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SCHOOL BUILDINGS

An in-depth look at initiatives to improve Britain’s school building stock SPORT & LEISURE

INSPIRATIONAL MENTORS CATERING

GREENER KITCHENS

How top athletes can help young people adopt an active lifestyle

How to make smart purchasing decisions on catering equipment

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SCHOOL BUILDINGS

Tensions between former Education Secretary Michael Gove and Home Secretary Teresa May regarding the ‘Trojan Horse’ affair in Birmingham schools gave the tories a perfect excuse to usher in a new election-friendly Education Secretary in July’s cabinet reshuffle, in time for the start of a new school year in which many curriculum changes will take effect.

An in-depth look at initiatives to improve Britain’s school building stock SPORT & LEISURE

INSPIRATIONAL MENTORS CATERING

GREENER KITCHENS

How top athletes can help young people adopt an active lifestyle

How to make smart purchasing decisions on catering equipment

PLUS: ENERGY | 3D PRINTING | FINANCE | SECURITY | STATIONERY | SEN | EB AWARDS 2014

It’s fair to save that Gove was deeply unpopular with the majority at the front line of education. Never in my memory has the mention of an Education Secretary’s name caused so many expletive-laden outbursts from teachers.

So, who is Nicky Morgan? In a nutshell, she’s a former City lawyer whose meteoric rise to the Government frontline started in 2010 when elected as MP for Loughborough, following an unsuccessful attempt in 2005.

According to a prominent tory backbencher: “Teachers will find it difficult to hate her in the way they did Gove. If I had to list her qualities I would say she is clever, accomplished, principled, diligent, wise and lovely.”

Isabel Hardman of the Spectator maintains that Nicky Morgan was brought in as a ‘mollifying minister’ who could calm some of the more outlandish tensions between the Tories and the education world in the run up to the election. Her first announcement was the plan to give councils powers to stop funding early-years providers with links to extremism (see p7), but Morgan’s real task over the coming months will be to repair bridges with the teaching unions in the run up to next years’ election and, at the very least, adopt a more sympathetic tone towards concerns about pay and pensions – a job that was seemingly well beyond Gove’s grasp.

Danny Wright

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CONTENTS EDUCATION BUSINESS 19.4 23

07 EDUCATION BRIEFER

85 CATERING

13 FINANCE

99 CLEANING

Concerns raised over Independent School Standards proposals to tackle extremism; new chair for School Teachers’ Review Body; Morgan announces move to curb extremism and creationist teaching in Nurseries Public sector pension regulation changes and implications for teachers; academy and free school payroll options; and the importance of having ethical governing bodies in schools

39

27 HUMAN RESOURCES

Easily avoidable human resources errors that can cost schools dearly

31 LEADERSHIP

Effective leadership is a pre-requisite for a successful school

67

35 STRESS MANAGEMENT

Evidence shows that the right amount of pressure is stimulating and enabling, but how do you get the balance right?

39 IT & COMPUTING

Avoiding wasteful spending – how you can get your ICT procurement right; the Barefoot Computing project aims to get primary teachers ready to communicate important concepts in computing; Daniel Wood from Birkwood Primary School tells how teachers at his school are getting their computing knowledge up to speed; and Naace offers two examples of schools where investment in ICT education has helped deliver a curriculum that engages and inspires pupils

61 DESIGN & BUILD 91

The first school to be rebuilt as part of the Priority School Building Programme has opened its doors and Education Business takes a look at the initiative; a well‑designed and maintained school roof is vital to avoid costly repairs down the line; Education Business reviews a number of projects that may point to new solutions in schools struggling to meet the needs of a growing population

81 ENERGY 99

Putting energy saving at the centre of school policy benefits pupils, staff and school finances, the Carbon Trust explains

Education Business

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Significant changes in energy-saving legislation are imminent, which will have a direct impact on buying choices; Education Business reports on how the new school food standards have been received by the industry

British Institute of Facilities Management member Julius Rutherfoord & Co outlines how schools can ensure their cleaning contractors are doing a thorough job

103 HEALTH & SAFETY

As the new term starts, it’s a good time to have a look at your health and safety policy

107 SCHOOL TRIPS

Key information on arranging safe and successful home stay trips

111 OUTDOOR LEARNING

The roll out of the new National Curriculum gives great opportunities to be creative with lesson planning outside the classroom

115 SPORT & LEISURE

Leading British athletes are taking up the baton of teaching children about the positive role sport can play in their lives

121 SECURITY

School managers are turning towards both electronic and physical security measures to combat the increasing risks they face

125 FRAUD PREVENTION

A sound approach to information destruction can stop private information from falling into the wrong hands

129 SEN

Nasen looks at questions relating to reforms to special educational needs and disabilities (SEND)

135 EDUCATION BUSINESS AWARDS 2014

The 2014 Education Business Awards honoured educational establishments that have taken innovative steps towards achieving excellence for pupils

143 3D PRINTING

How 3D printing equipment can be used in the classroom

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FUTURE YOU LOOK AFTER THEIR

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ANTI-EXTREMISM MEASURES

Concerns raised over Independent School Standards proposals to tackle extremism Headteachers and other bodies have raised concerns about anti‑extremism measures in the wake of the Trojan Horse inquiries.

Following reports that schools in Birmingham were under pressure from groups promoting a hardline Muslim ethos, the Department for Education published amended proposals for new standards covering independent schools and academies. The updated regulations, intended to reduce the threat of extremism and intolerance, include calls for schools to promote “British values”, such as “mutual respect and tolerance”.

However, Malcolm Trobe, deputy general secretary of the Association of School and College Leaders, says there is a danger of over-regulation.

“This is a very sensitive and difficult area,” said Trobe. “It will no doubt be argued that there is no intention of stifling such discussion, but there should be no power to do so; a secretary of state cannot bind her successors, and once a power is available it is likely to be used, not always for the original purpose,” states ASCL’s official response to the education department.

Others claim proposed regulations could inhibit free discussion, and are calling for a longer consultation time, which began in

TROJAN

HORSE

June and ends next week (August 20).

A Christian campaign group says the proposals are a “classic case of the government over-reacting” and are so broad-ranging that schools could become subject to “every whim of the PC brigade”.

The Christian Institute, which claims to exist “for the furtherance and promotion of the Christian religion in the United Kingdom” and “the advancement of education”, is threatening legal action against the government, and says that the regulations are so badly written it could leave schools open to challenges over how they are interpreted.

“They mistakenly advance the principle that political correctness equal British values.

EARLY LEARNING

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Accordingly they could be used to punish any school in the independent sector which has a religious ethos, a set of traditional beliefs, or who don’t over-promote every minority group’s world view,” says the institute’s chief executive, Colin Hart.

The institute claims that it could mean that Christian festivals such as Christmas could be ‘downgraded’ so as ‘not to offend atheists and those of other faiths’.

A spokesperson for the Department for Education rejected the concerns: “The Independent School Standards are designed to ensure every school prepares children for life in modern Britain. We make no apology for demanding high standards and the promotion of tolerance and respect of all faiths and cultures.

“It is simply untrue to say that the proposed changes – which received 1400 responses and last six weeks – would prevent teachers using gender-specific terms or require schools to downgrade Christian festivals.

“We have received a letter from the Christian Institute’s legal representatives and are considering our response.”

TO DOWNLOAD THE CONSULTATION VISIT: tinyurl.com/oqoo6yy

TRUANCY

New powers to curb extremism and School absence fines on the increase creationist teaching in nurseries In her first major announcement, newly appointed Education Secretary Nicky Morgan has declared that Councils are to be given powers to stop funding early‑years providers with links to extremism.

The move follows a campaign by the British Humanist Association, whose members wrote to MPs raising concerns about extremist links and creationist teaching in some nurseries.

BHA Chief Executive Andrew Copson commented: “We welcome Nicky Morgan’s decision to preclude creationist and extremist schools from receiving state funding through their nurseries. It is vital that every young person receives a broad and balanced education including teaching evolution as the only evidence-based view of how life came to be.”

Announcing the measures, Morgan said there is no place for extremism “anywhere in the education system”.

Funding would be withheld from establishments that teach creationism as scientific fact, Mrs Morgan said. Ofsted Inspections will also include checks to ensure early-years providers promote ‘British values’.

The National Union of Teachers said it agreed religious extremism has no place in schools - but Deputy General Secretary Kevin Courtney commented: “It is disappointing that it is the notion of extremism which is the subject of the first major announcement of the new Secretary of State.

Courtney continued: “Asking Ofsted to inspect how well nurseries are teaching ‘fundamental British values’ does not appear to offer anything new for children and will concern all those who seek to promote community engagement.”

The number of parental fines in England for children’s poor school attendance has risen sharply since the government ban on term-time holidays was introduced, BBC research suggests.

Almost 64,000 fines have been issued since the law changed in September 2013, a rise of around 70 per cent, according to local authority data.

As expected, the ban has drawn opposition from parents, with many calling for the government to take action against holiday companies who raise their prices at peak times. Parents are fined £60 per parent per child per period of absence, which rises to £120 if not paid within 21 days.

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FREE SCHOOLS

LSE report suggests ‘stealth selection’ practices in Free Schools Free schools are failing to serve the neediest children in their areas, according to a new study from the Institute of Education (IOE), London.

The study reveals that schools in the flagship Government programme are opening in disadvantaged neighbourhoods, but are taking fewer poor children (those receiving free meals) than other local schools.

“The net effect is that the free secondary school pupils themselves are close to average for all English secondary schools, and the free primary school pupils very slightly better off,” says the study, led by Francis Green, Professor of Labour Economics and Skills Development.

In addition, the study suggests that primary children who enter free schools are academically ahead of their peers. They have significantly higher levels of attainment than the average not only for their neighbourhoods, but for the country as a whole. “When it comes to evaluating the performance of primary free schools, it will be important to examine their value added, rather than their academic outcomes, which are likely to be better than average because of their intakes,” the researchers advise.

“It appears that, so far, the places in Reception at free primary schools are being filled by children who are somewhat less disadvantaged and more advanced in their development than the average. This outcome may be disappointing for the government, which had hopes that its free schools policy would be a vehicle for delivering social justice,” says Professor Green.

The full paper, expected to be published later this year, is the first academic study analysing the social composition of all the primary and secondary free schools over the first three years of the Government’s controversial programme. “By cumulating three years’ worth of intakes, we are now in a position to obtain robust findings.

Using the National Pupil Database we examine available data for 88 primary and 63 secondary free schools that had opened

by September 2013,” the paper explains.

KEY FINDINGS The government’s anticipation that free schools would emerge in disadvantaged neighbourhoods is, on average, vindicated: looking at the neighbourhoods of free schools, one can see that there is a slightly higher proportion of children entitled to free school meals (FSM) when compared to the rest of England: 22 per cent compared with 17 per cent at secondary level, and 18

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OFSTED

EXAMS

Students plump for Stalin at A-level A study published by the Cambridge Assessment exams group suggests that Russian dictatorship is the most popular topic at history A-level exams. While the traditional favourites of ‘Hitler and the Henrys’ continue to rank highly among pupils, the new research indicates that over a third of schools and colleges following the OCR syllabus opted for Russian history from 1855-1992, making it the most studied.

The researchers say that although Tudor history remains popular – there are three Tudor topics in the top ten – modern history is preferred by schools overall. The second most studied option was the American civil rights movement, while topics covering German history from 1919-63 and from 1933-63 came eighth and third respectively.

Fewer than one in ten schools teach the German reformation, the age of Gladstone and Disraeli or the early Crusades at A-level.

The researchers say this could raise

per cent compared with 16 per cent at primary level.

However, critics’ concerns that the schools might become socially selective are also supported. Within the neighbourhood, fewer pupils actually attending the free schools were eligible for FSM – only 17.5 per cent for secondary schools and 13.5 per cent in primary schools. The net effect is that the free secondary school pupils themselves are close to average for all secondary schools, and the free primary school pupils very slightly better off.

In terms of prior achievement, there is a marked difference at primary level: the free schools children have a distinctly higher Foundation Stage Profile mean score (0.33) than elsewhere in the neighbourhood and the rest of England where it is close to zero. The difference is statistically significant at a high level.

Chris Keates, general secretary of the National Association of Schoolmasters Union of Women Teachers, said: “Millions of pounds of taxpayers’ money is being poured into a handful of free schools.

Most of those qualified for the funding on the basis they were being established in deprived areas. Yet they appear to have no real desire to serve the communities and are instead using their freedom to exclude those children who need the most help.”

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concerns as to whether presenting schools with so many options has been unsuccessful in ensuring students cover a variety of eras.

Co-author Simon Child said: “Offering a wide range of choices does not necessarily lead to historical or geographical breadth.”

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New Ofsted chair to start in September David Hoare has been appointed as the new chair of Ofsted. He replaces Baroness Morgan, who stepped down earlier this year when Michael Gove, Education Secretary at the time, failed to renew her contract.

In January, Hoare became a trustee of the Academies Enterprise Trust, which is responsible for running 76 academy schools, in order to assist in improving the performance of the academy trust company. The DfE has said Hoare will now step down from in order to take on his new position at Ofsted in September.

Hoare has considerable business experience having been chair of DX Group, Virgin Express, Paragon Group and Laura Ashley. He is also a trustee of the Teenage Cancer Trust.

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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What is Yamaha Class Band?

Yamaha Class Band is a whole-class wind band teaching method launched in the UK in 2011.

There are currently 31 Class Bands in the UK with the number expected to double over the next 2 years and there are now over 2000 across Europe as a whole. Class Band recognises the importance that all young people should learn to play as part of their National Curriculum music education. Class Bands usually start with Year 7 Students (KS2/ KS3) who learn on quality Yamaha instruments.

Class Band, which follows on from the whole-class instrumental teaching programme enjoyed by most English primary schools for at least one full year, is delivered as the weekly classroom music lesson and takes place during the school timetable, not as an extra-curricular activity.

The Quality Principle

The Results So Far

During the Wider Opportunities programme, many music services felt under pressure to buy as many instruments as they could for the money. Those who misjudged this precarious quality-quantity balance found themselves lumbered with instruments which were often harder to play and incurred unplanned and expensive repair costs. Many of these instruments have broken irreparably and have already been discarded. In contrast the build quality, reliability and playability of Yamaha instruments has been central to Class Band’s success in mainland Europe, with some of the original Class Bands using instruments that are now almost 20 years old, yet still working perfectly.

The feedback from schools and staff is that pupils are already achieving better than expected results. Pupils value the trust of working with ‘real’ instruments. It is disproving a common assumption that acoustic instruments will not engage the pupils in KS3 as effectively as electronic or ITbased work. We aim to ensure that staff delivering Class Band receive full CPD support so that there are no shortcomings on issues of technique. Pupils have commented that they enjoy playing as part of a real band and experiencing the different sounds it creates, rather than all playing the same instrument. As well as being musically engaged, pupils are developing good social skills and confidence building which is helping them acheive better results in other subjects.

To find out more about Yamaha Class Band and to become involved, please contact the Yamaha Education Department: nigel.burrows@music.yamaha.com

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TECHNICAL EDUCATION

More technical schools on the way More places offering specialist, technical education are to be created after proposals for seven new university technical colleges (UTCs) and four new studio schools were announced by Chancellor George Osborne.

Using curriculums developed in partnership with universities and employers, the schools will offer a more technical or vocational based education. When full, they will provide more than 5,000 places for 14- to 19-year-olds.

The new schools will work with more than 40 major national and local employers including Jaguar Land Rover, Dyson and Kew Botanical Gardens. In addition, seven universities will work alongside the new UTCs to provide the next generation of

school leavers with the technical knowledge and other skills that industry demands.

UTCs, the first of which opened in 2010, integrate academic study with practical learning, teaching core GCSEs alongside technical qualifications. Both UTCs and studio schools develop their curriculum in partnership with local universities and employers to meet the employment needs of the region.

Studio schools, which also first opened in 2010, aim to provide specialisms linked to local skills shortages, and an emphasis on the skills needed for employment. They combine academic study (with a core of maths, English and science plus other subjects) with cross-curricular learning tackling real-life problems and projects.

New schools approved across England South Durham UTC, Newton Aycliffe

The first UTC in the north-east is planning to open in 2016. The UTC is sponsored by 2 major engineering employers – Hitachi Rail Europe and Gestamp Tallent – in partnership with the University of Sunderland. It will specialise in engineering and advanced manufacturing

Grange Studio School, Bristol

Planning to open in 2015. The school’s sponsors include Cabot Learning Federation, a multi-academy trust sponsor, the West of England Aerospace Forum and Business West (Chamber of Commerce) and it will specialise in developing skills aimed at high tech, advanced engineering and creative and digital industries.

WMG Academy for Young Engineers

The WMG Academy for Young Engineers in Solihull will cater for 640 students and specialise in engineering and science. Led by WMG (formerly known as the Warwick Manufacturing Group) at the University of Warwick in partnership with Jaguar Land Rover, EEF (the Engineering Employers’ Federation), West Midlands Manufacturing Consortium and Coventry and Warwickshire Chamber of Commerce, with support from other employers including Aero-Engine Controls (part of the Rolls Royce group). It will utilise the employers’ expertise in the automotive, aerospace and construction industries to help prepare students for careers in local high growth sectors. The trust will be opening their first UTC – the WMG Academy for Young Engineers in Coventry – this September.

NEWS IN BRIEF New chair for School Teachers’ Review Body

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Dr Patricia Rice has been appointed as the Chair of the School Teachers’ Review Body (STRB) for a period of three years.

She previously served as the STRB’s economist member. Dr Rice is a senior research fellow and the Associate Head for Research in the Department of Economics at the University of Oxford, where she specialises in labour economics.

The new Secretary of State for Education Nicky Morgan said: “I am delighted to announce the appointment of Dr Patricia Rice as the Chair of the School Teachers’ Review Body. She has an exceptional understanding of the teaching workforce and education. Her leadership will be of great value to the STRB” Dr Rice said: “I am very pleased to have this opportunity to lead the work of the review body. I look forward to working with teachers and school leaders in further strengthening the teaching profession in England and Wales for the benefit of all children.” tinyurl.com/k2krjzx

DfE claims reduction in school exclusions DfE figures published at the end of July suggest that thousands fewer pupils have been excluded from school since 2010, after the government strengthened heads’ powers to enforce discipline.

The latest data, which is for the 2012/2013 academic year, shows that compared to the 2009/2010 academic year, over 1,000 fewer pupils were permanently excluded (4,630 in the 2012/2013 year, down from 5,740 in the 2009/2010). tinyurl.com/lto9heo

The Studio @ DEYES

The Studio @ Deyes will be based in Liverpool and cater for 300 students. It is sponsored by the Lydiate Learning Trust, a multi-academy trust that is led by Deyes High School. The specialisms are professional and financial management; advanced manufacturing and logistics; and digital-business. The studio school is supported by a range of employers from a number of sectors, including Hill Dickinson, Radisson Blu, Merseytravel and Liverpool & Sefton Chambers of Commerce.

The school will aim to address local employment needs and skill shortages.

The Mendip Studio for Electronic Engineering and Bioscience

The studio school will be based in Radstock, Somerset and cater for 300 students. The specialisms are electronic engineering and bioscience. Writhlington School, the proposer, have real expertise in this field, with a strong national and international reputation among local higher education institutions and employers. Employer partners include the Dyson Foundation, Kew, the Cambridge University Botanic Garden and Intel.

Music education to receive funding boost Music education for children in England is to receive an £18m boost in funding, says the DfE. The extra money will be allocated to music education, including to the national network of 123 music education hubs established in 2012.

The news follows a report by Ofsted inspectors last November that criticised a lack of depth and rigour in school music in England. tinyurl.com/k4k7duc

Plymouth Studio School

Plymouth Studio School will specialise in lifestyle services, sport and the visitor economy.

It will cater for 300 students. The proposers are City College Plymouth working in partnership with the University of St Mark and St John, Akkeron Group/Plymouth Argyle Football Club, Duke of Cornwall Hotel and Plymouth County Council. The studio school will join with UTC Plymouth and the Plymouth School of Creative Arts free school to encourage young people to consider alternative routes in education.

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NEWS IN BRIEF Festival of Code winners announced

CURRICULUM

Leading figures in science education slam new curriculum A major UK science education body has criticised the new English science curriculum, claiming that it is too content-heavy with not enough focus on progression between key stages. SCORE (Science Community Representing Education), which is made up of five organisations including the Association for Science Education (ASE) and the Royal Society, has issued a statement saying the curriculum lacks coherence owing to a “piecemeal “ approach taken in government reviews of how the subject is taught.

SCORE says that it is concerned by what it sees as a conflict of interest affecting how qualifications are awarded. The organisation argues for the establishment of independent and assessment bodies in England and Wales with advice from subject experts and oversight from awarding organisations (AOs). It claims that the current system is subject to conflicts of interest as it “has

organisations developing the criteria by which their products will then be judged.”

The statement proposes that its constituent subject bodies, the Institute of Physics, the Royal Society of Chemistry and the Institute of Biology, should have a key role in shaping the system of awarding qualifications.

The organisation says it has particular concerns about the coherence of the curriculum between key stages 3 and 4, as there is some repetition of study topics in these stages. The statement also says that the number of topics included could affect students’ mastery for the worse: “Higher standards in education are not achieved merely by the introduction of new content.”

A DfE spokesperson responded: “We make absolutely no apology for introducing a rigorous and challenging curriculum as soon as possible for every age group.”  Turn to page 149 for the ASE’s comments on the new curriculum

PHYSICAL EDUCATION

£10.5 million from the Premier League for primary school sport The Premier League has announced that it is to invest £10.5 million in linking football clubs with local primary schools in a bid to get more young people involved in sport.

The three-year programme follows a 2013 trial that saw 25 clubs, including all those in the Premier League, working with 1,279 schools to offer football, basketball and cricket clubs at lunchtime, in addition to PE lessons.

The scheme will involve 67 professional football clubs in England and Wales.

Richard Scudamore, the Premier League’s chief executive, said: “The high-quality football put on by Premier League clubs, and the popularity that it generates, allows us to invest in and support community sports facilities, school sport, and a variety of sports participation projects.

“Investing in the primary school sector, where everything begins, is a perfect fit with our overarching strategy of aiming to get more young people playing sport.”

Children’s minister Edward Timpson said: “One of this government’s key objectives is to improve the quality of PE and school sport both through the primary PE and sport premium and through building better community links between schools and local clubs. This approach gives schools the opportunity to invest sustainably in staff development.”

READ MORE: tinyurl.com/oavheoz

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The winners of the Festival of Code competition for young people aged seven to 18 have been announced. 1,000 young coders attended the event’s finale in Plymouth, hosted by Young Rewired State. Participants had less than five days to create games, websites and apps which were designed to solve real world problems and judged by a panel of experts.

The five winners included students from Knowle West Media Centre in Bristol, whose Cityradar app makes it easier for citizens to report problems like potholes and broken street lamps to local authorities.

Emma Mulqueeny, ceo of Young Rewired State, said: “We’re bowled over by the designs which came out of this year’s festival. It’s been a fantastic celebration of the coding talent that we’re sitting on right here in the UK and we’ve been able to see just what we can achieve if we foster this talent in the right way.” tinyurl.com/q9rkwmw

Plans for new primary in Bristol library Plans to build a new primary school in Bristol central library have been made available to the public. Bristol cathedral Choir School is slated to be transferred to parts of the library not accessible to the public by and open in 2015-16 if planning consent is granted. The project is expected to cost in the region of £4 million. tinyurl.com/lqay9hm

Eton Head criticises exams system The headmaster of Eton College, Tony Little, has spoken out against the exam system, claiming that it is “unimaginative”, “little changed from Victorian times” and “fails to ready pupils for the modern workplace”.

In an interview with the Radio Times, Little states: “Too much focus on grades means exams can eclipse an all-round education” and describes the current exam system as “obliging students to sit alone at their desks in preparation for a world in which, for most of the time, they will need to work collaboratively.”

However, Little suggests that the current drive to bring England’s education system more into line with those in countries like Singapore and China may be misguided, and warned against copying “the same straitjacket the Chinese are trying to wriggle out of”. tinyurl.com/q9gwrbh

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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TEACHER PENSIONS

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PENNIES IN THE PENSION POT Despite the caricature often levelled at teachers – 10 weeks holiday a year, finish work at three – they often really do have plenty to complain about, such as 60 hour weeks, interminable paperwork, dealing with other people’s children, and so on.

Not least of their problems is a perpetually changing pension scheme.

No matter what you think of the continued existence (barely) of ‘gold plated’ final salary pension schemes in the public sector, having the rug pulled from under a key plank of your career choice’s remuneration scheme is just cause for complaint. So, what do teachers need to know about retirement saving? What state is their public sector pension in? Should they take action to supplement it? If so, what?

PUBLIC SECTOR PENSION REFORMS Traditionally, public sector pensions have been final salary Defined Benefit (DB) schemes that pay a proportion of the salary you were on before you retired. DB schemes have all but disappeared in the private sector, but the

public sector held on for much longer, hence the oft-repeated ‘gold plated pension’ tag.

Under Coalition reforms – due to come into force in April 2015 – most final salary schemes have been eradicated in the public sector, including for teachers. Anyone who turned 50 before April 2012 is still eligible, but for those shorter in the tooth, their pensions have switched to a career average pension.

Under the new rules, teachers still receive a pension based on their salary, but on their average earnings over their entire career, rather than what they were on before retiring.

As a 2013 Pensions Policy Institute (PPI) report found, that means public sector workers end up with a pension worth up to a third less than under previous rules.

On top

of that, the retirement age, previously set at 60, is being brought into line with state pension age, meaning teachers will have to work at least until the age of 67 – more likely 70 for those starting out now.

The deal is still more generous than those in the private sector enjoy, but as far as working harder, for longer, for less goes, it’s quite a jump. And when the generous pension is one of the key attractions to a career in the public sector, it’s not hard to understand why teachers feel cheated.

Written by Sarah Willis

The regulations underpinning public sector pensions are due to change dramatically, with major implications for teachers. Sarah Willis sums up the key points

HOW MUCH DO YOU NEED? Estimates for how much you’ll need in retirement vary. According to Which? you’d need a pension pot of around £300,000 to replicate the average British salary of £26,000 per annum. However, as they point out, you’re unlikely to need that much money in retirement.

That said, a major pensions and investment company’s retirement calculator estimates you need E

Under n Coalitio due – reformsnto force i to come2015 – most in April sector final public schemes salary been have ted eradica

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TEACHER PENSIONS

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According to the NUT, under the career average scheme, if you have an average salary of £30,000 and 20 years of reckonable service you’ll receive an annual retirement income of £10,000

 a pot of £340,000 for a ‘basic cost of living’ of £12,399 p/a. Advice firm Liberty SIPP estimates you need £220,000 for a minimum wage salary of £12,115 p/a.

Predicting the future has never been easy.

According to the NUT, under the career average scheme, if you have an average salary of £30,000 and 20 years of reckonable service you’ll receive an annual retirement income of £10,000.

Given that this example doesn’t appear to include the state pension and/or other retirement benefits, that should work out to a comparatively good standard of living in retirement.

However, it’s still not a lot, and if you have significantly less than those 20 years of reckonable service, you’ll obviously receive significantly less. And with continual pressure to reduce the public pensions bill, it’s not out of the question that future rule changes will leave you worse off – not to mention the fallibility of projecting so far in the future (demonstrable by the wildly varying pension pot estimates). All of which suggests that topping up your teachers’ pension is a good idea.

teacher scheme puts you one more step further from government rule changes.

SUPPLEMENTING YOUR PENSION If you decide you do want to top up your standard pension, what do you do?

Additional Voluntary Contributions (AVC) are available as part of the teachers’ pension scheme. The scheme, run by private provider Prudential, is essentially no different from contributing to a defined contribution (DC) pension elsewhere.

Every benefit the Prudential lists is common to all private pension schemes.

This means that although there’s nothing wrong with choosing AVC for the sake of convenience, it’s not necessarily your best option. If you’re willing to put a bit more work in, you may get a better deal elsewhere. Also worth considering is that putting money outside of a dedicated

UNCERTAIN FUTURE Putting aside the fairness or not of the pension reforms, the key points for teachers are: that you will have to work longer, for less than your predecessors; that topping up your pension is a good idea; and that the rules can and do change – and never in your favour.

Of course, all these points apply to non‑teachers as well – both public and private sector. So for now, you should count yourself lucky that you have a career average pension; it may not be as good as the final salary pension your boss is getting, but it’s one better than the straightforward DC scheme most of your friends have. L FURTHER INFORMATION www.teacherspensions.co.uk

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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EXERCISING FINANCIAL FREEDOM

Since the introduction of grant-maintained schools back in the 1980s, state schools have been able to take more control over their finances and the way they are run. Although grant-maintained status was abolished in 1998 many schools retained that financial control over their finances, and in the year 2000 schools were once again able to obtain funding directly from government through Labour Government introduced Academies.

Following the general election of 2010, it was the new regime’s Education Secretary, Michael Gove, who introduced reforms through the Academies Act, 2010. This has resulted in a significant increase in the number of number of schools opting out of Local Authority control and becoming academies; employers in their own right.

Although

there are still many schools, most commonly called community schools, controlled and receiving funding through the local council, the number of new Free Schools and Academies continues to grow.

WHAT THIS MEANS IN PRACTICE Academies and Free Schools are non-profit making, independent, state-funded schools.

They aren’t run by the local council and as well as having control over their own budgets, they are employers in the true sense of the word and can also determine their own pay and conditions for their staff. But of course, that freedom brings with it certain administrative burdens not experienced when they were controlled by the Local Authority and these schools must now decide how they will ensure their staff are paid.

Although they do have the option of operating these duties in-house by setting up their own departments, most Academies and Free Schools are of a

ies Academree and F ave h Schoolsver their o control gets and can d own bu ine pay and determ itions for cond staff their

size where it is not really cost effective to maintain and resource a fully compliant in house solution. Invariably therefore, they along with the original grant-maintained schools, have chosen to outsource administrative duties such as payroll to external providers.

PAYROLL PROVISION Sourcing a payroll provider puts Academies and Free Schools on a par with most businesses and employers, and indeed many of the problems they have experienced will be familiar to many a small business. Looking specifically at payroll, one of the first issues for any employer to consider is how their employees will be paid. Like any business the school will have to weigh up the pros and cons, costs and benefits of all the options before securing a preferred payroll provider.

PARENT COMPANY Whilst some Academies and Free Schools are standalone entities, many have been E

Written by Helen Hargreaves, senior policy and research officer for the Chartered Institute of Payroll Professionals

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EDUCATION BUSINESS MAGAZINE | Volume 19.4

Whether you are thinking of converting to academy status or have already done so, we can help you with the complex array of issues.

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PAYROLL  set up by a larger organisation such as a charity or university, an existing business or under an Academies Trust umbrella. If that is the case, then it is an option that responsibility for running the school’s payroll will be taken on by the payroll department of the parent organisation.

EXTERNAL PROVISION Despite having no responsibility for running the payroll for academies in their geographical area (other than by agreement), Local Authorities continue to have responsibility for the community schools in their area and it is likely that there will still be an active team in the council payroll department with specific responsibility for schools.

Keen not to lose work, and indeed even keener to generate income, most, if not all Local Authorities will be willing to provide a fully managed bureau service for the Academies and Free Schools in that area. Alternatively, schools can secure the services of a private sector payroll bureau. Requiring no investment in payroll software or skilled payroll staff, data is usually transferred to the payroll provider by secure email or portal conduit through the completion of template documents.

WEIGHING UP THE OPTIONS There are advantages and disadvantages to each of these options which should be considered when offering the payroll function out to tender. Importantly, the school should consider pension administration services alongside the payroll provision and account for this key requirement in their tender specification. Cost, experience of school payrolls & pensions, accuracy and the expected level of service are the most obvious; however there are other issues which must also be considered.

REAL TIME INFORMATION (RTI) From April 2013 all employers have been required to operate PAYE in real time (RTI) which means that information about payments made to employees, and the tax and Class 1 National Insurance contributions (NICs) deducted from them, must be submitted to Her Majesty’s Revenue and Customs (HMRC) on or before the date that payment is made to the employee.

Information about starters and leavers must also be submitted at the time it happens.

Whilst this might sound like a perfectly reasonable requirement, and in most cases it is, there are times when there is a delay in information being passed to the payroll department. Most frequently this happens when responsibility for processing a payroll transfers from one provider to another.

From 6 October 2014 HMRC will begin imposing penalty charges for the late submission of information. When awarding a contract to a new provider this could have a financial impact on a school if there is a delay in the transfer of the payroll data from the old provider to the new.

Another issue which could impact on the

timely supply of information to HMRC is the monthly pay cycle operated by the payroll provider. Local Authorities are big employers who usually need to impose rigid deadlines to ensure that they have sufficient time to undertake all the checks on the payroll before payment is actually made to the employees. Very often this deadline will be a couple of weeks before the pay date, meaning that if information is provided late to the payroll department it cannot be included in that submission and must instead be reported in a separate submission or wait until the following month.

However, Local Authorities operating a ‘managed payroll service’ for independent Academies and Free Schools will be more flexible in respect of deadlines with those customers as the processing volumes, compared to main authority payrolls, are much smaller. Private sector providers can also offer this flexibility.

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But there are other councils who are happy to submit these returns on behalf of the school, and deal with any resulting queries.

For these particular schools careful research is vital when considering offering their payroll out for tender to ensure that they are aware of any associated costs which may not be initially apparent.

HR PROVISION r Whetheies The success of both RTI and m pension submissions are e d a c A s l o reliant on the speedy o h c S transfer of information o r F re e t o l o o k t o from HR to the payroll e r u contin l Authority o department. Whether l HR is dealt with by the a the Loc a commercia school itself in-house, by source ier is now a the Local Authority, or by another external provider, it suppl siness bu is vital that schools consider the process and timescales for choice

PENSIONS It cannot have escaped anyone’s notice that public sector pensions are changing as part of wider pension reforms which include ‘Automatic Enrolment’.

The Local Government Pension Scheme (LGPS) for England and Wales changed in April 2014, whilst the LGPS for Scotland along with the Teachers’ Pension Scheme (TPS) will change in April 2015. This in itself may pose problems for payroll departments trying to determine which scheme is applicable when a payment is made around the time of transition.

However, it is the enduring relationship between some schools and the Local Authority administering the pension schemes which could potentially have a bigger impact.

This is unlikely to be a problem for an Academy or Free School as they have the responsibility for liaising with the different pension schemes or can delegate this function to their payroll provider as required.

It can however, be an issue for the grant‑maintained schools who have decided to use a provider other than the Local Authority. Their teachers and support staff, who remain members of the TPS or the LGPS, remain under the jurisdiction of the Local Authority who remains the authorised contact responsible for administering the schemes.

Thus, the Local Authority is responsible for submitting the Annual Service Return to the TPS, and the monthly contributions for the LGPS. There are some Local Authorities who feel they have no option but to charge for submitting returns for schools for whom they do not operate the payroll, even if the returns themselves have actually been completed by an external payroll provider.

the transfer of information such as starters, leavers, sickness absences, supply teachers etc. and that Service Level Agreements are robust to avoid penalty charges being incurred by missing statutory deadlines.

EMPLOYMENT ALLOWANCE As from April 2014 most UK employers can claim the Employment Allowance and reduce their employer NICs by up to £2,000. However, there are certain employers who are excluded from this including Local Authorities. Schools remaining under Local Authority control are not eligible to claim the Employment Allowance; however Academies and Free Schools may be entitled to claim. A word of caution though, as nothing is ever as straight forward as it seems. If a business belongs to a group of businesses or a charity is part of a charities structure, only one business or charity can claim the allowance. So if an Academy or Free School has been set up by a larger organisation, it may be that that larger organisation is already claiming the Employment Allowance.

Each school must determine its status and advise its payroll provider whether or not they are eligible to claim the Employment Allowance. And as ever these days, there will be a penalty charge imposed if an organisation claims the allowance when it is not entitled.

FREEDOM OF CHOICE What sets Academies and Free Schools apart from the more conventional community school is the freedom of choice. Academies and Free Schools have the opportunity to source a provider that best suits their needs. Whether they continue to look to the Local Authority or source a commercial supplier is now a business choice. And like any business, the quality and level of service delivered must be monitored and evaluated before the contract is due for renewal before the whole process begins again. L FURTHER INFORMATION www.cipp.org.uk

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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SCHOOL GOVERNANCE

Kerry Ace, a policy manager with the Chartered Institute of Public Finance and Accountancy (CIPFA), on the importance of having strong, ethical governing bodies in schools As the summer term came to an end, my son and his classmates enjoyed their final days of the primary school year. It is during this time I become particularly grateful for the efforts of all the volunteers who help raise money for the school through such events as the fair and the car boot sales, thereby enabling the school to purchase valuable new equipment.

I have noticed that some of these volunteers – members of the Parents’ Association – go on to stand for election as members of the governing body. The governing body member role is a task that is both hard work and rewarding. But what qualities do those seeking election require, and how should they view their new role?

The Chartered Institute of Public Finance and Accountancy (CIPFA) have worked with the International Federation of Accountants

(IFAC) to develop an International Framework: Good Governance in the public sector.

And from this framework comes advice for academy governing body members who will be new to their roles in the 2014/15 session.

But firstly, who do I mean by ‘academy governing body members’? In academies, the governing body is normally called the ‘academy trust board’ or ‘board of trustees’.

It operates on behalf of the academy trust, which is the legal body responsible for running

IMPLEMENTING STANDARDS A governing body considers the effectiveness of its own performance by asking whether it is living up to the code of conduct and thus setting the right tone for the school.

However, the real challenge is in the effective implementation of set standards, and it is the here that the International Framework and its supplement can provide valuable assistance.

Our International Framework states that the function of good governance in the public sector ensures entities achieve their intended outcomes while acting in the public interest at all times. And it means that decisions made by the governing body must be made in the public interest even if this is against a perceived organisational interest. 

Written by Kerry Ace, policy manager, CIPFA

ADVICE FOR EFFECTIVE SCHOOL GOVERNANCE

the academy – these will be the governing body members I am referring to in this article.

Also in existence in multi-academy trusts, are ‘local governing bodies’ which may operate at a local level at each constituent’s academy.

Individuals who sit on this body might not be trustees of the overall trust, although they may have duties delegated to them by the trustees. However, these are not the governing body members I refer to in this piece.

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A governing body considers the effectiveness of its own performance by asking whether it is living up to the code of conduct and thus setting the right tone for the school

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SCHOOL GOVERNANCE  This requires governing body members to behave with integrity, demonstrate strong commitment to ethical values and respect the rule of law, building on and expanding the Seven Principles of Public Life.

PREVENTING CONFLICTS OF INTEREST Behaving with integrity means that holders of public office must avoid placing themselves under any obligation to people or organisations that inappropriately try to influence them in their work. School governing body members may find conflicts arise between their own personal interests and those involved in making decisions in the public interest. A key question that must always be addressed is whether the duties or responsibilities of a governing body member might be affected by some of their other interests or obligations. It is important to focus on the overlap of such interests, i.e. whether they could influence or be influenced by something that the school may be considering.

It is far better for a governing body member to err on the side of openness when deciding whether or not to disclose such interests, rather than trying to manage the situation on their own. Not only do conflicts of interest need to be taken into account, but so do those issues that might be perceived as conflicts.

Governing body members need to consider how such issues could be viewed from both inside and outside the school.

Good e nc governas the require body to ng governi he purpose clarify t bjectives and o rking of wo ships relation

BLOWING THE WHISTLE A key role for the governing body in terms of integrity is ensuring that ‘whistle blowing’ processes are in place in the school and working effectively. Such processes enable individuals or groups to draw formal attention to practices that are unethical or violate policies, rules or regulations and ensure that valid concerns are quickly addressed. Whistleblowers can play an essential role in detecting fraud and mismanagement. However, they have, in some public service bodies, experienced bullying and even dismissal from their job.

It is essential that whistleblowing processes reassure individuals raising concerns that they will be protected from any potential negative repercussions. As part of their role in scrutinising and challenging the school’s management, governing body members may ask whether employees would know what to do if they suspected misconduct or fraud. They might also seek to find out if there is a process in place to ensure all employees are treated equally.

The governing body itself should be regarded as a role model. Therefore, members will need to keep the school’s values at the

forefront of their own thinking and decision making. The governing body should try to ensure that ethical values are embedded throughout the school.

These values should permeate all aspects of a school’s operation, for example, the procurement of goods and services, the appointment of staff on merit, the performance of job responsibilities and the use of public funds.

THE NEED FOR CLEAR POLICIES Our International Framework also describes how acting in the public interest requires openness and comprehensive stakeholder engagement. To maintain public trust and confidence, the governing body should be as open as possible about its decisions, actions, plans and resource. The body should provide clear reasoning for its decisions and should be explicit about the criteria, rationale and considerations used in the decision making.

It is helpful for a school’s stakeholders – parents, pupils, parents of future pupils etc – to know the types of issues to which they will be consulted. Therefore it is important for the governing body to draw up a clear policy on the issues it will consult on with all stakeholders (individually and collectively), through balanced and fair communication methods. They may need to ensure that the more vocal stakeholder groups are balanced against other stakeholder interests so that no one group becomes too dominant (i.e. guarding against ‘pushy parent’ syndrome).

There are many ways in which stakeholder

views can be expressed – through surveys, websites, and direct feedback to name a few – so a school should be able to communicate effectively with its stakeholders. Questions governing body members might like to ask with regard to their school’s openness include how the school ensures adequate consultation takes place and what feedback it provides on the results of the consultation.

A related, but separate issue is a school’s need to comprehensively engage with its institutional stakeholders. Academies need to work with these stakeholders, including other public service entities, to deliver and improve their education provision. As a result, an academy will have a diverse network of entities, varying in range and strength. Good governance requires the governing body to clarify the purpose, objectives and defined outcomes of these relationships. Other considerations include carefully considering and monitoring the risks associated with joint working arrangements.

AN IMPORTANT ROLE Good governance plays a key role in the success of all organisations, so those who put themselves forward to become governors at our schools must be applauded. As Professor Mervyn King noted in the foreword to the International Framework, it requires ‘integrity, transparency and accountability, built on a foundation of intellectual honesty’.

These fundamentals should be firmly in mind of those that aspire to this demanding but satisfying role.  FURTHER INFORMATION www.cipfa.org

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HUMAN RESOURCES

James Lynas, a partner at education employment law specialists Winckworth Sherwood, highlights easily avoidable human resources errors that can cost schools dearly Whilst head teachers’ jobs demand the full range of management skills, they are expert educators first and managers only second.

This means school leaders can stumble when dealing with HR issues, making expensive and often avoidable mistakes. Just one case going to an employment tribunal can run up more than £30,000 in costs before any award is taken into account.

With time factored in too, it is clearly worth shutting the door before the horse bolts.

In over 20 years advising schools and as a former chair of governors I’ve noticed a number of easy to avoid HR mistakes that keep cropping up. Here’s the list and what steps can be taken to avoid them.

EMAIL IS YOUR ENEMY A switched-on employee being disciplined will always make a subject access request under the Data Protection Act to flush out embarrassing

communications. In one case the request revealed that a chair of governors convening a disciplinary panel had been discussing with its members the intended dismissal before the hearing even began. The end result was that the hearing had to be scrapped and a new panel called but the school was then on the back foot and had to settle.

In another case the request revealed that the head teacher, who was due to chair a disciplinary hearing, had asked HR “can’t we just get rid of him”, that a manager had described the staff member as unemployable, and the deputy head teacher had discussed “the plan” to dismiss the employee. The end result was that a governor had to re-hold the disciplinary hearing in place of the head teacher.

DEAL WITH ISSUES FORMALLY A persistent problem in schools is failing to deal with low-level misconduct using the formal processes. When procedure isn’t followed from the start, it often leads to more serious misconduct and a snapping of patience when leaders want to get rid of a miscreant but haven’t got any formal warning on record. The classic example is punctuality. If someone is late once, find out the reason and remind them of expectations; twice give them an informal warning; three times give them a formal warning. Do not, as one school did, allow 80 late appearances to pass without even a formal warning.

Schools often fear formal process as it can appear confrontational but they exist as a tool, firstly to improve behaviour and secondly to remove staff if there is no improvement. Staying in the informal process won’t give a sufficient prod to improve nor provide the basis to fairly remove. 

Written by James Lynas, Winckworth Sherwood

THE BOTTOM LINE ON HANDLING STAFF ISSUES

These problems are easily avoided by following common sense. For example, when writing an email, even one on a home account (as that too can be disclosable in tribunal proceedings), always imagine what it will look like to an employment judge.

An opinion about a teacher’s performance or competence is personal data under the Data Protection Act and is disclosable.

Always remember that emails with external HR providers are disclosable unless made in contemplation of actual litigation. Only confidential emails with a lawyer for the purposes of giving or receiving legal advice will always be protected against disclosure.

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HUMAN RESOURCES  This problem applies even more to dealing with poor performance under capability procedures. There is a strong resistance to moving swiftly to formal capability processes as many head teachers would prefer that a poor performer leaves after finding another job – they believe that the inclusion of a formal capability process in a reference would sink any chance of the less than competent teacher leaving quietly.

This has got worse since the introduction of mandatory disclosure of formal capability issues upon request since 2012. I commonly come across teachers who have been in informal processes for over a year while the head teacher tries to encourage them to leave.

But this damages everyone – an employee is much more likely to improve if they know that they are in the formal process and delaying it in cases where informal support hasn’t worked will delay any improvement and delay the chance of fairly removing the employee.

DON’T FRET ABOUT LABELS Having said that, there can be confusion about which process to follow. For example, sometimes schools are unsure whether behaviour should be dealt with as misconduct or as capability. Sometimes it is easy – failure to mark books is a misconduct issue; not knowing the difference between formative and summative assessment or marking too leniently or harshly is a capability issue.

When it’s not so clear, it may be possible to run both processes together (if you have reviewed your HR policies effectively).

Appraisals and references must be honest When asked by a school to advise on removing a persistent poor performer I always ask to look at the appraisal documents and any references sent out by the school. In over 75 per cent of cases the person described in the appraisal and references bears no resemblance to the person described by the head teacher. It is essential that honest messages are delivered in appraisals and that appraisers do not avoid difficult conversations.

These documents are all disclosable in a Tribunal claim and must be consistent with any capability proceedings to avoid a substantial risk of losing the claim. Schools that don’t co-ordinate their documentation can find their cases weakened.

THE INVESTIGATION REPORT IS CRUCIAL Investigators often forget that their role is not just to look for evidence of guilt but also for evidence of innocence. In a recent case a pupil complained that a teacher had called him a dog in a lesson and initially statements from only three of the 10 pupils in class were taken. These statements appeared to support the case against the teacher. But on my advice the school interviewed the other pupils and a much more nuanced picture appeared. The pupil had referred to himself as a dog and the teacher had picked up on that wording.

But it’s not just the investigation that can go

James Lynas, partner at Winckworth Sherwood

There are simple misconceptions or simply failures to keep policy up to date that can slow processes and even cost substantial sums awry. It can sometimes be tempting for head teachers to go over the top in their language in an investigation report- saying that they have totally lost trust in the employee and can never work with them. In one case, which went to Tribunal, a head was criticised for trying to bully the governors’ panel into dismissing the subject of the report. The case was still won as the governor who gave evidence had to say in public they often stood up to their head teacher.

HANDLE THE SICKNESS-DODGE It’s not unheard of for employees faced with formal investigations to go off sick with stress.

Too many schools then delay their investigatory interviews and get caught up in a web of occupational health referrals. In one case this led to a disciplinary hearing taking place in July for an incident the previous October.

The firm approach is to stress that fitness to work is not the same as fitness to attend a disciplinary interview. There is useful guidance from the professional bodies for occupational health, setting out the limited circumstances that would make someone unfit to attend a disciplinary interview.

The interview can be held off site at a neutral venue to reduce stress and breaks are allowed. If the employee still does not attend they should be given a chance to respond to the allegations in writing and be asked any specific relevant questions. In this way the investigation can proceed promptly.

A similar approach can be taken if stress is being used as an excuse to avoid attending a disciplinary hearing.

Another possible approach for academies is to change the sick pay schemes to prohibit contractual sick pay for absence during investigations, although legal advice should be sought first by any academy considering this.

There are simple misconceptions or simply failures to keep policy up

to date that can slow processes and even cost substantial sums.

A major cause for delay in school processes is the difficulty in getting a panel of three governors together especially for complex cases lasting more than a day. There is, though, no legal requirement to have a panel of three governors involved at all. It is a hangover from local authority HR practices and can be removed allowing either the head or a governor alone to conduct the hearings.

Likewise, schools and trusts can waste a lot of valuable management time ‘investigating’ grievances taken out ‘against’ other colleagues. A better approach is to change the language and process so the focus is in resolving grievances relating to colleagues.

This approach can avoid lengthy factual investigations and focus on resolution.

As an example you can use a grievance resolution form that pushes the onus onto the employee to help resolve the grievance.

Finally, an easy win is for schools and trusts to review their HR policies much more critically, not just implement a boilerplate template but make sure they suit the needs of the employer to ensure all lessons are at least good. Reviewed properly, these policies can be a key school improvement tool.

CONCLUSION Schools’ budgets and heads’ time are being stretched more and more thinly. When easily avoidable errors happen, exacerbating the situation, governors and parents can rightly feel annoyed and relationships can break down, making already difficult circumstances critical. Getting it right can make the difference between an outstanding school and a good one.  FURTHER INFORMATION www.wslaw.co.uk/schoolsolicitor

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BUSINESS MANAGEMENT

GAINING A GOOD LEADER

Effective leadership is a pre-requisite for a successful school; in successful schools head teachers and senior leaders understand the changing needs of their schools and their staff, continually communicate their ideals, vision and expectations, use robust monitoring and evaluation, balance support with challenge and plan ahead to sustain excellence. The most effective schools also share or distribute leadership and create opportunities to provide a wide range of teaching and support staff with meaningful and relevant opportunities to develop their skills and experience. They also seek out and develop leadership potential, looking for specific skills and attributes, so that they can ‘grow their own’ leaders from their current staff. Increasingly the most successful schools are also working in partnership with other schools to develop both their effectiveness and leadership capacity.

DEVELOPING LEADERS Successful schools use a range of strategies to develop their leaders, including: embedding long term career development and planning within performance management systems,

and enabling staff to shadow colleagues and take on part of their role. Such schools also create opportunities for staff to undertake temporary leadership roles, rotate roles and responsibilities, and support staff to work with other partners on a full-time or part-time basis. Schools should also support the professional development of staff through the use of research, higher level study and targeted skills development.

The most effective strategies inevitably are those which are carefully tailored to meet the needs of both the school and the individual.

Whilst many schools have well established strategies to develop their teaching staff, not all schools put the same investment into the professional development of all their school business manager or support staff to enable them to develop their leadership potential and contribute fully to school improvement.

We would urge all schools to develop a CPD and leadership development strategy for all their staff. Although the age profile of school business management professional is changing, a significant

ful Success ls schoo eir th developlong-term by leaders development career performance within agement man s and system wing shado

proportion of the workforce is nearing retirement and succession planning and ‘growing your own’ are equally relevant for non-teaching staff.

CHANGES TO SCHOOL BUSINESS MANAGEMENT QUALIFICATIONS The School Business Management (SBM) programmes run by the National College for Teaching and Leadership (NCTL) have been instrumental in developing the skills and leadership potential of the profession, training over 11,500 since their introduction in 2002.

In April 2014, NCTL announced a move away from a licensed approach for the delivery of SBM programmes. Content from the Certificate of School Business Management (CSBM), Diploma of School Business Management (DSBM) and Advanced Diploma of School Business Management (ADSBM) has been made freely available with the expectation that a number of training providers will run the programmes independently. NCTL will no longer manage the programmes and accreditation will be overseen by an awarding organisation, the Institute of Leadership and Management (ILM). At the same time, the qualifications will now be known by their awarding body titles. CSBM will be known as the Level 4 Diploma in School Business Management, DSBM as the Level 5 Diploma in School Business Management and ADSBM as the Level 6 Diploma in School Business Management.

This change in approach does create an exciting opportunity for the profession to take ownership of its leadership development and the introduction of a wider range of training providers may bring about greater flexibility and choice in delivery of the programmes. E

Written by Liz Walters, training & development director, National Association of School Business Management

Effective leadership is a pre-requisite for a successful school, writes Liz Walters from the National Association of School Business Management, who gives advice on a range of strategies schools can use to develop their leaders

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BUSINESS MANAGEMENT  Equally however, a greater market can result in greater variation in quality and we would advise all school business management professionals to consider carefully their choice of provider to ensure that they receive the best training.

Despite the changing role of NCTL, the government’s commitment to ensuring that the role of school business managers remains as a critical element of effective school leadership and school improvement has been signalled by the launch of the school business management national scholarship scheme. This scheme runs until 2016 to help school business management professionals to secure some funding towards the achievement of the three SBM qualifications.

parameters – for many managers there is no clearly defined end to the working day, rapidly changing job roles and increasing regulatory scrutiny and accountability.

Although the managers surveyed for this research were mostly working outside the education sector, the findings are equally relevant for school leaders. Many senior school business management professionals find themselves on call long after 5.00pm, are now working across groups of schools, are responsible for a wider range of school functions and larger, more dispersed teams, and alongside greater autonomy and responsibility, face greater scrutiny and public accountability.

As part of their research, ILM also asked PREPARING LEADERS FOR THE FUTURE managers to identify the functions they felt ILM recently carried out an investigation into were done badly by peers and the functions what managers and leaders need to know, that they had prioritised for their own world is a book and those Interestingly the do and be if they are to be"The successful in professional development. five years’ time. They foundwho that although top three functions as most often do not travel read only identified a the core competencies required of managers being done badly by their peers included clear page." and leaders – communication, people communication, effective planning and dealing St.planning Augustine management, organisation-and – with conflict in the workplace. The top two were largely unchanged, the context in which functions that were prioritised for personal those core competencies will be deployed is professional development mirrored this, and changing significantly. There is a faster and included clear communication and effective more diverse communication environment, planning. Perhaps more surprisingly, dealing more complex relationships"Travel to maintainteaches with conflict was not- identified as a priority area toleration." with staff, customers and stakeholders, for personal professional development, even Benjamin Disraeli an end to 9.00am to 5.00pm working though it was identified as one of the functions

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most often being done badly by peers. Clearly peer feedback can provide a useful addition to the self-identification of CPD needs.

COMMUNICATION In the context of the leadership and the workplace, communication is more than the accurate transfer of information: it is the means to create trust within diverse and complex working relationships.

Managers and leaders who can build and sustain a relationship or ‘conversation’ with their staff, customers, suppliers and stakeholders will have an advantage in the workplace and all leaders in schools could usefully reflect on their skills in this area.

Professional development is clearly not a once only activity and even well-qualified school business management professionals need to regularly update their technical and core managerial and leadership competencies to respond to the new challenges they face. Equally important is the development of coping skills such as stress and time management to retain a work/life balance as roles evolve and responsibilities increase.

NASBM provides a wide range of training for school business management professionals at all stages of their career. L FURTHER INFORMATION www.nasbm.co.uk/Training.aspx

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Available on Apple iOS and Android devices Mul ple levels of security to guarantee safe use of data Environmentally-friendly with no paper required A unique new service designed to improve parental involvement allowing parents to receive and view information pushed directly to their mobile phones keeping them updated on a wide range of events in close to real time.

The system is completely automated and requires no new process or actions within the school. All information is extracted directly from the schools Management Information System (MIS) and the school decides what information parents may view.

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However, there will be notable exceptions to this rule e.g. parents will not be able to see other victims/participants in behaviour/achievement events, or anything else that would impinge on data protection guidelines.

Parents will have the ability to receive push notifications to their smart phone. Examples include absences from school, achievement/behavioural events. The push notification events that parents can receive will be configurable i.e. they will be able to choose what they do and don’t receive notifications on.

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HEALTH & WELLBEING

IS A LITTLE BIT OF STRESS GOOD FOR YOU? The topic of stress – personal or work-related – is emotive, controversial and generally misunderstood. I can make this statement, as over the last 16 years I have been conducting a survey based on the question “Is a little bit of stress good for you?” Despite extensive attempts by the Health & Safety Executive (HSE) and leading proponents working in this area to define stress as ‘a personal adverse reaction to excessive pressures/demands’, I have found that around 70 per cent of the professionals I have worked with in all sectors, think that some stress is ‘good’.

This then leads to the question how much of a migraine headache, irritable bowel, anxiety, withdrawing from society, increased bouts of anger are good for you?

What is it that so many people think is good for them? The answer is a challenging and stimulating amount of pressure, initially started with the ‘fight or flight’ response to a perceived challenge.

The right amount of pressure differs for each person, but optimum performance is achieved when the pressure balances with the individual’s personal resources.

The symptoms of stress are well documented, as is the fact that the right amount of pressure is stimulating and enabling; the trick is getting the balance right.

When an individual is working at ‘optimal performance’ they feel motivated, enthusiastic, satisfied and show an enhanced ability to influence.

REASONS TO STRESS The causes of stress (stressors) are equally misunderstood in society. When asked what causes stress around 98 per cent of people cite (in no particular order) children, parents, death of a loved one, ill health, traffic, traffic offences, finances, work, targets, distressing news bulletins etc and around two per cent suggest it could be themselves. Whilst situations over which we believe we have no control certainly upset and distress us causing some of the symptoms described earlier, the key factor is the individual, their personal resources, mental toughness and resulting resilience. That said, anyone, if pushed beyond their coping abilities, could experience the devastating stress condition of ‘burn out’.

The concept of taking responsibility for how we react to challenges/stressors in our life means we maintain control of how

we react and respond (internal locus of control). Once we decide that someone else/ something is responsible for how we feel (external locus of control), we have lost the opportunity to influence how we react and become a victim of the stressor.

As with most personality concepts, high levels of either personality described above are destructive and the best approach is to have a healthy awareness of how much control you have in any given situation and act accordingly.

The personality trait of perfectionism (being highly meticulous) has for some time been identified as a significant stressor. It creates excessively high standards and expectations on an individual and exasperation when they or others fail to meet the exacting standards set. Translating this into schools with ever changing syllabi, techniques and standards, it could be very hard for teachers and managers to self-achieve resulting in much personal distress.

As in any business, the personality and management style of the head/principal/ ceo is also a key factor in the wellbeing of staff. Aggressive, bullying, anxious, passive aggressive or idiosyncratic management styles tend to undermine and obliterate the effectiveness of staff trying to do their best for the pupils in their care. This undoubtedly is another factor which will lead to measurable, high organisational stress levels.

STRESS IN EDUCATION Stress in the teaching profession has been measured in the UK by the Labour Force Survey (2011/2012) and shown to be 1780 cases per 100,000 people; this figure is only topped by health professions with Social work services coming a close third. This is not a league table anyone wants to be featuring in or leading.

From my research the key stressors described by teaching professions seem to be staff tensions and conflict; time pressures/admin; classroom conditions; and lack of rewards and recognitions.

Challenging student behaviour; budgeting; and ever changing academic targets and

assessments are also reasons. If you generalise the above they are not much different from most workplaces and this brings me to the HSE and the required / legal approach. All employers have legal responsibility under the Health and Safety at Work Act 1974 and Management of Health and Safety at Work Regulations 1999 to ensure the health safety and welfare at work of their employees. This includes minimising the risk of stress-related illness or injury to employees and carrying out an Organisational Risk Assessment (ORA).

Head teachers should monitor factors that might suggest there is a problem with stress‑related illness, for example, high rates of absenteeism, staff turnover, poor performance, and conflict between staff. Head teachers should also ensure there is a health and safety policy that addresses the issue of stress in the workplace, including, if appropriate, a stress management strategy. Management should also ensure effective risk assessments have been carried out, are monitored regularly and any recommendations are being implemented and adequately funded. What’s more, those in charge should plan for stress-related risks when embarking on significant organisational change.

Written by Ann McCracken Vice President of the International Stress Management Association (ISMA)

Evidence shows that the right amount of pressure is stimulating and enabling, but how do you get the balance right? Ann McCracken, vice president of the International Stress Management Association examines the issue

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MANAGEMENT STANDARDS FOR STRESS The HSE have provided a template by issuing the Management Standards for Stress (2004). In this document they have identified the six key psychosocial risk factors which can cause work‑related stress. These are: demands, control, support, relationships, role and change (see panel). E

The right f o amountressure rp stress o lating and is stimug; the trick enablin etting is g nce the balat righ

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HEALTH & WELLBEING  The HSE have provided an on line procedure for the organisation (which should be confidential) with 35 questions for all staff.

These are technically processed to produce masses of useful information as to how staff are feeling, what they are experiencing and their concerns. If required, there are consultants who can do this for organisations and provide feedback and recommendations based on the results for the particular school.

I believe that if you can measure it – you can manage it. Organisational Risk Assessments throw up many questions and by asking staff useful, insightful questions and appraising the results honestly and professionally, changes can be implemented in a real consultative manner, engaging as many staff as possible and addressing concerns by discussing reasonable, acceptable adjustments.

COPING SKILLS TO HELP MANAGE STRESS Self-awareness of your personality and personal drivers are really useful as it helps individuals manage their approach to challenges better.

For instance one of my personal drivers is being on time. If I am with a colleague who doesn’t care if they are late, we have potential conflict. I managed this by explaining that being on time is important to me and asking how I can help my colleague to support me. One friend asked me to call her to make sure she was up and to call for her when I was ready.

I was always early and she understood why.

Assertiveness is a type of behaviour that helps individuals to make clear what their needs and wants are. It can give them confidence to say ‘no’ and explain the reason. Lack of assertiveness in the workplace can be a contributor to poor performance. Sometimes people are made to feel guilty for speaking up for what they want and need which can lead to passive or disruptive behaviour.

Communication skills are another essential tool to help reduce some of the stress risk factors.

Good communication incorporates listening attentively, awareness of body language and emotional awareness. Flexible thinking is a useful skill as it aids in negotiating a positive way forward with a win/win outcome which provides a feel good factor for both parties.

Social Support from an accessible group of family or friends can often help to put situations into perspective and allow opportunities to explore acceptable options. Do exercise you enjoy, eat fresh, nutritious food, aim to achieve a healthy weight for your height, be a non‑smoker, keep to your intake of acceptable levels of alcohol and caffeine, achieve regular good quality, refreshing sleep and regular ‘time out’ or ‘me time’. All these approaches increase the immune defence system as well as supporting a healthy heart and other vital organs. L

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DEMANDS: issues related to workload, deadlines, work scheduling, physical environment CONTROL: how much say does an individual have in the manner they do their work SUPPORT: do managers and colleagues provide encouragement, feedback and resources to carry out work RELATIONSHIPS: does the establishment promote positive working to avoid conflict and deal with unacceptable behaviour ROLE: do people understand their role within the organisation and does the establishment ensure that they do not have conflicting roles CHANGE: how does the organisation manage and communicate change to employee

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Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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Written by Mike Butler, special adviser, IAA

AVOIDING WASTEFUL SPENDING

Have you ever invested in expensive IT equipment only for it gather dust in the stock cupboard? In times of budgets cuts, schools cannot afford to be wasteful with their spending. So how can you get your ICT procurement right? Mike Butler of the Independent Academies Association shares some advice If there’s one thing guaranteed to annoy hard-working taxpayers like you and me, it’s a story about a shameful waste of public funds.

There have been many high profile examples in recent times, but one frequent occurrence has, quite literally, been hidden from view.

Whereas 20 to 30 years ago a sneak peek in a school stock cupboard would have probably revealed nothing worse than some dusty old text books that were no longer relevant to the current exam syllabus, nowadays you’re just as likely to stumble across piles of expensive computer equipment that, whilst perfectly functional, simply isn’t being used.

So, with ever-increasing scrutiny of financial regularity, how do you avoid this kind of wasted investment being the case in your school or academy and, with further cuts to

that’s been to do with a ‘hard sell’ from a supplier who has brought an innovative product to market; perhaps a senior member of staff attended a conference or a show where the technology was being promoted; or, occasionally, a visit to another school or academy where a particular piece of kit is in use may have prompted the purchase. education funding on the cards, how can you It has also been known for ICT procurement get ‘more bang for your buck’ when to be based on one of the following: it comes to ICT procurement? educators wishing to keep up with certain trends in the general With s WHAT CAUSES WASTE? public’s use of computing t u c more tion Firstly, we need to look at and communication a c u d why this situation most devices; to actually e , s to e card h commonly arises. ICT be ahead of those t n o companies are very trends and maintain fundingcan you get fond of referring to their a reputation for being r u ow o h y r o f g wares as ‘solutions’. at the leading edge, n a ‘more b k’ when Sadly, sometimes it’s a with all the attendant buc case of a solution seeking issues of being an early s to ICT e a problem. In other adopter; or even on m o c t i words, new technology is ment? the back of people seeing procure introduced to the organisation a new gadget being tested because somebody somewhere on a television programme. has decided it’s a good idea. Maybe In all the examples above, the E

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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IT PROCUREMENT  most likely scenario is that far too little time will have been spent prior to procurement to determine what needs the various users have and how these needs might best be met. As with any type of change, when it comes to introducing new technology, if members of the organisation have not been involved in decision-making processes, do not understand how the potential use of the ICT fits with the overall vision (and even values) of the school/academy, and where it has not been explained to staff how new systems or equipment can help them to do their jobs better, faster or more easily, then resistance is bound to ensue and much of the investment will have been wasted.

IMPROVING OUTCOMES In an education setting, the core purpose is all about teaching and learning. Therefore, decisions about ICT purchasing should start with questions relating to what technology can do to enhance the processes of teaching and learning and how it might help drive better outcomes. An essential dialogue will focus on key improvement priorities in the School Development (SDP) / Academy Improvement Plan (AIP) and/or stemming from the findings of an Ofsted inspection.

Such priorities may be whole-school: for example, increasing attendance rates through introducing electronic registration and a text messaging system that alerts parents to absences and checks if they are authorised.

Alternatively, they may be focused on a specific area or department: for instance, introducing visualisers into science lessons may overcome problems with students being unable to view all aspects of teachers’ practical demonstrations and will mean that experiments can be videoed and posted on the school’s website for students and parents to access for homework and revision purposes.

Of course, some priorities may be externally imposed, such as changes to national curriculum

Decisions about ICT purchasing should start with questions relating to what technology can do to enhance the processes of teaching and learning and how it might help drive better outcomes requirements. Already, we have witnessed examples of schools bringing programming aspects of the new Computing curriculum to life through investment in robotics and similar control systems.

Whatever the scenario, determining which types of device and what software are most appropriate is extremely important. Small, handheld devices may be useful for recording data and evidence whilst on a geography field trip but a PC with a large display screen and plenty of data storage is far more relevant for a music technology lesson or for CAD (computer aided design) purposes.

Rob Atkin, a network manager, explains the strategy at his academy: “The procurement at Thornaby Academy consisted of a full wired and wireless network. Innovative teaching and learning are delivered through desktop and portable devices, and classroom audio-visual equipment. This approach gives our students and teachers the flexibility to explore new techniques on a day-to-day basis. The purchase of a Pop-Up classroom will give students the opportunity to immerse themselves in different scenarios and extend their learning experience at Thornaby Academy.”

With good reasons being established from the outset through meaningful consultation with users about their requirements, with clear targets agreed for changes to practice and improvements in results, the likelihood of newly introduced technologies being used to good effect increases manifold. But that is not the end of the story because there are other causes of kit lying dormant in stock cupboards

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too. Infrastructure or equipment that is under‑specified will not function correctly or will operate very slowly, leading to frustration on the part of staff and students, wasting valuable learning time and ultimately resulting in users simply giving up.

ONLINE PROVISION Nowhere do these kinds of issues seem to be more prevalent than in access to the school’s network and the internet, particularly where wireless networking is concerned. The promised utopia of an ‘access on demand’ model of ICT provision so often fails to materialise. Once again, it is vital to determine your requirements from the outset. How many users will be logging on at any given time and where are they in the building? Are there peak periods, such as the start of the day or immediately after breaks and lesson changeovers when the system will be under particularly heavy loads? How much of the site do we wish to cover; for example will P.E. staff need a connection whilst teaching on the playing fields? Do we want to extend access into the local community? Do we wish to adopt a BYOD (Bring Your Own Device) approach?

This last strategy can be particularly helpful where schools are committed to bridging the digital divide through equity schemes that provide learners with individual access. Having answered these questions, it is essential to commission a professional survey, to determine the optimum numbers and locations of wireless access points and in order to acquire advice on management and security issues.

Gary Spracklen, director of digital learning and innovation says: “At Isle of Portland Aldridge Community Academy we recently procured new infrastructure that supports a ‘device agnostic’ approach to learning. E

41

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IT PROCUREMENT Support for schools buying IT

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Examples of best practice in ICT procurement can be accessed through networks such as those provided by the Independent Academies Association (IAA – www.iaa.uk.net), which also endorses, along with ASCL (The Association of School and College Leaders) a Quality Mark system for education suppliers, IAAS (www.iaa-s.co.uk). Support for schools and academies wishing to ensure an entitlement to ICT provision for learners at home as well as in the classroom, is available through the national e-Learning Foundation (www.e-learningfoundation.com), which also advises on models of financial sustainability.

– will be required to meet each target.

It is also a good idea to specify senior staff to monitor progress against each action and likewise to allocate governance oversight. It is important that a forward plan is included for ‘technology refresh’, identifying likely timescales for replacing infrastructure and equipment due to obsolescence and/or general wear and tear and linking in with the overall capital expenditure plan for the school/academy.

In fact, the extent to which the ICT Strategic Plan links with other, whole‑school planning will largely determine its success and impact; most crucial of all being cross‑referencing with the SDP/AIP.  A Cloud Managed WiFi with 1:1 mobile PC provision for 800 students means that technology now meets the needs of our learners wherever they are. Having fast, agile access to technology means we can focus on developing students’ essential skills and entrepreneurial qualities, empowering them to take control of their own lives and contribute to the community around them.”

Another key consideration is how far you want technical support and management to remain in-house, with the potential for greater control and flexibility but increased staff costs and the potential for key person dependency, or whether outsourcing via a managed service is more attractive. In any case, adopting a risk management approach to the oft‑overlooked matters of insurance, warranty cover, repairs and spares is highly advisable.

STRATEGY To bring together all the various facets of technology deployment, schools and

Over-specifying ICT solutions can be as wasteful as under-specifying them, but accounting for planned expansion of growth through investing in network infrastructure and finance systems which are scalable can be a wise move academies are well advised to have in place a bespoke ICT Strategic Plan and associated policies (including one on procurement), overseen and driven by a steering group that includes representation from teaching and associate staff at all levels of seniority, with input from parents and governors. The plan should set out the school/academy vision for the use of ICT, the long-term aims and short-term objectives, make it clear who is responsible for achieving what, how and by when and what levels of resource – financial, estates-related and human, including training

Finally, as is the essence with all planning, look to the future. There is a significantly increasing trend for school federations and multi-academy trusts. Over-specifying ICT solutions can be as wasteful as under‑specifying them, but accounting for planned expansion or possible future growth through investing in network infrastructure, management information and finance systems that are scalable can be a wise move. L FURTHER INFORMATION www.iaa.uk.net

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CURRICULUM

THE SKILLS TO TEACH COMPUTER SCIENCE million in innovative training schemes, like the Barefoot Computing project, which will help equip primary school teachers to deliver the new curriculum.”

Primary school teachers across England are being invited to learn how to explain the concept of algorithms to their classes using the Hokey Cokey and instructions for making a jam sandwich, thanks to a new series of computing workshops run by the Barefoot Computing Project. The scheme aims to help primary school teachers implement the new computing curriculum which comes into force in September. It is being led by BCS, The Chartered Institute for IT, in partnership with BT, and is funded by the Department for Education.

The Barefoot Computing project will provide cross-curricular computer science resources for primary school teachers with no previous computer science knowledge. Teachers will gain an understanding of ideas and concepts such as algorithms, abstraction and data structures, how they occur naturally in many other disciplines they teach, and how they can be simplified to introduce these principles to children as young as five.

PROGRAMMING TOOL Further support is being given to classrooms by making ScratchJr, a new programming tool specifically aimed at five to seven year olds, available in UK primary schools for the first time from this Autumn. Children can access the application, developed at the Massachusetts Institute of Technology (MIT), via iPads and use basic coding skills to create their own interactive stories and games.

TRANSFERRABLE SKILLS Bill Mitchell, director of Education at the Chartered Institute for IT, said: “Based on what primary teachers who are already teaching the new computing curriculum are telling us, we believe that teaching children computing is not just important in its own right, it’s also important because it improves numeracy and literacy skills. What most people don’t realise is that computational concepts underpin much of what we do in our daily lives.

“For example, making up a dance routine for something as simple as the Hokey Cokey to impress our friends, figuring out how to streamline a supply chain business process, developing a computer simulation to model how a new antibiotic will impact on the immune system, or just doing long multiplication, are all examples of using algorithms to solve problems. By demystifying concepts like algorithms we aim to give teachers the confidence that they can successfully teach the new computing curriculum to children from the age of five.”

Dr Tim Whitley of BT Group said: “It’s vital that IT and coding skills are introduced to children at an early age so we’re proud to be supporting this scheme which will raise awareness and drive knowledge amongst both teachers and children.

“We’re also taking action to engage young children in computer science by bringing ScratchJr to UK classrooms for the first time.

This new application has been specifically designed to engage young children in learning the basics of computer programming in a fun and interactive way. We believe ScratchJr will act as the first stepping stone towards encouraging children to choose an exciting career in IT and technology later in life.”

Written by Pat Hughes, project lead, Barefoot Computing

The Barefoot Computing project aims to get primary teachers ready to communicate important concepts in computing before the new curriculum comes into force.

Project leader Pat Hughes explains how it works

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The t Barefoong ti Compu provide will project ter science compu for primary In doing so, children es resourc ol teachers learn important design scho and problem‑solving revious p o n skills, as well as h wit dge developing their numeracy knowle and literacy abilities. ScratchJr is a collaboration between the DevTech Research Group at Tufts University, the Lifelong Kindergarten Group at the MIT Media Lab, and the Playful Invention Company. The ScratchJr project has received generous financial support from the National Science Foundation, the Code-to-Learn Foundation, the LEGO Foundation, and BT. Primary heads and teachers recently took part in the first UK demonstration of the application, at the first conference out of 800 free events taking place across England organised by the Barefoot team. These events will equip teachers with the skills and knowledge needed to incorporate the new computing curriculum into their lessons.

At the time of the event the then Education Minister Elizabeth Truss said: “Our new, forward-thinking, computing curriculum, backed by industry experts, will raise standards, show students how to make computers work for them and give them the skills and knowledge they need to compete with their peers from around the world.

“Teachers will be a key part of this and we want them to have the confidence and expertise to teach this exciting programme.

That’s why we’ve invested more than £3

SUPPORT SESSIONS Between now and May 2015, the Barefoot Computing project will hold a series of E

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CURRICULUM  800 computing workshops in primary schools across England. Run by volunteer professionals, including those from BT and the ICT and education sectors, these events will introduce the new computing curriculum to teachers and will explain the support available to them through Barefoot and other related projects.

The project will create primary school‑friendly classroom resources that exemplify how to teach computing through topics that are relevant to the crosscurricula primary school environment.

For example, the materials provided will cover how to write computer games and other classroom computing activities for children from Year 1 (age five) to Year 6 (age 10/11) that also support progression in subjects such as literacy, maths, history and science.

The resources will include teacher support notes, and in addition to the Barefoot workshops, the project team will also develop Barefoot communities enabling teachers to share ideas and good practice around teaching computing with other primary teachers.

MORE SCHEMES The Barefoot Computing project is one of several projects being run by the Institute and Computing At School (CAS) to help teachers prepare for September. Another

central project is the CAS Network of Teaching Excellence in Computer Science; a network of Master Teachers offering fellow teachers CPD training and support. It includes over 750 schools and 70 universities.

One of the key principles behind the Network of Excellence (NoE) is local, face‑to‑face training by teachers for teachers – to help them deliver the new curriculum. There are a range of professional development courses now being offered around the country to help meet the needs of the teaching community in all aspects of the new curriculum. Courses may take place in schools, universities and other venues, and are being organised at various times of day – including one-day courses, twilight sessions, evening classes and holiday courses – to be as convenient to teachers as possible.

The programme aims to train and develop a significant number of Master Teachers who will in turn, train and support teachers in their local area. The emphasis is very much on face-to-face support, training and networking, backed up by an active website of resources and discussions. All courses offered through this CPD initiative will be delivered by trained and approved providers (Master Teachers) and are evaluated fully to ensure quality.

CAS Master Teachers have been (and are still being) recruited and trained to offer CPD to their local schools. They are

experienced teachers, with good subject knowledge of computing. They have the skills needed to support other teachers and can offer advice on how to get ready for the new computing curriculum.

The NoE offers teachers many opportunities for professional development. Individual teachers can join CAS (via their website) and schools can join the Network of Excellence.

There are 285 lead schools in the NoE offering support and advice. CAS Online can also help teachers get ready to deliver computing at school. The CAS community website offers teachers resources and details of events, as well as a place to ask questions and meet other similarly minded teachers. CAS Online already has almost 10,000 members and supports both secondary and primary teachers.

Teachers can find mini-CPD sessions, support and informal networking opportunities through the 90+ CAS regional hubs that hold termly meetings throughout the UK. Other projects to look out for include: QuickStart Computing, sponsored by Microsoft, which will provide free off the shelf short CPD courses which can be run by teachers in school, and scholarships to encourage more people to become computing teachers. L

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FURTHER INFORMATION www.bcs.org

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TRAINING

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Written by Daniel Wood, Birkwood Primary School

LEARN BEFORE YOU TEACH

Abstraction, algorithms, coding and data representation: these are all aspects of the new primary computing curriculum that teachers are expected to teach. School teacher Daniel Wood from Birkwood Primary School in Barnsley shares how teachers at his school are getting their own computing knowledge up to speed before teaching others Abstraction, algorithms, coding and data representation: these are all aspects of the new primary computing curriculum that teachers are expected to teach. Developing these skills within our digital native students is of course more difficult for teachers to adapt to than the children. Add to this daunting requirement the complete lack of ring fenced funding for staff training, the varying skill levels, the always present lack of time and the cost of taking days out of the classroom for training courses, and we have a state of crisis in many schools.

However in Barnsley, Birkwood Primary School teacher Daniel Wood, who holds responsibility for staff development, has managed to address the new curriculum’s

requirement and walks us through his step by step approach to developing staff in the most efficient and effective way.

primary teachers are most concerned about the quality of training to support the new curriculum.

Only 17 per cent of the primary schools surveyed felt that in most cases suppliers of continuing professional development (CPD) and training were offering a quality service. I would certainly have been one of the 83 per cent who felt that high quality and appropriate training tailored to the school’s specific needs at the current time was lacking. E

tion, Abstrachms, algorit d data an coding tation are n represets of the new c all aspery computing prima lum which curricu to be are taught

A LACK OF TRAINING Research from the education sector’s trade association BESA, revealed an increasingly positive view about the new curriculum, with just 37 per cent showing a negative view compared with 68 per cent last year. However, what was most profound was the fact that we

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TRAINING  When I started looking at the new primary curriculum as a whole, it appeared that the challenges are mostly based on the need to re-structure the teaching plans, learning and assessment. Different standards are expected at different key stages; while this takes time to plan, it doesn’t require additional training.

In maths, fractions remain fractions and in literacy, adjectives remain adjectives.

However, when it comes to the new computing curriculum, things are very different.

I believe that my staff development role at Birkwood Primary is common to many schools. What I have learned over the past year is a step-by-step approach to maintaining the delivery of effective training to the staff to meet the needs of the curriculum.

IDENTIFY TRAINING NEEDS It was very easy for me, with the restrictions on time and budget, to rush into booking a training course that appeared to match the general needs of most teachers: this would have been a mistake. I spent time sitting down with each teacher to identify their specific level of understanding in each area of the computing curriculum.

This training needs analysis didn’t take long to build. It could equally have been carried out via a survey or in a staff meeting.

The results revealed that I had a range of teachers at very different stages in terms of their computing development pathway.

portal is an online CPD centre where my staff can select the courses they want, starting at the most appropriate level to ensure that their time is invested well.

With so many new pressures on teachers, maximizing their time and our investment has become increasingly important.

We had invested in iPads for the children to use in the classroom. However training the teachers to use them with the appropriate learning content, and then getting them to instruct the children on using them in the right way, was going to take time. So our teachers

In order for schools to leverage the best possible learning outcomes from classroom technology, teachers need to be up-skilled and trained to use hardware and software effectively IDENTIFY THE AVAILABLE SOLUTIONS I needed something to engage staff at each individual level; one size to fit all just was not going to work.

After a little research it became clear that the benefit of employing a trainer for a day was going to be minimal; pitching the training to ensure its relevance to all the staff was near on impossible. One option was to group the staff with similar training needs into small groups, but this was going to result in several groups of about three staff in each.

As with most training, the courses available were either priced on a day or delegate rate. The day rate made it very expensive for just two or three teachers. However when you consider the total value of a ‘per delegate’ rate across all our teachers, this was equally expensive. Finally there actually was very little availability of appropriate quality training for our specific needs.

I was then directed towards online continuing professional development (CPD) through the supplier of our interactive whiteboard, Steljes. The Steljes Training

used the video content of the ‘Learning to use iPads effectively’ course and then shared their newfound knowledge with the children, while others preferred to watch the course with the children, learning together.

The courses include getting teachers ready for the primary computing curriculum, with demonstrations on how to use the free programming software Scratch, to make a number of multimedia applications such as games, animations, simulations, stories and art. It also introduces Kodu, another similar software resource which is easy to use, free and ideal to introduce coding game design, 3D imaging and programming to primary students.

In my view, in order for schools to leverage the best possible learning outcomes from classroom technology, teachers need to be up-skilled and trained to use hardware and software effectively. High quality online CPD gives teachers access to training any time, any place, focusing on classroom best practice for a wide range of products. These include products from SMART, Elmo, Avermedia and Apple. As well as product training, the portal

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gives teachers access to hundreds of creative content ideas from well known software such as SMART Notebook, to lesser known but free to download applications and software.

GETTING THE MOST FROM TECHNOLOGY The beauty of the Steljes Training Portal is that it has been created by experts working with teachers, to ensure it covers all aspects of the curriculum, in a way that meets teachers’ working schedule. It focuses on practical use and implementation in order for schools to leverage the best possible learning outcomes from classroom technology.

Bearing in mind that teachers’ time is limited, the training can be stopped, restarted and replayed at any point in time.

The courses are numerous and are added to on a regular basis, ensuring that they will always meet the changing needs of our teachers.

However an additional invaluable feature is that I can also add my own instructional videos for the staff. Whether I want to create a short video on introducing app development to Key Stage 2 students, or create a procedures video to remind staff how to store and recharge the iPads each day, an online video is a wonderfully quick and effective way of keeping all our staff informed and trained to the same standards.

At Birkwood we are all thrilled that the online CPD Training portal targets the individual need of each teacher to an appropriate level and moves them steadily on to the next.

TRACKING PROGRESS When looking at the return on investment I recommend that schools also look for an inclusive assessment and tracking feature.

At any point in time I can see who has taken which course, measure their progress and understand their training needs. I can also include some of the training content and learning objective in each teacher’s performance management and appraisal cycles. L FURTHER INFORMATION www.birkwood.org.uk

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ICT Solutions for the Classroom

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net education

SCHOOL CASE STUDIES

MAKING THE MOST OF ICT OPPORTUNITIES

Learning technology association Naace offers two examples of schools where investment in ICT education has helped deliver a curriculum that engages and inspires pupils

Southwark Local Authority and LGfL using Mission Maker to develop RPG-Style games, a huge success and inspiration for our game designers of the future.

“Having received our ICT Mark in July 2012, we now have access to host of new opportunities to help support our local school network under the umbrella of the ICT Mark Network, an exciting project of which we are very keen to develop.

We very much look forward to the new challenges and opportunities that will become available to use as we continue to move through the Digital Age.”

IT & Computing

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HOLY ISLAND SCHOOL Nestled in north Northumberland lies Holy Island Church of England First School. There, day-to-day life is ruled, not primarily by the constraints of timetabling and schedules, but by the moon. Twice each day, Holy Island is cut off by the tide for five hours at a time, changing daily the access to the rest of the UK. The school is federated with Lowick C. of E. First School on the mainland, with the children travelling between each site on an almost daily

Technology is now firmly embedded in education, but how it is used can vary from school to school. Naace member schools have a common theme however; recognition that ICT can be an enabler, a facilitator and a superb enrichment tool. We take a look at two of the original Naace Feature Schools, one inner-city and one rural, to find out about each school’s approach to ICT.

System within our school called ‘Joli Cloud’.

Transforming your laptop or desktop PC into an iPad inspired computer – a huge hit with our children, and one of the key drivers behind its success. We have found that this has not only enhanced the use of online applications, but also transformed a host of otherwise redundant laptops, and given them a new lease of life within our setting – allowing

SNOWSFIELDS PRIMARY SCHOOL Snowsfields school in South London strives to deliver a curriculum that uses technology as an integral part of teaching to helps to support learning for children of all ages.

Matt Rogers, ICT subject leader and teacher, offers some insight into life at Snowsfields: “Over the course of the past two years we have worked extremely hard to ensure that our pupils are given access to, and allowed to explore a range of different software and hardware to help scaffold their own learning.

This has ranged from the use of interactive communication tools within our Early Years and Key Stage 1, to social media devices such as Twitter and Blogger in Key Stage 2. This has ensured that our children are given the chance to explore the ever-changing digital world around them, whilst working within the safe and secure environment of our School.

“Alongside this, adopting the use of social media has ensured that we are constantly developing and reflecting on our e-safety policy and curriculum to make sure we are advising our pupils how best to safely access and explore the web. In collaboration with our pupils, we also developed a school Intranet page, which hosts links and tools, which the pupils felt, would be useful when using ICT both in school and at home. The pupils still have their say over how this Intranet is developed and as such is updated on a regular basis to suit their changing requirements.

“As well as the development of communication using ICT, we have also adopted the use of cloud based learning within Snowsfields. As we are a London based school, we have access to a range of tools through the London Grid for Learning (LGfL), and so to build upon these and integrate them into our teaching we have begun to use an Operating

“We have worked extremely hard to ensure that our pupils are given access to, and allowed to explore a range of different software and hardware to help scaffold their own learning” Matt Rogers, Snowsfields Primary School us to invest our limited finances into other project areas. This has allowed our pupils to continue their learning at home as they can access their ‘Joli-Cloud’ through any web browser, anywhere, anytime. It has meant that our other online tools such as Fronter have seen greater traffic and participation numbers. Allowing us to better communicate with parents and guardians outside of school.

LEARNING GAINS “Since developing our new approach to ICT, we have noticed a profound difference in our pupils learning at Snowsfields Primary School, and as such our newfound ‘Digital Learners’ have taken to supporting their families and friends in becoming more aware of the technology available to them. This in itself has inspired the staff to continue our development of a curriculum which suits the needs of our knowledge thirsty pupils, and explore new areas of ICT perhaps previously overlooked in Primary education – such as Scratch Programming and Game Design.

“We have fortunately been able to be part of an inter‑schools project in conjunction with

basis, whenever the tide allows. Rob Campbell, teacher and ICT coordinator, talks us through the role that technology plays in the school: “With just six children aged from four to nine, Holy Island School has a unique identity and character. Steeped in history and with a close connection with the village community, the school has undergone tremendous changes through the years.

Built onto the side of the teacher’s house, generations of island E

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

57

Take Control of your ICT with Ntegra Education Are you getting Value for Money from your ICT? Is your ICT meeting your Teaching & Learning needs?

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net education

SCHOOL CASE STUDIES  families have learned, played and enjoyed an education in the schoolroom. Over the years, the blackboards have become interactive white boards, the slates have become netbooks, and the tattered research books have become a wireless network of laptops.

“Over on the mainland, technology also forms a fundamental part of the curriculum and provision for the children. One of the defining features of the federation is flexibility. With the constantly changing timetable of the tides, and the imperative for successful mixed age teaching (crossing 3 key stages) the schools have developed a creative curriculum based largely around the ‘Mantle of the Expert’.

“The essence of this style relies upon a ‘learn through play’ approach; every member of school is involved in the ‘game’ of the mantle, donning their invisible cloaks and ‘becoming’ other characters. Teachers become characters who add dramatic tension and pose ‘problems’ which the experts, in the form of the children, must solve. There is a corporate feeling to the children’s roles; they have been board members, managing directors, trust workers, gallery owners, archaeologists, and book publishers.

“As a part of this, the integration of ICT teaching within a cross-curricular framework is crucial. In a corporate environment, technology permeates the entire culture, all elements of work interact with ICT; a professional office does not feature lines of desks using only paper and

“The integration of ICT teaching within a cross‑curricular framework is crucial”

IT & Computing

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Rob Campbell, Holy Island School pencils, with a separate ‘suite’ of computers, and an area for the use of digital cameras. Rather, such technology is integrated within the whole.

Mirroring this professional working environment, the schools have no computer suite or discrete area in which technology is deployed; thus, the children, particularly in mantle, have free access to ICT resources in their working spaces.

EDUCATIONAL OPPORTUNITIES “Throughout the schools’ planning procedures, ICT opportunities are constantly being identified. A four year rolling programme of topic based teaching, each linked to different ‘mantles’ provide opportunities for close focus upon particular ICT skills, (for example musical composition, artistic creation in 2D and 3D, programming and constructing prototypes, and concept mapping) and all the while integrating core usage throughout the whole curriculum.

The children are taught to be intuitive users of technology; rather than learning the intricacies of one particular operating system, software style, user interface or piece of hardware, they are given the skills to ‘find their way around’ a

wide variety of systems. Learning how to learn is a real priority, particularly with such young children. In the world of constantly changing technology, it is vital that young people are equipped to be confident and safe users of ICT. “Exploiting the free access to an incredible local learning environment (in the form of the island, including 12th Century priory, beaches, sand dunes, castle, and harbour) the children regularly produce video documentaries, plays and films, which are edited and then produced with the help of parents. Beyond the normal realms of ‘first school ICT’, the children also learn to use a studio style 12 channel mixing desk, P.A. set up, spotlights and theatre equipment.

“Far from being trapped in a rural past, Holy Island and Lowick C. of E. First Schools embrace the future – helping children to experience the complexities, potential, and excitement of technology whilst never losing the essence of their unique character and history.” L FURTHER INFORMATION www.naace.co.uk

Working in partnership with Working in partnership with Schools & Academies Schools & Academies

Schools,Schools, academies, free schools and independent schools are are academies, free schools and independent schools continually faced with new challenges and aand need for new thinking. continually faced with new challenges a need for new thinking.

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Ourinteams Schools’ strive to delight our customers Our teams Schools’ ChoiceChoice strive to delight our customers and and by by Working inin challenging partnership with continuously and improving our products and services continuously challenging and improving our products and services we we willyou ensure have relevant, cost effective and innovative solutions. will ensure have cost effective and innovative solutions.

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Schools, academies, free schools and independent schools are  Children’s services This leaflet will give you an overview of the services we can provide but  Governor services continually faced with new challenges a will need for thinking.

Thisand leaflet give younew an overview of the services we our canwebsite provide but for more detailed service descriptions please visit  Human Resources for more detailed service descriptions please visit our website www.schoolschoice.org and on ‘what we do’.

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Volume 19.4 | EDUCATION BUSINESS MAGAZINE

59

Designed to meet PRIORITY SCHOOL BUILDING PROGRAMME The Hybrid Thermal Mixing (HTM) system is designed to provide natural ventilation, hybrid ventilation incorporating mixed tempered air for winter periods with the ability to provide secure night time cooling and boosted levels of ventilation during summer. The system works in conjunction with natural ventilation provided by manual or automatic windows and can be used in single sided or cross flow ventilation strategies.

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

NEW BUILDINGS

NEW SURROUNDINGS

Design & Build

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The first school to be rebuilt as part of the Priority School Building Programme has opened its doors, and a second round of funding to continue the scheme has been announced. Education Business looks into the initiative which aims to rebuild England’s most dilapidated school buildings Whitmore Park Primary School in Coventry opened its doors to pupils on 1 May 2014 as the first completed project under the government’s Priority School Building Programme (PSBP). It had its dilapidated school building completely rebuilt as part of the £2.4 billion programme to rebuild 261 of the schools in England in the worst condition.

In total, 28 schools are now either under construction or open as part of the PSBP, while design work has begun at 234 schools, which makes up 90 per cent of the programme, and all schools should be delivered by the end of 2017.

A second phase of the programme, worth around £2 billion for spending between 2015 and 2021 was announced in May and the deadline for submitting expressions of interest was on 21 July.

Schools Minister David Laws explains how the second phase of spending will work: “The original Priority School Building Programme worked on the basis of the condition of the whole school site. We will now refine this to look at targeting individual school buildings, as well as whole school

rebuilds where this is appropriate, so that the department can focus much more tightly on addressing specific issues in the estate.

This is only possible thanks to the data coming out of our detailed condition survey.

“That survey will be complete by the summer and will give us a detailed pattern of need which will be a useful tool for targeting the available resources most effectively.”

A CHANGE OF PROGRAMME The Priority School Building Programme is a government programme set up to address the condition of the schools most in need of urgent repair. It is split into capital funded projects and private finance projects. The programme was announced after the Labour’s Building Schools for the Future (BSF) programme was contraversially scrapped by the coalition government.

Some 715 projects were cancelled when the BSF programme stopped, and the PSBP includes just 69 of those owing to different eligibility criteria. This resulted in hundreds of schools loosing out on millions of pounds in capital investment.

While the BSF programme had been expected to cost £55bn and was a pledge to rebuild every secondary school in England, the Priority School Building Programme had, in its first stage, a £2bn budget for work to be done over five years.

When announcing the cancellation of the BSF programme, former Education Secretary Michael Gove told the Commons that the scheme had been hit by “massive overspends, tragic delays, botched construction projects and needless bureaucracy.”

A MODEL PSBP SCHOOL While there are many instances of schools unhappy because their applications have been refused – and indeed some that have had theirs accepted but are still waiting for funding or work to 

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

61

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

NEW BUILDINGS  commence, many schools accepted into the scheme are enjoying the benefits.

Whitmore Park Primary for example has reason to celebrate. Caroline Kiely, executive headteacher at Whitmore Park Primary School, said: “I’m sure the new school environment will make a real difference to the staff and children here at Whitmore Park.

Our previous building was past its best so the new school will mean that less money will have to be spent on repairs and can be spent on better equipment or more staff instead.”

Pupil Bryn Williams, nine, said: “It’s a bit hard to find our way around. But

it’s better than the old one. Everything kept breaking and there were leaks and buckets in the corridor.”

Whitmore Park Primary has become a model for PSBP schools, with procurement taking only 13 weeks and building works complete in just 11 months.

Schools Minister David Laws said: “The opening of Whitmore Park marks a major milestone in the Priority School Building Programme, which is making great strides in ensuring that vital building work takes place at some of the schools in the worst state across the country.”

“I’m sure the new school environment will make a real difference to the staff and children here at Whitmore Park. Our previous building was past its best so the new school will mean that less money will have to be spent on repairs and can be spent on better equipment or more staff instead” Caroline Kiely, Whitmore Park Primary School

Design & Build

Sponsored by

NEW SURROUNDINGS The £5 million Whitmore Park project comprises a new build primary school for 630 pupils with a 39-place nursery. The two wings share a central hub comprising the entrance, studio and hall, making it an efficient and effective design.

The two-storey school now includes two halls, which enables staff to run lunch time activities for one group of children while others are eating.

The new building has gone up alongside the old one which is due for demolition.

The former building dates back to the early 1950s and is one of several city primary schools built with metal originally destined for the aircraft industry.

Stephen Beechey, managing director for education and investment at Wates, the contractor who built the school, said: The Priority School Building Programme is proving itself an extremely successful means of ensuring new school facilities result in inspirational learning environments that encourage educational excellence.

This can clearly be seen in the delivery of Whitmore Park. Wates has maintained a close working partnership with the Education 

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

63

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

NEW BUILDINGS  Funding Agency throughout the design and build programme to maintain cost and time efficiency, leading to completion of the first school under the programme.”

THE BUILDING The method of construction consisted of reduced level excavations, pad foundations, steel frame with pre-cast concrete floors and various façades, such as brick, render and curtain walling. The external works included hard play areas, soft landscape and a car park to the south of the site.

The school was designed using Wate’s Adapt standardised school approach, which formed the basis of the Government’s James Review into the design and procurement of schools. Adapt allows clients to benefit from economies of scale from purchasing the same elements, whilst still having enough flexibility for each school to remain individual.

The facility features a steel frame structure with brick and block cavity walls and the use of precast concrete planks used as thermal mass. It has a single ply Sarnafil roof with six sun pipes to draw in sunlight and the classroom window row luminaires are daylight linked to reduce energy consumption. There are point-of-use Zip boiler water heaters, which were locally installed to minimise pipe work and sizes.

The project was completed on time and on budget and was delivered at a cost of almost £1,000/m2 less than a comparitive BSF scheme. The new facility occupies one third the footprint size of its predecessor, allowing for greater external play area. What’s more 97.5 per cent of waste was diverted from landfill.

Coventry City Council’s cabinet member for education Coun David Kershaw said partnership working between the school, Coventry City Council, the architects and building contractor Wates meant the school was built more quickly than usual.

STANDARDISED DESIGNS The James Review was ordered by Michael Gove after the cancellation of the BSF programme to investigate ways to improve efficiency and reduce waste in central school building programmes. It was carried out by a panel led by Sebastian James, head of the Dixons group and was completed in April 2011. It set out 16 recommendations for a new approach to school buildings and stated that school buildings should be based on a set of standardised specifications and designs.

The review stated that a suite of drawings be developed showing layouts, dimensions of walls and spaces and indications of how different components

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and materials can be used. It also said that in the future more off‑site construction could be used for elements such as specialist classrooms and plant rooms.

The review was part of the government’s drive to save 30 per cent from the cost of procuring the new school buildings.

RAISING STANDARDS The PSBP is part of the government’s aim to deliver a more efficient, faster, less bureaucratic approach to building schools.

Following the James review to improve efficiency and reduce waste in central school building programmes, the government is building or improving the condition of almost 900 schools. This includes building almost 300 brand new schools, rebuilding and renovating 200 of the most dilapidated schools in the country, and approving funding for more than 400 projects from previous programmes.

Now the deadline has passed for expressions of interest in the second round of the PSBP, schools will hear by the end of the year whether they have been successful in attracting funding based on an assessment of those in greatest need.  FURTHER INFORMATION www.gov.uk

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ROOFING

Design & Build

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Written by Ian Henning, technical manager, National Federation of Roofing Contractors

THE ROOF OVER YOUR HEAD

A well designed and maintained school roof is vital to avoid costly repairs down the line. Where repair and maintenance are concerned, it is essential to have an understanding of the construction and technology of our roofs, writes Ian Henning from the National Federation of Roofing Contractors It’s imperative that all roofs on UK educational establishments are well designed and maintained, among other things to help reduce the financial burden, mainly on Local Authorities’ stretched budgets.

Simple maintenance can prolong the life of roofs on educational establishments, for instance, by clearing leaves and other debris from outlets and gutters. Protective chippings (if they were present) that have been moved by wind scour should be replaced too and any loose trims or flashings refixed.

It’s also important that close consideration

is paid to energy efficiency aspects of roofing and the reduction of carbon emissions, which can lead to lower running costs and a positive return on investment.

Regular inspection by a roofing contractor is paramount, as is first-class, qualified advice on a roof’s weatherproofing qualities, performance and longevity.

UNDERSTANDING ROOF TECHNOLOGY Where repair and maintenance are concerned, it is essential to have an understanding of the construction and technology of our roofs.

For instance, post-war built schools generally have a number of flat roof areas as opposed to traditional pitched roofs. This article primarily concerns these types.

Flat roofs are not really ‘flat’ they may be curved and have a pitch of 1 to 10 degrees and originally have had a bituminous‑based waterproofing – that’s asphalt or felt laid over a supporting deck. The deck is likely to be of concrete but could also be woodwool slabs, timber or profiled metal.

When they were built, energy efficiency was not considered too important so the inclusion of insulation would have been minimal – perhaps no more than a layer of fibreboard? Over the years the waterproof coverings may have been overlaid or replaced with another bituminous system or with a polymeric or rubber single ply waterproofing or a GRP based liquid applied coating.

It is probable that some attempt at increasing the thermal efficiency of the roof would have been made during this time. This means that even individual flat roofs could include various waterproofing systems, build-ups and structures that may require differing approaches to close investigation and refurbishment.

Pitched roofs, that is roofs in excess of 

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ROOFING  10 degrees (usually 25 to 45) consist of a support structure of timber, steel or concrete, with the waterproof elements being tiles or, occasionally, metal sheets. A number of metal roof systems were developed post war by aircraft manufacturers, specifically for schools and consisted of flat aluminium sheets riveted to aluminum spars. This technology may still be in use though it may have received various attempts at re-waterproofing.

COMMON PROBLEMS There may be several common flat roof problems. One, for example, is leakage caused by the failure of the waterproof covering.

This may be due to several factors such bad design, poor detailing, bad installation and inappropriate materials. Other causes can be the inability to withstand movement, thermal shock, impact or other damage, the deterioration of seams, trims or flashings, failure of previous repairs, lack of maintenance or simply the waterproofing material reaching the end of its service life.

Ponding of rainwater can occur but is not necessarily a problem though it may be an indication of the degradation of the supporting deck due to water ingress or condensation.

It may also indicate the lack of fall to the roof, which may be addressed when refurbishing.

Blistering may also be present but,

once again, is not problematic yet it should be monitored periodically.

Pitched roof coverings can last for over 100, years however these roofs should be examined for loose and broken tiles, flashings and other problems. Metal sheeted roofs can be inspected for corrosion, loose or missing fixings and trims.

REFURBISHMENT & ENERGY EFFICIENCY If the roof is to be simply refurbished by recovering then the Building Regulations will come into play, particularly with regard to energy efficiency.

They state that if more than 50 per cent of the existing waterproofing is being stripped, if it’s technically and economically feasible the whole roof must be brought up to the standard of the current energy related regulations. This means that a roof will require substantially more insulation than is currently present.

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For example, a school roof installed in 1995 will, possibly, have about 40mm of rigid polyurethane insulation meeting the then current regulations. In 2012 that thickness will need to increase to 140mm.

When a roof is refurbished rather, than simply repaired, it may have other potential roles, in addition to ‘keeping out the weather’. For instance it may lend itself to a vegetated or ‘green roof’. Or perhaps it could be the location for important microgeneration equipment such as solar thermal or photovoltaic panels. In this case then the entire roof design including the structure will need to be taken into account.

Government and local authorities are encouraging the take up of micro generation where roof areas can provide the basis for mounting solar photovoltaic collectors.

The electrical energy they can produce may be used to power a building’s 

Local authorities are encouraging the take up of micro generation where roof areas can provide the basis for mounting solar photovoltaic collectors. The electrical energy they can produce may be used to power a building’s interior

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ROOFING

Design & Build

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Schools win at the Roofing Awards The Roofing Awards, run by the NFRC, have become an industry-wide competition that recognise and reward outstanding standards of workmanship and safety within the roofing industry.

The competition, covering the full spectrum of 12 roofing disciplines, runs from September to January every year and thereafter a selection of projects are short-listed. In May, at The Roofing Awards Congress Luncheon, the winners are announced. A range of criteria are taken into consideration by the judging panel including: degree of difficulty, aesthetics, problem‑solving, Health & Safety, workmanship and environmental qualities.

The following are finalists from the education sector.

Finalist project for Solar on Roofs (Roofing Awards 2014) Project Name: Awel y Môr Primary School, Port Talbot Involved: Bauder Ltd working with Span Roofing Contractors Ltd Project: New build construction with photovoltaics fitted to fifteen different roof areas.

Finalist project for Tiling (Roofing Awards 2014) Project Name: Highfields Humanities College, Blackpool Involved: Bracknell Roofing Project: Large façade using 30,000 glazed pan tiles.

Green or vegetated roofs are growing in popularity – especially in the new-build arena.

The benefits of a green roof include sustainable drainage, increased bio diversity, countering of solar gain and increased thermal efficiency  The electrical energy they can produce may be used to power a building’s interior. Any extra electricity generated can be fed into the National Grid.

Many solar systems are available for retrofitting to both flat and pitched roofs.

The key considerations, however, are that the roof structure is capable of accepting the increased load, that the roof members are

substantial enough to take the additional mounting brackets and fixings and, of course, the waterproofing effectiveness of the roof covering is maintained.

No existing roofs were designed to take solar equipment and, therefore, expert advice will need to be obtained from a qualified engineer. While solar equipment is likely to be commissioned by a supplier it will be 

Finalist project for Shingles & Shakes (Roofing Awards 2013) Project Name: ‘Gateway Project’ Durham University Involved: Barclay Roofing Ltd Project: A cedar shingle roof and cladding to a new building, involving a waterproof covering, curved rafters on stainless steel rafter supports.

Finalist project for Single Ply Roofing (Roofing Awards 2013) Project Name: Isle of Sheppey Academy, Sheerness Involved: IKO Single Ply working with Briggs Amasco Project: £54milllion state-of-the-art academy for girls and boys aged 11-19.

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ROOFING fs Flat roovely ti are rela cess for ac easy to tion, basic inspec nce and to a maintenm balls and reclai tems that other i been have lost

 the roofing contractor’s responsibility to ensure its effectiveness and the roof’s integrity.

Green or vegetated roofs are growing in popularity – especially in the new-build arena. In some instances they can be retrofitted to existing roofs. The benefits of a green roof include sustainable drainage, increased bio diversity, countering of solar gain and increased thermal efficiency.

In a school a green roof can provide interest and the feeling of well-being. They are installed as a complete system comprising the waterproofing, root resistant layer, moisture retention layer, drainage layer, filter layer and, finally, the growing medium.

Green roofs are heavy – even the simplest sedum based covering adds an extra 100 kg per square meter and the more intensive systems will be a tonne or more, plus the extra weight of retained rainwater. The existing roof structure must be able to accommodate significantly heavier loads.

Green roofs are highly engineered and should not be fitted and forgotten. They need careful design, maintenance and consideration for irrigation further information can be obtained from www.livingroofs.org.

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INSPECTING AND ASSESSING ROOFS Flat roofs are relatively easy to access for inspection, basic maintenance and to reclaim balls and other items that have been lost up there.

Also, they are easy to fall off. In fact that 50 per cent of fatalities in the construction industry are the result of falls from height and therefore the basic requirements of the Work at Height Regulations must be applied. This involves, even when simply inspecting a roof, that the work should be planned, supervised and carried out in a reasonably safe manner.

A trained and competent roofing contractor is totally conversant with these regulations as well as seriously regarding other potential risks, such as from asbestos containing materials.

COMPETENT ROOFER SCHEME The NFRC government-approved CompetentRoofer scheme is extremely important and can bring significant cost savings to every educational establishment that needs repairs, maintenance or re-roofing work.

The CompetentRoofer scheme ensures total satisfaction, involving special self-certification by the roofing company that totally eliminates costly and time-consuming local authority building control procedures. It presents all-round cost reductions, whilst maintaining performance and legality.

Roofers’ self-certification through CompetentRoofer means that their clients get an ‘all-in-one’ service that does not need building control officer approval. The building owner receives a Building Regulations Control Completion and the roofing work is automatically registered with the relevant local authority.

CompetentRoofers receive random site inspections checks so their work is always first rate. Special training courses have been developed to increase operative awareness of the scheme and its implications. Also there is a ‘hot-line’ to anonymously report errant companies. For more information: www.competentroofer.co.uk SPECIAL HERITAGE ROOFERS Many older schools and educational establishments are listed buildings and require very special attention to detail and consideration. So the NFRC has a unique register of Heritage Roofing Contractors.

All old roofs must be covered or renewed precisely and in line with the strictest energy efficiency rules. This is because certain government parameters have been set to which roofs must comply in order to meet the common goals of zero carbon emissions.

All NFRC Heritage Register roofers have the specialist knowledge, skills and workmanship to carry out this exacting work. 

FURTHER INFORMATION www.nfrc.co.uk

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A SPECIAL SPACE TO INSPIRE LEARNING

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RECENT PROJECTS

MAKING SCHOOLS FIT FOR PURPOSE

With reports of poor conditions in schools struggling to meet the needs of a growing population, Education Business reviews a number of projects that may point to new solutions Britain’s school building stock is, in many cases, badly in need of repair. Many schools struggle to deliver effective education services while battling conditions like damp and asbestos in ageing premises.

INVESTING IN SCHOOLS The Royal Institute of British Architects (RIBA) recently commented on the situation as part of a wide-ranging report titled Building Better Britain: A vision for the next government, arguing that current improvement initiatives are not sufficient. The report says: “Faced with the greatest shortage of school places in decades, too many of the UK’s schools are past their life cycle and riddled with asbestos. The current school building programme [the Priority School Building

Programme, covered on page 61] is just too cheap. We need to be spending 20 per cent extra on the new schools we build.”

GROWING POPULATION As the RIBA report points out, a booming UK population has meant that 250,000 more school places are needed now than in 2000, 90 per cent of them at primary level. London schools are the most oversubscribed, but urban centres throughout the country are also experiencing the strain, with one in

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five primary schools now full or close to capacity. Libraries, music rooms and the like are now being used as emergency classrooms to cope with these growing numbers.

What’s worse, the dilapidated conditions found in many schools are potentially having a damaging effect on learning and teaching.

The Building Better Britain report finds that “of the 29,000 schools in Britain, 80 per cent of the stock is beyond its shelf life, a significant part of the school estate is in poor condition and insufficiently maintained.”

Efforts are mounting to combat this situation in order to ensure that schools provide a safe and pleasant learning environment for pupils. In addition to the PSBP, there are schemes with a regional focus such as the iESE (Improvement and Efficiency South East) framework. This £1 billion social enterprise is targeting problems in local councils throughout this region in England, with school buildings receiving significant attention.

FOCUS ON MERTON Several schools in the Borough of Merton in South West London have recently had design and build projects announced as part of the iESE framework, all scheduled 

The ted dilapida found ns conditioschools are in manyially having potent ging effect a dama rning and on lea hing teac

Felixstowe Academy has high levels of natural lighting, natural ventilation and a highly insulated façade designed to minimise energy consumption

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Rubb Buildings joins forces with Balfour Beatty to deliver custom sports structure for Ipswich Academy Rubb Buildings joined forces with construction giant Balfour Beatty to deliver a custom-made sports structure containing a mix of spaces as well as a main sports hall as part of a new academy in Ipswich.

The new campus is made up of two buildings, a main block which houses innovative spaces for teaching, and a sports block, which features a custom made fabric engineered sports hall.

The split level 20m span x 70m long sports complex boasts a 7m high x 33m long playing area based on a four court badminton hall. This area, situated at the rear of the building, can also be converted to one basketball court, one netball court, one tennis court or one 5-a-side football pitch. A 4m high x 37m long amenities block completes the front of the facility and includes an entrance lobby, a dance studio, executive studio, changing facilities, four store rooms, a seminar room and a construction zone.

Steve Hawley, estates and facilities manager, Learning Schools Trust said: “Rubb provided an ingenious solution for our new school; they were able to offer a design for a sports

hall that met our requirements and those of the planning authorities for a contemporary sports facility but which was affordable and deliverable within the planning timelines.

“Our new sports hall complements our main building, which is innovative and modern in style. The facility offers light, airy spaces that inspire great physical activities and learning

about health, sports and PE. The facility is widely used by the community and is creating a real impact within our community groups and is becoming a great source of community pride; it is a very popular venue.

“The sports hall has surpassed our expectations; it was delivered to time and budget and because of its innovative design, it was able to enhance the opportunities offered by Ipswich Academy. I would recommend Rubb to anyone considering investing in new sports facilities.”

The sports structure features Rubb’s traditional galvanized internal BVC type steel frame.

The walls from the ground up feature 4m high, 100mm thick insulated steel cladding, providing a U-value of 0.21w/m²k. Rubb’s Thermohall insulated cladding completes the upper walls and roof. This is the first time this innovative insulation system has been used on a UK building project.

FURTHER INFORMATION www.rubbuk.com

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RECENT PROJECTS

 to be carried out in phases and completed

by September 2015 by construction firm Balfour Beatty. The council’s cabinet member for education, Councillor Martin Whelton, said: “I think it is important for this to happen because we have seen a 39 per cent increase in birth rates. As an authority we have been actively addressing this – we have a duty to provide local schools to local people.”

Among the schools in the area to be helped by the scheme is Pelham Primary School in Wimbledon, which is set to undergo a £5.1 million redevelopment. With increasing demand for places at the school, the decision was made to expand from single to two‑form entry, and the ‘bendy’ design which was found to be problematic in a teaching environment is to be done away with. A three-storey classroom extension with additional facilities such as an SEN base and replacement library are planned, with the stated aims of minimizing disruption, carrying out work safely, completing all work on programme and delivering a quality building.

INCLUSION AND COOPERATION It’s important in any school design and build project to involve parents at every stage so that they are made aware of any disruptions that will result, as well as of the ultimate benefits that are to come with a completed project. To this end, Pelham 

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RIBA: Building Better Britain report The Royal Institute of British Architects’ (RIBA) report, Building Better Britain, looks into problems facing the government and offers recommendations on how the buildings throughout the country can be made, safer, more useful and better designed. Here RIBA comments on the issues found in many school premises.

By September 2014, we will be short of one quarter of a million spaces in our schools. Years of underinvestment, coupled with recent changes to school building, rebuilding and refurbishing programmes have left us with crumbling schools which fail those trying to learn and teach in them. 80 per cent of schools are operating beyond their life cycle, and more than 75 per cent contain asbestos.

The standardised ‘baseline’ designs are 15 per cent smaller than those built under the Government’s previous programme ‘Building Schools for the Future’. Standardised designs have smaller corridors,

smaller assembly halls and canteens.

Overcrowding in narrow corridors exacerbates bullying and harassment, fewer social areas outside classrooms limit students’ abilities to socialise. The new schools being built aren’t fit for purpose and will certainly not stand the test of time. The next Government should invest in our children’s future by increasing the cost per square metre of schools by 20 per cent.

Talking about the wider issues affecting the UK population, RIBA president Stephen Hodder says: “The next UK Government should empower our cities, towns and villages to prosper and provide the homes, education, services and jobs that are vital for the nation. The next Government needs to look at architecture and the built environment as part of the solution. Reform of the green belt, building more new homes, talking [about] the failed current school building programme and empowering English cities to compete on the global stage need to be priorities.”

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Design & Build

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VEKA completes 700 new windows at Norfolk school VEKA customer Ashford Commercial has completed a large project within the education sector, with architects Jestico and Whiles and main contractor Mansell using VEKA’s M70 profile for 700 windows.

The Norfolk-based company manufactured and installed more than 700 windows and 80m2 of window walling for Thetford Academy, with the intention of reducing glare and heat gain in the classrooms of this new build.

Thetford Academy in Norfolk is a part of The Inspiration Trust, a family of schools in Norfolk committed to delivering the very best educational experience for young people in the area.

The architects specified VEKA products for the project, knowing that these systems carry all the accreditations required for commercial and education projects. The choice of Anthracite Grey from the standard range of foiled VEKA products complemented the colour scheme for the project.

Ashford’s commercial manager Barry Manley explains: “VEKA’s Matrix 70 was chosen based on a combination of specification, style and price – it was an economic solution that met with the project’s budget requirements. After a competitive tendering process, Ashford

Commercial was chosen as both the manufacturer and installer for the project, which of course, we were thrilled about.

“The project consisted of long runs of tophung windows in a grey finish externally with Teleflex operators to the high level windows and atrium windows having electric openers. The window walling was also manufactured and installed in grey, which created a seamless look. The installation went smoothly and was completed well within the specified time frame.”

VEKA’s Matrix 70 system is often chosen

for use in new build and commercial applications due to its simple fabrication and trouble-free installation design.

The VEKA UK Group has unveiled an extended range of colour foil options, which gives more freedom for commercial and education projects to be ‘personalised’ to match the company branding or school colours. In this case, Anthracite Grey was chosen to give a sophisticated, modern finish which looked almost like aluminium.

What did the customer think of the result?

Barry Manley explains: “Both the main contractor and the school staff were extremely pleased with the VEKA windows provided by Ashford Commercial. They were impressed that we designed, manufactured and fitted them within the specified time frame and stayed well within budget.

“These high-spec PVC-U windows minimise outdoor noise, reduce solar glare and will keep the Academy’s energy bills down thanks to their energy-efficient properties.”

FURTHER INFORMATION Tel: 01282 716611 commercialenquiry@veka.com www.vekauk.com

As part of the World’s largest PVC-U window systems company VEKA is the most specified profile in the world.

Our technical, sales, and commercial teams are all on hand to support you and become a part of your team. By working in partnership with our customers, we believe that we offer a level of support second to none.

Our fully comprehensive product range has become renowned for setting standards. Products such as: • Curtain walling • TwinSash • Infinity (recycled) • Doors • Variations range of colour & woodgrains We’ve been working with the Education sector for over 20 years, so why not see how working in partnership with The VEKA UK Group can transform how you work and set you up for success.

Email: commercialenquiry@veka.com Call: 01282 716611 www.vekauk.com

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RECENT PROJECTS  Primary School held consultations with parents where any relevant views and concerns could be aired, and, as the school comments, continues to communicate any significant updates to parents as soon as possible. School staff and governors at Pelham also say that they are “working closely with Merton and its architects and other consultants on all aspects of the plans for the expansion of the school.”

Hillcross Primary School and Poplar Primary School are each having similar projects carried out, with a respective £4.4 million and £4 million allocated for new school halls, entrances and teaching blocks. Both schools plan to increase their capacity from 420 pupils to 630 pupils, and to expand from two form entry to three.

St. Mary’s Catholic Primary School will also receive a new teaching block, library extension and link, altogether worth £2.7 million. This is to help accommodate the 30 per cent growth in pupil numbers the school has seen between the academic years 2007/8 and 2013/14. St Mary’s has said that its short term design and build strategy under the iESE framework extends to an additional two reception classes, and that in the longer term it aims to provide for seven extra classes by 2017/18, gradually introducing new class groups over the preceding period. Among the expected benefits of the completed project are greater space, more resources an increased sense of community and better teaching opportunities.

Design & Build

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Felixstowe Academy, interior

While s blem the pro ritish facing Bldings are bui school cases severe, in somehould not be they s ght of as thou untable insurmo

BUILDING EFFICIENT SCHOOLS In addition to accommodating greater numbers of pupils, energy efficiency is increasingly coming to the fore as a key consideration in school buildings, both as a way to help the environment and significantly bring down schools’ energy bills. In April, the same construction firm responsible for the iESE school projects in Merton completed work worth £18 million on a sustainable building in Suffolk, handing Felixstowe Academy over to its customers, the Academy Enterprise Trust and Suffolk County Council.

With a capacity of around 1,800 secondary and sixth form students the academy brings together two previously separate schools, Orwell High School and Deben High School, under the same roof.

The building has high levels of natural lighting, natural ventilation and a highly insulated façade designed to minimise energy consumption. The new school will generate 10 per cent of its energy requirements using a biomass wood pellet burning boiler to provide heating, and a photovoltaic array to generate additional electricity to the grid. The renewable energy generation is 14KWh/m² – enough to light over 15,000 100w light bulbs for a whole night.

The new 11,000m² campus building includes a science lab, theatre-style main hall with flexible seating, performing arts studio, a new sports hall and multi-use games area. Two extended wings provide general teaching classrooms over three floors.

Councillor Lisa Chambers, Suffolk County Council’s cabinet member for education, skills and young people, said: “These modern facilities – designed around the needs of young people and their all-important education – will create the best possible environment within which teaching and learning can flourish.”

MOVING FORWARD While the problems facing British school buildings are in some cases severe, they should not be thought of as insurmountable.

The projects slated for construction that are described here, as well as the recently completed Felixstowe Academy, point to possible solutions for improved building conditions and avenues for funding. As the RIBA report says, “we need to lay the foundations for inspiring environments for our children to thrive in.”  FURTHER INFORMATION www.iese.gov.uk

Accessible hygiene rooms and toilets for schools In the wake of a new survey that found some teenagers were unable to go to the bathroom alone and hundreds of children are still not toilet trained when they start school, the Government has published new guidelines addressing school toilet provision.

The Department for Education’s Building Bulletin 103 replaces Bulletins 98 and 99; the bulletin now sets a minimum size and required equipment for hygiene rooms. Now, a hygiene room should be 12m2, and contain a fixed or mobile hoist, changing bed, accessible shower, sluice toilet and accessible WC. Further, toilet provision should also allow facilities appropriate to particular religious requirements.

Clos-o-Mat, the UK’s leading supplier of accessible toilets and hygiene rooms, is uniquely positioned to help schools and contractors meet the new requirements. The company can provide design advice, supply,

installation, commissioning and in-going service/maintenance, and offers a complete, in‑house, project management service for hygiene rooms.

Clos-o-Mat has completed scores of hygiene rooms and accessible toilets in primary and secondary schools across the UK and its product offering includes a range of paediatric equipment to enable appropriate fitting-out. Relevant case studies, CAD drawings in 2- and 3D, and technical documentation are all available to access online.

FURTHER INFORMATION www.clos-o-mat.com/ hygiene rooms

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Advertisement Feature

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LIGHTING

IMPROVING YOUR SCHOOL’S SPORTS HALL LIGHTING

Combining 40 years lighting experience with the ambition to make good things great, Cambridge Light explains how its in-house team can deliver an efficient and effective upgrade for your sports hall School and college sports halls are often used for a wide range of activities other than PE lessons. They can range from practice sessions, inter-school tournaments, and even formal exams. Each of these has specific recommended light levels, varying from a low 200 lux to 500 lux or above. The multi-purpose hall at St John Fisher College is no different, and the college turned to Cambridge Light to refurbish its existing lighting with LED to help it reach the higher recommended light levels.

Formerly fitted with 90 116W T5 fluorescent tubes, the installation only averaged around 240 lux, well below the recommended levels for exams and competitive sports. The high

have halved the total maximum energy consumption of the lighting. To further maximise the savings possible with the new lighting scheme, a series of control switches were also installed. This set of switches allows for direct control over each row of lights and for users to create the best light for any activity with three primary settings averaging 300, 500 and 700 lux across the hall so when not needed, lights can be left off.

In addition to the initial cost benefits of upgrading to LED, the light quality has also been dramatically improved. Each EcoRange Sport 130 unit utilises 3 of the best CREE LEDs, achieving an 80+ CRI (Colour

The new lighting has greatly reduced energy costs and maintenance requirements in the St John Fisher’s hall and has also significantly enhanced the light quality for current students, teachers, and commercial users of the space number of fixtures consumed more than 60,000 kWh per year over its regular 105 hour week. Including the school’s own usage and out-of-hours commercial operation, the hall usage resulted in annual electricity bills of over £6,000 with maintenance costs contributing another £4,500 due to frequent replacements of flickering or failed lamps – a total cost of £10,500 per year.

Rendering Index – the higher the better) and the unique electronics used by Cambridge Light ensure a totally flicker free source.

These features allow the lighting to clearly illuminate people, team colours and objects, as well as creating a bright and distractionfree environment – perfect for fast paced sports or periods of intense concentration during mocks or end of year exams.

THE LIGHTING UPGRADE The Cambridge Light Eco-Range solution has made a huge difference to the hall, and not just with the significant reduction in electricity usage and maintenance costs.

By implementing an intelligent lighting layout developed by Cambridge Light and not opting for a direct 1-for-1 replacement, luminaires have been positioned where they were actually needed. This optimised layout ensures each light is effectively and efficiently illuminating the space as well as creating better lighting overall, not to mention reducing the up-front cost of upgrading the college’s indoor sports facility.

SAVINGS UP TO 73 PER CENT The high efficiency LED installation coupled with the control system is set to consume only 17,035 kWh per year – an impressive 73 per cent reduction. Immediately this has saved the college £4,728 in energy costs, and the long fixture lifespan eliminates maintenance requirements for at least 12 years if used at their current rate of 15 hours per day all year round – £4,500 per year or a minimum of £54,000.

The new lighting has greatly reduced energy costs and maintenance requirements in the St John Fisher’s hall and has also significantly enhanced the light quality for current students, teachers, and commercial users of the space.

By asking Cambridge Light to refit the college’s sports hall, St John Fisher received an integrated design and installation service with

GREATER SAVINGS THROUGH CONTROL Installed in five rows of eight units, the 40 new 130W Eco-Range Sport 130 LED fittings

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EDUCATION BUSINESS MAGAZINE | Volume 19.4

a high quality UK made LED lighting solution.

Cambridge Light offers dedicated support from initial enquiry to final delivery in addition to their standard five year unlimited warranty.

40 YEARS OF LIGHTING EXPERIENCE Founded in 1970, Cambridge Light’s parent company Pulsar Light of Cambridge has over 40 years of lighting expertise, manufacturing for a wide range of architectural, commercial, and educational lighting projects all over the world. Together, the two companies are in the perfect position to help you refurbish existing facilities or deliver cuttingedge solutions for new developments.

Cambridge Light understands that nearly half of potential savings from switching to LED can be achieved through efficient design and are in the business of delivering light – not lights – in order to create an efficient, cost effective, and long lasting solution for you.  FURTHER INFORMATION Tel: 01223 403 512 http://ecorange.cambridgelight.co.uk

CARBON EFFICIENCY

Energy

Well Educated Banking www.lloydsbank.com/ schoolbanking

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SHINING A LIGHT ON SMART ENERGY PRACTICE

Putting energy saving at the centre of school policy benefits pupils, staff and school finances, the Carbon Trust explains. The organisation shares efficiency advice on a number of key areas Improving energy efficiency in schools does not mean compromising the comfort of staff and students. In many cases, implementing some simple energy saving measures actually improves conditions, as well as saving money.

Both upper and lower schools are pushed to make the most of their resources, while providing a solid education for students. Being energy efficient saves money, so is an excellent way to release funds for curricular resources or facilities.

In addition to economic benefits, there are social and environmental advantages to reducing energy consumption, such as preserving fossil fuels and minimising impact on the environment. This is increasingly important to the reputation of schools, as students, teachers and parents become increasingly aware of climate change.

Moreover, actions taken to become energy efficient provide an excellent opportunity for practical learning and real-life application for students. Many of the actions in this overview could be undertaken or monitored by students, while the science behind it might be a great opportunity for targeted classes.

BREAKDOWN OF ENERGY COSTS Energy consumption in schools can vary depending on the age of the buildings, their state of repair, occupancy

hours and the amount and type of electrical equipment installed.

Generally, secondary schools will have higher energy costs than primary schools.

This can be explained by secondary schools’ longer hours and larger number of students, as well as more widespread use of electrical equipment in ICT, science, sports and crafts lessons.

However, areas of energy waste are often the same regardless of school size or level.

Figures 1A and 1B shown on page 83 detail where the biggest savings can be made. They are divided into energy use and energy cost and comparing them could help school managers decide which areas to prioritise. For example, note how much energy electric lighting uses – eight per cent – but then compare that with what it may be costing – as much as 20 per cent.

In each of the key consumption areas there are three main opportunities to save energy. Firstly, all energy consuming equipment should be switched off when not required. This can be done by

staff and students, by timer switches or by adjusting building control systems – and need not cost any money. Also, a number of energy efficiency measures can be carried out as part of routine maintenance procedures at no extra cost. Finally, energy saving measures taken when planning major refurbishment can be extremely cost effective.

Energy use in schools is escalating due to the use of ITC equipment which, in turn, increases electricity demand. Moreover, school buildings are now being used for community purposes, increasing occupancy hours and the use of facilities.

nergy Being e saves t efficien , so is money nt way lle an exce e funds for s to relea ar resources curricul acilities or f

HEATING Savings made in heating can have a positive impact on energy bills, with even simple, low‑cost measures making a difference.

Children have higher metabolic rates than adults and so are comfortable at lower temperatures. Maintaining optimum internal temperatures for staff and students will improve comfort conditions that can help boost attentiveness and morale. Happier students can be easier E

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Control Energy Costs Ltd  Confused by energy pricing and claims made by suppliers and brokers?  Concerned about securing the best deal for your school?  Wondering whether the schools utility bills are actually correct?

If these or any other questions have crossed your mind then Control Energy Costs can help.

We are one the country’s leading and most experienced team of energy consultants with over 30 years direct involvement the industry. CEC have worked with a number of schools and educational establishments for many years, guiding them through the increasingly complex UK utility markets to help them keep expenditure at an absolute minimum.

We are entirely independent, have no tie to any supplier and do not take supplier commissions.

CEC offer a full consultancy service tailor made to meet the requirements of your school.

Call us on 01737 559198.

We give advice that you will trust and respect. www.cec.uk.com

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CARBON EFFICIENCY  to communicate with and contribute to a more productive learning environment.

Heating needs vary throughout the day so check that the system operating hours match the times when heating and ventilation are required. Review time settings every month or so to check that they are correct. Many systems function inefficiently because someone made a short‑term adjustment and then forgot about it. Fitting tamper-proof thermostatic radiator valves can prevent this from happening.

Discourage staff from using thermostats as on/off switches – turning to maximum does not speed up the heating process, it usually just results in an overheated space.

It is important to ensure thermostats are not influenced by draughts, sunlight or internal heat sources like radiators or ICT equipment. Settings should reflect the activity taking place in the space.

Keep circulation in mind – schools always have lots of activities going on and furniture is constantly being rearranged to accommodate students’ needs. Make sure radiators and vents are not obstructed by any equipment and that filters are kept clean and free of dust. This ensures better circulation of heat into the space and reduces the energy required to meet the heating demand.

LIGHTING Well-lit spaces are essential for an effective teaching and learning environment. As a result, lighting accounts for approximately 10 per cent of the total energy used in schools. However, there is considerable scope for making savings by implementing some simple good housekeeping measures.

Staff and students should be involved in making savings this can be achieved through raising awareness during assembly and non‑teaching class time, placing stickers above light switches and posters around the building.

Avoid having blinds down and lights on; a familiar scene in classrooms and offices is the use of blinds to control glare when it is bright outside. Where possible, encourage staff to use blinds to direct daylight onto the ceiling and walls instead. This should reduce the need for electric lighting in the classroom whilst reducing glare.

Daylight blinds are particularly effective. They enable the natural light to enter the space by re-directing the light onto the ceiling, thereby allowing the ‘free’ daylight to enter the space, alleviating discomfort felt by the occupants from glare. Many daylight blinds also have perforated blades to enable a view outside, which can create a positive atmosphere.

Choose the most efficient lighting possible.

For example, upgrade standard tungsten light bulbs to energy saving compact fluorescent lamps (CFLs) which use 75 per cent less energy, produce less unwanted heat and last eight to 10 times longer.

Be careful, however, as some areas are not suitable for energy saving bulbs.

Energy

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Managing energy use can have additional benefits of improving the quality of food produced as well as the working environment for kitchen staff Replace blackened, flickering, dim or failed fluorescent tubes with triphosphor coated ones (this is stated on the packaging).

Triphosphor coating provides a more natural, brighter light for the whole life of the tube.

If the tubes are 38mm (1.5 inch), replace them with slimmer 26mm (1 inch) tubes.

Specify high frequency fluorescent lighting systems and mirror reflectors whenever fluorescent lighting is to be replaced.

High frequency tubes reduce energy use and heat output, eliminate flicker and hum, extend lamp life (by up to 50 per cent) and can allow dimming – all of which can make a classroom more comfortable.

Make sure this happens by including it in the school’s purchasing policy.

CATERING AND FOOD TECHNOLOGY School kitchens are a major energy consumption area. Saving money in this area does not have to compromise working conditions or the service offered – it can even improve both.

Energy is primarily used to power catering equipment and heat hot water; however, these are areas that can offer significant cost savings without compromising hygiene or resources.

Managing energy use can also have additional benefits of improving the quality FIGURE 1A: SCHOOLS – PERCENTAGE OF ENERGY USE

 Space heating (fossil fuel): 58%  Catering (elec): 4%  Hot water (elec): 1%  Lighting (elec): 8%  Office equipment: 1%  Other (elec): 2%  Space heating (elec): 2%  Catering (fossil fuel): 8%  Hot water (fossil fuel: 15%  Other (fossil fuel: 3%

of food produced as well as the working environment for kitchen staff. Do not switch on too soon – most modern catering equipment reaches optimum temperature quickly. Label equipment with its preheat time and educate staff to switch on only when required, and switch off ovens, grills, fryers and hobs immediately after use.

Avoid overfilling saucepans and kettles and use lids where possible, and select the right size of saucepan to avoid underfilling.

Also, keep fridge and freezer doors closed and defrost regularly to save energy and prolong equipment lifetime, and move storage fridges and freezers out of kitchen areas into well ventilated, uncooled spaces.

Catering equipment should be purchased with running costs in mind. Although gas-fired equipment can be more expensive to buy than electrical or steam equivalents, savings made on running costs make it a more efficient option.

Equipment that automatically switches off (such as pan sensors on hobs) can save 25 per cent on energy costs.

Select ovens with large double glazed viewing windows to reduce the need to open doors to inspect contents. L FURTHER INFORMATION www.carbontrust.com FIGURE 1B: SCHOOLS – PERCENTAGE OF ENERGY COST

 Space heating (fossil fuel): 45%  Catering (elec): 6%  Hot water (elec): 2%  Lighting (elec): 20%  Office equipment: 1%  Other (elec): 4%  Space heating (elec): 5%  Catering (fossil fuel): 5%  Hot water (fossil fuel: 10%  Other (fossil fuel: 2%

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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Are you ready for more free school meals?

Cypad can help.

We are already working with schools and school caterers across the UK to handle up to 40% more meals with good throughput and use of limited space.

Cypad provide the tablet and web-based tools you need to get your catering service ready: • Pre-selection of meals by children using a whiteboard, reducing waste • Management of the cook’s activities such as ordering, data collection and f • Collection of accurate information on who has taken a meal • Analysis and reporting on this data, to keep costs down • We do online payments and can integrate with your existing online payment and MI Systems.

Visit www.cypad.com for more details.

The Cypad system helps you to manage the extra meal numbers by optimising use of sta time, the dining room space and throughput to maintain a good user experience.

It also provides immediate access to daily informtion on uptake and other key performance indicators.

Contact Lawayne Je erson at lawayne@cypad.com or 0117 377 5081 Kitchen management and data collection in more than 2,000 kitchens

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KITCHEN EQUIPMENT

The kitchen is one of a school’s biggest consumers of power and water, so it’s vital to get purchasing decisions right. There are significant changes in legislation coming up, which will have a direct impact on buying choices. Nick Oryino of the Catering Equipment Suppliers Association gives an update Energy saving has to be the focus for every caterer buying or specifying catering equipment. Not just because it’s the right thing to do for the environment, but also because it’s the right thing to do for the budget. Running costs are rising dramatically.

Specifying a model that cuts consumption of resources, such as energy or water, may cost more, but it will pay for itself through the savings, sometimes in as little as a few months – and the savings will carry on throughout the life of the machine.

The Carbon Trust’s Industrial Energy Efficiency Accelerator (IEEA) gave a clear insight into how the catering industry uses energy, and how its energy use could be improved. The report, undertaken in partnership with DEFRA, the BHA and CESA, studied several contract catering sites and recommended a variety of ways

Written by Nick Oryino, chair, Catering Equipment Suppliers Association (CESA)

ENERGY-SAVING CATERING TOOLS

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technology’ (BAT). With refrigeration, it concludes that the improvement potential of BAT, compared to ‘base case’, is up to 62 per cent, depending on the type of refrigeration.

It also says that BAT delivers the least life cycle cost – in other words, investing in the best available technology works out cheaper over the lifetime of the equipment. Since 28 per cent of a kitchen’s energy is used by refrigeration this is a significant issue.

CATERING REFRIGERATION Two important initiatives concerning commercial catering refrigeration will be coming into force in the next year or so, the hugely anticipated Energy Related to save energy consumption.

Products Directive, (formerly the Eco For example, it highlighted the Design Directive) and the operational cost savings by using revised F Gas Regulations.

The gas combi steamers in place of The objective of the y g r e n E l electric. The report confirmed Energy Related Products a i r Indust ciency that most units currently Directive is to improve Effi a sold are electric – only the environmental e v r ga o t a 10 per cent of combi performance of energy r e w l e o h o Acc t n i ovens at the surveyed related products (ERPs) t h ig sites were gas-powered. lear ins ring industry through ‘ecodesign.’ c Amongst the potential One of the key areas the cateenergy and ‘best practise’ innovations being considered is s use and trends the report energy labelling. It ould be would c t i w o highlights the use of combi mean that catering h d ovens for frying and grilling equipment would carry improve tasks, as well as their traditional labelling similar to that found functions of roasting and steaming, on domestic equipment, rating it and for low temperature, slow cooking.

A-G (with A being the most energy efficient).

DEFRA’s research also highlights the Refrigeration is the first category of energy saving potential of ‘best available foodservice equipment to be considered 

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U.C.I heat lamps have been specifically designed to be energy efficient for use in the catering industry. They are use in heated counters and serveries of establishments such as restaurants, hotels, pubs, hospitals, schools, prisons, army bases, universities etc. This low pressure design offers a long service life of 8000 hrs! That’s 60% longer than other manufacturers.

The catering heat lamps are available in two overall lengths of 118mm & 220mm, and supplied in 200, 300 and 500W power ratings. Accessories available. The novel design features give them stability in catering environments at competitive prices.

All lamps are CE approved and manufactured to EN60335-1:2005 and EN60335-2-30:2003, the Low Voltage Directive 2006/95/EC and the RoHS Directive.

Our heat lamps will keep food warm at a constant temperature which can be controlled by the use of a variable power controller.

Please call or visit our website for more information.

E: www.undercontrol.co.uk T: 0845 688 7122

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KITCHEN EQUIPMENT

Catering

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Looking after your catering equipment On a day-to-day basis what can you do to look after your commercial catering equipment and make sure it is working at its best for you? Here are some key areas to check regularly.

Filters and gaskets: In refrigerators, dishwashers, ovens, etc. check all door seals (gaskets) are intact and fitting correctly and all filters are clean, properly in place and well fitted.

Thermostats: check these are working accurately – if in doubt consult your supplier.

Ventilation: ensure all vents on your equipment are unobstructed and clean, so that the machine does not over heat.

Flame colour: check the flame from cooking ranges is blue and not yellow. A yellow flame indicates incomplete burning and the release of unhealthy gases in the kitchen.

Equipment warnings: modern equipment is often fitted with detectors that provide valuable information and warnings of problems, such as when filters need changing or a cleaning cycle needs running. Manufacturers have designed these warnings for a reason – don’t ignore them.

Staff knowledge: your staff know the equipment, they work with it every day, so if they raise an issue about performance, it pays to listen and act immediately.  under the Energy Related Products Directive and, clearly, energy labelling will be a major benefit to catering equipment buyers and specifiers. However, at this stage no standards have been set to establish the benchmarks by which the labelling will be assessed, so no manufacturer can claim equipment meets any of the labelling criteria. EFCEM (the European Federation of Catering Equipment Manufacturers, which CESA currently chairs) is working with the EU Commission to come up with a solution as soon as possible – the current timetable is that the first part of the Directive will come into force in January 2015.

REDUCING EMISSIONS Regulations under the Energy Related Products Directive covering dishwashers, ovens, hobs and grills are also in progress.

The European Union is committed to control of fluorinated greenhouse gas (F gas) emissions, as part of the Kyoto Protocol.

The main focus of regulations is to minimise emissions of F gases from products and equipment, through containment, leak reduction and repair and recovery.

Currently the EU is discussing revisions to the F Gas Regulations. The most important new measure proposed is a phase down in the supply of hydrofluorocarbons (HFCs), the most widely used of the F gases. This phase down is to be managed by a freeze in supply in 2015. The freeze would be followed by several reduction steps from 2016 so that, by 2030, European HFC supply would be 21 per cent of 2015 levels.

There is a variety of new refrigerants available that are both energy-saving and less 

Follow the instructions: manufacturers supply new equipment with instructions on general care. Make sure staff know how to look after the equipment they use and clean it according to the instructions.

User manuals can often be found on the manufacturer’s website.

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Get your dining hall capacity sorted!

SICO’s new online advice centre SICOschooldining.com and the publication ‘Growing Dining Hall Capacity – A Guide to Effective Dining Hall Planning’ are available now.

The team of SICO® Dining Hall Planners are also ready to come and do all the hard work for you!

Contact SICO® now.

SICO’s mobile folding table seating units:

• No lifting – simple, single person

operation for safe and speedy set up and breakdown

• Fixed seating – no moving chairs

reduces space used for aisles and noise levels

• Hundreds of seating, height, shape,

design and colour options to fit your space

• Warranty and service plans make for years of worry free use

Find out how you can fit more people in the same space!

Visit: Email: Call:

SICOschooldining.com enquiries@SICOschooldining.com 0800 085 8186

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KITCHEN EQUIPMENT  damaging to the environment. These include hydrocarbons, glycol, CO2 and HFOs (a new type of refrigerant with a very low global warming potential (GWP)). Buyers should look for refrigeration that has the lowest GWP and ODP (ozone depletion potential).

ENERGY CALCULATOR Launched in 2013, the Cut Cost and Carbon Calculator is an important software tool that will help education foodservice professionals manage energy costs and accurately assess the environmental impact of commercial kitchens. By managing and reducing carbon emissions the foodservice industry could save up to £114 million every year. The tool will provide clarity on the lifecycle value of catering equipment. It will also help facilitate the move towards a low carbon catering sector.

Developed by the Carbon Trust in association with CESA, CEDA (the Catering Equipment Distributors Association), FCSI (Foodservice Consultants Society International), BHA and DEFRA, it can tell caterers how much energy they use, and how much they could save by changing equipment and improving working practices.

The comprehensive and impressive tool can identify and quantify the impact on energy use of such variables as kitchen design, menu complexity, opening hours, number of meals served and

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Big savings can be made by training staff to turn off cooking equipment when it’s not in use, to not over- or under-fill warewashers, and to keep refrigerator doors shut behavioural, operational and equipment strategies. It can also help in areas like ‘right-sizing’ the capacity of equipment and implementing different food delivery, storage, preparation and cooking strategies.

SAVINGS You don‘t have to invest in new equipment to save running costs. In the kitchen, misuse of equipment is the most common reason for energy wastage. Big savings can be made by training staff to turn off cooking equipment when it’s not in use, to not over- or under‑fill warewashers, and to keep refrigerator doors shut. This type of good energy practice, combined with regular maintenance, keeps running costs to a minimum.

CESA, DEFRA, the BHA, CEDA and the FCSI, are collaborating on the ‘Save It!’ campaign, featuring a full programme of support which will include various training aids and wipe-clean, kitchen-proof stickers designed to remind staff to save energy

by shutting it, filling it and turning it off.

Plus, of course, it’s vital to look after it. The best way to care for catering equipment is to have it regularly serviced. Cost-wise, it’s a win-win: efficient operation minimises running costs and regularly servicing will maximise the life of the equipment.

The ideal solution is a PPM (Planned Preventative Maintenance) contract. This is designed to keep equipment in optimum condition by sorting any problems before they get critical. It also minimises ‘down time’, because equipment is much less likely to breakdown when it is looked after properly. The frequency of service depends on the equipment – in most (but not all) cases, two services a year should be enough. An added bonus is that if there is an unexpected problem, then the service provider will come and fix it.  FURTHER INFORMATION www.cesa.org.uk

Quality carts for the mobile food industry

Calon Wen – the welsh organic milk co-op

Unique Vending Carts (UVC) offers outstanding carts for the mobile food industry. They are made of fiberglass coated with the highest quality gel-coat paint, which provides UV protection making colours vivid and long lasting.

Fiberglass coupled with stainless steel and aluminum creates carts that are lightweight, easy to clean and maintain, more hygienic and durable.

The range of carts are serving business owners young and old, adding a special touch to fundraisers in schools and churches. They are also perfect for events in arenas, universities, cruise ships, shopping centres, parks, casinos, amusement parks, party rentals and many other locations.

UVC provides a wonderful business opportunity. A low

Many dairy farmers have always wanted to sell their own milk to local people through their own company and in 2000 that’s what a group of Welsh organic farmers did. Initially there were four members, now Calon Wen numbers 18 family farms.

Calon Wen believes in keeping things simple, so its cows graze clover rich organic pastures that have not been treated with sprays or chemicals. They also have plenty of exercise and fresh air out in the field.

The organic milk produced

start-up cost allows you to quickly see a return on your investment.

The range includes five cart shapes (push, tow or bicycle carts) along with cooking apparatus of your choice, (electric or propane) and you can finish your cart in any colour.

The company is constantly evolving to create carts with style, adapting to new market demands and requirements. You can expect nothing but the best from a Unique Vending Cart.

FURTHER INFORMATION Tel: 07792 032 680 uksales@unique vendingcarts.co.uk www.uniquevending carts.co.uk

on Calon Wen’s family farms is used in its delicious organic range including the award winning extra mature and mellow creamy cheddar, lightly salted and unsalted butter and of course its organic milk.

The company’s product range is available in a wide variety of sizes including large catering packs.

FURTHER INFORMATION Tel: 01834 862 873 moo@calonwen-cymru.com www.calonwen-cymru.com

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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Catering

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Cut the cost of food waste disposal with a liquid food composter from Compactors Direct From September 2014 all pupils in reception and Years 1 and 2 in state-funded schools in England will be eligible for free school meals.

The announcement by Nick Clegg was the culmination of several long-running studies into the beneficial effects of free and crucially nutritious meals for students. The research suggested that the initiative would aid concentration, improve academic results and narrow the achievement gap between rich and poor pupils. It would also have positive public health outcomes in terms of tackling obesity and physical health for the long term.

The anticipated large take-up of free school meals over packed lunches will inevitably present new challenges for educational establishments, including additional costs and larger volumes of food waste. However, help is at hand for those tasked with implementing the policy, with a new range of food waste solutions from Compactors Direct including the Liquid Food Composter (LFC), a machine that streamlines operations and greatly reduces the costs of food waste disposal.

The LFC disposes of any raw or cooked food matter within 24 hours, making it the ideal processing station of choice for sites of food production. Once installed, you can

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add food waste to the unit at any time and only grey water is safely discharged into the sewage system. In reducing the volume of food waste that would otherwise be placed in rubbish bins, with the attendant labour time, smells and attraction to flies and rodents that would entail, a school’s environmental credentials are hugely boosted by a reduced carbon footprint and landfill policy.

With simple, safe, quiet and odour-free

operation, the LFC is a fully enclosed, automatic unit available in a range of capacities to suit all sizes of educational establishments. With payback typically between six and 24 months, a school will see a return on investment within a maximum of two academic years.

The LFC’s cloud-connected diagnostics system, with touchscreen interface, continuously monitors and reports data on the weight of food waste produced and can be accessed remotely via any computer, tablet or smartphone. Reporting on savings made is efficient and easily measurable, while scheduling maintenance and even data aggregation across multiple machines are further tools at your fingertips.

Compactors Direct is the sole supplier of PowerKnot LFC machines in the UK and also offers a full range of total waste management services and equipment, including compactors, balers, crushers and food dewatering machines.

FURTHER INFORMATION Tel: 0800 917 3396 perry@compactorsdirect.co.uk www.compactorsdirect.co.uk

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SCHOOL FOOD STANDARDS

Catering

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EAT BETTER,DO BETTER

The new school food standards, which will be mandatory from January 2015, are designed to make it easier for school cooks to create imaginative, flexible and nutritious menus. Education Business reports on the new standards and how the changes have been received by the industry A new set of standards for all food served in schools was launched in June by former Education Secretary Michael Gove. They are designed to make it easier for school cooks to create imaginative, flexible and nutritious menus. They will be mandatory in all maintained schools, and new academies and free schools.

Although the previous standards, introduced between 2006 and 2009, did much to improve school food, they were complicated and expensive to enforce. Cooks had to use a special computer programme to analyse the nutritional content of every menu. Often, they ended up following three‑week menu plans sent out by centralised catering teams who would do the analysis for them. This meant they couldn’t be as flexible or creative as many would like.

The work to create these new standards was led by Susan Jebb, Professor of Diet and Population Health at Oxford University. The expert panel of cooks, teachers, caterers and dieticians that oversaw the drafting was chaired by Henry Dimbleby, co-author with John Vincent of The School Food Plan. The

standards will become a legal requirement for schools from January 2015.

cooks about the school meals they provide, they want to be given a little bit more freedom to make their own choices.

“The revised school food standards will allow schools to be more creative in their menus. They are easier for schools to understand and crucially they will continue to restrict unhealthy foods to ensure our children eat well.”

TRIALLING THE NEW STANDARDS In trials, the new standards proved extremely popular with school cooks, 90 per cent of whom said they were easier to implement than the old standards. They also proved just as effective at delivering the energy and nutrients that growing children WHAT THE NEW need. In fact, those STANDARDS secondary schools that INCLUDE uty g, Dep g e l trialled the new standards The new standards include C r e t Nick s Mini reported an increase in the one or more portions of Prime consumption of vegetables, vegetables or salad as an leading to higher fibre, folate, accompaniment every day. It vitamin A and vitamin C intake. includes at least three different fruits, and Deputy Prime Minister Nick Clegg said: three different vegetables each week, as “Every mum and dad knows that if you want well as an emphasis on wholegrain foods in your child to do well at school, and particularly place of refined carbohydrates. There is also to concentrate well in the classroom in the a focus on making water the drink of choice afternoon, a healthy meal at lunchtime is vital. by limiting fruit juice portions to 150mls, “If you speak to heads, teachers and and restricting the amount of added sugars E

“Every d mum anthat if ws dad knot your child n you wa ell at school to do wthy meal at a heal me is vital” lunchti

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A.

Our fully finished meals mean you don’t need any extra staff to prepare them.

B.

Quick and easy to prepare on the hob or with our free, on loan equipment, and available chilled or frozen.

C.

Fully compliant with school food standards and made with all-British farm-assured meat, our range of over 25 meals includes traditional favourites kids love to eat.

To find out how we can help you meet the challenge of Universal Infant Free School Meals, talk to our Primary School Meals team now on:

0800 298 7981 www.pastaking.co.uk /primary-school-meals

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SCHOOL FOOD STANDARDS  or honey in other drinks to five per cent.

The standards limit food that is deep fried, batter coated, or breadcrumb coated to no more than two portions a week, and there should be no more than two portions of food which include pastry each week.

CLEAR AND CONCISE Education Secretary Michael Gove said: “These new food standards will ensure all children are able to eat healthy, nutritious meals at school.

“We now have a clear and concise set of food standards which are easier for cooks to follow and less expensive to enforce.

Crucially we have achieved this without any compromise on quality or nutrition.

“There has been a great deal of progress in providing healthy school meals in

recent years and these new standards will help deliver further improvements.”

Henry Dimbleby, co-author with John Vincent of The School Food Plan, said: “The previous standards did a lot of good in removing the worst foods from children’s diets. But when we were writing ‘The school food plan’ we met lots of wonderful cooks who felt restricted by them.

“There was a very talented Asian cook, for example, who was exasperated at having to follow the council’s three‑week menu plan of shepherd’s pie and fish and chips, when her pupils – most of whom were also Asian – would have much preferred naan bread and a curry.

“Other cooks complained that having to plan menus so far in advance meant they couldn’t make the most of cheap, high‑quality, seasonal produce. These

“We know that children are continuing to eat too much saturated fat, sugar and salt. It is vital that the food children are offered in schools is nutritious and helps them to learn about the basics of a healthy diet” Susan Jebb, University of Oxford

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standards will preserve the nutritional gains that have already been made in school food, while allowing greater flexibility.”

CUTTING DOWN ON PROCESSED FOOD Susan Jebb, Professor of Diet and Population Health, University of Oxford said: “We know that children are continuing to eat too much saturated fat, sugar and salt. It is vital that the food children are offered in schools is nutritious and helps them to learn about the basics of a healthy diet.

“The pilots we ran were very encouraging and clearly enabled cooks to develop nutritionally balanced menus. We saw a real boost in the variety of vegetables offered, helping to increase intakes of fibre and essential nutrients.

“The new standards and supporting guidance include clear information on appropriate portion sizes to help achieve similar results and promote good practice across all schools.”

EATING BETTER, DOING BETTER Children’s Food Trust Head of Nutrition Dr Patricia Mucavele said: “We support all steps that help more children eat better and therefore do better, so we were pleased to be involved in the development and testing of these new standards. E

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SCHOOL FOOD STANDARDS

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Food provision evaluation checklist No more than two portions of food that have been deep-fried, batter‑coated, breadcrumb-coated, each week, across the school day.

No more than two portions of food which include pastry, each week, across the school day.

No snacks, except nuts, seeds, vegetables and fruit with no added salt, sugar or fat across the school day.

Savoury crackers or breadsticks can be served at lunch with fruit or vegetables or dairy food.

No confectionery, chocolate and chocolate-coated products, across the school day.

Desserts, cakes and biscuits are allowed at lunchtime. They must not contain any confectionery.

“Anything which makes it easier for school cooks to get tastier, nutritious food on the plate at school lunchtime has to be welcomed and the new School Food Standards guide does that” Jamie Oliver, celebrity chef  “The new standards are based on recommendations made by the School Food Plan Standards Expert Panel which commissioned the Children’s Food Trust to pilot test them.

“They follow general public health eating guidance, encouraging schools to provide a wide range of foods across the week. Variety is key – for example the standards include the need to provide at least three different fruits and three different vegetables each week, and one or more wholegrain varieties of starchy food such as wholegrain bread and pasta. Offering a wider range of different foods provides a better balance of nutrients.

“The standards continue to restrict foods high in fat, sugar and salt, and the supporting practical guidance gives more advice about portion sizes and how to choose foods lower in fat, saturated fat, sugar and salt as well as how to interpret food labels.”

“We tested the new standards with the people who would be using them – school caterers and cooks. They told us the new standards were easier and more intuitive to use to plan interesting and creative menus, which has got to be great news for children and school food.

“These new standards will be mandatory from January and will apply to all new academies and free schools, which is a step in

the right direction. We’re now looking forward to seeing all schools in England using them, helping to ensure every child benefits.”

SUPPORT FROM EARLY CAMPAIGNERS Celebrity chef Jamie Oliver, who raised awareness of the nutritional importance of school food, has also showed his support for the new standards. His past TV series Jamie’s School Dinners was a great success and the support from the British public led the British government to commit £60 million to the school food system as well as placing a ban on processed junk food in all UK schools. Jamie Oliver said of the new standards: “Anything which makes it easier for school cooks to get tastier, nutritious food on the plate at school lunch time has to be welcomed and the new School Food Standards guide does that. There’s also built-in flexibility which is massively important. School cooks are on the frontline in the fight against diet-related disease in my view so it’s vital that they get support. For me, these mandatory minimum standards are so important if we’re going to truly protect the next generation.”

Annabel Karmel MBE, leading children’s food expert and well-regarded parenting author, said: “With almost 20 per cent of children deemed obese by the time they leave primary school at age 11, healthy eating E

Salt must not be available to add to food after it has been cooked.

Condiments must be limited to sachets or portions of no more than 10 grams or one teaspoonful.

Standards for drinks The only drinks permitted are: Plain water (still or carbonated) Lower fat milk or lactose-reduced milk Fruit or vegetable juice (max 150mls) Plain soya, rice or oat drinks enriched with calcium; plain fermented milk (such as yoghurt) drinks Combinations of fruit or vegetable juice with plain water (still or carbonated, with no added sugars or honey) Combinations of fruit juice and lower fat milk or plain low-fat yoghurt, plain soya, rice or oat drinks enriched with calcium, cocoa and lower fat milk, flavoured lower fat milk, all with less than five per cent added sugars or honey Tea, coffee, hot chocolate.

Combination drinks are limited to a portion size of 330mls. They may contain added vitamins or minerals, and no more than 150ml of fruit or vegetable juice. Fruit or vegetable juice combination drinks must be at least 45 per cent fruit or vegetable juice.

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SCHOOL FOOD STANDARDS  must become commonplace in the daily school routine. But the food has to be tasty too, and the new School Food Standards provides more flexibility to enable school cooks to use their creativity to prepare healthy, delicious meals using seasonal fresh produce. The nutritional guidelines are far easier for schools to understand and follow, without being restricted by stringent computer program analysis.

“As part of the Small Schools Taskforce, a national initiative which aims to ensure that all small schools have the right menus and kitchen equipment to be able to offer a viable service, I’ve witnessed the huge benefits that a hot, healthy meal can have on classroom performance. I’ve used my 25 years of experience in feeding children to help design healthy menus that taste great – and that’s been the challenge up until now, particularly in small schools that have limited kitchen facilities. Children are more adventurous than they are often given credit for – but it boils down to quality, taste and presentation; and even the fussiest of eaters are already enjoying my Hidden Vegetable Bolognese and Chicken Fajitas.”

OTHER ACTIONS The revision of school food standards is just one of a number of actions that the government is implementing based on the recommendations of ‘The school food plan’, which aims to improve the food that is served in schools and the broader food culture in schools. Other actions that are being implemented include putting cooking into the curriculum. From September, cooking and food education will be an entitlement for all children in key stages 1 to 3.

There will be two flagship boroughs in London to demonstrate the impact of improving school food on a large scale providing £11.8 million to help schools increase take up of good school food providing £3.15 million to help schools set up breakfast clubs.

The plan also included introducing free school meals for all infants (more detail below), training headteachers in food and nutrition, and Ofsted inspectors are to consider behaviour and culture in the dining hall, and the way a school promotes healthy lifestyles.

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ACADEMIES All academies established prior to 2010 already have clauses in their funding agreement that require them to comply with the national standards for school food. The Department for Education has recently published revised funding agreements for new academies and free schools, which include the requirement to follow the school food standards. Academies created from June 2014 onwards will also have to follow the new food standards.

Academies founded between 2010 and June 2014 have no such clause written in their agreement, but are being encouraged to sign up voluntarily to the national school food standards. They can do so at www.schoolfoodplan.com/school-food-standards. Hundreds of academy schools, including the largest academy chains, have already done so.

Many academy caterers also hold the Food for Life Catering Mark which also guarantees compliance with the school food standards.

Survey evidence suggests that the vast majority of academies will sign up to the new food standards voluntarily. The School Food Trust wrote to more than 1,500 existing academies in January 2012, asking them to indicate whether or not they were committed to following the national school food standards. Six hundred and forty-one replied, of which 635 confirmed that they were committed to following the standards.

A WORD FROM THE CHEFS Giving the last word to a school chef, Tony Mulgrew, BBC Cook of the Year and school chef at Ravenscliffe High School said of the new standards: “This is a great opportunity for all school chefs to showcase their skills – for example, writing their own menus for their students and schools, and having the flexibility to use only the best quality and local produce when designing menus.” L FURTHER INFORMATION tinyurl.com/k9xqk43

FREE SCHOOL MEALS FOR INFANTS From September 2014 all children in reception, year 1 and year 2 in state-funded schools in England will receive free school meals.

The free school meals are being funded by the Government’s Universal Infant Free School Meals programme – announced in January – through which £150 million is being given to schools to help them upgrade their kitchens and cope with the increased demand and £2.30 will be spent on each meal.

For many schools providing free school meals for all infant children from September could be a challenge. A common concern is how schools will manage the increased number of children eating school meals; perhaps because they don’t have a kitchen or inadequate kitchen facilities, or their dining room is not big enough.

As such the Children’s Food Trust’s and LACA, the Local Authority Caterers Association, have provided a new advice service to provide schools with the support they need to develop and improve their catering facilities.

At a recent conference, Schools Minister David Laws announced that 99 per cent of schools now have a plan on how to deliver universal infant free school meals this September.

He said: “Through local authorities and the support service, I have been tracking the progress schools towards meeting this important commitment.

“And I can announce that based on evidence from local authorities, schools and the support service, over 99 per cent of schools now have a plan in place to deliver universal free school meals in September.

“We are aware of fewer than 100 schools which still need further work to devise a delivery strategy, and the department and the support service are now working through, school by school, to offer support and ensure all schools are on track to deliver at the start of term.”

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ComputerXplorers is par t of the world’s largest education franchised network

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“A priority for improvement in our school has been the development of learning experiences for pupils which are meaningful and equip our young people with skills for life. We recognise that these experiences are often best delivered when working in partnership with others. The ComputerXplorers courses are delivered by a highly professional team.

Every effort is taken to ensure effective delivery of learning opportunities which motivate and engage our young people and planning has included opportunities for parents and staff to become involved. ComputerXplorers has given our children access to resources and equipment we as a school simply could not do and has provided advice and support for staff should they wish it.”

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For further information contact Emma Downes T: 01530 513308 E: edownes@computerxplorers.co.uk www.computerxplorers.co.uk

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HYGIENE

SPICK & SPAN, AND GERM FREE Whilst pupils have now returned to lessons following their long summer break, schools have remained busy over the summer months to ensure that facilities are kept in pristine condition, ready for the autumn term.

Contract cleaning organisations take full advantage of the quiet period to deep clean floors and ensure surfaces are thoroughly disinfected before pupils and staff pass through the doors once again.

Germs thrive in places where lots of people interact in close proximity. As such, schools are a perfect breeding ground for infections.

Educational establishments have a duty of care to keep the environment clean and safe for pupils, and this can be achieved through

regular, expert cleaning. Not only do clean schools provide optimal learning conditions and reduce absenteeism, but they also help to attract new students and assist with the recruitment and retention of the best teachers.

INFECTION PREVENTION Illness is the most common reason for absence from schools, accounting for more than half (58 per cent) of school days missed.

Consistent and effective day-to-day cleaning can reduce sickness levels dramatically and should involve vacuuming and dusting, emptying bins and wiping down surfaces, ensuring that facilities not only look pristine but germs are cleaned away. It is important

Written by Andrew Marshall, Julius Rutherfoord

Germs thrive in places where lots of people interact in close proximity, therefore schools are a perfect breeding ground for infections. British Institute of Facilities Management member Julius Rutherfoord & Co outlines how schools can ensure their cleaning contractors are doing a thorough job

to keep frequently touched areas such as door panels, bannisters, door handles and toilet flushing mechanisms immaculately clean to avoid bacteria spreading.

Rigorous health and safety systems should be in place to ensure cleaners, staff and pupils are not put at risk. The area that needs to be cleaned should be carefully researched and audited before any cleaning is undertaken, to make sure the right techniques are used. Environmental, quality and occupational health and safety management systems used by the contract cleaner should be independently assessed.

This commitment gives schools confidence in the quality and reliability of the cleaning.

Equipment such as pure water systems, microfibre cloths and diamond encrusted twister pads can reduce or even eliminate the need for chemical cleaning agents.

And where cleaning products are required, chemical free ranges provide the same level of results as those with chemicals.

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CLEANING CHALLENGES With tens of thousands of students using schools every day, there are many different demands on the cleaning team and there is often huge variety in the environments and surfaces to be cleaned. For example, some schools have listed buildings, whilst most also have gyms, kitchens, theatres, E

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HYGIENE

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a colour-coded cleaning system, utilising different coloured equipment to clean toilets, classrooms and food areas, ensuring that there is no cross-contamination between areas and the risk of epidemic outbreaks is minimised. Bacteria is easily spread around schools, yet not everyone is aware of the importance of using different cleaning equipment in different areas. You wouldn’t want the same cloths that are used to clean washrooms to also be used to clean kitchen surfaces. Therefore colour-coded mops, buckets, brooms and cloths for use in designated areas is recommended to reduce the risk of cross contamination.

Consistent and effective cleaning can reduce sickness levels dramatically and should involve vacuuming and dusting, emptying bins and wiping down surfaces, ensuring that facilities not only look pristine but germs are cleaned away  labs and studios with a variety of floor types and surfaces to be cleaned.

The variety of flooring materials used in schools has an influence on the type of cleaning equipment and techniques that are needed to clean each surface thoroughly and hygienically. The right cleaning procedures can also ensure that quality flooring lasts for as long as possible. Marble, wood, parquet and vinyl flooring will all need to be treated in different ways. All cleaning operatives should be fully trained on key issues, including health and safety, site specific requirements and new and existing cleaning methods.

A STICKY PROBLEM As we all know, chewing gum’s sticky properties are particularly difficult to remove, and it is one of the main challenges in day to day cleaning, particularly in schools.

Chewing gum is often trampled into carpets and stuck to the underside of tables.

There are a variety of methods to remove chewing gum from different surfaces. These include using a steam cleaning machine with a chewing gum solvent remover, applying ice to turn the chewing gum rigid before peeling it off, and high pressure jet washing.

CLEAN YOUR TECH Routine cleaning of IT equipment should also not be overlooked in the cleaning schedule.

Even primary school children, as young as five, use computers nowadays, and they are particularly vulnerable to infection. Computers are regularly touched by hands, which are one of the most frequent transmission routes for many types of infections, because they come into direct contact with the mouth, nose and eyes. Lurking under those seemingly innocent computer keys are food debris, hair particles, dead skin, dust, not to mention bacteria, which is easily spread around schools.

A professional cleaning contractor will use

LESSONS IN HAND HYGIENE Regular handwashing is crucial at all times but even more so when people are ill, coughing and spluttering. It is important for parents and staff to teach and encourage pupils to practise good hand-washing techniques, using soap and water to reduce the spread of infection.

Hands must be cleaned thoroughly before and after eating; every time you blow your nose, cough or sneeze; after using the bathroom; before handling food or dirty equipment or rubbish; and any time hands are dirty.

It is beneficial to have hand sanitisers in your premises, especially in any kitchens, and by access doors, for people to use when they are entering and exiting the building.

School washrooms should always be correctly equipped with anti-bacterial soaps and dispensers. They need to be regularly cleaned by trained cleaning operatives and checked for contamination.

SECURITY Security is essential within the school environment. Commercial organisations providing services to schools, such as contract cleaning, need to be vetted in the same way as any other staff working within schools.

While some organisations settle for Disclosure and Barring Service (DBS) checks – which replaced CRB checks – these are useless if the ID in question is fake, because fictitious people will not appear on criminal records.

When Julius Rutherfoord recruit staff, they use passport and identity document scanning technology to scan every passport and ID document to check its authenticity against an international database. This technology enables imposters and fake passports or ID documents to be identified in seconds, and help provide a 100 per cent legal workforce.

In addition, staff can sign in and out with a short phone call, from a dedicated line within each of the schools’ premises that is linked automatically to the contract cleaner’s time and attendance system. The system provides extra security and also guarantees that the school gets the exact level of service they have paid for. L FURTHER INFORMATION www.bifm.org.uk

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ACCIDENT LEGISLATION

As the new term starts, it’s a good time to have a look at your health and safety policy to ensure you have a safe and compliant year ahead, writes Dave Garioch of IOSH Educational establishments need to consider how they are meeting the standards set in The Health and Safety at Work Act 1974.

This ground-breaking legislation has saved thousands of lives over the years.

Four decades ago there were 651 deaths recorded in workplaces covered by legislation (education was not one of the sectors). This has been reduced to 148 for all workplaces in 2012/13 and a provisional figure of 132 has been given for 2013/14.

This legislation has also been fundamental in the reduction of over 75 per cent of non-fatal injuries. It is an enabling piece of legislation that allows the government to bring out regulations to cover specific hazards.

For example, the Control of Substances Hazardous to Health Regulations first written in 1988 with the most up to date being the amended 2002 version.

So, as an educational establishment what do you need to consider? The cornerstone of all health and safety management is to assess the foreseeable significant hazards and put in place adequate controls to mitigate

the risk so far as is reasonably practicable.

That simple sentence contains key words and phrases that require further explanation.

ANTICIPATING RISK ‘Foreseeable’ means more than something the common man could expect to know, e.g. it is not safe to have an unguarded large hole in the ground on a busy high street.

It includes what the qualified person in their role should know, e.g. a teacher would know standing on a chair to pin up students’ work is liable to fall off and hurt themselves. It also covers what specialists would be expected to be aware of. For example, an education visits adviser would know about the risk of flash flooding in a gorge when arranging a ravine walk. The importance of this word is to know your limits and ask for help if you do not know the answer.

Identification of foreseeable hazards by stopping to think before you act would significantly reduce the number of accidents and injuries. Whilst considering when something is reasonably

Schoolsisk r manageoying by empl d a n d e q u a l i f i t teachers n e compet hes, checking c and coaplaying field the taining n i a m d an ent equipm

foreseeable, you should be allowing for the potential consequences; what action can be taken, regardless of cost, as this is covered under ‘so far as is reasonably practicable’, which is explained below.

The Court of Appeal (Civil Division) has provided some recent case law on reasonable foreseeability in Hadlow v Peterborough City Council (2011), where it was found against the council. Staff were not following the agreed policy and an accident occurred.

The council agreed the guidelines were not being followed but argued the accident was unforeseeable. The court decided the risk of having an accident, by not following the procedure, was reasonably foreseeable, and found in favour of the plaintiff.

Written by Dave Garioch, chair, Institution of Occupational Safety and Health (IOSH) Education Group

A METHODICAL APPROACH TO SCHOOL SAFETY

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IDENTIFYING HAZARDS ‘Significant hazards’ are things a person could interact with where the potential outcome would be death, serious injury or long term ill health. Examples include allowing incompetent contractors to maintain your gas boiler, as they could leave it leaking carbon monoxide gas into a classroom, potentially killing the occupants in the room. The playing of contact sports is also significantly risky.

However, schools manage this by employing qualified and competent teachers and coaches, checking the playing field and maintaining the equipment. It will not stop all accidents from happening, but it will control the risks, so far as is reasonably practicable whilst giving young people the chance to exercise and learn about how to be part of a team. In this latter E

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pali

Head Office t: 0151 691 1170 e: search@paliltd.com www.paliltd.com www.pali-franchise.co.uk

the franchise

Franchising for Public Servants "Pali" is an acronym of "Property And Land Information" which describes our product pretty accurately.

The information we provide on property and land is gathered from many sources; mining companies, water companies, environmental companies etc but our mainstays are the three hundred and eighty Local Authorities whose offices and websites we visit daily.

Pali have been providing a service to solicitors and conveyancers since 1999 and have been franchising our service since 2006.

Now that the housing market is recovering we have a requirement for further franchisees throughout England and Wales. Due to government cutbacks many public authorities are making staff redundant. In many cases these staff members have the skills and aptitude required to become a successful Pali Franchisee and run a successful company. Most of our franchisees started off working from home but quickly moved into professional offices.

Although their clients never visited these offices the franchisees found it to be a more productive environment to work from. Also, within a very short period they were employing staff. The numbers depended on the aims and ambitions of the particular franchisee.

The Pali franchise is ideal as a partnership giving the flexibility to build a great "Work Life" balance with little stress or pressure.

So if you are considering a change of direction for you and your family and would like to earn more than you currently do why not give us a call on 0151 691 1170 or email nicksnr@paliltd.com to find out more?

“

I bought my PALI franchise in 2007 and have never looked back. I can thoroughly recommend a PALI franchise as it gives you a good income, flexibility and support when needed.

Pali Basildon

”

Well Educated Banking www.lloydsbank.com/ schoolbanking

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ACCIDENT LEGISLATION  example the benefits far outweigh the risks.

So far as is reasonably practicable (SFARP) is another important phrase that is well understood by British courts. When considering if something is SFARP you need to consider the benefit of putting the risk control in place against the time, inconvenience, money and effort required to make it happen.

Where the benefit is high and the cost is low, then it is described as being reasonably practicable and the employer must put that control in place to comply with the law.

You also need to take into consideration any technical advances when deciding if something is reasonably practicable. If the Health and Safety Executive decide to take on a prosecution of a school, once they have shown there is a case to answer, the burden of proof then falls to the defendant to show what they did was reasonably practicable. So there is a presumption of guilt unless the defendant can prove otherwise, this is known as the ‘reverse burden of proof’ and is detailed in Section 40 of the Health and Safety at Work Act 1974.

RISK ASSESSMENT You also need to ensure your risk assessments are suitable and sufficient to meet the requirement of the Management of Health and Safety at Work Regulations 1998. The Trade Union Congress provides the following advice for its health and safety trade union representatives: to be suitable and sufficient, a risk assessment has to identify all the potential causes of harm in the workplace. This includes not only dangerous substances and equipment, but also work processes and organisation. It must cover not only the chance of immediate injury but also the long-term hazards to health.

The risk assessment must be systematic, comprehensive and address what actually happens in the workplace, not what the employer says should happen. It should also cover non-routine activities such as spillages and cleaning, what happens during breakdowns, loading, unloading and maintenance operations.

The assessment must cover everyone in the workplace, including groups such as maintenance staff, security staff, cleaners, and visitors (this includes students). And it should take account of preventative or precautionary measures that have already been introduced and check that these are effective in reducing risk.

Having suitable and sufficient risk assessments will help you to develop policies and procedures to make staff and students safe and healthy. You should also ensure all staff have adequate training to be competent to understand the risks and follow the agreed controls.

In addition to this is the need to adequately supervise staff to ensure they know what the safety procedures are – and are following them.

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Teachers need to reinforce health and safety controls as often as necessary, and this will depend on the maturity of the students and the level of risk THE ROLE OF TEACHERS Teachers need to reinforce health and safety controls as often as necessary, and this will depend on the maturity of the students and the level of risk. For example, when putting away a trampoline it is necessary to demonstrate safe practice and also have close supervision of students when they are trying. This will enable the teacher to pull the student out of danger if they get it wrong. In accident reporting there are many more injuries for pupils putting a trampoline away than for when they are using the equipment. Schools must not be risk averse and only let adults put away the trampoline, as students need to be made risk aware. The schools’ job is to provide the necessary support to minimise the risk.

The Health and Safety Executive has now been running its Fee for Intervention protocol.

Where it visits an education establishment and finds a material breach of the legislation, a charge of £124 plus VAT will be charged for all time related to the breach until it is satisfied necessary action is being taken to address the issue. Over the last two years the average cost to a school has been £1500. Where the standard reached is poor

this can result in an employer being issued with an improvement or prohibition notice.

The common reasons for schools recently have been poor asbestos management and inadequate working at height controls.

Other areas of concern include separation of vehicles and pedestrians, especially at entrances and safe outdoor education.

GETTING UP TO DATE So, as the new term starts have a look at your health and safety policy. Make sure your risk assessments are up to date and record how you have consulted staff about the significant hazards.

Ensure you have a health and safety training programme to help with the continual improvement of health and safety at your education establishment.

Make certain you have access to competent advice to help confirm the standards you have achieved meet legislative requirements and have a successful educational year where you can demonstrate sensible risk management. L FURTHER INFORMATION www.iosh.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

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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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ACCOMMODATION

HOME WHILE AWAY One of the activities that has been most affected by safeguarding concerns is accommodating children in people’s homes.

Whilst hotel, hostel and youth centre based school trips continue to be popular and effective, home stays are reported to be declining in popularity. Concerns about ensuring the safety of children are quoted as one reason for that decline and all too often the response has been increased paperwork; hardly an enabling process.

What follows is a guide to good practice based on a reasonable and practical mix of dynamic risk management, informed decision making and appropriate documentation.

WHAT IS HOME HOSTING? Home hosting is where visiting groups and individuals are accommodated as guests in the homes of local families. Host families and schools act as suppliers for the tour arranger and there will be legal liability for their actions. Effective safeguarding should consider the various circumstances that may apply in home hosting and ensure appropriate measures are put in place. It would be an

error to think one size fits all, and to assist such consideration it is useful to define the major categories of home hosting.

Short stay hosting is where accommodation is arranged for each pupil in a number of homes on a tour for one or two night’s duration, often with several separate stays on an extended tour. It is on an unpaid basis and there is no expectation of reciprocal arrangements (this arrangement is not uncommon on long haul sports tours and sometimes referred to as billeting).

Longer stay and paid hosting (for example exchange visits and work experience) is defined as either where: pupils are hosted by the same family for the whole or greater part of a visit and commonly there is an expectation that there will be a reciprocal nature to the visits; or there is a payment made to the host family for the stay.

SELECTION OF HOST FAMILIES In all cases and of critical importance is that the selection

Written by Ian Pearson, general manager, School Travel Forum (STF)

Whilst hotel, hostel and youth centre based school trips continue to be popular and effective, home stays are reported to be declining in popularity. The School Travel Forum’s general manager Ian Pearson explains why and provides some key information on arranging safe and successful home stay trips

and allocation of host families should be done by a responsible person who is able to ensure the suitability of the match. This can be done in a number of ways, by the host school, the visiting school or a third party, such as a local agent or a tour operator. To ensure clear understanding this responsibility should be agreed and clearly stated in writing.

When looking to assess matching guest with host the initial factors that should be considered are: gender; cultural issues; medical needs & disabilities; and distance from main activity base and facilities available.

Unless by exception, accommodation should be in pairs or multiples, and prior agreement should be obtained from the necessary people before single accommodation arrangements are confirmed.

SHORT STAYS With regard to short stay hosting, the short stay at each location will reduce some potential risk factors, such as unsupervised family days, but require more focus elsewhere.

It is prudent to recognise that host families involved in this kind of stay, without the added impetus of reciprocal expectation, commercial gain or long-term involvement, will perhaps not respond to requests for detailed family questionnaires, which they may consider unnecessarily intrusive. However, the need for good safe selection remains. It should be anticipated that the vetting and allocation of host families by the host organisation is more appropriate and therefore more likely.

So, in order to provide suitable hosts it is important that they have sufficient information provided, which should include: name, age and gender of pupils, plus any special requirements such as food, medical or cultural issues; minimum standards of accommodation required; information on the dynamic risk management process to ensure it can operate effectively; the visiting school’s code of conduct; and contact numbers, including emergency contacts and medical insurance information.

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Home s i hosting iting is where vs and group ls are a individu dated as o accommts in the gues f local o homes ilies fam

LONGER STAYS With regard to longer stay and paid hosting, the greater involvement in family life requires greater consideration of free time activities, but the greater reciprocal arrangements means that shared and remote vetting and allocation of host families is more practicable, in other words there is a greater involvement of the visiting school in the process. In addition to providing the information above, more detailed host family information should be requested from all families and made available to the visiting group leader. This should include: E

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ACCOMMODATION  verification of family structure; references; confirmation of house rules; and proposed family activities during visit.

There should also be agreement on: proposed transportation, including drivers; permission to share information between host families; and permission for a home visit by trip organiser or competent person to confirm facts and ensure that obvious risks / hazards are identified, including, but not limited to, accommodation type and fire safety, security, electrical appliances and other utilities, general hygiene, structure of property and presence of internal individual gas heaters in property.

LEGISLATION All host family arrangements in the UK should conform to the requirements of the local and national legislation designed to protect vulnerable groups; details of which can be obtained from the Disclosure and Barring Service or Disclosure Scotland (note: the regulation and application of the two organisations are not the same).

Organisers should also ensure their insurances cover all aspects of the visit, including anticipated free-time activities and other actions of the host families.

Host families when selected should receive the following information about their guests: name, age and gender of charge, plus any dietary requirements or necessary medical

or cultural information; contact numbers, including emergency contacts and medical insurance information; and the visiting school’s code of conduct. Information for host families overseas may need to be in the host language.

VISITING GROUP PREPARATION It is important that informed decisions can be made by schools, parents and pupils. Accurate written information and parents’ evenings are useful measures to ensure this can be achieved.

Before asking parents to commit, there is certain information required, such as what the planned host family selection and allocation arrangements are (ie: how and who will be selecting the hosts.

They should be given details of the safeguards and dynamic risk management process whilst on tour, the visit code of conduct, and personal safety guidance for pupils, linked to the dynamic risk management process.

Information required before departure include contact telephone numbers, including a 24 hour emergency number, sleeping and sharing arrangements, and where available, host family information, the names of the responsible adult in the families, and specific house rules.

DYNAMIC RISK MANAGEMENT Whereas careful preparation and planning is important, equal consideration should be given

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to managing any situation whilst on tour.

In all cases allocation arrangements should be known and agreed between the host and visiting organisations before arrival.

It is important that visiting group leaders are able to manage exceptional and unacceptable circumstances locally and the safeguards should be in place and viable for the group leaders to implement. This includes having contact numbers for local support, such as host school staff, tour operator agents or representatives, and accurate written information held by all leaders on location of pupils. Information for pupils enabling 24 hour contact for more than one leader must be given, and there must be an emergency ‘visit at once’ code between pupils and leaders.

Physical or telephone contact with all pupils within two hours of allocation should be made and a means by which group leaders can contact pupils every day (physical or telephone) should be given.

There must also be a means by which accommodation inspections can be undertaken on request, and a process and means to move pupils away from unsuitable accommodation or to a place of safety if necessary. Finally, opportunity should be taken to ensure feedback is taken, distributed accordingly, reviewed and acted upon. L FURTHER INFORMATION www.schooltravelforum.com

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CURRICULUM

The roll out of the new National Curriculum gives us a great opportunity to be creative with lesson planning and look at how we can engage learners through regular learning outside the classroom, writes Elaine Skates, acting chief executive of the Council for Learning Outside the Classroom With a strong emphasis on spelling and grammar, timetables and long division, the new National Curriculum has been heralded as a return to high standards and rigour as we strive to catch up with the world’s best performing nations in terms of educational performance.

However, there is no doubt that the quality of teaching in schools, more than the content of the curriculum itself, is going the make the most difference to our young people.

Incorporating regular learning outside the classroom into the curriculum can be highly effective in improving the quality of teaching by making learning engaging and enjoyable for all learners; which in turn can have a significant impact on progress and attainment.

Fortunately, the national curriculum programmes of study provide us with numerous opportunities for learning in our

school grounds, local community and further afield during educational visits and residentials. The only limitation where Learning Outside the Classroom, (LOtC) is concerned is our own imaginations.

Written by Elaine Skates, acting chief executive of the Council for Learning Outside the Classroom

AIRING OUT THE CURRICULUM

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responsibilities and experiences of later life.

The contribution of learning outside the classroom in the above areas is widely acknowledged. Taking learning outside the classroom enables pupils to apply what they have learnt inside the classroom in a real world context and equips them with skills (communication skills, team working, problem solving and risk management to name just a few) they will need for real life and employment.

The benefits in terms of physical and mental health, expanding the horizons of young people and changing their environmental behaviours and attitudes are also well evidenced.

It should also be noted that the draft framework document states that the National Curriculum is just one element in the education of every child, adding that: “There is time and space in the school day and in each week, term and year to range E

Regulartside ou learningroom can s the clas effective in y l be high ng the quality i improv eaching by of t learning g n i k a m g engagin

THE CURRICULUM AND BEYOND At the core of the curriculum in England is the statement that every state-funded school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities,

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Teaching children about the importance of wildlife Bees in the UK are in serious decline. It is estimated that the UK bee population has decreased by 50 per cent through disease, loss of habitat and intensive farming.

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CURRICULUM  beyond the National Curriculum specifications. The National Curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons.”

Whilst planning for the roll out of the new national curriculum is time consuming, there is no doubt that it gives teachers the opportunity to get creative, trying out new ideas, themes and locations for learning.

LOTC IN THE NEW CURRICULUM Whilst LOtC is not specifically mentioned by name, there are many opportunities for LOtC throughout the National Curriculum programmes of study, across all subject areas. For example in science, there is a strong emphasis on working scientifically and first hand practical experiences. The non‑statutory guidance notes are peppered with references “to using the local environment throughout the year” to help pupils study the environment all around them.

In English, there are numerous references to drama and role play enhancing reading and writing skills. LOtC can add value in a number of ways, from providing inspiration for writing to helping pupils develop a love of literature through performance or exploring settings of stories.

In maths, LOtC can support the application of maths in real world contexts, engage pupils with different learning styles and increase enjoyment of the subject through use of new or novel learning environments.

In P.E., there is now a requirement to take part in outdoor and adventurous activities curriculum at KS2 & KS3. In geography, fieldwork is explicitly mentioned in the overall curriculum aims and in the content for every key stage from KS1 to KS4.

In history, the inclusion of local history studies present opportunities for LOtC, and in addition the new chronological approach creates the possibility of new partnerships between schools and LOtC providers as schools look to the expertise of heritage partners to support curriculum delivery.

When looking at curriculum planning it can be invaluable to spend some time with colleagues auditing your school grounds and local community to identify mathematical, historical, geographical and creative features which can be utilised for low cost learning outside the classroom. It is also a good idea to consider LOtC providers and venues within easy reach of the school to identify educational visits which could add value to your curriculum delivery.

CROSS CURRICULA, NOT EXTRA CURRICULA All the evidence suggests that learning outside the classroom is most effective when it is well planned and integrated into the curriculum, rather than being seen as a standalone or one off ‘trip’. Learning outside

the classroom should be seen as an extension to classroom teaching, and linked to classroom activities both before and after the visit.

More and more schools are taking a thematic approach to curriculum planning and incorporating a ‘wow’ event every term to enthuse and consolidate learning across all areas of the curriculum. For example a chocolate theme and visit to a chocolate factory can create opportunities for learning about states of matter in science, packaging design in art and design & technology, “Charlie and the Chocolate Factory” in English, with relevant maths problem solving and writing activities built in.

Embedding frequent, continuous and progressive learning outside the classroom into the curriculum is a powerful tool in making learning real and memorable for pupils of all abilities and backgrounds. The new LOtC Mark is the first national accreditation for schools which recognises and supports the development of learning outside the classroom across all subject areas. The accreditation gives schools a framework to help them improve and embed their LOtC provision.

“We have always understood the value of outdoor learning and the benefits that

well planned and delivered lessons and activities give to our children, and the framework of the LOtC Mark allowed us to rationalise our ambitions even further,” said Robin Davies, headmaster of Barfield School, LOtC Mark Silver holders.

SUPPORTING SCHOOLS The Council for Learning Outside the Classroom (CLOtC) is the national charity set up to support schools and other organisations in getting children out and about as an essential part of their education.

CLOtC can support you in integrating more learning outside the classroom into the curriculum including free online guidance, LOtC resource packs, LOtC Mark and CPD. The CLOtC national conference 2014 – Why Inside? Teaching the new curriculum outside the classroom will focus on inspiring and engaging opportunities for learning outside the classroom (LOtC) in the new national curriculum at the University of Derby Enterprise Centre on 4th December 2014.

Visit the website for more information. L FURTHER INFORMATION www.lotc.org.uk

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Advertisement Feature

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SCHOOL GROUNDS

GEORGE’S LINES OF APPROACH

The old and the new blend seamlessly at Tonbridge School, one of Britain’s top independent schools A “respect for tradition and an openness to innovation are equally valued,” states Tim Haynes, headmaster of historic Tonbridge School, in his online introduction to what is one of Britain’s top independent educational establishments.

Founded in 1553 by Sir Andrew Judde, a member of the Worshipful Company of Skinners, one of the oldest city livery companies, Tonbridge School is one of the leading boys’ boarding schools in the country – and one highly respected internationally.

The values of tradition and innovation are certainly held by George Alexander, 57, the school’s director of grounds and gardens, in post for more than 20 years and committed to delivering excellence across the 150 acres in his care.

The school has evolved dramatically over its four and a half century lifetime, with sport retaining its prominence since the development of team sports, especially cricket and rugby, begun in the Victorian era.

SPORTING TALENT Its commitment to sport has borne fruit consistently since World War II, as the likes of batting legend Colin Cowdrey himself founded a cricketing dynasty with sons Chris and Graham excelling.

Fellow Old Tonbridgian and England batsman Ed Smith recently commented on the

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quality of the ‘Head’ square’s outfield in his recent book `Luck` – “second only to Lord’s”, he reported, and a reflection of the enduring commitment to quality by George and his team of nearly 20 groundcare professionals.

“Good facilities definitely help develop sporting talent,” says George. “The ‘Head’ square is renowned for quality – we manicure every one of the 15 strips and that’s vital because of our extensive cricket fixtures list.” One of the Eton Group of schools that compete against each other, Tonbridge can field 18 to 20 teams every Saturday under a huge cricket calendar.

No mean sportsman himself (he plays off a 12 golfing handicap and formerly coached the school’s cricket and hockey teams), George’s strategy across the outdoors sports provision is to innovate when it enables him to deliver greater quality and efficiency and to keep with tradition when established methods remain the most effective available. Marking out the vast array of pitches on site is no exception.

SUPATURF’S SUPASTADIA Whatever the time of year, there’s always some degree of marking out underway, whether on the 12 football pitches, 12 rugby pitches and eight hockey pitches in winter or the seven cricket squares and two artificial strips in summer.

On winter Friday mornings, the

grounds team are deployed to mark out every pitch, double marking with Supaturf’s SupaStadia liquid, applied by a Supaturf Briteliner Arrow linemarker.

“The SupaStadia delivers a bright white line to match our commitment to high standards of presentation,” says George. “Of course, double marking takes more time than a single pass but the results speak for themselves.

“Regardless of whether we are marking out the first XV rugby pitch or the 12th football pitch, our standards remain consistent right across our provision. After all, every boy pays the same fee to attend the school, so each is entitled to the same level of quality, whatever his sporting ability.

“In some ways, we are old school here – I believe in keeping the tried and trusted methods, unless something tangibly better comes along, and despite the introduction of spray jet markers, which are designed for speed, I have yet to find anything to match the quality that our Briteliner marker machines and SupaStadia deliver.

Spray markers are catching up though.”

SUPERIOR RESULTS The yearning to innovate is never far away. Going back several years, George trialled SupaStadia against his existing line marking liquid. “We marked out three pitches side by side using the different products and found that SupaStadia’s adherence was better and that its brightness lasted longer, giving me the appearance I wanted, so I switched suppliers and have used the liquid every since.

“I can’t fault our suppliers, Vitax,” he adds. “They are always on hand to ensure fast response when we need urgent deliveries.” Hardly surprising, bearing in mind that Vitax itself maintains a commitment to quality control right through the supply chain, from manufacture of machines and liquids to prompt delivery and attentive aftersales service.

As summer approaches, George’s thoughts turn to tennis and remarking the three sand-dressed artificial hockey pitches – used throughout the winter – to create 19 courts, ready for the school’s tennis festival in May and beyond.

“Supaturf’s Supamark Extra aerosol is my preference,” says George. “I’ve tested just about every aerosol on the market and this one is the best I’ve come across.

Simple as that,” he states matter-of-factly.

Keeping school heads of sport, parents and pupils happy is a fine balancing act that George can claim to have achieved but as he stresses: “There is always room for improvement – you can never reach a point of perfection.” But George Alexander and his team keep striving for that `mission impossible`.  FURTHER INFORMATION www.vitax.co.uk

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MENTORING SCHEMES

SPORTING ROLE MODELS GO BACK TO SCHOOL

Leading British athletes are taking up the baton of teaching children about the positive role sport can play in their lives, as this report from Sky Sports Living for Sports explains With more young people affected by the national obesity crisis than ever before, the role of school sports in promoting healthful living has never been more crucial. It’s important for pupils to be aware of the benefits sport can bring in terms of health, co-ordination, improved concentration and making friends through team activities.

The 2012 Olympics provided a big boost to schools and sports clubs, and work is ongoing throughout the length of the country to carry this legacy forward. Through the work of initiatives like the Living for Sport mentor scheme, children from all socioeconomic backgrounds are seeing significant gains in fitness and their enjoyment of life both inside and outside the school gates.

Pupils g are beind to ce introdu dgeball, do boccia, war, sitting tug of , Aussie Rules all volleybball and often Foot rlooked ove sports

INSPIRING STUDENTS As schools up and down the country prepare to usher in the new academic year, 12

more sporting stars have been named as Athlete Mentors for free secondary schools initiative Sky Sports Living for Sport.

The team of new athletes joins national ambassadors, London 2012 Gold medallist Jessica Ennis-Hill, Olympic sprint legend Darren Campbell, and history making Olympic Gold medal winning boxer Katie Taylor, who is Sky Sports Living for Sport Ambassador in Ireland.

Now in its 11th year, the scheme is delivered in partnership with national charity the Youth Sport Trust, and uses sport stars and sport skills to improve the lives of thousands of young people across the UK and Ireland.

Already 79 Athlete Mentors visit schools across the UK and Ireland and use their personal stories of success to inspire students. Now a dozen more are joining the team; each hand-picked by the Youth Sport Trust because of their unique personal journey.

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ENCOURAGING PUPILS Hockey star Alex Danson, who recently won silver at the Commonwealth Games for Team England and has been an Athlete Mentor for the Living for Sport initiative since 2007, commented: “It’s fantastic to see Sky Sports Living for Sport continue to grow, and I am excited to welcome these outstanding athletes 

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MENTORING SCHEMES  to the Athlete Mentor ranks. To work with such a talented group of fellow athletes is always enjoyable, but to see the work that we do with young people truly change their lives is even more fulfilling. I can’t wait for the new school year to get underway.

“Sky Sports Living for Sport is such a rewarding initiative to work on because it really helps and inspires young people. In the last seven years, I have seen projects focussed on developing gifted and talented students, encouraging pupils with low confidence and self-esteem, engaging pupils with special educational needs (SEN) – all projects designed to bring out the best in pupils across the academic spectrum.

“Our Athlete Mentor visits give students the opportunity to hear personal accounts from athletes and relate our stories to struggles they may be going through in their own lives. This helps pupils to realise that they can achieve whatever they want to with the right attitude and focus. It’s a great thing, and something I would have benefited from as a teenager.

“When I was growing up, it was my PE teacher who encouraged me to pursue my sport, and commit myself to hockey. If it hadn’t been for her recognising my talent and supporting me, my life could be completely different now. I have to commend the teachers involved in Sky Sports Living for Sport; they are so enthusiastic, and as they see the effect that sport can have on their pupils’ lives, their excitement for the initiative grows. I look forward to continuing to work with Sky Sports Living for Sport and the Youth Sport Trust to help the next generation of young people broaden their horizons, better themselves and change their lives through sport.”

THE KEYS TO SUCCESS Indeed, in recent years, projects run by schools participating in the programme have been increasingly diverse. The initiative has welcomed projects that explore nutrition, sports science, coaching and mentoring, rather than focusing on sport in practice. These have been hugely successful, allowing pupils who do not have the confidence to participate in sporting activities to still be involved in the project and enjoy benefits such as increased teamwork ability, developed social and communication skills and friendship building.

The scheme advocates the British Athletes’ Commission’s ‘Six Keys to Success’ which include: people skills, planning for success, hunger to achieve, breaking barriers, mental toughness and sports knowledge. Recognising the benefits of these key skills across the curriculum, recent years have also seen projects which are focused on enhancing English skills. One example this year saw pupils tasked with writing a poem, utilising the planning for success and people skills Keys.

In schools which have opted to run practical sports projects, there has been a marked increase in the popularity of less mainstream sports. Through these projects, 

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Case study: Frankie Howarth, Rastrick High School – Sky Sports Living For Sport Student of the Year Finalist Frankie was one of a number of students selected to participate in a Sky Sports Living for Sport Aussie Rules Football project, designed to improve behaviour, attendance and attainment in English. The innovative choice of sport was carefully designed to ensure that students would all enjoy taking part and that none would have prior experience, giving all a level playing field.

An under-achieving pupil with significant behavioural problems linked to low self-esteem and low self-confidence, Frankie had struggled to engage fully in school life when he started the project. During his time at school, he had more than 100 different behaviour incidents logged against him as well as a number of fixed-term exclusions and internal isolations.

Over the course of the project, the change in Frankie began to shine through, as the exhilaration of taking part in Aussie Rules and playing as part of a team helped him focus, let go of his inhibitions and engage with his teammates. Athlete Mentor Paul Broadbent proved to be a source of real inspiration, and it quickly became clear that Paul’s sporting success together with the challenges he faced himself at school resonated deeply with Frankie.

As a result of taking part in the project, Frankie felt significantly better about being at school and his attendance level rose from being at risk of persistent absenteeism to a situation where his attendance was no longer an issue. Frankie was now in a position where he was enthusiastically leading some of the taster sessions and he even spoke in front of 60 students – something he would never have attempted before the scheme came into his life.

Writing an information booklet for a younger audience and then planning and deliver Aussie Rules taster sessions for Primary Schools gave him new confidence in class

too, making him realise he did have the academic talent to succeed and that he didn’t need to misbehave to distract attention from his work.

As Frankie’s confidence grew so did his ability to participate in lessons, which has resulted in truly remarkable progress, not only in his behaviour but also in in his work.

Prior to the project Frankie was not reaching the expected standard in English and his teachers felt his disruptive behaviour in class was designed to avoid having to even attempt the work. Since the project began Frankie has regularly received good grades and he has received no external exclusions or full days in internal isolation.

Just as importantly, the increase in Frankie’s confidence and self-esteem has underpinned everything he has achieved.

Having been an isolated member of the group in the past he engaged in the project, urging other students to take part and encouraging them.

Teacher Dean Watson said: “To see the change in Frankie is wonderful.

He is becoming a confident and more settled young man, which is a credit to him. It is rare for students in our school to make such rapid improvement in their attitude to learning in such a short period of time. So it is a fantastic story and I’m confident Frankie has learned some extremely valuable skills for life.”

Paul Broadbent, Athlete Mentor and former England Rugby League star, said: “It was a pleasure to witness the way sport helped Frankie break a cycle of bad behaviour and poor attendance and, just as importantly, tackled the underlying lack of self-confidence that was halting his progress. It was wonderful, too, to play a part in inspiring him. I don’t think he realised that Athlete Mentors are just ‘normal people’ and so meeting them gave him a belief he could achieve things too. He took everything on board and had a real inner drive to make changes.”

It’s nt for importa e aware ob pupils tenefits sport of the b g in terms of can brinh, improved healt ntration conce aking and m ds frien

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MENTORING SCHEMES  pupils are being introduced to boccia, dodgeball, tug of war, sitting volleyball, Aussie Rules football and a whole host of often overlooked sports. Each project chooses a different element of sport, and sportsmanlike behaviour, to focus on to encourage disengaged students to participate.

CHANGING LIVES Whether it be through officiating, organising, timekeeping or taking a sporting role in the project, pupils develop transferable life skills which may not have been accessible to them under different circumstances.

Sport has the power to change lives, behaviours and ambitions. Sky Sports Living for Sport and the Youth Sport Trust, along with their expanded team of outstanding Athlete Mentors, are working hard to harness the power of sport to transform the lives of pupils across the UK and Ireland. L

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SURVEILLANCE

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Written by Judith Denny, British Security Industry Association

SCHOOL CCTV UNDER THE LENS

With technology developing at a similar rate to the apparent escalation of violence and bullying, many school managers are turning towards both electronic and physical security measures to combat the increasing risks they face on a daily basis. Judith Denny of the British Security Industry Association investigates The tragic murder of Leeds school teacher, Ann Maguire, in her classroom in April this year has highlighted the changing nature of security threats facing schools across the UK. As the debate rages on between the issue of civil liberties and the growing necessity for tough security measures on campus, the severity of this incident in particular raises the question of whether there is indeed a place for CCTV cameras in the classroom.

Over the past decade, the UK security sector has witnessed a dramatic increase in the number of CCTV solutions that are being operated in an intelligent, proactive, way so that suspicious activity can be identified and tackled as it happens. There has also

been more attention given to the carefully controlled application of CCTV in the classroom.

While tending to attract staunch opposition from anti-CCTV campaigners, surveillance in the classroom is most often welcomed by students, staff and parents alike.

On a day-to-day basis, cameras are used to help address several issues; i.e. bullying, smoking, drug use, theft, unwanted intruders and fires. With video evidence providing

an unbiased, impartial viewpoint from which disputes can be settled both quickly and easily.

In the 2008-2009 academic year, children were suspended from school on over 80,000 occasions for attacking teachers and classmates – a chilling statistic that has sadly been brought home by this year’s latest event while clearly demonstrating the key preventative role that CCTV in schools can play. E

Today, al on educati ions institut active ing are tak easures to m securityith challenges deal w ption caused of disru mindless by sm vandali

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An educational government white paper concludes that electronic document management is the way forward within this sector.

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SURVEILLANCE  CRITICISM Privacy issues form the major part of anti‑CCTV campaigners’ rhetoric – it is often suggested that footage may be distributed without the permission of those filmed.

However, by its very nature, CCTV footage should remain out of the public eye with the exception of circumstances where it is absolutely necessary to resolve disagreements or disputes. In such cases the benefits and objectivity of CCTV are unrivalled.

Another criticism of CCTV in schools has been the cost of installation, maintenance and monitoring. However, as detailed below, CCTV can present a valuable opportunity for savings. That is, video surveillance can effectively reduce unwanted costs by alerting security officers, decreasing response times and reducing the damage to schools overall from a wide array of threats.

THE COST TO SCHOOLS According to the 2003 Schools Security Concerns Research Report, some local authorities estimated that the cost of replacing equipment in their schools due to burglary and theft can run to over £200,000 in one year alone.

Integrated CCTV systems provide a unique way of deterring unwanted intruders by allowing officers to differentiate between intruders and students. Similarly tools such as Automatic Number Plate Recognition (ANPR) cameras can be integrated into school security systems to ensure security officers are notified if known offenders or suspicious vehicles enter campuses.

CCTV in schools provides a further opportunity for savings in terms of fire prevention. According to a report by the Department for Education and Skills (Previously referred to as the Department for Education and Employment) the annual cost of fires in schools is estimated to be around £115 million. Fire detection integrated with CCTV can allow security officers to distinguish between genuine threats from fire and student pranks (false alarms) by providing instant visual verification.

CENTRALISED SYSTEMS One option for decreasing installation costs is the use of IP based cameras.

IP CCTV decreases installation costs by utilising existing networks infrastructure – in essence making it possible to locate cameras anywhere along the network. IP CCTV also makes it easy to store images in a centralised, secure manner; a useful way of mediating privacy issues.

Newport City Council was the first authority to introduce internet-based CCTV technology into schools, funded by a £500,000 grant from the Home Office. Phil Cox, principal consultant at Newport City Council, said that the existence of the National Grid for Learning has lent itself to easy and low-cost implementation: “We wanted

to use an infrastructure that was already in place, as building a new one is where most of the costs are. Because the grid connects all the schools, we did not have to re-invent the infrastructure.” IP CCTV is just one example of how technological advancement can actually decrease overheads within the education sector.

EVIDENCE There have also been several high profile instances where a teacher’s integrity and career has been ruined by claims, which have subsequently proven to be malicious. With CCTV in place there is much greater potential to use digital video evidence to resolve such situations and throw out false accusations before damage is caused to the reputation of the school and a specific teacher and also, crucially, to address legitimate incidents where further action may be necessary.

Teachers claim that cameras in the classroom can help stamp out students’ false allegations against them, providing an added level of protection for both their careers and personal integrity while at the same time affording parents full confidence in terms of how their children are being treated while at school.

While CCTV footage can be a valuable asset in terms of evidence, the impact of the presence of CCTV cameras alone has proven effective as a means of decreasing vandalism in schools. That is, CCTV can actually foster ‘behaviour modification’ due to its deterrent effect, a factor which has been proven over a period of time as long as 20 years. For example in the United States, Pinellas

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represents a process whereby intense technological surveillance is normalised through habituation. That is, while students and teachers seemed to show initial qualms during the installation period and immediately afterwards, this soon dissipated as the cameras became part of everyday life. This research highlights the changing landscape in attitudes towards CCTV – real life benefits and protection are being shown to outweigh paranoia and skepticism among law-abiding citizens.

FACING THE CHALLENGE According to James Kelly, chief executive of the BSIA, security need not encroach on a productive and enjoyable learning environment: “Balancing a welcoming atmosphere with comprehensive security can be a challenge, but the range of products and services currently on the market can often successfully be integrated and used together to meet this challenge and achieve a suitable balance, resulting in a security programme that’s non-intrusive, yet quietly effective.”

The employment of CCTV systems in the educational sector, however, goes beyond their adoption in the classrooms.

Today, educational institutions are taking active security measures to face-up to the challenges of disruption caused by mindless vandalism.

With CCTV technology such as BS8418 and Video Content Analysis being utilised to ensure better use of resources and to effectively protect perimeters as well as monitor movement in and out of the premises, there is no limit to the scope of CCTV systems in

Video surveillance can effectively reduce unwanted costs by alerting security officers, decreasing response times and reducing the damage to schools from a wide array of threats County (Florida) school district found as far back as the late 1990s that the presence of surveillance cameras was a sufficient deterrent to considerably reduce most of the violence and defacement that had overwhelmed district schools in the past.

A VALUABLE TOOL Additionally, classroom CCTV can be a valuable tool in assisting with teacher training, enabling specific lessons to be reviewed – without the distraction of a teaching colleague in the classroom – and valuable feedback provided.

Interestingly, a study by Taylor (2011) which looked at “Awareness, understanding and experiences of CCTV amongst teachers and pupils in three UK schools” found that the rise of surveillance in schools

helping keeping school premises and its staff and pupils safe and secure.

Moreover, the widespread adoption of mobile CCTV systems in means of transport such as school buses, to evaluate incidents and monitor behaviour of pupils, further reinforces the flexible and proactive nature of this type of security system.

CCTV has been subject to a number of very important legislative papers and standards; for example, the Data Protection Act and Human Rights Act. Organisations such as the BSIA provide expert independent advice and additional guidance to ensure that a system is not only compliant but fit for purpose. L FURTHER INFORMATION www.bsia.co.uk/cctv

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Data Storage Issues?

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INFORMATION DESTRUCTION

A sound approach to information destruction can stop private information from falling into the wrong hands, writes the British Security Industry Association’s (BSIA) Judith Denny The term ‘information destruction’ (ID) may sound dramatic and imposing, but in fact it is one of the easiest safety measures for schools to implement. Indeed, with the help of a trusted information destruction company, schools can effectively protect private and confidential information from falling into fraudsters’ or criminals’ hands.

Information destruction has become an increasingly important issue. Alongside technical advancements, fraudsters are finding it progressively

easy to access information, steal it and put it to malicious use. Many corporations have ‘copped-on’ to the risk of confidential information going astray or being stolen, however the education sector has been slower to recognise the huge financial and reputational risks involved and the need to put appropriate safeguards in place – i.e. secure data management and destruction systems.

In 2012 a BSIA survey of head teachers, deputy heads,

A 2012 f o survey oved pr teachers ; attitudes ing concernitive disposal to sens eared to app ewhat be som gent negli

Written by Judith Denny, BSIA

A LESSON ON FIGHTING FRAUD IN SCHOOLS

teaching staff, bursars and administrators from nearly 100 schools across the UK proved somewhat concerning; attitudes to sensitive disposal appeared to be somewhat negligent. One third of respondents reported that they had not received training or guidance regarding data protection issues, while 79 per cent also felt that the threat posed by lost or inadequately disposed of data had either increased or stayed the same over the previous year.

Even more shocking – only 34 per cent confirmed that they used a professional ID company. The remaining 66 per cent either did not use one or were unsure of whether they did. So what are the key lessons educational institutions should be aware of?

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DON’T IGNORE DATA PROTECTION Non-secure disposal of data can lead to the long-term damage of a school’s reputation.

Such behaviour appears careless and disorganised to the public. Indeed, since the Data Protection Act of 1998 (which aims to balance the rights of the individuals and organisations who are legitimately holding and using their information) proficient ID procedures have become much more strictly regulated. In 2010 the Information Commissioner’s Office (ICO) was given additional enforcement powers, enabling them to issue penalty fines of up 

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Experienced in dealing with a number of schools, colleges and universities throughout the UK, Reisswolf are fully compliant and accredited to the Data Protection Act 1998 and BSIA standards, EN 15713, ISO 9000, 14001, 18001, 27001

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INFORMATION DESTRUCTION  to £500,000 in the case of a data breach.

The term ‘information’ covers an array of things; from paper to credit cards, SIM cards, media equipment, CDs, DVDs, hard disks, and hard drives.

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KNOW THE REQUIRED STANDARDS Once they have served their purpose, all confidential materials should be destroyed (either on-site or off-site) to the extent that they may never be reconstructed. ID companies should provide the customer (in this case a school) with a full audit trail, including a certification of destruction.

A key European standard for ID (EN15713) details the range of requirements that an ID company must meet: they must have an administration office on-site where records and documentation are kept; premises should also be isolated from any other business or activities operating on the same site; intruder alarms that are closely monitored by an Alarm Receiving Centre (ARC) should be installed on the property; and CCTV should be placed at the points where the unloading, storage and processing of information is conducted.

The vehicles that transport the information due to be destroyed should also be fully secure.

There is also a British standard (BS 8470) that ID companies should comply with. According to BS 8470 ID companies must identify product specific shredding sizes, guaranteeing that the information is destroyed to the point of irreparability. BSIA ID companies are inspected to both of these standards, amongst many other important principles, making them reliable service providers.

SOURCE A REPUTABLE SUPPLIER When it comes to school security, there is no room for complacency, particularly when it comes to sourcing a reliable ID provider. It is absolutely essential that decision makers are choosing a company that meets with the essential standards highlighted above.

Members of the BSIA’s Information Destruction Section all adhere to these standards and meet with rigorous membership criteria. Further, the ID section of the BSIA follows a specific code of ethics that solidifies the section’s dedication to providing the best service for their customers.

Adam Chandler, Chairman of the BSIA’s Information Destruction Section, 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.”

When it comes to ID there is no room for risk to schools, be it financial (in terms of fines) or reputational. To find out more about the ID section of the BSIA and their code of ethics, or to locate a trusted and professional ID service near you, visit the information destruction section on the BSIA website.  FURTHER INFORMATION www.bsia.co.uk

When it comes to school security, there is no room for complacency, particularly when it comes to sourcing a reliable ID provider. It is absolutely essential that decision makers are choosing a company that meets with the essential standards Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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LEGISLATION REFORMS

IMPORTANT QUESTIONS ON SEND REFORMS

Nasen looks at the many questions relating to reforms to special educational needs and disabilities (SEND) and provides some definitive guidance to help practitioners navigate the changes When did the SEND legislation receive Royal Assent?

The Children and Families Bill refers to the reform to the provisions for children and young people with SEND. Following agreement by both Houses of Parliament, the Bill received Royal Assent on 13 March and is now an Act of Parliament (law). The Act seeks to reform legislation relating to the following areas: adoption and children in care; aspects of the family justice system; children and young people with special educational needs; the Office of the Children’s Commissioner for England; and statutory rights to leave

and pay for parents and adopters. It also concerns time off work for antenatal care and the right to request flexible working.

When will the new legislative changes around SEND come into force?

The legislation within the new Children and Families Act 2014 will come into effect from 1 September 2014. This is the commencement order designed to bring into force the whole Act of Parliament at the date specified after Royal Assent has granted. The practical implementation of the Act is the responsibility of the appropriate government

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department, not Parliament. The associated regulations, SEND Code of Practice and other related guidance documentation provided by Department for Education (DfE) provide comprehensive statutory and non-statutory advice and guidance on implementation of the new legislation.

In the new Code of Practice, what replaces School Action and School Action plus?

These are replaced with a single school stage called SEN Support. It will be provided by early years settings, schools, colleges and other providers and will be based on early identification of needs, early help and SEN support. This replaces the work currently done under the headings of School Action and School Action plus. This work will be done with other services as needed, working in an integrated way using the Common Assessment Framework and the Team Around the Child. This work will be centred on children, young people and their parents/ carers, their aspirations and desired outcomes.

Will the introduction of the single school stage reduce the number of children with SEN? The definition of SEN and the thresholds are the same as they are now and should stay 

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LEGISLATION REFORMS  the same in September. The reforms have not been introduced as a number-cutting exercise; however, settings, schools, colleges and other providers will need to decide clearly what constitutes ‘SEN Support’ in their respective context. They are well placed to do this, as they will know their cohorts best.

Nasen recognises that for some this may present a challenge, particularly when the new guidance recalibrates the significance of the phrase ‘every teacher is a teacher of every child’. We anticipate that the real challenge for settings will be the point at which quality-first, highly differentiated teaching is no longer meeting the needs of some individual children and young people.

Will SENCOs still have to be qualified teachers?

The regulations concerning the role of SENCO have not changed and the requirement for qualified teacher status is embedded within the new legislation and the new guidance.

Governing bodies of maintained mainstream schools and the proprietors of mainstream academy schools (including free schools) must ensure that there is a qualified teacher designated as SENCO for the school.

Will local authorities still issue statements?

From September the education, health and care (EHC) plan will replace new statements and there will be a programme to ensure conversion so that all children and young people who previously had a statement will have been transferred to an EHC plan by 2017. The aim is to start with conversions at key transition points.

Will the changes in school funding arrangements allow schools to reduce the hours of support for a child without a statement?

The same duties apply under the new legislation; however, schools and colleges may deliver outcomes differently. The focus of the new legislation in this regard should be outcomes, not hours. This may be a challenge for some, but we need to continue actively pursuing quality provision that contributes to longer-term life outcomes.

Parental involvement after 16?

The parents can be involved, but the young person’s voice is the main one. For some providers, this may mean an opportunity to review existing arrangements for listening to pupil and student voice within their organisation and to address how they will support and educate families in enabling their children to become increasingly more independent.

Will fewer children and young people get an EHC plan?

The definition of SEN remains the same as now, so according to the new legislation

there is no suggestion that fewer children and young people will be eligible for an EHC plan than currently are for statements. However, nasen recognises the concerns that many providers have around this particular issue and we have already voiced these concerns directly with government. There are some isolated yet worrying indications that a few local authorities are beginning to ‘move the goalposts’ in relation to local eligibility criteria for statutory assessment. This is unacceptable practice within the reform framework and any changes which do take place at local level should be undertaken in open and full consultation with all stakeholders.

How long does the new legislation affect councils’ responsibilities?

The new legislation extends the local authority’s responsibility to the age of 25 if a young person is in education, college, training or supported employment.

Will those with an EHC plan be able to get a direct payment?

All parents and young people with an EHC plan will be able to request a personal budget for some services. This is an option for all of them to consider.

Is the local authority’s local offer a directory of services?

This is not correct as it takes a very narrow view of the local offer. It should be a website, or some webpages, that will enable all families to find out exactly what they can expect from schools, health services and other services, what criteria services have for access and what happens at transition points. There should also be a facility for

SEN Provision

Sponsored by

the voluntary and community sector. The amendments mean that disabled children are now incorporated into number of clauses in the Bill, including the local offer and local joint commissioning arrangements.

If a parent is not happy with their child’s EHC plan can they appeal to the Tribunal?

They can make an appeal, but only for the education element of the plan. There is no single point of appeal for parents and carers in respect of the entire EHC plan.

This reflects the fact that, in law, the EHC plan is largely an ‘educational plan’. Should parents and families wish to appeal about the health or social care aspects of their child’s plan, they will have to follow the appropriate and separate appeals process for each provider. Nasen believes that this is a flaw in the appeals process for the new legislation and will make life more difficult for those parents who may wish to appeal.

Are Parent Partnership Services featured in the revised guidance?

Parent Partnership Services are there and support for parents is detailed, as is advocacy and support for young people with SEN. Local information will be made available on how to access these services.

Are individual education plans (IEPs) still needed?

IEPs are not a statutory requirement and never have been. The new Code of Practice provides guidance which promotes childand pupil‑centred approaches to recording individual needs, targets, interventions and outcomes. Nasen supports the use of pupil

Schools and settings are advised that it is good practice to provide a record of pupils and students in receipt of SEN Support service users to comment on the usefulness of the information. The local offer should be co-produced by parents, children and young people to ensure it answers all of their questions and should be subject to regular review by all stakeholders. For more details see the article in this publication on page 35.

Do the new arrangements in the Children and Families Act apply to disabled children as well?

Some of the duties do apply to disability.

The Government amended the Children and Families Bill to include disabled children and young people within the scope of the Bill in December 2013. Previously the Bill covered only children and young people identified as having a special educational needs; the decision to include disabled children has been warmly welcomed by

passports and this guidance refers readers to range of examples. However, the continued use of IEPs should not be cause for revolution.

We would suggest that evolution is a good route when considering what works best for you, your pupils and students and your staff.

Schools and settings are advised that it is good practice to provide a record of pupils and students in receipt of SEN Support –presently this is referred to as the SEN register. There is no requirement on settings and schools to keep a register; however, nasen would advise that all providers have an up-to-date record of those pupils and students who have or are receiving SEN support and this should provide clear, precise information relating to entrance and exits points on and off the record.  FURTHER INFORMATION www.nasen.org.uk

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Case Study

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

The ABC of converting to an academy (plus D & E!)

A Practical Partnership With Schools & Academies • Experienced employment law specialists in the schools sector • Fixed fee packages available • Online, tailored document library • Practical HR expertise, advice, training and mediation • Regular seminar and workshop programme and tailored training on request • Specialist charity firm • Governance expertise and training

1

Handling Sickness Absences: Managers’ Guide

Flowchart 2: Sickness Review Procedure Applicable to employees with persistent absences that do not appear to be connected by a common underlying medical condition.

1

1

Stage 1: Formal Sickness Review trigger level reached Employee given 3 working days written notice of meeting from WRIGLEYS

EITHER

No further action (exceptional circumstances)

Meeting held OR

EITHER

Attendance & Absence

Improvements, support, targets, and timescale for review confirmed

……………………………………………………………………………………………………………………………………….

No longer in a review period

Reviews regularly undertaken OR

Families

……………………………………………………………………………………………………………………………………….

Improvements, support, targets, and timescale for review confirmed

Meeting held

Form - Time Off For Dependants ……………………………………………………………………………………………………………………………………….

PLEASE NOTE: Use of this template is subject to the HR Response terms & conditions

Stage 2 instigated

Stage 2: Formal Sickness Review trigger level reached Employee given 3 working days written notice of meeting

EITHER

Format of a disciplinary hearing Checklist

Sickness Absence Policy ……………………………………………………………………………………………………………………………………….

PLEASE NOTE: Use of this policy is subject to the HR Response terms & conditions

No longer in a review period

Reviews regularly undertaken OR

Disciplinary & Grievance

………………………..………………………………………………………………………………………………………………………….

Stage 3 instigated Put employee at risk of dismissal

………………………..………………………………………………………………………………………………………………………….

PLEASE NOTE: Use of this template is subject to the HR Response terms & conditions

Dismissal Stage: Dismissal trigger level reached Employee given 5 working days written notice of meeting

Handling Sickness Absences: Managers’ Guide

Flowchart 1: General Sickness Absence Procedure

EITHER

Dismissal Meeting held

Improvements, support, targets, and timescale for review confirmed

The starting point for all sickness absence of employees.

This flowchart is designed for use with the HR Response Sickness Absence Policy.

OR

Termination of Employment with notice or notice paid in lieu

2

Employee has right to appeal against decision Absence notification procedure followed by employee?

TIME OFF FOR DEPENDANTS FORM This form is to record information relating to time off taken to deal with family emergencies and is to be completed by you on your first day of return to work and signed by [your line manager].

from WRIGLEYS NO

Further details on Time off for dependants and eligibility requirements, can be found in the [Time Off For Dependants Policy].

Sickness Absence Policy applies 1. Self certification / fit note 2. Return to work interviews

For further information, you can speak to [NAME / POSITION] Please forward completed forms to [NAME / POSITION].

Follow SICKNESS REVIEW PROCEDURE

Sickness review trigger level* reached?

(Further details in Sickness Review Policy)

YES

NO

Follow actions in RETURN TO WORK INTERVIEW FORM

Sickness absence resolved?

NO

YES

NO

Inadequate explanation for absence?

NO

Reluctance to meet or engage in any absence procedure?

YES

Details of time off Name: Date and time of absence: Date on which you returned to work: Details of the dependant: Name: Relationship with you: Have you provided any Yes No supporting documentation?

Please give full details of the nature of the family emergency and include why you had to deal with the matter:

See Flowchart 2

YES

Treat as potential MISCONDUCT See Disciplinary Policy

Consider sending Letter 1 from Sickness Review Procedure

NO

Potential underlying condition present causing either 1. Frequent short term absences? or 2. Long term absence extending beyond 2 weeks?

YES

NO

Treat as potential LONG TERM SICKNESS ABSENCE

Follow SICKNESS REVIEW PROCEDURE

See Flowchart 3

See Flowchart 2

I declare that the information I have given on this form is true and accurate. I understand that it is a serious disciplinary offence to provide false information on this form and dishonestly requesting time off for dependants could result in summary dismissal for gross misconduct.

Signed (Employee): Dated: Signed (Line Manager): Dated: This form is to be submitted to [NAME / POSITION] with any attachments.

For further information please contact: Chris Billington - Partner t: 0113 204 5734 e: chris.billington@wrigleys.co.uk w: www.wrigleysschools.co.uk

2013

HRR.indd 1 EDUCATION BUSINESS MAGAZINE | Volume 19.4 132 Academies

Many schools struggle with the question whether or when to convert to academy status.

Circumstances may mean that the decision is effectively made for you, but there may still be some choice on how you become an academy or who you partner with.

This short article is intended to offer some tips for you to keep or pass on.

Ask other schools. One of the best resources for schools thinking about academy status is to ask an existing academy about their experience. What were the pressure points? What would they do differently?

However, remember that whilst the destination may appear the same it could be a significantly different journey for you.

More important is to ask others “what does academy status bring them?” and to ask yourself “what can you do with academy status?”.

Why should it be the same after conversion as it was before; what was the point?

Be prepared. The question you don’t know to ask could be the most significant question you wish you had asked. If you don’t know what you are doing then find support from someone who does.

“If you fail to plan, you are planning to fail.” Remember to think beyond conversion.

Conversion will happen; it may simply take time to sort out any issues which do arise. Land can give rise to the more significant

02/07/2014 11:14

issues such as boundaries, multiple site users, PFI and other funder consents such as Sports England. However, don’t forget basic good governance and the need to familiarise yourself with the new charitable and company structure.

Don’t Panic. Once you have your Academy Order the rollercoaster will begin, so work with your advisors. It is essential to plan ahead and to give yourself as much time as may be possible to deal with the issues which can arise, most of which can be anticipated.

Each school has its own history which makes it what it is today, but which also sets its starting point on the path to academy status. Whilst different, most issues will have been seen before and there are solutions which have been previously agreed with DfE. Elections and politics will inevitably have a part to play but schools have to manage change all of the time. Current analysis is that a change in Government will not reverse the academies programme. But who knows?!

In any event, change creates opportunities which you are best placed to adapt for the benefit of your school. Do you focus on the problems change creates or the opportunities?

FURTHER INFORMATION Tel: 0113 204 5734 chris.billington@ wrigleys.co.uk www.wrigleysschools.co.uk

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EVENT PREVIEW

The Times Educational Supplement’s SEN show comes to London’s Business Design Centre on 10-11 October. Event partner nasen’s Beverley Walter shares her top picks for the event Following major reforms, September 2014 marks the date that the new SEND Code of Practice comes into force, and the continuing professional development (CPD) seminars at the TES SEN event in London this October are geared towards advising the education sector. Along with events such as nasen’s implementation events, running earlier in 2014, and the annual nasen Live each May, the TES SEN event offers educators the opportunity to ensure they are not only meeting their new statutory requirements, but also embedding a whole-school culture of achievement and success. Jane Friswell’s session at 11am on Friday will clarify all of the current statutory requirements placed on schools and will look at the implications of the reforms at whole school level, outlining how schools can ensure that every teacher is a teacher of every child.

GOING INTO DETAIL Delving into detail on the new Code, Kate Browning, education development officer at nasen outlines the graduated approach and what this looks like in the school setting in her seminar at 2pm on Friday. Kate will

outline the cycle where earlier decisions and actions are revisited and revised with the growing understanding of a pupil’s needs and the support needed to ensure good progress. Her seminar will outline key considerations and provide guidance for SENCOs on how settings and schools can review and refine their current practice to take account of the new guidelines and secure good outcomes for pupils with SEN. HOW TECHNOLOGY CAN HELP According to the latest statistics, one in five pupils requires extra support, and technology can help many to be more independent and take more responsibility for their own learning instead of being reliant on a teaching assistant. Sal McKeown, author, former teacher and award-winning journalist, looks at the role of technology for SEN pupils in her seminar at 12.30 on Friday. Examining how tablets, apps for coding, cloud-based technology, social media and mind mapping in the classroom can help young people engage with the curriculum more effectively, Sal will offer key examples of technology in practice.

Jane l’s Friswel sion es Friday srify the will cla tatutory s current ents placed m require schools on reform and the ations implic

EDUCATIONAL APPS At 12.30 on Saturday, apps take centre stage in SEN advisory teacher Carol Allen’s seminar on children as app creators.

Carol will talk about how one of the most powerful technological offerings of the past year, the ability to allow teachers and students to create their own apps, can be used to engage and personalise learning.

This session will look at the rise of the app creator in education and demonstrate how easy it is for students to get started.

With a dual focus on communication and literacy combined with anywhere/ anytime learning, Carol will share a wealth of practical examples and ideas.

To see the full list of seminars and exhibitors, visit the show website.

Seminars booked in advance cost £15 and certificates of attendance are issued to delegates at the end of each session. L

Written by Beverley Walter, professional development manager, nasen

A SPECIAL SHOW FOR SPECIAL NEEDS EDUCATORS

PLANNING TRANSITION The introduction of the zero to 25 age range in the new Code of Practice places emphasis on managing transitions effectively, and Pat Bullen, education development officer at nasen, will look at the subject in detail in her session at 12.30 on Saturday. Pat will outline the transitions that children and young people make during their early years, school and college years. For children with additional needs, effective transition planning can make for better personal experiences and improved outcomes. This seminar will outline key elements of good transition planning and describe effective practice at different ages and stages. Pat’s 15.30 session on Saturday examines the implications of personal budgets for settings and schools, offering insight into funding streams and the different delivery mechanisms for personalisation. This seminar will outline the mechanisms and possibilities for working with families to deliver effective personalisation including personal budgets.

SEN Provision

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FURTHER INFORMATION www.nasen.org.uk

The SEND Gateway The SEND Gateway is an online portal offering education professionals free, easy access to high quality information, resources and training for meeting the needs of children with SEN. The Gateway brings together free resources and training materials from leading voluntary community sector (VCS) organisations to support teachers, parents and pupils.

For more information, visit www.sendgateway.org.uk.

Volume 19.4 | EDUCATION BUSINESS MAGAZINE

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ndly: e i r f o Ec nly uses o of ts 7 wat ity ic electr Model

HTHB-1350

HTHB-1350-42

HTHB-1350-80

HTHB-1800

HTHB-1800-42

HTHB-1800-80

Dimensions H x W x D (mm)

1350 x 600 x 300

1350 x 600 x 300

1350 x 600 x 300

1800 x 600 x 300

1800 x 600 x 300

1800 x 600 x 300

N/A

8/2.6

Weight (kg) Power Rating (Watts) Amps Start up / Running

260

260

Flow rate (litres/hr)

340

340

340

340

340

340

Hourly Chilled Draw Off (litres/hr)

N/A

42

80

N/A

40

80

Drainage

32mm

32mm

32mm

32mm

32mm

32mm

Operating Pressure (PSI) Nin - Max

40-105

40-105

40-105

40-105

40-105

40-105

Mains Water Connection

½” – 15mm

½” – 15mm

½” – 15mm

½” – 15mm

½” – 15mm

½” – 15mm

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EVENT REVIEW

HONOURING INNOVATION IN EDUCATION

The 2014 Education Business Awards honoured schools, academies and colleges from all over the country that have taken innovative steps towards achieving excellence for pupils The 2014 Education Business Awards shone a spotlight on primary and secondary schools of all sectors in the UK that are making outstanding achievements in a number of areas. Sponsored by Rathbones, the event recognised the hard work of school staff throughout the country and aimed to highlight innovative approaches that could serve as a model for all schools. The awards took place on 10 July in London’s Grange Hotel in St Paul’s and were presented by renowned sportswoman Sharron Davies, winner of two gold medals for swimming at the Commonwealth Games and of silver at the 1980 Moscow Olympics.

Winners were chosen from over 20 categories, including achievement in STEM subjects, SEN inclusion, school catering and awards for outstanding progress in primary, secondary and independent schools. Among the schools that impressed our judges were: Linden Lodge School in Wimbledon, which takes a thorough approach to health and safety issues; Yorkshire’s Fulford School where

sixth form students help younger learners in ICT subjects; and Burnham Grammar School in Buckinghamshire, which was awarded for its inspirational school trips.

MAKING PROGRESS Bourne Westfield Primary Academy scooped the award for Outstanding Progress in a Primary School, sponsored by Elliotts Cleaning. Bourne Westfield has been praised across the board in recent months for making unprecedented improvement in all areas. Teaching, pupil achievement, and behaviour and safety were all given a top rating in this year’s Ofsted report, with the schools aim to provide a ‘fun, caring and inspirational environment’ for pupils.

The Outstanding Progress-Secondary School award, sponsored by NEC Display Solutions, went to Bishop Thomas Grant

EB Awards 2014

Sponsored by

School in London. A strong focus on STEM subjects has consistently helped students at this school secure places at top universities. The Department for Education recently praised the ‘excellent progress’ made, in particular the work it does to help disadvantaged young people. Gifted and Talented Students, as well as those with SEN, are catered for in this ambitious and successful learning environment.

London’s King’s College School took the award for Outstanding Progress in an Independent School, sponsored by award sponsors Rathbones. King’s College strives to deliver one of the best educations in the world. Its most recent Independent Schools Inspectorate report saw it ranked as ‘excellent’ in every area, and last year, 14 students received a ‘perfect’ mark of 45 points in the International Baccalaureate, a result not seen in any other school in the world. E

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EDUCATION BUSINESS MAGAZINE | Volume 19.4

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EVENT REVIEW  SPECIAL NEEDS EDUCATION Centre Academy in South London took the SEN Provision Award, sponsored by leading special needs charity nasen. Centre Academy teaches skills and strategies that enable students with dyslexia, ADD/ADHD, dyspraxia and other learning difficulties to succeed.

Pupils are given a personalised, holistic curriculum and a range of activities including chess, sports and computer programming.

Print solutions company OKI sponsored the SEN Inclusion Award, which this year went to Corsham Primary in Wiltshire. A robust inclusion policy at this year’s winning school has been acknowledged externally through the Inclusion Mark award, and enables children to develop skills to excel beyond their potential across all areas of the curriculum.

AWARDING ACADEMIES Coventry’s Westwood Academy won the Academy Partnership Award, sponsored

by ESPO, one of the UK’s largest public sector professional buying organisations.

Westwood works with many local, national and international companies to provide an excellent education for its students.

Working with a ‘family’ of local primary schools, the school also has a clearly defined policy that aids pupils’ successful transition and provides strong support at both individual and group level.

PROCUREMENT EXPERTISE Ashcombe Primary School in Somerset is one of the UK’s first ‘flat pack’ schools and was built for less than £5 million pounds with no hidden extras due. The contractor teamed up with a local authority procurement body to help deliver the project with cast iron guarantees on quality, cost and timescale.

The school was opened 18 months after initial plans were made. This innovative approach to school building procurement has seen it win this year’s School Procurement Award, sponsored by Wesleyan.

SUCCESSFUL RECRUITMENT POLICY The School Recruitment Award, sponsored by the Recruitment and Employment Confederation (REC), went to Reach Academy in Feltham, Middlesex. The winning school became the first free school to receive an outstanding Ofsted report. This was aided by a recruitment process that helped find experienced teaching staff for a school that serves a disadvantaged community.

FINANCIAL SAVVY FOR STUDENTS The Personal Finance Education award aims to recognise schools that go the extra mile to prepare their pupils for life outside the school gates. St Mary’s School in Bexhill took this year’s award, sponsored by Rathbones.

This year’s winner recently became a Centre of Excellence for an educational charity dealing with Personal Finance Education. Staff and students at St Mary’s will work closely

over the coming years to develop inspiring learning programmes, ensuring financial education is achievable and exemplary.

KEEPING STUDENTS SAFE The Excellence in Health and Safety Award, sponsored by IOSH, awards schools that make a singular commitment to pupil safety.

The award this year went to Linden Lodge, a school for visually impaired children aged two to 19. The very nature of the children’s needs at this year’s winning school means most activities are potentially hazardous, but risks are minimised and dealt with in a ‘thought-thorough’ manner. All staff work to ensure the school is a safe and happy

EB Awards 2014

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that crime in the area was posing a threat to pupil safety, this year’s winner demonstrated a public commitment to pupil and staff safety by installing electronic gates, an intercom system and 24 hour CCTV cameras. Staff here are well trained in the principles of Child Protection and every member of the teaching staff has a workplace first aid qualification.

SCHOOL MEALS MIW Water Coolers were the sponsors of this year’s School Catering Award which was won by Abbey School in Kent. The winning school guarantees that 75 per cent of all dishes served are freshly prepared and contain mean from farms with high

This year’s ICT Facility Award went to Warlingham Park School where an investment project transformed IT provision place to be, and 10 years of ‘Outstanding’ recognition by Ofsted is underpinned by sound Health and Safety practice.

IOSH were also sponsors of the Innovation in Health and Safety Award which was won by St Laurence CofE Primary School in Shropshire. This school demonstrated an astute grasp of how to lobby both local and national government to improve the safety of their environment. After concerns were raised regarding the safety of children and families crossing roads on the way to school, the pupils in class six at St. Laurence Primary, pupils conducted a survey of local residents and were invited them to the House of Common to present their case by the local MP. Student safety is also the focus of the School Security Award, sponsored by security systems company SECOM. Holy Trinity Primary School in Essex won for its effective response to concerns that students were at risk. Amid fears

welfare standards and eggs from cage-free hens. It also has its own allotments, which are maintained by students from year 7.

SCHOOL BUILDING AWARD The School Building Award, sponsored by the Modular and Portable Building Association (MPBA), aims to recognise schools that take an innovative approach to school design with a focus on effective learning. Drapers Academy in Havering beat the competition this year for its state-of-the-art facilities which saw the school shortlisted for an award from the Royal Institute of British Architects. The building was praised for its layered brick work, innovative indoor ‘street’, communal courtyard, and the layout of the classrooms and hallways.

CONFIDENCE IN COMPUTING Ultimaker sponsored this year’s ICT Facility Award, which went to Warlingham Park E

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EVENT REVIEW  School in Surrey. An investment project has transformed the winner’s IT infrastructure and provision. The new network enables fast transfer of data throughout the site, with high‑end PCs tailored to children of primary age.

The ICT Innovation Award, which was sponsored by Kyocera, was won by Fulford School in Yorkshire. The school runs ICT activity clubs where sixth formers share advice and help younger students. These include a successful after school ‘Raspberry pi’ club where pupils learn about programming.

MUSIC Lindley Junior School in West Yorkshire was the winner of the School Music Award, sponsored by Stage Systems. Music is at the heart of the winning school, which runs a very successful choir participating in many competitions throughout the country, including the BBC’s Songs of Praise.

The school also holds an annual musical showcase, demonstrating the talent and hard work shown by pupils across the board.

ENCOURAGING YOUNG SCIENTISTS The STEM subjects are the focus of a concentrated improvement drive in schools throughout the country, with many saying that students who are competent in science and technology will help

shape the economy in the years to come.

The Science Award, sponsored by Lab Systems Furniture, honours schools that take an innovative approach in this area.

The winner this year, Dr Thomlinson Middle School in Northumberland, challenged pupils in Science, Maths and Geography to design strategies to limit the devastating effects of flooding in the area, the results of which should make a real difference.

EDUCATIONAL VISITS Burnham Grammar School in Buckinghamshire scooped the Educational Visits Award, sponsored by the Rainforest Café. The school operates an extended educational visits policy which is linked with local business, providing opportunities for the future as well as to enhance students’ learning. Next year, the school is planning a visit to Ghana to work within a community to help develop its sanitation infrastructure. This imaginative approach and focus on the wider and global community impressed our judges.

SPORTING ACHIEVEMENT Chobham Academy in East London received the School Sports Award, presented by Education Business. Established in 2013 in buildings that were first used during

ESPO can save you time and money

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offering great free advice.

No wonder ESPO’s customers want it all to themselves.

Diane Bagulay from Cambourne Villiage Academy said: “We used ESPO to source furniture, school equipment and services for our brand new school. We were impressed with both the quality and value of the products and services supplied.”

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the 2012 Olympics, the school recently received accolades for its international practice in developing independent learning in Physical Education. With a wide range of activities on offer, the Olympic legacy inspires pupils to succeed here.

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ENVIRONMENTAL SCHOOL BUILDINGS Montgomery Primary School in Exeter took home the Environmental Building Award, presented by Education Business.

The winning school is the first Passivhaus energy efficient school to be built in the UK and recently scooped a Building Performance award from the Chartered Institution of Building Services Engineers.

The project also involved the construction of a 26-place nursery, a car park, sports surfaces and landscaped gardens.

WORKING WITH THE COMMUNITY Eastlands Primary School in Warwickshire won the Community Award, presented

by Education Business. A successful e-safety campaign at this year’s winning school raised awareness about cyber bullying through a play and film made by pupils. This won praise from the European Commission. L FURTHER INFORMATION www.ebawards.co.uk

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Offering a bespoke service, the company can integrate into any environment whilst providing first class cleaning.

Elliott’s Cleaning understands the financial constraints placed upon government based budgets and can offer a cost-effective cleaning solution for any facility.

The company supplies cleaning operatives to cover your school time-table with additional deep cleans taking place outside of term time. Additional services

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“An investment in knowledge pays the best interest” Benjamin Franklin

The Rathbones Financial Awareness Programme for schools – investing in the future of young people.

For more details please contact Laura Crowley 020 7399 0000 laura.crowley@rathbones.com www.rathbones.com/financialawareness

Rathbone Investment Management Limited is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority.

FINANCE

INVESTING IN THE FINANCIAL FUTURE OF YOUNG PEOPLE

Financial education is a crucial part of equipping young people with the necessary tools to have a successful financial future, however it is often an area that is neglected in the academic calendar Headline sponsors of the Education Business Awards (EBA) for the second year running, Rathbone Investment Management (Rathbones) is dedicated to supporting education and young people.

The challenges faced by young people in today’s society should not be underestimated, with issues such as high youth unemployment, an inflation-busting housing market and the 24/7 social media environment. Dubbed the Facebook generation, the average age of a first time home buyer is now 37* and financial stability can be difficult to find.

INVESTING IN EDUCATION Rathbones’ Financial Awareness Programme (RFA) seeks to play a small but vital part in helping to address these problems, and provide 16 to 24 year olds with the necessary financial knowledge to give them the best

four years when you are ready to settle down and buy a house for example, your mortgage application could be refused as your spending beyond your means comes back to haunt you.

DEBT TRAP By teaching basic budgeting skills and emphasising the importance of saving early, (at least 15 per cent of net income a month), it is Rathbones’ hope that fewer young people find themselves in the trap of debt, particularly from pay day lenders who are a real source of concern to the government and financial service regulators.

The RFA is currently delivered in many of the company’s 14 offices around the UK and within schools. Aimed at sixth formers and above it has been well received by young people, teachers and parents alike.

A head of sixth form told the company: “I

Rathbones Financial Awareness Programme seeks to play a small but vital part in helping to provide 16 to 24 year olds with the necessary financial knowledge to give them the best possible chance of succeeding possible chance of succeeding. Whilst there is no doubt that money can’t buy you happiness, without financial stability it is difficult if not impossible to achieve all your goals.

One of the key steps to setting up a financially stable future is learning the habit of budgeting, no matter how little or how much money one might have. Basic budgeting skills are fundamental to ensuring that the debt spiral doesn’t take hold and cause longterm damage. An example of this might be described as the ‘buy now, pay later’ effect when in an age where we want everything now it is arguably ‘normal’ to pay for those new shoes, that new iPad or even just a night out on a credit card. Failing to pay the credit card off each month, or even budgeting to meet the minimum repayments could see the debt begin to spiral out of control. A default on a credit report remains for five years, so in

would certainly like to repeat the programme next year. Pupils were engaged and interested and the speakers were excellent: charismatic and informative. [It was] really worthwhile.”

One of the students wrote: “Thank you for what was quite frankly a superb day…

It was enlightening, and opened up many different areas in the financial world which I had not even thought about.”

SUPPORTING SPORTS Beyond the company’s financial awareness programme, Rathbones supports young people through sport and is currently in long-term partnerships with English Lacrosse and Lacrosse Scotland. Rathbones’ partnerships aims to make the sport more accessible, in turn increasing participation. Rathbones’ community hub development programme provides opportunities for communities not normally exposed to

lacrosse and 2014 saw the first state school (Ridgewood High School) attend the Rathbones National Schools Lacrosse Championships. It is hoped that this is just the beginning and with support from both Rathbones and English Lacrosse, more state schools will participate in the sport. In addition to the company’s support of lacrosse at a grass roots level, it is sponsoring the World Lacrosse Cup 2017, held at the world class Guildford venue, Surrey Sports Park.

Recently, Rathbones announced that it has not only extended its partnership with Lacrosse Scotland until 2017, but that it is headline sponsors of the U19 World Lacrosse Championship 2015. All of these announcements are exciting steps for Rathbones, its partners and the young people involved.

HISTORY AND SCIENCE So, the company has covered sport and personal finances, but its educational support doesn’t stop there. History and science are also part of its programme as the company is sponsor of the Chalke Valley History Festival for Schools in Wiltshire and Bang Goes the Borders in Scotland. Rathbones appreciates that what it does is a small token in comparison to the work of teachers and all those involved in the education and support of young people. However small its input, Rathbones hopes that its focused initiatives offer a valuable contribution to the curricular and extra-curricular activities offered around the country. 

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*http://www.mortgageintroducer.com/ mortgages/246147/5/Industry_in_depth/First_ time_buyer_average_age_is_now_37.htm FURTHER INFORMATION For more information on Rathbones young people programme please visit www.rathbones.com/young-people or contact Laura Crowley on 0207 399 0068 laura.crowley@rathbones.com

Rathbones Financial Awareness – key areas covered Budgeting The pitfalls of debt – what is good and bad debt?

Your financial life model – the importance of planning for the future Risk and what that means for your investment decision process Company valuations – stocks and shares Careers – what employers look for and what you should look for

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TECHNOLOGY

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THREE DIMENSIONAL PRINTING IN SCHOOLS

moulding for a garage door pivot are probably a non-starter for 3D printing.

Acrylic was chosen for the reel holder for reasons of cost and strength. Industry developed 3D printing technology so understands the limitations of different technologies. It will take time for schools and the general public to learn about 3D printing, what it can and cannot do.

Beware those who tell you 3D printers can print almost anything because could include many parts that won’t work.

3D printing has been around since 1984 and until recently was called rapid prototyping (RP) but the appearance of consumer devices and increasing use for production components has prompted the name change.

So how 3D printing work? You export the part/assembly from your 3D modelling software as an STL file. Software that comes with the 3D printer slices the computer model into horizontal slices. The 3D printer then ‘builds’ the model slice by slice.

SCANNING 3D OBJECTS Before you rush out and buy a 3D scanner take a few moments and ask what you want to do with the scanned model. Unless you buy an expensive, high resolution scanner and spend a lot of time setting up and carrying out the scan, the data will probably need editing to be of any practical use.

At best you will end up with a surface which can be solidified or thickened into a part that can be manufactured. At worst you will have a partial surface with holes and ambiguous geometry that needs a lot of editing. Companies who regularly use scanned

DIRECT DIGITAL MANUFACTURE One of the most significant growth areas in 3D printing is direct digital manufacture.

3D printing was developed as a faster way of prototyping parts for new designs. It has replaced many of the model makers who might take weeks to create an accurate mode of a design.

3D printing has developed to the point of production parts and even full assemblies.

Recognising this, the terms additive manufacture (AM) and direct digital manufacture (DDM) are increasingly used to describe the process of 3D printing.

With the budgets available to schools two technologies are gaining popularity in the classroom; fuse deposition modelling (FDM) and the binding of granular materials.

Written by Tim Brotherhood, PTC and Stuart Douglas, Ripley St Thomas

Tim Brotherhood and Stuart Douglas, writing on behalf of the Design & Technology Association, give an overview of 3D printing equipment and discuss how it can be used in the classroom

you Before and t rush ouscanner, D buy a 3 w moments e take a fsk what you and a o do with want t canned the s el mod

geometry have full-time specialists repairing surface geometry using expensive specialist software.

If you want to edit scanned shapes in school check whether you have editing and sculpting tools in your existing 3D modeller like the Flexible Modelling and Warp tools in the PTC Creo suite of 3D modelling software.

POPULAR PRESS The popular press would have you think 3D printers will allow you to scan and print a replacement part for almost anything. That may be true for parts not subject to high stresses or loads and where colour isn’t a problem or when ridges on the surface don’t matter. In reality anything where strength and appearance matters is likely to be a problem and replacement parts like the broken nylon slider for a kitchen drawer or replacement glass reinforced

FDM MACHINES The most common technology used in schools is fused deposition modelling (FDM).

An extruder rather like a hot glue gun squirts softened polymer onto a base.

The new polymer must fuse with the previous layer and there are two keys to this.

The temperature of polymer being extruded and keeping the model as close to the glass transition temperature as possible.

Too hot and the part will droop and distort losing dimensional accuracy.

Two techniques are used to keep the model warm. Stratasys were the first to market with an FDM machine and patented a heated chamber kept a few degrees below the glass transition temperature of the polymer.

Heating the table is another method of keeping the model warm but can suffer from temperature drop as the build gets taller.

FDM machines that aren’t enclosed are also 

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TECHNOLOGY  susceptible to changes in room temperature and draughts from doors and windows.

MATERIALS The most popular polymers for FDM 3D printers are ABS and PLA. Acrylonitrile Butadiene Styrene (ABS) combines the strength and rigidity of acrylonitrile and styrene polymers with the toughness of polybutadiene rubber.

The 3D printers with enclosed build spaces heat the chamber to around 100oC, just below the liquid state to ensure new layers fully bond with the previous layer.

ABS has good impact resistance and toughness. It is amorphous with no specific melting point but the temperature when it changes to a liquid state (glass transition temperature) is 105oC. Density is 0.350 - 3.50g/cc; hardness is 90.0 - 119 (Rockwell); tensile strength (ultimate) is 24.1 - 73.1 MPa; and tensile modulus is 0.778 - 6.10 GPa. Polylactic Acid (PLA) plastics are produced from corn or dextrose including Tapioca roots and sugarcane. PLA is bio-degradable and used for medical implants and food containers although opinion seems divided on how green PLA actually is.

PLA has good impact resistance and toughness. The glass transition temperature of PLA is 60 - 65oC. Density is 1.00 - 1.62g/cc; hardness is 59.0 - 77.0 (Shore D); tensile strength (ultimate) is 16.0 - 114 MPa; and tensile modulus is 2.7-16 GPa. The low melting point of PLA means it can be encased in plaster-like moulding materials then burned out with the space filled with molten metal, a variation on lost wax casting.

ADVANTAGES The advantages of FDM machines is that the materials are low cost and there are low cost versions of printers available. They are high strength models with relatively short build times.

The disadvantages of such materials is that additional material/structures are needed to support overhanging geometry and support material must be removed by breaking away or dissolving. Support material is waste and parts cannot easily be nested inside one another or vertically. Plus these machines only come in single colour parts.

POWDER MACHINES The most popular machines in schools use fine powders based on gypsum or corn starch glued together with a liquid binder applied using a modified inkjet print head.

The base of the machine has two chambers.

At the start of the build, the powder reservoir is full and the build chamber is empty.

At the end of the build process parts are de-powdered inside the machine or in a separate chamber. Any loose powder is reused.

Models are then strengthened by infusing with

a liquid similar to cyanoacrylate (super glue).

The advantages of power machines is that the materials are low cost and there is minimal waste. Loose powder supports geometry later in the build. There are relatively short build times and parts can be nested inside one another and vertically. There are full colour models (higher end machines).

Disadvantages include low strength models; high initial cost of printers, and de-powdering can be messy.

OPEN SOURCE 3D PRINTERS The first low cost FDM 3D printer came out of the Bath University RepRap project.

This was one of the first open source hardware projects on the web. The machines can make parts to build another coining the term ‘self-replicating’.

The University of Twente in the Netherlands recently started an open source powder based 3D printer project.

The main attraction of open source 3D printers is the low initial cost but most require constant tweaking to keep them running smoothly.

Schools who want to print models at the press of a button may be better buying a production 3D printer.

DESIGNING FOR 3D PRINTING – OPPORTUNITIES AND LIMITATIONS This advice is specific to the materials/process.

Clearance between moving parts: typically printed parts, from powder, have a bleed factor. This is dependant on the machine but typically it is good to leave an expansion, or bleed, gap of about 1.25mm between parts. This allows for excess to be sanded away and parts to join accurately without needing to file material away.

‘Angles’ to avoid support material: if you are using a powder machine then all internal angles are possible to print as the material is self-supporting. If using an Extrusion 3D printer then consideration of how parts can be supported, support material can be removed, and built is essential. Overhangs and internal structure can be built however some detail can be lost due to the ‘step’ of the extrusion layers.

3D printing allows for internal detailing to be considered as part of the design. Joining methods should therefore be considered and Lugs, Bosses and Ribs are all possible using 3D printing. Typically, for working models, it is useful to use brass inserts that means that you do not need a self tapping screw as the 3D printed material can lose some accuracy when cutting a thread. A simple hole in a larger cylinder allows for a threaded brass insert and a machine screw and provides a suitable, re-useable joining method for 3D printed parts. Due to torsional forces it is necessary to strengthen the Lug with ribs, which is a simple extrusion and D1 x D2 chamfer.  FURTHER INFORMATION www.data.org.uk

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Material cost Like inkjet printers, proprietary cartridge systems can work out expensive.

Check the cost per kg and if they won’t tell you beware. Look for alternative suppliers and if the reels are not the right size make adapters with…your 3D printer! Beware of poorer quality material/wire size.

Do you like to tinker?

Machines like the original open source RepPap from University of Bath and the Rapman type kits/prebuilt machines are low capital cost and great for learning how the technology works but they need a lot or TLC and tinkering to build, set up and keep them working smoothly.

Do you have the time to do this or are you looking for a ‘push to print’ system?

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STATIONERY

AN ABOUT TURN FOR SCHOOL STATIONERY

The British Educational Suppliers Association’s (BESA) Caroline Wright outlines a hopeful future for schools as investment in this key area appears to be on the increase Shortly before the government reshuffle, Dominic Savage, director general of BESA asked Michael Gove what policy he was most proud of during his four-year term. He responded that it was the autonomy that he had given schools to create their own visions for what they wanted to achieve and how they would go about delivering something specific and owned by the school. At school level this hands-off approach is not how it was often perceived, but there have been clear signs of changing attitudes, particularly in the manner in which budgeting is pursued and questions are asked today about elements of budgeting that would not have been entertained in 2010.

As the education sector’s trade association, the British Educational Suppliers Association (BESA) supports the industry to raise standards and make certain that resources are in line with teachers’ current needs. To ensure BESA has an insight into the sector and its changing requirements, the team meets with the DfE, teachers and suppliers throughout the year, and also carries out regular research. BESA shares the findings of its latest research looking specifically at the use of stationery in schools.

SCHOOL RESOURCES Looking first at schools’ current feelings about budgets and the availability of general resources, while some schools continue to indicate insufficient provision of all teaching resources, many are

more optimistic about future funding after several years of pessimism.

We are certainly seeing schools become increasingly optimistic about funding in the next year. In addition, more head teachers than last year agree that their school has sufficient funding for resources such as furniture and their ICT infrastructure.

RISE IN ORDERS Looking ahead to the 2014/15 academic year, an increasing number of schools indicate funding will be in-line with the recent past, while 13 per cent of primary and eight per cent of secondary schools say it will increase.

Feedback from schools suggests that the spending reductions across general stationery items of recent years are at an end. In 2014/15 schools will start to increase their stationery orders, resulting in a slight increase in expenditure in this product area.

In terms of actual budget, in 2013/14 it was estimated that English maintained schools spent £136 million on general school items and stationery. It looks as if all possible strategies for savings in this area are exhausted and in this new academic year, after several years of decline, spending on general items and stationery is set to increase.

When we look at the increasing expenditure in all other resource areas, in 2014/15 it is estimated that English maintained schools will spend £1,244 million. The gain in spending is projected to be £56.6 million between 2013/14 and 2014/15.

The increase in total national expenditure is, on a per-pupil basis, similar for primary and secondary.

So, while stationery is still lagging, there is clearly a new recognition of its importance.

If this increase in expenditure follows the normal spending pattern in schools, we are likely to see spending on stationery continue to grow, moving back in line with long-term trends of around four per cent a year. After five years of decline, stationery expenditure starts to move up again. 

Written by Caroline Wright, director, BESA

recorded significant annual increases, especially in primary schools. The research defines stationery as general school items, including paper, exercise books, and administrative consumables. In most cases it excludes photocopying costs, but not paper. Over the preceding decade before 2009/10, general school items and stationery expenditure averaged a growth of 2.4 per cent each year.

However from 2009/10 primary schools started to indicate reduced expenditure in this area. This was the first time since our records began that expenditure on general items across secondary in schools also showed persistent contraction.

This decline in expenditure continued last year, with spending on stationary down three per cent. However, it appears that this year the tables are turning.

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INVESTING IN STATIONERY When asked about their spending focus for the school year 2014/15, the survey shows that primary schools are more likely to focus spending on continuing professional development (CPD), training, teaching aids, books and digital content than in 2013/14, while reducing the focus on staffing and building works. These are real changes to the approach to budgeting.

In comparison, secondary schools expect a significant positive shift in ICT spending, as well as on furniture and, CPD, but to a lesser extent. Staffing costs may suffer and there will probably be pressure on book and equipment spending.

The interesting change we are currently noticing is on the investment in stationery items. Before 2009, expenditure on general school items and stationery commonly

FURTHER INFORMATION www.besa.org.uk

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Shaun Reason, the Association for Science Education’s chief executive, takes a look at changes to the science curriculum Science education continues to change at an increasing pace with significant reforms occurring across the UK. For senior leaders and teachers it is a real challenge understanding the curriculum changes occurring across our four nations.

ENGLAND In England, there are changes from primary to post-16, as well as with Initial Teacher Training. There’s a new curriculum at primary level, reforms at Key Stage 3, revised science GCSEs starting in 2016 and reformed science A-levels in 2015 – it is a tight schedule for our hard‑working teachers that has the potential to create confusion and to affect students.

There are new assessment arrangements for A-level practical work, with the Office of Qualifications and Examinations Regulation (Ofqual) stating that these will be reported separately and graded ‘pass’ or ‘fail’. This remains an area of concern for ASE members as it could be seen to strike at the very heart of science pedagogy. Practical work is not a separate component; it is an intrinsic part of working scientifically. Given the accountability pressures in schools, we worry that this development could reduce the experience of practical work for students, particularly if the separate mark for this element is viewed as less important than the A-level grade, a real worry.

NORTHERN IRELAND The Northern Ireland curriculum is less prescriptive than the National Curriculum in England, with a greater emphasis on the development of skills. There is increasing divergence with England on qualifications policy; for example, GCSE and A-Levels will still be able to be assessed in a modular way. In Northern Ireland, the Council for the Curriculum Examinations and Assessment (CCEA) has responsibility for advising Government on all aspects of the statutory curriculum and its assessment. In addition, CCEA is the main awarding organisation for GCSE and A-Level qualifications, as well as the qualifications regulator. CCEA specifications are being revised on a different timeline

to those in England – A/AS Levels 2016 (first teaching) and GCSEs 2017 (first teaching).

SCOTLAND In Scotland, the current key issue for secondary teachers is the introduction of the new Curriculum for Excellence (CfE) courses at examination level. The first presentation of National 5 (the replacement for Standard Grade, which is sat by 16 year olds and broadly benchmarked to upper level GCSE) took place in May with the results from the Scottish Qualifications Authority (SQA) reported in August. These pupils were due to progress to the new CfE Higher courses this session but last year, under pressure from unions and others, the Scottish Education Secretary (Mike Russell) has allowed schools to continue with the existing Higher courses if they felt it to be in the best interests of their pupils.

WALES In Wales, new GCSE and A levels science qualifications are currently being developed, to replace existing qualifications. Teaching of the new qualifications will begin from September 2016. The qualifications will shortly be de‑coupled from those currently also used in England, so that only qualifications specifically approved for use in Wales will be used in Welsh schools and colleges from September 2016.

Consultation on the new qualifications will be held later in Autumn 2014 and Spring 2015.

Qualifications are currently regulated by the Welsh Government; however a new independent body called Qualifications Wales will soon to be given full responsibility for regulation.

PRIMARY LESSONS Back to some of the key curriculum changes occurring at primary and secondary (Key Stage 3) in England from September 2014. At primary level, the key change is the greater emphasis on working scientifically, which is defined as what children do to answer scientific questions about the world around them. This includes observation over time, pattern seeking, classifying and grouping, and researching using other sources, as well

as comparative and fair testing. Working scientifically now underpins all subject content with clear progression between key stages, and is no longer taught as a separate strand.

Other changes include an increased focus on outdoor learning, an earlier requirement to identify and classify a variety of living things and an end to the requirement to cover physics at Key Stage 1, as electricity, light and sound, and forces moves into Key Stage 2. There’s new content with the additions of seasonal change (Year 1), fossils (Year 3), human digestive system (Year 4), levers and mechanisms (Year 5) and evolution (Year 6).

SECONDARY CURRICULUM As with primary, the Secondary Key Stage 3 curriculum should also be underpinned by working scientifically, and not taught separately.

There are greater demands on mathematics and literacy in science and new content at this level, including skeletal and muscular systems, properties of ceramics, polymers and composites, efficacy of recycling and the use of ultra-sound. Some content has been moved down from Key Stage 4, such as gas exchange in plants, cellular respiration, movement of substances in cells, genetics, resistance as the ratio of potential difference to current, and the use of the ray model to explain imaging in mirrors, the pinhole camera, light refraction, how convex lens focus and the human eye.

Written by Shaun Reason, chief executive, ASE

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FINAL ADVICE Schools will need to plan for progression and to provide opportunities for students to undertake the ‘most appropriate’ type of science enquiry including fieldwork techniques and sampling. On the subject of curriculum content, we are aware that not everything has changed. What is critical is that our pupils have the opportunity to develop an appreciation and an enthusiasm for science and be inspired to increase their understanding of scientific ideas.

In a new curriculum, a list of the topics to be taught will never do justice to the necessity for science education to be more than an education for future scientists and engineers.

Science education must also aim to help pupils avoid being poorly informed by the debates put forward by the media. A good science education teaches young people to think for themselves and to reach their own explanations and conclusions. Members of the ASE’s 11-19 and Primary committees, including teachers, researchers and professional development experts will continue to provide opportunities for members to support each other on the reforms and to engage with Ofqual, awarding organisations, government and others across our four nations. L FURTHER INFORMATION The ASE is the UK’s largest subject association and is dedicated to everyone involved in science education. Visit www.ase.org.uk for further details.

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COMPUTER SCIENCE

Computing

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ADDRESSING THE GENDER IMBALANCE IN COMPUTING Under the new 2014 national curriculum, the Computing GCSE is focused on encouraging and training students to become programmers and coders, rather than be more passive users, confined to creating spreadsheets and word documents. We need to prepare young people for a global economy as more and more jobs will be requiring computer programming and coding skills.

It’s future-proofing the next generation.

With GCSEs in computer science to be placed on a par with physics, chemistry and biology in school performance measures, it’s important to get parents on board too.

Things have changed since their school days and we need to help them understand the new importance of the subject and its potential to increase their children’s employment prospects in the 21st century.

One of the big issues seems to be that ICT and computer science are viewed as ‘geeky’

This has to change and we are keen to help.

Our MOOC writers are all ICT teachers, 50 per cent of whom are female. Inspirational female role models are key, so we feature as many women as possible in our videos and material. In an informal way, we relay the message of how computing can link to careers in creative industries that young people may not have considered. We want to make STEM subjects more attractive to girls, changing their perceptions and getting them excited about what they are studying so that they can see career options in less obvious areas, such as setting up an online business or community.

Addressing this gender imbalance is really important to us. We are building real-life and gender neutral contexts into all of our content, and working with industry partners to encourage all students to pursue and view STEM subjects as pathways to exciting and fulfilling careers.

As we run up to the next election in 2015, we believe that the debate about gender imbalance in school subjects (and therefore subsequently at university and the work place) will intensify subjects – leading to a working life spent in a dark room as one of the ‘IT crowd’.

To counteract that perception, one of the aims of our MOOC (Massive Online Open Course) is to demonstrate that computing is all around us, offers vast and varied career opportunities, and that computational thinking links with other subjects – most obviously the STEM subjects, but also in the Arts, in terms of decoding and looking for patterns.

WOMEN IN SCIENCE Research shows that very few girls study computing. In fact in 2012, only 17 per cent of UK computer science graduates were female.

Although young girls are massive consumers of online social networks and enjoy playing computer games, it seems this interest rarely translates into thoughts of a career. Girls do as well as boys at GCSE with STEM subjects, but the cut off point seems to come at A’Level when numbers fall dramatically.

We also want to do our bit in helping teachers engender love and enthusiasm for STEM subjects.

We are working hard to ensure our resources not only support in exam preparation but also encourage a deeper interest and passion so that they want to study the subjects further.

As we run up to the next election in 2015, we believe that the debate about gender imbalance in school subjects (and therefore subsequently at university and the work place) will intensify. It’s a topic we feel strongly about, as an educational publisher and part of one of the oldest universities in the world and we’re working hard to ensure that all our initiatives and materials are gender neutral.

ABOUT MOOC MOOC has been very well received – designed primarily to support teachers and GCSE computing students, it is also available to any secondary school student keen to learn the basics of computer programming and

demystify the world of algorithms, logic gates and RAM. It features a combination of videos and interactive learning exercises and is accessible via smart phones and tablets, as well as computers in the classroom or at home.

Following the launch in September 2013, it has attracted over 84,000 unique visitors, over 500,000 page views, 3,900 student registrations, 9,900 teacher registrations and worldwide interest from over 100 countries. 

Written by Beverley Walter, professional development manager, nasen

In 2012, only 17 per cent of UK computer science graduates were female. Helen Cunningham, publishing director, UK Education at Cambridge University Press discusses the changes to the computing curriculum and the efforts to get more females to study the subject

FURTHER INFORMATION www.cambridgegcsecomputing.org

About the author With almost 15 years’ experience in the industry, Helen is currently the Publishing Director for the UK Education Division at Cambridge University Press. As part of the role, her job is to come up with innovative and compelling publishing solutions to disrupt market norms. She played a major role in the development and launch of the Press’s first educational MOOC – www.cambridgegcsecomputing.org – developed in conjunction with OCR and Raspberry Pi. Now kept busy managing a brand new digital‑first programme for UK schools, Helen has worked in commercial and not‑for-profit settings and has a wide range of experience of publishing for diverse markets, including the Caribbean and West Africa.

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Wasp’s asset management software makes it easier to track your schools valuable assets Getting the most from an already squeezed budget is an important factor for schools and other educational establishments, made increasingly difficult by advancing technology and the financial strain created by the need to keep up with these advances. Keeping track of what you already have and knowing where it is are important considerations for budgeting and financial planning that have historically been tackled with lists and spreadsheets. Keeping an asset register is a basic requirement for all schools, with yearly audits carried out to verify assets are still there. Using the usual list/spreadsheet method it is likely that the asset register is out of date as soon as it is saved.

Making the transition to an automated solution from Wasp is simple – and can be made even easier by selecting our asset tagging and database service – and not only saves time and money, but improves the management and accountability of information. This also creates a greater awareness of what assets you have and where the funding for them has come from, from department based budgets to grant funded assets including software and

library collections. Assets can be tracked by location, department, user, person responsible, type of asset and more.

Wasp’s MobileAsset solution allows users to quickly locate any asset, saving wasted time spent searching for missing items, and stop unnecessary replacement of lost assets. Items can be checked out to staff, students and contractors with return dates and notifications for the users, which again gives an audit trail.

“MobileAsset has saved my team two weeks per year in time spent searching for misplaced assets”, says head of IT at Norton Radstock College, Bath.

Maintenance can be scheduled and tracked to extend the working life of your equipment and

if needed prove that the asset has been well looked after. Regular maintenance tasks, such as PAT testing and safety equipment inspection and calibration, can be assigned to members of staff and tracked and are logged to each asset’s transaction history.

Auditing of assets using traditional methods can take hours, if not days.

Simply take the Wasp mobile computer (or your Android/Apple device) to the room to be audited, select the location from a list. The system then lists the assets that should be there. Simply scan each item in the room in any order. Anomalies are flagged at the end of the audit and a report is automatically generated.

Wasp’s MobileAsset Complete solutions come with a mobile computer, or you can use with an Android or Apple device, for managing assets on the move, integrated barcode labelling software and a label printer for creating asset tags. Free technical support is offered for the life of the product, giving customers peace of mind.

FURTHER INFORMATION Tel: 0845 430 1971 www.waspbarcode.co.uk

For all Your Asset Tracking Needs 0845 430 1971 Wasp MobileAsset Complete Asset Tracking Solution

Now Available for:

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PERFORMANCE MANAGEMENT

PREPARING FOR SUCCESS

Performance management software will play an increasingly important role in maintaining and improving standards in UK schools, and can help managers to use their training budgets more effectively. Deputy head Maura Flavell describes the impact it has made on The Polesworth School The Polesworth School in Tamworth, Staffordshire is a larger than average phase-two academy in with approximately 1500 students aged 11-18, over 100 teaching staff and over 130 non-teaching staff. In 2007, it was rated Outstanding by Ofsted.

Concerned that the next visit by Ofsted was imminent, Head of School Maura Favell implemented an online performance management solution to ensure the school is ‘inspection ready’ when notification arrives.

CHALLENGES “Upon joining Polesworth as Deputy Head (School Self-Evaluation) one of my first challenges was to update the paper-based Performance Management procedures.

The process was not consistent and did not allow staff or line managers to easily track progress in relations to targets set. I realised that keeping track of the progress made by the school’s 245 staff would present a significant challenge.

“I needed a system that could manage staff performance, empower individuals to take ownership of their progress, support whole staff analysis and provide detailed evidence for Ofsted.

THE SOLUTION “Having reviewed a range of solutions, we settled upon BlueSky Education’s online performance management and CPD software because it provided the tools required to implement, manage and track a clear,

consistent and robust appraisal policy, linked to school improvement priorities. It covers reviews, objective setting, CPD, lesson observations, work scrutiny, learning walks and self-evaluation, and enables us to capture all the data we need to measure the quality of teaching effectively, focusing resources where they will have the most impact.

“I can review appraisal objectives across the teams quickly, ensuring individual objectives are contributing to wholeschool improvement priorities. Our staff are confident that the appraisal process is rigorous, transparent fair and confidential.”

The software’s self-evaluation module ensures the school’s data is current, live and accurate. It can also be accessed immediately by middle and senior leaders, so encouraging them to play an active role in self-evaluation exercises.

BENEFITS AND RESULTS Flavell continues: “By analysing the quality of teaching across Polesworth, we can identify strengths and weaknesses and target CPD effectively, clearly linking it to individual or collective needs. We are now delivering inhouse tightly-focused CPD that really makes a difference.

For example, staff completing their online review

documents must rate their questioning skills using an A, B, C or D marking system.

Those who have the confidence to give their students time to reflect before answering a question typically rank themselves an A. Those less able often rate themselves a C or a D, so it is easy to identify which members of staff need extra help with developing their skills. Confident A-rated staff are then called upon to share their best practice at in-house professional learning sessions, so helping all to develop professionally.

“It is interesting to see that this inhouse training is viewed by our staff as ‘more worthy and credible’ because they have witnessed the effectiveness of their peers operating within the classroom.

“The reporting tool within the self‑evaluation module accurately pinpoints trends and outcomes to inform whole school planning. We can clearly demonstrate that self-evaluation is positively impacting on pupil progress and achievement. For example, by conducting learning walks, we can gather evidence about how the school is performing on a daily basis. And when we eventually get the call from Ofsted, we know we will have the evidence that backs up the outstanding qualities of the school.

Performance Management

Sponsored by

COST SAVINGS “Sharing best practice in this way has enabled us to save money. External courses, typically attended by just one member of staff, are now few and far between and instead have been replaced with a comprehensive in‑house professional learning programme.

The money we save means we can afford to bring in high-quality trainers - for example, a lead Ofsted inspector - to deliver whole school CPD that benefits everyone.

“Most importantly, we are now able to use our £40K CPD budget more effectively and I now have the funds to pay for staff to take Masters Degrees at Warwick University and to enrol senior and middle management staff on national professional qualification.

“We areo use le t now ab budget our CPDfectively. more ef e the funds av I now h r staff to fo sters take Maes” FUTURE PLANS Degre

In a drive to share best practice and address local pockets of underperformance, Polesworth joined with neighbouring primary school Birchwood to create The Community Academies Trust (CAT) which now includes Dordon and Wood End primary schools. Further schools are set to join the CAT within the next few months and the plan is to implement BlueSky across the board, with typical costs for a secondary school at £2500 and £500 for a primary. L FURTHER INFORMATION www.blueskyeducation.co.uk

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Products & Services

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CATERING

CATERING

CCE Group is no stranger to school kitchens, regardless of size. The company’s design team will ensure every inch will be expertly put to practical use for those busy students and children eager to learn.

CCE Group has a design suite where clients can relax and plan their projects, whilst CCE produces plans, elevations and 3D visuals and its fabrication factory produces bespoke back of house benches, sinks, dish wash systems, cook stations and pass counters, as well as servery counters, drop-in heated and refrigerated display units to suit the proposed scheme. All bespoke items are fabricated to suit the client’s requirements.

The company also does on-site welding, alterations and repairs to stainless steel fabrication and offers a planned preventative maintenance service contract and warranty back-up for all equipment provided.

CCE Group provides a turn-

With over 20 years’ experience in the trade, Kitchen Clearance prides itself on being specialists in removing all catering equipment.

The company has the skills to do this quickly and safely in both small or large multi-site removals from individual items to complete kitchen clearances.

Kitchen Clearance caters for the whole of the UK and are based on the borders of Lincolnshire, Leicestershire, Northamptonshire and Cambridgeshire.

If you have any unused catering equipment Kitchen Clearance can very quickly give you a price and help you release cash back into your business. The company is actively looking to recycle and re-use redundant catering equipment.

Kitchen Clearance prides

The experts in providing kitchens for schools

key solution including building works, electrical and mechanical services, hygienic wall cladding, hygienic flooring (vinyl and resin) and hygienic ceilings (planked and suspended).

CCE Group is proud to have provided these services for the following education establishments: Oxford University, Eaton College, South Downs College, Red Bridge College, Chelmsford College, Clacton Coastal Academy, La Retraite and Charlton Manor School.

FURTHER INFORMATION 01268 412121 www.contractcatering equipment.co.uk

CATERING

CLEANING

The purchase of catering supplies for educational establishments can be a complex business, as balancing budgets whilst maintaining an optimal operating performance can be a tricky prospect at the best of times. The added challenge of accommodating green issues, government legislation and the prospect of tighter waste management legislation will present education buyers with future challenges yet to be overcome.

Fortunately Kitchequip is here to assist. The company has over twenty years of grass roots experiencing in providing catering solutions to schools (free, state, independent and academy), colleges and universities.

Kitchequip works closely with the major manufactures, ensuring that it always remains at the forefront of product development.

Schools are a breeding ground for infection, which makes hand dryers the perfect alternative to roller towels, giving less chance of cross contaminiation.

They also eliminate the risk of paper towels being strewn across floors or even thrown down toilets, causing expensive blockages and mess.

Noise reduction is built into the design of all Airdri’s dryers, as evidence shows that children of primary school age are often reluctant to use them due to fear of the loud noise emitted. Four of its products, including two new models, have been awarded the Quiet Mark, an international mark of excellence awarded by the UK Noise Abatement Society.

The Quad™ has a quiet dryer with a totally flat surface and lends itself to the application of bespoke adhesive covers, so if your school has a mascot or hand hygiene message it would like to promote, the dryer can incorporate this.

Catering solutions for the education sector

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Dealers in second hand commercial and school catering equipment

Kitchequip is proud to be an active associate member of LACA (Lead Association for Catering in Education) and offers expertise in commercial kitchen design and planning services, as well as stocking an extensive range of kitchen and catering equipment in its own warehouse.

The company offers its public sector educational clients an automatic credit facility in addition to special public sector prices and the knowledge and experience of a great in-house team of friendly specialists.

FURTHER INFORMATION Tel: 01704 535577 www.kitchequip.co.uk

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itself on being a green business dealing effectively with the unused equipment in the catering industry. So before doing anything with your catering equipment get in touch with Kitchen Clearance to benefit your schools finances and the environment.

FURTHER INFORMATION Tel: 01780 444024 info@kitchen clearanceuk.co.uk www.kitchen clearanceuk.co.uk

Changing the way children dry their hands

All Airdri models including the Quest™ and the Quazar™ have been carefully designed to be reliable, energy efficient and to have low noise levels.

Products are also environmentally friendly and assist schools with their carbon emissions reduction making them the ideal choice for school washrooms.

FURTHER INFORMATION Tel: 01865 882330 sales@airdri.com www.airdri.com

STATIONERY

STATIONERY

The Pukka Pad Group is a leading global manufacturer and supplier of high quality, fashionable and functional notepads, art and activity products, filing and stationery, providing you with the essential supplies for the education sector.

Its stylish range of notepads cater for all ages and add a splash of colour to those dull days of revision. The range consists of a variety of pads including a project book, jotta pad, reporter pad, pocket book, shorthand pad, refill pads, exercise books and various types of art pads. The company can also produce personalised university and school pads.

Since 2013, the Pukka Pad Group has been producing various types of organisers, index dividers, project, lever arch and ring binder files, suitable for storing refill pads.

This selection of products ensures that the company can

Stationery Market is a leading and innovative UK wholesaler of arts, crafts and writing instruments, representing several European brands. Having a great product portfolio, Stationery Market provides first class customer service to its clientele, with products available from its warehouse for next day delivery.

Stationery Market supplies modelling clays, pottery clays, wax crayons, oil pastels, water colours, fabric pens, adhesives, felt tip pens, markers, highlighters, all kind of pens and pencils and much more.

All available products are strictly compliant with European quality and safety standards.

If you are in the business of selling in the UK, then Stationery Market has product to increase revenues and profits with quick turnover opportunities.

The company is looking to supply a wide range of resellers and no matter how big your customer base.

Stylish, quality stationery First class stationery from the Pukka Pad Group supplier for schools

provide something for everyone, whatever project you are working on. The Pukka Pad Group supplies to schools, universities and colleges on a direct basis or its products are available in office supply catalogues.

For further information please call or visit the website. You can also follow the company on Facebook, Twitter and Instagram for more news.

FURTHER INFORMATION Tel: 01202 339960 sales@pukka-pads.co.uk www.pukka-pads.co.uk

STATIONERY

Risk-free premium eco printer cartridges

National education distributor Supplies for Schools has expanded its premium range of own-brand printer cartridges following successful trials in schools throughout the UK. The cartridges offer education establishments an audited, environmentally friendly alternative to original toners and inks, plus cost savings of up to 40 per cent.

Offered under the slogan “Go Green”, the cartridges have achieved internationally recognised certificates for both manufacturing quality

and environmental standards, including the prestigious Swan Mark – the official Ecolabel of the Nordic countries.

“Quality is everything,” as managing director Alan Bowes explained. “The key to getting a green cartridge adopted by schools and colleges is to take away the risks of moving away from originals, because there are still lots of very poor quality compatibles out there.

“Our cartridges are right at the top of the quality ladder and that quality is built into every part of the manufacturing process. We’re very happy to put our name on them.”

Supplies for Schools cartridges are available for hundreds of popular printer models and all the major brands. There is also a free collection service for recycling empty cartridges.

FURTHER INFORMATION Tel: 0871 200 0697 Fax: 0871 200 0698 info@suppliesforschools.co.uk www.suppliesforschools.co.uk

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Stationery Market offers a wide range of attractive commissions or discount opportunities, depending on volumes, with 10 per cent commission being the lowest return for resellers who can make significant margins for themselves.

The company offers opportunities to supply wholesalers, retailers, e-tailers and agents, and have a simple ordering and processing system to meet all requirements.

FURTHER INFORMATION Please contact by email at info@stationerymarket. co.uk or call Stationery Market on 0208 263 6099.

3D PRINTING

Enabling students to build functional 3D models Dimension 3D printers provide an affordable, easy to use, easy to maintain, one-step process for students and instructors to explore concepts in durable ABS plastic.

It’s as simple to use as printing a file. Dimension 3D Printers are helping schools, technical colleges and universities extend their science, CAD and machine tool curriculums by enabling students to build functional 3D models and see their ideas first-hand.

Innovative designers, engineers, architects and manufacturers consider prototyping a critical step of the design process. As the use of CAD and 3D printing increases throughout the design process, understanding this technology is critical for design students.

With a Dimension 3D Printer,

students and tutors can now easily bring design ideas to life in ABS plastic – right from a CAD file. In addition to its Dimension range, platinum UK reseller Laser Lines offers the complete portfolio of Stratasys 3D Printers, from the desktop versions through to the larger production systems.

Laser Lines has been offering this technology for over 20 years and has experts who can help with any queries you may have.

FURTHER INFORMATION Tel: 01295 672500 3dworld@laserlines.co.uk www.3dprinting.co.uk

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DESIGN & BUILD

Banish hazardous fumes vapours and particulates All airborne pollutants from airbrush and aerosol overspray, solder fume and adhesive solvent vapour must be adequately controlled to ensure compliance with COSHH regulations and occupational exposure limits.

The BenchVent range of air filtration and extraction cabinets, arms and downdraught benches are utilised worldwide within all types educational establishments.

The range can be used in D&T, art, craft, ceramics, engineering and dental departments and university science laboratories for specialist applications.

BenchVent now provides solutions for Hair & Beauty training and college salons.

BenchVent offers a range of over 25 machines to cater for the vast majority of situations where processes could constitute a health hazard. The range includes small spray booths controlling airbrush and aerosol emissions, small fume

cabinets for chemical storage and weighing applications as well as fume, powder and dust filtration, downdraught benches for larger volume applications such as sanding, grinding, fettling and cleaning.

As part of your commitment to maintain a cleaner, healthier workplace, LEV systems require statutory ‘thorough examination and testing’ by a competent person.

BenchVent can now offer this service as well as other workplace monitoring.

FURTHER INFORMATION sales@benchvent.com www.benchvent.com

DOCUMENT DESTRUCTION

Safeguarding your sensitive information The education sector faces a challenge in safeguarding its student and employee’s confidential information on a daily basis: from names and addresses, to medical records, financial information and exam results.

The Data Protection Act (1998) places a legal responsibility on schools to ensure that this information remains secure.

Failure to comply with this could result in your establishment being fined up to £500,000, not to mention the subsequent damage to the reputation of the school if the worst should happen.

Using a secure shredding service means that storage is no longer a problem. B&M Secure Shedding supplies locked cabinets that prevent documents being accidentally thrown away and therefore compromising this confidential information and provides a variety of containers

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of different sizes and colours in which to store shredding waste.

The company’s customer loyalty is second to none, and offers fully compliant BS7858 and BS15713 vetted service, coupled with all operatives being advanced CRB checked.

On-site or off-site, regular service or one-off clear-outs – all receive a Certificate of Destruction, leaving customers fully DPA compliant, with all confidential paperwork, folders, ID badges, CDs, DVDs, hard drives and even uniforms securely disposed of.

What’s more, as an award winning carbon neutral company operating nationwide to reduce customer’s carbon footprint, all shredding waste is 100 per cent recycled.

FURTHER INFORMATION Tel: 08432 211 022 www.bagnallandmorris. com/secureshredding

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DESIGN & BUILD

EaseManage – construction and project management

EaseManage is a construction and project management company that focuses on building strong working relationships based on collaboration, openness and clear communication.

Predominantly working in the South West, EaseManage offers the flexibility of both construction and project management services. EaseManage will meet any type of building requirements. The company involves you from the outset, working to a clear programme and ensures that all decisions and costs are completely transparent.

Projects carried by Ease include: Saltash.net Community School – pre-construction works, Hay

Common Primary School – design and programme overview.

Talland Bay Luxury holiday home development – 20 timberframe homes, infrastructure and landscaping.

Paignton Bus Station – brightly coloured canopy roof forms the station’s focal point.

Ocean Studios – Grade I* listed art studios located in Royal William Yard, Plymouth.

EaseManage can help you from feasibility through to funding and completion of the development.

FURTHER INFORMATION Tel: 01752 895487 info@easemanage.com wwww.easemanage.com

ENERGY

Children love to recycle with EnviroBuddies Leafield’s collection of adorable novelty recycling bins is attracting lots of attention at schools, nurseries, play groups and leisure premises across the country.

Children love these cute recycling characters which were created especially to give schools a fun and interactive head start when teaching children to recycle.

The recent Leafield school recycling survery, to which 170 UK nursery and primary schools responded, revealed that eight out of 10 teachers agreed that novelty recycling bins are extremely likely to encourage children to recycle and 74 per cent said novelty bins would make learning much more fun.

Four out of 10 schools surveyed

by Leafield had special plans for Wrap Recycling Week which took place on 16th June (for more details see www.wrap.org. uk). Recycling activities ranged from creative craft workshops

using paper, milk bottle tops and drinks cans, to fashion shows with catwalk outfits created entirely from upcycled clothes and pre-loved accessories.

Novelty bins sales have increased six fold since their launch in 2012 and Leafield’s factory has produced over 2,000 novelty bins for schools, nurseries and leisure sites.

These great characters are informing and delivering an important recycling message to children destined to be environmentalists of the future.

FURTHER INFORMATION Tel: 01225 816529 www.leafielddirect.com

SPECIAL NEEDS

VOUCHERS

Turnabout is for the ‘hard to move’ pupils. In three months most learners make at least one year advance in measured reading age and national curriculum levels, some make two and three year advances.

Turnabout requires one hour a week for 12 weeks. It is based on structured non-linguistic mental exercises developing many aspects of memory including working memory, visual and auditory capabilities, accurate recall, information processing speed and memory sequencing capability. Improved memory enables effective learning to take place.

So how do we know it works so quickly? Integral baseline and recording systems enable

Voucherline provides a one stop shop for gift vouchers and gift cards to be purchased online, via email or over the phone.

Voucherline supplies all leading brands of gift cards and paper gift vouchers in the UK and if you don’t see the brand you need, Voucherline can source it for you, enabling you to buy all your vouchers and gift cards in one place.

Voucherline.com supplies vouchers and gift cards to many schools, colleges and universities.

Its corporate customers include American Express, Virgin, Barclaycard, PC World and many more household names.

Bulk discounts are offered (brand and volume dependant) and the company can also provide e-codes for most of the big high street brands making it even easier to gift your rewards.

The company’s experienced customer service team aims to ensure that clients experience a great level

Helping children with special educational needs

schools to demonstrate rapid improvements in literacy and numeracy; also behaviour and attitude. Evidence supplied by many schools illustrates the importance of this programme for pupils who are not achieving their potential and have not responded fully to other interventions.

Turnabout is used successfully in infant, primary and secondary schools as well as being effective in special schools and PRUs. The programme enables pupils with dyslexic characteristics to accelerate their progress.

Turnabout is a very appropriate use of Pupil Premium funding.

FURTHER INFORMATION response@turnabouteducation.co.uk

Your one stop shop for vouchers and gift cards

SPORTS

OUTDOOR LEARNING

Interested in a lowcost sport that ticks all your boxes? A mixed and inclusive sport that is accessible to the disabled? A sport that increases participation and gets non-sporty children involved? A sport you can play from scratch in 10 minutes with discounts for schools?

Only eight years old, VX is probably the fastest-growing sport in the world. It has had a massive impact in schools across the UK and has a foothold in 24 countries. It can be played as a team, singles or doubles sport and has an impact like nothing you’ve ever seen.

Sitting squarely in the National Curriculum and suitable for all ages and abilities, VX emphasises honesty and integrity in sport.

Schools use it in the curriculum, for after-school clubs and to increase participation, target

Nature expert Wildlife World, has extended its range of wildlife educational products with the addition of the Insect Pyramid Hotel, an interactive insect habitat suitable for indoor and outdoor use.

The Gloucestershire based company boasts an extensive range of products for various learning environments including the Bugs Alive Insect Tower, Insect Study Centre and Crittacabin, all designed to provide fun and effective learning tools that encourage children to become hands-on with nature.

The educational range, made only from sustainably sourced materials, promotes the habitation and conservation of beneficial insects and bees that are vital to maintaining healthy ecosystems. These minibeast

VX – the sport taking the country by storm

specific student groups, and give students responsibility. It involves a massive amount of both aerobic and anaerobic fitness – but the youngsters don’t realise how hard they are working. The director of sport for Ripon Schools says: “VX – it’s got the lot”. Don DiGiacomo, St Xavier’s High School, Cincinnati says: “As Physical Educators, VX is perfect for what we want to achieve”

FURTHER INFORMATION Tel: 01347 848232 www.vxinternational.com www.watchvx.tv

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service, trust and friendship.

Voucherline.com also offers assistance with designing reward schemes for your target markets, and with its sister organisation being a marketing agency, the company even designs websites for short term schemes, or for your main school/university site, offering call centre services as well.

FURTHER INFORMATION orders@voucherline.com www.voucherline.com

Wildlife World takes education outdoors centres feature nesting and viewing tubes and removable inspection cassettes that can be used in the classroom and attracting integrated solar lamps. Packets of native wildflower seeds are also provided to create an insect friendly habitat and a range of guide handbooks for minibeasts, birds, mammals and amphibians are available as learning aids.

The interactive learning experience is continued with the Nest Box Camera, a multi-species nesting box easily adapted to suit a wide range of birds including blue tits, sparrows and robins, with a high specification camera placed to film the inhabitants.

FURTHER INFORMATION Tel: 01666 505333 james@wildlifeworld.co.uk www.wildlifeworld.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 4Imprint 144 Air Structures International 116 Alderley Payroll Services 20 Alisons-Aid 148 Altodigital 44 Anglia Catering Equipment 96 ANPR 130 Archive & Document Scanning 122 Aspect Safety Mirrors 136 Bagnall And Morris 156 Bannerbridge 120 Beemat 112 Bench Vent 156 Big Dug 62 Boutique Modern 65 Calon Wen 89 Cambridge Style Canopies 64 Carpenter Box 20 Casio 14 CCE Group 154 CEC 82 Clos-O-Mat 79 Comms Express 36 Compactors Direct 90 Computers Unlimited 48, 49 Contemporary Garden Rooms 136 Cotsworld Printers 144 Creative Model 138 Crystal Curtains 65 CWT Partners 136 Cypad 84 D-Tech International 50 Decorative Panels Lamination 102 DOHR 24

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Eagle New Energy 68 Ease 156 Eastern Shires Purchasing Org 40, 139 Eco Dek 72 Elliotts Cleaning 139 EXA – Networks OBC Excell Group 52 Fathom IBC Forbidden Technologies 47 Fordingbridge 66 Fridgeland 96 Frontier Software 18 Glasdon UK 96 Green Unit 74 Gresham Office Furniture 100 Group Call 34 Gymphlex 119 Haggis Hostels 120 Hue 126 ID Card Centre 120 Imagen Archive Systems 126 Innovate Services 28 Interactive Education 30 John Anthony Signs 126 Keder Greenhouses 110 Kitchen Clearance UK 154 Kitchequip.co.uk 154 Kyocera Document Solutions 8 Laserlines 155 Leafield Environmental 156 Lloyds Bank 6 Arch Timber Protection/Lonza 70 Mike Ayres Design 128 Misco UK 54, 55

EDUCATION BUSINESS MAGAZINE | Volume 19.4

MIW Office Solutions 134 Monodraught 60 NEC Display Solutions UK 38 Netsupport 42 Nomadic Schools 32 Ntegra 58 Office Depot 12 Office Formation 70 Office Xpress 146 OKI Systems UK 142 Pali 104 Pasta King UK 92 Patterdale Hall 110 PC Werth 46 PRECOR 118 Projects Abroad Groups 109 Pukka-Pads 155 Pulsar Light of Cambridge 80 Ramco UK 97 Rathbone Brothers 140 Red Spot HR 22 Redlime 110 Reiss Wolf 126 Rezy 98 Rock UK Adventure Centres 112 Rubb Buildings 76 School Blazer 16 Schools Choice 59 Scientific & Chemical 148 Security Engineering 120 Shred All 124 Sico Europe 88 Slip Tech 70 Smooga 73

SMP 56 Sportyco.co.uk 119 Stationery Market 147 Stressworx 37 Stubbers Activity & Adventure 112 Sundeala IFC Supplies for Schools 155 Tamar Industries 86 Tavistock & Portman NHS 33 The Airdri Group 154 The Kings Ferry 106 The Playground Company 68 The Scout Association 110 Thorlux Lighting 138 TM Electronics UK 96 Travel Bound 108 Turnabout Education 157 UHY Hacker Young 20 Under Control Instruments 86 Unique Vending Carts UK 89 Unity 5 148 Universal Pool Services 148 Veka 78 Vitax 114 Voucher Line 157 Voyager School Travel 109 VX I 157 Walt Disney Company 4 Wasp Barcode Technologies 152 Wildlife World 157 Wrigleys Solicitors 132 Yamaha Music Europe 10 Youngs Seafood 94 YPO 26

MARKET LEADING COLLECTION SYSTEMS Fathom’s sy systems address a broad range requirements within both outsourced of requirem in-house markets, including debt and in-hous agencies, lawyers, household collection a debt purchasers, name organisations, organ central and local government. and both ce With market marke leading feature content and functionality already in place, fast return functionalit investment is guaranteed, and user on investm key processes ensure low cost definable k ownership going forward. of ownersh All Fathom systems come with a variety deployment options, whether in-house of deploym or hosted.

(0) 1189 750 044 Call +44 (0 or visit our website www.fathom.co.uk

t: +44 (0) 1189 750 044 e: info@fathom.co.uk

Fathom

7 Windsor Square, Silver Street, Reading, Berkshire, RG1 2TH

Uppraaa maaanaaiii .

Today’s learning has never been more dependent on technology. If the school’s network goes down, the day’s lesson plans can be affected too.

Exa Education’s multi award-winning internet connectivity and customer service is dedicated to getting your school back online as soon possible, ensuring your pupils’ engagement with their learning is never interrupted for long.

Upgrade your connectivity, upgrade their imagination.

0845 145 1234 education@exa.net.uk www.exa.net.uk