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Business Information for Education Decision Makers DESIGN & BUILD




THE APPROACHING YEAR END Advice for payroll professionals on preparing for the end of the financial year


TEACHING AND SOCIAL MOBILITY The difficulties and benefits of placing teachers in deprived areas


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Business Information for Education Decision Makers DESIGN & BUILD




THE APPROACHING YEAR END Advice for payroll professionals on preparing for the end of the financial year


TEACHING AND SOCIAL MOBILITY The difficulties and benefits of placing teachers in deprived areas




Welcome to the first Education Business of 2017 Last year saw significant upheaval for the sector, with academisation plans, SATs protests, selective schooling, funding strikes, a new education secretary, and the Brexit vote causing ripples. This year starts with the new Ofsted chief, Amanda Spielman, in place. Like her predecessor Sir Michael Wilshaw, she has been vocal about her dislike for grammar school expansion plans, calling them a “distraction” and a “complication.” Speaking to The Guardian, she said: “I don’t see it as something that has much to do with making the most of every school, of Ofsted making the most of its work and contributing to system improvement.” We also start the year with bleak warnings on funding cuts in England. Six education unions including NUT and NAHT have said their analysis is worse than before, saying that between 2015-16 and 2019-20, schools face an average loss for each primary pupil of £339, and £477 for every secondary pupil. They are calling on the government to reassess plans and make new funding an urgent priority.

Follow and interact with us on Twitter: @EducationBizz

As the new year has only just begun, let’s hope that some of the key issues affecting the sector can be addressed for a smoother 12 months ahead. Angela Pisanu, editor

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

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

© 2017 Public Sector Information Limited. No part of this publication can be reproduced, stored in a retrieval system or transmitted in any form or by any other means (electronic, mechanical, photocopying, recording or otherwise) without the prior written permission of the publisher. Whilst every care has been taken to ensure the accuracy of the editorial content the publisher cannot be held responsible for errors or omissions. The views expressed are not necessarily those of the publisher. ISSN 1474-0133

Education Business is a member of the Independent Press Standards Organisation (which regulates the UK’s magazine and newspaper industry). We abide by the Editors’ Code of Practice and are committed to upholding the highest standards of journalism. If you think that we have not met those standards and want to make a complaint please contact Michael Lyons or Angela Pisanu on 0208 532 0055. If we are unable to resolve your complaint, or if you would like more information about IPSO or the Editors’ Code, contact IPSO on 0300 123 2220 or visit



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New OFSTED chief criticised for Grammar School comments; unions warn of bleak funding losses facing each school in England; new GCSE grading causes confusion


With ‘social mobility’ remaining prominent within educational conversation, Alice Barling Gasson of Teach First explores the difficulties and benefits of placing teachers in deprived areas



Neil Watkins, managing director of IT procurement framework, Think IT, looks at the biggest IT successes and concerns in 2016 for schools



When it comes to roofing, maintenance is always better than refurbishment, explains the National Federation of Roofing Contractors

For many, coding may seem an indecipherable language spoken only by technology specialists, but today children as young as five are learning to code. FutureLearn’s head of content, Nigel Smith, talks about how a collaboration with Raspberry Pi is enabling teachers to make this language accessible to all



Darren Hankey, principal of Hartlepool College, explains the benefits of apprenticeship opportunities, how education facilities can support students who want to go down the apprenticeship route, and how the development of young people should form a key part of a company’s growth strategy


The devastating effects of the recent fire at Selsey Academy have underlined the importance of the correct fire safety measures and procedures in any building used by the public

The Education Show will help you discover how, with the help of industry experts and solution providers, your school will become an even more inspirational place

Bett is now in its 33rd year, and the 2017 edition comes after a year of significant change within the education sector. Plus Terry Freedman shares some advice on how visitors can get the best out of Bett


In the past, the vending machine was seen as a key perpetrator of sugary snacks and drinks. However with warnings of excessive sugar consumption and subsequent changes in consumer demand, the vending industry has changed, writes Jonathan Hart, chief executive of the Automatic Vending Association (AVA)



The evolution of 3D printing in schools is not new, but with the reliance on technology becoming ever-more stringent, is it a surprise that more schools haven’t invested in 3D printing technology? Education Business explores the situation


Samantha Mann, of the Chartered Institute of Payroll Professionals, shares her advice on preparing for the end of the financial year and what to expect in the next one



School visits abroad provide further opportunities for pupils to experience challenge, culture and languages, but also call for even greater care, organisation and planning than visits and adventures at home. RoSPA shares some advice

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“Supporting Brighter Minds”

500,001 reasons for choosing ISS With more than 100 years of experience in the service industry and over 500,000 dedicated employees, ISS provides the ‘Human Touch’ to those important jobs that our clients outsource; which is why we are very proud to have been serving the Education Market with world class services since 2007. We love to support brighter minds! Learners of all ages need refuelling during a day in the classroom and we’re here to make sure there’s plenty of delicious, homecooked food ready for eating or coffee in the pot when the lunch bell rings! For us, it’s very important that we serve freshly prepared, healthy food and beverages that tastes great. Quality ingredients are a must and the more British and local produce, the better!

Operating in over seventy countries ISS provides services within six different areas: Catering, Cleaning, including professional education cleaning, Technical Services, Security and Support Services and Facility Management. For the last four years we have achieved the highest possible ratings by the International Association of Outsourcing Professionals® (IAOP®), which is just one more reason why you should consider ISS as your chosen provider. To find out how you can benefit from the experience and skills provided by our 500,000+ service professionals, visit or or contact us at

Every day ISS employees work as an integrated part of each client school, academy, university or college, ensuring that service value is created through ‘The ISS Way’ of customising and delivering our innovative service solutions. ISS Facility Services, ISS House, Genesis Business Park, Albert Drive, Woking GU21 5RW - - Phone: +44 845 057 6300



New Ofsted chief criticised for grammar school comments

Starting this summer, GCSE grades A* to G will be gradually replaced by grades numbered from nine to one. However, around 70 per cent of more than 400 parents and pupils surveyed by the exams regulator Ofqual did not understand the system. In addition, Ofqual research with 50 human resources professionals revealed that less than half of them understood the new system, while among small businesses, this figure dropped to about a fifth. This has prompted Ofqual to start a publicity drive to increase awareness, which includes a series of online workshops for teaching staff in schools and universities. This summer candidates who sit new more challenging English and maths GCSEs will receive a mixture of number and letter grades, and by the summer of 2018 a mix of numbers and letters will be awarded in an additional 20 subjects. The letter system will be entirely phased out by 2019. “We don’t want there to be any surprises in summer 2017. It’s really important that we spread the word that GCSE grades are changing from letters to numbers,” said Chief Regulator Sally Collier.

New way of grading GCSEs causes confusion

New head of Ofsted Amanda Spielman has come under criticism from the Government for labelling its grammar schools policy a “distraction” and a “complication”. Spielman, who took over from Sir Michael Wilshaw at the beginning of the year, told The Guardian: “I don’t see it as something that has much to do with making the most of every school, of Ofsted making the most of its work and contributing to system improvement.” “It’s certainly a complication. I hear stuff anecdotally about how they are

going to react, I don’t know what will happen in practice. I hear that some are poised and ready to go, and others who say they won’t actually will, and others will keep themselves distant.” Spielman continued: “It’s not something I want to get involved with. I’m not sure, from what I hear it’s likely to be a relatively small programme, so my preference is just to proceed with our work.”



Two more academies issued warnings due to underperformance

Unions warn of bleak funding losses facing each school in England

Wrenn School in Northamptonshire and New Line Learning Academy in Kent have received warning notices due to underperformance by their regional schools commissioners (RSCs). The Wrenn School in Northamptonshire has been warned that it could have its funding agreement terminated, and New Line Learning Academy in Kent has received a warning notice. The North West London and South Central England regional school commissioner, Martin Post told the Education Fellowship Trust that its school had serious weaknesses, after finding the school inadequate at its October inspection. The notice for the New Line Learning Academy instructs the academy to provide evidence that it is improving and must show progress before 13 February otherwise the education secretary will have the power to appoint new governors to the school.

Schools in England are set to lose hundreds of pounds per pupil, six education unions have said. Between 2015-16 and 2019-20, schools face an average loss for each primary pupil of £339, and £477 for every secondary pupil, the updated analysis from the NUT, ATL, NAHT, GMB, Unison and Unite unions shows. These figures take into account the national funding formula but are worse than previously predicted by the unions; whereas before they predicted that 92 per cent of schools would be hit by cuts, they now put the figure at 98 per cent. Kevin Courtney, general secretary of the National Union of Teachers, said: “Every single MP in England has reason to be worried about our latest analysis which shows how every constituency will be adversely affected by the Government’s recently‑announced funding proposals.



Education Briefer



“To avert this national scandal, Government must reassess its plans and make substantial new funding an urgent priority so that all schools have sufficient money to run an effective education system.” Russell Hobby, general secretary of the heads’ union the NAHT, said: “School budgets are being pushed beyond breaking point. The government’s £3 billion real-terms cut to education funding must be reversed or we will see education and care suffer. “Already heads are being forced to cut staff, cut the curriculum and cut specialist support. “A new funding formula is the right thing to do, but it cannot be truly fair unless there is enough money to go round in the first place.” READ MORE:




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

TECHNOLOGY EDUCATION - 2025 A recent survey by a leading video conferencing brand predicted that teachers would no longer perform the leading role in delivering education by 2025. Instead, online learning would lead education in less than 10 years time. Perhaps surveys like this should be taken with a pinch of salt - ‘they would say that wouldn’t they’. However, technology in the education industry is certainly on the rise and according to Ofcom two thirds of UK adults now own smart phones with the vast majority of these in the 16-24 year bracket. It is therefore no surprise that the survey predicts that the learning environment will break free from the classroom within the next 10 years. The use of remote learning technologies in teaching is expected to rise significantly: 53% of education professionals believe real-time video collaboration and mobile devices will be the primary way students engage with content by 2025. 58% of EMEA respondents expect to see greater collaboration between schools and corporations by 2025, and the majority of respondents believe there will be a more defined career pathway through the schooling process. Furthermore, the majority of EMEA respondents predict that the role a teacher plays in education will become less important in coming years, with the

role of thought leaders and educational outreach programmes becoming increasingly important to education. Onwards to a brave new world but cynics might say put the pedagogy first, give the teachers time, and the learning should follow. As with everything in education, ICT alone is no panacea.

UNICOL MOUNTING SOLUTIONS So how does this impact on a company designing and manufacturing AV mounting systems, which already boasts a portfolio of over 65,000 products? Well, the widespread decentralisation of UK government policy towards ICT procurement for schools has given more freedom of choice. The increase in ICT expenditure in recent years has led to an increase in the spend on specific audio visual equipment and a new wave of thinking on the learning process. As a consequence, this has opened the door for new designs by UNICOL for the classroom of the future, including collaborative furniture, lecterns and teaching aid trolleys all of which can be customised and branded in the colour of choice.

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

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

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

Call our experienced team now for advice: 01865 767676



SEND system reform funding announced

A package to support embedding the reforms made to the system of support for children with special educational needs has been announced by Minister for Vulnerable Children and Families, Edward Timpson. Timpson met with members of the National Network of Parent Carer Forums (NNPCF) at the Department for Education on 9 January, where he confirmed funding from April 2017 of nearly £60 million. The funding will help embed the reforms made to the system of support for SEND

and continue the support for the groups who have been instrumental in bringing about the progress seen to date. The funding announced includes £15 million for the Independent Supporters programme in 2017 to 2018, run by the Council for Disabled Children. This has been a real driver of change for families navigating the SEND system and improving the experience for them. There is £2.3 million for Parent Carer Forums in 2017 to 2018, who bring parents together and provide a voice to influence

Barnardo’s survey shows teenagers want compulsory sex education

local decision-making. £1.8 million will go towards Contact a Family, to support individual Parent Carer Forums and their National Network, and to run a national helpline for families. The package also includes funding for councils worth £40 million, which the minister announced shortly before Christmas. This is an increase of £4.2 million from last year (2016 to 2017). READ MORE:

Education Briefer


A survey by a national children’s charity Barnardo’s has shown that almost three quarters of teenagers want all schools to have lessons on sex and relationships (SRE). The charity consulted 1,167 youngsters aged between 11 and 15, with 73 per cent of those polled believing children would be safer if classes on the subject was provided. The charity’s chief executive, Javed Khan said: “Compulsory sex and relationships education for all children must be introduced as soon as possible – it will help prevent children being groomed and sexually exploited.” Worryingly, the survey showed that six per cent of young people in London thought it was fine to share personal information about themselves online with strangers, compared to those in other parts of England. Seven per cent said they would meet a stranger face to face after meeting them online, compared to three per cent across England. Barnardo’s ambassador and former Girls Aloud singer, Nicola Roberts said: “With sexting becoming such a huge problem, it’s essential that children know how to protect themselves online. “It’s down to the government to stop letting them fend for themselves online and protect children by providing compulsory sex and relationships education.” READ MORE:


Southwark Free School set to close The Guardian has reported that Southwark Free School will become the sixth free school to close since the initiative was launched in 2010. After receiving support from Michael Gove and Boris Johnson against local opposition, the school attracted only 60 pupils since it opened in 2012. Parents of pupils have been told the school is expected to close by mid February. Victoria Mills, Southwark council’s cabinet member for children and schools, told The Guardian: “The government must learn lessons from this free school failure.

New schools need community support and to be located where there is a demand for places, and should be run by outstanding and established educational providers. “With no option to open our own schools, the council will continue to be pragmatic in our approach to free schools. We will work with providers who share our commitment to get the very best for Southwark children and want to deliver schools where there is demand for places.” READ MORE:



Sharing lessons learned from running Multi-Academy Trusts Risk management, regional hubs and reshaping structures in growing or multiple MATs

Speakers include: Anne Davey, Diocesan Director of Education, Oxford and Chief Executive of the Oxford Diocesan Schools Trust Mike Eastwood, Liverpool Diocesan Secretary Howard Dellar, Partner at LBMW Ann Holt, Chichester Diocesan Director of Education Lesley Gannon, CEO of the Diocese of Chichester Academy Trust

6th February 2017 Central Hall, Westminster 7th February 2017 Gilbert Scott Suite, Liverpool Cathedral 9.30am — 4pm To book places please contact: Sarah Neden, Lee Bolton Monier-Williams, 1 The Sanctuary, Westminster, London SW1P 3JT Tel: +44 (0)20 7222 5381 or book online,



Sharp drop in teacher training applications for shortage subjects

Education Authority considers ending free school transport

There has been a sharp drop in teacher training applications for shortage subjects, according to new data released by UCAS. The data shows a 23 per cent drop in applications from potential physics teachers in 2016 compared to the year before, as well as a 30 per cent drop in would-be design and technology teachers. The figures also show a notable drop in the numbers of undergraduates expressing an interest in teacher training since the introduction of the higher £9,000 fees, with applications dropping by 12 per cent. Overall applications were down by 4.1 per cent, however, maths, another

shortage subject, has seen a small increase of 0.5 per cent over the past year. READ MORE:

The Education Authority (EA) in Northern Ireland is consulting on plans to charge for school transport to save money. Primary school pupils get free transport if they live more than two miles from their school and post-primary pupils do if they live three miles away. But in an effort to make savings the EA is considering scrapping the current system. The body needs to make savings of about £45m in 2016/17 and a further £50m in 2017/18 and £37m in 2018/19. The EA’s chief executive Gavin Boyd said he would launch a consultation on the plans before any changes are introduced and that the agency “could not continue to do all of the same things in all of the same ways as we have done in the past.”

Education Briefer




Pressure to introduce compulsory sex education in Scottish Catholic Schools


The Scottish government is under pressure to make sex education compulsory in Catholic schools. This comes amid concerns about the impact online pornography is having on children in Scotland. According to the Scotsman, campaigners and politicians are warning that children educated in faith schools are being left behind when it comes to combating threats posed by those abusing internet technology. Ministers have been told that faith schools, which

The Education Secretary Justine Greening has announced a £50 million grant scheme to provide thousands of new childcare places. The government has confirmed a list of successful projects benefitting from grants which will help to deliver its 30 hours free childcare offer. The confirmed projects will create almost 9,000 free places for eligible 3 and 4 year‑olds, saving parents around £5,000 per year when it is rolled out from next September. Almost 200 nurseries and pre-schools will receive a share of this funding to invest in new buildings, convert old ones and upgrade facilities.

teach one in five pupils in Scotland, should no longer be allowed to follow their own guidance on sex and relationship education. This follows moves by the UK government to consider making sex education compulsory in all schools south of the border. Academies and free schools are currently exempt from the requirement to teach sex education. READ MORE:


New computer hardware deal could help schools save thousands A new deal developed by the DfE and Crown Commercial Services (CCS) could help schools save thousands on new tablets, laptops or desktop devices. To qualify, schools need to submit their requirements for new devices and send it to CCS at technologyaggregation@ by 10 February 2017. A webinar explains the process in more detail. CCS will then work with suppliers to get the best price and notify schools after the contract is awarded on 28 March 2017. Schools can then place their orders and arrange payment at the agreed price. This is the first in an ongoing programme of CCS deals. Future procurements are scheduled for late April to early May (to allow for summer delivery of devices),

Autumn 2017 and Spring 2018. More procurement dates will be announced later.


£50m childcare grant scheme announced



Secondary schools to receive mental health training Prime minister Theresa May has announced that every secondary school in England will get training on how to identify and help children who are suffering mental health issues. In a speech at the Charity Commission, Theresa May said a new approach to tackling mental health problems would start with ensuring that children and young people “get the help and support they need and deserve.” The training will be delivered by Mental Health First Aid UK to staff in a third of secondary schools this year, with the remaining two-thirds of secondary schools offered it in the following two years. READ MORE:



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Samantha Mann, of the Chartered Institute of Payroll Professionals, shares her advice on preparing for the end of the financial year and what to expect in the next one One of the challenges for anyone working within payroll and who is facing a rapidly approaching year end is the need to be fully up to date, not just with any pay information or details that you may have only just been sent that should have been accounted for back in the Summer, but also being fully prepared for what comes after the end of the year – namely a new year. The one constant for payroll professionals is the certain knowledge that there will be change in the new year, from slight tweaks within the software functionality to major new policy initiatives from government. In this article I aim to cover examples of both, plus a change for 2017-18 that comes between those two extremes. SRIT – RATES ANNOUNCED WITHIN THE SCOTTISH BUDGET 2017-18 will see, for the first time, a variance in the income tax thresholds and rates to be used between Scottish rate tax payers and those in the Rest of the UK (rUK). This was announced in the Scottish Draft Budget on 15 December but is still subject to approval by the Scottish Parliament. This serves as a timely reminder to ensure that the main residence address of each employee is up to date. Informing HMRC of any change to an address remains the responsibility of the individual and the most efficient method to use would be the Personal Tax Account (PTA). If an employer submits an FPS showing a new address three times, HMRC will update their records for the individual and update the PTA. Correct addresses should ensure that HMRC is able to identify all Scottish Rate tax payers and issue the correct tax codes. THE APPRENTICESHIP LEVY IMPACT From 6 April 2017 where an employer’s paybill exceeds £3 million, they will begin to make payment for the Apprenticeship Levy by paying 0.5 per cent of their paybill amount over to HMRC each tax month along with remittances for PAYE Income Tax and

National Insurance Contributions (NICs). Where an employer had a paybill of less than £2.8 million in 2016/17 and they predict that their paybill will not exceed £3 million during the 2016/17 tax year they will not need to engage with the Apprenticeship Levy.

Scottish income tax rates and bands Scottish basic rate 20 per cent: over £11,500 - £43,430 Scottish higher rate 40 per cent: over £43,430 - £150,000 Scottish additional rate 45 per cent: over £150,000 and above Rest of UK income tax rates and bands Basic rate 20 per cent: over £11,500 ‑ £45,000 Higher rate 40 per cent: over £45,000 - £150,000 Additional rate 45 per cent: over £150,000 and above a foundation school or an academy), the LEA may run the school’s payroll within its own PAYE scheme instead of the school setting up its own. As a result, the Real Time Information (RTI) submissions contain information for more than one employer’s workers. From April 2017, employers are required to calculate the apprenticeship levy due for each tax month, pay this amount to HMRC with other remittances, and include details in their Employer Payment Summary submissions. Only employers who have no levy to pay are excluded from this duty, which will only happen if the levy allowance for the tax month exceeds 0.5 per cent of the total value of the paybill that month. One levy allowance can be claimed for each PAYE scheme so a pooled payroll can only process one amount of levy allowance for the combined pay bills (this assumes there are no added complications due to connected companies and charities, and employers with multiple PAYE schemes.) Where a pooled payroll is small enough that 0.5 per cent of the sum of the paybills is less than the full monthly levy allowance (£1,250), no levy payment will be triggered. However, there could be other implications where together the £3 million limit is breached. This could be because the pooled paybill may be large enough to trigger a levy payment while the individual pay bills are small enough not to. It could also be because the levy payment for the largest employer in a pooled payroll could be increased by the inclusion of other employers’ paybills in the total paybill. Another reason this could occur is where more than one employer in a pooled payroll has a large enough pay bill to be liable to make a levy payment, it would not be possible to report the separate liabilities to HMRC. In addition, the levy-payers would E

Th one cone s for pay tant r oll profess i o n certain als is the that theknowledge r change e will be in new ye the ar

PAYBILL The paybill is made up of the total amount of employee earnings (such as wages/ salary, bonus and commission) that are subject to Class 1 National Insurance contributions including all employee earnings below the Lower Earnings Limit and the Secondary Threshold Employees. Whilst employers pay at a rate zero per cent for employees under the age of 21 and apprentices under the age of 25, their pay will still need to be included within the paybill total. An annual levy allowance of £15,000 will be available to offset against the Apprenticeship Levy. The allowance will be applied cumulatively across the tax year and increase by £1,250 per tax month.

POOLED PAYROLLS Pooled payrolls might not be very widespread these days but they are still frequently used in some sectors. Local authorities serving schools are believed to be most likely to have legacy pooled payrolls still in operation. They occur where more than one employer uses the same PAYE reference number to report PAYE information to HMRC. As an example, where a local education authority (LEA) continues to provide payroll services to a school that has transferred out of maintained status (it is now voluntary-aided,


Written by Samantha Mann, senior policy and research officer, CIPP

The end of one year – and the start of another

2017-18 income tax rates for Scotland





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PAYROLL  not be set up with separate digital accounts for apprenticeship funding, because these are also linked to PAYE references. Where none of the employers in a pooled payroll expect to make apprenticeship levy payments in their own right, then they do not need to make any changes to the pooled payroll, even if the sum of their pay bills exceeds the trigger level (so long as their payroll software allows this). Where a pooled payroll contains only one employer who is liable to make apprenticeship levy payments, the calculation must ensure that only that employer’s pay bill is taken into account, ignoring the smaller employers’ paybills. Employers in this scenario should contact their payroll software provider to find out whether the software will be able to handle this situation correctly from April 2017. If the payroll software cannot exclude the other employers’ pay bills, then the largest employer would have to split from the pooled payroll and set up its own PAYE scheme. This may have implications for the continued feasibility of the pooled payroll itself. Where more than one employer in a pooled payroll is liable to make apprenticeship levy payments, then the pooled payroll must be split so that each levy-payer has a unique PAYE reference. One employer can remain in the original PAYE scheme (with any employers that are too small to have a levy liability of their own, so long as the payroll software can



All employers in pooled payrolls, including those where the total pay bill is currently below the levy trigger point, must monitor the level of their pay bills carefully throughout the tax year handle this correctly). The other employers must set up individual PAYE schemes. All employers in pooled payrolls, including those where the total pay bill is currently below the levy trigger point, must monitor the level of their pay bills carefully throughout the tax year in case of increases that mean a levy payment is triggered, even if only for one tax month. RTI AND THE TAX YEAR END PROCESS In the build up to the go live of RTI it was widely prompted that the tax year end as we know it would end. And indeed the Employer Annual Return (P35) and the associated (duplicate copy) P14 also came to an end for the employer. However, the 5th April does still arrive and brings with it associated deadlines for the final submissions of FPS, EPS and an ultimate deadline beyond which any changes must be notified to HMRC by way of and EYU (Early Year Update) i.e. 19 April. It therefore remains as important as it ever was to ensure

that all pay information has been processed throughout the year and reconciles to all payments made to HMRC – and employees. Employees must also be provided with their P60 by no later than the 31 May. STAYING UP TO DATE There is always so much more that we could mention but word count limits this and so as one of your end of year/new year resolutions. Make it your resolution to stay fully up date as the year progresses and in addition to keeping up to date via professional subscriptions, keep an eye out for HMRC updates. This can be via: Employer Bulletin; Agent Update or HMRC Webinars and Webcasts. In addition, all payroll, finance and HR professionals have access to CIPP daily news and CIPP members can attend the national Forums which aim to add a little more meat to the bones of our news articles. L FURTHER INFORMATION

HCSS Education: preparing your budget for the challenges ahead In December, the National Audit Office (NAO) warned schools that they would have to make £3 billion of savings before 2020, equivalent to an eight per cent funding decrease in real terms. Government funding constraints and ever rising staff costs mean that school and academy finance directors face a significant challenge in ensuring a balanced budget. The next round of budgetary planning, for 2017-2018, offers an opportunity to build a robust plan and to identify areas where savings can be made, by taking the following into consideration. Prioritise staffing costs: staffing costs can account for between 75-85 per cent of expenditure for a school. To identify possible savings, it is important to use the most up-to-date information available on areas such as pay scales, tax, national insurance and pension rates. HCSS Budgeting is a powerful software tool that automatically updates with the latest financial information from the

Department for Education (DfE), HMRC and the Education Funding Agency (EFA), helping you to calculate staff costs to the penny. Forecast for the future: in order to plan ahead, it is good practice to regularly monitor and review the budget and to forecast effectively. HCSS Budgeting builds five-year projections into your budget plans, helping you to identify and prevent possible future deficits. You can also model different budget scenarios, helping to steer and shape your financial strategy for the years ahead. Work as a team: budgets must support the objectives and vision of the school; finance directors need to work closely with senior leadership teams to enable this. Two-way communication ensures that not

only is the budget aligned with the school’s priorities for that academic year, but that school leaders have the necessary financial information to make informed decisions. Use specialist technology: to monitor school budgets and costs accurately throughout the year, finance directors should use financial management software that is tailored to the education sector. The new HCSS Accounting software is the UK’s first online school financial accounting package and has extensive functionality from day-to-day accounting to complex reporting, and can be customised for an individual school, academy, multi‑academy trust or local authority. For schools looking to future-proof their finances and to be proactive in facing the challenges ahead, it is recommended they invest in software tools which support first-class financial planning and control. FURTHER INFORMATION



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With ‘social mobility’ remaining prominent within educational conversation, Alice Barling Gasson of Teach First explores the difficulties and benefits of placing teachers in deprived areas Teach First isn’t for everyone. We recruit and develop teachers to work in the most challenging schools, which means we work hard to find the right people. But it’s a challenge that’s worth it, because we believe putting great teachers where the need is greatest is vital to tackling educational inequality. Last month’s Social Mobility Commission State of the Nation report was a stark reminder of the challenges we face to ensure every child gets a fair start in life. The report finds Britain’s deep social mobility

problem is not going away. From the school classroom, through to higher education and the workplace, there is ‘an entrenched and unbroken correlation’ between social class and success. Children from low income backgrounds are half as likely to get five good GCSEs. Only one in eight is likely to become a high income earner later in life. The problem is not just social division, but a widening geographical divide. We see many towns and counties across the country are being left behind economically and ‘hollowed out’.

ls If schooe new tur can nur hrough the t recruits, most critical earliestof their career stages ate a strong we cre eneration new g ssroom of cla ers lead


Written by Alice Barling Gasson, senior officer, School Relations, Teach First

Teaching and social mobility

LEADERSHIP AND TEACHING This problem will only be solved by all of society acting together, but schools can play a vital role in ensuring a child’s success is not limited by their socio‑economic background. Educators will know first‑hand that a child’s success often starts with the dedication and leadership of a great teacher. Here’s where Teach First can play an important supportive role. Each year we train and support new teachers to work in primary and secondary schools serving low-income communities across the UK. After an initial five weeks intensive training at our ‘summer institute’, we place our participants in partner schools where they spend two years achieving a Post Graduate Diploma in Education and developing leadership skills. To make sure we go where the need is greatest, we only partner with schools in areas that serve low income communities and where there is a significant attainment gap between these children and their wealthier peers. Roughly a third of schools in England meet our criteria for becoming a partner school. Since 2003, we have been privileged to work in partnership with hundreds of schools in England and Wales. From an initial cohort of just 186 participants in London, E




GREAT SERVICE, UNIQUE SOLUTIONS Academy Recruitment Ltd is a specialist educational recruitment agency that prides itself on great service and its range of recruitment solutions that are unique to the industry. A TAILORED APPROACH TO RECRUITMENT We understand that every candidate and every school is different. That is why we offer a bespoke recruitment service, tailored to candidates needs and schools budgetary requirements. We learn about you, understand your needs and only give you the opportunities that match. HELPING CANDIDATES FIND THEIR NEXT OPPORTUNITY Whether you’re a UK qualified teacher or an overseas-trained teacher looking to work in the UK, we can help you find your next challenge. With hundreds of live jobs available at any given moment, you’re sure to find a job that matches your needs. And by registering with us and creating a profile, you can even let schools in your area find you. HELPING SCHOOLS FIND THE RIGHT STAFF We want to stop schools from worrying about staff recruitment. That’s why our service is different from other agencies. We work with you to meet your yearly budget targets. We can provide emergency support on the day that you need it. We let schools search our database of live candidates to find suitable staff. We even let schools advertise jobs on our website and send the shortlisted applicants directly to them. We’ll do everything we can to help.

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Case study: Isle of Wight project



Teach First was founded in London, but we’re increasingly looking towards rural and coastal areas that may feel ‘left behind’.

Last month’s Social Mobility Commission State of the Nation report was a stark reminder of the challenges we face to ensure every child gets a fair start in life  this summer we passed a milestone of recruiting our 10,000th participant. They have collectively reached over a million pupils in low-income communities. We’re certainly not a mass route into teaching, but while we account for just six per cent of all new teachers each year, we now supply over 25 per cent for schools serving low income communities. And we aim to recruit the best graduates and career-changers, with a 2:1 undergraduate degree a minimum. But they also need to be the right type – they need to demonstrate leadership potential and be committed to our mission. At a time of continued recruitment challenge, we know that schools in low income communities that are most in danger of losing out on talented individuals who could make a real difference. While we are best known as a graduate scheme – rated 3rd best in the country by The Times – we increasingly recruit those with experience in other careers. Career changers made up 26 per cent of our last cohort – a figure that has been rising year on year. While career changers bring valuable skills and experience to the classroom, background is no barrier. Our rigorous, multi‑stage application process tests for skills and particular competencies. We recruit name‑blind and are proud that our cohort is more diverse than the teaching profession as a whole, with a large number having been on free school meals themselves or the first‑generation of their family to attend university.

ENCOURAGING PARTNERSHIP But we are not simply a recruitment agency. Ultimately the reason we refer to ‘partner schools’ is because it is just that – a partnership. We work together with schools to ensure our participants receive effective training and are surrounded by a strong support structure. These are some of the vital elements that help new entrants become an effective teacher and school leader. Indeed, our training was graded ‘Outstanding’ in 41 out of 48 categories assessed in our last Ofsted inspection. And our new programme from 2017 has built on years of experience and feedback to create an enhanced and simplified support structure. The best start and support for teachers aids retention also. The majority of our participants stay in teaching after their two years on the programme, with many more return to teaching after gaining experience elsewhere. Some 70 per cent of ambassadors (those who have completed the programme) who are in teaching today are still teaching in schools that meet our eligibility criteria – evidence of their ongoing commitment to ending the education inequality experienced by poorer pupils. It’s a sign of the effective leadership training that independent research by the Institute for Fiscal Studies shows that teachers who train on our programme are seven times more likely to attain leadership positions in schools. If Teach First and schools can nurture new recruits through the earliest, most critical stages of their career we create a strong new

One example of our work on the Isle of Wight. In terms of educational disadvantage, the Isle of Wight is one of the areas of greatest need for Teach First, with five out of eight secondary schools and 25 primary schools eligible for our support. The schools on the island were reporting huge challenges in recruiting teachers, at all levels of experience. We began partnership with schools on the island in September 2015, when we placed four participants across three eligible secondary schools. In September 2016, 14 participants started teaching in two primary schools and four secondary schools. We believe that collaboration is essential to ensure sustainable improvement. We want our participants to lead change in their classrooms but we also encourage them to help progress, and be part of, wider island change. We’ve been at the heart of a recent launch with a range of stakeholders on the island including local councillors, MPs and local businesses to raise aspiration and attainment of pupils and make the island an attractive place to teach. generation of classroom leaders. But it’s not just developing great teachers and leaders – our offer extends to other programmes that we know are priorities for schools, including our highly successful Futures programme which helps students from disadvantaged backgrounds get into top universities. From our 2013-15 Futures cohort of 376 pupils, 82 per cent progressed to university, with 40 per cent attending Russell Group institutions. As well as our own programmes, we work in partnership with other charities and social enterprises, such as Place2Be and Jamie’s Farm, to ensure we are all able to reach the particular schools and pupils who will most benefit from our respective areas of work. Ultimately no one organisation, charity or school can end educational disadvantage alone - by working together to develop enhanced partnerships, we all stand a much better chance of ensuring no child is left behind. Teach First’s offer to schools is routed in partnerships and building links to make a difference. We’d be delighted to hear from you if you think we can work together. L FURTHER INFORMATION



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When it comes to roofing, maintenance is always better than refurbishment, explain the National Federation of Roofing Contractors Keeping schools fit-for-purpose and safe for staff and pupils is a key priority for all head teachers. From staying on top of general maintenance, to knocking down unsafe or dilapidated parts of the building, or adding new classrooms, it’s a delicate balancing act around funding, health and safety, and even school closure. One area of maintenance that schools can’t afford to overlook is the roof. One of the most dominant features of the building, it represents a sizeable investment too. Whilst correctly installed roofs will often last decades – and in the case of natural slate, a lifetime – it is often assumed that they require zero maintenance or attention. However, they are constantly in the frontline of weather abuse,

roof be inspected, what should be looked for, and when to call the specialists in? GENERAL MAINTENANCE Regular inspection of the roof can go a long way to spotting problems early and taking action. However it must be stressed that inspecting roofs must be carried safely and carried out by a roofing professional tarined at working at height rather than a schools general maintenance operative. When Autumn comes, it’s important to clear the roof and gutters of leaves and other debris, and to inspect it after any storms with heavy winds. Roof tiles or slates that have broken, slipped out of place, or even blown off are a common occurrence. If they are not replaced, rainwater can saturate supporting timbers and get into the inner roof structure causing damage. Gutters, gullies and downspouts should all be cleaned in late Autumn after the trees have shed their leaves. It’s also important to check for breaks or gaps in the joints (obvious drips, green staining on the walls or path), and make certain that the brackets holding the gutters against the building are securely attached. Other parts of the roof can cause leaks and damp, including the flashings and masonry. Wind and weather can get E

Roo constanfs are frontlin tly in the abuse, se of weather of its ago regardless e, maintenongoing and rep ance a are vita irs l

so regardless of its age, ongoing maintenance and repairs are vital to avoid facing large bills for replacement – not to mention possible damage to the interior as a result of leaks. Installing a new roof is a luxury that most schools can only dream of. Many post‑war built schools generally have a number of flat roof areas, as opposed to traditional pitched roofs, and these can be prone to problems if not maintained correctly. Short term solutions can be fine but they don’t always fix the job properly in the long‑term. Spotting roofing problems early can save a fortune, but how often should the

Written by the National Federation of Roofing Contractors

Maintaining the roof over your head

Design & Build


Green Roof – Greenwich University (Blackdown Horticultural Consultants with Blackdown Greenroof)




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Design & Build


RBM – Greenway Academy (Richard Soan Roofing Services)

Spotting roofing problems early can save a fortune, but how often should the roof be inspected, what should be looked for, and when to call the specialists in?  underneath defective flashing and rip it loose allowing water ingress. Equally, If there are trees growing nearby, they may need to be trimmed back. Leaning branches can dislodge roofing materials when blown by the wind and falling branches can damage tiles, and falling leaves can clog gutter. FLAT ROOFING PROBLEMS A flat roof is generally defined as having a pitch not greater than 10° to the horizontal. A truly flat roof would not allow rainwater to drain away, so most flat roofs have a fall on them to enable the rainwater to naturally flow to collection points. Over the years, the waterproof coverings may have been overlaid or replaced with another bituminous system, or with a polymeric or rubber single ply waterproofing or a GRP based liquid applied coating. Today, built-up RBM (Reinforced Bitumen Membranes) are the most common material for flat roofs. Thanks to RBM and other systems, leaky roofs that were once expensive and troublesome to maintain are now a thing of the past. Flat roofs are now low maintenance and can enjoy a trouble free life expectancy of up to 35-40 years. When problems do occur with flat roofs, it’s usually due to leakage caused by the failure of the waterproof covering. This may be due to several factors such as bad design, poor detailing, bad installation and inappropriate materials. Other causes can be an inability to withstand movement, thermal shock, impact or other damage, the deterioration of seams, trims or flashings, failure of previous repairs, lack of maintenance or simply the waterproofing material reaching the end of its service life. Damage can also occur as a result of actual foot traffic on the roof

caused by non-specialists gaining access. Ponding of rainwater can often occur on flat roofs. Although it is not necessarily a problem in itself, it may be an indication of the degradation of the supporting deck due to water ingress or condensation. It may also indicate the lack of fall to the roof, which may be addressed when refurbishing. Blistering may be present but, and although not problematic, it should be monitored periodically. REFURBISHMENT If re-roofing is required, then a suitable roof covering will need to be decided upon. If it’s just a portion of the roof that requires refurbishing, then it’s likely that the same covering would be chosen to match the original. Whilst there are a medley of options to consider, including slate, clay, concrete tiles and green roofing, a key factor governing this choice will be budget, of course. Refurbishment projects tend to make up 50 per cent of a local authority’s funding under the government’s Building Schools for the Future (BSF) programme – so it’s important that these significant sums of money are spent wisely and effectively. Thanks to the current British Standard Code of practice for slating and tiling, BS 5534, which revised in 2014 and further amended in 2015, new and refurbished pitched roofs have to be more secure in the face of increasingly extreme weather events. New minimum performance standards for underlay as stipulated by the Standard also mean that new roofs are more energy efficient too. ROOFING REFURBISHMENT Refurbishment of a roof is likely to be reportable to the Local Authority Building E

New design guide for solar panels A new guide and summary leaflet on solar design, published by the Campaign to Protect Rural England (CPRE) and BRE National Solar Centre, show how solar panels on buildings can look good whatever the structure or surrounding landscape. Among the various design principles, CPRE advocates the use of panels that match the size and shape of existing roof tiles. Other suggestions include installing panels symmetrically or ensuring that panels fully cover the roof. Aimed at property owners, designers and installers, the guide and leaflet also illustrate how the sun is already helping to power an incredible range of the nation’s buildings – from homes and listed churches to greenhouses and office blocks. New technologies are reducing the cost of solar panels, despite government cuts to solar subsidies. The publication of the guide has therefore come at a very useful time to showcase solar developments that protect the countryside. Chris Coonick, senior consultant at BRE National Solar Centre, says: “Over the last six years in the UK, solar PV systems have become a more common sight on homes and buildings. “With innovations in solar panel design and methods of integration there are more options available for improving the aesthetics of solar PV installations in the built environment. This guide highlights the fundamental considerations for good visual design.”



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ROOFING  Control (LABC) and approval under Building Regulations must be sought, unless the contractor is a member of CompetentRoofer. Current regulations stipulate that if more than 50 per cent of the existing waterproofing is being stripped, if it’s technically and economically feasible, the whole roof must be brought up to the standard of the current energy related regulations. This means that a roof will require substantially more insulation than is currently present. Part L of the Building Regulations may require additional thermal insulation to all re-roofing projects where the building underneath is heated. For example, a school’s flat roof installed in 1995 will possibly have about 40mm of rigid polyurethane insulation meeting the then current regulations. In 2012, however, that thickness increased to 140mm. Particular attention needs to be paid to any condensation issues that can occur on existing roofs of a cold design and accommodated when renovating.

great and helps soften the look of the school, it’s brimming with environmental, social and economic benefits too. In urban environments, green roofs help attract the birds and butterflies and provide cleaner air, offsetting our carbon footprint and helping combat global warming. They can also help reduce the need for air conditioning in the summer, and offer a degree of additional insulation in the winter. The lives of waterproofing membranes beneath green roofs are extended, plus sound insulation is improved. Also, water surface run-off can be reduced. In a school, a green roof can provide pupil interest and generate a feeling of well‑being amongst both staff and pupils. They can be installed as a complete system and can even be retrofitted to existing roofs. The revised Green Roofing Organisation (GRO) Code is designed to provide assistance for anyone who is involved in the design, specification, installation or maintenance of a green roof.

GOING GREEN Green or vegetated roofing has become increasingly popular over recent years. Whether it’s transforming a humble outdoor storage building or landscaping main parts of the roof, green roofing offers a planting system that not only looks

CALLING THE SPECIALISTS Other than simple maintenance issues such as clearing leaves and cleaning gullies, it’s important to call in the specialists from the outset. Trained and competent roofing contractors will not only be skilled in all aspects of roofing, they will be

Green roofing offers a planting system that not only looks great and helps soften the look of the school, it’s brimming with environmental, social and economic benefits too

Design & Build


conversant with the latest regulations and knowledgeable about other potential risks, such as from asbestos-containing materials. By appointing a contractor who is a member of the National Federation of Roofing Contractors (NFRC) government‑approved CompetentRoofer scheme, schools can enjoy significant cost savings. Through self-certification, these specialists can eliminate costly and time-consuming local authority building control procedures, whilst maintaining performance and legality. Many older schools are listed buildings and require special attention to detail and consideration. Contractors with specialist skills to carry out such repairs or refurbishment work may be found via the NFRC’s National Heritage Roofing Contractors’ Register which is recognised by all UK Heritage Agencies. Roofs help protects schools from all types of weather, but without maintenance, the roof will age until it is no longer able to do its job. If problems are encountered, it’s important to seek the help of a specialist roofing contractor immediately. After all, lining up buckets to catch the rain falling from leaks in the ceiling, or having to teach pupils in temporary classrooms are the last thing that any school wants. L FURTHER INFORMATION

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RBM – University of Manchester (Bauder with Briggs Amasco)



Apprenticeships Written by Darren Hankey, Principal of Hartlepool College


Making sure pupils know all their future options Darren Hankey, principal of Hartlepool College, explains the benefits of apprenticeship opportunities, how education facilities can support students who want to go down the apprenticeship route, and how the development of young people should form a key part of a company’s growth strategy There really never has been a better time to invest in apprenticeships. Hartlepool College was recently named the top further education college provider of apprenticeships in the North East and second in the country and we couldn’t be happier to continue advocating the benefits of taking on young people while they learn. Over our 50 years of providing apprenticeships, we have seen hundreds of companies flourish as they’ve solved problems, plugged skills gaps and enabled the next generation of skilled workers filter through on the path to leading their businesses. Bringing in young enthusiastic individuals to any business should be a key part of its growth strategy and, in my opinion, apprenticeships will always be one of the best way in which to do this.



But to do this we must also ensure that our young people know exactly the options they have to take when they reach the age of 16, whether that is continuing down the path of higher education, or finding a faster route into their chosen career, if possible through apprenticeship opportunities. AN EQUIVALENT STUDYING OPTION Although a valuable and credible way of beginning a young person’s career, apprenticeships still have a stigma attached to them. We speak to so many students that have been pushed unwillingly into the path to A levels and university when really to get ahead in their chosen career they could have completed an apprenticeship, whilst earning money and gaining a job at the end of it. Not to forget, no university

fees or debt. But that aside many employers continue the education of their apprentices through to higher and degree levels. With regret, some learning providers encourage their students to go down the university path. But we must always ask ourselves what is best for the student. Some would say that in mainstream schooling there is not enough information provided about apprenticeships and that is something colleges such as ourselves are trying to change, from attending exhibitions and careers fairs to taking part in talks not only with secondary school pupils but primary too. BENEFITS TO THE LOCAL ECONOMY Over the past year there have been key reforms to the apprenticeship levy that will

instilling within them the value of work. This also then positively affects their mental health, dramatically reduces the chances that they are involved with crime or become a burden on the welfare state. In particular sectors such as engineering, welding and construction we are very well versed in the looming skills gap, where companies are continuing to struggle in finding skilled labour to fill the gaps left by an aging workforce. The apprenticeship route directly helps solve this problem and allows that workforce to pass on its knowledge and expertise, meaning the apprentices are learning first hand on the job. We’ve worked with national and international companies such as Darchem Engineering, Babcock, ISG, Gestamp Talent and many more to streamline their apprenticeship training and ensure they are matched perfectly with students on our apprenticeship learning programmes. In addition to this we also work with firms of just one and two people where taking on a member of staff feels much scarier. That’s why we help them through the full recruitment and employment process of apprenticeships because it is something we are obviously well versed in and we want to take the hassle away from a one-person band who doesn’t want the process to take away any valuable earning time.

Some t say thaeam str in main g there n schooli enough is not ation inform about d provideticeships appren

come into practice in Spring 2017. This means that if as a business your PAYE bill is under £3m, which is an estimated 98 per cent of UK businesses, you are required to only pay a maximum of 10 per cent of the apprenticeship training and assessment costs with the government topping up the remaining 90 per cent. For smaller firms which employ less than 50 staff; there will be no upfront costs to taking on an apprentice. This means for most firms starting out that there are no or minimal upfront costs, meaning that the business is instantly adding to its workforce, increasing its capacity and planning for a sustainable future. While for smaller firms there are also various incentives to take on apprentices such as the current Apprenticeship Grant for Employers (AGE) that can see companies access a grant up to £1,500 per apprentice. Apprenticeships could also be part of any company’s corporate social responsibility policy. Their employment benefits the wider community, ensuring young people are going into skilled work, relieving an ageing workforce and putting more money into the local economy through their disposable income and also in their value to a local business. On top of this, apprenticeships contribute to the local area encouraging young people to become economically productive and

BENEFITS TO THE LEARNER However it isn’t all just benefits for the employer, the learner massively benefits. Firstly through the absolutely incomparable on-the‑job training they receive, can put them ahead of their university peers but also through their exposure to a real working environment. With an apprentice an employer can be confident that they know how to act responsibly in a work environment. On top of this the apprentice is earning while they learn leaving them motivated with a clear path of progression in the company that they’re working within and also potentially leaving them at the end of their apprenticeship with a university equivalent qualification along with invaluable work experience. The large majority of our apprentices stay on in full‑time work with the company in which they completed their apprenticeship and we have had so many success stories over the years. Our local firms now have directors and members of the senior management team who were once apprentices and who have spent years working their way through the company to reach their positions. L

Institute for Apprenticeships guidance published for consultation



Guidance from government to help ensure all apprenticeships are of the highest quality and deliver the skills that employers need have were set out by government on 4 January 2017, with further details of how the new Institute for Apprenticeships will operate. From April 2017, the Institute for Apprenticeships will help ensure employers get the quality skills that they need from the apprenticeships system by acting as the ultimate decision maker on approving apprenticeship standards and assessment plans. Further details of how the institute will operate have been set out in draft strategic guidance. Independent, and with employers at its heart, the Institute for Apprenticeships will be responsible for approving new apprenticeship standards and how apprentices will be assessed to ensure they respond to the needs of business and give learners the skills and experience they need to succeed. The strategic guidance, published for consultation, sets out in draft advice from the government to help it take forward the programme of reform to raise the quality of apprenticeships, giving employers more control over their content and assessment. Under the measures set out under the Technical and Further Education Bill, the Institute for Apprenticeships remit will also expand to encompass all technical education and will deliver reforms across both apprenticeships-based and college‑based routes, ensuring a more consistent approach to high‑quality technical and skills‑based education. This will build further on the government’s upcoming industrial strategy, revitalising the economy by delivering high skills, high wages, and an environment where businesses across the UK can thrive.




Fire Safety Written by the Fire Prevention Association – THE BUSINESS MAGAZINE FOR EDUCATION


Understanding fire safety duties The devastating effects of the recent fire at Selsey Academy have underlined the importance of the correct fire safety measures and procedures in any building used by the public The recent case of the fire at Selsey Academy School in August has placed fire safety in schools on the national agenda once more. The devastating effects of the fire have served to underline the importance of the correct fire safety measures and procedures in any building used by the public. The Fire Protection Association has been helping schools meet their fire safety responsibilities for some time. Below we have revisited some of the advice in our popular Fire Risk Management in Schools handbook and outlined some of the ways we can help schools stay safe from fire. YOUR RESPONSIBILITIES Health and safety legislation requires the ‘responsible person’ to ensure the safety of all occupants of public buildings and workplaces. Schools and educational premises differ


from other premises in that they are required to provide a safe learning environment for children and young people that are not accompanied by their parents or guardian. Therefore both fire and security are important considerations – not only must the children/ students remain safely on the premises, but outsiders or potential intruders must be kept off the premises. There can be conflict between the requirements for evacuation in the event of a fire and keeping occupants and premises secure. The physical and mental maturity

and mobility of the children will cover a wide spectrum and may also include individuals with a wide range of physical disabilities and/or special needs. Schools are often designed and built to minimise costs whilst providing an adequate level of fire safety for the occupants. This can result in minimal fire compartmentation within the building which, in effect, promotes the spread of smoke and fire should a fire start. There may be inherent fire risks, for example ignition sources in science laboratories and metal workshops; cooking facilities in domestic science areas and kitchens; and high fire loads in lockers, cloakrooms and resource areas and stores. Other possible causes could come from readily ignitable material on notice boards and displays in class rooms and assembly areas, and waste paper and material which has been segregated for recycling and is susceptible to deliberate ignition. Plastic or wooden chairs and tables – whether stacked at the back of the hall or dining room or set out for assembly or examinations – may also present large fire loads.

Health y et and saf ion legislat the s require e person’ sibl ‘respon re the safety to ensu occupants of all ublic of p s building

THE LEGISLATION In England and Wales, the relevant legislation is the Regulatory Reform (Fire Safety) Order

LEGISLATION 2005. In Scotland, the relevant legislation is two-fold, being Part 3 of the Fire (Scotland) Act 2005 and the Fire Safety (Scotland) Regulations 2006. While in Northern Ireland, the relevant legislation will be Part 3 of the Fire and Rescue Services (Northern Ireland) Order 2006 and the Fire Safety (Northern Ireland) Regulations 2006. In essence, each of the above pieces of legislation has the same intention of ensuring that all ‘relevant persons’ will be safe should a fire occur in ‘relevant premises’. The following important terms are generally defined in all parts of the UK as follows. ‘Relevant persons’ are any persons that are legally within ‘relevant premises’ or any persons that are or may be in the vicinity of ‘relevant premises’. ‘Relevant premises’ are essentially any premises other than a single domestic dwelling. DESIGN AND STRUCTURE OF BUILDINGS Fire safety legislation has a significant impact on the design and structure of buildings and on working practices. The Building Regulations – typically implemented through adherence to the guidance provided in Approved Document B to the Building Regulations in England and Wales – apply in new build, extensions to an existing building or a ‘material’ change of use. These control the design, layout, construction materials and separation of buildings so as to limit fire spread by creating fire-resisting compartments and ensuring that people within the building are made aware that there is a fire and are able to make their

Fire Safety


Schools are often designed and built to minimise costs whilst providing an adequate level of fire safety for the occupants. This can result in minimal fire compartmentation within the building which, in effect, promotes the spread of smoke and fire should a fire start way to a place of safety without becoming casualties of the fire. Similar regulations apply in Scotland and Northern Ireland. MANAGEMENT OF FIRE SAFETY The emphasis on fire safety is now very much on fire prevention and reducing the risk of fire. Responsibilities under the Order impact on everyone in the workplace, including the employer, the employees, contractors, visitors and volunteers. The Fire Safety Order differs from previous workplace-related regulations in that there is no longer any distinction made between people who are employees and, say, members of the public or voluntary workers at an entertainment venue. It includes people who have a disability and anyone who needs special assistance to enable them to make their escape in the event of fire. Risk assessment is now the norm for dealing with the prevention of all types of accidents. This highlights a move away from the use of clear prescriptive rules, to an approach where aspects of health and

safety, in particular, are performance based. Responsibility is transferred from officials to a particular individual within each company – the ‘responsible person’ in England and Wales, ‘the employer’ in Scotland and ‘a person who has control to any extent of relevant premises’ in Northern Ireland – in a regime based on self-certification. The overall requirement is that the risk to people from fire in buildings should be as low as reasonably practicable. Health and safety law dictates that each building has a responsible person. This could be the head teacher/dean or it could be an appointed health and safety or facilities manager. Whoever it is, your school/college/university will need to ensure that fire safety responsibilities are met. HOW THE FPA CAN HELP The Fire Protection Association (FPA) is the UK’s national fire safety organisation and has been helping educational organisations manage their fire safety responsibilities for over 60 years. Facilities managers, health and safety managers and other responsible people benefit from having robust written resources at their command. The FPA offer a collection of resources which offer education professionals practical advice on fire safety, including a fire safety in schools DVD and a fire safety in schools Training Information Pack (TIP). The above resources are available at thefpa., however most are available free of charge to FPA members at SME level or above. TRAINING It is a legal requirement to ensure that the responsible person is competent for his role and that all staff are informed of plans in the event of fire. If your staff require fire safety training, there is no more experienced organisation to provide them with the skills they need. Courses include: Certificate in Applied Fire Risk Assessment; Fire Safety for Fire Wardens; Management and Maintenance of Fire Systems What’s more, the FPA can offer a number of consultancy options to help organisations meet their legislative requirements. Options include fire safety strategy advice, including evacuation plans, risk assessments, supplier management; and fire risk assessments. L FURTHER INFORMATION



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Meet with the education community How will your school become an even more inspirational place to teach and learn? The Education Show will help you discover the answer, with the help of industry experts and solution providers Celebrating creativity in education, the Education Show 2017 will be returning to the NEC, Birmingham from 16 to 18 March 2017. Now in its 27th year, it showcases a range of exhibitors and content to inspire and inform visitors from across the UK education sector. The show welcomes a number of education professionals, speaking across four different theatres, on a variety of interesting and exciting topics. This year’s list of high-profile speakers includes the esteemed ballerina, Darcey Bussell, who will be exhibiting with her dance company DDMIX, to promote diversity for body and mind, on stand M15.

in schools. The Summit aims to provide an environment where like-minded educators can learn, network and share ideas through a combination of case studies, panel debates and networking opportunities. It covers a wide range of topics, which are obstacles facing school leaders today. Subjects include using pupil premium effectively to raise student attainment, teacher recruitment, and many more. This exclusive opportunity will enable you to be at the forefront of educational changes and take home vital tools to help you further improve your school.

THE SCHOOL LEADERS SUMMIT The School Leaders Summit is an exclusive conference dedicated for individuals with a leadership role in a school, looking for innovative new ways to enhance education

MATHS AND SCIENCE THEATRE The Maths and Science theatre will immerse educators in

teaching techniques and effective learning strategies through seminars, workshops and demonstrations to enhance your maths and science lessons. This series of free CPD accredited workshops and presentations offers visitors professional development and practical advice. Central Feature is the heart of the show focusing on teaching innovatively to improve literacy skills across all subjects, addressing the changes to assessment facing both primary and secondary. The show welcomes a number of education professionals, speaking across four different theatres, on a variety of interesting and exciting topics. There is also an Early Years and SEN theatre, which is a dedicated space focusing on the key challenges and opportunities confronting the SEN and Early Years professionals. The sessions will provide practical advice on meeting the needs of early years and SEN students.

The Education Show


LEARNING RESOURCES AND GUIDANCE Teaching professionals will, as always throughout the three-day event, have the opportunity to interact with hundreds of products and resources. With over 300 exhibitors showcasing the latest innovative ideas, resources and insights that are crucial to encouraging pedagogy and enriching the teaching and learning experience within schools, there is sure to be a new tool or piece of information to be had by everyone. To whet your appetite, here are a few exhibitors we recommend you take a look at. Hobgoblin Theatre Company (stand M48) is one of the leading theatre in education companies in the UK, delivering inspirational and educational shows and workshops to children across the country. The team brings everything they need with them to the schools, ensuring that children get a unique theatrical experience without having to leave the school hall. Now in its 10th year, Hobgoblin Theatre Company offers over 20 shows all year round on a variety of subjects, from history to science, and numeracy to traditional tales and literacy. It brings the curriculum alive in a way that will stay with our children for years to come. Helix Trading / Maped UK (stand H19) is a global stationery brand that is synonymous with quality stationery products. Since launching in 1887, iconic Helix and Oxford products have helped many generations throughout their school life. Now part of the Maped group, the Helix and Oxford ranges are complemented by the Maped brands which offer design led and innovative products. Maped is a family‑owned company and has E

With 0 over 30 rs exhibitog the sin showca novative latest inere is sure h ideas, t a new tool to be had by to be one every



The Education Show


Making sense of the world Today’s children have a bewildering array of media to navigate. Unfortunately much of it is informed by rumour and bias. In what is being referred to as a ‘post-truth’ era, evidence and reason is often overshadowed by catchy sound bites, half-truths and impassioned claims. It’s critical that children are provided with resources that will give them the facts. The Week Junior’s clear, concise and accurate reporting of the big stories provides the context that children need to make sense of an increasingly complex world. In turn, this empowers young people to explore, form and share their own ideas and opinions about what’s going on.

The award winning magazine is aimed at 8-14 year olds and explains news and current affairs in a way that makes sense to young people. It feeds children’s natural appetite for information and, in turn, provides schools with a trusted resource to enhance learning and support citizenship studies. A weekly, engaging, reliable source of news and information has never been more needed. Find out more online or visit Dennis Publishing at The Education Show to pick up your free copy. FURTHER INFORMATION schools

Online safeguarding solutions for schools Smoothwall is the leading online safety providers to the Education market in the UK, protecting over one million students in more than 7,000 schools, colleges and academies with their innovative web filtering and online safeguarding solutions. In January 2017, Smoothwall launched Visigo, a proactive monitoring solution to help schools and colleges meet the Appropriate Monitoring criteria set by the UK Safer Internet Centre. Visigo is installed on school or college owned devices and is able to monitor all keystroke activity, both online and offline, allowing visibility of conversations or content being created in chatrooms, in documents and via messaging functionality. Visigo is currently the only monitoring solution to build a profile of

its users, allowing accurate moderation between a one-off incident or a chain of events. The unique profiling capability takes into consideration age, gender and other characteristics of the user, along with their activity and behaviour on the device. This smart profiling function allows for the most accurate information to be relayed back automatically to the safeguarding officer who can take the appropriate action. Visit Smoothwall at stand G81 at The Education Show for more information about Visigo and making digital learning as safe as possible for your students. FURTHER INFORMATION

Brand new Key Stage 1 and 2 assembly resources

Supporting childrens’ handwriting development

Big Start Assemblies is a brand new, exciting resource for primary collective worship. Aimed at Key Stage 1 and 2, it’s fun, memorable and packed full of videos, illustrations, live dramas and compelling storytelling. In a nutshell, it’s an all-in-one package for delivering brilliant values-based assemblies. Your assembly planning time is streamlined by walk through documents, scripts for storytelling and readymade PowerPoints with lots of embedded videos and music that has been specially created for primary school assemblies.   The resource is developed by Spring Harvest, a large annual event with a rich legacy of youth and children’s work.

Despite digital technology becoming more prominent in daily life and education, handwriting remains a crucial skill. Getting handwriting right early on benefits a child’s cognitive development, writing confidence and presentation skills. Stabilo is committed to providing children with the tools necessary to develop their fine motor skills and handwriting. The company is proud of its products, which are ergonomically designed to encourage children to hold their pencils and pens correctly. They are also age appropriate to fit the hand like a glove (excuse the pun).   Progressing from pencil to pen is an exciting time in a primary school child’s life so Stabilo

The stories used in Big Start Assemblies come from the Bible and meet the Ofsted and SIAMS requirements for broadly Christian collective worship. Each assembly has a value to link with broader SMSC development and is modular to make adapting, adding or removing sections easy. Big Start Assemblies has been extensively piloted in schools across the South East with an incredibly positive response. There will be 40 new assemblies every year adding to an ever growing library of downloadable assemblies for all member schools. FURTHER INFORMATION


has created the first ever Pen Licence pack. This includes a certificate, a mini cut-out licence, and a money off voucher for mums to purchase their child’s first ever pen! The best thing for teachers is that Stabilo will send you a pack of printed Pen Licences for your class completely free - just tell us how many you would like, or you can download them online if you’d prefer. To order your pack of Pen Licences head to the Pen Licence blog page. You will also find all sorts of useful tips, resources and exercises on how to help children develop their handwriting and progress from pencil to pen. FURTHER INFORMATION

The show welcomes a number of education professionals, speaking across four different theatres, on a variety of interesting topics  grown to become a world leader in the design and manufacture of school and office supplies. Built with schools in mind, (stand E77) is the event booking and ticketing solution that teachers and parents are talking

about. An online iCloud based solution, it can be used for concerts, performances, open days, parent teacher evenings, fundraising events, courses, and even merchandise. It generates revenue for schools as well as ensuring cost and time savings when organising

The Education Show

the event. It also makes life much simpler for parents and guardians too, by making paper forms, cheques and cash a thing of the past. Trybooking operates on a pay as you use basis, with very low booking fees and is completely free for non-profit events. The British Education Suppliers Association (BESA) will be on hand at the BESA Information Point to help visitors plan their route around the show. Having been involved with the show since it started, they really are the best port of call when you arrive. FREE CPD AND TRAINING To ensure teachers get as much out of the event as possible, the peer-led free continuing professional development (CPD) programme brings together expert teachers from across the UK, to share their experiences and best practice. No matter what your areas of interest in education are, there is guaranteed to be plenty of invaluable opportunities to warrant your visit to the show. The Education Show is the recognised education & learning community platform. It offers innovative ideas, resources, and insight to enhance passion for pedagogy. It attracts 10,000 visitors providing a unique opportunity to meet over 300 exhibitors at The NEC Birmingham. L FURTHER INFORMATION

Jigsaw – The mindful approach to PSHE Jigsaw is an original comprehensive Scheme of Learning for Years F1/2 to Year 6 which integrates PSHE, emotional literacy, social skills, spiritual development, British Values and SMSC opportunities in a lessona-week programme including all the teaching resources needed, with original music and songs and assemblies for the whole school term. Full planning is included for EYFS and SMSC opportunities are identified in each module. Jigsaw is already being used successfully in over 1,400 schools across the UK with schools in China, Dubai, Abu Dhabi, Saudi Arabia, Sweden and The Netherlands all enjoying Jigsaw. Discovery RE is an enquiry based approach to Religious Education for F1/2 to Year 6. It offers a comprehensive scheme of learning (medium term planning)

with modules on Christianity, Hinduism, Islam, Judaism, Sikhism and Buddhism. Over 1,000 schools are sing Discovery RE and the 3rd edition is being launched in February 2017. If you would like further information on Jigsaw or Discovery RE please visit the websites listed below or visit Jan Lever Group at the Education Show in March. FURTHER INFORMATION Tel: 01202 377192 www.discoveryschemeofwork. com



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Professional 3D printing takes off in Bristol Bristol-based Ryobe 3D is the authorised UK agent for German RepRap, high quality 3D print machines for professional and industrial use. In addition to selling the machines themselves, Ryobe 3D also offers 3D printing service from CAD design to the printed item. Josh Cox, sales and marketing executive for Ryobe 3D explains, “The RepRap printers we sell and use are highly accurate, use a variety of materials and offer a far faster print speed and quality than hobbyist 3D printers. We’re seeing a lot of interest from companies in the educational, automotive, aerospace and design industries. “As well as enabling faster design to print times, our printers and print services also offer greatly reduced manufacturing costs over traditional methods whether for prototypes or regular production. “Our printers are very much set up for professional, high quality use, for producing large-scale parts as well as smaller items. Our machines even offer dual printing for increased efficiency.” Ryobe 3D also run seminars free seminars for the educational sector covering the nature of 3D printing, the possibilities, the machines Ryobe3D offers, the process from design to manufacture, and shows an example being printed from the thousands of settings on the machines. For more information, contact: Tel: 0117 965 0631 or email

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THE TRULY AFFORDABLE YEAR 8 STEM CHALLENGE Students design and 3D print cars - brief and parts supplied Free use of sponsor Solidworks’ CAD software Students gain CAD skills - Certification available Track record of inspiring students into STEM subjects Local Inter School competition Overtaking, Lane Changing, Fuel Management: It’s Digital Motorsport with very small cars!

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3D Printing


Printing in the third dimension

The evolution of 3D printing in schools is not new, but with the reliance on technology becoming ever-more stringent, is it a surprise that more schools haven’t invested in 3D printing technology? Education Business explores the situation 3D printing is no longer the new technology that everyone is talking about. Since its arrival in 1984 (under the name of rapid prototyping), the technology has received wide spread press coverage and more than its fair share of acclaim. Yet, for some reason, many educators remain unaware of the benefits that 3D printing can offer to the classroom. 3D printing is the process of making a three-dimensional object from a digital model. Using an additive process whereby successive layers of material are laid down, it produces layers that are thinly sliced and horizontally cross-sectioned. Poised to revolutionise manufacturing in a similar fashion to how the computer changed media and the MP3 changed music, the generation that are either currently in school or due to enter school in the next decade, will benefit highly from familiarisation with the technology in the classroom. If the skills gap that is predicted to effect UK industry over the next decade becomes a reality, then the advantage of a pre-existing knowledge of systems such as 3D printing will heighten the number of entrepreneurs available.

complete models of cells. In mathematics, abstract problems become far less abstract as angles, shapes and other geometry topics can take on new meaning for students which will benefit learning. More obviously, in engineering and other design subjects, product design leaves the page to showcase a new way of understanding. Hands-on technologies create a different experience for students, a certain ‘wow’ factor and an excitement that is sometimes lost in the traditional subject. 3D printing enables more teacher-student-technology interaction and has been reported to increase engagement. Critical thinking, often looked down upon, is brought to life, creativity is encouraged and practicality evolves, as there is an end product to work before.

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CHANGING THE LESSON LANDSCAPE One of the reasons for why schools remain sceptical of investing heavily in 3D technology is funding. Many schools, and indeed departments within those schools, feel that they are unable to justify the cost of the technology. However, since its initial interest growth, 3D printers have become not only far more affordable – many companies who sell 3D printers to schools offer all-in-one packages for squeezed academic budgets – but have also become more in demand. 3D printers are not only deemed an option for Design & Technology lessons, but also possess numerous benefits for subjects across the board. In science labs students can build models of molecules or print out

the previous layer and there are two keys to this – the temperature of polymer being extruded and keeping the model as close to the glass transition temperature as possible. Too hot and the part will droop and distort losing dimensional accuracy. Two techniques are used to keep the model warm. Stratasys were the first to market with an FDM machine and patented a heated chamber kept a few degrees below the glass transition temperature of the polymer. Heating the table is another method of keeping the model warm but can suffer from temperature drop as the build gets taller. FDM machines that aren’t enclosed are also susceptible to changes in room temperature and draughts from doors and windows. MATERIALS The most popular polymers for FDM 3D printers are ABS and PLA. Acrylonitrile Butadiene Styrene (ABS) combines

the strength and rigidity of acrylonitrile and styrene polymers with the toughness of polybutadiene rubber. The 3D printers with enclosed build spaces heat the chamber to around 100 degree celsius, just below the liquid state to ensure new layers fully bond with the previous layer. ABS has good impact resistance and toughness. It is amorphous with no specific melting point but the temperature when it changes to a liquid state (glass transition temperature) is 105 degree celsius. Density is 0.350 – 3.50g/cc; hardness is 90.0–119 (Rockwell); tensile strength (ultimate) is 24.1–73.1 MPa; and tensile modulus is 0.778 – 6.10 GPa. Polylactic Acid (PLA) plastics are produced from corn or dextrose including Tapioca roots and sugarcane. PLA is bio‑degradable and used for medical implants and food containers although opinion seems divided on how green PLA actually is. PLA has good impact resistance and toughness. The glass transition temperature of PLA is 60–65oC. Density is 1.00 –  1.62g/cc; hardness is 59.0–77.0 (Shore D); tensile strength (ultimate) is 16.0 – 114 MPa; and tensile modulus is 2.7–16 GPa. The low melting point of PLA means it can be encased in plaster-like moulding materials then burned out with the space filled with molten metal, a variation on lost wax casting. ADVANTAGES The advantages of FDM machines is that the materials are low cost and there are low cost versions of printers available. They are high strength models with relatively short build times. The disadvantages of such materials is that additional material/structures are needed to support overhanging geometry and support material must be removed by breaking away or dissolving. Support material is waste and parts cannot easily be nested inside one another or vertically. Plus these machines only come in single colour parts. If the technology wave that is sweeping through most industries continues at its current pace, our reliance on technology in the next 10, 20 or 50 years will demand a school based understanding of industries like 3D printing. The excitement and ‘wow’ factor that it may bring to a lesson today, may be a necessity in the future. L FURTHER INFORMATION




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Neil Watkins, managing director of IT procurement framework, Think IT, looks at what the biggest IT successes and concerns were for schools in 2016 Last year, we have witnessed a number of significant – and at times controversial – changes across the world, and it’s fair to say that the education sector didn’t escape this turbulence. 2016 has left us with a number of crucial issues to consider and address, including: the impact that Brexit may have on education; the government’s plans for academisation and the subsequent U-turn on the plans; the reintroduction of grammar schools; and the continuing teacher recruitment and retention crises. However, amongst the commotion, one thing that has steadily evolved is the influx of education technology available to schools. With technology no longer being a shiny new concept, schools have started to become

wiser. Rather than purchasing the latest and greatest gadgets, staff are spending more time assessing what resources and tools will be of most value to the school and students, investing in edtech that will be both beneficial and effective. With the sheer amount of technology available, it comes as no surprise that schools have faced several challenges this year involving cloud computing, cyber security, internet connectivity, IT procurement, as well as emerging concepts like gamification; all of which help schools to enhance students’ learning opportunities. With 2017 started, let’s take a look

at some of the innovations that schools have tried, tested and triumphed with. USING MOBILES IN THE CLASSROOM Mobile devices have been around for a while now, and are often found glued to the hands of students. More recently though, the use of smartphones in the classroom has been an area of contention; some believe that they can be used to boost students’ education, whereas others argue that they are simply a distraction. My personal view is that mobile devices, when used appropriately, can enrich education. For example, students can take photos and videos relating to a topic, E

Written by Neil Watkins, managing director, Think IT

Education technology: the challenges and successes

IT & Computing


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IT & Computing

TECHNOLOGY  access a whole host of educational apps and research material using the internet. When considering whether to introduce mobile devices in the classroom, teachers need to be aware of how to monitor and manage the technology. It’s important to ensure that they are being used safely and in a controlled environment which will provide reassurance to teachers and parents, while at the same time providing the student with ownership and the privilege of being trusted to use their phone during lessons. We need to be preparing students for future jobs that will no doubt incorporate the use of technology in one way or another. Therefore, schools need to at least consider the opportunities mobile devices present. From this, we can equip students with the knowledge and confidence in understanding how to get the most from technology, so that they’re as prepared as possible for life beyond the classroom. INTERNET CONNECTIVITY Using devices like tablets and mobiles in school has presented further challenges, including broadband bandwidths and Wi-Fi connectivity. In a report from the British Educational Suppliers Association (BESA) in June 2015, 41 per cent of schools stated that they didn’t have adequate broadband bandwidth and a further 48 per cent revealed that they didn’t have sufficient Wi-Fi capacity. The report suggested that limited improvements were to be expected by the end of 2016. From my experience, too many schools stick with what they already have in place, regardless of whether it’s suitable, simply because it’s too big of a challenge to change things. However, with the right supplier, schools can be reassured and advised of the best options with minimal disruption or impact. With technology evolving at a rapid pace, being tied into long-term contracts simply isn’t feasible. Something that may be right for a school’s needs this year, is likely to become outdated by 2020. Therefore, contracts should ideally be no longer than three years and schools should ask for automatic annual increases in bandwidth to ensure they’re keeping up to speed with technological requirements. If I could only offer one piece of advice, it would be to plan ahead. If schools are looking to buy a number of iPads over the next year, they need to think about what that is going to do to the bandwidth and Wi-Fi network. With the right infrastructure, schools will have the flexibility to grow and adapt with continual changes in the sector. IMPLEMENTING CYBER SECURITY With the increasing use of the internet, cyber security has been a major consideration for schools this year. While smaller schools might think they’re exempt from things like hacking

When considering whether to introduce mobile devices in the classroom, it’s important to ensure that they are being used safely and in a controlled environment which will provide reassurance to teachers and parents and scams, the truth is, more and more are being targeted regardless of their size. As methods of hacking and malware become progressively more sophisticated, it’s crucial to ensure both staff and students are trained in identifying potential threats, and the right policies are in place to minimise the risks or manage a situation. If it hasn’t already been done, schools should implement strict password policies and consider trialling ‘penetration testing’ by an external company in order to identify any areas of weakness in the system that could be seen as a ‘way in’ by hackers. Schools need to be prepped and well equipped for 2017 and beyond, with the right steps and processes in place so that if a threat is identified, they’re confident in managing this to ensure their data remains encrypted and secure. CONSIDERING THE CLOUD This year, Microsoft revealed its impending licensing changes, meaning that schools who didn’t review their license arrangements have missed the first deadline, and the educational discount has been reduced for new licenses they need to buy from now on. This change, along with the DfE’s supporting guidance, which encourages schools to move to the cloud, has meant there has been a steady rise in the uptake of cloud computing. However, many schools that I’ve spoken to are still considering the move, and stated that they’re likely to do it in the next five years. While it might not seem like a priority, the trouble with this approach is that nobody knows what budgets will look like in that timeframe, meaning that schools could risk

spending twice as much on migration costs. I’ve seen first-hand how anytime, anywhere, any-device access to school networks has dramatically improved the teaching and learning experience. Understanding the benefits on offer may help schools to make the move sooner. Schools will experience greater efficiency, easier access to school data, a more secure system – not to mention a saving on ongoing maintenance costs. Working alongside a trusted supplier will also mean that the move won’t impact on teaching and learning, and can be made seamlessly within the timeframe and budget available. GAMIFICATION Over the past year, gamification has been thrown back into the mix. With a huge amount of apps available on the market, can gamification really impact teaching and learning? With the launch of Microsoft’s Minecraft Education edition, and next year the launch of Google’s 3D World, the big players are entering the market. While we’re yet to see a ground-breaking app with the potential to disrupt the market across the entire age range, creating something engaging and relatable will undoubtedly encourage students to persevere and ultimately achieve the overall learning outcomes. Gamification has the potential to become instrumental in education, however, I believe there are a few more things that need to be done in order to get there. For example, imagine a series of inter-connected games that cover a range of subjects, skills and topics, with tailored ‘levels’ based on age and E



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IT & Computing

TECHNOLOGY  ability. This would provide a truly personalised experience, allowing students to learn at their own pace and who would otherwise struggle with more traditional methods. We could then use the data collected from the game in order to better prepare students for future skills and work placements.

In a report from BESA in June 2015, 41 per cent of schools stated that they didn’t have adequate broadband bandwidth and a further 48 per cent revealed that they didn’t have sufficient Wi-Fi capacity aware that this is even an option. The recent DfE guidelines heavily promote the use of frameworks to relieve schools of these pressures. Ready and waiting to help are various procurement framework providers, however schools do need to choose carefully. They should look to work with a framework provider that has the best of both worlds: a comprehensive level of education experience as well as the technical expertise and list of suppliers. This means a school can seek expert advice and identify the most suitable products and resources from a

bank of suppliers with the highest calibre in terms of product, service, cost, suitability and customer care, ensuring they are providing a valuable experience for their students. 2016 has been full of changes and opportunities that schools have started to embrace and tackle, and I’m looking forward to seeing how this continues to develop over the next year as well as the new prospects in store for 2017. L FURTHER INFORMATION

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UNDERSTANDING PROCUREMENT FRAMEWORKS One common theme we’ve seen this year has been schools using funds ‘inappropriately’ when it comes to sourcing technology. Schools are given the freedom to make these purchases, however, while it is important that they follow the rules, many are often unaware of the specifics including the legalities of EU procurement law. Finding the very best resources for the classroom can be a long process, and quite frankly, the majority of schools don’t have the capacity or the skills to create a detailed specification, go out to tender, evaluate lengthy technical proposals, interview suppliers and then negotiate the best deals. The good news is that the whole process can be done through an EU Procurement Framework, helping schools to save time and ensure value for money. So why aren’t more schools utilising this service? Because they simply aren’t



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IT & Computing


Written by Nigel Smith, head of content, FutureLearn

Are you fluent in coding? For many, coding may seem an indecipherable language spoken only by technology specialists, but today children as young as five are learning to code. FutureLearn’s head of content, Nigel Smith, talks about how a collaboration with Raspberry Pi is enabling teachers to make this language accessible to all Advancements in technology and the attitudes and expectations of digital natives are pushing the edtech market forward; it’s enabling people from all backgrounds and locations to access education. Basic level courses, degrees and even postgraduate qualifications are now available to online learners across the globe. But it’s not only universities, schools and institutions that are dipping into the online learning toolkit, corporates and organisations are following suit too; our research with Parthenon-EY and the Open University shows that 80 per cent of employers who conduct corporate training would consider conducting this through MOOCs (massive open online courses). In effect, the edtech market is making things possible that simply weren’t before. Our partnership with Raspberry Pi illustrates just how far the market has come as Raspberry Pi uses the FutureLearn platform to reach teachers on a global scale, giving them the skills they need to teach our youngest generation how to code. GIVING CONTROL TO THE LEARNER Enabled by the technology revolution, the education landscape is changing and steadily marking its territory online. As digital natives

grow in numbers, it’s clear to see how their expectations are impacting the way we live and work today. They expect to be able to access information from any location and any device at their own convenience; indeed, the screen has now embedded itself into our natural habitat. And they also expect to be able to have more control over their lives, even in the workplace, with flexible and remote working a given nowadays. With that in mind, if learners feel secure in this online environment and want or need to be able to access content anywhere and from any device, then surely the education industry also needs to fulfil this expectation? Of course, online learning also has the natural advantage of enabling learners to learn at their own pace, and acquire skills beyond the classroom walls.

and professional development, but there is also a wide learner base who, simply put, just want to pursue lifelong learning. Many online learning platforms offer various forms of accreditation and some offer degree course credit, even complete degrees, fully online. For example, The Open University and the University of Leeds offer credit towards degrees to learners who complete certain online courses, while Australia’s Deakin University recently announced that it would offer fully online master’s degrees this year over FutureLearn. Online courses can be used as vehicles to enter the world of education or to boost candidates’ CVs. There is also the option though for those who simply want to learn more about a certain topic to satisfy their intellectual curiosity without necessarily seeking out a certificate or qualification.

LEARNING FOR EVERYONE With online courses, learners are now learning at their own pace to fuel both their academic

THE RASPBERRY PI COLLABORATION Up-skilling not only applies to professionals in corporate E

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Smart Schools: enabling schools to use software to hire out school facilities and boost revenue In the drive to deliver cost savings without compromising on educational quality, schools are struggling to make ends meet in an age of austerity. Education budgets are coming under immense pressure due to a combination of rising costs and pupil numbers. Consequently, many schools are searching for innovative solutions to generate and maximise income, rather than solely cutting their budgets. One way that schools can and are generating income is by making the most of their facilities by opening them up for community use. School facilities represent an enormous and under-utilised resource with over a third of all sports facilities – including 61 per cent of artificial grass pitches and 77 per cent of sports halls – being located on school, college and university grounds. Schools are increasingly realising that the resources they own can help to generate increased revenue. By harnessing innovative technology, schools looking to open up their facilities for community use, can ensure that the process is as efficient and profitable as possible. Kajima Community’s online lettings software, BookingsPlus, provides a web‑based, total administration

system, including a room booking tool, white-labelled website, automated invoicing, online payments system and automated communications. Users can choose to use the system as a stand-alone platform, or incorporate the marketing and administration services offered by Kajima Community to help boost bookings. All this helps schools open up their facilities for use by community groups such as dance and sports organisations, social clubs, holiday camp providers and charities. The software is a game changer in a sector that is continually under pressure to deliver better results with fewer resources, providing schools with the opportunity to reach further into the community and boost

their revenue through hire of their facilities. Schools already using the BookingsPlus are generating a combined total of over £12 million revenue, and the service is in use by a number of leading academic institutions across the country – testament to the fact that by using a centralised system schools can capitalise on their existing assets, alleviate budgetary pressures and generate additional revenue streams. For more information about the BookingsPlus software please visit the website. FURTHER INFORMATION Tel: 01604 677764

Are your staff and students ready for lockdown if a violent attack occurs? – Bodet UK UK schools are experiencing a growing trend for violent attacks on staff and students. In 2015, there were reports of incidents all over the country, including Dulwich in London, Dorset and Somerset in the South, and Leeds and Bradford in the North. However, it’s not just direct attacks on school property which are causing concern, but other incidents which potentially put staff and students at risk. Examples of dangerous occurrences include armed raiders running into a school after a robbery, a secure unit abscondee on the loose in Conwy, a man wielding a gun outside a Cambridge school and a shooting outside a Liverpool school. All these resulted in schools going into lockdown. It is essential that accurate information is communicated clearly and quickly throughout the school, no matter whether the situation warrants evacuation or lockdown. Schools must have a working fire alarm fitted by law, but many use the same fire bell to announce



class changes. This can lead to confusion, and whilst a bell can provide a clear alert that an emergency situation has arisen, it cannot differentiate between lockdown or evacuation. In the event of a possible violent intruder on the premises, the last thing any school wants is pupils streaming out onto a playground and gathering at assembly points.

To solve this issue, some schools have installed integrated class change and PA systems such as Bodet’s Harmonys, which store a range of different tones, melodies and pre-recorded voice messages. As well as routine announcements such as class change, lunch or the end of school, in the event of an emergency they enable specific alarms to be broadcast across the entire site. That way, both staff and pupils know what’s happening and what action to take. Due to the random nature of these attacks and threats, there is little schools can do to prevent them. However, by having clear and effective communication systems installed alongside robust lockdown and evacuation procedures, schools can be certain they are doing all they can to ensure the safety of staff and students. FURTHER INFORMATION Tel: 01442 418800

CODING  settings; educators are also invited to build upon their skills. It is vital that teachers are equipped to teach the digital natives of the future as children as young as five are now encouraged to pick up new competencies as coding makes its way into the curriculum. FutureLearn recently partnered with Raspberry Pi to deliver two courses aimed at enabling teachers to support digital making – creating programmes and systems using digital technology – in the classroom. The two four-week courses will introduce educators to physical computing, as well as an introduction to programming. Teachers, and indeed those with an interest in computing, will be able to make buttons, LED games, use the programming language – Scratch, and develop strategies to identify common mistakes and pitfalls. Both courses will fill teachers with confidence as they see that they don’t necessarily need to be subject specialists to acquire and cascade computing skills. Raspberry Pi’s decision to complement Nigel Smith

FutureLearn and Raspberry Pi strive to deliver learning to anyone, anywhere in the world. In this instance, this shared ethos ensures that we are reaching out to educators across the globe and giving them the chance to upskill to meet the demands of a shifting educational terrain their live training, known as Picademy, with online courses via the FutureLearn platform, demonstrates the importance of the scale of online learning. While the physical training of Picademy was hugely popular and successful, training substantially more teachers in digital making needed an online solution. Through that online platform, computing knowledge can become more widely accessible and a part of our day-to-day language that everyone should have the opportunity to learn.

IT & Computing


SOCIAL LEARNING AT SCALE Raspberry Pi’s decision to collaborate with FutureLearn means that they can really use the social learning element of our platform to their advantage, linking teachers all over the world together. Where users once thought of e-learning as ‘isolated’ and ‘closed-off’, it is now deemed a channel for communication. Online tools are now seen as an outlet of expression and interaction as platforms, such as FutureLearn, are likened to social media networks where discussion is encouraged to enhance the learning process. Teachers, more than anyone, know that sharing and debating are a tremendous way to learn and consolidate ideas; participating in discussion can help to identify and resolve common areas of difficulty and fill in the gaps where necessary. Conversation opportunities are embedded throughout the course, so that learners can comment alongside the learning material, ensuring contribution to discussion every step of the way. FutureLearn also enables learners to feel part of the community vibe as they progress with their peers. To some learners and educators, coding is a daunting subject, especially if they have never attempted it before, yet learning alongside others removes the fear factor and encourages wider participation. Teachers can ultimately leverage the community aspect of learning to code by sharing knowledge with their fellow educators far and wide. EDUCATION ANYWHERE IN THE WORLD This collaboration is an important one as both FutureLearn and Raspberry Pi strive to deliver learning to anyone, anywhere in the world. In this instance, this shared ethos ensures that we are reaching out to educators across the globe and giving them the chance to upskill to meet the demands of a shifting educational terrain. More broadly, it illustrates that learning doesn’t have to, and shouldn’t, stop after school or University, or once we’ve secured that first job. In today’s world, learning is a continual process and we’re thrilled to be able to help ensure that educators are ready to equip the next generation of digital natives with the skills they need, regardless of their background or location, through the power of the screen. L FURTHER INFORMATION






From interactive whiteboards, digital sketching tools and education-friendly apps, the acceleration of technology in education is gathering momentum. Bring Your Own Device (BYOD) schemes have been around for some time, however, as more schools opt to swap textbooks in favour of laptops, iPads and smartphones, the concept is finally set to take off BYOD BENEFITS BYOD provides a tailored learning experience whereby students can bring their portable devices to access cloud-based services when connected to a school’s Wi-Fi network. According to research compiled by education software and services company RM Education, just 29 per cent of UK secondary schools have opted for some form of BYOD so far. But the number considering adopting the policy has risen from 22 per cent in 2014 to 26 per cent this year due to its potential benefits. A survey by education charity Techknowledge for Schools discovered that two-thirds of teachers (66 per cent) felt that one-to-one mobile technology assists weaker students and those with special educational needs. 61 per cent also agreed that if every student has a personal mobile device this enables a teacher to differentiate between contrasting learning requirements. As well as potentially improving learning outcomes, BYOD offers greater potential for student and parental engagement as portable devices can be used seamlessly at home and at school. They also provide welcome productivity and efficiency benefits for teachers burdened with heavy workloads. COST CONSIDERATIONS While the advantage of BYOD is obvious, the cost to implement such policies can place significant pressure on schools’ budgets at a time when education organisations believe government funding to be inadequate. Investment in IT infrastructure is often required to ensure a school’s network can accommodate multiple devices and applications being used simultaneously. There is then the total cost of ownership for software licensing, technical support and equipment to consider. Schools in the UK currently spend £900 million annually on IT and this figure is anticipated to increase in the coming years. Although some critics remain unconvinced that there is direct correlation between technology adoption and improved student attainment, many teachers maintain that technology encourages self-directed learning by making



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

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

To find out more, visit Wesleyan Bank’s stand at the Innovation in Education conference and attend the company’s BYOD seminar at 12:25pm at the City of Liverpool College on 6 December 2016. Wesleyan Bank will also be discussing its commercial finance solutions on stand G85 at leading education technology show BETT 2017 at ExCeL London on 25-28 January 2017. FURTHER INFORMATION


Get out to Bett Bett is now in its 33rd year, and the 2017 edition comes after a year of significant change within the education sector, providing the platform for open and informed discussions Bett takes place from 25-28 January 2017 at ExCeL London so it’s time to get planning. Innovating and evolving teaching in line with ever-changing policy demands is an on‑going challenge in any school, so each year, tens of thousands of people from across the globe travel to Bett to experiment with the latest technology, hear from inspirational figures and experts in the industry, and meet peers from all over the world. Bett is now in its 33rd year, and the 2017 edition comes after a year of significant change within the education sector. The show will provide a platform for open and informed discussions about pivotal topics – academisation, governance, selective schooling, teacher retention and the outcome of the EU referendum, plus many more. This year’s show focuses on game changers:

the individuals, events or products which result in a significant shift in how people behave and discover what is possible. With seminars, product showcases and demonstrations from a long list of the education industry’s game changers, combined with every educator’s own passion, Bett 2017 aims to help visitors make their mark. At an event attracting more than 30,000 visitors, planning really is key, but where do you start? With thousands of exhibitors and hundreds of speakers to choose from, you’ll certainly be spoilt for choice, so we’ve picked out a few highlights to get you started. LEARN LIVE The Practitioner-led Learn Live seminars and workshops will return once again,

Bett 2017


addressing key issues in contemporary education and providing useful insight into the latest research, practices and policies affecting education worldwide. Visitors will come away from these sessions with innovative teaching techniques they can easily implement in their own classrooms. The growing emphasis on school leadership will be addressed in the School Leaders Summit, which will explore the most significant challenges facing senior leadership teams (SLTs) and how they can be tackled. This summit will also provide an opportunity for school business managers and senior leaders to network and collaborate to come up with forward-thinking solutions to improve school leadership. BETT ARENA The Bett Arena is back by popular demand! Join 1,000 global educators in the impressive amptiheatre at the heart of the show floor for a passionate, open, knowledgeable and playful look at how, together, we can all create a better future through education. The Arena will offer visitors a whole programme of inspirational sessions that combine practical advice, insight, inspiration and the realisation that you too are a game changer in the making. Once again, the Bett Arena will host educators from across the globe; here is an overview of some of the speakers who will be taking to the stage, and the topics they will be discussing: On Wednesday 25 January, Global Teacher Prize winners and finalists, Maarit Rossi and Kazaya Takahashi will discuss ideas around what makes a world-class teacher. Saku Tuominen, founder of HundrED, and Kate Robinson, editor in chief of HundrED will take a session on how the world is changing faster than ever. Education is struggling to keep up. In many areas, the field is in need of massive change, but implementing new methods and innovations is difficult as the sector operates in silos; classrooms, schools, districts and even countries. HundrED, a collaborative, global project, aims to determine how the next 100 years of education should look to make it relevant, exciting and fit for the needs of an increasingly globalised world. At its heart, the project empowers teachers to share their innovations and helps them spread to schools across the world. Over the past several months, HundrED has been searching for exciting, inspiring innovations that are already changing the face of education globally. In this session, they will explore why change struggles to spread, and share insights on how to embed new practices and approaches successfully. To do this, Saku will be diving E

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EVENT PREVIEW  into invigorating examples and announcing HundrEd’s first ten worldwide innovations. THE CREATIVE INDUSTRIES Karen Blackett, chair at Mediacom, and Elspeth Finch, founder at Indigo& will take a session on how the creative industries have become a global powerhouse that increasingly requires STEAM talent. How can the sector achieve gender parity and remove the stigma of not offering a serious career? What can be done to build stronger links with the education sector? A panel of leading women from across the sector will gather to discuss the issues faced and explore potential solutions to one of the biggest challenges in the industry. David Faulkner, founder at Education Changemakers will lead Bett’s One to Watch. Six start-ups from the Bett Futures 2017 cohort face some of the greatest names in education and technology. Which of them will survive the encounter and which one will receive, based on the audience vote, the title of Bett 2017’s ‘One to Watch’? THURSDAY 26 JANUARY Ed Stafford, renowned adventurer, explorer and broadcaster, will share his views on why the spirit of exploration is so important in today’s world, underlining the importance of technology in encouraging children’s natural curiosity and desire to learn. Following this, renowned educationalist, Stephen Heppell will shares stories of some transformational bottom-up projects making an impact in today’s educational landscape. Ger Graus, education director at Kidzania will discuss creating a careers curriculum fit for the 21st Century and its children. Sir Tony Robinson, actor, presenter and historian, will share stories from his stellar career, explaining how a fascination for history and sense of adventure have inspired his own quest for learning. FRIDAY 27 JANUARY Eric Sheninger, senior fellow at International Centre for Leadership in Education will talk about how to bring back a sense of awe to learning. Awe is a huge component of life – it’s hardwired in our brains. When we experience the sensation of awe, we are consumed by wonder, relevancy, emotion, engagement, inspiration, and real-world connections. Awe is a driving force for learning that will not just benefit our students now, but also well into their future. However, traditional views and functions of school deprives many students from experiencing the joy and power of awe as a catalyst for meaningful learning. During this keynote, Eric will share innovative, research‑based practices that you can implement to bring back a sense of awe to learning. Heston Blumenthal, celebrity chef, will take a session on creativity. Imagination offers us the opportunity to explore and discover, and children – even teachers – should not be afraid to ask questions, or to

The growing emphasis on school leadership will be addressed in the School Leaders Summit, which will explore the most significant challenges facing senior leadership teams and how they can be tackled fail. If you question nothing you lose the essence of what it is to be human, because ultimately, we are imaginative beings. SATURDAY 28 JANUARY Professor Stephen Heppell, CEO at heppell. net, will take a session on education policy. Changes are announced so frequently in education that progress should be meteoric, surely? But it isn’t, is it? If technology is to keep on making learning better, in the way we have seen throughout the life of Bett, then it needs to be happening from the bottom up. Luckily, there is much that can be done in families, by parents and guardians, and children, to bring learning alive. This talk explores what is possible, and happening, today. Zach Shelby, CEO at micro:bit foundation will talk about micro:bit a year on since its launch to one million young people in the UK, where the diminutive device has had a scale of impact beyond imagination. Now, micro:bit is being launched around the globe, and Zach will share his vision for the future of micro:bit and why it’s important for generations of young people to come. EXHIBITORS With more than 700 companies showcasing their innovative products and services, you won’t know where to turn next. Here are just a few. Bett 2017 is a special one for communication and data solution specialist, Groupcall, as it marks the company’s 15th year of innovation. Learn about the Groupcall Ecosystem. Messenger is the all-encompassing admin portal integrating award-winning parental engagement tools; Emerge, the app offering schools access to data and processes on mobile devices, has been extended to include Emerge Desktop, a teacher dashboard giving staff access to data and tools to streamline their administrative processes. LocknCharge is launching their new Joey 30

and 40 storage carts. With budgets being a genuine concern for many schools who do not want to compromise on choosing the right mobile device charging station, LocknCharge has developed a new range of cost-effective products. For under £900, the Joey Carts allow schools to charge, store and transport between 30 devices at an entry level price. LocknCharge recognises that not all schools are the same, and the Joey Carts have been designed so schools only need to pay for features they need, with a clever ‘bolt on’ system. On Stand B322, visitors will have a chance to see HUE’s colourful, affordable technology that inspires teaching and learning. Products include the award–winning HUE HD Pro document camera, which helps teachers to engage students in STEAM topics and MAKER SPACE activities, vlogging, video chats, collaboration, sharing and interactive work. HUE Animation Studio will also be on display, which is a starter kit for movie making for children aged 7-13. With the click of a button, students can animate their favourite toys, LEGO figures and clay creations to a 2D drawing; they can also edit images, add sound, text, and special effects. Trackit Lights will be on Stand G369 showcasing the first interactive whiteboard adaptation of the commonly used traffic lights behaviour wall chart – and it is completely free to download on the website. Designed by a teacher and behavior specialist in Leeds, Trackit Lights offers a child-friendly digital interface that’s always on the board. It requires no instructions or training and takes just three clicks to give class points or log a behaviour event during a class. It builds up a profile of every pupil and class producing graphs trends and statistics, designed to improve behaviour, reduce teacher workload and help schools monitor and evidence behaviour more holistically. L FURTHER INFORMATION




Technology to bring education to life

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

Flipfile has been supplying the education sector for 30 years. Its whole range is now available direct to schools with no minimum order value. As well as its ever popular Flipfile display files, zip wallets, popper files and exercise book covers, Flipfile also offers a range of other plastic files and folders. Flipfile display files, punched pockets, ring binders and clipboards are all now 100 per cent recycled and many other products are part recycled or have recycled options. Flipfile prides itself on its personal touch, as well as its excellent relationships with its customers, based on efficient service, reliability of supply, product quality and coverage throughout the UK. It counts among its clients some of the biggest names in stationery retail, wholesale, art and schools supplies, some of whom have been trading with

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

Flipfile since it first began. The company has strong relationships with its suppliers overseas, some of whom it has been working with for over twenty years. This enables Flipfile to provide consistency of supply and quality, working closely with them to develop new products and refine existing designs. See Flipfile’s website to view the whole range and register online for a schools account to access discounts across the range. FURTHER INFORMATION Tel: 01392 203620

Size matters: why the education industry needs to take screen size seriously According to the World Health Organisation, 80 per cent of educational material is remembered when delivered via visual means compared to just 25 per cent retained from one-way verbal lectures. As a result, visual communication technologies – such as projectors and flat panels - are revolutionising the way education is delivered in schools and universities. But as the traditional delivery of education diminishes and digitisation increases so does the negative impact on eye health. There has been a dramatic increase in short-sightedness among half of Europe’s young adults – double the total amount 50 years ago. Despite the established link between the use of screens and eye health, many schools remain uninformed as to proper screen use and decision making protocols. There are two technology choices when it comes to group screen-teaching in schools: flat panels and projectors. Projectors are the established technology, but flat panels are being adopted increasingly by some establishments due to familiarity



and perceived simplicity. Research shows that 58 per cent of students cannot read all content provided on a 70inch flat panel, which can be detrimental to learning, and creates un-due eye strain. Projectors offer a far more responsible and flexible choice for the education environment, providing much bigger, scalable screen sizes of up to 100 inches. Today’s projectors can perform in daylight with super high colour-brightness, as well as incorporating connectivity that allows for BYOD interaction, interactive sensing and touch technologies. Furthermore, they are more portable and take up much less space As part of its CSR efforts, Epson is constantly pushing the boundaries to ensure its products truly meet user needs. Epson

works with partners to ensure they have the correct product for their purposes. The result is that everyone in the room has the same opportunity to engage and share information. It is important to assess the needs and limitations of the environment parameters. According to guidelines set out by the University of South Wales in its report entitled Audio Visual and Teaching Space Guidelines the bottom of the screen should be no lower than 1.2m from the floor; the minimum distance between the first row and the screen should be twice the screen height; the minimum screen width should be the same as the distance between the closest viewer and the screen; and the maximum horizontal and vertical viewing angle is considered to be 45 degrees and 30 degrees respectively. When it comes to visual communication and interactive and collaborative learning, screen size does in fact matter. FURTHER INFORMATION


About the author

The Bett show has been going for over 30 years, and is possibly the largest education technology event of its kind in the world. Education technology consultant Terry Freedman outlines how to get the most out of Bett – or any other education conference The key to getting the best out of Bett is, as with most things, planning. Failing to plan is planning to fail, as the saying goes. Indeed, Bett is so huge, you should even plan for having some ‘down time’. If that sounds counter-intuitive, take heart from the observation by Suzuki, a Zen master: “A Zen student must learn to waste time conscientiously.” You may not be a Zen student, but the wisdom of that applies nevertheless. BEFORE BETT But first things first: if you’re a teacher then you will need to get permission to attend. If you will be asked to justify the day out of school, think of ways in which the school, rather than you personally, will benefit. For example, you might start by looking at the seminar programme. I’ve just had a quick look, and what strikes me, as it does every year, is the sheer variety of topics that people are speaking on. For example, one talk that caught my eye is called ‘Providing rich work experience for budding software engineers’. Suppose your school has been trying to think of interesting work experience opportunities for Year 10 students. By going to that talk, and then connecting with some of the other attendees, you might pick up some valuable information that will save you hours of time and help you make a very important contribution to the school’s agenda. I’m not suggesting that attending just one talk would justify the time and the expense (although it may do: it’s impossible to say in advance). But you only need to find another couple of useful-sounding seminars, and identify half a dozen interesting-sounding exhibitors to visit, and you could easily plan a day at Bett that would prove to be an excellent investment of time for the school. BUSINESS CARDS As well as looking into transport, accommodation (possibly) and, of course, registering in advance to save time queuing up when you arrive, you will need to buy or make yourself a set of business cards. “Business cards?”, you say. “But I’m just an ordinary teacher.” Well, first of all, the expression ‘ordinary teacher’ is a contradiction in terms, but rather than argue semantics

let’s look at the practical benefits of having a business card. In fact, there are three: First, when you get talking to someone you’d like to continue the conversation with, such as another teacher or one of the speakers, you will want to exchange contact details. Secondly, if you see a product or service you think looks potentially useful for the school, don’t fall into the trap of taking all of their literature and carting it back with you. Unless you’re in training to be a baggage handler, it’s not a good use of your energy. Just give them your business card and ask them to email or send you the stuff afterwards. Thirdly, many stands at Bett run prize draws. You simply place your business card in a box, and if yours is the one they pull out at the end of show then you’ll win a prize – which could be something like a tablet.

Terry Freedman is the author of Education Conferences: Teachers’ guide to getting the most out of education conferences, available on Amazon, and publishes the ICT & Computing in Education website and the Digital Education newsletter at

It’s worth facing the fact that Bett can be exhausting. It’s very noisy, very busy and the concrete floor is a killer. (If this description is slightly off-putting, just repeat the mantra ‘No pain, no gain’ over and over again.) So, you’ll need to take some practical steps to alleviate or even avoid the unpleasant aspects: First, build in time to sit down and have a coffee and think about what you’ve seen so far and how you might draw on it when you get back to school. Secondly, wear comfortable shoes. Unless you’re going to meet some high-powered CEO trainers are perfectly acceptable. Thirdly, try and pop out for some fresh air once in a while. AFTER BETT If you’ve taken down the details about a product or service you liked the look of, get in touch with them to ask them, or remind them, to send you further details. Bear in mind, though, that companies typically take two to three weeks to respond to such requests. This is partly because they tend to prioritise firm (or very likely) orders above requests for information, and partly because sometimes the key people take some leave. (They will have spent months preparing for Bett, and then spent at least 12 hours a day for over three days dealing with people.) Follow up on the contacts you’ve made, and also look up any resources that speakers may have mentioned. It’s best to do such follow-ups while the event is still fresh in your mind. If you work in a team, try to get a slot in a team meeting in which you can discuss what you saw and heard at Bett, and how your observations might impact on how your subject is taught. It might even be worthwhile writing a short report for your senior leadership team. You’ll have to judge this for yourself of course, but if you had to fight to be given permission to attend, it’s not a bad strategy to do this even though it will take a little time. Not only will you be giving them useful information, but also be making it clear that it was worthwhile attending. That may be something you can remind them about next year. L

The key to e th getting Bett is, t of best oumost things, as with ing. Failing plann s planning i to plan il, as the to fa  goes saying

AT BETT Despite the fact that when you arrive at Bett you will have a good idea of which talks you are going to and which stands to visit, it’s worth bearing in mind that not all events at Bett are on the official programme. For example, many stands run demonstrations of how to use their software, or a soon-to-be‑released product. Therefore it’s worth building in some time just to wander around looking. It’s also worth checking the show guide you’ll pick up as you go in. Yes, you will have already checked out the list of exhibitors and seminars online, but the printed guide sometimes contains last-minute additions and other changes. In addition, the guide often highlights things that you may have missed when you looked on the website. Because of this, I always start my first day at Bett by finding somewhere to sit where I can look through the guide, to see if I need to amend my plans for the day. It may seem like a distraction from just getting on with it, especially if you can only attend for one day, but I’ve always found that doing this often turns out to be time well-spent.

Written by Terry Freedman, education technology consultant, writer and trainer

Getting the best out of Bett

Bett 2017





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

A healthy vending stock In the past, the vending machine was seen as a key perpetrator of sugary snacks and drinks. However with warnings of excessive sugar consumption and subsequent changes in consumer demand, the vending industry has changed, writes Jonathan Hart, chief executive of the Automatic Vending Association (AVA) Over the past couple of years reports and warnings on the health risks of consuming too much sugar have never been far from the national media headlines. A number of studies uncovering the ‘hidden sugars’ in popular food and drink products have highlighted how easy it is to consumer more sugar than we realise. Most recently, a report on the hidden sugars in children’s breakfast cereals warned that many children now consume half of their recommended daily sugar intake at the breakfast table before even leaving the house. With such warnings on the amount of sugar in young people’s diets, it is clear that the school environment must provide a greater level of food and drink product choice that



includes healthy options – vending machines can offer the ideal vehicle for this choice.

The vending industry does not support the introduction of a Sugar Tax – instead, we believe in wider consumer choice and educating the nation about the importance of having a healthy, balanced diet where sugary snacks like fizzy drinks, sweets and chocolate can feature, with sensible moderation. In the past, the vending machine was seen as a key perpetrator of sugary snacks and drinks. However due to changes in consumer demand, which the vending industry has reacted to, this perception is changing. A RELIABLE OUTLET Vending machines provide a reliable and effective unattended retail outlet on school campuses, able to stock all sorts of products. Recent research found that 79 per cent of consumers would choose a healthy vended product if given this choice, perhaps helping to explain why today’s most profitable vending machines also stock a wide choice of healthy options. Sugar consumption, particularly among young people, does indeed need to be controlled, and offering wider product options to assist an educated choice will help them gain better control

Vendings e machin liable e ar provide ffective and e ed retail d unattenon school outlet s, able to e campus ll sorts of a stock ducts pro

TAXATION TALK Increasing national focus on sugar content has led many influential experts and organisations, including Cancer Research and the UK Health Forum to back the introduction of a Sugar Tax and it was announced last year by the government that this would be introduced in 2018 for soft drinks.

Jonathan Hart, chief executive of the Automatic Vending Association



With such warnings on the amount of sugar in young people’s diets, it is clear that the school environment must provide a greater level of choice that includes healthy options – vending machines can offer the ideal vehicle for this choice over their diets. Clearer labelling and improved education around nutrition from a younger age is also what is needed. THE HEALTHY EATING AGENDA As an industry, healthy vending has been on our agenda for many years. As a result, there is an increasing number of companies specialising in the manufacture and distribution of lower calorie vended products. The demand for vending machines to stock healthier snacks has grown considerably in recent months – a recent Mintel report shows that sales of potato crisps have declined to £1.34 billion in 2015 while sales of popcorn are popping, rising by 169 per cent over the past five years to reach an estimated £129 million in 2015. In fact, over one third (35 per cent) of Brits aiming to opt for a healthier snack have eaten

popcorn in the three month period, rising to half (49 per cent) of those aged 16-34. The AVA closely monitors the snacking habits and preferences of consumers and has been actively involved in driving awareness and education around healthier snacking options for some time. For the last four years, the AVA has worked with Culinary Arts Management students at University College Birmingham to co-run a module called the Culinary Product Development Challenge. The module challenges students to create alternative, new healthy vending snacks that are calorie controlled. In 2016, the Culinary Product Development Challenge’s winning team – called Natura Bites – produced a delicious, healthy flapjack snack aimed at fitness fanatics to win. As we move further into 2017 and beyond, it

is clear to see that education around nutrition is set to grow steadily alongside a growing demand for lighter, healthier and lower-in-sugar snacks and vending machines in schools must ensure that their stock reflects this in order to provide greater choices. L FURTHER INFORMATION



Child Safe Limited introduces ‘Help Me’ Aids in support of Parents and Carers. Child Safety is paramount for parents, be that for children in their care or those given to another carer such as a nursery or school. However, suggestions such as writing numbers on body parts invite complications; bands with barcodes rely on finders understanding and having Smartphones with scanner apps whilst other suggestions are for complex online registration schemes. Our lo-tec, hi-spec CS ‘Help Me’ Aids are designed to allow you to quickly and simply enter YOUR immediate contact details or those of the carer for the day on our Highly Visible wristbands, keyrings or tags. No need for any personal information; No undressing a child to find a number; No downloading scanning apps … just read the number, contact the carer and return the child. Simple! And our aids aren’t just for little ones; we acknowledge the difficulties for older SEN children or seniors suffering dementia – they can all need help too. Consequently, Child Safe provide a range of options to suit your needs from single use plastic coated wristbands to tracker systems offering pinpoint location and zone infringement warnings.

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School visits abroad provide further opportunities for pupils to experience challenge, culture and languages, but also call for even greater care, organisation and planning than visits and adventures at home. RoSPA shares some advice Visits abroad offer students a unique opportunity to experience different cultures and apply their language studies to real life situations. But there are key considerations to bear in mind when planning, in particular travel arrangements, language and country specific legislation. School visits abroad provide further opportunities for pupils to experience challenge, but also call for even greater care, organisation and planning than visits and adventures at home. The LOtC Quality Badge accreditation can be useful when choosing a third party provider for overseas visits. This accreditation includes a review of travel arrangements and accommodation among other elements. Schools should refer to the specification BS8848 which is for the provision of visits, fieldwork, expeditions and adventurous activities outside the United Kingdom. What’s more, the HSE website has a useful section on frequently asked questions about school visits abroad.

The third option is for schools to do it themselves and make all, or most, of their own arrangements. KEY POINTS FOR VISITS ABROAD Allow plenty of time to organise travel documentation. Check all passports are valid for the date of travel and that you have the relevant visas. Note that some countries require passports to be valid for at least six months after the date of entry to the country. Take advice from your local authority or employer and/ or Home Office Immigration and Nationality Department

Check ts por all passid for are val travel and e of the dat t you have t tha re l e v a n e h t l l a visas

Written by RoSPA

Going abroad for your trip

if you are unsure about any aspect of obtaining the correct documentation. The British Council provides forms and supporting letters for non EU citizens who wish to travel to an EU country as part of an educational visit without getting a visa. Please note that the form cannot completely guarantee entry into a country. It is used instead of a visa but even a visa does not completely guarantee entry into a country. Know where the nearest British Embassy is situated in relation to where you will be staying. With regards to culture and language, at least one adult member of the party should be competent in the language of the country. It is desirable if everyone knows the basics of the language, including ‘please’, ‘thank you’ and ‘excuse me’. Encourage the children to sample the country’s cuisine before the visit and teach them something about the country’s culture, especially laws and customs.

School Trips


HEALTH, FITNESS AND GENERAL SAFETY Be familiar with potential health and safety risks. Be aware of the medical needs of members of the group and check that medicines are clearly labelled and stored safely and appropriately. Party members must have recommended vaccinations. Warn of the dangers of drinking tap water in some countries. Take insect repellent and water sterilising tablets together with a basic first aid kit. Know how to avoid sunburn, sunstroke E

THREE OPTIONS WHEN PLANNING There are three options open to schools planning a trip abroad. Firstly they could use a commercial travel agent specialising in school journeys, who will organise travel, hotels, visits and all necessary details. Travel Agents who are members of ABTA (Association of British Travel Agents) are governed by ABTA’s code of conduct. Secondly, they could use the services of one of the voluntary bodies established to promote school journeys, such as The School Journey Association of London (SJA). Wherever possible, schools should use companies which are members of the School Travel Forum. Member companies must abide by the Forum’s code of conduct.



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TRIPS ABROAD  and de-hydration. Inform the children about rabies. Be clear about the circumstances when pupils will be allowed out unaccompanied either alone or in small groups. Everyone in the group should know what to do in the event of an emergency whether accident or illness, including how to contact the emergency services. Leaders should be aware of, and apply, any additional country specific regulations relating to any adventurous activity to be carried out as part of the visit. TRAVEL AND ACCOMMODATION Carry out checks to ensure that the centre is suitable. For example: ask for contact details of previous users who are prepared to give a recommendation and ask your LA adviser if they or their network know of anyone who has used the particular provider. It is recommended that team leaders make enquiries about security and fire safety checks in the accommodation to be used and ensure the fire evacuation procedure is

explained on arrival at the hotel or centre. It is also recommended that each child is given a distinctive badge to wear and should carry a card giving the address of the group’s accommodation written in the language of the country being visited. With regards to travel, always use reputable companies. If travelling by coach the company and the drivers should be able to prove that they have the required knowledge and experience and that they are aware of the specific legal requirements of the country to be visited. SECURITY AND CUSTOMS Know how to get through Immigration, Security and Customs with groups of young people, making sure that an adult member of the party is the last to leave the customs hall on arrival at your destination. What’s more, the party leader will need to carry all necessary information. This will include: The headteacher’s home address and

What is acceptable in the UK or EU may be a criminal offence in the country which you are visiting. In particular, certain countries have strict laws regarding decency and conduct, and older pupils in particular may, in all innocence, fall foul of these laws

School Trips


contact telephone number, and the names of parents and addresses and telephone numbers at which they can be contacted. They should also hold a copy of a list of group members. Full details of the visit should also be retained at the school while the visit is in progress. Planners should also double check that their insurance cover is appropriate to the visit. LOCAL LAWS While you are abroad you and your pupils will be subject to local laws and culture. It is important that you familiarise yourself with the basics laws and cultural requirements of the country which you are visiting, and clearly communicate any prohibited acts to the pupils. What is acceptable in the UK or EU may be a criminal offence in the country which you are visiting. In particular, certain countries have strict laws regarding decency and conduct, and older pupils in particular may, in all innocence, fall foul of these laws. You should familiarise yourself with the address and telephone numbers for the British Embassy in the country which you are visiting. If there is an issue you should contact the embassy for advice without delay HIGH RISK ACTIVITIES Some key considerations for high risk activities. Travel to and from activities can be the most hazardous part of the visit. However, sensible precautions ensure that these risks can be managed E



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School Trips


 to ensure everyone arrives safely at their destination. If travelling by coach, always use reputable companies. CAMPING Fire is always a potential hazard – mainly as a result of cooking activities. Other hazards include carbon monoxide poisoning from the incomplete combustion of gases and charcoal from single use barbecues. The party leader must be an experienced camper. Careful, precise planning plus good order and discipline are essential. MOUNTAIN WALKING AND ROCK CLIMBING Many accidents occur in mountainous country as conditions can and do change rapidly – even in the summer. A high quality of leadership is vital. Anyone taking part should be physically fit, mentally prepared and know standard procedures for dealing with becoming lost. With rock climbing, a high quality of leadership is vital. There should be a leader:pupil ratio of at least 1:4 on single pitch climbs (one pitch point usually at the top of the rock controlled by party leader) and 1:3 on multi-pitch climbs (more than one pitch point). SWIMMING OUTDOORS Statistically, this is the most risky outdoor activity for children. An accident in any depth of water can be fatal unless prompt action is taken. Being able to swim well

A high quality of leadership is vital for mountain walking. Anyone taking part should be physically fit, mentally prepared and know standard procedures for dealing with becoming lost in a swimming pool does not guarantee safety in outdoor water. The cold water temperature is always a potential hazard.

equipment, qualifications for group leaders and codes of behaviour. The British Horse Society provides extremely useful guidance.

CAVING AND POTHOLING This type of adventure can never be completely safe, but leaders have a clear responsibility to make sure that the hazards that the pupils encounter are kept within “acceptable limits”. For example, when caving the party leader must be an experienced caver holding a Cave Leader’s Certificate. The assistant leader must be able to bring the party back to the surface safely in an emergency. For these high risk sports, the maximum recommended party is 2:10. Every group must consist of at least four people and any school party must include at least two adults.

CYCLING Bicycles should always be checked for safety and any faults corrected. Party leaders must ensure that all the children are proficient cyclists with a thorough and working knowledge of the Highway Code. Cycle helmets and high visibility clothing should be worn.

SKIING AND RIDING The party leader must be a competent and qualified skier with a recognised certificate or award. Any pupil taking part must be physically fit and mentally prepared. There are strict safety procedures which must be followed – these include standards of

WATER-BASED ACTIVITY Effective water safety training should be incorporated wherever possible into all water activity programmes. Leaders of any water‑based activities must consider all of the following before proceeding: the water temperature, weather forecast and tidal conditions, as well as the swimming competency in ‘real conditions’ of all members of the party. L FURTHER INFORMATION




The Kings Ferry Take the stress and headaches out of organising coach hire for school trips with The Kings Ferry. ‘The School’s Pack’ service we offer takes care of every aspect concerning coach hire for your next school trip. What’s more is it’ll save you money to. As an award-winning coach operator we will make sure that your trip really hits the mark. The Kings Ferry can provide a range of standard and executive vehicles for school coach hire. Don’t accept a substandard vehicle for your school trip as many operators would provide. The Kings Ferry’s impressive fleet of vehicles are used for corporates and schools alike. We invest over £5m a year in keeping our fleet up to date and one of the youngest around. Our average vehicle ages is under 3 years old. Our onboard infotainment system provides up to date tv series, books,

magazines and news streamed direct to your smartphone/tablet using our VUER* app – great for long distance journeys (includes age restrictions) *Available on most vehicles. At The Kings Ferry we know that money for educational trips doesn’t grow on trees. That’s why we have decided to offer schools reduced rates if they book multiple trips or block book coaches. This may be for a number of different excursions, regular requirements to swimming lessons or sports matches. The discounts available are: 2-4 trips 10 per cent discount 5-9 trips 15 per cent discount 10+ trips price on application We can provide any vehicle size for any size group. From 16 Seat Minibuses to multiple double deckers for the whole school, The Kings Ferry can tailor your transport for any requirement.

For over 40 years The Kings Ferry has helped teachers and group leaders plan and organise a huge variety of school trips and has an impressive track record of involvement in a wide range of learning outside the classroom activities for both primary and secondary school groups. Our comprehensive Schools’ Pack is designed to help you with every aspect of your school trip, health and safety guidance or help with parent letters – not to mention safe and reliable transport. Awarded Best British Coach Operator/Best Large Coach Operator of the Year on 18 separate occasions and most recently in 2016, The Kings Ferry’s pedigree speaks for itself! FURTHER INFORMATION 01634 377 577

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Come and experience a world full of Wonder at Efteling Theme Park Resort... Holland’s hidden gem! biggest in Europe (third largest in the world after Dubai and Vegas!) a spectacular display of 200 fountains set to 900 lights, fire and music, its spectacular! What a fantastic close to an amazing day ALWAYS SOMETHING NEW Any time is a good time to visit Efteling as there is always something new: 2017 sees Efteling celebrating its 65th anniversary with its most expensive and largest attraction to date, ‘Symbolica – Palace of Fantasy’, opens in July 2017. It’s a new dark ride where one can choose one of three different themed routes, which include fantasy, reality and dream, so each time you ride it will be a different experience!

Efteling Theme Park Resort is Europe’s third largest theme park, open 365 days a year and easily accessible by ferry, plane or train only 45 mins from Rotterdam/Hook of Holland and with school group rates of only 14 euros per person* its great value for money all set in the most amazing natural surroundings. UNFORGETTABLE With unforgettable adventures for children of all ages: whether it’s the wonder of the Fairytale Forest, home to well-known fairytale characters, Rumpelstiltskin, Cinderella, Snow White, Rapunzel or the newest addition, Pinnochio, or discover some new ones like ‘Table be Laid’ where kids will find a donkey that poops gold coins! The Fairytale Forest is home to the iconic Fairytale Tree who tells fairy stories to enthralled youngsters. All the characters are interactive in some way and it’s where the mushrooms play music and the birds sing. THRILLING If its thrills the children are after then Efteling does not disappoint there are many to choose from whether they fancy hurtling through the dark on Vogelrok, or racing their classmates on the original double railed wooden rollercoaster George and the Dragon or perhaps they will be brave enough to ride Efteling’s newest dive coaster, Baron 1898, with its treacherous 37.5m freefall down

into an underground mineshaft at 90kmph! Not to mention having a splash on Pirana and The Flying Dutchman that travels with twists and turns through the dark, day light and a lake! CALMING If that’s all a bit too much then they can glide through a world on fairies, trolls and goblins on Dreamflight, take a spin in the Monsieur Cannibal Cauldrons, explore the maze or get spooked in the haunted house. Don’t miss the amazing Raveleijn live show based on a mythical city where a group of fearless youngsters try to conquer the evil ruler, Count Olaf Grafhart, it’s an action packed show including stunt horse riders, a disappearing Princess and a 5 headed, fire breathing dragon... There really is something for everyone, regardless of age at Efteling. Efteling welcomes picnics and groups can find a shady spot to sit and watch the world go by. Alternatively, leave the packed lunches at home and take advantage of the Little Red Riding Hood sandwiches for lunch, Long Necks delicious snacks or the Dragon’s steaming bites – upgrade your school trip with one of Efteling’s school meal deals from only 3.75 euros extra per person. THIRD LARGEST WATER SHOW IN THE WORLD At the end of the day don’t miss the incredible Aquanura water show, the

WINTER EFTELING From mid-November until the end of January each year the park is transformed into ‘Winter Efteling’ with the addition of thousands of twinkly lights, a covering of snow, the appearance of massive bonfires to keep guests warm, hot chocolate stands offering a scrumptious 6 different types plus an ice skating rink, cross country skiing and a snow slide for kids, where they launch themselves down a snow covered indoor slide on an inner tube type ring, great fun! MUSIC GROUPS If you have a music group then why not organise a performance in the park at Efteling. We offer 2 x 30 minute slots on the main bandstand that is centrally located to offer a readymade international audience. Contact Claire on chancer@ for a request form.

* For every 4 primary school children and 8 secondary school children the accompanying adult pays 14 euros. All extra adults pay 29.50 euros. Coach parking is free and the coach driver receives a complimentary park ticket and refreshment voucher. L FURTHER INFORMATION To book contact: 0031 416 537777





NATIONWIDE HYGIENE GROUP – DEFINING THE MARKET FOR 30 YEARS Nationwide Hygiene Group celebrated their 30-year milestone in 2016 with a proud feeling of a journey full of achievement


The Nationwide Hygiene business was first registered in November 1986, in Newcastle upon Tyne, at the premises of A&J Beverage and as the business expanded it moved in 1993 to a stand-alone head office in South London. As steady National account sales growth continued, the head office increased office space three times before finally relocating in 2007, to Chesterfield in Derbyshire where the company now employs 28 staff in support of a continually rising customer portfolio. Throughout their 30 years, Nationwide has seen steady sales growth across a range of market sectors, taking the group to a £166 million sales total for the end of 2015. This consistent growth was recently recognised by the London Stock Exchange, when Nationwide were acknowledged as one of the 1,000 UK SME Companies to Inspire Britain. The report and listing identifies the UK’s fastest-growing and most dynamic small and medium sized businesses (SMEs). In order to be included in the list, companies needed to show consistent revenue growth over a minimum of three years, whilst significantly outperforming their industry peers. Nationwide Hygiene Group has always placed an emphasis on entrepreneurial and local service throughout its network of 35 branches, with each location managed and operated by investor shareholders and staffed by highly experienced cleaning and hygiene professionals.

receive the Cleaning Products Company of the Year award from Building & Facilities News. A spokesman for Building & Facilities News said: “Nationwide Hygiene has the competency and expertise to satisfy the needs of large multi-national corporations as well as smaller, local companies. Its highly efficient and dependable services and products have been used extensively by facilities management companies, educational establishments and healthcare organisations throughout the UK and Ireland.” In addition, Nationwide also picked up the internationally recognised “Commitment to Excellence” award from Best Practice UK. A spokesman for Best Practice UK said: “Serving clients at international, national, regional and local levels is due to Nationwide’s well established network of shareholder companies operating throughout the UK and Ireland (along with its European and US partners, INPACS and Network). One of its strengths is the brand’s capability to deliver its reputable services to clients of all sizes, from small local companies to large distinguished multi-nationals.”

PROFESSIONALS The Rt. Hon. George Osborne MP said: “UK high-growth businesses are leading the charge in rebuilding our economy. These companies are the backbone of the British economy. Xavier Rolet, chief executive, London Stock Exchange Group, said: “High growth SMEs are the driving force behind the UK economy, developing the skills, jobs and growth we need. Today’s celebration is fundamental to London Stock Exchange’s core, the need to support UK high growth companies in their journeys from start-up to stardom and create an entrepreneurship revolution.” The 30th year has also seen Nationwide

NEW INITIATIVES In recent years, the Nationwide Hygiene Group has widened its commercial offering to include business supplies and catering product ranges, which have further enhanced the group’s ability to provide a full range of products to its customers. This full service solution was showcased at the 2016 Facilities Management Show at the NEC Birmingham, where the Group received some excellent leads and prospects. Once again, Nationwide shareholders and approved suppliers came together at their National Sales Conference this year. In March, more than 100 people assembled at the Staverton Park Hotel in Daventry, Northamptonshire. Nationwide shareholder


teams were able to discuss major topics with a wide range of key suppliers who had the opportunity to present their latest products and developments. The company also used the event to raise money for WaterAid, their chosen charity. This charity’s vision is of a world where everyone has access to safe water and sanitation. The international organisation works in 37 countries across Africa, Asia, Central America and the Pacific Region to transform lives by improving access to safe water, hygiene and sanitation in some of the world’s poorest communities. Since 1981, WaterAid has reached 23 million people with safe water and, since 2004, 21 million people with sanitation. Nationwide Hygiene Group pride themselves on their “Local Service, National Network, International Strength” motto. Their ‘International Strength’ began in 2004, when they were a founder shareholder in the formation of INPACS GmbH – five individual groups of likeminded companies, covering 16 countries. In 2005, INPACS became a member company of Network Services, the $10.6 billion distribution group in North America, forming the biggest transatlantic service organisation for janitorial products. INPACS now covers over 35 countries (including Australia) and has just ventured in to new territory, welcoming the arrival of a new member in the United Arab Emirates. Representatives from Nationwide Hygiene Group joined the INPACS conference in Granada in early October, including the new INPACS vice-chairman, Roger Moore, the managing director of Nationwide’s shareholder company in the South West. From Granada, they moved on to Marbella for their own 30th Anniversary Shareholder Meeting. L FURTHER INFORMATION Tel: 0844 499 6380



3D printers in the classroom enable educators to bring theories to life, motivate students with hands-on technology and prepare students for technology‑related careers. For schools and universities, managing and controlling costs associated with 3D printers is a challenge. In fact, 3D printers in most schools are behind locked doors, available only for faculty use or require special training. Student access for creativity, motivation and learning is restricted. YSoft be3D eDee is designed specifically for Education. YSoft be3D eDee’s print management system provides secure, managed access so students can use the printer when they need it. Education administrators can even set up pay-to-print services to recover printer time and material costs. It’s the way 3D printing in Education was meant to be.

CraftBot is a user-friendly, multi-award-winning desktop 3D printer family. First of all, there is CraftBot Plus – Best Budget 3D Printer for 2016, Best Plug ‘N’ Play 3D Printer for 2017 according to the most comprehensive 3D Printer Guide published every year based on thousands of user reviews. In 2016, an upgraded model came out, CraftBot 2, with WIFI connection and now CraftBot XL is also available in CraftUnique’s webshop with enlarged build volume. Thanks to CraftBot’s all-steel frames and quality parts, CraftBot 3D printers are extremely reliable and durable. They are also great value for money, which makes them an excellent choice for schools. Many children have already met (and used) CraftBot in their schools and feedback has been really positive. CraftUnique has also developed its own slicer software called CraftWare with which

3D printers need 3D print solutions

Designed specifically for Education, eDee offers: a desktop 3D printer with print management and accounting system built in; magnetic door locks for safety and security; and a fully enclosed print chamber for ease of use with environmental friendly materials Learn more about YSoft be3D eDee print management solutions during Bett 2017. You’ll find us at the Tablet Academy stand B160. FURTHER INFORMATION

Introducing the ultimate 3D printer for schools



“I just don’t get it, sir!” If you hear this comment too often in your school then perhaps you should use the Teaching Tricky Topics approach, which guides teachers to identify, capture and assess difficult knowledge in science, technology, engineering and mathematics (STEM) subjects. Based on European research, this robust process has been developed by collaborators from the Open and Oxford Universities. Currently being incorporated into Learning Design methods, the Open University is developing free training resources for educators. These resources support teachers to use the practical methodology and online tools for smashing stumbling blocks, building a deeper understanding and making these

GCL Building Technologies has many valuable years of experience and will provide you with a single source of expertise to deliver your smart intra-structure services within the construction sector, refurbishments of office environments and the delivery of smart intra-structure services. Whether you require initial designs or migration of an existing system, GCL can assist. It can advise you on how to bring all of your devices onto a single intra-structure, to benefit your business with reduction in capital investment, support costs and ongoing maintenance costs. GCL’s approach to sustainability means that it is at the forefront of these developments and has built its reputation on its innovative and client centred expertise. GCL Building Technologies is committed to developing its

Free STEM teacher training opportunities

kind of comments obsolete! Try out the Teaching Tricky Topics resources on stand F441 at the BETT show (between HE@Bett and STEAM Village) at the Excel, London, 25-28 January 2017. By entering our competition at BETT, you could also win a free training workshop, during which teaching and learning experts will train your experienced or trainee teachers in the Tricky Topics process. If required, they can also help you embed the process into your teacher-training activities. FURTHER INFORMATION Twitter: @tricky_topics

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converting a 3D model into a printable format is a piece of cake even for beginners. To find out more about the products offered by CraftBot, please call or visit the website. FURTHER INFORMATION Tel: +36 30 3395 000

Delivering smart intra‑structure services

understanding of the latest techniques and product ranges, to offer a professional solution with a holistic approach to energy efficiency. GCL Building Technologies will offer you not only many valuable years of experience, but also its diverse capabilities in any given environment. From construction or refurbishments, to populated offices, GCL’s expert team is committed to a flexible and professional delivery of your cabling and electrical requirements. FURTHER INFORMATION Tel: 0845 6000 919






Meet costumed guides, walk alongside Chaucer’s pilgrims and revel in the recreated medieval scenes as five colourful tales of love, infidelity, intrigue, courtship and death are brought vividly to life. You can explore the sights, sounds and smells of Medieval England in this immersive recreation of Chaucer’s Tales; a unique and theatrical introduction to Canterbury and its famous literary connection. Set in the historic St Margaret’s Church, this is history at its most engaging. Benefits range from learning History, Drama and English, to engaging imagination, storytelling and understanding social and moral changes through history. The experience appeals to

According to the CFOA, in 2013/14 there were 1,898 fires in schools, higher/further education and health/hospital premises. With a legal requirement for all schools and colleges to carry out fire risk assessments, it is obvious how important it is to have a designated, fully trained fire safety manager. Alongside the fire risk assessment, the main duties of the fire safety manager include producing an emergency fire plan, maintenance of fire-fighting equipment, and ensuring fire escape routes are kept unobstructed. To help schools and higher/ further education premises meet these requirements, Vulcan Fire Training has a number of tailored courses. The ‘Fire Risk Assessor Course for Schools and Colleges’ is a highly practical three day course held in-house or on a public course basis for up to 12 delegates and the ‘Fire Warden

An immersive recreation of Chaucer’s Tales

guests of all ages and we are delighted to welcome groups of all sizes. School groups can book a complimentary meet and greet service, as well as various workshops and a lunchroom at additional cost. Free resources are also available online, perfect for helping your class prepare for their visit. FURTHER INFORMATION Tel: 01227 696006 uk/education



Many Early Years education settings would like to introduce woodwork and real tools, but feel the risks could outweigh the benefits. Concerns include safe use of real tools by such young children, the reaction of parents and training staff i.e. ensuring they are confident about the risks and how to mitigate them. T4Kids™ offers a complete solution. It provides tools that are the correct size and shape for children (2-6 years), which is most important from a safety perspective. Child workwear helps children learn boundaries between using tools within a setting and at home and staff training is provided through printed materials and online training videos. Using real tools covers all areas of the Early Years Foundation Stage from physical development, mathematical thinking and creative skills. Woodworking activities with children has many benefits.

Are you a teacher interested in contributing to the development of future educational resources and programmes? EdComs Teachers is a thriving online community specifically designed for teachers and school leaders to earn cash rewards and contribute to innovative education research which is used to develop new learning programmes. EdComs Teachers offers paid research opportunities, which will allow you to: earn money by contributing to paid research ranging from face-to-face and online focus groups, to telephone interviews, reviews and hosting of school visits; have your say by shaping future educational programmes; and receive findings of research you’ve taken part in. Not only is EdComs Teachers free to join, but you can also have your say as an author on their blog platform, which is shared throughout the wider teaching community

Woodwork suitable for an Early Years setting


Fire training for schools and colleges

It develops fine and gross motor skills, encourages risk taking in a safe environment and allows opportunities for independence. Children learn through play as they develop new vocabulary and listening skills and connect with natural materials while undertaking practical problem solving. It also helps build children’s confidence and self-esteem and empowers them, knowing that they are given responsibility and trust to use real tools. FURTHER INFORMATION


Training - Schools/Colleges’ is a half day course where staff learn the essential duties for fire evacuation and gain knowledge, skills and ability to undertake fire safety duties competently. Vulcan also offers ‘Fire Extinguisher & Awareness Training’, which is a 90 minute theory and practical course using water and CO2 extinguishers on a fire simulator. Vulcan recognises that sometimes schools require training for larger groups for Warden or Awareness sessions on inset days which can be accommodated. FURTHER INFORMATION www.vulcanfiretraining.

Share your expertise and earn cash rewards

and touches on a broad range of engaging topics that are relatable to all educators. Teachers can also earn points; which can later be redeemed for cash, through its exclusive reward scheme by taking part in surveys and spreading the word about EdComs Teachers. In addition to this, EdComs Teachers provides access to a full range of free curriculum resources, all tried and tested by practicing teachers. Register for free today using the promotional code: EDCOMS2017 and earn an additional 200 points. FURTHER INFORMATION account/register



PAT testing in educational Cost and energy efficient premises building management Parker Bell has been supplying educational premises with PAT testers for more than 15 years and recognises that you have very specific requirements to ensure that PAT testing is carried out as efficiently and as cost effectively as possible. As suppliers to educational establishments for over 15 years Parker Bell sells an easy to use machine that is handheld, battery operated and comes with everything you need to do your PAT testing. Every kit is supplied with a DVD which covers all aspects of PAT testing from legislation and the visual inspection through to the PAT test itself, and what to do if an appliance fails. Parker Bell’s technical team

are on hand to help with any questions you might have about any aspects of PAT testing and the company runs a free online course that will teach you the fundamentals of PAT testing. You can have a go at: www. Tony Richardson, City College of Brighton and Hove, said: “I decided to purchase a number of Parker Bell PB500 PAT testers as their ease of use makes for straightforward training. We have trained over 50 staff to use the PB500, helping us keep up with regular inspections and making significant savings on cost and time.” FURTHER INFORMATION

HFL Building Solutions is one of the UK’s foremost building services companies. It has an enviable reputation for the reliable delivery of both cost and energy efficient building management plus operational and technical solutions. HFL is a specialist in providing on-going maintenance solutions in business-critical scenarios. Its team of skilled engineers is highly proficient in operating and maintaining complex and intelligent HVAC and M&E maintenance. The company offers: planned preventative maintenance; mechanical and electrical maintenance and installation; air conditioning systems; heating and ventilation; building management systems; energy control management; plumbing and public services; minor and major project works; 24/7 help desk facility; and energy monitoring and management. HFL believes that familiarisation



Asbestos was an integral building material used to construct many buildings from the 1920s and was only prohibited in 1999. The majority of schools, universities and colleges where constructed during the last 100 years and therefore contain asbestos. One of the many reasons why asbestos hasn’t been removed from schools is due to the cost, but there is a legal obligation to manage the condition of asbestos. Legislation titled “The Control of Asbestos Regulations 2012” specifically places the responsibility on the property duty holder (CAR 2012 - Regulation 4 The Duty to Manage). So how can eBrit Services can help? eBrit Services is licensed asbestos removal contractors that frequently work in schools, it is aware of the risk and determined to provide a cost effect solution. Starting in January 2017 eBrit

Omega Environmental Services has more than 100 years of combined experience in the asbestos removal industry, and as a result, has established itself as a leading asbestos removal contractor in the UK. The company’s ethos then, as it is today, is one of unrivalled quality of service and client satisfaction. Omega has the capability to offer a nationwide service thanks to its offices situated across the UK and Wales. Throughout its history, Omega has developed extensive knowledge in the education sector dealing with various clients ranging from Etone College, Rugby School, John Warner School, Rainbow Forge Primary and Wylde Green Primary. This experience has enabled Omega to provide a prompt and professional service on every project while delivering peace of mind to staff, students and parents. This is because Omega understands the word “asbestos”

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with its customers’ individual systems is important, so it always strives to supply dedicated engineers to ensure rapid response and continuity with the aim and ability to make the building more efficient aligned with a strong customer focus. To underline the commitment to technology and customer requirements, HFL has invested significantly in a new CAFM system, Maximo - this provides a real-time interface between the office system and mobile operatives, allowing job data to be gathered including signatures and forms. FURTHER INFORMATION

Know your responsibilities Bespoke asbestos removal contractor regarding asbestos

is holding a series of open seminars that are directed towards the Duty Holders of schools and educational centres. The course syllabus includes: the legal responsibilities of a property duty holder; procuring a HSE licensed asbestos removal contractor; planning asbestos related work, most notably surveys and removal; ensuring best practice and value; and monitoring asbestos related work. eBrit Services is committed to ensuring the wellbeing of your students and teachers and therefore offering the training free of charge. FURTHER INFORMATION Tel: 01268 685886 Mob: 07920 025 560 Stewart.powell@

can be an un-nerving one to those who do not understand it. Omega’s mission is “To provide a safer environment for everyone by delivering exceptional results on every project”. Help Omega to achieve this mission by getting in touch and allowing the company to provide a safer working environment for everyone. FURTHER INFORMATION Tel: 01462 410255




Professional 3D printing takes off in Bristol Bristol-based Ryobe 3D is the authorised UK agent for German RepRap, high quality 3D print machines for professional and industrial use. In addition to selling the machines themselves, Ryobe 3D also offers 3D printing service from CAD design to the printed item. Josh Cox, sales and marketing executive for Ryobe 3D explains, “The RepRap printers we sell and use are highly accurate, use a variety of materials and offer a far faster print speed and quality than hobbyist 3D printers. We’re seeing a lot of interest from companies in the educational, automotive, aerospace and design industries. “As well as enabling faster design to print times, our printers and print services also offer greatly reduced manufacturing costs over traditional methods whether for prototypes or regular production. “Our printers are very much set up for professional, high quality use, for producing large-scale parts as well as smaller items. Our machines even offer dual printing for increased efficiency.” Ryobe 3D also run seminars free seminars for the educational sector covering the nature of 3D printing, the possibilities, the machines Ryobe3D offers, the process from design to manufacture, and shows an example being printed from the thousands of settings on the machines. For more information, contact: Tel: 0117 965 0631 or email


The publishers accept no responsibility for errors or omissions in this free service 3D Print World – Aylesbury 34 Academy Recruitment 18 Alumasc Exteriors Building 25 Avocor 48 Bodet UK 44 Child Safe 54 Craftunique 63 Delaware North 58 Dennis Publishing 30 eBrit Services 65 Ed Coms Teachers 64 Efteling BV 61 Elite Systems GB 20 Epson UK 50 eTeach 16 Flip File 50 GCL Building Technologies 63 Gratnells 38 HCSS Education 15



HFL Building Solutions 65 HUE 41 ISS Mediclean 6 Jan Lever Education 33 Kajima Partnerships 44 Lapsafe Products 42 Lee Bolton Monier-Williams 10 Logitech Europe S.A 36 LTT Vending 53 MC & C The Growth Company 34 Nationwide Hygiene Supplies 62 OKI Systems UK 14 Omega Environmental 65 Parker Bell 65 Red Kite Vehicle Consultants IBC RM Education 4 Rock UK Adventure Centres 58

Ryobe 3D Printing Services 34 Schoolcomms 12 Smoothwall BC Spring Harvest 32 Stabilo International 32 Syscap 46 T4kids 64 The Canterbury Tales 64 The Kings Ferry 60 The Open University 63 The Snugg 40 Triflex UK 22 Unicol Engineering 8 Venesta IFC Vulcan Fire Training Co 64 Worldstrides International 56 Y Soft Corporation 63 Yeoman Shield 24


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Education Business 22.1  

Business Information for Education Decision Makers

Education Business 22.1  

Business Information for Education Decision Makers