Education Business 21.10

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VOLUME 21.10

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INSPIRING DYNAMIC DESIGNS Thorpe Park Resort launches interactive STEM workshops

IT & COMPUTING

TECH-ENABLED CLASSROOMS

How to prioritise your spending for ‘must-have’ new technology

PLUS: BETT 2017 | DESIGN & TECHNOLOGY | HEALTH & SAFETY | SPORT | STATIONERY

Supporting administration and improving the learning experience

As schools, colleges and universities attempt the tricky balancing act of cutting costs while improving service levels, more and more are discovering the benefits of deploying Fujitsu scanners in the classroom and administrative offices.

Fujitsu offers a wide range of scanners, including sheetfed, flatbed and overhead models. Different models are suited to different applications, but all perform the same essential function, the conversion of printed and handwritten information into digital images that can be shared, stored and distributed digitally.

Visit http://emea.fujitsu.com/scanners-in-education to find out more

ScanSnap iX100 ■ Battery powered scanner for

scanning in the classroom, office or at home ■ Wirelessly scan to a cloud account, smart device,notebook or email address ■ Scan small documents such as permission slips or notifications simultaneously ■ Choice of paper paths for flexible operation

ScanSnap iX500

ScanSnap SV600

■ Scan everyday documents such ■ Overhead contactless scanning ■ ■ ■ ■

as forms & permission slips up to A4 & even A3 Scan colour, double sided & mixed batches of documents Simple in its operation, connection via USB to PC or Mac Intuitive & automated scanning & seamless distribution to a host of destinations such as email Bundled with OCR software for creation of searchable & editable files

■ ■ ■ ■

fi-65F

■ Designed for easy & quick scanning of loose documents up to A3, of small documents up to A6 bound material & pupil produced ■ Scan items such as a passport, ID material such as craft items card, driving license or small slip Simple one button approach, ■ Scan in colour or black & white, can compatible with both PC & Mac be optionally powered by USB Continuous scanning possible ■ Small footprint for installation in with page turning detection & any environment timed scanning Automated image enhancement Bundled with OCR software for creation of searchable & editable files

Please scan here for a YouTube hosted video featuring teachers talking about using scanners and the benefits of them in the classroom and for admin

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Goodbye to the unpopular education bill The controversial education bill was quietly dropped

by Education Secretary Justine Greening in a written statement to parliament about the unrelated technical and further education bill. So what does this mean?

SCHOOL TRIPS

INSPIRING DYNAMIC DESIGNS Thorpe Park Resort launches interactive STEM workshops

IT & COMPUTING

TECH-ENABLED CLASSROOMS

How to prioritise your spending for ‘must-have’ new technology

PLUS: BETT 2017 | DESIGN & TECHNOLOGY | HEALTH & SAFETY | SPORT | STATIONERY

The government had already backed down on one of the bill’s most controversial clauses – converting all schools to academies by 2020 – but this marks its official demise. The written statement reinforced the government’s new position of “encouraging schools to convert voluntarily” so that they can all “benefit from the freedom and autonomy that academy status brings”.

The statement also said the DfE had renewed its focus so that “everything we do drives towards improving social mobility”, with the Schools that Work for Everyone consultation ongoing until mid-December. Greening explained: “This consultation asks how we can create more great school places in more parts of the country – including selective places for local areas that want them.”

Follow and interact with us on Twitter: @EducationBizz

With Greening officially dropping the education bill while defending plans for greater selection, it appears that grammar schools remain high on the agenda and will likely form a central part of the government’s Education reforms.

Angela Pisanu, editor

P ONLINE P IN PRINT P MOBILE P FACE TO FACE If you would like to receive 11 issues of Education Business magazine for £250 a year, please contact Public Sector Information Limited, 226 High Road, Loughton, Essex IG10 1ET. Tel: 020 8532 0055, Fax: 020 8532 0066, or visit the Education Business website at:

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Contents

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

CONTENTS EDUCATION BUSINESS 21.10 07 EDUCATION BRIEFER

37 SPORT

Calls for reception year teaching to be reviewed; unpopular education bill scrapped, but grammars remain on the agenda

11 DESIGN & BUILD 11 17

With many schools suffering from overcrowded classrooms and a school place shortage, Jo Bayne considers whether modular buildings can play a part in tackling these challenges

17 IT & COMPUTING

For many school leaders, it may seem that as soon as the technology budget is set, there is a new piece of technology that needs buying. So how do you prioritise your spending? David Whyley shares some advice

23 BETT 2017 PREVIEW

Taking place at London’s ExCel from 25-28 January 2017, Bett 2017 will have a fresh focus on game changers within education – those people, products and organisations creating an impact on the way we teach and learn across the world

29 CATERING 29 41

Karen Wallin, CEO of Special Olympics GB, discusses the challenges facing young people with intellectual disabilities and provides insight into Play Unified – a campaign using sport to change perceptions of those with intellectual disabilities across UK schools

41 SCHOOL TRIPS

There are many advantages to taking school trips during the winter months, from cheaper air fares to offering students an end of term reward. Members of the School Travel Forum (STF) share some ideas of what to do in the colder months, and what to bear in mind while planning

44 DESIGN & TECHNOLOGY

Richard Green, chief executive of the D&T Association, believes that design and technology is frequently misunderstood, and therefore, under appreciated. This feature explains what modern design and technology involves and ways to showcase the importance of the subject

With reports that some small schools struggle to provide free infant meals due to a lack of space or facilities, CESA’s Keith Warren shares some of the latest space‑saving equipment to help small kitchens to still deliver a quality food service

47 STATIONERY

33 PLAY

48 HEALTH & SAFETY

Increased physical activity levels are linked to greater concentration and academic attainment, yet there are still schools with little or no suitable outdoor space. Mark Hardy, chair of API, discusses what support and resources are out there to help school improve their play and sports facilities www.educationbusinessuk.net

Mark Rosser quizzes a selection of BESA’s members on what schools should consider when procuring school stationery – such as cost and quality, as well as how to source the best stationery products Winter months pose a number of additional dangers to both pupils and school staff, such as heavy snowfall and icy conditions. RoSPA’s education principal consultant Nathan Davies offers advice on how to tackle the dangers with a ‘risk aware’ attitude

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5

“Supporting Brighter Minds”

500,001 reasons for choosing ISS With more than 100 years of experience in the service industry and over 500,000 dedicated employees, ISS provides the ‘Human Touch’ to those important jobs that our clients outsource; which is why we are very proud to have been serving the Education Market with world class services since 2007.

We love to support brighter minds! Learners of all ages need refuelling during a day in the classroom and we’re here to make sure there’s plenty of delicious, homecooked food ready for eating or coffee in the pot when the lunch bell rings! For us, it’s very important that we serve freshly prepared, healthy food and beverages that tastes great. Quality ingredients are a must and the more British and local produce, the better!

Operating in over seventy countries ISS provides services within six different areas: Catering, Cleaning, including professional education cleaning, Technical Services, Security and Support Services and Facility Management.

For the last four years we have achieved the highest possible ratings by the International Association of Outsourcing Professionals® (IAOP®), which is just one more reason why you should consider ISS as your chosen provider.

To find out how you can benefit from the experience and skills provided by our 500,000+ service professionals, visit www.uk.issworld.com or feedinghungryminds.co.uk or contact us at isseducation.commercial@uk.issworld.com

Every day ISS employees work as an integrated part of each client school, academy, university or college, ensuring that service value is created through ‘The ISS Way’ of customising and delivering our innovative service solutions.

ISS Facility Services, ISS House, Genesis Business Park, Albert Drive, Woking GU21 5RW - www.uk. issworld.com - Phone: +44 845 057 6300

FACILITY MANAGEMENT | CLEANING | SUPPORT | TECHNICAL | CATERING | SECURITY | uk.issworld.com

72 per cent of public opposed to religious selection, survey suggests PRIMARY YEARS

Calls for reception year teaching to be reviewed

According to a new survey conducted by the British Humanist Association (BHA), 72 per cent of the public are opposed to religious selection in schools. The survey followed the government’s proposals to lift the 50 per cent cap on religious selection in faith schools included in the education green paper, which would effectively allow them to select 100 per cent of pupils based on their religious background.

Only 15 per cent of respondents to the survey said they supported religious selection, with 68 per cent of Christian respondents opposed to the idea and 82 per cent of Muslim respondents expressing a preference for no religious selection in schools. A key part of Theresa May’s argument for removing the 50 per cent cap was that it was specifically limiting new Catholic schools from opening, however, 63 per cent of Catholic respondents told the BHA they were also opposed to religious selection.

Andrew Copson, BHA chief executive, said: “Contrary to government claims, the cap on religious selection has significantly boosted integration in English schools.”

The Teaching Schools Council’s Effective Primary Teaching Practice report has found inconsistencies in teaching reception compared to year 1.

As a result, the government has been called on to launch an official review of the reception year.

The report, led by ex-primary headteacher Dame Reena Keeble, was based on visits to 20 primary schools across England. It found that reception teachers use a counting based approach to calculation, but said that pupils are then taught “subtraction by complementary addition” in year 1.

This leads teachers “to have to teach pupils to avoid previously learnt approaches,” the report stated.

The report recommended the Department for Education (DfE) launches a review to “address the confusion and lack of consistency regarding curriculum and practice in the reception year.”

The report also found that homework had a very limited impact on achievement for primary pupils, with some evidence suggesting it actually had a negative impact on progress.

Other findings include a call for teaching assistants to be given access to the same training as teachers and for a profession-led body to conduct reviews of primary teaching, with results published every five years.

SOCIAL COHESION

SCHOOL CLUBS

Recording pupils nationality criticised

Breakfast clubs boost primary pupils’ reading, writing and maths

The requirement for schools to keep a record of pupils’ nationalities has been condemned for having ‘all the hallmarks of racism’ by Liberal Democrat Education Spokesperson Lord Storey.

From the start of the current academic term, schools and colleges have been required to record personal information including nationality, place of birth and proficiency in English.

Speaking in the House of Lords, Storey criticised the government for rushing through the new legislation without proper scrutiny during the summer recess, and for not giving any reason why it is needed.

READ MORE: tinyurl.com/jfd2dm7

READ MORE: tinyurl.com/gn3rz3y

Breakfast clubs that offer pupils in primary schools a free and nutritious meal before school can boost their reading, writing and maths results by the equivalent of two months’ progress over the course of a year.

This is according to the results of a trial published by the Education Endowment Foundation (EEF).

106 English primary schools with higher than average numbers of disadvantaged pupils took part in the trial, which was delivered to 8,600 pupils by the charity Magic Breakfast.

Education Briefer

FAITH SCHOOLS

READ MORE: tinyurl.com/jmbgnck

Over the course of an academic year, parents were encouraged to send their child to free breakfast clubs before registration. The children were able to choose between cereals, wheat biscuits, porridge and bagels.

The independent evaluation by researchers at the Institute for Fiscal Studies and the National Children’s Bureau found that Year 2 children in schools with a breakfast club made two additional months’ progress in reading, writing and maths compared with a similar group whose schools were not given support to offer breakfast.

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

7

LANGLEY PUTS MORE INTO YOUR ROOF SO YOUR SCHOOL GETS MORE OUT Get more out of your education project.

Call 01327 704778 or visit langley.co.uk

A great school roof is about more than materials and labour. It’s about the technical expertise and experience that comes from supporting this sector. It’s about a wide choice of BBA approved systems and cost neutral renewable solutions including Solar PV and LED Lighting.

It’s about trust, and having a partner who offers comprehensive support – from free technical advice and bespoke specifications and design through to building reports, condition surveys and 5-year action plans.

All this goes into a Langley roof with on-site monitoring and access to approved contractors, installers and after care support – all designed to minimise budgets and risk and deliver roofing excellence. In other words, we put everything we have into your roof, so you and generations of school children get the most out of it.

REFORMS

Unpopular education bill scrapped, but grammars remain on the agenda Justine Greening: ‘rightly reflected on our strategic priorities’

Simon Davis/DFID

The controversial education bill unveiled in this year’s Queen’s speech has been dropped, but grammar school proposals remain on the agenda.

The education bill has already had its most controversial clause removed – forcing all state schools in England to become academies by 2020.

But Justine Greening wrote of her intentions to scrap the bill in a written statement to parliament on the unrelated technical and further education bill.

“We have rightly reflected on our strategic priorities and the proposals for education legislation put forward at the time of the Queen’s speech [in May],” Greening said in the statement.

“My department has renewed its focus on ensuring everything we do drives towards improving social mobility

with an emphasis on not just the most disadvantaged families but also on those that are just about managing.

“Our ambition remains that all schools should benefit from the freedom and autonomy that academy status brings. Our focus, however, is on building capacity in the system and encouraging schools to convert voluntarily.

“No changes to legislation are required for these purposes and therefore we do not require wider education legislation in this

PUPIL WELL-BEING

Calls for earlier sex education for pupils Shadow Women and Equalities Minister Sarah Champion has launched her Dare2Care report, which calls for earlier sex education for pupils as part of a range of measures to tackle child abuse and violence in teenage relationships.

Dare2Care argues that the current statutory guidance for sex and relationship education to

begin at key stage 3 is too late and more needs to be done provide age appropriate education before children are exposed to it online.

In addition to earlier sex education, the report also calls for a public health campaign about spotting the signs of abuse and training on abuse for all frontline professionals working with children.

session to make progress on our ambitious education agenda.”

Greening’s Schools that Work for Everyone consultation is running until 12 December and is expected to be followed by a white paper setting out proposals for extending grammar schools.

“The Schools that Work for Everyone consultation, which I announced in an oral statement to the house on 12 September, remains ongoing,” Greening said.

“This consultation asks how we can create more great school places in more parts of the country – including selective places for local areas that want them – and asks our independent schools, universities and faith schools to play their part in improving the quality of our state-funded schools.”

READ MORE: tinyurl.com/gv3keng

The Sixth Form Colleges Association’s annual survey suggests two-thirds of colleges have had to drop courses due to funding cuts.

The Association sent its annual questionnaire to all 90 sixth form colleges in England in September, and 80 responded.

The findings indicate that

over half (58 per cent) have also reduced or removed extra-curricular activities such as music, drama and sport.

Over a third of colleges (39 per cent) have dropped courses in modern foreign languages, with A-levels in German, French and Italian being the main casualties.

Teachers’ pay could be devolved in Wales Control over teachers’ pay and conditions could be devolved in Wales, Welsh Secretary Alun Cairns has announced.

The measures will reportedly be included as part of planed changes to the Wales Bill put forward by First Minister Carwyn Jones.

The Bill, which is currently being debated in the House of Lords, contains a several significant changes to the way power is shared between Wales and Westminster.

Cairns said: “Education is a devolved matter, and it makes sense for the assembly and Welsh ministers to decide the pay and conditions of teachers’ in Wales.”

However, both the NASUWT union and NUT Cymru have voiced concerns that the changes could lead to teachers in Wales being paid less than those across the border.

READ MORE: tinyurl.com/zcuc9gq

SCHOOL TRIPS

Thorpe Park launches STEM workshops for schools

FINANCE

Colleges drop courses due to funding pressures, survey finds

FINANCE

Education Briefer

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Thorpe Park’s educational team has launched three interactive STEM workshops for students.

The curriculum linked workshops provide an opportunity for students to utilise unique technological learning tools in a range of STEM and Business subjects, alongside the rides and mazes Thorpe Park is known for.

Schools can choose from a

computing workshop at KS3 or KS4, which enables students to see how digital images can be manipulated for effect, as well as design and technology workshops for KS3 or KS4 which explore the scaling up of ideas.

What’s more, a psychology workshop is available for KS5 students, which explores compliance theory and its effect on society.

Additionally, Thorpe Park Resort has partnered with the British Science Association (BSA) for 2017. There will be BSA endorsed events at Thorpe Park Resort on 24-30 March and the summer term, and STEM themed events at other Merlin Attractions, as well as resources aligned to the CREST Awards.

READ MORE: tinyurl.com/zvxczgs

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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With many schools suffering from overcrowded classrooms and a school place shortage, Jo Bayne considers whether modular buildings can play a part in tackling these challenges Schools across Britain are facing significant challenges. Threatened with buildings that are no longer fit for purpose, overcrowded classrooms and a school place crisis, the education sector needs sustainable and cost effective solutions to meet the needs of Britain’s school children. In this article we look at the key issues facing our schools and find out why modular classrooms are an essential investment for the future.

It’s well known that the school design and environment can have a huge impact on students’ learning. The University of Salford published a recent study showing that the classroom environment can affect both learning and academic progress by as

much as 25 per cent. This report shows that by placing an average ability student in the least effective, rather than the most effective classroom environment could affect their academic progress by as much as the average improvement across a year.

Poor temperature regulation, damp and lack of storage space are all common issues facing schools that can directly impact students’ learning.

Classrooms that are cramped and cluttered make it much harder for students to concentrate.

Pupils that don’t have

enough quiet, individual learning space can get distracted and lose focus, which affects their motivation to learn. On top of all this, the government’s school capital budget has been reduced by 60 per cent, leading to poorly designed buildings that are simply not suitable for the growing numbers of students.

NOT FIT FOR PURPOSE A study by the Royal Institute of British Architects shows that damp classrooms and school buildings full of asbestos results in pupils who are struggling to learn effectively and impacting on the health of both students and teachers. The NASUWT teaching union found that more than one third of teachers surveyed felt that their school building was not fit for teaching, with 40 per cent stating that their buildings were not good for pupils. This is a damning insight into the reality of school environments across the UK. Clearly poor school environments are seriously threatening the future of the education sector – children are underperforming and teachers are leaving their jobs. E

Written by Jo Bayne, Green Modular

An answer to the pupil place crisis?

Design & Build

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

The educati on sec sustain tor needs a effectiv ble and cost to meet e solutions th Britain’se needs of sc childrenhool

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Outstanding value and highly versatile staging Gratnells Stage is a high quality modular staging system that is light, robust, well finished and easy to assemble.

It’s ideal for schools and colleges – children as young as eight can easily help to move and assemble it as part of class projects. What’s more it has multiple uses and configurations for all kinds of presentations and performances.

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Design & Build

MODULAR BUILDINGS

A study by the Royal Institute of British Architects shows that damp classrooms and school buildings full of asbestos results in pupils who are struggling to learn effectively and impacting on the health of both students and teachers  OVERCROWDING IN SCHOOLS Problems with the school’s design and environment is only part of the issue.

Overcrowding in schools and a rapid increase in the need for school places is another critical problem facing Britain’s schools.

Thanks to 16 years of constantly rising pupil numbers, recent figures suggest that an extra 750,000 school places will be needed by 2025. The surge in pupil numbers is due to many different factors, including the impact of the baby boom, increasing birth rate levels and immigration. While this is certainly an issue across the country, schools are facing particularly critical shortages of places across London, the South East and the large cities of Manchester and Birmingham.

But what does this mean in practice for Britain’s schools? In reality, this means overcrowded classrooms and doubling up of learning spaces that are simply not fit for purpose. It also means that children may not be offered their first choice of school, and parents could be faced with having children at different schools, which is not sustainable and could impact on attendance levels.

It’s clear that the education sector is faced with multiple challenges. Schools across the country need to use creativity and innovation to find cost-effective and sustainable solutions for extra learning space.

A squeeze on budgets means that costly building extensions are no longer the go-to option for schools – so what is the answer?

A FAST AND FLEXIBLE SOLUTION Modular buildings are an increasingly popular solution for the challenges facing Britain’s schools. The flexible and bespoke

design allows schools to be truly creative in adapting their learning space to suit the needs of their school environment. Due to their modular nature these buildings are cost-effective, quick to build and are designed to suit the exact needs of each school.

Schools across the country are using modular classrooms to meet a wide range of educational needs. They are ideal for additional learning space, music rooms, libraries, outdoor classrooms, meeting rooms or extra offices.

Modular buildings are both versatile and adaptable; many schools are using modular classrooms for dedicated music rooms, with doors that open up onto playground areas for extra performance space. Modular classrooms create such a bright, welcoming environment that they are very popular as meeting spaces for parents’ evenings or open events too.

Their design is generally very modern and contemporary, so modular buildings are seen as an attractive space to spend time in.

The level of flexibility that modular classrooms offer will transform the possibilities for dedicated learning in today’s schools.

Considering the extra pressures on school places and overcrowded classrooms, having a flexible and welcoming space available is educational gold dust.

STRONG BUSINESS INVESTMENT Modular buildings are, first of all, a sound business investment for any school that needs additional space. They are built to last at least 50 years and these buildings are just as durable as any standard building made from bricks and mortar. Modular buildings undergo exactly the same testing of any good quality building project. Investing in a

modular classroom is a lot more cost-effective than renting traditional mobile units, and the bespoke design means that schools can create the perfect space to suit their individual needs.

Add in reduced energy bills thanks to high quality insulation and modular classrooms are a strong business investment for any school.

ECO-FRIENDLY MATERIALS AND DESIGN One of the key benefits of modular buildings is their focus on the environment. Modular classrooms are built with eco‑friendly materials and lead the market for sustainable construction. Most of the construction materials are recycled and modular classrooms are very well insulated. This energy efficiency will save schools money on energy bills as well as being kind to the environment. LED lighting is generally used too to reduce energy consumption.

Schools that opt for modular classrooms are not only solving their space problems – they can also use modular buildings as an opportunity to inspire young minds about green values. Students can learn about the materials used in modular builds and see first-hand the difference their new classroom is making to the environment. Modular classrooms are an ideal complement to wider eco-learning; many schools have installed them next to eco-gardens and ponds so that students can see how every aspect of their learning is kind to the environment. The eco‑friendly design and green building materials mean that modular buildings can blend into the school’s natural environment; some can even be created with living green roofs. There aren’t many school buildings that can create so much potential for educating young minds about the importance of our environment.

TIME EFFICIENT AND QUICK TO BUILD One of the most obvious benefits of modular classrooms is the speed of build. Forget months of disruption and moving pupils between classrooms while a traditional bricks and mortar extension is built; modular buildings can be constructed and ready for action within weeks. This means that E

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EDUCATION BUSINESS MAGAZINE | Volume 21.10

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MODULAR BUILDINGS  school leaders can respond quickly to the surge in pupil numbers and make sure that their school is fit for purpose as numbers grow. There’s much less disruption with a modular build, so staff and children can carry on with daily school life as normal.

ENRICHING THE CURRICULUM It’s widely accepted that arts-based subjects are critical in building children’s confidence and nurturing creative talent.

For many children, music, art and drama is the highlight of their education. Pupils who may find traditional academic subjects more challenging can thrive in music, drama or art. But these subjects are under threat with widespread funding cuts and lack of available learning space.

Modular buildings can offer a dedicated space for music, art or drama – the modern design and natural light create a perfect space for creativity to thrive. The flexible design is ideal for both individual teaching rooms and open performance space. So building modular becomes more than just a solution for extra room – it’s about finding

a way to enrich the curriculum and give every student the opportunities they deserve.

Modular classrooms are an essential investment for the future of the education sector. They can provide much-needed extra space to help schools cope with the rise in pupil numbers and give parents a far better chance to get their children into their first choice of school. The bespoke nature of modular buildings means that each school can create a dedicated learning environment that’s designed to fit the needs of both students and teachers. And their eco-friendly focus is a perfect opportunity to teach children about sustainability and the need to look after our environment. Perhaps most importantly of all, their speed of build means that school leaders can respond quickly to changing demands and create a learning environment that’s truly fit for purpose. Schools across Britain may be facing many challenges, but this flexible approach to build might just create the perfect sustainable solution. L FURTHER INFORMATION www.green-modular.com

Modular classrooms are an essential investment for the future of the education sector. They can provide much-needed extra space to help schools cope with the rise in pupil numbers and give parents a far better chance to get their children into their first choice of school

Over 24,000 extra classrooms required by 2020, report says

Design & Build

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

More than 2,000 new schools must be built within the next four years to accommodate the rising number of pupils in England, according to Scape Group’s School Places Challenge report.

The report from Scape Group, which advises local authorities on new buildings, reveals that local authorities are expecting an additional 729,000 pupils in education by 2020 – a rise of 8.6 per cent in primary school pupils and 12 per cent in secondary school pupils in England. To tackle this increase, the equivalent of two new schools must be created each working day. London, the South East and East of England are experiencing the highest growth with more than 375,000 additional primary and secondary pupils expected to be added to the registers in four years’ time.

Of the total 2,122 new schools needed, the equivalent of 12,209 primary classrooms and 12,078 secondary classrooms, London requires 507 new schools. The London Borough of Barking and Dagenham will see the biggest increase in pupil numbers, requiring a total of 28 new schools, followed by Lambeth, Newham and Greenwich, which need 21, 37 and 25 new schools built, respectively.

Outside of London, the city of Manchester will see numbers rise to almost 19,000 extra primary and secondary pupils by 2020 – a 27 per cent increase that will require the equivalent of 57 new schools.

Rapid growth in the cities of Bristol, Peterborough, Milton Keynes, Leicester and Nottingham will also mean that new schools will become highly sought-after should the necessary amount not be built in time.

Mark Robinson, Scape Group chief executive comments: “As the growth of the primary school population gathers pace, the pressure on school places will soon transfer to the secondary population, requiring a new wave of advanced school building. The government’s preference for free schools has created uncertainty for local authorities, who are tasked with planning and building new schools, but will not be responsible for running them.

Proposals for new grammar schools has further muddied the waters.”

See the report at www.scapegroup.co.uk

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

15

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IT & Computing

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CLASSROOM TECHNOLOGY (Photo: Nick Robinson)

Written by David Whyley, naace board member and CEO of Whytek Consulting

Learning for tomorrow in the classroom of today For many school leaders, it may seem that as soon as the technology budget is set, there is a new piece of technology that needs buying. So how do you prioritise your spending? David Whyley shares some advice School leaders, school business managers and bursars regularly get asked to find more money for technology. As soon as the technology budget is set, there seems to be a piece of new technology that demands ever‑increasing resources. Cloud based computing, 1:1 devices, 3D printing and digital books are all current hot topics. Working out spending priorities can be a nightmare.

How to make sense of all this? Well visiting the BETT show is essential, but also devising a three-year technology strategy linked to the aims of the school is key to effectively managing and funding technology developments.

It was all much simpler a few years ago – build a suite of computers, install an interactive whiteboard in each classroom, throw in a laptop or two and you could easily deliver the old expectations of the National Curriculum. Back then, pupils found using

computers to be a novelty and were happy to just get the chance once a week to switch them on. Not any more – most pupils have a mobile phone which has more computing power than those old desktops and are used to using technology so frequently in their lives outside school it has become second nature for them. So how do schools respond to these changes and build a classroom of today that can provide learning fit for pupils to become confident digital citizens of tomorrow?

learning for them in their school? Then build the technology needed to deliver this. Good background reading for senior leaders is the BESA NAACE leadership briefing paper (www.naace. co.uk) commended by the Secretary of State in Jan 2016. This gives leaders a ‘state of the nation’ position for education technology adoption across the UK with which to compare their personal position. Headteachers need to ask the simple question – what type of technology enhanced teaching and learning do I want to observe in all classes in my E

Cloud‑b computased 1:1 dev ing, 3D prin ices, digital ting and book current s are all ho topics t

START WITH TEACHING AND LEARNING The best way for headteachers and senior leaders to begin is with what they are experts in – what makes good or outstanding

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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A RECIPE FOR EDUCATION TECHNOLOGY So, what might the magic ingredients be?

Firstly, teaching with technology. Teachers and students still need a large interactive display where teachers can demonstrate and model what they want their pupils to learn.

Gone are those early dimly-lit projectors and boards. The latest classroom large displays are Interactive Flat Panels or IFPs – basically large (up to 85”) touch sensitive hi-definition TVs. These bring the image quality that pupils are now used to at home on their HDTV to the classroom. The latest versions even come with a built in Windows 10 PC which cuts down on the cost of a separate teacher computer. Wise teachers will let their pupils use these interactive displays for sharing their learning and not keep them all to themselves.

Teachers also still need a way of digitising and annotating pupils’ paper based work. In the past, this would have been achieved with a visualiser, but now teachers are achieving (Photos: Nick Robinson)

Most pupils have a mobile phone which has more computing power than old desktops and are used to using technology so frequently in their lives it has become second nature for them the same results by using the camera on an iPad once it has been mounted on a stand.

The second ingredient is learning with technology. Research from BESA shows that demand for tablet and mobile computers is on the increase with schools placing less reliance on desktop PCs. Pupils and teachers now expect to have mobile computing devices in the classroom on-hand to enhance any aspect of learning without waiting to march off to a specific room. Few schools can support a 1:1 deployment of pupil devices with many preferring to allocate trollies of laptops or tablets to primary year groups or secondary subject areas. If needed, they can be divided to meet the needs of small groups or pooled to offer 1:1 access for specific

IT & Computing

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Sponsored by

lessons. Software systems for connecting and mirroring pupil devices to classroom interactive displays are becoming essential.

LEARNING BEYOND SCHOOL This is becoming a necessity for schools – particularly if they want to engage in ‘flipped learning’. This is a teaching and learning technique where the homework task is E

About the author David Whyley is an inspirational and motivational leader in the fast changing and complex world of educational technology.

Internationally-recognised as one of the pioneers of mobile learning, David specialises in the fields of technology change management, developing innovative approaches to teaching and learning and embedding integrated technology hardware & cloud based solutions.

He is CEO of his own successful technology consultancy company and currently works with a number of UK and global clients, including schools, educational establishments and multi-national tech companies.

Having over 37 years of experience as a teacher and educationalist in the City of Wolverhampton means his work is firmly rooted in hands on pedagogy. He is a former primary headteacher and leader of the BETT award winning Wolverhampton City Learning Technologies Team.

David’s work is internationally highly‑respected and has been presented at numerous international keynote speeches and featured in many publications. Regarded as one of most significant innovators in his field, his individual contribution has been recognised with an Honorary Doctorate of Technology by Wolverhampton University. He has also received the Mobile Learning Impact Award (USA), two BETT awards and the inaugural lifetime achievement award from the e-Learning Foundation. He is currently co-opted as a board member for NAACE. FURTHER INFORMATION Twitter @davewhy

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

19

IT & Computing

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Bring your own device – a smarter way for schools to realise their IT ambitions From interactive whiteboards, digital sketching tools and education-friendly apps, the acceleration of technology in education is gathering momentum.

Bring Your Own Device (BYOD) schemes have been around for some time, however as more schools opt to swap textbooks in favour of laptops, iPads and smartphones, the concept is finally set to take off.

BYOD provides a tailored learning experience whereby students can bring their portable devices to access cloud-based services when connected to a school’s Wi-Fi network.

According to research compiled by education software and services company RM Education, just 29 per cent of UK secondary schools have opted for some form of BYOD so far. But the number considering adopting the policy has risen from 22 per cent in 2014 to 26 per cent this year due to its potential benefits.

A survey by education charity Techknowledge for Schools discovered that two-thirds of teachers (66 per cent) felt that one-to-one mobile technology assists weaker students and those with special educational needs. 61 per cent also agreed that if every student has a personal mobile

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EDUCATION BUSINESS MAGAZINE | Volume 21.10

device this enables a teacher to differentiate between contrasting learning requirements.

While the advantage of BYOD is obvious, the cost to implement such policies can place significant pressure on schools’ budgets at a time when education organisations believe government funding to be inadequate.

Schools in the UK currently spend £900 million annually on IT and this figure is anticipated to increase in the coming years.

Arguably the greatest challenge for schools is not proving technology’s influence in enhancing student achievements, but how they can keep up with the pace of innovation to ensure pupils do not get left behind.

Tailored finance schemes from trusted providers, such as Wesleyan Bank, enable schools to provide students with oneto‑one learning access to laptop, tablet and other portable devices based on the BYOD model. The cost of the device can

be funded via a monthly payment scheme paid for by parents, making this an efficient scheme for schools to implement.

This also gives students access to flexibility by utilising the technologies they need to flourish in the future, inside and outside of the classroom.

To find out more, visit Wesleyan Bank’s stand at the Innovation in Education conference and attend the company’s BYOD seminar at 12:25pm at the City of Liverpool College on 6th December 2016.

Wesleyan Bank will also be discussing its commercial finance solutions on stand G85 at leading education technology show BETT 2017 at ExCeL London on 25-28 January 2017.

FURTHER INFORMATION wesleyan.co.uk/educationcommercial

IT & Computing

Sponsored by

CLASSROOM TECHNOLOGY Micro:bit Educational Foundation launched (Photo: Nick Robinson)

Keep up-to-date by visiting the BETT show held at the ExCeL exhibition centre in January  flipped to take place before the class lesson not after it. Flipped learning usually involves pupils engaging with a digital resource to acquire prior learning, so that time in class can be maximised and learning enhanced. Schools need to procure systems for securely enabling their teachers and students to save and retrieve their work in class, at home and beyond.

Many suppliers, including big players like Google and Microsoft, can offer this for schools in a very economical way. Digital content in the form of high-quality video is becoming increasingly important as is the availability of digital books and online structured learning materials, such as those supporting mathematics and reading. The technology hardware on its own will not enhance learning – it is a simple mistake that many still make.

THE COMPUTING CURRICULUM Since September 2013, school leaders need to make provision for the teaching of computing.

The good news is that both firm favourites to deliver this – Scratch and Kodu – are both free to download and use – but the school needs to provide hardware to enable pupils to program and code on a range of devices – not just one type. Schools will also need to build in provision for some programmable hardware to technologically enhance the design and technology experience of pupils. This can range from specific kits such as Lego WeDo to Makey Makey for your very own Banana piano.

A ROBUST INFRASTRUCTURE This is like making sure that all the nice things in your house are built on a sound foundation. Nationally and internationally there are examples of large expensive education technology schemes that have failed due to poor infrastructure and insufficient technical support.

Put quite simply – if you increase the number of connected pupil devices in your school – you will need to upgrade your Wi-Fi systems (which were probably originally built just to connect your staff and the school office) and you will need to increase your broadband speed and capacity. The next thing you will need to assess is whether your current arrangements for technical support are sufficient, both in terms of quality and time.

TRAIN STAFF AND ASK YOUR PUPILS I know that this might seem obvious; but once more, this is often overlooked or added as an afterthought. If you are supplying new pupil devices, then make sure your teachers have one in advance of the pupils and that they know how to use it. Train them in advance on any software or cloud based systems. Give them time to adjust to this new way of working. Some schools are specifically appointing tech savvy teaching assistants to support the integration of technology into teaching and learning.

When was the last time you asked your pupils which technology they would like to use in school? It is worth setting-up a group of pupil digital leaders to help support and advise. In one school where this was done – surprisingly – the pupils asked for devices with a keyboard when the staff had assumed that they would want tablet type devices.

Why was that? They wanted to type and use a mouse for their work rather than swipe and pinch. Ask your pupils at every stage – remember they are a surprisingly untapped resource of education technology expertise.

REMEMBER TO INNOVATE Set up systems in your school to nurture innovation with the latest technology.

Don’t always leave it to the school down the road. Have a key teacher try out the latest education technology which can then be rolled out across the school once successful. Never risk installing it across the whole school at once without trialling it.

Keep up-to-date by visiting the BETT show held at the ExCeL exhibition centre in January.

Just to whet your appetite – if you thought that an interactive wall was only available in sci fi movies visit www.nureva.com/ span‑classroom-collaboration-system and see systems that are available to UK Schools now.

Remember, we need to set up classrooms today to deliver learning for tomorrow.

It is not just important to develop technology in your school to deliver the current curriculum – but also to develop the digital citizens of the future. L FURTHER INFORMATION www.whytekconsulting.co.uk

The Micro:bit Educational Foundation has been officially launched to continue the successful deployment of the BBC micro:bit.

The Foundation will operate as a not for profit company and will build on the BBC’s work to break down barriers to technology and enable young people to improve their digital skills.

The micro:bit was developed as an affordable way to encourage schools and pupils to engage with coding and inspire the next generation of inventors.

Over the last 12 months one million micro:bits have been distributed to school children across the UK, which have been supported by the launch of the micro:bit website and hundreds of learning resources for teachers and pupils.

Initial evaluation shows that users have visited the website more than 13 million times, used the code simulator nearly ten million times and compiled code onto their devices close to two million times.

Additionally, a research report for BBC Learning found that 39 per cent of girls who used the BBC micro:bit said they will now choose ICT/computer science as a subject option in the future, compared to just 23 per cent before trying out the micro:bit. 90 per cent of children also said the BBC micro:bit taught them that anyone can code and 88 per cent said it showed them coding is not as difficult as they thought it would be.

The Foundation will now take over from the original BBC micro:bit partnership in a phased transition, ensuring long-term support and expansion of the educational programme.

It will continue the roll out across UK schools, promoting the use of the micro:bit, as well as offering sponsorship to schools who may struggle to afford the technology.

FURTHER INFORMATION www.microbit.org

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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G-Touch 4K

Touch the Future • Comes in 65”, 75”, 86” sizes • True 4K technology • 10 point touchscreen • Complete with educational software: Spark & Project Flow

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Bett 2017

EVENT PREVIEW

An insight into future technology Taking place at London’s ExCel from 25-28 January 2017, Bett 2017 will have a fresh focus on game changers within education – those people, products and organisations creating an impact Bett is now in its 33rd year, and comes after a year of significant change within the education sector. Academisation, governance, selective schooling, teacher retention and the outcome of the EU referendum – Bett 2017 will provide an arena for open and informed discussions about these pivotal areas of education, and many more. This will ensure that attendees leave Bett equipped with the knowledge and insight needed to play a part in shaping the future of education worldwide.

Taking place at ExCel London from 25‑28 January 2017, Bett 2017 will have a fresh focus on game changers within education – those people, products and organisations creating an impact on the way we teach and learn across the world. With a history spanning over three decades, Bett is known for bringing together everyone with a passion for improving the future through education and showcasing the very best the global education marketplace has to offer.

BETT ARENA The Bett Arena offers visitors sessions that mix practical advice, insight, inspiration and tools. The area was developed to showcase the individuals and products that are creating an impact in education. For 2017, alongside speakers such as Heston Blumenthal, Sir David Carter and Elspeth Finch, expect the return of Sir Ken Robinson, exploding science, provocative open discussion, 3D printed school dinners, collaboration with thought leaders and visionaries and world

The learnerapp Stu led d is just oytracks ne the tech nologieof will be s that at the B showcased ETT F platformutures

exclusive tech launches. Join 1,000 global educators in the Arena for a passionate, open, knowledgeable and playful look at how, together, everyone can create a better future through education.

Bett attracts more than 30,000 educators from across the world each year who come to see the latest and most innovative learning resources and to learn from the various seminars.

BETT FUTURES Bett Futures, a platform designed to nurture emerging edtech start-up companies, is returning to Bett following a successful launch at the show in 2015 and impressive growth in 2016. This year, the aim of Bett Futures is to showcase budding businesses that promise to be game changers in education and it will run in association with the British Educational Suppliers Association (BESA) and the Times Educational Supplement (TES), along with other partners.

The area celebrates brave thinking, innovative pedagogy, new products and education game changers. It was designed as a unique, global platform for emerging learning solutions that will provoke discussion and debate, inspiring attendees with practical ideas on how to improve their own educational practice.

The learner-led app Studytracks is just one of the technologies that will be showcased at the BETT Futures platform. It makes GCSE, AS

and A-Level exam preparation enjoyable and effective by merging music with curriculum‑based study materials, so that when students listen to the music, information becomes embedded in their memory – just like song lyrics – which can then be easily be recalled in an exam.

Drumroll HQ will be showcasing E.A.K. (Erase all Kittens), a unique web-based platform game designed to teach students real coding languages and engage more girls by using a highly gamified and story‑driven approach. E.A.K. helps students to build up their personal learning and thinking skills, and allows teachers to become facilitators of independent learning.

HIGHER EDUCATION LEADERS SUMMIT New for Bett 2017, the Higher Education Leaders Summit has been developed to address some of the most significant challenges currently facing senior leaders across higher education. Developed specifically for higher education leaders, this summit provides a valuable opportunity to hear about and discuss the latest legislation updates, pedagogy and leadership strategies.

The summit will offer the opportunity to learn from Higher Education peers from E

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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INSPIRED INTERACTIVE SOLUTIONS FOR INSPIRED YOUNG MINDS

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EVENT PREVIEW  the UK and abroad, sharing practical insights into the teaching and learning experience at universities across the world.

The summit will cover important topics such as: the Teaching Excellence Framework; learning analytics and how to use them effectively in higher education; traditional assessment methods and their suitability with modern pedagogy; and the evolution of learning spaces within the digital landscape and how we can ensure student safety online.

LEARN LIVE SEMINARS Practitioner-led ‘Learn Live’ seminars and workshops covering primary, secondary, higher education, special educational needs (SEN), further education and skills, will address key issues in contemporary education.

These varied sessions will provide useful insight into the latest research, practices and policies affecting education worldwide.

With leading speakers from across all walks of the education sector, these sessions are designed to provide practical teaching techniques that educators can take away and implement in their own classrooms.

The show floor is once again set to be exciting, colourful and filled with innovative technologies; here are just a few examples of the exhibitors visitors can expect to see.

MINTclass is a secure online platform providing teachers with a range of features and modules, including its renowned digital seating planner, helping to save time and reduce workloads. New and updated modules include attendance recording, behaviour management, parent reports, markbooks, performance management and a staff calendar system.

Based in the heart of Silicon Valley, ROBOTERRA is the developer of creative robotic products, designed to stimulate creativity and cultivate the next generation of STEAM talents. ROBOTERRA’s robotics kits and software are designed to inspire creativity and motivate students to learn about science, while providing a foundation for tech-driven careers.

Bett 2017

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

The Bett Arena offers visitors sessions that mix advice, insight, inspiration and tools. The area was developed to showcase the individuals and products that are creating an impact in education VisiLift+,SENse and immersive rooms.

With strict mapping and rigorous quality assurance, GCSEPod has created over 4,000 audio-visual pods, covering more than 20 subjects. Endorsed by the Association of School and College Leaders (ASCL), it facilitates intervention, impacts rates of progress and delivers on expectations and accountability. GCSEPod is a true core resource for mobile learning and revision and can be used on any device, inside or outside of school, and on or offline.

SchooliP is an online software platform that supports leaders and managers to improve teacher effectiveness through streamlining performance management, professional development and improvement planning.

The software promotes teacher effectiveness by understanding the information leaders need to make managing staff performance an efficient and effective process.

OpenCampus is a solution for education management, built upon ‘Open Adoption’ technology. It provides an individual web‑based education portal with features

for learning management, mobile app integrations and OpenCampus’ ‘build what you need technology’ – a concept that allows users to design features exactly as they want them. Online applications, classroom and course management, scheduling, evaluations, assignments, rewarding, e-learning, student billing, and communication tools are just some examples of the 300 plus features available with OpenCampus.

SCHOOL LEADERS SUMMIT The growing emphasis on school leadership will be addressed in the School Leaders Summit, which will explore the most significant challenges facing senior leadership teams and how they can be tackled. This summit will also provide an opportunity for school business managers and senior leaders to network and collaborate to come up with forward-thinking solutions to improve school leadership.

Expanded for Bett 2017, the School Leaders Summit is separated into two streams. The first stream will focus on challenges, innovation E

INNOVATIVE TECHNOLOGY Other innovative technology on show at the Learn Live area include CENTURY Tech’s innovative and forward‑thinking platform. It is a unique blend of cognitive neuroscience, big data, and artificial intelligence (AI). Students access multimedia learning material through the platform and at the end complete a short, informal assessment. The artificially intelligent algorithms are able to adapt each individual student’s learner path, so the more the student uses the platform, the more CENTURY understands their learning needs.

Integrex will showcase its cutting-edge interactive and touchscreen systems, including interactive floors, which are ideal for any special educational needs learning environment to stimulate children’s responses, cognitive understanding and recognition abilities. Products include VisiLift,

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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Bett 2017

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

iiyama displays – a great choice for education iiyama displays are a great choice for education and are widely used in most UK HE and FE institutions. By focusing on quality, features and longevity, iiyama provide the best cost of ownership proposition of any display brand. iiyama displays offer unrivalled quality vs cost, fantastic pre and post-sales support and proven reliability and performance. People choose iiyama because they trust in the quality and have peace of mind that their investment will stand the test of time in demanding educational environments.

Most importantly, the children understand and interact with interactive large format displays intuitively.

The new ProLite TH6567MIS‑B1AG is a 65” Touch Screen with integrated

26

Android Software and EasiNote annotation, meaning you can draw directly onto the screen with no need for a connected PC device.

This touch screen offers fast and accurate drawing and speakers loud enough to fill a large class room. iiyama LFD touchscreens (42”– 86”) work perfectly with the most commonly used classroom software, like Smart, Promethean, Easiteach, Omnitapps and Open‑Sankore. Our professional high-end panels deliver supreme, rich colour clarity and are made for long term use. Exclusive to any education customer, iiyama offers a full five year de/re-install warranty.

FURTHER INFORMATION www.iiyama.com

Taking touchscreens to the next level – why compromise?

4K technology provides the highest quality images available and Genee will soon be launching the superb G-Touch 4K Touchscreen range. These 4K Touchscreens provide users with ultrahigh-definition quality, future-proofing any classroom.

Available in three sizes (65”, 75” and 86”) the G-Touch 4K range has been designed with an eye to the future in mind and offer speakers, 10-point touch and ease of use with the simple front-facing and sidefacing buttons and connection ports which allow for any device to be connected to the G-Touch.

With the crisp presentation display, built-in PC and easily accessible front-facing ports, a G-Touch 4K Touchscreen is a powerful presentation tool with the ability to make lessons come to life. It will be a revolutionary addition to schools, enabling student interaction

and collaborative learning, and all this can be achieved for the similar low price of the non-4K G-Touch Touchscreens.

Be clever, rise above to the next level and make your classroom future-ready with the stunning G-Touch 4K Touchscreen Range and transform your learning environment.

FURTHER INFORMATION Tel: 01902 390878 enquiries@geneeworld.com Tweet: @geneeworld

Market leading touch technology solutions designed for education

Fujitsu document scanners – supporting admin and promoting good learning

Avocor designs, develops and manufactures market leading touch technology solutions designed for education. With its flagship range, the VTF series, Avocor believes it has taken interactive display technology to the next level, introducing revolutionary features such as InGlass™ touch and including an embedded Windows 10 PC. InGlass™ is a unique and revolutionary technology and comes as standard with the Avocor VTF panel range. It offers responsive, smooth, intelligent and accurate touch. Users can experience the accuracy and fluency of the Microsoft Ink based pen as well as smooth and precise 10-point touch for a truly collaborative environment. The Avocor VTF display also delivers affordable 4K clarity, gone are the shadows cast by projectors or misalignment of pens. These are replaced by ‘state-of‑the‑art’ crystal clear images and

By implementing digital working practices, including the scanning and digitisation of material, a school will very quickly see the benefits brought about from the enhanced collaboration between staff members, pupils and parents.

The speedier capture of correspondence such as permission slips, catering requests, HR material, bursaries and paperwork related to special needs as well as the implementation of technology driven teaching methods for a more enriched learning experience and marking will additionally see time being freed up, whether for teaching or personal recreation.

An important aspect of enhanced learning is to discover how technology can help early learners develop confidence in their abilities and recognise the progress that they have made.

Fujitsu scanners can help in this

super smooth inking with no interference from ambient light.

With a Windows 10 operating system and an instantly recognisable interface, users can walk up to the panel and get started easily with no additional training being required. In addition, everyday software packages such PowerPoint, Word, Excel and OneNote can be accessed directly from the panel with no lengthy user adoption training required to get the best out of the panel.

Choose the Avocor VTF range and experience tablet-like technology on a large format display, all at an affordable price.

FURTHER INFORMATION www.avocor.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 21.10

regards by capturing a pupil’s work throughout the term so that children, teachers and parents can see how their handwriting, drawings and paintings have evolved and improved. Providing digital files at the end of term instead of, or as a supplement to, the actual artwork is also convenient for parents.

By the time children start school many are already familiar with technology, giving teachers a platform of knowledge on which to build. Infant and junior schools that have the technology to enhance learning are setting the benchmark, both in terms of actual achievement and parent or government recognition.

FURTHER INFORMATION emea.fujitsu.com/ scanners-in-education

Bett 2017

EVENT PREVIEW  and the future of education, probing into some of the biggest challenges facing senior school leaders. The second stream will address the practical and business challenges of leadership in education, making it the ideal session for school business managers and other members of senior leadership teams.

Topics that will be covered include developing school business management skills; managing the process of academy conversion; and how to source top talent in challenging times.

STEAM VILLAGE Following its success in 2016, the STEAM (science, technology, engineering, art and mathematics) Village will play host to a number of organisations supporting learning in the STEAM subjects. The Bett STEAM Village is an interactive space for teachers and students to learn through exploration and play, allowing visitors to try out STEAM solutions and products while considering how they can be assimilated into the classroom to enhance education. Experts will be on hand to guide visitors through key STEAM topics, teaching methods, and new and emerging technologies.

A platform for educators, specialists and STEAM enthusiasts, the STEAM Village will host a series of panel discussions, dynamic sessions and live demonstrations, and present the latest initiatives, projects

and approaches that are shaping STEAM education. Discussions will address key issues such as why we’re now talking about STEAM as opposed to STEM, how a STEAM approach can be integrated into teachers’ everyday practice, how to fill the digital skills gap with a STEAM approach, and bridging the gap between education and industry.

THE BETT AWARDS Considered by many as the most esteemed accolade in the industry, the Bett Awards provide a showcase of resources and companies that seek to provide educators with the information, ideas and inspiration that are fundamental to the learning process.

The Bett Awards are a celebration of the

inspiring creativity and innovation that can be found throughout technology for education. The awards form an integral part of Bett each year, the world’s leading showcase of education technology solutions.

The winners are seen to have excelled in ICT provision and support for nurseries, schools, colleges and special schools alike with a clear focus on what works in the classroom.

The 2017 award winners will be revealed at Tobacco Quay in London on 25 January.

Bett is free to attend but to save time, pre‑show registration is recommended, see the website for details. L FURTHER READING www.bettshow.com

A single software platform to manage pupil transportation

Interactive touchscreen devices from award winning firm Clevertouch

Pupil transportation has become one of the important parts of the educational system, especially for private/ international schools.

This process has many stake holders and needs to be fine and flawless, but can be difficult to manage without a proper tool.

Drivers and attendants need an up-to-date itinerary, with any late amendments marked. Traffic officers need to have full control of schedules, manage their daily changes and monitor the execution of the work, obtaining the real-time state of ridership.

Parents would love to have a timely notification for their bus arrival, or to know when their child is due to get off the bus while they’re still at the office.

Maybe some of them would dream of making changes to the weekly transportation schedule, easily through their mobile phone. As far as business people

The Clevertouch Plus is the market leading interactive touchscreen in education. Designed with the simplicity of an iPad or iPhone, the Clevertouch Plus has an inbuilt Android operating system and a bespoke user interface, which makes it easy to find folders, settings or applications.

Clevertouch has developed LUX – the most advanced user interface ever built into a largeformat interactive touchscreen.

Not only does LUX put you in complete control of the screen, it also gives you the power of small-screen apps on a huge display – perfect for teaching or sharing.

A custom built app store – the Cleverstore – is preloaded on every Clevertouch Plus, providing users with a wide range of educational and business apps that enable even greater functionality and play. Apps in

are concerned, their expectation of the transportation service is very simple: to lower its costs.

All the above and many more are managed by a single software platform: SchoolBusNotes.

Focusing on safety, SchoolBusNotes is a unique tool which combines parent notifications, route optimisation, ridership management, controlling of all daily changes in transportation program and monitoring operations.

SchoolBusNotes gives full control while focusing on safety and substantial cost cutting.

FURTHER INFORMATION Tel: +302109609901 info@schoolbusnotes.com www.schoolbusnotes.com

the Cleverstore are free and have been cleansed of advertising and in-app purchases.

The Clevertouch V-Series—The AV Awards Interactive Display Product of the Year 2016— is the perfect touchscreen solution for smaller budgets. It has all the essential features of a Clevertouch, but without the Cleverstore or integrated apps.

Clevertouch was named AV Awards Manufacturer of the Year 2015.

FURTHER INFORMATION www.clevertouch.co.uk

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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EDUCATION BUSINESS MAGAZINE | Volume 21.10

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• Kitchen/dining area refurbishment

Catering Written by Keith Warren, director of CESA

KITCHEN EQUIPMENT

The big squeeze on kitchen space With reports that some small schools struggle to provide free infant meals due to a lack of space or facilities, CESA’s Keith Warren shares some of the latest space-saving equipment to help small kitchens to still deliver a quality food service A well‑planned kitchen will bring major benefits to food service operation – it can mean savings in both staff and food, resulting from increased operational efficiencies and pupil satisfaction as quality of food and service improves.

Space is a critical issue. Often schools have limited kitchen space, but it is essential it is capable of producing the volume and quality of food required.

Many manufacturers now offer slimline versions of their standard designs, to help maintain capacity in a small kitchen.

MULTIFUNCTIONAL SPACE SAVERS Multifunction cooking appliances, such as combi steamers and hi tech bratt pans, which can handle several cooking processes, will be a space-saving benefit in any school kitchen. Multifunctional appliances have evolved considerably in recent years, using innovative technology to combine the functions of conventional equipment into single, self‑contained units, helping to simplify complex procedures and the preparation of large quantities of food. While they are becoming essential for caterers working in large schools, smaller versions of these multifunctional appliances are bringing the benefits to compact kitchens in small schools, too.

The combi steamer has become a ‘must have’ in most commercial kitchens.

By balancing the amount of dry heat and steam, the combi can duplicate many different cooking processes, so it can E

A Light catering equipment tidy andned offers schools the n well‑pla n mean opportunity to buy new appliances when they chen ca oth staff t i k want to extend their in b menus, without heavy savings and increase d investment. For example, and foo the quality a panini grill or a potato both od and baker can be used to create of fo ce a whole new range of foods, with the equipment costing just servi a few hundred pounds or less.

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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KITCHEN EQUIPMENT  be used to pan fry, roast, steam, poach, bake, grill, and smoke. Meanwhile the programmability of the machine means even untrained staff can load up the combi and cook chef’s signature dish to perfection – at the touch of a button.

Combi steamers are also popular because they use less energy than conventional cooking appliances and thus cut kitchen running costs.

Traditional combi steamers were bulky bits of equipment. Manufacturers have responded to the big squeeze on kitchen space with the development of ever-smaller machines that offer all the programmes and functions of their larger siblings, but in a compact footprint.

Amongst the most innovative pieces of multifunctional equipment are the latest, hi‑tech versions of bratt pans. They are capable of a wide selection of cooking functions, including braising, boiling, steaming, poaching, stewing, roasting and both shallow and deep‑fat frying. One of their main advantages is the ability to cover most steps of cooking recipes where ingredients require different cooking methods. Many manufacturers offer additional optional functions to extend the capabilities even further, including pressure cooking.

SUSTAINABILITY Environmental considerations are vital. Sustainability should be at the

or warm-up the incoming air during colder months, reducing the need for extra heating.

TRAINING Training staff on new equipment and operational procedures is vital. It should be considered at the planning stage of a kitchen redesign. Talk to the manufacturers and suppliers of the equipment – they should be able to arrange training before the kitchen goes live.

For school caterers wanting a complete understanding of the way a kitchen operates, the CFSP (Certified Food Service Professional) qualification offers the answer. Operated by CESA, it covers every area of food production, including food safety, distribution, kitchen design, new technology and sustainability. CFSP courses are run regularly during the year. The programme is accredited by the University of West London as a Level 4 certificate of continuing professional development. For information on the next course visit www.cfsp.org.uk.

THE CESA CONFERENCE 2016 CESA’s 2016 conference, taking place on the 17th & 18th November at Marriott Forest of Arden Hotel near Solihull, is once again bringing together a strong and diverse range of speakers from across the industry and beyond to discuss some of the

Multifunction cooking appliances, such as combi steamers and hi tech bratt pans, which can handle several cooking processes, will be a space-saving benefit in any school kitchen core of every catering equipment buying decision. It’s not just about minimising impact on the environment, it’s also about minimising running costs.

As of July 1st 2016 all professional refrigerated cabinets carry an energy rating label, so buyers can compare the energy efficiency of different models easily. This is a result of the EUP Eco Design Directive and will apply to other categories of catering equipment in the future. The directive has led to manufacturers developing innovative new technologies to minimise energy consumption, so it’s well worth school caterers revisiting what’s available on the market before making a decision.

The old practice of chefs coming in and turning on the stoves first thing is a huge energy-waster. Modern pan-sensitive equipment, including (but not exclusive to) induction, means equipment only turns on when it senses a pan in the heat-zone.

Similarly, modern heat exchange technology is having a huge impact on energy use, for example in warewashing and ventilation. In the latter, the heat from air that is being extracted from the kitchen can be recycled to ‘temper’

most important issues currently affecting foodservice. 2016 sees the return of Evan Davis from Newsnight and Dragon’s Den as conference chair – his economic expertise and probing questions ensure the event will deliver maximum insight into the conference theme, ‘Teamwork and Collaboration.’

A strong speaker platform includes Malcolm Harbour MEP and Oliver Bretz of Euclid Law, who will both take part in a high profile session looking at the economic, political and legal implications of Brexit.

The day will be capped by a keynote address from former England rugby captain Matt Dawson, who will be using his experience both on and off the pitch to consider the nature of leadership, teambuilding and performance culture.

“The conference reflects the need of the whole industry to work together in the post-referendum climate,” says Simon Frost, chair of CESA. “The topics under discussion this year affect everyone, and the kind of connections the conference makes happen can create real change.” L

Catering

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Report revealing small schools struggle to provide free meals ‘not published’ Restaurateur John Vincent, one of the authors of the School Food Plan, has said that his taskforce’s report advising the government that small schools were struggling to provide free infant meals following grant cuts was not published.

He told BBC’s Radio 4 back in July that the Small Schools Taskforce reported that there was an “ongoing structural issue” with having a small school and recommended that “around £2,000 to £2,300 per year should be provided to these small schools to make the whole provision of their school meals solvent”.

However he said: “The government chose not to publish that report.

And that, to me, seems strange.”

In its statement, the Department for Education said it took spending advice from the report “on board” and this was why the transitional funding was made available to small schools.

It has said previously that the funding “was always intended to be temporary to help small schools to put their meals service on a more sustainable footing”.

The department told the BBC: “Small schools received an additional £32.5m over two years – a significant contribution.”

John Vincent said that there should be an ongoing commitment to provide extra funding “because it’s an every year cost, it’s not just a one-off cost for extra ovens.”

He added: “It’s an every year, every month, every day additional cost that small schools need because they’re at a structural disadvantage.”

FURTHER INFORMATION www.cesa.org.uk www.cesaconference.co.uk

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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IS YOUR SCHOOL DRIVEN BY DESIGN?

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Play

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PLAY FACILITIES

Getting schools in shape In the last decade, 1.7 million children started secondary school overweight or obese, according to Cancer Research UK. That means that every year, more than 57,000 children starting primary school in England at a healthy weight end up overweight or obese by the time they leave.

Obese children are five times more likely to grow into obese adults, with excess weight significantly increasing a person’s risk of cancer and other diseases.

Every school has a vital part to play in tackling the rising child obesity and physical inactivity crises. Forward-thinking head teachers know that the way to get children moving more is to embed physical activity into every aspect of school life. The benefits are immediate and wide-ranging. Active routines become a habit, and healthy, active children are likely to become healthy, active adults, improving their life chances considerably and reducing the NHS debt burden. Active routines improve learning behaviour too. Ask teachers what happens in the classroom after children have been physically active outside – they will tell you that concentration and attitudes to learning improve.

no national strategy or political champion for play, despite its well-evidenced benefits.

Meanwhile, austerity measures are hitting school and local authority budgets hard, and there is a lack of government action to protect

Active routine s become a h abit, and he children althy, active a become re likely to h active a ealthy, dults

children’s fundamental rights, including the right to play. In short, opportunities to play and be physically active are declining.

The resulting impact on children’s lives forms part of the grim picture highlighted

by Cancer Research UK and others. One welcome measure in the government’s E

Written by Mark Hardy, Chair, The Association of Play Industries (API)

Increased physical activity levels are directly linked to greater concentration and academic attainment, yet there are still many schools with little or no suitable outdoor space. Mark Hardy, Chair of API, discusses what support and resources are out there to help school improve their play and sports facilities

ARE YOUR FACILITIES IN SHAPE? Of course children can’t be physically active if their school has poor facilities. Well-designed, high quality facilities for outdoor play, learning and physical activity make a huge impact on school life, children’s educational experiences, health and well‑being. Expert designers of these facilities are the UK’s leading play companies – the member companies of the Association of Play Industries (API). API members work with head teachers, school business managers and teachers in hundreds of schools and settings to transform their grounds and facilities so that children have every opportunity to play and be physically active during the school day.

CAMPAIGN FOR PLAY The API campaigns for policy recognition of the value of play. We do this because a combination of negative forces is conspiring against children’s well-being. England has

33

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Play

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PLAY FACILITIES  obesity strategy was the move to increase the current School Sport & PE Premium through the soft drinks levy. We hope revenue generated will enable every primary school to improve its facilities for physical activity.

But we want to see bolder measures still.

A NEW PHYSICAL ACTIVITY PREMIUM The Sport & PE Premium, with its narrow focus, must be evolved into an impactful Physical Activity Premium. This would provide the financial support head teachers need to take a holistic approach, for instance, to improve outdoor facilities for play and physical activity before, during and after the school day, and protect break times for play. It should also create outdoor classrooms and learning spaces, as well as build physical activity and outdoor learning into all aspects of the national curriculum. The premium should also create gardens and grow areas for nature learning and play, and to promote environmental citizenship, as well as make physical activity facilities available to the local community.

By embedding physical activity in school culture, with teaching staff and senior management as role models, healthy habits will become the norm.

REVENUE FOR PHYSICAL ACTIVITY Further levies must also be imposed on producers of food and drinks high in salt, sugar and saturated fat targeted at children.

Revenues raised should be allocated to local authorities to improve opportunities for children to be physically active, both at school and in their local communities, with disadvantaged areas the priority.

For schools planning to update or replace their outdoor facilities, there’s a series of useful advice guides to download, from spotting the telltale signs a playground has past its best, to maintenance, inspection and how to keep your equipment safe Increased physical activity levels are directly linked to greater concentration and academic attainment, yet there are still many schools with little or no suitable outdoor space.

To address this, we would like to see Sport England extend its Primary Spaces programme to every school, with scope to incorporate a wide variety of activities beyond ball games.

OFSTED ASSESSMENT There are many ways for children to be physically active, with outdoor learning and play, nature play, Forest School activities and gardening just some of the ways to get children moving more at school. The obesity strategy’s healthy rating scheme for primary schools could help here. We want to see a measurable outcome for physical literacy in schools, with agreed minimum levels of physical activity, outdoor learning and play mandated as part of the national curriculum, and outcomes assessed by Ofsted.

HELP FOR SCHOOLS More and more schools are approaching API members for creative solutions to get children moving at school. To help provide

the very best opportunities for children to be active, the API has created Schools Get Active – a dedicated hub that’s packed with useful advice and information. There’s a wide selection of case studies from across the country. For instance, find out how schools are using their new facilities to take different aspects of the national curriculum outside and how they are making the very most of small budgets to get the best from their outdoor facilities. It also has information on using a new multi-use games area to play a multitude of games while encouraging co-operation and turn-taking too. It also explains how schools are providing imaginative spaces for children to play in deprived communities where few families have gardens, and how some are using their facilities to extend opportunities for physical activity outside the school day.

You’ll also see how API members use exceptional design skills to ensure new facilities complement a school’s surroundings and how they transform unusable, damaged spaces into high quality, year-round facilities.

It also shows how members create facilities for children of all ages and abilities, and work closely with school management teams to bring their brief to fruition.

For schools planning to update or replace their outdoor facilities, there’s a series of useful advice guides to download, from spotting the telltale signs a playground has past its best, to maintenance, inspection and how to keep your equipment safe. Plus there’s top tips on the benefits of using an API member, along with contact details for all association members by geographical area.

NO ROGUE TRADERS Schools that work with an API member can be sure they will be working with reputable, reliable, experienced companies, backed by a professional association that is committed to raising industry standards. Every API member follows a Code of Professional Conduct and is rigorously and regularly checked for financial stability and security. That means you can be sure they will still be in business long after your new facilities are installed.

For advice on planning improvements to school playgrounds and outdoor facilities, and the benefits of using an API member, visit the website. L FURTHER READING www.api-play.org

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

35

Sport

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

SPECIAL EDUCATIONAL NEEDS

Karen Wallin, CEO of Special Olympics GB, discusses the challenges facing young people with intellectual disabilities, and provides insight into Play Unified – a campaign using sport to change perceptions of those with intellectual disabilities in schools across the UK For a young person living with an intellectual disability (ID) in the UK today, there are still a number of challenges which have to be confronted.

One issue is raising awareness of what ID actually is – the most common disability in the UK – it ranges from Down’s syndrome to some types of autism.

There are currently more than 1.4 million people in Great Britain with ID and this is predicted to grow by 14 per cent by 2021.

Unfortunately people living with ID tend to be more susceptible to bullying, with eight in 10 bullied at some stage in life. Moreover, when it comes to physical health, one in three people with ID are classed as obese and over 80 per cent of adults with ID do not achieve daily recommended levels of physical activity. Physical and mental health are intrinsically entwined and physical activity can act as means to help people develop the confidence and social skills to flourish in life.

A central tenet of our campaign is that if those with intellectual disabilities are denied access to physical activity, it is to their detriment and to the detriment of wider society as well. We identified schools as essential environments for tackling

these wider societal challenges; they act as a microcosm of broader society and represent a key stage in life for shaping and developing how one looks at the world.

TOLERANCE ON AND OFF THE PLAYING FIELD Part of a global movement, the Play Unified campaign came to the UK earlier this year as a partnership project between Special Olympics Great Britain and national charity the Youth Sport Trust.

The aim of Play Unified is to bring young people with and without intellectual disabilities together, both on and off the field of play.

There is a wealth of research demonstrating the positive benefits of sport. As recently outlined by the Sport and Recreation Alliance: “Sport can improve physical health and so reduce the risk of obesity, heart disease, cancer and other illnesses, treat depression, stress and anxiety, enhance social cohesion, improve educational attainment and strengthen employment opportunities.”

For people with ID specifically, sports participation and physical activity have been shown to improve levels of physical health and well-being, improve self-confidence, self-esteem, general mood and quality of life overall.

Playing sport together allows young people to learn from each other and fosters the virtues of inclusion, tolerance and respect.

Positioned within the Young Ambassador movement, people with and without intellectual disabilities, who have been selected for their leadership qualities, have gathered at the various Play Unified Youth Summits to drive the campaign and learn how to become leaders in their schools. Play Unified’s Young Ambassadors are encouraged and supported to develop leadership skills which they can put into practice in their schools and communities because schools are key hubs for shaping the attitudes and values E

Written by Karen Wallin, CEO, Special Olympics GB

Intellectual disabilities: breaking down barriers in schools

Playing sp togetheort young p r allows learn fr eople to other a om each n virtues d fosters the of toleran inclusion, ce respectand

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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Sport

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

SPECIAL EDUCATIONAL NEEDS  of the future generation. Our two‑year campaign will engage 200 schools, impact on 18,000 young people, up-skill 200 teachers and work with 400 Young Ambassadors across the country. Ultimately, our ambition is that the campaign will help create a ‘unified generation’.

IS A UNIFIED GENERATION VIABLE? Play Unified is inspired by a simple principle: training together and playing together is a quick path to understanding, acceptance and friendship.

This was brought to life through a series of Play Unified Youth Summits across the country bringing together young people, teachers and athletes – they have acted as forums for inspiration and learning.

The summits have spanned Liverpool, Exeter, Glasgow and London among other locations and will continue impacting regions throughout the UK this academic year.

The summits have educated, motivated and empowered young people to create positive change, promote inclusion and provide more opportunities for young people to take part in sport.

Early indications from our research into the impact of Play Unified so far are extremely encouraging. Nine in 10 attendees said that they had a more favourable view of people with intellectual disabilities following the events. While, four in five said that the summits left them feeling better about themselves in general. Over two-thirds felt more upbeat about the future, with eight in 10 having increased confidence to go back to school and lead a Play Unified project.

However, the real success is that an overwhelming majority of nine out of

10 of attendees, both with and without intellectual disabilities, said that they felt more positive about their abilities following the Play Unified summits.

The campaign is also resonating with the public. There is a motivational video to accompany the campaign in the UK, starring young people from across the country alongside successful sports stars.

It highlights the barriers faced by young people with intellectual disabilities – and the power of sport to change that.

Since its premiere in early July, the video has been viewed more than 1,500 times, and survey results show its impact is clear.

After watching, three-quarters of viewers surveyed said that they wanted to do something to make society fairer for people with intellectual disabilities. Encouragingly, seven in 10 people also said the video made them feel differently about what people with intellectual disabilities can achieve.

While these results are promising, we will not be resting on our laurels. We are fully aware that further barriers need to be broken before we have a truly unified generation.

Teachers can play a pivotal role in driving positive change in schools, whether through Play Unified or independently. The benefits of special and mainstream schools coming together can be profound for all involved – and is a wonderful opportunity to promote friendship and inclusion.

We are confident that a unified generation is much more than a pipe dream – an eminently attainable aspiration. L FURTHER INFORMATION www.specialolympicsgb.org.uk/ play-unified

The benefits of special and mainstream schools coming together can be profound for all involved – and is a wonderful opportunity to promote friendship and inclusion

38

A teacher’s perspective Jon White is a teacher at Clare Mount Specialist Sports College in the Wirral, a special school and Youth Sport Trust lead inclusion school. Here he shares details regarding the Play Unified programme so far.

Our school is participating in a Play Unified project called Unified Sports, funded by the One 4 All Foundation.

The school has had 10 pupils involved with Unified Sports football (on the field) and 10 pupils involved in Play Unified (off the field, planning Unified Sports projects).

We partnered with a mainstream secondary school where there have been incidents of bullying and certain negative perceptions of disability. Play Unified and Unified Sports are perfect for addressing separateness and fear of others as well as addressing intolerance. We also wanted to include pupils without a disability who might have never represented their school at football.

The project has had a significant impact on the school as a whole; our young people are catalysts for change and positive role models. We are positive about their achievements and about taking opportunities, and have now introduced our Year 8s to this programme to make friends, take part, have fun and break down intolerance towards young people with ID. Two pupils have made particularly impressive progress. Reeve had been school-phobic in mainstream Year 6 with a phased introduction to our school in Year 7. Play Unified and Unified Sports allowed him to express his love of football and take part in activities with pupils from mainstream school. Reeve’s annual review documented how much he has enjoyed the project and how it had made a big impression on him.

Kieran has had challenges around his behaviour in school and felt there was a stigma attached to being a special school pupil. We were able to use Play Unified as a motivator and to show that being in a special school does not mean exclusion from activities that take place in mainstream schools, in fact, quite the opposite. Kieran had a great day at the Liverpool FC Academy, and spent the whole day with a big smile on his face!

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HERTFORDSHIRE CONTRACT MANAGEMENT SERVICES We can write a bespoke specification tailored to your requirements.

Arrange a quotation or in the case of a secondary school carry out a full tender process.

CONTRACT PROCESS FOR SECONDARY SCHOOLS The tendering of contracts can be a long and drawn out process. The contract management team can take away the additional workload this may cause you, ensuring that your establishment and contractor are meeting all necessary legislation and contract regulations.

CONTRACT PROCESS FOR PRIMARY SCHOOLS We currently have packages of primary schools throughout Hertfordshire. The main criteria of award for these contract packages were to achieve best value.

Each contract package has gone through a rigorous tender process to ensure the successful contractor meets our strict criteria having demonstrated their ability to manage cleaning contracts in a school environment.

Therefore we are able to add additional

CONTRACT MANAGEMENT WILL TAKE CARE OF: Placing OJEU notices and following the correct EU directives, handling contractor enquiries, vetting prospective contractors, carrying out pre-qualification questionnaires and evaluating returns, putting together tender documents with all the required terms & conditions, tailoring the specification to meet your site’s needs, dealing with any contractor queries through the process,

evaluating the tender bids to provide a shortlist of those proposing best value, organising the presentations from prospective contractors, providing a fully auditable contract and lastly awarding the contract.

WE WILL MANAGE THE CONTRACT FOR YOU PROVIDING THE FOLLOWING: Supervision of the transition period, a contract handbook, processing invoices and direct debit termly, and termly/ annual contract support officer visits.

Support officers will meet monthly with the contractor to ensure smooth running of the contract, telephone support and pursuing complaints on behalf of the site.

CARETAKER TRAINING COURSE Does your caretaker have responsibility for the daily or periodical cleaning of the school? If so we have a training course designed to give them the skills and knowledge to do this effectively.

We hold a one day course designed to cover all the areas of cleaning needed to manage the service for the school.

This covers the day to day requirements and also the periodical maintenance to give that lift to the school and ensure longevity of your floors and surfaces.

HCMS will be running a clean wise certified one day course in the February half term.

THE FOLLOWING AREAS WILL BE COVERED DURING THE COURSE: Chemicals competence, equipment safe use and care, storage of equipment, toilet areas, daily floor maintenance, periodic floor maintenance, carpet cleaning, bodily fluids and sharps. L FURTHER INFORMATION For contracted services we offer please contact Lynn Matthews on 01707 292750 or Kean Booth on 01707 292323.

Alternatively email us at Lynn.Matthews@hertfordshire.gov.uk or Kean.Booth@hertfordshire.gov.uk If you are interested in attending the one day course please call Teresa Chilley on 01707 292390 or email Teresa.chilley@hertfordshire.gov.uk to book your place.

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Advertisement Feature

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SCHOOL TRIPS

QUALITY STUDENT TRANSPORTATION The number of school children riding school buses rises constantly, making school busing one of the most important services in the business both in terms of cost as well as of quality As the busing service availability and its volumes increase, so do the issues of safety and security of students during the ride.

Although student transportation posed a serious issue that needed addressing, this had not happened until now with the advent of a single tool to make life easier for all those involved, be they the drivers and attendants, transportation and security officers, school managers and ultimately, the parents.

WHAT ARE THE SPECIFIC NEEDS OF EACH PARTY? Drivers and attendants need to have an up-to-date itinerary, with any late amendments marked. They also need to be able to communicate instantly with parents when needed, in order to obtain the current state of ridership.

Transportation officers need to have full control of weekly schedules, manage their daily changes and monitor the execution of the work. They need a tool to control all related resources that would also shorten every route in time and distance. Parents would love to have a timely notification for their bus arrival, or to know when their offspring is due to get off the bus while they’re still at the office. Maybe some of them would dream of making changes to the weekly transportation schedule easily through their mobile phone. As far as business people are concerned, their expectation of the transportation service is very simple: to lower its costs and have overall control.

In January, at BETT, we meet a new company which offers all the above tools and services, and many more, under a single s/w platform: the SchoolBusNotes.

The SBN platform consists of different interconnected tools/applications for all the stakeholders of the student transportation process. Using latest technologies to develop

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their own tools, the Platform addresses both productivity and effectiveness issues, as well as customer satisfaction by offering security and new quality services never offered before.

SBN also addresses the need of improving processes by supplying metrics and data, not to mention environmental issues like traffic congestion and gas consumption.

FLEXIBLE PLATFORM The platform is flexible in adapting to any modus operandi the school follows and addresses all problems and issues that may arise in the transportation process and the needs of everyone who is involved in student transportation: parents and/or guardians through the SchoolBusNotes platform can get information on the changes of their standard transportation plan, they can make arrangements/changes to their student’s standard transportation plan (if allowed by school relevant policies) e.g. cancel a ride or change the pick-up/ drop-off bus stop for a specific day. But the most attractive feature is that they receive a notification on bus arrival as well as on student’s boarding/alighting when they are not present. They also receive notifications on delays while they can have a view of the bus position on mobile phone’s map.

OTHER BENEFITS Students can also benefit from the information that the platform makes available. They get information on the changes of their standard transportation plan, and can make their own changes to their standard transportation plan (if allowed).

Drivers/attendants have available real time boarding list of the route including all latest arrangements/changes. They keep track of each student boarding and alighting from

bus and can see the map of the itinerary including all bus stop information.

They have a communication tool that allows them to send messages to multiple receivers on any eventuality and check ‘trusted persons’ when delivering a young passenger. By the use of the SBN platform they can enter changes while en-route and also have a tool for checking the daily safety inspection checklist.

Transportation officers/contractors can use the route planning optimisation, cutting substantial costs for their operations. There are numerous tools and functions that the Platform provides to them: prepare and manage weekly plan for each student, easily handle all kinds of arrangements/changes in the plan, monitor each vehicle while on duty, get notifications on overspeeding, view real a time list of passengers on board – alighted/to be picked-up – canceled/ changed, communicate with mass messages to parents, get reports of any kind, have a tool for quality control, benchmarking and improvement processes.

CHANNELS TO PARENTS School administration has a proof of commitment to safety and security and a new communication channel to parents.

The most important characteristic is that SBN platform is a significant cost saving enabler through route optimisation in distance, service time, human resources and quality. Yet the most important feature of the platform is the accurate notifications that parents receive and make long waiting times for them at the bus stop a thing of the past orprevent long bus stop waiting times thus minimizing the total itinerary time. L FURTHER INFORMATION www.schoolbusnotes.com

WINTER ACTIVITIES

School Trips

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Venturing out in winter Visiting traditional Christmas markets is a popular choice for many schools, whether these are in London, Paris, Germany or further afield. Combining activities at these centres, for instance when in London including a visit to the South Bank, ice skating by the Tower of London and a trip on the London Eye, is an inexpensive way to give pupils a real feel for the Christmas spirit in the capital. Laura Swingwood, PGL marketing executive says: “Travelling at this time of year offers some of the best value prices. For instance, three day Paris trips including return travel, full board accommodation can cost as little as £199. Many schools choose to include a trip to Disneyland, giving pupils the chance to enjoy the Winter Wonderland experience.”

Melanie Krolick, sales manager of Travelbound, says: “The great thing about Christmas market trips is that the markets are open from midday to midnight, so it’s easy to include visits to museums and make a real day of it. In Munich for instance, there are several markets with different themes, such as a craft‑based

market, a food‑based market and a nativity themed market, so there is massive variety and something for everyone. Travel times are convenient too, for example Aachen is only five hours from Calais.”

SUPPORTING THE CURRICULUM Darren Davies, Travel Places, education product manager, agrees that combining a visit to a traditional Christmas market with a stay that supports the curriculum is a great approach to take when travelling in the festive period. “Berlin and Krakow are both popular, as not only are they great history destinations, but students can also enjoy a visit to a traditional Christmas market. In addition, all the museums are open in winter, whereas traditional holiday destinations in Spain or Italy for instance can have an out of season feel. By contrast, the cities are full of life and whilst these are still an educational trip, the fact that it is Christmas means there is more added value.”

Finland is also a popular destination at this time of year. Darren continues: “There is a lot of interest in trips to the arctic circle in Finland. There are some terrific itinerary options including the northern lights, visits to a reindeer

farm and the chance to ride husky sleds. There is also the core tourist industry in Finland, which of course is all about Father Christmas.”

EDUCATIONAL BENEFITS Speaking of the benefits of travelling at this time of year, Carly Doyle, Equity, head of marketing, says: “The main benefit is the consolidation of learning. Students are a term into their new year at school and are learning new subjects. These trips help to boost self‑esteem, invigorate their passion for the subject and give confidence. From a peer and teacher bonding point of view, students get the opportunity to get to know their teacher on a different level which can improve behaviour in the classroom and give them a new level of respect for their teachers. Also, when taken at end of term, these trips are seen almost as a reward, motivating pupils to work hard.”

Speaking of inclusivity, Carly comments: “The key with this is to book in advance so that people have time to save. The pupil premium can also be used to support students where families can’t afford to fund the trip. This becomes a legitimate way to use the pupil premium.

Approved providers are used to E

Written by the School Travel Forum

There are many advantages to taking school trips during the winter months, from cheaper air fares to offering students an end of term reward. Here, members of the School Travel Forum (STF) share some ideas of what to do in the colder months, and what to bear in mind while planning

‘Berlin w ko and Kra opular, hp are bot are great as they estinations, d history ents can also d but stu y a visit to enjo istmas a Chr et’ mark

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WINTER ACTIVITIES

 building bespoke packages that meet the needs of a group. Tailor made packages ensure that everything is as inclusive as possible.”

Tim Jenkins, marketing executive for SkiBound and Travelbound, said: “The focus for both our brands is on the experience of travelling abroad. That’s the great thing about learning outside the classroom; the benefits of outdoor learning and travelling abroad open the students up to a whole new experience that is accessible at their level. They’re not being tested on right and wrong answers featured in a book. Instead, they are developing themselves; developing life skills which they will use in daily life; developing the confidence and ability to interact with other people; and enhancing their social skills, listening and communication. The experience adds some weight to looking out for themselves; they no longer have their parents by their side. Whether it is a Christmas market or a ski trip, these are elements students will come across through both experiences.”

SKI TRIPS Ski trips are certainly a popular choice for schools over the festive break. According to the 2016 STF ski trip survey, the number of UK secondary schools choosing to take pupils on annual ski trips rose to 62.8 per cent, up from 43.3 per cent in 2014. Austria, Italy and France remain the most popular destinations, with the USA in fourth place.

Furthermore, the proportion of schools using a specialist school ski operator to organise their skiing trip has increased, with over 90 per cent of schools choosing to make their own travel arrangements.

Speaking of the rise in the number of schools choosing to travel with STF assured operators, School Travel Forum general manager, Gill Harvey, said: “By taking care of standards of safety and quality in an easily recognisable and trusted accreditation scheme, the LOtC Quality Badge is an invaluable tool for school trip leaders, in particular those booking ski trips, and it’s great to see that the awareness of the benefits of choosing approved tour operators is increasing.”

SPORTS TRIPS Sports trips abroad are immensely popular during the winter months, with many schools taking advantage of the longer daylight hours and warmer climates in foreign countries to maximise opportunities for training and competition. Steve Ludnow, operations director of Edwin Duran Sports Tours comments: “In Europe there are lots of seasonally active sports, including rugby, hockey, football and netball. This time of year offers good opportunities to put in place a tournament, train and visit warmer climes. Short haul, short duration European trips are popular, for instance, in Portugal after the New Year, there is an excellent football tournament for schools. Obviously, the further afield, the better the weather and in the southern hemisphere it is summer. Sports that won’t be in season in the UK are in long-haul destinations, so there is lots of pre-season opportunity. A number of schools go to Dubai or South Africa in the winter months for cricket as the longer daylight hours mean there are no limited overs and players get more out of the trip in terms of training time.

The Middle East is also very popular as there are lots of excellent facilities. Dubai has top class rugby, football and netball facilities.”

School Trips

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the children properly in terms of the kit they need to take. Comfy shoes are important as there can be lots of walking on Christmas market trips. In addition, ice skating often results in soaked clothing, so advise students to have spare clothing to hand.

When you travel, make sure you have 24‑hour support, as offered

by STF providers. This is particularly important in the event of travel delays caused by weather. If skiing at this time of year, choose a snow sure resort to ensure good skiing conditions during the trip.

Schools should also consider unpredictable weather. Last year it was 16 degrees at some of the European Christmas markets. Make sure children wear layers so that they are prepared for all conditions.

If travelling to Europe, factor shorter daylight hours into the itinerary to prepare for drops in temperature and reduced visibility.

Finally, schools should consider any opportunities for cross‑subject learning. The Christmas markets are open from midday to midnight, allowing lots of scope to visit other destinations. Museums and cultural experiences add a valuable dimension to these trips for history and language students. L

FURTHER INFORMATION www.schooltravelforum.com

ARE YOU LOOKING TO INSPIRE AND ENTHUSE YOUR CLASS? THEN USING SPACE AS A THEME YOU CAN: • Visit an award-winning Space Attraction • Via video link connect to us for exciting Space Presentations • Take part in stimulating Space Workshops • Become astronauts for the day in our exhilarating Space missions • Learn new skills and activities for your classroom in our one day primary teacher CPD To find out more visit our website:

www.education.spacecentre.co.uk

TOP TIPS FOR WINTER SCHOOL TRIPS When planning a trip in the colder months, there are a few things to bear in mind, such as clothing. Wrap up warm and prepare

02_Quarter-Page-Ad_05.indd 1

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05/10/2016 10:34

Design and Technology Written by Richard Green, chief executive, D&T Association

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

STEM

Proving the worth of Design & Technology Richard Green, chief executive of the D&T Association, believes that design and technology is frequently misunderstood, and therefore, under appreciated. Here he explains what modern design and technology involves and ways to showcase the importance of the subject Did you study Design & Technology (D&T) when you were at school? Do you know what is included in the Design & Technology national curriculum? Do you know what 11-18 year olds are capable of designing and making? Do you know the range of digital design and manufacturing equipment that many secondary school Design & Technology departments now have at their disposal? Should your answer to any of these questions be no, you will not be alone.

Design & Technology is one of the newest and, tragically, most frequently misunderstood – and thus often under-appreciated – subjects

on the school curriculum. If you went to school before 1990 you will not have studied Design & Technology and so you may, understandably, think that it is very similar to subjects like woodwork, metalwork and needlework that you may have studied. Nothing, however, could be further from the truth and, whilst the subject still involves practical activity working with a range of materials, Design & Technology has moved on a long way.

Design & Technology now includes

designing and making involving the use of industry-standard computer aided design and manufacture (CAD/CAM), micro-electronics and computer control, smart and modern materials. It also harnesses and enhances employability skills such as team working, communication, problem solving and creativity. Still not convinced? Then have a look at the video, ‘What is D&T – and why do we need it?’ on the D&T Association’s website for an insight into this challenging subject.

D&T i of the ns one ewest and mo s t misund frequently e under-a rstood and EXHIBITIONS ppre There are means by subject ciated which schools may s look to overcome some on the school of the misconceptions curricul which will undoubtedly um be held by parents, local

employers and, unfortunately, by some senior leaders in schools.

Celebrating students’ Design & Technology work through exhibitions should be a vital part of communicating to parents and the local community what Design & Technology is and why it is such an important subject.

A prime example of how successful this type of initiative can be was demonstrated in early July at Yateley School, Hampshire.

Students at this school were offered an opportunity to showcase their creative talents at the ‘Yateley Young Designers Exhibition’. GCSE and A level students in art, graphics, photography, Design & Technology and food displayed their work over three days in an end of year show.

At the launch event Sally Williams, head of the Design & Technology faculty, made the insightful comment: “With skills shortages in areas such as design, manufacturing, construction and engineering it is important that Design & Technology and arts subjects remain in the school’s curriculum, the students of today will be the designers and engineers of tomorrow. We are very lucky at Yateley, with a supportive head teacher and governors, design and arts- based subjects continue to be very popular with students at all levels and students achieve highly.”

This was not a one-off for the school. Indeed,

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the show, which ran for three days and was attended by many visitors including governors, students, family and friends as well as the local community, is now in its ninth year, surely a tribute to and acknowledgement of the significance and value of these subjects.

Yately School is to be congratulated, but we should not think it is alone in hosting such an event. Exhibitions such as this usually take place at the end of the summer term when all the examination coursework is available for display. This is fine, but what can schools do during the rest of the year?

LEARNING ENVIRONMENTS I would suggest that thinking about the environment both inside and outside of the Design & Technology department is a good starting point. Design & Technology rooms ought to be exemplars of best practice and there are some questions I think would feature on my checklist. These would include but not be limited to: are the rooms ‘designerly?’; do they engage, motivate and demonstrate best practice?; and are they welcoming, bright, tidy and clean?

Some of the above are easily achieved but, with a little extra thought and effort, it is possible to transform what may appear to be bland spaces into highly engaging learning environments. Commercially produced posters are a staple resource, but these need to be supplemented with in-house display material. Exemplars of design work which set aspirational standards for pupils should be essential. In addition to this, many Design & Technology departments now possess computer‑controlled vinyl cutters which can be used for, amongst many other uses, production of professional‑level signs, banners and images.

CAREERS I am not suggesting by any means, however, that simply displaying random posters provides an all-encompassing solution.

Thought needs to be given to themes which support specific topics or objectives. One theme which is frequently ignored much to my surprise and disappointment, is Design & Technology‑related careers. Each and every Design & Technology department should make a feature of a ‘careers wall’. This would show the vast, exciting and rewarding range of career opportunities which exist in the creative, engineering and manufacturing sectors of the economy. Such a wall can be even more powerful if it is displayed outside the department, for example in a public area, where parents and visitors can see it.

Allied to this and extending the concept further, some schools also tap into their alumni who have gone on to work in some of the aforementioned industries and whose stories can be demonstrated in simple yet motivational and inspiring posters which detail their school and FE/HE qualifications, the courses or apprenticeships they studied after

Celebrating students’ Design & Technology work through exhibitions should be a vital part of communicating to parents and the local community what Design & Technology is and why it is such an important subject school and the careers they are now enjoying.

Not only do these posters demonstrate the relevance of studying Design & Technology but they can also open the eyes of younger pupils and their parents to career possibilities that they may not have realised existed or were accessible.

LINKS WITH INDUSTRY Another proven route that, one might argue should be trodden more often, is for schools to foster links with industry to develop and deliver Design & Technology projects.

It is undoubtedly true that this tactic takes more effort than any of those already touched upon but the rewards can be significant.

The D&T Association has shown the positive impact of this type of collaboration via a number of small scale projects and, as a result, the D&T Association is now running its ‘Skills For Industry’ (SFI) programme. The idea behind the SFI programme is straightforward. SFI links five secondary schools with a local Design & Technology-related company in order to help Design & Technology teachers develop the industry-relevant knowledge and skills needed by the company, which they can subsequently pass on to their pupils during and beyond the project. The programme provides a structured itinerary of training and coaching relevant to the curriculum and to enhance technical and employability skills; encourage creativity and innovation; provide insights into career pathways including apprenticeships; and develop comprehensive, business-linked teaching resources, which would be available for any school to download after the project.

The SFI initiative was preceded by the D&T Association’s pilot called the ‘Skills Gap’ programme. This had the outcome of six, industry-focused, comprehensive Design

Design and Technology

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& Technology projects with six companies, including Renishaw, Airbus and the ADI Group.

The resulting activities and resources can all be downloaded for free from the D&T Association’s website (www.data.org.uk).

There are other examples of industry-linked work and the benefits it brings and what it undoubtedly does do is bring the world outside of education into the classroom. A consequence of this is that all those involved, teachers and industry partners and pupils, begin to develop a better understanding of and respect for both education and business and the way in which both can be mutually supportive and help to raise standards and motivation.

CELEBRATING SUCCESS The D&T Association would like to hear from schools, and to promote ideas and activities which address some of the issues described here. Any Design & Technology departments that also have examples of successful industry/ education links should get in touch with the Association to share the information. It is only by celebrating and promoting effective, relevant and progressive Design & Technology as widely and as often as possible that we can begin to develop understanding and overcome some of the misconceptions described earlier. Denying pupils the opportunity to study this subject that can be simultaneously academic and practical and lead to rewarding careers is unfair on the pupils, their parents who want their children to have fulfilling school and working lives and the companies that could benefit from skilled and innovative personnel at all levels and contribute around £500 billion to GB plc. L FURTHER INFORMATION www.data.org.uk

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EDUCATIONAL SUPPLIERS

TRUSTED OFFICE AND EDUCATIONAL SUPPLIER: STAPLES

Staples has been a trusted office and educational supplier for over 30 years. We are now the world’s largest office products company and the third largest internet retailer Many things have changed over 30 years, but our commitment to bringing our customers the quality goods and services they’d expect, at exceptional value, has never wavered.

QUALITY GOODS AND SERVICES From pencils to printing services, scissors to storage, coffee to cleaning products, Staples has the widest range of great value educational essentials available in store and online. We listen to our customers and evolve our ranges in response to their changing needs. We have recently expanded our art & craft and technical drawing ranges, plus introduced writing implements and stationery to support left-handed students.

THE IMPACT SCHOOL SUPPLIES HAS ON EDUCATION AND BUDGETS In August 2016 Staples asked over 500 teachers about the impact that having the right school supplies has on both education and their budgets. The Staples Equipped to Learn report found that 30 per cent of the 519 teachers surveyed spent an average of £41 to £80 per term on classroom supplies to supplement existing resources.

The average spend per classroom was higher in the primary than the secondary sector, partly reflected by students in KS4 and above taking responsibility for buying and managing their own stationery. More than a third of the teachers surveyed felt that not having the right stationery would have a long term effect on the child’s long-term academic future.

BEST RESOURCES, LOWER PRICES With increasing pressure on schools and parents to provide the best resources for children at the lowest cost, value for money has never been more important.

In addition to our competitive prices on quality branded and own brand products, Staples now offers five per cent back in Rewards® on almost everything* you buy in store or online, including stationery, art & craft, cleaning products, storage, furniture and technology. You’ll also earn 10 per cent back in Rewards® on Copy & Print services – your local solution for bespoke promotional material and outdoor signage.

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EDUCATION BUSINESS MAGAZINE | Volume 21.10

Our Copy & Print Centres, found in every Staples store, can print a range of outdoor banners, posters, brochures and stationery, incorporating your school logo and images for a wide range of events. Whether you’re looking for help in printing promotional leaflets, canvases to brighten up the staffroom or corridors, crystal awards to recognise achievement or banners to promote your next fundraising event – think of Staples!

We also offer copying, secure shredding, scanning, binding and laminating services.

We can print posters, leaflets, brochures, exhibition stands and much more. In fact, if you can think it, we can print it! We offer additional discount for larger orders via our Business Discount programme.

STAPLES REWARDS® Staples Rewards® is free to join and there’s no limit to the amount you can earn. The more you spend, the more you’ll save. Rewards® vouchers can be spent on almost anything in store** making your budget go even further.

Our in store Buy More, Save More offers on essentials such as paper, filing and storage provide exceptional value for schools and colleges. You’ll still find the

stationery you’d expect but our ranges have grown to include facilities and breakroom, business machines, furniture, technology, medical and safety supplies.

Many of our stores are now open from 8am to 8pm and offer free parking and carry to car service, giving you the flexibility to shop when it’s most convenient for you. To check the opening hours of your nearest store please visit www.staples.co.uk/storelocator.

Our friendly, knowledgeable staff look forward to welcoming you and are on hand to answer questions about our wide range of educational supplies. Take a fresh look at Staples and see how we can help equip your school or college to succeed. *The following purchases are ineligible for earning Rewards®: postage stamps, gift cards, warranties, Endless Aisle orders and DHL delivery services. **Rewards® vouchers cannot be redeemed on the following items: postage stamps, gift cards, warranties, Endless Aisle orders, delivery fees or as part payment against a Staples credit account. L FURTHER INFORMATION www.staples.co.uk/rewards

SCHOOL SUPPLIES

Mark Rosser quizzes a selection of BESA’s members on what schools should consider when procuring school stationery and how to source the best products In this new pre-Brexit world, we will inevitably see changes in the items supplied for use in schools.

Indeed, this comes at a time when education has already seen a decrease in real-time funding. Extra costs such as ‘one off’ pension and NI contributions also mean that schools will have to make some careful decisions about purchasing resources this year and the next. The recent fall in value of Sterling versus the US Dollar will also raise the price of many products. Overall, getting the best value is more important than ever.

Taking in to consideration the current situation, schools should carefully think about the following factors in reaching their purchasing decisions.

IS IT VALUE FOR MONEY? The first consideration should be whether the product is value for money. Mike Bird, education sales manager from Helix, comments that: “In general, the historic and proven brands provide the best solution here.

Whilst they may not be the ‘cheapest’ they will usually have a good track record over many years and will provide good service and offer long lasting and reliable products.

“A short term decision made purely on quality and price can often back fire, costing much more in the longer term.

Brands also tend to be the innovators and improvers of products which mean better researched and improved new products that will benefit pupils.”

IS THE PRODUCT GOOD QUALITY? The quality of the stationery product should be given some thought. Jonathan Skyrme, general manager at BIC UK & Ireland, agrees with Mike that “Quality and durability should also not be overlooked – it’s not the case that all pens and pencils are the same.

It’s well worth contemplating how long you expect or need the products to last.

“Products that offer USPs such as stronger pencil leads, and inks that are designed not to dry out might be slightly more expensive, but investing in them can often save money in the long-run.

For instance, BIC® KIDS EVOLUTION colouring pencils, which are available in a wide range of vivid colours, have unique, ultra-

resistant lead, making them more durable and therefore likely to last longer.”

BESA member Pritt continuously focuses on making sure they provide the best quality products. Lyndsay Boothman, Pritt’s customer manager, comments that: “All of our sticks are made from 90 per cent natural and renewable ingredients and as a result of its superior formula you can glue double the amount of paper with one Pritt stick than the next best-selling competitor. Pritt is also washable at 20 degrees, perfect for when kids come home with messy jumpers.”

CONSIDER YOUR AUDIENCE Jonathan Skyrme, general manager at BIC UK & Ireland, comments that: “Once you’ve established how many items you require, and whether they’re for art classes, handwriting or general use, it’s vital to think about the age of the pupils you’re buying for.”

The ergonomics of stationery instruments vary enormously depending on the age group they’re targeted at. Jonathan adds: “It is imperative that the correct tools are given to the correct age groups to maximise children’s development.” This is especially true when it comes to writing instruments, and it’s why at BESA member BIC they have developed so many different products suited to specific age categories.

BESA members provide all these qualities and more. The BESA website should be your first choice when considering suppliers. A full list of members can be viewed at www.besa.org.uk/supplier/ and is searchable by category.

Every company that joins BESA signs up to the BESA Code of Practice, which means that companies have been approved both financially and ethically before being accepted as members. The BESA Code of Practice is in place to ensure that buyers of educational and training equipment can have confidence in the goods and services they purchase from members. It also allows BESA to promote members as organisations which give the customer an established level of quality and service, have a commitment to the education market and deliver good value resources.

Written by Mark Rosser, BESA

A guide to buying school stationery

Stationery

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t The firstion ra conside uying when b r schools s fo supplie be whether should uct is value d the pror money fo

YOUR SUPPLIER’S CREDENTIALS When purchasing, always consider whether the supplier is proven and reliable. Mike from Helix suggests that: “The best and easiest way to ensure this is to buy from a reliable source that will provide back-up, expertise and quality continuation.”

Lyndsay from Pritt also agrees: “There are many specialist education wholesale suppliers who offer very wide ranges at very competitive prices across all key categories, operating nationally and with next day delivery.”

INNOVATIONS IN THE MARKET Well-known brands tend to be the innovators in new products and invest significant amounts in research and development.

This year, BESA member Pritt launched an innovative glue stick in the market: Pritt Glitter Glue. This unique glue stick combines coloured glue with glitter, creating a brand new mess-free solution for decorating art and craft projects. As the glitter is engrained within the glue, it remains stuck to the paper, meaning you will have no annoying glitter mess to clear up!

Pritt also provides value to its customers through providing support and guidance for teachers with arts and crafts projects.

The Pritt website is packed full of handy arts and crafts activities and tips which aim to make it easier for teachers to enjoy art and craft lessons with their classes.

It goes without saying that all of your chosen products should meet the required British Standards to ensure safety at all times. L FURTHER INFORMATION www.besa.org.uk

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Health & Safety Written by Nathan Davies, education principal consultant, the Royal Society for the Prevention of Accidents (RoSPA)

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

WINTER SAFETY

Keeping schools safe over winter Winter months pose a number of additional dangers to both pupils and school staff. RoSPA’s Nathan Davies offers advice on how to tackle them with a ‘risk aware’ attitude As the summer weather begins to fade to make way for winter months, the important role that safety plays in schools and colleges will become ever more apparent.

Months before the autumn leaves fall, many schools will have devised a winter safety plan in order to safeguard the young people in their care.

After all, ensuring students and staff safety has been part of the ethical framework for decades and schools also have legal responsibilities for safety as an integral part of the Ofsted framework.

In order to keep children safe during the winter months, schools need to be prepared for adverse weather conditions, such as heavy rain, flooding and cold temperatures.

School winter safety arrangements need to be implemented now. These arrangements should be designed to protect everyone on school property from injury, and help to prevent potentially unsafe situations being allowed to occur on and off site.

HAVE A PLAN So, how do schools ensure their pupils are safe during the cold snap? Well, first of all they need to have a functional plan of what is needed to make the school safe.

As you may know, schools have a legal duty to carry out ‘suitable and sufficient’ risk assessments. The risk assessment should detail the foreseeable risks that are significant and that are associated with the schools facilities or activities. The main element of the assessment is to make provision for the precautions

needed to minimise the risks identified.

There is no need to document each and every hazard that exists, but you should think about the likelihood and effects of, ice, snow, excessive water and high winds, and the effect of these, e.g. tree and branch falls, excessive leaf fall in walkways and damage to buildings. More unusual hazards can exist, such as ice and snow sliding from pitched roofs that are poorly insulated, or roof collapses on poorly constructed or maintained structures. Only local knowledge and a keen eye can decide if this is a real issue for you.

With every winter comes the chance of snow and ice, therefore headteachers need to be sensitive to the dangers winter weather can pose to children and most importantly they need to be prepared to prevent significant problems arising and to have arrangements to deal with periods of extreme weather, when it is unacceptable for normal activities to continue.

KNOW THE RISKS We encourage school leaders and assessors to consider the real risks; is it appropriate for a school to close due to 75mm of snow on the playground, when all teaching staff and parents know full well that 80 per cent of the pupils will take the day free to go sledging and snowballing while carers will have to take an enforced days leave of work,

In order to keep ch safe du ildren winter ring the schools months, ne prepareed to be adverse d for w conditioeather ns

or other planned activities? While everyone may enjoy the seasonal, unplanned break, fear of litigation or prosecution shouldn’t be used as the cause without very good reasons.

So, to prevent accidents from happening during icy conditions, it is essential that schools stock up on salt or grit and arrange for preventative gritting and clearance prior to prevent ice and snow settling, rather than relying on post ‘fall’ gritting and clearance, which is much less effective.

Preventative work needs to be a priority when frost, ice and snow are forecast, when walkways are likely to be damp or wet, or the ground temperatures are at or below freezing.

BE RISK AWARE RoSPA encourages children to get outside and to enjoy the wintry weather, wrapping up well to keep warm and dry. Therefore, if conditions are not too dangerous, there is nothing to stop children from playing outside, so long as there is plenty of supervision. But we do advise that a consistent approach is taken to deciding when it is appropriate not to allow play externally and when out of school activities should be rearranged or curtailed.

Reminding children and carers that additional cold weather sports equipment is required is always useful to ensure that exercise can be conducted as planned.

This is because it is important for schools to help pupils become more ‘risk aware’ as opposed to ‘risk averse’ and equip them with the skills and knowledge they need to keep themselves and others safe. Nevertheless perhaps a short assembly session on not playing on ice might be prudent.

As an employer, schools should treat risk assessment and risk management as important tools to enable children to undertake activities safely but ‘health and safety’ should not be used as an excuse to cancel activities that can be conducted perfectly safely with a bit of pre planning.

All of these things can leave headteachers with a difficult decision on their hands – whether or not to close due to the weather. Headteachers should arrange for consultation about potentially contentious issues with those affected e.g. teachers, student representatives, the PTA, sports teachers and the maintenance staff.

This will give all parties confidence that the right approach is being taken.

All in all, schools have a statutory duty to take all reasonably practicable steps to ensure the safety of pupils and staff on school premises. However, it is also vital to share with pupils the skills of recognising hazards, assessing risks and taking steps to control risks. Otherwise we all run the risk of promoting a culture where fear of litigation and criticism restricts learning, growth and enjoyment. L FURTHER INFORMATION www.rospa.com/schoolandcollegesafety

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EDUCATION BUSINESS MAGAZINE | Volume 21.10

SCHOOL TRIPS

PLAY AND SPORTS FACILITIES

Plan a group trip with Safety surfacing and pathways for playgrounds Dalby Forest PlaySmart supplies and installs superior safety surfacing and pathways for playgrounds and recreation areas nationally. With 13 years of experience, PlaySmart offers the highest quality products with unrivalled service.

Its innovative product range includes the exclusive JungleMulch rubber mulch – a natural looking, organically coloured, textured rubber surface ideal for playgrounds.

PlaySmart installs the highest quality grass mats and its patent pending SmartPlay foam pad to enhance fall protection and improve ground conditions.

The company also supplies wet pour and artificial grass and can advise on the best

surfacing option for your project.

Offering surfacing repairs, playground makeovers and full resurfacing for schools and nurseries, PlaySmart can help you make the most of your area and budget without compromising on quality.

As members of the API you can rest assured you are working with an experienced and accredited organisation for your project. If you would like advice on the best surfacing solution for your area, get in touch with PlaySmart’s experienced team now!

FURTHER INFORMATION Tel: 01564 742 811 www.playsmartuk.co.uk info@playsmartuk.co.uk

Dalby Forest is the perfect place for discovery, for all ages, at any time! If you’re planning a trip for a group or class, there’s plenty on offer to help with guided learning through adventure.

Its ‘Ranger In A Bag’ provides all you need to run a successful visit to the forest.

Sessions start with a talk from a Forest Ranger and each activity bag contains equipment, games and resources for a class of children aged 4-11.

A forest adventure awaits!

Children can plot their way through the trees on a Gruffalo‑themed orienteering course, where they set off on a navigational challenge involving a healthy mix of physical activity and problem solving, making it a great exercise for both the body and mind.

Additionally, Dalby Activity Centre offers environmental education sessions, ranger-led by one of its team. They are

CURRICULUM RESOURCES

SIGNS

As teachers of Mathematics well know, there are always difficulties with the traditional geometry set in its tin box.

Boxes remain at home until needed and then, despite reminders, are forgotten by some students.

When the boxes are opened, inevitably some instrument is missing, then someone’s compass has a loose screw, and it is not unknown for the sharp compass point to be used to damage property or injure people, creating health and safety issues. It’s probably the same the world over.

Some schools have class sets, either in the tin boxes or loose in trays. This helps, but distributing, collecting and checking the instruments can be logistically challenging. But the compass still has a sharp point and class sets are heavy

Leeds Sign Design is based in Leeds, West Yorkshire and covers all of the North of England. The company thoroughly understands that your logo and branding is your identity and the secret to your success.

Leeds Sign Design truly understands signage and lives and breaths it every day. Its team has over 30 years of experience in the industry, with a variety of specialities.

The company’s experience has identified that each industry has different needs and requirements for signage and Leeds Sign Design welcomes any request, however strange or challenging they may be.

It is experienced in small, large and high level signage so can meet all your requirements. Vehicles, shops, illuminated, banners, work clothes and hats are

The ingenious oneinstrument geometry set

and also take up a lot of space.

The PolyMath solves all these problems and students say it’s ‘cool’!

This innovative instrument is a small plastic rectangle which serves as a 10 cm ruler, 180° protractor, compass (radius 10mm to 80mm), and, with another straight edge, as set squares.

Demonstration videos are available on the PolyMath website and you can visit PolyMath at Stand N22, Hall 7-8 at Education Show 2017, NEC Birmingham in March.

FURTHER INFORMATION www.polymath.ie

Products & Services

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friendly, experienced and get great feedback from visits.

Vistors can also combine the session with one of Dalby Forest’s exciting outdoor sports sessions.

Remember to like DalbyForestFC on Facebook and follow @dalby_forest on Twitter for news and updates, and to share your adventures and photos!

FURTHER INFORMATION Tel: 01751 460 295 Twitter: @dalby_forest Facebook: DalbyForestFC www.forestry.gov.uk/ dalbyforest

Signage solutions to meet all your requirements

items that Leeds Sign Design brands every week.

Its dedicated team can assist you to create eye catching signs using your logo, strap lines and whatever else you want to add. If you don’t have a logo or strap line, no problem; we can design an eye catching and unique one for you.

Signs can be generated and different options can be supplied so you can chooses the ones you like.

Call Leeds Sign Design at anytime for a friendly chat regarding your requirements.

FURTHER INFORMATION Tel: 0113 277 6884 www.leedssigndesign.co.uk

Volume 21.10 | EDUCATION BUSINESS MAGAZINE

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Advertisers Index

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

PRINTING

FILTRATION & SERVICES

Pongo has created a unique range of vibrant 3D printing filaments in colours and properties that are perfect for any project. It specialises in PLA filaments that are much better suited for use within the classroom.

The company sells both by the metre and by the reel, allowing you to buy what you need when you need it, and with Pongo’s standard delivery you can order as late as lunch time the day before and still be guaranteed next day delivery.

Pongo’s website has an inbuilt calculator that allows you to upload your 3D.STL file to pre calculate how much filament you need allowing you or your students to purchase just the right amount, this is perfect for when many colours are required or when specialist materials are being used.

Pongo has also just launched

BenchVent is a UK manufacturer of a huge range of filtration cabinets, downdraught benches and booths. They’re all made to order here in the UK, and come ready to comply with COSHH regulations, as well as a lifetime manufacturer guarantee.

Our filtration systems have been proven to be 99 per cent effective in the removal of dust, fumes, particles and odours in an enclosed environment.

BenchVent equipment is designed for use in a variety of settings and over the years the company has developed more specialist equipment, for secondary schools through to higher education, typical settings for the filtration cabinets include design & technology, arts and science and we have recently added health and beauty equipment to our extensive range.

Unique vibrant 3D printing filaments

Ventilation and filtration solutions made to order

the industry’s first specially designed PLA adhesive kits, and they are made right here in the UK. With a bonding time as short as only 10 seconds, Pongo PLA adhesives are perfect for quick assembly of your printed parts.

Pongo offers very good discount rates for schools and can provide free samples of any of its filaments upon request.

FURTHER INFORMATION Tel: 01590 381 666 info@pongostore.com www.pongostore.com

For scientific specialisms we have storage cabinets, fume cupboards and other technical equipment.

Service contracts are also available, and BenchVent can keep you in stock with a range of filters should you require them.

BenchVent works with some very well‑known names, such as: Rolls Royce, Virgin Atlantic, Eton College and Sienna X. Whatever your requirements, talk to BenchVent about ventilation and filtration solutions to see which of its great products fits with your specifications.

FURTHER INFORMATION Tel: 01423 790 039 www.benchvent.com

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service Aggora Group

28

Herts Full Stop

Alton Towers Resort

36

HUE 20

PlaySmart UK

Aspect Safety Mirrors

14

iiyama International

Polymath 49

Avocor

18, 26

24,26

ISS Mediclean

6

PFU (EMEA)

Pongo Store

Bench Vent

50

KPC Book Protection

20

Schoolbus Notes

Catering Equipment Support

28

Quick Screen

34

Sentura Group

Costco 30

Langley Waterproofing Systems

Elite Systems GB

IFC, 26 49

50 27, 40 14

8

Staples 46

Leeds Signs and Design

49

Syscap 20

Fathom 4

Logitech Europe S.A

16

The Walt Disney Company

42

Forestry Commission

Morris Leslie Group

14

Thorpe Park Resort

FC

National Space Centre

43

Tiga Creative Marketing

OKI Systems UK

32

Unicol Engineering

Genee World

10

49 22, 26

Gratnells 12

50

39

EDUCATION BUSINESS MAGAZINE | Volume 21.10

27, BC IBC

AV MOUNTING SOLUTIONS

From screen and projector mounting systems to teaching aid trolleys to AV collaboration furniture with unified communications – UNICOL has the answer Unicol has been designing and manufacturing a comprehensive range of mounting equipment for over 50 years either as standard assemblies or as custom made items, from ‘one-off ’ specials to large scale projects from education to corporate to airports to retail.

TECHNOLOGY EDUCATION - 2025 A recent survey by a leading video conferencing brand predicted that teachers would no longer perform the leading role in delivering education by 2025. Instead, online learning would lead education in less than 10 years time.

Perhaps surveys like this should be taken with a pinch of salt - ‘they would say that wouldn’t they’. However, technology in the education industry is certainly on the rise and according to Ofcom two thirds of UK adults now own smart phones with the vast majority of these in the 16-24 year bracket. It is therefore no surprise that the survey predicts that the learning environment will break free from the classroom within the next 10 years. The use of remote learning technologies in teaching is expected to rise significantly: 53% of education professionals believe real-time video collaboration and mobile devices will be the primary way students engage with content by 2025.

58% of EMEA respondents expect to see greater collaboration between schools and corporations by 2025, and the majority of respondents believe there will be a more defined career pathway through the schooling process.

Furthermore, the majority of EMEA respondents predict that the role a teacher plays in education will become less important in coming years, with the

role of thought leaders and educational outreach programmes becoming increasingly important to education.

Onwards to a brave new world but cynics might say put the pedagogy first, give the teachers time, and the learning should follow. As with everything in education, ICT alone is no panacea.

UNICOL MOUNTING SOLUTIONS So how does this impact on a company designing and manufacturing AV mounting systems, which already boasts a portfolio of over 65,000 products?

Well, the widespread decentralisation of UK government policy towards ICT procurement for schools has given more freedom of choice. The increase in ICT expenditure in recent years has led to an increase in the spend on specific audio visual equipment and a new wave of thinking on the learning process.

As a consequence, this has opened the door for new designs by UNICOL for the classroom of the future, including collaborative furniture, lecterns and teaching aid trolleys all of which can be customised and branded in the colour of choice.

COLLABORATION Schools around the globe are engaging in collaborative learning projects and Unicol’s Rhobus Huddle (shown above) can be expanded for video conferencing

to connect teachers and students.

In 1963 UNICOL made the first AV Trolley for UK schools and continues the tradition with trolleys and lifters for screens up to 98” including Microsoft Hub and CleverTouch; all VC compatible and conforming to BS8590.

FUTURE CLASSROOMS As technology asks questions of future teaching methods the classroom of the future may not be a classroom at all, just an open space that provides a focal point for students and teachers who are already connected via their phones.

This space may be used for discussion, planning or collaboration. It is probable that these spaces will require more TV displays and video walls / LED panel arrays. Such AV installations need to be flexible so the space can be populated with devices when the need arises and when numbers of students dictate it.

Whatever the future holds you can be assured UNICOL will continue to provide the solution.

Call our experienced team now for advice: 01865 767676 sales@unicol.com

—

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