier can deliver these requirements. Ensuring that these are communicated and agreed at the outset of the process is crucial.

Without a suitable contract in place, there is a risk that the service may not meet the requirements of the school or academy.

Through the tender process, the supplier may offer a variety of different incentives in order to win your business. Through effective contract management you can ensure that what is promised during the tender process is actually delivered. Having the right contract in place will not only help maintain a positive relationship with a supplier but will help to give school business managers a level of confidence in their buying decisions.

CONTRACT FLEXIBILITY A degree of flexibility in a contract will be beneficial to both supplier and customer. For example, the requirements of the purchaser are unlikely to remain the same throughout the contract. The level of demand may change, the environment in which the contract is needed may change or the supply chain may change. If any of these changes take place, good contract management will ensure that the customer is not negatively affected. In fact, a flexible contract will give the customer the option to review the contract against current requirements and renegotiate on key deliverables and pricing.

For this reason, YPO recommends that all contracts are reviewed annually to guarantee customer satisfaction and that clauses are included in the contract to enable regular review.

Any contract should also be supported by a solid Service Level Agreement (SLA).

YPO Procurement Service YPO is the UK’s largest publicly owned buying organisation.

YPO has launched a new free support and advice service to help academies achieve best value when buying services, such as insurance and energy contracts.

The YPO Procurement Service for Academies is a free service designed to help school business managers navigate through procurement and purchasing processes. Benefits of the service include access to a procurement health check, dedicated helpline and category specialists that provide industry and market expertise.

Tips for good contract management The purpose of a SLA is to set expectations on the service to be received, enabling the customer to monitor and control the performance received from the provider against mutually agreed standards, such as delivery and response times. Establishing key performance indicators as part of the SLA will help to measure the effectiveness of the service delivery and confirm that the school or academy is receiving what has been agreed and paid for within the desired timeframes. We recommend that SLAs are reviewed on an annual basis.

FORMING A GOOD RELATIONSHIP Good contract management and service delivery relies on effective supplier-customer relationships throughout the duration of the contract.

Establishing a good working relationship with suppliers can benefit a business in the long run. Recognising their expertise and taking their advice will help to maintain confidence that they have your best interests at heart.

Of course, it is important that the customer flags any problems quickly to give the supplier an opportunity to rectify the situation. However, it is equally important to highlight when a job is done well. It is also courteous to alert the supplier when internal issues may affect their ability to deliver a service to a business.

In a worst case scenario if a service is not fit for purpose, it is important to have a well-designed escalation route in place. If the contract is, for any reason, not being followed, or the Service Level Agreement is not meeting the targets, backup and protection is required. In some cases the supplier could offer financial recompense or alternatively, ensure there is a clause in the contract enabling termination without any legal repercussions.

PITFALLS TO AVOID When negotiating contracts with suppliers there are several pitfalls to avoid.

Firstly, always be clear on the service or products required. Problems often arise if the requirements are not well‑defined or non‑essentials are included within the specification. The likely end result is that the customer over pays for what they actually need.

The second pitfall can arise when the customer fails to objectively evaluate bids. It is an easy trap to fall into but usually arises where either pre-existing relationships or other factors sway the decision making process. As signing contracts can often take some time, it is essential to only consider non subjective issues. Judging suppliers fairly and equally against a pre-determined checklist ensures the most satisfaction from a contract or service.

Be firm but fair. Remember that there will be a number of competing customers trying to get the time and resources from your supplier and the best way to ensure you get what you have been promised is to be firm when you don’t get what you need from a contract but fair when recognising good performance or when internal issues may affect the

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Ensure the contract reflects your needs and is fit for purpose.

Allow flexibility in contracts to cater for changes over time.

Back up contracts with a strong service level agreement and review on an annual basis.

Engage with suppliers at the start of the procurement process – they are the experts in their field.

Be imaginative – if you can think of ways to reduce the cost of the supplier to deliver their goods or service to you then be up front about it and expect improvements within the terms you are paying. supplier’s ability to deliver a service for you.

Finally, it pays to be imaginative. If you can think of ways to reduce the cost of the supplier to deliver their goods or service to you then be up front about it and expect improvements within the terms you are paying.

CASE STUDY Brunts Academy, a community academy in Mansfield with 1,600 students and 150 staff, required various classes of insurance to ensure that the school met its legal requirements in time for the new school term.

In order to achieve best value, Brunts Academy decided to use the national public sector Insurance Services framework agreement (RM958), which was developed collaboratively by Pro5 of which YPO is a member and Government Procurement Service.

The framework offers a range of options and suppliers to cater for the varying needs of different public sector establishments and aims to deliver value for money through combining insurance spend. It is also compliant with procurement rules and regulations, ensuring fair and open competition through suppliers.

As the academy needed external insurance expertise, they undertook a further competition to source a multi-supplier insurance broker who could provide advice and help source the most suitable insurance requirement from insurance services. Aon was selected as the successful broker. They conducted a detailed analysis of the academy’s portfolio to determine their requirements, which resulted in a tailor-made solution in line with Education Funding Authority (EFA) requirements. Aon also undertook a further competition to source the required insurance in a swift and compliant manner, within a six week period compared to the normal timescales of eight to ten weeks. By using the framework, the academy saved 38 per cent on the previous arrangement (broker and premium). L FURTHER INFORMATION www.ypo.co.uk

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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Insurance and risk management solutions as individual as your school or academy The risks your school or academy faces will differ from another’s.

So why should your insurance cover and risk management measures be the same?

Lucas Fettes & Partners know from experience that we can only provide you with the most appropriate advice and solutions if we take time to understand the specific risks you face, so we come and visit you in person to undertake a full risk assessment and address key areas of concern.

Then, from a comprehensive range of insurance covers and risk management services, we will build a tailored programme designed to respond to your individual challenges, giving you the assurance that your budget is allocated where you need it most and your premium represents value for money, whether you purchase individually or as part of a group.

• FREE, no obligation risk assessment and review of your existing covers • Comprehensive cover for all risks including absence cover, travel, mini-bus and management liability

• Risk management advice, business continuity planning and practical health and safety and employment law solutions

• Disaster recovery service, including managing your claim, implementing the disaster recovery plan and mitigating disruption to your school

• Arrangement of valuations • Financial planning and employee benefits, including automatic enrolment • Advice on EFA procurement and tender assessments on OJEU tenders for aspiring academies For more information, or to arrange a FREE, no obligation risk assessment and review of your existing covers, call us on 0161 972 2480, email us at education@lucasfettes.co.uk or visit www.lucasfettes.co.uk/education.

Lucas Fettes & Partners Limited are independent insurance intermediaries authorised and regulated by the Financial Conduct Authority.

Lucas Fettes & Partners (Financial Services) Limited are Independent Financial Advisers authorised and regulated by the Financial Conduct Authority.

INSURANCE

SCHOOL’S OUT BUT WORK OF A DIFFERENT KIND MAY BE TAKING PLACE

Advertisement Feature

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Are you are planning building or maintenance work over the holidays? Mark Taylor of Lucas Fettes & Partners explains why you should know all about the insurance implications After an inspiring and dynamic term of exams, school trips and extra-curricular activities, students are ready to enjoy a relaxing break before the new term begins. But for business managers, finance directors, site managers, principals, governors and other staff, the holidays bring only a limited time to reflect and celebrate as, for many schools and academies, work of a different kind may be taking place – much-needed building and maintenance projects are to be carried out.

Does your school or academy have such projects planned for the Christmas break?

Have you notified your insurers of the work taking place? Does your insurance policy include a Works in Progress extension and, if so, is the cover appropriate for your needs?

HAVE YOU CHECKED YOUR INSURANCE POLICY? Hopefully, a Works in Progress extension has been added to your insurance policy so that you need not notify insurers of every small building or maintenance project being undertaken at your school or academy. However, the usual limit under the extension is small; up to either £100,000 or £250,000 per contract.

The end of any school-term is normally a very busy time in the school or academy calendar and with logistics, budgets, site access and deciding which contractor to use for your building or maintenance work, it is no surprise that insurance can sometimes feature last on your ever-stretching list of priorities.

A project doesn’t need to be particularly large to exceed the typical Works in Progress extension limit, and not all building contracts are straightforward, so care needs to be taken to ensure your cover is adequate and appropriate.

Planning is key and, however mundane or confusing, it is hugely important to ensure that you have the correct cover in place under your insurance policy. Reviewing your cover could be the difference between a pass and a fail.

The cost of a Works in Progress extension is low and gives you some basic comfort, however, you must remember the cover is limited and a specific Contract Works policy may be required in some circumstances. Things are not always straightforward… Who has responsibility for the works: you or the contractor?

Building works and construction is a complex and specialist area of insurance. Even relatively small works can involve a number of contractors and sub-contractors, creating a tangled web of responsibilities and liabilities, and the consequences of not understanding where responsibilities truly lie can be disastrous.

Sometimes, adding a Works in Progress extension to your existing policy will not be sufficient. If, halfway through the development, an unforeseen event occurs that causes damage which requires the project to start again from scratch, who will be responsible for the additional costs involved in buying new materials, delayed completion time and labour?

It is unlikely that any insurer will be willing to provide Consequential Loss Cover unless it also holds the Material Damage insurance on the contract works. This is reasonable, as the speed at which a Material Damage claim is settled has an impact on the severity of the Consequential Loss claim.

Therefore, if the contract conditions require the contractor to arrange their own

with the same insurer, there is the added advantage that the insurer will be looking for a quick resolution to the works claim in order to reduce the size of the Consequential Loss.

DO YOUR HOMEWORK Before you undertake any building or maintenance projects, ask yourself the following questions: Have you checked that the contractors and professionals involved have a solid history of working within schools, with knowledge of all current DfE Building Bulletin regulations?

Are all contractors and those visiting the site DBS checked? Have you obtained confirmation

If an unforeseen event causes damage so that the project has to start from scratch, who will be responsible for the costs involved in buying new materials, delayed completion time and labour insurance on the works, it may be impossible for your school or academy to arrange any Consequential Loss Cover without the underlying Contract Works insurance.

To avoid your school/academy paying enhanced premiums for such Contract Works cover, it is worthwhile making clear to the contractor that your school/academy is paying for its own cover, if this is the intention. The contract price quoted by the contractor should reflect this. It is usually difficult to persuade the contractor to reduce its price at a later date.

It is recommended that proper insurance on Contract Works and Consequential Loss is arranged, as this will more accurately reflect any loss suffered than liquidated damages from the contractor would. By arranging Contract Works and Consequential Loss insurance

and documentation? Have you checked that the contractors hold a minimum of £5,000,000 limit of indemnity for Public Liability insurance? Does this include cover for third parties? Have you checked that anyone involved in the design of the build holds Professional Indemnity insurance? L FURTHER INFORMATION Lucas Fettes & Partners insures over 150 schools and academies in the UK and has a team of education experts.

To arrange a free assessment and review of your existing covers, call 0161 972 2480, email education@lucasfettes.co.uk or visit www.lucasfettes.co.uk/education Lucas Fettes & Partners Ltd are Independent Insurance Intermediaries authorised and regulated by the Financial Conduct Authority.

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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If you don’t want predictable applicants, don’t look in predictable places Talented teachers read the Guardian every day. So why not reach the best candidate for your teaching post through Guardian Jobs? theguardian.com/recruiters/schoolsjobs

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AGENCY STAFF

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PLACING PROFESSIONALS INTO SCHOOLS & ACADEMIES

Earlier this year, the government decided to withdraw funding for its Quality Mark which the Recruitment and Employment Confederation (REC) managed for the Department for Education for over a decade, and for the Welsh Government from 2007 to 2011.

The Quality Mark scheme were audits for specialist recruitment agencies that provided supply teachers into state schools. The programmes ensured they were following the rigorous application processes that are in place for checking staff before they are sent into schools.

The scheme was highly popular and did a great deal to improve the quality of supply teachers in schools across the UK. To ensure continuing standards once the Quality Mark ceased to exist, the REC launched Audited Education, a new ‘kite mark’ for recruitment in education that built on the legacy of the Quality Mark.

REC Audited Education continues to ensure safeguarding and that agencies are undertaking all the relevant checks when recruiting teaching and non teaching staff. REC Audited Education

Written by Chris Wilford, senior policy advisor, REC

Supply agencies have a major role to play in the development of a flexible workforce that can respond to the challenges that schools are facing, such as teacher shortages and increasing pupil numbers. But how can you ensure that the people they supply have undertaken all the relevant checks? The Recruitment and Employment Confederation’s Chris Wilford shares some thoughts

With h suc moves mance r as perfoay and the p related ing teacher increas , schools are e shortagg to agencies swathes of the country. turnin workforce With moves such as performance related as key rtners pay and the increasing pa

enables schools, parents and governors to be confident that they are using an accredited supplier.

The new standard goes beyond Quality Mark and looks at more than just compliance, requiring agencies to demonstrate that they operate best practice in areas such as customer service, staff development, diversity and client management.

ALL CHANGE This is all the more important in a changing education environment. Major changes to the education landscape will impact on workforce needs and on the work of specialist education recruiters. Recent discussions with the DfE and the National College for Teaching and Leadership have honed in on how radical changes to the education system will impact on specialist recruitment agencies and the schools they work with.

Schools are becoming independent entities and local authorities are rapidly being replaced by academy clusters as key players in the delivery of education across large

teacher shortage, schools are increasingly turning to specialist agencies as key workforce partners to help them navigate the changes.

New relationships and innovative systems are the order of the day. Supply agencies have a major role to play in the development of a flexible workforce that can respond to the challenges that schools are facing.

Not least the rapid expansion of the school population. In the next five years, over 700,000 extra children are forecast to enter primary level education in the maintained sector – with an additional 150,000 pupils expected to join secondary schools.

THE RIGHT RECRUITMENT PARTNER So how can schools select the right partner?

The REC’s innovative and robust audit process is overseen by a distinguished panel of organisations from across the education space; ensuring REC Audited E

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AGENCY STAFF  Education is relevant to the sector it serves.

Chaired by Professor John Howson, from the University of Oxford, the first meeting of the panel in September brought together the Association of School and College Leaders, Voice: the union for education professionals, SSAT, the British Council, the Independent Academies Association Assured Services and the Department of Education. The National Governors’ Association will also be joining the panel, which will next be meeting in March 2014.

With an extensive track record in the space, the REC’s key partners and members in the space have looked to the REC to deliver a replacement standard as soon as possible following the DfE’s decision to withdraw funding for the Quality Mark earlier this year. And so using its experience and knowledge the REC has produced an audit package that ensures agencies are carrying out all of the checks they need to and go beyond client expectations in areas such as professional development. It is a ‘live’ product and this will ensure that the criteria are relevant to stakeholders and recruiters alike.

DRIVING STANDARDS In an increasing school-driven education environment, the panel offers a valuable opportunity for representatives from important education bodies to raise and address issues that concern education recruiters and the flexible workforce in the sector, and help to

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guide the development of the REC Audited Education product. The REC and its specialist sector group REC Education will continue to work with school organisations, the Department for Education, the Welsh Government and the National College of Teaching and Leadership on matters concerning supply agencies and their role in the development of the school workforce.

The REC’s belief is that a clear commitment to standards needs to be upheld in the sector and that urgent action is needed, and needed now to get more teachers into our classrooms as schools face up to the coming surge in the number of students.

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schools to have the confidence in

the recruitment agencies they The use. The work of the REC REC’s t a lets them know that the a h t essential checks regarding s i belief mitment identity, safeguarding m o c and right to work have r s a d e cl s nee d r been thoroughly done a d n a to st pheld in the and that senior staff can focus their time and to be u r and that efforts in a more effective secto action is manner.”

Brian Lightman, t General Secretary urgen ded from the Association of nee

POSITIVE FEEDBACK The feedback from the REC’s education stakeholders has been positive. A spokesperson from the Department of Education said: “The DfE welcomes the sector’s independent arrangements to ensure the continuing high standards of teacher recruitment and compliance with legislation.”

Shaun Wilson, Vice Principal at Bishop Challoner Roman Catholic College, said: “It is essential for

School and College Leaders (ASCL) said: “Schools and colleges take the quality of support staff very seriously and it is important that they can rest assured that they are making safe recruitment decisions in sourcing supply staff. That is why the ASCL supports the REC’s work on compliance in this area.”

Deborah Lawson, General Secretary of Voice: the union for educational professionals, said: “Supply teachers need to know that the agency they are using is serious about compliance. We welcome the work of the REC in raising standards in the sector.” L FURTHER EDUCATION www.rec.uk.com/about-recruitment/ standards/safe-recruitment

28/11/2013 19:52:12

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

25

University College

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BUSINESS MANAGEMENT

Academies

Sponsored by

Written by Tony Richardson, Chair, IAAS

THE BUSINESS OF EDUCATION The process of conversion has a significant impact on the business management function within a new academy, and many are bringing in help from outside. But how can those running an academy be sure they are buying services from a safe source, and from companies that have a proven track record of selling into the education market? Tony Richardson, Chair of IAAS, finds out “That’s such a great idea, you ought to sell it to other schools,” is frequently heard by business managers. Yet, all too often, it is followed by someone saying: “If only our school had time to develop it.”

Time can be the main barrier to developing a great idea, in any academy or school.

The process of conversion also has a significant impact on the business management function within a new academy, including challenges associated with accounting and reporting, concerns about insurance or other back office issues.

Whatever its status, all too often innovation fails to get beyond either the individual department, academy or school.

ENCOURAGE NETWORKING The Independent Academies Association (IAA) and the Association of School and College Leaders (ASCL) have joined forces to work with IAAS (Independent Academies Assured Services) to develop a Quality Mark for services and to encourage networking of schools and academies to share and build good and effective practice.

The IAAS Quality Mark does what it says – it marks out and recognises companies that are providing the highest quality and best value services to schools. The Quality Mark helps academies and schools of all types to be in a position to be able to procure and purchase supplies, goods and services from organisations and companies that have a proven track record. And the IAAS Quality Mark is already doing even more than this.

DRIVE IMPROVEMENT The government is looking to schools and academies themselves to drive improvement and to lead the system by sharing and building upon their most effective practices.

In future, there may well be new responsibilities for all good and outstanding schools and academies to work with other schools and to lead school improvement within and between schools – quite a daunting challenge. Yet meeting this challenge E

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

27

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BUSINESS MANAGEMENT  is easier than you might think. Putting the right support in place can allow schools to not only contribute to system leadership but also help improve their bank balances.

IAA and ASCL are leading national organisations involved in academy and school-led innovation. An important part of their role is to work with their commercial partners to find new opportunities to support school-led innovation in services.

IAAS has developed a free service for schools that helps them bring an idea to market by removing some of the more difficult hurdles.

Tony Richardson, chair of IAAS, says whilst overcoming time pressures is difficult the results are very worthwhile and can really benefit individual schools.

Richardson says: “I have worked with incredibly dedicated, professional and impressive staff who are involved in developing CPD training. But they often struggle with a range of hurdles, making learning and sharing with other schools difficult. “

ALLEVIATE TIME CHALLENGES Richardson explains that IAAS came up with the idea of offering services within the local area and regionally to reduce travelling time. This can play a part in helping alleviate time challenges, which was a key aim of the IAAS website (www.iaa-s.co.uk) to ensure schools can find and sell locally, for example, CPD being provided in twilight sessions.

IAAS can guide a school through the requirements to trade with other schools and academies at minimal risk.

This includes helping develop quality assurance and complementary processes to drive continuous improvement.

This approach can help make sure risks are monitored and managed.

The potential for school-to-school and academy-to-academy ‘trading’ is enormous and Richardson believes the market has the scope to grow very rapidly.

He describes how he has seen academies and schools planning and exploiting these new opportunities, feeding income back

The of processn also io conversignificant has a s t on the impac iness bus ment managewithin a n functioacademy new

Academies

Sponsored by

About the IAAS Independent Academies Assured Services (IAAS) was established to ensure academies and schools receive a quality, reliable and cost-effective service when procuring services by undertaking rigorous checks annually – removing the need for you to pre-qualify the suppliers or undertake an assessment of their business practices. Should an issue arise, you know you have the backing of the IAAS in resolving the issue. into their own institution to the benefit of their students and community.

Richardson added: “I visited one rural school that had the most impressive horticultural business growing plants. There were significant benefits to the school in what it was doing and these had real potential to be shared, while the business provided a revenue stream to the school.

This business really suited the school’s context as it was a rural institution with a lot of land, which in the past really hadn’t been effectively and profitably used.

The school developed the quality and impact of its own enterprise education expertise which it used to share with others and produced significant income.”

In other cases, whilst schools have developed and sold great ideas and ‘products’ such as online learning resources, doing this in a sustainable and manageable way can sometimes prove a huge challenge and can E

How the IAAS Quality Mark can help you The Quality Mark (QM) is the most high-profile service provided by IAAS and is supported by both the IAA and ASCL, who joined forces to develop it with the IAAS. It identifies services which have undergone a rigorous quality assurance process. In addition to finding educationally focused services, the IAAS Quality Mark can help you by: Making it easier to find suppliers – Use the QM register (www.iaa-s.co.uk) to find the right supplier, or write to the IAAS as it could be that it is processing applications for suppliers of your service.

Don’t forget to mention to them that you found the supplier through IAAS. Reducing cold calls – Many business managers tell us that they are inundated with sales calls and literature. You can reduce your time dealing with these calls by informing all callers that you buy from the IAAS‑approved suppliers list.

This will reduce calls considerably and incentivise suppliers to prove their

quality by going through the Quality Mark process.

Simplifying tenders – Including the Quality Mark as a recognised quality indicator will ensure you have the peace of mind that a supplier’s performance is relevant and monitored within the education sector.

Use the IAAS logo – Apply the IAAS QM ‘Buying with Confidence’ logo to your academy website or email. It helps to promote the initiative and shows that you are serious about quality and procurement. It will also reduce cold calling.

Help other academies and schools to find the best suppliers – If you have trusted suppliers already, please pass their details to IAAS at enquiries@iaa-s.co.uk or via the form so that it can recommend them to others.

Commercial support – If you are looking for commercial partners to help facilitate and promote special events such as the Free School Openers event, please send an email to enquiries@iaa-s.co.uk for you to be put you in touch with an appropriate Quality Mark supplier.

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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Academies

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Is school condition data the key to successfully applying to the academies Capital Maintenance Fund?

The second round of the Academies Capital Maintenance Fund (ACMF) was announced in October this year and of the 206 academies that applied, only 89 were successful.

Demand once again far outstripped the funds available and only 43 per cent of the eligible academies were successful in securing additional funding to tackle building condition needs. Following the assessment process, £19.2 million was allocated.

Whilst the bid process has been designed to be fair and transparent, submitting a bid is nonetheless time-consuming and the 57 per cent of academies who were unsuccessful in this second round will have been left feeling frustrated and disappointed.

The Multi-Academy Trusts – those with say more than 15 academies – are typically exempt from bidding to the ACMF but instead receive formulaic funding of £100,000 per school.

Understandably, some smaller trusts and individual academies look on with envy at this funding structure, but the ‘grass is not always greener’, and increasingly the larger trusts are now challenging this funding formula and urging the Department for Education to allow them

to bid for the actual funding they require.

Whether you submit annual funding applications or receive formulaic funding, you share the need for a clear data-driven picture of the condition of your estate and long-term funding needs in order to accurately assess the level of funding you require. Kykloud has been designed to do just that: the easy-touse and intuitive software is being used to gather data on academies’ estates quickly and efficiently, and this data can be used to create

lifecycle costing plans, providing an accurate reflection of the cost of refurbishment and maintenance up to the next 30 years or more.

It is being used by consultants, facilities managers, business managers and administrators at academies the length and the breadth of the country to gain a better understanding of the condition of estates and collect evidence to demonstrate the level of funding required. Over 600 academies have been surveyed with Kykloud in the last year alone, many as part of the Education Funding Agency’s own condition survey programme.

Whilst competition for funding is tough, it is hard to argue against data driven evidence. If you can demonstrate and provide proof that there is a real need for investment, surely your chances of being one of the successful 43 per cent of applicants in the next round of funding will increase?

Kykloud can help you to provide such evidence and significantly reduce the burden of the bidding process, providing access to figures at the touch of a button.

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BUSINESS MANAGEMENT  distract the school from its core purpose.

In these situations, IAAS is able to help by finding an IAAS Quality Mark supplier to come in to run a venture or part of a venture, so that the school could still gain a revenue stream whilst ensuring its focus on its core purposes.

IAAS is keen to help spread best practice and provide a platform for schools and academies to lead improvement. It has an online forum designed to allow people to discuss ideas; moreover, if there is a demand, it can host regional meetings to help develop ideas with suppliers’ support.

DRIVE DOWN COSTS Another advantage is that schools and academies growing their own services can also drive down costs and change the nature of the supplier market. Options include swapping services through reciprocal agreements and schools can work as a group.

Potential constraints may always be present but there are ways around these challenges.

While for many staff and business managers the first step towards developing a new idea can be the hardest one, being able to call on a consultancy with the right skills and knowledge can make all the difference. Great schools know how to innovate and develop best practice in teaching and learning, and to spread and embed these innovations systematically.

They not only have great ideas in the first place – based upon what really works – but they

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Sharing best practice makes a significant difference

Academies

Sponsored by

Nick Weller (left), executive principal of Dixons Academies in Bradford and chief executive of the Bradford Partnership, describes the IAAS’s work to share best practice and the Quality Mark as superb initiatives, which allow professionals to have confidence in providers.

“School and academy leaders are responsible for dealing with large sums of public money and are accountable for its proper use,” says Nick. “IAAS helps schools and academies meet the increasingly stringent requirements of financial management, reporting and audit through access to a directory of pre-approved, quality-assured partner organisations.”

Brian Lightman, secretary general of the Association of School and College Leavers (ASCL), said: “The need to demonstrate greater efficiency in resource management is focusing the attention on achieving value for money in procurement practices in all educational establishments. ASCL has endorsed the IAAS Quality Mark scheme as a rigorous accreditation process for suppliers. This provides a degree of assurance to schools, academies and colleges that these suppliers are reputable, with a proven track record and have been recommended by other schools, colleges and academies.” develop a well thought-through business plan, clear processes and good back office functions to support their improvement cycle so that innovation becomes accepted and normal.

So the message is: the IAAS network can help schools and academies to learn from each other, to share what works best in teaching and learning and, crucially, to embed change and practice to make a

real difference to our children and young people – supporting great teaching, extending opportunities, enriching learning and creating the time to learn. L FURTHER INFORMATION Tel: 01737 824048 www.iaa-s.co.uk enquiries@iaa-s.co.uk

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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BUSINESS MANAGEMENT

A SUCCESSFUL CONVERSION

There are many motives for becoming an Academy. At the Independent Academies Association, we would argue that the only valid reason is to improve your school. Here are five ways our members have made that happen.

DO IT FOR A REASON There are many negative reasons for becoming an academy. Some wish to escape the dead hand of their local authority.

Others are jumping before they are pushed, while others still are acting on instruction.

None of these is reason enough.

Successful schools are driven by values. How will Academy status reinforce the core values of your school? Consult everyone – governors, staff, students and parents – and communicate the moral purpose behind the change clearly and at every opportunity. The most successful academies foster a can-do culture: their future is in their own hands and there is no external authority to blame if things go wrong.

For some schools, academy status will be an opportunity to change their name and their uniform, and to expunge the memory of a failing school from the local consciousness.

Other schools may be interested in the curriculum freedoms that an Academy enjoys.

Without a strong moral purpose, without the drive to make that new brand a reality for parents and students, academy conversion will have little benefit or meaning.

REVIEW GOVERNANCE Without the scrutiny of an LA, effective governance is crucial. The governing body of an academy is the employer, it is the only means of holding senior management to account, and it is often the only means of appeal for staff and parents alike. All academy governors need to understand that they are primarily the non-executive directors of a values driven organisation responsible for

children’s education, and this supersedes their representation of any narrow interest group. governing bodies are best kept small – no more than ten – with job descriptions that make responsibilities clear. A range of skills and experience is also key: a governing body has to offer legal, financial and HR expertise in order to fulfil its proper function.

In the early sponsored academies, this was all very easy: the predecessor governing body was simply replaced. For converter academies, this can be more difficult to achieve, and it will be for an effective Chair to drive this review: the Principal and the Business Manager will need to support this process, but ultimately it is not within their remit, nor should it be.

Where relevant, the choice of sponsor is also key. At the IAA, we would recommend avoiding those whose central costs are high: no more than four per cent and ideally less.

A national spread without a local hub is also best avoided. Above all, choose a sponsor with the capacity and drive to make a difference, however uncomfortable for some this may be.

IMPROVE BUSINESS MANAGEMENT Most established Academies have a Chartered Accountant as Director of Finance and Administration, familiar with the accounting rules laid down by Companies House as well as the SORP requirements associated with charitable status. Where a school already has effective business management systems, or where a primary school is too small to bear this cost alone, it makes sense to at least buy in the oversight of a properly qualified accountant from another academy, or to group together to share the cost.

As local authorities are allowed to top-slice less and less of maintained schools’ money, the financial premium of academy status is shrinking. Nevertheless, it is as important as ever to ensure that money is well spent and that the new academy can make cost-effective

REVIEW PAY & STAFFING STRUCTURE It might be tempting for some to avoid controversy and to skirt opposition by allowing staff to TUPE across into the same jobs with the same terms and conditions as before. This is a missed opportunity.

At our second Academy, Dixons Allerton, we devised a totally new staffing structure from scratch. Where jobs in the predecessor school matched less than 80 per cent to the new ones, we interviewed existing post‑holders first but we were not obliged to appoint them to those roles. We were able to make choices, especially in key areas like senior, subject and pastoral leadership.

The David Young Academy in Leeds offers a pay structure which puts teaching and non-teaching staff on the same footing.

At the Landau Forte Academies, although existing staff in predecessor schools TUPE across on unchanged terms and conditions, they are offered the option of something radically different.

In all three cases, academy conversion has been seized as a one-off opportunity to sweep away long-standing issues, to reinvigorate staff culture, and to ensure that the school is truly focused on education.

Written by Nick Weller, chair, the Independent Academies Association (IAA)

Nick Weller, chair of the Independent Academies Association and Executive Principal of the Dixons Academies shares five ways to make academy conversion a success

choices beyond the LA’s bought-in services.

The IAAS Quality Mark enables Academies to buy with confidence from high-quality providers (www.iaa-s.co.uk). In order to gain the Quality Mark, suppliers will have been assessed against a number of criteria, showing they have the experience, products, business standing, and ethical practices suitable for a supplier to education. They also have to offer these products at the best market rate.

Additionally, they will have signed up to the IAAS quality assurance procedures, which allow us to intervene if any disputes arise.

Academies

Sponsored by

MAKE NEW FRIENDS The best academies are anything but isolationist. Many of our members are building wider federations, establishing teaching school alliances or opening up Free Schools.

In Bradford, maintained, foundation and Academy schools together have formed an independent company to replace the LAs school improvement service. With the support of our LA but with its monopoly broken, as a group of headteachers we have at last truly embraced our collective responsibility for the education of all students in Bradford.

As a result, in our first eighteen months we have doubled the number of secondary schools graded Good or better by Ofsted.

I also appreciate the benefits of a strong support network. For me, it is the Independent Academies Association. The IAA is rooted in the sponsored Academy movement but is now attracting increasing numbers of like-minded converters, primary, special and free schools. L FURTHER INFORMATION www.iaa.uk.net

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

33

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ENERGY

DESIGNING-IN ENERGY EFFICIENCY

Design & Build

Sponsored by

Montgomery Primary School in Exeter was the first Passivhaus school in the UK

Energy demand needs to be reduced to alleviate pressure on the security of the UK’s energy supply and to meet national and international carbon targets. The European Union set ‘20-20-20’ targets – a 20 per cent reduction in carbon emissions from 1990 levels; increasing energy generation from renewable sources by 20 per cent and a 20 per cent improvement in the EU’s energy efficiency – and it is expected that public sector buildings lead the way. The Department of Communities and Local Government (DCLG) is also asking for zero carbon new non-domestic buildings from 2019. With so many targets to be met, energy prices rising and public sector spending under constant pressure, it is vital that schools particularly are made as efficient as possible to cut expenditure on energy bills.

The Chartered Institution of Building Services Engineers (CIBSE) has published new guidance to help estimate energy use from the design stage – ‘TM54: Evaluating operational energy performance of buildings at design stage’ and its Building Performance Awards showcases examples of best practice in school design and highlights the importance of post occupancy evaluation.

THE DRAWING BOARD It is important for building designers and architects to take into account a sustainable and holistic approach to design. But engineers also need help with predicting the energy use of the building at the design stage and this is where TM54 can assist.

David Cheshire, Regional Director of Sustainability, AECOM and lead author of TM54

says: “TM54 can help you to establish how much energy your new building will use and therefore how much it will cost to run. It can also help to establish where the energy will be used in the building by breaking down the energy use into the different end uses. This can help to focus effort at the design stage when you’re looking at ways to make the building more efficient. When you’re operating the building, you use the TM54 breakdowns of energy use as a comparison with the data from the sub-meters to establish whether the building is operating according to the design intent.”

Different uses of energy in schools should be considered when estimating energy use, for example from basic heating and ventilating needs to those of cooking equipment, lighting and computers. The more information that is available on estimated use, for example number of occupants and an estimate of time when power will be needed, the better. There will also be holiday periods where the energy use is dramatically reduced in educational buildings so it will perform differently from operational energy use patterns in an office building or leisure centre would, for example.

as efficiently as possible in order to reduce costs and carbon emissions. Some exemplary cases of well designed schools are the Preston Manor Primary School, Brent and Montgomery Primary School, Exeter. These are both shortlisted for the CIBSE Building Performance Awards 2014 ‘New Building Project of the Year (value up to £10 million)’ category. The Awards require effective demonstration of high levels of user satisfaction and comfort, measured building performance, energy efficiency and reduced carbon emissions.

HLM Architects designed the £6 million Preston Manor Primary School for 420 pupils with a green roof, solar panels, a skylight, natural ventilation, louvres and natural light available in every room. The school consists of 14 normal classrooms, a design and technology classroom, library, main hall and small hall. This project has been awarded a BREEAM Excellent rating, the Building Research Establishment’s Environmental Assessment Method, which provides a holistic approach to measuring and improving all types of new and existing buildings.

Paul Turpin, head of UK education at HLM, said: “This project is an example of what can be achieved in a tight timescale and shows that excellent environmental sustainability need not suffer during a fast-track process.

By looking at the project holistically, we were able to build in energy efficiency at the concept stage, during construction and over the life of the building. The BREEAM rating we have achieved recognises the value of this approach.” E

Written by The Chartered Institution of Building Services Engineers (CIBSE)

Building designers and architects should take into account estimated energy use from the design stage of a building project, so that energy efficiency can be designed-in from the start

By ing estimat use energy cisely, re more p can try and rs enginee the building make fficiently as run as eble in order possi educe to r s cost

EXEMPLARY DESIGNS By estimating energy use more precisely engineers can try and make the building run

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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ENERGY  PASSIVHAUS HamsonJPA, BAM, NP South West Architects and structural engineers Robson Liddle all worked on the Montgomery Primary School project in Exeter, for Devon County Council.

This was the first Passivhaus school in the UK and the first zero carbon working school in Europe with site work completed in December 2011. Passivhaus is a standard focusing on dramatically reducing the need for heating and cooling whilst creating excellent indoor air quality. To adhere to the exact standards HamsonJPA’s sustainable design consultants and NPS Group’s design team worked closely with Devon County Council and the University of Exeter. In order to become zero carbon all energy had to be offset by renewable energy so solar photo-voltaic panels were installed and the Feed in Tarrif received from Ofgem in return will continue to benefit the school.

FINISHING TOUCHES Projects entered in the CIBSE Building Performance Awards are judged by comprehensive data and their proven energy performance – not just a

Preston Manor Primary School was designed with a green roof, solar panels, a skylight, natural ventilation, louvres and natural light available in every room

Adopting a holistic approach and communication during design, build and then after the building is handed over, will benefit every property’s energy use. Reducing energy demand will alleviate pressure on energy supply and in the case of renewables such as solar panels, these can provide repayments, so are an intelligent investment sustainable design and predicted energy use. It is the rigorous data collecting and post-occupancy evaluations that help get projects such as these shortlisted schools in the running for the Awards.

Dejan Mumovic, the editor of the forthcoming CIBSE Technical Memorandum on Integrated School Design and Senior Lecturer at the Bartlett School of Architecture at University College London highlights post-occupancy evaluations as a key factor when measuring energy of schools: “Design and operational issues are not unique to

Design & Build

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schools and are well known to engineers.”

Key principles he says that help to avoid energy-related problems include keeping design and control simple and fundamentally sound, and avoid overly complex systems.

Ensure systems are correctly commissioned and include post-occupancy evaluation.

Involve users throughout the design process, and ensure they are fully informed about how the building operates.

“Designers have to ensure that somebody takes responsibility for energy use and engages the whole school,” says Mumovic.

Post-occupancy evaluations help identify issues with systems after the building is handed over, how energy is being used and, perhaps most importantly, can help communication with end users. When staff know how to use systems or understand how the natural ventilation is supposed to work then they can improve the overall efficiency of the building by adhering to instructions. This is often referred to as a ‘soft landing’ approach where engineer and end users communicate to let the project reach its full potential. End user experience can be enhanced by allowing control of heating and lighting wherever possible which can improve occupant comfort and therefore productivity.

Another use for these checks is to compile data which can then be compared with the estimated use and then year on year on CarbonBuzz. This free to use RIBA CIBSE Platform allows data to be input and then compared with other buildings of its type as a benchmark. Sharing this knowledge and data will help energy estimations in the future become even more precise.

Adopting a holistic approach and communication during design, build and then after the building is handed over will benefit every property’s energy use. Reducing energy demand will alleviate pressure on energy supply and in the case of renewables such as solar panels these can provide repayments so are an intelligent investment towards zero‑carbon schools. CIBSE guidance can contribute to the design method and implementation of systems as well as estimation of energy in order to help lessen the gap between estimated energy use and actual energy use. L FURTHER INFORMATION www.cibseknowledgeportal.co.uk www.cibseawards.org

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature Written by Dr Chris Iddon, environment design manager, SE Controls

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

VENTILATION

CLASSROOM AIR QUALITY: ARE STUDENTS BEING LET DOWN?

Dr Chris Iddon of SE Controls, the specialist provider of ventilation solutions, examines whether there is a link between improved test performance in pupils and better ventilated classrooms

We’ve all sat in lecture theatres, classrooms or meeting rooms and started to feel drowsy. Yet, in almost every case, this effect has nothing to do with the subject matter being taught or discussed, but is a direct consequence of the gradual build up of carbon dioxide (CO2) levels in the room from exhaled air.

This connection between attentiveness, performance and air quality is not new. As far back as 1874, Edward Robert Robson, a British architect and key figure in the London School Board development programme, wrote in his definitive book School Architecture: “…much of the restlessness, inattention and apparent stupidity, often observable among the children, is due more to want of freshness in the air than to dullness in the scholar.”

POOR AIR QUALITY REDUCES PERFORMANCE Today, there is strong evidence that demonstrates clear links between improved test performance in pupils in better ventilated classrooms, with more recent work showing that internal carbon dioxide concentrations are a major causative agent.

These independently conducted experiments have shown that the performance of basic tasks involving strategy, initiative and information management were reduced by more than 70 per cent where CO2 concentrations of up to 2,500ppm (parts per million) were present, compared to 600ppm.

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EDUCATION BUSINESS MAGAZINE | Volume 18.7

For comparison purposes, outside air has a concentration of around 400ppm.

While CO2 levels are a vitally important consideration, it’s only part of the indoor air quality story. The air inside classrooms, like any other indoor environment, plays host to a range of airborne contaminants.

Some of these, such as body odours, pathogens and other organic compounds, are generated by presence of sedentary occupants while others originate from chemical compounds given off by the flooring, furniture and furnishings within the building.

All of these are generally regarded as having an adverse effect on health, yet are inhaled as part of the normal respiratory process.

The lack of adequate ventilation just exacerbates the situation by allowing concentrations of these potentially harmful contaminants to build up resulting in poor indoor air quality (IAQ), which is linked with respiratory problems, such as asthma, hypersensitivity reactions and sick building syndrome: where symptoms such as sore eyes, headaches, fatigue and skin irritations

are alleviated on leaving a building. School classrooms are particularly prone to poor IAQ due to the high occupant density, which is around four times higher than an office building. Therefore, they require much larger volumes of fresh air in comparison to offices, to maintain adequate indoor air quality.

A WORLDWIDE EDUCATION ISSUE Indoor air quality in schools and education is not just an issue for the UK, but has an international dimension. In the US, it is a key issue and forms part of the duty of care that schools have to children and staff.

A ‘multi-agency’ approach has been adopted that involves government departments and specialist health and education groups, which is widely active in promoting good indoor air quality in schools.

The US Environment Protection Agency has already produced the self-help kit ‘Tools for Schools’, which provides a path for identifying air quality concerns as well as practical advice on how parents and schools can work together to address issues. Even publications such as the ‘Parent’s Guide to Indoor Air Quality’ are available to educate and empower parents and schools to make changes where necessary.

In mid-November this year, Dubai’s Public Health & Safety Department announced an extensive study into the indoor air quality of nurseries, schools and universities to establish how airborne pollutants and air-conditioning might affect student health.

Although pollutants, such as fungal spores, moulds and other airborne irritants can stimulate or exacerbate some health conditions, such as asthma, it is the level of CO2 in classrooms and the provision of adequate ventilation that are some of the most the most significant concerns for UK schools.

MONITORING AND MANAGING CLASSROOM AIR QUALITY While in the UK, we’re still some way distant from the open ‘parent power‘ approach adopted in the US, the issue of impaired performance due to the build up of CO2 is

Lack of adequate ventilation allows concentrations of potentially harmful contaminants to build up, resulting in poor indoor air quality – linked with respiratory problems, such as asthma

In an initiative to establish a clearer picture of the ‘real’ situation regarding classroom air quality, SE Controls undertook a pilot study at the end of 2012 and is currently implementing a nationwide programme to measure CO2 levels in schools. a very real issue and one that has attracted significant attention over the years, with the creation of various school design standards for indoor air quality, such as BB101.

However, as tall Victorian classrooms designed to maximise daylight have fallen out of favour in recent decades – due to the increased emphasis on reducing room volumes, heat loads and energy costs – the process of ventilation is often left to the simple manual opening of classroom windows.

This approach, inevitably, has at least three key problems: the ventilation regime is arbitrary and can often be governed by temperature rather than air quality, where in winter months the windows will be kept shut, even though CO2 levels could be dangerously high; it requires manual intervention from the teacher or a student, both of which will be preoccupied with lessons to take any real

notice of air quality or the detrimental effects that CO2 build-up will create; and when windows are opened, inevitably, there will be some escape of heat energy, which will be vented to atmosphere and over time will impact on energy consumption and costs. In an environment where energy costs are a vital consideration, random and unnecessarily long periods of ventilation are far from ideal.

In an initiative to establish a clearer picture of the ‘real’ situation regarding classroom air quality, SE Controls undertook a pilot study at the end of 2012 and is currently implementing a nationwide investigation programme to measure CO2 levels in schools.

While the nationwide programme is still in its early stages and SE Controls still has spaces available on its study for schools to take part, it was the disturbing findings from the original pilot study that prompted the broader research with the company’s compact NVLogiQ CO2 and temperature monitor and data-logger.

REAL DATA: REAL CONCERNS The pilot test was run in the last quarter of 2012 with a small number of primary schools in the Midlands and Northern Home Counties to gauge the actual level of CO2 in classrooms.

In addition to using NVLogiQ’s integral CO2 sensor and data-logging function, each unit also provided ‘traffic light’ warnings to teachers, prompting them to manually open windows to improve ventilation when required.

When the initial data was analysed, the headline results raised some significant concerns and were as follows: for most days, the daily average occupied CO2 level exceeded the recommended 1,500ppm figure in BB101; in some cases, the average occupied CO2 level was between 2,500ppm and 3,700ppm on every day of the week; BB101’s maximum 5,000ppm level was breached four times per week in some cases; and a peak reading of 7,200ppm was recorded in one classroom, resulting in the CO2 levels exceeding 5,000ppm for almost three hours.

From information gathered since this trial, it appears that these events are not isolated situations and are likely to be an issue in most schools, which is why the more detailed study is being undertaken.

Automated window opening or some other form of ventilation solution would not only provide suitable levels of ventilation when required, but it would also manage energy and costs more effectively than any form of manually operated alternatives.

Also, it’s arguable that teachers should not be burdened with the additional responsibility for the classroom’s air quality, when their role is already challenging enough.

Advertisement Feature

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

BUILDING AN IDEAL LEARNING ENVIRONMENT This evidence suggests that existing schools are still falling short of the original BB101 indoor air quality guides.

So, to make the change, should parents be more empowered, as in North America, to work with schools and challenge air quality issues? Should national and local government make additional budgets available for automated CO2 monitoring and window-opening systems? Should teachers, headteachers and bursars take responsibility for air quality in their schools and lobby for it to be included in the Ofsted inspection?

In reality, it’s the responsibility of all parties to ensure that poor air quality and high CO2 concentrations do not impair the learning performance of children at any level of education. The first step, however, is to understand the scale of the problem. This is where you can play the important part of getting your institution involved in SE Controls’ CO2 school monitoring initiative. L

FURTHER INFORMATION For details on SE Controls’ CO2 monitoring programme, call 01543 443060.

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ACADEMY FURNITURE

KI SUPPLIES POSTURA+ CHAIRS TO THE BUSHEY ACADEMY

Advertisement Feature

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Furniture manufacturer KI has supplied its new range of Postura+ chairs to The Bushey Academy’s latest building. The innovative building provides state-of-the-art accommodation for 1,350 students Due to their clever design, they are safe as it completely eliminates the age-old issue of students being able to rock back and balance on the two back legs. Every classroom in the new building is equipped with these chairs.”

KI’s Postura+ stackable chairs provided for the new Academy, are available in a variety of colours and manufactured in the UK. The chair is ergonomically designed to promote good posture and provide exceptional comfort for students The Bushey Academy in Hertfordshire’s new building, designed by Architects Co-Partnership, provides state-of-the-art accommodation for 1,350 students, including 300 post-16 students.

The main entrance is located on the south elevation, adjacent to the main hall.

The three-storey glass facade provides an open entrance to the Academy, allowing views into the building and to the landscaped quadrangle. The quadrangle incorporates amphitheatre-type seating, to allow for outdoor performances and new covered walkways to the south and north sides.

A central three-storey ‘Market Place’ atrium – providing informal meeting, teaching and learning spaces plus dining, internet café and cutting-edge ICT facilities – sits at the heart of the building. There are also a range of teaching areas: from traditional classrooms to open-plan studios and workshops.

in the UK. The chair is ergonomically designed to promote good posture and provide exceptional comfort for students.

Andrew Hemmings, principal at The Bushey Academy, says: “The Academy consciously sought out these chairs because they are proven to be robust, sturdy and comfortable.

FULLY CERTIFIED AND FIRE RETARDANT Moulded from high-impact resistant polypropylene, Postura+ is strong, durable and light, enabling the safe vertical stacking of 12 chairs. The lower back lumbar design ensures perfect ergonomics whilst the graduating seat curve supports ‘perch’ and ‘full’ sitting positions and the unique waterfall edge of the seat provides comfort. The angled back legs prevent the chair from rocking or slipping and will not twist or distort.

Postura+ is fully BS EN 1729 certified in all of the range’s seven sizes, with Crib 5 high-fire retardancy and a 10-year warranty.

The chair is anti-static and stain-resistant, helping it to stay cleaner for longer.

KI is a global provider of workplace and educational furniture that designs and manufactures locally and offers good value, flexibility and design excellence. L

FURTHER INFORMATION Tel: 020 7404 7441 sales@kieurope.com www.kieurope.com

ROBUST, STURDY AND COMFORTABLE KI’s Postura+ range of seven sizes of stackable chairs provided for the Academy is available in a variety of colours and all manufactured

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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the salt man www.thesaltman.gb.com

FOR ALL YOUR WINTER GROUNDS MAINTENANCE NEEDS WhITE DE-ICING SALT Clean de-icing salt which won’t leave a mess on your indoor surfaces. Works quicker than rock salt, and you use less because it is pure salt. Ideal for spreaders, as it doesn’t jam the workings.

For heavy footfall, use white de-icing salt. Our 25kg bags of salt are easy to handle, store and distribute around your education premises.

DE-ICE BULk PURChASE Deliveries from 1 x 25kg bag up to 22 pallets (29,650kg). Naturally clean, this product is sun-dried from sea water elsewhere in the world and imported. It is cleaner, works faster than rock salt and you need less of it per square metre, too.

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WINTER MAINTENANCE ACCESSORIES We are a one-stop-shop for all your winter grounds maintenance needs. As well as salt, our wide of accessories includes shovels, spreaders, and salt boxes. Our exclusive salt boxes are especially designed with the option of wall-mounting so no more bending down to reach your de-icing salt, meaning you are less likely to fall or slip. ideal for the physically-impaired and situations where the elderly or infirm need access. Can be mounted on any of 3 sides with mounting plate(s) included. Instructions enclosed – you will need to choose your own fixings according to the wall or fence it is being fixed to.

WATER SOFTENERS New-build premises and heating systems now need water treatments. We sell non-electronic and electronic proportionate water softeners, and UK sourced, best-quality tablets and granules.

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HEALTH & SAFETY

The winter months present a number of challenges for those responsible for maintaining the grounds of educational establishments. The British Association of Landscape Industries (BALI) discusses maintenance regimes that reduce risk and protect learning communities

SPORTS PITCHES AND SAFETY SURFACES Maintaining grass sports pitches to provide a playable surface for as long as possible throughout the winter months is no mean feat.

A regular maintenance regime throughout the year, including verti-draining and spiking to reduce compaction, will help to improve drainage and reduce winter ‘puddling’.

Creating a healthy sward will also reduce the risk of impact injuries and abrasions from falls on sparse turf and compacted ground.

Verti-draining requires specialist equipment, which is attached to a tractor, with tines that are up to one inch in diameter. These are thrust into the pitch surface, heaved slightly, and pulled out, loosening the compacted soil. A sand dressing is generally applied and areas where the grass is particularly sparse, e.g. goal mouths, are seeded. As grass on winter pitches is generally left longer for safety purposes, ‘cutting in’ of the grass is usually required to ensure pitch markings remain visible throughout the winter.

In addition to grass pitches, many centres of education have all-weather pitches. To prevent the playing surface becoming ‘clogged’ with ice, moss, algae and other detritus during the winter months, regular weekly drag brushing is essential. This will keep the surface aerated, re-distribute the infill material supporting the ‘turf’ fibres, and maintain a safe playing surface. A comprehensive maintenance regime is provided by specialist contractors with equipment designed for the job.

Pushing a stiff broom around once a week is not adequate maintenance in situations where the safety of users is paramount.

Any safety surfacing beneath play equipment must comply with BS EN 1176(2008) and tested to BS EN 7188 (1998+A2 2009); Part 7 of BS EN 1176(2008) covers maintenance of these surfaces.

Safety surfaces include wet‑pour surfacing, loose fill impact absorbing surface (LIAS), grass safety matting, artificial grass/carpet surfacing, bonded rubber or composite systems, and rubber tiles.

In the majority of E

Written by The British Association of Landscape Industries (BALI)

THE CHALLENGE OF WINTER MAINTENANCE

From the campus environment of a university, college, or larger independent school, to the grounds of a single site ‘maintained’ primary or secondary school, it is no surprise that most maintenance problems arise during the winter season. In place of coping with grass cutting and shrub bed maintenance schedules throughout the spring and summer months, estates bursars and caretakers find themselves planning winter maintenance regimes that focus on keeping the establishment running and reducing to an absolute minimum the risk of injury to those staff and students it serves.

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A g re ular ce an maintenoughout thr regime r, including the yea will help to ’, spiking ve drainage impro uce winter and redddling’ ‘pu

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HEALTH & SAFETY  the above cases, a stiff broom used weekly to remove leaf fall, mud etc, and to prevent the build-up of moss and algae, will be sufficient.

The dangers of trip hazards must always be considered, whatever the time of year, but the greatest danger in the winter months is from slipping on surfaces that have become dirty and slippery. It is also worth remembering that in very cold temperatures, contact with metal can bring its own discomforts, particularly for young children, so playing on slides and other metal equipment in the playground during the colder winter months should be adequately risk assessed.

SNOW AND ICE PLANNING A severe winter can create many difficulties for schools, colleges and universities. In a campus environment there are footpaths and thoroughfares with heavy use at particular times of the day and the requirement to keep these thoroughfares open and safe is paramount. Careful planning and taking preventative measures can go a long way to successfully negotiating the winter months.

Monitoring of weather reports to identify when to grit is essential. Rather than rely on the general overview of a regional radio station a more reliable option is the Met Office’s OpenRoad service (www.metoffice. gov.uk/roads/openroad). Depending on the level of service to which an organisation subscribes, it will provide regular pdf updates, sent to a phone if required, showing forecast data for RST (road surface temperature – much more relevant than air temperature when deciding when to grit), rainfall, falling snow and road state. It also uses a traffic light system to help users make informed judgements on gritting and premises closure; knowing when to grit footpaths and roads, especially on large campuses, can reduce the annual cost of gritting materials and the labour to apply it (usually comprising overtime for unsociable hours) considerably. Additionally, in the increasingly litigious society in which we must all operate, where errors of judgement in deciding whether or not to grit can result in accident and injury, it is worth being able to support decisions made by bursary/caretaking staff by referring back to the official scientific data on which the original decision was based.

THE ENVIRONMENT Also to be considered is the environmental impact of using gritting materials such as halite, commonly called rock salt. As the name indicates, this is the mineral form of sodium chloride (NaCl) and whilst it is effective in helping to melt ice and snow (brine has a lower freezing point than pure water), its over use can affect grass and plants adjacent to paths and roads with which it comes into contact.

The danger from icy paths and roads can be exacerbated by the failure to maintain gutters and drains. If autumn leaf fall and roof detritus is allowed to accumulate in gutters,

Severe an c winters culties. iffi create dcampus preventative tree In a ere are that h t t n surgery work can be e m s n h carried out if required. enviro usen footpat Maintaining any heavy need to be grounds is a challenge which pen and in the winter months, o kept fe particularly where sa pedestrian access and usage

the rainfall from late autumn storms can cause them to overflow and drains to become blocked. All that is then needed for affected paths to become treacherous is a hard frost. The Work at Height Regulations 2005 requires that the risks from work at height are assessed and appropriate work equipment is selected and used. Gutter clearance may not always be achievable safely by two men and a ladder and the use of an elevated work platform, or ‘cherry-picker’ may be a safer, if more costly, option. Nevertheless, by carrying out this preventative work as soon as the bulk of the leaves have fallen, another potential slip hazard on the school estate is removed.

Where there are open areas of water that are likely to freeze, reasonable precautions should be taken to prevent any ill-judged attempts to ‘test the ice’. Additionally, if access around/over watercourses is available, e.g. boardwalks, bridges etc, these should be kept free of algae, moss or plant matter and sand put down to prevent slipping in frosty conditions.

In periods of snow it may be advisable to limit access or prohibit it entirely.

TREES Winter snowfall can put considerable extra strain on the limbs of mature trees, particularly if autumn storms have put those limbs under pressure. Regular tree surveys should be part of every educational establishment’s maintenance regime. Trees can kill, and without notice if you are not monitoring their health and status. If you have a large estate and numerous trees, engage a qualified arboricultural contractor to establish a tree maintenance plan, which will begin with a detailed survey of mature trees (i.e. over and above a certain size) that have the potential to cause damage should their health and physical integrity deteriorate. Trees are currently under considerable threat from numerous pests and diseases and the outward physical signs are not always apparent to the untrained eye. There is no excuse for failing to have your trees regularly assessed so

takes priority over vehicles.

The potential for injury from falls is heightened and the implications of fault being found with the school/college/university for failure to take proper precautions to prevent accidents need no explanation.

OUTSIDE HELP Few schools are likely to have their own snowplough for periods of heavy snow, or their own gritters. Neither are they likely to have equipment such as a cherry picker to access gutters and flat roofs. If they do not use the services of a professional grounds maintenance company they will be largely left to deal with extreme weather events as best they can. However, this may not be the wisest course of action, particularly for independent schools that have no recourse to local authorities to help them keep their schools open.

If in-house bursary/caretaking staff are not suitably resourced with the necessary plant and equipment, an annual grounds maintenance contract with a reputable, accredited grounds maintenance company is an attractive option. There are BALI Registered contractors around the country, for example, that can provide the full range of services, from sports pitch maintenance, verti-draining, tree surgery, gritting and snow clearance, gutter clearance, shrub bed maintenance, grass cutting, playground inspection and maintenance, and the plethora of activities that estate bursars must deal with throughout the course of the year. They will subscribe to the Met Office OpenRoad service and know exactly when to grit paths and roads and will take the burden of estate safety, particularly during the winter months, from the shoulders of the Estates Bursar or caretaker. L FURTHER INFORMATION www.bali.org.uk

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Well Educated Banking www.lloydstsb.com/ schoolbanking

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PROCUREMENT

IT & Computing

Sponsored by

Written by Caroline Wright, director, British Educational Suppliers Association, (BESA)

A SOUND INVESTMENT IN TECHNOLOGY BESA’s 16th annual ‘ICT in UK State Schools’ research foresees that funding and investment in technology will reach an all-time high. But what should schools and academies consider before investing? BESA’s director Caroline Wright shares her top tips Schools may feel burdened with almost daily policy changes. Secondary schools are being met with reformed GCSEs in English, maths, science, history, and geography, which will be ready for first teaching in September 2015.

And for primary schools, the removal of assessment levels and a ‘freedom’ to assess and track their students’ progress using whatever method they wish, combined with the arrival of the new curriculum, adds to the demand on teachers’ time.

The challenges faced by all teachers at the current time are multiplied. The need to adequately support the new knowledge and skills dictated by the changes is resulting in an urgent investment in published schemes of work, text books and learning support material; not forgetting the resources needed to raise the skill level of teachers who, for example, in primary schools are now required to teach coding and modern foreign languages.

However, our recent market research

shows that at least the funding is in place to support these modifications.

FUNDING To keep up with the funding available to schools, we carry out a quarterly ‘Education Market Performance Outlook’ survey. In August it revealed a general rise in expenditure in schools. Spending in 2013/14 was projected by schools to increase by 2.7 per cent, after reported growth of 2.3 per cent in 2012/13.

This is good news for schools and technology suppliers. When we take into account the reduction in the cost of technology, this significant increase in expenditure will result in a higher increase in investment in real terms. E

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PROCUREMENT

Always remember that the cost of a product is never just the initial price tag. Always consider the ‘total cost of ownership.’ Is a warranty included? What are the terms of the warranty?

If it is a software resource, do you receive regular upgrades free of charge?  UK schools have led the world in embedding technology into the learning environment and our schools now have the experience to invest wisely to optimise the value of this technology.

So how are schools investing to support their current needs? In broad terms, the answer appears to be technology. Turning to our 16th annual ‘ICT in UK State Schools’ research, it appears that funding and investment in technology will reach an all-time high.

The research, carried out in conjunction with the National Education Research Panel (NERP) provides analysis into the likely provision of ICT in UK state schools in the next year and gives extensive insight into investment based on current Government funding.

The survey ask the opinions of 1,238 UK schools (731 primary, 507 secondary) and was conducted in July 2013.

The research reveals that investment in hardware replacement, peripherals, software and technical support will reach £14,220 per primary school and £65,570 in each secondary school an increase from £12,720 in primaries and £57,580 in secondary schools in 2012.

The previous highest estimate of technology expenditure was in 2008/9 when allocations averaged around £14,000 in primary schools and £65,400 in secondary schools. This totalled an expenditure on ICT across all UK maintained schools of approximately £320 million. From

Ten points to consider before investing in new technology

IT & Computing

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2009/10, average ICT budgets across all schools fell year on year until 2012/13, when secondary maintained schools indicated a 1.8 per cent rise in technology expenditure.

MOBILE DEVICES One of the most marked changes in technology investment is the unsurprising move from desktop computers to more mobile devices. While only 14 per cent of schools now have an extensive requirement for desktop computers in the current year, the requirement for laptop computers more than doubles to 32 per cent.

Our ‘Future of tablets and apps in schools’ research carried out in May revealed that schools now believe that by the end of 2013, more than 10 per cent of teaching computers (PC/Mac/tablet) in schools will be tablets.

This is a significant increase from the 6 per cent forecast in 2012. If these figures are measured against data collated from schools’ IT managers, it can be estimated that by the end of 2013, 258,000 tablets will be used in schools. This increase is also set to continue, with schools predicting that the percentage of tablets will increase to 24 per cent by the end of 2015. 77 per cent of schools claimed to be under-resourced with tablet computers.

It is fair to assume that the mobility of tablets and their price point make them more desirable options for classroom hardware. E

Asset management. Carry out regular reviews of the resources in each classroom, duplicating licences and other investments can be avoided.

Reputable suppliers. Do you know the company you are buying from? Have other schools in your area used them?

Fit for purpose. Is the product exactly aligned to your needs? interrogate the suppliers before making your decision.

Curriculum alignment. If the product is digital content or other learning content, is it aligned to the new curriculum? be avoided.

Compatibility. When investing in mobile hardware schools must consider compatibility.

Future proofed. With the rapid pace of change in education always look for products that are going to last and be appropriate in the future.

Set up. If the investment is an ICT desking system, will the supplier deliver and set up the furniture free of charge?

Service and support. Is service and support included in the purchase? If the product stops working will the supplier be there to help?

Training. Is training provided free of charge with the product so you can realise the full benefits of the product?

Cost. Always consider the ‘total cost of ownership.’ Is a warranty included? If it is software do you receive regular upgrades free of charge?

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Making the grade with wireless from Aerohive

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Schools now require ‘business standard’ wireless networks to support the increasing use of mobile devices in the classroom and the move away from dedicated computer rooms.

Why choose Aerohive from Calleva Networks?

1 Designed to be cost-effective 2 Designed for ease-of-use 3 Designed for reliability

60IT buys used and surplus computers: PCs, laptops, printers, monitors, networking, switches, hubs, servers, storage, comms room, AV equipment, UPS – in fact, everything IT‑related.

Whatever the location of your redundant equipment we have a solution for you. Same day payment on all IT kit collected no waiting for payment.

Contact us to find out more T:+44 118 902 6622 e: hello@callevanetworks.com w: www.callevanetworks.com/ wireless-for-education

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Fantastic deals on quality refurbished computers RefurbThat is a Microsoft Authorised Refurbisher. We provide top quality refurbished desktop and laptop computers to schools, colleges and universities.

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one year warranty

‘Great job. We are painting the room to match the standard of the new machines. Much appreciated for your time and effort sorting this purchase.’

Sean - St Mary’s School, Limavady, Northern Ireland.

To find out if you or your educational establishment qualifies for this preferential pricing call us today on 01670 732502

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EDUCATION BUSINESS MAGAZINE | Volume 18.7

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PROCUREMENT  INTERNET BANDWIDTH As more learning content goes online, internet bandwidth requirements are generally increasing, with 34 per cent of secondary schools indicating an extensive requirement, compared to fewer than 10 per cent in 2005. It is probably fair to say that the majority of digital content in 2005 was on CD. Demand for Internet bandwidth in E primary schools is less significant, but it remains the case that more than a quarter of primary schools have an extensive requirement.

The increase in secondary school ICT budgets in particular, is expected to continue into 2014 by a significant 11 per cent. Budgets may increase in secondary schools alone to more than £280m.

WHAT TO CONSIDER BEFORE INVESTING It is heartening to see the increase in budgets is resulting in a rise in technology investment to support the new changes.

However, as the sector’s trade association we must remind schools to invest this money wisely. The following ten points are always worth consideration before investment.

Firstly, think about asset management. By carrying out regular reviews of the resources in each classroom, duplicating licences and other investments can be avoided.

Regarding suppliers, do you know the company you are buying from? Have other schools in your area used them? Are they a BESA member? If they are then you can be assured of the quality of the products and services they deliver. Visit www. besa.org.uk/suppliers to find a list of approved suppliers.

Is the product fit for purpose? Is it exactly aligned to your needs? Visit shows like Bett (www.bettshow.com) and the Education Show where you can evaluate and interrogate the suppliers of a number of options before making your decision.

This is a much more effective way of selecting resources.

Schools should also consider, if the product is digital content or other learning content, is it aligned to the new curriculum?

When investing in mobile hardware schools must consider compatibility. If you have historically purchased resources for the MS Windows platform you will need to check that this content is available for the new mobile platforms centered around iOS and Android, as these are the predominant operating systems used for tablets and smart phones.

Looking to the future, with the rapid pace of change in education always look for products that are going to last and be appropriate in the future.

Consider set up. If the investment is an ICT desking system, will the supplier deliver and set up the furniture free of charge? If it’s an interactive whiteboard, will the supplier carry out full installation?

Schools should also ask themselves if service and support is included in the purchase? If the product stops working after three months will the supplier be there to help, or supply you with a replacement. Before purchase try ringing the company’s support line to see how efficient the service is.

Regarding training, find out if it is provided free of charge with the product. The interactive whiteboard framework agreement is a perfect example of the importance of training with some products. At the time of the Government’s interactive whiteboard framework agreement, many schools looked for the cheapest price and ended up receiving interactive whiteboards from suppliers who considered, ‘plugging in the projector and showing the teachers how to switch it on’, as training. The huge breadth of learning potential that the technology could deliver was never realised, and sadly many were simply used as projector screens. Always ensure full training is built into the price of any appropriate product.

And finally, always remember that the cost of a product is never just the initial price tag. Always consider the ‘total cost of ownership.’ Is a warranty included? What are the terms of the warranty? If it is a software resource, do you receive regular upgrades free of charge? L FURTHER READING www.besa.org.uk

It is heartening to see the increase in budgets resulting in a rise in technology investment. But, we must remind schools to invest this money wisely

IT & Computing

Sponsored by

About BESA BESA, the British Educational Suppliers Association, is the trade association representing over 300 educational suppliers in the UK, including manufacturers and distributors of equipment, materials, books, consumables, furniture, technology, ICT hardware and digital-content related services to the education market.

With 80 years of experience, BESA offers unparalleled support, research, events and advice on both UK and International markets, and the future of the education supplies industry. BESA is focused on promoting and providing support and advice to their members, the industry and to schools.

BESA has a Code of Practice to which all members must adhere, along with a stringent membership process, both of which assure buyers of a high standard of quality in both product and customer service.

Lose it or keep it Schools and colleges are increasingly becoming prime targets for thefts because of the lack of security and the rise in higher value mobile and portable devices.

A permanent mark on your equipment can make the difference between losing it and keeping it. With values of issued equipment of easily disposable items such as tablets constantly increasing, this in turn can save thousands of pounds of an annual budget.

The Telesis Laser Marker is easy to use and can quickly generate permanently marked information which cannot be erased, however hard someone tries.

For further information please contact: SALES at Telesis Marking Systems, Unit 2 Diamond House, Reme Drive, Heathpark Industrial Estate, Honiton, Devon EX14 1SE Telephone: 01404 549139 Email: uksales@telesistech.com www.telesistech.co.uk Sales offices also in Worcester and Sheffield

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Dual-Purpose Classrooms THE SOLUTION Compu-Desk3 Dual-Purpose Computer Desks

Standard classroom As computer science and ICT move ever closer to the heart of the curriculum-and funding for improvement of school buildings and facilities becomes more scarce-many educational establishments are finding themselves in the same position: distinctly short of specialised computer classrooms.

Luckly, there is an answer: because with the right furniture, you can create genuinely dualpurpose classrooms and maximise the space you have. Folio has installed its Compu-Desk3 dualpurpose computer desks for more than 350 schools across the UK, with many of them coming back term after term to transform further classrooms using Folio desk solution.

Computer classroom

“ Having considered various alternatives we decided to use Folio as they provided a very cost effective and flexible solution for the ICT suite in our new Art & Design Technology facility. The desks look smart and complement the futuristic building they are also simple to use and give us more options for the use of the room when required.”

Roger Jackson, Bursar West Buckland School “ The ease of use, robust build quality has allowed fuss-free operation and has also minimised the potential for damage through constant enthusiastic use by our 16-19 year old students.

The Folio desks are a valuable investment for our college and we would happily recommend them.”

Tristan Shanahan-Premise Manager Stanmore College

Fast and Flexible Folio can turn any standard classroom in to a computer suite in a matter of minutes. The cleverly designed desks come complete with power sockets and cables as standard, incorporated in a secure compartment At the base of the desk, so you don’t have the worry of trailing cables.

Folio’s desk will take all standard computer PCs and screens.

Folio offers a free design & quotation service so so all you have to do is Give us a call.

www.folio.co.uk email paul@folio.co.uk tel 01865 820322 Please view our website for more information and to view our DVD

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EVENT PREVIEW

BETT 2014

Sponsored by

THE MEETING PLACE FOR EDUCATORS

Bett, the world’s leading event for learning technology, returns to ExCeL London from 22 to 25 January 2014, marking the show’s 30th year In 1985, the year that the first ever Bett was held, the Commodore Amiga 1000 was also introduced, a man called Michael ‘Dell’ designed and built his first ever computer and Microsoft launched Windows 1.0.

Since then, technology has evolved at an extraordinary rate, drastically transforming the way in which we live our lives and in education, how we teach and learn. Each year Bett has evolved almost as fast as the technology it supports and is an annual celebration of these developments.

From its launch 30 years ago, as the Hi Technology and Computers in Education Exhibition at the Barbican Centre in London, hosting just 176 exhibitors on simple tables, Bett now sees more than 35,000 visitors and more than 700 exhibitors gather for four days of sharing ideas, networking and guidance.

A GLOBAL EVENT The show has become the global meeting place for educators with a passion for the transformational power of learning technology, attracting like-minded professionals year after year. Not only does Bett bring educators up-to-date with technology in education, it also guides them through the current challenges they are facing.

Over the past few years, the event has grown to also host a significant conference and continuing professional development (CPD) programme. The range of seminars and conferences are free to attend, and offer visitors inspiring CPD that can be taken back to the classroom and shared with peers. As learning

and teaching continues to progress, it is only appropriate that Bett also develops, to meet the needs of the teaching community.

The prestige of Bett attracts education ministers representing more than 70 countries across the globe each year, who gather to share ideas, form collaborative links and discuss education policy. The Education World Forum (EWF) is the internationally recognised ministerial forum that occurs in the days before Bett, with the closing day of the EWF taking place on the opening day of Bett.

Organised by BESA and supported by the Foreign and Commonwealth Office, the Department for Education (DfE) and the Department for Business, Innovation and Skills (BIS), the E

Each tt year Beved l has evo fast as as almost hnology it the tec s and is an supportcelebration annual f these o ments develop

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Preva helps her reach her goals and you reach your numbers.

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EVENT PREVIEW discuss the importance of improving education in deprived areas, and share his experiences of the difference that an inspirational teacher can make. Equally inspiring, Flipped Classroom pioneers Aaron Sams and Jonathan Bergman will be in the Arena explaining this new approach to learning. Sams and Bergman will be challenging delegates to consider how learning lessons at home and doing homework in class can work for their school. Other speakers due to take the floor include Toby Young, co-founder, West London Free School; Tony Little, head master, Eton College; and Lewis Wiltshire, director of media partnerships, Twitter.

 growth of this event is another indicator of the power of Bett in education technology.

WHY VISIT BETT 2014?

As we are all aware, the new curriculum will come into effect in English schools from September 2014 giving schools this year to come to terms with the new requirements.

Equally secondary schools are being met with reformed GCSE’s in English, maths, science, history, and geography which will be ready for first teaching in September 2015.

With all these announcements of the new curriculum this year, the need to share advice and discuss ideas is more important than ever.

The aim is that the new curriculum will equip students with the skills they need to become active participants of this fast-paced digital world. The challenge is preparing them for a future whose shape we don’t even know yet – a daunting prospect for many teachers.

It’s no secret that children have evolved into tech savvy, connected individuals who work best in an engaged, participatory learning environment. As technology progresses, students’ expectations will only heighten, so schools must ensure they are supporting their students with the most innovative products and services.

Every Bett visitor has one thing in common: they are all looking to discover how technology can improve and enhance learning in their school or learning environment. So, here is what they can expect from this year’s show.

SPEED LEARNING Making its debut at Bett 2014, in conjunction with the SSAT, is a series of free-to-attend Speed Learning sessions in the Platinum Suite, running throughout the show. Speed Learning provides a fun and intensive learning opportunity for educators working with students aged 3-19, providing them with top tips and strategies.

Each Speed Learning session begins with a 15 minute keynote from a school leader on the latest educational developments.

Attendees then choose from a room full of tables for short, sharp inputs – speed dating style. At each table visitors will hear a short input from a table host, and will then have the opportunity to discuss, debate and ask questions, gathering ideas that can be adopted or adapted.

On the Wednesday, Thursday and Friday of the show, there will be Speed Learning sessions at 10:30am, 12:30pm and 2:30pm.

These are free to attend, but spaces are limited; to book your place in advance, visit www.ssatuk.co.uk/speedlearning

BETT ARENA One highlight of Bett 2014 will once again be the statuesque Bett Arena, designed to host the world’s most exciting speakers, discussing topics at the heart of education.

Internationally renowned experts in the field of learning and technology will share their knowledge and insights on new approaches to learning with Bett visitors.

Confirmed speakers include Brett Wigdortz, Teach First founder, who will take the floor to

HEPPELL.NET CENTRAL FEATURE Bett would not be Bett without the catalyst for educational change, Professor Stephen Heppell. Described as ‘Europe’s leading online learning expert’ and ‘the most influential academic of recent years in the field of technology and education’, Prof.

Heppell will be uncovering the potential of Big Data and visualisation for learning. As Big Data continues to transform everything from health to meteorology, it offers schools and students new opportunities to make learning more effective.

On this stand, school children will explore and statistically analyse data live at the show to discover their own methods for effective≈learning. Professor Heppell will be working in association with European Electronique, a leading technology provider and regular exhibitor at Bett. Currently providing leading edge cloud-based solutions that support transformation in education, European Electronique encompasses all areas of education with a particular specialism in integrated solutions for Academies Trusts’, Federations and Free Schools.

SCHOOL LEADERS SUMMIT Every school across the UK is currently experiencing the education evolution. From the new Ofsted framework and shifts in assessment, to the National Curriculum and academy conversion, the goal posts are shifting and it can seem impossible to keep up. The pressure on school leaders to manage this adaptation is immense. The two-day School Leaders Summit has therefore been designed to provide guidance and insight and a platform for networking with other school leaders, to help deal with these issues.

Amongst the rich diversity of valuable sessions, led by expert speakers, is Jim Magee, education standards directorate at the Department for Education, who will lead an overview of the new National Curriculum and what it will mean for schools. Meanwhile, those educators with questions around how best to spend the Pupil Premium can hear from Peter Lauener, chief executive at the Education Funding Agency; his session will provide the top 10 ways to spend the funding and make the most impact. E

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At Superfast Schools We believe that your pupils deserve the best possible learning environment.

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EVENT PREVIEW  Following the period of extensive change to Ofsted inspections, David Brown, national lead for ICT at Ofsted will host an Ofsted insight session that will share with attendees what inspectors will be expecting from schools in order to achieve ‘outstanding’.

A full programme of the School Leaders Summit sessions, in association with Gold sponsor LEGO Education, can be found at www.bettshow.com.

LEARN LIVE This year’s show also welcomes back the increasingly popular Learn Live programme of free workshops, seminars, training and discussion events. Once again, Learn Live is set to offer teachers rich opportunities to try new technologies and practical ideas to take back to the classroom.

Topics to be covered include ensuring best value ICT procurement, getting to grips with Raspberry Pi, eSafety in schools, creating a global classroom, how to teach computer programming and more. The Learn Live programme is vast, so it is recommend that visitors look at the full seminar programme, which can be found at bettshow.com and reserve your seat in advance.

LEARN FROM EXPERT SPEAKERS Derek Trimmer, head teacher at Hove Park School was an early adopter of one-to-one tablet technology across the school. He will≈share his experiences at Bett during the seminar ‘Beyond reducing photocopying bills: The impact of implementing 1-2-1 iPads across the school’, which takes place at 2:45pm on Wednesday 22 January in the School Leaders Summit.

In 2009, Hove Park School and Sixth Form Centre was an underachieving institution.

Only 29 per cent of students taking GCSE

exams attained national standards of success.

The school received significant extra public funds in an effort to improve performance.

The number of student exclusions through bad behaviour was very high.

When he joined the school in 2011, head teacher Derek Trimmer concentrated on transforming the leadership, followed by the behaviour of the students in the school.

This enabled a much clearer focus on the quality of teaching and learning, followed by identifying and implementing an effective curriculum that would empower students to compete in a 21st century workforce. Central to this strategy was a really clear vision that focused on independent learning and a creative approach to student engagement that would lift students’ aspirations and lead to the beginning of a ‘can do’ culture.

Once the school reached 60 per cent of students achieving the gold standard in 2012, Derek set out to look for the vehicle that would close the gap completely and enable all children, regardless of the barriers they faced, to have the same access to a world class education. He introduced a new learning vision to take the school to the next level.

In this large secondary school, with 1,700 students aged 11 to 18, each was to be treated as an individual with their own unique talents and learning needs. High quality teaching was tailored for all students, yet for achievement to continue to improve to the level where no child failed, a more radical and innovative approach needed to be adopted; one that recognised that a partnership between home and school was imperative.

A one to one iPad programme was chosen to help realise the new vision.

A personal iPad for school or home would empower students by encouraging creativity,

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BETT 2014

Sponsored by

problem solving, and independent learning.

It would give teachers a wide range of tools and applications to enhance every lesson. It would also offer great personal feedback to students and their families.

Derek’s session at Bett 2014 will outline the process and the journey that he undertook, along with the leadership decisions that needed to be made, an overview of the difficult obstacles that can easily derail a project of this scale and how to avoid costly mistakes.

BUYING BEST PRACTICE Peter Hughes, head of the Schools ICT Procurement Team at the Department for Education will take a session entitled: ‘Making your investment count - What adds up to effective and best value ICT?’ at 1:30pm in Learn Live Theatre 1 on Wednesday 22 January.

During the session he will focus on ensuring all educators are aware of the basics of best practice procurement. Step one is of course to clearly understand and specify the particular need. While we all appreciate the positive effect that technology has on students’ motivation to learn, there is always the danger of buying technology for technology’s sake. Considering the actual business need, how it fits into the overall vision and what you are trying to achieve in terms of learning outcomes, is a vital part of the procurement process.

Throughout the session Peter will provide visitors with practical advice and guidance on all types of ICT procurement, in terms of both the type of product and the complexity of the investment.

GETTING THE MOST FROM BETT 2014 For those wondering how to prioritise during their visit to the show, help is at hand from the British Educational Suppliers Association (BESA). BESA works closely with the Government, supporting the implementation of new polices and offers advice to its member organisations (the majority being exhibitors at Bett) to best E

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EVENT PREVIEW  support teachers to raise standards in learning.

Because of its experience of working across all areas of the sector, BESA is best placed to offer advice and guidance to visitors at Bett. On arrival at the show, visitors can gather information at the BESA Information Point on stand C380, where they will have the opportunity to ask any questions and plan their route, ensuring that their time is used wisely.

SEN Technology can be a great leveller when it comes to making education accessible to children of all abilities, and Bett has a history of showcasing the latest in inclusive resources. The show features a dedicated SEN Zone, bringing together the best in SEN resources and enabling visitors to touch, test and compare the solutions for their pupils.

The SEN Information Point is the ideal first port of call; hosted by nasen, the UK’s leading professional association embracing all special educational needs and disabilities, visitors can get expert advice, access the latest research and be directed to the solutions that most fit their needs. Nasen can also advise visitors on the most suitable CPD opportunities in the Learn Live SEN seminar theatre. Nasen will help visitors choose from sessions covering topics such as the current reforms, the role of mobile technology for SEN pupils and practical toolkits for education professionals.

ASK THOSE BURNING QUESTIONS The beauty of Bett is that in one day visitors can meet with various suppliers of a specific product or service, evaluate each and ask all the necessary questions to help them make an informed decision. To be able to take just one day away from school to achieve all of that makes Bett unique, and here’s a taster of what is in store.

The security and safety of school collection time can be a concern for parents and schools alike. On stand IN9, new exhibitor 3fifteen will showcase its after-school child protection service that provides assurance to schools and parents. The service uses a unique PIN code that allows parents to notify schools by text, phone, email or through the 3fifteen app when changes occur to their child’s after-school collection arrangements. All information shared through 3fifteen is encrypted and accessible only to the parent and the school.

The school Dashboard identifies new and ongoing collection arrangements for the coming day. 3fifteen integrates with most school management systems and its availability in 20 languages means families from all nationalities can communicate with schools.

Handheld mobile devices have finally evolved to a level where it is actually practical and convenient to print from them.

Altman Integrated Technologies has been providing mobile printing technology to address these issues for several years. On

BETT 2014

Sponsored by

Throughout the sessions we will provide visitors with practical advice and guidance on all types of ICT procurement, in terms of both the type of product and the complexity of the investment stand C155, it will demonstrate the latest evolution of this technology with the use of smartphones and tablets to achieve even greater flexibility than has been offered previously. The output can be secured from any originating device, only released when the user is at the printer and identifies themselves, either by PIN, User ID/Password, ID card or biometric fingerprint recognition.

The development of language and literacy skills continues to be an area of concern for many countries, not least the UK which ranks below average according to the most recent OECD report on the level of skills among adults (16-65 years). LEGO Education will unveil StoryStarter on stand E128, a solution for students aged 6-11 that combines hands-on and digital resources to help develop language and literacy skills. Students are guided through a structured building process where they work in groups to explore the components of story structure, different story genres and writing. They practice the art of idea generation and retelling stories, both spoken and written, using their LEGO bricks as props and software for publishing.

StoryStarter includes specially selected LEGO bricks and interactive software for digital storytelling and a curriculum pack.

A TAILORED ICT SOLUTION Having a seamless teaching and learning platform has never been as important, as schools try to work more cost-effectively whilst making sure pupil education attainment continues to improve. Babcock Education on stand C72 claims that its partnership approach to working with schools ensures that the ICT solution is tailored to individual or cluster school requirements. The team of qualified and experienced ICT consultants, support staff and technicians help schools maintain, develop and improve their ICT environment. Its wide range of solutions include managed service, e-safety, curriculum support, management of mobile devices, virtual applications, Bring Your Own Device (BYOD), online back-up services and MIS support.

With fewer children than ever reading for pleasure, only 28 per cent, and the majority of UK schools concerned about possible underachieving in reading, RM Education will showcase RM Books on stands C240 and C250. RM Books is an educational tool to help schools in raising standards in literacy. By making reading more enjoyable and accessible for children, eBooks can help to increase engagement and encourage independent reading. Students can access

eBooks from anywhere, at any time and from any device with an internet connection; from tablet to smartphone to desktop computer and even games consoles. With RM Books’ reporting features, teachers can track students’ usage, including duration of reading and the number of pages read, to ensure students are progressing with the books allocated to them.

Having a true understanding of student behaviour is important for a smooth educative process. Arc Behaviour from Punnet on stand G304 is cloud-based software that fosters a consistent approach to the reporting and management of behaviour; the positives and negatives. By staff recording incidents in real-time from their laptops, tablets or smartphones, responses and notifications are sent to the relevant users’ personal Arc inbox. These are customised and tied to their timetable. With incidents reported, tailored reports that analyse behaviour patterns can be created to help develop school conduct policies and export PDF reports for parents, governors and other stakeholders.

WEBSITES The importance of an appealing and accessible school website is central whether for prospective parents, engaging students or encouraging existing parents to be involved in school life. Promote Your School on stand C515 claims to help schools design exactly this. All its websites also come with an easy to use Content Management System (CMS); an events calendar that pupils, parents and staff can subscribe to; homepage noticeboard; enhanced video and photo galleries; and password protected areas for additional peace of mind as standard. What’s more, all are websites adapted to work on mobiles as standard, with an App like button for quick and easy access to the site. Consultants are on hand to advise and guide educators in creating a current, dynamic site that will impress Ofsted and gain the attention of a school community.

SWITCHED ON From September 2014 schools will be required to deliver the new curriculum for computing, presenting a significant challenge for many teacher. Through a partnership between Switched On ICT developer and multiple award winning publisher Rising Stars and Microsoft, all primary schools across England will receive a pack of Switched On ICT resources during the month of January. This free resource includes a teacher’s book with lesson plans and activities on disk which carefully guides teachers through a E

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www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

At Bett 2014 on Stand F186

Unmissable Events

Digital Leaders fromYsgol Y Preseli

Elm Park Primary School

Wednesday 22 January - 14:30

‘Making the most of iPads’

‘How they use and manage iPads in Wales’

0845 230 1010

Live Demonstrations Diplomat Self-Service Loan Lockers

Science Made Simple

Live Demonstrations Diplomat Self-Service Loan Lockers

‘Integrating with Library Management Systems’

Thursday 23 January -14:30

rting Suppo O Y B D

‘Bringing Science to Life Workshop’ ting Integra S with LM

Presented by David Price, Science Made Simple

Science busking on our stand throughout Friday 24 January

Friday 24 January - 11:30

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@lapsafe

sales@lapsafe.com

Eliminate The Stress of Teaching Maths “ConquerMaths has been very positively received by staff and pupils at our school. Tutorials break learning into small, manageable chunks and this has had a particularly positive impact switching disaffected pupils back onto numeracy. It’s a fabulous classroom tool for differentiation and it’s easy to track back to correct misconception or plug gaps in learning.”

VISIT US AT BETT!

STAND B83

Mrs Wain, Teacher, Teesside

Helping Every Teacher to Help Each and Every Student Everyone has different needs, strengths and weaknesses but it’s difficult to know what each individual doesn’t know!

By allowing students to work independently, ConquerMaths.com helps teachers to understand where best to focus their classroom time for the greatest impact.

Teaching maths is more streamlined thanks to detailed reporting and the automation of laborious marking tasks.

Students work at their own pace to correct any gaps in their knowledge using industry leading diagnostic tests combined with animated and narrated online 5 minute lessons.

Complete transparency of performance in available to teachers and parents.

Read feedback from ConquerMaths members at http://www.conquermaths.com/feedback

Read independent reviews by searching ‘ConquerMaths’ at http://www.reviewcentre.com

Try ConquerMaths FREE www.conquermaths.com/school 60

EDUCATION BUSINESS MAGAZINE | Volume 18.7

Tel: 0845 544 0855 Email: info@conquermaths.com Web: www.conquermaths.com

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EVENT PREVIEW  range of exciting computing projects, each using Microsoft tools. Rising Stars invites people to its stand D118 at Bett 2014 to chat to the Switched On team about best practice use of the resource and to find out about new Switched on Computing units.

To help unearth new resources that educators and learners might never have known existed, Rockfig on stand IN5 is designed to be a new social learning site for 11-18 year old students, teachers and parents.

Created to help find the best free learning resources on the web, it organises them by age, subject and topic in an easily recognisable structure. Completely free to use, Rockfig enables students to become independent learners, supporting them with revision and homework to help them get ahead before a topic has been taught in the classroom.

As tablets become commonplace in the classroom, whether student-owned or supplied by the school itself, the burden of responsibility often falls upon the teacher to manage and issue them. On stand C320, the Traka Intelligent iPad Locker is designed to automate the process of issuing iPad tablets to students and ensures they are returned and stored securely at the end of each school day with at-a-glance views of current tablet ownership.

Each locker offers iPad data synchronisation (sync) and battery charging capability to ensure iPads are always fit for classroom use.

The innovative Traka RFID tagging technology is able to detect that the device has been returned correctly, and has not been exchanged for a book or other object of similar size.

FINANCES Those educators with questions about their finances might want to take the time to visit Teachers Assurance on stand F158. Teachers Assurance offers a range of products and services that are designed with teachers in mind. These include a programme of financial education delivered to teachers across the country, as well as tailored savings, investment, home insurance and life cover products. Designed to work for teachers, they make it their business to understand your specific financial needs.

Having the ability to share pupil data and interact dynamically with parents, drives school improvement. INSIGHT from TASC Software on stand B296 allows parents to access their child’s data in a SIMS Management Information System (MIS), from attendance, behaviour and homework through to school reports, in an easy to use format. Now even non‑technical parents can engage in their child’s learning and participate in school life.

THE VENUE – EXCEL, LONDON The relocation of Bett to ExCeL London was the result of simply outgrowing the

BETT 2014

Sponsored by

previous venue. The increasing demand for exhibition stand space and the ever expanding seminar and conference programme drove the need for a larger 21st century venue.

The move in January 2013 resulted in an 18 per cent increase in visitor numbers from 2012, further enhancing its reputation as the world’s largest gathering for those interested in learning technologies.

Situated in the heart of London’s Royal Docks, within easy reach of central London, the venue is part of a 100 acre campus. Within the campus there are three on-site Docklands Light Railway (DLR) stations, easy access to the Jubilee Line and London City Airport, parking for 3,700 cars, six on-site hotels and numerous on-site bars and restaurants.

For international visitors ExCeL is situated five minutes away from London City Airport, which offers 350 flights per day, from more than 40 international destinations.

For those wanting to embark on the full regional experience, the Emirates Air Line (cable car) connecting ExCeL London and the O2 opened this summer. It’s also now possible to travel by Thames Clipper between central London and the O2 and then by cable car across the Thames to ExCeL. L FURTHER INFORMATION www.bettshow.com

Education solutions provider Frog launches new tools to transform assessment at London’s Bett 2014 Bett ICT Company of the year (2013) Frog is changing the face of assessment with new, groundbreaking technology being unveiled at Bett 2014. Frog is passionate about using the best technology to maximise school performance, improve results and make learning fun. It combines the latest technology with direct consultancy to tailor its service to schools’ individual needs, making it an ideal technology partner.

This is reflected in its learning platform FrogLearn, which works seamlessly across all mobile and tablet devices and allows teachers to create fun and dynamic lesson resources in a matter of minutes.

Frog’s showcase at Bett 2014 (22-25 January 2014, ExCeL London) demonstrates the company’s work over the last year as it has developed whole-school education solutions to complement its traditional learning platform offer. Built under the guidance of renowned global assessment experts, this investment shows Frog’s continued commitment to supporting schools to raise educational standards and to achieve its Ofsted or ISI requirements.

Frog’s new assessment tool, FrogPlay, provides senior leaders with a helicopter

view of whole-school performance. Insightful information tracks student progression and achievement across the school, empowering senior leaders to celebrate success and highlight areas of improvement.

FrogPlay also enables teachers to track the assessment and progress of each and every child. Teachers will gain a greater understanding of student capabilities, wellbeing, and the impact of teaching interventions on attainment.

Teachers can set personalised, self-marking homework from a bank of over 150,000 questions, together with tools to create new or adapt existing resources.

By providing teachers with meaningful

information at their fingertips, Frog’s technology will allow them to intervene in real time, to better support students and tailor their interventions to each individual student’s strengths and weaknesses.

Using games to motivate learners, FrogPlay facilitates effective homework, revision and exam practice while promoting independent learning. Students can track their progress, gain an understanding of how they perform on specific tasks, and discover the areas where they need extra attention. Positive progress can be rewarded, inspiring continual improvement.

With the Frog Feedback App, launching at BETT 2014, students will also be able to self, peer and teacher assess their work in one easy-to-use system.

With technology based on outstanding assessment principles, the Feedback App encourages students to become selfsufficient learners and enables teachers to concentrate on what they do best: teach.

Visit Frog at BETT 2014, 22-25 January 2014, ExCeL London, on Stand D100.

FURTHER INFORMATION www.frogtrade.com

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How important is the internet to your school?

As a result of the unprecedented expansion of the internet that has taken place over the last 10 years, it now plays a part in every aspect of our lives. From being the reserve of the few most dedicated computer users, to being accessible to the vast majority of the population on an array of devices (laptops, phones, tablets) the internet is everywhere.

Indeed, the use of the internet in schools is a perfect demonstration of the extent to which its employment has grown. Now used as a teaching aid in classrooms, a means of communication with parents at home, a homework enabler for pupils and a provider of assistance for teachers preparing lesson plans, the internet has made our schools an effective and easier place to work and learn.

However, alongside these benefits, come concerns which were not present before.

There is a great deal of information on the internet which is not appropriate for children and, as a result, there are parental and legislative responsibilities in place to protect pupils from this often inappropriate – occasionally traumatising – material.

There are therefore new requirements for schools to meet, from both an OFSTED and legal perspective, to ensure that e-safety and web/content filtering is in place to protect students.

As schools’ use of the internet increases, the responsibilities and liability given to them from both central and local government will increase.

Therefore, when making a choice for the internet service provision of a school, it has become increasingly important to ensure that a connection and filtering system is in place that meets the growing requirements of today.

As a result, it can be incredibly beneficial for schools to partner up with experienced internet service providers, such as Exa Education.

Exa Education has over a decade of experience in providing connectivity and content filtering to schools, alongside advising and assisting those who are making the policies throughout the UK. The company understands the importance that a fast, reliable and, most importantly,

safe connection holds for a school – whilst also guaranteeing value for money in a period of ever-decreasing budgets.

Exa Education’s experience allows schools to optimise the benefits that the internet has brought, whilst safeguarding against the negative.

FURTHER INFORMATION Tel: 07917 181 690 education@exa-networks.co.uk www.exa-networks.co.uk/education

education

Would you like to save thousands of pounds each year and receive a faster, more reliable, internet connection with inclusive flexible content filtering?

Exa Education, one of the UK’s leading education Internet Service Providers, currently supply services to around 10% of schools in the UK. In 2012 alone, we helped a further nine hundred schools save over £8 million.

Exa Education’s multi-award winning connectivity, and in-house developed SurfProtect content filtering, e nables schools to save money on internet service provision without ever compromising on quality. In comparison with most Grid’s for Learning and local authority alternatives, the average primary school will save over £6,000 per year whilst secondary schools annually save over £12,000.

This year, Exa Education celebrates a decade of providing services to schools. With over 99.9% customer retention, our flexibility, reliability, customer service and value for money ensure that those who transition to Exa Education will be customers for years to come.

See us at the BETT Show at Stand B60, visit www.exa-networks.co.uk, or call 0845 1451234 to find out how we can help your school today.

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EDUCATION BUSINESS MAGAZINE | Volume 18.7

INFRARED TECHNOLOGY

GET TO GRIPS WITH THE LATEST IN TOUCHSCREEN TECHNOLOGY VIA PC OR TV

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Transform your existing monitor into a new touchscreen and experience all the wonders of Windows 7 and Windows 8 with an easy-to-install and simple-to-use Soladapt Touchscreen Overlay

The Soladapt Touchscreen Overlay is simple and easy to use. The Overlay’s frame needs to be strapped on to the front of any desktop monitor or TV and plugged into a personal computer through a USB connection. The unit is plug and play, so there is no software drivers required. The Overlay comes in a range of sizes, from 17” to 159”, offering two to 40-point multi-touch function.

The Touchscreen Overlay allows the user to experience the full functionality of Windows 7, Windows 8, Windows 8.1, Android, Vista and XP on their existing monitors, all from an affordable £99.99. Simply put, Soladapt’s Touchscreen Overlay is a pane of toughened glass you put over the front of your display and plug in via USB, giving you touchscreen capabilities. Using infrared touchscreen technology, small LEDs are built into the frame, which can register multiple touch points.

With such a simple design it’s not surprising that it is also extremely strong and will even offer protection to your existing display.

COST-EFFECTIVE ALTERNATIVE Richard Plaskow, co-founder Soladapt, says: “With endless applications in the home, office, private and public sectors we are aiming to establish the Touchscreen Overlays as a cost-effective and environmentally friendly alternative to all those who have a non-touchscreen monitor already.

“We are delighted to introduce the Touchscreen Overlay to the UK consumers and trade at the Ideal Home Exhibition and Bett Fair.

As a business, we are striving to bring unique, high-quality and cost-effective products to our customers and the Touchscreen Overlay hopefully demonstrates our efforts. With endless

applications in the home, office, private and public sectors we are aiming to establish the Touchscreen Overlays as an alternative to those who have a non-touchscreen monitor already.“ Soladapt’s Touchscreen Overlay presents the unique and cost-effective opportunity to experience the full functionality of touch-based systems like Windows 8. Simply put, it’s a pane of toughened glass you place over the front of your display and plug in via USB, giving you touchscreen capabilities.

well as Android products. The overlay fits on top of existing monitors and can be fixed permanently by being strapped on by Velcro.

“This solution connects to the computer via USB and is a cost-effective way of providing a touch experience in the office, and also means that if you have or intend to upgrade to Windows 8 – which is all about the ‘touch experience’ – it no longer means that you have to buy new hardware, also. Starting from £100, this really does prevent waste from the disposal of unwanted monitors.”

UK EXCLUSIVE Soladapt is pleased to be launching a global exclusive product that will allow the conversion of a Windows 8/8.1 laptop to a touchscreen.

This unique and exciting overlay comes in a range of colours and sizes to suit all customers.

Launched at the Ideal Home Show this November and at Bett Fair in Jan 2014, visitors can see this innovative piece of hardware in action. Offering 10 touch points via its

Using infrared touchscreen technology, small LEDs are built into the frame, which can register multiple touch points. With such a simple design, it’s not surprising that it’s also extremely strong and will offer protection to your existing display An independent review by Connected World, April 2013: “If you are looking at the new OS from Microsoft Windows 8/8.1, we all know that it is really designed for touch interaction.

But what if you don’t have a touchscreen monitor for your PC? What should you do? Go out and buy a new touchscreen for Windows 8?

I have the answer for you from the good people at Soladapt, which has designed an overlay for your monitor to turn it into a touchscreen monitor, that works on 17” to 159”.

An independent review by Computer Weekly, April 2013: “Soladapt is a company that produces a touchscreen overlay for computer monitors. The start-up company uses a framed screen to provide touch functionality to Windows XP, Vista, 7 or 8 computers, as

capacitive overlay, the product sits in front of your laptop screen with the use of the two gripper stands provided. Simply position to your requirement, plug in to the USB 2.0 or 3.0 ports and your Windows 8 programme will come to life. But not just for the Windows OS, use your overlay to power Office and design software, games and web browsing. This is a unique opportunity to upgrade your laptop for under £100 and have a touchscreen overlay for life. L FURTHER INFORMATION Soladapt is exhibiting at Bett Fair, ExCeL London, 22-25 January 2014.

Tel: 020 7748 5203 sales@soladapt.com www.soladapt.com

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For Online Payments...

Trust ParentPay

These clients do

Blackpool Borough Council Brighton & Hove City Council Cambridgeshire County Council Chartwells Denbighshire County Council East Sussex County Council Edwards & Ward Enfield Council

Cashless White Paper available www.parentpay.com

Gloucestershire County Council Harrison Catering Kirklees Council Leicestershire County Council London Borough of Barking & Dagenham London Borough of Croydon London Borough of Merton

See us at Bett stand B378

London Borough of Sutton North Yorkshire County Council Northamptonshire County Council Pabulum Catering Solihull MBC Staffordshire County Council Taylor Shaw Trafford Council Warwickshire County Council

FINANCE

CASHLESS REVOLUTION TAKES PLACE AT ESSEX SCHOOL ST JOHN PAYNE

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Monica Morley, school business manager, and Sara Smithdale, senior finance officer at St John Payne Catholic School explain why the school went cashless and the lessons learned in the process ISSUES BECOME OPPORTUNITIES When the cash loader stopped working one day, queues of students were again at the finance office – a headache staff thought they had long seen the back of.

Morley saw the opportunity they had been waiting for: “Instead of rushing into a quick and expensive fix, we asked ourselves: should we really be spending money on upgrading the cash-loading system when we already had a proven, ready-made solution that would eradicate the need for cash in school at all?”

Based on the success of online payments to date, SLT made the decision not to replace the cash loader and instead direct parents to use ParentPay to pay for school meals.

An income collection revolution is under way. UK schools are now taking significant steps towards becoming ‘fully cashless’, removing the need for parents to send cash/cheques to school as payment for school dinners, clubs, trips, fees and more.

TAKING PAYMENTS ONLINE Monica Morley says: “In 2008, the time required for collecting, reconciling and banking cash and cheques was becoming unmanageable; we had to do something to tackle this issue. Parents were already shopping and banking online so I couldn’t see why they wouldn’t also want to pay for school items online. Having spoken to other schools using ParentPay, I persuaded the School Leadership Team (SLT) that we should start to take online payments from parents.”

In 2008/09 the school used ParentPay to enable parents to pay for trips and other items.

Morley says: “Within a year we were starting to see benefits. With over £75,000 collected on trips and other items, we saved administration hours that were put to good use elsewhere.

The ParentPay system was already giving us a good return on investment but as far as I was concerned that was just the start, we needed to exploit all the possibilities ParentPay offered.”

GOOD SO FAR BUT COULD DO BETTER Despite an impressive start, around 60 per cent of the school’s total income was still being paid in cash for school meals. To tackle

this issue, the school invested in a cashless catering system, which integrated with ParentPay. This enabled parents to not only pay online for school dinners, but also see what their children were eating and receive low balance alerts via email/SMS text.

At the time (2009) the SLT felt it was not fair to insist parents ‘had’ to pay online, so a cash-loading facility was provided for students to top-up their dinner money accounts.

Morley says: “It was a step in the right direction but our finance team and school caterers were still spending too much time on admin. Around 40 per cent of parents were paying online for school dinners and the rest were sending their children to school with cash.”

By 2010, Morley and her team felt the case to go fully cashless was a strong one. Parents enjoyed total transparency, ease of payment and peace of mind, while the school continued to drive forward time-saving efficiencies.

For those parents without a bank account or access to the internet, the ParentPay system also allowed them to pay cash in one of the numerous local stores offering PayPoint.

Sara Smithdale says: “The finance team set about communicating a convincing argument internally that we should go fully cashless and, what’s more, we already had ParentPay in place to achieve this. Most of our parents had activated and used their ParentPay accounts for school trips and other items at some point, so why not for all school meals, too?”

STICKING TO A RECIPE FOR SUCCESS Smithdale says: “We followed a six-month plan provided by ParentPay and it worked brilliantly.

When we told parents we only take payments online or through PayPoint, there were few objections – many welcomed the move.”

The plan emphasized the need to regularly communicate the benefits of paying online to parents. As a result of sticking to the plan, within 12 months the school collected over £130,000 through ParentPay for dinner money payments. Long queues in the canteen are now a thing of the past, encouraging more children to take school meals.

Morley wanted other schools who are considering going cashless to take one major lesson she learned away with them: “With any big change, communicating what the change will look like and the benefits it will have for everyone is key. Now, not a penny of cash is handled in school, benefitting the school, our parents and of most of all, our students.” L

FURTHER INFORMATION Tel: 02476 994 870 www.parentpay.com

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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DMPS +

The only wired and wireless HD presentation solution DMPS makes it easy to connect room sources and laptops to display flawless HD video, including HDCP-protected content.

With new AirMedia, you can wirelessly present documents, photos and screen shots in the classroom and to remote students from your mobile device. AirMedia provides easy and secure access for staff and guests. Quad View facilitates real-time collaboration among classroom participants.

Whether wired or wireless, easily connect and present in true HD from any device with Crestron DMPS and AirMedia.

See Crestron DMPS and AirMedia at BETT 2014 - stand D84 All brand names, product names and trademarks are the property of their respective owners. Certain trademarks, registered trademarks, and trade names may be used to refer to either the entities claiming the marks and names or their products.

Crestron disclaims any proprietary interest in the marks and names of others. Crestron is not responsible for errors in typography or photography. Š2013 Crestron International

Multi-sensory environments Transform your existing from Mike Ayres Design monitor into a touchscreen Mike Ayres Design is an independent company that specialises in the design, manufacture, installation, training and maintenance of multi-sensory environments, studios, soft-play rooms and equipment for anyone with special and additional needs.

The company offers a complete service, from start to finish: design – this can be for existing spaces, new buildings, complete environments, areas within rooms or individual pieces of equipment; manufacture – a substantial proportion of the equipment is designed and manufactured in Mike Ayres Design’s workshops. This gives the company control of the production quality of its equipment; installations – carried out by its own experienced teams, who install to the highest standards and will accommodate your timetable and working practices; and maintenance – Mike Ayres Design has its own maintenance personnel who provides an

ongoing service for your rooms and equipment. As well as creating sensory environments, studios, safe areas and soft-play rooms.

Mike Ayres Design specialises in the design and manufacturing of related products, including Switch2 and Switch4 control systems, switches, tactile murals and panels, bubble tubes and walls, and LED colour-change lights.

All these and more products are in Mike Ayres Design’s Sensory Resource catalogue, number five.

The Soladapt Touchscreen Overlay is a simple answer to a very complicated question: without a touchscreen, how do I get the most from the operating system on my PC? Soladapt’s product offers three main benefits: it’s very easy to install, it’s simple to use and it will save you money.

The Overlay’s frame is secured to the front of any desktop monitor or TV and plugged into a personal computer through a USB connection. The unit uses native Windows’ drivers, so there’s no software to install or confusing configuration required.

Each overlay has a range of touch points available. Soladapt offers two to 40-point multi-touch

BETT 2014

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function and comes in a range of sizes from 17” to 159”.

The Touchscreen Overlay allows the user to experience the full functionality of Windows 7, Windows 8 or 8.1, Android, Vista and even Windows XP. Soladapt’s Touchscreen Overlay presents the unique and cost-effective opportunity to experience the full functionality of touch-based systems like Windows 8.

With such a simple design, it’s not surprising that it is also extremely strong and will offer protection to your existing display.

Visit Soladapt at Bett Fair, ExCeL London, 22-25 January 2014.

FURTHER INFORMATION sales@soldapt.com

FURTHER INFORMATION Tel: 01359 251551 enquiries@mikeayresdesign.co.uk Address: Unit 8, Shepherds Grove, Stanton, Bury St Edmunds, Suffolk IP31 2AR

Now is the time to make your school Superfast

Specialist promotional services for your school

The internet and schools have often had an uneasy relationship. The vast array of resources available to teachers and pupils is often overshadowed by the need for online safety.

Managing director for Superfast Schools, Glyn Pascoe, believes that the two needn’t be exclusive. He says: “We speak to hundreds of school heads and business managers every year and the same message comes out. They want to encourage more online content, but are concerned about online safety.

“They are also daunted by technologies like connection type, filtering, security, accessibility.

“At Superfast Schools we have built a solution that has safety, flexibility and education at its core.”

Superfast Schools recently won Gold at the Computing Security Awards for Best Security Project (private sector).

“What’s unique about Superfast Schools,” adds Pascoe, “is the

Promote Your School designs and builds websites that appeal to prospective parents, engages pupils and encourages your parents to be constantly involved in school life. And all websites adapt to work on mobiles.

The websites created come with an easy-to-use Content Management System; an events calendar that pupils, parents and staff can subscribe to; homepage noticeboard; enhanced video and photo galleries; and password‑protected areas for additional peace of mind.

Schools are also provided with an app-like button for quick and easy access to the site from mobiles. Promote Your School’s websites enable you to fulfil the latest

flexibility built into the product.

Schools can create individual security policies ensuring online safety across all age groups, without restricting resources.

“Our fully serviced project-management solution means that headteachers and business managers have one point of contact and unrivalled levels of support.

“Superfast Schools helps them to get it right, first time.”

The company provides a fully project-managed solution, meaning that headteacher and business managers only need one point of contact.

School Information (England) Regulations (Sept 2012).

Educational consultants are on-hand to advise and guide you in creating a current, dynamic site that will impress Ofsted and gain the attention of your school community.

However, Promote Your School is not just about websites.

It has years of experience of working with schools across a variety of marketing tools: from prospectuses, leaflets, stationery and letterheads, signage and banners to branding, virtual tours, promotional videos and bespoke wall graphics.

FURTHER INFORMATION Tel: 020 7404 3400 www.promoteyourschool. co.uk

FURTHER INFORMATION www.superfastschools.co.uk

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BETT 2014

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AVer Information presents two new technological advances for schools at the Bett 2014 show in London AVer Information is expecting to make a big splash at the forthcoming BETT show (22-25 January 2014, ExCeL London, Stand E230). The company, best known for its market-leading range of Visualisers, is showing two new product lines at the show, alongside its traditional product.

As the rise in tablets gathers pace in schools, AVer is showing its TabCam for the first time at BETT. TabCam is a wireless Visualiser, which works with tablet devices via a free app. TabCam has been nominated as a ‘Finalist’ product at the BETT Awards and represents an innovative approach to teaching and learning.

AVer is also showcasing its new ClassHD, which is high-quality and value-for-money and answers all the arguments that prevent schools from trying video conferencing, such as the cost of hardware, installation difficulties and poor performance. AVer ClassHD is a complete solution – hardware, installation, curriculum support and JVCS registration are included at a value-for-money price.

Since the start of the new school year, a pilot scheme has been rolled out in several schools across the UK, enabling teachers and pupils to trial the AVer ClassHD video-conferencing system and link up with networks around the

globe. Schools have connected with many organisations, such as other schools in the UK and around the world, NASA and a number of UK museums. The benefits of this are endless, allowing schoolchildren to interact with global users without the expensive costs, administration and time constraints of flying a class of pupils around the world – or even on a school visit to London.

The AVer ClassHD is perfectly suited to the needs of schools wanting a simple-to-install,

easy-to-use system that allows them to video conference securely. The co-operation with VCfL (video conferencing for learning) includes offering full on-site installation and curriculum support to advise users on how to get the best from their system.

Technicians will also receive hands-on support to configure and install the hardware on to their networks and register with the JVCS (Janet VC services) content provider. Senior management teams are supported with implementation strategies to ensure that video conferencing is embedded fully into the curriculum.

In addition, AVer ClassHD fully complies with recent guidelines published by the UK’s Department for Education, advising educational establishments on the use of video-conferencing systems.

As video conferencing becomes more and more important to education, AVer is proud to develop and supply the systems required to increase the interaction and engagement needed for students to succeed in the 21st century.

FURTHER INFORMATION Tel: +44 (0) 1908 371772 www.aver.com

* Price quoted excludes VAT at the current rate

High quality, affordable Video Conferencing now is available - for just £1499!* Traditional HD Video Conferencing systems are expensive to buy, install and can be difficult to operate, but with AVer Class HD from VCfL, the high cost and complexity is removed!

Our package includes:AVer Video Conferencing hardware Configuration and on-site installation Registration with Janet UK VC service Curriculum support and advice Access to high quality content

www.vcfl.net 68

If you would like further information regarding AVer Class HD, please call 07402 137310 now

EDUCATION BUSINESS MAGAZINE | Volume 18.7

www.aver.com/uk

AVer for presentation and education solutions

Focus your classroom time with ConquerMaths.com

AVer Information, a leading provider of visualisers and HD Video Conferencing products for education, will be attending the BETT show, held from 22-25 January 2014, at ExCeL London.

You can find AVer on Stand E230.

AVer’s primary focus at the show will be around demonstrating the latest in presentation and video conferencing technology for the education market, including BETT 2014 Award finalist TabCam. Also on display will be the AVer TabSync charging cart and the AVer ClassHD video conferencing solution.

With an education-themed classroom backdrop, the demonstration area is sure to

ConquerMaths.com attended the BETT Show for four years, once again achieving the accolade of BETT Awards Finalist in the International Digital Education Resource category.

ConquerMaths is an online service featuring a bank of around 1,200 animated lessons designed and narrated by an experienced teacher.

The lessons cover the entire maths curriculum. Uniquely, topics are prefaced with diagnostic tests which automatically adapt to the learner’s ability, identify gaps in knowledge and then direct students to appropriate lessons to plug those gaps.

With on-going assessment and reporting, the program is a brilliant tool for use in the classroom and for independent learning, that guides teachers where to focus their classroom time for greatest impact and saves hours of time marking.

This September, ConquerMaths Caribbean launched in Barbados,

cause excitement for all visitors.

In addition, AVer will be showing examples of its market-leading range of visualisers, which include USB, flexi-neck and platform models, all featuring an array of useful features, such as one-touch record to USB, powerful zoom lenses, autofocus and HDMI output.

Completing the product line-up at BETT will be IP cameras, NVRs and DVRs from AVer’s Video Surveillance range.

These products are ideal for use in education, where safety and security are paramount.

FURTHER INFORMATION Tel: +44 (0) 1908 371772 www.aver.com

BETT 2014

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with full government backing.

Concerned by poor maths scores, the Barbados government facilitated a school’s pilot of the program. On successful completion, ConquerMaths will be provided to all schools on the island and, ultimately, throughout the Caribbean.

MD Richard Hunter oversaw the launch in Barbados, which featured heavily in local media.

ConquerMaths is used in over 85 countries, and its effectiveness as a learning tool is gaining worldwide recognition.

FURTHER INFORMATION Tel: +44 (0)845 544 0855 info@conquermaths.com

Casio lamp-free projectors: Dual purpose computer safer & greener technology desks from Folio It pays to register early: the first 200 end users to register their attendance with Casio Projectors at Bett Show 2014 (22-25 January 2014, ExCeL London, Stand E200) will receive £50 off of every Casio Projector purchased.

Register today at www. casio.co.uk/bett2014. Plus, if you attend the stand, Casio will double your discount.* Casio is the only projector manufacturer with a complete range of lamp-free projectors, providing safer and greener technology to education establishments. By omitting lamps, Casio’s projectors eliminates mercury from classrooms, giving users peace

of mind that their AV equipment is free from environmentally hazardous substances.

Casio lamp-free projectors offer low-maintenance, easy installation, no follow-on costs and energy savings. All products come with a five year/10,000 hour on-site warranty.

If you haven’t yet discovered the benefits of Casio projector technology, visit the Bett Show on 22-25 January 2014 at ExCeL London, Stand E200. *Offer valid for end users only.

(For full terms and conditions visit www.casio.co.uk/bett2014.)

FURTHER INFORMATION Tel: 020 8450 9131 www.casio.co.uk/projectors

Folio is one of the leading manufacturers in the market, supplying dual purpose computer desks to the education sector. In the last 10 years Folio has supplied over 500 schools in the UK, and has recently branched out worldwide, supplying schools in Greece, Holland and Barbados.

Folio is the number one supplier to the MOD in the UK having supplied desks to the Navy, Army and RAF training centres.

The company’s desks have also been used at various police and fire service training centres.

Each desk and arm mechanism is manufactured in the UK. Folio desks are robust enough to stand up to the enthusiastic use of students aged from primary school up to mature students. They are easy to use

and have a fuss free operation.

Folio desks come in many different sizes to suit all age groups, accepting most size of screens from 15” up to 27”.

They can accommodate the smallest of small form factor PCs to the largest music PCs. There is also a range for all-in-ones.

As Folio manufactures its desks, the company can make specific models to suit most applications.

All you have to do is ask.

FURTHER INFORMATION Tel: 01865 820322 paul@folio.co.uk www.folio.co.uk

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Innovate, The Award winning education caterer welcomes the following new clients to our service: The Cooper School “The variety and quality of the food is excellent. There is something to suit all tastes, yet importantly has a focus on healthy eating.”

Steve Cook

Aylesbury Vale Academy Salvatorian College “We chose Innovate Services because of the variety and value for money they could offer us, plus the good references from other schools.”

Seeta Mepani

The Beaconsfield School “Here we added a hot chute and grab and go area to appeal to the students love of the high-street and allow them to eat on the go, so they can do everything they need to do during their lunch break, without missing a meal.

We also installed a teppan grill to provide vibrant, healthy food with a bit of theatre”

Queen Elizabeth “We already have the ‘Healthy School Status’ so finding a provider that could continue to supply healthy options with an improved service was key.

We are also keen to encourage students to try different foods and so an increased variety of meal choices was also high on our agenda. With the new ‘themed’ menus, sandwiches, soup, main meals and desserts, we feel Innovate have really been able to meet these needs.”

Lynn Marriott

“We redesigned the servery area to make it more efficient and give it a modern feel that will appeal to the students. By introducing new menus, there is something to suit all tastes as well as students being exposed to new flavours and cultures’ cuisines.”

We were the overwhelming choice of service provider based on our continued Innovation and Service.

Innovate continues to grow and deliver extraordinary results to our clients and students, we continually challenge ourselves on living up to our name for Innovation. Over 2013 we launched several new initiatives across all our schools, keeping our service fresh and inviting uptake in an Innovate canteen is on average twice the national average. If you would like to discuss your catering facilities with us and find out how we can revolutionize your catering facility please contact: Stuart Lenton: Business Development Director; Email: stuart.lenton@innovate-services.com; Mobile: 07964 918472, or just drop us a line at hello@Innovate-ltd.com

Some of our exciting in-house brands include:

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A SMARTER WAY TO JOIN UP CLASSROOM TECHNOLOGY

Greg Estell, president of SMART Technologies, spoke to Education Business about its new amp™ collaborative learning software, which is device-independent, uses the Google app fabric and cloud services and acts as a ‘glue’ to connect devices together.

SMART Technologies has traditionally been seen as a supplier of interactive display products. Today, more than 2.4 million SMART Board® interactive displays are used by over 50 million students and their teachers, and its Smart Exchange™ notebook software is used in more than 175 countries around the world.

In March this year, Greg Estell was appointed President (Education) at SMART and brought with him 30 years’ experience from numerous executive roles at Hewlett-Packard and Motorola. He explains the direction that SMART is taking with its new platform amp™ Collaborative Learning Software.

“Unlike most consumer electronics companies, SMART has over 20 years history in working directly with educators in creating solutions that support more collaborative teaching and learning practices.

We had an asset that has been totally under-utilised - and that’s our software.”

SUPPORTING 1-2-1 AND BYOD MODELS “Many schools are going into using provided 1-2-1 digital devices, or they are going into BYOD, and they are experiencing tremendous challenges in term of how to integrate those devices and what happens when you have disparate devices in classrooms.”

SMART amp™ provides educators with powerful new tools, a new user interface and unlimited access to the SMART Exchange™ website with over 65,000 learning resources.

Teachers can create lessons and store them for retrieval at any time, from any device.

With the ability to connect to Web-based learning materials regardless of location or device, students can take greater ownership of their collaborative learning experiences.

SMART amp™ takes a cloud-based approach that takes advantage of Google’s newest cloud services, and acts as the ‘glue’ that connects interactive displays, PCs, laptops, tablets and smartphones while enabling teachers and students to collaborate in real time. The integration with Google cloud services ensures simple, cost-effective deployment and eliminates costs associated with supporting numerous proprietary operating systems and applications.

Teachers and students log in to SMART amp™ software through their Google ID from any web browser. It is integrated with Google Drive, allowing educators to share lesson

materials with their class and students to share content with each other.

According to a recent paper Have You Gone Google? by White Stratus, 58 per cent of the education sector has adopted at least one product from Google Apps, and Google Apps for Education is used by 30 million students, faculty and staff worldwide.

SMART es This software push certainly tak ™ doesn’t mean that SMART p m a ed s a is taking it’s eye off the b d u a clo ntegrating ball with its hardware h, i The past approac ogle services offerings. eight months has seen the company launch with Goures simple, more interactive display to ens effective products than in it’s entire t s o c history. These include its ent deploym first education specific 70-inch

DEVICE INDEPENDENT “We made a decision to not commit ourselves to a single operating system or single piece of hardware,” says Estell.

“What we have developed is essentially HTML 5 based web software which sits in the cloud, and which you can access with any type of digital device as well as any interactive display.

“We wanted to make sure that we evolved to support collaborative learning that we introduced into the classroom with our software and interactive displays, but to make sure that this can happen anytime, anywhere on any kind of device. This has been a key change at Smart over the last eight months.”

flat panel screen, which started shipping in the second half of 2013.

“The challenge to our hardware and software teams is to make sure that the amp experience is superior to anyone else’s in the industry,” says Estell.

A BIG BETT PRESENCE SMART amp™ collaborative learning software will be available in commercial release in April 2014 and is now in trials in a number of schools.

The company plans a unique presence at BETT which creates a SMART collaborative classroom featuring a wide variety of interactive displays, digital devices and lots of demonstrations of the brand new amp™ software. L FURTHER INFORMATION For more information, visit smarttech.com/cloud

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HEALTHY SCHOOL LUNCHES

All meals served in schools must meet strict nutritional standards, and lunchboxes should be no exception, says nutritionist Sarah West

Written by Sarah West

DRIVE UP CLASSROOM STANDARDS WITH HEALTHY SCHOOL LUNCHES

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With many children consuming at least half of their daily meals at school, good nutrition in schools is more important than ever. Research suggests that providing well-balanced, nutritious school meals not only improves children’s general health but also drives up standards in classrooms, with well-nourished pupils showing clear academic benefits. With this in mind, it’s important for parents and school workers to collaborate in a bid to encourage and deliver healthy, nutritious choices every day.

A HEALTHY BALANCE No single food group will provide all the nutrients that growing children need. A balanced school meal should therefore follow the following formula: Energy-giving carbohydrates (such as bread, pasta, rice and potatoes); a source of protein (from lean meat, fish, eggs, beans and pulses); a dairy item (such as cheese or yoghurt); vegetables or salad, and a portion of fruit.

Meals should not include fizzy drinks, crisps, chocolate or sweets, or more than two portions of deep-fried food a week.

Following the healthy balance formula (see panel) for school lunches will ensure that each meal provides the key nutrients children need for energy, weight management, cognitive function, growth and development.

LUNCHBOX NUTRITION All meals served in schools must meet strict nutritional standards, and lunchboxes should be no exception. Despite this, a 2010 report commissioned by the Food Standards Agency found only 1 per cent of lunchbox meals met the same healthy standards as school canteen meals. More than four-fifths contained foods high in saturated fat, salt and sugar, only one in five contained any vegetables or salad and only half included a piece of fruit.

Sandwiches are the obvious choice for packed lunches, but the nutritional content depends largely on the filling. Spreads such as jam and honey have high sugar content and are low in protein, which is essential for growing tissues. Meals than are low in protein are also not as satisfying as protein‑rich alternatives, so may leave children feeling hungry soon afterwards. With this in mind,

some ideal protein-rich sandwich fillings include: Sliced ham, chicken or turkey with mixed salad; Hummous and grated carrot; Cream cheese with sliced tomato or cucumber; Egg and cress; Peanut butter.

Dark green salad leaves such as rocket and watercress are a great addition to any sandwich as they are higher in heart‑healthy nutrients than standard iceberg lettuce, as well as being rich in flavour. Extra fillings such as sliced avocado (rich in beneficial monounsaturated fats) and beetroot (an excellent source of potassium, magnesium and iron as well as vitamins A, B6 and C) will provide a further nutrient-boost to any sandwich.

BROWN VS. WHITE Wholemeal bread and pasta contain more nutrients and fibre than white alternatives,

meaning they take longer for the body to digest and keep children feeling fuller for longer. ‘Best of both’ varieties of bread (made with 50% white and 50% wholemeal flours) or wholemeal pitta breads are a good alternative for children who are more used to white bread.

HEALTHY SNACKS Healthy snacks for children should provide a source of energy as well as a selection of key nutrients. Most crisps, chocolates and biscuits are high in sugar or fat but low in vitamins and minerals, meaning they provide very little nutritional benefit. They are therefore best as a treat a couple of times a week, rather than an everyday staple.

Nutritious alternatives include: a small pot of nuts (in non-allergic individuals); individually wrapped cheeses (such as Babybels or mini E

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

73

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SCHOOL LUNCHES

Despite the very best intentions, sandwiches and healthy snacks are all too often returned warm and squashed in the bottom of school bags, leaving parents in despair and children at risk of missing out on essential nutrients

 Cathedral City squares); fresh or dried fruit (such as a banana, an easy-peel satsuma, dried apricots or a small box of raisins); chopped vegetables such as celery, carrot sticks or cherry tomatoes; yogurts (opt for natural yogurt where possible, with fresh berries for natural sweetness); Vegetable crisps made with carrots, parsnip and beetroot.

Try to give them plenty of variety so they’ll have enough energy to last throughout the day and won’t get bored of the same textures and flavours. Snacks that include a mix of brightly coloured produce will also provide the most varied selection of beneficial nutrients: fresh fruits are a great source of vitamin C, which strengthens children’s connective tissue, muscles and skin and increases resistance to infection; dried fruit is an excellent source of iron, which is especially essential during periods of rapid growth; orange vegetables such as carrot sticks are a great source of vitamin A, which promotes normal growth, healthy skin, and tissue repair, and aids in night and colour vision; yogurts are a good source of calcium, perfect for developing bones. An inadequate calcium intake during childhood can not only affect present growth but might also help contribute to the development of osteoporosis later in life.

SCHOOL LUNCH HYGIENE A healthy lunch is about more than just consuming healthy food choices. Most mums are unaware of the bacteria that a lunch box can harbour, with research

showing that less than half clean and disinfect their child’s lunch box every day and almost three quarters don’t refrigerate packed lunches after preparation, leading to contamination of food and risk of tummy upsets. Furthermore, a recent investigation by the Food Standards Agency (FSA) found that hundred of school kitchens across the country are failing to meet basic standards of cleanliness, which can significantly increase the risks of food-related illnesses.

To reduce the risks, it’s important to stick to the following rules: Keep it clean: antibacterial wipes and sprays are a convenient and hygienic way to keep lunch boxes and kitchen surfaces bacteria free without having to spend hours bleaching and scrubbing. Choose products that are safe for food surfaces, such as antibacterial wipes and surface spray; Keep it cool: warm conditions encourage the growth of bacteria, so it is essential to keep pre-prepared foods properly cooled. It is important to be vigilant even in winter months when foods may be left out in heated dinner halls unrefrigerated.

TRANSPORTATION Despite the very best intentions, sandwiches and healthy snacks are all too often returned warm and squashed in the bottom of school bags, leaving parents in despair and children at risk of missing out on essential nutrients. To help make lunches seem more tempting, invest in different-

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Autumn statement confirms school kitchen funding Funding is being set aside to help schools with kitchens and dining room facilities, ahead of the rollout of free meals for all under‑eights from next September.

The autumn statement released on December 5 confirmed that £150m will be made available to help make sure schools have the facilities they need to run the scheme. Officials say the funding is on top of £450m to be set aside for the free meals in 2014/15 and £635m in 2015/16.

Childrens’ Food Trust ceo Linda Cregan said: “If we want more children eating in our canteens, schools have got to have the kitchens, equipment, dining room space and systems they need serve them well.

“With the right support, some schools are already in a good position to get ready to serve more meals next September but for others, capital funding for new facilities or refurbishment is going to be absolutely essential.

“We look forward to seeing more detail of how this funding will be allocated – making sure it gets to the schools that most need it, and that it’s used in the most effective way to make sure every child taking up these free school meals gets a great experience.”

sized plastic containers with snap-on lids so food isn’t squashed and a lunchbox with space for an ice pack so the contents stay chilled. Be careful to pack any strong smelling foods separately so your child can build their lunch when they are ready to eat it. Here’s to happy, healthy lunches. L ABOUT THE AUTHOR Sarah West is a nutritionist who has worked on a diverse range of projects with both corporate and small private companies, working in collaboration with a variety of stakeholders including food manufacturers, health and fitness chains, PR companies and the media. Her company, Sarah West Nutrition, is a full accredited member of the British Association of Applied Nutrition and Nutritional Therapy (BANT) and The Guild of Health Writers.

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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First class training facilities for your future champions We’re Absolute Performance – the specialists in bespoke strength and conditioning equipment for the education sector

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FOOTBALL FOUNDATION

Sport

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(L to R) Football Foundation ceo Paul Thorogood, FA general secretary Alex Horne, Minister for Sport and Equalities Helen Grant MP, Premier League chief executive Richard Scudamore

FOOTBALL AND GOVERNMENT COMBINE TO BOOST SPORTS FACILITIES

The Premier League, The FA, and the Government, via Sport England, provide the Football Foundation with £34m to invest into sports facilities across the country. This funding goes towards new third generation playing surfaces, changing pavilions, and improving real grass pitches in order to increase participation and enhance players’ enjoyment of the game. The good news is that the Foundation’s funding partners recently committed to another three years of investment. Here are just a few recent examples of schools that have benefited from this vital cash The Premier League, The FA and the Government together with Sport England have recently announced a new fund of £102m is to be delivered, by the Football Foundation, into grassroots facilities across England over the next three years. The new Minister for Sport, Helen Grant, alongside Premier League Chief Executive, Richard Scudamore, The FA General Secretary, Alex Horne and Football Foundation CEO, Paul Thorogood recently launched the new ‘Premier League & The FA Facilities Fund’ at the London Nautical School (LNS).

A keen sportswoman herself, Helen Grant MP, made it clear that: “the investment of £102m will encourage many people to get into sport.” The Minister also highlighted the unique power that sport has to change lives for the better and to make positive impacts in local communities.

After the announcement, photo opportunities were held on third generation (3G) artificial

grass pitches (AGPs) adjacent to the school which had recently been refurbished with a Foundation grant of £77,000. Since the upgrade, the site saw a 22 per cent rise in users, and more than 250 local school children using the facility every week.

Head of PE at the London Nautical School, Jim Goldsmith, outlined how he and the pupils: “Experience first-hand the impact that these pitches make to them and make to their learning.

With facilities like this, you’re going to encourage participation rates to go up and identify the next talent coming through.”

The new set of funding will replace the Football Foundation’s existing Facilities,

Build the Game and Premier

League Community Facility tions Fund schemes and will Applicaeclared provide investment d will be schools towards building new o t improving existing n ; e s p l o unci l and o c sports facilities like s a l l as we ts clubs, loca those used by the o London Nautical grassro associations, School, with a focus sports ort charities on the countries most deprived areas. and sp anuary Applications will in J be declared open to 2014 schools as well as local councils; grassroots football clubs, local sports associations, and sport charities in January 2014 however, organisations can register their interest now at the Football Foundation website: www.footballfoundation.org.uk. L

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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AcAdemic performAnce cAn be improved by school sport

Goalkeeping legend Peter Shilton coaching at Cheam School

social and leadership skills and to help engage those not currently taking part.

It is a well proven fact that sport, and football in particular can help

“

The iGoals have proved to be a great success with players aged between 6-9 years.

Previously we used inappropriately sized goals that were heavy and always caused safety concerns, goals that took time to put together and even flags or cones as goalposts. The advantage of having a safe, quick and easy goal to set up which is compact for storage is excellent for our club. The convenience and durability of iGoals makes them perfect for any football development project.

Junior School Teacher, Cheshire

to promote numeracy and literacy. There are many excellent examples around the UK of where such programmes help

“

f

ootball is the global game partly because it’s so easy to play: all you need is a ball. But while jumpers for goalposts are all well and good, you really can’t beat the satisfying swish sound of hitting the back of the net. If you have onsite purpose built football facilities at your school, they you are extremely fortunate as you are amongst the minority and one of the lucky few.

Air Structures International work closely with primary and secondary schools to assist in delivering sporting activities to children giving them the opportunity to develop their physical,

underachieving pupils become more interested in reading, writing and learning. In Cheetham Hill, Manchester, teacher and coach, June Kelly was recently honoured with the Pride of Britain Football Champion Award in recognition of her dedication and results for just such a scheme.

Likewise, Lincoln Moses has worked tirelessly for 26 years in innercity Birmingham, using football as a vehicle to help marginalised children.

Many schools struggle to provide quality football coaching. Teachers find that time constraints mean using cones for

goalposts.However, there is nothing like an actual goalpost! The solution maybe as simple as – iGoal. This is not football’s

answer to the bouncy castle, however. UK Sales Manager Paul MacArtney also an FA referee, football fanatic and who recently received an award as one of the FA 150 Grassroots Heroes, said “IGOAL is an easy to use, no fuss portable goal, which can only help training & skills at all levels as it will overcome lots of issues, the time it takes to put up goals, less frustration with putting up goals and also storage and security problems which most clubs have...and what’s more its safe!”

The dual purpose iGoals can also be used for Futsal & Handball.

Offering disengaged pupils the chance to try out new ball sports has proved both popular and beneficial. David Meli, Chief Executive of England Handball, in partnership with Air Structures International says “As Primary Schools receive some new funding for sport, teachers are looking for new ways to improve the physical literacy of their children. With the four basic principles of running, jumping, throwing and catching at its core,

Keeping Football on the move, anywhere, anytime

handball provides the perfect solution.” Easy to organise, and a truly inclusive sport, more schools and colleges are starting to offer handball as part of their main curriculum activities.

For more information on England Handball’s offers visit www. englandhandball.com.

never get knocked out by an iGoal • Did you know that between 1979 and 2011, 36 youth players died, 56 suffered severe injuries in accidents associated with football goals. Most injuries and deaths occur when the goal falls on a player during a game, while practicing, or while moving, or climbing on, a portable goal.

• Do your goalposts meet current safety standards?

The iGoals have been tested and certified by BSi. This gives peace of mind that all parts have been tested to their limited and designed with Health & Safety in mind.

• Did you know that nets on portable soccer goals need to be attached at intervals of no more than 400mm? On each iGoal this is done for you – so no danger of a head or football becoming entangled in the net!

Scan the QR code to see the product safety video

Multi-purpose goal posts suitable for football, handball and other sports both indoor and outside.

fUtsAl GoAl 3m x 2m

hAndbAll GoAl 8’ x 5’ (2400mm x1600mm)

Approved match iGoals are also available in: • 12’x6’ junior 7v7 for U10 mini soccer.

• 16’x7’ Intermediate 9v9 U12

for more information contact:

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07738 395 396 schools@airstructuresinternational.com

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Sport

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Liverpool FC Boss pays local St. Helen’s school a visit

North West Leicestershire’s first 3G surface Former Leicester City FC captain Steve Walsh visited Newbridge High School Academy in North West Leicestershire recently to celebrate the opening of the school’s new third generation (3G) artificial grass pitch (AGP).

Liverpool manager Brendan Rodgers unveiling new Rainhill School’s new 3G pitch

Rainhill High School, a mixed gender comprehensive in St. Helens, was recently awarded £300,000 by the Premier League Community Facilities Fund (PLCFF) to build a third generation (3G) artificial grass pitch (AGP) on site.

The PLCFF scheme, delivered by the Football Foundation, aims to increase participation through establishing links between professional football clubs and their communities.

The new surface is one of the first of its kind in the area and was opened by Liverpool FC manager, Brendan Rodgers, alongside Liverpool FC players Jordan Ibe and Lloyd Jones. Also an ex pupil at the school, Jordan Ibe, said: “Facilities like this are really important. I remember that before this new pitch was here it was just a field, but this new 3G pitch is the closest thing to grass and is great for training and playing matches on.”

Jordan was educated at the school after the Liverpool FC Foundation and Rainhill High School established an educational partnership in 2009. The school provides GCSE education to the club’s Under-12s to Under‑16s, BTEC qualifications to the Under‑18s and life-skills education to the Under-21s.

Talking about the new facility, Liverpool manager Brendan Rodgers said: “You don’t get much better than this. It will allow not only the elite young players from Liverpool to benefit, but also the young children from the school and the local community.”

The new surface will also provide a sports centre for the Liverpool FC Foundation to deliver its Premier League Kicks

programme, coaching schemes and holiday courses. In addition, over 30 local football teams from four different clubs will now have a top-of-the-range pitch in which to train and play matches on.

Head Teacher, John Pout, commented: “Funded by the Premier League Community Facilities Funded, this third generation artificial grass pitch now enables football to be played all year round.” He concluded, “Our partnership with Liverpool Football Club, their Foundation and local clubs is fantastic and long may that continue.” L

Funded by a Football Foundation grant of £409,265, the new surface, complete with floodlights, is the first 3G pitch in North West Leicestershire. Now open for use, the new facility will allow the school’s Academy to enhance its extensive sports provision to its pupils, as well as increase sporting opportunities to over 40 teams in the local community.

Maxine Adams, business manager at Newbridge High School Academy, said: “We are delighted that a 3G AGP has successfully come to North West Leicestershire and are extremely grateful to all who have worked incredibly hard to make this all possible, especially the excellent support from the Football Foundation from the very start to now: the grand opening.”

Paul Thorogood, chief executive of the Football Foundation, said: “This was truly a landmark day for the Newbridge High School Academy Trust and for this part of Leicestershire, which now boasts its first ever 3G playing surface.”

Former Leicester City captain Steve Walsh opening new 3G pitch at Newbridge High School in NW Leicestershire

Volume 18.7 | EDUCATION BUSINESS MAGAZINE

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Learning Lab Next Generation Sports Education

At DrillBoard we believe that sport is a force for good.

We believe that Physical Education has a key role to play helping people reach their potential by developing skills that they can apply both on and off the pitch.

DrillBoard Learning Lab is dedicated to creating a Physical Learning revolution: • A movement that helps people fulfil their potential. • A movement that helps teachers and coaches help students and players.

We invite you to get involved.

Join the Movement. Join Our Beta.

Get started at www.DrillBoardLabs.com or by scanning the QR Code Follow us on Twitter

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Sport

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Football Focus presenter pitches up with a surprise for pupils in Sheffield Local school children in Sheffield had a day to remember when BBC One’s Football Focus presenter, Dan Walker, visited Wisewood Sports Centre to join in their morning PE lesson on the centre’s new third generation (3G) artificial grass pitch (AGP).

The Football Foundation Ambassador was returning to the site after handing over a cheque for £150,000 from the Foundation to build the new 3G AGP last December.

With the pitch now complete, Dan was able to test out the new surface with the pupils from Wisewood Community Primary School and see first-hand the difference the facility had made to them and the local community. Dan, a local Sheffield resident, expressed how pleased he was to see this sort of investment going into improving the city’s grassroots sport sites.

“In fact, since it was launched in 2000, the Football Foundation, which is funded by the Premier League, The FA, and the Government, via Sport England, has awarded 118 grants worth £9m to grassroots projects in Sheffield,” he said.

BBC One Football Focus presenter Dan Walker with Sheffield school kids on new 3G surface at the Wisewood Community Sports Centre

The pitch was opened in June of this year

by The Lord Mayor elect and has been used throughout the summer months for football activity days and by local youth team, Wisewood Juniors Little Lions.

Maggie Birt, Wisewood Sports Centre

manager, added: “We’re absolutely delighted with the new 3G playing surface. It has made such a difference to sport in the area, and a lot more local people and schools are getting the chance to become active and stay healthy.” L

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A swimming pool is an investment for a school. With rising energy prices, the prospect of heating a large volume of water for children can be daunting. So, what can you do to safeguard your investment?

A swimming pool is an investment for a school.

Sadly with rising energy prices, the prospect of heating a large volume of water enough for children can be daunting. So, what can you do to safeguard your investment? Faced with this question, inventor and builder Nigel Rose quickly became dissatisfied with the loss of energy from swimming pools but saw a gap in the market. Nigel says: “Today, we fully expect walls and lofts to be insulated. So, why not apply this standard to pools? It seemed the obvious solution to high utility bills.”

In 1997 Nigel formed his company Thermapool™ and by 2001 had patented a technological system that revolutionised swimming pools. Nigel had mastered the combination of watertight properties and durability to ensure the integrity of his system.

Furthermore, both had been rigorously and independently tested by prestigious institutions the Universities of Oxford, Cambridge and Kingston, and Anglia Ruskin University.

Simple yet effective, Thermapool forms an insulation layer that is fixed directly to the inside of your swimming pool, just below the coping stones; it is then tiled or lined. By coating the inside of a pool with a material that stops heat leaking into the concrete structure and soil, Thermapool traps warmth. This allows it to radiate back into the water. Suitable for refurbishments as well as newly built pool structures, it proved up to 96 per cent effective.

Another string to Nigel’s bow is ThermaCover™. This clear swimming pool cover allows solar radiation to penetrate the water to warm it up. Meanwhile, the cover provides

a physical barrier to prevent heat loss and evaporation from leaving the pool. ThermaCover enables your swimming pool to heat itself with the power of the sun. Even on cloudy days it is like having a greenhouse over your pool rather than traditional covers that cool and shade the pool from sunlight. All of this adds up to a multi-award winning company.

Indeed, this year, Thermapool received Gold in the category ‘Green Apple Environmental Award’ at the House of Commons, and ‘Best Company for Innovation and Sustainability’ at the Milan IAIR Awards for Excellence in Global Economy and Sustainability. Furthermore, the company is accredited by respected bodies The Carbon Trust and Ofgem.

Nigel has long lobbied for minimum insulation standards for pools. Now, as the only government-accredited swimming pool insulation system, Thermapool complies with the Building Regulations 2010 and 2013 Conservation of fuel and power. It also conforms to the proposed changes to technical guidance that are yet to be published.

In recognition of the extent of his expertise, Nigel was asked to write these proposed changes where they apply to swimming pools.

His amendments address for the first time the problem of thermal bridging in pools: where heat within the water is lost to the basin wall and floor junctions due to ineffective insulation.

When it comes to cost-effectiveness, Thermapool offers staggering benefits.

Reflecting its 96 per cent energy saving, running costs can be as little as 4 per cent of current expenditure. For many, that will be a

Advertisement Feature

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saving of thousands of pounds every year. The company backs up this claim with a number of case studies on its website, which detail happy customers who can’t quite believe their luck.

One such case study is provided by Mevagh Dive Centre. This commercial swimming pool measuring 41,178 gallons now costs just £3.25 a day. Thanks to Thermapool, divers enjoy water temperatures of 29°C in a pool that measures 12 metres by 6 metres and with depths of 3.7 metres. This constitutes an overall saving of £45,000 per year, with increasing savings for every rise in energy costs.

Thermapool was chosen not only for its energy savings but also for its durability.

Needing to stand up to the demands of constant use as well as contact with diving boots and tanks, the insulation has retained its structural integrity. This demonstrates its suitability to commercial use.

The inclusion of Thermapool insulation has enabled a school in Surrey to embrace Economy 7. This swimming pool cost an eye-watering £5,000 per year to heat. Desperate to reduce this figure, the caretaker installed Thermapool and amazed even Nigel with the results.

Initially, the school switched from a punishing 24/7 heating schedule to a nightly one. It soon became apparent, however, that even this was providing water temperatures in excess of the optimum 29°C they required for the children.

Following careful monitoring with temperature tests three times a day, the caretaker turned the heating on just two nights a week. By the end of a season, this approach was a success – with the caretaker switching the heating on for the occasional third night, only during poor weather conditions. When all bills had been calculated, the annual heating bill was just £200, a staggering decrease.

With Thermapool’s independently proven lifespan of at least 40 years, it’s easy to see why this British company has become the benchmark in swimming pool insulation; helping you to enjoy many years of pleasure from your pool – without it costing the earth. L

FURTHER INFORMATION Tel: 01279 323 222 www.thermapool.co.uk

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Subscribers to Education Business will receive a 10% discount.

Making The Artificial A Reality Bourne Amenity have worked with various schools and colleges to help realise the ambition of a first class outdoor sports facility.

We construct and maintain natural and artificial surfaces for every sport, and can design a package to suit any budget.

Visit bourneamenitysport.com for further information or contact us on 01797 252299 to arrange a free site visit and consultation.

Our safety surfaces: • Reduce injury from falls • Dry very quickly after it has rained, allowing children to resume play • Come in lots of different colours, enabling you to create a bright and interesting play area

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We design and install: • Wet pour - rubber tarmac • Artificial grass • Bonded bark • Resin bound gravel • Grass mats • Repair kits for wet pour

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MatsGrids are suppliers of Outdoor Rubber Play Mats and Tiles for use in and around children’s play areas At our distribution centre in Derbyshire we carry a comprehensive range of Rubber Playground Flooring products which are suitable for all types of children’s play areas.

With Safety at the centre of our supply, we carry a range of Outdoor Rubber Flooring Products which are tested to BSEN 1177 with CFH ratings of up to 3.3 meters. If you have a requirement for Outdoor Play Flooring, give us a call to discuss your requirements, we have a product suitable for your requirements.

Suppliers of: • Grass Protection Rubber Matting • Playground Rubber Matting with Critical Fall Height Certification • Permeable Car Parking Surfaces • General Landscaping Products

Company details: GCL Products Ltd, Unit 2C Callywhite Lane Ind. Estate, Dronfield, Derbyshire, S18 2XR Contact Tel: 01246 418144 Email: sales@matsgrids.co.uk

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PLAY AREAS

Outdoor Play

Sponsored by

REALISING THE MANY BENEFITS PLAY CAN BRING

The Association of Play Industries awaits the long-awaited evaluation of the £235m Play Pathfinders and Play Builders Programmes expected before the end of the year, its new chairman, Michael Hoenigmann, is ready to bang the drum for play at the highest levels and call for the recognition it deserves Childhood obesity is rising, physical activity levels are falling and young people’s relationship with nature and the world outdoors is dwindling. There has never been a greater need for high-quality spaces for play. But Government funding and priorities don’t reflect the vital role of play in children’s education, health and well-being and its impact on wider society, the NHS and the economy.

Founded in 1984, the Association of Play Industries (API) represents manufacturers, installers, designers and distributors of outdoor and indoor play equipment and safety surfacing.

Around 70 per cent of its members specialise in supplying the education market, designing, creating and installing learning and play spaces, multi-use games areas, play equipment and resources to schools and early years settings across the UK.

Eight questions to ask suppliers of play equipment The API urges education buyers to ask their play supplier eight key questions in order to ensure they select a reputable, experienced and financially secure contractor for their play project: Can you provide details of similar projects completed in the last 12 months? Always ask for evidence of recent previous work, case studies and references. This demonstrates competence, commitment and credibility.

Can I see third party test certificates for the products you will be using on this project? This demonstrates compliance with BSEN 1176 and other relevant safety standards.

Can I have three customer references for projects you have delivered recently? This enables discussion with a third party about a supplier’s service delivery.

What added value can you bring to this project? – This enables evaluation of added-value services that a supplier can provide in addition to creating a new play space, for example, carrying out a school or stakeholder consultation.

The API badge is a quality mark and association members abide by a strict Professional Code of Conduct, operate to the highest standards and are rigorously monitored for financial stability. As a result, there are clear advantages to choosing a member when specifying a play project.

COMMITTED TO CAMPAIGNING FOR PLAY 2013 has been a significant year for the API with the appointment of a new Chair and a strong and enthusiastic commitment by the association’s Executive to campaign hard for play.

Commenting on his appointment in May this year, new chair Michael Hoenigmann said: “Funding cuts have resulted in a 28 per cent decrease in the value of the play industries market over the last two years. But as child obesity rates and sedentary leisure habits increase, the role of active play has never been so vitally important.

API members are leading that fight by creating innovative play spaces and equipment which encourage physical activity, movement and development. Also, they operate to the highest standards. My primary aim, as API Chair, will be to bang the drum for play at the highest levels and to call for the investment and recognition it rightfully deserves.”

Since then, Hoenigmann and the other members of the API Executive have taken a bold approach to campaigning for better recognition for the value of play and the need for investment by government and local authorities. This year, the association has taken a strong stance on the poor value it feels is offered by local authority play procurement, highlighting the prevalence of poor E

Can you include costs for an independent post-installation inspection on completion? - This provides peace of mind by checking a site for flaws, fitting problems or safety hazards prior to children using it. Remember all play equipment requires regular inspection and maintenance.

What can I do if something goes wrong and I am dissatisfied with your performance? – The API offers a free technical dispute mediation service to all clients buying from API member companies.

Can I see your annual certificate of API membership? – This is the best way to ensure that all these issues are addressed. Companies stating they are ‘Founder members of the API’ are not necessarily current members so ask to see their current membership certificate, check the API website or call the API for confirmation.

Have you been credit-checked? - Undertake a credit check on any potential supplier and explore their trading history.

Remember ratings change over time. This is inexpensive and could save a lot of inconvenience and cost by ensuring your supplier is financially sound. The API monitors its members’ financial stability through rigorous credit checking and regular financial performance monitoring.

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PLAY AREAS

The API has recently been invited to attend a number of influential meetings with like-minded stakeholder organisations with mutual interests in promoting the value of play and the need for investment in high-quality play spaces. It is also being asked to submit play industry viewpoints to consultations such as that on physical activity and Olympic legacy for children and young people  practice and making recommendations for improvements. The API is committed to enhancing its policies and procedures with the support of its members and is currently reviewing its financial criteria for both entry and retention in order to ensure that every member company is financially stable and complies with the association’s high standards.

The API has recently been invited to attend a number of influential meetings with like-minded stakeholder organisations with mutual interests in promoting the value of play and the need for investment in high-quality play spaces. It is also being asked to submit play industry viewpoints to consultations such as that on physical activity and Olympic legacy for children and young people.

ACCESSIBILITY OF PLAY SPACES The API eagerly awaits the long-awaited evaluation of the £235m Play Pathfinders and Play Builders Programmes expected before the end of the year and plans to undertake its own research-based campaigning on the accessibility of play spaces. It is currently developing a meaningful way to collate evidence of the positive impact of play spaces installed

by API members and will be submitting evidence to the new All-Party Commission on Physical Activity to highlight the role for play in tackling the physical inactivity epidemic and improving child health outcomes.

In yet another indication of the growing recognition of the value of play, the organisers of SALTEX, the UK’s biggest event for those who manage and maintain outdoor facilities, invited the API to bring PlayFair to its event for the first time as a standalone destination show. Over a quarter (28 per cent) of the 8,500 visitors to SALTEX identified play equipment as being of interest and nearly a fifth (16 per cent) had a primary interest in play products and equipment – an almost 50 per cent increase on 2010 figures. Over 350 visitors came along to the event solely to visit PlayFair.

So as the year draws to a close, Michael Hoenigmann reflects on his first six months as API Chair and says: “I’m confident that as we move into 2014, the association’s renewed energy will see its campaigning work gather further momentum as we work actively and collaboratively with committed, like-minded organisations to ensure that play takes its rightful place at the table.”

For those association members working in the education market, the year ahead will be focused on providing the best possible advice to schools and settings keen to combine improving their playgrounds, outdoor classrooms and outside spaces with delivering positive learning and physical activity outcomes for children.

Even though education and local authority budgets are being squeezed, API members pride themselves on creating stimulating, challenging, engaging and fun places that children enjoy playing and learning in and that teachers and nursery managers see immediate benefits from. For them, play is a serious business. L

Outdoor Play

Sponsored by

About the API For further information about the API, its members and how it can help support play projects or tenders, contact: Deborah Holt, tel: 024 7641 4999 ext. 208, email api@api-play.org Download the 2013 Directory of API Members at tinyurl.com/7768pzf and follow the API on Twitter: @apiplay and @API_Chair

Would you like a mobile pool at your school?

Find out more about how Total Swimming is taking pools to schools across England to get more kids swimming.

Visit www.totalswimming.co.uk

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EDUCATIONAL TRIPS MADE EASY Award winning coach hire for schools, colleges, youth clubs, scouts, cubs, brownies or guides

At Connections we believe that an educational visit can be the ultimate learning experience.

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

From

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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So call one of our friendly Reservations Team today on: 0845 257 9943 I wish you all the best in planning your educational trip and look forward to helping you make it special for all involved.

With best wishes Anna Mitchard Sales Manager

For more information scan the QR code with your smartphone 0845 257 9943 www.coachhireconnections.com sales@coachhireconnections.com

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LEARNING OUTSIDE THE CLASSROOM

MAKING THE MOST OF SCHOOL TRIPS

With over £380 million being spent with member companies for study, ski and sports trips in 2012 and with no sign of that trend reversing, Ian Pearson of the School Travel Forum asks why are they so popular and how can schools make the most educationally from them?

In 2008 Ofsted reported that: “well-planned out-of-classroom activities, which includes trips, not only enhance pupils’ learning, but can also re-engage those who are hard to motivate”. In a further more recent good practice case study they also reported that; “Neston High School secures high attainment and levels of progress through a well-integrated curriculum with a broad programme of learning outside the classroom (LOTC). This includes many residential visits, day trips and activities in the local environment. The evidence from overseas matches: “Outdoor learning improves: confidence and self-esteem, positive relationships among students and reduced discipline and behaviour problems”. Currently the Paul Hamlyn Foundation has a special initiative called Learning Away, which is a £2.25m project that aims to support schools in significantly enhancing young people’s learning, achievement and well-being by using innovative residential experiences as an integral part of the curriculum.

The initiative began in 2008 is planned to run for six years.

However, a continuing mystery to me is the constant call for evidence as to why LOtC is so effective; I have yet to meet a person whose school trips don’t remain in their mind. That they are powerful and

memorable learning events is probably self-evident from our own experiences.The challenge for teachers is to harness that power to the subjects they are teaching.

MANAGING WORKLOADS AND LIABILITIES Apologies for stating the obvious, but the most important aspect of any school trip is the outcome, measured in educational terms. It’s not the cost, nor the complexity, nor the destination, nor any of the many other factors often quoted as ‘important’ when organising successful trips. To best achieve that outcome there are significant benefits that come from ‘sticking to the knitting’, concentrating time on that which is done best and contracting the rest out to other experts.

Not only is there a significant saving in time and effort, the finished result is inevitably better. It is therefore surprising that many schools still consider self-organised trips an effective and prudent use of their key resource – their staffs’ time and effort. I’m not talking about local trips, or day trips, but those residentials that require the sourcing, vetting, contracting and communicating with the nuts and bolts of travel, usually transport, accommodation and visits. The evidence has shown that the most effective and beneficial learning outside the classroom is where it is part of a well-integrated curriculum; the work outside

Schools lise rea do not lex web p the comility that of liab ing exposes anis self-orgm to, which the e major can hav uences conseq

reflecting, complimenting and reinforcing the work inside. Spend time on that, developing and integrating the experiences, building and utilising the powerful learning opportunities; leave the nuts and bolts to others. It will be time and resource well spent.

Many schools do not realise the complex web of potential liability that self-organising exposes them to, the consequences of which can be considerable. Until her recent retirement, Cynthia Barbor, a partner in K&L Gates LLP, was considered one of the UK’S leading liability lawyers on travel matters.

Her opinion is that any school undertaking the organisation of a school trip is required to exercise the same duty of care including the same level of supplier verification as a reputable travel company would do. What does this mean? If we use accommodation as an example, not only will a school accept responsibility for the proper execution of a contract, but they need to assess the quality, safety and, if food is to be provided, the hygiene management of their chosen accommodation. It is unwise to rely on local standards and regulations to cover this; not only is there a lack of consistent safety standards across the world, the same is true across Europe. However, the most common cause of problems comes from the lack of application of standards by local management; cleaners wedging fire doors open, poor maintenance of facilities, lack of training of low paid staff are all very real examples. Then school management need to consider what qualifies a person to assess accommodation?

The knowledge, skills and experience needed to cover hotel safety, fire, gas management, pool, food hygiene, electrics, trips and slips, security, are not one’s normally found within teacher training. Now consider vetting other suppliers, transport and visits; does your school have the safety management system suitable to manage your due diligence?

Of course you may consider the above unnecessarily alarming, but simply ask how much budget and resource travel companies allocate to this area; it’s considerable and they would not do so without good purpose.

There is an additional factor to consider, at a recent seminar TravLaw LLP, another specialist law firm were asked how the current and proposed update to the Package Travel Directive, a European wide regulation which puts strict controls on organisers of travel packages, affects schools self-organising. I regret there is insufficient space to explain the complexities of the regulation, but their reply was that they could see no reason why the regulations would not apply.

It has not yet been tested in court, so it is a grey area, but one to be considered.

Educational Trips

Sponsored by

SUPPLIER PARTNERSHIPS The key to dealing with the above easily and effectively is to develop good supplier partnerships; it’s a truism for most aspects of business and running school trips is no E

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UNFORGETTABLE SCHOOL TRIPS Fractal Dome Maths Workshops

A Science, Maths and Art Workshop for Schools.

7 locations UK wide experience they r pupils a learning Looking to give you a great outdoor ers off e Ap Go ? get will never for e adventure ence and our uniqu educational experi ting …most set r doo out the in e encourages confidenc fun! of lot a ve ha importantly, you’ll all

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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.

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Learning Outside the Classroom

Northumberland countryside, an excellent facility for learning outside the classroom with on­site adventure activities.

The Castle has been hosting residential school trips for 50 years, and has a reputation for providing exciting and educational holidays to groups from around the UK. Our property in France, Château Beaumont, has been welcoming schools for over 15 years, and is a great base for practicing French language.

We offer learning packages to support modules in History, Geography and Science, and run excursions to nearby historical sites.

We also have adventure programs at both sites, incorporating Archery, Fencing, Canoeing and Climbing amongst many other options.

Fancy a bit of everything? No problem. Our personalised itinerary service allows you to choose elements from any of our packages, and our staff will create your perfect stay.

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LEARNING OUTSIDE THE CLASSROOM  different. The problem is how to establish those partnerships and it’s no surprise that research shows word of mouth and past use are still significant factors in decision making, but what if you are moving away from ‘DIY’ tours or want to develop a new initiative? In fact there are tools out there that really help.

Back in 2002 a group of educational travel companies came together and pioneered a robust verification scheme which featured an audit of all members every year by independent experts By measuring against a comprehensive code of practice that had been developed with, amongst others, health & safety experts, teachers’ unions’, head teachers’ associations, outdoor advisors and top legal advice, the audit ensures all aspects of a company’s business was examined, this includes worldwide health & safety management, financial security, consumer protection, fair terms and conditions and, for when it does go wrong, a commitment to independent arbitration. That scheme is called

the School Travel Forum (STF) Assured

Members. The STF, a not for profit Schoolsso organisation, and its award quickly al gained support from a wide range should pplying of stakeholder in education. a r Later in 2006, when the then conside new LOtC government established the e h s t t for uppor s Council for Learning Outside h c i h the Classroom (CLOtC), Mark, wevelopment now an independent charity, the d across all the STF were chosen to be the C of LOt ct areas awarding body for the study, sport, ski and cultural sector of its subje LOtC Quality Badge which extends to cover all types of LOtC experiences and suppliers. Today the majority of outdoor Education Advisors recommend use of a Quality Badge holder. The choice within the STF Assured Members and QB holders is vast and will range from the most bespoke service to carefully planned off the peg tours all of which will link into educational objectives.

KEY INTO RESOURCES The greater focus on results within schools has meant that all trips are scrutinised at senior management and governor level to ensure they have clear educational objectives.

No longer are they ‘a bit of fun for the kids’, nor are they holidays. Of course, there is often a lack of time, expertise and money for schools to invest in curriculum development,

but there is an affordable, unique resource that can help. Since the launch of the CLOtC it has developed several programmes which help both schools and providers.

Membership provides access to a wide range of resources, networks and good practice advice. For schools still linked to a local authority one single membership for that authority means the resources are available for all. In addition membership supports the work of the Council to promote and develop good practice further.

Schools should also consider applying for the new LOtC Mark; this new award is the first national accreditation for schools which recognises and supports the development of learning outside the classroom across all subject areas. L

Educational Trips

Sponsored by

About the author With over 20 years’ experience in senior management with a major educational tour operator, Ian Pearson is now the General Manager of the School Travel Forum, an independent not-for-profit organisation dedicated to promoting good practice in school travel, and a trustee of the Council for Learning Outside the Classroom.

britain’s

ultimate classroom

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www.letoyvan.com

LE TOY VAN has a collection of 8 giant playmats Each one measures a generous 100cm x 150 cm and has a soft smooth surface which is ideal for children to play on and presents a flat surface that toys can stand on. The non-slip backing ensures that the playmats stay safely in place, and the sponge clean surface allows the playmat to be refreshed.

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All designed in the UK at the LE TOY VAN Head Office, these highly detailed playmats stimulate imaginative play and provide an attractive decorative soft furnishing for the home or school. The playmats are themed for various play scenarios & co-ordinate with LE TOY VAN wooden toys, from painted wooden pirate ships to doll’s houses & garages, plus over 100 Budkin characters: poseable characters that are 10cm tall & designed to co-ordinate with the wooden playsets & fabric playmats.

We have bursary places available for students facing financial hardship. To find out more about our adventure centres or to discuss the bursary scheme please call now on 0844 8000 222 email sales.info@rockuk.org or visit the SCHOOLS pages of our website www.rockuk.org

The Car Road Town playmats represents everything you would expect to find in a busy town, including a hospital, school, garage, train station, shops, supermarket, fire station and more. The Doll’s House playmat features include a flower garden, lawn, paddock, vegetable patch & swimming pool.

NEW FOR 2014 The 4 most popular playmats (Car, Doll’s house, Pirate & Farm) will also be available in a handy 120cm x 80 cm version, plus 4 NEW playmats specifically designed for younger children with colourful simpler imagery.

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ALTERNATIVE LEARNING

Literacy

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BRINGING TOGETHER CREATIVITY AND LITERACY

Creativity is characterised by originality and expressiveness, so it can mean making something or it can be something new and innovative. Sir Ken Robinson has said that “Creativity is about working in a highly focused way on ideas and projects, crafting them into their best forms and making critical judgements along the way.”

Bringing creativity and literacy together can be a powerful tool in teaching. It allows children to be active in literacy, from acting out plays through characters that they’ve made themselves or through making props. It allows children to explore their imaginations. Getting involved in a story re-enforces the learning and can also teach practical skills, for example, working with templates or basic sewing.

Children are naturally creative, if you stop and listen to them they often are natural storytellers.

They love to make things up and will very often have imaginary worlds they will refer to. They also love to get involved in making things, giving them a sense of achievement.

If they are engaged they will learn more, so it’s about harnessing their ability to soak up information and to capture their imaginations, which can make teaching more fulfilling.

BENEFITS OF CREATIVE LITERACY The benefits are numerous and wide-ranging.

It encourages greater pupil engagement, brings a subject to life – therefore capturing pupils interest, and improves knowledge retention. It can also improve oral and listening skills, encourage team building, and can be made practical, suiting those who may struggle with some traditional methods of teaching, eg, children who are dyslexic. Creative literacy can also encourage reluctant readers, build confidence, and help teach practical skills.

Education Scotland Foghlam Alba has shown through its research that creativity in learning encourages pupils to think creatively.

They were more open to new ideas and challenges. It gave them a greater ownership over their learning, they became more interested in discovering things for themselves and were more able to solve problems, so they became more effective learners.

In addition, research carried out by Kimberley Stafford and Myra Barrs for the Centre for Literacy in Primary Education (CLPE) in 2005 also found that linking creativity through arts and literacy was a powerful tool. They found it aided sustained learning as the children made

strong connections between reading, writing and their work in creative arts. It enhanced their oral language skills, and a workshop atmosphere promoted concentration and confidence and deepened their understanding so they could reflect on their learning. It also encouraged the children to work as a team.

This approach to learning has famous supporters; Sir Ken is a strong advocate for allowing creativity in education. In an interview, he said students were different and you needed something to engage the whole class. He went on to say: “If they are engaged they will learn.”

Sir Ken believes education is about people and not process, he thinks our education system is currently about conformity which

Creative literacy resources can also be used to teach geography, history or PSHE. All of these can be brought vividly to life through a creative literacy approach to learning.

A story’s location can be a good way to teach geography, for instance, a pirate tale with a treasure island can be used to teach children about the geography of islands. By creating a model of an island it can be used to create a map. The story could lead to making and using a compass. The location may also help teach about the environment if the story covers a specific area, eg deforestation in Costa Rica.

With the characters of a story, you can teach many PSHE topics by discussing the moral dilemmas or situations the characters find themselves in. Making puppets can lead to discussions or, if it’s something sensitive, a child may talk about it through the puppet.

The time-setting of a story is a useful tool to teach history: a story set in ancient Egypt could also be used as a starting point for how pyramids are constructed, the story of Tutankhamun or how Egyptians used to live.

Natasha Dennis of Little Creative Days can concur with the research carried out to the

Written by Tonya Meers, co-director, Little Creative Days

We all know that literacy is the ability to read and write but the definition of creative is a little harder to define: it can be the ability to solve problems or being able to use your imagination.

Bringing creativity and literacy together can be a powerful tool in teaching, writes Tonya Meers

Research shows that creativity in learning encourages pupils to think creatively. They were open to new ideas and challenges, more able to solve problems and became more effective learners is the opposite of where it should be. Clearly, Michael Gove is not a fan of Sir Ken as he seems to want to go in the opposite direction, which is worrying for our future generations and doesn’t help them to prepare for the future.

Pie Corbett, educationalist and author, is known for his books on teaching creative writing. He also advocates that if you use things such as puppets, role-play and acting out stories, it brings stories to life and makes them more memorable. He believes drama also helps children generate their own story ideas.

A CROSS-CURRICULAR APPROACH So where does creative literacy fit into the curriculum? Well, in a variety of areas. Research carried out for the CLPE showed that the role of texts brought together reading, writing, crafting and bodily enactment in a holistic way that addressed curriculum demands.

benefits of using creative literacy resources.

Natasha says: “During the testing of our products we have seen how the children have engaged with the learning in the stories. It has brought the subject to life for them. It has built their confidence, particularly the quieter ones.”

INCLUSIVITY AND SEN A further benefit is inclusivity in the classroom. By teaching this way you can ensure that all children feel included. Some children, particularly those with dyslexia, like to learn in a multi-sensory way so bringing subjects to life will suit their style of learning. They will feel less isolated/different from their classmates. They are likely to take hold of the subject and help others to see things differently, thereby enriching the experience for all. L FURTHER INFORMATION www.littlecreativedays.co.uk

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DOCUMENT DESTRUCTION

KEEPING A WATCHFUL EYE ON DATA

Recent fines highlight lessons to be learned about information destruction. Chairman of the British Security Industry Association’s (BSIA) Data Destruction Section, Adam Chandler, explains Information destruction in the education sector can often fall by the wayside in favour of other security priorities in schools, such as the protection of valuable on-site equipment and the security of the staff and students themselves. Careless disposal of student and staff records, or financial documents, can be detrimental to an establishment and if placed in the wrong hands, opportunists can find ways of using the information to their advantage. Here, James Kelly, Chief Executive of the British Security Industry Association (BSIA), discusses the ever increasing importance of secure information destruction.

While this applies to the healthcare sector, a lesson can still be learnt for all other sectors, highlighting just how crucial selecting a quality information destruction supplier is.

Information destruction itself ensures the secure disposal of information in all of its different forms. This varies from paper to media equipment such as CDs and memory sticks.

s Statisticion at in educ at some th showed nt of schools e 66 per c not using a were nal provider io profess destroy to tion informa

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Branded products such as uniforms also need to be discarded as if they are retrieved by the wrong person, they could pose a security threat to an educational institution.

These materials should be destroyed either on‑site or off-site, to the extent that they may never be reconstructed. The client is then usually provided with an audit trail and a certification of destruction for their reference.

WORRYING STATISTICS In 2012, the BSIA conducted some research in order to discover trends within the education sector with regards to information destruction. Worryingly, statistics surrounding data protection in education showed that some 66 per cent of schools were not using a professional provider to destroy information.

As demonstrated by the NHS, sourcing an unreliable supplier can have harrowing effects on an establishment’s reputation.

Survey results also showed that the most challenging materials for schools to dispose of was paper, closely followed by data processing media such as CDs and DVDs. Out of the 100 schools across the UK who were surveyed, 79 per cent expressed that E

WHY IS INFORMATION DESTRUCTION IMPORTANT? As a nation, the UK is becoming increasingly aware of personal privacy, meaning that there is a greater scrutiny over any organisation’s performance in relation to information destruction. A recent example of this was when security was breached at NHS Surrey, after computers containing confidential files were sold on eBay without the hard drives being wiped or destroyed securely. It was one of the biggest security breaches ever witnessed by the now dissolved NHS Surrey, all due to the handing over of old computers to a new service provider who was not compliant with essential standards.

Adam Chandler, Chairman of the BSIA’s Information Destruction Section, comments: “Organisations tend to ‘turn a blind eye’ when it comes to selecting an information destruction service provider. The dangers associated with doing this were highlighted perfectly recently, when the Information Commissioner’s Office (ICO) issued a £200k fine to Surrey NHS for engaging with an unapproved supplier who was promising a cut price job for the value of the material they were supposed to be destroying.

In this case, it was computer equipment – some of which ended up on eBay.”

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“Almost any kind of personal information is valuable to criminals, whether it is financial reports, payroll information or personnel data.

The unlawful use of such information contributes to an explosion of identity theft crimes”  their biggest concern was the safe disposal of student records. Financial data was some way behind with 11.5 per cent and staff details stated at a mere 5.2 per cent.

There can sometimes be a question mark over who is responsible for ensuring the discarding of confidential documents in educational institutions. When asked about his experiences with information destruction in the education sector, Anthony Pearlgood, a member of the BSIA’s Information Destruction Section stated that: “Only a small fraction of organisational waste paper and data processing products such as hard drives, CDs, memory sticks and DVDs are destroyed annually by professional firms.

“It is important that key decision makers do not make these choices lightly, and are sure to source a reputable supplier that meets the relevant standards,” he added.

WHAT ARE THE STANDARDS? There are particular standards that need to be adhered to by companies that are responsible for information destruction.

Such standards guarantee that the service being provided is secure and professional, an essential requirement of the Data Protection Act. Failure to abide by these requirements can result in a hefty fine from the Information Commissioner’s Office.

EN15713 is one of the key European standards for information destruction and this includes a range of requirements that an information destruction company must meet to guarantee a reputable service. These standards range from having an administration office on-site where records and documentation are kept, as well as having premises that are isolated from any other business or activities that operate at the same site. Intruder alarms and CCTV should also be present especially in areas where unloading, storage and processing of information is conducted.

BSIA information Destruction companies all meet with this essential standard and are also required to comply with BS 8470, a British standard which includes the identification of product specific shredding sizes, guaranteeing that the information is destroyed beyond the point of irreparability.

More information about these standards can be found on the BSIA’s website.

LOOKING AHEAD The BSIA’s Information Destruction Section recently appointed Adam Chandler as

its new chairman. Looking ahead to the next year, Adam aims to continue the section’s key goal of educating customers on instances when they are most at risk of fraud and how the improper use of confidential information contributes to an increase in identity theft crimes.

Discussing his aims for the next year, Adam comments: “The commitment of BSIA members to best practice enables us to help our customers at a time when their businesses are most at risk from fraud.

“Almost any kind of personal information is valuable to criminals, whether it is residents’ records, financial reports, payroll information or personnel data.

The unlawful use of such information contributes to an explosion of identity theft crimes and could put the institution, customers, or even suppliers, at risk.”

As the new section Chairman, Adam’s first point of call was to review the section’s strategy for the next year. “Like all sections, we are currently reviewing our strategy for the next two/three years and, as always, one of the key issues will be to deliver excellent value for our members and maintain the BSIA Information Destruction Section’s position as the leading association in our sector. As such, we are constantly looking for ways to improve standards and raise our profile,” explains Adam.

CHALLENGES Whilst the aim is to deliver a quality service, there will always be challenges facing the information destruction sector.

“Our members are operating within an extremely competitive market place, where a unique combination of conditions continues to be felt,” he says. “Firstly, the contraction of the market due to the recession resulted in huge declines of ‘paper in’ volumes, and that naturally feeds through to ‘paper out’, which directly affects the market available to our members.

Secondly and more than likely related to this decline, the value of recovered fibre peaked a couple of years ago but remained unusually high for an extended period.

“Consequently, the temptation of high paper values has attracted service providers into our market that do not necessarily hold all the correct accreditations, along with the systems and processes that impinge on that provider as a result. Of course, in very difficult trading conditions, some organisations might

Adam Chandler, Chairman of the BSIA’s Information Destruction Section

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be tempted to ‘turn a blind eye’ when it comes to selecting a service provider in our sector.”

As such, key decision makers in educational establishments should be aware of these new developments in the market and ensure that they are absolutely certain that their chosen supplier meets all the correct accreditations.

COMPLIANT PROVIDERS Adam is keen to educate organisations on the value of making sure they choose a compliant provider to safely discard of confidential documents. The market is being driven down at the cost of security, meaning companies are happy to take a risky approach to the procurement of data destruction services, even knowing the consequences of a data breach. However, it is absolutely not worth taking a chance on a non-compliant provider for the sake of cost savings. The risk isn’t always worth the reward.

Previously the Information Commissioner’s Office has been able to issue penalty fines of up to £500,000 for data breaches; this practice will continue to be implemented as it has proved to be a positive influence on the market, helping to make organisations aware of the importance of secure information destruction. Adam comments: “There has certainly been an increase in the awareness of the necessity to enforce rigorous policies and procedures with regards to processing and destroying confidential data, particularly in the public sector where more of the high profile breaches and fines have occurred.” L

Sourcing a Supplier When it comes to securing an information destruction supplier, it is absolutely essential that decision makers are choosing a company that meets with the essential standards highlighted in this article.

Members of the BSIA’s Information Destruction Section all meet with these standards and meet with rigorous membership criteria.

To find a reputable supplier near you visit: http://www.bsia.co.uk/ information-destruction

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LIVING HISTORY: AN INTERACTIVE, TOURING MUSEUM

COSTUME WORkSHOPS & LECTURES ‘Donna Anna’ from Glyndebourne’s 1995 production of ‘Don Giovanni’ Michelle Phfieffer in Costume Oscar winning ‘Dangerous Liaiasons’

The Victorian era brought to your school and explained to your pupils through the lives of children across distinct social groups. Through child-led learning the pupils will explore, interact and use creative role-playing with period costumes bringing Victorian life to your classroom. (For years 5, 6 & 7, but may be adapted for other year groups.)

Elizabeth McGovern as ‘Beatrice’ in the Royal Television Society Award winning ‘The Changeling’

From Janette’s 30 years experience as a costumier producing period costumes for theatre, opera, ballet, TV and films she is ideally qualified to hold workshops/lectures to support pupils’ study of GCSE, AS & A2 Drama and Fashion/Textiles.

Sessions may be tailored according to individual need.

INNOVATIVE SOLUTIONS TO EXCITE PUPILS LEARNING HISTORY AND TO SUPPORT GCSE/AS/A2 STUDENTS OF DRAMA & FASHION/TEXTILES For Full details & enquiries info@janettehaslam.com 07966 271684 www.janettehaslam.com stand a39 at the education show, March 2014 at the nec BirMinghaM

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EVENT PREVIEW

UNRAVELLING NEW IDEAS AT THE EDUCATION SHOW

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With curriculum changes due to be introduced in 2014, a visit to the Education Show, which takes place at the NEC, Birmingham on 20-24 March, could provide answers to teaching questions The pace of change in the education sector shows little sign of slowing. From the introduction of free schools and academies, to reforms in everything from examinations and Ofsted assessments, there is a lot to consider and plan for.

Add to this the introduction of a new National Curriculum, and educators up and down the country are faced with a series of new goals and challenges.

The Education Show 2014 has been specifically designed to provide school leaders and teachers with some of the support they need. Running over three days from the 20 to 22 March 2014 at the NEC Birmingham, education experts, educators, associations and policy makers will gather to debate, discuss and share ideas on the future of UK education.

Whether visitors have questions on the curriculum, assessment, technology, or management, the Education Show 2014 will aim to provide the answers in a series of free continuing professional development (CPD) seminars, targeted conferences and advice clinics.

Celebrity scientist Professor Brian Cox has already been confirmed as the first of several inspiring keynote speakers. Professor Cox, particle physicist and popular television presenter, will address visitors to help stimulate 21st century learning, in line with the goals of the Education Show itself.

The School Leaders Summit returns for 2014 focusing on the most crucial issues affecting school leaders, headteachers and school business managers. The free, two day conference is the result of intensive research with more than 100 heads, governors, business managers and leaders from across the country to ensure that the programme gets to the heart of the topics, concerns and developments that are of importance today.

Topics that will be covered include preparing for the GCSE reforms, raising attainment with the Pupil Premium, getting to grips with the new Ofsted criteria, academy conversion and

implementing technology in the classroom to transform learning. Speakers will range from leading headteachers from around the country such as Paul Jones, OBE, headteacher, First Federation, to Government representatives including Jack Salter, head of procurement policy at the Department for Education (DfE).

Following a successful first year at the Education Show 2013, the National PTA-UK Conference is also due to return to the heart of the show floor with a comprehensive one day programme. As active fundraisers, PTA-UK members raise more than £100 million a year, making a huge difference to schools.

At the show, PTA members representing the whole of the UK will able to network, pose questions to and benefit from guidance from, experts and stakeholders on a variety of key topics to ensure that the schools they support can also benefit.

The Education Show’s popular programme of more than 120 free to attend, CPD accredited workshops, seminars, training sessions and discussion events returns, led by practitioners, peers and industry experts. The programme aims to address the professional development needs of all education practitioners in four new purpose built theatres on the show floor; here’s an overview of what’s happening in each:

ool The Schummit S Leaders focusing returns,s affecting on issuel leaders, schoo hers and c headteal business schoo agers man

NATIONAL CURRICULUM SEMINARS AND WORKSHOPS With the new National Curriculum high on everyone’s agenda, this series of seminars and workshops have been devised in association with Scholastic to help educators prepare for and implement the new curriculum with the advice and guidance of key industry experts and associations.

Scholastic will also lead a number of CPD accredited, 25 minute sessions for primary educators. These will focus on delivering the National Curriculum

for English, maths, science, geography, history and computer science.

TECHNOLOGY IN EDUCATION The brand new Technology in Education programme will provide hands on, interactive workshops led by key technology providers.

Giving advice and tips for implementing technology into the classroom, these 45 minute sessions will provide educators the understanding they need to succeed.

“HOW DO I...” WORKSHOPS New for 2014, this series of workshops will focus on providing practical advice and tips to take back to the classroom on a variety of key issues facing primary and secondary teachers.

EARLY YEARS AND SEN Recognising the importance of strong support throughout early years, the early years’ seminars and workshops will offer valuable advice and insight into key issues. Curated by nasen, the SEN seminars will address the latest issues following the publication of the Draft Code of Practice. Developed to address the needs of professionals at all levels, the practitioner-led seminars will offer practical advice to help schools meet the needs of pupils. Sticking with the theme of SEN support, the SEN Information Point hosted by nasen helps visitors find details on all SEN resources, E

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Disruptive?

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Fresh Start for Kids is an out-of-school provision staffed by qualified and experienced teachers, teaching assistants, youth and community workers, all skilled in working on a 1-1 basis with young people with challenging behaviours throughout the South of England.

Come visit us at the Birmingham Education Show at stand K70.

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School fundraising the Traidcraft way - do the maths! parents Question: If 120 delicious, drink 2 cups of ted freshly percola and Fairtrade roast at three ground coffee and each events per term p to make, cup costs just 5 120 x 2 how much will x ur you raise for yo (3+3+3 ) ? x school in a year 50p – (240 x 9 x 0.0 5) Answer: £972 =?

Serve delicious Fairtrade ground coffee at school events, in the yard or staff room.

Raise at least £50 for school funds with every 100 cups sold.

Everything you need delivered direct to the school door.

Visit Stand J79, Education Show 2014 - to sample our coffee and learn more about fair trade and how it can help your school.

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e ange of fmre r r u o w ie V riculu KS1-5 cicurk-up-and lincoknetednnertpsson plans -pgarto le

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EVENT PREVIEW  pinpoint the exhibitors most relevant to their needs, get practical advice and meet with experts to discuss the latest inclusive practice and specialist SEN teaching techniques.

Alongside the rich programme of CPD training, the innovative features and zones at the show provide impactful advice and guidance. New for the 2014 event, Technology in Education will house a new seminar theatre and demonstration island to allow visitors from all key stages to meet technology exhibitors one to one and get hands on training with the latest technology for education. Educators can have their questions answered by the experts, and attend key sessions on technology.

Accompanied by the Technology in Education seminars, this new feature will immerse educators into the rapidly developing world of edtech, helping to harness its valuable potential and offering visitors the opportunity to learn core skills to improve learning outcomes. Educators will be able to return to their schools with increased knowledge of these products, confident of how to use them more effectively, and an increased ability to implement solutions back in the classroom.

Educational suppliers have been working hard, and investing millions of pounds to prepare the resources that schools will require to support teaching the new curriculum.

More than 350 exhibitors will showcase a wide range of solutions and offering inspiring ideas. The Education Show provides teachers a chance to get ‘hands-on’ with the resources and ask the nitty-gritty questions needed to ensure that the wisest investments are made.

PRODUCTS ON SHOW To help schools effectively monitor site access and student attendance, ID Solutions 2U will showcase S-Schools on stand J35-H36. Its application is designed to take the standard student ID card into the 21st century. Able to instantly find all the students details, run reports and eliminate the time delay, S-Schools has been designed to fit into current school infrastructures. Schools can easily recognise who is in each building, control the flow of students and staff by limiting access, enable cashless vending, library management and link it to reward schemes that might already be in place.

For teachers who seek to create an inspiring, well organised and attractive looking classroom, Avery will be showcasing its innovative ‘Sticky Stuff for Schools’ products on stand C42. Visitors to the stand can make the most of a variety of ideas and demonstrations on how to create a fun, informative classroom using Avery sticky products. The demonstrations will show teachers just how easy it is to print stickers and labels using the free online software from Avery, incorporating partner twinkl’s well-loved illustrations. The team from Avery will be on hand to provide teachers with quick, one-to-one guidance on how to mail

Britain’s most charismatic scientist, Professor Brian Cox, has already been confirmed as the first of several inspiring keynote speakers.

Professor Cox, particle physicist and popular television presenter, will address visitors to help stimulate 21st century learning, in line with the goals of the Education Show itself merge class lists and produce personalised stickers and labels, for everything from cloakroom pegs to storage trays.

Having in place the right classroom furniture is important; being able to raise the height of a desk and chair, and tilt towards the eyes to create the correct focus and distance angle, provides the best solution for healthy posture and vision. On stand G62 Best Desk will showcase its three core children’s height adjustable desk and chair sets, supported by two new designs.

The first of the new desks for 2014 has an open compartment underneath and no lifting desk top to deliver best value for investment. The other retains the large storage compartment, has the same lifting desk top, but also has a sturdy pop up plastic bookstand included. Both new designs will be made to the same quality standards and finish as its current range.

THE WORLD OF WORK As the world of work continues to rapidly change, schools are needing to adapt and find new ways to prepare young people for their future careers. Worktree on stand H17 is showcasing the ‘World of Work’ pack for primary schools to get pupils thinking and talking about potential jobs and careers and help bring guests from the world of work into the classroom. It includes 16 decks of imaginative career-themed playing cards, featuring 35 different jobs with starting and average pay, qualifications required, number of jobs in UK, etc. It also includes teacher guidance on planning and managing guest employees, 16 work-related question

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cards and a memory stick with helpful e-templates and links to internet support.

For those wondering how to make the most of their day, the experienced and knowledgeable British Educational Supplier’s Association (BESA) will again manage the show’s main Information Point. This is a useful first stop to help practitioners plan their visit, find the most appropriate seminars, workshops or resources and maximise their time at the event. L

A useful date in the school calendar Free to attend, the Education Show is the UK’s leading training and resources event. Thousands of education professionals gather annually to discuss policy and practice, undertake valuable continuing professional development, experience the latest resources and form vital collaborative links with their peers. The show takes place from the 20 to 22 March 2014 and the vast array of seminars and workshops, product training and demonstrations make this the most useful date in a school’s calendar.

For more information, please visit www.education-show.com

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Education Show

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ConquerMaths.com – animated fun resources to aid study and revision

Disengaged? School refuser? Unable to engage in regular education?

ConquerMaths.com is the perfect tool for independent study, family learning, homework help and revision.

The online learning system includes a total of over 1,100 maths lessons, each covering all national curriculum requirements: from reception to A-level.

Every lesson synchronises professional step-by-step animations with the voice of a friendly maths teacher. Learners can stop and rewind the teacher at any time and this straightforward content delivery allows students to proceed at their own pace.

Before starting a new topic, students take a diagnostic test which automatically adapt to their level of ability, identifying gaps in knowledge. A printable report clearly highlights those gaps and points students towards the specific lessons they need to view independently to rectify any underlying problems.

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These are the children Fresh Start for Kids is here for. Students of all ages benefit from reintegration through the company.

Its aim, where possible, is to get students back into regular education as soon as is practical, through a series of bespoke educational packages designed to suit each individual student’s personality and learning style.

Education specialists are matched to the student, their background and their needs, and have vast experience in working with challenging and disaffected children.

Fresh Start for Kids works with children with SEN, those who have been abused or are abusers

Thousands of additional resources, such as recommended learning paths, assessment tests, printable worksheets and worked solutions help students to practise and test what they have learned, plus achievement certificates reward hard work.

At-a-glance progress reports are emailed to parents to keep them informed of their child’s progress.

Parents can remain involved with their child’s learning, whilst encouraging independent study.

FURTHER INFORMATION Tel: +44 (0)845 544 0855 info@conquermaths.com 86x125 AW2.pdf 2 25/11/2013

“After implementing Parent PA we’ve had the best participation at our events and parents are rating the service 10/10!”

Welcome to

Parent PA Parent PA is a brilliant new web-based communications service which enables schools and nurseries to quickly connect with parents by sending texts and emails.

And because it sends event reminders automatically, it saves you the time and effort of remembering to do it.

Why You Should Choose Parent PA • Improves communication • Saves on administration time and cost • Secure, reliable and really simple to use

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themselves, youngsters with challenging behaviour and those with disabilities. The company has never refused to work with a child nor has it quit on one.

Fresh Start for Kids works with students’ families, where appropriate, giving them the tools and motivation to help their child in the most appropriate ways.

The company is a mobile service, going to wherever the student is, and 95 per cent of the students with Fresh Start for Kids goes on to gain 100 per cent attendance.

FURTHER INFORMATION Tel: 020 7871 7196 john@freshstartforkids.co.uk www.freshstartforkids.co.uk

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Manage your risk register the easy way bRisk is a 100 per cent web-based solution that will help you to successfully manage your risk register and incident reporting.

Do away with spread sheets or scraps of paper scattered all over your office! Features include: No software to install – because the software runs on the internet, there is no software to install on your computer. You only need a modern web-browser and an internet connection.

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No more chasing paper! – assign admin users with higher privileges that can add hazard categories and delete risks etc.

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Export your data at any time – export in multiple formats such as MS Word and Excel.

Audit Trail – all actions by employees are audited so you can see who added/ edited hazards etc.

Risk Matrix – editable risk matrix to suit your requirements.

Project management – manage projects with ease including features such as risks, tasks, milestones, notes, files and timesheets.

Register for a free no obligation 30 day trial at www.online-risk-register.co.uk Enter the promotion code EDBZ on the registration page and get 10 per cent off your subscription fees.

FURTHER INFORMATION www.online-risk-register.co.uk

Helping children who think Parent PA exhibits for they can’t to become the first time at the children who know they can Education Show 2014 “It’s easier to build strong children than to repair broken men.” (Frederick Douglass, 1818-1895) How do we grow ‘rich’ learners? Resilient?

Independent? Confident?

Happy? How do we encourage children to think and speak for themselves? How do we develop their skills to create, communicate and collaborate effectively?

Using story and proven methods and principles from Philosophy for Children, drama, debate, circle time, parachute games and established models of thinking, such as Edward de Bono’s Thinking Hats, ThinQ Education delivers engaging class workshops, high-impact school assemblies and practical staff training to promote resilient thinking through activities that demand children exercise self-control as they create, communicate and collaborate.

Practical and accessible strategies help children develop their

capacity to think independently and work collaboratively, essential for intellectual and emotional resilience, lifelong learning and problem-solving.

Phil Thomas, a practising teacher, trainer and consultant with nearly 20 years’ successful teaching experience, is an experienced and effective communicator. Phil brings insight and inspiration into the practice of teaching and learning.

ThinQ Education: helping children who think they can’t to become children who know they can.

FURTHER INFORMATION Tel: 07772 631 764 info@thinq-education.com www.thinq-education.com

Take the grind out of school fundraising Traidcraft has a new way for schools to serve delicious Fairtrade ground coffee at events, in the yard or in the staffroom.

Raise at least £50 for school funds with every 100 cups sold using Traidcraft’s professional, catering-grade equipment, with supplies delivered direct to the school door. It’s the no-fuss way to upgrade to a warmer welcome.

Great coffee is just one of the ways Traidcraft helps schools connect to farmers and producers around the world.

‘Doing Fairtrade’ in school is fun. Whether it’s a great cup of coffee for staff and visitors, a Fairtrade tuck shop or a Fairtrade Fortnight event, Traidcraft can provide opportunities to develop teamwork and business skills, creativity and good citizenship in your school.

You’ll make money for school funds along the way, too.

We’d love children to be well-informed about how they, as empowered consumers and

as future voters and leaders, can choose to have a positive impact on others around the world by taking practical action on trade justice.

Traidcraft will be exhibiting at the Education Show, 20-22 March, NEC Birmingham on Stand J79. Enjoy a lovely cup of coffee and view Traidcraft’s range of free Key Stage 1-5 curriculum-linked pick-up-and-go lesson plans, too.

FURTHER INFORMATION Tel: 0191 491 0591 www.traidcraftschools.co.uk

Parent PA is a brand new concept of connecting schools, nurseries and other childcare/youth groups with their parents using a group email and text webbased solution. It is really simple to use and has an automatic event reminder service built in.

Parent PA provides security and reliability, saves you time and money, and it is set it up so it’s ready to go when you are.

Parents have the ability to choose how they receive reminders so that it fits into their lifestyle, making it relevant and timely for them. They also have access to an online calendar so they know what is going on at all times.

Parent PA supports the busy administration of caring for children, whilst also supporting parents who have a million and one things to remember. Everyone’s happy.

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to everyone who visits Parent PA at the Education Show, 20-22 March, NEC Birmingham, on Stand K15.

So go along, say hello and see a demonstration of this brilliant new tool. You will also be able to enter the ‘Name the Mascot’ competition to win some further amazing discounts.

Gina Thomas, director of Parent PA, looks forward to welcoming you there.

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Janette Haslam: period costumier to the world of theatre, TV and film Having graduated with BA (Hons) in Fashion/Textiles, Janette Haslam worked for two years at the Birmingham Repertory Theatre as a costume assistant. She then completed a diploma in Period Costume in London before starting a career as a period costumier.

Over the last three decades, she has made costumes for theatre.

These include: The Royal Ballet in London and Birmingham as well as ballet companies in the US; musicals such as Les Misérables, Grease, Phantom of the Opera, Thoroughly Modern Millie and, for 14 years, The Lion King productions in London and Europe.

Her TV and film work is on numerous period mini-films and dramas, as well as major film credits, including Frankenstein, Harry Potter and Dangerous Liaisons – which won an Oscar for its costumes.

Special commissions were for Dame Kiri Te Kanawa’s dresses for her concerts over many

years, as well as costumes for the Henry VIII and his wives display at Madame Tussauds.

Janette’s career has now taken a new path lecturing and teaching: tailored sessions for students studying GCSE and A-level textile/costume.

Following her passion for museums, Janette has produced a travelling, interactive museum for schools, bringing to life the Victorian era.

FURTHER INFORMATION Tel: 07966 271684 info@jannettehaslam.com www.janettehaslam.com

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Get ready for the new SEN framework with online training From September 2014 all schools, academies and educational settings will have to meet the new SEN requirements, which will be integral to the Ofsted inspection process, and each school will be required to publish their plans for achieving this in a local offer. OnLineTraining publishes online courses that provide a solution to the SEN training requirements, and they have already been recognised in Ofsted reports for individual schools.

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SEN

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SEN CODE OF PRACTICE

SEN CHANGES: AN EMPHASIS ON QUALITY OF SUPPORT Written by Jane Friswell, nasen

By the time you are reading this the closing date for consultation on the draft SEN Code of Practice – 9 December 2013 – will have passed, so what will the New Year bring us as we contemplate changes to the special educational needs (SEN) arrangements across the sector? Jane Friswell of nasen considers the implications The draft Code of Practice has nine chapters comprised of 174 pages of statutory guidance on duties, policies and procedures relating to Part three of the Children and Families Bill and associated regulations. It provides practical advice on how to carry out statutory duties to identify, assess and make provision for children and young people with special educational needs. It had been thought that the new Code would be a slimmer version of the existing guidance; however, this is unlikely given the extent of the draft version.

Key headlines from the proposed new guidance

MAKING NECESSARY PROVISION Mainstream schools and further education providers must use best endeavours to ensure that necessary provision is made for any individual who has SEN, and must co-operate with their local authority.

Maintained nursery schools and mainstream schools must designate an appropriate member of staff (SENCO) to have responsibility for co-ordinating SEN provision, must ensure that children with SEN take part in school activities together with children who do not have SEN, and must publish information on their SEN policy.

The draft Code of Practice explains: “Where pupils continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness, the class teacher, working with the SENCO, should assess whether the child has a significant learning difficulty. Where this is the case, then there should be agreement about the SEN support that is required to support the child.’

The model of support and intervention recommended by the new guidance is assess, plan, do and review. While this is not an entirely new concept in teaching and learning support, the new Code seems a little light on how this single-stage process is to operate in schools and settings.

However, this could be a great opportunity to implement systems and processes which you can apply in providing a graduated approach to identifying and meeting the needs of children and young people with SEN in ways which you can design. For some, this may like feel a step too far, for others, a confirmation of what they have been doing for some time.

The implications of the new Code of Practice will be far reaching as we move to a 0–25-years programme of reform. The requirements of the new Code will impact on early years providers and settings and with colleagues working within the 16–25 sector. For those colleagues in particular, there may be significant challenges in getting to grips with all that the reform agenda will introduce from September 2014. E

A focus on the needs of parents, carers, families and improving levels of engagements with them.

Nasen e to tinu will con upport in s providelementation the imphe Code’s for t nts for all me require s across the sector 5 range 0–2

0–25 age range covered.

More explicit focus on children and young people having a role in decision-making.

Increased co-operation between health, social care and education.

Education, health and care plans replace statements and Learning Difficulty Assessments.

Re-focused responsibility on all teachers – every teacher is a teacher of every child.

Individual education plans (IEPs) are no longer mentioned.

No reference to School Action and School Action Plus, just one school-based stage called SEN Support and then an education, health and care (EHC) plan.

A focus on the provision of evidence-based programmes.

A focus on ensuring that students are being provided with high-quality differentiated teaching.

Behaviour removed from the categories of need and mental health added.

The term moderate learning difficulties removed from the categories.

The timescale for EHC plan assessment reduced to 20 weeks.

Health to provide support identified in the EHC plan.

A big emphasis on the identification and support for students with SEN being decided and implemented by class and subject teachers (it is specified that support must be provided on a daily basis by class/subject teachers).

The SENCO has a supporting role only.

This Code of Practice only relates to those with SEN – disability is specifically exempted.

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SEN

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Fire safety standards in the workplace: what are your legal obligations to your staff as an employer?

Fire is a risk in any building, particularly in businesses or commercial properties where you have a large number of buildings.

According to government statistics, in 2011-12 there were 24,100 fires recorded in nonresidential premises and, while this was a four per cent reduction from the previous year, it’s still a major concern to building owners.

As an employer, there are numerous legal obligations that you have to abide by, and fire safety standards are just but one of these.

But how far do these obligations go and what exactly, as an employer, do you have to do to not only ensure legal compliance but to ensure the safety of those in your care?

Risk assessments and safety advice: under English and Welsh law, an employer, owner, landlord or business occupier is the person legally responsible for ensuring implementation of effective fire safety. This ‘responsible person’ must carry out regular risk assessments, and review these on a regular basis to ensure that they’re relevant.

It’s also a legal obligation to keep a written record of any risk assessments if your organisation employs more than five people.

Fire safety and effective evacuation plans: as with a risk assessment, you must have a written fire safety evacuation plan which

includes clear escape routes that are direct and short as possible, enough emergency exits, sufficient emergency lighting and a central meeting point for staff a safe distance away from the building. All emergency exits and fire doors must not be obstructed, and they should all be maintained to ensure they open easily and quickly in the event of an emergency.

Fire drills (equipment usage and training): as a standard, all buildings must legally have a fire detection system – whether

these are simply audible fire alarms, those with sprinkler systems or a detection system which relays the alarm to your local fire brigade. Any kind of equipment used for evacuation, such as our range of evacuation chairs and other equipment, must be properly maintained, installed and regularly tested. All staff must be trained to use the equipment, too, so that it can be safely and effectively used in the event of an emergency.

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SEN CODE OF PRACTICE

The young people in our schools are very different from 15 years ago – we recognise that those children and young people with complex needs require different and creative responses in terms of provision. The draft SEN Code of Practice provides a basis on which to build that effective, creative response

NASEN videos Nasen has a number of videos available via its YouTube channel that explore the draft SEN Code.

Current videos online at www.youtube.com/Nasenonline include: The Draft SEN Code of Practice – Stephen Kingdom, Deputy Director, SEN and Disability Division, Department for Education.

Pathfinder Presentation: The Biggest Change in Special Education in 30 Years – Michael Cotton Key Points Arising From the nasen Learning Events – Jane Friswell, CEO of nasen

! HELP IS AT HAND Nasen will continue to provide support in the implementation for the new Code’s requirements for all sectors across the 0–25 age range. During June and July next year, nasen, in partnership with the Department for Education (DfE), will deliver a string of Implementation Events around the country where education practitioners, SENCOs, health and social care providers can access free training on the details of ‘how’ to make the required arrangements for children and young people with SEN. The devil is always in the detail – nasen will be working with up to a dozen outstanding education providers over the next few months will design and produce an implementation support pack for all providers to access and take away from our Implementation Events programme next summer. In working with providers in this way we can gather the essential good practice evidence necessary both to share with the vast majority of providers and to reassure those who are

new to the arrangements for SEN or who require a greater level of clarity on what the reforms may mean for them in practice.

The implementation packs will provide practical answers to the many questions raised during our Learning Events and will include a range of useful templates which every teacher and every SENCO should have access to.

EMBRACING CHANGE The young people in our schools are very different from 15 years ago – we recognise that those children and young people with complex needs require different and creative responses in terms of provision.

The draft SEN Code of Practice provides a basis on which to build that effective, creative response. With change comes the freedom to develop the culture of reform and embrace and embed a whole-school response to SEN. Learning and teaching are different now – they have to be – and we have to evolve too.

The pupil premium research carried out by the Education Endowment Foundation (EEF)

has shown how, as part of a whole-school approach, low-cost, high-impact strategies can impacting positively on outcomes for children and young people with SEN and help in narrowing the gap in attainment for our most vulnerable students (http:// educationendowmentfoundation.org.uk).

Quality-first learning and teaching need to be central to the new way of working.

Many refer to the ‘Bananarama Principle’ – it ain’t what you do but the way that you do it. Or perhaps the way that you spend it… and that’s what get results!

Each school or setting is different, but one thing is for certain, we are all accountable in balancing resources against outcomes.

Evidence is important but so is quality provision. Whatever our setting, we need to develop 21st-century models of support.

As all settings and providers prepare their contributions to the local offer in their respective area, ask yourselves: Why do you do certain interventions? How do you know they are effective? What is the impact? Do they dovetail with whole-school provision? How do you track progress?

By providing the answers to these questions you should be on track, or at least have started the journey, to providing high-quality provision for all. The process of change to the provisions and arrangements we make for children and young people with SEN has already begun and nasen looks forward to welcoming you to our forthcoming events and supporting you as we embrace the challenge of change together. " ABOUT NASEN With a membership of approximately 3,200, Nasen is the leading organisation in the UK which aims to promote the education, training, advancement and development of all those with special and additional support needs. For further information visit www.nasen.org.uk

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EVENT REVIEW

EB Awards 2013

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Sports star Roger Black MBE hosted the 2013 Education Business Awards

STANDING OUT FOR EDUCATIONAL EXCELLENCE

Schools, academies and colleges across the country have been awarded for their hard work, dedication and success in achieving educational excellence at the Education Business Awards The Education Business Awards recognise the outstanding achievements of primary and secondary schools from all sectors. The 2013 event, sponsored by Rathbones, took place at the Emirates Stadium, London, on 5 December and were presented by former Olympic athlete Roger Black MBE. Among the achievements that impressed the judges were Littleworth Grange Primary Academy in Barnsley, which won the Outstanding Progress Award (Primary) for its dramatic improvement in results, and Seaham School of Technology in County Durham – winner of the Outstanding Progress Award (secondary) – which is one of the most improved schools in England, having been out of Special Measures for two and half years now.

Tim Eliot-Cohen, investment director at Rathbones Brothers Plc, who sponsored the event, said: “We’re proud to sponsor the Education Business Awards 2013, and help to ensure excellence in the UK’s educational

system is recognised and applauded.

Rathbones’ support of these awards is part of our ongoing commitment to young people alongside other initiatives which include financial awareness programmes for 16-24 year olds and partnerships with English Lacrosse and Lacrosse Scotland.

We congratulate all those schools who won and also, just as importantly, those who were shortlisted for the awards.”

spans the 10 independent schools and 22 academies within the United Learning group.

Withington Girls School in Manchester was also commended for its outstanding progress.

Considered one of the top ten schools in the country, Withington’s results include strong performances in IGCSE subjects. 99 per cent secured A* or A grades in Mathematics and 94.5 per cent gaining the top two grades in the Sciences. A trust fund allows the school to recruit pupils from less advantaged backgrounds through means-tested bursaries. Based on outstanding results, The Sunday Times named Withington as the North West’s top school earlier this year.

Other commended schools in this category were Westminster School, London; Brighton College, East Sussex; and Epsom College in Surrey.

Rathbones. Named as 2012 Independent School of the Year by the Sunday Times, Guildford High School continues to reach exceptionally high standards. In March this year, it was awarded National Teaching School status by the National College for School Leadership and is the lead school for a programme which

PRIMARY PROGRESS Littleworth Grange Primary Academy, Barnsley, was presented the Outstanding Progress Award (Primary), sponsored by DOHR. Now part of the Navigate Academies Trust, Littleworth Grange has seen a dramatic turnaround in results since 2009. 92 per cent of its pupils got pass grades #

The on Educati ss Busine gnise reco Awards ievements OUTSTANDING the ach ary and INDIES Guildford High School of prim y schools ar in Surrey scooped second rom the Outstanding Progress f Award (Independent ors School), sponsored by all sect

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EVENT EVENT PREVIEW REVIEW Sarah Creighton and Nicola Parker-Watts celebrate Littleworth Grange Academy’s Outstanding Progress award with Brenda Miles of DOHR (second left)

in Bristol, which has come a long way in a short time since languishing at the bottom of the league tables when it was Withywood Community School. Housed in a well-designed new building, an impressive 51 per cent of students achieved five A* to C GCSE grades including English and maths last year compared with a just 17 per cent in 2008. The Society of Merchant Venturers has helped the academy forge links with Bristol’s leading firms including Bank of Ireland and Hargreaves Lansdown.

Other commended Academies include Bushey Academy, Herts; Oasis Academy Shirley Park; and City Academy in Norwich.

Littleworth Grange Primary Academy, Barnsley, was presented the Outstanding Progress Award (Primary). Now part of the Navigate Academies Trust, Littleworth Grange has seen a dramatic turnaround in results since 2009. 92 per cent of its pupils got pass grades in their SATS in 2012, compared to 32 per cent three years ago ! in their SATS in 2012, compared to 32 per cent three years ago. Named as the ‘Most Improved School in the North’ last year and the third most improved in the country, close working between school staff and the sponsor will ensure future success.

Henry Fawcett Primary School in London was also recognised for its outstanding progress. As the most improved primary in London (second nationally, behind Thornhill), it was in special measures back in 2009, but strong leadership has seen Henry Fawcett recognised by Sir Michael Wilshaw as an example of best practice, and by the Deputy Prime Minister for excellent results and a proven commitment to making sure that all children can succeed. Headteacher Clare Nutall and Deputy Rachel Eckford have been instrumental in the turnaround.

Ohter commended schools in this category were Victoria Junior School, Cumbria; Ridgeway Primary School, Reading; and Thornhill Primary School in Southampton.

SECONDARY SCHOOL SUCCESS Seaham School of Technology in County Durham won the Outstanding Progress Award (Secondary), sponsored by NEC Display Solutions. Two and a half years out of Special Measures, Seaham is one of the most improved schools in England. In 2013, 100 per cent of students gained 5A*-C, 71 per cent gained 5A*-C including English and Maths. The school has demonstrated a relentless focus on improving outcomes in key areas. Its work with Pupil Premium

students has been recognised by Ofsted.

Also commended for its outstanding progress was Ivybridge Community College in Devon. This year saw Ivybridge achieve its fifth outstanding Ofsted report in a row and become the only secondary school in Devon to have retained the status since the Ofsted framework was updated in January 2012. The College posted record results this year at GCSE and A Level, with 77 per cent 5 A*–C including English and Maths and 100 per cent pass rate in the latter, with one in five being either an A or A* grade.

Other secondary schools commended in this area were Hove Park School and Sixth Form College, East Sussex; Blackburn Central High School, Lanchashire; and Tiffin School in Kingston-upon-Thames.

HIGH PERFORMING ACADEMIES The Outstanding Academy Award, sponsored

by EXA Networks, went to Oasis Academy in Brightstowe, north Bristol. It became an academy in September 2008 and was the most improved school in the country last year. With Maths, ICT and Business and Enterprise as specialisms, increased curriculum time for the core subjects has had a significant effect on students’ outcomes.

The percentage of pupils that achieved 5+ A* to C (including English and maths) in 2013 was 30 per cent higher than two years ago and the Academy has benefitted from being part of the wider Oasis family.

Also commended within the Outstanding Academy Award was Merchants Academy

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STAFFING EXCELLENCE The School Recruitment Award, sponsored by Eteach, was awarded to Kent County Council Schools. Kent is a huge county with large areas of social deprivation and parts that are perceived as remote and inaccessible.

The Council has experienced difficulties in recruiting experienced teachers, particularly in STEM subjects. After reviewing the requirements, it decided on a more radical approach to campaigning through its social media channels, which promoted the benefits of living in Kent. A competition on Facebook invited teachers to explain what their life could be like if they lived in Kent, with entrants asked to submit a story and the winner receiving an all-expenses paid trip to the County. Traffic to the recruitment website at www.kent-teach.com increased considerably, with over 500 new users registering.

Bolton Muslim Girls’ School and Aberdeenshire Council were also commended in this category.

SPECIAL EDUCATIONAL NEEDS The SEN Inclusion Award, sponsored by Mike Ayres Designs, went to Walthamstow Academy in London. The Academy’s inclusion programmes are highly successful, and the gap between SEN students and their peers is reducing significantly. In 2012, 80 per cent of SEN students achieved five or more A* to C grades at GCSE – a 26 per cent improvement from 2010. The Academy has now been given a seal of approval after the recently awarded Inclusion Quality Mark designates the academy a Centre of Excellence – one of only seven in the country. As a Centre of Excellence, the academy will share its good practice with local schools. It has already identified a number of ways in which it will enhance its practice yet further including the provision of appropriate careers advice for students with SEN, and continuing to improve their voice at the academy.

Newhall Green School in Manchester and Howard of Effingham School in Surrey were commended in this category.

The SEN Provision Award, sponsored by Mike Ayres Designs, was presented to Springfields Academy in Wiltshire. The Academy is a specialist sports college for #

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EVENT REVIEW ! children living with autism and challenging emotional and social difficulties. It houses almost 100 boarding pupils with 500 day pupils ranging from ages 7-17. In February this year it was judged Outstanding by Ofsted and in April was awarded £2.8 million by the Education Funding Agency to build 16 new classrooms. An all-weather pitch surface is used by numerous clubs within the community. Springfield’s ‘Extreme Classrooms’ are designed to embed a sense of well being in young people by enabling them to find their strengths, and promote learning outside the classroom, whether collecting mini bugs on site, Forest Schools or trekking to Everest Base Camp.

Commended schools include Brookfields Specialist SEN School in Reading, and Bradstow School in Kent.

SCIENCE EDUCATION The Science Award, sponsored by Lab Systems Furniture, went to Northbury Junior School in Barking. Pupils benefit from the enthusiasm of science teacher Kulvinder Johal, who has worked tirelessly for more than 20 years at the school to further pupils’ understanding of science. Kulvinder delivers INSET and supports staff in delivering and assessing science lessons. She has developed outdoor learning programmes which have contributed to the school receiving the Silver Primary Science Quality Mark – an award scheme to enable primary schools across the UK to evaluate, strengthen and celebrate their science provision. Kulvinder won the Society of Biology’s Primary Science Teacher of the Year gong in 2012. This recognised her outstanding and inspirational teaching of science and the natural world.

Commended schools in this category include the Derby High School, Bury, and Denbigh Community Primary School in Tyne and Wear.

EB Awards 2013: more winners NUTRITIOUS CHAMPIONS Manchester Health Academy in Wythenshawe, took home the School Catering Award sponsored by ParentPay. In July this year, Wythenshawe’s Manchester Health Academy became the first school in the UK to receive the Children’s Food Trust Award, which recognised its efforts to champion healthy eating by engaging with students in creative and imaginative ways. The academy operates a healthy lunch box policy and works closely lead sponsor, the Central Manchester University Hospitals Foundation Trust, to embed health across the curriculum.

Commended schools in this category include St Joseph’s Specialist School and College, Surrey; Ravenscliffe High School and Sport College, Halifax; Ernulf Academy, St. Neots, Cambs; Brook Green Centre for Learning, and Plymouth.

DESIGN & BUILD The School Building Award was awarded to Newlands School, Southwark. Completed through the abandoned Building Schools for the Future programme, Newlands School accommodates up to 70 boys from all over London aged 11 to 16 with emotional and behavioural problems. The new building has been specially designed in consultation with teachers, governors and students to provide superb facilities for sport, design, construction, hospitality and catering, art and the performing arts alongside specialist teaching focus on literacy and numeracy. Large windows in every room flood the space with natural light.

Lauriston School in Hackney, London; and Kingswood Academy in Hull were commended in this category.

The Environmental Building Award, sponsored

by SE Controls, went to Reading Blue Coat School (Richard Aldworth Building). #

EB Awards 2013

Sponsored by

Karen Hopps, publisher of Education Business collects the Outstanding Progress, Secondary Award for Seaham School of Technology from NEC UK’s Neil Hartigan (right)

Ross Miller and Katerina Johnson (centre) collect Kent County Council Schools’ Recruitment Award from Rob Fisher of eTeach

Chris Ray of Rathbones (keft) presents the Outstanding Progress, Independent Award to Fiona Boulton of Guildford High School

Maria Grainger and Joeseph Docherty of Oasis Academy Brightstowe collect the Outstanding Academy Award from Mark Cowgill of EXA Networks

Karen Hopps of Education Business picks up the Academy Development Award from Andrew Hall of OKI UK (left) on behalf of Appleton Academy

Keith Lyons (centre) of Newlands School takes the School Building Award along with Rebecca Marsh of Southwark Council, from Patrick Dunne of Education Business and Roger Black MBE

Sian Belfield of WST Travel presents Dan Cadman and Richard Dunne (centre) of Ashley CofE Primary School with the Educational Visits Award

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EVENT REVIEW ! Named after the Reading Blue Coat School’s founder, The Richard Aldworth Building is a new 23-classroom block that provides first-class teaching facilities for a number of major departments. Architects Barnsley, Hewitt and Malinson designed it to fit harmoniously with the oldest building on the school site, and a host of environmental features include a ground-source heat pump, underfloor heating and rainwater recycling.

Clements New Primary School in Suffolk was also recognised as an excellent environmental building. It is designed around a central circulation and activity area linking the learning spaces together to provide a hub to the school. The open plan, double height atrium creates a flexible social and educational environment. The building is BREEAM rated and incorporates a biomass boiler, solar collectors and a sedum roof. Landscape designers completed the site with a large wooded habitat and wetland area which forms part of the drainage strategy and adds to the sustainable credentials of the project.

It was highly commended in the Community Benefit category at the 2013 RICS awards.

Judges said every aspect of the building has been constructed with sustainability at heart.

Abercynon Community Primary School was also commended for the environmental features of its building.

The Bushey y, Academn the o Herts, wty Awatd, li ICT Faci placing ICT throughe heart of the feedback received at th cessful on curriculum challenges, the DSH started to teach its suc ing Digital Literacy, focusing learn

GETTING TECHNICAL The ICT Innovation Award, sponsored by FSE Design, was awarded to Oak Lodge School for Deaf Children in Wandsworth.

The school provides specialist education for 85 students from 30 London boroughs.

Visualising Sound – The Creative Balham Project is Art teacher Darryl Bedford’s innovative question: Can you see sound?

In phase one, deaf students’ explored their understanding of sound and music by responding to a visit to ‘Stomp’, creating sound and movement compositions using iPads. They developed vocabulary using animation and improved understanding of sound by using digital visualisation. Phase two saw the project extended to include three local mainstream schools. Darryl Bedford was recently named an ‘Apple Distinguished Educator’ and now runs the project with Year 10 GCSE students.

Also applauded for its ICT innovation was Langley Grammar School in Berkshire. It is a mixed selective school on the Slough and West London border with around 1,000 students. Its groundbreaking outreach project, The Digital Schoolhouse (DSH), has worked with over 60 primary schools and taught approximately 4,250 pupils. In response to

on IT and Computer Science.

This approach was commended in the Royal Society report ‘Shut down or Restart’, the catalyst for the IT curriculum change. As well as being able to download lessons plans and ideas for activities, teachers can book places on their teacher training courses run in association with Brunel and Reading Universities.

Anson Primary School in London was also applauded for ICT innovation.

ICT FACILITIES ICT Facility Award, sponsored by Experian, was awarded to Bushey Academy in Herts.

The Bushey Academy has put placing ICT at the heart of its successful learning environment. Academy staff and students moved into their new building in December 2012 to enjoy some of the finest educational facilities in the country. Everything is built around a central, three storey market place and includes an Internet Café with 30 Macs for use before and after school; a dedicated PC lab with 60 computers; a Science Mega-lab; The Cube Theatre with state of the art a/v equipment, Mac suites for art, TV and music departments; multimedia suites for photo editing; and Kindles and laptops available from the library. The end-to-end ICT solution was supplied by Viglen in a £1.8 million five-year contract.

Hastings Academy in East Sussex was also recognised for its ICT facilities. As well as being a core subject at Hasting Academy, ICT is used to make lessons and school life more engaging and innovative for students.

Northgate Managed Services was awarded a £1.3m contract in January last year to manage its state-of-the-art ICT infrastructure, and children across the key stages are making great use of Apple technologies as

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Clare Robins and Andrew Hemmings (centre) from Bushey Academy pick up the ICT Facility Award from Patrick Dunne (left) of Education Business and Roger Black MBE

part of its Regional Training Centre role. A new 270º projection immersive space called ‘the sandpit’ allow different immersive backdrops to be updated and created. The teacher arrives with an iPad, selects different options and the room is transformed into a desert, then with another change the students are transported to the moon or Mars.

New North Academy in London was also commended for its ICT facilities.

SKILLED IN FINANCE Walsall Academy in the West Midlands scooped the Academy Finance Award, sponsored by Rathbones. The Academy celebrated its tenth since opening. Specialising in technology, science and performing arts and sponsored by the Mercers’ Company of the City of London, its latest report shows a healthy balance sheet and sufficient cash reserves which demonstrate strong control and financial management.

Finance director Adrian Bowater sits on the Education Funding Agencies’ Academies finance and assurance steering group.

Commended schools in this cateogry were Capital City Academy, London; St Mark’s Academy, Mitcham; Landau Forte College, Derby; and Westminster Academy in London.

ACADEMY DEVELOPMENT & PARTNERSHIPS The Academy Partnership Award, sponsored

by ESPO, went to Baxter College and H.E.L.P. Habberley Educational Learning Partnership (H.E.L.P.) arose from the demise of the Building Schools for the Future initiative. Enthusiasm generated from working together led to an ambitious plans submitted to the DfE involving a brand new Special School with residential block, a 13 laboratory science block, an early years hub with nursery provision, artificial floodlit pitches, associated car parking and landscape work. Baxter College’s contribution was to provide the land. A Joint Management Committee will oversee #

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EVENT REVIEW At the end of Year Six at Ashley CofE Primary School, the children’s learning culminates with an expedition to Chamonix in the Rhône-Alpes region in south-eastern France.

This takes place over five days where the children design ways to ensure the well-being of Chamonix through five themes: energy, food, water, waste and transport. At the end of each day children and adults alike make a pledge to improve the way they live their lives. Since its inception six years ago, two more schools have taken up the programme.

Commended schools in the educational trips category were Tavistock College in Devon; Shenley Brook End School in Milton Keynes; and Abbey Manor College in London.

! community usage once the development is completed. The collaboration will open up an exciting range of possibilities for employment.

The Nuneaton Academy and MIRA; and Academy 360 and Gentoo were both commended in this category.

The Academy Development Award, sponsored by OKI, went to Appleton Academy in Bradford.

Named after the Nobel Prize winning scientist from Bradford, Edward Appleton, £22 million Appleton Academy is the transformation of two existing schools into one new all-through 3-16 academy for 1,300 pupils. Opened in September 2012 ahead of schedule, The design of the academy interlinks three phases of learning: lower, middle and upper, in a single circular building around a naturally landscaped garden. Learners grow clockwise around the circle with the building stepping up in scale as they progress.

Grace Academy in Darlaston and North Durham Academy were also commended in this category.

A FOCUS ON SPORT The Sports Award, sponsored by Air Structures International, went to the Harefield Academy in Middlesex.

Based near Uxbridge, the Harefield Academy is a centre of academic excellence renowned locally and nationally for its sporting excellence. It works closely with many local clubs and national associations.

The school’s wide range of extra curricular sporting opportunities are evidenced by national championship titles in football, table tennis, ice dance, quad biking and cycling, National and European success in swimming, and World success in gymnastics.

The Sporting Excellence programme between the Academy and Watford FC

provides opportunities for students to be trained by professional coaches and take part in matches against Watford FC’s Youth team. Basketball, gymnastics cricket and golf are also highlighted as part of the Sporting Excellence roster.

Redwood School in Rochdale, and Dorrington Academy in Birmingham were also commended in this category.

Meanwhile, Ashley CofE Primary School in Surrey was awarded the Educational Visits Award, sponsored by WST Travel.

EB Awards 2013

Sponsored by

CREATIVE EXCELLENCE The Music Award, sponsored by CPS Manufacturing Co., was presented to All Saints’ C of E Primary school in Essex.

Many years of enthusiastic and dedicated singing in assemblies, the classroom and even on the way to lunch has earned pupils and staff at All Saints Primary in Maldon the Sing Up Platinum School Award. The school has also worked with its local secondary the Plume, Maldon Choral Society and the Maldon Youth Orchestra and takes part each year in the Barnados children’s concert at the Royal Albert Hall where pupils are regularly chosen to sing solo. Its Summer Music Concert showcased the depth of musical talent at the school. The Sing Up Award was presented by Maldon MP John Whittingdale at a special assembly which featured former pupil Charlotte Hume,who is just embarking on her singing career and who performed a self-penned song. #

The Sports Award, sponsored by Air Structures International, went to Harefield Academy in Middlesex. Based in Uxbridge, it is a centre of academic excellence and its wide range of sporting opportunities are evidenced by national championship titles in many various disciplines Mark Poulter (centre) of Harefield Academy collects the Sport Award from Tracy Rose of Air Structures International and Roger Black MBE

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Shortfall in school places?

A report by the National Audit Office warns that an extra 256,000 school places will be required in England and Wales by 2014.

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Typical rental rate from as little as £265 per week* *Rates are based on a 2 year rental period. Prices exclude delivery and installation.

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EVENT REVIEW ! Nottingham High School and Kings School in Grantham, Lincs, were also praised for their commitment to music.

The Art & Craft Award was presented to Durham Johnston School, a large 11-18 comprehensive school which has gained an enviable reputation for the skilful work of its students. This has been reflected in the school’s success in achieving a Saatchi prize and selection for the Royal Academy of Arts Online A-level exhibition. From the start of school in Year 7, students learn about visual concepts and how to apply them. Individual projects teach students how to explore and use colour with increasing skill and sensitivity. Printmaking and painting combine to improve drawing skills, and photography enables students to explore topics, ideas and observations extensively, and provides are a rich source of discussion between students and teachers as ideas progress.

Trinity School in Lewisham and Burntwood School in London were also commended in this category.

A SAFE ENVIRONMENT Brentford School for Girls in Middlesex took home the School Security Award.

Based in Ventnor, St. Francis Primary School is one of the Isle of Wight’s leading new schools. It was completed in the summer of 2012 and was designed to

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Sponsored by

Sheila Hitchcock from Durham Johnston School collects the Art & Craft Award from Patrick Dunne of Education Business and Roger Black MBE

inspire and offer pupils the very latest in resources and technology. Fire safety and security is well catered for. Full CCTV and PC-based access control systems allow monitored and restricted access throughout the school. Monitored fire and security alarms provide increased protection – the integrated systems were provided using Honeywell Security products, including supplementary services such as induction loops and WC emergency

call systems. This allowed continuity of design throughout the project, which was delivered on time and within budget.

Other schools noted for their success in providing security were St Francis Catholic and Church of England Primary School on the Isle of Wight and Samuel Cody School in Hampshire. " FURTHER INFORMATION www.ebawards.co.uk

Multi-disciplinary law firm Walker Morris knows how to make sure your contracts cater for your needs The government has announced it is introducing free school meals for all reception, year 1 and year 2 pupils in state-funded schools from September 2014. So now is the time to have a look at your catering contract and see if it can cope with this increase in numbers, without compromising quality.

To meet this demand, many schools are considering outsourcing their catering provision. When choosing to outsource, a school or college will normally first need to run a procurement exercise, and appoint a preferred bidder (contractor).

It is important to remember that you can negotiate the terms and conditions with contractors and suppliers. There are, however, a few points that you should consider: The services – make sure that everything you expect the contractor to do is included in detail in the service specification. Set out in the contract the quality of service you expect by including service level requirements and/ or key performance indicators and make sure there are provisions giving you adequate remedies if such requirements/indicators are not met (for example, a possible reduction in the contract price or right to terminate the contract). Make it a contractual

requirement for your caterer to achieve a certain standard of quality, as judged by an external organisation, such as Food for Life Partnership or Children’s Food Trust.

Potential risk – be aware of the potential liabilities you face under the contract, such as equipment being at your risk (which means you will need to insure it), or being required to give an indemnity to the contractor. You should limit your liability by making sure it relates to direct losses only (as opposed to indirect losses, which are unquantifiable), and you should consider capping your total liability to at an appropriate level such as the contract price.

Price – remember to negotiate and try to strike the best deal you can. Ask for discounts and make sure the price reflects the services

you require. Watch out for hidden extras and check whether VAT is included (prices are usually excluding VAT, so don’t get stung).

It is crucial to get good legal advice as soon as possible, to help the negotiations run smoothly and to make sure that you get the contract you need, as well as saving you money and minimising your risks. Walker Morris LLP’s Education team is there to help when you need it.

Lucy Hughes is an associate in the Education Group at national law firm Walker Morris LLP. FURTHER INFORMATION Tel: 0113 283 4087 lucy.hughes@walkermorris.co.uk www.walkermorris.co.uk

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SAVE ENERGY SAVE MONEY THE RETRO-FIT SOLUTION FOR LIGHTING CONTROL

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There is no need to replace perfectly good light fittings to save energy, as the revolutionary new ESP Micro Sensor retro-fits into existing fittings to automatically control lighting, saving you money straight away and keeping disruption to an absolute minimum.

Supplied and fitted by Energy Facilities these sensors will ensure that your energy consumption is reduced from the moment we install them.

Energy Facilities is a leading specialist in the design and installation of intelligent lighting control systems that are tailored to the needs of your building.

Our innovative retrofit systems are installed in buildings throughout the UK across a wide range of sectors, consistently achieving impressive cost and energy savings for our customers.

The ESP Micro Sensor benefits include: Efficient, money-saving light management Immediate saving of up to 90% on a 24 hour application Can be installed into 95% of all existing fittings Fully adjustable settings to suit any installation Simple and rapid installation carried out by our specialist team No need for separate switches or wiring Minimal disturbance to the building

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OUTDOOR PLAY

Quality garden products to the education and private sector industries

With over 40 years’ experience in the horticultural industry, CPA Horticulture is a reliable nationwide supplier of play bark, mulch, woodchip, composts, aggregates and rock salt to the amenity, landscaping, public and private sector industries.

CPA offers a wide range of play grade surfaces, including play grade barks, woodchips, economy play grade wood-fibres and sand.

All play grade materials sold by CPA Horticulture are deemed safe by the relevant British Standards accreditations and are available through from manageable 70-litre bags, scaling up to loose articulated lorry loads.

Last year’s long winter caused disruptions nationwide, closing schools across the country from November well into the spring months. Predictions for this year are for the “worst winter in decades”, with the first major snowfall expected in the coming weeks. Getting your salt orders in early and before the rush sets in can allow savings of up to £15 (+VAT) per pallet.

This winter, CPA is pleased to offer one tonne of rock salt, delivered in 42 manageable-sized packs at £138 (+VAT) to central England. Bulk discounts available.

For advice, enquiries or samples of CPA Horticulture’s play grade materials and rock salt, call the company now to discuss your needs. Unlimited credit accounts available to all state schools and authorities.

FURTHER INFORMATION Tel: 01994 231121 www.cpa-horticulture.co.uk

OUTDOOR PLAY

Edventure: learning through active play Have you ever stopped to think just how much time a child spends in the playground during their primary school years? Well, it equates to 260 full school days.

This is clearly a significant part of a child’s school experience and it is imperative for playgrounds to be managed properly and the correct investment made in creating a harmonious environment.

Positive playtime experiences are essential for developing social skills, creativity, providing exercise, letting off steam, de-stressing and just having fun.

Children who have been physically active and had a happy playtime will always perform better in the classroom afterwards.

Edventure originated the concept of playtime resources to

support school playtime policies and specialises in the design, manufacture and supply of safe, suitable, robust games, specifically for use in the school environment.

Many of Edventure’s games are supplied with game guides and suitable storage, and all are priced to offer outstanding value.

See the website for its full range of active, ball and catching games, giant games, sport and PE resources, wet playtime games and value packs.

Call for a catalogue or to find out why so many schools buy their playtime games from Edventure.

FURTHER INFORMATION Tel: 01323 501040 www.edventure.co.uk

OUTDOOR PLAY

Dodgers Circus Workshops: for a day you, your team or school will never forget Dodgers Circus Workshops provides workshops in circus skills suitable for schools, colleges, corporate teams and many other groups.

Whether for team-building, personal development or just for fun, these workshops are exciting, entertaining and enjoyable.

Dodgers Circus Workshops also does team-building events which are both fun and entertaining, covering a wide range of team-building activities for indoors or out.

Easy or challenging, the company can also provide evening entertainment with a band, quiz or light fun activities.

The starting price for a mini-workshop session is £150 (plus travel), or a stilt man or whatever you need.

Dodgers’ can open your event on stilts or juggling, and it can provide balloon modelling, face painting or a fire show. At the

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school holidays Dodgers’ offers Circus workshops with the kids joining in a mini show.

The company is also able to hire marquees, mascots, stilt-walkers for meet and greets, etc, or how about a fire show to watch in the evening?

FURTHER INFORMATION Tel: 0781 303 8429 info@dodgerscircus workshops.co.uk www.dodgerscircus workshops.co.uk

OUTDOOR PLAY

Fun equipment to get kids more involved at playtime Primaryplay has evolved from over 20 years experience in assisting schools and nurseries with their outdoor timber play equipment, shelters, shades and seating areas and much more.

The company’s products are designed to get the maximum use for their criteria and assist with curriculum links. The play equipment provides activity for all age groups from nursery to Keystage two. Whether you want high activity or more role play and drama, there are climbing frames, activity tracks, pirate ships, dens and bespoke designed stage areas. All of the activity equipment available conforms to regulations and encourages learning through play while enhancing motor and social skills.

The seating, shade and shelter aspect of the range can be fully adapted to suit many environments and age groups. These areas are great for outdoor classrooms and waiting shelters during the rain.

Primaryplay’s experience over the years has enabled it to produce equipment for all activities required by schools and nurseries. All equipment and products can be adapted to create new bespoke products by its skilled and experienced designers, manufacturers and fitters.

The products Primaryplay supplies are also environmentally friendly as all of the timber sourced in from managed, sustainable forest resources with child-safe treatments.

FURTHER INFORMATION Tel: 01922 418 141 info@primaryplay.com www.primaryplay.com www.facebook.com/primaryplay Twitter: @primaryplay

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OUTDOOR PLAY

OUTDOOR PLAY

Active Garden: specialists in play equipment, safer surfaces and installations

ALERL: distributor of high-quality educational toys and resources

Established in 2004, Active Garden is a family business supplying commercial play equipment and safer surfaces throughout the UK. The company understands the need to balance budget but not compromise on quality, so it offers a range of excellent quality play equipment, that can be tailored to your requirements.

Ideal for nurseries and schools, Active Garden has sandpits, playhouses, towers, swings and adventure trails that will challenge and stimulate children.

It also supplies and installs surfaces, including bonded rubber bark, rubber grass mats, wet pour and artificial grass.

All equipment and surfacing complies with the relevant commercial regulations: EN1176 and EN1177. The company’s experienced installers are experts in their field and CRB checked.

Active Garden caters for projects of any size, from design to installation. Its customers within the education sector are nurseries, schools, crèches, colleges, children’s centres, etc.

Whether you are planning a new play area or adding to your existing one, the company can give sound, knowledgeable advice.

Active Garden’s aim is to make the experience of ordering a new playground a pleasant one.

Contact Active Garden to see how the company can help you.

FURTHER INFORMATION Tel: 01568 782241 info@activegarden.co.uk www.activegarden.co.uk www.activegarden.co.uk/showall/commercial-_-playground

Active Learning & Educational Resources (ALERL) is a relatively new company, importing and distributing high-quality educational toys and resources.

The company sources innovative products from around the world and all are carefully selected and tested within the market.

ALERL supplies leading catalogues and other educational companies in the UK. It has international selling rights on some brands, as listed on www.alerl.co.uk.

It specialises in early years products, but also sells some specialist products through to secondary age. ALERL is constantly looking at new products and developments within the education market.

A number of its products are sensory and cover special needs. This is a growing market for the company.

ALERL has exclusive rights for some of its key brands,

OUTDOOR PLAY

OUTDOOR PLAY

Vintage Toys is an independent, British store featuring a beautiful collection of vintage-inspired toys, games and gifts.

The company loves to encourage children to get active outdoors and to learn the joys of old-fashioned pursuits, such as arts & crafts, baking, nature, gardening, and games with friends and family.

Many of Vintage Toys products enable new skills to be developed whilst children play, and encourage good old-fashioned fun outdoors.

The classic playground games on offer include rounders, quoits, Lolo balls and twirl tops: time-tested and enjoyed by generations.

Vintage Toys loves service with a smile, so that’s how it treats its customers.

It offers free UK delivery with every order, and express delivery when you need it so

BUGLO’s priority is to build exceptional, safe and high-grade outdoor playgrounds with materials of top quality.

The company creates fabulous places where all children can have great fun while at the same time benefiting their health and physical development.

The aim is your satisfaction with BUGLO products, for a long time.

The company’s energetic team comprises professionals from different fields and is very flexible to satisfy the biggest challenge.

BUGLO will advise you on development plans of green, selection and modification of playing equipment, as well as how to obtain funds for playgrounds.

The company specialises in construction of either small playgrounds or large-scale investments, in countries such as Poland.

Regardless of investment scale, BUGLO always makes its best efforts and feels obliged to

including: Active People, Anatex, Didicar, Scrunch, Morphun, Numenko, Quut, Sunpet Industries and Wacky Practicals.

ALERL’s Active Kids Furniture range contains resources suitable for entertaining children in nurseries, business, leisure and waiting-room environments.

The products encourage social interaction and creativity in a safe surrounding. These include: mirrors, play cubes, tables, wall panels and flexi-play barriers.

FURTHER INFORMATION Tel: 01453 731 724 info@alerl.co.uk www.alerl.co.uk

Old-fashioned playground Modern playgrounds are the best way to have fun fun from Vintage Toys

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ordering online is quick and easy.

Overseas delivery is available for European customers, too.

To receive 10 per cent off of your first order, visit the website and enter ‘EDUCATION’ in the discount box in your shopping basket or give Vintage Toys a call.

FURTHER INFORMATION Tel: 0131 208 3080 info@Vintage-Toys.co.uk www.Vintage-Toys.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.7

realise projects according to the highest international standards.

Each product is manufactured according to EN-PN 1176:2008 safety standards, from the initial phase of concept, through design to manufacturing process and installation.

Contact BUGLO with any questions or queries. The company hopes it can help you to plan your investment.

FURTHER INFORMATION Tel: 01992 620 450 sales@buglo.co.uk www.buglo.co.uk

OUTDOOR PLAY

Spruce up your school or nursery’s recreational areas with Playbark.com Playbark.com is the ‘one-stop shop’ for all play area safety barks, coloured rubber bark and other associated safety surfaces.

The company specialises in the supply of these products to schools and nurseries throughout the UK and boasts free delivery to the majority of areas.

All safety surfacing products are tested to BS EN 1177:2008 providing our valued customers complete peace of mind.

In addition, the company also offers a ‘supply and lay’ service for all of its products if required, which also includes the installation of rubber bonding and artificial grass for play and recreational areas.

The company’s highly informative website will allow you to simply order online as and when you require the products or, alternatively, if you wish to order using an official purchase order Playbark.com can supply on this basis as well.

If you need technical advice or help with quantities or volumes, Playbark.com can assist.

The Playbark.com team looks forward to hearing from you. Call, email or look at the easy-to-use website.

FURTHER INFORMATION Tel: 01538 755422 info@playbark.com www.playbark.com

OUTDOOR PLAY

Improve your PE and school sports provision What does Smooga do? Smooga provides portable, flexible multi-use games areas: ideal for playgrounds and playing fields. Imagine an arena, made up of modular, push-fit panels, with a lightweight plastic top section and a base that keeps it firmly on the ground – that’s a Smooga. The system is designed to be robust enough to withstand the pressure of being pushed or fallen against.

It’s totally flexible. You can move it around, set it up where you need it, and change it’s shape or size.

A typical-sized Smooga for primary schools is around £3,500.

A larger Smooga, perfect for secondary schools, is about £4,800.

Smooga allows greater access to PE and school sport. It improves your PE environments, promoting skills development, higher levels of inclusion, fun, excitement and engagement.

Smoogas remove conflicts, particularly in the

playground, creating safer environments for all.

Smoogas can be used for hockey, handball, football, movement and dance, scooting, drama, maths, inline skating, lacrosse, cricket and much more.

The company stands for integrity, honesty, approachability and fun, and helps to assemble every Smooga installed.

Wherever you are, it will help.

Visit Smooga at The Education Show 2014, 20-22 March, NEC Birmingham, on Stand H59-G60.

FURTHER INFORMATION Tel: 01865 301917 keith@smooga.co.uk www.smooga.co.uk

OUTDOOR PLAY

OUTDOOR PLAY

Sutcliffe Play: designs to stimulate and challenge

Improved playtimes for schools with OPAL

Sutcliffe Play is experienced in providing specialist play equipment to schools and local authorities. It designs to encourage creativity; leaving as much as possible to children’s imaginations, and build in an element of risk to ensure play spaces are stimulating and challenging. Sutcliffe Play believes passionately in ‘inclusive play’ and in allowing all children to play side-by-side.

The company believes there are many other benefits that play brings to children and adults: physical health, learning, development, social cohesion, even regeneration within communities. When designing, Sutcliffe Play focuses on play for play’s sake, as that simple, essential part of childhood.

Sutcliffe Play continually utilises its extensive knowledge of children, play, inclusion, accessibility, design, materials and landscape design.

Sutcliffe Play is employee-owned,

Improving play at your school?

Built the trim trail? Got the friendship bench? Trained the dinner ladies? Improve play in your primary school with a researched and proven programme. OPAL is an effective package of strategic and practical services which supports school improvement through play.

OPAL is: developed by a local government School Improvement Service; tested in over 150 schools; independently evaluated by two universities; and featured in a report by the National Children’s Bureau.

The programme is an audit of conditions affecting play. It has four mentored development meetings over one year, INSET, governors and parents’ meetings, expert mentoring, grounds design support and ideas and resources.

Proven benefits: leadership – more time, less stress; pupils – happier, more fulfilled; supervisors – more positive, greater job satisfaction; learning

with over 80 employees. It offers a bespoke design service and manufacture in the UK. It also offers a free play-area design service, free site survey and free project management, and it has a dedicated in-house team of RPII inspectors, engineers and quality aftercare packages.

Quality runs as a thread through everything Sutcliffe Play does. It tries to do what is best for children and its customers, generally going beyond what is required by industry standards.

FURTHER INFORMATION Tel: +44 (0)1977 653200 www.sutcliffeplay.co.uk

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outcomes – core skills, creativity, co-operation; and teachers – more time, less disturbance.

OPAL has been cited to the Education Select Committee as best practice and has been independently evaluated and recommended in the report ‘Supporting School Improvement Through Play’ by the National Children’s Bureau.

Contact Michael Follett, OPAL director, for a free introductory meeting. Single grounds development planning workshops are also available.

FURTHER INFORMATION Tel: 01761 462991 www.outdoorplayand learning.org.uk

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Insist on BS EN 15312 with Specialists in playground Kitemark certification for equipment and surfacing your multi-use games area The Playground Company is a is paramount in the design, Many schools have come to the conclusion that there is not enough space in their playground for the number of pupils, or enough hard-standing to organise team ball games without getting muddy trails into the classrooms.

The buzz words in the staffroom are: “We need a MUGA.” When gathering information and obtaining quotes, schools discover the wide variety of fencing and goals – with variable prices and styles. All the suppliers make their multi-use games areas (MUGAs) sound attractive and claim to offer ‘the best MUGA on the market’.

The big question is how does the uninitiated filter out the companies and products that are of poor quality and, in some cases, dangerous?

Steelway Fensecure recommends you insist on fence and goals complying with BS EN 15312 free-access multi-sports equipment. Requirements, including safety and test methods.

Insisting on a fence and goal system to this standards with a BSI Kitemark certification, is the only way of ensuring you get a safe and durable product that is fit for purpose. Anything less is not good enough.

To see Steelway Fensecure’s BS EN 15312 Kitemark certificate and range of Kitemarked products, contact its sales department or visit the website.

family business based in the heart of Cheshire with an ambition to improve as many children’s outdoor learning and play areas as possible within schools and nurseries across the UK. The Playground Company will help you design and create the outdoor learning and play environment that exactly meets your needs and budget. With many years’ experience within the playground development industry, it prides itself on delivering the best range of products and services at the best prices.

With affiliation to RoSPA, CHAS and Constructionline, safety

manufacture and installation of its products. The installation teams are CRB-checked and experts in their field.

The Playground Company knows it has succeeded in its work when it sees children using and enjoying the new areas it has created. The company will always strive to keep making the children smile.

Contact The Playground Company for a free on-site survey or to discuss products/services.

FURTHER INFORMATION Tel: 0800 975 5649 www.theplaygroundcompany.co.uk

FURTHER INFORMATION Tel: 01902 490919 sales@fensecure.co.uk www.steelway.co.uk

OUTDOOR PLAY

OUTDOOR PLAY

Bring the adventure to your school with a King Kong climbing wall

BounceBack for safer playground surfaces

With over 20 years’ experience King Kong Climbing Walls specialises in the design, manufacture and installation of state of the art, innovative climbing walls, combining years of climbing experience, enthusiasm and manufacturing expertise.

King Kong’s ethos is to provide quality design, engineering and construction to produce climbing walls that look, feel and climb like real rock and conform to BS EN 12572. The company is constantly seeking to update and refine its manufacturing processes to create more exciting products.

As well as manufacturing climbing walls, King Kong also manufactures and supplies caving systems, high-ropes courses, zip lines, climbing holds and all types of climbing accessories.

A climbing wall at your school is the ideal way to get children engaged in sport,

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as well as helping build coordination, communication and self-esteem. With foldable matting, climbing walls can be installed using minimal floor space so gyms/sports halls can still be used for normal activities, with climbing opportunities for all ages and abilities.

King Kong Climbing Walls has worked with many schools, providing them with first-class installations for their pupils and staff, as well as for the general public.

FURTHER INFORMATION Tel: 01768779959 info@climbingwall.co.uk www.climbingwall.co.uk

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Specialist installers of wet pour safety surfaces, BounceBack is dedicated to providing premium wet pour safety surfaces with competitive prices and a customer service that is second to none.

With over 50 years combined experience, BounceBack can assure you of the highest quality standards of design, installation and aftersales care. All BounceBack surfaces have been independently tested to current British and European standards by the Centre for Sports Technology.

The company aims to work with you to create a stimulating safety surface that is visually stunning, and educational, as well as safe.

Customers are BounceBack’s top priority and all staff are committed to providing impeccable customer service. The company is with you every step of the way and will conduct a free site visit, help you design your play

area, advise on groundwork preparation, and provide an excellent support service to ensure your safety surface is always in tip-top condition.

Although all surfaces are installed with a five-year guarantee against faulty materials and workmanship, BounceBack is confident you won’t need it. The company also offers a range of repair options for existing safety surfaces.

No matter what your requirements, call BounceBack for a competitive quote and friendly advice.

FURTHER INFORMATION Tel: 01282 869000 sales@bouncebacksurfaces.co.uk www.bouncebacksurfaces.co.uk

SCHOOL TRIPS

SCHOOL TRIPS

School ski trips can evoke some of most wonderful experiences for students – but how do you know you are selecting the right resort and package?

Ski Adaptable has an enviable reputation for looking beyond the reputations that ski resorts conjure, and looking into the finer detail of what a resort has to offer and how that may be suitable for school groups.

When selecting a resort for your group, look beyond the detail of top lift height and how many expert runs there are. Ski Adaptable helps you filter the right resorts by features, including how snow-sure it is, suitability of slopes for school groups, après ski available for schools, does the hotelier have experience working with schools and, of course, a keen attention to value for money.

‘1-2-3-Ski’ is an initiative launched by school ski trips

Galloway has been operating school tours for over 50 years and today its experience and knowledge ensures your air or coach tour is professionally managed, from booking to travel.

The company has an extensive range of itineraries that have been developed over many years and it can tailor-make the arrangements to meet your needs, with a modern fleet of well-equipped touring coaches, maintained to the highest standards by its own technicians.

Galloway school group drivers are fully trained, CRB-checked and chosen for their skill and experience.

As a member of the School Travel Forum and holders of numerous quality-assurance marques, you can rest assured that your safety and wellbeing is paramount.

Next year, 2014, marks the start of the First World War centenary and an ideal opportunity to visit

Are you choosing the Specialised European right school ski trip study tours for schools package for your students? with a personal service

company Ski Adaptable to reward teachers for organising school ski trips, and to introduce schools to a new concept in school skiing.

This includes hand-picked resorts, great-value all-inclusive packages, hotels and suppliers that comply to a full safety management system and a dedication to offer information in a non-elitist manner.

FURTHER INFORMATION Tel: 01451 832133 info@skiadaptable.co.uk www.skiadaptable.co.uk

the battlefields of Europe. Have you considered researching your school or pupils’ ancestral connections with World War One? Galloway has a resident historian on hand to help you research your itinerary or to join you on an expertly guided tour to bring your local history to life.

Galloway organises tours, most with its own coach and driver, so you can be sure that the company’s high standards are maintained throughout.

FURTHER INFORMATION Tel: 01449 767778 www.gallowayschools.com

SCHOOL TRIPS

SCHOOL TRIPS

Unique activities offer an insight into the ultimate world rugby experience

A varied and exciting learning experience with At-Bristol Science Centre

Welcoming several thousand schoolchildren each year, the newly refurbished World Rugby Museum gives a unique insight into this magnificent sport.

Groups are offered a combination of three separate activities: World Rugby Museum discover why people love rugby; Stadium Tour – a behind-the-scenes look; and a Workshop or Seminar – a hands-on learning experience.

Workshops and Seminars, designed around the national curriculum, turn a corporate box into a classroom.

The Museum’s programme received the Sandford Award for Heritage Education 2010 and the Quality Badge for Learning Outside the Classroom 2009, 2011 and 2013.

Key Stage 1 Rugby Strips and Textiles; Key Stage 2 Rugby Strips and Textiles or Design Me a Rugby Stadium; Key Stage 3

At-Bristol is one of the UK’s most popular school trip destinations, welcoming over 55,000 primary and secondary pupils every year.

Situated in the heart of Bristol, the centre offers hundreds of hands-on, interactive exhibits, exploring topics from forces and flight to animation and astronomy.

With an open-access Live Lab, areas exclusively for key stage 1, and new exhibitions arriving throughout 2013/14, there’s something for every year group.

Presenter-led star shows in the Planetarium, curriculum-linked lab and classroom workshops and inspiring science shows provide memorable learning experiences for EYFS to post-16.

A full education programme, offering access to equipment and expertise not usually found in the classroom, is available online.

“It is a truly excellent experience.

I have already booked my next

What Type of Rugby Player Are You? or Design Me a Rugby Stadium; Key Stage 4 How to be a Rugby Fitness Coach or Commercial Twickenham; Key Stage 5 Fitness & Elite Rugby; and above Pro Sports Coaching or Twickenham Control.

Visits include: free parking, free supervisory adult admission per eight children, on-site Rugby Store, and access for all.

FURTHER INFORMATION Tel: 020 8892 8877 philmcgowan@rfu.com www.rfu.com/museum (Schools & Learning section)

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school visit,” Miss Sumner, Parkstone Grammar School.

Accredited with a Learning Outside the Classroom (LOtC) quality badge, experiences are tailored to the revised programmes of study in science.

An educational charity, At-Bristol offers exceptional value for money.

Attend for a free teacher-planning visit or call the education team to explore how At-Bristol can inspire and engage your students on their next school trip.

FURTHER INFORMATION Tel: 0845 345 3344 education@at-bristol.org.uk www.at-bristol.org.uk/education

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SCHOOL TRIPS

SCHOOL TRIPS

Take a vintage tram ride into the Edwardian era

Bespoke travel tours for primary schools, high schools and colleges

Crich Tramway Village, home of the National Tramway Museum, offers children and young people a wealth of learning opportunities.

The Museum is unique in that many of the exhibits are restored, working trams and students can use their pre-decimal halfpennies to take a ride through the Village’s reconstructed, Edwardian street out into the countryside. There are beautiful woodlands with a number of sculptures and the resident artist can often be seen at work in his outdoor studio.

There are three main exhibition areas to explore that explain the story of tramways and the growth of the Museum.

Other trams in the Museum’s

collection are stored in depots, which are open to visitors.

You will find a variety of Museum-led sessions suitable for all ages, from Foundation to Key Stage 4. Students can study history, art and design, science, maths, literacy, IT, functional skills, and leisure and tourism.

The Museum can also provide a number of resources to help make the most of a self-led visit. The learning department can assist with planning and discuss ways to help your group get the most out of their visit.

FURTHER INFORMATION Tel: 01773 854328 education@tramway.co.uk www.tramway.co.uk

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Twin Group Travel is a leading UK provider of school group trips, specialising in tailor-made group tours across the UK and Europe, working with over 700 groups from countries all over the world each year.

The company offers a wide range of services: from travel arrangements and entrances to attractions to full itineraries and accommodation in host families, hostels or hotels.

This allows it to work as a one-stop shop for schools wishing to book a trip anywhere in the UK, giving teachers peace of mind that every element of their trip will run smoothly – without the added complications of dealing with numerous providers to plan their trip.

Twin also offers specialised itineraries for educational visits for a range of subjects: including geography, history, English, religious studies, maths, music, art, design, and many more.

These trips give students a fun and exciting tour, which also provides them with a meaningful educational experience.

To find out more about Twin Group Travel’s prices and sample itineraries, or to ask about creating your own custom itinerary, please contact its team of specialist advisors.

FURTHER INFORMATION Tel: 020 8297 3217 grouptravel@twinuk.com www.twingrouptravel.co.uk

CREATIVE LEARNING

Playmags: award-winning 3D magnetic toy

Play to Z has award-winning quality sensory resources

A new entry into the Construction Toys category this year is Playmags.

Playmags is made up of 3D magnetic construction blocks, which attract on all sides and can be combined to form many different geometric shapes and structures.

Building with the magnetic tiles has been shown to inspire creativity and brain development, as well as providing fun construction-based play for children, aged three years and up.

Yidi Berger, sales manager of Playmags Toys explains that the magnetic blocks of Playmags easily connect together allowing open-ended play: creating cubes, pyramids and other shapes.

Berger says: “The shaped blocks encourage creativity, maths skills and spatial relations, as well as patterning and basic geometry.

“The ease with which the tiles connect allows children to move from constructing two-dimensional to three-dimensional creations.

You won’t find clinical-looking resources in Play to Z’s multi award-winning range, as author and managing director Sue Gascoyne explains: “We believe that resources should be attractive and fun.”

Play to Z’s quality sensory resources are perfect for supporting children with SEN, as well as those who just need a helping hand to sit still.

Take the award-winning Fidget Mats and Spots, whose purple colour and vibrant ribbons set them apart. The Lion Shoulder Weight also features funky colours, sensory detail, practicality and, above all, child appeal. Endearing and luxuriously soft, children adore its friendly corduroy face and colourful ribbon mane, designed for providing proprioceptive feedback for fiddling fingers.

Its beany-filled body makes this loveable lion perfect for calming, soothing and cuddling.

Winner of an Independent

This is a really interesting new product for the Construction Toys category, and a product that wears its education-through-play badge proudly.”

The product is available in five sizes: a 100-piece set, a 50-piece set, a 50-piece accessory set, and a 30-piece and 20-piece accessory set. The Playmags sets come in eye-catching boxes, that fit nicely on shelves as part of a construction and educational retail offering.

Contact Yidi Berger to find out more details.

FURTHER INFORMATION Tel: 020 3667 2721 info@playmags.com

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Toy Award in 2013, the lion is now joined by a beautiful ribbon-edged flower and leaf and a cute green stegosaurus.

If you’re looking for quality open-ended resources – great for inspiring exploration, language and imagination – then look no further than Play to Z’s unusual collections of objects and wonderful Sensory Tales, complete with sensory-rich treasures.

Visit the website for quality resources with timeless appeal.

FURTHER INFORMATION Tel: 01206 796722 info@playtoz.co.uk www.playtoz.co.uk

PUBLISHING

CREATIVE LEARNING

Fun, colourful stickers and educational wallcharts from Paper Projects Paper Projects is the UK’s leading supplier of best-loved character properties on sticker packs.

Products cover a variety of formats, from reward stickers to 3D stickers, and feature an array of the UK’s most popular brands. Licenses range from the hottest new online sensations to ever-loved book titles.

Current brands include: Moshi Monsters, Hello Kitty, Mr Men, Charlie and Lola, the Natural History Museum and many more themes for children of all ages.

New from Paper Projects for this season are educational wallcharts and reward charts.

This collection has been developed

with the help of education experts and provides a fun, colourful way to aid learning at home and in the classroom.

Collections are also perfect for resale at fundraising events.

Paper Projects’ titles range from key themes such as My First Words and Count to 20 with Mr Men, to more complex subjects including the Science Museum’s Solar System, and My First World Map. FURTHER INFORMATION Tel: 01279 710730 Lesley.hines@ paperprojects.co.uk www.paperprojects.co.uk

CREATIVE LEARNING

Experts in theatre and stage technologies For all things technical, from stage lighting and rigging systems to audio visual systems, Northern Light has the specialist expertise to ensure your objectives are met or exceeded.

Northern Light has worked in over 1,100 educational establishments across the UK to provide expert design and installation of sound, lighting and stage systems in assembly halls, theatres, studios and lecture theatres.

The company has installed sound, lighting, AV and stage systems across the spectrum of educational establishments, including independent, primary, special and secondary schools, colleges and universities, undertaking new builds and refurbishments.

Northern Light has been involved nationally in the design, specification and installation of over 400 construction projects for academies, BSF, free schools, UTCs and PFI schools.

Northern Light’s specialist installations for the education sector include: design and specification of performance spaces and studios; cabling infrastructure and containment; technical theatre installations of sound and lighting systems; staging and stage engineering; curtains and tracks; projection/video systems/AV; communications systems; and suspension and rigging.

For more details, contact David Wilkins, head of education.

FURTHER INFORMATION Tel: 0131 622 9100 Tel: 07891 309262 www.northernlight.co.uk

‘Surtsey the Cat’ by Hilary Roper: a new educational children’s book Surtsey the Cat is an exciting, new treasure book for children aged three to eight years old.

The hand-painted, jewel-like illustrations display patterned borders and stunning, detailed sea-creatures; a fun story.

These professional illustrations are ideal for inspiring children to educationally copy and design their own artwork from, displaying pattern, textures and exquisite colour fields; plus inspiration for creative writing.

Surtsey the Cat is a traditional 32-page, picture/storybook, portrait format, glossy hardback, with 14 full-colour illustrations – RRP £14.99. It has phonetic blending for early readers, and an extensive vocabulary and poem for the older children; reading age 11+.

Surtsey is a gorgeous stripy cat who, unbeknown to a fisherman, goes out to sea on the fishing boat. There is a raging

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storm monster and Surtsey falls into the water. Here begins an underwater adventure with whales and sea creatures.

Pattersand Press will be exhibiting at The London Book Fair, Earls Court, London, 8-10 April 2014 on Stand A420.

FURTHER INFORMATION Tel: 01535 604780 hilaryroper@hotmail.com www.pattersandpress.com

CREATIVE WRITING

Getting pupils excited about Shakespeare The rewritten national curriculum will require all pupils between the ages of 11 and 14 in England’s state schools to study at least two of Shakespeare’s plays in full, from September 2014.

A daunting task, perhaps?

Well, help is at hand. Designed to encourage literacy, Classical Comics has produced visually stimulating interactive motion comic DVDs to get pupils excited about Shakespeare’s plays and to enable them to engage with his work in a unique way.

For flexibility of teaching, each interactive motion comic contains three text versions: original text – the entire Shakespeare play, unabridged; plain text – the entire play translated into plain English; and quick text – the entire play using reduced and simplified dialogue.

Visit www.classicalcomics. com/interactivedemo for an online demonstration.

You can also visit Classical Comics on Stand L40 at the

Education Show 2014 (20-22 March, NEC Birmingham) to experience the Interactive Motion Comics for yourself and to discover the many benefits of using them in the classroom.

In addition to their motion comics, Classical Comics offer a range of graphic novels and teaching resources designed to enhance pupils’ enjoyment of classic literature. To see the full range of products, visit Classical Comics’ website.

FURTHER INFORMATION Tel: 0845 812 3000 www.classicalcomics.com

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ICT

OUTDOOR PLAY

Qualified teachers have the golden ticket to international jobs market

Artificial grass solutions for schools and nurseries

Are you a qualified teacher? If so, then, like Charlie standing at the open gates of Wonka’s chocolate factory with his golden ticket, you have the pass to a whole new world of possibilities.

With an ever-increasing number of international schools appearing across the Middle East and Asia, the demand for those with the right credentials is also growing. Unlike Charlie, you will not be entering ‘a world of pure imagination’.

So where should you go?

First, check out the Edvectus Learning Portal, which can be viewed as an educational ‘departure lounge’, where you can pick up any informational essentials before you leave.

This unique service, offered to teachers registered on the Edvectus website, allows you to access free resources. Whether you would like to learn a few phrases in Mandarin or find out about the International

Baccalaureate curriculum, the Learning Portal enables you to tailor your learning experience. By selecting tutorials, your Edvectus consultant can create your own bespoke course, covering the areas that will best prepare you for your international placement.

Edvectus is an overseas job agency with a difference: it wants to make you informed and prepared to hit the ground running in your life abroad – able to enjoy all the chocolate factory has to offer whilst avoiding falling into chocolate lakes or turning into a giant blueberry.

FURTHER INFORMATION Tel: 020 8701 1676 www.edvectus.com

All of the company’s products are manufactured in the EU and are tested rigorously to the highest standards, making them the safest and most durable on the market today.

Whatever your requirements, Perfect Grass can make your outside areas accessible 365 days a year and free from maintenance costs.

FURTHER INFORMATION Tel: 020 8166 4168/ 07930 904861 info@perfectgrassltd.co.uk www.perfectgrassltd.co.uk

OUTDOOR PLAY

CONSULTANCY

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Perfect Grass is an established supplier and installer of artificial grass, with an unrivalled reputation the company offers the highest standard of workmanship and customer service.

The company’s 10 years worth of installation experience has seen it offer artificial grass solutions to schools and nurseries throughout the UK. Whether you are looking for a simple, small play area or a larger more complicated area to be covered, give Perfect Grass a call, now.

Perfect Grass works in partnership with a company with over 15 years’ experience of installing synthetic sports surfaces, including sand-filled, sand-dressed, needle-punched, woven and 3G surfaces.

The company’s products are used extensively for sports such as football, hockey, tennis, cricket, netball and golf.

ISO and OHSAS Standards are relevant to all

Edventure: learning through active play

PJ Associates specialises in the successful development and implementation of management systems: accredited management systems should be processed-based and reflect what happens within an organisation.

Having worked extensively with a number of UKAS-approved accreditation and certification bodies, PJ Associates’ services extend to the development and implementation of systems and processes, covering: quality management to ISO 9001; environmental management to ISO 14001; health & safety management to OHSAS 18001; risk assessments & safe working method statements; waste management analysis; compliance and duty of care

Have you ever stopped to think just how much time a child spends in the playground during their primary school years? Well, it equates to 260 full school days.

This is clearly a significant part of a child’s school experience and it is imperative for playgrounds to be managed properly and the correct investment made in creating a harmonious environment.

Positive playtime experiences are essential for developing social skills, creativity, providing exercise, letting off steam, de-stressing and just having fun.

Children who have been physically active and had a happy playtime will always perform better in the classroom afterwards.

Edventure originated the concept of playtime resources to

assessments; environmental aspect and impact assessments; systems review and auditing; and ongoing maintenance and support of management systems.

PJ Associates’ approach is based on the recognition that organisations will have existing management systems and operational processes in place.

The key is to establish the links within those processes and develop practical solutions that work and meet the requirements set out in the standards. The result is a bespoke solution directly relevant to client needs.

FOR MORE INFORMATION Tel: 01625 610758 Tel: 07818 852818 pppoconnor@aol.com

EDUCATION BUSINESS MAGAZINE | Volume 18.7

support school playtime policies and specialises in the design, manufacture and supply of safe, suitable, robust games, specifically for use in the school environment.

Many of Edventure’s games are supplied with game guides and suitable storage, and all are priced to offer outstanding value.

See the website for its full range of active, ball and catching games, giant games, sport and PE resources, wet playtime games and value packs.

Call for a catalogue or to find out why so many schools buy their playtime games from Edventure.

FURTHER INFORMATION Tel: 01323 501040 www.edventure.co.uk

FLOODLIGHTING

STAGING AND LIGHTING

Innovative sports lighting from a friendly, family owned UK company

Speciality staging, lighting and audio from Active Stage & Lighting

Floodlighting Limited has been planning, manufacturing, installing and maintaining lighting systems throughout the UK for over 40 years.

Technological and environmental innovations, coupled with an understanding of advancements in lighting, have combined to make Floodlighting Limited a clear industry leader.

The company can offer systems that satisfy every requirement involved with sports lighting: from initial design concepts through to manufacture and installation, Floodlighting Limited is the specialist.

From the lighting of a single tennis court to multi-user game areas (hockey and football pitches and athletics tracks), its services and extensive knowledge is freely available to clients.

Floodlighting Limited has worked with dozens of schools and colleges to extend their regular sports

Every school needs an opportunity to showcase its talent to a wider audience.

Enter Active Stage & Lighting, a company specialising in providing portable modular staging, stage lighting effects and audio distribution solutions.

Stage lighting: Active carries a massive range of stage lighting fixtures – LED spotlights, coloured wash-lights, cables and control desks. Fully installed packages are available from £999.

Modular staging: ideal for productions and events, allowing you to build a stage as big or as small as you need. Add barriers, steps, ramps, valances and drapes, as required. Short-term rental or outright purchase options are available. Prices start from £69 per deck or £829 per kit.

timetables and enhance existing facilities for pupils, staff and the general public.

The company is pleased to talk to you about your proposed or existing floodlighting schemes and how lighting systems can be adapted to your requirements.

For a no-obligation conversation to discuss any aspect of your scheme, including budgets, funding or planning advice, don’t hesitate to call.

Floodlighting Limited is also a member of The Sports and Play Construction Association.

FURTHER INFORMATION Tel: +44 (0) 1753 890666 info@floodlightinggroup.co.uk www.floodlightinggroup.co.uk

HEALTH & SAFETY

LEV test and monitoring service from BenchVent Health and safety law says you must assess the risks to your workers from hazardous substances (dusts, fumes, vapours, etc), and decide what measures to use to protect their health.

If those measures include local exhaust ventilation systems (LEV) to remove the dusts, fumes, vapours, etc, produced by your work processes or activities, then you must maintain the LEV in efficient working order so it continues to provide the necessary protection.

Under legislation from the HSE, you should also have a periodic thorough examination and test (at least every 14 months) and must keep this record for at least five years. In addition, you should have information on the installed LEV system to confirm it provides adequate protection, which should be kept for the life of the equipment.

BenchVent now offers a full service package, which helps you meet these legal requirements and those of its lifetime warranty.

The company will deliver a test and service package in line with current legislation and maintain optimum performance from your equipment.

Contact the company if you would like to find out more about the BenchVent maintenance package.

FURTHER INFORMATION Tel: 01423 790039 enquires@benchvent.com www.benchvent.com

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Audio: audio solutions can be as simple or as complex as the budget allows. Whatever the specification and whatever the budget, Active can provide a made-to-measure solution.

FURTHER INFORMATION Tel: 0800 542 1726 sales@activeuk.com www.activeuk.com

HEALTH & SAFETY

Meeting the growing demand for health & safety training in the playground Do you have a playground on-site? Is it regularly inspected? Is it maintained?

Rynat has been trading for over 12 years, working with numerous schools, manufacturers, construction companies, landscape architects and authorities.

It is a specialist in inspections and training of playgrounds and personnel involved at all levels: routine, operational and annual. Offering only externally accredited courses through nationally recognised providers, RPII and BTEC and H&S courses (CIEH).

Rynat is the sole provider of the BTEC Level 3 Advanced Award in Playground Inspection, Operation and Maintenance.

Bespoke inspection and maintenance systems can be established to suit your equipment, ensuring that you are covering your legal obligations

and that your facility remains safe for use. Services available include: post-installation inspections; accident investigation; maintenance and inspection systems; equipment procurement; RPII routine and operational training; CIEH H&S training; risk assessments of play areas; and school and local authority annual inspections.

Rynat is a member of the British Safety Council, Charter Institute of Environmental Health, Registry of Playground Inspectors International and it has full Professional Indemnity and Public Liability Insurance.

FURTHER INFORMATION Tel: 07887 791834 jbc@rynat.demon.co.uk www.rynat.co.uk

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INFECTION CONTROL

INFECTION CONTROL

Alcohol-free sanitiser from Legionella Consultancy Services tackles all issues the one-stop shop for relating to water hygiene halal-approved products SteriZar is an alcohol-free halal antibacterial sanitising product, that has been tested and proven to be effective against a wide range of bacteria and viruses: containing no irritants, tested to be skin and food safe, and is perfectly safe for all ages to use.

One property of SteriZar that makes it so different is it has active barrier technology which allows the bacterial agent to continue to be effective on the skin for up to six hours and hard surfaces for up to 30 days.

All claims made regarding effectiveness of SteriZar have been substantiated by independently recognised testing laboratories in the UK and meet the criteria laid out for the appropriate British Standard, all of which are readily available.

Tests using the product have been successful against norovirus and the recently highlighted bacteria NDM-1, to add to the already achieved

excellent test results showing the effectiveness of the product against many harmful and potentially life-threatening micro-organisms that exist in today’s working environment.

SteriZar products have been certified as fully Halal compliant by the International Halal Federation (IHF). The full range of Halal-compliant SteriZar products are available through its distributor All Things Halal.

FOR MORE INFORMATION Tel: 0330 660 0098 info@athalal.com www.athalal.com

INFECTION CONTROL

Rapid legionella DNA detection (PCR) The ALcontrol Molecular Biology Laboratory offers rapid, sensitive legionella testing based on the DNA detection of species-specific genes.

The test detects legionella species and legionella pneumophila with results ready within 24 hours of sample delivery. This technology is ideal for facilities managers or those involved in the management of water systems when time doesn’t permit waiting for the results of samples analysed by conventional methods.

This cutting-edge molecular technology is accredited to UKAS 17025 and supported in ALcontrol’s custom-built facility by experienced molecular biologists with backgrounds in water testing who understand

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that results can be critical. If you wish to submit a sample, ALcontrol will request that you supply 2x1L: one will be analysed by the conventional culture method as recognised in L8 as well as one by polymerase chain reaction (PCR).

Your results will be reported in genomic units (GU) rather than colony-forming units (CFUs) as PCR defines different properties of the cells.

If a negative result of your sample is obtained using the PCR method then you will always get a negative result for the culture method.

FURTHER INFORMATION Tel: 01709 777309 tellmemore@alcontrol.com www.alcontrol.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 18.7

Established in 2009, Legionella Consultancy Services (LCS) specialises in water management specific to legionella in water systems, relating to prevention and control.

LCS’s services are classified in business streams: consultancy – risk assessments and independent advice on legal issues relating to legionella; control – water hygiene monitoring programmes and the main distributor of the Electronic Legionella Risk Management; compliance – water system upgrades and associated works; competency – legionella awareness training and site-specific guidance and training; water management – products and services to reduce the consumption of energy and maintenance costs.

In recent years, the company’s work has been more focused on providing advice and services specific to the needs of individual business sectors with a view on

tackling the challenges that each company faces relative to this.

LCS’s sectors of expertise are care and nursing homes, schools/ colleges/universities/nurseries, hotels and leisure.

LCS has a product that replaces water softeners, saving you pounds.

The company provides advice for the long-term benefit of its clients by assessing the benefits of preventing legionella altogether rather than just trying to control it, as in valued engineering.

FURTHER INFORMATION Tel: 01827 259346 info@l-c-s-ltd.co.uk www.l-c-s-ltd.co.uk

DESIGN & BUILD

Innovative white paper offers schools guidelines on pupils’ personal hygiene Achieving optimum accessibility, especially for pupils’ personal hygiene, in new school building and upgrade/ refurbishment projects is being simplified through a ‘ready reference’ just published.

‘Considerations & Specification of Hygiene Rooms in Educational Establishments’ is an innovative white paper, produced by leading disabled toileting solutions provider Clos-o-Mat. The paper covers all new legislative and ‘good practice’ guidelines for design and specification of the ‘bigger and better’ accessible toilets in schools, simplifying the compliance process.

Claire Haymes, Clos-o-Mat’s dedicated hygiene rooms manager, explains: “One child in 20 under the age of 16 is disabled. Some 60 per cent of statemented children are now in mainstream schooling.

Over 20,000 students have a

disability, almost six per cent of the student population. Provision of appropriate, accessible toilet facilities is therefore increasingly important in educational building projects, and that extends to hygiene rooms, which contain more complex equipment.”

The white paper can be downloaded free of charge from Clos-o-Mat’s website, along with the company’s other sector-specific white papers, and a full ambit of CAD drawings to cut and paste into plans.

FURTHER INFORMATION Tel: 0800 374 076 www.clos-o-mat.com

ACADEMIES

ACADEMIES

Considering academy status? See J&G Marshall J&G Marshall is a specialist conversion company, supporting schools to academy status, as well as providing post conversion services. It has helped convert over 70 schools so far.

The company conducts all the required legal, project management and advisory services you need to become an academy, for a fixed price of £12,500 +VAT. It also includes all SIMS/FMS transfer work.

One of the greatest benefits to a school is that J&G offers just one point of contact. Neither the headteacher nor office staff has to deal with the many different specialists involved in the project.

For 26 years, the principal of J&G Marshall has worked in banking and as a fully accredited financial

adviser. This, combined with his 21 years as a school governor – both at primary and secondary levels – and 18 years as chair of governors at what is now an academy, gives him the insight required to guide schools effectively through the often-daunting process of academy conversion. He is also an NLG with the National College.

Together with strategic partners, J&G Marshall offers ongoing support and advice post-conversion in areas such as accounts, HR, legal, building and heating, SIP and many others.

FURTHER INFORMATION Tel: 0161 926 3611 jeff.marshall@ academyconversion.com www.academyconversion.com

OUTDOOR EQUIPMENT

Is a competency framework the solution to teachers’ pay issues?

The National Teachers’ Standards alone are not enough to justify pay decisions to Ofsted, nor are they able to identify where development needs are for future leaders, according to education HR specialists SYLO Associates.

SYLO Associates believes a more detailed framework underpinning these standards, which focuses on driving up the quality of teaching within schools and takes a positive approach to identifying development needs, is urgently needed.

Managing partner Sally White says: “The standards are not detailed enough so schools will struggle to provide evidence and could face appeals because of the perception that pay decisions have been made on a whim without a detailed underpinning framework.”

White believes teachers being involved in pay-related changes is vital, but focus on assessing what they are achieving and what

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Sarah Stevens, Sally White and Debbie Lymn

they lack is only one aspect that needs to be balanced against their personal development needs. “The focus on schools needing to prove a teacher isn’t meeting the regulated standards creates a negative culture which should be balanced with a focus on personal development.

From the pilot we ran at Rush Common School, it’s important to create a positive culture providing clear development opportunities for teams and spotting future leaders.”

FURTHER INFORMATION www.sylo-associates.co.uk/ education_development.html

SPORT

Suppliers of outdoor and Protect yourself, your environmental equipment school and your students Established 10 years ago, Forest School Shop is part of Oaks Online Shopping Company and is the sister website to the highly respected and well-known GreenmanBushcraft.co.uk.

Forest School Shop has been supplying the outdoor sector for many years and – due to its excellent customer service,

on all your outdoor needs, as well as providing outdoor professionals with trade accounts and flexible payment terms.

Staff will always endeavour to help you meet your budgetary requirements, too.

The brand operates out of several UK-based (Essex) warehouses and offices, and

huge range of high-quality outdoor products and large stock holding – the company is the preferred supplier to many education centres, councils, charities and other leading outdoor education providers.

All Forest School Shop staff has a background in environmental work and outdoor education, so is able to offer you expert advice

because every aspect of your ordering process is controlled, it can offer you the best possible prices and speed of service.

Forest School Shop appreciates how important outdoor education is, so don’t hesitate to contact the sales and customer services team.

FURTHER INFORMATION Tel: 01245 201041 www.forestschoolshop.co.uk

The education landscape is changing, and schools are being entrusted with more responsibilities. In the past, local authorities would have provided essential resources for schools in their area, this is now more likely to be something schools need to budget for themselves.

The Association for Physical Education has updated the new edition of ‘Safe Practice in Physical Education & Sport’, the only publication of its kind and it’s a critical resource to keep schools up to date with the latest legislation and ensure they understand the risks and how to manage them.

Numerous national bodies commend the publication to school staff, parents and other adults working within an educational context. It is also used by the legal profession.

The resource is split into user-friendly sections for teaching, managing and promoting the best

health and safety practices into the different areas of the core curriculum subject. The handbook remains just as practical and retains the ever-popular section for applying principles into specific areas of activity.

It also includes a CD-Rom with ready-made forms, templates, risk assessments and safety checklists, to help you implement the right structure to support a safe and quality learning environment for students.

As well as this key resource, 1st4sport.com has a wide range of other sports education and training ideas to refresh, develop and inspire. Order products online or call to request a free catalogue.

FURTHER INFORMATION Tel: 0113 201 5555 www.1st4sport.com

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WASTE MANAGEMENT

CATERING

Manage your waste better and reduce costs

New beverage sensations triple chocolate and chai latte at the push of a button

Countrywide Waste Solutions provides tailored, cost-effective solutions to improve your waste management.

By effectively managing your resources and preventing and reducing waste, the company can: save your business money; enhance environmental performance; reduce operating costs; comply with legal obligations; and improve the image of your business.

Even a simple review of your business waste can produce some quick wins.

Countrywide has a proven track record of achievement over the last 10 years, working with both multi-site and one-off locations, reducing waste to landfill and increasing recycling.

The company has managed a group of colleges in Leeds over the past five years and driven down costs, improved recycling and reporting and, last year, achieved 100 per cent landfill diversion.

A waste review can be conducted at a high level, for example, reviewing all waste for a building or at a more detailed level, such as reviewing waste per department or process area.

A waste review can be provided free of charge. Simply call or email Countrywide today for your free no obligation waste review.

The first 25 bookings made will receive a free gift pen.

FURTHER INFORMATION Tel: 0845 437 9520 support@countrywidewaste solutions.co.uk www.countrywidewaste solutions.co.uk

OUTDOOR PLAY

The hottest properties in hot beverages are hot chocolate and chai. These are both now available through branded dispensers, to ensure quality and consistency in the cup without messy tubs, spoons or a kettle.

Hot chocolate from renowned cocoa producer Barry Callebaut and its premium brand Van Houten, and spice Chai Latte from Drink Me Chai, are now available from table-top beverage dispense systems, from Fairtrade Beverage Systems. At the touch of a button, these new machines will deliver consistent quality, drink after drink.

The triple-chocolate hot beverage system dispenses three branded Van Houten chocolates – White, Fairtrade Milk and Dark Chocolate – and the dual-hot beverage system dispenses white chocolate and chai latte.

Mike Steel of Fairtrade Beverage Systems, says: “We are delighted to have partnered with Van Houten and Drink Me Chai to bring these

unique machines to the UK. With these dispensers, quality and consistency are guaranteed and a speedy service makes them perfect for our ‘grab-and-go’ culture.”

FURTHER INFORMATION Tel: 01634 726163 www.fairtradevending.co.uk

LEISURE SERVICE

Darren’s Dens for bespoke Cascade Pools: experience playground equipment and service you can trust Bespoke playground equipment does not have to cost the earth.

Whilst budgets and grants are being squeezed, Darren’s Dens feels this should not have to impact on the quality and value-for-money on offer.

We are all becoming more environmentally conscientious, to keep our carbon footprint down. Darren’s Dens uses local suppliers, whenever possible.

Also, some of the products it uses are made from recycled plastics and rubber or are made from materials that can be recycled.

Whether you are looking to have a whole new play area designed or simply to add to your existing equipment, Darren’s Dens can meet your requirements to suit your budget.

The company also designs and installs bespoke outdoor staging, shelters, fencing, sensory gardens and safety surfacing. Darren’s Dens is committed to creating exciting

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and challenging play areas whilst ensuring safety is paramount.

The products used are built to meet with BS EN 1176 safety standards, and there’s a choice of safety surfaces.

Visit the website or contact Darren’s Dens for further details.

FURTHER INFORMATION Tel: 01823 669096 darrensdens@mail.com www.darrensdens.com

EDUCATION BUSINESS MAGAZINE | Volume 18.7

Cascade Pools (EA) is a long-established family run business based in East Anglia, that has built its excellent reputation on real and lasting customer satisfaction.

The company’s wealth of experience and knowledge ensures the customer has peace of mind and complete confidence in their supplier, right from the start.

Cascade Pools offers a complete pool service, including: installation of new outdoor and indoor pools; swimming pool refurbishment projects (schools, colleges and residential); experienced pool refurbishment of Buster Crabbe pool systems; and it is a supplier of pool enclosures.

By insulating existing pools, you can cut energy bills by up to 90 per cent. The company also relines existing swimming pools; supplies and installs swimming pool safety covers; supplies and installs swimming pool heat pumps;

offers a replacement of swimming pool heating systems; and repairs or renews existing pool pipework.

Cascade Pools supplies a wide range of pool and spa chemicals, pool filtration, summer and winter covers; it also offers a summer and winterisation programme, with free noobligation quotes and a friendly and helpful customer service.

Cascade Pools works only with the most experienced pool product specialists and distributors in the UK, ensuring it can offer its customers the best products available to suit all budgets.

FURTHER INFORMATION Tel: 01449 723656 www.cascadepools.co.uk

SEN

WORKSHOPS

Delivering courses to help WFS: creative, inspiring and exciting services with maths difficulties Unicornmaths specialises in the development of numeracy and the remediation of maths difficulties and dyscalculia.

Training for teachers: Unicornmaths deliver accredited maths remediation training courses for teachers based on the Unicornmaths Programme and in association with the British Dyslexia Association.

The manual is only available through the courses.

The Unicornmaths Programme is a structured, cumulative, multi-sensory maths development guide for the remediation of dyscalculia, Key Stage 1 and 2.

It identifies the underlying, interlocking concepts on which an understanding of number is based.

The Programme enables SENCOs, learning support teachers and classroom assistants to maximise their roles in the guidance of pupils with maths difficulties and dyscalculia. Each aspect of number development is accompanied by ideas for its introduction and practice in

a fully multi-sensory mode.

In-service training is provided to schools and educational organisations.

Conference presentations: the principal of Unicornmaths, Sarah Wedderburn, presents seminars and workshops on Multi-sensory Maths Remediation.

Specialist tuition: the Unicornmaths Studio provides individual tuition for pupils (aged five to 15) using multi-sensory learning and interactive revisiting to develop their understanding and retention of maths.

FURTHER INFORMATION www.unicornmaths.com

Workshops for Schools and Nurseries (WFS) offers a tailor-made service to all educational settings, providing you with specific artists for your particular event. Whether it be curriculum-based, extended school provision, transition projects or catering for Early Years, gifted and talented or SEN. WFS can cater for every eventuality, including: Healthy Schools week, Black History Month, sports events, creative, cultural and international experiences. The company can find the ‘artist’ for you and save you precious time, money and energy.

In addition to this bespoke service, WFS has some popular, interactive workshops that have been tried and tested in schools across the country for children from nursery to secondary schools.

Practitioners and artists are all experienced in working in educational settings and provide workshops that are fun, exciting, challenging and

an experience to remember.

WFS was established to meet a growing demand for more specialist creative workshops.

Beginning with Yoga for Healthy schools, it now has over 400 artists on board. The objectives of WFS are to meet curriculum requirements; develop skills and knowledge; cater for different learning styles; and to provide inclusive, fun, interactive provision.

FURTHER INFORMATION Tel: 07943816331 Tel: 0121 705 5640 info@workshopsforschools andnurseries.co.uk www.workshopsforschools andnurseries.co.uk

WASTE MANAGEMENT

OUTDOOR PLAY

Free nationwide collections by trusted ICT recycling specialists

AIT for secure wireless network solutions

SudoTech is a fully licensed and secure ICT recycling company offering free nationwide collections to organisations in the education sector. The company promotes sustainable computing through ‘Reduce, Reuse, Recycle’, helping the environment by saving energy and materials used in the manufacture of computers.

All organisations have a legal obligation to abide by Waste Electrical and Electronic Equipment (WEEE) and Hazardous Waste regulations and SudoTech removes this hassle by producing the paperwork and registering you as a hazardous waste producer, if required.

SudoTech issues a waste transfer note and hazardous waste consignment note on collection and comply with WEEE Directive 2012/19/EU, giving you peace of mind.

Collections can be scheduled

to suit your business needs and there are no hidden costs.

Your data will be destroyed on arrival at SudoTech, using CESG IAS5 higher-level overwrite, suited for MOD-grade security levels.

The company is also registered with the Information Commissioner’s Office to comply with the Data Protection Act 1998.

SudoTech’s IT disposal service delivers proven, consistent and cost-effective solutions to manage the logistical and technical processes for the redistribution of IT assets, assuring compliance to environmental and data protection legislation.

FURTHER INFORMATION Tel: 0800 0519105 collections@sudotech.co.uk www.sudotech.co.uk

Enable your staff and students to connect to online resources safely with wireless solutions provided

by AIT Partnership Group.

AIT is a specialist in the supply, installation and support of secure network solutions for schools, colleges and universities.

With many years’ experience, AIT understands IT-needs in education and will work with you to specify and deliver solutions that are fit for purpose and within budget. The company’s solutions support laptops, iPads, tablets, smartphones and PCs of staff and students across single or multiple sites.

Education solutions include: wireless LAN – supporting simultaneous class-wide downloads of online resources; firewalls – to keep students safe and your network secure; mobile device management (MDM) – controlling device access and application download; and network switches – ensuring

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bandwidth for staff and students.

AIT has an in-depth knowledge on the latest technologies and is partner to many secure network vendors, including: Aerohive, Cisco, Juniper, Watchguard, Palo Alto, Airtight and HP.

Whether you have an ongoing network issue, want to upgrade an existing network or installing a new one, AIT can help. Let AIT’s experience guide you to the best secure network solution.

FURTHER INFORMATION Tel: 0845 293 2790 customer.services@ait-pg.co.uk www.ait-pg.co.uk

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Advertisers Index

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ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service 1st 4 Sport 60 IT Absolute Performance Active Garden Active Learning & Educational Resources Active Visual Supplies Adaptable Travel Admin Support and IT Adventure Forest Air Structures AIT-PG Alcontrol Alton Towers Applied Business Techniques At Bristol Science ATH Aver Information Europe Bench Vent Bluefin Insurance Services Bounce Back Surfaces Bourne Amenities BPS Designs Buglo UK Callevanetworks Cascade Pools Casio CFH Total Document Cherrill Scheer & Associates – KI Classical Comics CLC Presentation Clos-O-Mat Comms Express Connective Business Countrywide Waste CPA Horticulture Crestron UK

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131 50 76 122 122 129 125 90 90 78 133 130 86 44 125 130 69 129 16 124 84 102 122 50 132 IBC 30 41 127 134 130 108 112 132 121 66

Crich Tramway Darrens Den Dodgers Circus Workshops DOHR Drillboard Worldwide E-tricity Trading Eastern Shires Purchasing Org Educational Play Edvectus Edventure Elliott UK Energy Facility Engage Education ESRI UK EXA – Networks Exact Financial Solutions Expand International (GB) Fair Ford Communications Fairtrade Fensecure Fitness Warehouse Floodlighting Folio Ford Castle Adventure Forest School Shop Fresh Start For Kids Frogtrade Gallowaycoach Travel Generic Maths Go Shelters GRC Accountants Group Call ICT 4 Ideal Catering IFS Learning Innovate Services Inspace Systems

EDUCATION BUSINESS MAGAZINE | Volume 18.7

126 132 121 14 80 31 44 92 128 121 118 120 25 48 62 36 44 46 132 124 81 129 52 90 131 100, 102 61 125 60, 102 36 24 110 56 72 26 70 121

J & G Marshall Jeanette Haslam Period K5 Evacuation & Access Kykloud Kyocera Document Lapsafe Products Le Toy Van Legionella Consultancy Lincs – Cabins Lloyds TSB Loanguard T/A SE Lucas Fettes & Partners MatsGrids Mike Ayres Design Milkround Online Monodraught Nationwide Safety Surfaces NEC Newgate (Newark) Nomadic Schools Northern Lights OKI Systems Online Training Opal Outdoor Play & Learning Optimus Education Paper Projects ParentPay Pattersand Press Paul Cornfroth T/A King Perfect Grass PJ Associates Play to Z Playbark Playmags Toy PRECOR Premier Global

131 98, 103 106 16, 30 4 60 92 130 36 6 32, 38, 39 20, 21 84 58, 67 24 24 44 OBC 28 114 127 96 104 123 16 127 64, 65 127 124 128 128 126 123 126 54 8

Promote Your Rathbone Brothers Red Spot HR Refurb That RFU-World Rugby Museum Rock UK Adventure Centres Rynat Sita UK Smooga Soladapt Stage Systems Sudo Tech Supplies for Schools Sutcliffe Play Sylo Associates Tarsus Group Telesis Tech The Adventure Company The Flooring Co (UK) The Guardian The Kings Ferry The Local Salt Man The Play Doctors The Playground Company TheOfficeSuppliesSuperMarket Thermapool Thinq Education Thomas Solutions Total Swimming Traidcraft Twin Group Travel Unicorn Maths Vintage Toys Walker Morris Warwick Castle WFS Youngs Seafood

67, 104 10 12 50 125 92 129 94 123 63, 67 IFC 133 128 123 131 40 51 116 18 22 88 42 104 124 94 82, 83 100, 103 102, 103 87 100, 103 126 133 122 119 91 133 74

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Copyright 2013 NEC Display Solution Europe GmbH. All rights are reserved in favour of their respective owners. This document is provided “as is� without warranty of any kind whatsoever, either express or implied.