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United in opposition? The topic of new grammar schools has flared up again, with the government formally launching its consultation into the idea, among other radical educational reforms.


LOVE THE SPACE YOU LEARN IN How good design principles create stimulating and nurturing schools




Making the most of your school’s education technology, and how to plan for the future


The country needs more home-grown engineers and scientists, so STEM uptake must improve


As I write, a Commons debate has just happened, with Jeremy Corbyn saying that Theresa May has “united the education establishment in opposition” of the idea to allow new grammars to open. Indeed it is hard to find any real noteworthy figures that have come out to say it is a good idea. At best I find cautious support and a call for more evidence. May noted that Corbyn (and herself) had gone to a grammar school, and accused him of “taking advantage of a good education” and then pulling up the ladder. Corbyn replied that it was about making sure the ‘ladder’ was given to all children, not just a few. Corbyn said: “The government is heading backwards to failed segregation for the few and second-class schooling for the many.” May defends her plans by insisting a new generation of grammar schools did not mean a return to the 1950s. Improving education in deprived areas is high on the agenda, so it is understandable that the profession has concerns over introducing more selective education. The proposals also raise the question on whether it is fair to test someone at age 11? And what happens to highly-able young people in comprehensives?

Follow and interact with us on Twitter: @EducationBizz

For more information on the issue, see page 7, and keep an eye on to follow the debate as it unfolds. 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, Guy Colborne, Sharon Blythe, Ilona MacMarquis, Richard Dawkins PUBLISHER Karen Hopps ADMINISTRATION Vickie Hopkins REPRODUCTION & PRINT Argent Media

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Plans to open new grammar schools officially announced; sexual harassment not being tackled effectively in schools, MPs warn; Ofqual confirms how new GCSE grades will be awarded


A new standard is in place this academic year describing effective continuing professional development for teachers. David Weston, chief executive of the Teacher Development Trust, explains how the new standard came about and summarises the guidance


17 SEN

A poll carried out by the Association of Teachers and Lecturers found that more than 80 per cent of almost 600 staff believed that children are being failed under the SEND code of practice. Dr Adam Boddison, chief executive at nasen, explains how professional development for all SEND staff is therefore vital




Knowing how and where to invest in education technology can be a complicated task, especially when faced with a squeezed school budget. Mark Chambers, CEO of Naace, discusses how to make the best of your school’s education technology. PLUS Havering Education Services explains how using technology to support learning has allowed schools in the London Borough to thrive during times of educational change


IP Expo Europe 2016 will provide a forum to discuss the issue of getting more young people to study STEM subjects and what can be done to boost industry skills


With the CREST Awards turning 30 this year, Maria Rossini and Jenny O’Hare from the British Science Association reflect back on how this hands-on science programme has grown and thrived during shifts in education policy and curriculum changes






Asbestos in schools is still a very real problem. The Independent Asbestos Training Providers examines the scale of the problem, what can be done about it, and how schools can comply with legal obligations




Architects Sarah Wigglesworth and Eleanor Brough share their key principles of good design and how they can be delivered through a collaborative and engaged design process. PLUS Education Business looks at some of the 28 schools which have been completed through the Priority School Building Programme Whether your school or college is planning to add new buildings, refurbishing existing buildings or carrying out ongoing maintenance work, Education Estates will help you source the information you need

Teaching pupils and staff about energy‑saving measures can reduce bills, add excitement to the curriculum, and teach young people lifetime good habits, writes Alex Green, school programme manager at sustainable energy charity Ashden

Education Business



With the current skills shortages in the creative, manufacturing and engineering industries, subjects like Design & Technology need to be seen as a valuable subject for young people to study, especially once the UK leaves the EU, argues the Design & Technology Association

Andrew Mabbett, researcher at BESA, examines the situation and shares some resource advice on how can schools get the young generation excited about engineering and science subjects

Jonathan Hart from the Automatic Vending Association, discusses the upcoming UK currency changes and how this will affect the thousands of vending machines in schools. PLUS Love British Food explains how school caterers can get children excited about locally-sourced food


The School Travel Forum has created an online ‘Teacher Toolkit’ designed to address teachers’ common concerns and highlight the benefits of school trips Volume 21.8 | EDUCATION BUSINESS MAGAZINE


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Plans to open new grammar schools officially announced After months of speculation, Prime Minister Theresa May has announced plans to lift the ban on opening new grammar schools, but with measures to ensure children from low-income families don’t miss out. Making the official announcement in London, May said ‘there is nothing meritocratic about standing in the way of giving our most academically gifted children the specialist and tailored support that can enable them to fulfil their potential’ and said it was ‘completely illogical to make it illegal to open good new schools’. Following May’s Speech, the ‘Schools that work for everyone’ consultation was presented by Education Secretary Justine Greening in the House of Commons, which seeks views on the new plans for English schools. Along with plans to allow existing selective schools to expand and new selective schools to open, the proposals also include: expecting independent schools to support existing state schools, open new state schools or offer funded places to children whose families can’t afford to pay fees; asking universities to commit to sponsoring or setting up new schools in exchange for the ability to charge higher fees; and allowing new faith free schools to select up to 100 per cent of pupils based on their faith. Greening faced criticism from Shadow Education Secretary Angela Rayner when presenting the plans, who said that the proposals promoted ‘segregation, segregation, segregation’ and quoted former Conservative Prime Minister David Cameron’s comments that it would be ‘delusional’ to think that expanding grammars is a ‘good idea’. Prominent Conservative MP and former Cabinet Minister Ken Clarke also

Prime Minister Theresa May: “completely illogical to make it illegal to open good new schools”

voiced opposition in Commons. He said he ‘warmly welcomed’ the motives behind the proposals but stressed that the ‘devil lies in the detail’ and called on Greening to ensure this change won’t ‘damage the opportunities’ for pupils in other schools. The debate surrounding grammar schools is centred largely on social mobility, with research from the Sutton Trust showing that in selective areas on average 18 per cent of pupils are entitled to free school meals – an important indicator of social deprivation – but make up only three per cent of grammar school entrants. Research from Institute for Fiscal Studies also concluded that while grammars ‘offer an opportunity to improve and stretch the brightest pupils’ this comes ‘at the cost of increasing inequality’. May has looked to address these criticisms and stressed that government

Education Briefer


will ensure ‘that these schools contribute meaningfully to raising outcomes for all pupils in every part of the system’. She said: “In practice this could mean taking a proportion of pupils from lower income households, so that selective education is not reserved for those with the means to move into a catchment area or pay for tuition to pass the test. “They could, as a condition of opening a new selective school, be asked to establish a good, new non-selective school. Others may be asked to establish a primary feeder school in an area with a high density of lower income households to widen access. They might even partner with an existing non-selective school within a multi-academy trust or sponsor a currently underperforming non-selective academy.” The announcement is already proving controversial, with Ofsted chief inspector Michael Wilshaw openly criticising the plans. Speaking on BBC Radio Four’s Today Programme he said that we should aim to achieve excellence outcomes for ‘a larger number of children’ and warned that ‘we will fail as a nation’ if only the top 15-20 per cent achieve in school. However, there does appear to be public support for the plans. Polling by Opinium found that 39 per cent of the English public support more grammar schools, while only 28 oppose them. A snap poll conducted by Sky News following the announcement found that 60 per cent of respondents supported lifting the ban on grammars, while only 27 per cent did not. READ MORE:


82 per cent of teachers oppose new grammar schools, poll suggests 82 per cent of teachers, school leaders and heads oppose opening new grammar schools, according to the results of a new poll. The poll was conducted by the National Association of Head Teachers (NAHT), the Association of School and College Leaders (ASCL) and Teach First on behalf of the Fair Education Alliance and received over 2,500 responses from teachers, school leaders and heads across England. While 82 per cent opposed opening new grammar schools, 80 per cent did not believe that a test administered at age 11 can reliably measure long-term academic potential and 85 per cent did not believe a test at age 11 can be insulated from non-academic factors such as parental engagement or income.

Additionally, respondents were critical of the evidence for the government’s new eduction plans, as 81 per cent said they believed there is no evidence for opening grammar schools and 79 per cent believed there is no evidence for increasing selection in education. Following the survey, the Fair Education Alliance has launched a public petition calling on the government to scrap the proposed plans to open new grammar schools in England. Russell Hobby, general secretary of the NAHT, said: “Increasing the number of grammar schools will lower standards and restrict opportunity. We cannot afford such an elitist policy in the

twenty‑first century – as many students as possible need a high quality academic education. This is a terrible distraction from the issues that matter most.” Malcolm Trobe, interim general secretary of ASCL, said: “We don’t need more selection in the education system. What schools desperately need is enough teachers and enough funding, both of which are in critically short supply. The government should focus on these issues rather than obsessing about an education policy plucked from the 1950s. Our job is to work together to ensure the education system supports all young people to achieve.” READ MORE:



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Sexual harassment not being tackled effectively in schools, MPs warn

Independent schools expect a boost from grammar school plans

‘Widespread’ sexual harassment and sexual violence is not being tackled effectively in English schools, according to a report from the Women and Equalities Committee. The report found that 71 per cent of all 16-18 year‑old boys and girls have heard terms such as ‘slut’ or ‘slag used towards girls at school on a regular basis, with 29 per cent of 16-18 year‑old girls saying that had experienced unwanted sexual touching at school. Additionally, 59 per cent of girls and young women aged 13-21 questioned in 2014 said they had faced some form of sexual harassment at school or college in the past year. The Committee found an ‘alarming inconsistency in how schools deal with sexual harassment and violence’ and criticised a lack of guidance and support to help teachers tackle the problem. It also suggested that neither Ofsted nor the Department for Education currently has a coherent plan to tackle the issue and monitor the scale of the problem and has urged the government to use the new Education Bill to ensure every school takes

appropriate action to prevent and respond to sexual harassment and sexual violence. The Committee recommends that Ofsted and the Independent Schools Inspectorate should assess schools on how well they are recording, monitoring, preventing and responding to incidents, as well as take steps to ensure that every child at primary and secondary school has access to high quality, age-appropriate relationships and sex education by making sex and relationships education (SRE) a statutory subject.

Independent fee-paying schools will receive a boost from middle-class parents whose children fail the 11-plus, according to Neil Roskilly, chief executive of the Independents Schools Association. Speaking to the Observer, Roskilly said that this was a trend that could already be seen in areas that operated a selective system, where parents used fee-paying schools as ‘insurance’ incase their children failed to get into a grammar school. He said that these parents look to dodge what they see as a second rate education and he believes that if selection is rolled out more widely across England, this trend could be seen on a much larger scale. READ MORE:




May outlines plans to remove 50 per cent cap on faith schools Another major policy change included in the ‘Schools that work for everyone’ consultation that has slipped relatively under the radar is the proposal to remove the rule that means faith schools must limit the number of pupils it selects on the basis of faith to 50 per cent. Speaking in London, while also announcing plans to open new grammar schools, May said the 50 per cent cap was an obstacle that was stopping more good faith schools opening and said that the government should ‘confidently promote’ the role that faith schools play in a diverse school system. She drew particular focus to Catholic schools and explained that the rule was preventing new Catholic schools opening ‘because the Catholic Church believes it contravenes its own rules for a Catholic bishop not to prioritise the admission of Catholic pupils’. She added: “This is especially frustrating because existing Catholic schools are more ethnically diverse than other faith schools, more likely to be located in deprived communities, more likely to be rated good or outstanding by Ofsted, and there is growing demand for them.” As a result, May said she would lift the

Education Briefer


50 per cent cap to ‘allow the growth in capacity that Catholic schools can offer’. She assured that the government will ‘consult on a new set of much more effective requirements to ensure that faith schools are properly inclusive and make sure their pupils mix with children of other faiths and backgrounds’ and suggested grouping mono-racial and mono-religious schools within wider multi-racial and multi-religious trusts, as well as exploring ways in which schools can enter into twinning arrangements with other schools not of their faith. She concluded: “But fundamentally I believe it is wrong to deny families the opportunity to send their children to a school that reflects their religious values if that’s what they choose. And it’s right to encourage faith communities – especially those with a proven record of success, like the Catholics – to play their full part in building the capacity of our schools.” READ MORE:

Essex to invest record £85m in new special school places Essex County Council has announced plans to invest £85 million in creating more than 400 new special school places across the county. The record investment includes £42 million from the Essex Schools Forum, as well as £43 million of capital funding from Essex County Council, and follows an increase in the number of young people in the county being diagnosed with autism and a growing need for special school places. Exact proposals have not yet been finalised, but are likely to include: a new 70-place school for children with social, emotional and mental health needs in the Chelmsford area; 80 additional places for pupils with severe needs in the Colchester area; 24 new places in the Braintree district for pupils with severe physical and neurological needs; 24 new places for pupils with autism or social emotional and mental health needs in the Epping Forest district; and 20 new boarding places for pupils with severe needs in the Castle Point/Rochford area.





Ofqual confirms how new GCSE grades will be awarded Ofqual has confirmed how the new GCSE grades, which will be graded from 9 to 1, will be awarded. The new grading system is set to come into effect in 2017 for English language, English literature and mathematics GCSEs, with other subjects following in coming years. The change will see the old system of grading from A* to G replaced by a system that grades from 9 to 1, with 9 being the top grade. The change aims to more accurately reflect the differentiation of students’ abilities and achievements. A formula will be used that means around 20 per cent of all grades at 7 or above will be a grade 9, with the grade 8 boundary equally spaced between 7 and 9. In line with the current standard, the number of grades 7, 8 and 9 will be based on the proportion of the cohort who would have been expected to be awarded an A or A* had the reforms not been introduced. Sally Collier, chief regulator at Ofqual, said: “The aim of the new formula for awarding grade 9 is to be as fair as possible. The proportion of students achieving A* varies

from subject to subject, and it will be the same with the new grade 9. Those who rely on GCSEs will know that those students achieving the top grade have performed exceptionally.” Commenting on the announcement, Russell Hobby, general secretary of the National Association of Head Teachers,

said: “We welcome the announcement today on awarding the top grades for new GCSEs. The modified approach seems the most sensible and equitable way to award those grades. “It is disappointing that changes to the awarding of these grades in English and Maths in 2017 are being made now, when the courses have already begun. We recognise that this will align these courses with others, but any in-year changes are disruptive for both pupils and teachers. “We welcome the fact that Ofqual has listened to our concerns around grade standards and will appraise the approach taken to awarding annually. In our consultation response we agreed that the grade standard established in the first award should inform the standard for subsequent years, but not set a definitive and absolute measure. We are pleased Ofqual has listened to school leaders to recognise this need for flexibility.” READ MORE:



Academisation ‘does not automatically raise standards’, report suggests

Parents willing to pay £70,000 premium for school catchment areas

A new report from the Education Policy Institute (EPI) and the London School of Economics (LSE) has advised that academisation ‘is not a panacea’ and ‘does not automatically raise standards’. The research found that converting schools into sponsored academies may rise standards in the year after they are converted, but this improvement dissipates over the following three years, eventually returning to levels previously seen before the school became an academy. Interestingly, the schools were also found to improve results in the year before they become a sponsored academy. Although the report does not confirm the direct cause of this improvement, it does suggests that increased pressure from Ofsted and other

bodies or attempts to try and avoid forced academisation could be contributing to this. EPI and LSE have said that further work needs to be undertaken to fully understand what is causing the improvements to taper off and phase two of the research will take place over the next few months. Responding to the report, Russell Hobby, general secretary of the National Association of Head Teachers, said: “Today’s report makes clear that turning a school into an academy will not in itself boost performance. It’s clear that an automatic ‘academy effect’ does not exist.” READ MORE:

Education Briefer


Parents are willing to pay a premium of over £70,000 in order to move into the catchment area of their desired school for their children, according to research from Santander. The research found that 26 per cent of parents with children of a school age have either bought or rented a new property in order to secure an address within their desired catchment area. In order to secure the school places they want for their children, the research found that families were prepared to pay an 11 per cent premium on the average UK property price, which equates to an average £23,707, with those living in London prepared to pay up to a 15 per cent premium – which equates to £71, 539 in the current property market. The findings give some credence to Prime Minister Theresa May’s claims that schools in England already operate under a selective system of ‘selection by house price’, which has become a

central part of her justification for opening new grammar schools. Santander also found that the sacrifices these parents make go beyond financial, with 17 per cent having changed jobs as a result of the move, 20 per cent saying they were forced to downsize and 15 per cent saying they moved to an area they did not like. Miguel Sard, managing director of mortgages, Santander UK, said: “School catchment areas remain a key discussion point. Our research shows that with competition for school places remaining high, parents are making financial and lifestyle sacrifices to be within the catchment area of desirable schools. Living within a certain school catchment area is a priority for many families but these premium addresses can come with a hefty price tag.” READ MORE:



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Teacher Training


Written by David Weston, chief executive, the Teacher Development Trust

Motivated, respected and effective teachers A new standard is in place this academic year describing effective continuing professional development for teachers. David Weston, chief executive of the Teacher Development Trust, explains how the standard came about and summarises the guidance The new academic year, 2016-17, sees a brand new standard in place from the Department for Education. The document, while not mandatory, describes effective continuing professional development (CPD) for teachers. Importantly, the standard creates a common language for the whole education system and raises the bar in terms of what is expected. It makes it clear that for the most effective practice to thrive, action must be taken by school leaders, teachers and external providers or experts. All three groups must act together for CPD to have a long‑term, positive impact on students’ learning. The new standard should be used to improve understanding, develop effective and long‑term plans and to hold other stakeholders to account for their role in the process. All staff in your school need to be aware of this document and anyone

with responsibility for leading aspects of CPD should use and discuss it regularly. This should include middle leaders, training facilitators, all senior leaders and governors.

THE BACKGROUND The In early 2015, the Secretary of State for Education and 2016-17year Minister for Schools ic commissioned a new academand new r standard in recognition b sees a rd in place that teachers need and deserve high Standa the DfE quality development from scribes throughout their careers. e which de CPD for After the election, the new government effectiv chers continued to strongly a e t

support its development and the standard was unveiled at the end of the summer term of 2016. The document was collated by an independent group of experts – teachers, school leaders, school business managers and researchers with a wide range of experience – which I was kindly asked to chair. We began by reviewing existing advice and standards from across the world and across

different professions. This included a look at CPD standards from Singapore, Australia, Canada and the USA as well as professional documents around training for dentists and medics. We undertook a large-scale consultation with hundreds of individuals and organisations from across the sector and sought out the highest quality research on what types of professional development seem to make the biggest difference to teachers’ and students’ learning. THE FIVE KEY IDEAS The standard describes five key headline ideas and these are fully laid out in the guidance documentation. Firstly, professional development should have a focus on improving and evaluating pupil outcomes. Secondly, it should also be underpinned by robust evidence and expertise. Thirdly, it should include collaboration and expert challenge, and professional development programmes should be sustained over time. And all this is underpinned by the requirement that school leadership must prioritise professional development. There is an expectation that individual activities (e.g. one-off training sessions, individual meetings) are threaded together E




In early 2015, the Secretary of State for Education and Minister for Schools commissioned a new standard in recognition that teachers need and deserve high quality development throughout their careers. After the election, the new government continued to strongly support its development and the standard was unveiled in 2016  in a logical way to create programmes which have an explicit focus on improving outcomes for students. For example, evidence from the Teacher Development Trust’s Developing Great Teaching report suggests that a one‑day course as a stand-alone activity without a specific focus is unlikely to have a lasting impact on student outcomes. However, that same course could be much more effective as part of a sustained programme of structured, collaborative in‑school activities for teachers to refine ideas and embed approaches. Such a programme would embed activities designed to sustain and deepen practice, including individual and collaborative teacher activity; well-designed formative assessment and evaluation; whole-school leadership; and expert input. For example, while an individual session may be a briefing on ‘improving feedback’, the whole programme might be focused on ‘improving vocabulary of pupil-premium‑eligible students in Key Stage 3’ and involve plenty of opportunity for teachers to work together both in and out of their classrooms to apply the feedback ideas to this specific focus area. This ensures that all teachers are clear on the intended impact of their learning and can constantly evaluate the effectiveness of any new ideas as they apply them to a specific goal. The approach we have taken marks a change from a common approach of focusing on generic training for teachers. It follows the evidence base to instead recommend a greater subject-focused approach to training – research suggests that this is more likely to support an improvement in student outcomes in the long-term. UNLEASH THE BEST Teachers make thousands of professional decisions every day that need to be informed by the best evidence, knowledge and professional wisdom. Effective professional development for teachers is a core part of securing effective teaching and it cannot exist in isolation. It instead requires a pervasive culture of scholarship with a shared commitment for teachers to support one another to develop so that students benefit from the highest quality teaching. Not all professional development is equally effective. Helping teachers to improve their practice takes thought, planning and effort. It requires headteachers and senior leadership teams who prioritise not only the operational aspects of teacher development but also, as Ofsted put it in their September 2015 handbook, “a motivated, respected and effective teaching staff” in “a culture that enables students and staff to excel”. While professional development can take many forms, the best available research shows that the most effective professional development practices share similar characteristics. Effective professional development should be seen as a key driver not only of staff development, but also of recruitment, retention, well-being, and school improvement. This new standard certainly raises the bar in terms of the quality of practice expected in every school. It identifies how the most effective leaders and schools are creating self-improving schools that generate sustainable, long-term improvements for staff and students.

MAKING LEADERSHIP A PRIORITY Finding time and resource for professional development has become very difficult and this is compounded as schools face increased budget pressures. However, the approach laid out in the standard can improve student outcomes, staff retention, culture and well-being in a sustainable way. The most successful schools are protecting or even expanding their professional development budget, time and leadership even in the face of reductions elsewhere. Not only is this a decision driven by fundamental values that prioritise professionalism and learning, this decision also looks sensible even through a cold value-for-money lens. In a climate where recruitment is tough and academic expectations continue to rise, governors and leaders realise that they need to move funding away from ‘sticking‑plaster’ interventions and into sustained support and development for their most expensive assets, the teachers and other staff who work with students every day.

Teacher Training


CONNECT WITH OTHERS My charity, the Teacher Development Trust, is on a mission to support all schools and school leaders through the new challenges and opportunities that the standard for teachers’ professional development now presents. We offer tools to audit and develop your current leadership and implementation of CPD as well as a national network of schools and a suite of training events and courses to support you to connect with other schools. Find out more from the website. L

David Weston is the chief executive of the Teacher Development Trust and chair of the Department for Education’s Teachers’ Professional Development Expert Group. Follow him on Twitter at @informed_edu and the charity at @TeacherDevTrust FURTHER INFORMATION

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A poll carried out by the Association of Teachers and Lecturers found that more than 80 per cent of almost 600 staff believed that children are being failed under the SEND code of practice. Despite this, the onus on schools to deliver on SEND reforms remains considerable. Dr Adam Boddison, chief executive at nasen, explains how professional development for all SEND staff is therefore vital According to the Department for Education (DfE), in England there are 1,228,785 pupils with special educational needs, which means that every teacher is likely to teach a child with SEND at some point during their career. Therefore, it’s crucial that all teaching staff, including those who are newly-qualified, receive regular CPD, in order to ensure they can appropriately manage the complex needs of students with SEND, and they can all be effective ‘teachers of SEND’. As educators, we hope to meet the needs of the children we teach by giving them the information and skills required to achieve academically and independently. Pupils with SEND need teachers and SENCOs that deliver a specialist and tailored education, which is why, as evidence-based practice for SEND becomes more important, effective CPD must be a requirement, rather than an option. WHY CPD? With teachers and practitioners being held responsible for delivering high-quality provision by the SEND Code of Practice, and with Ofsted placing significant emphasis on achieving progress and raising aspirations for SEND students, it’s now crucial that they have very specific skills and understanding. CPD not only improves the quality of provision by arming teachers with the knowledge, expertise and skills to develop their own provisions and become effective ’teachers of SEND’, but also supports those professionals who need to extend their abilities to become the adaptive, flexible thinkers that schools and their pupils need. Providing SEND staff with regular CPD opportunities relating to the latest developments in education and SEND provision is also important when it comes to retaining staff. It shows them that they’re valued members of the team, working as a part of a professional learning community where their continued professional improvement is a priority. With today’s teachers being professionally curious and wanting to know how to be the best teachers possible, they’re increasingly being regarded as ‘research practitioners’. CPD gives them the chance to nurture their curiosity and develop their understanding of how best to teach children with SEND, in order to achieve

professionals due to their increasing workloads and commitment to the classroom, so CPD opportunities need to be known about as far in advance as possible, so teachers can manage their time and commitments efficiently.

the best learning outcomes.

FREE ONLINE CPD ‘Focus on SEND’ is a free online CPD resource covering all mainstream education settings from ages 0-25 across England that has been developed by nasen, with funding from the DfE. The training is based on principles identified by extensive research into what constitutes good CPD and has been designed to offer an alternative approach to teaching. The resource contains approximately nine hours of learning which will be available 24 hours a day, with modules covering: high quality practice and what this means for SEND; identifying needs and the role of assessment; the process for arriving at meaningful outcomes; participation and engagement, both of children and young people, and of their parents and families. To help support the SEND practitioner to consolidate their learning, guidance for reflection is also provided.

Written by Dr Adam Boddison, chief executive, nasen

Meeting the complex needs of SEND pupils

Special Educational Needs


SEND rs one practiti rs have de and lea itment to a comm g the best n providi and learning g teachin children and for all g people youn

AN EFFECTIVE APPROACH CPD should be an ongoing process and, therefore, it is most effective when a graduated approach is used, following a cycle of: assess, plan, do and review. This method encourages teachers and practitioners to embed practices into their daily experiences, enabling them to utilise this reflective cycle autonomously, in order to inform and develop the best practice for meeting the needs of children and young people with SEND. A graduated process when adapting teaching is far more valuable and effective than trying to impart limitless knowledge and expecting an immediate change. As the aim of CPD is to develop teachers’ provision and enable them to then apply these approaches independently and confidently in the classroom, CPD must contain material that is relevant to teachers’ day-to-day experiences and should be tailored to suit the needs of the staff and educational setting. Collaboration is also very effective when it comes to effective CPD, so teachers should be given the opportunity to engage in team-working activities, both during and after training, to test ideas from different perspectives, develop new ideas and inclusive practices, and as a method of providing a professional support network. Teachers are often some of the most time‑poor

BEST PRACTICE SEND practitioners and leaders have a commitment to providing the best teaching and learning for all children and young people; this dedication needs to be upheld and supported by schools through the delivery of high-quality CPD provisions. The entire school workforce needs to be trained to meet the complex and diverse needs of children with SEND and need to be explicitly aware of their responsibilities as SEND practitioners. Therefore, regular and continuing professional development for all SEND staff is important in the development of effective strategies, for delivering high‑quality SEND teaching provisions, and for ensuring that pupils with SEND are given the education they need to become independent, capable young adults. L FURTHER INFORMATION




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Takeley Primary School (Photo: Anthony Coleman)


Design & Build


Written by Sarah Wigglesworth and Eleanor Brough, Sarah Wigglesworth Architects

Creating spaces that occupants love Architects Sarah Wigglesworth and Eleanor Brough share their key principles of good design and how they can be delivered through a collaborative and engaged design process RIBA’s recent report Better Spaces for Learning sets out the positive impacts that good design has on educational performance, well-being and operational costs in primary, secondary and SEND school environments. The report defines good design and draws from the largest collection of post occupancy evaluation (POE) of schools in the UK, alongside a survey of over 500 school teachers nationwide. Sarah Wigglesworth Architects has delivered award winning school environments, including the recently completed Mellor Primary School, shortlisted for two Education Business Awards, Mossbrook Special School, Sandal Magna Primary, and Takeley Primary. Drawing on RIBA’s research, as well as our own experience, this article sets out what we believe are key principles of good design and how they can be delivered via a collaborative and engaged design process. Good design does not mean costly design. We use our skills to design places that are loved by their occupants, simple to use and economical to run and maintain. GETTING THE RIGHT TEAM Each project is unique. The way in which it is delivered, by whom, and the level of

responsibility the school has for management of the building can vary significantly. Takeley Primary School was procured by the local authority through a contractor-led framework, while at Mellor Primary School the design team and a local contractor were appointed directly by the Primary Academy’s Trustees. At both schools the head teacher had no experience of delivering a similar project and needed a committed team of staff and governors, with a range of expertise to support them through the process. Achieving any building project takes time and perseverance. The selection of the right architect, design team and contractor is key. You will need to work together, understand each other, build trust and be able to communicate clearly and strategically throughout the project to deliver shared objectives. Personality and a common ethos of team members is pivotal to creating a good design and enjoying

the process. Therefore, committing time to researching future collaborators and undertaking due diligence should be built in to the project programme. This might include looking at previously completed projects, meeting key personnel, talking to staff at schools you admire, visiting other schools and doing as much research and reflection as possible to help find the right solution for you.

ints Constra ve can ha tcome ve ou a positi gh simple, throu design and OPPORTUNITIES AND CONSTRAINTS e Opportunities and effectiv gard them constraints can take e r we s for u l many forms, but u m i t as a s inative understanding them at an early stage is essential. This imag ons will improve the chances of soluti a successful outcome by dealing

early with risky items and maximising the value of the existing setting. Constraints can have a positive outcome through simple, effective design responses, and we regard them as a stimulus for imaginative solutions. Schools often have to remain fully operational throughout construction. E



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Design & Build

ARCHITECTURE  This was the case at Mellor Primary where safe access to the main entrance and playgrounds at the front had to be maintained. This worked well with the School’s Forest School ethos and the aspiration for their new spaces to have enhanced links to a previously underused woodland to the rear of the School. A steeply sloping site meant a traditional (masonry) construction wasn’t viable and led the design team to develop proposals for a light weight timber building set on a simple raised deck, providing level access to the existing building with the opportunity for unique views from the classroom into the tree canopy. Funding for Mellor Primary School’s extension came from the Academies Maintenance Fund (AMF). The AMF funding was finite, and this constraint prompted the school to form links with local suppliers, use reclaimed materials and maximise self-build elements to make the funding go further. This had the added benefit of community investment in the project. These aspirations were integrated from the outset, with the design also providing a framework for future landscaping. Programme can be a key constraint, and our recent extension and refurbishment at Roseacres Primary School was completed within one year of our appointment. A fast track programme has challenges but this project proves that good quality teaching spaces can still be provided if you have the right team and design and construction methodology. In this case, timber panels pre-fabricated off-site were used to minimise time on site, whilst still achieving generous, high quality teaching spaces. DEFINING THE BRIEF We work closely with schools to define their detailed requirements to ensure the brief is aligned with their curriculum, their ethos and their future business plan. The areas and adjacency guidance in the Building Bulletin are shaped into a bespoke set of requirements, including the importance of how teaching spaces connect to outdoor play and learning spaces. This process takes time and thought. It is critical to allow time to work out the brief and iteratively refine it to get it right. At Takeley Primary School, their existing building lacked small group spaces. Since generous circulation spaces are proven to improve pupil behaviour, we designed oversized corridors for their new building to provide flexible, informal group spaces and reading niches beyond the classroom. Using bespoke engagement tools, such as a ‘Takeley Board Game’ devised by SWA, we considered with the school how key spaces needed to link or be separated, which areas needed to be accessed outside of school hours, where secure lines were required and how they could be integrated with good visual surveillance. We encourage clients to exploit opportunities for buildings to become

Sandal Magna Community Primary School (Photo: Mark Hadden)

physical learning resources. At Mossbrook Special School and Sandal Magna Primary School, finishes and services are deliberately ‘on show’, demonstrating how the building functions while creating a stimulating learning environment. At Mellor Primary School, we designed a habitat wall, which helps pupils engage with their surroundings and assists with environmental education and Forest School activities. EFFICIENCY The efficient operation of the building is crucial, so it is important to involve caretakers and facilities managers in the development of the project brief. Our approach is to ensure that mechanical and electrical installations are simple and intuitive to use. However, maintenance and replacement costs must be factored into the school’s budget, and if there are aspirations for a specific materials or plant, the on-going maintenance and replacement cost must be considered, as these can amount to significantly more than the initial outlay. ENGAGING THE SCHOOL COMMUNITY Developing a sense of ownership among different user groups is central to our approach as an architecture practice. We do this by working closely with the school community during the design development phase. Meetings are held with staff, parents and governors, and feedback from the Pupil Parliaments and Eco-Councils also informs design decisions. All these contributions give us critical information while ensuring that the design evolution and completed building are popular with everybody and supported through a wide sense of ownership. Often pupils themselves are actively involved in the design process. At Mellor School pupils developed their own concept drawings for the habitat wall. During construction, pupils then worked alongside teachers, parents, the local community and the SWA team to fill its spaces. Local contractors were used wherever possible, many of whom had personal links to the school as parents, former pupils or neighbours. The construction team shared a strong sense of ownership with the wider school community, and this commitment to the project was a significant factor in the building’s success.

ALIGNMENT WITH BUSINESS AIMS A successful design project can support a school’s business objectives. At Mellor Primary School the new extension was the catalyst for a step-change in the school’s ambitions and desire to grow. It enabled Mellor Primary to become a single form entry primary Academy, making the school economically sustainable going forward. Just as importantly for Head, Jim and his team, the project has allowed the school to expand its Forest School programme and host Forest School events. The distinct elements of the extension, such as the ‘tree house’ classroom and habitat wall, have given the school recognition, which combined with separate out-of-hours access means the suite of new spaces can be hired out to generate income. SUSTAINABILITY Creating sustainable environments involves a commitment from all team members, and helps schools communicate environmental, social and economic sustainability. The delivery of sustainable projects is driven by a desire to be economically sustainable in the long term, whilst using a new building to embed a knowledge of sustainable materials and construction techniques in the school curriculum. This means the community can take ownership of a project while gaining expertise in its construction. CONTINUOUS IMPROVEMENT Every school is different, and the life of any project continues well beyond the point of handover. Sadly, the monitoring of buildings is undervalued and poorly recorded. The RIBA‘s report acknowledges that Post Occupancy Evaluation is only sporadically undertaken and published in the UK. However, the in-depth knowledge of a building in use can be invaluable in avoiding future mistakes. By analysing trends and identifying issues we can find out where good design has made a positive difference, or where proposals have not been successful or have become redundant as technology evolves. While it is a cost, we would advocate it is a well targeted one which can only help to contribute positively to the future of good school design. L FURTHER INFORMATION



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24/06/2016 1


Design & Build


Kings Langley School in Hertfordshire has had its worn‑out building reconstructed using a host of standard design principles

Starting the new year in a new building The start of this autumn term has seen 28 schools completed through the Priority School Building Programme, the government’s scheme to refurbish and rebuild some of the most run-down school buildings in the country The start of the 2016/17 academic year has seen 28 schools across the country rebuilt or refurbished through the Priority Schools Building Programme. The programme was established in 2011 to address the needs of school buildings in the worst condition. It followed on from the labour government’s Building Schools for the Future (BSF) scheme which was axed in 2010. In the first wave of the programme, 260 schools received capital funding of £2.4bn. 140 of those schools have now opened and the majority of the remaining schools in the first phase are predicted to open by the end of 2017. The second phase of the PSBP will see 277 schools to benefit. In total therefore, the programme will see 537 schools revamped. RAISING STANDARDS Lord Nash, Parliamentary Under Secretary of State for the School System, said: “We are raising standards in our schools, with more than 1.4 million more pupils in good or outstanding schools than in 2010, and it is only right that children are learning in an environment that matches the standard of that education. “The priority school building programme is transforming hundreds of school

buildings on budget and ahead of schedule ensuring that all children, regardless of background, can learn in an environment that will help them fulfil their potential. “The PSBP is transforming the most run‑down schools in the country by providing facilities fit for the 21st century, including bright classrooms, inspiring libraries and specialist music facilities. The new buildings will ensure pupils have the right environment to help them fulfil their potential.”

efficient and provides a dining space which is a central focus to the school and can be used as a milling space during the school day and, in conjunction with the hall and drama space, for after-school events. The new building has an intelligent building energy management system that uses advanced technology to manage the heating, lighting, acoustics and ventilation. The school now has a spacious learning resource centre, a state of the art kitchen, and main hall/ theatre with bleacher seating. It also boasts a separate sixth form study room and common room, drama/dance studio, and fitness suite. Another school that starts the year in a new building is Lansdowne School, a special school in south London. It has been equipped with state-of-the-art facilities to teach pupils with autistic spectrum disorder (ASD), thanks to £7.7 million funding through the programme. The new building includes an open dining area and a modern learning resource centre, as well as space for the E

“The PSBP is ing rm transfo un‑down st r the mo n the country i s schools iding facilitie by provor the 21st fit f ” century

NEW YEAR, NEW BUILDING South Nottinghamshire Academy is one of those to reopen this term through the programme following a £12 million rebuild. The building is a three storey finger block design which meets the educational needs of current students and future generations. General and practical teaching spaces have been organised in suites with a sense of identity, but allowing some variation in the range of spaces. The new build is







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NEW BUILDINGS  school to introduce new post-16 provision. The new food tech space is large and allows a cooking station for each pupil. There is also a new, modern science lab, two art studios, a music and ICT space, a sensory room and a new gym. ENVIRONMENTAL DESIGN Kings Langley School in Hertfordshire has had its worn‑out building reconstructed using a host of standard design principles to ensure that the building is both functional and flexible. Developer Kajima responded to tighter budgetary constraints by optimising passive environmental solutions, such as maximising the orientation of the site to enhance natural daylight and ventilation. These were central considerations which will ultimately lead to reduced operational running costs in the long term. NORTH YORKSHIRE Wolfreton School and Sixth Form College in Willerby, North Yorkshire, have started the new year in their £22m new building, which brought the schools two old sites together. Wolfreton headteacher Dave McCready said: “The long wait for a new building for the students, staff and governors of Wolfreton is finally over and we are delighted to start the academic year in

The start of the 2016/17 academic year has seen 28 schools across the country rebuilt or refurbished through the Priority Schools Building Programme, established in 2011 to address the needs of school buildings in the worst condition. It followed on from the labour government’s Building Schools for the Future (BSF) scheme our fantastic, modern building which enables the whole school to be based on one site for the first time since 1970.” He said: “We know how fortunate we are as a school to have been involved in the priority school building programme and we are grateful of the support we have received from the East Riding of Yorkshire Council. “The new school ensures that the young people of our local community, present and future, will have access to wonderful facilities for many years to come.” Pupils at Laurence Jackson School in North Yorkshire also started the academic year in their new state-of-the-art building. The main building is shaped like a capital E and has colour-coded wings dedicated to different areas of study.

Design & Build


The school includes a technology block, a new theatre and performance space. The dining hall and library sit in the heart of the building, with high ceilings which offer room for expansion, should the school need it in the future. The building sits on the site of an old Astroturf pitch, which has been moved and rebuilt to become a full size, floodlit, artificial grass pitch. The pitch was funded by the scheme, and extra money was added by the Football Association. Outside of school hours, the school is planned to serve as a hub for adult education and local community groups. L FURTHER INFORMATION

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Education Estates twenty-sixteen Whether your school or college is planning to add new buildings, refurbishing existing buildings or carrying out ongoing maintenance work, Education Estates will help you source the information, solutions, and ideas that you need Education Estates takes place on 18-19 October at Manchester Central. The two-day conference programme will provide you with advice, inspiration and guidance, while the exhibition will help you to source the organisations, products, and services that can help you achieve your objectives. Education Estates is the only event of its kind in the UK, covering the primary, secondary, further, and higher education sectors. Visitors will be able to source organisations in the exhibition that can help them achieve their development, refurbishment, or buildings

maintenance objectives. For those visitors directly employed in schools, colleges, universities and local authorities, the two day conference programme is free to attend. There will be a range of industry speakers sharing advice and expert opinions. What’s more, attendees will To receive CPD points/ hours, as all content is CPD accredited. Those responsible for designing, building, maintaining and funding our schools, academies, colleges and universities face huge challenges. But wherever they are in the project lifecycle, they’ll find the solutions at Education Estates 2016.

on Educati is Estates vent ye the onl ind in of its k ering the cov the UK, , secondary, primary, and higher further ucation ed sector

Design & Build


CONFERENCE The conference features over 90 speakers, with specialist content streams for schools and colleges & universities. Lively and authoritative, it’s the professional gathering for everyone concerned with education’s built environment. New for 2016 will be a dedicated conference stream for maintenance & FM professionals supported by the Education Funding Agency. Industry speakers include Mike Green, director of capital at the Education Funding Agency (EFA), who will speak on building the future. Lindsay Harris, deputy director of strategy and intelligence from EFA Capital will speak on meeting the challenge of creating school places. Rachel Stephenson from the Education Funding Agency will give an update on the Priority School Building Programme. What’s more, professor Colin Bailey, deputy president & deputy vice-chancellor at the University of Manchester will speak on universities as anchor institutions. SPECIAL NEEDS SCHOOLS Hilary Moon, headteacher at Brentwood School will speak on special needs schools and why the Children’s Act means we should think beyond BB104. Her session will argue that, in designing special schools, BB104 is a useful reference point for area guidelines for pupils with special needs, but we should think beyond EFA accommodation schedules and costs. She believes we are missing the opportunity to look at the spirit E




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Hire solutions can be long and short term. Long term hire is increasingly the preferred choice for the education sector as it eliminates the need for capital expenditure, helps with budgeting and comes with full servicing and support for peace of mind. ICS Cool Energy’s hire team is on call 24/7, with a nationwide team of experienced engineers so it means we’re often on site within hours when there’s a breakdown, with the industry’s biggest range of products in stock for a fast fix. FURTHER INFORMATION

A custom solution to your security needs

Formed in 1996, Custom Technology Solutions is a supplier, installer, integrator and maintainer of electronic security solutions. With perfect geographical presence, conveniently located in the heart of the UK with immediate access to the country’s motorway network, it provides integrated solutions nationwide. The backbone to the company’s success and continuing growth can be attributed to the philosophy of maintaining advanced technical knowledge throughout its employed engineering strength. The ability to provide a genuine, economic total solutions package, utilising specialist products where necessary, keeps CTS ahead of the competition. CTS is rightly proud of its

engineering team and the high levels of technical expertise held within that team. This team includes some senior engineers who have been with CTS for over 10 years, giving a high level of consistency across the disciplines that CTS covers. The CTS management team comes with vast experience of senior roles in sales, training, operations, engineering and project management. This experience has been harnessed to ensure project delivery is of the highest quality and levels of customer satisfaction remain high, to ensure customers return time and time again. FURTHER INFORMATION Tel: 0808 1000 999

Secured by Design National Building Approval A cost-effective way to discharge all security requirements

Secured by Design National Building Approval (SBD NBA) is our latest designing out crime initiative for developers and those commissioning new-build developments or major refurbishment schemes. We do full due diligence on their supply chain to ensure that all the products meet stipulated security criteria and issue an award that not only shows that they take security seriously, but also discharges all their legal requirements for physical security. There are many advantages to this approach, but chief amongst them is the ability for an SBD NBA member to use the Technical Schedule anywhere in the United Kingdom, safe in the knowledge that it will be accepted by all police forces – it guarantees that a Secured by Design Award will be made. Indeed, so confident are we of the new process that the award is made before the build begins rather than at the end, as has been our previous tradition. Another great advantage! Please contact us for more information about this scheme by emailing or visit our website at

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22/08/2016 12:27:03

Design & Build


 of the Children and Families’ Act 2014 and involve both Community Health and Social Services in designing new SEND schools to provide pupils and parents with facilities where the three services can come together to give practical advice and help. There is a real opportunity, Moon will argue, to consider the Learning Resource Centre as not just a pupil resource but also as a parental resource where information on grants, pupil aids and facilities would be available with expert advice. Parents with children with special needs deserve better than having to shuttle between the three services providing education, health and social services and where better than at a special school? As architects in the education sector specialising in SEND schools, we have tried to promote the use of the school beyond immediate learning periods and facilities – so that third party and community involvement becomes the norm, benefiting both school and neighbours. As an example, Brentwood SEN School has included a trike track where SLD PMLD and ASC pupils will be able to use a range of bicycles for exercise and races – with the aim to invite other SEN schools for meetings. Soft play, hydrotherapy, music and drama studios may be also be hired for invited use. FUNDING Marcus Fagent, education sector lead at Arcadis will present a session on designing schools in a less resourced, digital age. During this Parliament, it is estimated that revenue funding for schools will reduce by 10 per cent in real terms. This, together with the major problem of recruiting teachers, which has been particularly bad in areas where housing costs are high, is forcing schools to look at different models for teaching and learning. These solutions to funding and recruitment problems are in turn starting to place different demands on teaching spaces, requiring more flexibility and different types of spaces. Schools have followed a model over the last 5-10 years which means increases in attainment to putting more adults into the classroom, reducing the pupil:teacher ratio and providing individual support where it is needed. This model is now being challenged.

There will be a range of industry speakers sharing advice and expert opinions. What’s more, attendees will receive CPD points/hours, as all content is CPD accredited Arcadis has sponsored a major study by the Specialist Schools and Academies Trust (SSAT) into how schools are applying different curriculum models and new ways of teaching and learning which will be published in September 2016. The study will test the impact of reduced funding but also other impacts such as the use of digital devices and increasing collaboration between schools. RESEARCH BUILDINGS Oliver Milton, partner at Hawkins Brown will speak on creating collaborative, effective and efficient research environments. Oliver believes the design of research buildings is a balance between four demands: collaborative environments; flexibility; cost effectiveness; and technical performance. Each of these competes against each other – flexibility almost always come at a cost, collaborative spaces are less easily designed as highly technical spaces that meet a specific purpose, and so on. Navigating these tensions is the key to success in delivering successful projects. These issues need to be addressed at the very outset to ensure that occupiers are not disappointed by final outcomes and that time is not wasted during the design process on abortive work or in trying to make a budget work to an un-affordable brief. Oliver will use his extensive experience of designing research buildings to talk about how estates managers and building occupiers can generate better briefs for their buildings that are informed by an understanding of these competing demands. He will elaborate on what causes these tensions and on why, by being more specific about their priorities, users and estates managers can make the process quicker and easier, and the outcomes more responsive to the needs of a particular project. He will talk about a number of tools that can be used to help first-time clients understand the issues and provide input in a positive and effective way.

WORLD CLASS UNIVERSITIES Chris Fenner, director of property services at the University of West London will speak on transforming an estate into a learning landscape for the future. The formation of the Future Campus Masterplan for the University of West London was driven by the University’s brief to exceed the high expectations of the ‘millennial student’. The educational priority was to create world-class university buildings that were open and approachable to the community, to attract students through student-led learning environments, to provide better quality social space and to foster a strong sense of community for staff and students alike. The initial problem seemed impossible at first glance. The 30,000m2 existing estate was constructed over the last 80 years and in varying states of disrepair, with priorities for investment at the very centre of the occupied campus. The key element of the project involved demolishing a central building and replacing it with a new vibrant ‘Heartspace’, comprising of a library, flexible performance centre and new student facilities. The day-lit atrium at the heart of the campus offers a permeable accessible space that is populated and ‘owned’ by students whilst knitting the rest of the estate together. All the buildings on campus have now been refurbished internally and externally to create a high-quality environment befitting a modern centre for learning. NETWORKING The annual Education Estates Awards Dinner is a fantastic networking opportunity for exhibitors, speakers, visitors and delegates. This year, it will be held in Manchester’s prestigious Hilton Hotel. The after dinner speaker is current England rugby player James Haskell. L FURTHER INFORMATION



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09/09/2016 16:43


With a teacher in Buckinghamshire recently dying due to asbestos cancer mesothelioma, asbestos in schools is still a very real problem. The Independent Asbestos Training Providers examines the scale of the problem, what can be done about it, and how schools can comply with legal obligations Asbestos was a staple of the construction industry. It was spurred on in the mid-19th century by the industrial revolution and the need for low cost, readily available and efficient building, insulation and fire proof materials. Asbestos became the choice of many. With the development and growing demand for electricity and the need to make it and the buildings it was used in safe, asbestos was introduced not only in industrial and commercial buildings, but also in our homes and our educational establishments. Throughout the early to mid 20th century, the use of asbestos in materials developed even further, more sources were identified and the mineral exploited. Bigger and more advance production facilities were built making it more readily available and its use even more widespread. It was used, not only in construction materials but, due to its almost magical status, now into everyday products, such as irons, blankets, and even toys. The out-break of the second world war pushed asbestos development to new and higher levels. By the end of the war, asbestos was much in demand having proved itself on the battlefields of

Europe and the Far East. Again its low cost and availability made it the perfect material to re-build the country in the post-war years. The country needed to create new housing, hospitals, infrastructure and, of course, schools. The 1950s pushed construction even further, especially where schools were concerned. Due to the growing population, schools were needed, and fast. In 1957, the Consortium of Local Authorities Special Programme (CLASP) was formed with the purpose of designing modular framed buildings to speed up school construction and replace older damaged buildings. The system

LURKING BEHIND THE SCENES Asbestos could be in any part of a school building, from floor tiles to roof sheets, toilet seats to wall panels and all things in-between. One of the biggest issues seen with schools over the last 20 years in the UK is mainly down to poor maintenance of these old buildings. Given the choice, schools would opt to purchase new books, computers and pay staff wages; up keep of the building is often last on the list in budgetary terms. One thing that is often misunderstood or even unknown and in some cases even ignored is that since 2004, there has been a legal requirement in the UK to manage asbestos. Regulation 4, of the Control of Asbestos Regulations 2012 (CAR 12), referred to as ‘the Duty to Manage’ was introduced in the 2002 asbestos regulations, becoming enforceable by 2004, requires the identification and management of all asbestos materials in all non-domestic buildings in the UK. This includes E

s Asbestoe could b of a art in any plding, from bui school tiles to roof floor toilet seats sheets, all panels to w things and all ween in‑bet

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Could your school contain asbestos?

took off, having first being introduced in the East Midlands, the low cost and efficient build time meant that it was adopted nationally. The problem faced with CLASP building was down to the materials used in their construction. They basically required upgraded fire protection installing which unfortunately meant more use of asbestos. It is understood that as of today, there are somewhere in the region between 17,000 and 25,000 schools in the United Kingdom that are believed to contain asbestos.




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Control moisture in concrete under floor coverings Markham Global offers proven but innovative hydrogel concrete additives and spray-applied treatments to create a highly effective moisture/vapour barrier, deep within new or aged concrete substrates. This eliminates common issues such as delamination of hard floor coverings and absorption of bio fluids. Free moisture in concrete is at the root of all major causes of flooring failures. Aquron treatments react with the alkalinity of the concrete to transform this free moisture into an immobile hydrogel. The hydrogel is formed through a simple reaction and completely eliminates or significantly reduces the typical effects of free moisture in the failure of floor coverings over concrete in the following ways. Drying shrinkage: by retaining the moisture in the concrete within the hydrogel during the curing period, drying shrinkage is reduced by up to 70 per cent. This significantly reduces the potential for substrate movement which can cause a disruption to/failure of hard floors such as tile/wood etc. Adhesive performance: most current flooring



adhesives are water based. As the ambient humidity above the flooring is typically lower than in the concrete substrate, free moisture is drawn to the surface which then emulsifies and breaks down the adhesive. This is then compounded by the hydrostatic pressure generated by the migrating moisture delaminating the tiles/vinyl/laminate from

the concrete. The immobilisation of this free moisture within the hydrogel prevents this migration and its consequences, to ensure a stable substrate for the long term. Surface wear (exposed concrete surfaces): the moisture retention during curing also produces a more complete hydration of the cement to form a stronger cure. Combined within the densifying effect of the hydrogel, resistance to surface abrasion/wear is greatly increased. These products have been proven in many educational and healthcare facilities globally for over 30 years and are guaranteed for a minimum of 15 years. Markham Global has successfully treated over 6,000,000 square metres of concrete on over 4,000 projects. How can you utilise our support and expertise to provide superior moisture control in floor substrates using the high performance Aquron concrete treatments? FURTHER INFORMATION Tel: 03334 565 758

HEALTH & SAFETY  schools. A failure to comply with this requirement can result in severe consequences. Most tend to believe that the worst thing about non-compliance with regulation 4 would be a fine and probably even a bit of a telling off from the HSE. However, this is not necessarily the worst case. RELEASING THE FIBRES Asbestos Containing Materials (ACMs), if not managed will over time deteriorate, they get damaged and if not identified, they could be incorrectly or even accidentally worked on, all of which could release levels of asbestos fibres that could be harmful to anyone exposed to them. One problem from this being that the fibres are so small, they cannot be seen with the naked eye, they are odourless and have no taste so exposure would go unnoticed. In addition to this, the consequence of exposure may not show itself for decades. Asbestos is a category 1 carcinogen, meaning that it is proven to cause cancer in humans. Again the problem here is that cancer takes time to form and the victim is normally not aware that they have it until the symptoms show themselves. THE HARM IT COULD CAUSE In the school environment, a release of asbestos that goes unnoticed could mean exposure to many hundreds, potentially even thousands of children. The exposure encountered could occur every day while in the school, it may occur for many years resulting in a cumulative exposure which could potentially result in a disease developing in years to come. There is also a risk to teaching and support staff, visitors and contractors. A further consequence of not complying with regulation 4 is cost. A very common misunderstanding about asbestos is that it can be cleaned up with little effort. After all it’s only dust. Depending on the severity of the release, clean-up costs could cost millions, it may require the school to be vacated for lengthy periods, it could result in the disposal of equipment, computers, books, carpets, and so on. The biggest question here is, who is going to pay for it? Then there’s the issue of relocating pupils, parents having to get them to alternative school or even bringing in temporary classrooms. DEALING WITH THE PROBLEM This is the Legacy, we didn’t ask for it, we don’t want it, but we have to deal with it.

So how do we deal with it? As previously mentioned, regulation 4 requires the identification and management of asbestos, the key word here is identification. If you don’t know what asbestos materials are in the premises, how can they be managed? Therefore, a good quality asbestos survey is needed. From the survey an Asbestos Management Plan (AMP) can be created. Based on what materials are found, a schedule of re-inspections can be implemented. Information can be presented to contractors before they start work. Staff can be trained, and made aware of what to do if they see damaged materials and information can be provided to the emergency services if they are required to attend the premises out of hours. Asbestos surveys, although not a legal requirement, are a useful tool if carried out correctly. HSE guidance document, HSG 264, the Survey Guide provides the duty holder with all the information required to ensure the survey is fit for purpose. This guide can be freely downloaded from the HSE website:



asbestos gloves? Would a school cleaner know what to do if they encountered debris from a ceiling tile, and are the school’s managers ensuring that contractors and maintenance staff are working safely where asbestos is present. REGULATIONS The two final regulations taken from CAR 12 that are worthy of mention are regulations 11 and 16. Regulation 11 ‘requires employers to prevent employees being exposed to asbestos or, if this is not possible, to put in place the measures and controls necessary to reduce exposure to as low as is reasonably practicable.’ Regulation 16 states: ‘Every employer must prevent or, where this is not reasonably practicable, reduce to the lowest level reasonably practicable the spread of asbestos from any place where work under the employer’s control is carried out.’ A breach of any of the above stated regulation is potentially devastating, either in the short or long term, yet they

The question must be asked; is a teacher in a school where asbestos is located foreseeably going to be exposed to asbestos? Not ordinarily, but what if damage is caused to a wall by a chair or a desk, would they know what to do? ASBESTOS TRAINING Asbestos training is another are where legal compliance is required. Regulation 10 of CAR 12 states: ‘Asbestos awareness training should be given to employees whose work could foreseeably disturb the fabric of a building and expose them to asbestos or who supervise or influence the work.’ The question must be asked; is a teacher in a school where asbestos is located foreseeably going to be exposed to asbestos? Not ordinarily, but what if damage is caused to a wall by a chair or a desk, would they know what to do, or just ignore it? What of the World War II gas mask that is being used in the history lesson, could that filter contain asbestos? Are science lessons still using old Bunsen burner mats or more worryingly,

are so easy to follow and comply with. I suppose the worst, or probably the best question that could be asked is: Is your child attending a school that contains asbestos, and if so, are they being exposed? The UK has one of the highest numbers of asbestos‑related deaths in the world, over 5,500 deaths per year and this figure is rising. One must never lose sight of the fact that every one of the 5,500 are normal everyday people, these are not just trades people, this figure includes teachers, so I guess that the answer to the earlier question is yes, teachers can be exposed to asbestos. So protect yourself, protect others, and be aware of asbestos. L FURTHER INFORMATION



Teaching pupils and staff about energy saving measures can reduce energy bills, add excitement to the curriculum, and teach young people good habits for a lifetime, writes Alex Green, school programme manager at sustainable energy charity, Ashden Pupils from Cranford Park Primary School, a LESS CO2 school, performing the Great Sustainability Bake Off at the 2015 Ashden Sustainable School Awards Ceremony.  (Photo: Andrew Aitchison/Ashden)

Running the Ashden LESS CO2 programme and working with schools across the country to help them to reduce their energy use, I meet lots of teachers, school business managers and site managers. One debate never fails to come up in our workshop discussions: should lighting and equipment within schools be automatically controlled through movement and light sensors, or should the users of these building be responsible for turning things off when they leave a room? Our schools are teaching future decision makers – these youngsters will become the consumers, managers and business leaders of the future. They will also be future home owners or tenants responsible for energy bills. By making energy saving part of their everyday actions at this early age, we will be creating a more sustainable economic future. When light and movement sensors are used with effective controls and override systems, students and staff can learn to control their own environment effectively. My own children are growing up as part of the smart phone generation – we need to ensure that

Written by Alex Green, school programme manager, Ashden

Teaching young decision makers about energy

in the hope that the magic of the automatic system will turn them off at some point. During the judging visits for the 2015 Ashden Sustainable School Awards I met a little boy called Tommy from Marton Primary School in Lincolnshire. Tommy puts it very simply, he says: “Anyone can do it – it’s just a flick of a switch.” If schools can grow a generation of children that turn their lights and equipment off when it is not in use, we have a chance of making changes within the tens of thousands of households in the UK. There are 8.3 million students currently in education across over 24,000 schools – this is too good an opportunity to miss. Stephen Green, environmental coordinator at Ringmer Community College, and one of the mentors for the Ashden LESS CO2 programme says that “most of the staff at our college are degree educated professionals – they are more than capable of turning their computers off at the end of the day. We just need to help them to remember to do this by making sure that staff and students know that they have responsibility for their school environment. It’s about teaching them good habits which they can take into their own homes.” When children and staff in schools understand that ‘every little counts’ when it comes to energy saving, and that all of their individual and small actions add up, this is when we can create a more sustainable community.



COMBINING THE TWO In reality perhaps this is not a simple debate, and there is no one solution. A combination of both switches and By sensors will mean that we can g n optimise the technology i k a m g where necessary. Either n i v sa they know that they do way, people need to know energy ildrens’ h still have control over what’s there and how c f part o actions at and responsibility for to use it. Knowledge y a d l l y i r their surroundings. is power – even when w e v e e age, w ore it comes to the basics y l r a e m an a OVER COMPLICATION of how the fancy light g n i t I am always impressed switch works. We need be crea nable and by the wonderful to encourage students sustai omic new-build schools and staff to take actions, con e that I visit as part of our and whenever possible make future LESS CO2 programme. These sure that they are empowered to amazing spaces will undoubtedly be take control, but also have technology wonderful places for our children to learn. as a back up to make it easier for them and However, I also never fail to be amazed by for when the odd light is left on inadvertently. the extraordinarily complicated lighting So, I agree with Tommy, it really is systems in classrooms with an array of fancy just as easy as a flick of a switch – the buttons and sensor-controlled systems. power is just at the tip of our fingers. I’ve seen movement sensors in unused corners, light sensors in all manner of ENERGY GOBBLERS locations, and don’t get me started on the It’s estimated that schools can contribute location of the heating thermostats! Some to over 70 per cent of carbon emissions rooms have no controls at all, whereas others from a council’s estate and no wonder as, do but the combination of double clicks and left unchecked, schools gobble up energy. holding down of buttons leaves the school Simple measures such as managing room staff baffled. The result is that lights are left on temperatures, the length of time heating is E



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 used for and other simple changes in energy culture could save £10,000-£15,000 on an annual energy bill of £100,000. This is before renewable energy sources are even considered. In an age of ever tighter budgets, it goes without saying that those kind of savings could really be put to good use by schools and colleges. Here are a few top tips for reducing carbon emissions in schools. Use colour coded stickers on light switches to indicate which can be turned off (green) and which need to stay on (red). Make sure staff know how to turn off whiteboards, monitors, TV screens. Don’t block out the natural light by displaying children’s artwork on the windows. Schools should get students involved – let them help decide what could be improved. This is a great learning experience for them which they can take into their future education and careers. They are also great at encouraging/nagging staff to switch off their lighting and equipment. Schools should start measuring and monitoring what you are currently using in terms of energy. Get as much energy data as you can at the beginning of the process and learn how to calculate savings and payback times. This makes it easier to demonstrate the impact your work will have, and to support any funding requests you make. Create short, medium and long-term actions to ensure that you are looking at quick and easy wins, as well as being ambitious with your bigger plans. PLAN YOUR TIME Don’t underestimate how much time you will need to do this – speaking to other members of staff, reviewing energy data and contacting energy suppliers all takes time. It’s

worth investing time in speaking to staff in all departments in your school. Plan in this time. Involve teaching members of staff early on. It’s good to have support from all corners. Help staff understand the cost of energy use at school by putting it into comparative figures they can relate to. For example, the cost of support staff hours in relation to the cost of leaving computers on overnight. Link the building management staff with the teaching staff to ensure that they are working together to save energy in the school. TEAM ENERGY Many of the schools that we work with through the LESS CO2 programme have gone on to create their own energy teams which are a great way of getting pupils to promote sustainability to their

THE LESS CO2 PROGRAMME Ashden established the LESS CO2 programme in 2010 in response to requests from schools for practical, hands-on support to help them make the changes they need to reduce their energy bills and to help build a low-carbon future. As one participating teacher put it recently: “LESS CO2 has helped the children take up more responsibility in the school, and helped them to make others aware of the impact that they are having on the environment.” Each year-long scheme includes four workshops covering various aspects of energy saving, from recording meter readings to monitoring energy use, behaviour change for staff and students, and incorporating sustainability into the

Ashden established the LESS CO2 programme in 2010 in response to requests from schools for practical, hands-on support to help them make the changes they need to reduce their energy bills and to help build a low-carbon future peers. There are several direct benefits to involving pupils in this way: they become enthusiastic about energy consumption and learn about a complex subject more easily; they are motivated to reduce their energy use at home as well as school, and inspired to come up with solutions; and involving them in participation through real responsibilities improves self‑esteem, which impacts across all learning.

curriculum. As well as the workshops, participants also receive mentoring from Ashden Award-winning schools and advice on steps to reduce energy use. To date, around 100,000 pupils in more than 160 schools across the country have benefited. L FURTHER INFORMATION



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

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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

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■ 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


Knowing how and where to invest in education technology can be a complicated task, especially when faced with a squeezed school budget. Mark Chambers, CEO of Naace, discusses how to make the best of your school’s education technology

Written by Mark Chambers, CEO of Naace

Equipping the classroom for modern needs

The modern classroom is becoming ever more technology-focused, whether it’s for the purposes of teaching in new and innovative ways, or allowing students to make the most of the wealth of information available through online and digital content. That being said, knowing how and where to invest in education technology can be a very complicated issue, especially when faced with an increasingly squeezed school budget. In this article, Mark Chambers, CEO of Naace, discusses the findings of this year’s Leadership Briefing Paper – published in association with the British Educational Suppliers Association (BESA) and C3 Education – and provides advice on how to make the best of your school’s education technology, as well as how to effectively prepare for the future. When we talk about education technology, it can sometimes be easy to forget just how broad a category that is. The term encompasses everything from hardware to software, teaching aids to learning platforms or assessment tools, even classroom administration; the list is wide‑ranging and often presents just as many questions and concerns as it does potential solutions. For example: do we have enough money in the budget to account for this? Is there an adequate infrastructure in place to handle the influx of new technologies? And possibly most importantly: how will this actually benefit our students? With these questions in mind, let’s look at the 2016 Education technology landscape, and the predictions for 2017 and beyond.

IT & Computing


THE STATISTICS Across the board, schools are downgrading their Ed Tech budgets. 19 per cent of primary schools, and 12 per cent of secondary schools have claimed that they are looking to significantly reduce their technology spending from what was predicted in 2014. Furthermore, 46 per cent of all schools feel unable to maintain their current spending on education technology in the future. This being said, more schools are investing in digital assessment systems, most likely because of the curriculum changes that saw the beginning of ‘assessment without levels’. There have also been a number of computer suite replacements taking place in order to deliver the new National Curriculum for Computing. Demand for tablet computers is increasing, with roughly 66 per cent of schools feeling under‑resourced in hand held-classroom devices. Essentially, teaching and learning is becoming more and more digital. In secondary schools, it is predicted that by 2017, 70 per cent of student time will be spent using technology, and at least 50 per cent of the time in primary schools. Very few believe that more than 80 per cent of learning time will be conducted using technology, but as young people will more often than not require digital skills for employment E



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EDUCATION TECHNOLOGY  in the future, having a somewhat constant exposure to technology is expected. WHERE ARE WE STRUGGLING? In addition to budget concerns, some schools are also facing the challenge of poor infrastructure or broadband and Wi-Fi capabilities. This is, as you might expect, more prominent in rural areas, where internet access is typically quite slow. These figures are steadily improving, but it is estimated that around one fifth of primary schools are still having difficulty in providing internet access to their pupils. Another key issue is in training. While schools can have all the innovative education technology in the world, they need to be able to use it effectively. The trap that most schools fall into is that they use technologies to replace traditional learning methods, or using technology just for technology’s sake. For example, replacing books with iPads simply for reading isn’t always effective. However, if you use the highlighting, annotating and research capabilities of the digital version then this helps to enhance the overall learning experience. It is knowing what the effect is, and how the education technology gives an advantage that is an essential skill that teachers should have. In effect, teachers should know when and

About Naace how education technology ‘pays its way’. Unfortunately, although how this works is now well understood, too few schools are investing in the professional development required for their teachers to maximise the benefit of education technology spend. Without the confidence to use education technology, teachers may avoid using it entirely, meaning that students don’t get the exposure they will need to develop those all-important digital skills for the future workplace. This isn’t just in computing either, as a basic understanding of word processing, spreadsheets and online communications are essential to almost every job role. There are innovative methods appearing across the country, letting young people explore various subjects in new ways that also encourage these skills, but we need to do more to share these with teachers and help them develop their practices. WALK BEFORE YOU RUN The first thing that any school must do before making a purchasing decision is to understand its own needs, the intended outcomes for students, and how any spending compares with investment in other areas. Any new project should be considered carefully, and this requires lateral thinking to evaluate the need, cost and benefit of the proposed E

Replacing books with iPads simply for reading isn’t always effective. However, if you use the highlighting, annotating and research capabilities of the digital version then this helps to enhance the overall learning experience

Naace is a professional association representing the voice of the UK education technology community in the schools sector at a national and international level. It also supports the sector through conferences, courses and the dissemination of resources, research and reflection. Naace members and sponsoring partners work in the public and private sectors. They come from many diverse backgrounds including teachers, school managers, curriculum leaders, lecturers, local authority advisors, independent consultants, software developers and designers, sales personnel, technicians, student teachers, company managers, national partners and colleagues from commerce and industry. A dedicated team of permanent staff is based in Nottingham to support the Association’s activities. Members, sponsoring partners and staff all share a passion for embedding the effective use of ICT into teaching, learning and school management. Naace provides practical information, resources, support and guidance to members, sponsoring partners and UK government departments on current issues relating to ICT in education. It also supports networking opportunities for members from schools, academy chains, local authorities, the IT industry and UK government agencies.

It & Computing





One really beneficial activity is to talk with other schools in a similar situation about the decisions they’ve made with suppliers and procurement. There are even opportunities for schools to partner up during this process, working together to make the most of the supplier’s offering while also sharing experience and expertise amongst staff  technology. There are opportunities to make significant savings in time and money, which can then in turn be invested elsewhere, so the pressure of keeping up with digital trends can genuinely benefit schools in the long run. Then it’s a case of finding suppliers, which takes time, research and negotiation. Keep a checklist of all the things you require and make sure that the company can provide these. Questions that you should be asking include: will the supplier conduct any necessary installations? Will they help to audit your current infrastructure to ensure that the technology will be effective? Is there training included as part of the contract? And what level of support is offered to both teaching

and technical staff? From September 2016, Naace, in partnership with the Department for Education, will be piloting a Procurement Advice Service, providing free and impartial advice to schools when making investments in technology. Information will include how to write and execute tender agreements and managing contracts with your chosen supplier. COMMUNICATE & COLLABORATE Another way of identifying reputable suppliers is by taking a look at any quality assurances they might have. For example, what have their customers said about them online? Are they part of a prestigious organisation that quality-checks its members, such as

BESA? Do they have Naace Open Badges? Another really beneficial activity is to talk with other schools in a similar situation about the decisions they’ve made with suppliers and procurement. There are even opportunities for schools to partner up during this process, working together to make the most of the supplier’s offering while also sharing experience and expertise amongst staff. We will see more of this with the rise of Multi-Academy Trusts (MATs) standardising their procurement processes, but schools can still engage in a more informal manner outside of these arrangements. FINAL THOUGHTS While the process of installing and implementing new technologies can be a daunting prospect, there is plenty to be excited about. We’re already turning our attention to Bett 2017, where we are sure to see a whole new cohort of innovative teaching ideas and classroom solutions. As the world evolves, education follows suit, ensuring that students are always prepared for what’s to come. Ed Tech is likely to be an integral part of this for a very long time, so we should embrace the change and the challenges that come with it, as the benefits it brings to every part of school life can be phenomenal. L FURTHER INFORMATION

Your Future. Our Technology.

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Genee World is always working hard to revolutionise schools and with its stunning new 4K Touchscreen range, the collaborative digital learning platform, Project Flow, and the complete visitor management system, Registrar, schools everywhere are going to want to see for themselves 4K technology provides the highest quality images available and provides users with ultra-high-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 offers built-in camera and speakers, 10-point touch and ease of use with the simple side facing buttons and connection ports which allow for any device to be connected to the G-Touch. For example, you can connect a Genee Visualiser to the screen to present live content and freeze frame annotations. The 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 similarly low price of the non-4K G-Touch Touchscreens. All of Genee’s screens also come with downloadable Spark for education and Project Flow software. WHAT IS PROJECT FLOW? Project Flow is a collaborative, digital learning platform that empowers educators to manage, control and share learning resources to their students on many different devices. These resources can be sent at any time to any student they choose. How that benefits the classroom is by having the ability to differentiate learning resources in a digital environment. With complete control over their classroom, teachers can manage their students in a much easier and more effective way. Do you worry about your students going off task whilst on computers? Teachers can control the devices that students are using and will be alerted when a student logs out of the Project Flow app. NOT TECH SAVVY? Do you worry about not being tech savvy and not knowing how to use the software? Fear not, as Project Flow has a familiar layout and is quick and easy for teachers to integrate into their lessons. Lessons can be pre-prepared

Genee World have everything covered for the security of the building and also improving the learning environment quickly and efficiently and can easily be re-used. This is a great way of saving time and money on printing and photocopying. Project Flow is the perfect tool for collaborative and student-led learning as it allows the for students to be able to share useful resources with each other and also through two-way recorded conversations with the teacher on the messenger tool. To get the most from students and for teachers to reach high levels of job satisfaction, Project Flow is needed in all classrooms up and down the land to create a learning environment that is ‘Outstanding’. ATTENDANCE AND SECURITY As well as learning taking place in schools, attendance and security are also vital. This is where the Genee Registrar comes in. Genee Registrar is Genee World’s visitor management system, which gives you a secure, flexible record of visitors, staff and students’ attendance on site. 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. Registrar will even email the person you are visiting to inform them of your arrival, avoiding miscommunication and long waits for your visitors. Each visitor receives a temporary, barcoded badge with their photo on for easy security checking. They can use this badge to quickly sign in and out throughout the day without having to re-register each time. Visitors can be created in advance and meetings can be arranged so that Registrar expects your visitor and displays a bespoke welcome message to them, directing them to the exact location of the meeting or simply for that personal touch. 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 and 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, giving a quick and complete evacuation register. Each Genee Registrar unit consists of a touch screen PC, Registrar software, camera, thermal label printer and barcode scanner, along with options to include an NFC card reader or Paxton Net2 entry reader. EVERYTHING COVERED All this shows that Genee World has everything covered for the security of the building and also improving the learning environment. Be clever and ensure you are future ready by making the smart choice, allowing Genee World to provide flexible solutions for teachers to collaborate with students. L FURTHER INFORMATION Call: 01902 390878 Email: Tweet: @geneeworld



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Using technology to support learning has allowed schools in the London Borough of Havering to thrive during times of educational change. Havering Education Services explains how

inded Open‑mtions up with Rising Stars, resulting in curriculum instiu ing v o materials that have been m are ips h developed with the s r e n t borough’s subject teams, into par mmercial o trialled by schools in c s h a t e i w ar n i the borough and sold s n o ati to schools nationally, organis as resource generating revenues for such opment the borough in the process. l e v de

The education system has undergone much change over recent years. The academisation of schools coupled with cuts in school funding means that more forward thinking leaders in education are exploring different means of providing education and generating income. Open minded schools, local authorities and academy chains are moving into partnerships with commercial organisations in areas such as resource development and CPD. These marriages can be very successful, resulting in high quality and scalable solutions for schools. Havering Education Services, for example, partnered

EXPERIENCED HANDS Amanda Jackson and Dave Smith have been part of the Havering Education Services’ Computing and Online Safety team for over 10 years. During that time they have seen a lot of change in terms of the curriculum and support needs of schools, as well as having to adapt to the challenges of moving from a grant funded model to a full cost recovery traded service

Written by Havering Education Services

Surviving and thriving in the world of computing

IT & Computing


providing services for schools in Havering and beyond. This took imagination and new approaches if support for schools in Havering was going to continue to survive and grow. To achieve this the Havering team focused-on working collaboratively to build partnerships with companies and other organisations that not only provide new products and services for schools, but also an ongoing income stream to help cover the operating costs of the not‑for-profit organisation. The most successful has been Havering’s six-year partnership with educational publishers Rising Stars. A TECHNOLOGY BACKGROUND The use of technology to support learning has always been a strength in Havering schools, with many embracing new ideas keenly once they were sure of their worth. The Havering team had already been E



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IT & ONLINE SAFETY  recognised by Becta with an ICT Excellence Award for Support for Schools. Therefore, the consultancy support infrastructure offered by Havering was in a strong position with schools deciding that they wanted to continue this relationship as the support moved away from a centrally funded model to one where schools had increased choice over who to purchase their services from. At the same time, schools were increasingly in need of new curriculum materials as old QCA units were looking increasingly out of date. The Havering Computing and Online Safety team saw these as opportunities to address. Therefore, in 2010 Havering formed a partnership with publishers Rising Stars to develop Switched on ICT for primary and secondary schools. This provided all Havering schools with free learning materials and allowed Havering Education Services to receive a royalty for copies of the scheme sold elsewhere, thus helping to rebalance the affects to changes in core funding. NEW CURRICULUM, NEW CHALLENGE In 2013, the announcement of a new national curriculum for computing offered more opportunities to develop new products, services and income streams for Havering. As a subject, ICT was also strong whether taught discreetly or across the curriculum. This being the case, Havering had good foundations

for implementing the computing curriculum provide training that would suit all abilities, in 2014. That said, it was – and continues with some sessions repeated for beginners, to be – a challenge for many. The challenge intermediate and advanced users. At the heart has mainly been to develop teachers’ subject of all of the sessions is the development of knowledge sufficiently to feel confident teacher’s knowledge and understanding of the teaching the new content, specifically the subject as well as the hardware and software. computer science elements. To support this, We are not there yet, and we continue to Amanda and Dave have run many workshops, work together to make sure that the provision in schools and centrally at their state of in our schools is a good as it can be.” the art learning and development centre at CEME Campus, Rainham. These sessions have BRINGING INDUSTRIES TOGETHER concentrated on ways to teach the curriculum Andrea Carr, managing director of Rising Stars/ content as well as ideas for how to use some Hodder/Galore Park comments: “Our Switched new hardware and software schools are using. On Computing resources are a great example Amanda Jackson, Havering’s inspector of how publishing expertise and local authority for computing and online safety explains: and school expertise can come together to do “Focusing-on how to teach was helped by something fantastic. The team and schools in our existing partnership with Rising Stars; Havering helped to ensure that the resources we had worked together on Switched on were on the button in terms of content and ICT. Once we knew that computing was ease of use, and over 6,500 schools nationally coming we started working on Switched now use the resources to deliver a high quality on Computing. Primary schools in Havering computing curriculum to primary children. were right at the heart of the development And it’s a financial partnership too, so the and trialling of the resources, this included borough has been able to enjoy a revenue schools that were trailblazers as well as those stream as a result of their contribution. that classed themselves as relative novices. “I’m really proud of the work we have This gave us lots of ideas about how schools, done together and I hope that our new at all stages, would feel about the resource Switched On Online Safety resources, coming and where support would be required. in January 2017, will be just as successful.” “All schools in Havering use Switched on Alison Martin, computing and online safety Computing, but their expertise and strengths at Parklands Infant School, HUE PRO Business Magazineleader - September Issue ADVERT_ 86mm xHavering 125mm high all lay in different places. Our plan was to explains the value of working with E

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IT & ONLINE SAFETY  the Havering Computing and Online Safety team: “We in Parklands Infants have used Switched On Computing as a resource to deliver an engaging, exciting and relevant computing curriculum for our children. The detailed modules allow experts and nonexperts alike to confidently deliver sessions. “Our Local Authority computing and online safety team provides regular sessions for all computing leaders keeping them updated on all aspects of the computing curriculum. They run specific training sessions on online safety both for staff and parents. In addition, they also provide ongoing training sessions for staff on different applications. They are always available to provide advice and support, be it in school or via email or on the phone.” Switched on Computing received the accreditation of a Bett Award in 2015 and has also led to the development of Switched on iPad, Learn To Code and Switched on Minecraft designed to help teachers support the needs of pupils in the classroom. ONLINE SAFETY As this article was being written, an email arrived in the Havering Education Services’ inbox with new guidance from the UK Council for Child Internet Safety explaining new guidance on ‘Sexting in schools and colleges: Responding to incidents and safeguarding young people’. In the ever-changing world of technology, there are always updates and changes to be aware of when you are concerned with keeping children and young people safe online. Sometimes it is hard for schools to keep-up with current trends, particularly when new apps and games are constantly being developed, but it is important to remember that the users are children and young people who need to be reminded of how to keep themselves safe. Keeping the focus on behaviours rather

than the technology can make this easier. By focusing on responsible use, children and young people can adapt to whatever technology they are using. For example, if they are taught how to consider the implications of what they are posting, it doesn’t matter whether they are using Instagram, Snapchat or Facebook or any other apps – as least they have some guidelines. In order to support schools, Havering have developed a number of different approaches, for pupils, for teachers, for parents and for other stakeholders, for example governors. All are concerned with keeping children safe online, but the information given can be slightly different. By ensuring that messages and resources are appropriate for the audience, it means that users are more likely to engage with the content. Members of the team from Havering Education Services sit on different groups and working parties in Havering, London and nationally to ensure they are at the heart of news, policies and updates. This means that schools get really up-to-date information that is applicable to them. The Havering team see this as a valuable use of their time and improves the way in which they can respond to schools. This support is also sought by schools outside of Havering who find it increasingly valuable and central to their school improvement needs.

provide support for teaching staff to address current issues with online safety, especially bridging the gap between home and school in terms of ensuring that pupils are kept safe when engaging with online activities. Watch out for this at the Bett Show in January 2017. Emma Griffin, computing and online safety leader at Dersingham Primary School, Newham explains how support from the Havering team has assisted her school: “Havering offer a great range of continuing professional development (CPD) opportunities. We have booked a whole day for online safety CPD for the past two years and will be continuing to do so. Throughout the day, all stakeholders are trained – parents, all pupils plus staff and governors. This ensures staff have annual, up to date training for online safety. The timetable for CPD for this year has a host of training sessions for me, as co-ordinator, but also for individual class teachers to attend. There are even training sessions based on specific Switched On Computing units.”

IT & Computing


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RESOURCES FOR ONLINE SAFETY Havering are currently working on new support materials for online safety with Rising Stars. Entitled ‘Switched on Online Safety’ they will

ADVICE FOR OTHERS The Havering team have worked closely with schools and other providers to develop other forms of advice for support and advice for schools. Susan Cumbers, computing and online safety lead and school business manager at Corbets Tey School, Havering, explains how this is benefiting her school: “As a special school, we are always seeking new ways of extending and enhancing curriculum access for our pupils. The Computing Curriculum has provided us with a challenge but also accessible, motivating and enabling opportunities for creative, collaborative teaching and learning. We have been supported by the high quality computing training and termly computing updates provided by the Havering Education Services and have used this to inform our own school development and to ensure that our teachers have the most relevant and appropriate computing resources and information to support their teaching. “The Havering Apple Regional Training Centre (RTC) events, managed by Havering’s computing and online safety adviser Dave Smith, have been extremely beneficial to staff at our school. Apple iPads have been an extremely significant investment in the school and have enhanced learning across the curriculum as well as providing a communication tool for a growing number of our children. We were therefore extremely pleased to be invited to join the Havering Apple RTC Management Board of a small number of local schools. Our involvement has already established a whole-school focus on E



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Havering Education Services’ Computing and Online Safety team has also been asked to provide support services for computing and online safety (including Switched on Computing) for educational institutions outside of Havering  using iPads to increase communication and interaction in learners through collaborative, open ended problem solving learning conditions and this was demonstrated through a training event hosted at our school.” Susan Cumbers continued: “As a specialist school in Communication and Interaction, sharing our practice in this area with other schools has always been an important part of our school vision. We are currently collaborating with Havering Education Services and Havering’s Speech, Language and Communication Service (SLCS), as well as Crick Software and Widgit, in hosting a conference for schools to share information and demonstrate specialist software and resources to deliver ‘Inclusive Teaching and Learning through Technology ‘. This will provide an opportunity for many schools in our borough and beyond to learn more about the options available to them in delivering a differentiated curriculum and inclusive approaches to teaching. The event will

also establish a network of schools who can share good practice and ideas to ensure high quality learning opportunities for all pupils.” VENTURING BEYOND HAVERING Havering Education Services’ Computing and Online Safety team has also been asked to provide support services for Computing and Online Safety (including Switched on Computing) for schools, academies and trusts outside of Havering including regular network meetings for schools in Harlow, Basildon and the London Borough of Redbridge. These mirror the types of support available to schools in Havering. This provides an ongoing income stream to help fund the Havering service and to keep the costs at a reasonable level for schools and academies. What’s more, the team were recently invited to provide training to a group of schools in Qatar. This builds on international relationships that they already have with countries such as Japan, Denmark and others.

IT & Computing


NAACE EXPERTISE Dave Smith is also the Chair of the UK’s Education Technology Association ‘Naace’ – representing the association at events such as Bett, the Education Show, the Academies Show and most recently on BESA’s British Pavilion at the ISTE Conference in Denver, Colorado, USA. These events provide excellent opportunities for networking and allows Dave to seek out new work streams for Havering and Naace, with Dave also holding the role of Business Development Lead within the Havering Education Services’ school Improvement team. Dave Smith comments: “Schools, academies and trusts continue to need consultancy and training support. They want to use providers who not only offer quality, but also value for money that helps to ensure that their investment of valuable funds has the maximum impact on pupil outcomes. We will strive to continue to address schools’ specific requirements and work with our partners in both schools and the commercial sector to achieve this. That is at the heart of everything we do in Havering and therefore look forward to this continuing long into the future.” L FURTHER INFORMATION

Information technology in schools: five reasons why you SHOULD be able to take IT for granted IT is the now fourth utility, after your gas, electric and water; it has to ‘just work’ because it is integral to the business critical functions of your school, so you have to be able to take your IT for granted like this: Firstly, your staff and pupils can work together anywhere without any fuss. This means pupils can access their homework online, collaborate with their peers easily; teachers can review progress, mark work and provide feedback quickly and efficiently; and you don’t print out work to mark it, or have to hand out worksheets at the start of the class. Secondly, any issues are fixed quickly and effectively when you raise them. This is supported by the fact your technicians have good processes in place so that calls are effectively prioritised; any issues that directly affect lessons that are imminent or underway are top priority; and there is no favouritism where one teacher’s issues are fixed before another’s. Thirdly, you don’t have many issues in the first place. This is because your technicians are proactively checking for problems so they find them before you

do; your network is continually monitored for potential future issues; and your users’ IT experiences are scrutinised to ensure they don’t have interruptions to lessons. Fourthly, your network is modern and reliable. This is due to the fact your technicians are up-to-date on the latest solutions that work best in education; your devices are refreshed regularly to ensure they don’t cause frustrations; and your internet connection is safe, effectively filtered, fast and reliable.

And finally, you know your IT is good value for money. This is achieved by ensuring your technicians explore and embed potential cost saving opportunities; your current assets are used in the best way, and for the maximum impact on attainment; and your in-house technicians support your teachers to use IT in the most effective ways. In today’s world of ‘big data’ there is no excuse for poor management of IT. With the right tools in place there is no reason why you can’t have complete availability and total trust in your network. It’s not easy to do this completely in-house, but with the right combination of your technicians supported by well‑aligned bought-in expertise and services, a model where reliable IT is 100 per cent available is now more than within reach and can be cheaper than an in-house service. If your IT isn’t the most reliable, innovative or cost-effective, but it’s always been like this so you’ve learned to live with it, then it’s time to make a change for the better. FURTHER INFORMATION



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UK businesses call for government to do more for STEM skills

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IP Expo Europe 2016 will provide a forum to discuss the issue of getting more young people to study STEM subjects and what can be done to boost industry skills According to government figures the UK will need over half a million additional workers in the digital sector by 2020. But delivering this is not going to be easy. As the new school year begins UK businesses are calling on the government to do more to encourage young people in Science, Engineering, Technology and Maths (STEM). Research commissioned by IP EXPO Europe revealed that 70 per cent of IT decision makers in the UK believe the government is lagging behind in encouraging young people into STEM. OVERHAULED IT PROGRAMME The introduction of an overhauled IT programme in schools has been a good start but it can’t stop here. The UK is producing some of the most innovative technology companies in the world and it’s where many international firms choose to base European Headquarters. If we want to continue to hold this position we need to be nurturing talent in pupils throughout their education, ensuring that they are learning the right skills and continuing to progress so that we can future proof the UK IT industry. According to 54 per cent of IT decision makers the most in demand technology STEM skills are related to cyber security and coding; no surprise when the former is a result of the ever broadening cyber threat landscape and the latter is the foundation of nearly all the software we use. But according to Ojas Rege, chief strategy officer at MobileIron, it’s not just technical skills which schools need to be teaching. “If the battle for engineering talent in the technology sector is any indicator, there is a shortage of STEM skills, especially for emerging technologies. But technical skills are only the tip of the iceberg. Entrepreneurial thinking, curiosity, and enthusiasm for innovation are what will ultimately determine whether we as an industry can solve the big, persistent challenges facing the UK and the world.” comments Rege. “Growing these skill sets starts by rethinking engagement and how problem solving is taught in the classroom. Traditional methods of teaching

rote memorisation doesn’t instil curiosity and problem solving, but rather how to remember facts. There is an opportunity to flip education on its head by having students spend their “homework hours” studying and their “classroom hours” engaging with students, getting coaching, and working through how to solve problems together.” Of those surveyed by IP EXPO Europe, 40 per cent believe today’s graduates do not have enough experience such as apprenticeships and work‑study before entering the workplace. So it’s crucial that as students’ progress into higher education there are considerations into how specialist skills are taught. Eddy Pauwels, SVP sales & marketing at Clarive, comments: “I believe over the years Europe has been following too much the American/specialisation model too heavily. It would be better to ensure the STEM skills contain enough level of abstraction and broad scope in such a way that students are able to easily make the translation from something they know to something new. Too much specialisation leads to silo mentality which has a negative influence on collaboration/coordination and in the end customer satisfaction and quality.” The rate of technology evolution in organisations is also causing issues for STEM skills development as, according to 34 per cent of IT decision makers, school curriculums aren’t able to keep up with the changing technology used in businesses, leaving graduates with obsolete skills. But it’s not just a lack of skills in school leavers which this is a problem for. COMPLEX IT STRUCTURE In a separate survey Ipswitch found the STEM skills of IT workforces are also suffering in the workplace as teams struggle to keep up with the quickly evolving, and increasingly

ng Accordi er to 34 pecision IT d cent of rs, school make aren’t able complex, technology ums environment in the curricul p up with the workplace. Michael Hack, e y e to k g technolog SVP of EMEA operations, Ipswitch, comments: “A changin sed in recent survey that Ipswitch u ses conducted provides some busines insight into why there might

be cause for concern about STEM skills for both the current IT workforce and the next generation. Survey results found that two thirds of IT professionals felt that an increasingly complex IT infrastructure was making it more difficult to do their jobs. The results also highlighted concerns about losing control of their company’s IT environment in the face of the new technologies, devices and compliance requirements.” Hack continues: “These findings potentially point to a need for more education amongst IT professionals, both those currently in the field and those entering IT, in order to help them keep up with the fast paced changes in IT systems, laws and technologies. However, the research also highlights a need for companies to equip their employees with IT solutions that help enhance their skills and conquer the increasingly complex world of IT.” With STEM set to have an even bigger impact on the UK technology industry in the years to come, IP EXPO Europe 2016, held on 5th & 6th October at ExCeL, will be providing a forum for discussion on the topic, asking attendees and exhibitors to consider what they can be doing to help boost industry skills. L FURTHER INFORMATION To register for free for IP EXPO Europe 2016 visit:



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Written by Maria Rossini and Jenny O’Hare, the British Science Association


Get hands-on with science With the CREST Awards turning 30 this year, Maria Rossini and Jenny O’Hare from the British Science Association reflect back on how this hands-on science programme has grown and thrived during shifts in education policy and curriculum changes

At the British Science Association, we have long believed that the best way to inspire young people in science is for them to have the chance to try it for themselves. Rather than see science as just a collection of facts and equations, our flagship education programme, the CREST Awards, recognises and rewards young peoples’ own investigations in STEM. This year, the CREST Awards will be turning 30 years old. Set up to allow young people the chance to run their own science projects on whatever subject they choose, CREST has gone from strength to strength since the first cohort did their pioneering projects in 1986. From the introduction of the National Curriculum, through numerous changes in government and shifts in education policy, CREST has continued to grow and thrive, with over 30,000 young people every year now achieving their awards. By recognising the value of open-ended project work for all young people, regardless of whether or not they will go on to be scientists, CREST has allowed students to build their skills and demonstrate personal achievements through their own investigative work.

GET HANDS-ON ages and abilities. CREST at secondary Enquiry-based learning is something we level supports 11-to-19-year-olds to really encourage, not just because it allows design and carry out stretching research students to get hands-on with science, projects, rewarding achievements at but also because it seems to inspire a Discovery, Bronze, Silver and Gold levels. wide range of students at all levels. For primary schools, CREST Star sets Last year, 51 per cent of our children problems to solve through T CREST Awardees were girls. practical investigation. CREST S E R C And these figures aren’t an Star is used in over 800 s se anomaly – year-after-year primary and special recogni ents m we see an even-gender educational needs e v achie nication, split on the numbers schools across the UK. u m m h of completed Awards. As well as being o c c r in , resea , k We believe that this successful in schools, r o w team esentation is because CREST the CREST Awards recognises achievements and pr eals to the scheme is also held in communication, with clubs, youth pp which a ng styles of groups or at home. team work, research and presentation, which learni enders appeals to the learning MEANINGFUL IMPACT both g styles of both genders. It Throughout its 30-year gives students an opportunity to lifespan, CREST has been constantly complete a science project that takes into evolving and developing. From the initial account the real world context and the pilots in the 1980s, to evaluations focusing implications beyond their own work. on different audiences and initiatives, we have There are CREST activities to suit all accumulated a strong evidence E



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CREST AWARDS  base for the positive impact CREST has on the young people, teachers and schools that are involved in the scheme. Earlier this year, we published a report produced by a team of volunteer economists from Pro Bono Economics, which revealed that students who have taken a CREST Silver Award achieved half a grade higher on their best science GCSE result and were more likely to continue with STEM education, compared to a matched control group. The report also showed that the impact CREST Awards can have is even greater for more disadvantaged students. Silver CREST students eligible for free school meals (FSM) saw a larger increase in their best science GCSE (two thirds of a grade) compared to a matched control group who were also eligible for FSM. What’s more, students who were eligible for free school meals and took part in a CREST Silver Award were 38 per cent more likely to take a STEM subject at AS Level than the matched control group. Building on our evidence of the significant impact that CREST can have for disadvantaged students, we are now piloting a new initiative to enable and encourage students from all backgrounds to participate in the CREST Awards scheme. We’re offering schools and colleges funding and support to get involved with CREST for the first time, or to embed CREST more widely in their schools. Up to £600 worth of funding is available, and applications are open until 26th September. A STEPPING STONE As well as the quantitative evidence we have on CREST’s impact, we are also well aware of its effect from the stories we hear back from previous awardees. For many, CREST has been a stepping stone to a career in STEM. Alister Moore now works for the University of York Science Education Group and he commented: “Completing a CREST Gold Award project in 1997 was not only a tremendous amount of fun, it set the course of my life in science. It was so exciting to experience how biological research was done in academia and industry, and what scientists really did in the world outside the classroom.” As a tangible recognition of success, CREST can help open doors for young people and broaden their understanding of future careers. Many students include their CREST Awards in personal statements in their university applications. It can also help to build students confidence and skills in science, as one student described the change that participating in CREST had made to their future plans: “CREST gave me the confidence to think that I could actually achieve a career in science and be the first one in my family to go to university.” Another recent CREST Award recipient explained how CREST complemented the science work she had done in school: “CREST helped me realise that science is more than just a body of knowledge – it’s all about



discovery. As a curious person, I love that.” However, it’s not just the students that benefit from taking part in CREST – teachers also value being part of the scheme. Karen Clarke, lead teacher for enrichment provision at the Issac Newton Academy, Ilford stated: “The CREST Award scheme provides students with many opportunities for growth, mindset, development and learning and I feel privileged at having the opportunity to foster students’ interests in science, engineering, technology and maths.”

Set up to allow young people the chance to run their own science projects on whatever subject they choose, CREST has grown since the first cohort did their pioneering projects in 1986 AN INSPIRING HISTORY Developed in the 1980s and launched UK wide in 1986, CREST has outlived many curriculum changes, and has always remained focused on nurturing the creativity and curiosity of students through open ended investigations. The opportunity for students to create and lead their own science project has always had the ability to inspire. Over the years, students have chosen a huge variety of weird and wonderful topics to explore, including trying to answer how a slinky defies gravity, or what materials a bubble bounces the best on, or even if octopi have a favourite tentacle that they use the most. But along the way, it hasn’t all been plain sailing. In 1996, the TES reported, “Schools are giving up on participation in the Creative Science and Technology scheme [former name of CREST] because it is too time-consuming. Reduced resources and the demands of the national curriculum have forced one in five schools to abandon one of the most prestigious science and technology schemes in Britain.” While these concerns could be just as relevant in today’s curriculum, we appreciate the determination that teachers have to provide the best experience and education for their students. With their efforts, CREST has managed to grow in popularity, with over 33,000 awards having been achieved in 2015. We work closely with teachers and other educators to ensure we make the most relevant and easy-to-use resources and advice available for our CREST teachers, to help make the process of running CREST in a school as smooth and seamless as possible. The journey for the teacher is just as important for us, as that of the student. That’s why this autumn we will be launching a brand new online platform for teachers to help them register, run and manage the CREST Awards they are leading. Not only that, but it will include an easily searchable database of teaching

resources and STEM project ideas to use when planning the Awards with their students. AN EXCITING FUTURE As part of the celebrations for CREST’s 30th birthday, we are launching a new ’30 Inspiring Ideas’ teaching resource this September full of project suggestions, information and activities to help bring science alive in the classroom. It contains submissions from teachers, students and STEM professionals from across the UK, and is a one-stop shop for inspiring ideas and activities. From top tips for running STEM clubs and CREST projects, to hands-on activity ideas, it has everything an educator will need to put on the most exciting sessions for their students. Linking with the BSA’s principles to reach out beyond the science community, ’30 inspirational ideas’ also contains ideas linked to the arts and other cultural areas relevant to the curriculum, so is ideal for ‘non-STEM’ teachers to dip into. September also sees the launch of our new CREST linked ‘Enrich my Classroom’ resource produced with support from URENCO. Classrooms have changed hugely over the last 30 years since CREST first began and this new activity encourages young people to envisage what the classrooms of the future might look like, particularly thinking about how science and technology can further enrich their learning experiences in the classroom through creative design. As we look ahead to the start of the academic year, it is incredibly exciting to think of the new and fresh developments we will be launching to enhance our education programmes at the BSA. With 30 years already under our belts, we cannot wait to see what the next three decades (and beyond) will bring for CREST in the classroom. L FURTHER INFORMATION




With the current skills’ shortages in the creative, manufacturing and engineering industries, subjects like Design & Technology need to be seen as a valuable subject for young people to study, especially once the UK leaves the EU, argues the Design & Technology Association “We should acknowledge the efforts of parliamentarians who already recognise the pitfalls of sidelining subjects such as Design and Technology. Michelle Donelan MP continues to raise the subject in Parliament and, as recently as 20th July, she wrote to the new Prime Minister to put her case. “Her letter, signed by 87 MPs from across parties, calls for the new T & D Design and Technology GCSE a was to be part of the Ebacc and E ry GCS . highlights the inequality o s l u p com until 2004 of only 6% of the UK’s engineering workforce subject of statutory being female and that s s The lo s since has we face an annual statu ver 50 per shortfall of 69,000 o engineers. It goes on seen an all in D&T to say that the education cent f entries system should encourage and inspire pupils to be GCSE engineers and points out that the new D&T GCSE can deliver on this and The political landscape has shifted hugely thus play a role in plugging the skills gap. and rapidly in recent weeks. The decision “Michelle Donelan MP, John Pugh MP and by the majority of the public who voted in others have long been beating the drum on the referendum to leave the European Union this front but their calls have sadly often had a seismic impact in Westminster and appeared to fall upon deaf ears. We remain well beyond our shores. The PM tendered his pleased with and thankful for their input resignation, signalling the start of the race for and that of those MPs who participated in a Number 10, which was won by the Rt Hon debate in Parliament on 4th July about the Theresa May MP. The subsequent cabinet increasing marginalisation of all technical, reshuffle saw the Rt Hon Justine Greening MP creative and artistic subjects as a result of replace Nicky Morgan MP at the Department the Ebacc and accountability measures. for Education and all these movements This debate ran for almost three hours leave us – the Design and Technology and arose because there were in excess Association and the education, creative, of 100,000 signatories to a petition driven design, manufacturing and engineering and supported by the likes of our peers and sectors – with a number of questions. friends at Bacc to the Future and ourselves.” The rise and dominance of the Ebacc was at All these parliamentarians are concerned the behest of former Education Secretary of that the Ebacc and associated accountability State, Michael Gove MP, and this policy was measures are, at best, marginalising the continued by his successor, Nicky Morgan MP time available for subjects such as Design and continues under the current Schools Minister, and Technology and, at worst, seeing them Nick Gibb MP. With the changed leadership fade away entirely from school timetables. at the DfE, the D&T Association hopes that attitudes and thus policy towards those technical LOSING COMPULSORY STATUS and creative subjects that are currently outside of Until 2004 D&T was a compulsory GCSE the Ebacc will change to take account of the new subject. The loss of statutory status and and evolving environment arising from Brexit. current accountability measures, however, resulted in an over 50 per cent fall in D&T RAISING THE SUBJECT IN PARLIAMENT GCSE entries between 2003 and 2016. Richard Green, chief executive of the This has been further compounded by the Design and Technology Association, says: proposal that no school be considered

as ‘Outstanding’ by Ofsted unless 90 per cent of pupils study EBacc GCSEs. The Ebacc focuses on traditional academic subjects: English, mathematics, history or geography, the sciences and a language. It has been suggested that some school timetables are crammed with only Ebacc subjects as a sort of ‘insurance policy curriculum’ in an attempt to maintain healthy positions under the Ofsted scoring system. Indeed, a 705 of 1,300 respondents to a survey conducted by the Design and Technology Association, said that government accountability measures were resulting in decreasing numbers of pupils opting to study the subject at GCSE and, in some schools, it has been cut entirely.

Written by the Design & Technology Association

D&T: fighting for curriculum survival

Design & Technology


FIGHTING FOR SURVIVAL Technical and creative subjects are fighting for curriculum survival. Thus, Design & Technology, often the catalyst for those students who would later enjoy careers in product and systems’ design, engineering and manufacturing – via apprenticeships or graduate entry – is struggling for curriculum time. In addition, uncertainty about the future of D&T during the national curriculum review discouraged potential secondary D&T teachers from applying for Initial Teacher Training (ITT) courses. Some stark statistics may help to put that into context - this September there will be at least 2,000 fewer teachers than are needed – a vacancy in two in three secondary schools. This dire situation can only be exacerbated by the disparity in bursaries for trainee teachers, i.e. £30,000 for maths and physics but £12,500 for D&T. Richard Green continues: “All this is at a time when the shortage of skills sees manufacturing and engineering employers crying out for personnel with appropriate capabilities. This situation will neither support the government achieve its objectives of producing three million apprentices nor a re-balanced economy.” “The irony and frustration is that this is happening as representatives from China, South Korea and the UAE visit GB to learn how D&T is taught. They recognise that their curricula lack the design and creative problem solving, linked to technical knowledge and practical making skills which our D&T provides.” E



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CURRICULUM  CONCERN FROM INDUSTRY Several ‘elite’ industry names from the ‘Best of British’, including Sir James Dyson and Lord Bamford, are voicing their concerns about the skills’ shortage and the standing of D&T. They fear for the next generation of engineers and designers that GB plc needs – an estimated 1.8 million new engineers in the decade leading up to 2022. Richard adds: “Government not only should heed the worries of the aforementioned leading British industrialists but also recognise that they believe that part of the solution resides in re-balancing education.” WHAT NEEDS TO BE DONE? Richard believes there needs to be a threepronged solution to resolve the issues facing D&T and the skills’ shortage, concerning the government, examining bodies, and employers. Firstly, the government must change its accountability measures to include a creative/technical subject for all pupils at Key Stage 4. It must address D&T teacher shortages by equalising bursary incentives to attract the best entrants into ITT. What’s more, the government should promote wider understanding of D&T, its contribution to STEM and to career paths in engineering and the creative industries. The examination bodies must ensure that the new D&T GCSE and A level qualifications

are rigorous and challenging to increase the credibility of the subject. And lastly, employers should consider collaborating in developing real-life and relevant D&T activities and resources; help D&T teachers engage with professional practice through work experience, internships and apprenticeships; and help to highlight D&T’s value to government departments through their companies and professional institutions. HELPING BRITAIN’S INDUSTRY “D&T truly can harness the interest and ambitions of students to help meet GB plc’s need for design and engineering apprentices and graduates and maybe help re-balance the economy too,” comments Richard. “I was hoping that this would be reflected and recognised by the Independent Panel on Technical Education and the government’s Skills Plan. However, the Independent Panel was not tasked to look at pre-16 education and the government response reiterated the prioritisation of Ebacc subjects. How can young people be expected to choose technical career routes post-16 when their opportunity to study them pre-16 is being squeezed? The government appears to be, inadvertently perhaps, severing the pipeline of talent into careers supporting individual fulfilment and GB plc’s international reputation for design innovation and creativity.”

POST-BREXIT The sectors which Richard Green refers to contribute around £500 billion to the GB economy. Richard believes that the DfE, which has taken over responsibility for apprenticeships and the Skills Plan, is inadvertently working against its own objectives by making head teachers focus on Ebacc results, thus reducing the opportunity for D&T to feature in the school timetable and damaging the pipeline for future engineers and designers. Richard commented: “Post the referendum and the vote to leave, I am more concerned than ever. Brexit and attitudes it may have fostered could see skilled workers from the EU leave Britain, exacerbating the already worrying skills gap. We are already struggling for individuals with the requisite expertise to support British manufacturing but I fear we are unlikely to find sufficient people equipped with the right mind and skill-sets to help take GB plc forwards. “The government needs to act to amend or re-calibrate the education system or the position will only become worse. D&T should either be included in the Ebacc, or if that is a step too far, accountability measures should change to include a technical subject for all pupils at Key Stage 4.” L

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Design & Technology


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Following Brexit, Britain is set to become a more independent nation. With ambitious infrastructure projects planned, the country needs the engineers and scientists to make these plans a reality. So how can schools get the young generation excited about these subjects? Andrew Mabbett, researcher at BESA, examines the situation and shares some resource advice One month on from Britain’s historic vote to leave the EU, July was named by market researchers GfK as the month with the biggest slide in consumer confidence in more than 25 years. In an attempt to restore this lost confidence and give the UK economy a much‑needed boost, Chancellor Phillip Hammond appears set to declare the era of austerity over by greenlighting various major infrastructure projects. Perhaps seeking to cement its centuries-long reputation as a nation of world-leading engineers, the British government has announced proposals to construct an 18-mile-long tunnel under the Pennines. Beating Norway’s world record tunnel by three miles, the scheme has been described by transport minister John Hayes as “the most ambitious project since the construction of the first motorways 50 years ago.” However, in order

to realise the vision of a more productive UK boasting first-rate infrastructure and businesses, it is vital that we are inspiring our next generation to want to train to become scientists and engineers. Without a workforce capable of implementing plans of this magnitude, Britain is set to fall behind its competitors. Beyond simply investing in the infrastructure of the future, it is vital that we invest in those who will help create it. THE CURRENT SITUATION We are seeing some progress on this front. As Schools Minister Nick Gibb pointed out: “Since 2010 there has been a 27 per cent increase in pupil entries for further maths, a 15 per cent increase in pupil entries for physics, and a 15 per cent increase in pupil entries for chemistry.” Importantly, in combination with rising numbers of students taking exams, results have

To the realise more fa vision ove UK, it is ti produc t we inspire a vital th t generation our nex t to become to wan ntists and scie rs enginee

Written by Andrew Mabbett, researcher at BESA

STEM in post Brexit Britain

also improved. This summer’s GCSE results saw the proportion of additional maths students attaining an A or A* rocket to 56.6 per cent – this is up from 29.9 per cent in 2011, making it the most improved GCSE subject for top grades of the last five years. Unsurprisingly, the students who attain the best grades are most likely to continue their subject to degree level and then into the respective scientific professions. In light of this, data on the top grades is a useful indicator of how well schools are doing at inspiring and training the next generation of technical experts. However, when examining other science, technology, engineering and maths (STEM) subjects the outlook is not so bright. Students struggled to achieve A* and A grades in engineering and science, which saw the lowest pass rates of all subjects for top grades for the past two years. Arguing that this could simply be a case of exams becoming increasingly difficult can be countered by recent OECD PISA Maths results: pitted against international competition, the UK does not even make it into the world top 25.

Curriculum Resources


TEACHER SHORTAGES There are many possible answers to the question of why Britain’s educational performance is, in the words of former Secretary of State for Education Michael Gove, “at best stagnant, at worst declining.” One often highlighted answer is the difficulty in recruiting teachers, particularly into secondary education. The teacher recruitment crisis affects the majority of subjects – six per cent of the 29,787 postgraduate teacher training places went unfilled last year with only history, English and physical education meeting or exceeding their target quotas. However, when looking at individual STEM E




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STEM SUBJECTS  subjects the real extent of the crisis becomes apparent. Last year saw 29 per cent of physics training places unoccupied and, even more alarmingly, only 59 per cent of design and technology places were filled. These numbers provide a snapshot of this trend’s severity – one which is likely to continue without major changes to the education sector. But it is more than just a loss to the teacher headcount; the National Foundation for Educational Research (NFER) highlights that the most critical issue is teaching numbers failing to respond to the biggest swell in pupil numbers since the Thatcher era. As the UK becomes increasingly desperate for teachers, it will be forced to spread its already meagre resources further and thinner. What effect will this have on the education our children receive? Despite the success of hiring a higher proportion of highachieving graduates – up to 75 per cent with at least an upper second class grade in 2015 from 63 per cent in 2010 – the achievement masks variation between subjects. Subjects that are harder to recruit for attract lower proportions of high quality trainees, STEM being hit hardest. While a lower quality trainee does by no means result in a poorer quality teacher, a National Audit Office report found that degree class was a reasonable indicator of subject knowledge. If we are aiming to inspire the next generation to study STEM to higher education, it is crucial to employ teachers who have a real passion for and interest in their specialism. If we struggle to provide the necessary spark for the STEM workforce of tomorrow, there could be serious consequences for our standing as a nation. WHAT IS AT STAKE? STEM has a profound impact on our everyday lives, a fact of which educational businesses are acutely aware. Louise Benstead, STEM in Action™ manager at Learning Resources attributes STEM’s rising significance to “our knowledge-based and highly technologically orientated society where STEM is considered one of the accelerating forces for future economic growth.” Facing global issues such as climate change and rapidly growing populations, our future is dependent on STEM’s innovating qualities. From under-skilled infrastructure projects to falling business productivity caused by a lack of analytical and data-literate staff, the knock-on effects to the UK could be severe. On a micro level, STEM knowledge can benefit a child greatly with regard to their prospects. As Mirkka Jokelainen, publisher for STEM at GL Assessment suggests: “STEM skills are crucial for all students, so that they have all options available to them when it is time to make decisions about future pathways.” Rebecca Price of Morleys adds to this view and links it to the wider picture, explaining that, “it is the basis for numerous subjects within further education, apprenticeships and careers. Providing children with an education and widespread understanding with these areas is imperative to their

With global organisations indicating a declining interest in engineering amongst young people, it is estimated that there will be a need for one million newly qualified engineers by 2020 development and the continued progress of Britain and British business.” Following Brexit, Britain is set to become a more independent nation. Consequently, ensuring we have a competent and self‑sufficient labour pool in all sectors is more important than ever. Richard Picking, international marketing director at Gratnells, recognises this: “Post-Brexit there will be more attention than ever paid to how Britain’s key sectors perform and how the calibre of our graduates, our engineers and designers measure up in the global market.” The skills gap is already very real. With global organisations indicating a declining interest in engineering amongst young people, it is estimated that there will be a need for one million newly qualified engineers by the year 2020. Timstar’s design and production manager Graham Bell believes that “STEM education is the ideal catalyst to address this problem”. With the possibility of more stringent immigration laws, there is even more reason for extra emphasis on these subjects. When it appears so obvious that STEM teaching is of great benefit to both society and the individual, it really puts the issue into perspective. Some major changes will need to occur to ensure the goal of highly‑educated children can be achieved. WHAT RESOURCES ARE AVAILABLE? Whilst there is difficulty getting STEM specialists into classrooms, it is not all doom and gloom for those already there. Fortunately, the rich wealth of resources on offer can ease teachers’ workloads while facilitating high-quality and engaging lessons. Science Bug is Pearson’s latest answer to primary science. Creator Ashley Lodge explains how “research had shown us that many primary teachers didn’t feel confident in their scientific knowledge and skills, which has a detrimental effect on children’s love of the subject.” In response, Science Bug aims to support teachers to inspire confident young scientists with lesson plans, interactives for whiteboards, pupil support materials and fun investigations. Learning Resources highlights the importance of primary STEM education in their belief that “a lifelong interest in a subject tends to begin at an early age.” Their scheme of hands-on STEM modules for Key Stages 1 and 2, STEM in Action™, is ‘ready-to-teach’ from the box. The scenario-based modules explore the national curriculum in context, with the kits allowing teachers the time and confidence to deliver engaging practical investigations. Hands On, a division of Morleys, has used

Curriculum Resources


teachers and engineers’ combined expertise to create easy-to-use experiment kits. For older children, the ENGINO Discovering STEM Kit uses pulleys, levers and structures alongside booklets to explain the processes of fundamental mechanics. The All You Need Kit for younger children explores topics such as magnetism, forces, colour and light, magnification, mirrors, pond dipping and the senses. But how can you really encourage pupil engagement beyond the classroom? Suppliers such as Timstar are working with schools to help set up STEM clubs. These clubs will raise the profile of STEM within schools by encouraging pupils to share ideas on STEM-related subject activities, improving levels of engagement and attainment. Gratnells also facilitates the founding of these clubs, offering science-based practical activities through programmes such as What’s in Your Tray? and Outdoor Learning. Science resource supplier Philip Harris realises the practical demonstration of subjects like mathematics is more relatable to students than traditional methods. Going Bowling is a kit that takes the well-loved pastime and explores the science behind the game. Encouraging mathematical thinking, the kit allows students to study the effects of friction, types of surface and plane angles on the speed of the ‘bowling’ balls in a fun and engaging way. In order to boost grades, fine-tuning can be directed by GL Assessment’s Progress Test in Science. The programme supports science teaching and learning in schools by providing a national benchmark for comparison and detailed information on the skills and knowledge of each individual. It should also be noted that if the budget is squeezed too tightly, there are many free Open Education Science Resources available, with over 100,000 alone on the TES website. LOOKING TO THE FUTURE The UK is not alone. US president Barrack Obama spoke about how “reaffirming and strengthening America’s role as the world’s engine of scientific discovery” could be achieved by “making the improvement of STEM education... a national priority.” In the face of Brexit, the already challenging landscape riddled with school staffing issues and falling grades becomes even more daunting. Justine Greening needs to prioritise STEM’s success through issue-targeting policies while ensuring effective use of the fantastic resources available. In a world that is dependent on technology and data, we could easily fall behind if we fail to inspire pupils into STEM careers. L FURTHER INFORMATION



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Jonathan Hart, chief executive of the Automatic Vending Association, discusses the upcoming UK currency changes and how this will affect the thousands of vending machines in schools

It is less than six months to go until the new pound coins are released into circulation in March 2017 and production of the brand new 12-sided pound coin has already begun. The pound coin is being replaced for the first time in more than 30 years due to its current vulnerability to counterfeiters and the high volume of fake pound coins in circulation – up to three pound coins in every 100 have been found to be fake. On a similar note, the Bank of England has announced it will introduce new £5 and £10 polymer (plastic) bank notes to improve the security and quality of UK bank notes. The £5 note will be introduced from 13 September 2016 and the £10 note will follow in 2017. From the very start of the consultation process on the new pound coin, the AVA has been working closely with the Royal Mint to ensure that the vending industry’s concerns about the cost and practical implications were heard and taken into consideration. It was through the AVA’s involvement that the coin now has soft edges rather than the harder edges that were originally proposed, enabling it to roll better as a result and therefore work better in vending machines. BOTH SIDES OF THE COIN At the AVA, we are all too familiar with

There d un are aro nt of ce 40 per achines m vending the coin where will have ism mechanent away for to be s des to take upgra lace p

the costs that currency changes incur to ensure that the estimated 560,000 vending machines in the UK can accept them. In 2011, the new 5p and 10p coins were introduced at a cost to the industry of £28.9m. It is estimated that the upgrades required for the new £1 coin and the news banknotes could be more. At the same time, we fully understand and support the position of both the Royal Mint and the Treasury in wanting to protect the integrity of the UK’s currency and reduce the level of fake coins in operation throughout the UK.

HOW CAN SCHOOLS PREPARE? Many of the UK’s estimated 3,500 secondary schools have at least one vending machine on their premises and, whether these machines are old or new, they will need to be prepared and possibly modified to ensure that they can accept the new currency. Modifications to software within noteaccepting vending machines is already taking place across the UK to ensure machines are able to accept the new polymers £5 notes. A similar software update will be

Written by Jonathan Hart, chief executive of the Automatic Vending Association

Coin changes and vending

again required to ensure machines accept the new £10 note next year. There will be a six-month period from March 2017 to September 2017 when both the old and the new pound coins will be in circulation. Thereafter the old pound coin will no longer be legal tender. So, the AVA recommends that educational facility managers ensure that their vending machine operators start working with their coin mechanism suppliers now to ensure they are well prepared. For the majority of modern vending machines, upgrades to coin mechanisms and note readers can be done on site and operators can simply send out engineers to make the necessary changes to the machines. However, there are approximately 40 per cent of vending machines where the coin mechanism will have to be sent away for the upgrade to take place. When you put your £1 coin in a vending machines it goes down a ramp. If the machine recognises the coin, it goes into a cash box located in the machine. However, if the machine has a note reader fitted it is allocated into a plastic tube where a number of the £1 coins are kept. If it is not accepted it just comes out again. During the initial dual coin acceptance period, the old and the new £1 will go into the cash box. At the end of the dual coin acceptance period, an engineer will need to revisit each machine to turn off acceptance of the old pound coin. For validator machines that are used in many secondary schools to charge pre-pay cards with funds to use on schools vending machines, the process of upgrading the coin mechanism will be very similar.



CONTACTLESS CONVERSION Although the currency change will have a significant effect on vending machines, a growing number of vending transactions are now happening without any coins or cash at all. British vending machines selling snacks, drinks and phone chargers are rapidly adopting card and contactless technology with the number soaring by 20 per cent a year, according to Creditcall, a payments company. The barrier to the use of cards in vending has historically been the high charges imposed on operators by the banks and card companies. The advent of contactless payment cards and the recent lowering of the transaction charges has removed some of these barriers. While big changes are on the horizon for the UK currency, the vending industry is well prepared. The majority of upgrades required should be straightforward and there is still plenty of time for schools to ensure that they are ready by next March. L FURTHER INFORMATION



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With British Food Fortnight upon us (17 September to 2 October), how can school caterers and teachers get children excited about the wonderful food produced in this country?

Since its beginnings in 2002, British Food Fortnight has become the opportunity for the food industry to promote the benefits of buying and eating from our home produced British larder. Taking part in British Food Fortnight is an opportunity for school caterers to increase sales through attracting new sales and increasing spending per sale. SCHOOL CATERERS All caterers are invited to take part in British Food Fortnight and the patriotic summer of 2016 is the perfect chance to get children excited about the wonderful food we produce in this country. There are so many fun and imaginative activities that can be organised to link with the British message: For example, you could organise a special menu for British Food Fortnight and expand the range of regional food that you use. Rather than just use the term ‘local’, add interest by naming and profiling the producers and farms. If you are unable to specify producers or farms by name then use generic phrases such as ‘All the meat sold comes from within 30 miles of this shop’. It’s a good idea to communicate menus in advance, and use a competition or prize draw to highlight the menu. Ensure the whole team knows about the local or British products and suppliers

and encourage them to communicate this to pupils while serving food. Caterers could also serve a ‘Chef’s Special’ – perhaps a traditional British dish every day during the Fortnight. School caterers are also encouraged to look at existing suppliers. This is an opportunity to promote your British and local suppliers. Just because you know that the food and drink you stock is British, don’t assume that your school customers do, so make this your opportunity to tell people about it – highlight British food on menus and boards using a Union Jack logo. Schools can also enter the Love British Food British Food Fortnight competition; a search, led by Raymond Blanc, for the most imaginative and innovative celebration of British food during British Food Fortnight. ORGANISE A SPECIAL EVENT School caterers could invite producers into their canteen and organise tastings of new or existing products – although a different sector, retailers report that sales of products offered for tasting double when the producer is in-store. Schools could create a mini farmers market in the canteen with local suppliers and producers. Another idea is to organise a talk about local food, involving local producers. Parents should be invited to the event so they can see what you do. Lastly, you could create a display

of British food and drink in a prominent place such as a window or entrance, so that children and parents can see the British products available when they walk in. A display is also a useful draw for the media as it creates a talking point and is easily photographed. WORKING WITH TEACHERS & PARENTS As a school caterer you are in the perfect position to be proactive in educating young people about British food. Schools must now incorporate cookery and food-related topics into their curriculum and are advised to seek help from local caterers and chefs to achieve this. Give a cooking demonstration or lesson in your school: seek ideas from the many examples of how chefs have worked with schools in our document ‘Advice for Cooks & Chefs: Things to consider when working in schools’ for tips on facilities, dishes to teach, planning and giving the session. Offer your kitchen facilities to a class for a cooking lesson. If you are worried about letting children loose in your kitchen, host a cooking demonstration rather than a lesson. Ask your regular suppliers to donate ingredients for the cooking session: this is a good way for your suppliers to share in the publicity you will receive. Make the dinner hall a venue where children can learn about food: set them a ‘British Food: True or False Quiz’ or give them fact sheets about some of the traditional dishes on your menu. CUCINA RESTAURANTS Cucina Restaurants feeds over 60,000 British state school students every school day, providing them with around 50 fine food meal choices at lunchtime and a range of before-school and after-school refreshments. Founder Steve Quinn’s vision is to show the world just how good school food could be, when teams worked hard with that objective as their main focus. The company install a high calibre hotel or restaurant chef to run every one of the 47 Cucina kitchens in schools across the South East of England. Top chef Phil Howard will lead the Cucina British Food Fortnight effort by judging the successful ‘You’re the Chef’ competition, where school children will be invited to develop their own British recipes. A brand new after school programme will help students, staff and parents learn how to produce recipes and provide inspiration on seasonal British ingredients to put in them. Phil will be joined this year by UK MasterChef The Professionals 2011 winner Ash Mair who is developing special dishes for British theme days to be held across all Cucina sites during the Fortnight. The school restaurants will also be throwing open their doors to the public for bistro style British evenings, giving students experience of running a catering operation. L    FURTHER INFORMATION


Written by Love British Food

Get inspired during British Food Fortnight




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EDUCATION BUSINESS MAGAZINE | Volume 21.8 72 1/4 Page advert BG v3 OUTLINED.indd 1

19/08/2016 08:46


School Ski Tour Specialists Tailor made school tours designed by teachers for teachers


School Trips


Confident trip planning

The School Travel Forum’s Teacher Toolkit includes research into the academic value of educational travel, guidance for planning overseas travel and official policy documents related to overseas educational travel. From fears over liability issues to minimising the administrative burden on teachers, the resource advises on what support is available and illustrates the many benefits of providing learning outside of the classroom experiences. The Learning Away survey revealed that teachers continue to lead the way when it comes to supporting the case for school trip provision; however 84 per cent wish they

School in sult trips re ademic ac higher ements: achiev an achieve sc student gher than could take more school a hi e trips and 64 per cent ed grad t c i have concerns over d e r p safety and risk when owing a l l o f organising a school trip. By trip school listening carefully to feedback from teachers on their main concerns, the STF has tailored the new toolkit to provide support, reassurance and solid advice on a wide range of topics. The hope is that this in turn will lead to schools providing more learning outside the classroom opportunities, as group leaders and parents can be more confident that school trips are

Written by Gill Harvey, general manager, the School Travel Forum

The recent Learning Away survey found that 67 per cent of teachers felt that they lacked support when it came to planning a school trip. With this in mind, the School Travel Forum created an online ‘Teacher Toolkit’ designed to address their common concerns and highlight the benefits of trips

safe; leading to better educational experiences, which are vital to the development and academic achievement of students.

ORGANISED BY PROFESSIONALS Booking school trips through members of the School Travel Forum, whether domestic or overseas, will ensure trips are organised by professionals, and according to the highest standards governing transport, accommodation and excursions so E



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TRIP PLANNING  that parents can be assured of their child’s safety. In light of this, it is worrying that 23 per cent of school trips are still organised without the help of a specialist tour operator, resulting in possible risks and an added burden on teachers. By organising school trips without the help of specialist tour operators, teachers face many time consuming organisational and regulatory challenges required to safely organise educational excursions. It is our mission, alongside our accredited members, to help teachers to plan safer, more enriching educational trips and to always choose a badged provider. TRUSTING THE KITEMARK The LOtC Quality Badge is a valuable kitemark for teachers to look out for. All ‘Assured Members’ of the STF are required to adhere to a rigorous code of practice and safety management standards and be audited each year by Argent Health & Safety, a health and safety consultancy specialising in travel, to ensure continuing compliance. Due to these high compliance standards, all trips organised through our members will instantly meet local authority guidelines and provide teachers with full time support at home or abroad to resolve any unexpected booking issues or emergencies.   When teachers see a STF Assured Member Logo, they can be confident that the school group travel operator has passed a detailed audit of their operating systems, particularly focusing on safety management and education facilitation. This audit is undertaken by an independent, external agency. Clearly written and fully detailed, our guidance documents provide vital advice to teachers, parents and group travel organisers. Covering advice from vetting staff from overseas and demystifying risk assessment to snowsports safety, the STF has made it easy for school trip guidance to be easily accessed. BASIC PRINCIPLES The teacher toolkit seeks to illustrate, in non‑technical terms, common basic principles and how they can be effectively used to benefit group management plans and is suitable for all schools. Many of the requests for help we receive come from group travel leaders preparing to take visits that did not include outdoor and adventurous activities, but were typically curriculum-based tours, such as history and modern language residentials or concert tours. Therefore this new toolkit is designed to assist with the organisation of every type of tours. RISK ASSESSMENTS Demystifying risk assessments is an important focus of our guidance notes. Teachers need to feel confident that they simply have to deal with what is reasonably foreseeable and respond within a reasonable range of measures. Professional judgement, particularly when backed by experience, is sufficient

About the STF to deal with such situations within schools and it is no different when off-site. It is important to follow any school or LEA guidelines and it is recommended that two or more leaders participate in the planning process. This sharing of the planning process shares knowledge and skills, allows others to be involved and take ownership of the solutions. Additionally, there is every reason to involve pupils, as a good code of conduct will inevitably feature in any group management plan If we take the example of a school trip to the Eiffel Tower, leaders will have to think about the risk management task as managing the group safely round the series of obstacles the Eiffel Tower presents. The significant hazards to an average school group would be: children getting lost, inappropriate behaviour, sickness, petty theft; however in this example, trips on stairs and fear of heights would also have to be considered in addition to the ‘generic risk assessments’. Additionally, it is important to recognise that generic risk assessments must be revisited for each trip, even if the group returns to the same place on a regular basis, because the make-up of the group (leaders and pupils) will be different every time. SURVEY FINDINGS STF members carry over 16,255 school groups annually and our work to conduct surveys on teachers’ concerns and opinions over school trip planning is a major factor in steering the support our members offer to teachers from

School Trips


Gill Harvey is the general manager of the School Travel Forum (STF). As the national awarding body of the LOtC Quality Badge, the School Travel Forum ensures that its members pass a robust assessment designed to ensure that they are meeting schools’ learning and risk management needs. The School Travel Forum was founded in 2003 and is a not for profit organisation. Its Assured Member scheme has widespread recognition and support for the way it simplified and provided essential reassurance for leaders looking to organise school trips. Founded by the government in 2008 and now an independent charity, the Council for Learning Outside the Classroom is the national voice for all types of LOtC. far‑reaching. Learning Away’s recent survey of UK schools found that as a result of going on a school trip, 87 per cent of students felt more confident trying new things, whilst 60 per cent of teachers noticed increased confidence, resilience and wellbeing in their students. School trips also result in higher academic achievement, with 61 per cent of students achieving higher than their predicted grade following a school trip based on the subject area. Understanding between

The Learning Away survey revealed that teachers continue to lead the way when it comes to supporting the case for school trip provision; however 84 per cent wish they could take more school trips and 64 per cent have concerns over safety and risk when organising a school trip start to finish. Our surveys have shown that 79 per cent of teachers place great emphasis on having access to 24/7 support in the event of unpredictable events affecting the trip. Having complete confidence that everything is dealt with efficiently, from insurance to financial issues and communicating with foreign agencies is a major concern. Over 90 per cent of teachers also said that their chosen tour operator must have approved financial security schemes in place. With awareness growing of the fact that all STF members provide these assurances, teachers can now experience more peace of mind than ever before when booking a school trip. TEACHING BEYOND THE CLASSROOM The benefits of learning outside of the classroom are well documented and

teachers, students and their peers also benefit, with 71 per cent of students reporting that they felt that their teachers better understood their learning habits, whilst 70 per cent felt that they were getting on better with their peers following the trip. Pupils and teachers will remember their school trips for their lifetime and it is part of our role to ensure that this is for all the right reasons. LOtC opportunities can profoundly enrich the lives, outlook and prospects of each student and we are proud to be able to help make sure that trips are a positive experience and to help reduce the administrative burden on teachers organising school travel. L FURTHER INFORMATION






Beaudesert Outdoor Activity Centre offers a complete range of day visits and residential experiences. Beaudesert has been delivering high quality outdoor activities and adventure for over 75 years. Its packages are competitively priced, easy to book and the residential experiences cover a range of areas in the National Curriculum. Children attending day and residential experiences enjoy life-changing experiences that stay with them long past the time they have left full-time education. Beaudesert hand picks its people, they love what they do, and they put your group at the heart of everything they do.  The Centre works with lots of schools and knows that no two groups are the same so its is flexible and adaptable to ensure your expectations are exceeded. As a not for profit organisation Beaudesert’s focus is on ensuring that every child matters and that the adults accompanying them

Hamerton Zoo Park is home to a unique collection of over 100 different species including rare and endangered animals, situated 20 minutes from Huntingdon, Peterborough & Oundle. It is set in approximately 20 acres of safe, clean, open parkland with disabled access to all areas. The Zoo has plenty to offer for a family day out or a group booking, including: free car and coach park; outdoor undercover picnic area; children’s play area to suit all ages; the ‘Tiger Express’ train; and a coffee shop, gift shop and toilets. Hamerton is happy to accommodate children’s birthday parties, as well as animal contact sessions and educational workshops. Visitors can make their experience at Hamerton more memorable by booking one of the educational session’s in the ‘Explorers Cabin’. These talks include looking at the Zoo’s collection of specimens

High quality outdoor activities and adventure

have an enjoyable visit too. The Centre offers: a range of lodge accommodation; tented villages; outdoor classrooms; D of E training grounds; fantastic catering; and amazing activities including water based activities and a via ferrata, high ropes and zip lines. Located in the midlands next to Cannock Chase AONB, Beaudesert also boasts a magical woodland setting in 125 acres and is AALA licensed. FURTHER INFORMATION Tel: 01543 682 278



With 20 years’ experience delivering curriculum relevant educational programmes, the National Holocaust Centre enables students from KS3 to 5 to learn about the roots of discrimination and prejudice and to explore the true values of respect; acceptance and tolerance. In addition to the Museum, the Centre features the only permanent exhibition in Europe designed for teaching the Holocaust to primary-aged children. Students may be guided or self-guided but all will have the unique opportunity to engage with, listen to and question a Survivor about their experiences. Visits can be enhanced with themed workshops or activities and programmes may be tailored to an array of subjects; including Art, History, RE and English. Free educational support packs are provided for all pupils. Promising a ‘seriously’ fun day out, students will develop

Anthill Health & Safety offers consultancy advice and support in all areas of health and safety, which includes: performance of risk assessments; creation of health and safety management systems; development of method statements and health and safety plans, under CDM, for contractor’s on site work; arrangement of training; conduct of accident investigations to establish causation and prevent recurrence; as well as being available to act as an expert witness in tribunals and court appearances. Located near Milton Keynes in Buckinghamshire and close to the Bedfordshire and Northamptonshire borders, Anthill Health & Safety will be pleased to support schools in

Remembering the past, protecting the future


A unique collection of over 100 species

their historical knowledge, advance their understanding of respecting themselves and others, cultivate the skills of critical and independent thought and consider different responses to isolation or prejudice within their own communities. “What hurts the victim the most is not the cruelty of the oppressor, but the silence of the bystander.” – Arek Hersh, Holocaust Survivor FURTHER INFORMATION bookings@ www.nationalholocaustcentre. net


and handling some smaller animals, such as snakes, giant african land snails, pygmy hedgehogs and others. The aim for the sessions is to be as hands on as possible and Hamerton can take up to 30 pupils per workshop, with sessions lasting for about 30-35 minutes. For larger groups the Zoo is happy to run multiple sessions and visits There are also renewable energy facilities at the Zoo and Hamerton can offer tours and talks about the wind turbines and solar panels. FURTHER INFORMATION Tel: 01832 293 362

Support in all areas of health and safety

these areas and the surrounding counties of the Midlands. The other areas covered include Warwickshire, Cambridgeshire, Hertfordshire, Berkshire, Oxfordshire and Gloucestershire. Additionally, Anthill visits the rest of the UK quite regularly and is happy to come out to Birmingham or London, if that is where you are located. The principal consultant of Anthill Health & Safety is Anthony Smith-Roberts MA CMIOSH OSHCR, who will be happy to assist you with any of your health and safety questions. FURTHER INFORMATION Tel: 01296 670 988



Pupil-led online safety programme from leading UK charity now open to all UK schools. As Childnet Digital Leaders your pupils would develop their confidence as role models and grow their digital skills, all while using their creativity to help you improve e-safety in your school. From one of three charities behind Safer Internet Day, the Childnet Digital Leaders Programme empowers children and young people to educate their peers, parents and teachers about staying safe online; from creating poster displays to delivering assemblies and coordinating activities for key campaigns like Anti-Bullying Week and Safer Internet Day. The Childnet Digital Leaders Programme offers young people access to an exciting digital platform. Here they access training and support from Childnet’s expert team, record

Leafield Environmental is a leading provider of waste solutions including indoor and outdoor recycling bins, litter bins and novelty bins in the UK and internationally. Everything is designed and manufactured inhouse in Wiltshire. The new Pencil bin has been introduced in response to customer demand, specifically for children aged 3-8 years to encourage recycling. These brightly coloured bins offer a 70 litre capacity and are available with or without recycling labels from £153.00. The new 32 litre Mini EnviroStack is a space saving recycling bin that can be used as single unit or in stackable groups. These units are compatible with the existing 52 litre version and can be offered in a variety of waste streams and colours. Suitable for indoor use and ideal for food and drink areas, the Mini

Improve online safety with Digital Leaders

achievements, earn badges, and collaborate and share inspiration with schools across the UK. It also offers pupils amazing opportunities to interact with top tech companies and have their say in creating a better internet for the future. To date over a thousand Digital Leaders have undertaken the training and registration is now open to all UK primary and secondary schools for this academic year. Join now to harness the power of youth voice and make e-safety learning fun and effective; helping you work towards an outstanding whole school community approach to e-safety. FURTHER INFORMATION

Recycling and litter bins for the education market



When it comes to learning about biology and our bodies nothing can replicate the understanding learnt from seeing a life size replica of our skeleton, bones and joints, seeing the internal organs of the body and how they fit within our own torso and getting a close up view of the human heart or eye. Anatomy models are now very affordable and yet can be a major teaching aid for many years. Pictures and diagrams don’t do justice to the human form and the young enquiring mind will begin to understand more by being able to touch, feel and move anatomy models and skeletons, see the size of bones and how the internal organs fit within the body and interact. Medical Models Online offers the best possible selection of skeletons and anatomy models,

Good practical work not only motivates students but is key to the development of enquiry skills and real understanding of how science works. Science equipment is increasingly hi-tech and it can be difficult to provide opportunities for students to get hands-on experience of modern data collection and analysis. Mystrica was founded by practicing science teachers to manufacture colorimeters sufficiently affordable for small group use yet accurate and versatile enough to generate high-quality data. The Mystrica Wireless Colorimeter can be used as a stand-alone instrument or connected to tablets, phones and PCs. Results can be collected, saved and displayed as tables or graphs. Graphs can be generated in real time for applications such as rates of reaction. All the software is free to download

Biology made simple with anatomy models

from the medical model to a more basic but functional model more suited to the classroom, and at a price which means every school can afford this useful addition to their teaching aids. Medical Models Online also supplies posters, charts, and health education models covering sexual health, pregnancy, smoking, obesity and alcohol awareness, ideal for PSHE lessons. FURTHER INFORMATION Tel: 01460 200 111

Products & Services


EnviroStack is available from £69.70 (single) and £144.22 (triple set). The new Metro Dome litter bin has a 120 litre capacity with sack retention compact footprint and double apertures for easy ‘walk by’ access. Ideal for internal food areas, outside areas and car parks. Black base made from 100 per cent recycled plastic (subject to availability) and different coloured lids available. FURTHER INFORMATION Tel: 01225 816 541

Low-cost colorimeters for data collection

and use and the colorimeter comes with a supply of cuvettes, cuvette stand and USB cable. Robust and needing little storage space, the Mystrica Colorimeter can be used across the secondary age range and is ideal for individual project work with older students. The website has suggestions for applications and details of links to relevant experiments in all major UK and IB syllabuses. FURTHER INFORMATION Tel: 07713852679






Radnor Hills Mineral Water Company has been named LACA Outstanding Supplier of the Year 2016 for its dedication to suppling fully compliant drinks to schools all over the UK. Over the last 10 years it has been heavily involved with school drinks creating and developing the Radnor Fizz and Radnor Fruits ranges to become top sellers within secondary schools nationwide. “For us it’s not just about selling a product to a school, it’s about delivering a great tasting, healthy drink to the pupils which they will love” says Chris Sanders, Radnor Hills UK sales manager. Radnor Hills has a dedicated support team in place to run sample drops, site visits, education days and taste tests, all providing added value to their customers at no extra cost to them. The drinks range consists of

Contour, the leading safe surface temperature products manufacturer, has announced that it has acquired the Autron heating brand. Established in the 1970s, Autron grew into one of the most respected names in the UK low surface temperature radiators market. The company gained a strong reputation for developing innovative heating emitters and has been widely specified throughout the education sector.   In the 1990s Autron introduced the black dipped high efficient steel plate and tube emitter and subsequently developed the aluminium plate and copper tube emitter. These light weight and highly efficient emitters were offered as standard across the Autron LST range. In addition to the LST ranges, the company was in the process of bringing a trench heating system to market, just prior to its closure.

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Innovative heating for the education sector

seven exciting flavours in a still and sparkling format and each 330ml bottle provides students with one of their recommended 5-a-day portions. Flavours include: Orange, Apple, Tropical, Peach, Forest Fruits, Cherry & Raspberry and Sour Cherry. Children need to keep hydrated throughout the school day and Radnor Hills is here to help you do it. Book your FREE taste test today! FURTHER INFORMATION Tel: 01547 530 220 contact sales@

The Autron brand is widely recognised and carries significant credibility with those specifying for nurseries, schools and colleges. Following the acquisition, Contour plans to recommence the manufacture and marketing of existing Autron product ranges from its 32,000 sq ft facility in the West Midlands. Enquiries are now welcome for delivery from mid-September onwards. This should be greeted as good news to existing Autron customers. FURTHER INFORMATION Tel: 01952 290 498


The publishers accept no responsibility for errors or omissions in this free service Allianceonline 68 Anthill Health and Safety 76 Aspect Safety Mirrors 32 Autex Acoustic 20 Beaudesert Park Campsite 76 Broadway Events 12 Carecheck 10 Caribbean East Atlantic 15 CFH Docmail 64 Childnet International 77 Custom Technology Solutions 28 CV Library 14 Designer Contracts 22 Elite Systems 8 eTeach 4 Evac Chair International 70 Fairtrade Vending 68 Fire Tech Camp 56 Flakt Woods 24 Genee World 43 Glasdon 26



Go Education 58 Gratnells 44 Groupcall 46 Hamerton Zoo Park 76 Holocaust Centre 76 HUE 47 ICS Cool Energy 28, IFC Imago Techmedia 53 ISS Mediclean 6 Leafield Environmental 77 Markham Global 32 Medical Models Online 77 Mystrica 77 OKI Systems 62, 63 PFU (EMEA) 38 Radnor Hills Mineral Water 78 RM Education 50, 51 Rotatrim 52 Rubb Buildings 34 Safety Technology 30 School Business Services 60

Schools Buying Club 68 Secured By Design 28 Selectamark 66 Ski Astons 72 Step Exhibitions 27, 29 Talk Straight 42 The Deck Tile Co 18 The IET 56 The Kings Ferry 74 The Scout Association 72 The Snugg 61 The Stable Company 36 Tina Creative Marketing 40 Unicol Engineering IBC Urenco 54 Voice 16 Worldstrides International OBC Wyatt International 30 YHA 72

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


The UK education sector is renowned as a leader of introducing technology into the classroom and as the cost of technology has fallen in real terms should be in a good position to maximise investment. The widespread decentralisation of UK government policy towards ICT procurement for schools is offering more choice and freedom. So how does this impact on a company designing and manufacturing AV mounting systems, which already boasts a portfolio of over 65,000 products? Well, the increase in ICT expenditure means an increase in the spend on specific audio visual equipment and the new wave of thinking on the learning process, as a consequence, opens the door to new designs for the classroom of the future.

FUTURE CLASSROOMS As technology asks questions of future teaching methods the classroom of the future may not be a classroom at all, just an open space that provides a focal point for students and teachers who are already connected via their phones. This space may be used for discussion, planning or collaboration. It is probable that these spaces will require more TV displays and video walls / LED panel arrays. Such AV installations need to be flexible so the space can be populated with devices when the need arises and when numbers of students dictate it.

Bring Your Own Devices have been with us for a number of years and presenting your work is all important so our presentation units provide the perfect platform. Video walls show off technology for all to see and the Unicol pop-out mounting system packed with innovative features makes installation and maintenance safe and easy.

BS8590 Did you know there is an AV British Standard? BS8590 – The code of practice for the installation of audio visual equipment. Unicol mounts meet this standard but your installer should also be following this code.

COLLABORATION Schools around the globe are engaging in collaborative learning projects and Unicol’s Rhobus Huddle (shown above) can be expanded for video conferencing to connect teachers and students. Even the most fundamental collaborative device, the humble dry-erase board has been replaced by an electronic equivalent, the Smart Kapp board, for which Unicol have designed and manufactured a trolley.


Nest-Star space saving trolleys. Up to 84” can be mounted including the Microsoft Surface Hub

Call our experienced team now for advice: 01865 767676

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Education Business 21.8  

Business Information for Education Decision Makers

Education Business 21.8  

Business Information for Education Decision Makers