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VOLUME 22.10

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GET THE BEST OUT OF BETT See classroom technology brought to life



How schools are sharing their innovative approaches to hiring




From screen and projector mounting systems to teaching aid trolleys to AV collaboration furniture – UNICOL has the answer Education is experiencing a period of tremendous change with technology innovations such as adaptive learning, automated interventions, predictive modelling, social media and unparalleled access to data. As a manufacturer of AV mounting equipment for more than 50 years, Unicol has been adding to its portfolio to support institutions with their evolving needs. These include innovative collaboration furniture, lecterns, teaching aid trolleys & desks – all able to be customised with branding in school or college colours.

Rhobus Huddle – Stand & Meet model Sales of traditional mounting products for projectors and screens continue for new builds or refurbishments, but the learning environment is changing. A recent study revealed that the use of remote learning technologies in teaching is expected to rise significantly, and real-time video collaboration and mobile devices will be the primary way

students engage with content by 2025. AV/IT service teams are not only called upon to respond to teachers’ requests for new technology and services but also to come up with intuitive ideas to satisfy increasingly tech-savvy students. To work effectively, students need to have available the technology they use in their daily lives so that they can relate to it during class. Unicol works closely with integrators and installers to satisfy AV/IT department custom build complete solutions. It provides the AV sector with support to carry out implementations effectively while giving guidance on quality, functionality & cost, prior to supplying the solution required. In 1963 UNICOL made the first AV Trolley for UK schools and continues the tradition with AV furniture, trolleys & lifters for screens up to 98” including Microsoft Hub, Smart-board and CleverTouch; all VC compatible and conforming to BS8590.

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More flexibility for the profession Major companies, such as Barclays and Microsoft, as well as schools, unions and other organisations, have made pledges to encourage flexible working in the teaching profession. This follows the government’s Flexible Working in Schools Summit in October, which asked for attending organisations to make at least one pledge of action.


GET THE BEST OUT OF BETT See classroom technology brought to life



How schools are sharing their innovative approaches to hiring


The Times Education Supplement (tes), for example, is creating an award to recognise the schools with the most progressive working practices, while the Teacher Development Trust will be providing guidance for schools on part‑time staff. Barclays, meanwhile, will be hosting an event to show how flexible working can be implemented in practice and Microsoft will be extending its partnership with WomenED to share best practice on flexible working. Sixty‑seven pledges have been made in total. The summit examined ways to recruit and retain great teachers, as well as ways to tackle the gender pay gap by encouraging employers to support alternative ways of working. Education secretary Justine Greening argued that if flexible working can happen in other industries, it should happen in schools.

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This story is covered on page 7, while the REC’s Tom Hadley discusses other ways schools can attract the staff they need on page 21. Angela Pisanu, editor

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226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Fax: 020 8532 0066 Web: EDITOR Angela Pisanu PRODUCTION EDITOR Richard Gooding EDITORIAL ASSISTANT Andrea Pluck PRODUCTION CONTROL Ella Sawtell PRODUCTION DESIGN Jo Golding WEBSITE PRODUCTION Victoria Leftwich ADVERTISEMENT SALES Raj Chohan, Yara O-dulaja, Richard Dawkins, Charlie Paulinski, Calvin King PUBLISHER Karen Hopps ADMINISTRATION Vickie Hopkins, Charlotte Casey REPRODUCTION & PRINT Argent Media

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Organisations pledge to boost flexible working in schools; Government urged to tackle sexual harassment and sexism in schools; confidence in Ofsted’s leadership rises under Amanda Spielman

Schools are increasingly looking to employ more sustainable cleaning processes as part of their commitment to the environment. Tim Knappett explains how this can be done The role that education plays in helping students prepare for the future is a key theme for Bett 2018. The event aims to give teachers the inspiration and practical skills to help them prepare students for an unpredictable future

Every individual within the education sector has a responsibility to understand how GDPR will affect them. Ursula Oliver shares views and advice from the industry

21 25


Within a context of budget squeezes, teacher shortages and an evolving employment landscape, how can schools best compete and attract the staff they need? REC’s Tom Hadley explores


With the challenge of balancing the school budget becoming ever harder, Elaine Skates, chief executive of the Council for Learning Outside the Classroom (CLOtC), explains why schools must continue to invest in outdoor learning and offers advice on overcoming funding barriers


Education Business looks at the second phase of the Welsh Government’s £2.3 billion school building investment programme


Smart Energy GB has been working to encourage pupils across Great Britain to engage with energy efficiency in order to support long-term energy behaviour change

It is widely recognised that healthy school food boosts academic attainment, enhances the wellbeing and behaviour of pupils, and helps tackle obesity in school children. Education Business picks its top ten schools that provide outstanding catering



29 29 ENERGY

Schools need a fundamental culture change, shifting their focus away from sport and towards physical activity, writes Miranda Markham

Following the tragic Grenfell Tower fire, there has been questions raised over how fire-safe buildings are and whether sprinklers should be fitted in all schools






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England has large performance gap in primary maths Analysis published by the Education Policy Institute and UCL Institute of Education shows that 90,000 more primary pupils need to achieve the expected maths standard at the end of primary for England to be considered “world class. The ‘English Education: world class in primary?’ report used data from the 2015 Trends in Mathematics and Science Study, where ten year-olds in England were ranked tenth in the world. The authors, John Jerrim, professor of social statistics at UCL Institute of Education, and Natalie Perera and Peter Sellen, both of the EPI, discovered that even though England compared reasonably well with other nations, there is a “long tail of underperformance”. Natalie Perera, executive director and head of research at the Education Policy Institute, said: “The biggest cause for

concern is the huge gulf between England’s top performing primary pupils, and those lagging behind at the bottom – one of the largest out of all developed countries. “If we want to match standards in some of the world-leading nations and secure greater equity in our education system, more must be done to raise the attainment of our lowest, and often most vulnerable, pupils.” By converting the Timss scores to the scores used in the key stage 2 maths tests, known as Sats, the report estimates that to match the performance of pupils in the top five countries – Singapore, Hong Kong, South Korea, Taiwan and Japan – 90 per cent of children in England would need to reach the expected standard in the English Sats maths test, with an average scaled score of 107. READ MORE:


UK-China internship programme expands At least 300 young people will have the chance to live and work in China following the expansion of a government‑funded internship scheme. Education secretary Justine Greening has announced that the Generation UK-China scheme will be expanded to give twice as many young people from disadvantaged and less represented backgrounds the opportunity to take up internships in China from 2018. Speaking at the UK-China People-to‑People event, which celebrates the growing links between the two countries, including education policy, Greening said: “This scheme allows our young people to immerse themselves in different cultures, broaden their horizons and develop the skills they need to thrive in an increasingly global jobs market. “Many of them will be people who were the first in their family to go to

Organisations pledge to boost flexible working in schools

Education Briefer


More than 60 pledges to encourage flexible working in the teaching profession have been made from organisations, following the government’s Flexible Working in Schools Summit in October. They include the Times Education Supplement creating an award to recognise the schools with the most progressive working practices, the Teacher Development Trust providing guidance for schools on part-time staff and Barclays hosting an event for school governors and staff to show how flexible working can be implemented in practice. The October summit brought together teaching unions, school leaders and business professionals and explored ways to recruit and retain great teachers, as well as tackling the gender pay gap by encouraging employers to support alternative ways of working. The summit asked for each organisation to offer at least one pledge of action. Since then, 67 pledges have been made to raise the profile of flexible and part-time working and to ensure opportunities to work flexibly are available across the profession. Education secretary and minister for women and equalities Justine Greening said: “Flexible working is already happening in many other sectors – it’s vital we ensure it is happening in our schools too so we continue to attract the best and brightest into teaching. And, given this disproportionality affects women, it’s a smart way to help close the gender pay gap.” READ MORE:


Using pins in schools for Christmas decorations could disturb asbestos

university and programmes like this help young people to experience first-hand just how far their talents can take them.” Evidence shows that students and young people from disadvantaged backgrounds benefit most from programmes of this nature, and the Generation UK internships will be focussed on young people from these backgrounds. READ MORE:

The Joint Union Asbestos Committee is warning that schools have an asbestos management plan in place when putting up Christmas decorations. The committee recommends that school staff understand the risks that asbestos fibres pose and to know where it is located. In addition, it is suggested that pins and staples are not used on asbestos because it can result in the “release of dangerous fibres that cause mesothelioma many years after exposure”. READ MORE:



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Government urged to tackle sexual harassment and sexism in schools

New research from the National Education Union and UK Feminista shows that the sexual harassment of girls in schools is widespread, with over a third of girls at mixed‑sex schools saying they have been sexually harassed. The study also reveals sexist language and gender stereotypes are a typical feature of school culture, contributing to a climate in which sexual harassment is commonplace. According to the research, 66 per cent of female students and 37 per cent of male students in mixed-sex sixth forms have experienced or witnessed the use of sexist language in schools. In addition, over a third (34 per cent) of primary school teachers say they witness gender stereotyping in their schools on at least a weekly basis. Sixty-four per cent of teachers in mixed secondary schools

also state that they hear sexist language in schools on at least a weekly basis. A total of 1,508 students and 1,634 teachers were questioned about their experiences and views on sexism in schools. The report calls on the government to take urgent steps to tackle sexism and sexual harassment in schools.

This includes issuing national guidance to schools on how to prevent and respond effectively to sexual harassment and sexual violence, and ensuring teachers receive the necessary training, resources and support to develop a whole school strategy for tackling sexism – from the early years in primary schools through to secondary schools.



Children should be taught social media etiquette and ethics Research by Nominet finds that 14 per cent of those born after 1997 say that their health has been negatively affected by social media. The research, forming part of Nominet’s Digital Futures Index, finds that social media is having a negative effect on the youngest generation, with nearly one‑in‑ten (eight per cent) going as far as to say that social media has given them anxiety issues. Teachers are recognising the problem, with nearly three-quarters (72 per cent) saying that social media etiquette and ethics should be taught in schools, yet only a minority (36 per cent) do so. Many young peoples’ issues from social media could be driven by a number of concerns and worries, such as a pressure to impress their friends, dishonesty and bullying. The research found several underlying issues, for example 37 per cent of young people say they feel pressure to impress friends and followers online. In addition, 59 per cent say

they know somebody who has been bullied online, while 20 per cent say they have been the victim of online bullying. One in ten young people born after 1997 also admit to putting something online that has upset a friend, with more than 12 per cent admitting to being critical about somebody online that they don’t know. The research also finds that 36 per cent of schools teach social media etiquette and safety, compared with 43 per cent that teach coding. Ultimately, despite its negative impacts, social media is still seen as an overall force for good by the majority of those born after 1997 (60 per cent). Russell Haworth, CEO, Nominet, says: “It’s clear that there’s still work to do when it comes to protecting young people online, and ensuring the internet is a force for good. A great place to start is in our schools, where we can give the future generation the tools they need to thrive in a vibrant digital future.” Haworth continues: “Despite its

various issues, it’s encouraging to see that many young people feel that social media does also have its merits. “But we can’t ignore the negative aspects that plague many of their interactions online and which in some cases even cause mental health issues. As the nation continues to innovate the way it lives and works, with digital at the heart, we need to ensure that the benefits of social media, and the wider internet, are as far reaching as possible, and that we tackle the more undesirable elements that are causing harm.” The research forms part of Nominet’s Digital Futures Index, a project that seeks to encourage debate on what matters most, as we chart a course towards a vibrant digital future in the UK. Nominet’s position as the company behind the .UK internet infrastructure means it can offer a unique perspective on the digital progress of the UK. READ MORE:

Ofsted confirms new arrangements for short inspections requests

Education Briefer


A more supportive and collaborative approach to short inspections of good schools has been announced by Ofsted. From January 2018, inspectors will continue to convert short inspections, usually within 48 hours, if they have serious concerns about safeguarding or behaviour, or if they think the quality of education provided by a school has declined to inadequate. When there are no significant issues with safeguarding or behaviour, but inspectors identify potential concerns about either the quality of education or leadership and management, the inspection will not convert. Instead, Ofsted will publish a letter setting out the school’s strengths and areas for improvement. A section 5 inspection will then take place later, typically within one to two years. This will give the school time to address any weaknesses and seek support from appropriate bodies. In the meantime, the letter will be clear that the school’s current overall effectiveness judgement has not changed. When inspectors have reason to believe that a school may be improving towards an outstanding judgement, Ofsted will publish a letter confirming that the school is still good and setting out its strengths and priorities for further improvement. A section 5 inspection will then take place within one to two years, giving the school time to consolidate its strong practice. However, requests from schools for early inspections will be considered. The majority of short inspections will confirm that the school remains good and, as now, Ofsted will return to carry out another short inspection after approximately three years. Ofsted’s national director of education, Sean Harford said: “These new arrangements reflect our overall aim to act as a force for improvement through inspection, and to catch schools before they fall. We’re confident they will ensure short inspections are responsible interventions that minimise the burden on schools, while at the same time providing constructive support and more time to improve.” READ MORE:



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PSHE has a “positive impact on academic attainment” An evidence review by Pro Bono Economics has shown ‘very strong evidence’ that high-quality PSHE learning ‘has a positive impact on academic attainment’. This latest evidence has prompted campaigners to reiterate their call for statutory status to raise quality in all schools, for all pupils. The review shows that PSHE education significantly benefits young people’s academic success, particularly if they come from socio‑economically disadvantaged backgrounds. The independent review – produced by expert economists from a number of government departments, volunteering through Pro Bono Economics – examined national and international evidence. Its aim was to determine the degree to which PSHE’s impact on students’ health – both physical and mental – and behaviour might lead to greater academic attainment and improved life chances in adulthood. The review covers over 1,200 studies and reveals that PSHE programmes are effective in developing social and emotional skills, supporting emotional wellbeing, improving physical health, and tackling bullying.

The evidence then links these positive outcomes to improved academic attainment: by helping young people to be healthier, happier and safer, PSHE enables them to do better in school. The evidence suggests that PSHE education also directly supports young people in succeeding academically, particularly if they are socio-economically disadvantaged. It does this by developing skills and attributes such as confidence and positive risk-taking, which enable young people to excel. PSHE education is currently a ‘non‑statutory’ school curriculum subject and Ofsted estimates that 40 per cent of schools are not yet teaching it well enough. To address this, a coalition of leading children’s organisations, parents, teaching unions and young people are calling on the government to ensure that PSHE is granted statutory status in line with other subjects. In March, the government announced plans to consult on making the subject statutory, making this Pro Bono Economics’ report especially timely. READ MORE:


40 per cent of teachers not able to identify a young carer

Education Briefer


New research by children’s charity Barnardo’s shows that 40 per cent of teachers were not confident they would be able to identify a pupil that is caring for a sick or disabled family member at home. Teachers and other professionals working with children have a legal duty to identify young carers and refer them to the local authority to be assessed for support. More than a third (34 per cent) of teachers surveyed thought there were young carers at their school who were not sufficiently supported and almost a third (29 per cent) said they didn’t think their school had any particular ways of supporting young carers. This is despite some children and young people carrying out more than 30 hours a week of caring responsibilities – almost the equivalent of a full-time job – and filling in the gaps left in adult social care. The YouGov poll of 800 teachers found that nine-in-10 teachers thought caring responsibilities could impact negatively on young carers’ school lives as it could mean they were late or absent from school or have trouble keeping up with work. READ MORE:


Rise in GCSE and A Level special consideration requests Ofqual figures have shown the number of special consideration requests for GCSE and A levels has risen by 19 per cent in a year. The amount of approved special consideration requests has also risen from 2.5 per cent of all assessments taken in 2016 to 3.1 per cent this year. Special consideration can be given if a candidate has not been able to demonstrate their ability in an assessment due to exceptional circumstances, such as illness, and its had an impact on their performance. If approved, candidates may have their marks adjusted. In total, there were 607,110 special consideration requests, compared to 511,915 requests made in 2016 – a rise of 19 per cent. And there were 567,795 special consideration requests that were approved this year, compared to 479,565 approved requests in 2016 - a rise of 18 per cent. Exams regulator Ofqual has said that the increase in requests could be partly explained by the move towards linear assessment. The report states: “Because of this, candidates

may apply for special consideration if there are extenuating circumstances as there is no longer a resit opportunity for individual units. “GCSE English literature and English language entries have increased due to the transition of entries from level 1/2 qualifications. This may mean there are more requests, as higher numbers are entering these subjects.” This summer, there was also a change in the rules around who can apply that was expected to contribute to an increase. Last year, the exam boards required candidates who requested a qualification award – but who had been absent from exams – to have completed at least 40 per cent of the assessments for a subject. After the tragic events of this summer, such as the Grenfell Tower fire, and the introduction of more linear GCSE and A-levels the exam boards decided to lower this to 25 per cent for summer 2017. However, these statistics show that the number of approved qualification award

requests only increased very slightly – from 23,470 to 24,765 – despite the change in rules introduced this summer.




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Scottish teacher numbers increase The numbers of teachers in Scotland has increased by 506 following the government’s investment in schools through the Attainment Scotland Fund, statistics show. According to the figures, the money provided to headteachers to spend on closing the attainment gap, funded over 500 additional teachers in 2017, on top of the 160 funded through the same fund in 2016. Overall, the total number of teachers in Scotland has risen by 543 in comparison to last year. The figures come as part of data published by the Scottish Government, which shows a record proportion of probationer teachers going straight into jobs in Scottish schools. Welcoming the figures, deputy first minister, John Swinney, said: “Education is this government’s number one priority and we are investing heavily to ensure

every child in Scotland has an equal chance to realise their full potential. “This investment is improving education: we have more teachers in Scottish classrooms, better quality school buildings and the vast majority of children in S3 achieving the minimum attainment level expected of them or better. “And, we can now see that our decision to give headteachers more money and more power to decide for themselves how to close the attainment gap is paying off. Hundreds of additional teachers are now in Scottish classrooms, benefiting pupils the length and breadth of Scotland, as a result of that decision. That’s good news for teachers, parents and pupils. READ MORE:

Number of pupils given extra exam time increasing The number of pupils being given 25 per cent extra time in GCSE and A Level exams because of a special need is rising, almost doubling in the last five years. Ofqual figures show 223,000 candidates were given 25 per cent extra time to sit exam papers in 2016-17, up by eight per cent in 2015-16 and 36 per cent in 2013-14. In total, more than 390,000 exam candidates were given extra allowances. There was also an increase in pupils needing modifications to their exam papers – such as different coloured paper. Ofqual says it will contact schools with unusually high levels of pupils receiving extra time. READ MORE:


Confidence in Ofsted’s leadership rises under Spielman


New Careers Strategy to help prepare young people Tailored advice is set to be at the heart of a new Careers Strategy designed to make sure young people have the skills they need and employers want post-Brexit. Every school and college in the country is set to have a dedicated careers leader in place by the start of the new school year – backed by £4 million of funding – who can give advice on the best training routes and up-to-date information on the jobs market, helping young people make decisions about their future. The plan will also boost careers support in the areas of the country most in need, with £5 million funding to create 20 careers hubs across the country that will link schools and colleges with local universities and employers to help broaden pupils’ horizons. The Strategy – developed in partnership with the Gatsby Charitable Foundation and co-ordinated through an expanded role for the Careers and Enterprise Company – will help young people choose the career that is right for them, alongside the £500 million investment in new T levels to deliver a world-class technical education system on par with the high‑quality academic routes available. It is part of the government’s commitment


Education Briefer


to make sure people have the skills they need to get on in life and help build a Britain that is fit for the future. Launching the strategy at the Careers Development Institute (CDI) annual conference in Birmingham, skills minister Anne Milton said: “Without access to the best possible careers support, some people will miss out on the opportunities available. “They will continue to be held back if they don’t have the right advice, at the right time to make informed decisions about their future, or may not have access to the broader experiences and role models to help them develop as people. “It matters to me that we give people from all backgrounds the best possible preparation to move into a job, or training that enables them – whatever their background or wherever they live – to have a fulfilling life.” The announcement follows the launch of the government’s Industrial Strategy which sets out a long-term plan to boost the productivity and earning power of people throughout the UK. READ MORE:

A survey of civil servants working for Ofsted shows that 70 per cent are confident in the watchdog’s “clear vision” for the future, which is up 13 percentage points from last year. This reflects well for Amanda Spielman, who took the position of chief inspector in January. The Ofsted survey, which was answered by 1,529 staff, also found that 70 per cent of staff had confidence in the decisions made by senior managers – up by seven percentage points from last year. More than half – 51 per cent – felt change was managed well – up by eight percentage points from last year. The survey also found that 75 per cent of workers said they were proud to tell people they worked for Ofsted, up by five percentage points from last year. Amanda Spielman




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How will GDPR affect the education sector?

The move to GDPR will be much needed, as the current Data Protection Act is based on outdated European legislation passed in 1995. Think about how much technology has changed since 1995 and the new ways our data can now be collected and stored. We put so much of our information online and it’s accessible in a way that it’s never been before. Data can also be collected via cookies on an internet browser and some companies that you don’t even sign up with can then access and even sell your personal information. Mango at PLMR works with schools, edtech companies and education charities, so we have a solid understanding of the key issues facing all corners of our industry. We have asked them their views and guidance on how the GDPR will affect schools. SIX PRINCIPLES FOR COMPLIANCE There are six principles that form the foundation for organisations to ensure they are compliant. To be properly prepared for GDPR, anyone handling and processing personal data needs to ensure it is processed fairly, lawfully and in a transparent manner; used for specified, explicit and legitimate purposes; and is used in a way that is adequate, relevant and limited. Anyone handling and processing personal data also needs to ensure it is accurate and kept up-to-date; kept no longer than is necessary; and processed in a manner that ensures appropriate security of the data.

Data is categorised in two groups: personal and sensitive. Personal data is information such as HR records and contact information, whereas sensitive data is often health related, biometric or genetic. Every individual within the education sector has a responsibility to understand how GDPR will affect them.

Written by Ursula Oliver, Mango at PLMR

Every individual within the education sector has a responsibility to understand how GDPR will affect them. Ursula Oliver shares views and advice from the industry

Data Protection


Schoolsd will neer how position and market de i s themselves. Companies n o c h t i to w t c will have to ‘opt-in’ a r e they intisations that school contacts who n provide permission all orgale their data, to companies to hand er they’re contact them. In the future, companies wheth ties or will have to give i r a ch s reasons to potential r e i l p sup clients and buyers as to

EDTECH PROVIDERS For school business managers, selecting providers that demonstrate features that protect data, are transparent about how they collect and store data and are happy to offer guidance and advice for any questions or concerns you may have surrounding data, is a crucial part of your own schools’ GDPR preparation process. An important factor to consider is that GDPR applies to any organisation that handles personal data within the European Union, regardless of its location – so make sure to ask providers about what they will do with your data, especially if their organisation is based outside the EU. Andy Goff, director at ONVU Learning, a provider of a 360-degree camera system and sharing platform called LessonVU, suggests that Edtech companies should be proactive in their approach to the changes. He states that it will affect how Edtech companies can

why they should ‘opt in’ for continual contact. On a positive note, this may be a good step as it will create a strong sense of community between businesses and the schools they work with. Looking at its proactive approach to the GDPR changes, Andy reflects that ONVU, “welcomes the changes and thinks overall that it will have a very positive and healthy impact on the market place and those working within it. We really value our relationships with schools and their staff, and going forward we aim to strive and share practice about all that our partner schools achieve. We intend to use all conversations regarding GDPR to demonstrate our value, understanding and ultimately partnership with schools to help improve teaching and learning.” EDUCATION CHARITIES Just like edtech providers, education charities will want to market their services and the mission statement of the cause they support. They will collect data to contact individuals to rally support for their cause, raise awareness and fundraise. E



be sure it’s secure In May 2018, the Data Protection Act 1998 will be replaced by the EU General Data Protection Regulation (GDPR). Ensuring your confidential information is managed securely is high priority. SUEZ recycling and recovery UK’s shredding services offer you the protection and peace of mind you need when it comes to destroying your confidential data. We will securely collect, destroy and recycle your confidential waste – from paper documents and files to CD’s, hard drives and uniforms – in full compliance with the EU General Data Protection Regulation (GDPR). We are a national shredding specialist that can also handle all your recycling and waste management needs. Call us today on 0870 421 1122.

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GDPR  So, if a school starts working with an education charity it should keep in mind how its data may be used. It can secure its privacy by choosing transparent partners to work with, who understand the issues of GDPR, how it affects their organisation and how their work with you needs to be protected. London Connected Learning Centre, (CLC), part of the Education Development Trust, supports schools in using technology to improve learning, so we asked the deputy director Julia Lawrence for her advice to schools surrounding the issues of data protection. Julia commented: “We would suggest considering how secure the storage of data is already in a worst-case scenario. For example, when a visitor enters the school, is it possible that they might gain access to network accounts and information without proper verification? Also consider what data you hold on pupils and staff and how this is stored; are attendance registers kept on paper or digitally, who has access to medical records, and do you have consent to use contact information collected from parents? Most schools will have moved to a management information system (MIS) with data stored in the cloud, so consult your provider if you have any remaining questions about GDPR. “School leaders and business managers also need to assess current staffing and consider

whether additional resource is required ahead of when GDPR comes into effect. Do existing staff members have enough time and training to carry out a GDPR-focused role? “London CLC works closely alongside schools to carry out IT infrastructure health checks in order to create an IT strategy and action plan, ensuring GDPR is taken into account.” TEACHERS AND SCHOOL LEADERSHIP The kind of data schools are likely to collect, and therefore need to be wary of, include personal data on members of the school community, including names, addresses, contact details, legal guardianship contact details, disciplinary records; academic data such as class lists, progress reports; professional records of employment history, taxation, national insurance records and appraisal records. Sensitive data a school may hold includes health records, including genetic and biometric data collected from fingerprint authorised library or cafeteria access; classification of ethnicity, and religious indicators. Fergal Kilroy, head of content for Bett works alongside teachers to determine and provide content that they will find valuable and engaging at the annual gathering of the education sector. Fergal has a close relationship with both edtech companies

and educators and has first-hand insight into the role of GDPR in a school setting. He commented: “With widespread internet access in the UK, pupil privacy and online safety is a hot topic. Schools are aware of how exposed data can be online and it’s why many of them shy away from the environment. “The imminent General Data Protection Regulation (GDPR) will introduce a new role of data protection officer to many schools. In the short term, this is likely to come as an added responsibility to staff, many of whom will not be fully prepared. But those schools that encourage data management expertise will be able to use and interpret their data to understand learning trends better, and enable them to address social challenges.” School leadership teams and business managers will want to consider how they interact with all organisations, whether they’re suppliers or charities – anyone they come into contact with that handles their schools’ data. This is because schools ultimately are liable as well and will need their own strategies to ensure GDPR compliance. However, if we all commit to acting now and sharing our knowledge and resources, we can help each other make the process run as smoothly as possible. L

Data Protection



Award winning company Templar Executives offers training on implementing the General Data Protection Regulation for the Education Sector The General Data Protection Regulation (GDPR), one of the biggest changes in our data protection laws, comes into effect on 25th May 2018. Organisations including schools, academies and other educational institutions will need to understand and demonstrate compliance to the changes required by the new legislation. Consequences of failing to do so and potential breaches may result in fines of up to €20 million or 4% of annual revenue/budget. Ofsted will undoubtedly have an ongoing focus on any data protection breaches which will now have to be reported within 72 hours. Inevitably, parents and supervisory authorities will be keen to ensure educational institutions are compliant with the new legislation and that privacy rights are properly respected and enforced. The starting point to ensuring compliance and mitigating risks is to have a good understanding of what the new legislation entails and roles and responsibilities. This can start with the simple steps of building awareness through engagement and training. Templar Executives is an award winning Cyber Security company, working with organisations across government and the private sector and providing a pragmatic approach on how to address this new landscape. We provide market leading GDPR training courses and e-learning for all those to whom this will be pertinent, including school governors, teachers, school carers, and third party suppliers.

If you would like more information on GDPR and how to implement this within your organisation contact Templar Executives now: +44 (0)203 542 9075 •



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“The facilities provided by the Charterhouse Club play a significant role in creating a lifelong passion for sport, activity and wellbeing for its pupils. The club is also at the heart of sport and leisure provision in the local community and we wanted to build a long-term relationship with a partner that would help us develop the offering and not just supply us with great equipment. We felt that Precor were best placed to do that.” Tim Ostle Commercial Director at Charterhouse

Find out more at Contact us on 03334 149774 or email: ©2017 Precor Incorporated



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As part of the £32 million Roslin Innovation Centre at the University of Edinburgh’s Easter Bush Campus, a new 250m2 gym has been launched The University of Edinburgh has launched its first satellite gym at its Easter Bush campus. The 250m2 gym is part of the brand new £32 million Roslin Innovation Centre, which has been specifically designed to support research in the Animal and Veterinary Sciences, Agri Tech and One Health industries and is part of Europe’s largest concentration of animal science related expertise. Situated seven miles from the city centre and around a mile from the famous Roslin Chapel - made famous by the Davinci Code – the Easter Bush site continues the university’s ten-year relationship with leading equipment manufacturer and supplier, Precor. The new gym boasts a wide range of Precor equipment, including the new Experience Series™ 700 Line treadmills, EFX® with Converging CrossRamps® and award‑winning Adaptive Motion Trainers (AMT). PUNCHING POWER Cameron Ritchie, deputy director of operations at University of Edinburgh sport and exercise said: “We were impressed by the 700 line’s technological punching power, so are trialling this kit to gauge member feedback in a live environment. It’s receiving strong, positive reviews so far, particularly with the recent release of Preva 7.0 on the networked consoles, which brings popular audio and video entertainment options, including Netflix and Spotify upgrades.” Precor Discovery Strength stations, FTS Glide (Function Training Systems) and a Queenax wall solution also grace the space. Ritchie continued: “The Queenax is the first rig solution the university has bought in to and I’m pleased to report it’s going down a storm so far. The local community has been blown away by the offer overall and requests have been made for us to run classes on it. We’ve already targeted the Queenax for our Circuit ‘Blast’ classes and the team are busy developing a Queenax-specific HiiT programme too.” The university boasts a number of performance athletes, particularly from its rowing and rugby programmes, who also study Veterinary Medicine, so the Easter Bush location is ideal. However, the gym is also open to staff and students studying at the main University of Edinburgh campus,

giving the university community access to high quality gym facilities and group exercise programmes regardless of where they study or work. The Easter Bush site will be particularly beneficial for those who move from campus to campus on a daily basis. Colin Wilkie, regional sales manager at Precor said: “The University of Edinburgh has been quite exceptional in its commitment to providing high quality fitness equipment teamed with the very best technology for its gym users during the ten years we have been working with them and the new Easter Bush site is no exception. The addition of the Queenax is certain to mix things up for users too - providing a new and exciting option for functional training for all levels of fitness, from complete beginners to the university’s performance athletes.” Ritchie concludes: “Precor continues to offer a world-class service to the university and our community by offering high quality products at competitive prices. From the sales team to installation and on-going servicing, Precor has proven their level of professionalism and commitment time and time again and this partnership for our first satellite roll out has been no exception. “This facility will prove to be much more than just a gym, offering us a base to engage with the entire Easter Bush community.” THE EXCELLENCE OF SPORT The Easter Bush facility builds upon the excellence of sport offered by Edinburgh University. The Pleasance Sports Complex and Gym

started life in the 18th Century as a brewery and has transitioned since the 1950s into a modern, dynamic 6,000m2 sports environment. The six-level building features lots of small rooms and sub-terrain arched vaults that were used as air raid shelters during World War II. In 2010, it underwent a major extension to create dedicated free weights, cardio and sport specific areas, providing customers with an unparalleled choice in workout space. This year it celebrates 150 years of sport with a record-breaking 18,000 membership, split roughly 80 per cent students to 20 per cent non-students. The university recently upgraded with the roll-out of Precor’s P82 consoles, a new generation of technology designed to give gym users an easy-to-use touch screen experience – further testament to the facility’s determination to stay at the forefront of the fitness industry. The university’s culture encourages physical activity at all levels, from beginners with its Support for Physical Activity (SPA) programme, right up to those with aspirations to succeed on the world stage. At the forefront of performance sport, elements such as specialist coaching, mentoring and sports medicine intertwine with high quality gym spaces and a range of equipment dedicated to help the athletes be their best, from Precor treadmills for endurance athletes or AMT’s to help recovery if they are injured.L FURTHER INFORMATION





DO YOU DREAM OF FINDING BETTER PASTURES OVERSEAS? Year upon year, a greater number of teachers contact SeekTeachers to explore opportunities abroad that will further enhance their career, both professionally and personally SeekTeachers is the market leading teacher recruitment consultancy for international schools, consulting for over 60 countries around the world, covering both the private and the public education sector. SeekTeachers was set up by educators that have experience of the international education sector to help bridge the gap for global school operators to get the very best teaching talent from around the world. The company’s success has grown due to word of mouth and its reputation for providing highly qualified and experienced educators. SeekTeachers is based on London with an experienced team of consultants that are not only experts in education but also have the cultural awareness to validate and support our candidates when they are applying to make the big move. Candidates are vetted and provided cultural training to ensure they are able to “fit” into the teaching culture of the country. The largest growth of international teaching jobs remains in the Middle East and Asia, with countries like the United Arab Emirates and China thriving to offer fantastic salary packages with benefits. SeekTeachers supports government entities in their hiring process by providing a quantity of quality, vetted candidates and support them through the entire process. As the number of opportunities each year is on the increase, teachers are leaving their home countries including UK, USA, Canada, Ireland, South Africa, Australia and New Zealand to find better pastures abroad. EXPLORING OPPORTUNITIES Gone are the days where working overseas was an extravagant move. Year upon year,



SeekTeachers e d u c a t i n g

a greater number of teachers contact SeekTeachers to explore opportunities abroad that will further enhance their career both professionally and personally. Teachers have the opportunity to learn about new pedagogy as well as cultures. They have the scope to progress upwards or sideward. SUPPORT FROM START TO FINISH With high taxes and gloomy weather, many teachers want better pastures overseas yet are not aware of how to apply, what’s involved, and the dos and don’ts of the process. As a specialist in international education consultancy SeekTeachers is at the cutting edge of services to provide complete support from start to finish for candidates that are seeking the right opportunity for them. The company also hosts its own Open Career Days which give candidates the scope to register, ask questions and submit their application to potential clients. Our support gives our candidates the edge in ensuring they are prepared not only for the interview but also for the big move. The number of international schools is rapidly growing and is forecasted to be more than double by 2027. All schools require the very best teachers to deliver the highest calibre education to its students. As the world is becoming a smaller place, a greater number of dual curriculum schools are opening and therefore looking for teachers that are not only hard-working and knowledgeable, but also those that are able to offer more than one curriculum and ideally more than one language. SeekTeachers has been able to assist hundred of clients look for the candidates that meet the criteria suitable for them. Its bespoke service allows the company to meet the needs of the individual school, and for those that have a larger volume of recruitment,

t h e

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SeekTeachers provides a custom Recruitment Fair service to ensure it can provide a quantity of quality candidates, which avoids a “cattle market” and “haggling” approach. SeekTeachers has a unique cutting edge, digital recruitment platform that enables schools to brand on the website and allow for unlimited branded advertising, review candidate profiles and get an increase application flow from candidates worldwide. Its filtration system allows SeekTeachers to closely match candidates that meet the criteria thus allowing us to save time and money for our clients. Candidates are fully vetted and prepped about the move to ensure there is a seamless transition to their new work location. To provide further value to its clients and to gain a better understanding of the market, SeekTeachers is now expanding to launch an office in the United Arab Emirates. With the United Arab Emirates being a key location for international school operators and education professionals, SeekTeachers aims to increase the flow of quality education in the UAE and GCC region. Recruiting for the UAE public school system, SeekTeachers wants to provide the very best candidates and service to a thriving education reform taking place. In addition to the company’s recruitment services, SeekTeachers is now expanding to provide the following services to its clients: executive search; professional training; school improvement services; and EdTech products to the market. By providing such a full service to clients, SeekTeachers is able to provide a higher quality of education, thus allowing its clients to raise their reputation and work towards “educating the world”. L FURTHER INFORMATION For more information about SeekTeachers, visit or call us on +44 203 455 0195


Within a context of budget squeezes, teacher shortages and an evolving employment landscape, how can schools best compete and attract the staff they need? REC’s Tom Hadley explores Recruitment remains one of the major challenges facing school leaders, but it is important to note that education is not alone in this. Learning from other sectors is an important way forward and there are a number of practical steps that schools can take to ramp up their hiring procedures.

secondary applications have declined significantly with only 9,150 applying, as opposed to 15,760 for this time last year. It is not all bad news though as the government’s teacher training data shows an increase in the number of primary school trainees recruited. The ongoing challenge is to ensure the right mix of subjects. Recruitment for PE, THE STATE OF PLAY history, geography and classics was up The feedback from schools and recruitment and remained stable for English, maths, experts in the education sector is that languages, computing and RE. However, teacher shortages in key disciplines other subjects were down, particularly are intensifying. in key areas such as design and Figures published in late technology and business studies. Recruit November for Initial The numbers for computing Teacher Training courses and physics, key subjects remainsment starting next autumn for the labour market of o n e of the m are concerning; the future, are far below a

jor challen g e s f acing school educati leaders, but on only se is not the c staff sh tor with ortages

Written by Tom Hadlety, director of policy & professional services, Recruitment & Employment Confederation (REC)

Ramping up school hiring procedures

where the Department for Education (DfE) would want them, with only 68 per cent and 66 per cent of trainees required. The recent report of the REC’s Future of jobs commission underlined the pressing need to build better bridges between education and the world of work. This reinforces the importance of ensuring the necessary quantity and quality of teachers in key areas such as STEM, digital and business studies. The World Economic Forum has estimated that 65 per cent of children entering primary school today will end up working in new job types that don’t yet exist. In the words of Hasan Bakhshi, executive director of creative economy and data analytics within the leading think tank NESTA (National Endowment for Science, Technology and the Arts), “this makes it all the more important that we set learning priorities for young people today that are grounded in a rigorous assessment of what skills will be required of them when they enter the workforce”. Charlotte Alldritt, director of public services and communities at the Royal Society of Arts and a member of the Future of jobs commission, echoed this sentiment by underlining the role of schools in “inspiring and informing young people as to the full range of possibilities and potential pitfalls they may face in transitioning into work.” This accentuates the importance of teachers who can nurture a resilience, adaptability and ‘growth mind-set’ within students and underlines the need to ensure that recruitment procedures are as effective as possible. E




Recruitment  LEARNING FROM OTHER SECTORS Professor John Howson, chair of the REC’s Education Steering Group has argued that “the increase in pupil numbers and decline in trainee teacher numbers heralds a period when recruitment will become more of a challenge, especially in certain subjects and phases”. As recruitment gets harder, one solution is to get better at it. The REC’s JobsOutlook report – which tracks future demand for staff across all sectors – showed education as the top job function where employers expect a shortage of appropriate candidates for temporary assignments (ie supply teaching). Education is not the only sector experiencing staff shortages for both temporary and permanent roles. The REC/Markit Report on Jobs shows that demand for new permanent staff across all sectors has now increased for 16 consecutive months, with the latest data showing the steepest growth since August. Growth in temporary placements was among the sharpest seen for two years. Availability of candidates for permanent roles has been in decline since May 2013 – only 9.1 per cent of employers said availability had improved, while 39.9 per cent said it was worse. The decline in availability of candidates for temporary roles was among the fastest drops seen for two years. The data confirms the employers across a range of regions and sectors are feeling the staffing squeeze. Common challenges create opportunities for collaborative solutions which is why an increasing number of employers – including schools – are looking to learn from each other in terms of innovative approaches to hiring. Initiatives like The Good Recruitment Campaign are already in place to help organisations benchmark their current methods and strategies through workshops, conferences, peer-reviews, self‑assessment tools, and key pieces of data. The campaign is backed by many public sector employers, including Greenwich University, Sheffield College, and NHS Employers and covers specific areas such as attraction strategies, developing



multi-channel approaches and effective management of a flexible workforce. The aim is to ensure that leading practices are captured and disseminated so that all employers facing recruitment challenges – including schools – can benefit. THE LATEST RESOURCING SOLUTIONS Specific solutions include getting the basics right in terms of effectively ‘selling’ not just the post but also the department, the school and location to potential new staff members. Good supporting materials are increasingly important and employers are looking at new ways of ‘standing out’ in a competitive market place. Schools will need to look outside of the normal recruitment channels and adopt increasingly proactive and innovative approaches. For example, a key focus of the Good Recruitment Campaign is on how employers can make the most of social media to reach out to build links with potential candidates. In all staff shortage areas, making use of flexible staffing arrangements such a temporary work is an important way forward. Specialist education agencies are well positioned to provide an additional add-on to a school’s human resources function by providing supply staff at short notice, with the required qualifications and experience and having passed all required suitability checks. The key for schools is to identify compliant agencies to work with, and to be aware of what they should expect from a good recruitment provider. As the professional body for the overall recruitment sector, a core part of the REC’s role is to facilitate this through Codes of Practice, Audits and other quality kite-marks that schools and other employers can look out for. The REC’s recent Future of jobs commission report highlighted the need for inclusion and diversity to be embraced as a way of ensuring that employers are accessing the best talent they need, and this is particularly relevant to the education sector. Attracting teachers from all backgrounds (including older teachers), as well as retaining staff, must be part of the solution. Government

initiatives such as Disability Confident can provide additional support for schools looking to reach out to under-represented groups as a means of addressing shortage areas. This is something where peer support or input from external recruitment advisors can play a big role. In the words of Rony Hacohen, advisor at The Behavioural Insights Team and a member of the Future of jobs commission, “the challenge is not just to convince employers that diversity matters, but also to provide them with tools that actually work.” LOOKING AHEAD What are some of the key factors to look out for over the coming years that will impact on hiring procedures? The use of well-managed flexible staffing models will become increasingly important as a means of ensuring that schools can access fully qualified teachers at short notice. In addition, the regulatory landscape covering recruitment will continue to evolve. Professional bodies like the REC and specialist recruitment agencies are committed to working with schools to implement any changes effectively. External challenges such as teacher shortages, new regulations, safeguarding measures and financial restrictions will continue to impact on teacher recruitment. As well as helping schools to work with compliant supply agencies, the REC is committed to playing its part by promoting good recruitment practices. The stakes are high. As the REC’s Future of jobs report concluded, building better bridges between the education system and the world of work is key to economic prosperity and individual fulfilment; this all starts with well-trained and highly motivated teachers who can prepare future generations for a fast-changing world of work. L The Recruitment & Employment Confederation (REC) is the representative body for the UK recruitment industry, with a specialist sector group for education agencies. FURTHER INFORMATION


Many UK schools reported starting September with the highest number of unfilled vacancies for years, against record highs in school advertising spend. This is becoming an all too familiar story As schools do everything they can to fill vacant positions, already shrinking budgets are being further drained – the question is, what has to be sacrificed to pay for the ever-increasing costs? Despite the mixed reports around the extent of the teacher shortage, the general consensus is that teachers are becoming harder to find. This isn’t helped by the fact that reports point to the government missing their teacher training recruitment targets for the fifth year in a row. Outdated recruitment methods add to the challenge. In a digital age, job seeking behaviour has changed significantly and, for the most part, schools’ approaches to recruitment have failed to change with it. How often are school websites in any way geared towards candidates? How many schools use social media as part of their recruitment strategy? How often is the concept of candidate experience considered when schools analyse why yet another recruitment drive has yielded insufficient application numbers? RECRUITMENT PROCESS Essentially, the whole recruitment process needs an urgent shake up. For many schools, the first stage of this shake up needs to be a close look at how you are promoting your EVP (employee value proposition). If EVP isn’t currently part of your recruitment strategy then this needs to change quickly. Your EVP is what will make you stand out from your competitors; what makes your school different. In a crowded market where so many schools are competing for so few candidates – an understanding of what sets you apart will make all the difference. If your EVP is your story, then you need an audience to tell it to. A big part of why the old methods are no longer working is that whilst the audience might still be relevant, these platforms are completely saturated. Popular jobs boards are often so crowded that it can be nigh on impossible to stand out in a long list of similar vacancies. In order to effectively tell your story, it will likely require moving away from these crowded jobs boards and telling it elsewhere. Whether it be utilising the

social media platforms that teachers use most, targeting the popular searches made on search engines like Google or using innovative online search to get your senior vacancies in front of the right people. Finally, it’s crucial to consider candidate experience. Do you provide a smooth application process? Do you use an online form (teachers’ preferred application method)? And do you have a system in place that makes managing successful, and unsuccessful, candidates quick and easy – making it a positive experience for both you and your applicants. For the last two years, our studies have shown that only one per cent of teachers can name a school that provided a positive candidate experience when applying for a job, being part of that one per cent could make all the difference when it comes to securing the top talent. When was the last time you tried applying for one of your own jobs? Is it easy? Are there any unnecessary steps? The answers might go a long way to helping you understand where your recruitment is falling short. TACKLING THE CHALLENGES The above points barely scratch the surface in terms of the ways that you can transform your approach to your recruitment and attract the best teachers in the business.

Written by Adele D’Silva, head of education partnerships at Chapter


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At Chapter, they help you to assess your whole process and help you turn things around. For those that don’t know, Chapter are the education arm of recruitment specialists Jobsgopublic. Chapter was born out of a desire to help schools tackle the challenges they face in attracting the best talent. Combining two decades of recruitment experience with education HR expertise to best position themselves to give schools a fresh start. The way Chapter work is very much a partnership – working with you to identify exactly where your recruitment is falling short. They offer valuable recruitment insights, along with a range of innovative advertising marketing and software solutions. This helps schools select the right approach, tackling their immediate challenges and building a strategy for the future. As schools look to leave the woes of the start of the school year behind them, it’s time to switch the focus to the new year and the opportunities that it could bring if approached in the right way. Turn the page and give your recruitment a fresh beginning with Chapter. L FURTHER INFORMATION



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Canopies that give you the weather protection you need As the Canopy Experts, we understand that transforming your outside space is about adding value to school life. Our extensive experience means you will receive helpful advice, thorough attention to detail and total service commitment at every stage of your project. With a total focus on quality materials, professional standards, on time completion and value for money, we give you the first-class finish that you expect.

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infrastructure investment in Welsh schools and colleges since the 1960s, and is being delivered in partnership with the Welsh government and its key stakeholders. It will make sure that funding resources are focused on the right schools and colleges in the right places, for early years through to post-16. The first phase, which continues until March 2019, focuses on reducing the poor condition of school buildings and providing The Welsh Government has announced £2.3 billion for a pupil places where needed by reducing surplus capacity, and addressing specific Welsh second phase of its school building investment programme. medium and Faith based provision needs. Education Business looks at what the programme has The first phase also serves to reduce achieved and how the new money will be spent the running costs to maximise resources available to target improvements to learner outcomes, as well as promote sustainability The Welsh government has announced addressing growth in demand through reduced recurrent The a further £2.3 billion to continue its for Welsh medium costs, energy consumption long-term capital investment programme education, reducing and carbon emissions. 2 1 for Welsh school buildings. surplus capacity The first phase aims to rebuild Century st The first wave of investment for the and inefficiency and refurbish of over 150 S c h o ol and Edu Century Schools and Education Programme, in the system, schools and colleges. c which concludes in 2019, focuses on reducing and expanding Programation m the poor condition of school buildings and schools and A NEW AMPUS e represe providing pupil places where needed. colleges in areas of A new £22m Coleg n t s l a t he rgest in The second wave of investment, Band B, increased demand y Cymoedd campus in fr will comprise two funding streams; for educational Aberdare was built investmastructure one using traditional capital and one services. Other with £11m from the Welsh s ent in using revenue funding via a new form objectives include 21st Century Schools and chools of Public Private Partnership called addressing the Education programme. the Mutual Investment Model (MIM). condition of educational Built by construction The school projects proposed in the assets and making assets contractors Kier, the 600-student second round of the programme must meet available for community use where campus is made from a steel frame structure the objectives of Band B. These include demand exists, to optimise the infrastructure with a four storey and three storey block and resources for public services. linked by an atrium. It also comprises the refurbishment of the old A MAJOR INVESTMENT existing railway building as The 21st Century School and Education well as parking Programme represents the largest facilities. E

Ysgol Cybi by Wynne Construction


25 THE BUSINESS Education Add.qxp_Layout 1– 14/11/17 15:13MAGAZINE Page 1 FOR EDUCATION

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A school roof is about more than materials and labour. It’s about the technical expertise and experience that comes from supporting this sector. It’s about a wide choice of BBA approved systems as well as CIF/funding application support. It’s about trust, and having a partner who offers comprehensive support – from free technical advice and bespoke specifications and design through to building reports, condition surveys and 5-year action plans. All this goes into a Langley roof with on-site monitoring and access to approved contractors, installers and after care support – all designed to minimise budgets and risk and deliver roofing excellence. In other words, we put everything we have into your roof, so you and generations of school children get the most out of it.

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Design & Build

Coleg y Cymoedd Campus

 The new college has additional teaching spaces, workshops and student facilities to replace those on the existing campus. As well as offering courses in more traditional subjects such as computing and science, Coleg y Cymoedd offers practical courses including bricklaying, carpentry and joinery, electrical installation and plumbing that are designed to meet the demands of local employers. First Minister of Wales, Carwyn Jones, said: “This new college provides students with an impressive learning environment and the very best resources to help them reach their full potential. As well as benefitting teachers and students, the college will be an invaluable community resource for the people of Aberdare to use and enjoy.” YSGOL CYBI Ysgol Cybi is a new 540-place Welsh medium primary school in Holyhead which was delivered by £9.7 million of Band A funding. It was built opposite the existing Ysgol Uwchradd Caergybi secondary school and involved remodeling the Grade II listed frontage as well as a new two-storey extension. Pupils benefit from the latest facilities and resources to include modern and well equipped classrooms and suitable outdoor areas for play and learning. The school was designed and built by Wynne Construction and is one of the first in North Wales to adopt Building Information Modelling (BIM) to the full level 2 standard. This allowed designers and constructors to work collaboratively to streamline and accurately model a construction

A new £22m Coleg y Cymoedd campus in Aberdare was built with £11m from the 21st Century Schools and Education programme. With space for 600 students, the new college campus is a steel frame structure with a four‑storey and three‑storey block linked by an atrium. It also comprises the refurbishment of the old existing railway building project before work started on site. The school is also constructed to BREEAM Excellent standards for its sustainable building design, construction and operation. Gareth Thomas from Anglesey Council said: “The New Ysgol Cybi Primary School Project has been the first BIM project for the authority. We’ve delivered an excellent collaborative working and project delivery solution on the first of many 21st Century Schools projects. It’s rewarding to see that pupils, parents and teachers alike are so delighted with their new building and resources.” RAISING STANDARDS Welsh education secretary Kirsty Williams attended the opening of Ysgol Cybi. Speaking about the Century Schools and Education Programme, she said: “I am committed to raising standards, reducing the attainment gap and delivering an education system from the ground up that is a source of national pride and confidence. “The 21st Century Schools and Education

Programme is one of the means to achieve this ambition and represents the largest investment in our schools and colleges since the 1960s. “The first wave of funding provided though the Programme will see investment of more than £1.4 billion over the five year period ending 2019, supporting the rebuild and refurbishment of more than 150 schools and colleges across the Wales. “This is why I am delighted to announce a second wave of investment for the Programme, which will begin in April 2019. “We will work closely with our partners to agree the pace of delivery and put in place investment plans that are affordable and meet our shared ambition to create sustainable learning environments that meet the needs of our communities.” Announcements on individual Band B projects will be made in conjunction with local authorities in due course. L FURTHER INFORMATION





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Written by Andrea Pluck

Teaching pupils to be smart about energy efficiency



Smart Energy GB has been working to encourage pupils across Great Britain to engage with energy efficiency in order to support long-term energy behaviour change The European Union has asked all member governments to look at smart meters as part of measures to upgrade energy supply and tackle climate change. Following an initial study, the British government decided to adopt smart meters as part of their plan to update the ageing energy system. This is because the meters give more control over energy use, help with understanding bills and allows for people to see what the energy used costs. As a result of this, it has become apparent that the next generation will need to have a great understanding of the smart meter technology and a sustainable future. In light of this, Smart Energy GB has been working to encourage pupils across Great Britain to engage with energy efficiency in order to support long-term sustainable energy behaviour change. UNDERSTANDING EFFICIENCY Earlier this year, Smart Energy GB, the voice of the smart meter rollout, published the results of SMART Squad – a project which tested a range of school resources designed to bring about energy saving behaviour change at home. The three-month project was solely carried out in schools in Wales by the education consultancy EdComs. It was found that SMART Squad made a considerable difference to the knowledge of primary school pupils in terms of energy efficiency and bringing them closer to the level of understanding that secondary pupils already have. More than half (54 per cent primary, 57 per cent secondary) had agreed they learned how to identify good energy habits during the project. It was also found that after a six-week period, significantly more pupils were able to identify a range of activities correctly as energy efficient after taking part in SMART Sward than a control group. For example, 86 per cent of pupils identified

hanging clothes to dry rather than using the tumble dryer as energy efficient. Before participating in the project, 29 per cent of pupils said they were aware of smart meters, which rose to 83 per cent immediately after taking part. The resources tested included worksheets, challenges and diaries, which were used across 12 schools in Wales. This highlights how learning resources in this subject help to best prepare young people for the future in terms of making energy efficient decisions. Natalie Pottenger, a teacher at Alway Primary School, said: “The content was good for bringing in numeracy across the curriculum,” and Kate Rees, teacher at Holy Name Catholic Primary School, said that her students had “really enjoyed finding out about saving energy and campaigning to make others aware”.

and leading to a direct change in

Smart their energy efficient behaviours both in school and at home. meters Participating teachers have a reported that the resources v i t al ro l e t o engaged pupils and p lay in support were a good fit with the ing curriculum, with primary and sus long‑term school teachers using them tainable within science, geography, energy PSE and global citizenship behavio lessons and stating that they ur provided a good opportunity change to develop numeracy and literacy

GB ROLL-OUT Following the three-month trial, Smart Energy GB launched the SMART Squad teaching resources across Great Britain. The curriculum-linked resources include a lesson presentation and activity sheets, designed to help encourage energy saving behaviour in the home. The resources are available to download in English and Welsh at The expansion of the learning material is down to the success of the previous trial, which made a significant difference to primary school pupils’ knowledge of energy efficiency, bringing them closer to the level of understanding that secondary school pupils already have

skills and encouraged group work and class discussion. For example, Lowri Evans, a teacher at Ysol Bro Hyddgen, a school which was part of the Welsh trials, commended the resources, saying: “I would highly recommend the resources to any teacher who wants to teach their class about energy saving and energy efficient behaviour. The resources are easy to access, informative and digestible.” The SMART Squad resources aim to help pupils learn about the importance of energy efficiency and how to be energy SMART by not wasting energy, monitoring how much energy is being used, and advising friends and families to save energy. The resources also show how to record what is on the smart meter and to turn things off that are not being used. The SMART Squad project was initiated following publication of A Smart Route to Change, a white paper published by Smart Energy GB, setting out how everyone involved in Britain’s smart meter rollout should apply behavioural science to help change energy use for the better. According to Smart Energy GB, Smart meters have a vital role to play in supporting this long‑term sustainable energy behaviour change. L FURTHER INFORMATION



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Fire Safety


Following the tragic Grenfell Tower fire back in June, there has been questions raised over how fire-safe buildings are and whether sprinklers should be fitted in all schools The fire at Grenfell Tower in June 2017 brought into sharp focus wider questions about fire safety and has caused widespread concern throughout the education sector about how many school buildings have cladding which is not fire resistant. It has also raised the question as to whether all new and refurbished schools should be fitted with sprinkler systems to ensure that pupils are safe if a fire was to break out.  SAFETY PROVISION  Since the incident, the Fire brigades Union (FBU), National Union of Teachers (NUT) and the Association of Teachers and Lecturers (ATL) urged education secretary Justine Greening to ditch proposals they believe will make fire safety rules less effective – especially in regard to the installation of sprinklers in schools. The unions also demanded clarity over the use of“combustible materials” for cladding on school buildings, after reports schools could be fitted with the same cladding blamed for the blaze.  What’s more, the NUT and FBU have been pressing the government since last year to reverse its proposed changes to fire safety requirements for school buildings which “show a total disregard for the health and safety of children and staff”.  The NUT went on to say that last summer, the government announced that the expectation that sprinklers should be fitted in new schools in England would be removed from its Building Bulletin guidance.   Although the government responded to NUT and FBU protests by claiming that it was still consulting, its proposed replacement Building Bulletin set out the government’s intention: ‘The Building Regulations do not require the installation of fire sprinkler suppression systems in school buildings for life safety and therefore [guidelines] no longer include an expectation that most new school buildings will be fitted with them.’   CALL FOR SCHOOL SPRINKLERS  Since the Grenfell fire, the National Fire Chiefs Council has called for all

Written by Andrea Pluck

Are school sprinklers necessary?

By engaging with designers and architects, NFCC believes schools could be designed to inspire learning, address the broadening requirements being placed upon them as community resources and incorporate this essential fire safety system as standard.  The NFCC has a strong view that sprinklers can play a significant role in both improving the life safety of occupants. In addition, it believes that sprinklers are the most effective way to ensure that fires are suppressed – or even extinguished – before the fire service can arrive. Not only this, the NFCC states that sprinklers are an effective part of an overall fire safety solution and can be used efficiently to improve fire safety in a range of new and existing school buildings and supports the concept of risk-assessed retro fitting of sprinklers. 

new school builds or refurbishments to have sprinklers fitted – a policy that is PUPIL SAFETY mandatory in Scotland and Wales.  The Grenfell Fire is not the only incident Figures show the proportion of new which has raised concerns over the schools built with sprinklers had dropped lack of sprinklers fitted in educational from about 70 per cent a decade ago establishments. After a fire broke out to a third last year – and overall, at St Benet Biscop Catholic Academy in in England and Wales, just five per Bedlington, Northumberland, MP Ian Lavery cent of schools have sprinklers.  has called on the government to put in The NFCC part commissioned an place sprinklers in all newly refurbished independent analysis in 2017 which looked schools after four classrooms were at more than 2,000 incidents attended damaged in the suspected arson attack.  by UK fire services in sprinkler-protected As reported by the Chronicle Live, the buildings, which found that sprinkler Wansbeck MP wrote to Amber Rudd MP, systems correctly operated on at least education secretary Justine Greening 94 per cent of the fires and controlled or MP and Alok Sharma MP demanding extinguished 99 per cent of those fires.  sprinklers are installed in all schools.  According to NFCC, the impact of school In the letter, Lavery said: “Many local fires is significant; while they have an impact people have been in touch regarding the in financial terms they also have a devastating provision of sprinkler systems, appalled impact on the communities schools serve, that their presence is not mandatory along with the environment and the either in new build or existing schools.  disruption to students, teachers and families.   “Sprinklers are an essential safety feature The NFCC also states that the impact in the control of fire. Following the tragedy on children’s education is not just at Grenfell Tower, the importance of based on lost course work, sprinklers in public spaces, as The but often includes longer well as residential properties, Grenfel travelling times, disrupted has been highlighted Fire is n l social groups and to the government on o t the only inc poorer facilities.  numerous occasions.”  In addition, the NFCC He added that the has rais ident which ed conc believes if sprinklers incident “brings erns over th were considered at home the importance e the design stage of ensuring that our sprinkle lack of r of new build or children are safe s fi t t ed in educ refurbishment of existing whilst being taught, establis ational buildings, costs could but also the importance hments be kept to a minimum.  of ensuring disruption to their education is COSTLY CONSEQUENCES minimised wherever possible.”  According to figures by the Department Lavery concluded the letter by for Communities and Local Government calling on the education, housing and Home (DCLG), the average cost of school fires Office to look at this issue as a priority and between 2000 and 2004 was ensure that schools and public spaces £58 million per year.  are made safe, through the introduction Statistically there is a one in 20 chance of a of mandatory sprinkler systems. L school having a fire, but they are not reported to fire and rescue services, particularly if they FURTHER INFORMATION self-extinguished or are put out by staff.



Cleaning Written by Tim Knappett from Keep Britain Tidy/Eco Schools



Sustainable school cleaning products and ways of working that increase efficiency, use fewer natural resources, eliminate waste, reduce water and energy consumption, and involve less packaging. Below, we outline some of the key ways that schools can improve their sustainability credentials when it comes to cleaning.

Perfectly natural, one might think, but the reality is that these products often use citric acid (the main chemical in lemon juice) that is a by-product of some other industrial process. Besides, other constituents of the product’s formulation could be basic industrial chemicals with no sustainability benefit. Using real lemons may be no better because this could require large areas of agricultural land owned by big companies being used to grow trees that provide little or no benefit to the local population. The drive for raw materials can also mean chopping down forests that have provided an eco-system for local flora and fauna for millennia. Fortunately, there are products on the market that are manufactured completely using plant-based by-products of food production processes that would otherwise be wasted. Products falling in to this category will most likely comply with recognised sustainability standards such as the EU Ecolabel, the Nordic Ecolabel or the AISE Chartermark.

FORMULATIONS There is a huge choice of cleaning products on the market. The chemical formulation of these products is an important sustainability consideration. For example, many products are promoted as “being made from natural ingredients” but this can be misleading. At a basic level, simply containing a natural ingredient is no assurance that a product is effective, safe or indeed sustainable. For example, some cleaning products contain “lemon juice” as their active ingredient.

ULTRA CONCENTRATES Whatever product is chosen, the next consideration is how it is packaged. All cleaning products are essentially a combination of chemicals. In many cases, these are produced as “ready to use” products where the basic formulation is diluted at the factory before being put into spray bottles or other packs. While this is convenient for the end user it makes little sense from a sustainability perspective when water is usually readily available at the point of use.

Schools are increasingly looking to employ more sustainable cleaning processes as part of their commitment to the environment. Tim Knappett from Keep Britain Tidy/Eco Schools explains how this can be done Creating a clean and hygienic environment for pupils and staff should be a priority for schools. It helps to provide a pleasant and safe place to learn and work. At the same time, schools are increasingly looking to employ more sustainable processes as part of their commitment to the environment and to help improve efficiency and reduce costs. This is particularly important for schools working towards Eco-Schools awards. The challenge is to understand the options available and make decisions that deliver on these objectives. The traditional image of the school cleaner with a mop and bucket is familiar. But modern equipment and techniques have changed this vital role beyond recognition. There are many ways schools can embrace greater sustainability across their cleaning operations. This can include switching to new

The far better option is to supply the product as an ultra-concentrate containing just the active formulation. Water is added at the point-of-use with special dosing or dilution control equipment. There are considerable sustainability benefits in this approach. One pack replaces the hundreds of ready‑to‑use or bulk chemical bottles required to do the same amount of cleaning. This means lower transport, handling and storage burdens and costs across the supply chain. Packaging consumption, and waste, is also significantly reduced. Even better if that packaging is itself recyclable. Dosing and dilution systems promote sustainability because they ensure accurate and consistent preparation of solutions that produce better results with no wastage. They also reduce the risk of users coming into contract with undiluted products.

look for alternative processes. Washing fabrics at lower temperatures generally saves energy, reduces water consumption and can prolong the life of linen and garments. Products are now available with stain removers and disinfectants effective at temperatures as low as 40oC, leading to significant savings over conventional high-temperature detergents. Another innovative approach is to use cleaner-disinfectants with Accelerated Hydrogen Peroxide as the active ingredient rather than traditional “quat” or chlorine‑based formulations. The hydrogen peroxide breaks down to water and oxygen shortly after use and these products give off none of the unpleasant fumes associated with traditional products which makes them safer to use when people are present. They can also be used on a wider range of hard surfaces, and even fabrics, than conventional alternatives.

FORMULATION INNOVATION Innovative formulations also help promote sustainable cleaning. There is a trend to using multipurpose products because these simplify processes and reduce training and other implementation costs as well as supply chain burdens. Schools who look after a lot of fabrics might have an in‑house laundry. This can use a lot of water and energy so it makes sense to

CLEANING MACHINES Hard floors are often cleaned in larger schools using a machine called a scrubber drier. This applies a cleaning solution to the floor, agitates it with a rotating or reciprocating scrubbing action and then removes it to leave the floor clean and dry. The choice of machine can be bewildering but the best produce better results, are highly efficient and more sustainable that using a mop or bucket. The most advanced machines always use the right amount of water and product whatever their moving speed. Some are also accredited by independent organisations such as the Water Technology List, showing they have been assessed for sustainable performance. These machines use pads made from a variety of materials for specific floor types, some being manufactured from recycled and/or recyclable materials. It is clear that there is a lot more to modern cleaning than the old mop and bucket and that this seemingly mundane daily process can contribute to a school’s sustainability objectives. In addition to making a positive statement about the school’s approach to sustainability many of the issues that inform the decision making process can also be introduced into the classroom to engage pupils with real-world issues in a meaningful way. Eco-Schools believes a healthy, happy school can be achieved through sustainability. Whilst it does not enforce a procurement policy on schools, it does encourage them to look at their internal processes and products to ensure that the ethos of an environmentally friendly school goes beyond what is taught in the classroom. When looking at alternative cleaning solutions, there is a great opportunity to engage pupils in the discussion. Eco-Schools

There are man y ways sc h o o l s can embr sustain ace greater abi their clelity across a operati ning ons



Diverse care, headline partner of eco-schools England As headline partner of Eco‑Schools England, Diversey Care offers advice and support on sustainable cleaning and wider sustainability topics to schools wanting to achieve and maintain Eco-Schools accreditation. Environmental stewardship is deeply embedded in Diversey Care’s culture and one of its core values. The company develops and sells its products with this in mind. It offers market-leading ultra-concentrated products and controlled dosing systems that minimise waste and has been offering eco-labelled products for over 20 years. It was the first commercial cleaning product supplier to sign the voluntary, independently certified AISE Charter for Sustainable Cleaning. In 2008 the company was the first in the cleaning industry to join the World Wildlife Fund’s Climate Savers programme. FURTHER INFORMATION See for more information.

is based around nine environmental topics, giving children and young people a wide range of learning. To gain an internationally recognised Green Flag, schools should focus on these topics and allow children to develop projects and activities around them. Sustainable cleaning directly links to several Eco-Schools topics, notably Water, Healthy Living and Waste – with other links to Energy and School Grounds. If a school decides to switch to more sustainable cleaning methods, it could, for example, invite the caretaker to attend Eco-Committee meetings to update the students on the improvements under the core topics and allow the committee members to feedback. This would allow the children to feel even more a part of the school’s management and learn about how changes to processes and products can have a positive impact. Eco-Schools awards also require schools to build sustainability in to the curriculum and again, how a school is kept healthy and germ-free can be easily incorporated into lessons from biology through to design and technology. L FURTHER INFORMATION



Dash and Dot are on a mission to teach coding to primary school children


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Dash and Dot are the coolest, cutest robots around and they are on a mission to teach coding to KS1 and KS2 aged children. Both robots are feature-packed and can be programmed with Android, iOS or Kindle devices. They come ready-assembled and require almost no set up. They even have built-in rechargeable batteries so getting going couldn’t be easier. Programming Dash and Dot Wonder Workshop have created a whole suite of applications for iOS and Android phones and tablets. The apps are also available for Kindle.

Blockly (K


For younger children (5-7 years old) the Path, Xylo and Go apps are an excellent introduction to basic sequencing, spatial reasoning and navigation. For older children, Wonder and Blockly offer a visual coding experience that guides beginners through their first programs and lets students experiment with logic, loops and variables as their skills increase.

FREE launcher when you buy Dash online The launcher is a neat little accessory that turns Dash into a ball launching machine! As well as being entertaining, the launcher gives your students a coding problem to solve – they can load a ball by making Dash look either left or right. Then, making Dash look up causes the flipper to launch the ball.

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We bring STEM to life


Bett 2018


BETT 2018: CHANGING THE FACE OF EDUCATION The role that education plays in helping students prepare for the future is a key theme for Bett 2018. The event aims to give teachers the inspiration and the practical skills to help them address the challenges of preparing students for an unpredictable future The world we live in now is different to that of twenty, ten or even five years ago. The way we obtain and share information has totally transformed, and a whole generation of kids are now accustomed to having incredible computing power at their fingertips. This rate of change is not set to slow down at any point; in fact, many of the children in school today are expected to go on to jobs that don’t even exist yet. So how do we get them ready? Gathering together to discuss this is a good place to start. Teaching, like planning for the

future, should not be done in isolation. Just as jobs will demand more collaborative skills, education will become more collaborative. The community of educators that has developed around Bett is testament to the fact that teachers, business managers and school leaders have long recognised the need to come together, discuss and discover best practices and the best products. CELEBRATING EDUCATION The role that education plays in helping students

prepare for the future is a key theme for Bett 2018. The event aims to give teachers the inspiration and the practical skills to help them address the challenges of preparing students for an unpredictable future. The community that has been built around Bett over the years helps to bring technology and its role in the classroom to life. The aim for 2018 is to share these stories so that teachers have practical E

The commu that ha nity built ar s been over th ound Bett to bringe years helps and its technology role classroo in the m to life



BETTER CLASSES REGARDLESS OF WHETHER YOU “FLIP” OR “CHALK AND TALK”! Classes will always work better if all students acquire some understanding beforehand.

We support this via 4 simple steps:


Access to a wide range of complementary and syllabus focussed activities so that teachers can select relevant activities to prepare students for class.


Detailed monitoring of set activity so teachers can intervene to support participation.


On the spot verification of content understanding and unique answer feedback helps fill learning gaps before class.


Auto marking, recording and analysis of activity makes sure teachers understand learning levels before classes get going.

Regardless of whether your preference is to “flip” or “chalk and talk”, you will achieve better outcomes if students have more understanding when your classes start.




Students prepare individually

Activities to help students grasp the key concepts

Students reinforce their knowledge and expand their learning


EzyEducation Ltd, Unit 7, Dartmouth Buildings, Fort Fareham Business Estate, Newgate Lane, Fareham, PO14 1AH Tel: 01329 285 415



 tools and insight to help transform education. Bett 2018 will be showcasing hundreds of suppliers, bringing together the most innovative, practical and impactful products. From game-changing innovations like artificial intelligence (AI), augmented and virtual reality (AR / VR) and tech-powered adaptive learning solutions, to content management systems and the latest hardware, the show’s exhibitors run the gamut of what the market has to offer. Joining the established suppliers and the tried and tested resources, Bett Futures brings emerging edtech start-up companies together, celebrating brave thinking, innovative pedagogy and learning solutions that will improve the lives of students everywhere. CONTENT AND FEATURES The new look content programme at Bett 2018 comes after extensive consultation and research with visitors and members of the education community and a call for a content model. This has resulted in a streamline of content across the event, and a focus on practitioner led talks and learning. The Bett Arena will host editorially led content with inspirational talks, big stories and developments across technology from pupils, practitioners, brands and influencers, and will feature the highest number of teachers, head teachers and vice‑chancellors speaking on the stage ever. One session will focus on the new EU General Data Protection Regulation (GDPR). Increased rights for individuals, increased

Bett 2018


There will be a session on learning through play. With the focus on test scores, the constant assessment and the administration that goes alongside teaching almost prevents teachers from nurturing creativity responsibilities for data processors and massively increased penalties mean we all have to take it seriously. For education, this is an increased burden to comply with new rules, such as privacy notices; appointing a DPO; data audits; data protection impact assessments; and the issue of consent. Hosted by LEGO® Education and the LEGO® Foundation, there will also be a

session on learning through play. With the focus on test scores, the constant assessment and the administration that goes alongside teaching almost prevents teachers from nurturing the creativity and other 21st century skills that are essential to adult life. This seminar by Halima Begum considers the role of play in development and learning, how it nurtures a breadth of skills and improves E



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For details visit or call 01133 222 333

Visit us at BETT stand C395

EVENT PREVIEW  achievements in traditional outcomes. The Bett Arena will also hold a seminar on transforming education for today’s student, which will be lead by FutureLearn & Coventry University. The international education sector is currently going through

significant change driven by market and political conditions. Student expectations are also changing as digital technology advances. The role of Edtech has never been more important with its potential to help universities modernise, attract international

Student expectations are also changing as digital technology advances. The role of Edtech has never been more important with its potential to help universities modernise, attract international students and deliver value for money

Bett 2018


students and deliver value for money. The educational institutions that will thrive will be those who work out how to meet diverse student needs and provide international access to high-quality course materials. FutureLearn will present the latest market trends and Coventry University will discuss plans to deliver 50 online degrees over the next five years with FutureLearn. BETT INNOVATION INDEX Following the official opening of Bett by Justine Greening, Bett will launch its new annual temperature check for innovation in education; the Bett Innovation Index. The project follows a large-scale survey conducted in autumn 2017 that explored global approaches to innovation in education, with the intended result being better understanding of the state of them, from awareness through to adoption. The results will be presented for the first time to outline the culture of innovation that develops in institutions who engage with new approaches to technology. Other sessions at the show will take a look at emerging pedagogy, global and local education movements, practical considerations and, of course, inspiring stories. CONTENT STAGES New this year are two sponsored content stages – the Schools Theatre and Post 16 Theatre, both of which will feature a mixture of brands presenting practitioner-led sessions. The final stage, called the Solutions Den, will be an informal area where brands can present solutions to common school problems and discuss how it might work at their school. One session discussed in the Schools Theatre is using computational thinking to tackle the computing curriculum. Shahneila Saeed, director at Digital Schoolhouse and Tony Gilbert from New College will explain how the Digital Schoolhouse Programme inspires teachers and pupils to tackle common misconceptions within the UK Computing Curriculum. Combining the passion and experience of educators to deliver computing concepts and computational thinking enables students to break problems into manageable parts, patterns and trends. By leveraging innovation and expertise through collaboration with academia and industry, Tony will demonstrate cross-curricular learning at all levels of teaching. He’ll show unplugged style activities, including teaching computing through dance and networking; jigsaw puzzles, word games and role play. 3D PRINTING The Schools Theatre will also host a session on using 3D-printing in classrooms. Michael Miller an ambassador of Dremel 3D, is going to share how he engages his students by bringing 3D printing into his classroom. Having a physical object linked to design thinking activities helps bring context to computer science and therefore encourage higher-level skills, E




Delivering better lessons Increasing classroom and more student support engagement in maths EzyEducation has pioneered a new breed of progressive digital solution. It aims to help teachers deliver better lessons, support students with better interventions and to do this at the same time as taking the strain off teachers. The key to achieving this is to take on the enormous challenge of providing unique explanation feedback following questions. By achieving this, there is a real chance that learning transfers from digital activities into classes, so that a more progressive start point is achieved. This will help teachers achieve more regardless of whether they prefer to “flip” or “chalk and talk”. Although well thought through digital solutions based on a complete learning process


(i.e. with feedback) can save huge amounts of time, the real value lies in the data. The data penny often drops when student activity builds on the system and the emergence of detailed records helps to empower highly effective teaching interventions. These range from the simple objective of helping to make sure all students complete independent work to highlighting learning gaps that guide teaching support for students. The EzyEducation wesbsite provides comprehensive courses for maths and science at GCSE and A Level, as well as business and economics at A-level. FURTHER INFORMATION

Numberella™ is a card and dice maths game which makes learning and teaching maths more enjoyable – and as a result, changes the classroom culture around the subject, increasing engagement and enthusiasm. Introduced at BETT 2017 as a prototype, it was enthusiastically received and has now been trialled at 20 schools across the UK, receiving rave reviews from teachers and pupils alike. Andrew G, of Misterton Primary School said that Numberella is ‘making children think outside the box’ and ‘do maths for a reason and with purpose.’ Beverly L of Leopold Brent said that Numberella ‘has a positive impact on the children’ and is giving them ‘more confidence in maths.’ Callum I, a student at the EGS SEN school near Coventry said “thankyou so much for sending this game to us. It was

amazing,’ whilst Jennifer, from Year 5 at Bowes Primary said “I loved Numberella… it lets you challenge yourself and test your maths skills.” Launching in January 2018 with accompanying software that allows league creation, house formation, and online interaction which deepens the penetration of the Numberella effect – Numberella will transform the way your students relate to maths, sharpen their skill sets, and help you put the fun back into maths. FURTHER INFORMATION

Real life educational activities for pupils

Schools Broadband launches Watchful-i

KidZania London is an indoor city run by kids, combining aspiration, fun, and learning through realistic real-life activities for children aged four to 14. Your students can independently explore the 75,000 sq.ft city with more than 60 exciting careers activities. Fuelled by a child’s natural desire to create, explore and collaborate. School groups will engage in KS1-3 curriculum linked learning in addition to exploring the value of earning money, saving up and teamwork. Dr Ger Graus OBE is a renowned figure in the field of education where he holds the position of global director of education for KidZania. It was through his work with children and schools in some of the most challenging contexts worldwide that Ger introduced the concept that “children can only aspire to what they know exists”.

In response to tougher school budgets, increasingly complex web filtering demands and an era of cyber threats like no other, BETT 2018 sees Schools Broadband launch its brand new, all-in-one, broadband, filtering and security service. Topping investments over £250,000, the company’s application of cutting‑edge technology delivers new standards in filtering and security. Watchful-i is powered by industry-leading capability from Netsweeper and Lightspeed Systems, combined with world‑leading security from Fortinet. Schools Broadband has also introduced a tailored design service, helping schools design all-in-one connectivity, filtering and security packages, to meet school’s needs and budgets. The company offers fully managed or self‑managed options, providing broadband connections from 10Mbps to 10Gbps and firewalls from

Ger will be hosting one of the Main Arena days at this year’s BETT show and take part in panel discussions around challenges facing students. Keep an eye out for Ger in the exciting BETT schedule. To find out more about how your students can benefit from a school trip to KidZania, see below. FURTHER INFORMATION


standard to fully resilient. Schools Broadband’s extra Data Loss Prevention feature is a welcome addition for network managers and school heads looking to tighten security, ready for GDPR. Be sure to visit the on-site “Speed Check Station” to find out your school’s maximum broadband/ internet speed capability; who knows, you may even find you can benefit from the company’s new low-cost giga fibre network. With huge savings to be made via the VoIP and SIP telephony services, be sure to visit Schools Broadband on stand C395 to find out more. FURTHER INFORMATION Tel: 01133 222 333


The Bett STEAM Village is an interactive space for teachers and students to learn through exploration and play  while applying STEM concepts. In doing so this has allowed him to involve more girls with robotics and STEM, which has given students an insight into different career paths. Students who see the results of their equations and work in 3D physical form tend to take a much more serious but fun view of STEM fields. The Post 16 Theatre will host a session on how Ballyclare High school are balancing budgets and innovation using VR, 360-degree cameras, and a combination of online and offline activities. With an emphasis on kinaesthetic and project-based learning, students are using tech to design their own virtual field trips, build geographic and scientific models, and use social media to share and view their work. They’re creating flip books with animation tools to tell the story of their learning outcomes. This approach combines tech with hands-on learning that’s embedded across the curriculum resulting in fully immersed students. This session provides new ideas on how to implement innovative approaches and tools for project-based learning.

Bett 2018


key STEAM topics, teaching methods, and new and emerging technologies.

NETWORKING In addition to the content, Bett’s popular feature areas are joined by a new service to make collaboration and networking with peers and companies easier. Bett’s new networking tool, Connect@Bett, helps visitors make the most of their time over the four days of the event, helping them search for appropriate connections across the events entire audience, set up meetings and use the dedicated Connect@Bett lounge for meetings or a quiet corner for a coffee. Following its success in 2016 and 2017, the STEAM Village (science, technology, engineering, art and mathematics) will return again to play host to a number of organisations supporting learning in the STEAM subjects. The Bett STEAM Village is an interactive space for teachers and students to learn through exploration and play. It’s a place for visitors to try out STEAM solutions and products while considering how they can be assimilated into the classroom to enhance education. Experts will be on hand to guide visitors through

WORLDWIDE PARTNER Bett 2018’s worldwide parter is Microsoft. The firm’s mission in the education sector is to empower every student to achieve more. It has been a major player in this market for many years and its focus is on helping students and teachers to gain the most from the technology they often already have in schools, thereby improving student outcomes. Microsoft has very high awareness generally, but it regularly launches new products and initiatives to support teachers and students. Its challenge is to continually demonstrate how its products make a difference in UK classrooms and compete with many new players in this fast-moving market. “What makes Bett unique is the community. Over 45,000 people come to the show every year and they are all eager to learn how technology can help them in their schools, and no other show offers that,” said Tim Bush, education marketing manager at Microsoft. Bett 2018 will run over four days, from 24 to 27 January 2018 at ExCeL, London. L FURTHER INFORMATION


= FUN Putting the fun back into maths.




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Funding learning outside the classroom

At the NAHT conference in April 2017, against a backdrop of rising concerns about the impact of the proposed fairer funding formula, 97 per cent of NAHT members present voted to campaign for protected funding to ensure children have greater access to outdoor education and residential experiences. This was significant for two reasons. Firstly it confirmed head teachers think that learning outside the classroom (LOtC) opportunities are under threat; but secondly it was an incredibly powerful endorsement of the importance head teachers place on LOtC experiences. Intuitively head teachers know that educational visits, outdoor learning and residentials all have an enormous impact in expanding horizons & supporting the learning and personal development of young people. But they also know that they face some very difficult decisions and must make savings in order to balance the budget. I would suggest schools take three steps in order to ensure funding for LOtC now and in the future.

is delivered and consider how you will evaluate the impact that the visit has made. After the visit, make sure you evaluate the impact and communicate this to parents, governors and on your website. This will make it much easier to sell the benefits of investing in LOtC next time around. The Department for Education gave guidance in September 2018, saying: “Schools should consider the affordability of any trips they plan to ensure no-one is unfairly disadvantaged. This is why we have given them flexibility over how they use the pupil premium funding to help improve the progress and attainment of their disadvantaged pupils. This can include covering some or all of the costs of going on a residential trip, if the school believes that this will help improve a pupil’s academic outcomes.”

STEP 2: INCREASE THE IMPACT Howeve As a school, you need to ensure r you fun that every penny counts in d y our LOtC, y terms of how you spend be able ou must your budget and the impact t o it has for your pupils. c o nv p a re n t s There are many simple , gover ince n o rs ways you can improve and Ofs your return on investment the trip ted that with regard to LOtC. is For example Learning investma good ent Away recommends planning

STEP 1: JUSTIFY THE COST Many schools rely on parental contributions to fund LOtC, and many also use Pupil Premium or the primary P.E. & Sports Premium to ensure that all pupils have access to educational visits and residentials. However you fund your LOtC, you must be able to justify the costs in order to convince parents, governors and Ofsted that the trip is a good investment. The best way to do this is to focus on the educational benefits that the visit will have for the young people who take part. These can be about delivering the curriculum and meeting attainment targets; but can also be about personal development – for example building resilience and self‑efficacy; or delivering spiritual, moral, social and cultural development outcomes. Before the visit, identify the learning outcome you want to achieve, plan the experience to make sure your outcome

a residential as early in the school year as possible in order to allow time for learning and development to be embedded back in school. The English Outdoor Council have published a high quality outdoor learning checklist to help schools, whether they are working with a provider or delivering the activity themselves. For example, to maximise impact and value for money, ensure that the session is inclusive and shows differentiation to meet the needs of all learners within the group and that the session is linked to wider curriculum outcomes and objectives through a clear transfer of learning. You should also ensure the session is well paced and shows progression & clear development of skills, behaviour & knowledge from the participants and that participants have the opportunity to be creative and apply what they are learning. The session should also ensure

that participants can describe what they are learning as opposed to what they are doing and can understand how they can apply it in the future. Reflection and review time should also be built into the session. STEP 3: FIND CREATIVE SOLUTIONS Many schools have been very successful in fundraising to ensure all pupils can access regular LOtC opportunities, whereas others have been able to significantly reduce the costs of their LOtC programme. For example, Learning Away Champion school Park School in Kilmarnock ensures that residentials are kept affordable, meeting costs through fundraising including grant applications, parent council support and school contributions. This meant that last year’s five day residential to Glencoe was offered for just £40 per pupil. LOtC Mark Bronze School Bay House School and Sixth Form took another approach, successfully planning and delivering two days of inclusive and free LOtC in which the whole of year 7 (350 pupils) took part. All of the activities took place within walking distance of the school and included a hike, den building, beach combing, a scavenger hunt and a visit to the local lifeboat station. Richard Thomas, head of operations and Ethos at Bay House explains: “There is no doubt that ski trips and visits abroad benefit the learners involved. It is however unfortunate that these opportunities are often only accessible and affordable for a small minority. We wanted to address this and ensure that an increased number of pupils benefited from LOtC.” There is no doubt that there are challenges to be overcome with regard to funding LOtC, but as the above examples prove these challenges can be overcome and should not result in fewer opportunities being offered. Nor should they result in disadvantaged pupils being left behind. For schools who are creative and plan LOtC as part of the curriculum, the benefits of well-planned and inclusive LOtC will soon prove to be more than worth the investment. L

Written by Elaine Skates, chief executive, CLOtC

With the challenge of balancing the school budget becoming ever harder, Elaine Skates, chief executive of the Council for Learning Outside the Classroom (CLOtC), explains why schools must continue to invest in outdoor learning and offers some advice on overcoming funding barriers

Outdoor Learning







EB top ten: outstanding school catering It is widely recognised that healthy school food boosts academic attainment, enhances the wellbeing and behaviour of pupils, and helps tackle obesity in school children. Education Business picks its top ten schools that provide outstanding catering Brynteg Secondary school, Wales Welsh school Brynteg Secondary scoops the top spot for its collaborative and holistic approach to improving catering, which has seen school meal intake increase by 17 per cent. To find out why the school was experiencing a decrease in school meal uptake, the catering team worked closely with the school pupil council, food and fitness group, and healthy school co-coordinator. They underwent a customer consultation to find out what the pupils were actually eating and what they would like to see on the menus. Pupils were invited to new product trials to get feedback on whether items were suitable to go onto the menu. The catering team arranged for menus to be advertised on the school website and had all daily healthy promotions advertised around the school on the TV screens Fruit smoothies, a fruit bar and a pick and mix salad bar were introduced after the consultation with the pupils. A pre‑order system was also introduced to support reduced queuing times. A 17 per cent increase in school meal uptake was seen as a result of working with the school, the pupils and the lunchtime supervisors. Due to the success of this project work, this approach has been rolled out to the other secondary schools in the borough during 2017.


in July 2016 to improve the pupil experience and increase school-meal take-up. The project, funded with the help of Derbyshire County Council funding, saw a number of actions taken that would change the children’s dining experience. In addition to the Silver Food for Life menu offered to all primary schools across Derbyshire, a deli bar was purchased offering a daily choice of freshly‑prepared sandwiches and filled rolls. A bespoke self-serve salad bar is also available. To encourage children to scrap plate waste a waste trolley was manufactured with a coloured screen to stop waste food being seen. The menu is discussed at morning registration and copies of the menu can be found in all of the classrooms and at parent collection points across the school. A bespoke presentation table is positioned at the entrance to the dining room and displays the daily choice. The project took a total of seven weeks to complete. The completed kitchen has a new ventilation system with state of the art cooking equipment installed to guarantee that high quality food can

Hasland d n Infant achool s Nursery deli bar offers a sandwiches sh with fre rolls and a and self-serve e bespok lad bar sa

Hasland Infant and Nursery School, Chesterfield, Derbyshire Hasland Infant and Nursery school takes the second position for its efforts to improve the children’s dining experience. The school upgraded its kitchen and canteen

2 44


be served to the children each day. The additional service points in the dining room encourage children to develop life skills and influence choosing the right food. The children, catering staff and staff are now delighted with their new facility. Following the changes to the kitchen and dining room, take up of meals rose to 87 per cent from 85 per cent in 2015-16. Ark Kings Academy, Birmingham Ark Kings Academy believes that if its students eat well, they are better able to learn. To that end, health and nutrition is a priority in the school canteen. The catering is provided by CityServe, part of Birmingham City Council. Each day the school provides two choices of homemade traditional meals, as well as homemade sandwiches, baguettes, rolls, wraps and bloomers, salad and fruit pots and homemade desserts. The school has a number of themed days and promotional days throughout the year which gives students the chance to try new foods. The catering team also works with the wider school to link in with the curriculum. The school operates a cashless payment system, which means that each student has their own account. This helps speed up lunch service and means pupils do not have to carry cash on a daily basis. This summer, Ark Kings Academy put on a BBQ that proved a huge success with all. There was music, stalls, activities and food from CityKitchen. The BBQ was the school’s largest to date, with 312 parents, 71 staff, Year 7 students and guests attending. The event also allowed student chefs to put their cookery skills into practice.


Richmond Hill Primary School, Leeds The head teacher Nathan Atkinson believes that children who are eligible for free school meals, should be eligible 52 weeks of the year and not just during term time. So the school built a café in the school, where children can eat, socialise and learn about food, and the school employs members of the community to work in the café, serving the children and their families all year round. The head teacher has also started a Fuel for Schools programme after seeing vast


Hasland Infant and Nursery School



amounts of entirely edible waste food that are created each day, and also understanding that many poorer pupils depended on their school canteen for healthy cooked food. The scheme started with a ‘market stall’ at the school gates where families could buy ‘waste’ produce through a “pay-as‑you‑feel honesty box”. It now provides food to 55 schools across Leeds and saves 250 tonnes of food from landfill every month. Ballard School, Hampshire Winner of the Education Business Award in 2016, Ballard School recognises the importance of ensuring that healthy eating is key to the school curriculum. Innovative chefs provide a vast and well prepared menu, with unhealthy foods, such as those that were fried or baked, disappearing from school plates. The school also implemented a ‘Healthy Eating Working Group’, ensuring the topic remains on the agenda. Ballard has also been awarded a Healthy Eating Award for introducing some innovative changes to menus and holds a 5-star hygiene rating.


The Barlow RC High School & Specialist Science College, Manchester Winners of this year’s catering award at the Education Business Awards, the Barlow RC High RC High school’s catering team undergoes continuous improvement and training, including NVQs in food preparation and cooking. Students particularly enjoy the breakfast service and the new noodle and rice boxes, which are packed with vegetables and come in recyclable containers. Catering manager Joanne Murray won ‘Secondary School Caterer of the Year’ at the 2016 EDUcatering Excellence Awards and the catering provision has been recognised by Manchester City Council, with nominations for the award of ‘team of the year’.


Haberdashers Monmouth School for Girls, Monmouthshire The catering team at Haberdashers Monmouth School, which include fully qualified chefs, work closely with local suppliers to source fresh seasonal food so that a varied and nutritionally balanced menu is always on offer. All dietary requirements are met, including special requests for religious, vegetarian and non-allergenic meals. The school’s modern facilities include efficient industrial ovens and food preparation equipment, while every kitchen maintains a 5* hygiene rating. The catering teams regularly present special events, including language days when dishes from Mexico, India, or Italy may be on offer. There is always a choice of more than one hot meal, as well as an extensive cold buffet. All Monmouth students are invited


Due to the success of Brynteg’s catering project, the approach was rolled out to the other secondary schools in the borough during 2017 to send a representative to the Food Forum meetings where they can discuss the schools’ food provision with the catering manager. The school also has a ReFood recycling programme, in which any waste is sent for processing, often to produce green energy and fertiliser. Harrogate Grammar School Since bringing catering in house in 2012, the school has expanded its operation to eight outlets within the school including a purpose built Sixth Form G2 Bistro and a mobile catering unit. The school actively engages with students through cookery lessons and has regular contact with parents at induction days and parents’ evenings. Emphasis is placed on local produce, balanced meals and a wide range of healthy choices. The school has won various accolades for its catering, including a LACA Award for Excellence in 2016 and two awards from the EDUCatering Excellence group.


Malvern St James Girls’ School, Worcestershire Malvern St James Girls’ School was recently awarded a prestigious Gold Healthier Choices Food Award. The nutritionally balanced menus at the school cater for all preferences, nationalities and special dietary requirements. All


food comes from a small family supplier in Gloucestershire, which sources a lot of its products from the local area. All meals are produced and cooked on site using and include exotic dishes such as Caribbean chicken and pumpkin curry, Normandy mushroom wellington, sweet chilli beef stir fry and vegetable Cumberland pie. A salad bar, usually themed on Mediterranean or Tapas dishes, is also available each day. The catering facilities also boast a Level 5 Food Hygiene Rating. Lowerplace Primary School, Rochdale The catering team at Lowerplace works hard to produce a varied, exciting and delicious school menu. All meal choices are healthy – the school meal menu includes a choice of two hot meals each day, as well as freshly‑prepared sandwiches and jacket potatoes with a variety of fillings. During themed meals and special weeks to celebrate festivals and sporting events, the catering team adapts the menu to suit. The catering team were presented the Excellence Certificate from the Greater Manchester Healthier Catering Award earlier this year and has a Food Hygiene rating of 5. L




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Schools need a fundamental culture change, shifting their focus away from sport and towards physical activity, writes Miranda Markham

Despite rising awareness of the benefits of exercise and healthy eating, childhood obesity is on the rise in the UK. Today, nearly a third of children aged 2 to 15 are overweight or obese and younger generations are becoming obese at earlier ages and staying obese for longer. It would be easy to assume that the solution is to add more opportunity for sport in school. Surely, if children became engaged with sport at an earlier age, we could easily curb this crisis. However, experts agree that the emphasis on sport is overrated. Instead, schools need a fundamental culture change, shifting their focus away from sport and towards physical activity. A SHIFT TO PHYSICAL LITERACY Dean Horridge, founder and CEO of Fit for Sport, is a firm believer that adding more sport in schools isn’t going to address the actual problem. “I think we’ve got it wrong for many years,” he says. “In every class of 30, there’s

Written by Miranda Markham, head of industry, Action PR

Physical activity is not just about sport

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only about 10 kids who are interested in sport. What ends up happening is that the 10 kids that are naturally good at sport excel in these environments. They love the experience because they get passed the ball. Ultimately, they get to win. “However, it’s the other 20 that miss engaging in these activities and we lose them. Not just as a child, but for life.” Instead, Horridge suggests a shift toward “physical literacy,” that is, fundamental skills like how to catch, how to run and how to jump. “It’s about participation, not technique,” says Horridge. “All primary school kids want to do is have fun. When the focus is on technique, you alienate the 20 children who don’t have natural sports ability.”

FALLING BELOW FITNESS LEVELS According to a recent study by Fit for Sport, 79 per cent of children in the UK fell below the recommended fitness levels for their age group. What’s worse, children who disengage from sport at a young age often become physically inactive adults. Launched earlier this year, programmes like Fit for Sport’s Healthy Active Schools System (HASS) are aiming to combat this problem. HASS is a free online activity measurement tool for schools which allows them to track, measure, monitor and evaluate children’s fitness and activity levels. It can also help schools, regardless of how affluent they are, support children who are not very fit or active. The benefits of adding more physical E




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HEALTH & WELLBEING  activity in schools are huge. Aside from an increase in general health, Horridge says that active school environments encourage better academic performance, better behaviour, higher engagement and better concentration. Another associated benefit is that active schools can reduce incident/ accident rates by as much as 78 per cent. Lunch time provides the perfect opportunity for a marked increase in physical activity. Horridge says there is a need for more trained and upskilled staff to not only facilitate but join in with lunch time activity. “When teachers get involved, it has a massive impact on children’s activity,” he says. “Something as simple as getting a tracksuit on and getting involved in a game of dodgeball can make a big difference.” Ultimately, he says “adding more sport in schools is not the answer.” “Putting more money into sport and PE doesn’t actually address the problem. The focus needs to be on getting kids active in a fun way. If we make having fun and being active the same thing, children are so much more likely to consider sport later in life.” SOMETHING FOR EVERYONE Linda Hall, founder of Animal Fu, a character‑based fitness programme for three to seven-year olds, shares a similar opinion. While she acknowledges that the state of PE and sport in school is improving, there is still a major participation issue, especially with young girls who typically hate PE. “In addition to sport, it would be beneficial for schools to incorporate more regular movement into the day,” says Linda. “It would be great to add something for everyone, especially some options for physical activity that are not competitive.” Hall says that, when children are in primary school, a lot of them lose interest because of competition. However, a programme like Animal Fu is focused on participation and is designed to be accessible to all children, regardless of gender, size or ability. “You can be big, small, tall, short, a boy or a girl – Animal Fu is accessible to any child,” she says. Designed to complement existing school sports and activity offerings, Animal Fu centres around five different animal characters, all with a different message like healthy eating, no bullying, respect and self-belief. “The movements are borrowed from Tai Chi and other martial arts forms,” says Linda. “Some children struggle with basic movements but with the slow, controlled movements of Tai Chi, everyone can do it. Also, because it is fun, and based around animal characters, children don’t recognise the activity as exercise. All children love animals so when they lunge, they don’t know they are lunging. They are doing tiger crawls.” Linda maintains that a programme like Animal Fu can work hand-in-hand with existing sports programmes, like swimming or tennis because the movements they learn in Animal Fu help improve balance, arm

swing and body awareness. Beyond sport and physical activity, Linda suggests that more schools focus around “wellness activities,” that is, activities that help children have fun and feel good. With elements of mindfulness incorporated into the programme, Animal Fu can not only help children become more physically active, but also be beneficial to children’s mental health as well. ARE GIRLS AT MORE RISK THAN BOYS? Duncan Jefford, regional director for Everyone Active, says there is a major disparity between what girls are offered and what boys are offered in terms of sport in school. “In sport, it is still a very sexist culture. It’s time to break that cycle,” he says. A recent study from Youth Sport Trust and Women in Sport revealed that secondary school aged boys (age 11-16) are happier with the amount of physical activity they take part in and enjoy it more than girls (71 per cent of boys vs. 56 per cent of girls). Even more troubling is that 45 per cent of girls do not see the relevance of the skills they learn in PE to their lives and ultimately, issues with confidence, self‑consciousness, the pressure of academic school work and lack of encouragement from teachers and parents, all hold teenage girls back from being physically active. With two young girls of his own, Jefford described the state of sport in school as “incredibly disappointing,” particularly in the state sector. To help address this issue, Jefford said Everyone Active is now delivering a variety of programmes to help schools make sport more affordable and accessible. “We have partnered with Great Britain Olympic gold medallist Alex Danson to launch a hockey academy for children aged 7-11 and we’ve also teamed up with the Hertfordshire Mavericks to launch a series of netball camps. Both initiatives allow us to get girls involved in these sports at a much younger age than what is typically offered in school,” says Jefford. Both programmes have ambitious goals. The Alex Danson Hockey Academy aims to engage 10,000 children with hockey over the next three years, notably young girls who are not traditionally offered this

opportunity until Year 5. Similarly, the Hertfordshire Mavericks partnership wants to get an additional 20,000 girls and women partaking in some form of netball-related activity over the next three years. “If you get children more active in primary school, you embed good habits for life,” says Jefford. SWIMMING STRUGGLES Swimming is another area where some state sector schools struggle. “Unfortunately, the reality is that nearly 2,000 primary schools in the UK do not offer any swimming lessons and there’s over a quarter of a million children every year that finish primary school and can’t swim 25 meters.” As a result, Jefford said that Everyone Active is allowing access to swimming lessons at a more affordable rate to help break down the price barrier facing many British schools. One issue facing schools is the cost of transport for children from school to a leisure centre with a pool, so Jefford said Everyone Active is working with coach companies to find ways to make transportation more affordable. “Our aim is to enable every child to swim 25 meters by age 11,” says Jefford. SHIFTING THE FOCUS While sport and PE is an important part of most children’s school experience, the reality is that most children do not meet the recommended minimum requirements of weekly physical activity. Worse still is that many children, especially girls, lose interests in sport at a young age which often has major consequences in their adult‑life. Unfortunately, the school environment naturally promotes a very sedentary culture: children are required to sit for long periods, walk instead of run and be still for most of the day. With childhood obesity levels on the rise, increased physical activity is needed more than ever. Shifting the focus away from sport and toward more regular activity that is both accessible and fun will undoubtedly have a lasting impact on the health and wellbeing of today’s children, now and until adulthood. L FURTHER INFORMATION


2018 16-17 October

Manchester Central


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Progress is divided into small steps targets, making it easy to track and share. Head of learning support, at Highfield Prep School, comments: “We use them daily in KS1 as an early intervention tool and they’ve made a real impact on pupil progress. The children love the ‘special’ cases and the resources inside.” For more information or to sign up for a free 28‑day trial, see below. FURTHER INFORMATION Tel: 01442 878629

Providing permanent staffing solutions

collaborate with universities nationwide and attract the best newly qualified teachers. This is all part of its service to you. Kirstie, The Elmgreen School commented on its service: “The staff at Horizon are all friendly and efficient, and always accommodate our needs. They have also taken the time to get to know how I work, and we have a lovely working relationship. The quality of candidates they have put forward for longer term bookings is of a very high standard.” To get in touch regarding your school’s staffing needs, see below. FURTHER INFORMATION Tel: 0800 121 4006






Maxi-Jaye offers a full range of professional cleaning services to take care of every aspect of your cleaning requirements, keeping your environment clean and looking the best at all times. The firm provides services in Watford and the surrounding areas. Maxi-Jaye is an experienced, professional cleaning company. You can rely on the firm to provide you with schools, office, commercial and house cleaning services and work hard to provide the highest standard. Maxi-Jaye was established in 2011 and its objectives are to provide cost effective cleaning services that promotes the very highest standard end results; a full commitment to quality at all times; the highest quality customer care; and fully trained and vetted staff. In addition, Maxi-Jaye aims to provide a unique and personal service for every client; only use the most environmentally

Access Cleaning and Management Services provide a complete range of commercial, residential and specialist cleaning services throughout London and the West Midlands. In addition, ACM offers comprehensive maintenance and management support solutions. Covering Docklands, West End and surrounding areas, the company has built up a strong client base consisting of property agents, residential blocks, offices, showrooms, developers and councils. ACM offers the highest quality ‘facilities’ service, all of which are backed by its powerful management systems. The firm prides itself on being ‘big enough to cope, small enough to care’. Its regular work, excellent

Taking care of all cleaning A fully tailored cleaning requirements at school service for schools

friendly cleaning products and equipment; and provide holiday and sickness cover. Maxi-Jaye’s dedicated team is specialising in window cleaning, carpet cleaning, and end of tenancy patio cleaning. The company also provides services to schools, colleges and nurseries; bars, pubs, restaurants and clubs; sports centres; medical centres; and warehouses and shops. Maxi-Jaye prides itself on the high standards it provides to many of its valued customers.

rapport, changing attitude towards the environmental changes and competitive pricing have kept ACM steadily growing in this high demand market. ACM offers multiple in-house services; one help desk, one contract manager per client and a motivated service team to ensure a fully tailored service fit for your requirements. ITs mission is to be the clients’ best supplier support service with a 24/7, 365 day help desk to enhance your personal or business premises whatever sector you work in. FURTHER INFORMATION Tel: 020 7517 9998

FURTHER INFORMATION Tel: 0208 428 7572 Tel: 07786655765



Displaying the appropriate health and safety signage is a key element in creating a safe workplace for teachers, other staff members, pupils and visitors to a school, college or similar places of education. The Sign Shed, a leading UK manufacturer of British-made signs, provides an extensive range including access, first aid, fire safety, parking and playground, as well as general warning, prohibition and mandatory signage. Providing clearly-visible safety information to highlight dangers helps manage the risks and meet a school’s legal requirements. Signs can help prevent slips, trips and falls, alert to dangers from hot or harmful substances, or accidents from manual handling for example. The Sign Shed has a range of materials and sizes to suit all needs and budgets, whether you need off the shelf or custom signs. The firm provides a fast

FL Facility Services is a professional cleaning company based in Essex, offering bespoke cleaning services for the requirements of both the public and private sector. FL offers contract cleaning services in schools, health centres, care homes and general offices, as well as oneoff cleans such as carpet cleaning, window cleaning, landscaping and rubbish clearance and end of tenancy cleans. The firm will service all your cleaning requirements. Its staff are fully trained to British Institute of Cleaning Science standard and its professional approach has seen a rapid growth since its inception just seven years ago. FL Facility Services now have a washroom department providing sanitary bins, air fresheners, toilet rolls,and hand towels to many clients at very competitive prices Its division, FL Kitchen and

Creating a safe school Offering schools a environment for everyone bespoke cleaning service


turnaround, even for customised options and next day delivery is available. Its “Pay by Invoice” option gives you up to 30 days credit as standard. The Sign Shed supplies to schools, local authorities, NHS Trusts, individuals and businesses throughout the UK, including the HSE itself. It’s rated Excellent (9.8/10) by Trustpilot and guarantees you great products at decent prices, together with excellent, personal customer service when you need it. FURTHER INFORMATION Tel: 01977 681127


Ventilation, provides kitchen deep cleans and duct work and ventilation cleans for the catering industry, providing a professional service to many Essex restaurants, schools and public house kitchens. Its very experienced and professional approach has seen the firm grow with repeated business from many major food outlet brands. Cleaning to TR19 standard with certificates provided for insurance purposes, FL ensures its service is second to no one. FURTHER INFORMATION Tel: 01268 498952



TeeJay Publishers now supply TeeJay Core Maths Textbooks and support materials to over 95 per cent of all Scottish schools. The firm has recently used its expertise to produce a similar set of resources to meet the requirements of the National Curriculum in England. The bright colourful Core Textbooks, one for each year group, are very pupil friendly, contain lots of graded exercises, and are capable of being used in both a group work arrangement, and as a whole class teaching resource, thus allowing for mastery teaching to take place. As well as core textbooks, the scheme is supported by dedicated homework packs, covering exercise by exercise, the curricular content of the day’s teaching, thus providing extra support and allowing parents to monitor the work of the class. Each yearbook also has an assessment pack, with individual

Beaudesert Outdoor Activity Centre, set in 120 acres of parkland on the edge of Cannock Chase, offers fantastic residential experiences and day visits at amazing prices. It has a variety of lodge accommodation, tented sites and general campsites. Activities range from an amazing via ferrata climb around the natural rock quarry, to abseiling on natural rock, to zip lines, high ropes, archery and lots of bushcraft activities. The centre has a cafeteria providing home-cooked food that the children love. More importantly, the thing that sets Beaudesert Outdoor Activity Centre out above the rest and makes it a centre to come back to time and time again, is its team of staff who love what they do. The firm understands that every school is different and its Guest Services Team works with you to create a trip that meets your expectations, whether you

Enhancing maths skills with bright resources

tests, longer class assessments and an end-of-year full diagnostic assessment. The textbooks also have free online course plans, and books one and two have sets of free worksheets. TeeJay is a highly respected producer of maths resources in Scotland and both parents and teachers associate the name Teejay with quality and value. Children also respond positively to the bright colourfully presented Textbooks. FURTHER INFORMATION Tel: 01207 582344

Providing educational residential experiences

Products & Services


just want a fun end of term reward day, a full week long residential, an overnight away from home residential taster, or maybe a start of term bonding day or something linked to the curriculum, Beaudesert can help you achieve this. FURTHER INFORMATION Tel: 01543 682278


Rapid data capture to Delivering high-quality drive school improvement teaching in maths KANDA.CARE is a cost saving, high impact, behaviour and learning management system for your school, easily customised to your unique identity and values. Consistent, accurate, expansive and ongoing data capture is the cornerstone of this system, due to a tablet based intuitive tool that is quick to learn and easy to use, and keep using. The immediate effect is to release teacher time and saves administration costs. The next benefit comes from the total consistency in the cycle of collecting data, analysis and intervention leading to transformational behaviour and learning improvement. KANDA. CARE makes the data work for you, giving instant live analysis on any student, class or teacher. The system will identify gaps and trends leading to purposeful intervention. With easy access to great quality data, you have indisputable evidence to hand to support key decisions and reviews, and this cumulates

in delivering evidence-based school improvement. KANDA.CARE is a collection of modules designed to complement and provide a tool for front line teaching staff to deliver outstanding student outcomes. Designed with maximum engagement for students and staff at its centre, KANDA. CARE motivates and transforms progress for all with ease. Come and see KANDA. CARE at Bett Futures 2018

The UK has been battling a maths teacher shortage for five years. eMathsMaster is a complete online learning management system which quickly and effectively trains non-maths teachers, following the Shanghai Mastery model. This ensures that teachers deliver high‑quality maths lessons from Key Stage 2, all the way to the higher tier of GCSE. Also available by eMathsMaster are pupil and school editions for a complete maths education software solution, accredited by The Dean Trust. Results have shown that eMathsMaster will create teaching capacity in schools, reduce teacher pressure,

stress and burn out, better teacher retention, boost learning outcomes, increase pupil engagement, increase ROI for schools and make maths fun and engaging for the entire classroom and more. eMathsMaster keeps teachers teaching with an easy-to-use, accessible and convenient learning process, delivering the best outcomes for the school, teachers, pupils and parents. eMathsMaster is available on all devices and provides everything, for everyone, at every level. FURTHER INFORMATION Tel: 020 3245 2558





Is a browser-based Governance, Risk & Compliance Management Solution which supports Compliance with EFA, DfE, Ofsted and other regulatory obligations

• Structured & Systematic approach to Risk Management - Based on global risk management standards • Extensive Repository of Risks and Associated Controls - Informed by Education Professionals • Comprehensive Reporting

Contact Website: Email address: Office: 0208 944 9990


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

Able Canopies 24 Access Cleaning&Management Services 52 Ant Education 41 Beaudesert Park Campsite 53 CalQRisk 54 Chapter Education 23 Energy Management 28 Ezy Education 36 FL Facilities Services 52 Five Minute Box 51 Grassform Group Inside Back Cover Horizon Teachers 51 Initiative Back Cover Initiatives Fundraising 48 ISS Mediclean 10 Langley Waterproofing Systems 26 Longshot Kids 40 Maxi-Jaye Cleaning Services 52 Mutiny Technology 26 Norse Commercial Services 12



Nunchuck Recruitment 51 PE Passport 51 Precor 18 RM Integris 8 RM Windows 10 Campaign 14 Ransomes Jacobsen 42 Rapid Online 34 Safety Technology 30 Seek Teachers 20 Smith Sport 46 Sound Dynamics 41 SQuidcard 6 Step Exhibtions 50 Suez Recycling and Recovery 16 Talk Straight and Schools 38 Teejay Publishers England 53 Templar 17 The Kings Ferry 4 The Sign Shed 52 Unicol Engineering Inside Front Cover

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Education Business 22.10  

Business Information for Education Decision Makers

Education Business 22.10  

Business Information for Education Decision Makers