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The fifth and final report from Ofsted’s current chief Sir Michael Wilshaw’s final report has found that while England’s education system still fell short of being world class, some parts were closer than ever to achieving this status, such as primary education. The report found that the proportion of good and outstanding primary schools has risen from 69 per cent to 90 per cent in five years. Wilshaw said: “The gains for children under the age of 11, in particular, are remarkable. For this younger age group, we are now closer than we have ever been to an education system where your family background or where you live does not necessarily determine the quality of teaching you receive or the outcomes you achieve.” Areas that were highlighted as needing to improve included the North/South divide at secondary level, with schools in the North and Midlands still behind the rest of the country. The proportion of pupils who achieved highly by the end of primary school who then went on to achieve A/A* in their GCSEs in the North and Midlands was six percentage points lower than in the rest of the country.

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To address the North/South divide, the Children’s Commissioner Anne Longfield has launched the ‘Growing up North’ project to understand what causes this geographical education gap and how it can be tackled. Angela Pisanu, editor

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226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Fax: 020 8532 0066 Web: EDITOR Angela Pisanu PRODUCTION EDITOR Richard Gooding ASSISTANT EDITOR Tommy Newell PRODUCTION CONTROL Sofie Owen PRODUCTION DESIGN Jacqueline Lawford, Jo Golding WEBSITE PRODUCTION Victoria Leftwich ADVERTISEMENT SALES Raj Chohan, Sharon Blythe, Guy Colborne, Richard Dawkins, Kathy Jordan, Adam Maffin PUBLISHER Karen Hopps ADMINISTRATION Vickie Hopkins REPRODUCTION & PRINT Argent Media

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Following the official launch of the Micro:bit Educational Foundation, Education Business caught up with CEO Zach Shelby to find out more about how it plans to build on the BBC’s work to break down barriers to technology and enable young people to improve their digital skills

Just 16 per cent of predicted A-level grades correct, study shows; Children’s commissioner launches new project to tackle north-south educational gap


Education Business looks at the key findings from the NFER’s report into the evolving school system across the Regional School Commissioner areas


At an event attracting more than 30,000 visitors, planning really is key at Bett. But where do you start? With thousands of exhibitors and hundreds of speakers to choose from, here are some highlights to help you plan your visit



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


Breaching the Data Protection Act carries severe consequences and can lead to heavy monetary fines or even prosecution, writes James Kelly, chief executive of the British Security Industry Association


Ensuring that everyone who uses a school site does not come to harm is a wide‑ranging and challenging job. Fiona Riley, chair of IOSH’s Education Group, and health, safety and facilities manager at a large independent day school, explains how it can be done


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Using the latest technology and training methods are just some of the considerations schools should bear in mind when choosing a cleaning contractor, advises Lee Baker from the British Cleaning Council

National School Meals Week took place from 31 October to 4 November and saw school caterers serve at high-profile venues such as the Palace of Westminster and the building of the Welsh Assembly to showcase everything that is great about the modern school meal


With the average school energy bill in the UK coming to £31,000, Eco‑Schools England looks at small changes that can make a big difference to a school’s energy efficiency

The classroom is no longer just about learning your ABC. Nowadays schools are tasked with nurturing not just a child’s brain but also looking out for their emotional wellbeing. So what is the best way to do this? Enver Solomon from the National Children’s Bureau offers some advice




For some pupils the school grounds are the only safe places that they have to be outside, exercise and experience nature, writes Juno Hollyhock from Learning Through Landscapes

With both physical and mental health benefits for young people, more schools should introduce their pupils to snowsports, writes Betony Garner from Snowsport England

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Just 16 per cent of predicted A-level grades correct, study shows

Teachers’ pay is being outstripped by inflation and private sector pay rises, ATL warns

The University and College Union (UCU) is calling for an overhaul of university applications after a new study found that just 16 per cent of predicted A-level grades are correct. The UCU’s report analysed the results of 1.3 million young people over a three year period and found that 75 per cent of predicted grades were ‘over-predicted’, with students failing to reach the grades their teachers thought they would, while nine per cent of grades were ‘under-predicted’. While state schools were found to be the most likely to over-predict, the report also found that the most able students from disadvantaged backgrounds were most likely to be underestimated. Additionally, 24 per cent of applicants predicted AAB from lower income backgrounds are under-predicted compared to 20 per cent of AAB applicants from the highest income backgrounds. Sally Hunt, UCU general secretary, stressed that the report is not a criticism of hard working teachers tasked with

the ‘impossible job’ of grade predicting, but a criticism of a ‘broken system’. The UCU has called for a complete overhaul of the UK’s university applications system, saying the UK should employ ‘the same system as the rest of the world’ and allow students to apply with firm results through a post-qualifications admission (PQA) system. Hunt explained: “This report exposes the vast majority of predicted grades as guestimates, which are not fit to be the basis on which young people and universities take key decisions about their futures. “This report is a damning indictment on a broken system, not the hard-working teachers tasked with the impossible job of trying to make predictions. The results strongly support our call for a complete overhaul of the system, where students apply after they receive their results. “It is quite absurd that the UK is the only country that persists with using such a broken system.”

Teachers’ salaries are being ‘outstripped by inflation and pay rises in the private sector’, which is contributing to recruitment issues is the sector, the Association of Teachers and Lecturers (ATL) has warned. The ATL has submitted evidence to the School Teachers’ Review Body (STRB) making the case that a continued one per cent pay cap on teacher’s pay could be damaging to the profession. Mary Bousted, general secretary of the ATL, has argued that recruitment and retention ‘have got worse’ since the last STRB report, with more teachers leaving the profession last year that in any previous year. Bousted has cautioned that stagnant pay coupled with unmanageable workload is ‘causing teachers to question whether it is worth remaining in the profession’. She has called on the Treasury to lift the restraints on teacher’s pay an ‘allow the STRB to set teachers’ pay at a realistic level’, accusing the government of ‘harming children’s life chances’ by ignoring the recruitment and retention crisis and not ensuring that schools are fully funded.





Calls for British values to be included on school curriculum

More faith schools could ‘increase social segregation’, report warns

Dame Louise Casey has called for British values to be included on the core curriculum on all schools following her review into social integration in Britain. The Casey Review found that segregation and social exclusion has reached ‘worrying levels’ and makes a number of recommendations for how to bridge divides between people and bind communities together. A key part of these recommendations is to promote tolerance and cultural understanding among children from a young age. Casey suggests that the promotion of British laws, history and values within the core curriculum ‘would help build integration, tolerance, citizenship and resilience in our children’. She argues that more weight should be attached to British values in schools, included a focussed syllabus in developing teaching skills and assessing schools performance. READ MORE:

Increasing the number of faith schools could lead to ‘increased social segregation, with a risk of lower social mobility’, according to a new report. The report, published by the Education Policy Institute (EPI), analysed overall attainment and progress made by pupils in faith schools, taking into account the characteristics of pupils, including levels of deprivation and special educational needs. It was released following proposals in the ‘Schools that work for everyone’ green paper that suggested removing restrictions on faith schools which currently limits faith based admissions to 50 per cent. The EPI found that faith schools enrol a larger proportion of high attaining pupils and educate proportionately fewer pupils with challenging needs, compared to non-faith schools. Additionally, the EPI’s analysis shows that faith schools have a lower

Education Briefer


proportion of disadvantaged children, with the odds of a pupil in a secondary faith school being eligible for free school meals around two thirds of those for all children in their local area. To impartially assess the impact of faith schools, the report analysed the performance data of faith schools controlling for deprivation, prior attainment and ethnicity and found that the difference in attainment between faith and non‑faith schools is ‘largely eliminated’. Taking into account the fact that the average faith school admits fewer pupils from poor backgrounds than the average non faith school, the EPI concluded that increasing the numbers of faith schools ‘would come at the price of increased social segregation’. READ MORE:




Children’s commissioner launches new project to tackle North/South educational gap Children’s commissioner Anne Longfield is launching a major new project aimed at tackling the educational gap between the North and South of England. From the start of school, children in the North tend to be slightly behind their contemporaries in the south. While some northern areas do very well by the time pupils reach 11 years-old, the gap starts to increase at aged 16, as northern areas have failed to keep track with the big improvement in London schools. In 2015, a pupil from a disadvantaged background was 41 per cent more likely to get five A*- Cs in London than in the north of England. Children in London and the south east are also 57 per cent more likely to go to a top university. The ‘Growing Up North’ project seeks to understand why some children in the North fall behind their counterparts in the south and what can be done to improve choices and outcomes for all children in the region. Commenting at the launch of Growing Up North, Longfield said: “The economic disadvantage of the north is well established but as a place for children to grow up the reality is far more complex. Whilst there are parts of the north where children fall behind

there are places where they excel. The regeneration underway provides a unique opportunity to reshape prospects for children in the North. I want every child, wherever they are born, to get the same opportunities and support to prosper. To do this, we need to understand why children do better in some parts of the country than

others and what it is about the place they grow up in that supports them to succeed. “Growing up North will put children at the heart of discussions about northern regeneration. It’s time to leave the north-south divide behind.” READ MORE:


£12.1 million to support science in schools The government has announced a £12.1 million funding package to support the teaching of science in English schools. The money will be used to provide continued professional development for science teachers, support schools to share best practice and offer tailored in-school support. The programme will be delivered through a network of national science learning partnerships and also support schools to encourage more teenagers to take GCSE triple science – physics, chemistry and biology.

The funding was announced after the OECD Programme for International Student Assessment (PISA) 2015 report found that 28 per cent of pupils in England hope to be working in a science‑related career by the time they are 30 – a significant increase compared to 16 per cent in 2006. School Standards Minister Nick Gibb said: “We are determined to give all young people the world-class education they need to fulfil their potential. It is encouraging to see so many young people setting their

ambitions high, as we know science is valued by employers and is linked to higher earnings. “Studying science offers a wide range of options following school - whether that’s a career in medicine, engineering or teaching science in the classroom these are the vital skills needed for the future productivity and economic prosperity of this country. This extra funding will further support high-quality science teaching in our schools.” READ MORE:


Independent schools could offer 10,000 free places, ISC says

Education Briefer


The Independent Schools Council (ISC) has proposed that independent schools across England could offer 10,000 free places to poorer pupils every year. The proposal comes as part of the ISC’s response to the ‘Schools that work for everyone’ green paper, which asked independent schools what they can do to ‘support more good school places and help children of all backgrounds to succeed’. The ISC’s plan would involve joint funding from the government and the independent schools themselves, where the government contributes no more than the cost of a state school place to educate children in existing independent schools. The plan is designed to meet the government goal of more good school places and would target children from families with lower income. In addition to this, the ISC has also proposed that independent schools could help set up new state schools to create more good school places, as well as improve existing relationships between the two. New schools could focus on one or more of the six DfEidentified opportunity areas and could provide thousands of new school places across areas of greatest need. The proposal would also see a further expansion of the teaching, coaching, university and careers advice, educational events and facilities already provided to an estimated 160,000 state school pupils. Barnaby Lenon, ISC chairman, said: “In its green paper the government recognised the great strength and success of independent schools and asked what more we could do on top of the contribution our schools already make. “The proposals we are putting forward go considerably further than some of the ideas the green paper suggested and by helping create more good school places, both in state and independent schools, we would be helping to expand real social mobility in this country.” READ MORE:





Ofsted Annual Report 2015/16 released

Bright pupils from poorer backgrounds ‘far less likely’ to go to university

Launching his fifth and final Annual Report, Ofsted’s outgoing Chief Inspector, Sir Michael Wilshaw, said that while England’s education system still fell short of being world class, some parts were closer than ever to achieving this. The report finds that for the sixth year in a row, the proportion of good and outstanding nurseries, pre-schools and childminders has risen and now stands at 91 per cent. The proportion of good and outstanding nurseries is now almost the same in the most deprived areas of the country as in the least deprived. It found that the proportion of good and outstanding primary schools has risen from 69 per cent to 90 per cent in five years. The reading ability of pupils eligible for free school meals at age seven in 2015 was six percentage points closer to the level of their peers than five years ago. Secondary schools have improved and 78 per cent are now good or outstanding. However, secondary schools in the North and Midlands are still behind the rest of the country. The proportion of pupils who achieved highly by the end of primary school who then went on to achieve A/A* in their GCSEs in the North and Midlands was six percentage points lower than in the rest of the country. Pressures on the supply of secondary teachers have not abated. Fifteen of the 18 curriculum subjects had unfilled training places this year. The proportion of good or outstanding general further education colleges has declined from 77 per cent in 2015, to 71 per cent this year. There are some signs of improvement in the quality of apprenticeships. However, the supply of high quality apprenticeships at level 3 is not yet meeting demand. Commenting on the overall state of England’s education system, Sir Michael Wilshaw said: “We have seen some significant improvements even over the five years that I have been Chief Inspector. There are 1.8 million more pupils attending good or outstanding maintained schools and academies today than in August 2010. The gains for children under the age of 11, in particular, are remarkable. For this younger age group, we are now closer than we have

ever been to an education system where your family background or where you live does not necessarily determine the quality of teaching you receive or the outcomes you achieve.” “Our schools have also become great forces for social cohesion. We forget what an incredible achievement this is. Whatever cultural tensions exist outside of school, race and religion are not barriers within them. In the main, schools aim for all children to be taught equally and for all children to benefit equally.” However, Sir Michael warned that there were still aspects of the education system that weren’t yet working effectively. He said: “Last year, I highlighted the disproportionate number of secondary schools that are less than good in the North and Midlands, compared with the South and East of England. This year, the gap has widened slightly. More than a quarter of secondaries in the North and Midlands are still not good enough. The geographic divides within the country are particularly acute for the most able pupils and those who have special educational needs.” “There is also considerable evidence that it is schools in isolated and deprived areas where educational standards are low that are losing out in the recruitment stakes for both leaders and teachers. My advice to government is, therefore, to worry less about structures and more about capacity. No structure will be effective if the leadership is poor or there are not enough good people in the classroom.”

Poorer pupils are ‘far less likely’ to go to university compared to richer peers with similar grades, according to new research. The research, carried out by Education Datalab on behalf of the Social Mobility Commission, shows a wide progression gap between post-16 choices made by bright poor kids and their affluent peers. It found that just 24 per cent of children eligible for free school meals attend higher education compared to 42 per cent of children from more privileged backgrounds. Additionally, poorer children are also twice as likely to drop out of education at 16. The Commission says that this gap ‘cannot be explained by their results at school or where they live’, because there are significant differences between poorer children and wealthier children living in the same neighbourhood with the same GCSEs results. The report concludes that ‘Britain has a deep social mobility problem which is getting worse for an entire generation of young people’. Alan Milburn, chair of the Social Mobility Commission, said: “When low income young people from the same area with the same school results are progressing less than their better-off classmates, that is not about lack of ability. It is about lack of opportunity. The progression gap has many causes but it suggests something is going badly wrong in our education system. “The lack of proper careers advice in schools and the sheer complexity of the post-16 education and training system make it particularly difficult for lower income young people to translate their attainment at school into qualifications that are well rewarded in the labour market. “That has significant consequences for social mobility and leads to many young people becoming trapped in low skilled, low paid jobs. Government and schools should be working to create more of a level playing field of opportunity for young people to progress.”



Education Briefer



Government ‘not doing enough’ to combat sexual harassment in schools The Women and Equalities Committee has criticised the government for not doing enough to tackle the issue of sexual harassment and sexual violence in schools. A report from the Committee exposed ‘widespread’ sexual harassment and sexual violence in schools, as well as an ‘alarming inconsistency’ in how schools deal with these issues. It recommended that the government should use statutory measures to ensure every school takes appropriate action to prevent and respond to sexual harassment and sexual violence, and ensure Ofsted and the Independent

Schools Inspectorate assess schools on how well they are dealing with incidents of sexual harassment and sexual violence. The report also recommended that every child has access to age‑appropriate relationship and sex education (SRE) delivered by well-trained individuals. In response to this report, the government has said it will take a ‘holistic school-based approach’ to help schools tackle these issues, which will be based on three areas of work: supporting schools to produce their own new codes of practice, building our evidence base, and setting up an advisory group. However, the Committee believes that this does not go

far enough and has warned that schools need to have ‘a clear and unambiguous message’ to tackle the problem. It has criticised the government for not placing any statutory obligations on schools and further emphasised the importance of compulsory SRE in schools. Maria Miller, chair of the Committee, said: “Schools are responsible for fostering the best environment for young people to learn; fear of sexual harassment, or worse, should not be part of that.” READ MORE:





Overseeing the UK’s evolving school system Education Business looks at the key findings from the NFER’s report into the evolving school system across the Regional School Commissioner areas ’A tale of eight regions: Part 1’ is the first of two reports from the National Foundation for Educational Research (NFER) to focus on the Regional Schools Commissioner (RSC) areas across England. It focusses on how the educational landscape has changed since Regional Schools Commissioners (RSCs) were introduced in 2014 and their important role in overseeing the growing numbers of academies and free schools. As both academies and free schools have begun to play a more prominent role in the English education system, the role and responsibilities of RSCs have also increased. Since Justine Greening was appointed Education Secretary, taking over from her predecessor Nicky Morgan, the government has backed away from its controversial plans to force all schools to convert into an academy – as initially set out in the Educational Excellence Everywhere white paper. The government has since switched its focus to increased selection by lifting the ban on opening new grammar schools, which was outlined in the ‘Schools that work for everyone’ green paper. However, Greening has said she is still committed to the academisation programme, but will work to ‘encourage school to convert voluntarily’. She officially dropped the plans in a written statement to parliament, which read: “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.” It remains to be seen if the government will manage to push any new legislation to increase selection through parliament, or exactly how academies will fit into the education system if this does become a reality. In light of this turbulence in the education sector, NFER’s report acknowledges that RSCs are ‘operating in a fast-changing landscape and with an element of uncertainty’. However,



Overall n i growth hool sc primarysation in i academs exceeded 2016 haondary sec for the growth time first 4.4 per cent in 2013

given the sheer number of academies already operating across England, it is likely that RSCs will continue to be a powerful part of the education system. As it stands, RSCs have oversight of eight regions across the UK: North of England, Lancashire and West Yorkshire, East Midlands and the Humber, West Midlands, East of England and North-East London, North-West London and South‑Central England, South-East England and South London, and South-West England. Their key functions include identifying and tackling ‘schools that are causing concern’, which covers schools judged by Ofsted as being ‘inadequate’, schools ‘below the floor’ and ‘coasting’ schools. Their remit also includes approving conversions of underperforming local authority maintained schools into sponsor‑led academies or brokering a new sponsor or change in sponsor for underperforming academies. What’s more, they must identify and build the sponsor capacity to support more schools to become academies, including encouraging ‘good’ and ‘outstanding’ schools to become academies, as well as approve new free school applications and monitoring their progress.

INCREASING ACADEMY NUMBERS The report had a particular interest in the number of academies and how these are distributed across regions and phases. It found that the proportion of academies has increased, but continues to vary considerably by phase and RSC region. A key finding in the report is that overall growth in primary school academisation in 2016 has exceeded secondary growth for the first time. However, this is not due to increased rate of academisation in primary schools, as growth in the proportion of schools becoming academies has been steadily falling across both phases in recent years, but the decline in growth in the secondary sector has been steeper. Growth in the secondary sector fell from 8.4 per cent in 2013 to 2.9 per cent in 2016, while growth in the primary sector fell from

to 3.7 per cent in 2016. 67 per cent of secondary schools are currently academies, compared to 21 per cent of primary schools, so growth in the primary phase would likely have to remain above that of the secondary phase for quite some time if this gap is to close. The report points out that the decrease in growth in academisation in the secondary sector is not surprising, as most secondary schools that desired to become an academy have now done so. NFER also found that the difference in the extent of academisation between the highest and lowest academised regions has increased over the past year, from 16 to 20 percentage points. South West England continues to be the most academised region, where 38 per cent of schools are not academies, compared to just 18 per cent in the North of England and Lancashire and West Yorkshire. Within the primary phase, the proportion of academies varies from 12 per cent in the North of England and Lancashire and West Yorkshire to 32 per cent in South-West England. For the secondary phase, the lowest proportion of academies can be found in the North of England at 52 per cent, with South-West England also having the highest proportion of secondary academies at 76 per cent. VARIATION WITHIN REGIONS Another key observation to come from the report is that the difference in academisation within regions is larger than variation between regions. NFER found that levels of academisation among local authorities within the same region varied considerably. South-East and South London have the greatest difference, with just six per cent of schools in Lewisham being academies, compared to 87 per cent in Bromley. Alternatively the West Midlands was found to have the least variation between local authorities, but still has some striking differences, with 13 per cent of schools being

cent in the East of England and North-East London. NFER reports that the distribution of schools falling below floor standards does not reveal any clear patterns that would explain why some RSCs have a higher proportion of sponsored academies than others, but it does posit that potential reason could be a lack of suitable sponsors willing to take on underperforming schools.

academies in Cheshire West and Chester compared to 48 per cent in Stoke on Trent. SPONSORED ACADEMIES Sponsored academies are formerly local authority maintained schools that were taken over and converted into an academy due to underperformance. NFER also found wide variation in the proportion of sponsored academies across regions. For example, only four per cent of academies in North of England and Lancashire are sponsored academies, compared to 12 per

THE FOUR TIER SYSTEM There has been some debate about whether some academy trusts have expanded too quickly, leaving them overstretched and unable to maintain high standards. In response to this, and to help improve RSC’s management of the wide range of trusts we now see across the country, Sir David Carter, the National Schools Commissioner, has developed a four tier system. Trusts are now placed into four tiers depending on size: Starter trusts, multi‑academy trusts (MATs) with up to five academies, all of which are in the same region; Established trusts, MATs with between six and 15 academies in the same region; Regional trusts, MATs with between 16 and 30 academies, which operate across regions; and System trusts, MATs with over 30 academies which may be located across the country. There are currently 853 Starter trusts, 150 Established Trusts, 17 Regional Trusts and 11 System trusts, as



well as 1,762 single academy trusts (SATs). The report found that the profile of SATs and the different MAT groupings vary greatly across RSC regions, with South‑West England, East Midlands and the Humber and West Midlands having the highest percentage of academies within starter and established trusts, while the North of England has the least. NFER explains that RSCs will often look to high performing SATs and academies in MATs to support underperforming schools and, as there are variations between regions in the number of good and outstanding schools in these structures, it could potentially make their job more difficult depending on which region they operate in. In Part 2 of the report, NFER will look to build on this analysis of the RSC regions. It will look to further investigate the ‘large and interesting’ variations in the proportions of underperforming school that have become academies by phase and by region. The report will also cover the challenges that RSC’s will face in the short term from ‘coasting’ schools, as well as explore longer term challenges from projected increases in pupil numbers and the capacity for expansion against demand for sponsors. L FURTHER INFORMATION

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The school-age population boom 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 A report from Scape Group, which advises SHORTAGES IN BIRMINGHAM local authorities on new buildings, reveals Birmingham is the second largest that local authorities are expecting an city in the country by population, with additional 729,000 pupils in education by 1.1 million residents. The city 2020 – a rise of 8.6 per cent in primary school is set to see a 13 per cent increase in its pupils and 12 per cent in secondary school primary and secondary population, with pupils in England. To tackle this increase, 22,957 extra pupils by 2020, the largest over 24,000 extra classrooms are required numerical increase in the country. by 2020, or over 2,000 extra schools. The number of extra pupils is higher London, the South East and East of England than the increases for the entire North are experiencing the highest growth with East of England (21,124 pupils). more than 375,000 additional primary and Birmingham City Council so far only has secondary pupils expected to be added plans to deliver 878 additional places, which, to the registers in four years’ time. when combined with the current number Of the total 2,122 new schools needed, of spare places, would leave a capacity London requires 507 new schools. The shortfall of 4,922 school places by 2020. London Borough of Barking and Dagenham The Council must therefore build around will see the biggest increase in pupil 15 new schools by 2020. The shortfall will numbers, requiring a total of 28 new mean that one in five pupils will not get schools, followed by Lambeth, Newham a place unless more schools are built. and Greenwich, which need 21, 37 and Birmingham currently has significant capacity 25 new schools built, respectively. within its existing schools, with enough Outside of London, the Northern places for 18,035 primary and secondary Powerhouse city of Manchester will see pupils. In practice it is not possible for a local numbers rise to almost 19,000 extra primary authority to fill 100 per cent of its places and secondary pupils by 2020 – a 27 per cent (there must always be spare capacity) and increase that will require the equivalent of spare places alone will not be enough to 57 new schools. Rapid growth in the fully deal with the growing numbers. cities of Bristol, Peterborough, Of Milton Keynes, Leicester THE PRESSURE TO BUILD t h e and Nottingham will also Mark Robinson, total 2,122 n mean that new schools Scape Group chief will become highly executive, comments: schools ew sought-after should “As the growth of London needed, the necessary amount the primary school r e q uires 50 new sch not be built in time.   population gathers pace, 7 o

and Da ols. Barking ge see the nham will bi increas ggest ei pupils n

Design & Build


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.” Citing the post-Brexit economy as another reason why the future is uncertain for school buildings, Mark Robinson adds: “The construction of new schools must be a top priority for government and local authorities must be given the tools and funding necessary to deliver extra places in time. Creative solutions including standardised design, classroom extensions and larger ‘super-schools’, as well as more effective use of land to deliver mixed‑use developments, are all options we need to look at to deliver more new schools.” CASE STUDY: COTTON END LOWER SCHOOL Cotton End Lower School in Bedford was relying on 20-year old mobile Portakabin-style units and needed new modern classroom space urgently. Due to accelerated local housing developments and the school’s popularity, Cotton End’s intake had increased from around 40 to over 100 pupils and, being well past their expected lifespan, the existing mobile classrooms were not fit to accommodate such rapid growth. As a result, Bedford Borough Council decided that three new classrooms and one new nursery unit needed to be built and chose the Connect by Lungfish method, procured through the Scape National Minor Works framework, delivered by Kier. The dilapidated mobile units, which displayed all the associated problems commonly seen in such temporary structures, were replaced with light and airy classrooms. Floor to ceiling windows bring the outdoors in – a principal feature in Lungfish’s designs. Where the old classrooms were cold and damp in winter, the underfloor heating in the new buildings means that carpet time for E

Cotton End Lower School, Bedford



ASSA ABLOY Entrance Systems: Security and convenience through door automation How do schools and college facilities secure external entrances? Whether it’s stopping late arrivals from sneaking in unnoticed, or hindering progress of unsolicited visitors, security at the various access points most schools utilise is imperative. Educational facilities are amongst the most critical when it comes to security and accessibility. ASSA ABLOY Entrance Systems, the UK’s largest supplier of automated entrance equipment, is encouraging designers, specifiers and property managers to look to automation as a viable solution to optimise security, safety and convenience for students and visitors alike. In 2016, the Besam SW200i automatic swing door operator has been specified across Great Britain and Ireland as a practical solution for external entrances. Delivering easy to activate fully automatic and power assisted access points to students of all ages and physical capabilities, the intelligent door operator is ideal for retrofitting and new entrances. The high powered door operator can be retrospectively fitted to existing fire doors or all sizes up to 320kg in weight, facilitating the automation of previously manual doors.

When specified as the operator for a new swing door system, a wide range of glazed and aluminium framed door leaves are available to meet site specific requirements. Creating a welcoming and functional main or secondary entrance into educational facilities, the operator can be timed to lock in accordance with opening hours. Locking down during class times, before opening and after hours prevents unauthorised access as deemed necessary for each entry point, with secondary entrances released for break times. As a safety solution, the overhead

ASSA ABLOY Entrance Systems

Automate! Automatic sliding, swing and revolving entrances are ideal for educational facilities. ASSA ABLOY Entrance Systems specialists design, manufacture and install automated and powerassisted door systems to create exceptional entrances for schools, colleges and universities. We’re here to help improve safety, security, accessibility and efficiency for pupils, staff & visitors.

ASSA ABLOY Entrance Systems Automatic pedestrian door solutions


EDUCATION BUSINESS MAGAZINE | Volume 21.11 Tel: 0333 006 3443

concealed option is ideal for primary and secondary schools. Operator cases conceal the mechanical arm – which is available as a push and pull system – removing the potential for students of a ‘more-exuberant’ disposition to swing from exposed arms. Breakout features, which allow the door to be pushed/pulled open in the event of an emergency make this a viable option for doors on main fire escape routes. The reliability of the Besam SW200i operator is also assured in all weather conditions, with advanced stack pressure and wind load detection features adjusting the torque to ensure safe opening and/ or closing in wind laden areas. To discuss the feasibility of retrospectively automating external entrances, a face-to-face site consultation with an automatic pedestrian entrance systems specialist can be arranged via the ASSA ABLOY Entrance Systems website. FURTHER INFORMATION Tel: 0333 006 3443

NEW BUILDINGS  reading stories is a favourite part of the school day now – the children can wear slippers or even walk around in their socks. The new building has plenty of storage and display space and ICT provision is greatly improved. The new walls are strong enough to support touch screen displays, which had not been the case in the mobile classrooms, benefiting the children with the latest technology and teaching methods. The teachers themselves also greatly value the ability to utilise current teaching practices by being able to keep on top of technological advances in a live teaching environment. The foyer for each classroom is spacious, providing plenty of room to hang coats and PE bags and allowing room for break-out teaching where one-to-one support is required. Previously such support was very obvious and took place in inappropriate locations such as the headteacher’s office or staffroom. With easy access to outdoors and level access from each classroom, there is no need for ramps, and people with disabilities or mobility difficulties are able to move around with as much ease as possible. Above all, the children take real pride in their new classrooms, which is evident in their positive approaches to lessons. The final phase of the project was handed over in October 2014 with all three classrooms and the nursery setting having been in full use ever since. In fact, the pre-school facility is heavily over-subscribed with more than double the number of applicants for the 15 places available in 2015/16. CASE STUDY: KEMPTSTON RURAL PRIMARY Kempston Rural Primary School in Bedfordshire was in need of an expansion

Pupil place shortages in London to serve both the existing community and also the families that had moved into a new housing development in the local area. The increase in demand for places at the school meant there was an urgent requirement for more capacity and the current school wasn’t in a location to be modified successfully. Bedford Borough Council decided to construct a Sunesis Keynes² 2FEN school on a site around a mile from the existing Victorian school. This work had a guaranteed timescale and budget that provided peace of mind to the teachers, parents and pupils alike. The new school can accommodate 420 pupils and also has a 30 full-time place nursery facility. As a result, the new school building has excellent acoustics, promoting enhanced concentration from children in lessons. New adaptable communal areas, called ‘learning streets’, mean pupils are encouraged to develop independent learning styles by moving between the classrooms and the learning street, all within a safe and secure environment. The space within the learning street has enabled the school to hold events such as the Christmas Fair. High ceilings in the learning street, large windows and rooflights, and the bi-folding doors at each end give a feeling of volume and space with terrific light levels. The dedicated cooking area has enabled staff to raise the profile of this topic and cookery’s emphasis in the curriculum has been vastly improved. The school hall is able to accommodate a recent introduction of free school meals for all Key Stage children. Many schools have struggled to cope with this initiative as they lack the space to sit half of the school down at the same time. Parental involvement and participation

“Creative solutions including standardised design, classroom extensions and larger ‘super‑schools’, as well as more effective use of land to deliver mixed-use developments, are all options we need to look at to deliver more new schools”

Design & Build


The capital will see a 15 per cent increase in school population by 2020, which will require 507 new schools to meet the rising numbers. Of these, 356 will be required in Inner London boroughs and 151 in Outer London. The pressure on school places in the capital has been a long-standing issue for the city’s residents, and parents find it increasingly difficult to get their children into their first, second or even third choice school. The shortage of available land for school-building is leading to the creation of larger schools, particularly primary schools, and one solution in areas that will see the most growth could be more ‘super‑schools’, of ten form entries or more. The capital must also find space for as many as 86 secondary schools, as the growing primary school population moves into secondary school. Local authorities could also respond to the challenge by creating ‘super-secondaries’ with sufficient space and facilities for 4,000 pupils, but London would still need to create 22 such schools by 2020 to accommodate the growing the school population. has increased, and this is a significant development as evidence shows parental and family involvement in a child’s education brings many positive benefits to the child. A recent session whereby parents came in to school to support the children in a maths lesson then developed into a session for parents where they were shown how modern maths is now taught. THOUGHTS FROM THE INDUSTRY Meeting rising school place demand in the face of increasing pressure on capital budgets is one of the biggest challenges over the next decade, believes Andrew Alsbury, Willmott Dixon’s education director. He said: “The challenge needs a joined-up approach between public and private sectors, local and central government, to bridge the gap. That includes a pragmatic approach to new ideas like component-led designs, off-site construction and strategic procurement arrangements, which can quickly and affordably create new places at scale while avoiding duplicated costs. “The availability of land is also a growing challenge. To meet this we will also need flexibility in how local authorities leverage their land assets and local developments to create new places.” L FURTHER INFORMATION




At Scotts we believe a building designed for education should be without compromise. A healthy space, with natural light and ventilation, an even temperature and great acoustics. A building that inspires and is kind to the environment.

CLASSROOMS & NURSERIES from concept to completion

For more information or to arrange a site visit please contact us:

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RivaNET is a leading IT systems integration provider to schools and colleges, with a unique personal approach in delivering enterprise solutions within an educational budget. Recent customers include King’s Ely School, winner of the Education Business ICT Facilities Award last year The primary aim is to deliver best value via intelligent design and development of pioneering IT systems within Education. GROW AS YOU GO By using DellEMC’s VxRail technology, it is possible to virtualise a campus server and storage environment. This combines convergence, scalability, elasticity, and performance. Storage and compute resources are combined from as little as four servers to thousands by simply adding “nodes” to the environment. This is done elastically; increasing and decreasing capacity and compute resources can happen “on the fly” without impact to users or applications.

Written By Nick Donoghue, Managing Director, RivaNET Limited


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PERFORMANCE AND RESILIENCE DellEMC VxRail has self-healing capabilities, which enables it to easily recover from server or disk failures, and aggregates all the IOPS in the servers into one high-performing virtual SAN. All servers participate in servicing I/O requests using massively parallel processing. SIMPLE MANAGEMENT AND MONITORING Managing an DellEMC VxRail deployment is easy. Anything from installation, configuration, monitoring, and upgrade is simple and straightforward, without any specialised training, and the complexity of storage administration is completely eliminated. Because the system ‘manages itself’ and takes all the necessary remedial actions when a failure occurs, including re‑optimisation, there is no need for operator intervention when various events occur. THE RIVANET SOLUTION RivaNET’s “Grow as you go” approach to schools and colleges is achieved by utilising ‘off the shelf’ DellEMC hardware to create an aggregated environment tailored to the customer’s specific needs, migrate services and applications, and then decommission the old IT estate. Upon successful completion, the traditional

four year rip and replace hardware cycle becomes a thing of the past, with future upgrades easily implemented via the addition of “extra nodes” when more compute/storage resources are required. WINNER OF THE EDUCATION BUSINESS ICT FACILITIES AWARD “It’s great to receive an award that confirms our place as an organisation that may be 1000 years old but uses C21st tech to enable fast, reliable IT. Of course, the big danger with all this celebration, is that people will think we’ve reached the end of the road. Neither in tech nor in education, does such a place exist!” says Sue Freestone, Principal at King’s Ely.

RivaNET have built an excellent relationship with King’s Ely School, delivering an enterprise IT solution within an educational budget. L FURTHER INFORMATION Tel: 0330 555 5550




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Providing Facilities Management services since 1998 across England & Scotland

We make a positive difference by creating a first-class environment for learning

Protecting your assets, and even more importantly its staff, students, and visitors

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20/10/2016 16:22 07732 408 678 Bandera Facilities Management With Offices and operations throughout the UK, Bandera’s success and development is highly focused on quality and sustainability. Bandera continually maintain high standards within the workforce and for its customers. We deliver tailored cost-effective hard and soft services packages, including our ‘One-Stop-Shop’ stress-free solutions.

‘One-Stop-Shop’ services include: • • • • • • • • • • • • • • • •


Front of House, Reception and Switchboard Building, Electrical and Mechanical services CAFM System and Help Desk Management Cleaning and Specialist Cleaning services Ground Maintenance and Horticulture Security, Remote Monitoring and Access Control Archiving and Recalling services Fire Detection Maintenance Catering, Vending and Hospitality services Health and Safety compliance Water Treatment Office Equipment Management Photocopiers and Printers, stationary Comprehensive Mail-room Service – sorting, tracking delivery, scanning and upload to secure portal Fixed Wire testing Fire Alarm Installation and Testing HVAC


Project Management We deliver Projects within agreed timescales, on budget to meet specifications and business goals. Services includes: • Building projects • Office refurbishments • Specialist Laboratory Services • Heating and Cooling Plants • Consultancy • Provision of skilled Consultancy and multi-disciplined Personnel • Provision of Single Project Managers • Management Only Service • Leadership, Management and Stakeholder Management • Complete Management Control Service, inclusive of Planning, Process – Concept to Definition – Commissioning, Implementation and Handover.

Accreditations & Memberships ISO 9001:2015 is the internationally recognised standard for quality management. Certification to this standard reassures your customers that your organisation is fully committed to quality standards by continuously undergoing the scrutiny of an accredited third party certification body. ISO 14001: 2015 is the International Standard for Environmental Management Systems. Our certification provides assurance to company management that the environmental impact is being measured and improved. Construction Line member as well as CHAS Accredited which is established as the market leader for health and safety pre-qualification in the UK. CHAS is the largest and fastest growing health and safety assessment scheme in the UK.

Mark Henderson UK Commercial Manager


Ensuring that everyone who uses a school site does not come to harm is a wide-ranging and challenging job. Fiona Riley, chair of IOSH’s Education Group, and health, safety and facilities manager at a large independent day school, explains how it can be done The safety, health and well‑being of everyone school buildings and grounds without being who uses my school’s premises is my priority. harmed is, without doubt, challenging. Every weekday, we have up to There are many things to consider. 2,300 pupils – aged from six weeks to So, how do we manage it successfully? 18-years‑old – and in excess of 500 staff on site; but there are many more people ACCESS CONTROL whose safety needs to be considered. A basic requirement of all schools is the need In addition to our regular occupants, to ensure that everyone on the premises at we also have the many contractors and any given moment is legitimately there. With service providers who are on site both this in mind, access control is now becoming during the normal school day and also increasingly common in most schools across outside of school hours. We also have the UK. This is often used in those who use the facilities, such conjunction with perimeter A as our leisure and conferencing gating systems and CCTV basic facilities in the evenings after cameras. As part of require school, at weekends and this, at our school, all during school holidays. pupils and staff are of all sc ment Making sure that all of given access control the nee hools is d to e these people leave the cards. These include

nsure that e the pre veryone on m given mises at any o legitim ment is ate there ly

Written by Fiona Riley, chair of IOSH’S Education Group

Considering everyone’s safety on-site

a photograph of themselves along with a lanyard. They have to use these cards if they want to access the school site and building. Having these access control cards also has its other uses as well, such as controlling our lunch system and the borrowing of library books, but it is very much a way of ensuring the security and safety of everyone on site. With this also comes the ability to track card holders across campus and, if required, deny access rights immediately. Of course many other people use the school premises besides pupils and staff, so we have a thorough signing-in and signing-out protocol in operation to constantly monitor who is on the site. The use of parking permits for both staff and parents enables us to control movement around campus and ensures that we do not have anyone on the premises who should not be there. Maintaining our Grade II-listed building also brings with it many challenges. We have an in-house team of maintenance, security, housekeeping and grounds keepers and they are crucial in the day-to-day running of the school.

Facilities Management


SAFEGUARDING OTHERS ON SITE We can have as many as 30 contractors on site on any given day during term time. This tends to significantly increase during non‑term time. Therefore having a protocol to manage contractors and service providers is vital to ensure safety and security. These contractors include those doing routine maintenance tasks like servicing photocopiers as well as window cleaners, florists, electrical contractors and so on. We have to plan when contractors are on site, considering when the most appropriate E



HEALTH & SAFETY  time is. Some of them will be at the school very early in the morning, before students are even out of bed let alone on the way to school. Refuse collection is a tricky area in this regard. We do not want these vehicles around the school, doing various manoeuvres, at the same time as there are huge amounts of pupils, parents and staff walking nearby. This would pose many serious safety risks. The process of emptying the bins can take between one and two hours, so we start this task early in the day, prior to when most people start to arrive and the premises gets busy. This is just one example of activity on our site outside of normal school hours. In effect, and contrary to common belief, the school day is significantly longer than just when the pupils are in lessons. In the evenings after school we could have parents’ evening, a school show, or a guest lecture. At weekends, we have people using our sports facilities. During school holidays, we have activity clubs for young people. This all needs to be considered. We need to ensure everyone’s health and safety, whether it is during school hours or not. At this time of year we also have the added complication of the weather, which can impact on the school day. Again, this is something we must consider as safety and health professionals. It does take planning, including keeping an eye on the weather forecast. If we have snow, our grounds staff will be out from very early to make sure access areas are clear and safe to use for anyone who needs to get into the school. Our parents, quite rightly, expect that we will be open all of the time. So when we have bad weather, we do everything we can to keep the school open and make sure the site is safe, for example reducing the risk of people hurting themselves on ice. HEALTH, NOT JUST SAFETY In many industries, not just education, a lot of prominence is given to safety. It is great that organisations do view the safety of staff as a priority. However, we must not concentrate solely on safety and neglect the health of employees. Millions of employees in the UK and other parts of the world face many risks to their health in their workplace. IOSH is running a campaign, called No Time to Lose, to raise awareness of cancer-causing agents which can be found in workplaces, such as asbestos, diesel engine exhaust emissions and silica dust. Without the right controls, exposure to these agents can lead to cancer, potentially many years down the line. People should be able to go to work in the knowledge that they will not come across anything which could harm their health. There are other health-related matters in school which we must also consider and ensure proper controls are in place for. For example, we have radioactive



Everyone who comes onto the site, whether it is a child in our nursery, a pupil, a teacher or a contractor, has the right to expect they leave it without their safety or health being at risk sources in the science labs. If the proper procedures are not followed, it is possible that there could be serious repercussions. So we pay a lot of attention to this. There are other legal compliance issues that we need to look at as well. We have to consider risks posed by legionella, kilns, movable walls and play equipment. As any occupational safety and health professional would tell you, having a good safety record at my workplace is only part of my job; we need to ensure that everyone’s health is also looked after. OBTAINING BUY-IN The Institution of Occupational Safety and Health (IOSH) firmly believes that all workers in all industries should be covered by a culture of care. Safety and health professionals, including IOSH members across the world, have a major role to play in making this a reality. As IOSH members, safety and health is our job. We design safety and health management systems which are aimed at protecting those we work with to prevent them from being harmed. But, as with organisations in other industries, having these management systems is only one step towards protecting everyone. To be effective, you need to obtain buy-in from all. In the case of a school that goes from the senior leaders to the students. They are all responsible for following the correct procedures. To be able to ensure this happens, having a culture whereby everyone takes their

responsibility seriously is important. I am fortunate in my role that I get a lot of support from people within the school. I have a good working relationship with teaching staff whereby if they have an issue they will report it to me immediately, in the knowledge that it will be taken seriously and acted on. To keep this going, whenever we have new teaching staff join us, part of their induction is to have a talk with me, so I can take them through the systems we have. For example, I will speak to them about first aid and fire evacuation procedures. If you take the second aspect, it is important we get this right; if you have nearly 3,000 people on site it can take up to 30 minutes to evacuate. Having regular drills is important in making sure procedures are effective, so any issues can be addressed. So, ensuring the safety and health of everyone who uses the school site requires a huge amount of thought and planning, whether it is practicing fire evacuations or keeping an eye on the weather, and needs the building of a culture where everyone takes responsibility. Everyone who comes onto the site, whether it is a child in our nursery, a pupil, a teacher or a contractor, has the right to expect they leave it without their safety or health being at risk. This all forms part of successfully-run school. L FURTHER INFORMATION



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Are you struggling to recruit cleaners? Have you thought of joining one of our contract cleaning packages or could we tender for a cleaning contract on your behalf? Let your contractor have the hassle of recruiting staff, health & safety, cover for absent cleaners and HR related issues.

schools to the packages without seeking several quotes as the process below has already been undertaken.

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 or If you are interested in attending the one day course please call Teresa Chilley on 01707 292390 or email to book your place.



Years 1986 - 2016




Cleaner, safer buildings Clean schools are successful schools, but the current economic turbulence has put enormous pressure on budgets, and the challenge is now to maintain high standards whilst at the same time reducing costs. Nobody could disagree that schools can only function properly if they are clean and hygienic, and the cleaning industry, from product manufacturers to cleaning contractors, has been relentless in its efforts to make sure they are cleaned to the highest standards possible. The new economic realities mean cleaning firms tendering for schools contracts have to prove they can deliver not just high standards, but also that they can work safely, sustainably and, most importantly, within budget. It’s a big challenge for a cleaning firm tendering in the education sector. The field is extremely competitive, but those who strive for quality without cutting corners will be the most successful. The advancements made by the cleaning industry in technology and staff training also offer ways of getting a competitive advantage if used correctly.

INNOVATIONS IN SCHOOL DESIGN Using technological advancements can help save money, but they also have an important safety role. Innovations in the design of school buildings can help the cleaning process and inventions like hands‑free toilet flushes, soap dispensers, taps and dryers have all gone some way to reducing the spread of germs and viruses. In fact, the cleaning industry now works closely with the HSE, which in turn advises architects and building firms on the most appropriate materials to use in buildings to help maintain its cleanliness. This works especially well in schools that are being renovated, where significant

Microfi cloths aber mops h nd led to v ave improv astly financiaed results, and a h l savings e environ althier ment

changes in the flooring can be made to make them safer and easier to clean. EFFICIENCY SAVINGS The issue of efficiency savings is increasingly important when a cleaning contract is up for renewal or tender. Schools generally do not want to see their cleaning service diminished in any way, so cleaning contractors who can demonstrate a method for staying within budget, whilst keeping standards high, will be in a better position to win the contract. This is done by making changes in the service level agreement and showing the client how those savings can be made without any significant loss to the overall service. The contractors will offer a bespoke programme for the school, establishing and agreeing key performance indicators. E

Written by Lee Baker, media manager, British Cleaning Council

Using the latest technology and training methods are just some of the considerations schools should bear in mind when choosing a cleaning contractor, advises Lee Baker from the British Cleaning Council

LESS TOXIC CLEANING Many education authorities now insist on less toxic, eco-friendly cleaning products. The reasons for this are clear. Not only do they produce better outcomes than tradition products, they have improved the indoor air quality considerably, which has led to a big drop in absenteeism by teachers and pupils who suffer with asthma and allergies. Also, the introduction of microfiber cloths and mops has led to vastly improved results, financial savings and a healthier environment. Microfiber cloths clean, dust and polish without using chemicals, making less toxic cleaning infinitely easier. For tougher areas only small amounts of non‑toxic chemicals and water is ever needed, and so cleaning staff don’t have to lug heavy buckets of water about the building, making the whole process more efficient. Similarly scrubber/drier machines have also become more eco-friendly over the years, meaning rooms can be cleaned and dried more quickly, and so the actual service delivery is more efficient and sustainable than it has ever been.



Our Vision is to SHINE Our aim is to consistently provide safe, clean and hygienic environments in which our customers can thrive. We are a highly trained and innovative cleaning company that provides flexible and proactive cleaning service to over 100 Schools, Colleges and Universities making Nviro specialists within the educational sector.

We look after our people, so they look after you. Can we help you deliver a THRIVING environment? Contact us at...

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 Savings are achieved essentially by working smarter; assigning different areas of the school with different priorities. So, for instance, hallway carpets that may in the past have been vacuumed every day could now be cleaned every other day. The same too with windows and staff offices. But heavy usage and sensitive areas, like toilets, changing rooms, and the busiest classrooms, remain high priority and are cleaned daily. Toilets are usually maintained throughout the school day. A bespoke service level agreement means the contractor can assign the correct resources for the task at hand. This is arrived at by measuring a number of factors such as the floor space, the types of surfaces, the various high and low priority areas, the storage space available to safely house the various chemicals and mop heads, and the building’s after-hours usage. Once this is worked out to the finest detail, the contractor will know how many staff the building needs to be cleaned to the agreed specifications. No two schools in the UK are the same. Premises will range from the newly built state of the art academies, right through to buildings that were conceived before the second world war. Pupil sizes vary dramatically as well, and so every school has to be carefully considered on a case‑by‑case basis so the contractor can offer a competitive tender that delivers the standard of cleanliness and hygiene the school needs. THE BUILDING OCCUPANTS The most obvious difference in cleaning a school as opposed to any other business premises is of course its occupants. Young people are highly mobile, and energetic. Their day involves moving between classrooms quickly in large groups and,

Pupils’ safety is paramount, but so too is the teachers’, school visitors’, and, not least of all, the cleaning staff’s. Every aspect of developing a service package for a school is based around reducing hazard perhaps understandably, they have many more things on their young minds than the cleanliness of the building. It’s a factor that has to be taken into consideration when devising a cleaning plan for a school. Pupils’ safety is paramount, but so too is the teachers’, school visitors’, and, not least of all, the cleaning staff’s. Every aspect of developing a service package for a school is based around reducing hazard. That is everything from the non-toxic cleaning chemicals that are now used, through to hazards like wet floors and electric cables being left unattended. Contractors will leave no stone unturned when it comes to risk assessment. TRAINING Another area the cleaning industry can take great credit for is the drive for high standards of education and training. The industry has come a long way from its ‘mop and bucket’ image, and in the business world the modernisation of the cleaning industry is well understood. Most big clients such as airports, hospitals, shopping centres, office complexes and so on, now want cleaning staff to be trained in health and safety and chemical competence at the very least, with many now requiring BICSc training and even advanced qualifications. Keeping public buildings clean is a hugely

important job, and that is even more so in our schools. Viruses and germs can spread amongst school children like wild fire, and so cleaning operatives have to be trained to make sure they’re using the right products for the surfaces they’re cleaning, and have the right level of safety training. But staff training has big cost benefits too. Trained staff can get around the building quicker, they know which chemicals to use, and will understand the dangers of cross contamination and safe equipment storage. Studies have found that training also gives staff a stake in the operation and this can lead to better productivity and less absenteeism. These are cost savings a savvy cleaning firm can pass onto the client. Maintaining cleanliness and hygiene in a school, whilst working sustainably, efficiently and mitigating against the many potential hazards is a difficult, and never ending job. To do this against a backdrop of decreasing budgets and higher client expectations can be even more challenging. But those contractors that can work smartly, using the latest innovations and training methods, will rise to the challenge, and deliver cleaner, safer buildings for our children to be educated in. L FURTHER INFORMATION



Generation Green is a British Gas education programme for school children, their teachers, and their families. With over 28,000 teachers registered, we aim to inspire young people to change the way they think about and use energy, by providing free teaching resources, volunteer-led educational experiences, and awarding schools with energy makeovers through our competitions! ENTER OUR NEW SMARTER POWER COMPETITION NOW! We’re encouraging pupils, aged 7 to 11, to get creative and design a comic strip featuring the British Gas mascot, Wilbur the penguin, which shows how they could save energy if they had a smart meter in their home. There’s a £50,000 energy makeover up for grabs for the winning school and a trip to the Science Museum for the top pupil, with many more regional prizes on offer! Competition closing date is 5pm 12th January 2017. It’s really easy to run the competition in your school... 1. Head to to register for free and download the Smarter Power lesson plan and competition material. 2. Teach the engaging lesson which educates pupils about fossil fuels, renewable energy, the importance of saving energy, and how smart technology can help. 3. Set your pupils the comic strip challenge and submit their competition entries to us by 5pm, 12th January 2017. Terms and conditions apply. We’ve had some great feedback on the resource from teachers. Here’s what they’re saying on the TES... “Not only does this package use engaging graphics and accurate scientific information to inform pupils about how they can help their family become greener, but it also allows teachers to multi-task as pupils learn about how cutting-edge technology can be used in their home and about story boarding. Aside from all of this; there’s a competition with terrific prizes to be won; what’s not to like?” want to get in touch? send us an email at:

Download the Smarter Power competition now at www.generationgreen.


With the average school energy bill in the UK coming to £31,000, Eco-Schools England looks at small changes that can make a big difference to the energy efficiency of your school The Eco-Schools programme revolves around nine environmental topics, with each one given its own month of profile throughout the year. November was Energy Month at Eco-Schools. It’s an exciting one for us given how big an impact a review of a schools energy usage can create. We encouraged schools to look at the many small, easy ways that they can save energy – and in turn, save their school money. Every topic of the Eco-Schools programme is intended to create fascination in students and be critical in the sustainability of a school’s everyday activities. Crucially, topics are something that a group of children, supported by the school’s leadership, can tackle to improve the school’s environmental credentials. To this end, there is no greater cross-benefit topic than energy. Reviewing and monitoring energy usage has huge learning benefits too – children love the responsibility of helping the school to make significant savings. Energy plays a big part in all of our lives and so educating children in school, involving them in conversations around energy, and even letting them lead the way, all helps develop young people who realise that this resource shouldn’t be taken for granted. Whether children are interested in the science behind energy, the research into how to improve efficiency or the statistics

in evaluating the data – as a resource that schools buy in and use, it’s one of the best for educating students through experiential learning and especially around STEM subjects. It is estimated that an Eco‑School is 30-40 per cent more energy efficient than a non‑Eco‑School, so what do they do differently? DOING THINGS DIFFERENTLY We’ve got Eco-Schools who have ‘gone solar’ and are now reaping the benefits of taking more control over their own energy with solar panels. We’ve got Eco-Schools who have installed high-performing LED lights, to reduce energy wastage and brighten their classrooms. And Eco-Schools who encourage yearly campaigns to involve the whole school in just how much can be done to save energy - and those all-important pennies. With the average school energy bill in the UK coming to £31,000 – can you afford not to be on the front foot when it comes to energy? TEN TOP TIPS FOR SCHOOLS We worked with our energy sponsor, EDF Energy, to come up with ten top tips for schools looking to

Written by Eco-Schools England

How energy efficient is your school?

reduce their bills and increase their credentials. Firstly, consider switching desktops in school for laptops. Many schools have traditionally gone for desktops when upgrading IT, but if you are looking to change your computers any time soon – then the obvious option has to be laptops. Over a year they will consume 85 per cent less electricity. Secondly, it pays to shop around for the best energy deal. Larger schools could be in line to save thousands through simply shopping around for the best offer out there. The market is wide and varied, but definitely worth looking at in detail. The whole school should be involved in energy usage. For many years, energy was bought in by the budget holders and seen purely as a big, unavoidable expense. By getting everyone in the school involved, from the caretaker to the early years, collectively big savings can be made. Schools should consider switching their lighting. School buildings take a lot of lights to make them bright, dynamic places to learn and work. Many lights were fitted when schools were built and no one has looked in to changing them since. Switching to LED can save 80 per cent on costs related to lighting and costs of installation are often covered by savings within a couple of years. What’s more, everyone should be encourage to turn off the lights. This one is hotly debated with some saying it uses more energy to turn off and on than to leave on, but it’s a myth. You should turn off lights if leaving the room for more than five seconds. If they are left on overnight you could be talking about £15 extra per year – per light!



HEATING Make sure your schools heating is turned down or even off overnight. Heating is one of the biggest energy users. Having it timed to come on in the mornings saves it being on throughout the night and draining further energy. Schools should also check that the building is insulated effectively. You could be losing heat through windows and doors, but also through the roof. Tightening up in these areas will mean the heaters can be on for less time and at a lower heat. Temperature checking class rooms is another way to save energy. If you can turn the temperature of a room down by just 1 degree Celsius, you can save between 5-10 per cent on your heating bill. Choose renewables to take control of your own energy – like solar, wind or biomass. Rarely will they provide all of the energy you need, but can contribute significantly and help you to cut costs in the long term. Consider switching to a low carbon provider for the energy you can’t generate E

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St. Mary’s Eco School, Maidenhead, by Brendan Foster Photography®


Every topic of the Eco-Schools programme is intended to create fascination in students  yourself. That will also help you limit your impact on climate change. Lastly, schools should share their success. Make the monitoring of energy in your school visible to everyone. Monthly graphs showing usage are easily created and help to involve everyone. Once you hit a milestone or have achieved a significant reduction – share it. Mention it in assemblies, on your website, on notice-boards. Tell people how much money you have saved too. This will inspire everyone to keep going with their energy efficient practices and leave them feeling satisfied with their own small efforts amounting to a bigger gain. SWITCH OFF FORTNIGHT Switch Off Fortnight took place from 14-27 November. Eco-Schools has worked with EDF Energy’s education programme, the Pod, since 2009, helping to promote their national energy campaign, Switch Off Fortnight. The campaign is a great way for schools to start on their journey to becoming more energy efficient. The Pod’s Switch-Off Fortnight isn’t just a chance to learn about energy; it’s an opportunity to have lots of fun too. Students can take responsibility for running the school campaigns, going undercover to carry out an energy audit and telling off teachers and parents for leaving lights on. And as every teacher knows, students are more likely to remember key messages – like the importance of saving energy – when they’re delivered in a fun and engaging way, by their peers. The campaign has built up momentum over the past seven years because it has a simple but effective message at its core about saving energy. Thousands of schools take part each year and there is also a whole range of free, curriculum-linked resources to support the campaign including assemblies, audits, posters, games, films and more. Plus, the Pod send out a limited number of resources packs in the post to schools who sign up to take part. The campaign isn’t just about making energy savings at school; it’s about taking the Switch-Off message home to help even more people save energy. It’s a chance to involve parents, families and friends in what the school is doing and build closer relationships with them. We love Switch Off Fortnight as it has been designed so that any completed activities could count towards one of our Eco-Schools awards. Simply taking part could help schools achieve a Bronze award (the first step towards Green Flag) and for those schools who have already achieved this level, the campaign work could contribute towards their application for a Silver award or even a Green Flag. For more information, to access free teaching resources and to join in with the campaign, visit ECO-SCHOOL CASE STUDY Implementing energy saving in schools can be really easy to do and fun for everyone involved. Competitions are often a great way to engage young people and it was shown to be effective at an Eco-School in Somerset. Bruton School for Girls has a central Eco-Committee, a group of students who have taken on the responsibility of helping their school become more sustainable, and driving it towards earning a Green Flag. One of the requirements of gaining a Green Flag is to involve the whole school community and so, after choosing Energy as one of their key topics, the Eco Squad at Bruton Girls came up with the concept of a ‘Switch Off Scheme’. “The idea came when talking to Mr Wells, our estates Bursar in our

Eco-meetings. He had emailed the school on many occasions flagging up the amount of energy we were wasting by leaving lights on and not shutting windows,” said a member of Bruton’s Eco-Committee. “So we decided that it was something we could address, something with a genuine need, and something we could easily monitor the success of.” “Our approach was a whole school competition whereby each hall (house in the school) was allocated zones of responsibility within the school and 200 points. The lights were monitored daily and if lights in their particular zone were left on then points were deducted from their score. The house with the most points at the end of a two week period was the winner of the competition and was awarded points to go towards the yearly hall competition. To get people excited about taking part, and to outline the rules, we created a short video and presented it in an assembly. Mr Wells featured too, explaining how big an issue it was for the school and how if everyone chipped in, it would make a big difference.” The results for the school were impressive. As well as getting a big tick for involving a wide spectrum of pupils and adults – they saw a reduction in energy usage almost immediately. But the campaign had an even bigger impact within the school. By everyone being made aware of the importance of energy efficiency, and learning simple ways to improve it, it changed the way students and teachers saw the issue and in turn their behaviour over the longer term. GET INVOLVED Eco-Schools would urge schools to take energy usage seriously. There are many quick wins that can be gained from awareness campaigns and small changes, and lots of bigger projects that can be done to really transform schools energy performance. L FURTHER INFORMATION

Come and visit the

Thames Barrier Information Centre Group talks available at the Thames Barrier Information Centre daily for pre booked groups and monthly for general public. A guide will explain how the Barrier was designed, built and how it works.

Please telephone or visit our website for opening times and prices. Tel: 020 8305 4188 We have parking on site for cars and coaches.

BB0746 Thames Barrier Coach Tours.indd Volume 1


21.11 | EDUCATION BUSINESS MAGAZINE 11/11/2016 15:37

Canopies, walkways and sustainable buildings designed around you Our range of canopies and walkways are the ideal solution for maximising education environments. With over 50 years experience, Fordingbridge are passionate about helping primary and secondary schools transform underutilised spaces into valuable, weather protected, inspiring places. We provide the in-house expertise and understanding to provide you with durable and proven solutions for outdoor learning, dining and social areas. Contact us now for your FREE no obligation site visit to secure your February half term installation

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School Grounds


Staying on-site for outdoor learning School grounds play a vital role in children’s lives. They’re a space for children to do P.E, a space for community activities, for learning in and about nature, for playing and for festivals and performances. And they’re critical for the health and well-being of our children. Many children are living in densely populated urban conurbations with little or no access to green space. Access to the natural environment and the chance to play outside is being replaced with indoor, sedentary activity. This is having an impact on behaviour and attainment as well as on obesity and levels of physical activity. The provision of outdoor space for learning and play at school is essential. But under new rules it’s not required of certain schools to provide outdoor spaces. Whilst it’s true you can head off-site to study P.E, you’re faced with difficult questions around transportation, risk assessments, staffing ratios, cost of hire and erosion of lesson time. Off site provision is not a solution to schools seeking safe places for their pupils to play and be physically active during break and lunch times. For some pupils the school grounds are the only safe places that they have to be outside, exercise and experience nature. SCHOOL GROUNDS AND LEARNING Learning outside provides children with a richer, deeper source of experiential teaching and learning. It can inspire and motivate those children for whom classroom learning is inaccessible and challenging. Learning outside has been proven to improve motivation and attainment and enhances behaviour, concentration and focus when the pupil is back into the classroom, if built into the school curriculum effectively. Teaching and learning in the outdoors is fairly well explored and documented throughout the

effectiveness are all ways in which real contexts assist children with problem solving.

primary and early years curriculum. Teaching at secondary level is challenging already with KPIs and intervention strategies, monitoring students’ progress and changes to GCSE frameworks. Going outdoors to learn can feel like an unnecessary addition to a challenging day. However, there are many benefits to learning outside that will subsequently help with indoor teaching and learning. It is just as possible to use outdoor learning to move grade B students to A or A* as it is to get those marginal achievers over the C/D boundary or engage the under-performing Year 7s. The main difference between teaching and learning outdoors at Key Stage 1/ Key Stage 2 and teaching and learning outdoors at Key Stage 3/Key Stage 4 is the need for clearly defined curriculum links that support attainment outcomes.

DESIGN AND TECHNOLOGY Resistant materials classes will be very keen to assist maths departments with their objective of creating a school grounds installation and can be involved in producing the designed elements of the finished area. Once maths and resistant materials have project managed and created a food growing space into existence then of course there is the opportunity to meet some of the requirements of the food curriculum in understanding where our food comes from. Space within the school grounds set aside for construction projects like this will allow students to experience some practical learning as they use their design and build skills. These projects can change year on year if necessary, their value is that they provide an on-site mini ‘building site’.

TAKING THE CURRICULUM OUTDOORS With maths, many children still retain their ability to learn more effectively by ‘doing’ even when they are in KS4, this often applies especially to boys. Using trees, buildings and landscapes for trigonometry and estimation work immediately provides a no cost/no resource reason to get outside. Small scale construction projects (e.g. building a managed food growing space) provides the opportunity for project management activities. Budgeting, calculating measurements, surface areas and volumes, geometry, estimating amounts of material required, calculating time required and cost

SCIENCE Physical properties and behaviour of matter are much more fun when demonstrated on a large scale. Scientific investigation either of the natural world or of pre-hidden examples of man made objects is also easy and engaging in the school grounds. By using a range of scientific equipment students can apply their knowledge of different properties of materials to identify buried or discovered objects. Local geological investigation is also enhanced through practical application and, with the right landscaping, opportunities for local ‘digs’ can be built into your school grounds. Building an understanding of soil and soil structures and remediation are also E

Learnin outsideg provide s with a rchildren deeper icher, so experie urce of teachin ntial g learningand


Written by Juno Hollyhock, Learning Through Landscapes

For some pupils the school grounds are the only safe places that they have to be outside, exercise and experience nature, writes Juno Hollyhock from Learning Through Landscapes


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 all excellent opportunities to explore your local landscape. A school grounds landscape that is rich in natural materials and allows students to take and analyse samples will contribute enormously to the delivery of the science curriculum. HISTORY In Scotland a programme called ‘Outdoor Journeys’ take students on a tour of their local area and asks them to apply their local knowledge and understanding to broader historical themes to help them understand how local culture and community evolved. On their journey students pose and answer questions about the human and the economical journey and story of the landscape they are passing through. One way to begin to use your locality as a catalyst for historical enquiry based learning is by taking students outside to an appropriate point and asking them to guess the ages of the different buildings that they can see. Landscapes that offer viewing points of the local area and that provide spaces for observation and recording will support this. ENGLISH Using the outdoors and the natural environment in particular is a great way to provide inspiration for creative writing projects as well as giving new ways of exploring elements of literature. For example, physic gardens planted in your school grounds can be a great way to learn about the importance of plants in the writing of some of our great authors. Shakespeare made great use of plant derived poison in many of his tragedies. The use of labyrinths for the contemplative exploration of ideas and reflection can inspire a deeper level of thinking on a subject. Labyrinths can be large scale and landscaped in or they can be created by the students. Being outdoors provides a far wider range of multi-sensory experiences than can be reproduced in the classroom, this gives much fuel for poetry and descriptive prose and creates a deeper and more meaningful context to creative works. School grounds that are rich in multi-sensory experience and beauty will offer a wealth of resource for the creative writing aspect of the curriculum. Journeys in and around the school grounds can give the context for a story line or narrative, school grounds that have been landscaped to offer a variety of different, interesting spaces rather than a uniform tarmac expanse will add to the creative possibilities of your site. EXPRESSIVE ARTS The rise and rise of flash-mobs as a form of artistic expression shows us the impact of scale and environment on this kind of activity. Most performances can be re‑formatted to a dynamic outdoor installation which gives students the chance for public performance and the experience of managing unpredictable environments. Versatile performance space built into the landscape design can offer a large scale stage for students to work in, even small grassy amphitheatres can be used in a multiplicity of ways. Static art installations are a very powerful way of students having impact on, and ownership of, their school grounds, small plinths and hidden corners can offer ideal display opportunities. CASE STUDY: BELLAHOUSTON ACADEMY Bellahouston Academy in Scotland had a geography project which was carried out during the school timetable as an integral part of the geography curriculum, with connections being made to other subjects such as expressive arts and science. The project was also linked to the John Muir Trust awards.

The provision of outdoor space for learning and play at school is essential. But under new rules it’s not required of certain schools to provide it

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Pupils spent time during each Geography period up to the summer holidays (over a sustained ten week period) experiencing a green part of the grounds away from the main school building. Additionally, pupils were asked to study a natural area near where they lived during the spring/summer seasons and discuss the changes that were taking place. Pupils looked at improving the habitats for nature in the school grounds. This included planting hedges and wildflowers (such as lavender, sweet rocket, aster and sunflowers), to attract bees, butterflies and birds. Pupils carried out a litter pick, recorded the different types of ‘unnatural’ things they found and also studied the effects of litter and waste recycling. They considered the importance of ‘taking only photographs, leaving only footprints’ – our impact on nature. Pupils shared their work through poetry, drawings, leaf sketches, models and slide shows. Some selected pupils also ran a workshop session on the John Muir Award for a school open day showcasing Global Citizenship Education. The aim was to show how outdoor learning and direct experiences of nature can help ‘bring to life’ sustainability issues such as biodiversity, pollution, waste management and health and well‑being. L FURTHER INFORMATION

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Inspiringheadline Dummy the next to fit this space generation of inventors tight as possible

IT & Computing


Following the official launch of the Micro:bit Educational Foundation, Education Business caught up with CEO Zach Shelby to find out more about how it plans to build on the BBC’s work to break down barriers to technology and enable young people to improve their digital skills Obit, elit eum doloriatur sam reprae voluptatur? Qui officiis cum The micro:bit was developed as an quibus, exceaqui to solve problems or just to have fun. La attached a micro:bit to a helium balloon, escipicipsam hit exerferi omnis sinctatem. affordable way to encourage schools and As a stand alone device it can be made to launching it more than 32km into the air. One non non nossi ute dis rest dolupta flash acescipsant everum que nis pupils to engage with coding and inspire its LEDs in sequence and take readings of the pupils wrote a program that used a the next generation of inventors. Initially made for Year 7s (aged 11 to 12), the micro:bit is a small computer designed to be used as an educational and creative tool to inspire a new generation of young people, giving them the knowledge and skills to move from being consumers of digital information, to being designers and creators of new tools to enhance learning,

from several built-in sensors. However, it can also be connected to other hardware to fulfil a variety of projects and be used across the curriculum. The initial role out saw pupils use the micro:bit in a wide range of projects. Pupils at Rishworth School in West Yorkshire

heat sensor to log changes in temperature as it ascended into the stratosphere. Pupils at London’s Highgate School took part in a one day coding challenge this year and used the micro:bit to help people with autism recognise other people’s emotional states, E

88 pe of child r cent the BBC ren said m showed icro:bit coding them difficultis not as a though s they t would b it e




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 as people with the condition can often struggle to read expressions. The team coded the micro:bit so that a user could scroll through a series of graphics, shown via the LEDs, of faces presenting different moods. When they found a match they could press another button to make the LEDs state what the image represented – for example ‘happy’, ‘sad’ or ‘angry’. 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 BBC Learning and Discovery Research report 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 program. 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. The micro:bit is also currently being used in Iceland and the Netherlands and the Foundation will look to further expand the micro:bit across Europe and beyond, which will include extensive multilingual project and teaching resources available to encourage creativity and invention with technology at school, in clubs and at home. The European roll out is currently scheduled for Q4 2016, with further expansion to the US and Asia planned for 2017. Education Business spoke with the Foundation’s new CEO Zach Shelby to find out more about how he plans to increase uptake and support digital skills across UK schools.

The Micro:bit Educational Foundation will develop additional schemes of work and lesson plans for UK teachers during the 2016/2017 school year, as well as a teacher and school specific web portal to be released in Q4/2016

IT & Computing


Education Business (EB): What are the immediate plans to increase uptake in UK schools, and do you have short, mid and long term targets in addition to the headline to ‘reach 100 million people’ worldwide? Zach Shelby (ZS): Indeed, we do plan on reaching more people step-by-step. In the UK, our focus for the 2016/2017 school year is helping educators in schools and other programmes make the most effective use of micro:bits. A sponsorship programme to make BBC micro:bit classroom kits available upon request will be opened during the E




CODING  2016/2017 school year, in particular aimed at disadvantaged children. The UK project shows a great example of providing equal chance, as it provided an initial deployment across the whole school system. The Foundation will be working with partners in other countries to employ similar strategies to deploy BBC micro:bit in a way that gives access to all young people. Already in Iceland, the Ministry of Education has taken this approach with their ongoing deployment. The Foundation will develop additional schemes of work and lesson plans for UK teachers during the 2016/2017 school year, as well as a teacher and school specific web portal will be released in Q4/2016. Additional kits and training will be made available to STEM volunteers through partners in order to provide support to teachers and a range of competitions will be used to help motivate teachers and students. We expect the biggest growth of micro:bit to be outside the UK over the next two years. During the rest of 2016 we are focused on rolling out micro:bit across Europe, where we already have strong activities in Iceland, Norway and the Netherlands. In 2017 we will be expanding the program to N. America and China, starting with small pilots now, larger pilots and then full-scale deployments. From there we will enable further countries in S. America, Africa and Asia. Like in the UK, this is not just about devices, we are also working with local partners and volunteers to enable language support (we will have Norwegian, Dutch and Chinese by December) along with local teaching material and communities. EB: Are there any areas of the country or specific types of school that have been flagged for poor uptake, and do you have any plans to specifically target these areas? ZS: We have not flagged poor uptake in particular regions, however we are looking at what kinds of demographics and use are showing the most benefit from the use of micro:bit so that we can target it properly going forward for the best educational outcome. EB: You said at the launch that there would be opportunities to use funds to sponsor micro:bits for certain schools, could you elaborate on how this will work and what the selection criteria will be? ZS: Criteria for our UK sponsorship programme are still being studied, where we are working with other educational organisations to best define and understand exactly this. Many schools can afford to purchase micro:bits as they are not particularly expensive, or already have great technology programmes, we would look to help schools that don’t fall in those categories.



EB: At the moment micro:bits have been predominantly focused on secondary school pupils. You mentioned at the launch that you believe there is scope to widen access in primary schools, as the younger pupils get acquainted with coding the better. Could you expand on this and touch upon any potential plans in the future to support wider access at primary level? ZS: We are seeing this already at the grass‑roots level, with teachers in primary school applying micro:bit in their lessons both in the UK and abroad. The same goes for older students, where we are seeing great usage with teenagers and even university students. In particular coding clubs have a wide range of age groups they work with. First, we are making sure our user experience is great also for younger children. Second, we are working on a new teacher portal, where we will be making schedules or work and lesson plans available targeted specifically at different age groups and subjects. EB: Another point we briefly discussed was the potential for micro:bits to be utilised across a number of subject areas, not just IT and computing. Could you give examples of which subjects you think this would be

best suited to and why involving coding across a number of different subject areas will help to build the skills pupils need for the future? ZS: We’ve learned a lot from teachers talking about all their ideas for where to apply micro:bit. In particular some of the subject areas we hear a lot about include math, physics (e.g. the Bloodhound rocket car competition), health (The Big Food Survey), biology and geography (using micro:bit to observe the world) and of course using sensors and measurement in science overall. EB: If this is to be successful, teachers may need training on how to successfully utilise the micro:bit in their lessons. Are there any plans to offer teacher training and reach out to teachers who may be sceptical of its usefulness? ZS: Absolutely, as part of our UK education programme we are working with networks of STEM ambassadors, CAS master teachers, Code Club volunteers and others to provide them with micro:bit and training tools so that they can go out and help other teachers make the most of it. We’re always open to new ideas here as well. L FURTHER INFORMATION

“Many schools can afford to purchase micro:bits as they are not particularly expensive, or already have great technology programmes, we would look to help schools that don’t fall in those categories” Zach Shelby, CEO of Micro:bit Educational Foundation



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From screen and projector mounting systems to teaching aid trolleys to AV collaboration furniture – Unicol has the answer As a manufacturer of audio visual (AV) mounting equipment for more than 50 years, and boasting more than 65,000 products in its extensive range, Unicol has been busy adding to its portfolio in recent years as a result of increases in ICT expenditure. New designs for the ‘classroom of the future’ include innovative collaboration furniture, lecterns and teaching aid trolleys – all able to be customised with branding in school or college colours. With unified communications and collaboration, the education buzzwords, Unicol has responded to these needs. “The need to develop collaboration areas definitely seems to be growing and areas are being designated for ‘huddle spaces’,” explains Unicol managing director David Jopling. “In addition to this, continued uniform implementation of teaching aids from interactive screens to lecterns seems to be on the rise, in order to keep all training rooms the same and to make it easier for lecturers to use the latest technology – rather than having to relearn how things work in a different room.” Jopling explains that sales of traditional mounting products for projectors and screens is continuing for new builds or refurbishments, but with mobile technology now in the hands of twothirds of UK adults – the majority of which are in the 16-24 year bracket – the learning environment is changing. FUTURE OF EDUCATION A recent ‘Education in 2025 – Technology Innovation’ study by Polycom revealed that the use of remote learning technologies in teaching is expected to rise significantly, and real-time video collaboration and mobile devices will be the primary way students engage with content by 2025. When looking into the future of education, the respondents predict that the learning environment will break free from the classroom: 64 per cent of respondents believe students in 2015 primarily engage with content in the classroom, but only 25 per cent predict it will still be the leading way for learning in 2025. Alongside this, the use of remote learning technologies in

teaching is expected to rise significantly: 53 per cent of education professionals believe real-time video collaboration and mobile devices will be the primary way students engage with content by 2025. 58 per cent of 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 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. HIGHER EDUCATION The most important education segment to Unicol is higher education, because the HE institutions aren’t governed by capex costs in the same way as the state school system. Unicol also sees HE as a “proactive market”, always looking to improve its services through continual investment on campus in order to encourage students to attend. “There’s an ever-increasing demand for fuller-figured campus-wide control and distribution systems,” says Unicol’s Jopling. “This includes digital signage displaying ‘what’s going on’, from single screens in kiosks to complex video wall and LED installs both indoor and outdoor. The AV requirements for a campus are diverse including large screens of up to 90”, which have to be wall or trolley mounted, and touch screen variants on motorised lifters controlled through a lap top.” NEW TECHNOLOGY AND SERVICES According to Jopling, AV/IT service teams are not only called upon to respond to teachers’ requests for new technology and services but also to come up with intuitive ideas to satisfy increasingly tech-savvy students. To work effectively students need to have available the technology they use in their daily lives so they can relate to it during class. Unicol is happy to work with integrators who can supply complete solutions from

hardware and software, to training and support. It provides the AV sector with support to carry out implementations effectively while giving guidance on quality, functionality & cost, prior to supplying the solution required. “As a manufacturer of mounting solutions, we produce equipment that can be used in any market segment and then allow the channel to decide which market segment will purchase it,” explains Jopling. “The differentiator is usually price because of the additional functionality of the equipment, for instance the same projector mount could be installed in a primary school or University, but a trolley for a primary school would only accommodate a screen, whereas a trolley for a University would support screen, VC, unified comms, bespoke controller / connectivity cut-outs, custom colours and branding. By working directly with AV/ICT departments to satisfy their requirements with custom equipment Unicol ensures value for money”. 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, Smartboard and CleverTouch; all VC compatible and conforming to BS8590. L

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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 BENEFITS 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 device this enables a teacher to differentiate between contrasting learning requirements. As well as potentially improving learning outcomes, BYOD offers greater potential for student and parental engagement as portable devices can be used seamlessly at home and at school. They also provide welcome productivity and efficiency benefits for teachers burdened with heavy workloads. COST CONSIDERATIONS 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. Investment in IT infrastructure is often required to ensure a school’s network can accommodate multiple devices and applications being used simultaneously. There is then the total cost of ownership for software licensing, technical support and equipment to consider. Schools in the UK currently spend £900 million annually on IT and this figure is anticipated to increase in the coming years. Although some critics remain unconvinced that there is direct correlation between technology adoption and improved student attainment, many teachers maintain that technology encourages self-directed learning by making

students feel more engaged and empowered. 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. OVERCOMING IT BUDGET RESTRICTIONS Tailored finance schemes from trusted providers, such as Wesleyan Bank, enable schools to provide students with one-to‑one learning access to laptops, tablets 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. Schools should seek an alternative finance supplier who is independent from ICT manufacturers so that they have the flexibility to choose their preferred choice of device. The length of a BYOD finance agreement can vary (Wesleyan Bank offer two to four year agreements) with payments structured to suit the needs of the school, its pupils and their parents. Schools should also ensure their finance package contains a full range of flexible insurance options so they can manage the risks associated with damage or loss of equipment, or payment shortfalls. A CASE IN POINT – PERINS SCHOOL Perins School is a Community Sport College in Hampshire for students aged 11-16, renowned in the area for its forward-thinking approach to technology in the classroom. When faced with the need to acquire 200 new devices at over £111,000, Perins turned to Wesleyan Bank for support. Transparency was important from the outset for the school and parents alike as to how much the fee was going to be, and also to ensure that it was not too high to discourage parents from entering the scheme. “I think I can say with conviction that Wesleyan Bank’s partnership approach and collaboration has helped Perins to achieve our

technology ambitions in the classroom, and we look forward to developing our working relationship further in the future,” said Clive Surry, Perins school business manager. As a BESA member, Wesleyan Bank is a reliable and trusted provider to the education sector. In addition to developing tailored BYOD finance programmes, the company also offers a range of finance solutions to support an extensive range of asset investments, including classroom refurbishment and expansion, in addition to funding equipment and machinery requirements. Wesleyan Bank also helps education establishments to spread the cost of IT investments (software, hardware and associated maintenance and services fees) in one affordable monthly plan to help schools to realise their technology ambitions. L

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 6 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




25-28 JANUARY 2017


Schools, colleges and universities need the smartest and most efficient technologies to succeed in today’s digital, hyper-connected world. Celebrating our 25th year serving the needs of the UK education sector, the KYOCERA Document Solutions team will be showcasing our latest solutions at bett to enable you to work smarter while keeping costs low. With interactive screens brand new for bett 2017, visit our stand D110 for the chance to: •

Win prizes by taking part in our daily quiz on future technology needs. Have your paper marked by our unique app Teaching Assistant

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Click, connect and win - take a selfie with our ‘painted lady’ and tweet using the hashtag #connectwithkyocera to win daily prizes

Get involved in our daily poll to share your opinions on the latest issues and trends in education and education technology

For the life of your document – whatever your business. KYOCERA Document Solutions UK Ltd – 0845 710 3104 KYOCERA Document Solutions Inc. –


Bett 2017


Bett 2017 is just around the corner At an event attracting more than 30,000 visitors, planning really is key at Bett. But where do you start? With thousands of exhibitors and hundreds of speakers to choose from, here are some highlights to help you plan your visit Bett 2017, taking place at London’s ExCel from 25-28 January, is just around the corner, so it’s time to get planning. Innovating and evolving teaching in line with ever‑changing policy demands is an ongoing challenge in any school, so each year, tens of thousands of people from across the globe travel to Bett to experiment with the latest technology, hear from inspirational figures and experts in the industry, and meet peers from all over the world. Bett is now in its 33rd year, and the 2017 edition comes after a year of significant change within the education sector. The show will provide a platform for open and informed discussions about pivotal topics – academisation, governance, selective schooling, teacher retention and the outcome of the EU referendum, plus many more. This year’s show focuses on game changers: the individuals, events or products which result in a significant shift in how people behave and discover what is possible. With seminars, product showcases and demonstrations from a long list of the education industry’s game changers, combined with every educator’s own passion, Bett 2017 aims to help visitors make their mark. At an event attracting more than 30,000 visitors, planning really is key, but where do you start? With thousands of exhibitors and

hundreds of speakers to choose from, you’ll certainly be spoilt for choice, so we’ve picked out a few highlights to get you started. BETT ARENA The Bett Arena is back by popular demand. Join 1,000 global educators in the impressive amptiheatre at the heart of the show floor for a passionate, open, knowledgeable and playful look at how, together, we can all create a better future through education. The Arena will offer visitors a whole programme of inspirational sessions that combine practical advice, insight, inspiration and the realisation that you too are a game changer in the making! Once again, the Bett Arena will host educators from across the globe. On Wednesday 25 January, Global Teacher Prize winners and finalists, Maarit Rossi and Kazaya Takahashi will discuss ideas around what makes a world-class teacher. Saku Tuominen, founder of HundrED, and Kate Robinson, editor in chief of HundrED will take a session on how the world is

changing faster than ever. Education is struggling to keep up. In many areas, the field is in need of massive change, but implementing new methods and innovations is difficult as the sector operates in silos; classrooms, schools, districts and even countries. HundrED, a collaborative, global project, aims to determine how the next 100 years of education should look to make it relevant, exciting and fit for the needs of an increasingly globalised world. At its heart, the project empowers teachers to share their innovations and helps them spread to schools across the world. Over the past several months, HundrED has been searching for exciting, inspiring innovations that are already changing the face of education globally. In this session, they will explore why change struggles to spread, and share insights on how to embed new practices and approaches successfully. To do this, Saku will be diving into invigorating examples and announcing HundrEd’s first ten worldwide innovations. Karen Blackett, chair at Mediacom, and E

Bett 20 focuses 17 on game c h a n g ers: the in events dividuals, or which r products a signifi esult in c in how ant shift peo behave ple



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EVENT PREVIEW  Elspeth Finch, founder at Indigo& will take a session on how the creative industries have become a global powerhouse that increasingly requires STEAM talent. How can the sector achieve gender parity and remove the stigma of not offering a serious career? What can be done to build stronger links with the education sector? A panel of leading women from across the sector will gather to discuss the issues faced and explore potential solutions to one of the biggest challenges in the industry. David Faulkner, founder at Education Changemakers will lead Bett’s One to Watch. Six start-ups from the Bett Futures 2017 cohort face some of the greatest names in education and technology. Which of them will survive the encounter and which one will receive, based on the audience vote, the title of Bett 2017’s ‘One to Watch’? THURSDAY 26 JANUARY Ed Stafford, renowned adventurer, explorer and broadcaster, will share his views on why the spirit of exploration is so important in today’s world, underlining the importance of technology in encouraging children’s natural curiosity and desire to learn. Following this, renowned educationalist, Stephen Heppell will shares stories of some transformational bottom-up projects making an impact in today’s educational landscape. Ger Graus, education director at Kidzania will discuss creating a careers curriculum fit for the 21st Century and its children. Sir Tony Robinson, actor, presenter and historian, will share stories from his stellar career, explaining how a fascination for history and sense of adventure have inspired his own quest for learning. FRIDAY 27 JANUARY Eric Sheninger, senior fellow at International Centre for Leadership in Education will talk

about how to bring back a sense of awe to learning. Awe is a huge component of life – it’s hardwired in our brains. When we experience the sensation of awe, we are consumed by wonder, relevancy, emotion, engagement, inspiration, and real-world connections. Awe is a driving force for learning that will not just benefit our students now, but also well into their future. However, traditional views and functions of school deprives many students from experiencing the joy and power of awe as a catalyst for meaningful learning. During this keynote, Eric will share innovative, researchbased practices that you can implement to bring back a sense of awe to learning. Heston Blumenthal, celebrity chef, will take a session on creativity. Imagination offers us the opportunity to explore and discover, and children – even teachers – should not be afraid to ask questions, or to fail. If you question nothing you lose the essence of what it is to be human, because ultimately, we are imaginative beings. SATURDAY 28 JANUARY Professor Stephen Heppell, CEO at heppell. net, will take a session on education policy. Changes are announced so frequently in education that progress should be meteoric,

Bett 2017


surely? But it isn’t, is it? If technology is to keep on making learning better, in the way we have seen throughout the life of Bett, then it needs to be happening from the bottom up. Luckily, there is much that can be done in families, by parents and guardians, and children, to bring learning alive. This talk explores what is possible, and happening, today. Zach Shelby, CEO at micro:bit foundation will talk about micro:bit a year on since its launch to one million young people in the UK, where the diminutive device has had a scale of impact beyond imagination. Now, micro:bit is being launched around the globe, and Zach will share his vision for the future of micro:bit and why it’s important for generations of young people to come. LEARN LIVE The Practitioner-led Learn Live seminars and workshops will return once again, addressing key issues in contemporary education and providing useful insight into the latest research, practices and policies affecting education worldwide. Visitors will come away from these sessions with innovative teaching techniques they can easily implement in their own classrooms. E

Bett is now in its 33rd year, and the 2017 edition comes after a year of significant change within the education sector. The show will provide a platform for open and informed discussions about pivotal topics – academisation, governance, selective schooling, teacher retention and the outcome of the EU referendum





A Little Maths, A Little Luck, A Lot Of Fun!

Alexander F.L. Newberry 07850314531 @alex__newberry

Numberella - a great new game designed to help SEN and Primary School teachers engage their students with maths. An exciting mix of maths and traditional gameplay makes Numberella possibly the best way to do maths and have fun at the same time!


Let them fulfill their potential!

SwopBots – Teaching coding through stories, games and gadgets

An engaging maths game for kids, teachers and parents

Introducing SwopBots, an inspiring, fun and effective way to get children into coding. Books: the SwopBots stories follow the adventures of two children, stranded on an alien planet, with only their robot guardians to look after them. Together, they must use coding, problem solving and team work skills to survive. Game: the SwopBots game uses a familiar block based coding system to introduce children to essential coding concepts. Children add their own code to objects in the game to solve puzzles. Each new coding concept is explained by in-game tutorials and children are free to solve each level in a variety of ways. The game’s level designer means children can create their own puzzles for their friends to solve. Gadgets: the SwopBots gadget

Numberella is a maths game for kids, teachers and parents. Developed from one on one tuition – where kids sometimes want to do anything other than maths – it’s the perfect way to engage children with numbers. Numberella combines competition and learning; players want to win, and so give 100 per cent concentration to the questions. It’s a great tool for SEN or primary school teachers who want teaching maths to be enjoyable for everyone involved, but also retain educational value. There are six different categories of question, from True or False – “there are 260° in a circle” – to Numberella, where you have fun tasks like Roll Off Psychic: “Guess what your opponent will roll and win 50 Antcoins”. The Hijack! Card allows players to steal each other’s turns, but

kit uses Arduino boards to build and code gadgets from the SwopBots story. Children can make their own sonar goggles and try to find their way around the classroom blindfolded or they might build an alarm that warns them whenever someone enters their bedroom. SwopBots makes learning fun and accessible for children, teachers and parents too. FURTHER INFORMATION


only if they win the Roll Off! Kids love the game – whether its two player or five player, Numberella guarantees laughs, ooohs, aaahs and concentration on maths! Numberella is available for 7+, 9+ & 11+, and each version has been built around Independent School entry standards. Visit ANT at BETT Futures, stand 11, to have a look at the game and see if you can win a Roll Off! FURTHER INFORMATION

Bett 2017


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  The show floor is once again set to be exciting, colourful and filled with innovative technologies. For example, 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. 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, 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. EXHIBITORS Bett 2017 is a special one for communication and data solution specialist, Groupcall, as it marks the company’s 15th year of innovation. The firm will showcase Messenger, the allencompassing admin portal integrating award-winning parental engagement tools, as well as Emerge, the app offering schools access to data and processes on mobile devices. This has been extended to include Emerge Desktop, a teacher dashboard giving staff access to data and tools to streamline their administrative processes. LocknCharge is launching its new Joey 30 and 40 storage carts on Stand F380. With budgets being a genuine concern for many schools who do not want to compromise on choosing the right mobile device charging station, LocknCharge has developed a new range of cost-effective products. For under £900, the Joey Carts allow schools to charge, store and transport between 30 devices at an entry level price. LocknCharge recognises that not all schools are the same, and the Joey Carts have been designed so schools only need to pay for features they E




Market leading mobile and static ICT storage and charging solutions

Fujitsu document scanners – supporting admin and promoting good learning

LapSafe is a market leader in mobile and static ICT storage and charging solutions, powering smart technology. As a British company, LapSafe is proud to manufacture British products that bring its customers the highest standards, both in the quality of its products and the design. As mobile computing is constantly evolving, devices become smaller, more portable and easier to lose, steal or damage. Many businesses and educational establishments make significant investment in mobile computing but recognise that protecting and managing these in volume can be an issue, but something that is of paramount. Since introducing the first ever laptop storage and charging trolley to the marketplace 16 years ago, LapSafe has continued

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

to design and develop its range to stay abreast of the fast pace of change within the world of technology. The Bett show 2017 will see the launch of two new additions to LapSafe’s cost effective ClassBuddy™ range, offering both mobile and static solutions to fit every size of classroom. Come and see for yourself by visiting Stand E350 at Bett 2017. FURTHER INFORMATION Tel: 0800 130 3456

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 Tweet: @geneeworld


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 scanners-in-education

Innovative printing and projection solutions Epson is a global innovation leader dedicated to exceeding expectations with solutions for markets as diverse as the office, home, education, commerce and industry. Epson’s lineup ranges from inkjet printers, printing systems and 3LCD projectors to industrial robots, smart glasses and sensing systems and is based on original compact, energy-saving, and high-precision technologies. At BETT 2016, Epson will be showcasing its latest products which provide people in education the technology they need to make learning and teaching interesting, collaborative, interactive and fun. The company has earned its position as the world’s number one projector manufacturer for the last fourteen years, with a range of high-performance projectors that create big, bright, colourful and clear images

that bring education to life. Epson’s award winning WorkForce Pro inkjet printers are perfect for teachers and school administrators. This range of colour all-in-one printers are fast, economical and kind to the environment while providing reliable, high-quality results. Also on display will be a host of other products and accessories such as scanners, visualisers and large format printers that can add quality, speed and simplicity to all areas of your school, from the classroom and lecture halls to conference rooms and offices. FURTHER INFORMATION

EVENT PREVIEW  need, with a clever ‘bolt on’ system. On Stand B322, visitors will have a chance to see HUE’s colourful, affordable technology that inspires teaching and learning. Products include the award‑winning HUE HD Pro document camera, which helps teachers to engage students in STEAM topics and MAKER SPACE activities, vlogging, video chats, collaboration, sharing and interactive work. HUE Animation Studio, a starter kit for movie making for children aged 7-13 will also be on show. With the click of a button, students can animate their favourite toys, LEGO figures and clay creations to a 2D drawing; they can also edit images, add sound, text, and special effects. Trackit Lights will be on Stand G369 showcasing the first interactive whiteboard adaptation of the commonly used traffic lights behaviour wall chart – and it is completely free to download on the website! Designed by a teacher and behaviour specialist in Leeds, Trackit Lights offers a child-friendly digital interface that’s always on the board. It requires no instructions or training and takes just three clicks to give class points or log a behaviour event during a class. It builds up a profile of every pupil and class producing graphs trends and statistics, designed to improve behaviour, reduce teacher workload and help schools monitor and evidence behaviour more holistically. 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

Bett 2017


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 approach. E.A.K. helps students to build up their personal learning and thinking skills, and allows teachers to become facilitators of independent learning. 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; a place for 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. 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 and the future of education, probing into E


Bett 2017

EVENT PREVIEW  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. 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 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

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 with modern pedagogy, and the evolution of learning spaces within the digital landscape and how we can ensure student safety online. 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. L FURTHER INFORMATION

Five ways to ensure technology is driving collaboration and innovation in the classroom The global education market is worth over $5 trillion according to a report published by EdTechX, but as the report highlights – the sector is still only two per cent digitised. School funding has long been a barrier to technology in the classroom. Continuous learning has become the norm, but investing in the right technology to ensure that students are getting the most out of the experience is not always easy. Here are some tips to ensure that technology becomes a ‘must have’ and not just a ‘nice to have’ in the classroom: 1. Invest in collaborative technology: education is not just about knowledge; it’s about learning through collaboration. “Many people are realising the limitations of learning technologies that aren’t geared towards interaction and collaboration,” says Neil Colquhoun, executive director of visual instruments at Epson Europe. “We stand behind collaborative technology, such as interactive projectors, because we’ve seen how they work in real‑life, bringing students and employees together in the learning environment.” 2. Make the investment work for you: schools no longer need to buy associated



devices to facilitate interaction. Interactive projectors link with connected devices to allow students to join in on the activity, share files, annotate documents, and other possibilities that make flexible and collaborative learning possible. As ‘bring your own device’ (BYOD) becomes a reality in classrooms, adaptability is just one benefit. “Schools are connecting with students on a new level – in a way they understand and are familiar,” says Colquhoun. “They can transform what was once a distraction into a learning tool, and that’s a great investment.” 3. Switch the focus from the technology to the people using it: integrating technology into learning is a precious ally for teachers focusing on research-based education, problem solving, and group work. Teachers using this technology in their classrooms daily accept that technology

isn’t a solution in itself, but it is allowing them to adapt courses for the individual needs of their students. It’s increasing interactivity and making classes student- rather than teacher-focused. 4. Rethink old approaches: innovation is leading to new opportunities to rethink the way in which things have always been done; and education is no exception. The European Commission is putting its weight behind innovation and technology for Europe’s future economy, and technologyfocused education initiatives are key to bringing many industries back to life. 5. Give students the chance to adapt to tomorrow’s workplace: innovation and digitisation are driving big changes in the classroom. If students are to keep up with the skills-shift of tomorrow, they will need the capacity to take charge of their own individual learning and development. Schools are realising the benefits of technology as a tool that is enabling young people to tap into the collaborative innovation revolution that is driving our economy into the future. FURTHER INFORMATION



Advertisement Feature


Genee World is a British based manufacturer of educational software and hardware solutions Founded in 2005, Genee understands the needs of teachers and the challenges of providing exciting, informative lessons within the modern classroom. The Genee range of interactive solutions incorporates both hardware and software designed specifically to create a completely collaborative and immersive learning environment. Key products include interactive touchscreens, visualisers, audience response systems, tablets and visitor management solutions which aid with student engagement and encourage ‘flipped learning’. PRODUCT PURCHASING Genee products can be purchased through its network of UK re-sellers and around the globe. The G-Touch Interactive Touchscreen range is available in sizes ranging from 55” to 80” and you can choose either a Classic or Deluxe model. The Deluxe model comes with fully functional Android. G-Touch screens have been revolutionising classrooms around the world thanks to the unique Learn Infiniti software solution which allows teachers to create engaging and informative lesson presentations. This includes Spark with its infinite canvas area, meaning teachers never have to worry about running out of space again. Lesson planning is limitless. Bring in video, website, documents, images and even live presentations with a simple drag and drop motion. Combine this functionality with over 12,000 built-in lesson specific animations and the presentation opportunities are endless. Teachers can then bring their lessons to life by connecting a Genee Vision Visualiser to any G-Touch screen, providing teachers with the opportunity to share live demonstrations and experiments with the whole classroom. The HD camera will pick up what’s in front of it and that will then be shown onto the G-Touch screen. CAPTURING IMAGES Visualisers can capture still images and video and when combined with software such as Spark and Genee Toolbar, teachers are able to annotate, highlight and draw over the objects and then save annotations as an image or video file. Features such as mirror, rotate, split

screen, black and white, positive/negative, image freeze and title grab also allow users to manipulate objects or text live on screen without affecting the original source. These can then be viewed over and over again. Connecting to students has never been easier thanks to the Audience Response software, ClassComm, which runs on any machine or platform. Designed to allow formative and summative assessment, it works with any of the Genee response handsets by simply installing the Virtual G-Pad app on the local machine. Teachers can create their own presentation slides and include questions and answers. Students are then able to interact directly with the presentation and log their answers using a hand-held device. All results are stored automatically and instantly available for post lesson analysis and feedback. ClassComm is perfect for teachers looking to interact with students and gauge lesson success levels. Visitor management is vital in education facilities and Genee have the perfect solution with the Genee Registrar. WHAT IS GENEE REGISTRAR? Genee Registrar is Genee World’s Visitor Management System, which gives you a secure, flexible record of visitors, staff and student’s attendance on site. Students, staff and visitors can sign in and out quickly and easily, provide essential details such as their car registration number and the company they are visiting from, so that you always have simple access to detailed visitor information. Genee Registrar is integrated into Capita’s SIMS management system, which is used by over 3,000 educational facilities across the UK. This implementation not only allows Genee Registrar to automatically update SIMS, but most importantly for security and safety, it integrates with DBS databases. Staff can sign in and out every day using specially printed permanent barcoded passes, giving you a record not only of which staff are on-site, but also a record of their timekeeping for HR & Payroll purposes. MOBILE APP Registrar also incorporates a mobile app that can be used to view who is inside

the building at any time, as well as to check times of signings in and out. This app can work highly effectively when an emergency evacuation is required. New products that are getting ready to revolutionise classrooms around the world include the G-Touch 4K range which will come in sizes of 65”, 75” and 86”, all providing crystal clear image quality, future-proofing any classroom. APP STORE The Genee App Store is also nearing its launch and will include the very best apps to engage students and improve their education. The same can be achieved through the new Early Years and Junior Tilt and Touch Tables which will use the power of gamification to teach students by playing curriculum based games. The vast range of hardware and software available from Genee World all have the solutions to creating a connected classroom. Make the smart choice and allow Genee World to give you a complete, connected classroom. L FURTHER INFORMATION Call: 01902 390878 Website: Email:



Member of the BSIA

Off Site Shredding

Fully Compliant Secure Data Destruction

Regular Shredding Services

Mobile Shredding

One-Off Shredding Service


0800 035 3395

Environmentally Friendly


Breaching the Data Protection Act carries severe consequences and can lead to heavy monetary fines or even prosecution, writes James Kelly, chief executive of the British Security Industry Association

For organisations operating in the education sector, being familiar with the Data Protection Act 1998 and their obligations to comply with it should be a priority. Breaching the Data Protection Act carries severe consequences and can lead to heavy monetary fines or even prosecution. Furthermore, the consequences of a failure to comply can be even further reaching, with a breach of the Data Protection Act posing a huge risk to organisational reputation and further pressure on already strained resources. FAIR AND LAWFUL Under the Data Protection Act 1998, everyone responsible for using data has to follow the data protection principles. These include ensuring that data is used fairly and lawfully; used for limited, specifically stated purposes; used in a way that is adequate, relevant and not excessive; is accurate; is kept for no longer than is absolutely necessary; is handled according to people’s data protection rights; is kept safe and secure; and is not transferred outside the European Economic

of handling confidential waste, which can provide a guarantee that all aspects of collection and destruction are carried out in a secure and compliant manner. To ensure this, suppliers should comply with European Standard BS EN 15713:2009 for security shredding and also BS 7858 for staff vetting. By searching on the Information Commissioner’s Office’s website, it is not difficult to find examples from all industry sectors where organisations have failed to comply with the Data Protection Act. Recent examples from the education sector include King’s College London and Brunel University London who both had to sign an undertaking to comply with the seventh data protection principle. In both cases, data was not kept safe and secure, representing a failure to comply under the seventh principle of the Data Protection Act. When confidential data is no longer required by an organisation, it should be disposed of securely. This should be done through the use of a secure data destruction company that complies with EN 15713, to ensure that it is disposed of properly and is irretrievable.

Written by James Kelly, chief executive of the British Security Industry Association

Lessons on the Data Protection Act

Document Destruction


Breachi n the Dat g Protect a carries ion Act conseq severe u can lea ences and monetad to heavy ry prosecufines or tion

Area without adequate protection. Failing to abide by these principles can put a person’s information at risk, which can lead to identity theft and fraudulent activity. Data breaches for organisations in the education sector also pose an added risk due to the sensitive nature of the information they hold relating to a student and the safety risks this can pose to minors. Therefore, it is vitally important that organisations of all sizes – that use data – understand their obligations under the Data Protection Act. THE SEVENTH PRINCIPLE The seventh principle of the Data Protection Act stipulates that an organisation must take appropriate measures against accidental loss, destruction or damage to personal data and against unlawful processing of the data. To fully comply with the Data Protection Act, a handler must have a written contract with a company capable

SAFE AND SECURE DESTRUCTION The importance of EN 15713 BS EN 15713:2009 should be a crucial requirement for organisations of all types and sizes, as it provides recommendations for the management and control of collection, transportation and destruction of confidential material and recycling to ensure such material is disposed of securely and safely. The BSIA’s Information Destruction section was a key player in the development of EN 15713 and helped to provide specifications on how the processes should be handled within the secure data destruction industry. Adam Chandler, former chairman of the BSIA’s Information Destruction section believes that it is important for end-users in the education sector to have an understanding of the various elements of EN 15713 in order to E



23rd January 2016, Unwrap the next generation of interactive touch screens

25th January 2017,



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25-28 January 2017 Excel London


SECURITY  make informed procurement decisions and ensure that they meet the requirements of the seventh principle of the Data Protection Act. Chandler explains: “Essentially, EN 15713 ensures that companies providing data destruction services are doing so in a secure manner which provides maximum security for end-users’ information. The standard covers a number of key aspects of a data destruction service, from premises to personnel and a company providing data destruction services will need to meet these requirements to comply with the standard. “The standard requires that premises used for confidential data destruction must have an administration office where the necessary records and documentation is kept for conducting business, which should be isolated from other business or activities on the same site. An intruder alarm installed to EN 50131-1 and monitored by an Alarm Receiving Centre should be present and the premises, which should also have a CCTV system with recording facilities monitoring the unloading, storage and processing areas. CCTV images should be retained for a minimum of 31 days unless otherwise agreed with the client. “A written contract covering all transactions should exist between the client and the supplier and any sub-contracted work should only be allocated to other companies compliant with EN 15713. The client should be made aware if any sub-contractors are used. All staff should be screened in accordance with BS 7858 – security screening of individuals employed in a security environment code of practice – and should sign a deed of confidentiality prior to employment. “Confidential material should remain protected from unauthorised access from the point of collection to complete destruction and should only be collected by uniformed and suitably trained staff carrying photographic identification. The destruction of confidential material should take place within one working day from arrival at the destruction centre, where shredding is taking place away from a customers’ site. “There are also a number of requirements relating to the use of vehicles for the collection and transportation of confidential material, or the destruction of confidential material on a customers’ site. These include the ability to communicate via radio or telephone to the home base, the ability to be closed and locked or sealed during transit and the ability to be immobilised or alarmed when left unattended.”

The seventh principle of the Data Protection Act stipulates that an organisation must take appropriate measures against accidental loss, destruction or damage to personal data and against unlawful processing of the data of best practice which aren’t requirements under EN 15713, to help end-users make informed decisions when it comes to procuring or renewing information destruction services. Using the information provided in this guide, along with the range of other publications published by the BSIA’s Information Destruction section – which includes a guide to the Data Protection Act for end-users – can help organisations in the education sector to understand their obligations to good data management. Organisations can also find a range of information to help them comply with the Data Protection Act on the Information Commissioner’s website (, including the recently launched SME Self‑Assessment Tool. Launched in February 2016, the tool helps small and medium sized organisations to assess their compliance with the Data Protection Act and was welcomed warmly by the BSIA’s Information Destruction section. Adam Chandler commented: “The self-assessment tool provides SMEs with a fantastic opportunity to ensure that they comply with the Data Protection Act. Compliance will help to reduce reputational risk and ensure that directors are not faced with fines or prison sentences for non-compliance. “Users can take part in a comprehensive

Document Destruction


assessment covering all areas of the Act or, alternatively, break the assessment down into separate check lists tailored to their particular needs and risks. “If you have concerns about your current confidential information destruction procedures, a good place to start is with some of the freely available information published by the BSIA’s Information Destruction section or to consult one of our members who would be happy to offer you guidance,” concluded Chandler. The BSIA’s Information Destruction section consists of companies that securely destroy a range of confidential information, including paper, DVDs, computer hard-drives and other items that could potentially cause problems if they fell into the wrong hands, such as branded products and uniforms. All members of the BSIA’s Information Destruction section are compliant with EN 15713 as part of their ISO 9001:2008 inspection and are committed to promoting best practice within the industry. For more information about confidential information destruction or to find a reputable supplier near you, please visit the website below. L FURTHER INFORMATION

James Kelly, BSIA Chief Executive

PROCUREMENT AND GUIDANCE The BSIA’s Information Destruction section has produced a comprehensive, step‑by‑step guide to help end-users to navigate and understand EN 15713, which provides a full list of the requirements which information destruction companies should meet to be compliant with the standard. This guide also offers some additional recommendations on other areas



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Education Case Study - Clifton High School

Clifton High School selects OKI as its standardised printing partner Working with a single vendor makes overall IT management easier, with only a single point of contact and one maintenance agreement required. Clifton High School in Bristol is a lively co-educational and independent all-through school – from nursery to sixth form – with over 500 pupils. Established in 1877, the school is considered to be forward-looking, nurturing in its approach and academically strong. In recent years, the school had accumulated a variety of printers from different brands on an ad hoc basis. Each printer came with its own maintenance contract, individual contacts and conditions. The number of varying consumables required was vast and were supplied by a long list of IT vendors. As a result the school’s printing function was time-consuming and expensive to manage. Janos Fulop, Clifton High School’s IT systems and support manager suggested that printer consolidation was needed. Working with a standardised vendor would make overall management easier, with only a single point of contact and one maintenance agreement required. After running comparisons on printer manufacturers Clifton High School selected OKI to be its sole vendor, choosing a variety of A4 colour printers and multifunction printers (MFPs) for additional scanning and copying requirements. The total package comprised of 20 new printers to replace the larger, mismatched collection of devices previously in place around the school.

To further minimise costs, Clifton High School also invested in PaperCut, an easy-to-use print accounting and management software designed to help organisations cut overheads by preventing unauthorised printing. Commenting on OKI’s solutions for Clifton High School, Janos Fulop said “The school’s printing function is now much more efficient and less expensive. Any maintenance needed comes from one source, regardless of the printer type. Also, the higher capacity toners mean that there is less downtime. “PaperCut has also been simple to set up and deploy. It is now easier to manage large numbers of constantly changing users which we can do remotely via a web interface. This has resulted in less waste and more responsible printing. It also means confidential information remains safe and secure. “We now have fewer problems across the board. Just efficient, good quality printing. We have no complaints.”

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Celebrating the modern school meal National School Meals Week took place from 31 October to 4 November and saw school caterers serve at high-profile venues such as the Palace of Westminster and the building of the Welsh Assembly to showcase everything that is great about the modern school meal A focus on nutrition and many years of service improvements have made school lunches the best they have been in years. And whilst we all recognise there is room for continuous improvement, school lunches are now something to be celebrated. National School Meals Week (NSMW) is an annual event that does just that; it showcases to the outside world just how great school food is, and how skilled and hardworking many school cooks are. One of the aims of this year’s NSMW, which took place from 31 October to 4 November, was for school caterers to serve school meals in high profile venues to bring attention to the school food industry. As part of this LACA held an event at the Palace of Westminster which saw MPs enjoy a school meal from a menu that included mild creamy chicken curry, bombay potatoes, a lamb & aubergine moussaka, stilton and broccoli flan, vegetable stuffed burritos, as well as a salad bar and homemade bread. For

dessert there was chocolate cherry potato cake, cucumber and lemon sponge pudding, Moroccan date pudding and fruit carvings. School Chef of the Year winners Kath Breckon, Kate Davies and Tanya Watkins dished up lunch to MPs such as Sharon Hodgson, Roberta Blackman-Woods and Lord Blunkett, while pupils from Calverton Primary School in Newham handed out ‘I am a school meals supporter’ stickers. Commenting on the event, LACA chair Sally Shadrack, said: “I think what’s been important about today is being able to meet MPs face to face and having the chance to talk about what’s great about school meals.” GREAT WELSH FOOD Members from the Welsh Assembly also enjoyed tucking into school meals at the Pierhead Building in Cardiff. The menu, prepared by three Welsh Authorities, included Pasta Bolognese, chicken tikka, quiche & salads, jam roly poly, oat cookies and Welsh cakes.

Natio School nal Week (NMeals is an an SMW) that do nual event es showcajust that; it how gr ses just eat sc food is hool

The event was sponsored by Lesley Griffiths AM for Wrexham and was supported by many members of the Welsh Assembly, including the Leader of the House and Chief Whip, the Minister for Social Services and Public Health and the Cabinet Secretary for the Environment and Local Affairs. The Welsh Government’s Food in Schools Policy Officer, Charlotte Maurer, also attended and is looking to forge closer links with the LACA Wales committee as a result. What’s more, the event was open to the public and had over 300 members through the doors to enjoy the excellent food on offer, and a 24-page recipe book was produced showcasing the very best of Welsh School Food. HOST A SCHOOL CHEF National School Meal’s week also featured the ‘Host a School Chef’ initiative where school chefs are invited to spend a day in a different environment, such as a Michelin star restaurant, a sports stadium, or a 5* hotel. This allows the wider food industry, as well as the public and press to see school caterers show off their skills. E Dr Roberta Blackman-Woods, MP for Durham, ready to sample the food




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The kitchen swap was organised by Simon Liversedge, Newcastle & Durham area manager for apprenticeship provider HIT Training. Talking about the experience, Theresa said: “It was a fantastic opportunity to learn about really high-end food preparation and service, and to experience all that goes on behind the scenes in a busy, successful commercial kitchen. Although there’s obviously a big difference in the types of dishes we each serve on a day to day basis, there were still a number of similarities in kitchen disciplines and methods of working, and it was really interesting to experience these and learn so much from our fantastic mentors.” Sophie Egglestone the general manager at Yorebridge said: “School lunches are such a great way to help with the healthy development of children, and I just hope the hints, tips and advice that James gave Theresa during the day can benefit the children at Polam Hall.”

“It was a fantastic opportunity to learn about really high-end food preparation and service, and to experience all that goes on behind the scenes in a busy, successful commercial kitchen”  Michelin-starred chef Glynn Purnell invited school chef Chrissy Jackson from Cityserve – the firm that manages Birmingham City Council’s school catering – to come and work with him at his signature Purnell’s Restaurant. Glynn, who has a new series, the Secret Chef, starting on ITV in early 2017, is also a celebrated author and gave Chrissy signed copies of his two most recent publications ‘Cracking Yolks and Pig Tales’ and ‘Rib Ticklers and Choux Ins’. Glynn Purnell said: “School caterers do a terrific job that often goes unheralded; there are few more important things in life, than making sure that our children are being well fed and nourished daily. The thousands of people that work in the school meals industry do just that every day of the school year and

you have to be able to handle the pressure of preparing, cooking and serving, in many cases, hundreds of covers in a very short space of time. I am delighted to be involved and make a contribution to the celebrations”. COOKING UP A STORM Continuing the NSMW celebrations, school cook Theresa O’Toole from Polam Hall School in Darlington spent a day in the kitchens of Yorebridge House Hotel, a five star, three AA Rosette hotel restaurant in the heart of the Yorkshire Dales. Working alongside Sous Chef James Wilson, Theresa O’Toole gained valuable practical experience of working in a high pressure kitchen environment and picked up a few tips to take back to school with her.

GREAT BRITISH MENU School caterers Norse Catering put on a host of activities during LACA’s National School Meals Week, including a visit to a local school from Great British Menu’s Richard Bainbridge. Pupils at West Earlham Infant and Junior School in Norwich enjoyed a visit from Richard Bainbridge, who runs Benedict’s restaurant and was a winner on the BBC’s Great British Menu. The chef helped prepare a roast beef dinner and designed an apple crumble especially for the occasion. Other school chefs also had a chance to cook in prestigious venues. Marion Syder from Garrick Green Infant School cooked at the Ingham Swan with Great British Menu 2016 finalist Dan Smith, and Leah Claxton cooked at The White Horse in Brancaster. Kelly Alan from Acle Primary cooked at Brasteds and Carole Read from Millfield Primary helped create afternoon tea selections at The Assembly House. CHANGING NEGATIVE PERCEPTIONS NSMW continues to play a pivotal role in promoting the many positive aspects of the school food industry and debunk any negative views of school meals. NSMW provides free marketing materials to help schools get involved. Materials included popular favourites and new ideas, such as the Spaghetti Challenge and the Great School Lunch Bake Off. NSMW also encourages schools and to sign up of the NSMW Ambassadors’ scheme,to register their support for the school meals, and to get caterers to ‘shout out’ about all the great things they are doing, via the press or social media. L FURTHER INFORMATION



Health & Well-being Written by Enver Solomon, director of external affairs, National Children’s Bureau – THE BUSINESS MAGAZINE FOR EDUCATION


Looking after young minds The classroom is no longer just about learning your ABC. Nowadays schools are tasked with nurturing not just a child’s brain but also looking out for their emotional well-being. So what is the best way to do this? Enver Solomon from the National Children’s Bureau offers some advice The Department for Education (DfE) acknowledges that children with better emotional well-being make more progress in primary school and are more engaged in secondary school. It is therefore vital that schools play a role in making sure all their pupils are resilient and mentally healthy. Over the last few decades the issues around children’s mental health have been a growing concern for everyone. Both the Department for Education and the Department of Health have looked at the topic focusing on how widespread the problem is and what can be done to prevent it from happening. Research for the Department of Health found over half of all mental ill health starts before the age of 14 and 75 per cent have developed it by 18. Failure to support children and young people with mental health needs costs lives and money. The NHS believes in 2012-13 around £0.7bn was spent on child mental health services. PART OF THE INSPECTION As part of the revised schools inspection framework the well-being of children now has to be taken into consideration. Ofsted’s recent report ‘Better Inspection for All’ included proposals to include a section to the Ofsted report that focused on personal development, behaviours and welfare of children and learners. Ofsted polled teachers and lecturers, parents and carers and pupils. Every group agreed this more holistic approach should be


included, so from September 2015 this new section was added to the revised inspection framework and training manuals were updated to ensure inspectors were taught the new ways to assess maintained schools, academies and FE and skills providers. HOW BIG IS THE ISSUE? Earlier this year the National Children’s Bureau and Association of School and College Leaders (ASCL) carried out a survey to try and gain a greater understanding of the mental health issues schools are facing. We asked respondents to report if they thought that more than 40 per cent of their students had experienced certain issues or feelings. The most common issue was stress and anxiety, with 18 per cent saying it effected more than 40 per cent of their pupils. Peer relationship issues, came next with 16 per cent, followed by family relationship issues (12 per cent) then low mood and depression (11 per cent). Another question found more than half, 55 per cent, had seen a large increase in the number of students experiencing anxiety or stress and 38 per cent has seen a large increase in students having a low mood or depression. SELF ASSESSMENT With such increasing numbers of complex mental health issues being seen in schools, the NCB and its Partnership

for Well Being and Mental Health in Schools has produced ‘A whole school framework for emotional well-being and mental health – A self-assessment and improvement tool for school leaders’. This toolkit provides school leaders with a four stage approach to developing a framework that can be implemented to recognise and support a school child with mental health issues. The first stage is about identifying what happens and what matters in your school now. The toolkit asks staff to answer a number of questions such as: What bothers and concerns you? What would you and your staff like to change and why? What’s missing from existing practises? In order to take a whole school approach, which is a key factor in tackling the issues head on, the toolkit suggests speaking to staff, students, governors, parents and any external partners. By opening this discussion teachers will have a chance to think about how they support pupils who are facing difficulty and whether more can be done. This leads onto the next stage which looks at getting a shared understanding of what the issues are, the language that can be used and agreeing to change and develop. Stage three is about building relationships and developing practises. This will involve deciding on which members of staff can lead the work, developing clear plans and guidelines that all staff can follow, working out timelines, reaching out to external partners and health providers like counsellors, GPs and charities etc. This stage also looks to make sure staff are encouraged to share best practise and information. Part of the whole school approach is ensuring that if someone has successfully supported a child through mental issues they share what they did and what worked with the rest of the staff. The final part of the toolkit is about implementing the ideas and ensuring your

As part of d ise the rev pection ins schools work the frame of children ing well‑be has to be now to taken in tion ra conside

Failure to support children and young people with mental health needs costs lives and money. The NHS believes in 2012‑13 around £0.7bn was spent on child mental health services staff feel secure and able to carry them out. Evaluation is recommended to ensure the plans are working and making a difference to the lives of the school population. By going through this toolkit staff know their school recognises the need to develop a supportive school and classroom climate with an ethos that is connected, understanding and accepting of those who experience emotion vulnerability. In addition, by working cohesively to improve the mental health of its pupils the school often improves within other areas. Research confirms the approach contributes to children making better academic progress, feeling safe and protected, it reduces exclusion and bad behaviour rates, makes staff feel competent and confident that they are doing the best they can to help vulnerable students and indeed other members of staff. TEACHERS’ WELL-BEING Nowadays it’s not only students experiencing an increase in mental health issues, teacher’s well-being has also come under scrutiny. With decreasing budgets, regular curriculum and teaching practise changes, more external inspections and generally larger workloads teachers are finding their jobs more and more stressful. A poll by NASUWT of over 5,000 teachers union found one in ten say they have been prescribed anti-depressant drugs to cope with the pressure of their jobs and over 80 per cent have experienced sleeplessness. The whole school framework is accompanied by a resources document, It sets out how adopting a whole school approach can improve not just student but also staff well-being. The resource explains why this approach should be taken up by schools and how better mental health awareness and preparation can assist a setting to develop clear identification processes, early interventions strategies and robust care pathways to ensure the support is there when a child needs it. The toolkit also recommends ensuring all pupils are taught social and emotional skills, attitudes and values by enthusiastic and positive teachers using fun interactive methods and resources. This is another important part of how schools can tackle mental health and well-being. While the numbers of people experiencing mental health issues continues to increase, there are still many students that avoid the problem, however this does not mean they should be ignored and in fact in order to fulfil the whole school approach that the NCB toolkit and the Department for Education advises, this group of pupils should very much be asked to contribute to the plans.

REMOVING THE STIGMA One thing that is key to tackling mental health is removing the stigma and making sure those who need help feel they can stand up and say something without being attacked or made to feel worse. So many charities and organisations have realised the importance of talking about mental health to ensure it is no longer seen as a taboo subject or something to be ashamed of. Mental health in schools should focus on support and signposting those that need help, but also educating pupils in how to recognise the signs of the illness. This will mean if they see one of their friends displaying signs they feel confident to talk openly about it and seek help. The Department for Education says it wants to improve the quality of teaching about these issues within Personal, Social, Health and Economic (PSHE) lessons. Working alongside the PSHE Association, the DfE have produced lesson plans and accompanying documents covering key stage 1-4 (5-16 year olds) that will focus on the topic. Older children will also address issues like self-harm, eating disorders and managing stress and anxiety around exams. There is also plenty of help out there for parents and carers. Many of the charities and organisations working within the Partnership for Well-being and Mental Health in Schools have produced tips and guides that adults can use to support a young person with mental health and well-being issues. Overall it is vital that whether a school, parent or carer everyone works together to ensure children experience an education system where emotional well-being and mental health is at the heart of school culture, so everyone can build resilience and flourish. L

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Written by Betony Garner, Snowsport England


Igniting the love for snowsports With both physical and mental health benefits for young people, more schools should introduce their pupils to snowsports, writes Betony Garner from Snowsport England Last winter skiing and snowboarding’s national governing body, Snowsport England, ran their inaugural National School Snowsport Week, aimed at encouraging more schools to engage in wintersports. Over 149 schools got involved across the country, and for the first event of its kind, it was deemed a success. What is maybe surprising is that this was the first time this type of wintersports week has been organised for schools in the UK. Skiing has always captured the imagination of teachers and pupils alike, and back in the 1980s school skiing trips were in their boom period, with thousands of schools taking pupils to the Alps or even further afield. Things have changed in recent years, however, as less schools have been organising overseas ski weeks, but at the same time there has been a rise in the indoor snow centres and a rejuvenation of outdoor dry slopes. This has meant many more opportunities for schools to do trips for a ski day or half day in the UK, or even mix it up with other fun winter activities such as tobogganing and luge. In fact, many of the indoor centres have become busier in the spring term as schools send pupils to the ski centres for their spring term activity days. AN ADDICTIVE SPORT Skiing and snowboarding have always been labeled as two of the most addictive sports around, and both have many benefits for young people. As non‑traditional sports, skiing and snowboarding have been proven to appeal to children who don’t see themselves as ‘sportspeople’ and shy away from traditional sports. There is a lifestyle element attached to snowsports, and with the rise of snowboarding and freestyle skiing, both are seen as trendy sports. Not only are skiing and snowboarding cool, they both have huge health and fitness benefits and are suitable for a range of skill level. Firstly, they get children off the sofa and moving and both are good for cardio-vascular fitness, flexibility, balance and strength. Skiing and snowboarding are good for strengthening lower body muscles.

Because skiing puts you in a constant squat position, it works your inner and outer thighs, hamstrings, quads and glutes. You will be too focused on the slope in front of you to notice your legs working. Skiing and snowboarding also increases cardiovascular endurance. As an aerobic endurance activity, skiing can help an individual get fit. Beginners can also get a good cardiovascular exercise by working the heart and lungs from walking up the slope rather than using the ski lift. What’s more, skiing builds flexibility which will help you avoid muscle strains and sprains. Skiing and snowboarding involves quite a bit of balance and coordination, and you must be conscious of the movements and positions of your body if you want to ski well and stay on your feet. Because you are constantly working to stay balanced while skiing, you core is engaged at all times. What’s more, skiing not only boosts overall happiness and well-being, but it is beneficial to an individual’s physical and mental health, despite the frequency or duration of the activity. The UK is now home to six indoor snow centres, in Glasgow, Castleford (near Leeds), Manchester, Hemel Hempstead, Milton Keynes and Tamoworth, as well as hundreds of dry slopes scattered across the UK.

Skiing an snowbo d have be arding to appe en proven al t who do o children themse n’t see ‘sportsplves as eople’



OTHER BENEFITS So apart from the health benefits of skiing and

snowboarding, why would a pupil consider giving them a go? Firstly, they are great fun. They get you moving, recharge your batteries and invigorate your well-being. There is nothing to compare to the exhilaration you’ll feel when sliding down the slopes. Snowsports are also very social. What better way to bond with friends than by enjoying shared experiences? They also help you to meet new people as school ski trips often produce new relationships between pupils. Skiing allows you to learn and experience something new. Skiing or snowboarding in the UK is not expensive as you may think, and many dry slopes offer sessions from as little as £5. You can also rent all the equipment at the slope and some centres even have ski clothing you can hire. SNOWSPORT WEEK In April 2017, Snowsport England will run their second National Schools Snowsport Week offering affordable sessions and taster lessons for schools at local slopes during the week. Running from 24-30 April 2017, the scheme is backed by four big names of winter sports; Eddie the Eagle Edwards, BBC Ski Sunday presenter and Winter Olympian Graham Bell, British Alpine skier Dave Ryding and GB snowboarder Aimee Fuller. The headline supporter of the week is Eddie ‘The Eagle’ Edwards who famously competed for Great Britain in the Calgary Olympic Games in Ski Jumping. Eddie ‘The Eagle’ explained why he had decided to get involved: “I am a huge supporter of grass roots skiing and snowboarding and think that taking up skiing when you are at school is the perfect time to catch the bug. I started skiing when I was 13 and have lived and breathed it for my whole life.” During National Schools Snowsport week, there will be various different activities on offer at all of the participating schools, with schools able to send whole classes, whole year groups, or even just a handful of students. All will be at affordable prices, with some slopes offering free taster sessions. L FURTHER INFORMATION



Bartholomew Landscaping is a multi award-winning landscape design and build company, which has been creating uniquely tailored gardens since 1989.  In the last five years Bartholomew Landscaping has won 25 British Association of Landscape Industries (BALI) awards and two RHS Chelsea Flower Show medals. Over and above all, a key feature that we are able to offer is a high level of support, assistance and direction during the design, planning and installation process, through to completion and maintenance phases of any project. Bartholomew Landscaping carries out work for many of the country’s most discerning clientele, including private clients, architects, interior designers and main contractors. As well as being members of BALI, Bartholomew Landscaping is also registered in the internationally recognised ISO 9001, ISO 14001 and

Hemispheres, an innovative occupational therapy practice, has packaged its clinical expertise into easy to deliver programmes, providing resources for schools to address two key educational areas: cursive handwriting and movement programmes for individual/group intervention. Hemispheres’ Think Write Cursive Handwriting Programme (HTW) is a structured, modularbased teaching approach for early years. HTW empowers children with five loveable animal characters, teaching children to categorise the letters according to formation, size and spatial placement. Children then build the motor control for writing from a basis of cognitive understanding. Studies have shown the HTW is an effective curricular programme for teaching of cursive writing with: 94 per cent of children achieving fully cursive writing by the end of Year 2; 65 per cent of children at the end of Year

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OHSAS 18001. This emphasises its commitment to the quality of the services we provide, environmental issues and health and safety. Bartholomew Landscaping is fully covered by employer and public liability insurance, adhere to health and safety practices, and is actively involved in continued staff training programmes and development. It operates a fleet of fully equipped vehicles dedicated to each of its projects. FURTHER INFORMATION Tel: 020 7931 8685 www.bartholomewlandscaping .com

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Imagination is at the heart of everything Red Monkey does. It supports schools in improving their outdoor learning environment so that children can thrive and grow. The company aims to create unique areas that support schools in advancing their overall educational experience. Red Monkey has created learning and play zones across the UK. There is clear evidence of the improvements they make to children’s development and the overall progress of the school. Marriott Primary School in Leicester has observed an improvement in children’s development since creating its outdoor space to include a maths area for the children to advance their skills. Red Monkey’s highly skilled team have over 20 years of experience in the play equipment sector. Throughout this time, it has had the pleasure of crafting tens of thousands of pieces

Theories Landscapes was established in 1983 and designs and builds playgrounds for the imagination. Working in partnership with you and your children, it offers greener, multi-functioning playful spaces that can become a touchstone for creativity. See your children work with playground designers and builders, artists and sculptors, conservationists and horticulturalists to create the playground you want – a playground with more play potential. All at once or project by project, as funding allows, Theories can help you to bring better play into your children’s lives so you can watch their creativity put out new shoots, as participation empowers and develops self-confidence. Places for sitting, chatting, studying, gardening, jumping, climbing, caring, laughing, playing loudly or quietly. Sunny

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of play equipment and also supplies leading educational catalogues, including TTS, ESPO, Findel, and YPO. All Red Monkey’s beautiful wooden playground equipment is made by hand in its Leicestershire workshop, using pre-treated, high-quality, play-grade timber from sustainable sources. Contact Red Monkey now to create your new stunning, bespoke learning environment! FURTHER INFORMATION Tel: 01163669922

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1; and 32 per cent of children at the end of Reception. Hemispheres also offers a Movement, Balance and Learning Screening Tool and Movement Programme (MBL). The MBL screening tool is available for children aged four to six and over seven years. A simple to use screening tool identifies children’s needs whilst the prescribed six-week movement programme offers schools the opportunity to help children build necessary sensory motor skills, whilst helping to improve literacy, attention, co-ordination and handwriting difficulties. FURTHER INFORMATION www.

Childrens playgrounds for the imagination

places, shady places and safe places. They are all part of the activity called ‘play’. Theories believes that successful play design provides a multiplicity of flexible play spaces which the child can impose their own limitless imagination, their unfettered curiosity and their boundless energy to their heart’s content. The successful design for play lies in it’s capacity to respond to the child rather than its ability to control and direct the child. FURTHER INFORMATION Tel: 0207 254 7282






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. BenchVent’s 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 BenchVent has recently added health and beauty equipment to its extensive range.

Axis provides building fabric repairs, maintenance and improvement projects to schools, colleges and universities. There’s nothing more powerful than education. Axis understands the importance of the built learning environment and its ability to stimulate creativity and engagement. So, when it comes to repairing, refurbishing or adapting school or university buildings, Axis has the expertise and sector experience to deliver. Axis connects and engages with the multiple education decision makers and is able to work within the constraints of terms to play an active role in facilities maintenance.   Axis has worked on various educational estates, from local primary schools to universities with several campuses. The company will work around your needs so you can continue inspiring your students while we take care of your buildings. Whether you’re refurbishing

Ventilation and filtration solutions made to order

For scientific specialisms it has 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



MEDITE SMARTPLY is the market leading manufacturer of environmentally produced, sustainable timber construction panels. As acknowledged industry pioneers in the fields of MDF and OSB, the award winning brands MEDITE and SMARTPLY are renowned for delivering the highest quality products, customer led innovation and industry leading customer service. The products are widely used and specified throughout refurbishment, regeneration and new build projects, due to its sustainable supply chain, innovative problem solving range and respected technical support. From pre-primed, FSC approved site hoardings to ‘no added formaldehyde’ products ideal for use in museums, galleries, medical and educational facilities, flame retardant OSB and MDF boards for numerous flooring, roofing and sheathing applications, right through to

According to a report from the Department for Education, pupil illness now accounts for 60 per cent of all absences across state-funded primary, secondary and special schools. Manty Stanley, managing director at TEAL Patents – the world’s leading manufacturer of portable hand washing units – says: “British children are losing nearly 80 million school hours per year and missing lessons at key developmental stages due to illnesses that can be prevented easily through frequent, thorough hand washing. “Hand hygiene is a valuable lesson for children to learn at a young age. As the weather cools, it is essential pupils learn how simply washing their hands minimises the spread of common, contagious infections such as colds.” In support of teachers and pupils, TEAL has created the Kiddiwash range of portable and mobile hand

Offering a variety of fully sustainable timber panels


Cost effective and safe building improvement

the world’s only airtight OSB for use in low energy construction projects as certified by the Passive House Institute, it has a panel for the most demanding situations. And just when you thought these applications were pushing the innovation envelope to its limits, how about MEDITE TRICOYA EXTREME, a high performance wood panel that offers all the flexibility of MDF, with up to 50 years guaranteed when used externally! For more information on any of the products, please visit the MEDITE SMARTPLY website. FURTHER INFORMATION Tel: 01322 424900


a single class-room or the buildings of an entire campus, we provide expert advice and always a professional approach to delivering cost effective, safe and effective building improvement. Axis will manage the project and use an experienced team to help you develop your facility accordingly. As your property partner, Axis can also provide a comprehensive repairs and maintenance service that is both reactive and preventative, as well as ad hoc decorative works to keep your building in pristine condition. FURTHER INFORMATION

Pupil illness leading to higher absence rates

washing units designed using feedback from nurseries and primary school users. Each model helps children get into the hand washing habit. Kiddiwash is helping pupils play their part in stopping the spread of germs and illness. Built in bright colours and with a basin at just the right height and size for little hands, the Kiddiwash range is fastbecoming an essential tool in any educational establishment. FURTHER INFORMATION Tel: 0121 770 0593



Dekko Comics offers a visual alternative to learning -– educational comics which are based on the premise that entertainment is just as important as education. The company prides itself on the fact that its comics first and foremost look more like comics than they do textbooks. This removes the intimidation and pressure that students sometimes feel when they are faced with other educational material. As well as being entertaining, Dekko Comics ensures that its comics are teaching the same material as is currently included in the Scottish Curriculum, ensuring consistency with the teachers and meaning they don’t have to deviate from the course to make use of the comics. The comics are extremely accessible, with particular benefits being seen for those students with dyslexia and autism. Dekko Comics makes use of Dyslexia Font which removes

Time Capsule Education offers a creative curriculum consultancy service. Through a wide range of carefully developed immersive experiences, Time Capsule Education encourages teachers to give their pupils the freedom to create and engage with their learning like never before. Undergoing the projects Time Capsule Education provides, the children become so involved in their discoveries, they don’t even realise they are learning. Teachers often ask children to write about things they have no experience of; without experience you get superficial results. How can you write about being a spy unless you’ve gone on a spying mission, evaded the bad guy and cracked a safe? Time Capsule Education offers both children and teachers such exciting adventures that follow-up writing just flows and the children can

Dekko Comics: a visual alternative to learning

any confusion or difficulties for students with dyslexia when they are reading the comics. Dekko Comics has created all of the characters itself and has even been able to crowd fund the production of the comics on its own terms. Since releasing in September the company has sold over 700 copies on Amazon and given two TEDx talks, as well as numerous different conventions. See you all at BETT 2017! FURTHER INFORMATION

Giving pupils the freedom to create

hardly wait to get started! Time Capsule Education’s products have been developed in primary schools by primary teachers. Whether it is a whole school writing day for assessment and moderation, a stand alone day to bring a classic to life, a creative writing module to give you an innovative extended writing experience or an inset day to inspire your staff to become more creative, you need Time Capsule Education in your school. FURTHER INFORMATION



Childrens playgrounds for the imagination

Solutions that connect people with technology

Theories Landscapes was established in 1983 and designs and builds playgrounds for the imagination. Working in partnership with you and your children, it offers greener, multi-functioning playful spaces that can become a touchstone for creativity. See your children work with playground designers and builders, artists and sculptors, conservationists and horticulturalists to create the playground you want – a playground with more play potential. All at once or project by project, as funding allows, Theories can help you to bring better play into your children’s lives so you can watch their creativity put out new shoots, as participation empowers and develops self-confidence. Places for sitting, chatting, studying, gardening, jumping, climbing, caring, laughing, playing loudly or quietly. Sunny

Colebrook Bosson Saunders (CBS) is one of the market leading designers and manufacturers of unique ergonomic solutions that connect people with technology; from monitor arms, to CPU supports, desktop lighting and charging, CBS have a diverse portfolio of solutions. Enabling humans of any age to interact with technology in an ergonomic and efficient way sits at the core of CBS’s design principles. CBS believes in creating minimalist solutions that are sympathetic to their environment, adapting the technology to the user’s unique physical requirements, not the other way around. By bridging this gap CBS has empowered people of all ages, shapes, and sizes to work in healthy and productive environments, designed around their unique ergonomic requirements. Founding Director Peter Bosson’s early ergonomic research with

places, shady places and safe places. They are all part of the activity called ‘play’. Theories believes that successful play design provides a multiplicity of flexible play spaces which the child can impose their own limitless imagination, their unfettered curiosity and their boundless energy to their heart’s content. The successful design for play lies in it’s capacity to respond to the child rather than its ability to control and direct the child. FURTHER INFORMATION Tel: 0207 254 7282

Products & Services


Italian computer manufacturer Olivetti laid the foundations for the CBS design policy. Two of the proudest early accomplishments include designing and developing the World’s first monitor arm, Gemini, and World’s first flatscreen monitor arm, Wishbone. CBS’ unique approach rapidly redefined workplace ergonomics and has heavily influenced how people sit and work with computers, creating spacious and healthy working environments for the people that use them. FURTHER INFORMATION Tel: 0207 940 4266






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

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

Unique vibrant 3D printing filaments

Signage solutions to meet all your requirements

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

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


The publishers accept no responsibility for errors or omissions in this free service ANT Education 48 Assa Abloy Entrance Systems 16 Avocor 56 Axis Europe 68 Bandera 20 Bartholomew Landscaping 67 Bench Vent 68 British Gas 28 BYTSYZ e-Learning 65 Colebrook Bosson Saunders 69 Costco 62 Dekko Comics 69 Efteling BV 8 Epson 50, 52 Extraspace Solutions 14 Fairtrade Vending 62 Fordingbridge 32 Fujitsu OBC



Genee World 50, 53 Glendale Managed Services 35 Gratnells 36 HCSS Education 13 Hemispheres Team 67 Herts Full Stop 23 iiyama International IFC ISS Medicean 6 Kinetic Communications 68 Kyocera Document Solutions 44 Lapsafe Products 46, 50 Logitech Europe 38 McAvoy Group 18 MEDITE SMARTPLY 68 Nationwide Hygiene Supplies 24 Nviro 26 OKI Systems 58, 59

PROCare Shower & Bathroom 20 Red Monkey Play 67 RivaNET 10 Robertson Facilities 20 Rotatrim 4 Scotts Of Thrapston 18 Shred Station 54 Sico Europe 60 Stabilo International 34 Syscap 42 Thames Barrier 31 The Kings Ferry IBC The London Lunchbox 62 Theories Landscapes 67 The SwopBots 48 Time Capsule Education 69 Unicol Engineering 41

Award winning coach travel for schools

Safety, Reliability and Comfort for a better price than you might expect......

Book More, Save More Reduced rates if you book multiple trips or block book coaches.

Up to 15% Off

or more if you have a large requirement!* Call our friendly team today for a no obligation quotation for your next school trip. *Terms apply see website for details

01634 377 577

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 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

■ ■ ■ ■


■ 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

Education Business 21.11  

Business Information for Education Decision Makers

Education Business 21.11  

Business Information for Education Decision Makers