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A focus on mental health £200,000 of government money is being used to fund a new training programme to help secondary school teachers respond to early signs of mental health issues in pupils. They will receive practical advice on how to deal with issues such as depression and anxiety, suicide and psychosis, self-harm, and eating disorders. This is a great step towards tackling mental health issues at an early stage before they turn into serious problems in adulthood. But what about the teacher mental health? Long hours, heavy workloads and periods of pressure and uncertainty can lead to stress and teacher burn out. In fact, a poll conducted by special needs teacher Jenny Harvey in Scotland earlier this year suggested that every school in Scotland should have a counsellor to help teachers deal with the demands of the job. Nearly half of respondents said their mental health was poor, with 15 per cent stating they take medication. On page 13 of Education Business magazine, Dr Brian Marien examines teacher burn out, the need to embrace and manage stress, and the impact of teacher wellbeing on pupils and the wider school eco-system.

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The shortlist for the 2017 Education Business Awards is out. The schools included demonstrate excellence in areas such as recruitment, IT innovation, SEN provision, environmental practice – and many others. I look forward to finding out who the winners are on 6 July at the Grange Hotel in London. Angela Pisanu, editor

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

226 High Rd, Loughton, Essex IG10 1ET. Tel: 020 8532 0055 Fax: 020 8532 0066 Web: EDITOR Angela Pisanu PRODUCTION EDITOR Richard Gooding 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 PUBLISHER Karen Hopps ADMINISTRATION Vickie Hopkins, Charlotte Casey REPRODUCTION & PRINT Argent Media

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

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



Supporting administration and improving the learning experience

As schools, colleges and universities attempt the tricky balancing act of cutting costs while improving service levels, more and more are discovering the benefits of deploying Fujitsu scanners in the classroom and administrative offices. Fujitsu offers a wide range of scanners, including sheetfed, flatbed and overhead models. Different models are suited to different applications, but all perform the same essential function, the conversion of printed and handwritten information into digital images that can be shared, stored and distributed digitally. Visit to find out more

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

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





43 EB AWARDS 2017





Schools can challenge exam results following ‘marking moderation errors’. Secondary school staff to get mental health training. DfE publishes gender pay gap

Long hours, heavy workloads and periods of pressure and uncertainty are all typical of roles in education, and problems with stress, burnout and staff retention are all clear indications that there is a need for change

48 53

Better-designed school buildings that are safe and encourage children to learn are amongst the recommendations RIBA has highlighted in its manifesto for the new government. Education Business explores the proposals further and also looks at a selection of educational buildings that were recognised for their inspiring designs as part of the RIBA National Awards, given to buildings across the UK recognised as significant contributions to architecture


James Kelly, chief executive of the British Security Industry Association, explores the benefits of lone worker safety solutions


The shortlist has been revealed for the 2017 Education Business Awards, which will return to London on 6 July to recognise excellence in education across 22 categories

The south coast has a wealth of military and maritime places of interest for school trips, writes Nigel Smith, chief executive of Tourism South East

Julie Nugent from the Design & Technology Association explains the knowledge and skills needed to embrace 3D printing


Virtual Reality is increasingly being used in schools to add another dimension to learning. Education Business looks at this growing technology trend


Discussions during London EdTech Week on 19-23 June highlighted the belief that the education sector needs to prove that education technology works

62 SEN

Alex Grady from Nasen explains the sensory challenges that some pupils may face and that teachers should consider

As well as having robust health and safety procedures and policies, schools should teach children about risk, safety and health so they have the skills to keep themselves and others safe




Putting a packed lunch policy in place can be tough, but every school allowing packed lunches needs one if we’re going make life easier for parents and give kids a consistent message. Jo Nicholas from the Children’s Food Trust shares some advice

With hundreds of public playgrounds set to close, API Chair Mark Hardy says it’s more important than ever that schools are able to provide adequate play facilities With around 75 per cent of elite performers suffering from performance anxiety, Lee Fellows from the Academy of Contemporary Music shares advice on how teachers can spot the early warning signs and what techniques can address nerves

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getextra * Estimated average saving for a secondary school.


Schools can challenge exam results following ‘marking moderation errors’

Secondary school staff to get mental health training Teachers in secondary schools will be taking part in a new training programme to help them respond to early signs of mental health issues in children. The programme, backed in the first year by £200,000 in government funding, and delivered by the social enterprise Mental Health First Aid, will start with 1,000 staff and extend in years 2 and 3 to cover every secondary school in England. They will receive practical advice on how to deal with issues such as depression and anxiety, suicide and psychosis, self-harm, and eating disorders. They will also be invited to become ‘first aid champions’, sharing their knowledge and experiences across schools and communities to raise awareness and break down stigma and discrimination.

Ofqual has announced that schools and colleges in England will have a second opportunity to challenge GCSE, AS level, A level and project results if they continue to have concerns about marking or moderation errors. This adds to their existing right to appeal results on the grounds that an exam board hasn’t followed its own procedures. Starting this summer, those who continue to have concerns about marking or moderation errors in AS and A levels or project qualifications after the exam board has conducted its first review will be able to ask exam boards to look again. This follows the evaluation of a pilot exercise in summer 2016 involving three A level subjects (geography, religious

studies, and physics). It found that this additional grounds of appeal provided a better opportunity for errors in marking to be identified and corrected. The opportunity to appeal on the grounds of a marking or moderation error will be extended to GCSEs in English language, English literature and maths in 2018, and to all remaining GCSE subjects in 2019. The period over which the new grounds will be phased in will give exam boards the time needed to appropriately build their capacity to manage the likely increase in appeal requests. Ofqual has updated its guide for schools and colleges to reflect the change.



Confusion over GCSE pass marks for university entries

DfE publishes gender pay gap


The Department for Education (DfE) has become the first government department to publish its gender pay gap and bonus pay gap. This is to set an example to other employers on promoting gender equality in the workplace. The department has reported a mean pay gap – the difference between average salaries for men and women – of 5.3 per cent and a median pay gap of 5.9 per cent. This is compared to the UK’s national gender pay gap of 18.1 per cent which is the lowest since records began in 1997. The pay gap data will be published by all government departments and large private companies by April 2018 – shining a light on our workplaces to see where there is more to do and helping people make informed decisions about their career. Secretary of state for education and minister for women and equalities, Justine Greening said: “I’m proud that the Department for Education has taken an important step in reporting its gender pay gap, setting an example to other employers as we build a stronger economy where success is defined by talent, not gender or circumstance. “The UK’s gender pay gap is at a record low, but we are committed to closing it.


Photo by Fabian Blank on Unsplash

There are warnings of confusion over university admissions from changes to GCSE exams in England which will create two different pass grades. According to the BBC, a number of universities have minimum entry grades at GCSE level – such as a C grade pass at maths and English. But GCSEs are switching to numerical grades, from 9 to 1, and there is uncertainty because both 4 and 5 are officially classed as pass grades. As a result, universities are now setting different “pass” grade equivalents. University College London says a C grade pass now requires a grade 5, while Manchester University has set the benchmark at grade 4.


Education Briefer


As one of the UK’s largest employers, the public sector has a vital role to play in leading the way to tackle the gender pay gap which is why the DfE’s step to publish our gender pay gap matters.” READ MORE:




Nearly half of pupils subjected to homophobic bullying in Britain According to research commissioned by gay rights charity Stonewall, many LGBT (lesbian, gay, bi and trans) young people continue to face significant challenges in Britain’s schools. The new report is Stonewall’s new research with the Centre for Family Research at the University of Cambridge into the experiences of over 3,700 (LGBT) pupils in Britain’s schools. The research found that nearly half of LGBT pupils (45 per cent) – including 64 per cent of trans pupils – are bullied for being LGBT in Britain’s schools. However, this is down from 55 per cent of lesbian, gay and bi pupils who experienced bullying because of their sexual orientation in 2012 and 65 per cent in 2007.

Half of LGBT pupils hear homophobic slurs ‘frequently’ or ‘often’ at school, down from seven in 10 in 2012. Seven in 10 LGBT pupils report that their school says that homophobic and biphobic bullying is wrong, up from half in 2012 and a quarter in 2007. However, just two in five LGBT pupils report that their schools say that transphobic bullying is wrong. In addition to this, the report shows that one in five LGBT pupils have been taught

about safe sex in relation to same-sex relationships. More than four in five trans young people have self-harmed, as have three in five lesbian, gay and bi young people who aren’t trans More than two in five trans young people have also attempted to take their own life, and one in five lesbian, gay and bi students who aren’t trans have done the same. READ MORE:


Number of new teachers fall while vacancies rise The number of new teachers entering the profession has dropped to its lowest in five years, Department for Education (DfE) figures show. However, school vacancies are continuing to rise. School Workforce Census figures published by the DfE reveal that the number of

full-time equivalent entrants to teaching has decreased from 45,120 (10.4 per cent) in 2015, to 43,830 (10.1 per cent) last year. This is at its lowest since 2011, which saw a 9.3 per cent decline in new teachers. The number of schools with at least one advertised teaching position has risen.

However, the number of teachers leaving the profession has dropped slightly – from 10.4 per cent in 2015, to 9.9 per cent in 2016. The DfE has also highlighted that between 2011 and 2016, the rate of entry into teaching has remained higher than the number of qualified teachers leaving the profession. However, the falling new teacher rate comes as the figures show there was a 0.3 per cent rise in the number of vacancies for full-time permanent teachers in state schools. The number of secondary schools with at least one advertised vacancy or temporarily-filled post rose from 23 per cent in 2015, to 27 per cent last year. In primaries, the figure rose from 6.9 per cent in 2015, to 8.9 per cent last year. READ MORE:


Teachers believe the primary assessment system is broke

Education Briefer


A survey of 2,300 primary members of the National Union of Teachers (NUT) shows that the majority of teachers believe the primary assessment system is broken. The survey shows a widespread lack of confidence in the government’s system of assessment and accountability as it affects our youngest pupils, as well as a growing conviction that it needs fundamental change The survey found that 96 per cent of respondents found that preparation for SATs does not support children’s access to a broad and balanced curriculum. Ninety-four per cent agreed with the findings of the House of Commons Education Committee that the ‘high-stakes system does not improve teaching and learning in primary schools’. In addition, 93 per cent said that changes to SATs have significantly increased teacher workload at their school. Kevin Courtney, NUT general secretary, commented: “The government will be left in no doubt from this survey that teachers believe the current assessment and accountability of England’s primary school children is not fit for purpose.” READ MORE:


Government to review teacher pay cap The government may be reviewing the one per cent cap on teacher pay, Schools Week has reported. Sources have said that the government will listen to evidence of the pay review bodies, before delivering findings in autumn. Despite independent pay bodies recommending pay rises in the recent years, the cap has remained in place. The Department for Education (DfE) has already submitted evidence to the review body for teacher pay, the STRB, stating that it should remain capped at one per cent. READ MORE:

Photo by Markus Spiske on Unsplash





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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£5 million funding boost for Wales gives schools superfast broadband

Over 300 schools across Wales are set to get superfast broadband thanks to Welsh government funding, education secretary Kirsty Williams has announced. Currently, all schools in Wales have minimum broadband connections of 10Mbps for primary schools and 100Mbps for secondary schools, but some are not able to upgrade the speed of their services to meet ever increasing demand as a result of technical limitations. In November 2016, £5 million of investment was made available that will cover the installation of new broadband services. Orders for the new services have started to be placed with the first delivery expected early in the academic year 2017/18. Prioritising schools’ access to superfast broadband was a key part of the progressive agreement between the First Minister and Kirsty Williams.

Changes to the curriculum mean digital skills will now be developed and taught through all parts of a pupil’s schooling and not just isolated to specific ICT or computer science classes. The Digital Competence Framework means more than just using computers and aims to equip pupils with the digital skills they need and can apply in the real world in the years to come Kirsty Williams said: “I am committed to making sure all our schools have the infrastructure needed to prepare pupils for the modern world. “That is why I announced £5 million of extra investment to make sure all our schools have superfast broadband speeds as a minimum and I am delighted 341 schools will benefit from this.” READ MORE:


Disabled teachers increasingly face discrimination

Education Briefer


More than two-thirds (70 per cent) of disabled teachers have been discriminated against, isolated or excluded at work because of their disability. The finding came as disabled teachers gathered in Birmingham for the NASUWT’s annual Disabled Teachers’ Consultation Conference to discuss the challenges facing them as disabled teachers and to engage in professional development workshops. Delegates raised serious concerns about the lack of support for disabled teachers in the workplace, including a lack of access to reasonable adjustments and discriminatory attitudes from employers and colleagues in schools. A real-time electronic poll of participants also found that more than half (58 per cent) of disabled teachers say they have witnessed or have been the victim of a hate crime in the last 12 months. The results also show that more than two-thirds (69 per cent) said their job had made the symptoms of their condition worse in the last 12 months. Seventy-five per cent of members felt that teachers with ‘invisible’ conditions were more likely to face discrimination in the workplace than those with visible impairments. Nearly one in five (19 per cent) of disabled teachers said excessive workload was their main concern with regards to their job and 22 per cent said the pressures of the job and workload were most likely to have the greatest bearing on whether or not they would be working as a teacher in five years’ time. Chris Keates, general secretary of the NASUWT, said: “No teacher should be forced to hide their disabilities or struggle without the reasonable adjustments they need to be able to do their jobs.” READ MORE:


Increase in heads being paid six-figure salaries According to government statistics, around 1,300 heads received at least £100,000 in 2016. The data also reveals that 700 headteachers, including executive heads, were earning between £100,000 and £109,999 at the end of 2016. Six hundred were receiving pay packets

worth over £110,000. In comparison, the year before, there were 700 earning £100,000-109,999, and 500 in the over £110,000 bracket. The figures show that the majority of heads earning the six-figure wages were working in the secondary opposed to primary – 900

compared with 400. The average headteacher’s salary – taking into account all state schools – has risen slightly to £68,300, from £67,300 the year before. READ MORE:




Teacher Wellbeing


Tackling teacher burnout & stress Long hours, heavy workloads and periods of pressure and uncertainty are all typical of roles in education, and problems with stress, burnout and staff retention are all clear indications that there is a need for change, writes Dr Brian Marien psychological health are particularly profound. In addition to any personal implications, there is inevitably a knock-on effect on the wellbeing and development of their students. With the psychological state of young people already a major source of concern in the UK, the significance of teacher wellbeing becomes increasingly more apparent.

The focus is not on eliminating negative emotions, but instead on helping teachers to develop emotional literacy, self and social awareness and emotional regulation. Many studies have highlighted the significance of the way we perceive situations and emotions, with compelling evidence for example that how an individual views stress affects how harmful it is (McGonigal). Helping teachers to develop these skills, to become aware of how negative thoughts and emotions arise, how they deal with them and how this can affect their decisions and behaviour is therefore of huge importance for improving overall wellbeing.

Human emo and behtions are con aviours t as such agious and stand to , students progres gain from s the tea within populatcher ion

SUSTAINABLE CHANGE Positive Group works in the education sector to bring about a sustainable improvement in the psychological health, wellbeing and resilience of teachers. Through programmes informed by experts in psychology, neuroscience and the medical sciences, it equips teachers with the knowledge and tools they need to manage stress and pressure and cope more effectively with change and uncertainty.

Written by Dr Brian Marien

It is no secret that teaching is a challenging profession. Long hours, heavy workloads and prolonged periods of pressure and uncertainty are all very much typical of roles in education, and problems with stress, burnout and staff retention are all clear indications that there is a need for change. However, despite the unquestioned value of teachers’ work and the importance of their role in society, the true potential that lies in supporting their psychological wellbeing is still rarely acknowledged. Our psychological health affects every aspect of our lives. Though once considered very separate, it is now clear that our mental wellbeing is inextricably linked to our physical health and that it has direct implications for our relationships, work performance, satisfaction and overall quality of life. The nature of the teaching profession along with the turbulence of the current education sector means that teachers are hugely vulnerable. The impact of constant change and uncertainty is a leading risk factor in psychological wellbeing, and for those in teaching positions, the consequences of poor

TEACHER BEHAVIOUR Human emotions and behaviours are contagious and as such, students !








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STRESS MANAGEMENT " immediately stand to gain from progress within the teacher population. On average, students spend around 635 hours (primary) and 714 hours (secondary) in a classroom each year, and data we collected found that 84 per cent of sampled teachers agreed or strongly agreed that their moodstate impacts the behaviour of their students. However, as educational specialists with regular and substantial hours of contact with pupils, teachers are also ideally placed to deliver more direct, purposeful training. Research has shown that poor psychological health in childhood and adolescence strongly correlates with mental health problems in adulthood. Poor mental health places an enormous burden on society by creating suffering, lack of enjoyment in daily activities, and social withdrawal. Research has found that these often start in adolescence. The Department of Health was recently quoted saying: “By promoting good mental health and intervening early, particularly in the crucial childhood and teenage years, we can help to prevent mental illness from developing and mitigate its effects when it does.” Prevention and intervention during the period of adolescence is important because research has identified that “75 per cent of mental health problems begin before the age of 24, and half by age 15.” The statistics in this research also showed that the most common age for the onset of depression arises between the age of 13 and 15 years old. This can be sticky, and end up as a lifelong and recurring condition which goes on to create burdens on the individual, and those around them who are closest to them, both in the organisational world and personally. TARGETING YOUNG PEOPLE From this research, we can suggest that targeting young people is extremely important, as interventions and wellbeing management programmes have the capability to prevent this early onset of

By supporting psychological wellbeing of teachers, it seems clear that there is the potential to bring about huge positive change, not only within the teacher population, but also for students, schools and society as a whole mental health disorders. However, as we know that teachers are the ones whom these young people spend the majority of their days with, that they have far greater time to spread a message that normalises these issues, and in turn, can help to combat against the negative effects of them. As part of our schools programmes, teachers are not only supported in their own development, but also guided in passing on their learning to their students. By giving them access to the same evidence-based tools and scientific theory, translated and tailored to suit their needs, teachers can provide valuable support for the development of social and emotional learning in young people. Within the classroom, this can lead to improvements in behaviour, communication skills and academic performance, whilst on a broader level, it also helps to establish a solid foundation for good psychological health and wellbeing in later life. The potential impact of this cannot be overstated: if we are able to provide a good grounding for younger generations while still at school, we may then be able to avoid many of the problems we are currently seeing in adult populations, particularly those relating to stress and burnout. CONSOLIDATE WHAT YOU LEARN Incorporating this secondary step also helps to consolidate teachers’ own learning. ‘Watch one, do one, teach one’ is a method of learning that is practised in a variety of professions and one that has been shown to be highly effective in comparison with other learning

Teacher Wellbeing


techniques. It allows those involved to take ownership of their learned knowledge and behaviour – something which has been linked to increased motivation and confidence. The simple process of repetition also has an important effect: thanks to ‘neuroplasticity’, the process by which the brain can ‘rewire’ itself, repeating knowledge and techniques can precipitate structural development of neural pathways and subsequently bring about real, lasting change in the thoughts, feelings and behaviours of individuals. It is impossible to avoid pressure, change, uncertainty and setbacks in today’s world. However, we can change the way we respond, and by developing self-awareness, practising cognitive techniques and simply acknowledging the importance of our psychological health we can make a remarkable difference to our experiences and those of others. Teachers have a unique and invaluable role in society and currently face a wealth of challenges on a day-to-day basis. By supporting psychological wellbeing at this level, it seems clear that there is the potential to bring about huge positive change, not only within the teacher population, but also for students, schools and society as a whole. #

Dr Brian Marien is co-founder of Positive Group and a medic, cognitive psychologist and health psychologist. FURTHER INFORMATION



Office Outlet Office & School Supplies | Copy & Print

Office Outlet has transformed your local Staples store! We now sell an even wider range of great value school supplies and teaching aids – including art & craft materials, writing ranges, office stationery, business machines, technology and support materials for left-handed students. We’re committed to bringing you the products and services you need at the lowest prices. We’re so confident that you’ll find the best range of quality teaching materials at the lowest prices in our stores, that we make our Price Match Promise.* Our in-store Print Centre team can print a range of outdoor banners, posters, brochures and stationery, incorporating your school logo and images, to promote your school to parents, prospective families and the wider community. We hope you enjoy the summer break, but when it’s time to think about going back to school and college, and restocking your classroom, trust Office Outlet. There are lots of offers in store now, however our full Back to School offer launches on 3rd August.





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20% discount on everything** at Office Outlet stores (offer code 301975)

30% discount*** at our Print Centre (offer code 301976) until 30th September 2017 For orders over £50, we’ll deliver free to your school or designated address, within a radius of 10 miles of your nearest store. Term & Conditions: To receive your discount, please quote the appropriate code above or present this page (photocopies accepted) and school/college identification eg. a letterhead or business card, at the till before you pay for your order. * Price Match Promise. Office Outlet will NOT be beaten on price. If you find a lower advertised price on a new or identical item in stock from another multichannel retailer within a 10 mile radius, we will match it. For more information please visit ** Offer valid at any Office Outlet store until 6pm on 30th September 2017. Offer open to employees of the school/college. Offer not available to students. Discount not valid on warranties, stamps or DHL delivery services. *** Offer valid on all Print Centre purchases, excluding extended print, DHL and crystals, until 6pm on 30th September 2017. Offer open to employees of the school/ college. Offer not available to students.


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Building better places to learn Better-designed school buildings that are safe and encourage children to learn are amongst the recommendations RIBA has highlighted in its manifesto for the new government. Education Business explores the proposals further The Royal Institute of British Architects (RIBA) has published its manifesto of priorities for the new government, entitled Building Global Britain, which contains recommendations to support a high quality, sustainable built environment across the UK. It highlights the great importance that the built environment has on everybody’s lives, and the crucial role it plays in tackling some of the government’s key policy areas and challenges. Amongst the recommendations, the report urges the government to build schools that are better spaces for learning. It says that the better design of public buildings can

inspire communities and is a better use of scarce public money. The report also acknowledges that well-designed neighbourhoods can create better health outcomes for children and adults, and that the development of new high-quality, affordable homes can alleviate the housing crisis and unstick some of the UK’s productivity problems. What’s more, it highlights the need for better environmental standards in housing, which can bring down energy costs. Building Global Britain states that Brexit represents challenges and opportunities for the sector. It says that the UK’s built environment can support and create happy, sustainable

g ‘Buildinl Globa nises recog Britain’ oblem the the pr n system io educat he need for faces; t000 more 420, y places b 2021

RIBA recommendations for school buildings

Design & Build


To support the development of safe, well-designed schools, the RIBA recommends the government should: Recognise the role of good design and quality in school buildings to support the best outcomes for pupils and teachers. Support a standardised approach to Post Occupancy Evaluations (POE) and dedicated funding to ensure that data collection is robust. Publish the outcomes of school POE reports to strengthen transparency and public trust and ensure that future projects learn from previous successes and mistakes.

communities, but that requires a stable UK economy with a capacity to grow, access to the right skills and talent as well as world-leading research and innovation. ENCOURAGING CHILDREN TO LEARN RIBA believes that schools should be safe, encouraging spaces for children to learn, and that the best school buildings support student engagement and attainment, and improve staff morale. The report recognises the problem the education system is facing; the UK must ! Sandal Magna School © Mark Haddon


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RIBA’s manifesto ‘Building Global Britain’ says that evidence-based design can help school leaders minimise spending over the long-term whilst delivering a positive learning environment Sandal Magna School © Mark Haddon

" provide the additional 420,000 new school places needed by 2021, while simultaneously addressing the poor learning and teaching conditions in many parts of the country. RIBA says that whilst money is scarce, spending on school buildings can help deliver better value for money. Citing its research from last year, Better Spaces for Learning, the report claims that good school design could have prevented at least £150 million from being spent annually on unnecessary maintenance and services. It says that evidence-based design can help school leaders minimise spending over the long-term whilst delivering a positive learning environment. The report draws attention to what it believes is lack of connection between the financing, design, construction and operation of buildings. This means that little evidence is gathered on how school buildings perform against the predictions made during its design. This is a significant missed opportunity to help local leaders utilise the best evidence to inform decision making. The report therefore says that if the government is to develop safe and well-designed schools, it should recognise the role of good design and quality in school buildings to support the best outcomes for pupils and teachers. It should support a standardised approach to Post Occupancy Evaluations (POE) and dedicated funding to ensure that data collection is robust. POE is the process of obtaining feedback on a building’s performance in use so that when commissioning future buildings, lessons can be learnt and past mistakes corrected. RIBA’s report also believe that the outcomes of school POE reports should also be published to strengthen transparency and public trust and ensure that future projects learn from previous successes and mistakes.

Design & Build


PEOPLE AT THE HEART OF PLANNING RIBA believes that the planning system works best when it matches the needs of local communities. England has this year seen the election of new metro mayors, and devolution deals with combined authorities are unlocking potential for greater economic autonomy across the country. The next step should be to support a further transfer of powers on housing and planning from Westminster to our local communities and regions to help shape a better built environment. A planning system that is supported by local people will only be possible with higher levels of public trust. Section 106 and Community Infrastructure Levy (CIL) agreements should not be subject to commercial confidentiality, which allows some developers to weaken their obligations to deliver benefit to communities from new developments. Existing Government rules on disposal of public land are currently a missed opportunity to strengthen public trust with a more strategic approach to housing and by delivering social as well as economic value. !



“Well-designed primary schools boost children’s academic performance in reading, writing and maths, with the incorporation of colour found to stimulate pupils learning abilities, in particular.” Results from the Holistic Evidence & Design (HEAD) Project, funded by the Engineering & Physical Sciences Research Council.

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Design & Build


" To create a planning system that puts people at its heart, the RIBA recommends entering into dialogue with new and existing authorities, to support a more robust package of devolved housing and planning powers. It believes there should be an end to the use of commercial confidentiality for viability assessments in Section 106 and CIL negotiations. It also recommends that there is a requirement to consider social return where public land is disposed of, following the same approach as the Social Value Act. A HOME TO COME HOME TO The report says that high quality, inclusive, mixed tenure development helps communities to flourish, and can also tackle many of the challenges that society faces, supporting health and wellbeing, giving families space to thrive, reducing energy demand, and lowering the cost of social care. Yet estimates suggest that poor quality housing

The RIBA report urges the government to support a standardised approach to Post Occupancy Evaluations (the process of obtaining feedback on a building) and dedicated funding to ensure that data collection is robust still costs the NHS ÂŁ2.5 billion a year. The RIBA report says that the current housing crisis is the result of decades of fragmented policy-making by successive governments. This has affected our quality of life, social cohesion and it also threatens our economic productivity. In order to support the development of high quality homes across the country, the RIBA recommends establishing a Chief Built Environment Adviser to raise design awareness and coordinate policy across

government. It says that the delivery of a wide range of homes, available under a wide range of tenures, should be a priority, and that national standards for internal space, accessibility and sustainability should be protected and strengthened. It also believes that the government should demonstrate leadership by prioritising long-term value above short-term gain. # FURTHER INFORMATION



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Cedars Hall, Wells Cathedral School (Architects: Eric Parry)


The UK’s best new school buildings

Design & Build


The RIBA National Awards are given to buildings across the UK recognised as significant contributions to architecture, and this year, a selection of educational buildings were recognised for their inspiring designs. Education Business looks at the winners On 22 June, the Royal Institute of British Architects (RIBA) announced the winners of its prestigious National Awards for architecture. Amongst the 49 winners, there were numerous educational buildings, noted for their innovative and exceptional design. RIBA President Jane Duncan said: “Congratulations to the clients and their design teams for the extraordinary talent, ambition and enthusiasm that has led to this year’s roll-call of phenomenal buildings. “RIBA National Awards provide insight into emerging design trends, as well as showing how well the profession responds to economic drivers. I am delighted to see such confident, innovative and ambitious architecture delivered in such challenging times. I am pleased to award a selection of high-quality new school buildings such as The Laboratory, Dulwich College and new music facilities at Wells Cathedral School, that will benefit generations of children and teachers. “However, after a few boom years, which saw a clutch of award winning, cost effective state school buildings, it’s disappointing that there are none on this year’s list. Well-designed schools support improved student achievement, and staff and student wellbeing and should be part of educational aspirations for all our schools, not just those in the fee-paying sector.”

lab and is a virtuoso of finish and precision.” RIBA goes on to describe the building, which was designed by Grimshaw Architects, as successfully balancing and complimenting the impressive 1870s New College by Charles Barry Junior by picking up on the red bricks and beige stone colours in a panelled façade. Sculptor, Peter Randall-Page developed the façade’s pattern in a workshop with boys from the school, based on an algorithm found in all branches of science. The result is magnificent and completely appropriate for the site, with its fiercely competitive existing buildings. An elegant S-plan wraps the science labs around two central communal spaces: the timber panelled hallway containing Shackleton’s boat and the lecture hall, which operates flexibly with retractable seating, for a range uses. The two communal spaces continue conceptually through large curtain wall glazing, to communal courtyards. The science labs themselves were particularly bright and beautiful, with floor to ceiling windows affording views across the campus.

in 1829, but moved to its present site in 1897. This new building by architects by Allies and Morrison provides new teaching accommodation and improved circulation in this part of the campus. This is a clearly planned and elegantly detailed addition to what was already an orderly public school site. The project provides new classrooms, offices, a multi-use double-height hall and a linking corridor attached to an existing science block. The new T-shaped brickwork building opens up to a courtyard on one side and suggests the potential for a future one on the other. Gabled slate and metal-clad roofs not only fit with the surrounding school architecture, but also provide elegant ‘attic’ internal rooms at the top floors, and allow the creation of a lovely chapel-like, timber lined, meeting hall space. Internally, the building excels in its thoughtful detailing, which is well considered and carefully executed.

THE LABORATORY, DULWICH COLLEGE RIBA describes the Laboratory of Dulwich College as an “immaculately detailed science

KING’S COLLEGE SCHOOL Also scooping a RIBA National Award, King’s College School in Wimbledon was founded

CHETHAM’S SCHOOL OF MUSIC (STOLLER HALL) Designed by architects Stephenson Studio, !

st Among IBA R the 49 Award l Nationathere were , winners s educational u numerongs, noted for buildi xceptional their e sign de






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Design & Build


Bedales School Art & Design Building (Architects: Feilden Clegg Bradley Studios), © Matthew Rice

The honesty of material used in Bedales School Art and Design Building allows users to see how it was put together, which really chimes with the school’s idea of creating an educational instrument, especially given the school’s interest in ‘hands on’ building construction " Chetham’s School of Music’s auditorium is the concluding element of the school’s new academy building. The building without the auditorium previously won an RIBA Award and was submitted with the auditorium unbuilt but as a shell. Subsequently funds became available to complete the project and the new auditorium was submitted as a distinct, separate and later project. As a part of an already successful larger project, this space had to be judged on its own merits and detached from its context. The jury’s arrival was greeted by a single cellist performing on the stage, allowing them to enjoy the clarity of sound from every part of the auditorium. It is a simple room in which the lightest of surface touches both modulate the sound and unify the space. The complex business of its stage adjustments, the moving of banks of seats and its transformation from acoustic to amplified performance is all handled with a confident discretion. It is a space that feels complete in any form. Devoid of gimmicks, it is a space that, for the audience, focuses on the performance and for the performer, it is clearly a pleasure to be a part of.

design building, in a key location on the Bedales School site to replace the existing facility. The school purposely restricted the budget (to avoid the buildings-arms-race), acknowledging that an economy of means is a lesson in itself. The architects were able to apply lessons from Manchester School of Art, to deliver something of value in a smaller building, with a constrained budget.

The project, by architects Feilden Clegg Bradley Studios, included meaningful student involvement throughout the process; from inception and participating in the selection of the architect, through to use of spaces and detail. This meant a very usable and functional building has been created. The honesty of the building’s material expression allows users to see how it was put together, which really chimes with the school’s idea of creating an educational instrument, especially given the school’s interest in ‘hands on’ building construction. For the spatial arrangement, a lead was taken from the previous well-lit single-storey interconnecting studio block and passing between each of the studios, hence seeing each of the design disciplines to reach the next. The single-storey existing studios have been re-invented over two storeys, with generous overhangs to make external spaces for use by students, which was also a conscious move to manage area and the tight budget. This is a building that engages with the landscape, bringing the outside and inside spaces together, and with the use of simple materials which help to make the two be read together. Playful use of light through layering of lattice screens to façade and external covered areas offers a joyful and varied experience for users and visitors alike. It is a piece of intelligent client commissioning and a great design response. WELLS CATHEDRAL SCHOOL (NEW MUSIC FACILITIES) Cedars Hall, the new music facility at Wells Cathedral School, is used for the teaching, learning and performance of music. The building lies at the historically significant ! The Laboratory, Dulwich College (Grimshaw Architects) © Daniel Shearing

BEDALES SCHOOL’S ART AND DESIGN BUILDING Bedales School’s Art and Design Building has scooped numerous awards this year, including the RIBA South, RIBA South Sustainability Award, RIBA South Project Architect of the Year 2017, RIBA South Client of the Year 2017 and RIBA National Award 2017. This project creates a new art and



Design & Build

RIBA AWARDS " axis of Wells Cathedral Chapter House, and both function as gathering spaces for the local community. Acoustic requirements dictated the volume of the recital hall and the design sought to minimise the impact on the listed landscape and maintain views to the cathedral by using the sectional device of partially burying the performance space and employing a set-back clerestory at roof level. The clerestory roof is articulated with four giant columns and a timber roof form which serves to modulate the acoustic interior. The main hall can accommodate 400 people. On the upper floor, there are dedicated spaces for woodwind and percussion, each with glazed observation rooms for the specifics of teaching music. The generous top lit foyer built against the curve of the listed wall doubles up as a brass section rehearsal space. A gently sloping curved path to the entrance follows the line of the historic liberty wall. The building contains a technically excellent recital hall and interconnected spaces for teaching, rehearsing, performing and recording. This new building, which was designed by architects Eric Parry, compliments the school’s former regular venue, Wells Cathedral, providing much needed flexibility and choice of performance, teaching and rehearsal spaces. The new building has fine and elegant proportions, massive recessed glazed screens punctuate the equally massive corten walls. Neither material has a single joint and is 5.2m high by 2m wide. The choice of corten steel cladding, whilst controversial for some, has proven to be an inspired material that changes in appearance with the changing daylight, whilst giving the impression of having always been there. CITY OF GLASGOW COLLEGE – CITY CAMPUS The merger of Glasgow’s central, metropolitan and nautical colleges created a super college bringing together facilities and teaching previously housed in 11 separate buildings across the city within two new central campuses. The new campus of City of Glasgow College is more than 60,000m2 in size, and is the second of these large new buildings. It brings together six major faculties in 300 high-tech classrooms, multi-purpose lecture theatres and specialist teaching facilities. While the initial impression of this building is as something of immense scale which also signals its presence as an important place of learning, its internal spaces are designed to encourage both the formal teaching processes which it contains and informal, more chance encounters. The materials palette and form of the building are deliberately restrained to generate something of skill, clarity and elegance, on the grandest scale. There is an astonishing scale and complexity to the brief for this project and considerable

City Campus, City of Glasgow College (Reiach And Hall Architects and Michael Laird Architects) © Keith Hunter

© Reiach and Hall

The city campus of City of Glasgow College, is more than 60,000m2 in size, and is the second of these large new buildings. It brings together six major faculties in 300 high-tech classrooms, multi-purpose lecture theatres and specialist teaching facilities architectural skill is demonstrated in its realisation; not just in resolving the brief, but in the contribution to the city – in massing, composition and the generosity of the public route through the grand stepped atrium space. This architectural skill extends beyond the cityscape through to the detailed care taken in the organisation

of student spaces, encouraging social interaction across disciplines, to the considered approach to materials and detailing. This project was designed by Reiach And Hall Architects and Michael Laird Architects. # FURTHER INFORMATION





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“The floor plays such a massively important part in the training of a professional dancer” Sarah E. Baker Head of Dance, Liverpool Institute for Performing Arts

LIPA has put its trust in Harlequin as its flooring company of choice. Professional choreographer and LIPA dance graduate Thomas Ashton explains “As a dance student you live and breathe in the studio so you have to feel at home and you have to feel safe in your training environment. The facilities are quite possibly the most important part of the decisionmaking process”.

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SPRUNG FLOORS Harlequin has a range of sprung dance floors including Harlequin Liberty – a modular sprung floor panel system designed for permanent or portable installation. Harlequin Activity - a fullyfloating, permanent sprung floor system based on the well-established ‘triple sandwich construction, and Harlequin Woodspring – a permanently installed sprung floor system and update of the traditional ‘basket weave’ construction. PERFORMANCE VINYLS Harlequin has a large range of vinyl floors available. The experienced Harlequin team will advise on the best option available depending on the uses, percussive requirements and dance genres it is needed for. Our most widely requested dance vinyls include: Harlequin Cascade – designed for loose lay or permanent installation, Harlequin Cascade is slip-resistant and described as giving ‘warmth’ to a performance. Harlequin Standfast – a hard-wearing, durable, slip-resistant performance and stage floor designed for permanent installation. Harlequin Studio – a slip resistant, lightweight performance vinyl with a foam backing designed for loose lay or permanent installation. STAGE FLOOR BUILDING AND REFURBISHMENT Harlequin works alongside architects and stage consultants to design, build and install stage floors. We also offer a range of services including sanding and repainting existing wooden floors, replacement of a ‘sacrificial’ hardwood top layer and the installation of hardwearing top surfaces.

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A lone worker constitutes as someone who works alone or without direct supervision; within a school, this could apply to cleaning staff or even staff who are working late and left alone. James Kelly, chief executive of the British Security Industry Association, explores the benefits of lone worker safety solutions When you hear the term ‘lone worker’, you may not think that this typically applies within a school environment. A lone worker constitutes as someone who works alone or without direct supervision; within a school, this could apply to cleaning staff or even teachers or office staff who are working late and left alone. Almost by definition, lone working can be both intimidating and at times dangerous, so the protection of lone workers involves a twofold approach; not only to provide safeguards but also to offer reassurance to the people involved. In the education sector particularly, many employees are required to work alone after hours – such as teachers – or within communities, delivering essential services such as truancy support to students and their families. The nature of this work means that many are required to travel alone, both in isolated rural and busy city-centre locations, and often after dark, leaving them particularly at risk.

2016, regardless of when the offence was committed. Fines for serious breaches used to run to several hundred thousand pounds typically, but under the new guidelines, these can start at a fine of several million pounds for a large organisation found to be highly culpable in a harm category 1 incident Corporate manslaughter fines have also increased significantly. The previous starting threshold recommended for all corporate manslaughter convictions was £500,000, but under the new guidelines, a category A (high culpability) offence committed by a large organisation would start at £7.5 million with a category range of between £4.8 – £20 million. In addition to this, the Health and Safety Executive (HSE) have also pursued individual directors

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and senior managers, with many fines and custodial sentences being levied. Needless to say, it’s serious business and there is no room for error when it comes to employee safety. WHAT’S ON THE MARKET? Lone worker safety solutions provide lone workers with a means to summon aid in the event of an emergency and can also be used to collect vital information that can be used as evidence should the situation call for it. There is an array of lone worker devices on the market, including applications on smartphones and GPS/GSM devices, which connect employees quickly and discreetly with an emergency response system. Such devices are connected to an Alarm Receiving Centre (ARC), which receives and manages activations and can quickly request emergency services or another appropriate response if required. If a lone worker feels that they are entering an area with a potential risk, they can send a pre-activation message to inform the ARC, if any problems then occur, the device can be activated to summon help. Activating the device triggers a voice call to the ARC, where trained operators monitor the audio channel in real time, enabling them to assess the situation and alert the police if necessary.

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

Lessons in lone worker safety



ENSURING AN EFFECTIVE POLICE RESPONSE When it comes to lone worker safety, one of the most !

DUTY OF CARE When it comes to health, safety and welfare of employees, school officials have a wealth of responsibilities, with Section 2 of the Health and Safety at Work Act stating that employers have a general duty to provide a safe place of work, a safe system of work, competent fellow employees and the common law duty to ensure they take reasonable care for the safety and health of their employees. In 2016, the sentencing guidelines for health and safety offences were revised, with higher penalties being issued to those who do not comply. Under the new guidelines, employers who breach their duty towards employees and non-employees face significantly larger fines if sentenced on or after 1 February


providing ICT services 30 years experience and support for education.

3,000 schools nationwide use our services. To see how we can help at your school please get in touch.

Safeguarding services Communication tools Cloud resources MAT services Audio visual Help & support 01689 814700



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

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In 2016, the sentencing guidelines for health and safety offences were revised, with higher penalties being issued to those who do not comply ! important factors to consider is whether or not the supplier is certified to BS 8484, the Code of Practice for the provision of Lone Worker Services. This is vital as it is the basis on which the Police respond to lone worker systems and how they do this. A priority police response cannot be guaranteed by a supplier who isn’t audited and compliant with BS 8484, and whilst many suppliers will claim that parts of their system are BS 8484 compliant, unless they can prove this by way of certification against sections 4, 5 and 6 of BS 8484, they cannot guarantee a priority Police response. The other major factor (section 6 of BS 8484) in ensuring an effective Police response from a lone worker device activation is that the supplier uses an ARC which meets the British and/or European standards around physical security of the building, staff security vetting and call handling response times. The ARC must operate 24/7 and be able to quickly reinstate services following a catastrophic event such as a fire or flood. The current standards that an ARC must meet are certification to BS 8484 Part 6 and

BS 5979 Cat II, although ARCs applying for new accreditations are expected to meet requirements for BS 8591 which call upon the same requirements for BS EN 50518 which is currently under review. The National Police Chiefs’ Council (NPCC) Security Systems Policy permits these accredited ARCs to be granted a Unique Reference Number (URN) by each UK police force. A trained and certified ARC operator will listen in to audio received from a lone worker device activation, if safe to do so speaks to the user, and then considers this, alongside other information, to determine whether requesting a level 1 Police response would be appropriate. The URN system enables an ARC to bypass the usual 999 route, thereby ensuring a quicker response by Police. Interviewed by the BSIA’s Lone Worker section in late 2015, Ken Meanwell, Security Systems Policy Lead at the NPCC, explained: “In the majority of cases, the use of a URN guarantees that the Police will respond more quickly than when 999 is called. Obviously, this does not mean that the URN call will remain a priority; common sense applies and



incidents involving firearms or large-scale public disorder, for example, may take priority.” The success of the URN system is largely down to the ability of accredited ARCs to minimise the impact of false alarms on police resources. Statistics collected by the BSIA’s Lone Worker section show that 99.7 per cent of alerts are filtered by the ARC, with just 0.3 per cent being passed on to the Police. PROCURING A SERVICE When sourcing lone worker solutions, the BSIA recommends that the choice of provider is based on their ability to demonstrate: devices or smartphone applications certified to BS 8484; and that the provider is certified to BS 8484 Sections 4, 5 & 6; and that devices or smartphone applications are monitored by an Alarm Receiving Centre certificated to BS 8484 and BS 5979 Cat II or BS 8591 / BS EN 50518. Providers should also be able to provide a bespoke service that starts with a risk assessment to identify the most appropriate device product for various roles within a client’s company. A good place to start is with the BSIA’s Lone Worker section. These are well-established suppliers and ARCs who have been audited for compliance with relevant British Standards and certified as such. " FURTHER INFORMATION

Simon Orr, Churchill College





DYSON TECHNOLOGY FOR EDUCATION Technology company Dyson gives advice on how to maximise learning and Queen Mary University share first-hand how Dyson technology has benefitted their students Alongside its powerful vacuums and innovative hair dryer, Dyson has developed a range of technology for public, leisure and work spaces. Each machine is designed with productivity and wellbeing in mind – helping to improve the experiences of your employees and guests. Schools, colleges and universities are some of the organisations that could benefit from Dyson technology. From light levels to hygiene, every detail can affect students’ wellbeing, ability to concentrate and overall study experience. In schools, colleges and universities, it’s important to create an environment where students can thrive. This is the thinking behind Dyson technology. Efficient lighting that can provide optimal visual conditions for studying. Intelligent purifiers that remove pollutants. And fast, hygienic hand dryers that reduce environmental impact and energy costs.

The library’s existing lights needed frequent bulb replacement creating prolonged periods of weak light. Poor lighting – either too bright or too dim – can cause eyestrain and headaches, 1affecting study performance. Dyson lighting creates powerful light precisely where you need it – light isn’t wasted, so energy and costs are saved. Suspended Dyson Cu-Beam™ lights create efficient illumination and long-lasting brightness to enable optimal lighting conditions for learning and studying spaces. They use a custom-engineered bubble optic lens for an ultra-wide distribution of powerful light. This can eliminate weak spots, ideal for study environments where ambient lighting is often complemented by desk lamps. “The quality of the light means that our students’ productivity can improve as their eyes feel less strained,” says Julien Dixon.

Suspended Dyson Cu-BeamTM lights create efficient illumination and long-lasting brightness to enable optimal lighting conditions for learning and studying spaces Queen Mary University of London is one of the UK’s leading research-focused higher education institutions. In addition to being one of the biggest University of London colleges, they are committed to addressing environmental, social and economic impacts and opportunities in order to build a sustainable future through the Green Mary sustainability brand. In line with their commitment to both sustainability and student wellbeing, they have recently invested in Dyson technology within the university learning spaces and washrooms. “We strive to create an environment where our students can perform at their best. Dyson technology helps us deliver,” says Julien Dixon, senior project manager. OPTIMAL LIGHTING FOR LEARNING AND STUDYING Julien Dixon adds: “When students visit the library they can now focus on what they need to – learning, rather than flickering bulbs and outages.”



Cu-Beam™ suspended lights work with a single power-efficient LED. Heat pipe technology draws heat away, maintaining brightness for up to 180,000 hours. 2“The old lights didn’t support our carbon reduction target. Now we are noticeably reducing the energy consumption despite the building being open longer,” says Julien Dixon. WASHROOM HYGIENE AND SUSTAINABILITY “The Dyson Airblade Tap hand dryers contribute to our carbon reduction target, something that is extremely important for the university and our students,” says Julien Dixon. Dyson Airblade Tap hand dryers wash and dry hands at the sink. This innovative design and technology means that no water is dripped on the floor, eliminating mess and safety hazards. Users don’t need to move to a separate drying area, freeing up washroom space for more facilities and enabling a more minimalist aesthetic. “They look professional and ensure the

washroom facilities reflect the institution’s innovative, premium reputation,” says Julien. Airblade™ technology works differently. Using sheets of 430mph air, hands are dried in just 12 seconds. Advanced HEPA filtration captures 99.95 per cent of particles the size of bacteria – so hands are dried with cleaner air not dirty air. They produce up to 79 per cent less CO2 than other hand dryers and up to 76 per cent less than paper towels. 3 “They contribute to our carbon reduction target, something that is extremely important for the university and our students,” Julien adds. "

As per the Illuminating Engineering Society’s (IES) The Lighting Handbook Tenth Edition. Reference and Application, publisher: Illuminating Engineering; 10 edition (July 30, 2011). 2 Calculated lifetime based on LED L70. 3 In collaboration with Carbon Trust, Dyson has produced a method to measure the environmental impact of electrical appliances and paper towels. The carbon calculations were produced using GaBi software provided by PE International, based on product use over 5 years and using the US as a representative country of use. Dry times for products were evaluated using DTM 769. 1


Health & Safety


As well as having robust health and safety procedures and policies, schools should teach children about risk, safety and health so they have the skills to keep themselves and others safe Generally speaking, schools are safe places for children of all ages, so the focus of safety and risk education is to prepare children and young people for the world outside of school, now and in the future. Therefore it goes without saying that having robust health and safety procedures in schools is a must to ensure children survive the day unharmed. School leaders must evaluate and decide where to focus any available budgets, what physical standards are acceptable, what training is appropriate and how the students will be educated on safety. While there are minimum legal standards and commensurate penalties for schools that get it completely wrong, the purpose of schools is education, so teaching children about risk, safety, health and welfare is a critical factor in delivering effective life education. It is important for the school to help pupils become more “risk aware” as opposed to “risk averse” and equip the citizens of tomorrow with the skills and knowledge they need to keep themselves and others safe.

specialists/practitioners can use its content to dispel health and safety myths. ACCIDENTS CAN BE PREVENTED Risk is part of life but accidents do not need to be, and contrary to popular discourse, accidents can be prevented. But to achieve this we must educate children, and their parents, to protect themselves as well as implement measures to keep them safe. While parents and experience will be the main sources of safety education, it is important that schools also play a part. That’s why here at RoSPA we advocate ‘teaching safely, teaching safety’. In saying that, we still need children to go out there and enjoy life, but to do so in a way that they manage risks and do not fall foul of an unnecessary, life-changing accident. Accidents still happen in schools, and unfortunately tragedies do occasionally occur. Due to the huge variety of learning activities and the number of children in schools, maintaining safety is a constant challenge. Well-managed schools are really safe environments but children can still be injured rushing between classrooms, at break time, in the playground, or while taking part in physical activities to keep fit. Basic standards for schools are clearly published on the website but standards must be maintained and circumstances assessed for suitability when things change. We must do everything we can to ensure children do not suffer life-changing injuries. But children still need an element of risk in their lives, to gain essential risk-awareness skills that will see them into later life. Operationally, a systematic approach to managing safety risks helps avoid costly accidents, disruption, losses and damage to the school’s morale and reputation.

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WHY TEACH SAFETY TO PUPILS? This is a question that arises again and again, as many people believe a child’s survival skills are learnt through experience. But is that enough? Not really when you consider that accidents are the main cause of death and disability for children in the UK and around 10,000 children are permanently disabled each year by accidental injuries. The RoSPA principle of ‘as safe as necessary, not as safe as possible’ is underpinned by those commonly-used but sometimes misunderstood terms including hazard, risk, probability, and preventability. Anyone attending a health and safety training course or reading guidance material will routinely hear the words used and often engage in debate on their meaning and applicability. For this reason RoSPA has produced the Little Book of Big Ideas (available at, which is designed as a ready-reckoner, a quick recap or a step into new topics. Teaching staff and non-safety

A SAFETY POLICY The main elements of a school’s health and safety policy should include a statement of intent, setting out the general aims of the policy, and details of communication and lines of responsibility – think about who is going to do what, make sure everyone understands their responsibilities and devise a communications strategy that shows that safety is a priority The policy should include details of how it will be implemented, including any necessary training as well arrangements for how the policy is to be monitored and reviewed. Further information is available from It will take time before a review can be made into an effective health and safety plan, and it is important that any lessons learned are fed back into future improvement plans and policies. Guidance released in 2010 by the Department for Education and Skills recommends taking a positive approach, so that rather than focusing on what not to do, the teacher encourages pupils to recognise what they already do in life to keep themselves safe, and to extend this to less familiar places and situations. A careful assessment of what language is being used to describe such concepts should also be undertaken -–“risky” does not have the same meaning as “dangerous”, yet research shows primary school children equate the two, while teenagers associate risk with anti-authoritarian behaviour. Finally, the guidance states that an active approach should be taken, with group work, role play and problem solving to help engage with pupils’ everyday behaviour. Centres such as Safeside, based at the West Midlands Fire Service headquarters in Birmingham, where pupils can explore staged street scenes, homes and shops to look for hazards, can make for useful and informative field trips. Some schemes are mobile and can visit schools. We encourage schools to try one of these schemes. "

Written by Nathan Davies, RoSPA

Getting pupils through the day unharmed

FURTHER INFORMATION You can find out more about RoSPA’s literacy guide at



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Tips for parents

Putting a packed lunch policy in place can be tough, but every school allowing packed lunches needs one if we’re going make life easier for parents and give kids a consistent message. Jo Nicholas from the Children’s Food Trust shares some advice

The cost of a decent packed lunch varies a lot depending on where you shop, but if you’re smart about preparing lunchbox foods in batches, it’s possible to do it very economically. But don’t forget to factor in the effort that good packed lunches take – school meals might seem more expensive, but they do save a lot of time.

If packed lunches had a publicist, they’d have their work cut out for them. Children’s lunch boxes constantly hit the headlines and rarely for good reason. Sorry stories about a cold Big Mac and fries or a solitary packet of Jaffa Cakes being served up to toddlers. Or photos of unhappy parents who have been chastised by the ‘lunch box police’ for sending in a fun size Curly Wurly. The media love to chronicle the good, the bad and the ugly – but mostly the ugly. Sadly, these negative associations aren’t so unfounded. The turkey twizzler may be long gone from the school dinner plate, but lunch boxes are still failing to pack the nutritional punch needed to compete. A study published in the Journal of Community Health and Epidemiology found that less than one per cent of packed lunches would meet the same nutritional standards as school meals. Six years later, this was repeated in 2016 and found less than a 0.2 per cent improvement had been made.

THE CONTENTS OF A PACKED LUNCH Our own research at the Children’s Food Trust found children having packed lunches were taking in more salt, sugar and saturated fat and are less likely to drink as much water, if any at all, compared to those eating school dinners. In 2016, we analysed the contents of hundreds of millions of packed lunches with Kantar Worldpanel and found that chocolate biscuits, crisps and sugary drinks remain daily staples of lunchboxes in the UK. For example, in our research with nurseries, well over a third of children bringing a packed lunch had crisps and almost a quarter had confectionery. One in five of primary school children in our packed lunches survey had sweet fillings for their sandwiches, high in sugar, like jam or chocolate spread. Almost all kids having primary school meals had some fruit or veg, compared with only just over half of kids bringing packed lunches. One of the most worrying trends appears in what children are drinking with their packed lunches, with almost one in #

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Your packed lunch should include: • A portion of starchy food – this could be white or wholegrain bread, rolls, pitta bread or wraps, plain naan bread, bagels, cooked pasta, rice, noodles, couscous or potato as a salad.

Written by Jo Nicholas, the Children’s Food Trust

Nutritious packed lunches

A balanced diet is about eating lots of different foods to get the nutrients you need, and it’s hard to get that variety into lunchboxes, but much easier to do in a hot meal. So if you’re going down the packed lunch route, be prepared to put in a fair bit of time and effort.



• A portion of meat, fish, eggs, beans or other non-dairy sources of protein – sliced meat, chicken, fish, sliced egg or meat alternatives such as tofu or pulses like kidney beans and chickpeas in salads. • A drink – to help with hydration and concentration. Water is the best choice, but you could include milk use whole milk (for children aged one to two) or semi-skimmed (for children aged two and over). Avoid squash, fizzy drinks, and flavoured water even if labelled ‘sugar free’, ‘no added sugar’ or ‘reduced sugar’. These can contribute to tooth decay and have little nutritional value. • At least one portion of fruit and/or vegetables – fresh, frozen, canned or dried, these can all count towards 5-A-DAY. • A portion of milk or dairy foods – yoghurt or fromage frais, cheese in sandwiches or wraps, or milk.



Technology that combines school dinners and classroom learning Cypad Meal Selection & Register joins-up how children select their meals in line with what school kitchens prepare, and links this in an exciting way with teaching for various subjects. Children learn what a nutritious meal looks like and how to choose healthy food, while caterers benefit from increased take-up. Schools benefit from the additional teaching points. Using Meal Selection & Register, children pre-select meals on the classroom whiteboards. Choices are aggregated and fed immediately to the kitchen. Attendance is taken at the same time and fed into SIMS, and at lunchtime, children are marked off using Meal Register on a tablet. They can also rate meals. Brightly coloured animations, themes and food pictures decorate the selection screens, and allergen information is included. Parents can also use their devices to see historically and in advance what children eat. Message boards and scrolling bars carry food facts related to themes, lessons, special events or new menu items. Children click through different screens and colourful photographs of dishes which introduce

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Brightly coloured animations and food pictures decorate the selection screens variety. Schools already using the system say it supports transitions, increased vocabulary, more speaking in class, and confidence. Caterers say it helps their cooks know what quantities and portion sizes to prepare, avoiding dead stock, waste and disappointed children who did not get their choice. Queues are also more orderly as children do not rush to get meals. Combined with Kitchen Manger, the efficiencies are significant they say. The system brings together not just children, parents, teachers, caterers and cooks, in a seamless two-way information flow, but also headteachers and governors. It covers new Department for Education (DfE) guidelines on school food, calling for evidence of teaching, catering teams and governors working together, whilst being well informed about compliance, health & safety, take-up

of school dinners, and catering finances. For Ofsted, it provides evidence of a consistent approach to healthy food learning across the school. Meal Selection & Register also aggregates data for reports across contracts/ schools in MATs to support planning. The system is fully secure and data protection compliant. Ten years on, the Cypad web-based school catering software is used in 6,000 school kitchens and integrated with 46 suppliers. A complimentary web-based desktop is provided for managers and supervisors to send and receive information across contracts, review the service and create bespoke reports. Comprehensive support is provided with a 24-hour tablet replacement. The company has creditable supplier status under the OJEU standard YPO Electronic Kitchen Management procurement framework. Meal Selection & Register is easy to use and takes around two weeks to set up. FURTHER INFORMATION Tel: 01179427882

eal election all the Apps you need for school food service at your ngertips

Whiteboard pre-selection of meals Supports learning about healthy food culture SIMS integration: attendance, meal rating, feedback Helps with new OFSTED inspections Reports & analyses for council, caterer & school Stocktake: integrated ordering HR information Instant information for cooks Health & Safety Audits Framework procurement saving time & money

NEW RULES for SCHOOL FOOD* Caterers & school leaders to give governors reports on: take-up; healthy food learning & teaching; standards & compliance. KM Apps support this. All on tablets making Cypad Kitchen Manager and Meal Selection, easy to use and implement without the need for extra space, or IT equipment. Contact: Telephone: 0117 942 7882

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Tips for schools

Families often choose packed lunches as simple reassurance that their children will eat something at school. When your child is a fussy eater it can be a huge worry that they will choose to go hungry rather than eat something they dislike ! five lunches (18 per cent) including ‘one-shot’ fruit drinks. A standard portion of the most-consumed one-shot brands gives a six year-old more than their entire daily recommended limit of sugars, which is the equivalent of five sugar cubes, in one go. The problem doesn’t seem to improve as children get older. Only just over one in five secondary school children bringing packed lunches have any vegetables in their lunch, and only one in three have any fruit. PRE-SCHOOL WORRIES Worryingly, our research with Nursery World, published this year, suggests that an increasing number of young children may be asked to bring their own food to nursery or pre-school, rather than being served with meals and snacks by their provider, as the government extends free childcare and concerns about funding remain. This means that even more children might not be getting the nutrition they need to grow and thrive, which not only impacts upon their ability to learn, but their health and wellbeing today and in the future. Obesity creates a greater risk of conditions like diabetes and high blood pressure, and of heart disease and stroke. Obesity in childhood can contribute to behavioural and emotional difficulties like depression, and make the need for medical care and days off school as a result of illness more likely. Shockingly, extractions are the most common reason for 5-9 year-olds in England to be admitted to hospital because of excess consumption of sugar is damaging children’s teeth.

A CHALLENGE FOR PARENTS We know how tough it can be for parents. Constraints such as time, money and lack of practical cookery skills and nutrition knowledge are all factors. Families often choose packed lunches as simple reassurance that their children will eat something during the school day or on a day out. When your child is a fussy eater it can be a huge worry that they will choose to go hungry rather than eat something they dislike. But when children are refusing to eat any foods other than crisps, chocolate biscuits and sugary carton fruit drinks we’ve got a problem – they’re filling up on empty calories and developing a sugar habit that can be very hard to kick. It’s clear that there needs to be more help available for parents and for schools. Packed lunch policies are very common practice but often aren’t communicated well, which can lead to confusion and anger from parents when items are questioned or removed. Putting a packed lunch policy in place can be tough, but every school allowing packed lunches needs one if we’re going make life easier for parents and give kids a consistent message. School lunches must continue to lead the way. Most of us need to be eating fewer foods loaded with sugar, salt and fat, and the best place to model that is in the place that has the most contact with children throughout the first two decades of their lives – schools. " FURTHER INFORMATION



Many schools have a packed lunch policy now – they’re working hard to make school meals healthier so they want to encourage packed lunches to be healthier too. That way, kids are getting the same consistent message about healthy eating, whatever sort of lunch they have at school. • We always encourage schools to get parents on board with their packed lunch policy from the very beginning, and to agree with parents what they will involve from the offset. A good way to do this is to involve them in the process, perhaps forming a parent working group to discuss the issues before anything is decided. • The schools, not outside agencies or organisations, are best placed to make decisions about what is best for their pupils, as they know them and their needs. Every school is different, no one-size fits all, so it’s much better to create something together with your pupils and parents than simply copying what other schools have done – although looking at what others are doing can be a great starting point. • During any conflicts, it’s important to remember that most parents are trying to do what they believe is best for their children, but sometimes they are in need of a little inspiration and guidance to help them make healthy food choices for their families. Reminding parents that the policy is there to support children’s health and that bringing packed lunches in line with the strict standards that school meals must meet, is a positive step towards a whole-school approach to health. • It’s important that lunch boxes are stored properly, so that the food inside is safe to consume. Encourage parents to use an insulated bag with an icepack from the freezer to pack their child’s lunch in on really hot days, or choose a lunchbox with a built-in freezer block. Schools should be careful to provide lunchbox storage out of the sun and away from hot radiators.


EB Awards 2017


Recognising and celebrating high standards in parking professionalism

Supplying quality adhesives that are guarunteed to stick

The British Parking Association (BPA) is the largest, most established and trusted professional association representing parking and traffic management in Europe. The BPA is the recognised authority within the parking profession and uses its influence to represent the best interests of the sector. Its diverse membership community of around 700 organisations includes: technology developers; equipment manufacturers and suppliers; learning providers; consultants; structural and refurbishment experts; local authorities and parking on private land operators, including retail parks and healthcare facilities. The BPA has launched a new audited accreditation for organisations with facilities in the education sector – Professionalism in Parking Accreditation (PiPA).

C-Tec Building Solutions are the suppliers of the number one sealant and adhesive – CT1. CT1 can be applied onto wet surfaces, even underwater, and will create a formidable bond between virtually any material, acting as a construction adhesive that will successfully bond all metals, glass, mirror, fibreglass, plastics, stone, and concrete. The list is endless. The firm will be showcasing and demonstrating, in many exhibitions and shows near you, its new range of products such as WT1, Miracle Seal, Superfast, and Power Grab ‘n’ Bond. An engineering company took C-Tec’s product Power Grab ‘n’ Bond to the polymer research centre in Queens University in Belfast to ascertain its strength against traditionally used products used in aircrafts. The test pieces were

Organisations that hold PiPA are nationally recognised role-models for parking professionalism and excellence. PiPA celebrates the high standards that already exist, and the accreditation also helps to raise levels of customer service, increasing car-park user satisfaction. The BPA also provides an extensive range of membership services to support parking professionals and organisations in their day-to-day work and manage the Safer Parking Scheme, Disabled Parking Accreditation and Approved Operator Scheme. FURTHER INFORMATION

aluminium top-hat sections of 3mm thickness with a length of 200mm. After the pieces were bonded, the load bearing and tensile strength was tested using the Zwick Testing Machine and the results were unprecedented. The bonded area was 2 x 20 x 200 = 8000mm² and the bond strength was 0.67 N/mm², which equates to 543 Kilograms per 20cm². This is actually mind blowing. This incredible adhesive is replacing the need for mechanical fixings. FURTHER INFORMATION Tel: 0208 555 1448

Helping schools save vital funds and improve communication

Giving teachers the tools to develop their professional career profile

Dataphone is a NASBM approved UK telecoms supplier which understands the importance of providing schools with a reliable service that represents good value for money. School leaders and business managers are facing challenges in the form of budget cuts, staff shortages and demanding performance measures. Dataphone is committed to helping schools reduce costs and improve communication to better focus on teaching and learning. The company recently helped a MAT to achieve a 62 per cent cost savings on their telecoms whilst also providing a complete technology refresh. For over 28 years, Dataphone has specialised in the design, installation and maintenance of school phone systems. As a NASBM approved supplier, Dataphone understands the pressure school business managers are under to keep

Ednex is tackling the massive recruitment spend by schools in the UK. It gives teachers the tools to build their professional career profile, a place to collate their CPD/ Teacher Standards and a platform to promote their experience and skills when looking to develop their careers. The Ednex network is completely education specific. Teachers, consultants, students or trainers looking for work can simply turn on notifications and its intelligent system will match jobs posted by schools to candidates with the best skill sets. Tackling recruitment and retention in schools is a constant challenge. Ednex responds to the needs of everyone working in the sector by developing support mechanisms that enable personnel to communicate their

costs low. That’s why the firm offers transparent, fixed price billing that gives SBMs complete peace of mind. Combined with its fraud protection services, which safeguard schools against phone hacking scams, Dataphone takes the hassle out of telecoms. Its education experts need less than an hour of your time to implement your chosen solution, so having a new system installed needn’t add to your workload. FURTHER INFORMATION Tel: 0800 0142 575


career profile using a digital platform, to access a national network of education institutions. So how is Ednex working to solve the education recruitment crisis we are experiencing now? By giving schools and education personnel access to the Ednex platform, recruitment costs will reduce and schools will have direct connectivity with a growing network of education talent. For more information or to sign up, see below. FURTHER INFORMATION


The shortlist has now been revealed for the 2017 Education Business Awards, which will return to London on 6 July to recognise excellence in education across 22 different categories Taking place on 6 July at London’s Grange Hotel in St Paul’s, the 2017 Education Business Awards will be recognising outstanding achievements in the UK education sector, as well as the hard work and dedication of teachers, department heads, business managers, and support staff which contribute to the success of an educational institution. This year, 22 awards are up for grabs which focus on academic progress, facilities, best practice and innovation. Shortlisted organisations will attend the ceremony, which will be hosted by Stephen Drew, who is best known for his appearance on Educating Essex. He has also been a headteacher for nearly five years. A drinks reception sponsored by Norse Group, will kick off the day, followed by a three-course lunch before the winning schools are revealed. OUTSTANDING PROGRESS There are three categories for outstanding progress. One for independent schools, which is sponsored by Garran Lockers, another for secondary education, sponsored by School Business Services, and one for primary schools, which is sponsored by ISS Education. These awards will be given to the educational establishment that has made outstanding progress in the management of its facilities, finances and human resources and can demonstrate an increase in the educational performance of the school. One school shortlisted in this category is Wolverhampton Grammar School, which has just been rated ‘excellent’ by the Independent Schools Inspectorate (ISI). Other schools shortlisted for this category include Bromley High School, Alleyn’s School, Brighton College, Royal Grammar School, and Withington Girls School.

improvement. In December 2016, in the OCA achieved an Outstanding grading in overall effectiveness. Other schools in this category include Tauheedul, Acklam Grange School, St Peter’s School, Matravers, Thomas Lord Audley School, and Havant Academy.

demonstrate benefits to the community through a partnership with an existing establishment such as a primary or secondary school, university or the private sector. The nominations for this year’s award includes: Brighton Aldridge Community Academy; Parkwood E-ACT Academy; Dalziel High School; Glemsford Primary Academy; and Oasis Academy Don Valley.

Written by Andrea Pluck

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OUTSTANDING PRIMARY SCHOOL Crosthwaite Church of England Primary School was considered for closure in 2005, with around 20 children at the school. However, the last five years has seen a large increase in numbers and huge efforts to maintain high-quality teaching and learning. In addition to this, the schools most recent Ofsted inspection in March 2017 saw the school receive a rating of ‘outstanding’. The school has added a new classroom, school hall and farm. Other schools shortlisted in this category include Ravens Academy, Woodside Primary Academy, Ridgeway Primary Academy, Barnsole Primary School and The Brent Primary School.

COMMUNITY AND TRIPS The Community Award recognises schools working in partnership with other public sector bodies on projects which can bring specific benefits to the local community. Sponsored by THORPE PARK Resort, the award has six schools shortlisted for the title. These include: Kilgarth School; Beddington Park Primary School; Richmond Hill Primary School; Shrewsbury High School; Parkwood E-ACT Academy; and Wolverhampton Grammar School. The Educational Visits Award meanwhile recognises the education establishment that can demonstrate a commitment to #

ACADEMY PARTNERSHIP AWARD The Academy Partnership Award, sponsored by Ward Hendry, will be presented to the academy that can

OUTSTANDING SECONDARY SCHOOL Ormiston Chadwick Academy (OCA) is among the schools shortlisted in this category. The Academy’s predecessor school was placed into Special Measures in October 2013. Since its opening, OCA has been on a journey of rapid




Providing schools with bespoke procurement support and advice Specialists in education procurement, ESPO have been supplying education establishments for over 35 years. One hundred per cent owned by the public sector, any surplus made after recovering costs is returned to the public purse. As one of the country’s largest professional buying organisations, ESPO offers a one-stop shop solution of catalogue products, frameworks and bespoke support and advice. Its comprehensive catalogue contains over 25,000 products at great low prices that you can rely on every day including: stationery; curriculum and classroom resources; art and craft; catering; early years; facilities management; office machinery; and furniture. ESPO’s free-to-access frameworks save schools time and money by providing a quick and compliant route to sourcing a wide range of

goods and services. Buying from quality checked suppliers and supported by its team of procurement experts, means that you can buy with confidence. ESPO aims to be more than just your provider; it looks to become your procurement partner, offering tailored support and advice for all your buying needs. Whether you want to see how to get the most out of your budget, need help accessing frameworks, or bespoke support to fulfil a major procurement project, ESPO’s dedicated teams are here to help. FURTHER INFORMATION

Providing schools with high-quality steel lockers Garran Lockers is the UK’s fastest growing locker manufacturer. Based in Caerphilly, Garran Lockers has over 50 years’ experience designing and manufacturing top quality steel lockers used by catering and green keeping staff, emergency services, education and leisure facilities. The lockers demonstrate several innovations including a fully bespoke design, antibacterial paint, an integrated sloping top as one unit and all steel lockers are welded together without the use of weaker riveted solutions. In 2016, Garran Lockers merged with Cambridge-based Craftsman Lockers under the newly-created Ice Locker Group. “By bringing the two businesses together, we are able to embark on an exciting new chapter where we share best practice and resources for the benefit of our customers and their customers whether in


retail, leisure, public services or industry,” explained Philip Lawrence, Managing Director of the Ice Locker Group. Craftsman Lockers is Britain’s largest manufacturer of timber lockers. Craftsman Lockers has over 20 years’ experience designing and manufacturing quality wooden lockers and ancillary changing room furniture for golf clubs, hotels, spas, leisure centres and private leisure clubs. The Ice Locker Group has seen several new business enquiries in recent weeks and is in active discussions with other technology companies around further innovations. FURTHER INFORMATION


Sponsoring school recruitment award Eteach helps schools attract and recruit quality teaching professionals quickly and cost effectively via a suite of services including - the UK’s leading education-only job board. Eteach is trusted and used by more than 7,500 schools, colleges and academies, of which 96 percent renew with Eteach every year. The company believes that recruiting good quality teaching staff does not have to be expensive. Its social media marketing and candidate reach gives schools advertising impact whilst dramatically cutting their annual recruitment spend in real terms. Last year, its advertisers placed more than 65,000 education vacancies in front of its 1.6 million registered candidates, who on average make five million job searches and one million site visits each month. Eteach’s award-winning technology School Recruiter is the innovative application and

tracking solution for schools which allows them to tailor their own online application form and receive ‘one-click’ applications, catching the best candidates first. The firm’s continuum of recruitment solutions, from single job adverts and specialist recruiter searching to fully outsourced Managed Recruitment Solutions, allows Eteach to operate as a strategic recruitment partner to schools, groups, MATs and colleges to deliver outstanding candidate results. FURTHER INFORMATION Tel: 0845 226 1906

Saving schools vital time in an emergency with practical medicine storage Medpac are practical bags specifically designed for carrying and storing prescribed and emergency medicines with personal photo identification. Medpac lets you store and transport medicines safely, allows you to easily identify the correct medicine for the correct person and saves vital time in an emergency. Every Medpac comes complete with a Medpac photo ID and a Medpac treatment card to enable you to write clear instructions on how to use the medication, a treatment plan and additional emergency phone numbers. Ideal for asthma inhalers, Epipens, epilepsy and diabetic medication, tablets and more. Medpac is the brainchild of Jayne Tarrant, a Suffolk mum who saw a need for such a product when her daughter was diagnosed with a condition that required her to carry emergency medicine with her at all times.

Not able to find a product to fulfil the need, Jayne set about designing and sourcing a product that would work in many situations. Find out how Medpac could change the way you store the medicines in your school and ensure they are always accessible on school trips, at after school clubs and during sporting fixtures. To discover more about this innovative range of products, see below FURTHER INFORMATION Tel: 0845 0739 430

EVENT PREVIEW ! providing students with a range of subject specific educational visits in order to further their learning experience. Schools up for this award includes: Ellesmere College; Mildenhall College Academy; Rendcomb College; Springfield School; Matravers, and The Link School Pallion.

Shortlisted schools will attend the ceremony, which will be hosted by Stephen Drew, who is best known for his appearance on Educating Essex. He is also has been a headteacher for nearly five years

ENVIRONMENTAL PRACTICE AWARD Sponsored by C-Tech Building Solutions, this category highlights the school which has demonstrated a benefit to the environment through a school project and to the establishment which has shown to offer environmental education to its pupils. Gillbrook School, Bootroyd Primary Academy, Bromley High School and Redmoor Academy are all up for this award. The Excellence in Health and Safety Award, sponsored by The Norse Group, will be presented to the school which has the best practice in operational health and safety and recognises the valuable work by responsible managers to create and maintain a safe and healthy environment for teachers, pupils and the public. Barnston Primary, St Peter’s Catholic Primary School and Clare Mount Specialist Sports College have all made the shortlist for this award.

sponsored by Dataphone and Ednex, respectively. The ICT Facility Award will be awarded to the educational establishment that has made outstanding progress in the provision of a first-class environment for the teaching of ICT and related subjects. Schools shortlisted in the category include: Rendcomb College; Rotherithe Primary School; Blenheim Primary; All Saints Church in Wales Primary School; and The Royal Alexandra and Albert School. The ICT Innovation Award will be handed to the school that can show the most innovative use of ICT in order to further the learning experience of pupils. Shortlisted in the category is Rendcomb College; Deighton Primary School; Moredon Primary School; The Queen’s School; and Heathfield Knoll School.

ICT AWARDS There is two categories for ICT, the Facility Award and the Innovation Award, which are

SCHOOL BUILDING AWARD The School Building Award, sponsored by Ward Henry, is presented to the establishment that has provided what is judged to be the most technically advanced building

constructed for the purpose of teaching. The shortlist comprises of Rendcomb College; Merchant Taylor’s School’ Donhead Preparatory School; Roseacres Primary School; Robert Gordon’s College and Holme Grange School. The Security Award award, meanwhile, recognises the school that has made outstanding efforts to increase security through a combination of increased awareness in staff and pupils and the procurement and installation of additional security measures. The schools in this category include: Wolverhampton City Council Education eServices Team; St Joseph’s School; George Spencer Academy; Haggerston School; and Ark Academy. The School Catering Award will be presented to the UK educational establishment that has demonstrated a commitment to healthy eating and value for money through the provision of a first class catering service. The five schools shortlisted are; Christ Church CE Primary School; Harrogate Grammar School; The Barlow RC High #

Bringing the subject of rainforests to life for pupils while they dine

Supporting educators with 3D printing technology in schools

Situated in the West End in the heart of London’s Theatreland, Rainforest Cafe is the perfect venue for a family adventure or for those looking for a dining experience that’s just that bit different. Fill your senses from the moment you enter with the sights and sounds of the Amazon rainforest, from real running waterfalls, trumpeting elephants and tropical thunder to beautiful butterflies and birds, all housed beneath a rich canopy and starscape. It’s the number one dining destination for children, students and those looking for American style dining with a theme who will love the animatronics, interactive floors and tropical fish tanks, as well as the chance to meet its lovable mascot ChaCha the Red Eyed Tree Frog. Rainforest Cade has an extensive menu of American and international cuisine including

The CREATE Education Project brings together game changing technology with inspirational content and creative minds. This collaborative platform is designed to provide free resources and support to help educators to introduce and embed 3D printing technology in the classroom. These include professional development resources, lesson resources, project ideas and inspiration. Contributors and community members are provided with a network of people embracing the same passion for sharing and improving access to education. In order to ensure everybody has the opportunity to benefit from 3D printing and other exciting tech, the project organisers have reached out and asked educators and industry leaders what the challenges were and how they can make

speciality burgers, ribs, steaks and pasta dishes, not to mention its famous sparkling volcano dessert. Winner of the 2015 Group Leisure Award for Best Group Dining Restaurant in the UK, Rainforest Cafe caters for parties of all sizes with set menus available for groups of 15 plus and welcomes coach groups, school groups, pre/post theatre groups and corporate. Educational tours are also availabing, using the restaurant as a visual backdrop to bring the subject of rainforests to life. FURTHER INFORMATION Tel: 020 7434 3111

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the best of the opportunities. This was aligned with the organiser’s core values and the CREATE Education Project was the result. For more information about the project, see below. FURTHER INFORMATION Tel: 01257 276116




Providing the environment that enhances student health and learning

Transforming children’s literacy with innovative resources

ISS provides the environment that allows education professionls to focus on their core activity. Their delivery concepts across the range of hard and soft FM (Facilities Management) provide evidence-based, cost effective solutions to enhance student health, attainment and learning. ISS delivers service with the human touch, they love to feed hungry minds. Learners of all ages require bright, clean environments to work in and need refuelling during a day in the classroom and ISS are there to make sure all that happens. For ISS, it’s very important that they serve freshly prepared, healthy foods that taste great. Quality ingredients are a must and the more British and locally sourced produce the better. Providing hygienically clean and sound environments where the students can study, are equally as important, so all the latest technology is employed to

Mighty Writer is a brand new, innovative and multi-sensory resource. It quickly transforms children’s literacy and teachers rate it 9.7/10. It teaches the whole process of learning to write from speaking in simple sentences through to planning and editing increasingly complex and sophisticated stories. It uses images, symbols and colours to help children structure and recall sentences with ease. Its core age range is for ages four to seven, however it can be used with children of all abilities from those who are reluctant to speak to the very able. The visual approach is excellent for use with children with English as an Additional Language (EAL). Since launching in the summer 2016, Mighty Writer is transforming children’s literacy in over 200 schools in 12 countries. It teaches fictional and non-fictional writing and enables

ensure that the highest standards are maintained at all times. In partnership with their educational partners, ISS makes a positive contribution to the health and well-being of future generations. With a growing portfolio of educational establishments which includes multi-sites contracts covering entire counties to single establishments, ISS treats every customer as an individual. FURTHER INFORMATION

Easing economical strain in the education sector Norse, one of the UK’s most dynamic and fast-growing facilities management services providers, is dedicated to working with the education sector as a partner, offering experience and stability in times of economic pressure. Established in 1988, Norse helps to ease the financial pressures of its 1000+ educational establishments portfolio through cost efficiency savings, typically well over 10 percent. Schools and academies benefit from the added value of a trusted, financially secure and sustainable partner that delivers first class service. Through careful financial management, and a selective, organic approach to business development and growth, Norse ensures long-term stability for its 9,000 directly-employed staff and its UK-wide client portfolio. Operating from a network of local offices and depots across the UK,


Norse is recognised by the education sector as a safe pair of hands; a reputation clearly justified and evidenced by the group’s 96 per cent client satisfaction, high business and staff retention, all well above the national averages for the industry. The group is unique in the range of services it provides to the educational sector: cleaning, catering, building and grounds maintenance, property services such as feasibility studies, design, planning and building control applications, project management and compliance, environmental services, recycling and waste management, security and school transport and vehicle maintenance. FURTHER INFORMATION


children to become independent and competent writers. Teach Primary Magazine has praised Mighty Writer as a “pioneering belter of a resource which “is what primary teaching is all about”. Teach Primary continued: “Sleeves rolled up, hands-on, playing with language and getting linguistically muddy so children can experience the different textures of words”. FURTHER INFORMATION

Sponsoring outstanding progress in secondary schools School Business Services (SBS) is a leading global specialist in providing services and products to the education sector. Across its core specialisms, SBS offers consultancy, service desk advice and support, project management, training and fully managed services to schools, academies and Multi-Academy Trusts (MATs). Support packages for finance and business management, HR and payroll, ICT and MIS/ SIMS are tailored to your school’s development strategy to ensure you make the most of your valuable resources. The firm’s unique budget and staff management software, SBS Online, empowers you to make on-the-spot, sound financial decisions and boost your budget confidence. A dedicated procurement team can advise on the latest products, services and software to suit your technology strategy and budget.

SBS also provides a school improvement service, driving operational excellence to enhance classroom teaching. The service focusses on a school’s vision, teaching and learning, support systems and community. The core service teams provide a range of support for academy conversion and for schools joining MATs, from financial restructuring and due diligence, through to staff recruitment and systems implementation. FURTHER INFORMATION Tel: 0345 222 1551

EVENT PREVIEW ! School & Specialist Science College; Faulkner House; and Lowerplace Primary School.

School’ Calday Grange Grammar School; and Bromley High School are all on the shortlist.

CELEBRATING CREATIVE SUBJECTS The Art & Craft Award, sponsored by Mighty Writer, will be presented to the educational establishment that can provide a first-class learning environment and modern, flexible facilities for students of art & craft. The organisations shortlisted for this category include: Kings Ely; Matravers; Beddington Park Primary School; Thomas Gainsborough School; Sacred Heart Catholic High School; and Chatsmore Catholic High School. The School Music Award, sponsored by Stage Systems, will be awarded to the school that shows a commitment to improving the quality of musical learning through a first-class learning environment. Ellesmere College; Robert Gordon’s College; Ballard School; St Peter’s School; and Woodford County High for Girls have been shortlisted in this category. Meanwhile, the STEM Award, sponsored by Ultimaker, will go the educational establishment that has excelled in the provision of a first-class environment for teaching STEM subjects including maths, technology and science. Shrewsbury High School; Avoch Primary School; The Mossland

PROCUREMENT & RECRUITMENT The School Procurement Award, sponsored by ESPO, recognises an individual project where a school has worked with an outside agency or local authority to refine its buying practices and increase value to the taxpayer. The shortlist includes Ormiston Academies Trust; Sutton Vallance school and the University of Birmingham. The School Recruitment Award, sponsored by Eteach, recognises the school that has invested in its recruitment methods and processes to ensure a timely intake of appropriate teaching and support staff. North Yorkshire County Council; Teach in Herts - Herts for Learning; Newham Partnership Working; The Weald School; Bridge Multi-Academy Trust; and Eden Academy are all up for the award. SEN AWARDS The SEN Provision award, sponsored by Medpac, will recognise the establishment that has demonstrated an increase in the quality of care and education services provided to students with special educational needs. Hall Cliffe Primary School; Lakeside School; Oak View SEN School; Gillbrook School; St James C of E Primary; and Clare Mount Specialist

Sports College are all in this category. The SEN inclusion Award will, meanwhile, go the UK mainstream school that has demonstrated an increase in the quality of care and educational services provided to students with special educational needs. In this category, which is sponsored by Fujitsu, Ernesettle Community School, Pingle Academy, and Eversley Primary School are up for an award. Sponsored by Redbox VR, the Sport award will go to the educational establishment in the UK that can demonstrate an outstanding commitment to developing the sporting skills of its students through the provision of first class facilities and coaching programmes. The shortlist includes: Hall Cliffe Primary School; Plymouth College; The Nicholas Hamond Academy; Beech House School; Kingsway Primary School; and St James CE Primary. PARKING & TRAVEL MANAGEMENT Sponsored by the British Parking Association, this award will be given to the establishment that provides exceptional parking and travel for its school. On the shortlist is Farnham Common Infant School; University of Bradford; Cheadle Hulmes School; Chichester Free School; and Caistor Church of England and Methodist Primary School. " FURTHER INFORMATION

Transforming school performances with portable staging platforms


Portable staging from Stage Systems creates temporary performance platforms. Simple designs from kits, standard stock or bespoke solutions produce excellent results with flat, multiheight and tiering systems. Stage Systems is dedicated to staging and truly delivers on bringing spaces to life with creative designs in primary and secondary schools. First to develop the portable staging market, Stage Systems set the standard for quality, versatility and service back in the 1960’s. Today, the firm continues to share its stage solutions. Throughout your journey its expert team will ensure that you receive the dedicated help and support that you need. Stage Systems work collaboratively with you to come up with the right solution and aim to provide customers with all the information and advice required.

THORPE PARK Resort provides an ideal destination for school and college trips as part of a learning experience or simply for fun. With over 30 rides and attractions from world class coasters to thrilling water rides, the theme park has something for everyone. Safety and security are its priority too and THORPE PARK’S team aid teachers in planning visits with a free advance trip, risk assessment materials and support before and during the visit. Teachers are not forgotten with free teacher entrance, and new for this year, the resort is proud to serve Costa Coffee and with seasonally available venues for teachers. Impacts of a trip include opportunities for group bonding outside the school environment and personal development for your students.

The company will provide a free demonstration of products, depending on location and availability and carry out a survey to produce a drawing if required. Its consultative service includes accurate advice and ideas to enable you to see how the firm can help you to get the very best from your available space. Stage Systems is confident that the resulting performance space will surpass your expectations of what can be achieved with its products, ideas, service and assistance. FURTHER INFORMATION

EB Awards 2017


Rewarding and enriching trips for all pupils

THORPE PARK Resort specialises in KS3 and KS4 STEM and business learning opportunities and combines curriculum-based sessions alongside free resources. The education team offers classroom sessions and outdoor “SPEED” sessions in STEM and business subjects. THORPE PARK Resort also has a STEM GPS app to encourage ‘stealth learning’ for students as they explore the resort. FURTHER INFORMATION Tel: 0871 282 5126



School Trips Written by Nigel Smith, chief executive, Tourism South East – THE BUSINESS MAGAZINE FOR EDUCATION


Learning in the South East Throughout history, the south coast has often been the last line of defence against would-be invaders, so has a wealth of military and maritime places of interest for school trips, writes Nigel Smith, chief executive of Tourism South East The South East of England is hard to beat as a school trip destination. It’s the UK’s most popular region outside London for visitors and as a result has a wealth of diverse, unique and rewarding experiences on offer. It comprises the counties of Berkshire, Buckinghamshire, Oxfordshire, Hampshire, Isle of Wight, Sussex, Surrey and Kent, all within two hours of London. Throughout history the south coast has often been the last line of defence against would-be invaders so has a wealth of military and maritime places of interest. There is no better place to learn about the importance the Normans had on the development of Britain, than the conflict that started it all. The site of the Battle of Hastings including Battle Abbey on the Sussex coast is a popular English Heritage site offering expert-led Discovery Visits or alternatively, you can enjoy a free self-led visit to the Abbey and design your own day to suit your curriculum needs. Students can learn first-hand what it was like to be a Norman charging across the battlefield during the Battle. They can understand how it felt to be part of the Anglo-Saxon shield wall, or how the Norman cavalry helped them to victory. By standing on the battlefield where history was made your students can better comprehend the events leading up to the Battle of Hastings and beyond. Discover what life was like for a Monk at the Abbey and their daily routines, and why it was built in this location.

from Foundation Stage through to Post 16. It provides experiences which cannot be created in the classroom and are designed to maximise pupils’ learning experiences, with a range of options depending on curriculum, visit time and budget. The Dockyard experience involves 11 different attractions including the iconic HMS Victory where students can explore Horatio Nelson’s flagship and experience a day in the life of a sailor, taking part in the ‘powder monkey challenge’ and ‘learning the ropes’. Led by costumed staff, workshops give pupils the opportunity to discover what life was like onboard for 18th century sailors. The Mary Rose Museum presents a unique opportunity to immerse students in the Tudor world. They can see not just the remains of the ship itself, rescued from the depths of the Solent, but also the thousands of real artefacts all dating from 1545 that had been preserved under the silt for centuries, including some not found anywhere else in the world. Dr David Starkey calls it “England’s Pompeii” – one moment in time preserved for ever. Teachers can make a free preliminary visit to the Portsmouth Historic Dockyard. For schools that have made a booking, a free preliminary visit for the education visit leader plus two colleagues or a free family ticket for the education visit leader are also offered.

The sitettle a of the Bngs on i of Hast x coast is e s the Sus lar English a poputage site Heri xpert-led e offeringcovery Dis Visits

PORTSMOUTH DOCKYARD With regard to the UK’s maritime history, the south coast has no equal. At the forefront is the must-see Portsmouth Historic Dockyard. The Dockyard offers a fantastic range of education visits for groups at all levels



ROYAL NAVY SUBMARINE MUSEUM From Portsmouth you could take your group on a short ride across the harbour to neighbouring Gosport and explore the Waterfront Trail starting at the Royal Navy Submarine Museum. Here you can see some of the first submarines ever invented as well as

go inside HMS Alliance, Britain’s only surviving Second World War ocean-going submarine. The two mile Waterfront Trail offers spectacular views across Portsmouth Harbour and takes in the Falkland Gardens and the ‘Timespace’ sundial en-route, as well as Royal Clarence Yard. At the end of the trail you will find Explosions! Museum of Naval Firepower. This award-winning museum contains weapons used by the Navy throughout the centuries and is housed in buildings of the Navy’s former armaments depot centred around the original powder magazine of 1771. Explosions! traces the development of naval armaments from gunpowder to the atom bomb to the Exocet missile. SOUTHAMPTON In the neighbouring coastal city of Southampton, you can find another fascinating story of maritime triumphs and disasters at the Sea City Museum. Based at the heart of Southampton, the Museum tells the story of the people of the city, their fascinating lives and historic connections with the ill fated Titanic and the sea. A dedicated team of skilled and experienced educators offers a great range of workshops and guided discovery sessions to complement museum visits. As you can imagine the story of the Titanic is core to these sessions but is presented in a child-friendly and sensitive way particularly at Key Stage 1/2 level through getting to understand this significant disaster and life on board by dressing up, artefact-handling and cross circular hands-on activities. The experiences are broadened out under a Southampton: Gateway to the World Discovery Sessions covering why it is a gateway city, with particular focus on Roman, Saxon, Medieval, or Second World War history. The Museum has also developed new cross-curricular bundles that provide a balance of history and art sessions incorporating a broad range of styles and learning experiences. At Secondary level students work with practicing artists,

historians, and educators to take the visit to a deeper level of learning and engagement. CASTLES The South East also has some of the most famous Castles and Historic Houses in Britain. Our current Queen’s favourite home is Windsor Castle and it actively welcomes visits from schools and educational groups of all kinds. Students can explore the castle’s role over the centuries as fortress, prison, baroque palace, family home, wartime refuge, heritage attraction and residence used by The Queen for official duties. Notably, the first official Royal Collection Trust iPad app Kings and Queens: 1,000 Years of British Royal History traces the royal line of succession from 1066 to the present day. To support teachers in using the app to bring alive the turbulent Stuart period for KS2 pupils there are a series of lesson plans with linked resource material. Leeds Castle in Kent is known as ‘the loveliest castle in the world’ and is proud to have been awarded the Sandford Award for Heritage Education. A day at Leeds Castle can include themed workshops and educational talks that discover almost 900 years of history, including Tudor Life and the 1920s and if you want free time for your group to let off steam there is the added bonus of a maze, magical underground grotto and playgrounds. Waddesdon Manor, in Buckinghamshire

recently won the VisitEngland Best Large Attraction award and for secondary school pupils you can actually learn how it functions as a major tourist attraction looking at how visitors use the facilities, what promotional materials and techniques are used, and how the local community are employed. For primary level there are such sessions as ‘Fun with the Fairies’ literacy based workshops that link with the famous Sleeping Beauty paintings by Leon Bakst that hang in the Manor. Waddesdon also has a Teachers’ Forum to help guide the future of education at the Manor. ISLE OF WIGHT If you fancy taking your students on a real adventure then you should consider the Isle of Wight. The island is only a relatively short journey by ferry (less than an hour) vehicle or just foot passengers, from Southampton, Portsmouth and Lymington. It is already a popular destination for educational trips with lots of accommodation that encourages a longer stay. The Isle of Wight is a small island filled with a big history. It is one of the best places in Europe to find dinosaur fossils, hence, it is known as “Dinosaur Island”. The main museum – Dinosaur Isle in Sandown – caters for students from reception class (and pre-school) through to A-level.

School Trips


It provides a range of activities all year including talks and fossil handling sessions, unguided (and guided) visits and field trips; including visits to local coastal sites containing visible geology and fossils. Within the building they can often provide tailored activities, for example introductions to evolution (GCSE Biology), extinction, rocks and soils. Other popular visits on the island include several English Heritage properties including the holiday home of Queen Victoria at Osborne and Carisbrook Castle where Charles I was held prisoner. The Isle of Wight Steam Railway offers you the opportunity to make a virtual visit first by using its interactive familiarisation guide ‘Through a Teachers Eyes’. For the more adventurous the UK Sailing Academy in Cowes offers a range of different watersports that can benefit students through inspiration, enjoyment, teamwork, boosting self-confidence and self-reliance, as well as the making and sealing of friendships. There are a number of excellent companies and organisations that can help you plan an inspirational educational or school trip to the Isle of Wight. " FURTHER INFORMATION

Get up close to our friendly animals Feed the greedy goats Watch the crazy red squirrels Learn about and touch our amazing owls in an Owl Talk Cuddle the guinea pigs

Plus much more, fun for the whole family! Visit our website for more details.

01803 840387 Volume 22.6 | EDUCATION BUSINESS MAGAZINE


STEM OPTIONS FROM £1.50 NEW - Outdoor Speed Sessions KS3 and KS4 Classroom Sessions GPS Learning App


0871 282 5126



*Calls to this number cost 13p per minute plus your providers access charge



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With over 30 rides and attractions from world-class coasters to thrilling water rides, THORPE PARK Resort has something for everyone. Safety and security are its priority too and its team helps teachers in planning visits with a free advance trip, risk assessment materials and support before and during the visit TRIPS FOR SCHOOLS AND COLLEGES THORPE PARK’s aim is to deliver inspiring and active trips for your students and a day that is rewarding for them and their teachers. The company also seeks to extend the impact of this trip far beyond the visit date itself. Teachers regularly use the trip as a hook to engage students and its post visit educational resources can complement an exciting trip to THORPE PARK Resort. Whether it is discovering how Stealth is launched so powerfully and measuring its acceleration or researching the business case behind a rollercoaster, THORPE PARK Resort offers fantastic learning opportunities. Other subject leaders have observed the power of incentives to hone keen young minds until the end of year reward trips and the theme park can offer a range of extras such as fastracks to reinforce your students’ achievements. Finally, THORPE PARK offers a range of onsite educational sessions that reflect the national curriculum whilst capturing the thrilling essence of THORPE PARK Resort. Its newest psychology and computing sessions celebrate Derren Brown’s Ghost Train: Rise of the Demon, whilst its K’NEX science classes offer a hands-on STEM exploration for primary school groups. IMPACTS OF A TRIP The trip provides pupils with bonding opportunities for students out of

the school environmen, “soft skill” and personal development, and inspirational classroom and outdoor learning opportunities EDUCATION There is a particular emphasis on STEM subjects including physics and mathematics, as well as business subjects for GCSE, A Level and BTEC qualifications among others. THORPE PARK Resort offers free resources to support its educational sessions in computing, physics, maths, business, psychology and design technology. Most sessions are available at KS3 and KS4 levels with specific KS5 sessions available. Its education team offers classroom sessions and outdoor “SPEED” sessions in STEM and business subjects. The resort also has a STEM GPS app to encourage ‘stealth learning’ for students as they explore THORPE PARK Resort. EVENTS THORPE PARK Resort runs an event each term to provide additional depth to its existing educational programme and offer all school groups the chance to engage with them – all inclusive of the discounted school ticket price. Past events have been run in association with prestigious partners such as Siemens, K’NEX Education and the British Science Association and have featured TV scientist Jon Tickle. GREAT BRITISH SCIENCE CLUB Great British Science Club is a nationwide day of events organised by the British Science Association (BSA) celebrating science clubs and learning outside the classroom. There will be unique events and activities at Thorpe Park on Wednesday, 5 July to get students thinking and talking about the science behind their visit. Find out more about related events and resources at or on Twitter – @CRESTAwards. Great British

Science Club is part of the 30th anniversary celebrations for CREST Awards, BUSINESS OF LEISURE This is the resort’s premium business and career event, taking place between 25 and 29 of September, where students can discover more about exciting careers and opportunities in the industry. Students will have the chance to interact with experts from various fields including marketing, engineering and customer service. Sessions will be available on the day as part of the experience for students. WHAT ELSE CAN STUDENTS DO Pupils can take a walk on the Island’s wild side and compete for the prized star as you take on some of the most iconic bushtucker trials in the world’s only I’m A Celebrity… Get Me Out Of Here! Maze. Will you be crowned King or Queen of the jungle? Then fly into ANGRY BIRDS LAND, home to the world’s first ANGRY BIRDS 4D Experience, the 100ft rapid drop tower ride Detonator and Red Bird and the Bad Piggies go bump to bump on a classic dodgems attraction. Enjoy world-class rides such as the UK’s only winged rollercoaster THE SWARM, Stealth, one of Europe’s fastest and tallest roller coasters, and the 100ft ‘beyond vertical’ drop of the movie themed coaster SAW-The Ride. Plus, water rides including the super-soaking Tidal Wave, Storm Surge and Rumba Rapids guarantee the thrills and fun. NEW for 2017, experience Derren Brown’s Ghost Train: Rise Of The Demon. Are you brave enough to come face to face with the Demon as it rises from the darkness? And after an action-packed day at THORPE PARK Resort why not stay and chill at the THORPE SHARK Hotel, featuring bite-sized rooms that sleep up-to four people only a fin away from all the action. " FURTHER INFORMATION Website: Email: Phone: 0871 282 5126










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With 3D printing already making an impact in industries such as medicine, fashion and food, it only seems fitting that we give our young people the knowledge and skills they need to embrace this technology. Julie Nugent from the Design & Technology Association explains how Design and Technology is the study of how to think, develop and make a better world: innovating new products, services and experiences from concept through to design, manufacture and use. The subject covers areas like design, electronics, engineering, materials, textiles and robotics. Increasingly, young people are asked to imagine improvements to the world around them – where the advent of 3D printing in the classroom is leading to exciting and innovative manufacture and design. In recent weeks, James Wheldon, joined the ranks of design and technology teachers who have been inspiring young people to think imaginatively about 3D printing. James, a teacher at St John Houghton Catholic Voluntary Academy, printed a new finger for one of his students who had lost the use of his hand after a bicycle crash. In doing so, he demonstrated the increased use of 3D printing in creating new, bespoke, prosthetic devices. WHAT IS 3D PRINTING? So what exactly is 3D printing and why should schools be excited about it? At its most basic, 3D printing is the ability to turn “digital into physical”. Through a process known as additive manufacturing, solid three-dimensional objects are constructed from a digital file where layers of the chosen material are built up to create the object required. In its infancy, 3D printing was a technique pioneered by industry to enable more rapid prototyping within industry. Companies were able to move from traditional subtractive toolroom methods – CNC milling, turning, and precision grinding – to faster and cheaper forms of rapid prototyping through additive manufacturing. Since then, 3D printing has extended to pretty much all industries. In food, additive manufacturing is used to squeeze out food, layer by layer, into three-dimensional objects. The method seems to work particularly well for chocolate, cakes and pizza. In medicine, 3D printing is used extensively – anything from making dentures to orthopaedic parts – blurring the boundaries between surgical skill and technology. In

2014, surgeons in Swansea were able used 3D printed parts to rebuild the face of a motorcyclist who had been seriously injured in a road accident. Combine this with bio-printing technology and we begin to see the construction of human organs and body parts through inkjet techniques. In this process, layers of living cells are deposited onto a gel medium or sugar matrix and slowly built up to form three-dimensional structures including vascular systems. Surgeons can create intricately realistic models of our own bodies, from valves to fingers to optic nerves. THIRD DIMENSIONAL FASHION 3D printing has also entered the world of clothing, with fashion designers experimenting with 3D-printed bikinis, shoes, and dresses. Customers can now design their own clothes to match their exact body shapes and measurements. Technology intersects with fashion to create a truly bespoke fashion experience. Companies like Nike are using 3D printing to prototype and manufacture trainers whilst New Balance has invested in 3D printing technology to customise running shoes for athletes. Even the cultural and heritage industries have been transformed by this technology. 3D printing is used increasingly to preserve, restore and to educate, with many European and North American museums using 3D printers to recreate missing pieces of their relics.

3D printed shoes by student Kate Jones

young as 11 are embracing 3D printing. Pupils use Computer Aided Design (CAD) software to make a virtual design of the object they’re creating. This can be designed from scratch, using a using a 3D-modelling programme, or by copying an existing object, through a 3D scanner. The object is then built through an additive process, where successive layers of material are added until the entire object is created. Each of these layers can be seen as a thinly sliced horizontal cross-section of the eventual object. The process is relatively simple for teachers and pupils to follow. They use a simple CAD package and feed in spools of materials – for example, plastics or wax. Even better, the cost of desktop 3D printers has fallen considerably. You can now buy a 3D printer – for the home or the classroom – for as little as £200. However, the extent to which teachers are really embracing this technology can vary widely. There are still too many classrooms where the 3D printer is over in the corner, gathering dust. Our experience suggests that it takes time to become familiar with a 3D printer and its associated software, and even longer to use it confidently and successfully in teaching. Whilst the most self-assured teachers are often quite happy to experiment with the technology, those who lack support or expertise may struggle to engage.

Written by Julie Nugent, Chief Executive, Design & Technology Association

Turning digital into physical

3D Printing


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TAKING 3D PRINTING INTO SCHOOLS As all industries are transformed by 3D printing, it seems only fitting that we give our young people the knowledge and skills they need to embrace this technology. In classrooms across the country, pupils as

WHAT TO CONSIDER For schools investing in this technology, there are a range of factors to consider: affordability, reliability, ease of use, changing technology and network compatibility. In addition, schools should consider the cost of maintenance and support; software packages; as well as the choice and cost of materials. Initially, schools tend to follow fairly simple templates, printing small figures such as 3D shapes – often trolls and dragons and Star Wars characters. However, over time, teachers – and their pupils – develop more experimental and innovative approaches. This is where 3D printing can underpin #



3D Printing


! inspirational teaching and learning – where pupils move beyond an understanding of how to download a file and work a 3D printer, to the point where they are engaging with the design process more fully and the actual 3D print becomes the realisation of an original idea. As John Donnelly, head of department and specialist leader in education for design and technology at St James High School explains: “You need to excite the pupils about getting their design printed, but you need to make them aware that they are learning by designing and the 3D print is the prize at the end of the unit of work.“ The real excitement comes by enabling pupils to think differently; to consider the advantages of 3D printing and to come up with their own new and original designs. As Donnelly describes, “this is where the real learning will take place for the pupils too. Now I encourage pupils to design with plasticine and blue foam, to look at images from nature and biomimicry, in the hope they will design and produce something a little more Zaha Hadid than Rubik’s Cube.” MOTIVATING PUPILS Research by the Department for Education (2013) has shown that effective use of 3D printing has a positive impact on engaging and motivating pupils. Whilst teachers pointed to the need for time to develop their skills, to use the printer, confidently, they also described the highly motivational impact it had on pupils and their increased interest in STEM subjects. In Aled Dafis’ school, Ysgol Bro Pedr, the use of 3D printers has already inspired many talented young people to progress to further study and careers in fashion and design. Kate Jones studied GCSEs in Textiles and A level Product Design. Her 3D printed shoes were inspired by Dolce and Gabbana and Roman architecture. Kate’s shoes (and matching bag) have already been featured in the Innovations Wales Awards and at the Big Bang National Science and Engineering Competition finals. Kate is now studying for a degree in Fashion at Northumbria University. Dafis’ design and technology department has a clear philosophy for the use of 3D printers: they should encourage and enable more creative thinking and more innovative outcomes, with students given a totally free rein during the idea generation and development process. Having 3D printers as part of the manufacturing capacity allows these creative outcomes to become an actual reality – translating student ideas and designs into physical entities. Dafis says: “having embodied 3D printing into our curriculum over the years, our students now see 3D printers as just another tool, much like a sewing machine, laser cutter or lathe.” In this way, students are encouraged to focus on the design process rather than the use of the printer on its own. SOPHISTICATED DESIGNS Increasingly, 3D printers are enabling schools to develop ever more sophisticated designs, with greater ability to manufacture complex component parts. The more teachers and pupils engage, the more individuals are empowered to be creative and test their imagination and innovations as well as their additive manufacturing skills. 3D printing – along with other new technologies – can be the catalyst for challenging and wide-ranging debate in classrooms. Pupils are encouraged to think about developments such as 3D printing

medicines, drugs, clothes, weapons, and even bike helmets and to consider the range of moral, ethical and legal challenges these create. For many young people, such debates are not just abstract discussions of a future world, rather they are an opportunity to consider how technologies such as 3D printing are transforming the worlds of work and home. The Design and Technology Association actively promotes the use of 3D technology across primary and secondary education. We believe that young people should be highly literate in these new forms of computing and technology as well as excited and inspired by the potential these developments offer. However, we also appreciate that to deliver maximum impact for pupils, we need to support schools more. Teachers and pupils must be encouraged and supported to explore and develop ideas – with investment in teacher CPD and time a critical factor for success. " FURTHER INFORMATION

Reach Every Student On Every Level At Daemon3D Print we are the leading experts in the Industry, selling a wide range of printers and accessories. Our expert professionals will guide you every step of the way to create a bespoke package within your budget that is customised to your schools’ needs. 3D printers are comparable if not cheaper than PC’s and laptops, saving time and money on department budgets. Visit our 3D Education page for more classroom resources

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From exploring ancient Egypt, to walking around the human body, Virtual Reality is increasingly being used in schools to add another dimension to learning. Education Business looks at this growing technology trend With technological advances and improvements in user experience, virtual reality (VR) will become more common in industries such as education, healthcare, automotive, manufacturing, retail, design, aerospace, defence, and entertainment. This is according to findings from Frost & Sullivan’s TechVision research. Their analyses has found that the global VR hardware and software market is expected to grow from £1.07 billion in 2015 to £26.44 billion by 2022, at a compound annual growth rate of 57.8 per cent between 2016 and 2022. Within schools, virtual reality is increasingly being seen as a clever tool to enhance teaching and learning. It allows teachers to create immersive learning experiences, such as allowing students to interact with 3D objects and environments in science or to recreate historic sites in history lessons. Whilst it may seem a little futuristic, there have been many advances in technology in recent years, and many of the products have become more affordable. This year’s Bett was testament to the use of VR in schools, with many new products launched and seminars held on the topic.

to go to places they couldn’t go to otherwise, such as space or even inside the human body. Google Expeditions, for example, works where students explore the ‘trip’ using a virtual reality viewer that works with a smartphone, while their teachers guide the trip using a tablet. The company has recently added 58 new destinations, giving a choice of 500 Expeditions to choose from. Google Expeditions has recently partnered with the British Museum to create an ‘trip’ exploring the Mayan Ruins of Quiriguá, Guatemala. A collaboration with the National Trust for Scotland will also allow pupils to tour a Victorian era printing factory and the home of Miss Agnes. What’s more, students can explore the deep oceans of Bermuda, Canada, and the Sargasso Sea. Beyond landmarks, students can even travel through time, such as the Viking era, where students can join in life with the legendary Norsemen.

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CASE STUDY Sevenoaks School in Kent is using virtual reality in its classrooms for a range of subjects. In Art classes, for example, students have been creating three-dimensional paintings and then walking through their artwork. In philosophy, pupils have been learning about French philosopher Rene Descartes and pondering his question, ‘what if our life is nothing more than a simulation?’ using VR to vividly experience this suggestion. Graeme Lawrie, the school’s director of Innovation said: “The educational applications of immersive technology are endless, from teaching everything about Ancient Egypt, to exploring the undersea world in Geography, learning a modern language or walking through the human brain. For students, this is by far the most engaging and enjoyable way to learn. It is important for them to engage with this technology and understand how it is used as it will form such a big part of the future.” "

INNOVATIVE COMPANIES One such company that was present at Bett was Veative. The firm launched its all-in-one educational virtual reality headset, which it claims is the first educational headset to include a wireless controller and a built-in mobile device – eliminating the need for a separate mobile phone. The headset is currently available with biology, chemistry, physics and maths modules, all of which can be adapted for any language and any curriculum. They include 3D models, 360-degree videos, tasks, exercises, simulations and other interactive activities, together with smart analytics and classroom management apps for teachers. Students can sit down to use the headset, and use the wireless controller and movement from their heads to control the device. This allows them to explore, interact with, and manipulate objects in the virtual world. They can even carry out virtual experiments. SCHOOL TRIPS Another way VR is being used in schools is through virtual school trips. This allows pupils



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Discussions during London EdTech Week on 19-23 June highlighted the belief that the education sector needs to prove that education technology works, that it drives school improvement, and ultimately improves children’s outcomes

Justine Greening, Secretary of State for Education, and her predecessor Nicky Morgan, have both been insisting on the need to prove the impact of EdTech, ensuring that schools do not invest in “technology for technology’s sake.” In a context of ever-shrinking budgets in schools, headteachers and school leaders are also pushing this message. They ask to see evidence that EdTech will help them – either to run their school, save their teachers time, or help them support pupils better – before they decide to invest in it. OVERCOMING THE BARRIERS Moreover, teachers lack time and training to implement EdTech products effectively and use them to their full extent. The latest

Written by BESA

How EdTech brings about positive change

IT & Computing


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report published by the British Educational Suppliers Association (BESA) shows that 42 per cent of primary schools identify teacher willingness to use EdTech as a key obstacle in making more use of the technology. Linked to this is teachers’ understanding of the benefits to be gained from these solutions, which 36 per cent of primary schools consider to be a barrier. ICT budgets have been hit the hardest by the recent budget cuts, with a year-on-year decline in expenditure of 7.5 per cent in secondary schools in the last two years. Richard Connor, director of C3 Education, who undertakes

ICT research for BESA, distinguishes between hardware and software to understand these findings. The number of iPads, PCs and other ICT hardware is not increasing proportionally with the number of pupils. A hardware shortage makes it more difficult to implement software successfully, because children will not have exclusive use to EdTech products for their learning process – they may have to share with a classmate, therefore reducing the engagement time, and the educational impact it has on them. So how do schools decide on which EdTech #




As digitalisation gains more focus in education, so does the importance of high availability bandwidth Microsemi is an innovator and thought leader in PoE technology and systems, as well as a major source of IEEE 802.3af, 802.3at and 802.3bt standards. While serving as the premier intelligent network power solutions provider, Microsemi is committed to empower its partners’ success through innovative industry leading network power systems and premier partner opportunities. The exponential growth of mobile computing and Bring Your Own Device (BYOD) is driving schools, colleges, and universities to extend network access and connectivity throughout their campuses. With increasing security concerns, video surveillance in campuses is also on the rise. Education campuses generally encompass dozens of buildings, establishing the need for an astounding number of powered devices including WLAN access points and security cameras typically installed in hard-to-reach places, like ceilings and building roofs, where AC power is rarely located. Using Power over Ethernet (PoE) Midspans/ Injectors in campus environment saves installation costs by leveraging existing



switch and Cat5 cabling infrastructure to carry power over the same cables as data and eliminate the need for electrical retrofitting. The rapid adoption of IEEE 802.11ac Wave 1 and especially Wave 2 is shattering the 1 Gbps throughput barrier of 1000BASE-T Ethernet. Enterprises seeking throughput beyond Gigabit Ethernet for client access are bumping up against a real problem – the nominal 1 Gbps limitation of legacy Category 5e/6 cabling in most of the installed infrastructure worldwide today. Retrofitting buildings with the

newer Cat 6A cabling needed for 10GBASE-T is an option, but can be prohibitively disruptive and costly. With a cost outlay of £200 to £800 per new cable for hundreds of access points, the cost of retrofitting an established campus can easily exceed multiple £100,000s. With the introduction of outdoor PoE solutions, schools, colleges and universities can leverage PoE’s well-known advantages in extreme weather conditions and facilitate the installation of point-to-point microwave radios in building to building connectivity, as well as surveillance cameras and small cells. Microsemi Outdoor products include all the required functionality in one water proof box – switching functionality, surge protection against lighting, optical uplink, and PoE. Having an “all in one” Outdoor PoE solution allows the installer to dramatically reduce project costs by eliminating the need for electrical retrofitting and accelerate time-to-market with quick and seamless installation.


EDUCATION TECHNOLOGY ! solutions to procure? The answer seems to be predominantly word of mouth. They refer to other teachers and local schools to see what is working and what is not. BESA’s research found that 38 per cent of primary and 41 per cent of secondary schools consult teachers in local schools to assess the efficacy of the EdTech products they are considering buying. At London EdTech Week event, organised by BESA in June, Mark Dorling, educator and founder of the Digital School House project, discussed with other panellists the possibility that an independent agency, or a partnership of existing bodies, could help rectify the situation by informing schools of the best EdTech out there. His view contrasts with the teachers surveyed in BESA’s report, however. The report found that schools strongly disagree with the idea that there needs to be a new government agency to offer advice. 85 per cent of secondary schools and 62 per cent of primary schools said they disagreed with the idea. ASSESSING THE EFFICACY OF EDTECH Meanwhile, school leaders turn to publisher research findings to assess the efficacy of EdTech (43 per cent of primary and 46 per cent of secondary schools) – when they don’t rely on local teachers. This is an opportunity for EdTech providers. It gives them the space to conduct their own efficacy research and prove to schools that their products and solutions have impact. As Tracy Goodway, head of school improvement at EES for Schools, said on London EdTech Week panel, evidence-based decisions are at the heart of what the education sector needs. Naimish Gohil, founder and CEO of Show My Homework, added that EdTech companies need to be honest if they are to truly demonstrate evidence of efficacy. Their aim

A hardware shortage makes it more difficult to implement software successfully – they may have to share with a classmate, therefore reducing the engagement time, and the educational impact it has on them should not be to solve all of a teacher’s problems, he said, but to solve one of them. By being specific, the companies are better placed to answer a teacher’s issues, and ultimately support them to use the EdTech products and solutions effectively. However, proving that EdTech works can be challenging. Andrea Carr, managing director of Rising Stars, explained the difficulty of running randomised trials, especially for small companies. Ensuring the efficacy of assessments, for example, can take years, she said. This means that gathering an evidence base to share with schools is both prohibitively costly and time-consuming to companies. Carr mentioned Nesta’s experimental testing and UCL Institute of Education’s EDUCATE project as two encouraging initiatives to help start-ups and SMEs prove the efficacy of EdTech products. By bringing together teachers, learners, EdTech companies and researchers, the EDUCATE project – launched in early June 2017 – will contribute to a more evidence-based EdTech environment. According to Vini Bance, CEO and founder of Worktu, this collaboration is crucial to the future of EdTech. THE ROLE OF GOVERNMENT But supporting the EdTech ecosystem overall will not be enough if nothing changes on the other side of the equation. Carr highlighted

IT & Computing


the role that the Department for Education (DfE) can play to help EdTech companies understand what products and solutions will best drive school improvement. For example, the DfE could look into schools’ improvement plans and identify the top five issues that most schools are struggling with, and which solutions they are open to. With this information, EdTech suppliers would know what to focus on to bring added value to schools. Monitoring schools’ improvement plans would also help understand which software work, which make a difference, and therefore which to roll out across the country. As Ms Goodway noted, such a centralised initiative would reduce the amount of duplicated work for multiple stakeholders. Bringing these ideas to life would make evidence-based product design inherent to the production of EdTech. That means it would become easier to assess and prove EdTech efficacy, and schools would invest in the best EdTech systems and solutions with more confidence. From BESA’s research, however, if they chose to provide such an advisory role, the DfE has a considerable challenge ahead in convincing schools that they are best placed to offer such advice. " FURTHER INFORMATION




Sensory issues and environmental factors Are you aware of the full range of sensory issues that many pupils have, and the sensory challenges that a school environment can present? Alex Grady from Nasen explains what teachers should consider Most teachers are aware of ‘multi-sensory teaching’ and how effective this is for all pupils, particularly those with a range of special educational needs and disabilities (SEND), as the more senses we engage during learning, the more routes and links are created in the brain and the more likely the learning is to become embedded. Allowing pupils to say, hear, write and manipulate letters is a much more effective way of teaching spelling than focusing simply on writing the words, for example. We tend to be good at employing sight, sound and movement in our teaching, as these are the obvious senses to use in a classroom. However, are you aware of the full range of sensory issues that many pupils have, and the sensory challenges that a school environment can present? There are more than five senses, and all are important in our daily functioning, but most of us take them for granted because they do not impact negatively on our experiences. I am going to explain what these other senses are, some of the challenges our senses present in school, and suggest some simple strategies and changes to the environment which could minimise these challenges and promote learning for all pupils.

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THE DIFFERENCE BETWEEN HYPO-SENSITIVE AND HYPER-SENSITIVE Whichever of the senses we are considering, it is important to know that people may be ‘hypo-sensitive’ (under-sensitive; much less sensitive than most people) or ‘hyper-sensitive’ (over-sensitive; much more sensitive than most people). You can probably relate this to yourself, or people that you know: I am hyper-sensitive to noise and become quite stressed in a noisy environment and struggle to hear against background noise, whereas my husband is hypo-sensitive to noise, craves loud music and likes to have lots of devices ‘on’ at once. This creates some ‘discussions’ about the volume of the car stereo, but we are both able to manage these differences in our working lives so are not disadvantaged; you may be able to think of similar examples among your family



differences from the norm can be much more extreme and can be disabling if they are not managed well. Some people’s difficulties are so extreme that they may be diagnosed with ‘sensory processing disorder’ or ‘sensory integration disorder’ and most people on the autistic continuum (with ASC or ASD) have sensory needs of one kind or another; sometimes people are described as being ‘sensory seeking’, and this can result in some potentially challenging behaviours. THE FIVE FAMILIAR SENSES Vision and hearing are arguably the most important senses in education; we present, as teachers, and take in, as pupils, most information through these two senses. Pupils who are hyper-sensitive (or ‘over-responsive’) may demonstrate this by being very bothered by loud noises, or particular types of noises, or by bright lights and too much visual stimulation (walls covered with posters and displays can be very distracting and overstimulating). By contrast, hypo-sensitive (or ‘under-responsive’) pupils may not notice their name being called, or speak loudly themselves, or crave visual stimulation such as spinning objects or flashing lights. Taste is more rarely an issue in the classroom, but smell may be. Some pupils are hyper-sensitive to smell and may find it impossible to sit near the bin, or find it extremely difficult to enter the dining hall;

we often don’t consider that it could be the smell that they are struggling with. Some of these pupils may even demonstrate a gag reflex in response to strong smells. And it’s not just smells that we would consider ‘unpleasant’ that they react to; it could be your perfume or your coffee from break time that causes them these problems. It is quite possible that the pupils themselves are not aware of the reason for their reaction and may find it difficult to explain this to you. The fifth sense, touch, includes both light touch and deep touch; hyper-sensitivity means that simple touch can be perceived as a threat or certain fabrics felt as causing pain, whereas hypo-sensitivity may result in constant seeking of a touch response, or unawareness of being dirty or wet. THE OTHER, LESS FAMILIAR SENSES The vestibular sense, with receptors in the inner ear and the cochlear nerve, enables us to maintain our balance and move through the space around us. People who are hyper-sensitive to vestibular stimulation may experience a feeling of ‘car-sickness’ regularly, and tend to avoid physical activities, whereas those who are hypo-sensitive do not register movements effectively and may become dizzy, or not notice when they are losing their balance, resulting in injuries. Proprioception is the system that enables us to know where our bodies are in space and what our muscles and joints are doing. These skills are very important physically, so that we can move without watching what we are doing all the time, but also socially, for things such as maintaining an appropriate distance from

others. Those who are hyper-sensitive are likely to avoid unnecessary movement and contact, while hypo-sensitive people probably enjoy running and crashing into objects and may push others much harder than they intend. Finally, interception is the sensory system that lets us know about our internal responses – do I need to go to the toilet? Am I hungry? How’s my breathing? Extreme responses to these functions may results in insatiable hunger, or fear of your own heartbeat, or the converse, perhaps not realising when you are hungry or need to go to the toilet, resulting in illness and ‘accidents’. It is easy to see how significant issues in one, or more than one, of our senses would result in behaviours which are perceived as challenging in many different ways. ‘SENSORY-SEEKING’ ISSUES Pupils who are ‘sensory seeking’ may provide us with the greatest challenge, as they may not be able to sit still, they may demand high volume, hit or push others, or constantly ‘fiddle’, for example. These pupils are sometimes diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), or simply as ‘badly behaved’. They are looking for the sensation that they are ‘hungry’ for but cannot get what they need; it must be very frustrating for them. How can we manage the school environment

to minimise these difficulties? There are small changes that can be made in schools and other settings that may make a huge difference to pupils with sensory needs, without having a negative impact on others. A clear and uncluttered classroom is helpful to everyone, and reduces the amount of visual stimulation which can be so distracting, particularly for pupils who have a hyper-sensitive visual system. A place for everything and everything in its pace is not just a cliché; aim to keep your classroom as organised as possible and everyone will benefit. The use of colour coding can help here too, as it can improve concentration and focus. Be aware of and try to reduce where possible the smells in your classroom – it may be a good idea to ask someone else what they can smell, as we become so used to smells that we tend not to notice them in our own environment. When a pupil is presenting challenging behaviours, consider that the cause could be olfactory; put yourself in their position in the classroom and try to ‘tune in’ to what you can smell, then change it if you can and see what difference this makes. Noise levels around school may be out of your control, but try to use a range of different noise levels in your classroom; periods of silent study if appropriate, broken up with opportunities to talk or listen to music. This way,

Take Control with IRiS+

you are giving both hyper and hypo-sensitive pupils a time when they feel comfortable. ‘Fidget spinners’ are a recent craze and have been banned in many schools, understandably, due to the distraction they can cause. Perhaps you could find a less distracting way of allowing those pupils who need it to ‘fiddle’ – sticky tac can work well, or stress balls. As long as these are well-managed and clear rules laid down for their use, they can really make a difference to how some pupils are able to concentrate and learn.

Special Educational Needs


IN CONCLUSION Think beyond the obvious when you are trying to work out why Pupil X is causing you so many issues – it could well be that he or she has an unidentified sensory need, which may be quite easily managed once people are aware of it. Think about your own sensory needs and differences, and how you might feel or respond if your senses were being tested to their limits in an environment over which you have almost no control. Be particularly aware of pupils on the autistic continuum, as they are extremely likely to have sensory issues of one kind or another, which can make learning and even functioning in school very difficult if these needs are not met. " FURTHER INFORMATION

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T: 0800 612 6077 | Volume 22.6 | EDUCATION BUSINESS MAGAZINE



Written by Mark Hardy, Chair, API


Play is vital to a child’s day

and 95 per cent of parks managers expect further reductions in the next three years.

With hundreds of public playgrounds set to close, API Chair Mark Hardy says it’s more important than ever that schools are able to provide adequate play facilities I’ve been lucky enough to see first-hand the dramatic effect a well-thought-out, well-executed play space can have on a community. The right kind of playground can transform the daily lives of those around it – drawing kids outdoors, tempting them away from solitary days spent in front of their screens and replacing them with days spent interacting, playing – being children. Sadly, I’ve also seen the effects that the demise of a loved playground can have on the people living around it. Children won’t spend their free time somewhere that doesn’t excite and inspire them to move and play. So they retreat indoors or ‘hang around’ with little to do.

PLAY PROVISION IS IN DECLINE The API’s latest research – Nowhere2Play – has uncovered a decline so steep in England’s public play provision that none of us can afford to ignore it. Between 2014 and 2016, 65 local authorities closed a total of 214 playgrounds and between 2016 and 2019, 60 local authorities plan to close a further 234 playgrounds. With 448 play spaces closed or closing there is a strong downward trend in public play provision run by local authorities in England. A recent report by the Communities and Local Government Select Committee on Public Parks cited that 92 per cent of local authority parks have experienced budget reductions in the past three years

WHY IS PLAY SO IMPORTANT? Learning begins, and continues, through play. As children play, they develop the knowledge and skills necessary for life. Giving them the time and space to play in an unstructured way forms the foundation of learning for children of all ages. What’s more, play is vital to children’s wellbeing. A recent report into play by the APPG on A Fit & Healthy Childhood highlighted the alarming statistic that one-fifth of children will experience mental health difficulties, and research suggests that this figure is climbing. The report goes on to say that ‘without adequate access to play, children are deprived of the opportunity to develop important emotional skills, leading to an increase in anxiety levels, depression and feelings of hopelessness.’ PLAY AND THE BATTLE AGAINST OBESITY Inactivity amongst children is a root cause of the obesity epidemic, the long-term consequences of which we are only just beginning to grasp. Nearly one-third of children are now overweight or obese between

The right ki of playg nd can tran round daily li sform the around ves of those kids aw it, tempting ay spent in from days f their sc ront of reens




the ages of two and 15, and where we once thought inactivity set in at adolescence, it seems that the decline begins with primary school children aged six to seven. There is no doubt that measures we take now to enable children to be more active will help reduce obesity levels. One study found that ‘children with a playground within 1km of their home are five times more likely to be of a healthy weight than children who are not near a playground.’ Access to play facilities is vital. Including physical activity into a child’s day has a positive effect on their behaviour and their ability to focus. Concentration levels improve alongside physical literacy. It’s clear that the consequences of failing to prioritise and invest in measures which ensure children have access to free, unstructured play time could be very serious indeed. SO WHY ARE CHILDREN PLAYING LESS? The answer is, of course, complex. Many factors are converging to create a new norm whereby children move a lot less than they are meant to. Children are naturally hard-wired to play, be active and take risks – to be children – and yet, for a variety of reasons, many just aren’t doing so. The decline in our public playground provision is hugely significant and is already affecting physical activity levels among children across the country. If we allow the situation to deteriorate further we will be failing in our duty to care for this and future generations. However, the shocking rate of playground closures happens to come at a time when other factors are also impacting children’s desire and ability to play and be active. With all the advantages that technology offers children, there can frequently be a down-side. The addictive quality of many screen-based activities – on smartphones, tablets, laptops and games consoles – means that children often forego play in favour of hours spent on their screens, usually sedentary and often solitary. Some time in the last few decades, the culture of ‘playing out’ has largely disappeared. Pre-teen children are now rarely seen playing outside without an accompanying adult. Children’s freedom to roam and play, unsupervised and in an unstructured way, has been severely curtailed in recent years and their access to play spaces often dependent on their parents’ availability to go with them. Whether parents’ fears surrounding young children playing out alone are rooted in reality or not, the fact is that children’s access to free play time is now limited to a few hours per week at best, and takes place under the caring, but inhibiting watch of adults. We live in a country where space is at a premium. To tackle the housing crisis, we are either building upwards or constructing houses with little or no outside space. In larger countries, even the poorest families often have big outdoor areas in which to play. Sadly, here it’s the children in the poorest, most deprived areas that quite literally have nowhere to play. And they are the ones most likely to be obese, suffer mental health problems and not reach their academic potential. THE ROLE OF SCHOOLS IN PLAY It’s now more important than ever, therefore, that schools are able to provide the play spaces and equipment which children so desperately need. Schools – recognising the central role that play has in children’s development – can go some way towards

compensating for the woeful lack of opportunities for play in the UK. By building in proper time for play and activity into the school timetable, they may well be an important key to changing the fortunes of some of those children without anywhere else to play. Schools are in the unique position to demonstrate to children the joy of play and its power to transform their lives. For many schools, however, stretched financial and human resources mean that making the most of their outdoor space can seem problematic, with time constraints and tough competition for grants cited as the main barriers to success. The API can help. The Schools Get Active zone ( has a wealth of information, advice and guidance, including recommended sources of funding, fundraising and planning tips to ensure the project goes smoothly. And by choosing an API member company, schools can be confident in their knowledge and experience of providing play spaces for the education sector. " FURTHER INFORMATION

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With around 75 per cent of elite performers suffering from performance anxiety, Lee Fellows from the Academy of Contemporary Music shares advice on how teachers can spot the early warning signs and what techniques can address nerves Performance anxiety is far more common than most people think and the first way we can begin to tackle it is to talk about it. Musicians often put a lot of pressure on themselves and as a result are susceptible to running into mental health problems. Peer to peer support is incredibly important in the music industry and it’s this peer support that is at the core of our workshops at ACM. When looking to address performance anxiety

in young people, you should start by asking them why they play music. The answer should of course be to please themselves, however, often students will cite reasons such as fame or fortune. Addressing this early on will instantly alleviate a huge amount of pressure that they may be putting on themselves. Another important step is to remind them that nobody is perfect and it’s okay and Yog

natural to make mistakes. Mistakes should be seen as useful learning exercises for the future and certainly don’t mean failure. HIGHLY CRITICAL Musicians are well known for being extremely self-critical. Below are some pointers on how to stop your students falling down a hole of self-doubt: Tell them that it’s okay to ask for help. Encourage them to be open about their worries as often just talking to a friend or tutor will lighten the load. Encourage them not to compare themselves with other musicians. Remind them it’s their opinion that counts and not to worry about what other people might think Aside from changing their mindset, it is a good idea to promote good wellbeing generally to gear towards a less anxious life. Ensuring your students are aware of the importance of eating healthy, being well rested, and regular exercise is vital, as if they are physically healthy, it will have a knock-on effect to and their general state of mind.

mindfu a great to lness are ADD WELLBEING TO to musi ols to add YOUR LESSONS studen c lessons. Your Both yoga and ts mindfulness are great these t should add tools to add into your music lessons; if to theirechniques your students learn to add warm-u p these techniques to their routine s regular warm up routine,

Written by Lee Fellows, Head of Student Services at ACM

Dealing with nerves & anxiety



they will become well equipped to deal with any performance anxiety that might arise in the future. Musicians should be aware of keeping their mental wellbeing in check throughout day to day life, so encourage your students to practice what they’ve learnt in your lessons outside of the classroom too. Teaching them to keep on top of their mental wellbeing will help minimise any pre-show anxiety, however it’s also important to encourage them to learn their own way of dealing with stress so they can create and understand their own coping mechanisms. It’s just as important to prepare to deal with performance anxiety as it is to practice the music itself. During our workshops at ACM, we often try to simulate a performance situation; this enables our students to learn how to effectively manage their nerves and come out better for it on the other side. BEFORE GOING ON STAGE Just before going on stage can be a frightening time for a performer, so here are some tips to share with your students to help combat their pre-performance nerves. Tell them to focus on their breathing, take deep breaths in, hold them and slowly breathe out. Urge them to really take time to focus in on this before their performance. !




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" Ask them to close their eyes and take five minutes to imagine their performance, ask them how do they feel, what do they play and then ask them to focus on how to achieve that as a reality. Ahead of the performance date, remind them of the importance of practice. Being prepared is key and when it comes to the day, remind them that they are ready for this. Tell them to remember the times that previous performances went well. Remind them that it is okay and good

to accept compliments from others. When tackling performance anxiety with a class, it’s great practice to remind them that nerves are normal and actually a good thing. This is because it allows a person to connect with the music on an emotional level – which is often the key to a killer performance. Advise them to allow themselves to feel the adrenaline, but remember that they are in control and have prepared for this. The reality is performance anxiety will likely rear its head for all of us at some stage in

The reality is performance anxiety will likely rear its head for all of us at some stage in our musical careers, and it’s vital that we address this through education early on in a young musician’s life About the ACM The Academy of Contemporary Music (ACM) offer Diplomas, Degrees, and Saturday Courses in Songwriting, Music Performance, Music Production, Music Business, and Technical Services. The ACM is a proud supporter of up and coming talent in the music industry. With a fully-immersive music industry education, ACM operates with a learning-by-doing ethos, offering its students real-world industry opportunities via its dedicated Industry Link department. Whether it’s downtime at sister company and Europe’s largest recording facility, Metropolis Studios, or a set at leading festival The Great Escape, students are prepared for all aspects of work within the industry when graduating from a course at ACM. Alongside looking after their students from an academic perspective, ACM feel an obligation to ensure their students learn how to maintain good wellbeing early on and have workshops and 1-2-1s in performance anxiety and mindfulness, on-site wellbeing advisors and a counselling service available on request.

our musical careers, and it’s vital that we address this through education early on in a young musician’s life. By taking action before it becomes a problem, students can learn how to overcome this issue and actually use it as a force of good in their performances. I hope these tips have been helpful and if you’d like to learn more about ACM please do come and visit us for an open day. # FURTHER INFORMATION

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AT 3D-SQUARED was established in 2007 by Andrew Allshorn and offers strategic consulting and advice for companies and organisations that have adopted or want to adopt 3D printing and additive manufacturing technologies. At 3D-Squared offers an exceptional breadth and depth of knowledge of the software, hardware and materials aspects that must be combined to generate best practice and results with AM. Indeed, Allshorn’s firm scooped the ‘Clogau Gold Growth through Innovation’ award at the Daily Post Achievement Wales 2011 Awards, which followed local success at the Flintshire Business Awards in the same year. In 2017, Mr Allshorn’s appointment as a European Ambassador for AMUG comes in recognition of his tireless work in raising global awareness of AM in various roles across more than three decades.

Awesome Apps Ltd provides software applications and systems based around engineering, artistic and science applications using scanning and 3D printing techniques. Productive use of scanning and 3D printing depends substantially on the use of embedded and networked software. The company provides a range of both CAD and CAM software as well as scanners ranging from automatic geometric capture to hand held metrology class systems. Using the MoonRay 3D printer at its core, the system provides a flexible but professional unit for team designs in the STEAM subjects. As well as being very precise and of solid design, this robust system has a low lifetime cost thanks to the UV LED projector, long life resin tank and as an open system can employ both industry standard and bio medical grade resins. Supports for the part are automatically

Providing strategic advice Systems to support team on adopting 3D printing designs in STEAM subjects

“Lots of organisations jump into this technology and end up purchasing the wrong machine for their requirements” With an extensive knowledge base, AT 3D-SQUARED is able to call upon a well-established global network of contacts, offering comprehensive unbiased advice, on which technology best fits your schools/ colleges budget, application and materials requirements. For more information about AT 3D-SQUARED or 3D printing, contact Andrew Allshorn FURTHER INFORMATION Tel: 0778 971 3087



Central Scanning is using its industry-leading knowledge of all things 3D to bring the best of 3D printing and 3D scanning technology to education facilities and establishments across the UK. Central Scanning has already sold 3D scanning systems to the University of Leeds, Sheffield Hallam University and Oxford University for diverse applications, from engineering and archaeology to earth science. The firm has two packages in conjunction with Stratasys reseller Tritech3D, ideal for educators looking to have 3D technology available to use at their school, college or university. The first package is available for £8460 plus VAT, or £199 per month over five years. It includes: the MakerBot Replicator Plus with 12 months warranty; Artec Eva LITE 3D Scanner with a two year warranty included; and twenty seats of Artec Studio 12 Professional

Are you curious about 3D printing for educational purposes? You will be surprised about the endless possibilities. With a 3D printer, students can easily print their own digital designs. Easton 3D offers a full-service package from the installation of a FELIX 3D printer, training on location and maintenance when required. This is a full package making sure you can get the most out of your 3D printer. Having a 3D printer within your classroom gives students the opportunity to learn how to work with new technologies. Besides the fun aspect of creating a 3D drawing and seeing it on a 3D printer, it also is informative. Easton 3D only work wit h the best 3D printers and software packages, creating an educational program which is carefree. Its training program contains instructions on how

Empowering education with 3D technology


Lifetime licenses with two years of updates and a hard case. Plus, you receive training at Central Scanning. Package two is £21,330 plus VAT, or £489 per month over five years. For this price, you’ll receive a UPrint SE Plus including wash tank with 12 months warranty, the Artec Eva 3D Scanner with texture capture and a two year warranty included, 20 seats of Artec Studio 12 Professional Lifetime licenses with two years of updates, and a hard case, as well as training at Central Scanning. Central Scanning also has an ever-growing range of in-house 3D printers and 3D scanners for sale and to hire. FURTHER INFORMATION


produced and based on optimal support patterns. A wireless application enables the MoonRay to be linked or managed externally while the 20 micron layer thickness assures the finest detail production. Available in different versions aimed at the professional artistic and jewellery applications as well as dental or medical and the engineering sectors, the versatile Moonray has proprietary smoothing routines adapted for specific applications and resins. With over 30 years of CAD/ CAM/CAE experience Awesome Apps has ample abilities to provide advice and consultancy in a range of applications and across many sectors. FURTHER INFORMATION

Helping pupils work with new technologies

to operate the 3D printer, how to use drawing and 3D printing software, and possible projects you and your students could work on. Curious about the possibilities of having a 3D printer within your classroom? Easton 3D is able to give you a demonstration on location (London area). For more information, see below. FURTHER INFORMATION Tel: 01424 762122



Dancestudiomirrors. and gymmirror. are owned and operated by Aspect Safety Mirrors Ltd (ASM), a family run business based in Cambridge, undertaking contracts throughout the UK. ASM have been supplying and installing shatter-resistant and unbreakable mirror products for over 10 years. ASM are the preferred mirror supplier and installer for many of the UK’s schools, colleges and universities. Last year ASM completed over 300 installations throughout the UK. Head of Installations, Alex Day said: “We had our best ever year in 2016 with studio and gym installations, working for a wide range of customers within the education sector. “Our ‘Pilkington Optimirror’ is a quality product that works brilliantly for functional dance

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Providing schools with dance and gym mirrors

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Necessary consideration for a new school build cupboards are used worldwide within all types of educational establishments, particularly secondary schools, colleges and universities where they are used in science labs, design and technology, and arts departments. BenchVent offers ready-made or bespoke units to meet your school requirements. For advice on fume cupboard units speak to BenchVent and their technician can advise you regarding the appropriate unit to use.

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Established in 2011, DB Fire Safety’s motto – ‘Your Partner for Fire Safety’ – accurately describes its role when providing its many clients with help and support in meeting their responsibilities under fire safety legislation. Since the introduction of The Regulatory Reform (Fire Safety) Order 2005, it is now a statutory requirement that all businesses and organisations meet certain defined requirements. These include the appointment of a Responsible Person and a Fire Risk Assessment. DB Fire Safety, helps its clients, including numerous schools and colleges, by carrying out the necessary fire risk assessments and providing staff with appropriate training in fire awareness and evacuation procedures. DB Fire Safety Limited has recently been awarded ‘The Best Independent Fire Safety Consultancy 2017’ by the UK Business Awards.

SmartTask is an advanced employee scheduling and mobile workforce management system for the higher education sector. The cloud-based software solution is enabling facilities and estate management teams at some of the UK’s leading universities and colleges to deliver a speedy and reliable service through improved communications and increased transparency. This is because SmartTask provides the tools needed to performance manage staff and improve employee accountability across the campus environment. SmartTask is proven to boost the operational visibility and control of reception desk, caretaking, cleaning, security and mailroom staff while reducing the administrative burden associated with managing a multi-service operation. It combines a broad range of functionality – including intelligent rostering, live monitoring, performance

Helping schools comply Enhancing facilities with fire safety legislation management standards

When interviewed, David Black, managing director said: “Winning this award demonstrates our commitment to providing advice and support independent of any other commercial considerations. “Additionally, I think it proves our commitment to ensuring that all the advice we provide is in the best interests of our clients, and not in the interest of advancing any commercial considerations on our behalf. “Our motto, ‘Your Partner for Fire Safety’, accurately describes our mission that has led to this award.” FURTHER INFORMATION Tel: 0800 772 0559

reporting, electronic auditing and integrated proof of attendance – to improve the quality of service delivery and enhance standards for students. SmartTask helps facilities and estate managers put in place consistent management KPIs and gather the necessary information to evaluate and measure the success in meeting these agreed targets. The software provides valuable insight into all aspects of an operation, analysing performance and identifying areas for improvement. FURTHER INFORMATION





Improving education environments with colour Dulux has launched its annual Smarter Spaces initiative, championing the movement to improve education environments and supporting schools through the power of effective use of colour and design. Promoting the concept of learner-led design, Dulux’s Smarter Spaces initiative was established to help schools thrive based on the belief that a colourful and vibrant space can help inspire teachers and students alike. Recent research carried out to mark the launch of this year’s initiative revealed that a staggering two-thirds of schools lacked the funding to make basic refurb improvements, with an overwhelming majority of teachers and head teachers considering the school environment to affect pupils’ academic life. The Dulux Smarter Spaces service helps schools get the most out of their environment within

their budget and allows teachers and head teachers to focus on running the school. From creating an oasis of calm to building engaging classroom displays or focus walls, there is a range of ways to make simple additions to learning environments that can make a big difference to learning outcomes. Using Ofsted criteria as a starting point, Dulux Trade identified five areas of focus where the design of the environment can support teaching and learning. If you have a decorating project in mind, or would simply like to find out more, see below. FURTHER INFORMATION Tel: 0333 222 7022

Leading the way with indoor air hygiene Overclean Ltd has been leading the way in indoor air hygiene for over 35 years. Overclean is the first company to receive ISO9001 in indoor air quality in the UK and the first to establish in-house training for all operatives. Its founder Peter Reid FIC, along with a well-established team of experts, have long carried out extensive works during this period including Heathrow Airport, major hospitals and thousands of retail outlets around the entire UK, and are often called on when others failed. Overclean has made their reputation from years of high quality works and their intensive training of personnel, through its sister company AEME Ltd. AEME Ltd has trained thousands in its 25 years of experience, be it in indoor air quality, kitchen extracts to EC852/2004 and TR19 or fire damper testing.



Artec Robotics has chosen MouseTrap Innovation Ltd (MI) to support their products in the creative learning environment in the UK. Working with schools, technology experts and leading educationalists, MI has assembled the Digital Physical Creative programme that takes students through the entire creative process. From initial explorative concepts, all the way through to final capability outcome, hopefully even to a fully sustainable solution, of which the student and teacher will both feel quite proud. MouseTrap’s workflow approach starts with very familiar construction building blocks to understand mathematics, mechanisms and design techniques, adding sensors, controls and actuators to add the dynamic element of the real world, introducing coding for animation and purpose, migrating prototype design into a 3D

Established in 2011, DB Fire Safety’s motto – ‘Your Partner for Fire Safety’ – accurately describes its role when providing its many clients with help and support in meeting their responsibilities under fire safety legislation. Since the introduction of The Regulatory Reform (Fire Safety) Order 2005, it is now a statutory requirement that all businesses and organisations meet certain defined requirements. These include the appointment of a Responsible Person and a Fire Risk Assessment. DB Fire Safety, helps its clients, including numerous schools and colleges, by carrying out the necessary fire risk assessments and providing staff with appropriate training in fire awareness and evacuation procedures. DB Fire Safety Limited has recently been awarded ‘The Best Independent Fire Safety Consultancy 2017’ by the UK Business Awards.

Creative learning with 3D printed robots



printable solution for show and personalisation, and analysis to encourage iteration and research. MouseTrap matches the DPC activities to the requirements of the national curriculum, covering many subject areas, as well as embedding the growing aspects of STEM to provide a very practical way for students to feel involved in being creative in a very hands-on way during their learning experience. If you are motivated and inspired to take educational 3D printing to the next level, see below. FURTHER INFORMATION Tel:07753162941 create-your-own-robots


Overclean has carried out extensive surveys, kitchen extracts and indoor air quality cleaning and testing in hospitals; colleges; universities; government buildings; hotels; schools; retirement homes; MOD premises; ships; super yachts; and railways - all to the latest legal requirements. The firms’ CEO also serves as an expert witness in legal cases. Overclean’s knowledge and expertise is there to help you. FURTHER INFORMATION Tel: 01404 41333

Helping schools comply with fire safety legislation

When interviewed, David Black, managing director said: “Winning this award demonstrates our commitment to providing advice and support independent of any other commercial considerations. “Additionally, I think it proves our commitment to ensuring that all the advice we provide is in the best interests of our clients, and not in the interest of advancing any commercial considerations on our behalf. “Our motto, ‘Your Partner for Fire Safety’, accurately describes our mission that has led to this award.” FURTHER INFORMATION Tel: 0800 772 0559



Beaudesert Outdoor Activity Centre has just achieved its Learning Outside the Classroom Quality badge and Adventuremark which now complements its AALA accreditation. Beaudesert is set in the fantastic countryside in Cannock Chase. With a variety of lodge accommodation and campsites, it can offer a variety of residential experiences. Set in 120 acres of mixed parkland and woodland, 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. It has a cafeteria providing home cooked food. More importantly the thing that sets it out above the rest and makes it a centre to come back to time and time again is its team of

Attuned Education offers training, consultancy and coaching for schools to enable them to support their most vulnerable learners, those with special educational needs, poor literacy skills, social, emotional or mental health needs and those whose behaviour presents a challenge to staff. Attuned Education provides stand-alone training on topics such as building resilience, promoting positive mental health, teaching phonics effectively (Sounds-write), the impact of attachment difficulties and trauma on development, using mindfulness in schools and much more. Through training the company helps staff develop their skills and understanding, and equips them to be more effective in the classroom and in their work with individual students. Through its consultancy service, Attuned Education works with schools to address whole

Quality outdoor learning facilities for all occasions

staff who love what they do. Every school is different and so its guest services team works with you to create a trip that meets your requirements. Whether you just want a fun end of term reward day, a full week long residential, maybe just an overnight away from home taster, a start of term bonding day or something linked to the curriculum – it can be achieved. For more information about its services, see below. FURTHER INFORMATION Tel: 01543 682278

Training staff to support vulnerable learners



Dancestudiomirrors. and gymmirror. are owned and operated by Aspect Safety Mirrors Ltd (ASM), a family run business based in Cambridge, undertaking contracts throughout the UK. ASM have been supplying and installing shatter-resistant and unbreakable mirror products for over 10 years. ASM are the preferred mirror supplier and installer for many of the UK’s schools, colleges and universities. Last year ASM completed over 300 installations throughout the UK. Head of Installations, Alex Day said: “We had our best ever year in 2016 with studio and gym installations, working for a wide range of customers within the education sector. “Our ‘Pilkington Optimirror’ is a quality product that works brilliantly for functional dance

Fume cupboards protect staff and students from harmful chemicals and dusts. Without it, the school can’t fully deliver the National Curricula and most exam specification for practical science, design and technology and art. When designing a new school building, it is therefore vital to consider the fume cupboard systems at the very start, as you may need provision for ductwork, including a stack. When deciding on a system, ducted fume cupboards are always the best choice. However, if it’s not a practical option, you can install a re-circulating fume cupboard. BenchVent fume extraction

Providing schools with dance and gym mirrors

studio and training purposes. “We have also had great success with our ballet barres incorporated into mirrors and our portable mirrors, which are a fantastic alternative when mirrors cannot be wall mounted.” Call for a free competitive quotation, advice and information on ASM products or visit their website.

Products & Services


school issues around behaviour management and nurture and the individual challenges that schools can face with vulnerable students. Attuned Education recognises the demands that teaching and supporting vulnerable students can place on staff - and works with school leaders to develop programmes to improve staff well-being and satisfaction. To discuss how Attuned Education can plan and deliver effective staff development programmes that support staff to meet the needs of learners, see below. FURTHER INFORMATION Tel: 07921193479

Necessary consideration for a new school build cupboards are used worldwide within all types of educational establishments, particularly secondary schools, colleges and universities where they are used in science labs, design and technology, and arts departments. BenchVent offers ready-made or bespoke units to meet your school requirements. For advice on fume cupboard units speak to BenchVent and their technician can advise you regarding the appropriate unit to use. FURTHER INFORMATION Tel: 01423 790 039

FURTHER INFORMATION Tel: 01223 2635555





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TRAVEL Get smart with your educational trips. ‘The School’s Pack’ service we offer takes care of every aspect concerning coach hire for your next school trip. What’s more is it’ll save you money too.

For many teachers, organising a school trip is often a very demanding task, but with ‘The School’s Pack’ all you’ll have to worry about is getting the children to the coach on time! All of The Kings Ferry’s drivers are DBS checked as standard and we can also provide your party with professional Blue Badge tour guides who’ll accompany the group on the coach and share educational and informative commentary. If your’re not sure on a venue or would like preferrential rates on your venue ticket prices then look no further! The Kings Ferry can provide pre-packaged transport and venue solutions often with discounted entry. See our website for more details. For more information about our Schools’ Pack you can download the latest version from our website.

Top Large Coach Operator of the Year 2017 | 01634 377 577

Schools Pack

• Pre-packaged transport and venue solutions • Risk assessment • Health & safety declaration • Legal compliance • Letter templates for parents • DBS checked drivers Try our Schools Pack for great ideas and resources for your educational trip

Education Business 22.6  

Business Information for Education Decision Makers

Education Business 22.6  

Business Information for Education Decision Makers