Education Business 19.6

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VOLUME 19.6

DESIGN & TECHNOLOGY

HUMAN RESOURCES

A MOTIVATED WORKFORCE

How measured management of staff can result in academic success

DESIGN & BUILD

CATERING

ENERGY

EFFICIENT POWER

Cut fuel bills and imbed sustainability into the curriculum

EVENT PREVIEW

BETT 2015

Discover the world of education technology

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VOLUME 19.6

DESIGN & TECHNOLOGY

HUMAN RESOURCES

A MOTIVATED WORKFORCE

How measured management of staff can result in academic success

DESIGN & BUILD

CATERING

ENERGY

EFFICIENT POWER

Cut fuel bills and imbed sustainability into the curriculum

EVENT PREVIEW

BETT 2015

Discover the world of education technology

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Government gets involved in professional body-making In order to put teaching on a par with medicine and law, the government has made recent noises about creating a ‘College of Teaching’. As Education Secretary Nicky Morgan attempts to put her own stamp on the job after the end of a disastrous relationship between the teaching profession and former minister Michael Gove, the ‘newbie’ reckons a professional body (which is to be ‘endorsed by’ but ‘independent from’ government) will “allow teachers to set their own standards for members and to take a lead in improving the profession’s skills and abilities”.

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Two years ago, Gove abolished the General Teaching Council when the organisation was just ten years old. Whitehall critics believed the GTC to be “little more than a lobby group for teachers”. Despite insisting that the new organisation will be independent’, the coalition appears to be confident of avoiding the same thing happening.

When a pupil asked Ms Morgan what the cube root of 125 was during a recent television interview, she rather sensibly replied: “I think that’s one that I might just have to go away and work out.”

The same could be said about a ‘College of Teaching’. An eight-week consultation period will take place before a draft is pulled together. Does the government really know what it expects of an independent teachers body?

On 21st January at London’s ExCel centre, what is undeniably the world’s most important education technology event makes its 31st appearance. Bett 2015 will feature keynote speeches from the aforementioned Education Secretary Nicky Morgan, as well as Wikipedia founder Jimmy Wales. Find out what else is happening on page 39.

Wishing all Education Business readers a happy and prosperous 2015.

Danny Wright

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education

CONTENTS EDUCATION BUSINESS 19.6 07

07 EDUCATION BRIEFER

75 ASBESTOS

17 HUMAN RESOURCES

79 OUTDOOR LEARNING

Ofsted report reveals secondary school standards slipping; ARK takes on Trojan Horse school; 70 per cent of schools using tablets

A modern approach to HR, such as that adopted at the David Young Community Academy in Leeds, can help raise attainment and deliver financial savings

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Craig Evans, general manager of the UK Asbestos Training Association, explains the problems surrounding the issue of asbestos in schools

With outdoor play increasingly recognised as a factor in a healthy and happy childhood, Michael Hoenigmann of the Association of Play Industries comments on how schools can make a difference

23 BUSINESS MANAGEMENT 83 SCHOOL TRIPS: INSURANCE Do School Business Managers have the skills to step up to their role and do heads and governors know what to expect of their SBM?

27 RECRUITMENT 55 61

Many schools are looking to fill the teacher shortage with substitute and temporary teachers. But are they aware of the statutory and regulatory conditions?

31 IT & COMPUTING

Mark Chambers, ceo of NAACE, shares his advice on what schools should do when developing an ICT strategy within their organisation

39 BETT 2015 75

A preview of the innovative education technology on show at BETT 2015 on 21-24 January at London’s Excel

55 DESIGN & TECHNOLOGY Andy Mitchell of the Design and Technology Association discusses how schools are managing with the new D&T curriculum requirements

61 DESIGN & BUILD 99

The government’s Priority School Building Programme has seen 14 schools completed, with 59 currently under construction.

Education Business looks at some of the newly-opened school buildings

69 ENERGY

Alex Green explains how the Ashden Schools Programme has helped schools to cut their energy use, install renewable energy technologies, and embed sustainability into the curriculum

Education Business

Mike Newman from the Group Travel Organisers Association examines the importance of having liability insurance when arranging school trips

89 SCHOOL TRIPS: SPORTS What is the value of residential sports tours and are they a factor in high achieving schools? The School Travel Forum’s Ian Pearson investigates

95 CATERING

Dr Patricia Mucavele of the Children’s Food Trust shares the expert support available to schools implementing the new school food standards in January

99 CATERING EQUIPMENT

Simon Frost of the Catering Equipment Suppliers Association explores the steps that schools should take to ensure that dining areas help catering teams deliver a great service to pupils

101 SEN

The nasen Outstanding Schools Project was developed in order to demonstrate what ‘outstanding’ SEN education looks like. Here we take a look at three of these schools

105 SECURITY

Many school administrators face abuse from parents on a regular basis. Tony Attwood explores the depth of the problem, what causes it, and asks where we go next

111 THE EDUCATION SHOW A rich offering of new content, inspiring training and development, and innovative educational suppliers will be available at the Education Show

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GRAMMAR SCHOOLS

POLITICS

Morgan criticises Gove’s ‘blobby’ Approval view of education establishment expected for

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new Kent grammar school

Secretary of State for Education Nicky Morgan has criticised her predecessor Michael Gove’s view of the education establishment as a leftwing “blob” resistant to change and reforms, in a move some have described as an attempt to refute assertions that she is a ‘puppet minister’ asked with rolling out Gove’s plans.

The term “blob” was often used during Gove’s tenure to describe a group he viewed as hostile to his plans for the sector.

In an interview with the Observer, Morgan said the term was unhelpful, adding: “It captures the imagination and then it’s used for ever after. I don’t actually know who did it and I don’t know in what context … Well, I’m guessing one of two people. I was busy doing other things at the time. But it doesn’t help in terms of people then using that quote.”

There is speculation that Morgan is frustrated with Gove’s continued attempts to interfere with education policy despite having been removed from the education brief earlier this year.

A senior Tory said that Gove “can’t let go” and that Morgan is “having a difficult time of it”.

Morgan commented that while Gove has not confronted to her directly, “education is one of those things that once you’ve been involved with it, you’re always interested”.

Morgan told the Observer that she aimed to engage teachers and to help give them what they need to perform: “I would like the teachers to say she listened and parents to say she was on our side in getting the best education for our children.

“My task is about listening to what teachers are saying, and saying to them, ‘What can we do? Take some burdens away, give you more freedoms?’”

Shadow education secretary Tristram Hunt said that Morgan’s comments belie her ambitions to roll out Gove’s policy wish list: “On every one of Michael Gove’s damaging reforms, she has continued to push his divisive and damaging agenda.

“She is READ MORE: continuity tinyurl.com/oge6uzq Gove.”

ACADEMIES

INSPECTIONS

ARK chain takes on Trojan Horse school One of five schools placed in special measures by Ofsted as a result of the ‘Trojan Horse’ affair is to join a national academy chain. Education charity Ark will take over Oldknow Academy from September.

The school was rated ‘inadequate’ and was accused of promoting a ‘narrow, faith-based’ ideology. The charity, which runs 31 schools nationwide, including four in Birmingham, said it will consult with parents, staff and pupils over its plans. Rebecca Garratt, head of Ark Tindal Primary in Balsall Heath, would lead Oldknow’s transition. “Our energy will be focussed on the future and ensuring the best possible education for READ MORE: students,” tinyurl.com/mq9cnkm she said.

Britain’s first new grammar school for 50 years in expected to be approved in January.

It is hoped that the decision to give the Kent school the go ahead will prevent a rebellion within Tory ranks, as senior Conservative MPs have called for the expansion of grammar schools to be part of the party’s manifesto.

The school will be open in Sevenoaks as an “annexe” of the existing Weald of Kent school nine miles away. It has planning permission and a £16 million building fund, and will open its doors to 90 pupils from 2016.

Education ministers have until now resisted calls to reverse the ban on approving new grammars, with the previous Education Secretary Michael Gove saying he disagreed with selective schools. However, a grassroots Tory group called Conservative Voice has been working to build support among MPs to over turn the ban.

Conservative Voice MP Damian Green said: “I’m delighted that this will be the first new grammar school for decades. I hope it’s the first of many. It shows that it is possible to create grammar schools even under the existing laws.

“I would like to see a change of law so this is an option for parents in many other parts of the country. There is room for grammar schools because they are the best way of spreading opportunity to children from disadvantaged backgrounds.”

Education Secretary Nicky Morgan is expect to approve the new Kent Grammar School in January this year. There are 164 grammars in England. The best of which dominate secondary school league READ MORE: tables tinyurl.com/qcuorfw performance.

‘British Values’ guidance issued after Trojan Horse scandal confusion The government has issued new guidance to schools on the values they should promote among pupils, including respect and tolerance for different faiths, races and cultures. This push to reflect ‘British’ values in education comes after the ‘Trojan horse’ scandal which saw Birmingham schools accused of promoting a hard-line Islamic agenda. Five schools were placed in special measures after Ofsted investigated the issue.

The new guidance says that all pupils should learn that “while different people may hold different views about what is right and wrong, all people living in England are subject to its law”, and that teaching “should support the rule of English civil

and criminal law and schools should not teach anything that undermines it”.

Schools are encouraged to make clear the difference between the law of the land and religious law, and to “challenge” opinions and behaviour that undermines British values. The document says that pupils should learn how democracy works in Britain and that they could benefit from participating in activities like school councils.

Russell Hobby, general secretary of the National Association of Head Teachers, said the majority of schools were already complying READ MORE: with the tinyurl.com/oykprod guidance.

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INNOVATIVE TEACHING

PUPIL PREMIUM

Two British teachers up for $1 million award

Report urges for diversion of pupil premium to under-achievers

Two UK teachers have been shortlisted for an international competition to find the world’s best teacher. They are Richard Spencer, of Middlesbrough College, Billingham, and Tom Bennett, of Jo Richardson Community School, Dagenham, east London, who join 50 other teachers from 26 countries including the United States, Afghanistan and China.

The winning teacher will be given $1 million (£640,000) when the prize is announced in March next year. The criteria by which the finalists will be judged include innovation in teaching, sharing ideas with colleagues in the profession and serving as a role model to young people.

Mr Bennett teaches philosophy and religion, in addition to writing a blog and books about education. He has promoted an evidencebased approach teaching and put the lessons of research to use in his classroom practice.

He views teaching as a “major lever for social mobility” and says that while the competition has “nothing to do with who is the best teacher in the world”, it could help to promote the message of the value of teachers.

Mr Spencer has won prizes for his work as a science teacher, and has helped to train science teachers across Europe. He says: “It’s fascinating to see the different styles of teaching. The global aspect is really useful.”

Russell Hobby, leader of the National Association of Head Teachers, said: “There are millions of teachers worldwide and it’s fair to say that none of them are in it for the money.

“What motivates teachers is the transformative power they have in the classroom – the opportunity to change young lives READ MORE: for the tinyurl.com/q8a5zy2 better.”

FUNDING

£4.8m to help ‘military ethos’ in schools The DfE has allocated £4.8m to help pupils learn resilience, self-confidence and respect in new drive to build ‘character’.

Last year, more than 52,000 pupils took part in projects run and designed by former armed service personnel to instil a ‘military ethos’ in schools. The courses encourage pupils to volunteer, understand how to learn from mistakes and overcome failures, try out new activities, and develop aspirations for their lives.

Pupils will be recognised through a new national competition . The “Character Awards” will offer cash prizes of £15,000 each for up to 27 schools across READ MORE: England. tinyurl.com/nreohbz

A new report argues for pupil premium cash to be diverted from high-achieving students from low income backgrounds to those entering school with low levels of attainment. This would result in the present allocation for disadvantaged pupils (£1,300 for primary pupils and £935 for secondary pupils) being cut by 50 per cent, with the savings given to pupils who are both disadvantaged and not meeting educational targets.

The proposal was made by the Fair Education Alliance, a coalition of education and child welfare organisations including Teach First and Barnardo’s. The coalition aims to bring the attainment levels of disadvantaged pupils in line with their wealthier peers.

Kiran Gill, policy officer at Teach First and author of the report, said: “There are some areas with high levels of

economic deprivation but where they have been doing really well in educational attainment, and those schools have got almost a surplus of this money.

“That could be spent in areas where they might have a similar proportion of low-income pupils but multiple problems in education. It is about the money being used where it is most needed.”

However, the government’s national pupil premium champion John Dunford warned that this would harm bright pupils’ chances: “Doing this would downgrade the importance of the message that bright pupil premium children need money to be spent on raising their aspirations and expectations and compensating for the narrow experiences they have READ MORE: outside tinyurl.com/ltsh364 school.”

ATTAINMENT STUDY

High pupil attainment adds £1.3 billion to economy, says DfE study A new Department for Education study shows that higher rates of achievement at GCSE level are delivering benefits to the economy. The study, ‘GCSEs, A levels and apprenticeships: their economic value’, found that having 5 A* to C grade GCSEs adds an average £60,000 to an individual’s lifetime productivity, particularly if the pupil achieves high grades in English and maths.

When scaled up to reflect the large increase in pupils getting these grades since 2010, this represents an estimated £1.3 billion boost to the country’s economy.

Since 2010 the number of pupils leaving school with qualifications at this level has increased from 44.1 per cent to 47.8 per cent, equivalent to an additional 21,600 pupils.

A large number of these pupils come from disadvantaged backgrounds; the proportion of these pupils leaving school with strong qualifications has risen from 27.5 per cent to 32,9 per cent, equivalent to 7,150 pupils.

Education Secretary Nicky Morgan hailed the findings, saying: “This confirms the rise in pupil success is not only benefitting young people themselves but is also a valuable part of our long-term economic plan.

“800,000 more pupils are in good or outstanding schools and thousands more are getting solid GCSE grades – a testament to the hard work of schools and teachers.

“But we won’t stop here – our plan is determined to raise standards further, help teachers to push our young people to do even better and help even more to fulfil their potential.”

A large proportion of the increased performance is among disadvantaged pupils.

Since 2010 the proportion of these pupils leaving school with this good package of qualifications has risen from 27.5 per cent to 32.9 per READ MORE: cent. tinyurl.com/mdjndeu

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FUTURE YOU LOOK AFTER THEIR

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We have relationship managers in your area with specialist knowledge and local insight. It’s one of the reasons why more than half of all Academies already choose to bank with us.

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STEM SUBJECTS

Cameron increases focus on Maths and Science Recent government announcements suggest that the race to get pupils achieving in STEM subjects is intensifying, with a new digital training centre and post-16 maths qualifications set to be rolled out.

Speaking at a coding lesson held in Downing Street as part of the International Hour of Coding initiative, Prime Minister David Cameron said that maths and science should be a top priority for schools in England in order to prepare young people to take part in a globalised economy.

Announcing that a National College for Digital Skills would be launched in 2015, he spoke of a “global race” to equip pupils with sought-after skills.

because that will be one of the things that will determine whether we succeed or not.”

Shadow education secretary Tristram Hunt said that the present government’s failure to meet teacher recruitment targets is worrying, commenting: “For three years in a row, David Cameron’s government has missed its own teacher recruitment targets, creating a crisis situation.

“Shortfalls in the recruitment of maths and physics teachers are especially concerning.”

Cameron’s speech came shortly after the announcement of six new maths qualifications to encourage take-up in the over 16 age group. School Reform

A new £67 million initiative aims to improve the skills of 15,000 maths and science teachers and to help recruit a further 2,500. Meanwhile, the new National College will provide vocational courses in digital technology to 5,000 students over five years, with the assistance of private sector investment.

Cameron said: “There’s no secret to success in the modern world. If countries are going to win in the global race and children compete and get the best jobs, you need mathematicians and scientists – pure and simple.

“So today, we commit to deliver more maths and science teachers.

“This is all part of our long-term economic plan for Britain – making sure our children have the skills they need to thrive and get on.

“It will take time but it’s absolutely vital for the success of our country that we teach maths and science and computing in the modern way,

Minister Nick Gibb said that the new qualifications would show pupils how maths can be applied in their daily lives, building on their base skills with advanced methods and techniques like statistics, financial maths and modelling.

Gibb said: “England has been falling behind other countries’ maths performance, which is why we have launched a new maths curriculum to match the best in the world and are introducing rigorous new GCSE and A level maths qualifications.

“Only a fifth of pupils in England continue to study maths at any level after achieving a GCSE - the lowest of 24 developed countries.

“These new core maths qualifications will help address a 16 to 18 ‘maths gap’ whereby students who achieve a good maths grade at GCSE currently drop the subject and start to lose their confidence and skills.”

READ MORE: tinyurl.com/nbot573

Teacher training census shows that more top graduates are training as teachers

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The annual initial teacher training (ITT) census shows that more trainee teachers are entering the profession with first-class undergraduate degrees than ever before. 17 per cent of teacher trainees starting this academic year hold first‑class qualification, with 73 per cent holding a 2:1 or better.

Some have pointed to financial incentives for skilled graduates as a contributing factor; the government is offering a range of bursaries and scholarships worth up to £25,000 tax free to trainees starting this academic year. The government’s new teacher recruiting campaign, ‘Your future their future’, has also been credited with attracting the ‘best and brightest’ to the profession.

The ITT survey also reveals a 45 per cent jump in the number of trainee computing teachers, and that subjects including English, chemistry and history were oversubscribed this year. The School Direct training route now accounts for 35 per cent of all new postgraduate trainees and 28 per cent of all new teachers.

Charlie Taylor, Chief Executive of the National College for Teaching and Leadership (NCTL), said: “It is great news that we continue to see the quality of new entrants into teaching increasing year on year, with levels of trainees holding a first-class degree at an all-time high.

“We want the best and brightest teachers in our schools to ensure pupils have the right skills needed to succeed in life and to help the UK compete in the global economy - this is a vital part of our plan for education.

“There is clear evidence that teachers make the biggest difference to pupil attainment and a key component of this is excellent subject knowledge. That is why we are offering generous tax-free bursaries and prestigious scholarships to help us recruit TO READ MORE VISIT: the nation’s most tinyurl.com/p7xvppy talented graduates.”

70 per cent of schools now using tablets Education technology charity Tablets for Schools has said that almost 70 per cent of primary and secondary schools are now using tablet computers in lessons. A study commissioned by the organisation found that of a sample of 671 state and independent schools, nine per cent had a device for every pupil.

Report author Barbie Clarke of the Family, Kids and Youth research group said that the use of devices is expected to grow in the coming years: “The type of device might change, but it’s not going to go away. It will almost seem ridiculous if some of them TO READ MORE VISIT: are not using technology.” tinyurl.com/k33qovr

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SCHOOL STANDARDS

Ofsted’s Annual Report reveals secondary school standards slip Launching Ofsted’s annual reports on December 10, Her Majesty’s Chief Inspector Sir Michael Wilshaw has warned that the gap in performance between primary and secondary schools in England is widening.

Launching his third Annual Report, Wilshaw said that primary school standards are continuing on an upward trajectory, with more than eight in ten schools now rated at least good. However, in secondary schools the overall rate of improvement has stalled, with over 50 more now in special measures compared to 12 months ago.

The Annual Report examines the findings of more than 7,000 inspections carried out during 2013/14 of schools, colleges and further education and skills providers.

Separate reports dedicated to the children’s social care and early years sectors will be published in the coming months.

The report reveals that 82 per cent of primary schools are now good or outstanding (up from 78 per cent a year ago), and there are now 700,000 more pupils attending a good or outstanding primary school than in 2012. The overall proportion of good or outstanding secondary schools remains unchanged from last year at 71 per cent.

Whilst a higher proportion of secondary schools are outstanding (113 schools achieved Ofsted’s highest grade in the last year alone), more than 170,000 pupils are now in secondary schools rated inadequate - an increase of around 70,000 from two years ago.

In secondary schools where improvement has stalled, or standards have declined, inspectors identified the common characteristics: poor and inconsistent leadership; ineffective middle management; too much low-level disruption; the most able not being challenged; a failure to narrow the gap for disadvantaged pupils, and; weak governance and oversight.

HM Chief Inspector, Sir Michael Wilshaw, said: “This time last year, I was able to point to unmistakable signs that England’s school system was improving. This year, I am reporting that primary schools are continuing on an upward trajectory.

“Many secondary schools are also doing a superb job, where leadership is excellent, teaching is inspirational and the ethos fosters a learning culture. However, weaker secondary schools are not improving at the same rate as their primary school counterparts and too many are declining.

“I believe the time has now come to move away from the debate that has raged for the past five years about school structures and towards a sharper focus on what works in all schools, regardless of their model or status.

The essential ingredients for success are no secret and have been well documented

from time immemorial strong leadership, a positive and orderly culture, good teaching and robust assessment systems.”

Wilshaw said that in an increasingly autonomous education system where schools have greater freedom to innovate and raise standards, the importance of effective oversight was greater than ever. He voiced concern that a number of local authorities and a number of rapidly expanding multi-academy trusts were failing to provide the necessary challenge, support and intervention to their constituent schools. He also questioned whether the necessary challenge, support and intervention had been put in place quickly enough in the small proportion of cases where converter academies that are not part of any multi-academy trust declined in performance from their previous inspection.

“Where schools are failing, it is not because they are local authority schools, or academies. They are failing because they haven’t got the essentials right.”

The Chief Inspector said he was encouraged by the rising quality of new teaching recruits and the high standards of initial teacher training in England, but was becoming increasingly concerned about the declining

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numbers joining the profession and their uneven distribution across the country.

He said: “This is a pressing issue. More teachers will be needed to match the substantial increase in the number of schoolaged children expected over the next 10 years. We also face a major challenge getting the best teachers into the right schools.”

“Good and outstanding schools with the opportunity to cherry pick the best trainees may further exacerbate the stark differences in local and regional performance. The nation must avoid a polarised education system where good schools get better at the expense of weaker schools.”

Responding to the report, Charlie Taylor, chief executive of the National College for Teaching and Leadership, told the Telegraph that turning around primary schools was “often a much quicker process” than improving “big, complicated” secondaries.

Taylor said: “Any sense of concern here I think would be overstated. Of course we want schools to continue to do better, but looking at year-on-year comparisons overall things are moving DOWNLOAD THE REPORT in the right tinyurl.com/o7t4wrb direction.”

PRIMARY PERFORMANCE More primary exam results scrapped over maladministration concerns An investigation carried out by Whitehall education watchdog The Standards and Testing Agency has revealed that more primary schools are having their exam results scrapped due to concerns of maladministration. 37 primary schools had results for individual year groups scrapped in 2013, compared to just six in 2012. The STA report defines maladministration as ‘any act that could jeopardise the integrity, security or confidentiality of the national curriculum tests, including coaching pupils through exams, cheating or test papers being manipulated by school staff.’

The National Union of Teachers deputy general secretary Kevin Courtney said: “While in no way condoning cheating, we believe these problems arise from an accountability system that is more about punishment and pressure than progress.”

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Interoperability sounds like a bit of a complex term. So what does it really mean?

As an organisation, your systems will have tons and tons of data stored between them. So, when it comes to other departmental systems sharing any of that data with your finance system, the last thing you want is complications to arise.

Interoperability allows this information to be shared in an easy and stress-free way.

SO WHAT ACTUALLY IS INTEROPERABILITY? There are a number of definitions of interoperability, and some are quite technical and opaque. Most people define it as the ability for two software applications to exchange information in real time, without human intervention.

In many ways it’s a very simple idea.

the suppliers; it’s completely up to you. And if things ever do go wrong with a particular system or supplier, you know you can easily change it without it disrupting any of your other IT. Writing transformation modules to link up new programmes is a quick and easy process, which means your new system can just slot right in with no problems.

IF IT WAS THAT SIMPLE THEN WOULDN’T EVERYONE BE DOING IT? Well yes – you’d think so. But many IT suppliers are keen to force customers to buy more of their own software products rather than other supplier’s products, and have a vested interest in actually preventing interoperability. Once you’ve bought one of their systems they don’t want you looking

Many IT suppliers are keen to force customers to buy more of their own software products rather than other supplier’s products, and have a vested interest in actually preventing interoperability You have two separate systems but you keep the data in sync in both. This means you can wave goodbye to monotonous date entry. Data is transferred in real time across your applications. So when a student signs up and pays for a course in one room, the information is entered in to the student records system and instantly the funds appear in your finance system.

So you’ve saved valuable time, you’ve vastly reduced the possibility for human error, and with data now always up to date everywhere, the accuracy of reporting and budgeting has vastly improved.

INTEROPERABILITY VS INTEGRATION So what’s the difference? Many suppliers offer integration, but it has to be with their own suite of systems, which means they have all the control. But with true interoperability, you have the power to choose your own systems.

Got a great HR system already? Then you can keep using it. Choose the best software for the needs of each department regardless of

elsewhere for anything else, regardless of whether their offering is the best option for the relevant department or not. And if you do decide to shop around a bit you could have a full scale overhaul of multiple systems across your entire organisation. These suppliers know that’s not a decision you will be taking lightly, so they can pretty much charge what they want and treat you as they please. Great news for them, but not so great for you!

There are stories across the industry abound of suppliers doing anything they can to actively prevent interoperable technology from working, using everything from legal threats to software upgrades designed to prevent existing links. However, these suppliers are fighting a losing battle and true Interoperability is here to stay, putting the control in your hands.

SO WHAT’S CHANGED? As with so many things, a change in the market has driven change everywhere else.

Outdated trigger technology has given way to modern web services and today

consumers have mobile, cloud enabled, remotely synchronising systems that they carry around and use every day. This has had a huge effect on people’s expectations.

They know that IT systems can share data as they see it happening in real time every day. It’s quite normal to open an email from a Microsoft hosted mail server on an Apple device and then click through a link to a Java based website that asks the device for your location before delivering a localised weather report created on a supercomputer on another continent. Any user can see that these systems can, and DO, interoperate.

So anyone who argues that it can’t be done probably has a vested interest.

To sum up, we know that Interoperability works a treat, and we have come to expect it from our personal technology, so now want the same thing in our schools and colleges. The reason why many organisations are not yet fully enjoying the benefits is simply down to the fact that they do not realise that it’s an option. Indeed, many providers continue to bombard their customers with jargon and lead them to think that their way is the only way. Every organisation is different, so it makes sense to choose the software that is genuinely the right choice for your school or college, and be confident in the knowledge it will all ‘just work.’ 

Written by Simon Kearsley, ceo and co-founder, bluQube

DON’T LET IT SUPPLIERS TIE YOU IN – MEET INTEROPERABILITY

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Martin Kaye Solicitors has launched a package of support designed to help schools and academies take a more hands-on approach to HR & employment law.

ALPHA Care for Education is an innovative employment and personnel support package from a nationally regarded law firm that doesn’t sit on the fence.

It is a truly flexible service which can be tailor made to suit your school or academy. Our team of experienced lawyers focus on pragmatic and, robust advice at a price that won’t break the bank. In fact, we guarantee to price match any comparable products.

Yet none of this is at the expense of a quality service and this is underpinned by our belief in the value of face-to-face contact.

Smile, you’ve found us.

Whatever service you choose, we always take the time to meet with you enabling us to understand your organisation and its culture.

This is a service which will alleviate the pressure of this complex and ever changing area of law. Can you afford to be without it?

It may even put a smile on your face!

“The ALPHA service is invaluable and we have been particularly pleased with the on-site HR support” Phil Bowd – Bursar – Oswestry School “ALPHA is an excellent service, a virtual HR department, providing practical and robust advice – thoroughly recommend it to any school” Natalie Shaw – Bursar – Packwood Haugh School

Call John Mehtam on 0845 450 1561 to arrange an on-site meeting or a complimentary audit or email alpha@martinkaye.co.uk and ask us to call you.

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ACADEMIES

A MOTIVATED AND MOTIVATING WORKFORCE

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A modern approach to HR, such as that adopted at the David Young Community Academy in Leeds, can help raise attainment and deliver financial savings by paving the way for outstanding teaching and learning. The Independent Academies Association reports is meassured through performance management, and if staff are not preforming at the level expected they are supported using the relevant procedure to improve.

The oung David Y nity Commu ants to yw Academemployer be an e in the of choics area Leed s the os and acr try coun

“Schools used to be stuck in a rut – now we can have more flexibility, and in our case we effectively have had performance related pay since our academy was established. This has helped deliver improved attainment and has better rewarded and motivated staff,” says Ros McMullen, executive principal of David Young Community Academy, in Leeds.

Ros, who is also an IAA board member, explains that the academy’s use of performance related pay and its overall pay and performance system have been a significant part of their academic success and also their development as an academy.

High quality teaching and learning has delivered real improvement in a disadvantaged area of Leeds with a mixed intake. The academy has set high standards since opening and maintained a relentless focus on giving pupils the best opportunity to achieve.

This is underpinned by outstanding management of staff which, while at times challenging, also supports staff performance and works with members of staff to help them achieve their goals as professionals. Moreover, they are encouraged to have a real say in the academy.

ATTAINMENT LANDMARKS The academy has delivered real improvements in attainment – this year 55 per cent of students gained passes in both English and

maths, up from the results in the predecessor school.

Many sixth formers go on to achieve high grades in the International Baccalaureate, which they can study at the academy.

This significant improvement has been achieved at a time of significant challenge, including: stagnant budgets; Ofqual’s changes to marking, which prompted protest about GCSE English marking in 2012; the reform of GCSEs and A-levels; and the removal of a number of popular vocational courses.

Ros says: “We are very proud of what the academy has achieved and modern flexible management is a key part of our success.

While to some they might seem removed from teaching and learning, our approach to Human Resources has been a key part of helping us deliver real improvement in attainment.”

ATTRACTING THE BEST STAFF The academy wants to be an employer of choice in the Leeds area and across the country. It regularly consults with staff and offers a range of benefits, from free meals to the planned introduction of lease cars.

All staff at the academy are on the same pay spine, with six grades for the different staff roles. Ancillary staff are on grade six, non-teaching staff are on grades two, four five and six, with teaching staff on grades one, two, three and four. Grade three represents teaching staff who are over the threshold.

Ros said the pay spine was drawn up so that it stayed reasonably in line with the national pay grade allowing movement between the sectors. Staff performance

REWARDING INITIATIVE Instead of giving Teaching and Learning Responsibility (TLR) payments, staff are able to gain responsibility points depending on the nature of their role and the extra responsibilities they have which are reviewed annually. It is possible to gain up to an extra eight responsibility points with £1,000 awarded for each point. Staff can retain points at the end of the year, gain more or have them reduced dependent on Academy need and performance.

People in mid leadership have the opportunity to have a range of responsibilities, which helps them gain extra experience as they apply for leadership posts.

“This is a package of policies which is really beneficial to staff and the school,” says Ros. “It is a key part of allowing flexibility for staff and to help them get proper professional development and a range of experience to prepare for leadership. It also stops the frustration of some staff who can feel it is hard to get promoted in some schools.”

As responsibility points are performance managed annually it gives more opportunity to respond to change.

“It makes a huge difference because staff are more motivated and it allows them to concentrate on the stage that the academy is currently at,” she adds.

“It feels normal to me now as we have had this system at the academy since it opened, but I realise that some other heads can struggle with performance-related pay and for some it is a really big change.”

SUPPORT The academy’s HR systems also help manage sickness and poor performance. The processes are simpler than in some local authorities and staff find the academy is supportive and offers ways to help those who are struggling. Processes are far less bureaucratic than in many LAs and managers are less likely to feel bogged down by something that takes a long time to reach resolution.

The academy also has a probationary period, which is effectively managed and which allows managers to identify problems E

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17

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ACADEMIES  and work with the staff to address them.

This is in contrast to a lot of local authorities who do not have the same approach.

It is a privilege to be responsible for educating young people and the academy believes it must have a business-like approach if it is to make a difference.

Another advantage of developing procedures for the academy is that they are more closely tailored to the needs of the organisation.

Even the more forward-looking authorities can struggle to respond to the wide range of needs found in different schools in its area. Or, as Ros puts it, flexibility allows the academy to “prepare for change rather than having to react,” something which is not always the case for some LAs. Given the advantages, perhaps it is not surprising that many schools that convert to academy status consider the possibilities for improving management as one of the main advantages.

CHALLENGES However, coming from the local authority sector it can take time to realise the full potential of academy status. Ros says: “As a board member I often talk to principals whose schools are becoming academies or who are thinking of converting and it is interesting to hear their views on the benefits.

Many colleagues instinctively know that

management can improve and they all want to see staff develop and reach their true potential. Principals can sometimes feel they would like more examples of what is possible as they develop the policies for their new academy. One of the things that can help them most is to see how an academy has run a more modern system for a number of years.

This has the advantage of showing how the benefits can be assured over time in terms of improved attainment and more efficient use of resources as much of this takes two or three school years to work through, with noticeable improvements year on year.”

Ros also points out that there are challenges when converting. She comments: “It is also worth remembering that things won’t change if they don’t grasp the nettle when the school converts to academy status. I have heard of schools which had management problems which converted but bought in to the local authority’s HR function, something they then regretted, as the LA’s resources to support them was limited. As a result they found it harder to move at the pace required as they faced more pressure to raise standards and budget tightened.”

INNOVATING Ros says she worked with Anna Harasymiw when she was a local authority head in Wigan and has brought Anna into the

academy as her consultant. The success of this HR consultancy is such that a number of other schools and Academies also use Anna by arrangement with DYCA. Ros say that the years of experience working within a local authority, together with the entrepreneurial zeal which she and Anna share makes for excellence in HR practice, leading to better outcomes for students.

Academies know how to innovate, develop best practice in teaching and learning and to spread and embed these innovations systematically. The Academies Programme not only develops great ideas in the first place – based upon what really works – but individual academies have been able to make these ideas work for them, tailoring them to their own local circumstances and developing an improvement cycle so that innovation becomes accepted and normal.

Although it may seem different at first, the message is that a more modern approach to HR can help raise attainment and deliver financial savings by paving the way for outstanding teaching and learning.

Setting high standards, involving staff and supporting them to do their best in a flexible modern way, which is easier for department heads and senior leaders to manage. L

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Volume 19.6 | EDUCATION BUSINESS MAGAZINE

19

BEST CONSUMER PRODUCT

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CREATION The Ultimaker CREATE Education project The Ultimaker2 is known as the ‘Fastest’ ‘Most Accurate’ desktop 3D printer, winning ‘Best Consumer Product’ at the London 3D Printshow global awards 2014. We have an Open Source philosophy demonstrated by our award winning ‘Best Consumer Software’ CURA, our collaborative design platform

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3D PRINTING

EMPOWERING PEOPLE TO MAKE THE FUTURE

3D printing has already had game changing effects in the automotive, aerospace, architectural and medical fields and with more regional hubs being appointed, people in all areas of education are set to reap the benefits

If you believe the hype, the next industrial revolution has begun. Whether the impact of this unquestionable ground swell reaches revolutionary status is yet to be determined, but people are definitely ‘making’ and creating again and taking control of their own environment.

There are many factors contributing to this movement. Economic and social pressures are coupled with advances in technology such as affordable Raspberry Pi units and 3D printing. Allied with open source, knowledge sharing principles, this accessibility has seeded pockets of innovation all over the world.

Given the connectivity we now have thanks to the Internet and social media, people all over the world are learning from one another and ideas are starting to get real traction.

Concepts such as Fablabs that originated at MIT now have a worldwide network where people can gain access to equipment and like-minded people to fabricate their designs.

This provides the opportunity for inventors and entrepreneurs to get started like never before.

THE MAKER MOVEMENT The popularity of the maker movement has seen the rise of Makerfaires and now Makerspaces are being set up

sharing the ethos of the Fablabs.

The final element influencing this trend is education. STEM or STEAM subjects are becoming a priority and this is essentially a focus for the building blocks of making.

Affordability of resources and changes in curriculum to include coding, 3D printing and bio mimicry will change the mindset of the next generation. If we can successfully integrate the wider maker movement into the education of our children the possibilities for innovation in the future are endless.

SEEDING INNOVATION WORLDWIDE Ultimaker encapsulates this philosophy in everything from the award winning 3D printers it manufactures, to how the company was formed. Whilst in a Fablab in Holland, the company founders developed a 3D printer using the available tools and open source designs from the Rep Rap movement. This collaboration resulted in a product and an offering, based around sharing, which is currently seeding innovation worldwide.

There is a misconception that 3D printing is very expensive and requires expert training.

Ultimaker is committed to breaking down this barrier and providing the best user experience – think more about what you will make

not how you will make it. To deliver on this, all elements of the additive manufacturing process must be easy, enjoyable and rewarding. By responding to the feedback from the company’s extensive community and continually sharing updates the progress made has been impressive and it’s only just begun.

In Great Britain and Ireland, the world of 3D printing has taken another step towards the mainstream as Cleethorpes and Tollbar Academy were announced as Ultimaker’s first CREATE Education Hub. Ultimaker’s CREATE Education project is all about giving people access to 3D printing and open innovation. The multi academy trust was the first of 50 hubs to be launched in GB and Ireland. Others are being announced in a planned roll-out and applications for these pioneering positions are still being received.

POTENTIAL Teachers and pupils are amazed at the potential of 3D printing and the crosscurricular learning opportunities it offers.

GB director Paul Croft said: “3D printing is an inspiring way to make people passionate about learning. Our Open Source philosophy means schools can have FREE access to the software and by appointing regional hubs people will have 3D printing on their doorstep.”

Another region of Great Britain is now reaping the benefits of 3D printing and open source collaboration as Fareham College became the latest pioneering institution to be announced as a CREATE Education Hub. To celebrate the launch Ted Turnbull and team arranged an Ultimaker Original kit building competition involving local schools Crofton High School, Broom Park High School and college students.

The event was followed by Ultimaker 3D Printers being incorporated into the new CEMAST Site. The Centre of Excellence in Engineering & Manufacturing Advanced Skills Training offers student the opportunity to develops skills and learn from a curriculum designed in conjunction with local industry leaders.

The facility epitomises the targeted learning approach that is becoming more and more prevalent as we strive to address the gap between education and employment.

Ultimaker is proud to collaborate with true pioneers and can’t wait to see the amazing learning and development that transpires. Ted has already promised a 3D printing/animation project and with a Teach Meet booked to train the teaching staff it won’t be long before Fareham College, CEMAST and the local network are unleashing their creativity and innovating.

The maker movement that is rising could very well become an industrial revolution if people share ideas and make it happen. 

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FURTHER INFORMATION www.ultimaker.com

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Want to maximize your space within in your building with a mezzanine floor? We can help!

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GOVERNANCE

What it takes to be an NASBM Fellow To be recognised as a NASBM Fellow, school business management professionals will have to meet the following requirements:

Hold a qualification at Level 6 or above in school business management or in a subject which supports their professional practice.

RUNNING SCHOOL BUSINESS OPERATIONS

The role of the School Business Manager (SBM) is becoming even more critical in schools, as they are taking on a broader spread of responsibilities, whilst ensuring the best use of resources and value for money. Do SBMs have the skills to step up to their role and do heads and governors know what to expect of their SBM? As a result of academisation and even in Schools are complex business operations maintained schools, where the role of the LA and the triangulation of effective resource is changing with less support available for management and administration, robust schools, the role of the school business governance and educational leadership are manager is becoming even more key ingredients in successful schools. critical in schools. They are A skilled and well-qualified e r Mo taking on a broader spread school business management x of responsibilities, whilst professional on the school comple and s ensuring the best use leadership team can n o i t a oper s direct of resources and focus on ensuring the value for money, and effective use of available rigorou ility mean increasingly looking financial and human b a t accoun ols need at income generation. resources, aligned to the o t scho Do SBMs have the school’s pedagogical s t cialis e p skills to step up to their aims and development s d e l l ski role and do heads and plan, whilst other heads support ernors governors know what members of the team to expect of their SBM? focus on improving teaching and gov Increased local autonomy, and learning. Increasingly more complex operations and more school business managers rigorous direct accountability mean that are also responding to funding all schools require highly skilled specialists pressures by exploring new and innovative to support head teachers and governors. approaches to income generation.

Be able to demonstrate significant experience and evidence of impact in two of the key areas listed below: – Financial management and efficiency – Income generation and marketing – Procurement – Human resource management – Estate management and health & safety – Capital build and project management – Administration, data management and ICT – School curriculum.

Written by Liz Walters, training & development director, NASBM

Have at least three years’ recent experience working at a senior level in a school business management professional role.

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Provide evidence of ongoing commitment to continuing professional development.

Provide evidence of leadership within and support for the school business management profession.

Demonstrate the highest standards of professional conduct.

MANAGEMENT STANDARDS Here at NASBM, we still believe however that the role and potential contribution of a school business manager is still not fully understood by head teachers and governing bodies. During 2015, we will therefore be developing a set of professional standards for school business management professionals, comparable to those that already exist for other staff in schools. Our intention is that the standards will set out the core and specialist areas of competence required to be successful in the school business management professional role and assist those currently working in, or aspiring to work in, the school business management profession to perform their role as expertly as possible. The standards also set out the content of both initial training and continuing professional development for those entering or developing their career in the profession and provide a framework for the development of qualifications and other professional recognition for school E

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Business Management

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GOVERNANCE

As part of the drive to raise standards, the new NASBM Fellowship scheme recognises the most effective and qualified leaders in the school business management profession  business management professionals.

We would also hope that the standards would be used to inform the performance management of and recruitment school business management professionals. NASBM will develop these standards in consultation not only with representatives from the school business management profession, but also with head teachers and governors. The work on drafting the standards will begin in 2015, informed by our recent research into school business management practice in the USA and by their existing professional standards.

We are very interested in hearing from individuals and groups who would like to support the development of the standards.

Working in a rapidly changing school system, it is essential that school business management professionals undertake continuing professional development and take active steps to maintain their competence. In our view, all schools should be investing in professional development for all their staff, not just teaching staff, and should be committed

to developing the potential of all of their workforce. The new professional standards will also play a role here in informing decisions about appropriate continuing professional development activities for school business management practitioners.

FELLOWSHIP SCHEME As part of our drive to raise standards, we have also just launched our new Fellowship scheme to recognise the most effective and qualified leaders in the school business management profession. Our objectives for the scheme are to: formally recognise and raise awareness of excellent practice and expertise within the profession; encourage the profession to aspire to excellence and higher standards of practice; and improve the practice of school business management by encouraging ongoing participation in professional development.

Being recognised as a NASBM Fellow will demonstrate that a school business management professional is a leader within

the profession, has achieved a high level of professional expertise and is committed to developing their knowledge and skills to meet the ever-changing demands of the education sector. They also will commit to upholding the very highest ethical standards. NASBM will maintain a public register of our Fellows on our website and NASBM Fellows can use the designation FNASBM after their name and on printed material. They will become part of a diverse network of like-minded people who want to drive forward the standards of and build the reputation of the school business management profession and will be working alongside NASBM and our stakeholders to ensure that school leaders and governors fully recognise the contribution school business management professionals make to school improvement and development.

We believe that the creation of a robust reference point in the form of national professional standards, supported by professional recognition of our most expert and qualified practitioners through our Fellowship scheme, are essential for the credibility and ongoing development of the profession. We look forward to working with both the profession and stakeholders as we take forward this exciting programme of work. L FURTHER INFORMATION www.nasbm.co.uk

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EDUCATION BUSINESS MAGAZINE | Volume 19.6

21/10/2014 11:08

WELLBEING

WELLBEING MAKING THE DIFFERENCE

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In recent years Schools UK has developed a product which is revolutionising the way Schools and Academies view Staff Absence Insurance Most Schools and Academies understand the need to take out some form of Staff Absence Protection in the event of absence through accident or illness. It is also pretty evident that these days most Staff Absence Insurance policies offer the same benefits!

SO WHAT MAKES THE DIFFERENCE? When you buy a new car you wouldn’t not enquire about fuel consumption, category of insurance or the warranty on the car so shouldn’t schools or academies ask about the Claims Management Programme, Occupational Health, Staff Wellbeing or HR cover when entering into a Combined Staff Absence Insurance contract? These additional benefits are linked to reducing claims and can save money particularly if these services are

to try to evaluate a realistic return date on whatever terms are initially recommended.

We believe that Schools UK is one of the few in the marketplace offering this very valuable service as a benefit within our Combined Staff Absence policy. The key to reducing the risk of a highly inflated renewal premiums is down to a successful and proactive claims management programme. Having only introduced this benefit since April 2014 we have already seen a significant impact in reducing longer term claims.

WHAT DO OUR CLIENTS SAY ABOUT OUR STAFF WELLBEING PRODUCT? “I have, in recent months, accessed your services twice. The first was to obtain a second opinion on spinal surgery, as I was

Wellbeing is now considered a vital service that employers should offer staff, and our Wellbeing product is modelled on some of the finest packages offered by major companies in the UK already being paid for independently. Whilst some suppliers purport to offer these benefits they disguise the fact that it is a chargeable event. Schools UK are the only company at the moment offering a complete package as Standard Cover without hidden extra costs.

Wellbeing is now considered a vital service that employers should offer staff, and our Wellbeing product is modelled on some of the finest packages offered by major companies in the UK. Not only does it offer vital services to staff members but it ticks all the boxes where Ofsted Reports are concerned and in many cases our clients point to this as an added advantage for taking up employment at a school.

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In some cases absentees or schools can feel that a phased return to work from an extensive absence may prejudice cover and are reluctant to cause problems where claims are concerned. Our philosophy is to assist both the school and the absentee with an independent assessment of their condition where possible

unhappy with my understanding of what the surgeon had told me. Through the scheme I was able to gain a second opinion privately, whilst importantly staying with my chosen surgeon on the NHS. Whilst waiting for the operation I was in considerable pain, and visited a chiropractor for some relief. I was both pleased and surprised at the ease and speed of obtaining reimbursement from yourselves. I sent off receipts with a claim form and within 7 days received payment.

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

BACKGROUND CHECKING

KNOW WHO YOUR TEACHERS ARE Growing pupil numbers are not being matched by an increase in teachers. In fact, as we all know, numbers of qualified teachers are going down and there are few signs of any immediate improvement.

London alone will have 133,000 more pupils by 2018 according to London Councils yet it looks like more than three quarters of the UK’s teacher training courses have started this academic year partially empty. In particular there are major shortfalls in maths and sciences.

More than ever, schools are looking to plug those gaps with substitute and temporary teachers. But they have to navigate a sea of changeable statutory and regulatory conditions to achieve that. It’s important the pressure to hire someone doesn’t mean the wrong person is taken on, so schools will need the help of rock solid education recruiters committed to high quality-standards.

But many schools don’t fully understand what they should expect from the recruitment agency they’re using.

CHANGING POLICIES Education has been on the receiving end of

a mass of regulatory and policy changes over the past few years. For example, the lifespan of a Disclosure & Barring Service (DBS) certificate was extended to three years in April 2014 without due consideration for the impact this would have on supply teachers in particular. After a real lack of awareness early on, the government’s update service is finally becoming an important feature of safeguarding, enabling more frequent checks by employers. And there’s much more. With headteachers and governors having so much else on their plates, it’s no surprise they’re suffering from a growing knowledge gap.

The Recruitment and Employment Confederation (REC) is the professional body for the recruitment industry. Representing over 3,300 recruitment businesses and committed to working with all sides in education to help boost standards, we’re striving to make it simpler for schools to get enough of the good teachers they need.

It’s vital for children that they do.

That’s why we called our guide to safeguarding and good recruitment practice Putting Pupils First. And why we

ENSURE COMPLIANCE There are specific regulations that apply too.

All recruitment agencies are covered by the Conduct of Employment Agencies Regulations, enforced by the Department for Business, Innovation and Skills (BIS). They include the contract terms an agency must meet when E

Written by David Geary, education policy adviser, Recruitment & Employment Confederation

Many schools are looking to fill the teacher shortage with substitute and temporary teachers. But to do this, they have to navigate a sea of changeable statutory and regulatory conditions, writes David Geary, Education Policy Adviser at the Recruitment & Employment Confederation

launched the REC Audited Education scheme.

The guide – already downloaded over a thousand times – makes sure that education leaders are well informed when they use a recruitment agency to hire staff. It covers key areas including safeguarding, agency regulations and choosing an agency.

The crimes that took place in Soham in 2002 rightly marked an important turning point for the pre-appointment checks required to protect vulnerable groups in the UK. To minimise the risks to children all the prescribed checks must be carried out before a candidate is appointed to a school but that means everyone involved being fully aware of what those checks are – and what is the school’s responsibility and what is the agency’s.

Supply agencies must confirm a candidate’s identity, qualifications and eligibility to work in the UK. Where it’s relevant they’ll carry out checks including enhanced DBS certificate, barred list, prohibited list and overseas checks.

And they’ll provide proof that these have been carried out before the candidate starts work in the classroom or another in-school role.

The REC also requires its members to renew checks on the candidates they place in schools every year.

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Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

BACKGROUND CHECKING  it works with schools, the way fees can be charged and the information a school must make available to the agency so it can meet its responsibilities. For example, the terms and conditions it would apply if it was hiring a supply teacher directly.

The Agency Workers Regulations provide for equal pay and conditions for workers.

While many are entitled to so-called day one rights, parity of pay kicks in when a worker has worked more than 12 weeks for the same employer. The abolition of statutory pay scales for many types of schools has added a layer of complexity. It’s harder for the school to have a ready answer when an agency asks what it would have paid an individual if it had hired them directly. Even so, the obligation to provide this information lies with the school.

And a tribunal case has just confirmed that by ordering a school (not the agency) to pay £10,000 to a temporary agency worker who hadn’t received the salary she would have done if she’d been a direct employee.

KNOW WHAT TO ASK By understanding the regulatory regime, education providers can put the right questions to their suppliers to make sure the agencies they work with are fully up to speed. Asking whether they’re a member of the REC, and so also bound by our Code of Professional Practice, is an important first filter.

A number of agencies have gone further to demonstrate the high standards they’re setting themselves by opting to go through REC Audited Education accreditation. Launched last year, it involves a thorough assessment of an education recruiter’s business, going well beyond basic minimum legal requirements.

Of course, it confirms agencies are carrying out all the relevant suitability checks but it scrutinises wider business practices too.

Agencies have to show they come up to scratch in customer service, staff training, diversity and dealing with clients.

We’ve been delighted with the response from REC recruiters and the education sector.

Over 70 agencies have achieved, or are working towards, REC Audited Education status. At the current rate of interest, we’re on course to have just as many members signed up to REC Audited Education as were part of the Quality Mark in its whole ten year history.

In fact, REC Audited Education was our response to the Department for Education (DfE) withdrawing support for the Quality Mark which we’d previously run on its behalf.

It had become a highly regarded badge of best practice within supply teaching and there was clear demand from the sector itself for another accreditation scheme.

We’ve created an independent verification scheme that’s even more robust than its predecessor.

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Members tell us REC Audited Education inspires confidence because it’s tough and puts them through their paces. They can be sure they’re using an accredited supplier, accountable to a professional body.

The UK’s 24,000 schools started this academic year with 700 too few teachers and that’s affecting 100,000 pupils. In many areas and subjects things won’t get better soon.

For a second year in succession the government is likely to have missed the targets it set last autumn for the numbers of trainee teachers schools will need to meet demand in 2015.

Very few subjects appear to be on track to beat the DfE’s Teacher Supply Model numbers and primary trainee numbers are in doubt too.

With a strengthening economy offering graduates a bigger range of career alternatives, there has to be investment in teacher training and efforts to encourage the next generations into the profession.

In the meantime, education providers will have even more need of teachers from among those who’ve retired, those who want to work part-time and from abroad.

The good news is specialist education recruiters, committed to providing good quality supply teachers, are ready for the job. L FURTHER INFORMATION www.rec.uk.com

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Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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education

ICT STRATEGY

Written by Mark Chambers, ceo of NAACE

DEVELOPING AN ICT STRATEGY

Technology is constantly evolving and it can be a challenge for schools to stay abreast with the latest innovations and changes to the curriculum. Mark Chambers, ceo of NAACE, shares his advice on what schools should do when developing an ICT strategy within their organisation

Third ium millenn ng learni new s demandical and g pedagoological techn hes to c approa CT for using I ing learn

Experience has shown that when engaging with strategic planning for information, communications and technology (ICT) there are a number of key questions that need to be considered. Questions such as: in five years, what type of learning environment would you see within your school or college? How will pedagogy have changed and how will ICT support this change? How and where would learning take place, and what role will students play in the design of the learning?

Answering questions such as these, together as a school community, will help you focus on priorities within your strategic planning and point you towards the next steps.

Third millennium learning demands new pedagogical and technological approaches to using ICT for learning. It is the responsibility of teachers and school leaders to prepare students for the demands of an ever‑changing world, through facilitating learning in a technology-rich environment, where students and teachers don’t just learn about technology, they become powerful, intelligent consumers of technology and indeed, creators of that technology.

ICT IN LEARNING In England and increasingly the rest of the UK, planning for the use of ICT in learning has taken a backward step in favour of planning for a new Computing E

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

31

Case Study

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Does your school’s WiFi network make the grade?

Classrooms of students and teachers trying to gain access simultaneously to a WiFi network can create a huge demand that many systems can’t cope with, even if the wireless coverage is capable of reaching every classroom in the first place. Add to that the complexities of managing the WiFi network and you can see why some schools’ networks could struggle to make the grade.

The way today’s students are learning is evolving. Lessons are now taking advantage of technological advancements in WiFi-enabled devices such as laptops, tablets and whiteboards.

The influx of these devices has underlined a problem for many schools, namely their existing WiFi network.

A leading wireless manufacturer, Ruckus Wireless solves many of these issues through patented Smart WiFi technology which means fewer access points, greater coverage and fantastic capacity that delivers fast WiFi connectivity.

Having the best WiFi hardware alone doesn’t necessarily meet all the requirements of every school, in particular the ease of network management. This is why a

solution for placing Ruckus Wireless into the cloud has been delivered to the market.

Coupling the technological power of Ruckus Wireless with the ability to manage their entire range of products in the cloud, a new offering called CloudRuckus provides a simple, single solution to many education establishments.

The CloudRuckus solution to ease of management is a single online management dashboard called ZoneManager™ which

enables schools to upscale infinitely, in effect doing more with less. This solution effectively eliminates per site controller costs allowing budgets to stretch further.

Some schools’ sites can be miles apart which traditionally means having to pay for a physical WiFi controller at each site. This would be more expensive to both implement and maintain.

The CloudRuckus solution doesn’t require such an investment and is priced on a licence per access point.

Moving beyond WiFi networks, in today’s digital world, schools can demand more complex deployments that offer public guest access, advanced network analytics and even be able to pin point user locations within meters of accuracy. This can all be achieved through CloudRuckus solutions which work with both existing Ruckus Wireless equipment and on brand new installations.

FURTHER INFORMATION CloudRuckus packages are tailor made wireless solutions which are ideal for schools. If you’d like to discover more information about CloudRuckus and what it can do for you, call their team on 0203 6 70 80 90.

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EDUCATION BUSINESS MAGAZINE | Volume 19.6

Well Educated Banking www.lloydstsb.com/ schoolbanking

education

ICT STRATEGY  curriculum. While planning for the effective implementation of a greater focus on computer science is essential, of equal importance to schools is the preparation for the effective and appropriate use of technology to support school improvement.

“It is also important to look at your budget and check that what you can afford will match your school’s needs, putting items of priority in order,” explains Dave Smith, Naace board member from Havering Education Services.

“For example, if you are thinking about what devices you are going to be investing in, you can’t suddenly decide to have a 1:1 model across your school if your budget doesn’t allow that. There are other ways of implementing these ideas. You could arrange some parental involvement in that strategy so parental purchase could be an option. You could also look to lease; so you don’t have to purchase outright in the first year, but you can start thinking over a longer period such as a three to five year plan of how you are going to afford it.” There are leasing models which have flexibility within them to potentially opt out of the contract if the items aren’t suitable for your school’s needs. “If you purchase resources for your school and then they’re not suitable, you are left with products that cost a lot of money and will never be used by your students,” reasons Dave.

“You have got to make sure you

do your research and find the most suitable products that will work for your school.”

PARTNERSHIP WORKING Another idea is to work with partner companies; many of the hardware manufacturers will lend you kits so you can test out various products before purchasing them outright. “Try before you buy is a good rule to follow,” suggests Dave. “Alternatively, you could also visit other schools and see how certain products are working for them. Look for case studies and ask the manufacturers that you are dealing with to give you names of schools that used these

Naace Board member explains: “Having a vision of what you want to achieve educationally is vital, before you start working on technology aspects of the strategy. Try asking yourself, ‘what is the single most important thing your school does for the pupils and what is the single most important thing you as a team of teachers can do to ensure your pupils get this from their time at school?’

Then every time you make a decision about technology ask whether, what you intend to do with the technology really will help pupils gain what you consider to be most important.”

Roger continues: “Focusing on a single short answer to these questions will make you

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One way in which the appropriation of technology can be divided into manageable tasks is to think of strategic development in five areas: management and administration, technology enhanced learning, cross curricular integration of a computing curriculum, a distinct computing curriculum and safeguarding and preparing the learner for digital citizenship products, and ask these schools if you can visit them or get their feedback. For advice on which products to choose, it’s worth visiting the Bett Show 2015 or the Naace Strategic Conference in March 2015; there are plenty of exhibitors available to demonstrate their products and talk you through your school’s ICT needs on a one to one basis.”

There are many ways in which the appropriation of technology can be divided into manageable tasks for the overloaded school management team. One such method might be to think of strategic development in five areas: management and administration, technology enhanced learning, cross curricular integration of a computing curriculum, a distinct computing curriculum and safeguarding and preparing the learner for digital citizenship. Whilst it can sound obvious, it is worth bearing in mind that strategic planning should establish a long‑term, broad view of the school direction in the five areas of concern and must be based on the educational needs of the students. The plan requires a commitment of time and resources from management to set up and must be ‘owned’ by all members of the school community. By this, we mean that every staff member feels empowered to be a part of the plan, and a catalyst for its continued development, helping it to be fine-tuned throughout its implementation.

THE WHOLE CURRICULUM It is also crucial to plan for the entire Computing curriculum, not just computer science, or worse, just coding. Roger Broadie,

answer from the heart and identify what you really care most about for the pupils. It is likely that your answers to these questions will be human qualities that you hope your pupils will develop, such as a thirst for learning, ability to learn through life, opportunity to collaborate and learn with others, confidence and success in learning and other similar aspirations.”

The Naace Self Review Framework (SRF) has for many years played its part in the strategic planning of schools with regards to technology. This framework has now been updated and improved to reflect changes and emphasis placed in technology, however it is still the belief of the Naace community that, important though the SRF can be, it is the planning process that is of primary importance.

Dave Smith explains: “From a Naace perspective, I would reiterate the importance of the self-review framework which enables you to evaluate what you already have in place. So the first thing to do is to audit your provisions before you do anything else. Look at the current position you’re in and evaluate everything from here.”

“The Naace self-review framework is broken down into six elements and each one of these helps you to consider aspects of the resources that you have in place,” continues Dave. “Then you can at least start to think about what your school needs.

It’s about developing a vision; making sure you know what you want for your school, what your own priorities are for your school, for your pupils, for all of your stakeholders, and agreeing to those before you put the wider strategy in place.” E

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION 14102128_UK-Education-Business-4th-gen-x53-NVR-half.pdf 1 2014/10/27 下午 07:07:44

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Milton Keynes school benefits from new eco‑efficient classroom building by HemBuild HemBuild, a Limetec Group company, has designed, manufactured and erected a stand-alone, single-storey 2 classroom block for Howe Park school in Milton Keynes using its low-carbon, natural products to provide a building which will conserve energy and save on future heating and cooling costs.

HemBuild used its unique Hemcrete external walling to minimise thermal load and passively control the teaching environment through humidity and temperature “buffering”. The result is an eco-efficient school building which will provide very rapid return on investment – as well as a comfortable environment for learning and teaching.

The classroom project was a remote extension to an existing primary school.

Howe Park, like many other schools, was short of space for current pupil numbers. The school required the additional teaching space, and HemBuild’s client, EnergeticUK, negotiated the complete ‘frame and envelope’ package for the project. This was a first opportunity for them to offer a very low-carbon school solution to main contractor Ashe Construction, who in turn were engaged by Milton Keynes Education Authority for this project.

HemBuild’s design enabled EnergeticUK to demonstrate the building’s thermal insulation and humidity and temperature buffering properties, together with a choice of high-spec windows and low carbon heating and ventilation systems. HemBuild worked with their regular partner, Professor Lubo Jankovic of EmissionZero, to undertake dynamic thermal modelling in order to derive the lowest space-heating input parameters once the HemBuild wall and roof insulation levels had been optimised.

The building features two classrooms and a central service and break-out zone, and the design included clerestory windows and vaulted roofs. It uses HemBuild’s 0.19U-value external walling, with plasterboard internal lining.

The roof, designed and built by HemBuild, features insulation inserted between rafters, and has a single-ply membrane roof covering. External finishes are lime-rendered onto wood fibreboard, plus some timber cladding.

The central break-out zone features external contrasting render with a circular “thought-bubble” cluster of windows to inspire pupils to explore their potential. The building was drawn by Poole Phillips Architects of Pershore.

for more information visit www.limetec.co.uk

34

EDUCATION BUSINESS MAGAZINE | Volume 19.6

Multiple award-winning HemBuild provides innovative hemp-based, low- and zero-carbon building systems which incorporate timberframe elements. It uses its unique bio-composite insulation system called Hemcrete, a hemp-lime composite, and hemp-quilt insulation that passively delivers class-leading thermal and humidity buffering to maintain the best internal environments whilst using lower space-heating energy than other methods of construction.

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education

ICT STRATEGY  INVOLVE THE COMMUNITY Good strategic plans are developed by consensus and collaboration involving the whole community. Successful strategic planners make informed decisions based on examining best practice elsewhere. However, this can be time consuming and haphazard in terms of the quality of provision under scrutiny.

Engagement with the Naace community of practice gives school leaders access to experienced professionals drawn from schools, as well as those successfully supporting schools who are passionate about the appropriate use of technology. These people have worked together to develop standards that can provide confidence, for example the ICT Mark, which acts as a badge of quality, is still used by thousands of current holders of the award who are actively renewing their accreditation.

This mark is an indication of their commitment to providing an education experience to their learners that is absolutely relevant to the technology influenced world of employment.

“Put in some time to understand the really important ways in which technology impacts on learning,” explains Roger. “For instance, online systems can make pupils work considerably more visible. This drives higher expectations and understanding of what good work looks like, encourages much better feedback on the quality of their work, and it enables peer tutoring –

A successful strategic plan includes a defined set of educational outcomes and a proposed pathway to get there. Most importantly, a successful strategic plan is not a shopping list or a budget, it involves more than simply buying resources all things that we know from research are highly effective at improving learning.”

“Technology also promotes communication and collaboration which can drive learning in numerous ways,” continues Roger.

“It enables access to vastly greater and more diverse resources for learning.

These are really big areas of impact.”

SET OUTCOMES A successful strategic plan includes a defined set of educational outcomes and a proposed pathway to try to get there. Most importantly, a successful strategic plan is not a shopping list or a budget, it involves much more than simply buying resources. The changes in attitudes and ideas which come from planning sessions will be more important than the shiny new technologies themselves. Schools that have already got a solid understanding of this concept include the Naace Third Millennium Learning Schools, regularly illustrating

IT & Computing

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their commitment to developing pedagogy and practice. These schools capture the developments in technology and pedagogy by recording videos of their learning journeys along with professional commentaries for peer review and potentially progress to a submission for a Naace Third Millennium Learning Award.

Naace makes these videos available through its web site and they could form an important element of the research stage of your strategic planning. Of course, it’s impossible to capture everything of this incredibly complex aspect of school organisation in one article. However, if you would like to know more please do seek to connect and interconnect with others who are prioritising the use of technology as a key tool in their school improvement agenda perhaps even consider joining Naace and adding your voice to this developing community of practice. L FURTHER INFORMATION www.naace.co.uk

ICT

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Volume 19.6 | EDUCATION BUSINESS MAGAZINE

35

Advertising Feature

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Its patented Safe Guard (SG) Bumper technology protects your iPad if it’s dropped in the open position, plus offers corner protection, too. Maroo cases are made from high-quality, durable leather, with neat features including stylus holders, scratch-protecting interiors and easy-carry designs. The Moko for iPad Air (pictured) is an education bestseller.

Kanex’s latest innovation is the Multi-Sync keyboard family: ideal solutions for multidevice environments, either Windows/Android or Apple Mac/iOS. Users can wirelessly control up to 3 devices from the same keyboard, toggling between, say, a computer and a tablet at the touch of a button. No need for different keyboards for different devices - saving time and money!

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Feature Bett 2015 Heading

Sponsored by

education

BETT 2015

INSPIRING SPACES FOR LEARNING Bett returns to ExCel London for its 31st year from 21 to 24 January 2015, and is once again offering more than 35,000 visitors the opportunity to see inspirational new ideas and launches, keep up-to-date with the industry, and network with like-minded professionals. The show provides visitors with more than 100 hours of continuing professional development (CPD) accredited seminars, interactive workshops and demonstrations, led by industry experts This year, a number of speakers will be taking to the stage to share their expert advice on how to innovate in the world of education.

In the popular Bett Arena, the sessions will be led by Rt Hon Nicky Morgan, education secretary, and Jimmy Wales, founder of Wikipedia. Nicky Morgan will be kicking off the speaker sessions with a ministerial keynote and welcome, while Jimmy’s session will focus on “The new paradigm of open access to information”. This will be followed by inspirational thoughts and ideas, shared by a breadth of experienced teaching professionals and educators.

LEARN LIVE Across five theatres, the Learn Live series will immerse visitors in teaching techniques, learning strategies and implementing technology, through seminars, workshops and demonstrations. The theatres will be separated

into primary, secondary, special educational St Julian’s School will be discussing blended needs (SEN), higher education learning and offering her top tips on how (HE) as well as a to make Bring Your Own Devices (BYOD) combined primary and manageable. This will take place in the secondary theatre, Primary and Secondary Theatre. h c a E e b each focusing If you’re heading over to the l l i e w wing r t on different ‘Learn Live: SEN’ Theatre, the first a e th lo l r i a key themes. talk of the day on Wednesday 21 e d h t e At 12:30pm January will cover the special them to tailor und s o on Wednesday educational needs and disabilities r r a o visit to Bett evant 21 January, (SEND) Code of Practice and what Gary King, it means to schools. Education visit most rel ant assistant consultant, Natalie Packer will be the import principal at on hand, offering insight to visitors d o t n a ons i Tavistock College and the chance to ask any questions s s e s will discuss how about implementing a SEND policy to them to ensure student provide support for children of all abilities. progression by bringing the ‘real world’ into learning, in THE SCHOOL LEADERS SUMMIT the Secondary Theatre. Later in the day, at At the School Leaders Summit, a range of 16:45, Gail Abbitt, technology specialist at education professionals will be addressing E

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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@vswareuk

Well Educated Banking www.lloydstsb.com/ schoolbanking

Bett 2015

Sponsored by

education

BETT 2015

Ahead of the show this year, Bett has announced the launch of a new project, Futures, a platform to nurture innovative education technology start-ups  common challenges in the sector, offering senior leadership teams of K-12 educational establishments the opportunity to learn, share and discuss the key and current issues facing education. The key themes will include: measurement and assessment; SEN changes in the curriculum; closing the attainment gap; the importance of encouraging STEM subjects and finally the business forum.

Among the speakers at the Summit are David Hoare, chairman at Ofsted, Clive Byrne, president of European School Heads Association and Jane Friswell, CEO at Nasen.

WHO CAN YOU MEET AT THE SHOW? Teachersplus.net will be on stand B551 showcasing its new technology - a professional development social learning platform for teachers – and is offering a one month free subscription to teachers at Bett who would like to trial it in their school.

Supporting ‘Assessing without Levels’ in line with the new 2014 primary curriculum, Target Tracker from Essex Education Services will showcase its suite of fully-updated assessment tools for primary and early years’ settings on stand B338. The software produces easily digestible reports that show

expected and actual grades, which can be easily shared with pupils and parents to improve the assessment process.

Another exhibitor helping to drive school performance standards is Focus Change, on stand F509 at Bett. Its Pupil Aspire management tool comes with a range of comprehensive reports from individual pupil progress to whole school provision maps, both serving to demonstrate academic progress and justify spending against these results.

On stand F403, TOPdesk is inviting visitors to hear all about its recently updated service management solution that seamlessly integrates Facilities, IT and HR departments.

The company has collaborated with the Universities of Edinburgh, Abertay Dundee and St Andrews to create this service, which is tailored to help Higher Education institutions manage their services more efficiently.

If you’re looking for solutions to help improve student retention, visit CIS Attendance Management on stand F570 and hear all about its cloud-based attendance management applications.

Its solutions include the newly launched iBeacon proximity technology, which is linked to a student mobile application and

provides real opportunities for institutions to significantly improve the student experience.

With 17 years’ experience in the education sector, Optimus Education helps schools stay compliant and develop excellent leadership skills. Its new online service, which will be showcased on stand B552, has been developed to bring together all the training and CPD needs of school managers, leaders, finance and business managers, encouraging greater engagement and ownership.

For all of your career support needs, Education Support Professionals (ESP) is returning to Bett for the third year running and is looking to meet technology staff working in the education sector, as well as its associated suppliers, to discuss their career needs. ESP specialises in the supply of staff with education ICT, MIS/Data, Technologist Consultants and related discipline experience. You can find ESP on stand A190. eyeTeach, the exciting new audio and visual teaching aid, will be returning to Bett this year, following its launch in 2014. eyeTeach deploys sophisticated education technology in the shape of Megapixel cameras and high-definition audio recording, which allow teachers to see themselves in the classroom environment and review both their own performance and that of their students. Visit eyeTeach on stand A230 ready to talk you through how the technology works and answer any questions you might have.

For all SEND requirements, Bett’s SEND Information Point will be hosted once E

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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BETT 2015

The Bett Awards are a celebration of the inspiring creativity and innovation that can be found throughout technology for education. The awards form an integral part of Bett each year  again by nasen, providing visitors with valuable insight into policy changes and the statutory requirements of the new SEND Code of Practice.

SEND GATEWAY Visitors to the nasen stand can also find out about the SEND Gateway, an online portal offering education professionals free, easy access to high quality information, resources and training for meeting the needs of children with SEND. The Gateway was developed to provide an opportunity for the education workforce to develop new skills and understanding, and access resources and training materials from the UK’s leading voluntary community sector (VCS) organisations supporting children and young people with SEND. Ahead of the show this year, Bett has announced the launch of a new project, Futures, a platform to nurture innovative education technology start-ups.

Headline seminar Speakers at BETT 2015 Maggie Philbin, Radio/TV Presenter and Founder of TeenTech

The project is being run in association with leading education think-tank, the Education Foundation, and involves a panel of educators selecting the 30 new businesses with solutions that will have the most impact on education.

The selected businesses will then be offered a choice of two bespoke packages based on their market status, involvement in a range of Bett fringe events, specialist business support and extensive marketing resources.

The two available packages are: The ‘Seed’ level package, which is aimed at emerging start-ups and the ‘Grow’ package, which is designed for businesses that are already gaining exposure and developing their networks.

Miles Berry, Leader of Computer Education, University of Roehampton Rachel Swidenbank, Head of UK Operations, Code Academy Sam Chaudhary, Founder, Class Dojo Sherry Coutu, Co-chair, Silicon Valley Caroline Craido-Perez, Freelance Journalist, Broadcaster and Feminist Campaigner Jimmy Wilder, founder, Wikipedia Mike McGee, Co-Founder and Creative Director, Framestore Jack Andraka, American inventor, scientist and cancer researcher

BETT AWARDS Considered by many as the most esteemed accolade in the industry, the Bett Awards provide a showcase of resources and companies that seek to provide educators E

Katharine Bailey Director of Applied Research, CEM : Durham University

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See us at 21-24 January 2015, Excel, London

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Bett 2015

Sponsored by

education

BETT 2015  with the information, ideas and inspiration that are fundamental to the learning process. This year there will be a brand new category for the Bett Awards which will be awarded to the most innovative individual, team or company in the past year.

The ICT Innovator of the Year category will differ from others in that submissions will be made via a 2 minute YouTube video from which the judges will then select the finalists. The best 10 entries will be made viewable on this from November 2014 and the winner announced and the video played at the Awards ceremony on 21st January at the Brewery.

The Technology in Higher Education Summit takes place at Bett created a space for higher education professionals involved in IT provision to share ideas, future-gaze and streamline technology decision-making. In free-to-attend seminars, experts within higher education and their counterparts in the corporate world provided insight into technology delivery on a budget and managing user expectations.

Student expectation has never played a more important part in university decisionmaking. The introduction of £9,000 fees has placed an increasing burden on universities to respond to the demands of their students and provide a much more business-like service. Whether it’s enabling users to bring their own devices to campus, providing 24/7 support or personalising learning, the pressure on universities to deliver is immense when it comes to technology. L

t The firs the s in session atre will SEN The e special cover th nal needs o educati isabilities and d Code of (SEND) ctice Pra

INSPIRING CREATIVITY The Bett Awards are a celebration of the inspiring creativity and innovation that can be found throughout technology for education. The awards form an integral part of Bett each year, with the winners are seen to have excelled in ICT provision and support for nurseries, schools, colleges and special schools alike with a clear focus on what works in the classroom. Each year, the awards endeavour to recognise, reward and promote this excellence.

FURTHER INFORMATION For further seminar information and to reserve your tickets, visit www.bettshow.com

BETT opening times Bett will take place at ExCeL London, the international exhibition and convention centre. Situated in a stunning waterfront location, ExCeL London is located in the heart of London’s Royal Docks.

Halls N1 – N18 ExCel London Royal Victoria Dock 1 Western Gateway London E16 1XL BETT opening times Wednesday 21st Jan: 10:00-18:00 Thursday 22nd Jan: 10:00-18:00 Friday 23rd Jan: 10:00-18:00 Saturday 24th Jan: 10:00-16:00

A leading internet service provider for schools

ParentPay to unveil school shops and new parent app

Exa Education is the UK’s leading independent Internet Service Provider (ISP) to schools.

Having supplied award-winning solutions to the education sector for over ten years, the company understands the importance of having a provider and service that you can rely on.

With the advent of the internet as an educational tool, its usage has become an increasingly integral part of a school’s functioning. From web-based learning resources to individual student research, the internet provision facilitating your school’s educational resources must be the best that it can be.

That is why Exa Education provides each school with a solution created specifically to meet their needs. With an understanding that a generic bundle does not accommodate the requirements which differ from school to school, each and every customer receives their own personal account manager who will be available

With over one million parents already using ParentPay, thousands of schools will have a great opportunity to launch online shops selling a range of merchandise to parents.

The online shop facilities will enable schools to sell a range of goods and services to parents, including uniforms, sports clothing, equipment, stationery and much more.

Clint Wilson, ParentPay chief executive, expressed his excitement at the new developments: “Our new improved one-stop school shops will enable parents using ParentPay to not only pay for school meals, trips and other items but also purchase a new school blazer, a scientific calculator or a book. It will be far easier for parents to use their school’s online shop than trying

from quotation to completion to ensure that your internet service works for you.

As Exa Education connections are uncongested and dedicated to the individual school, all speeds are assured, enabling the internet to run consistently and reliably throughout the day. So, with your internet services working as they should, your school is free to be the best that it can be.

FURTHER INFORMATION www.exa.net.uk/education

to find crucial back to school items in busy high streets – only to find they are out of stock.”

Clint added: “Added to this we are giving parents a new mobile phone application, making it easy for parents to pay their school while they are on the move.”

The new school shop facilities and the new parent app are just one of several new exciting online products being launched by ParentPay at BETT 2015 on stand B378.

FURTHER INFORMATION Tel: 07826 916 238 www.parentpay.com

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Fujitsu recommends Windows.

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Fujitsu understand that computer and keyboard skills are still vital to learning, regardless of the growth of touch screen technology. Our LIFEBOOK range offers the perfect ultra-portable educational solution, providing a traditional interface with the ability to share IT resources between classes or year groups.

For durability in active classrooms, the LIFEBOOK E500 series is ideal. Our E544 and E554 models are ultra-reliable and come with different size screens so they take up less room when space is at a premium. Built for everyday use and simple to operate, these notebooks also offer easy connectivity to support online learning.

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ADVERTISEMENT FEATURE

THE CASHLESS WHITE PAPER AND CHECKLIST

Advertisement Feature

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

There is an income collection revolution underway. An increasing number of UK schools are taking significant steps towards becoming ‘fully cashless’, removing the need for parents to send cash or cheques to school to pay for school dinners, clubs, trips, fees and other services Clint Wilson, Chief Executive of ParentPay, the market leader in school online cashless income collection has advice for school staff considering going cashless with online payments.

THE BUSINESS CASE With billions of pounds now being spent online, the benefits of going cashless may seem obvious but you may still need a business case, reasons or other arguments to convince a school leadership team.

A business case will be strong if you plan to maximise the number of items you collect income for online.

Have you considered the full range of items you could take online payments for? e.g. School meals, clubs/childcare, trips, fees, room rental, extra-curricular activity.

Find out how much administration time is currently spent on cash collection, then do a simple time/effort, cost and benefit analysis for going cashless.

Talk to local schools who have gone cashless to determine potential time savings.

What benefits have been gained? Has going cashless increased uptake and by how much? Has it helped reduce parental debt?

PICK THE RIGHT SOLUTION To be successful, school management teams should first ask some key questions around the type of features needed to meet the schools individual needs; including questions around security, interoperability and reporting.

Some of these key topics are covered in this article but a more detailed checklist is available on the company’s website. The white paper and checklist will help any school form a ‘statement of requirements’ which can then be used to review potential solutions.

Recognised and experienced suppliers should not only be able to provide you with a suitable solution but also advice and support to ensure the online payment facility is readily adopted by parents, students and staff.

Remember to keep your goals realistic and achievable. Talk to other local cashless schools and ask for recommendations.

BE FULLY INCLUSIVE It is important not to disadvantage parents or guardians who do not have the ability to pay by debit/credit card online.

Can the cashless online payments

solution you select collect, manage debit/credit card payments and cash made at local PayPoint stores?

Will this information be available online without the need for manual intervention?

PEACE OF MIND School reputations can be ruined by untested, unsupported, insecure systems.

If a system which allows parents to pay online for their children’s school dinners goes wrong, it becomes a highly emotive issue, so schools need to be sure they have a robust system in place.

School leadership teams need to ask themselves do they want to take direct responsibility for the collection of debit/ credit card payments or will you use a secure payment collection service provider.

If using a payment collection Service: Will you need to pay transactions costs for ‘every’ single item that is purchased by parents on your system or can these costs be shared / reduced in any way?

If you are NOT using a collection service: Have you factored in costs associated with setting up your own merchant account and any related PCI compliance training required for any staff involved in collecting payments from parents?

THE NUTS AND BOLTS It is important to be transparent; ensure your solution provides real-time balance reporting and offers electronic payment /

balance alerts and receipts to parents.

What audit trails, banking reports and other features do you need from a school reconciliation perspective? Make sure you include these requirements as part of your solutions selection criteria.

Does the solution need to integrate with existing or new systems? Can it replace existing solutions giving you efficiencies? For instance most online payments solutions also provide school to home communications facilities.

Does the solution share data easily with your MIS or maybe an existing cashless till system?

What data do these systems need to be able to share and at what frequency?

TOTAL COST OF OWNERSHIP & SUPPORT School staff should look at the overall lifetime costs of the system: not just the initial set-up and annual license but what are the maintenance and support costs?

Are there additional or increased fees after the first year of your contract – does your annual license cost increase?

Have the supplier/s you are considering got a dedicated team and supporting plan to help you implement your online cashless solution within the timescales required? Download the full cashless school white paper by going to our website.  FURTHER INFORMATION www.parentpay.com/ whitepaper

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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ROBOTICS

TEACHING CHILDREN ABOUT ROBOTIC TECHNOLOGY

Advertisement Feature

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

Emotion Robotics brings together the largest pool of NAO Robot experience in the UK and allows educators to get a jump start into integrating social robotics into their fields A little over a year ago it was rare to see articles about robotics in the main stream press, let alone on Saturday evening television – yet today we see reports about robots in the press and on the television quite regularly.

We have seen robots on shows such as The Graham Norton Show and Good Morning Britain, articles in specialist publications such as The PharmaTimes and national newspapers like The Telegraph and The Guardian. So, what are we doing to ensure our children are prepared for this new automated world?

AUTOMATED WORLD The economic and workplace environment is changing. In the Chancellor of the Exchequer’s address to the Royal Society (9 November 2012), George Osborne identified eight key technologies that are essential to the British economy. Technology seven was Robotics and Autonomous systems.

Robotics is a multidiscipline field, covering areas from mechanical

engineering, electronics and sensing technology on through to computer programming, but it extends far beyond this.

We are already starting to see the first iterations of robots that may be part of our home lives. In Japan, SoftBank Group has announced a robot, developed in conjunction with the French robotics company Aldebaran, called Pepper. Initially, when Pepper is released, it will be into retail outlets, and Nestle have already confirmed they are ordering 1,000 units to man their coffee shops in Japan.

These are robots that will interact autonomously with members of the general public. The Pepper robots will be released in Japan in February 2015, with plans to release in the USA and the rest of the world by 2016.

Currently, in the UK and Europe, we can find robots away from the factory floor, in schools and universities but also in areas such as care homes for the elderly and hospitals.

The Paro robotic seal is being used to help NHS dementia patients manage distress, as an alternative to, and complimenting, traditional medication approaches.

SOCIAL ROBOTICS This transition of robots away from the factory floor and into our daily lives is known as ‘social robotics’ and is one of the fastest growing areas in technology. It is an area that extends the skills required from pure STEM subjects to psychology, man machine interfaces (how we interact and react to these seemingly ‘alive’ devices) and the creative subjects to help define our experience with these robots. Aldebaran, who worked with SoftBank Group to create Pepper, has been working in this area since 2005 and have a 58cm high, humanoid robot called Nao (pronounced ‘now’). Nao can sing and dance, recognise faces and objects and engage in conversation. He has been used in schools and universities to teach and study robotics but has also become a tool to help teachers

with special educational needs children.

Nao can be used to teach STEM subjects and computer programming, but can also be used with younger children to teach play, turn taking and basic mathematics and a wide range of cognitive skills. He does a pretty good ‘Wheels on the Bus’ too. Aldebaran has worked with leading researchers around the world and can also provide a fully packed solution for SEN and children with autism, combining over 50 activities with software to allow teaching staff to monitor a child’s progress. The Assist Kids with Robots (ASK NAO) solution is available today and already in use in a number of schools in the UK.

THE FUTURE Over the next few years we will see the robotics economy, and particularly social robots, develop very quickly. Major companies are seeing the future in robotics and are investing heavily. In the last two months of 2013 Google acquired 12 companies, and eight of these companies had the word ‘robotics’ in their title or description. The British government launched, in the summer of 2014, a robotics strategy plan and invested an additional £4.5 million pounds into the Bristol Robotics Laboratory (University of the West of England) to ensure that Britain is at the forefront of the robotics revolution.

The infrastructure is being built and the robotics technology area has been identified as key to the future. What is needed now are the skilled professionals to push this work forward, and the acceptance of robots into our daily lives to ease them into our workplaces and homes. Some people are worried that ‘robots will take our jobs’. What is often overlooked in this argument is that for every robot there will need to be designers, mechanical and electronics engineers, computer programmers, service engineers, the list goes on and on.

Robotics offers, as many technologies do, an opportunity for us to reshape our workforce to a higher skilled level. To achieve this robotics must be introduced to students at the earliest possible time, to create engaging and challenging activities for them to pursue and to ensure that they are ready for the robotic future. L FURTHER INFORMATION To find out more call 01276-37708 or visit www.emotion-robotics.com

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

AUDIO FOR EDUCATION

SELECTING THE RIGHT AUDIO SYSTEM FOR EDUCATION

Tom Parker of Education Audio Specialists PC Werth gives some essential advice for choosing the right Education Audio System Education audio has come a long way since teachers first pressed ‘play’ on tape players dumped on desks closest to a plug socket.

Both the number of media formats and sound sources have multiplied since. TVs, DVDs, Videos, cassettes, CD, MP3, PC, WiFi are in the mix, plus musical instruments and voices - especially teachers’ voices, which are often overlooked as an important sound source.

CHOOSING THE RIGHT SOUND SYSTEM Consider the space: Look at its size, including the height. Think where sound comes from and where it has to get to. This will inform the power and configuration of your system. For instance, halls with stages suit powerful systems with wall-mounted speakers better than portable units.

Know your needs: understanding desired outcomes defines the features you are looking for. Are you looking to produce better plays or concerts? Perhaps it’s about voice amplification for teachers who struggle to be heard – vocal strain is a common teaching ailment. Whereas smaller schools often value flexibility to play music, support assemblies and community events. Alternatively, you may have a formal specification to support SEN learners.

Review portability: think about portability requirements and any outdoor events – battery-power is invaluable at sports days and fetes.

Maximise integration: list sound sources you already have. Some classroom audio systems will control them all, which means everyone hears all devices without fuss, considerably enriching lessons. You will also integrate the most important sound of all: teachers’ voices account for 70 per cen of learning material by some estimates, and so have to be heard!

Listen to the room: clap your hands – any echoes mean you should address the acoustics. Not as daunting as it sounds, modest improvements can be had for free and will ensure you get the most from your audio system.

Identify who’s responsible: your audio system needs a responsible owner. The biggest determinant of successful installations over the longer term is establishing the lead for training and (in the case of voice enhancing soundfield systems), enforcing policies to consistently use voice amplification.

Select your partner: choose a partner who can advise, supply and support you

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EDUCATION BUSINESS MAGAZINE | Volume 19.6

PC Werth works to improve sound and communication within various educational environments. The company believes that by offering practical and effective solutions to common problems, it can promote greater inclusion and achievement within everyday teaching and learning. throughout your project and in service.

Remember that whatever your need, the commitment to support should be the same.

THE ACOUSTIC ENVIRONMENT Speech forms the majority of what is experienced in the classroom. A poor acoustic environment has negative effects on both pupils and staff. But improve this one aspect of teaching and you will reap enormous benefits in a very short time.

PC Werth classroom systems are the perfect way to improve speech intelligibility and coverage in the majority of classrooms.

Features include power management and a unique anti-feedback technology, to improve usability and performance. They are all fully compatible with classroom multimedia.

PC Werth works to improve sound and communication within various educational environments. The company believes that by offering practical and effective solutions to common problems, it can promote greater inclusion and achievement within everyday teaching and learning. Drawing from its range of technology, the company aims to improve educational learning environments, offering bespoke amplification solutions for mainstream and SEN education.

PC Werth products range from fixed & portable amplification systems, personal

FM systems, bespoke PA Hall systems and acoustic treatments. A choice of infra‑red and radio technologies are available as both fixed and portable solutions.

RAISING ATTAINMENT PC Werth is dedicated to raising attainment and improving learning environments for all students. For this reason it has for the first time as taken a stand in BETT’S SEN Zone, in addition to stand in the main hall. Stand SN40 focuses on personal communication, sound monitoring and acoustic treatments that are particularly effective for individual students with SEN, concentration problems or hearing impairment. The other stand (E330) emphasis the benefits of effective sound and AV systems for the whole classroom, including interactive boards. With up to five (or more) sources of sound in the classes today – not forgetting the teacher’s voice – a solution that is simple to use and that helps teachers be heard makes all the difference. And when the same system also support BYOD, blended and distance learning initiatives, in addition to SEN provision, the benefits are clear. L FURTHER INFORMATION Find out more at www.soundforschools.co.uk

SCHOOL INTERNET

BRINGING SCHOOL INTERNET SERVICE UP TO SPEED

Advertisement Feature

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

According to a report conducted by the British Education Suppliers Association, half of the pupils in UK state schools have slow broadband or unreliable Wi-Fi. Mark Cowgill of Exa Education looks at how to ensure your school gets the most out of the connectivity service it can receive According to a report conducted by the British Education Suppliers Association (BESA), half of the pupils in UK state schools have slow broadband or unreliable Wi-Fi. Mark Cowgill, co-founder of Exa Education – the UK’s leading independent Internet Service Provider to schools – looks at the importance of rectifying this, and how to ensure your school gets the most out of the connectivity service it can receive.

The use of the internet within schools has developed at an incredible rate in the twelve years we have been providing it, introducing a world of resources and educational material to teachers and pupils alike. However, in order to access this world, a school must have a connectivity service it can depend upon – one that is capable of sustaining the usage that comes with the new devices and applications that technology has made possible.

It is for this reason that the internet provision to a school is incredibly important, and that it is so concerning that nearly half of primary schools and a third of secondary schools recorded receiving inadequate connectivity during the report.

UNCONNECTED AREAS Unfortunately, the means of rectifying the issue of disparate broadband availability completely is beyond the control of individual ISPs due to the extensive financial costs involved in building the infrastructure necessary to do this. However, there are ways and means for a school to optimise the internet provision it is able to receive.

MAKING THE MOST OF YOUR BANDWIDTH For example, if the broadband service available to your school allows for the majority of your internet needs to be met, it may simply be a case of effectively managing its usage to enable the connection to be maximised to its full potential.

There are a couple of things we can do to help you with this. In the first instance, it is largely a case of determining your priorities. Once we are aware of your requirements, we can put systems in place to ensure that these are met.

So, if your school frequently uses video streaming in lessons, we can implement Quality of Service (QoS) to ensure that this type of traffic receives priority over others on your network. We can also partition bandwidth

for other uses – perhaps web browsing – to allow these to be performed as well.

DOUBLE THE SPEED Or, if the internet speed available is minimal, a load balancing solution can be extremely effective as it provides a significant capacity increase. In this case, we will install two ADSL connections into the school but dedicate each to specific functions i.e. one will be used solely for email and web searches,

with an insufficient connection. There are many different kinds of technology available that can provide the capacity needed to bring your school’s internet service up to speed.

At Exa Education, we consider all the potential options open to your school. We do not provide generic packages for our customers to fit into – instead, we assess the devices that will connect to the internet, the applications that will run on it, the resources supported by it etc. to ensure that the solution we recommend

“It is of great concern that pupils are being denied access to innovative and effective digital learning because of poor internet connectivity in more than half of the UK’s schools.”

Caroline Wright, BESA whilst the other could be committed to hosting applications such as Skype.

Alternatively, two ADSL lines can be used to create a bonded connection that works in the same way as an isolated service but with approximately double the upload and download capacities.

These are just a few of the solutions that can be implemented to give you a broadband connection that works the way you want it to.

PERSONALISE YOUR CONNECTIVITY However, in some cases, it may be that standard internet connectivity is simply not a viable or available option for your school – but this doesn’t mean that you have to struggle

is capable of meeting these needs. It may be that a fibre-based leased line is a perfect option for your school, especially if you are a secondary – or large primary. Or, if you are located in an extremely rural area, a radio service could be ideal due to the lack of physical network infrastructure required to provide it.

Whatever the situation, if your school is struggling with an unsatisfactory or overpriced internet connection, contact Exa Education today to see how we can help. L FURTHER INFORMATION Visit us at Bett Show 2015 on Stand 228. education@exa.net.uk www.exa.net

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Bett 2015

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Five reasons to switch your See Fujitsu’s tablet devices broadband to RM Education in action at BETT 2015 Are you looking for a more cost effective broadband connection?

Do you need more bandwidth to meet your changing requirements? Are you just fed up with having to put up with an unreliable connection?

There are plenty of good reasons to be thinking about switching your broadband, so here are five great reasons for you to switch to RM Education.

Speed and performance – the fastest most reliable broadband in your area, RM’s service availability is 99.9 per cent so you can have confidence in your connection.

RM’s broadband services offers value for money with absolutely everything that you require for a service suitable for education.

There are no hidden costs.

Accredited and customisable filtering with network monitoring and automated alerts, the company provides unrivalled e-safety solutions, training and consultancy that offer security.

RM’s UK-based team is dedicated to supporting your

52

internet service. The company’s engineers have a wide range of technical certifications and accreditations to ensure that you receive an exceptional internet provision.

The company ensures a smooth and hassle-free transition to RM Broadband. Its experienced engineers and project teams are on hand to support you every step of the way and the move to your new service will be as quick and simple as possible.

FURTHER INFORMATION Call RM Education today 08000 469 802 or visit stand C250 at BETT 2015 www.rm.com/broadband

Heading to BETT 2015? Fujitsu will be there too. Go and visit the company and its partners, the Tablet Academy and Learning Foundation, on stand C240. See Fujitsu’s devices in action and don’t miss out on the chance to win a device of your own with its competition.

Discover a world of possibilities and hear from Fujitsu’s Ambassador organisations who are already empowering their teachers and students in collaboration with Fujitsu.

You can book onto short sessions with the Tablet Academy on the use of mobile technology in the classroom – these elite experts will tell you all you need to know.

Get free advice and support from the e-Learning Foundation on achieving personal access for all, at school and at home. You can register for 1-2-1 clinics on financing

your technology solution.

From primary schools through to multi-site universities, Fujitsu has the mobile technology to balance new expectations with restricted budgets and help you invest wisely for the future. Fujitsu’s innovative technology enhances teaching and enables students to unleash their potential.

FURTHER INFORMATION Places are limited so book your place with the tablet academy or e-learning foundation now via by visiting: http://www. eventbrite.co.uk/o/fujitsu-elearning-foundation-and-thetablet-academy-7654574555

Video conferencing services for education

Showcasing the latest in interactive technology

AVer is a global leader in video conferencing and presentation solutions for education, consistently delivering the benefits of modern technology to the classroom. Its commercial success has led to a range of schools adopting AVer’s education solutions to facilitate a varied teaching environment and bring the benefits of this technology to children.

TabCam is a lightweight and portable wireless camera that combines the best in live video mobility with an intuitive app to create rich, meaningful and engaging curriculum for a tablet device. It allows teachers tofully customize and record video with digital ink, narration and photos, write notes or highlight key elements on screen during live video. Lessons can be saved or shared via social media platforms

Be inspired at BETT 2015 by visiting Interactive Education on stand B154 for your personal ICT product demonstration and participate in a draw, with a chance of winning a free G-Touch LED screen every day.

With over 15 years industry experience, Interactive Education continues to hold its place as leading providers of the latest interactive technology for teaching, presenting, employee and student engagement and collaboration for the education sector.

In its 14th year of exhibiting at BETT, Interactive Education will be showcasing its current educational based portfolio just for you.

Visit Interactive Education’s team of experts to discover how interactive technology could enhance your classroom

such as YouTube and Facebook, and live broadcasts can be recorded and displayed wirelessly across a VLE or any compatible device on the network. Alongside the TabSync cart, for secure storage, charge and sync of up to 32 tablets, Chromebooks or netbooks, it’s a complete solution for the modern classroom.

FURTHER INFORMATION Learn the benefits of VC in school and school case tudies please visit www.classhd.co.uk. More product information and 14 days Free trial on www.aver.com/uk or call 01908 371772.

EDUCATION BUSINESS MAGAZINE | Volume 19.6

environment. The company will be showcasing its range of interactive touchscreens, visualisers/document cameras, wireless response systems, video walls, digital signage, interactive curriculum based and teaching based software and much more.

Created by teachers for teachers, Interactive Education uniquely provides teacher led and student understanding led solutions to optimise classroom engagement.

Make teaching and learning in 2015 as exciting and engaging as possible – the Interactive Education team looks forward to seeing you at BETT 2015.

FURTHER INFORMATION Tel: 01902 422 300 www.interactiveeducation.co.uk

NAO Robot solutions provide a highly interactive learning experience Do you want an engaging and interactive classroom experience for children of all ages?

Emotion Robotics’ NAO robot solutions can provide just that.

Whether you are teaching basic skills to infant school children or programming and engineering to secondary school and university students, Emotion Robotics can help teachers and education professionals to create the perfect robotic teaching solution for all learning environments.

STEM subjects (science, technology, engineering, and maths) are brought to life with this visceral, highly interactive learning experience.

NAO is especially successful when used to engage children with special learning challenges, such as autism.

Although ready to use, NAO is

also fully programmable.

Emotion Robotics is the UK’s leading provider of bespoke solutions for specialist needs. The company’s experience in both special needs and standard educational environments has been reinforced by its involvement in the development of the Aldebaran Assist Kids with Robots system (ASK NAO).

NAO, from Aldebaran, represents the leading hardware and software platform for investigating and learning about social robotics. Available with prebuilt applications, an ‘App Store’ and programming tools from simple ‘drag and drop’ through to Java, Python and C++ SDKs. FURTHER INFORMATION Tel: 01276-37708 www.emotion-robotics.com

PC Werth creates double the impact at BETT 2015

PC Werth, a market leader in sound for schools, is one of a select few companies exhibiting with two stands at BETT 2015, doubling its impact.

PC Werth is dedicated to raising attainment and improving learning environments for all students. For this reason it has – for the first time – taken a stand in BETT’s SEN Zone, in addition to a stand in the main hall.

Stand SN40 focuses on BETT 2015 personal communications, sound monitoring and acoustic treatments that are particularly effective for individual students with SEN, concentration problems or hearing impairments.

On the other hand, Stand E330 emphasises the benefits

of effective sound and AV systems for the whole class.

It shows how to address the challenges of linking and integrating all sound sources in a modern classroom, including interactive boards.

With up to five or more sources of sound in classes today – not forgetting the teacher’s voice -– a solution that is simple to use and that also helps teachers be heard makes all the difference. And when the same system also supports BYOD, blended and distance learning initiatives, in addition to SEN provision, the benefits are clear.

FURTHER INFORMATION www.soundforschools.co.uk

A new MIS looks to overhaul school data

Low cost computing for schools and colleges

One critical area that has received plenty of criticism but has not been subject to anywhere near the same rate of change or disruption as the classroom environment is the school management information system (MIS). The outdated or cumbersome systems currently in use leave a lot to be desired.

VS School MIS is already changing that. Its approach to usability and modern software design is in refreshing contrast to what has been traditionally available to schools before now.

The company is passionate about making the often onerous task of running and operating a school management system as easy and efficient as possible by making the system engaging, easy to use and very affordable.

Gwyn ap Harri, trustee and

CloudPC365 is a low cost, stylish and compact mini PC (130mm x 130mm) running the latest Intel® Celeron® Processor J1900, incorporating the latest Intel® HD Graphics.

Featuring full desktop PC functionality, the CloudPC365 can be Vesa mounted to your HDMI monitor/TV. Reducing energy bills, CloudPC365 operates on five watts of power, as opposed to an average 70 watts for a conventional PC (standard usage model), has no moving parts and hence runs silently.

It’s competitively priced with options to buy in kit form (bare bone) or pre-built with your preferred operating system, memory up to 8GB DDR3 and

chair of Governors at XP. School said: “We reviewed and met all the MIS providers at BETT. They were all overly complex and poor value. It left us considering developing our own until I had the opportunity to see VS. Its simple, fast and elegant interface was in a different league.”

FURTHER INFORMATION You can find out more at www.vsware.co.uk or visit stand E320 at Bett Show 2015

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mSATA size to suit your needs.

Education establishments are under constant budgetary pressures. CloudPC365 support Microsoft OVS/EVS (Open Value Subscription Agreement for Education Solutions). Prices start from as low as £89.00 plus VAT. The company offers full solution services from infrastructure installation to classroom management software.

CloudPC365 is giving away a CloudPC365 every day of BETT 2015. Visit us on stand F537 to enter.

FURTHER INFORMATION Tel: +44 203 384 5015 info@cloudpc365.com www.cloudpc365.com

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Andy Mitchell of the Design and Technology Association discusses how schools are managing with the new D&T curriculum requirements within a rapidly-changing educational landscape Design and Technology (D&T) was introduced in first National Curriculum in 1989, replacing the subjects craft design and technology (CDT) and home economics. These were firmly rooted in a long history dating back to the late 19th century, of pupils developing practical skills and in the best cases, applying these to making high quality products. Many examples of this output still survive today, a testimony to both the skill of the makers and the teachers of the time that enabled the creation of artefacts that decades later, are still in use and are valued. Through CDT in the 1970s-80s the teaching of designing in schools was in its infancy. It has not been until relatively recently that many teachers have confidently applied strategies, methods and approaches that develop and capitalise on young people’s creativity.

More recently, in 2012, Michael Gove’s Expert Panel, established to advise him on what a National Curriculum should contain, removed D&T and relegated it to the ‘basic curriculum’ i.e. outside of the National Curriculum for all. The Design and Technology Association drew on the support of industrialists including Sir James Dyson and

British designers such as Paul Smith to lend weight to their ultimately successful campaign to retain D&T as compulsory for all pupils.

EARLY CURRICULA The first draft National Curriculum design and technology programmes of study were published in February 2013 concentrating on DIY skills.

They were quite rightly castigated as completely out of synch with the needs of a 21st century technological world and the relatively new Minister for Education Elizabeth Truss who presided over their writing, was left with egg on her face.

Once again, The Design and Technology Association was able to influence Government’s policy makers adopt a far more appropriate, forward looking and relevant alternative.

The earlier draft was seriously bad, but it was correct in asserting that D&T is about

Written by Andy Mitchell, assistant chief executive, the Design & Technology Association

INSPIRING PUPILS TO DESIGN AND MAKE

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practical activity, using skills knowledge, materials and processes to make things. I frequently use the very same skills it develops to service or mend things too, which is an age when sustainability is paramount seems wholly appropriate. But developing making skills is only one aspect of the subject.

The authors of the replacement placed significant importance on making skills and complimentary knowledge, but they also better articulated the whole purpose for studying the subject, what it contributes to a broad and balanced curriculum for all and how it prepares young people for participating in an increasingly technological world. Supported by resourcing and all‑important CPD for teachers, it provides the framework for schools to develop world leading provision.

Indeed over the past year the Association has responded to invitations to visit and received delegations from China, Japan and South Korea, all of which are keen to find out how to replicate what they see us doing well. China is investing heavily in design education to complement E

It is only ly relativet many tha recently ers have teach y applied ntl confide that develop s methodng people’s you tivity crea

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CURRICULUM  their manufacturing capability. By nurturing creative, innovative young people, they seek to ensure that in the future both the words ‘Manufactured in China’ and ‘Designed in China’ are embossed on the back of the world’s most popular mobile phones.

THE PRESENT PICTURE So one term in and schools implementing the new curriculum, how are things going? Well generally speaking, the new requirements have been very well received and are being used in many schools as a useful catalyst to modernise curriculum provision and pupil experience. The inclusion of new words such as ‘user centred design’, ‘iterative design processes’ and technical knowledge including ‘electrical and electronic systems’ and ‘the use of ‘electronics to embed intelligence in products’ is proving helpful. Having reviewed their current practice, many schools are now identifying specific aspects that are currently not being addressed sufficiently well. In most cases this does not require the purchase of additional equipment but this depends very much on how an individual school’s history of ongoing investment.

But it would be entirely wrong to consider the degree of success without also mentioning the educational landscape within which they are being implemented. There are a number of major issues impacting heavily on

schools – so much so that in some schools, the subject’s continued existence is at stake.

CHALLENGES Firstly is the supply of the most essential resource of all which is the teachers to teach the subject. Last year, the subject recruited only 48 per cent of the number of teachers DfE calculated it would need to fill vacancies in school. This year that dropped to 44 per cent with only 450 recruits now in training, worse than for any other subject. Whilst D&T has always presented recruitment challenges, never before has the situation been so dire.

Effectively we have lost an entire cohort over two years which cannot help but impact negatively on schools. Indeed some schools are making cuts and in the worst cases removing it from the curriculum altogether.

Secondly, the Government’s preferred School Direct model where prospective teachers apply directly to schools to train them rather than established HEI postgraduate routes is not working. Schools and busy teachers consumed by the challenges of teaching their pupils have not responded well to the additional role of recruiting and becoming expert teacher educators.

Thirdly and in part responsible for the shortfall, the status of the subject and its perceived

value in the curriculum has been reduced.

The effect of the Ebac in schools – the use of a metric calculated by awarding points to examination points at GCSE level in five key ‘academic’ subjects in order to provide data to inform the creation of school league tables, has massively reduced the overall GCSE entry. Once the most popular subject after the core, in 2014 there were just 214,000 entries compared with some 350,000 in 2004.

Fourthly, the lack of recognition, and mention of D&T at a high level. Although Elizabeth Truss stated she was justly ‘proud’ of the subject in the National Curriculum and in a speech to the CBI in September 2013 mentioned D&T when talking about “rebalancing the curriculum towards high‑value subjects – in maths, the sciences and D&T”, no other significant senior politicians do so.

It is not on their agenda partly because it not in their own personal experience.

Finally, in response to international comparisons being made on performance of schools and in particular an under performance in mathematics, many are cutting D&T curricular time and associated resourcing to concentrate on those areas against which they are publicly judged.

None of this bodes well for the subject but despite all this there E

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CURRICULUM  are many positives. In addition to the new curriculum, GCSE and GCE D&T, qualifications are being reviewed for first teaching in 2016 and 2017. This provides at least the opportunity for the awarding organisations to develop more up to date specifications that better reflect the needs of young people and the country. Also, where D&T has enjoyed strong leadership, has benefited from investment and is valued in the school, it is very good. The subject is particularly strong in independent schools that typically have not felt the brunt of the cuts and are attracting some of the most talented teachers.

WHAT IS NEEDED? We should not ignore the considerable resource requirements – not least consumable resources that need to be made available if the curriculum is to be covered as intended.

In times of contracting budgets, curriculum time and increased group sizes, this presents many challenges but we can not afford to lose what is at the heart of D&T, namely designing and making things. Slowly schools are addressing resourcing needs and acquiring the necessary digital technologies so powerful in liberating young people’s creativity.

Companies such as Autodesk, making products such as their excellent industry standard 3D CAD package Inventor available free to schools and individual

pupils is very helpful. Essential equipment to complement traditional machinery such as laser cutters, CNC routers and milling machines are becoming more common but there remains much to be done to provide teachers with the competence and confidence to use this to maximum effect.

Perhaps the area that needs the most support is that of electronics and control technology. It is now a requirement for all pupils to be taught to use programmable

the essential range of equipment for crafting metal

components in products they design and make.

The technology to enable this is now readily available to schools and at an affordable cost.

New devices and systems for programming together with ease of interfacing with a range of transducers and actuators makes it possible for young people to realise ideas that in the past would have remained in concept only.

But there remains much to do if schools are to embrace this technology and it becomes widely used. Last year, only six per cent or all GCSE entries were for the ‘high tech’ D&T routes Electronics and Systems and Control.

So does this leave the future of the subject?

Well as set out above there are many challenges to overcome. If we are to continue to lead the world in providing modern D&T education for all, then as a nation, we have to start talking up the importance of the subject at all levels – starting right at the top with Ministers, through industry and employers down to individual schools and teachers. It is too valuable a gem to lose and simply pass over to other countries to make hay with. But without the country talking it up, we will fail to recruit the expert teachers it needs, fail to retain its place in the curriculum and fail the current and future generations who will depend on the capabilities it engenders. L

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King’s College Maths School leads the way for free schools Schools specialist CityAxis recently completed the first Mathematics Free School, under the DfE and EFA development framework for King’s College London. Funded by the Department for Education, the College‑sponsored school is for highly gifted and motivated students, aged 16 to 19 who show a particular aptitude and enthusiasm for mathematics.

The new school required the transformation of the former ‘Lambeth Baths and Laundry’ along with an adjacent annexe to house the school library, administrative facilities, technology lab and staff accommodation.

CityAxis put together a strong and focused team for the project that included the architectural skills of the rpa:group. All works needed to be completed within 81 days, for the inaugural opening by the Secretary of State for Education.

Both buildings needed a complete interior refurbishment, to fulfil the vision of a connected spacious environment, featuring well‑appointed and varied learning spaces, designed to encourage communication and creativity. The project was certainly not without its challenges… a tight, constrained site with a busy NHS community practice on the ground floor below; an extensive strip-out of the building along with a major atrium floor infill and the removal and replacement of all the ventilation, air handling, boilers, heating and ductwork, all needed to be carried out whilst maintaining all the services and supplies that the NHS required to remain operational.

Altogether, the school features large classrooms, two modern science laboratories, a technology workshop and a dedicated computing suite where science, engineering and robotics come alive and students are able to develop and test their ideas. The overall space has also been designed to offer numerous group rooms and break‑out zones, surrounding the core teaching and learning areas. At the heart of the school is a cafeteria, connecting the various spaces, where students can meet and share their ideas in a relaxed and informal environment.

“When we first looked at the schedule for the redesign and renovation of the buildings, we were really nervous. But CityAxis did a fantastic and impressive job. In September our grand opening took place in a light-filled, and fully functioning school that bore little resemblance to the dark, run‑down spaces of the spring,“ says Baroness Alison Wolf Chair of Governors.

By effectively managing the opportunities within the Free Schools Programme, great projects can be achieved and King’s College London Mathematics School is a clear example of what the free schools programme was set up to do and deliver.

“The building project has been inspiring, from the bold vision set out by the architects to the determination and skill of CityAxis. The project was to budget, to time and, most importantly, has created a wonderful space in which to learn,” says Dan Abramson, Head Teacher – King’s College London Mathematics School.

“The combination of a strong and dedicated team, with the correct focus and ethos, proves that the often challenging Free Schools Programme can offer the right solution in spite of difficult timeframes – and can achieve great success,” concludes Kim Ridge, Managing Director of City Axis.

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NEW BUILDINGS

Newark Academy’s proposed redevelopment

Design & Build

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A SECOND CHANCE FOR OLD SCHOOL BUILDINGS The government’s Priority School Building Programme has seen 14 schools completed, with 59 currently under construction. Education Business looks at some newly-opened school buildings As of November 2014, 14 schools have opened as part of the government’s £2.4 billion programme to rebuild 261 schools in England in the worst condition – known as the Priority School Building Programme (PSBP). 59 schools are currently under construction and the government is confident that all 260 schools will be completed by the end of 2017, which is two year ahead of what was originally planned.

Hill Top Specialist Arts College in Gateshead is the latest school to have its dilapidated building completely rebuilt as part of the programme.

Hill Top is a special school which has a strong specialism in the arts, gaining specialist arts college status in 2010.

Pupils and staff are now benefiting from a new £4.4 million, fit-for-purpose rebuild comprising of specialist teaching areas, a new performance hall, sensory rooms and a

post-16 facility. The rebuild was completed in just over 11 months and was made possible by a successful partnership between the school, Gateshead council, the Education Funding Agency (EFA) and the contractor Sir Robert McAlpine.

Becky Harrison, Executive Headteacher at Hill Top Specialist Arts College, said: ”We are absolutely delighted with the new school build and feel the building will now truly reflect the high quality of teaching and learning, as well as further enhance it for pupils and staff. We know the new school will be a happy and healthy environment that will inspire all and

further raise aspirations and achievement.

The new school enhances the opportunity for community use and we look forward to sharing this excellent provision with the local community, particularly as the landscaping is completed.”

Schools Minister David Laws said: “I hope the new school facilities will provide an inspirational learning environment that will encourage every student to reach their full potential.”

The Newark, a y Academondary ec mixed swith sixth school vision, will o form pr ew £15.5m get a n e-storey thre lock’ COVENTRY SCHOOLS b r e p u s ‘ Wyken Croft Primary School

in Coventry had its official reopening ceremony, following a multi-million pound rebuild. E

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NEW BUILDINGS  Wyken Croft Primary School is the third school in Coventry to open in new buildings under the PSBP. In total, seven schools are being rebuilt across the city. Wyken Croft joins Whitmore Park Primary School and St Thomas More Roman Catholic Primary School, which both opened this year.

Wyken Croft Primary School has benefitted from a new £7.1 million, two-storey, rebuild comprising new classrooms, a large dining-hall area, state-of-the-art kitchen facilities, a new nursery, and a new centre for before- and after-school clubs.

The rebuild was completed in just over 12 months and involved a partnership between the school, Coventry city council, the Education Funding Agency (EFA) and the contractor, Wates Construction.

Derek Gardiner, Executive Headteacher at Wyken Croft Primary School, said: “Wyken Croft has a long and proud history stretching back over 60 years. We now have an outstanding new building with excellent facilities, which we hope will serve both the children and community of Wyken just as proudly in helping to further enhance their achievement and progress.”

Newark Academy turf-cutting ceremony

THE FIRST OPENING Whitmore Park Primary School in Coventry opened on 1 May and was the first completed project under the programme.

It had its run-down, old school building completely rebuilt in just 11 months.

The £5 million Whitmore Park project comprises a new build primary school for 630 pupils with a 39-place nursery. The two wings share a central hub comprising the entrance, studio and hall, making it an efficient and effective design.

The two-storey school now includes two halls, which enables staff to run lunch time activities for one group of children while others are eating.

The new building has gone up alongside the old one which is due for demolition.

The former building dates back to the early 1950s and is one of several city primary schools built with metal originally destined for the aircraft industry.

Caroline Kiely, executive headteacher at Whitmore Park Primary School, said: “I’m sure the new school environment will make a real difference to the

Design & Build

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staff and children here at Whitmore Park.

Our previous building was past its best so the new school will mean that less money will have to be spent on repairs and can be spent on better equipment or more staff instead.”

Pupil Bryn Williams, nine, said: “It’s a bit hard to find our way around. But it’s better than the old one. Everything kept breaking and there were leaks and buckets in the corridor.”

Stephen Beechey, managing director for education and investment at Wates, the contractor who built the school, said: “The Priority School Building Programme is proving itself an extremely successful means of ensuring new school facilities result in inspirational learning environments that encourage educational excellence.

This can clearly be seen in the delivery of Whitmore Park. Wates has maintained a close working partnership with the Education Funding Agency throughout the design and build programme to maintain cost and time efficiency, leading to completion of the first school under the programme.”

As of r be GARSTON MANOR Novem chools Garston Manor School, 4s 2014, 1 ned as part a special educational needs school in Watford e have op overnment’s catering for up to 124 g o t e h e secondary aged boys t m f o ogram ools and girls (11 to 16 year r p n b 4 £2. olds) has also re-opened 261 scht d l i u b e in its new building. The s r r o school handles all special in the wion educational needs including condit

learning difficulties, autism or speech, and language related needs.

The renovated £5 million, single story, rebuild comprises new classrooms and a dining area and hall, as well as new internal and external spaces to aid learning and support the students’ individual needs. E

Whitemore Park Primary School

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NEW BUILDINGS  The rebuild was completed in just 11 months, which was made possible

by Hertfordshire County Council, the Education Funding Agency (EFA) and the contractor, Wates Construction.

John Singh, the Chair of Governors at Garston Manor, said: “The community that Garston Manor serves have every reason to be delighted with their new school. The staff and pupils now have an excellent teaching and learning environment designed and built to meet the particular needs of the very special children that the school serves. There is little doubt that the spacious new building and the opportunities it offers will contribute significantly to the progress that they, the pupils, will make both educationally and socially.”

Phil Shortman, Business Unit Director, Wates Construction, Northern Home Counties and East, said: “The opening sees the culmination of our successful partnership with Garston Manor School, Watford Borough Council, Three Rivers District Council and the EFA – the results of which can clearly be seen in this impressive new building.

Our site team led by Larry and Lyndon have found it immensely rewarding to be involved in a project that will improve and enhance the learning experiences of the students – I wish school staff and students every success in their new home.”

and soon we will have the building to match our drive to be the very best we can be.

Councillor John Peck, Nottinghamshire county council’s Committee Chairman for children and young people’s services, added: “I’m delighted that work is now underway at The Newark Academy and I’m sure everyone connected with the school – the staff, pupils, parents and the wider community – are excited about seeing the site take shape.

“The new school will provide a wonderful learning environment for the children of Newark and it will be a proud day for everyone involved when it opens its doors in 2016.”

WORKS IN PROGRESS Building work has also started on a major £17m regeneration programme at two Hartlepool schools: Manor College of Technology and Barnard Grove Primary School.

Manor College of Technology, built in 1966, is to have £14m spent on it, while the work at 50-year-old Barnard Grove site is costing £2.8m.

Students at the 1,250-capacity Manor College will benefit from a new three-storey ‘super block’ with updated teaching facilities and a specialist block for 30 pupils with learning difficulties, as well as a major refurbishment of the sports hall and a new multi-use games area.

The new two‑storey building at Barnard Grove will provide places for 315 pupils and a 26-place nursery.

Anne Malcolm, headteacher of Manor College, said: “This is such an exciting time for the Manor family and we are thrilled by the plans for our new school, they are amazing.

“The whole process has been carefully managed by the Education Funding Agency and with the support of the local authority, the project is going ahead with little impact upon the school community.

“Pupils, staff and governors are eagerly anticipating the brand new facilities.”

The work at Barnard Grove is due for completion in July 2015, with work at Manor continuing until September 2016. The schools are being renovated by Kier Construction.

The PSBP is e th part of t’s aim men govern er a faster, to deliv reaucratic less bu roach app ing to build ls schoo

NEWARK ACADEMY Construction work has begun on the Newark Academy in Nottinghamshire. The project is one of 15 in Nottinghamshire under the PSBP programme.

The Newark Academy, a 1,320-capacity mixed secondary school with sixth form provision, will get a new £15.5 million three-storey ‘super block’. The new building will bring together the main school and sixth form provision (some of which was previously delivered off site) and provide specialist classrooms to deliver a wide‑ranging curriculum. The rebuild also includes a new sports block to replace the shared community facility currently used and a new multi-use games area.

Karine Jasper, Principal of The Newark Academy, said: “The building of our new school is a great boost, not just for the students and staff but for the community we serve.

“This momentous investment in the town of Newark would not have been possible without the support of many – the voice of primary schools, parents and students, the local action groups, Nottinghamshire LA and Lincoln College Group, our sponsor.

“Together we work hard to ensure that we deliver the very best learning and care,

SUBJECT TO PLANNING The 100 year old Oasis Academy Henderson Avenue in Scunthorpe has been awarded £5.52 million from the Priority School Building Programme.

Plans have been submitted for a new school to be built near the existing building, which will be demolished after students and staff have moved out. Subject to planning, work is due to start in February next year.

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The new primary school will accommodate 630 pupils, along with a 39-place nursery and children’s centre on the site. Once building work is complete, pupils are expected to move in during October half-term 2015.

Head teacher Cath Lloyd said: “This is particularly significant for our school.

“We were part of the Labour government’s programme before this, and had plans with the local authority for a super new build.

“Then the election came and the recession kicked in, and it didn’t happen.

We were all really disappointed.

“We have a very old and leaky building. It is 100 years old and has a lot of history. We recognise that, but it has become a hard place to work in.

“It is not disability friendly or efficient when it comes to things like heating.

There is always a big question whether our boilers will fire up for winter.

“We are desperate for this build.

“The layout also means that it takes a long time to get from one end of the school to the other, and the classrooms are much smaller than your average school.

“We are finding it a problem to fit people in, especially when there aren’t enough school places as it is.

“The great thing about the new build, subject to planning, will be the spacious classrooms. Teachers will have properly lit, ventilated rooms.

“It is fantastic and we are all thrilled.”

A ‘TIRED’ SCHOOL Oakbank secondary school in Keighley has been awarded £16 million for a replacement school.

The new state-of-the-art facilities will be constructed at the site of the existing school, in Oakworth Road.

The scheme has been approved through the Priority School Building Programme. But Oakbank needs to raise funds to further enhance its sports facilities, which it plans to do by selling for redevelopment an area of scrubland on the school site.

The new school will be based on a standard PSBP design, but with individual tweaks and variations to suit the specific site.

Teaching spaces wrap around a central hall, dining and drama zone.

Headteacher David Maxwell said: “It is really exciting that we are moving closer to getting a new school, which will be a wonderful addition to the local community and to Keighley.

“There has been a series of additions over the years to the existing building, and although it is in relatively good condition, it’s ‘tired’.”

Part of the current structure, which caters for 1,600 pupils, is Victorian, but the main section dates from the early 1960s.

“The new building will give us better facilities and more space with improved ITC and sports provision.” E

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NEW BUILDINGS  A CHANGE OF PROGRAMME The Priority School Building Programme is a government programme set up to address the condition of the schools most in need of urgent repair. It is split into capital funded projects and private finance projects. The programme was announced after the Labour’s Building Schools for the Future (BSF) programme was ended by the Coalition government.

Some 715 projects were cancelled when the BSF programme stopped, and the PSBP includes just 69 of those owing to different eligibility criteria. This resulted in hundreds of schools loosing out on millions of pounds in capital investment.

While the BSF programme had been expected to cost £55bn and was a pledge to rebuild every secondary school in England, the Priority School Building Programme had, in its first stage, a £2bn budget for work to be done over five years.

When announcing the cancellation of the BSF programme, Education Secretary Michael Gove told the Commons that the scheme had been hit by “massive overspends, tragic delays, botched construction projects and needless bureaucracy.”

in May and the deadline for submitting expressions of interest was on 21 July.

Schools Minister David Laws explains how the second phase of spending will work: “The original Priority School Building Programme worked on the basis of the condition of the whole school site. We will now refine this to look at targeting individual school buildings, as well as whole school rebuilds where this is appropriate, so that the department can focus much more tightly on addressing specific issues in the estate.

This is only possible thanks to the data coming out of our detailed condition survey.

“That survey will be complete by the summer and will give us a detailed pattern of need which will be a useful tool for targeting the available resources most effectively.”

STANDARDISED DESIGNS The James Review was ordered by Michael Gove after the cancellation of the BSF programme to investigate ways to improve efficiency and reduce waste in central school building programmes. It was carried out by a panel led by Sebastian James, head of the Dixons group and was completed in April 2011. It set out 16 recommendations for a new approach to school buildings and stated THE SECOND PHASE that school buildings should be based on a set A second phase of the programme, of standardised specifications and designs. worth around £2 billion for spending Education Business Magazine 125x178mm ad_7266_Layout 1 04/07/2014 08:44 Page 1 The review stated that a suite of drawings between 2015 and 2021 was announced

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be developed showing layouts, dimensions of walls and spaces and indications of how different components and materials can be used. It also said that in the future more off‑site construction could be used for elements such as specialist classrooms and plant rooms.

The review was part of the government’s drive to save 30 per cent from the cost of procuring the new school buildings.

RAISING STANDARDS The PSBP is part of the government’s aim to deliver a more efficient, faster, less bureaucratic approach to building schools.

Following the James review to improve efficiency and reduce waste in central school building programmes, the government is building or improving the condition of almost 900 schools. This includes building almost 300 brand new schools, rebuilding and renovating 200 of the most dilapidated schools in the country, and approving funding for more than 400 projects from previous programmes.

Now the deadline has passed for expressions of interest in the second round of the PSBP, schools will hear by the end of the year whether they have been successful in attracting funding based on an assessment of those in greatest need. L FURTHER INFORMATION www.gov.uk

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Zehnder understands the challenges faced when designing heating systems for schools.

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ENERGY EFFICIENCY

Alex Green explains how the Ashden Schools Programme has helped schools to cut their energy use, install renewable energy technologies, and embed sustainability into the curriculum Ashden was set up in 2001 to reward and support outstanding sustainable energy programmes in schools, businesses and not-for-profit organisations. At the heart of our work is the annual Ashden Awards, where winners are showcased as sustainable energy trailblazers, receiving a prize fund and media exposure.

We have been providing Ashden School Awards to schools since 2006, celebrating the achievements of schools that have cut their energy use, installed renewable energy technologies and embedded sustainability into their teaching curricula.

So far, 20 schools have won an award; last year’s winners were Sir George Monoux Sixth Form College in Walthamstow and St Faith’s prep school in Cambridge.

Highlighting the achievements of the leaders in the field is all very well – but how do you get started? One thing we’ve learned is that schools need practical, hands-on support to help them make the changes they need to reduce their fuel bills and cut carbon. They want the opportunity to ask questions, discuss ideas and brainstorm solutions.

IMPACT SO FAR So far some 40 primary and secondary schools in Devon, Cornwall and East Sussex have completed the LESS CO2 programme, and 42 more schools across London, Devon, Essex, Surrey and Hampshire started the programme this September.

The results so far are impressive: in 2012, participating schools in Devon and Cornwall E

Schools nd na in Devo l saved l Cornwarage of an ave heir energy on t £5,000 nd integrated bills a ainability sust the into m u curricul

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

Written by Alex Green, manager, Ashden Schools Programme

SMART ADVICE ON SCHOOL ENERGY EFFICIENCY

ASHDEN’S LESS CO2 PROGRAMME In 2010 we established the LESS CO2 programme, a year-long practical learning programme that teaches schools how to get energy smart and, most importantly, how to save vital funds that can be ploughed back into educating their pupils.

Schools take part in a series of four workshops throughout the year covering various aspects of energy saving, from recording meter readings to monitoring energy use, behaviour change for staff and students, and incorporating sustainability into the curriculum.

As well as the workshops, participants also receive mentoring from Ashden Award‑winning schools, a free energy audit, and advice on steps to reduce their energy use.

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Milton Keynes school benefits from new eco‑efficient classroom building by HemBuild HemBuild, a Limetec Group company, has designed, manufactured and erected a stand-alone, single-storey 2 classroom block for Howe Park school in Milton Keynes using its low-carbon, natural products to provide a building which will conserve energy and save on future heating and cooling costs.

HemBuild used its unique Hemcrete external walling to minimise thermal load and passively control the teaching environment through humidity and temperature “buffering”. The result is an eco-efficient school building which will provide very rapid return on investment – as well as a comfortable environment for learning and teaching.

The classroom project was a remote extension to an existing primary school.

Howe Park, like many other schools, was short of space for current pupil numbers. The school required the additional teaching space, and HemBuild’s client, EnergeticUK, negotiated the complete ‘frame and envelope’ package for the project. This was a first opportunity for them to offer a very low-carbon school solution to main contractor Ashe Construction, who in turn were engaged by Milton Keynes Education Authority for this project.

HemBuild’s design enabled EnergeticUK to demonstrate the building’s thermal insulation and humidity and temperature buffering properties, together with a choice of high-spec windows and low carbon heating and ventilation systems. HemBuild worked with their regular partner, Professor Lubo Jankovic of EmissionZero, to undertake dynamic thermal modelling in order to derive the lowest space-heating input parameters once the HemBuild wall and roof insulation levels had been optimised.

The building features two classrooms and a central service and break-out zone, and the design included clerestory windows and vaulted roofs. It uses HemBuild’s 0.19U-value external walling, with plasterboard internal lining.

The roof, designed and built by HemBuild, features insulation inserted between rafters, and has a single-ply membrane roof covering. External finishes are lime-rendered onto wood fibreboard, plus some timber cladding.

The central break-out zone features external contrasting render with a circular “thought-bubble” cluster of windows to inspire pupils to explore their potential. The building was drawn by Poole Phillips Architects of Pershore.

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EDUCATION BUSINESS MAGAZINE | Volume 19.6

Multiple award-winning HemBuild provides innovative hemp-based, low- and zero-carbon building systems which incorporate timberframe elements. It uses its unique bio-composite insulation system called Hemcrete, a hemp-lime composite, and hemp-quilt insulation that passively delivers class-leading thermal and humidity buffering to maintain the best internal environments whilst using lower space-heating energy than other methods of construction.

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ENERGY EFFICIENCY

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Case study: The Faith’s, Cambridge The Cambridge-based independent prep school has embedded a commitment to cutting energy use from the very top.

With a ring-fenced budget for investing in energy efficiency and renewable energy, solar panels on the school roofs are the most obvious sign of its green credentials. But more low-cost steps are even more important.

These include getting pupils to make simple heat reflectors for radiators out of cardboard and kitchen foil, and improving the insulation of buildings.

With the school’s recently built Passivhaus building hardly needing any heating, backing everything up is a rigorous regime for monitoring energy use and incentives for all staff to change their energy habits.

 saved an average of £5,000 on their energy bills, inspired pupils and staff to change their behaviour and started to integrate sustainability throughout the curriculum.

As well as cutting their fuel bills, LESS CO2 schools are also making significant carbon savings, with schools in Devon and Cornwall reducing their CO2 emissions by over 300 tonnes over the course of the programme. Many schools are also reporting a greater sense of community from the local support networks that have been created through participating in LESS CO2.

And the benefits don’t stop there. By encouraging schools to work with local contractors such as solar power installers and energy efficiency advisors, LESS CO2 is also helping boost local economies.

Drawing on the experience of all our award‑winning schools, here are some tips to get you started on your energy-saving journey.

Schools take part in a series of four workshops throughout the year covering various aspects of energy saving, from recording meter readings to monitoring energy use SWITCH OFF THE LIGHTS Turn off lights when you don’t need them.

Students and staff should be responsible for ensuring that all the lights are turned off in the classroom when they are empty.

Make sure that daylight and motion sensors are not turning lights on when they are not needed. Reward classes that remember to turn off all the lights in their classrooms.

Use students to carry out regular checks at break times, lunchtimes or after school.

The same can be said of computers. It’s a simple rule – if it is not being used, turn

it off. Make sure equipment like screens, whiteboards, printers and photocopiers, are only turned on when they are actually needed. Automatic power-down systems can be installed on most computer networks to do this for you – or you can use students to carry out spot checks.

ROOM TEMPERATURE Don’t overheat your school – generally classrooms only need to be heated to 18-19 °C. Make sure you are not overheating areas like corridors, bathrooms and storage areas. E

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ENERGY EFFICIENCY Case study: George Monoux Sixth Form College, London George Monoux Sixth Form College in Walthamstow, north east London, is a fantastic example of how young people can be inspired in a short space of time to help save the planet.

As well as making changes like switching to low-energy lighting and installing efficient boilers, visionary headmaster Paolo Ramella has inspired students of all beliefs and backgrounds to embrace his vision of a carbon‑neutral college.

Creative ideas to get the message across include an open‑air ‘eco gym’ where students can use their own energy to charge their mobiles. The income from electricity generated from the college’s solar panels is financing scholarships for ten of its students every year.

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Students will be able to come up with creative ideas to save energy in your school. Give them ownership and responsibility in their energy saving  Turn the heating down or off in areas where it is not needed. If possible, use zoning, so areas can be maintained at the right temperature.

Where possible, avoid plug-in storage or fan heaters. If staff or students complain about being cold, ask them to wear more layers.

Manage your heating controls and timing to ensure that your school is only heated when absolutely necessary. By reducing the time that your heating is running by just 10 or 20 minutes per day, you can save a lot over the year. Your school does not need to be fully heated by the time the first early bird arrives for work. Make sure your school is a comfortable temperature when most staff arrive, and getting cooler when most leave at the end of the day.

CONSERVE HEAT Make sure that you are not simply heating the air around your schools by insulating all your roofs and walls, making sure that windows and doors don’t have drafts.

Insulate your pipes throughout your school to conserve the heat in your water. Make sure that doors are closed to keep heat in – you could use freezer curtains to conserve

heat in Early Years areas while still ensuring through-flow of students into outside areas.

Schools should also make use of sunlight. Make sure that all the windows in your school are clear of any displays, posters and blinds to ensure that you are making the most of natural sunlight.

Not only will this make the classrooms a more pleasant working environment, but will mean that you shouldn’t need the lights on as much.

GREEN CLUBS Students can be a fantastic source of ideas and inspiration, as well as a great supply of free labour. Your students will be able to come up with lots of creative ideas to save energy in your school. Give them ownership and responsibility in their energy saving actions. Start up an Energy Saving Club – give them all a badge and ask them to put on an assembly. Listen to their views and ideas and make sure that their efforts are rewarded. L FURTHER INFORMATION www.ashden.org alex.green@ashden.org bit.ly/LESSCO2

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ASBESTOS

DOES YOUR SCHOOL HAVE ASBESTOS?

The presence of asbestos in many public buildings, including schools, remains an ongoing issue. UKATA is keen to emphasise the need to understand the risks of asbestos whilst at the same endorsing the fact that with correct advice and training it is possible to keep staff and students safe from the dangers that exposed asbestos poses.

THE SCALE OF THE PROBLEM The use of asbestos became illegal in the late 1990s and is perceived to be a ‘historical’ problem, but unfortunately the legacy of asbestos is still very much with us. Thanks to its thermal and insulating qualities and heat resistant properties, as well as its cost effectiveness as a building material, the use of asbestos in the construction industry was widespread in the UK and will need to be managed for decades to come. Used everywhere from public buildings like schools and hospitals to flats and houses, this 100 year legacy is quite staggering in scale.

In post-war 1940s Britain new buildings were needed quickly, but there was often precious little in the way of funds to deliver them.

Cheap building materials that offered the finest qualities were understandably popular

Written by Craig Evans, UKATA

Craig Evans, general manager of the UK Asbestos Training Association, explains the problems surrounding the issue of asbestos in schools, identification and legal obligations

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The e effectiv ent m managestos is be compliant although of asbe ng legal action was taken in i o ten local authorities. an ong ment for e r This demonstrates that i u y t q u e r d d n a this work is far from s e ti complete and while most authori ers across were satisfactory, lessons hold hools still need to be learned. c s l l a

which led to the wide use of asbestos, particularly in schools. The chances are high that any ‘system’ school built between 1945 and 1980 contains asbestos. Schools constructed in this way have several features in common – which include the structural columns being fire proofed with asbestos containing material (ACM) which was then generally enclosed by metal casings or cladding.

The effective management of asbestos is an ongoing requirement for authorities and duty holders across all schools. To comply with legal obligations, there are several actions that need to be in place as part of effective asbestos management arrangements. While system schools are more likely to contain asbestos, the legal obligation applies to any school building.

These obligations are enshrined in the Control of Asbestos Regulations (2012) and The Health and Safety at Work Act (1974). Surveys undertaken by the Health and Safety Executive (HSE) reveal the majority of authorities have taken action to comply with legal requirements to manage asbestos in schools, with 107 of 152 authorities providing satisfactory responses. Most schools proved to

In addition to keeping teachers and students safe, there is the ongoing threat of litigation. Earlier this year, a Devon man diagnosed with mesothelioma (a terminal cancer associated with asbestos exposure) as a result of being exposed to asbestos in a school where he worked was awarded £275,000 by Devon County Council. Mr Chris Wallace is not alone and his case may not be the last. The House of Commons Education Committee heard as many as 300 former school pupils develop asbestos related cancer every year, while the National Union of Teachers has called for all asbestos in schools to be removed.

Due to asbestos being bound up with the integral structures of so many school buildings, removal programmes would be costly and in many cases, impractical. But if the correct steps are taken to comply with the law and treat responsibility for management with the seriousness it deserves the risk to staff, students and contractors from asbestos can be managed effectively. E

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ASBESTOS  TAKING RESPONSIBILITY Regulation 4 of the Control of Asbestos Regulations states that all risks from asbestos must be properly managed. There can be uncertainty between schools and local authorities as to who is ultimately responsible for the management of asbestos, although the legally responsible duty holder is usually the employer or the provider of delegated funding.

Whoever is responsible for the maintenance of a school will have an obligation under Regulation 4. Where responsibility is shared, the duty is shared. It goes without saying that a clear understanding should exist for who is responsible and what their practical duties are.

ON THE RECORD An asbestos survey should exist for all school sites and a copy must be on the premises, together with an asbestos management plan.

A written plan must exist for the actions necessary to manage the risks on site from ACMs and should be site specific. A generic ‘one size fits all’ plan is again unacceptable.

In addition duty holders are required to undertake an assessment of whether asbestos is present in their premises. Such an assessment should be undertaken by a technically competent person to include the location and condition of any asbestos present within the school building. On site, anyone responsible for managing asbestos must be

competent to do so. They must be properly trained and fully aware of their responsibilities.

HSE inspectors found a range of staff nominated to undertake asbestos management in schools – from the head teacher to bursars, caretakers and others. This is fine, but whoever is nominated as a duty holder must be suitably trained to effectively carry out the role. Just ‘nominating’ someone and leaving it at that is unacceptable.

Potentially the duty holder could have a key role in briefing contractors who arrive on the school site to carry out any kind of work. It is vital that they are competent to do so.

Disturbing asbestos can lead to devastating health consequences and the HSE continue to prosecute individuals and organisations who breach the law.

Asbestos kills 20 tradespeople in the UK every week, including plumbers, electricians and joiners. Using a contractor that has been suitably trained by a UKATA approved training provider is a good starting point. By virtue of their UKATA certificates, these contractors will have passed rigorous standards. If in any doubt about the authenticity of certificates and documents, this can be checked with a call to UKATA. The asbestos management plan should cover every eventuality within a particular building. While the most obvious points to consider are maintenance and refurbishment work, the plan must also cover ‘emergencies’

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such as damage caused by burst pipes or fire and it may even be prudent to consider the school’s local environment.

Unexpected threats from asbestos can come from anywhere and may not always originate on site. Yardley School in Birmingham was contaminated by asbestos following a fire at a nearby industrial estate. The school was initially closed, but the head teacher came under pressure to reopen from the city council, despite the continued presence of asbestos removal specialists on site.

The case demonstrates that the two parties responsible for managing asbestos in the school environment may not always agree. UKATA has backed the stance of the head teacher in this case; to let removal specialists’ complete work before allowing children back in. Why? Because asbestos remains the biggest single cause of work related deaths in the UK and why take the risk of adding to these numbers?

Asbestos remains a hidden killer and is still hidden in schools. People continue to die as a result of asbestos-related disease, through ignorance as much as anything else. Yet by following the simple advice above, exposure to asbestos is entirely preventable and manageable, even in system schools, and together we should be able to bring the death rates down. L

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FURTHER INFORMATION www.ukata.org.uk

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The specialists to design, supply & install all your outdoor covered area needs

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All our canopies adhere to schools specifications supported by a full structural engineers report to ensure they are fit for purpose.    

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We are thrilled with the results. They look amazing. And of course they will have a hugely positive impact on teaching and learning.

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Well Educated Banking www.lloydstsb.com/ schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PLAY EQUIPMENT

With outdoor play increasingly recognised as a factor in a healthy and happy childhood, Michael Hoenigmann of the Association of Play Industries comments on how schools can make a difference Thousands of primary schools have little or no suitable outside space for PE, sport and active play, according to a recent consultation by Sport England – but with physical inactivity and childhood obesity rising, there has never been a greater need for children to be more active. Recognising that adopting an active lifestyle early in life is likely to encourage healthy habits later into adulthood, it is schools that are being tasked with leading the charge, and they are receiving some much-needed funding from government in the process.

Earlier this year, Sport England awarded £18 million of National Lottery funding to over 600 schools with little suitable outside space for PE, sport and active play.

Successful schools receive up to £30,000 to spend on a range of specially created packages, such as multi-sports areas, which can be tailored to meet their needs, for use both within the national curriculum and outside traditional school hours.

PUPIL WELLBEING Working closely with schools to provide these much-needed new facilities is the leading trade body for the UK play sector, the Association of Play Industries (API). The API represents manufacturers, installers, designers and distributors of both outdoor and indoor play equipment and safety surfacing.

The API is the voice of the play industry,

and is committed to quality, standards, service and safety in play. It campaigns at the highest levels for policy recognition of the value of active play, not only in tackling the nation’s catastrophic physical inactivity epidemic, but in addressing wider social problems like social inclusion, anti-social behaviour and community cohesion.

The majority of the association’s members supply the education market. They design, create and install high-quality spaces, equipment, markings and surfacing for active outdoor learning and play in schools and early years settings across the UK. Half of API members that supply to schools have been invited to tender for Primary Spaces Facilities Funding projects, and for many, installation work is already underway.

Michael Hoenigmann, API Chair, believes that in order to tackle the catastrophic physical inactivity crisis, children need encouragement to be active from an early age. He says: “Many children are already obese before they even start at primary school and it has been widely reported that today’s children will have a lower life expectancy

Written by Michael Hoenigmann, chairman, API

OUTDOOR SPACES FOR PLAY AND LEARNING

Outdoor Learning

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than that of their parents’ generation. Positive early experiences of physical activity play an important part in encouraging young people to be active throughout their lives.

“Schools have a vital contribution to make in improving child health and wellbeing, but they need advice and guidance from well-respected play professionals to ensure they make the very most of their outdoor space. API member companies are experienced play experts and it’s a measure of their professionalism that so many are involved in improving schools’ outdoor facilities through the Primary Spaces Facilities Funding initiative.”

GAINING FROM

THE OUTDOORS With Active play has l physicaand wide‑ranging physical y t i benefits from improving v i t inac ity s e physical literacy and b o d o o r h e d v l developing fundamental i e h n c has e r movement skills, to e h t d , e rising greater ne supporting physical and mental health, been a ildren to be and building strength, for ch active resistance, co-ordination, e r mo spatial awareness and balance, to increasing brain and sensory development, and improving well-being and happiness.

The emotional and behavioural benefits includes providing more freedom, choice and independence. It reduces anxiety, improves concentration and focus, builds confidence and is particularly effective as a learning environment for boys and for those with special educational needs, helps children build resilience, experience E

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Affordable Awnings Creating high quality shading for you

A school awning provides a sheltered environment for staff and children and is a great way of ensuring that children still get plenty of fresh air during the day, even if it’s raining.

Our awnings are good for all weather, can be made up to a size of 50 square meters and are protected by wind safety sensors which will ensure that the awning is retracted in cases of strong wind. All our school awnings can be tailored to match the colours of your school and are very cost- effective.

Our school awnings team have installed school awnings of all shapes and sizes for schools across the country.

From your first call to us, to the final fitting, we deliver a personal and committed service offering knowledge and support for you every step of the way. We ensure that everything goes just the way you want it to.

We’ll beat any genuine like-for-like quote Affordable Awnings will beat any genuine like for like school awning quote within the UK, so if you’re interested in seeing how much money we could save you on your school awnings then get in touch.

Call for expert awning advice: 0808 225 4455. For 20% off quote EB1905 before placing your order.

Contact Nigel Emmett by email: affordable-awnings@hotmail.co.uk or visit our website: www.affordableawnings.co.uk

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

PLAY EQUIPMENT  challenge, deal with new situations and take risks in a positive way, enhances creativity, imaginative and role play, increases self-awareness, self-esteem, and self-respect.

The social benefits of outdoor play include encouraging exploration and discovery, promoting team-work, problem-solving and leadership skills. It enables children to develop social skills, meet new people and socialise with friends. It enables children of all abilities and backgrounds to play together and provide opportunities for learning. Regarding environmental benefits, outdoor play improves interaction with the natural world and promotes environmental citizenship.

physical activity as part of a lifelong healthy lifestyle. API Chair Michael Hoenigmann reminds schools that outdoor play equipment promoting physical activity and movement skills is eligible for this funding.

The member companies of the Association of Play Industries believe schools should be incentivised to adopt a ‘why not outside?’ approach to all aspects of the National Curriculum so that activity-based learning takes place outdoors as much as possible.

For schools looking to improve their outdoor space or playground or seeking practical ways to increase physical activity levels, the API is an invaluable first port of call.

Drawings of playgrounds and play equipment can sometimes look alike to customers, but the reason that cut-price operators can deliver cheaper deals is because they are likely to be compromising on quality, standards, materials and safety. For peace of mind, schools are urged to ask for evidence of current API membership.

The social f so benefit play r outdoo ouraging enc include loration, exp work m a e t g n i promot leadership and ills sk

WHY NOT OUTSIDE? Recognition of the vital role of schools – and of active play – in improving child health was further reflected last summer when the government guaranteed School Sport Premium funding of £150 million a year until 2020. Sport Premium expenditure is at schools’ discretion but should be used to improve provision of PE and sport, to develop physical literacy and encourage

API MEMBERS The API membership badge is a quality mark and is firm proof that a play company is

experienced, reputable, financially secure and stable, operates to the highest standards and abides by the association’s strict Professional Code of Conduct. API member companies are the UK’s leading experts in play provision and understand the unique needs, demands and pressures that schools face. They will always provide a bespoke play solution that meets a school’s specific objectives, based on a visit from a highly-skilled consultant, never an ‘off‑the-shelf’ package. Whether it’s a complete playground transformation to provide a multi‑use games or play area (MUGA/MUPA), an outdoor classroom for all-weather learning or an update to existing space or equipment, API members will make design recommendations based on expert knowledge and experience.

They will be a trusted partner throughout the installation process, including high-quality after care, inspection and maintenance advice.

The API website is an essential first port of call, providing a wide range of helpful advice, resources and links on fundraising, planning and project guidance, design and risk and full details for every member company.

Schools can rest assured that when planning a play project, however big or small, they can trust the Association of Play Industries and its member companies to deliver exceptional service. L

Outdoor Learning

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FURTHER INFORMATION www.api-play.org

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At School Minibus Leasing UK we understand the difficulty in making the right decision when it comes to procurement of your a new minibus. As one of the leading suppliers of leasing products to education institutions, community groups and businesses, you can be assured that our comprehensive and pragmatic fleet solutions make your decision an easier one.

School Minibus Leasing UK: Our Competitive Edge

With close links to most manufacturers we can consistently offer competitive pricing along with more predictable supply dates.

Our specialist account managers work closely with your school to help you establish the best practical and compliant outcome. Our business prides itself in offering effective advice and support during and after your minibus leasing acquisition.

schoolminibusleasing.uk.com

As modern-day educational institutions regularly need to facilitate off-site education days such as sporting commitments, outward bounds activities or museum/theatre visits we appreciate the growing demand for an all inclusive package which provides a suitable vehicle (including conversions), quality maintenance programme, regular safety inspections and optional driver training on a cost-effective basis.

Quality remains at the centre of what we do. A family business with over 40 years’ automotive experience, we take enormous pride in delivering the highest standards of care through our personal and flexible approach. Our sales and administration processes are carefully controlled to ensure a seamless and time-productive result for our customers time after time.

Please do take the time to explore our informative website, which should hopefully answer many of your questions. However, for further advice and support do not hesitate to speak to one our team here on 01942 608606.

Well Educated Banking www.lloydstsb.com/ schoolbanking

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

LIABILITY INSURANCE

School Trips

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Written by Mike Newman, Marketing Manager, Group Travel Organisers Association

THE RISK FACTOR Even when planned to the last detail, there is always the potential for group travel to go wrong. Mike Newman from the Group Travel Organisers Association examines the importance of having liability insurance when arranging school trips Organising a group is always a painstaking task. The degree of preparation that goes into planning every element from itineraries to transport can make the mind boggle, and it always seems that there is something that has been overlooked until the last minute, or worse.

When it does come to the crunch however, things can always be sorted out and ultimately it all seems to come together just in the nick of time.

The same cannot be said for personal insurance liability. This sadly is one area that cannot be rectified after the event and is one that from an individual teacher’s perspective can become an issue.

All too often, the emphasis is on the teacher being covered by the liability insurance that the school or college has. This is fine for areas where the school itself, and therefore the teacher as its representative have liability. Liability in this sense would cover accidents or other issues that effect something that was reasonably under the control of the teacher. It is worth pointing out that parents or carers signing

disclaimers against accident or injury for children taking part in hazardous activities would only provide limited protection, and none at all if negligence could be demonstrated. On this note negligence would include any acts of bravado, or in fact anything that was not as precisely required by either the teacher himself or herself or the responsible leader of the activity.

IN BREACH OF WHAT IS EXPECTED Personal liability insurance is a specific cover where the group leader could be deemed to be in some way in breach of what was materially expected from the trip.

If, for example, the night before a visit to a specific museum or attraction, it burned down but entrance had been paid for in advance, the teacher may well not be able to get a refund in time and an alternative would need to be found, and paid for. E

Travel is ce insuran g that in someth lute must so is an ab individuals for all on a trip going seas over

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LIABILITY INSURANCE  Some students might feel (however unreasonably) that this was a core element for their trip and therefore not accept an alternative. The teacher could be held liable (again however unreasonably) for that disappointment and a refund could be expected directly for that entrance fee.

Equally, if the school paid for an alternative excursion, the parents could not reasonably be expected to pay twice whilst waiting for a refund from the first venue, leaving some potentially damaging overheads unaccounted for.

These would be areas that the teacher could take refuge in the cover provided by organisers liability insurance.

TRAVEL INSURANCE There are so many variations on the theme of what could potentially go wrong that they are too numerous to list here, but here is a final area for your consideration.

Travel insurance is something that is an absolute must for all individuals going on a trip overseas. As an absolute minimum for groups traveling to Europe, each traveller should have a European Health Insurance Card which can be applied for on line. Whilst this may seem obvious to the majority, I was recently asked to support a group organiser that had decided in their wisdom to take a group policy for health and travel insurance rather than insist on individual policies.

Three travellers were forced to cancel their trip less than three weeks before travel for OUT OF POCKET health reasons, which was beyond the final Another example would be on a day trip cancellation date from the hotel. When the to a theatre show where the coach broke travellers requested a refund, they were told down on the journey. The theatre may wait that the cancellation policy prevented them for a few minutes, but if your group arrived for receiving one. The travellers then looked at a point where the next suitable time to to the group organiser for compensation enter the auditorium was the interval, many through their travel insurance policy. parents and indeed students would want a The process that unravelled at this point refund. The coach operator would be limited involved the organiser having to fend off to a liability whereby they would provide requests for refunds whilst at the same time a replacement vehicle, or possibly a free getting doctor’s certificates for each individual, journey in the future, but the theatre has no hospital admission details and more in responsibility for those that arrive late and order to satisfy the insurance company. people can and will be refused admission Processing took several weeks during until a suitable break in the performance. which time the organiser was under Even if ticket replacement insurance is huge stress because their decision meant taken, there will be no cash alternative that throughout the process they were for those that do not wish, or are unable, personally liable, as they had taken to attend a future performance out what had been described leaving the teacher and school and therefore subscribed potentially out of pocket. nisers

Orga ty liabili ffered ce is o insuran ious levels on var to factors ng accordi risk, distance, g includin ration and du of trips number year per

School Trips

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to as a suitable insurance policy in the event of cancellation due to ill health.

ASSESSING THE FACTORS Organisers liability insurance is offered on different levels according to a variety of factors, including risk, distance, duration, number of trips per year, and other factors.

The cost of the insurance will again depend on these factors, but it is likely that it will run to a few hundred pounds per year with a small fee applied to the number of people travelling in each group.

The first port of call would be to contact a specialist broker that can advise on the specific policy that will cover you with regard to the trips that you take. This will then be taken to the underwriters who will assess your level of risk exposure and will create a policy on that basis.

Individual liability insurance may be seen as being over cautious, or unnecessary, so I will end this article with an anecdote that involved the organiser of a group trip that was sued in the small claims court over what was effectively a difference of opinion about a suitable alternative when something went wrong on a trip. The case was won by the defendant (the organiser) without any question, and the plaintiff was questioned as to the wisdom of such a pedantic action.

The costs to defend the organiser against the claimant included a legal defence and time away from work. The costs were settled by the insurance company without question, but they ran to £12,000. L FURTHER INFORMATION www.gtoa.co.uk

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The Schools’ Pack Service includes: • • • • • • •

Pre packaged transport and venue deals Preferential school rates Venue guide CRB checked and knowledgeable drivers Health and Safety declaration Legal compliance Letter templates for parents

The School’s Pack: Complete educational trip advice, guidance and resource package

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SCHOOL TRIPS

INSPIRATION MADE EASY WITH TRAVELBOUND

Travelbound breaks down the barriers to learning through its bespoke travel packages designed to motivate students and tick the boxes for learning outcomes A school trip abroad can be a giant leap for some children, and for some party leaders the prospect of planning a trip that meets your schools educational aims and learning outcomes can seem equally as daunting.

Travelbound has been providing educational tours abroad for over 28 years. Meeting the needs of UK and international schools, colleges and universities, Travelbound has been breaking down the barriers to learning found within the classroom through bespoke travel packages designed to motivate students and tick the boxes for learning outcomes.

EXPERTISE Experience and expertise in tour design and travel arrangements whilst maintaining competitive prices has seen Travelbound become recognised as a market leader in educational tours abroad. Awarded full accreditation for the Learning Outside the Classroom (LOtC) Quality Badge scheme, Travelbound have been acknowledged for sustaining high-quality learning opportunities for children. This has been reinforced through a commitment to providing for a multitude of learning needs, showing transparency and clarity in delivering accurate information to party leaders and a stringent safety management process.

Travelbound has demonstrated it is possible to inject life into learning by catering for a wide range of subjects. From classics to performing arts and music performance trips to tours built for art and design students, packages have been thought out to cater for numerous subject disciplines and age groups. Schools can also benefit from staying at Travelbound’s Château du Molay which provides a unique base for school groups to explore various cross-curricular opportunities in the Normandy area. Party leaders have the chance to speak with Travelbound account managers to discuss topic areas, learning outcomes and the most suitable excursions to enrich the students’ learning.

RELIABILITY Experience and reliability are some of the most desired qualities searched for by party leaders when looking for school tours operators. Ysgol John Bright School recently used Travelbound when travelling to the USA with the party leader stating, “We’ve had an absolutely excellent geography trip to the USA. I have taken four groups to the USA before, but I can honestly say that the service and experience with Travelbound is second-to-none”.

Whether there are last minute arrangements required for flights, UK or overseas transfers

or even dietary requirements, Travelbound benefit from a global presence as part of TUI Travel PLC. Offering the highest level of financial protection on all trips, schools have peace of mind. Auditing processes are used for all accommodation, excursions and transport services providing parents and party leaders with the reassurance they deserve.

As part of the world’s largest leisure travel group operating in over 180 countries, all tours are fully bonded by ABTA and ATOL. Travelbound remains a member of the Federation of Tour Operators (FTO) and the School Travel Forum (STF) which recognises the promotion of good practise and safety in school travel. Full members adhere to a set Code of Practice and Safety Management Standards which meet the requirements of DfES guidelines and are externally verified each year by qualified independent Health and Safety professionals.

Support for schools is extended with personalised posters and presentations to promote the trip, assistance with risk assessments, as well as a 24-hour support link when overseas. From the start of the planning process to coming home from an inspirational tour, groups have a designated member of the Travelbound team to see the successful running of every trip.

PASSION FOR TRAVEL Travelbound has been built from a complimentary mix of travel specialists and educationalists that share a passion for providing unique learning experiences to students of all ages. Most of the team is fluent in more than one language and have travelled extensively allowing party leaders to tap into a wealth of top tips and practical advice. This passion for travel rolls over to the itineraries put in place to ensure students not only have a unique learning experience outside the classroom but also have the opportunity to have fun with their peers.

Travelbound’s global presence enables the team to gather the best rates for transport, accommodation and excursions which meet the high standards of the TUI brand.

Travelbound take the pressure the away from the planning and booking of a student tour abroad and put the emphasis on the students’ development in realworld situations. Whether it is a trip to a market town to develop language skills, a visit to the battlefields of Normandy or an adventure to the national parks of the American West, every Travelbound tour is designed around hands-on experiences not otherwise recreated within the confines of the classroom. 

Advertisement Feature

THE BUSINESS MAGAZINE FOR EDUCATION – www.educationbusinessuk.net

FURTHER INFORMATION Visit www.travelbound.co.uk to find out more about Travelbound and or call 01273 265 265 to start planning your next inspirational educational tour abroad for you school, college or university

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Upgrade your Increase their classroom... engagement.

...with an internet connection as dedicated as you are.

As an authentic ISP and member of the Internet Service Providers’ Association (ISPA), we are dedicated to providing you with the fast, reliable connection you require. As we run our own network, we are able to ensure that your service remains uncongested. This means that each school receives a dedicated connection and its speed is assured - enabling the internet to run consistently and reliably throughout the day. Our SurfProtectⓇ content filtering system is inclusive with all connections, providing you with complete control over which websites are accessible through your internet service.

We are exhibiting at the Bett Show, visit us at Stand 228 to find out why thousands of schools nationwide choose Exa Education as their Internet Service Provider.

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SPORTS TOURS

School Trips

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A SPOTLIGHT ON SCHOOL SPORTS TOURS

What is the value of residential sports tours and are they a factor in high achieving schools?

The School Travel Forum’s Ian Pearson investigates

Trends t a show thich are wh schools disposed to re more p Sports Tours propensity include r curriculum to include i e o h t t ly in e k i l residential e r o were m high pupil trips in curriculum enjoy nment planning.

We i a t t a

In the summer of 2014 the School Travel Forum and the Education Company surveyed PE & Sports teachers across England. The objectives were, for the first time, to identify the type and frequency of sports residentials currently being undertaken; find out the objectives that prompt taking tours, measure the success in achieving those aims, identify where possible the underlying factors that shape schools’ decision making and to question if there is a link between school & pupil attainment and the propensity for schools to support residential travel.

LINKS TO ATTAINMENT AND RESULTS The STF is interested in finding out the links between pupil and school success and the

recognise that individual evidence is unlikely to be measurable, but we consider the trends to be a valuable indicator. Whilst these results only reflect the recent sports tours survey, our other surveys and independent evidence from research by the Paul Hamlyn Foundation, reports by Ofsted and the diverse wealth of research made available by the Council for Learning Outside the Classroom support the proposal that learning outside the

classroom, in all its forms, has significant benefits for school managers to consider.

The trends show that those schools which are more predisposed to include residentials (or in this case Sports Tours) in their curriculum were more likely to have high pupil attainment and higher Ofsted Inspection results.

The survey results also confirm what might be considered already well known; schools with a high free school meal (FSM) ratio fared less well in accessing the benefits of regular school trips. In fact the type of school least likely to take sports tours were state schools funded by Local Authorities with a high percentage of FSM. This is despite the availability of the Pupil Premium to support such activities. E

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Explore. Dream. Discover.

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We will cut the cost of your trip without cutting corners and with 16 years of experience you can relax knowing you are in safe hands with Nomadic Schools

“I have been on many trips and this is probably the best I have done. The accommodation was excellent and the meals were top notch, and large!�

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SPORTS TOURS  WHY TEACHERS UNDERTOOK TOURS Team and relationship building were rated the most important consideration when deciding to run a sports tour, with other skill development objectives also rated highly. Using tours to teach new sports is much less popular.

Learning outside the classroom, of which sports travel is a part, is recognised as an effective way to engage with hard to reach pupils. However this survey reported that this was considered less important than their effect as a reward for pupils.

From this we deduce that sports tours are primarily used to enhance and motivate existing teams.

Sports tours are overwhelmingly successful at meeting the original objectives with 99 per cent of responders reporting their tours met objectives ‘Extremely Well’ (53 per cent), or ‘Quite Well’ (46 per cent).

CURRENT LEVELS OF ACTIVITY Whilst concern continues to be expressed about the reduction of school trips (including sports), the STF’s own research has identified the opposite is the case. In this survey 75 per cent of schools reported that they run residential or touring sports tours.

Additionally, when compared to two years ago, only 10 per cent said that the number of tours they run had reduced, whilst 25 per cent confirmed an increase.

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UK schools travel world-wide on their sports tours. Rugby and hockey reported the greatest spread of destinations; cricket and rugby are most likely to travel long-haul, their pattern perhaps reflecting the enduring Empire legacy of the spread of the sports WHAT ARE THE BARRIERS? Price is the major barrier quoted by all school types, but is most significant for Local Authority funded schools with a high proportion of FSM. This correlates with the above results and despite the introduction of the Pupil Premium the reduced opportunities for the most deprived section of pupils appears to be continuing – at least in this case with regard to developing sports skills.

However, with tours regularly travelling to far distant (and inevitably more expensive) destinations, clearly price barriers are not the entire story.

Closer analysis shows that safety worries are less significant than perhaps previously supposed. When asked if “Concerns with Homestay” and “Health and Safety and concerns about personal responsibilities” were barriers to organising a trip, 56 per cent and 35 per cent respectively said they were not a factor.

In fact the ‘dreaded triumvirate’ reported as major factors creating barriers were: “Unable to travel in term time” (45 per cent), “Time” (43 per cent) and “Excessive reporting and paperwork” (39 per cent).

DESTINATIONS UK schools travel world-wide on their sports tours. Rugby and hockey reported the greatest spread of destinations; cricket and rugby are most likely to travel long-haul their pattern perhaps reflecting the enduring Empire legacy of the spread of their sports.

Least widely travelled was Athletics mostly travelling within the UK and with only a small proportion also venturing to Southern Europe.

When asked which destination they would most like to take a sports tour, but have not yet travelled to North America is top of the wish list, scoring almost twice as high as any other destination. Distance and cost are less of a consideration in this wish list with the easy E

Edwin Doran Girls Hockey

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Having worked with schools, colleges and universities for over 35 years, we have a proven reputation for offering a high quality product and a first class service. We offer a free technical advice service relating to any of our fixed sports equipment, also a free no-obligation site visit to discuss any requirements.

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Schools & Groups

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EDUCATION BUSINESS MAGAZINE | Volume 19.6

Development

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SPORTS TOURS  to access destinations in the UK and Northern Europe coming only 4th and 5th respectively.

HOW VISITS ARE ORGANISED Teachers overwhelmingly said that they were free to make decisions about their trips including the choice of operator.

Use of a specialist educational tour company is the preferred way of organising tours. However, knowledge was low about tour operator approval schemes and the UK’s Package Travel Regulations, all of which help schools manage their liability for supplier assessment. “Price” was quoted as the top reason for choice of operator.

This has implications for school management and employers as such a reliance on one factor does not evidence taking reasonable care in the selection of a suitable supplier for this specialist type of service. Worryingly there are past cases where unscrupulous persons have used this lack of checks to the detriment of schools.

The majority of Local Authority Outdoor Education Advisors have a policy of recommending use of a Learning Outside the Classroom Quality Badged suppliers; for sports residentials the STF are the Awarding Body for the Quality Badge.

Some schools reported that they either self-organised all or some of their tours.

But again there was very little knowledge about the implications of the Package Travel Regulations which place significant responsibilities on tour organisers in the interests of consumer protection.

Legal advice obtained by the STF is that schools organising their own tours have the same duty of care and needed to make the same checks on third party suppliers that a reputable tour operator would do.

Again this has implications for employers and management who have the responsibility to ensure such checks are made and due diligence is maintained.

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School Sports Tours: 2014 survey analysis The School Travel Forum and the Education Company report trends show that those schools which are more predisposed to include residentials (or in this case Sports Tours) in their curriculum were more likely to have high pupil attainment and higher Ofsted Inspection results.

When asked, “Do you take sports tours”, the following correlations are found: Pupil attainment

Yes

No

High 85.1% 14.9% Medium 69.4%

30.6%

Low 55.6% 44.4% Latest Ofsted result

Yes

No

Outstanding 84.6%

15.4%

Good 67.2% 32.8% Requires improvement 75.7%

24.3%

Inadequate 71.4%

28.6%

Where the numbers of sports tours have reduced the Ofsted results are lower: Latest Ofsted result

Grown

Stayed the same

Decreased

Outstanding

23.3% 70.8% 6.7%

Good

22.2% 72.2% 5.6%

Requires improvement 25.9%

51.9%

22,2%

Note: we did not have an adequate number of responses to this question from schools rated ‘Inadequate’ to include in the table above.

Edwin Doran Rugby

ABOUT THE SCHOOL TRAVEL FORUM Founded in 2003 and a not-for‑profit organisation, the School Travel Forum’s Assured Member scheme won widespread recognition and support for the way it simplified and provided essential reassurance for leaders looking to organise school trips.

Every year all companies holding or wanting the awards are audited by independent experts to ensure they are complying with the organisation’s STF’s safety management systems, financial protection requirements and fair trading policies. L FURTHER INFORMATION Access the survey results at: www.schooltravelforum.com/whitepapers-guides

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SCHOOL MEAL STANDARDS

NEW YEAR, NEW FOOD STANDARDS

The new standards at a glance The new school food standards replace the current nutrient-based standards with a revised set of food‑based standards that school caterers must follow to develop their menus.

The standards continue to promote fruit and vegetables, and restrict foods high in fat, sugar and salt, and the supporting practical guidance developed by the Trust gives more advice about portion sizes and how to choose foods lower in fat, saturated fat, sugar and salt as well as information how to read food labels.

The new standards for school lunch include: One or more portions of vegetables or salad as an accompaniment every day At least three different fruits, and three different vegetables each week One or more wholegrain varieties of starchy food each week

Written by Dr Patricia Mucavele, head of nutrition, Children’s Food Trust

Dr Patricia Mucavele of the Children’s Food Trust shares the expert support and advice available to schools implementing the new school food standards which come into force in January

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No more than two portions of food per week that has been deep-fried, batter-coated, breadcrumb-coated, each week (note: this standard applies across the whole school day) No more than two portions of food per week that include pastry (note: this standard applies across the whole school day) An emphasis on water as the drink of choice

The w 2015 nes are d standar with the requiring caterers sed to provide healthy food-ba sis on being options but not to limit access to less empha ble, easy to i s healthy food had failed s e , acc d and , to promote healthier n a t s r e y und in school. ortantl eating p m i t The introduction of s mo e us compulsory standards in easy to

The New Year often marks the opening of exciting new chapters, and this is certainly the case with school food.

On January 1 the new school food standards come into force. All local authority maintained schools, academies and free schools – set up before 2010 and created from June 2014 – have a legal requirement to meet these new standards.

When we developed the existing standards back in 2006, it was always intended that these would be reviewed. The current standards were introduced because voluntary school food guidelines introduced in 2001

2006 quickly improved the food that children eat at school. On average, school meals now contain 30 per cent less sugar, salt and saturated fat than before the original standards were introduced.

REVIEW An independent review of school food published in 2013, the ‘School Food Plan’,

A limit to fruit juice portions of 150ml

recommended that the government create a clearer set of food-based standards, accompanied by practical guidance, that provided caterers with a framework on which to build interesting, creative and nutritionally‑balanced menus. The standards also needed to be less time consuming and cheaper to implement than the existing standards.

This independent review had found that some schools and their caterers considered the current school food standards difficult to understand and use, particularly the nutritional analysis of recipes and menus.

The new standards are food-based with the emphasis on them being accessible, easy to understand and, most importantly of all, easy to use. E

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SCHOOL MEAL STANDARDS  The Children’s Food Trust played a major part in developing these standards. We advised the School Food Plan’s Standards Expert Panel and pilot tested the new standards with schools and caterers.

We tested the new standards with the people who would be using them – school caterers and cooks. They told us the new standards were easier and more intuitive to use to plan interesting and creative menus, which has got to be great news for children and school food.

THE SPICE OF LIFE The general principle of the new standards emphasises the importance of providing a wide range of foods across the week. Variety is key – whether it is different fruits, vegetables, grains, pulses or types of meat and fish.

Offering a wider range of different foods provides a better balance of nutrients. Quality, nutritious food is important because our research shows that if children eat a healthy school meal in a pleasant environment, they concentrate better in afternoon classes.

The new standards are another step in the right direction towards our goal of ensuring that all children have access to appropriate amounts of energy and nutrients at school.

HELPING SCHOOLS DELIVER The Trust has also helped to develop practical guidance for schools and their caterers to help them to understand and meet these new

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The new standards emphasise the importance of providing a wide range of foods across the week.

Variety is key – whether it is different fruits, vegetables, grains, pulses or types of meat and fish. Offering a wider range of different foods provides a better balance of nutrients. Quality, nutritious food is important because research shows if children eat a healthy school meal in a pleasant environment, they concentrate better standards. Although there is now no need for schools and their caterers to nutritionally analyse their recipes and menus, they will need to follow the standards. To help everyone involved in school food provision meet the standards, we’ve also published free, practical tools they can download and use.

This practical tools include checklists, information on food customs, a chart of British seasonal food, a drinks table summarising the types of drinks permitted, and examples of compliant menus to illustrate how schools can plan menus to meet the new standards.

We have also launched a menu checking service which will give schools and their caterers the reassurance that their menus not only meet the new standards but also

the best practice guidance on portion sizes (see ‘The menu checking service’ panel).

While the standards apply to all local authority maintained schools, academies and free schools set up before 2010 and created from June 2014, they don’t apply to academies founded between 2010 and June 2014.

The more academies that sign up, the more children will have access to healthy food at school – food that will help them to eat better and do better. Here’s to a happy new year and an exciting new chapter for school food. L FURTHER INFORMATION www.childrensfoodtrust.org.uk info@childrensfoodtrust.org 0114 299 6901

The menu checking service The Children’s Food Trust’s menu checking service helps to reassure schools and their caterers their menus meet the new school food standards and best practice guidance on portion sizes.

It also gives them a Menu Checked logo to display to all their customers and show that they’re up to standard.

Nutritionist at the Children’s Food Trust Laura Whiting said: “Our menu checking service will give schools and caterers confidence they are compliant with the standards.

“Through the service our team of expert nutritionists is helping to reassure schools and caterers that they are meeting their legal obligations to provide healthy food to children in their care. Using their years of experience working with schools and early years settings, our team checks menus, recommends improvements and supports schools and caterers in how to provide the best food provision possible.”

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KITCHEN EQUIPMENT

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DESIGN PLANS FOR EFFICIENT CATERING

Schools have a limited window of time to get lunch served to their children, so the design of the kitchen and dining area is vital to ensure efficient traffic flow and speed of service.

The design needs to factor in the delivery, storage, cooking and serving of food, the seating of the children, the clearing away of trays and dirty crockery, dealing with food waste, warewashing and storage of tableware.

Get any one of these factors wrong and you can create a bottleneck that slows the whole process down. There’s also the need to ensure staff have the time and space in the kitchen to cook food well and present it attractively, to help increase meal take up.

IMPROVING THE DINING ENVIRONMENT Mobile foodservice counters are a great idea as they allow you to adjust the way food is served, for example to take account of menu changes. Also, they can be wheeled away when not required, opening up more space or allowing the area to be used for other activities. Some manufacturers offer a service to add logos and pictures to food servery counter fascias, which can be an attraction, especially for younger children.

Temperature control is critical, not only for food safety but also for quality.

Make sure your cooking and serving equipment is up to the job of maintaining the correct temperatures, hot or cold.

Another focus should be on making food look as attractive as possible, to encourage student take up. In terms of equipment, think about both the counters and the actual pans the food is served from – there may be ways to enhance presentation. Even simple things can help: if fresh fruit is offered, consider a colourful bowl to display it.

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INVESTING IN THE KITCHEN Many schools will have limited space in the kitchen. Multifunction cooking appliances, such as combi-steamers, which can handle several cooking processes, will be a benefit.

In kitchens with limited space, many manufacturers offer compact or slim‑line versions of their standard models.

Choose energy-saving equipment. It may cost more in the short term, but it will repay

more, you will be doing your bit for the environment.

Ensure that all the services the equipment needs are in place before installing it – water, waste, electricity and gas. New equipment may need extra ventilation.

If in doubt, talk to the experts.

TRAINING Training is essential to get the most out of your equipment. Make sure staff are fully trained on all the equipment. Before you buy, take advantage of free demonstrations offered by manufacturers and distributors:

Written by Simon Frost, chairman, CESA

Simon Frost of the Catering Equipment Suppliers Association explores the steps that schools should take to ensure that dining areas help catering teams deliver a great service to pupils

it’s an opportunity to get hands-on experience and talk to chefs who are experienced in the equipment’s operation.

For school caterers wanting a complete understanding of the way a kitchen operates, the CFSP (Certified Food Service Professional) qualification offers the answer.

Operated by CESA, it covers every area of food production, including food safety, distribution, kitchen design, new technology and sustainability. CFSP courses are run regularly during the year. The programme is accredited by the University of West London as a Level 4 certificate of continuing professional development. For information on the next course visit the CFSP website. L FURTHER INFORMATION www.cesa.org.uk

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SEN PROVISION

OUTSTANDING SEN EDUCATION

The nasen Outstanding Schools Project was developed in order to demonstrate what ‘outstanding’ SEN education looks like. Here we take a look at three of these outstanding schools Nasen is the leading organisation in the UK for the promotion of education, training, advancement and development of all those with special and additional support needs.

Nasen provides a strong role of advocacy for the sector and champions the requirements of those working to support and meet the needs of children and young people with special educational needs (SEN).

The nasen Outstanding Schools Project was developed in order to highlight best practices for children and young people with SEN. Case studies were undertaken in 12 exemplar primary, secondary and special schools, in order to help provide a greater understanding of what ‘outstanding’ SEN education is. Here, we take a closer look at three of these schools.

CAMBERWELL PARK Camberwell Park caters for 85 children with SEN who are aged between two and 11 years. Their ‘outstanding’ status serves as a reflection of the school’s mission statement: “All children are given the right to an outstanding education.”

One of the most notable attitudes shared by the staff at the Camberwell Park is their belief that they are all partners in their pupils’ education. Teachers and teaching assistants work collaboratively and flexibly with parents, carers and multi-agency workers to ensure all aspects of pupils’ needs are considered and met.

Camberwell Park’s aim is to work together with all teachers, non-teaching staff, parents and carers to achieve the best for each pupil. This includes the school nurse, as Amy Blinkhorn, class teacher, explains: “The school

nurse is in and out all the time, she sorts out things like medications. If there’s a problem we can always get hold of her and get her help with any specific medical issues. The nurses also give us advice on how to feed students who require assistance with eating. One nurse this year taught me how to tube feed.”

The school has very clear procedures for bringing professionals together to establish how best to work for the benefit of the children. “We have regular multi‑agency meetings throughout the year where education, health and social care professionals get together,” says Allison Taylor, assistant headteacher. “The meetings are very important. They help us get a holistic view of each individual child, and we can also share our own insight on them.”

From speaking to the staff at Camberwell Park, it is clear that teamwork is at the core of their outstanding practice. Headteacher Mary Isherwood explains: “As a school we recognise that we are that universal service, and as such we are responsible for making sure that everyone works together in a coordinated way. We work hard to maintain good relationships between all concerned parties, and everyone has clearly defined responsibilities within the school and for each child.”

“There are a lot of people involved”, concludes Amy. “I think the most important thing at Camberwell Park is the teamwork:

everyone working collaboratively, everybody communicating, and everybody working together to do our best by the children.”

SWANWICK HALL Swanwick Hall Secondary is a large mainstream comprehensive situated in Alfreton, Derbyshire, with over 1,275 students currently enrolled. Their 2013 Ofsted report found good levels of attainment across the board, with inspectors agreeing that, as a result of effective measures taken by school leaders, exclusions have reduced significantly over time to well below the national average, and difficult behaviour is extremely well managed. The school offers excellent support for all students, with its staff determined that all students should feel safe and secure in school; something confirmed by the positive views of both parents and students.

At Swanwick Hall, the school’s support centre and ‘loft’ facilities are spaces designed specifically for students with statements.

However, children who may have had numerous referrals to these inclusion units then become part of the group within the support centre. Swanwick Hall staff work hard to keep children integrated in mainstream classes but with the full understanding that, sometimes, children need to have a more tailored approach to their support.

Jacqui Maxted, inclusion manager, explains: “We have some students for whom we might need to do some short term intervention with, targeting aggression or self-esteem for example, and these students tend to be in the mainstream most of the time. We do also work with students who, despite all the interventions, may have come from very difficult backgrounds and aren’t able to regulate their own behaviour. These students have to be educated within the student support centre with a more personalised package of care.”

The staff at Swanwick Hall recognise that children’s frustration and anxiety can manifest E

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One of the le tab most nohared at ss attituderwell Park is Cambe ’s belief that ff the sta re all partners they a eir pupils’ in th ation educ

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SEN PROVISION  itself in anger, which is often then reflected in disruptive behaviour. Jack, a Year 9 student who was struggling to integrate when he first started at the school, describes his experience: “When I first came to school, I was different; I just didn’t get on with people, and I just got more and more angry. I got stressed, and didn’t want to go to lessons. I’d get in trouble, I kept shouting out, couldn’t follow instructions and kept back‑chatting. I got sent out of lessons a lot.”

However, at Swanwick Hall, the belief was that, with the proper support and interventions put in place, every student, irrespective of their individual challenges, has the capacity to achieve. “Our ethos is to support those children who are disruptive,” continues Jacqui, “We give both staff and students strategies to help keep the children in mainstream lessons. This way they don’t feel the anxiety they used to on a daily basis.

Jack has now made huge leaps forward in his classroom achievements, and with support from all staff, is able to work as part of the class to achieve his targets.

FREDERICK BIRD Frederick Bird Primary is a large, mainstream school in the West Midlands with a high proportion of pupils for whom English is an additional language. Rated as ‘outstanding’ by Ofsted in 2011, the school is characterised by a fundamental commitment to inclusion and prides itself on promoting the welfare of all its pupils. Support from external agencies plays an important role in this, as assistant headteacher for inclusion Natalie Franklin-Hackett explains.

“As a school, we decided a couple of years ago to commission an outside agency to work alongside us, because the local authority could only offer us a limited amount of hours of support per term,” says Natalie.

“We decided to get support from a clinical psychologist and an educational psychologist who could be here one day every week and become really embedded within the culture of the school.”

The educational psychologists were introduced to monitor and analyse student behaviour, and help staff to make sure that procedures were in place to allow teachers to provide the necessary support to pupils with SEN within the classroom setting, so that every child is included. This measure enabled Frederick Bird Primary to place its staff in a position of strength when it came to ensuring that teachers’ time in the classroom was utilised for the benefit of all pupils.

Frederick Bird also offers a ‘SENCO Surgery’ where teachers can drop in and get advice, which helps the SENCO (SEN coordinator) to gauge which measures may need to be put in place to meet the needs of all of their pupils. Natalie explains: “From the sessions

at the SENCO Surgery, the teachers can go back and try some of the strategies we’ve discussed, or perhaps they’ll say that they’ve tried all those things and ask for additional intervention. It is at that point that I’ll seek support from an outside agency. This helps us to identify where we can meet the needs of pupils with our existing expertise and where we may need additional help and training.”

The schools highlighted in this project have each used a range of methods and approaches to providing the best possible education for pupils with SEN at their respective schools. However, there are common features in each school’s approach; firstly, a collaborative approach with openness and clarity to achieve success. Whether that is simply internally, communicating closely with support staff and teaching assistants as well as SENCOs, or by creating close ties with parents and external support providers such as paediatric physiotherapists, psychologists or nurses to name but a few.

The second common feature is personalisation; one size does not fit all, and it is essential to recognise that every child has unique needs. For any pupil, a personalised education is likely to have more impact but for a pupil with an additional or special educational need or disability, this is doubly true. But as any teacher involved in this project will attest to, the impact a teacher or school can have carries its own reward. L

To hear more from each school involved in the project, visit nasen’s YouTube channel.

FURTHER INFORMATION

www.nasen.org.uk ck Frederi ary m Bird Pri s a offer gery’ Sur ‘SENCOvice is given d where ah helps the whic inator d r o o c SEN upport s e g u a g es measur

About nasen Nasen is the leading UK professional association embracing all special and additional educational needs and disabilities.

Special Educational Needs

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The organisation promotes the education, training, development and support of all those working within the special and additional educational needs and disabilities sector. Membership of nasen is an invaluable source of advice, offering an exclusive and vital range of benefits to support teachers, governors, teaching assistants and the entire education support network in the delivery of high quality inclusive practice. Benefits include fresh and creative education resources, dynamic conferences and seminars with world-class speakers.

An inspirational professional development programme, plus print and on-line journals and magazines, exhibitions and access to recently completed research are also available. Furthermore, nasen contributes greatly and has a strong influence on policy and practice in the area of special educational needs through consultation and joint projects with other professional bodies.

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Recent research reveals that school administrators face abuse from parents on a regular basis. Tony Attwood of the School of Education Administration and Management explores the depth of the problem, what causes it, and asks where we go next

It is d reporte rds of i o th that tw ls have schoo policy ve majority said that they no acti s working had experienced it in the i which uce the past. Only three percent to red f abusive of the administrators o who completed our number idents questionnaire said that inc they had never been abused.

A survey in 2014 by the School of Education Administration and Management asked school administrators if they had been on the receiving end of abuse from the parent or guardian of a pupil or student in the school during the past year.

Although we had reason to believe that abuse was happening, (not least because school administrators on our in-service courses often mentioned such incidents) we had no idea how much abuse there was. Not one single article on parental abuse of school office staff has appeared in any literature until now.

Indeed there were good reasons to think that if abuse was happening it was happening on a very low scale. These are, after all schools we are talking about and it is quite clear that school office staff don’t make policy.

But contrary to this common sense preconception we found that sitting in the school office taking enquiries is quite likely to open the door to being a recipient of abuse, either face to face or on the phone.

A SIGNIFICANT PROBLEM Our survey found that over 16 per cent of administrators in primary and secondary schools said that they had been abused on five or more separate occasions during the past year. Over 42 per cent said that they had been abused between two and four times, and nine per cent said it had happened once.

Worse, of those who said that they had not experienced such abuse this year, the vast

This finding led the SEAM to start to think about what schools could do about this seemingly regular level of abuse.

The first thing to notice is that unlike GP surgeries, social service centres, government offices, hospitals and the like, school offices don’t carry any notices about staff not tolerating abuse, and what might happen to anyone who behaves inappropriately.

Indeed there seems to be an absolute reluctance of most schools to put up such signs. As several school managers said to me when I asked the question, “Putting up a sign is an admission of a problem, and we’re not going to do that.”

TRAINING But there is of course more that a school can do – not least in terms of providing training for administrators on how to handle abuse that comes in either on the phone or in person.

When we asked about this we found that only one per cent of those we questioned had such help and support and had also found it helpful not only in coping with the abuse but also in reducing the number of abusive calls and visits.

Just under a quarter said that the help that they had received was very good at allowing them to cope once the incident had occurred

but that there was no training to do anything to help stop the incident in the first place.

But the overwhelming majority – just under three quarters of those questioned – said that they had no training. In order words the schools are simply ignoring the problem, either because the management is not aware of it, or because they have no idea what to do about it. From individual conversations I have the impression that the former is the case. “I think you’ll find that doesn’t happen here,” was the reply I had on more than one occasion.

Written by Tony Attwood, Chair, the School of Education Administration and Management (SEAM)

THE RISE OF ABUSE

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DANGEROUS GROUND This situation puts the schools on dangerous ground. All employers have a duty in law to provide a safe and secure working environment for all their staff. And yet we were told that two thirds of schools have no active policy which is working to reduce the number of abusive incidents that arise. When eventually an administrator does take her employer to a tribunal over this, it is hard to see that the school will have any defence.

But even this figure does not mean that things are getting better in a third of schools. In fact only 16 per cent of administrators told us that there was such a policy. Over one in five said that they didn’t know if there was a policy or not.

We find this quite alarming. Abuse of staff is a significant issue, and yet a lot of people who are in the front line when it comes to potentially receiving abuse didn’t know whether their school was doing anything about it or not. Just as with the refusal to put up notices indicating that abuse is not E

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CONFLICT RESOLUTION  tolerated, once again we have denial.

What we did find was that the majority of schools appear not to report incidents of this type on to the police or other authorities – thus in effect showing the person who initiated the abuse that they can get away with it.

This is particularly worrying given that we are now in a world in which anyone suffering abuse on line is encouraged to report it directly to the police, who do take action. Put another way, we seem to be moving towards a situation in which people who are abusive on Twitter are dealt with, but people who are abusive in schools are simply left alone to get on with it.

Asking administrators whether the problem of abuse was getting worse led to a split answer. About equal numbers of respondents (about 42 per cent) said that matters were getting worse, as said that matters were remaining unchanged. Six per cent of those who replied said the number of incidents was declining while seven per cent said they had no incidents of this type.

In short the best we can say is that in some places the problem is staying at its current level, in others it is getting worse.

It is not a very reassuring situation.

THE CONSEQUENCES OF ABUSE Having established the level of abuse that is to be found in schools we moved on to the consequences of this level of abuse.

A third of those responding said that they had faced at least one situation that was so bad that they needed to leave the office to recover. Another third said that they had experienced such a situation but had been unable to leave as there was no one else available to take over the office.

A small but significant number said that they had taken time off work as a result, or that they were planning to leave working in a school because of one or more incidents.

But hiding within the detail is something even more alarming than all this. It is very easy to install a digital radio system which allows an administrator in difficulty to bleep an emergency button and get help to the office straight away. Around 27 per cent of schools have such a system, although rather alarmingly nearly a third of administrators in schools with such a system reported that when they used it, no one came. The vast majority of schools however have no such system – even though it would be inexpensive to install such a system and be very helpful for dealing with anyone who entered the school without first reporting fully to reception. These are alarming findings.

Incidents in other settings tell us that where there is verbal abuse going unchecked, so there will follow physical violence, and there can be little doubt that an aggrieved parent is going to take his/her frustrations out one day on an administrator and the administrator

Security

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About SEAM The SEAM was set up in 2006 with funding from the Dept of Trade and Industry and the support of the University of Northampton to help schools consider and where applicable introduce administrative, efficiency and management techniques from business into the increasingly complex world of contemporary schooling. will claim damages against her employer for failing to provide a safe working environment.

The tragedy of the current situation is that it looks as if it will take something as awful as this to happen for school management across the country to take the issue seriously.

The SEAM has written to all schools in the UK to inform them of this situation, and to remind school management of this problem, and as a result the number of schools issuing suitable radio devices to administrators and senior management is growing. But far too many schools appear still to be in complete denial. L FURTHER INFORMATION www.admin.org.uk

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education

FEATURE SUBSHOW SECTION EDUCATION

INSPIRING SPACES FOR LEARNING The Education Show 2015 will be returning to NEC, Birmingham on 19 to 21 March for another successful year and this time, it’s taking a different approach to help visitors tackle educational challenges head on

A rich offering of new content, inspiring LEARNING AT THE EVENT training and development, and The Education Show hosts learning sessions pioneering educational suppliers will for all types of educators, from classroom be available throughout the show. From practitioners to senior leadership teams. innovative teaching resources and practices Free CPD accredited training with practical to educational charities and organisations, and engaging content. Visitors can choose Education Show 2015 will be providing form over 120 sessions presented by all of the insight you need for fellow practitioners and industry a successful career in the experts to share best practice. world of education. Each

The Early Years and SEN The ce year, the show attracts Seminars and Workshops offer i professionals from free, practical and valuable ets Adv vide l b a T ‘ primary, secondary advice on the key issues o r ll p and higher education around Early Years and Hub’ wirs with the backgrounds, all Sen. Among some 15 o t a educ nity to pose offering a wealth seminars, Jane Friswell, u of knowledge CEO of nasen, will outline opport le learning and experience the practical implications mobi ions to in their field. of the upcoming SEN Code t s e qu e h t When we speak to and the biggest period of n i s t exper ld visitors at the Education SEND reform for 30 years. fie Show, the one reason that

New for 2015 and in they give for attending year partnership with the Tablet Academy on year is ‘to learn’. Each year they is the ‘Tablets Advice Hub’, which will visit the show to gather advice, guidance and provide educators with the opportunity to ideas from both the exhibitors and the top pose their mobile learning questions toexperts quality training and continuing professional in the field, whether they are regarding an IOS, development programme on offer.

Windows 8 or Android device. This feature E

Exhibitors 2 Boards & A Passion L82 2Simple Software Ltd E87 A&C Black (Publishers) Ltd J49-H50 Aalborg M85 Achievement for All M29 ACUK-Action Centres J31-H32 Advanced Furniture A64 Adventure Learning Foundation M30 Amnesty International UK M39 Anneli Dance Studio M63 APCS C84 AQA H49 Architecture Workshops G13 Arithmetics BM LLP L40 Arts Award J30 Aspire L62 Association of Muslim Schools UK J62 ATG Tickets N61 auditory-actions N5 Authors’ Licensing and Collecting Society (ALCS) J40 Autopress Education K20 B Squared K51-J52 Baker Ross G18 Bangzo Books For Schools J21 Bear Beginnings N6 Berol C50-B56 BIC UK Ltd C59-B60 Birmingham Museums M46 Bksb F21 Blue Cross G11 BODET M79 Bostik K14 BRF (Bible Reading Fellowship) M38 British Dental Health Foundation D30 British Red Cross D21-C22 BritishBins N39 Browns Books for Students L51-K52 BulliesOut A47 CA Grant / Plastic Tokens F51 Canal & River Trust M48 canvas and stretcher bars.co.uk E20 CareTrain Solutions M2 CATSC J45 CBis-education B87 CEM Centre M52 Child’s Play (International) Ltd L2 Clarity in Sound Light and Vision F10 Classical Comics Ltd D39 Classroom Monitor E84 CND Peace Education G15 Collins Education E49-D50 Commando Joe’s E32 Community Playthings B59-A60 Conquermaths A17 Cornerstones Education F41-E42 Costco Wholesale LL42 Creativity International Ltd H3 Crick Software Ltd C52 Crossbow Education K3 Crown House Publishing L49/LL50 Curriculum Visions C29-B30 Data Harvest J29-H30 Dental Smiles Academy Ltd LL46 Digipro Computer Consultants G40 Dimensions Curriculum Ltd H15 Direct Source K2 Disney On Ice and Ticketmaster E56 Disney Theatrical Group Sales K62 Dogs Trust G19 Drake Educational Associates K39 Drayton Manor Theme Park M60 Earwig Academic D31

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Feature Heading Education Show 2015

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education

EDUCATION SHOW Exhibitors

Audio visual specialist, Proactive Learning, will be on stand D79 sharing its extensive experience in providing audio visual solutions to classrooms, designed to inspire, engage and involve students in the learning process  will be a destination point for educators who are keen to discuss specific requirements and we have some exciting opportunities for tablet providers to showcase their devices.

The Tablet Advice Hub will take place in the Learning Through Technology Zone.

The ‘How Do I?’ Theatre will present a series of free CPD accredited workshops and presentations offers visitors professional development and practical advice on a variety of burning issues.

SCHOOL LEADER SUMMIT The School Leaders Summit is designed for individuals with a leader role in a school, to provide an environment where like-minded educators can learn, network and share ideas. The two day programme focusses on addressing and helping school leaders overcome the challenges present in their schools. Subjects include changes to the Ofsted inspection framework, using Pupil Premium effectively to raise student attainment, dealing with assessment changes and using technology to enhance learning.

Here’s a snapshot of some of the exhibitors you can meet at the show.

On stand N3 will be Gap Education, an award-winning social enterprise, founded by former Headteacher Quentin Gunderson.

The company is working across the country to put an end to educational inequality and close the gap so that every child will reach their potential no matter what their starting point. Gap Education will be talking to visitors about its unique toolkit that is being used by primary and secondary schools to narrow the gap through effective family intervention;improving the attendance, behaviour, attainment and well-being of pupils.

Audio visual specialist, Proactive Learning, will be on stand D79 sharing its extensive experience in providing audio visual solutions to classrooms, designed to inspire, engage and involve students in the learning process.

Proactive Learning is offering a 100 per cent satisfaction guarantee for any new customers looking to try out its technology, so a visit to the stand is highly recommended!

For over 125 years, Helix has been supplying quality educational products, offering a choice of three of the world’s most recognised educational brands, including Oxford, a range of traditional premium academic E

Easy Read Time Teacher Ltd F2 Edding (uk) Ltd B19-A20 Eden Learning Spaces H51-G52 Edge Hill University N22 Edgy Productions F23 EduCare for Education F20 Education & IT Ltd B88 Education Destination N2 Education Group Ltd J70 Educational Advantage A23 EducationCity.com F49-E50 Encore Tickets J16 Engaging Education F29 Eos Teaching School Alliance A45 Espo G29-F30 European Commission A61 EuroTalk Limited M62 FFT Education H13 Fieldwork Education (IPC) C31-B32 FlashSticks D87 Fosco Hayes Hurdley Ltd C1 Franklin Watts & Wayland Books K50 Fresh Start for Kids J13-H14 Friend or Foe The Musical G20 FUZE Technologies Ltd F71 Gap Education & Training N3 Girlguiding K68 GL Assessment D42 Gratnells D1 Great Grub Club J61 Green Board Education K11-J10 Gro-Organic H11 Guide Dogs for the Blind Association F69-E70 Helix Trading Ltd / Maped UK D49-C50 Highline Adventure J69 Hobgoblin Theatre Company A30 Hodder Education H59 Hoodies4Schools C62 ID Solutions 2U C32 Imovesdance UK Ltd H22 Ingestre Hall Residential Arts Centre L13 Insane Logic K17 Insect Lore J1 Integrated Community Solutions CIC G32 Intellectual Property Office H17 International Baccalaureate (IB) K40 jass - JuniorAward Scheme for Schools M44 JC Academy H60 Jem Education Direct Ltd L32 Jigsaw School Apps F87 JSA Innovations A43 JTS N45 Just2easy.com C87 Kapla France Sarl L50 Kid Life G14 Kompan D64 Kozi Kids H10 LancashireProfessionalDevelopmentService K36 Lawrence Educational A2 Leading Education LL44 Learning Materials Ltd G3 Learning Rooms M64 Leisureworld Educational Tours K61 Letterland International Ltd K10 Little Creative Days Ltd L45 Live-N-Learn Ltd H80 Liverpool John Moores University E39 London Emblem M45 MA Education K22 MAGAZINES for Schools L74 Malachi Community Trust H72 Manor Adventure L59 Marble Art Originals Ltd A31

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education

EDUCATION SHOW

DFE backed company Commando Joe’s hires ex‑military personnel to inspire and motivate young people, building resilience through educational learning and personal development services for schools across the UK  school accessories; Helix, a quality technical education equipment; and Maped, practical and ingenious products for schools.

THE BUNNY RABBIT SHARPENER Helix has been helping innumerable children and teens through their schooling since 1887 and is still the brand leader in the UK today, with its Helix Oxford Maths Set equipping millions of pupils worldwide. New for 2015, Helix will also be introducing the Bunny Rabbit Educative Pencil Sharpener, which combines fun and innovation to teach children how to sharpen pencils correctly. Pop by and meet the Helix team on stands D49-C50!

On stand L52 will be NCFE, a registered educational charity with a strong heritage in learning, going back over 150 years. NCFE offers a wide portfolio of qualifications including apprenticeships, qualifications which support Study Programmes and Traineeships, fundable qualifications for adult learners, high quality distance learning models and V Certs for schools.

Ticketmaster Education, part of Ticketmaster UK, will be exhibiting alongside Disney On Ice at stand E56. Ticketmaster Education brings together a variety of materials such as downloadable curriculum resources and education packs that explore the themes of some of Ticketmaster’s best-loved events, which can then be used in the classroom to assist continued learning.

DISNEY ON ICE Also at stand E56 is Disney On Ice, who bring their Magical Ice Festival to the UK next year. Produced by Feld Entertainment,

Magical Ice Festival is an enchanting mix of royalty; highlighting the stories of Disney’s most beloved heroines through energetic choreography that will have audiences singing, dancing and cheering their favourite Disney characters as they each embark on their own epic journeys. A visit to the stand is highly recommended for any visitors looking at finding events that truly inspire and complement pupils’ learning.

For all of your recruitment needs, visit stand C84 and meet the team at Access Personal Checking Services (APCS) who are specialists in online recruitment, vetting and helping schools to employ staff that they can trust. APCS is one of the largest umbrella bodies working with the Disclosure and Barring Service in the UK, with over 12 years industry experience and a catalogue of services on offer.

On show on stand C84 will be the company’s Single Central Record system, which allows users to store all information in one place and carry out simple, accurate checks.

Eden Learning Spaces will be returning to The Education Show once again, after launching its educational soft furnishings at last year’s show, bringing with it an exciting new presentation this year.

On stands H51-G52, Eden will be showcasing an exciting learning environment concept which will give visitors the chance to try out the bean bags and foam filled cushions for themselves. The team will also be on hand to talk visitors through how the product range can enhance the experience of learning with improved levels of comfort, concentration and creativity. E

Exhibitors Medpac M69 Merlin Entertainment Group K59 Midshire Business Systems L70 Mobile Cook Station E22 Morleys Mail Order Group A49 Motivation in Learning Ltd B21-A22 Music Made H70 My School Awards N31 MyiStick C88 MySchoolApp H42 NASUWT C61-B62 National Union of Teachers D41 Nationwide Retail Systems M51 NCFE L52 Newman University L86 Norseman Direct Limited C39-B40 NoVate Direct Legal Solutions D28 now>press>play M75 Nuco International C30 Numbergym Software L19 Oaka Books F3 Ocean Youth Trust Scotland J51-H52 OneFile B29 Opus Pharmacy Services M71 Osborne Technologies Ltd C79-B80 OT for Kids M73 O-TRACK D82 Out of the Ark Music F31 Outside Classroom Boards E2 P&J Dust Extraction Ltd A33 Paramedic Rescue Services C41 Partake AR A75 PDSA F59 Pearson K49-J50 Penstripe B39-A40 Petra’s Planet for Schools A38 PGL J59 Phenix Education L15 Piota F91 PlanBee G16 Play Smart UK L37 Playtime By Fawns G59-F60 Polydron UK A21 Ponds For Schools G62 Practical Pre-school Books K21 Prefect Lockers B42 PrimarySite H40 Prim-ed Publishing (pty) Ltd A9 Pritt F5-E6 Proactive Learning Ltd D79 ProfessorPoopenshtinken’sMagicalMaths J22 ProQual Awarding Body B82 Protective Behaviours Consortium L39 Pythagora Educational N8 R.S.Donnebaer T/A BlueAV G70 Rampmental B61-A62 ReadingWise H39 Red Monkey Play Ltd M19-L20 Redemptorist Publications J39 Renaissance Learning K42-J42 Rhino/Grosvenor House Papers D22 RI - Pastoral Care Services L43 RiKeM Training & Consultancy LL41 RLSS UK J19-H18 RNIB J15-H16 RNLI J32 Rock and Rapid UK L60 Rock UK Adventure Centres Ltd K29 Route 2 Education Technology D60 Royal Brush Manuf.(UK) Ltd C40 Royal Horticultural Society K31 Ryco Book Protection Services J20 Safer Handling H62

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education

EDUCATION SHOW Exhibitors

On stands H51-G52, Eden will be showcasing an exciting learning environment concept which will give visitors the chance to try out the bean bags and foam filled cushions for themselves  THEATRE PRODUCTIONS 2 Boards & a Passion, an established professional touring theatre company will be exhibiting on stand L82. The company specialises in writing, producing and performing theatre productions and dramabased workshops for children and young people. Touring to all mainstream and special schools across the U.K, it runs three antibullying productions for primary schools on three different themes (verbal bullying, cyberbullying and bullying of children with SEN).

Magazines for Schools is one of the UK’s leading independent suppliers of magazine subscriptions, offering readers a choice of over 3,000 titles across a comprehensive range of genres. The team will be welcoming visitors to stand L74 to hear more about its services.

Teaching and support staff are invited to learn about the education programme available at Warner Bros. Studio Tour London – The Making of Harry Potter as the attraction hosts a stand at the Education Show.

Visitors to stand N59 will get the chance to take part in a photo opportunity as well as discover more about the Studio Tour’s series of twelve free lessons which are enhanced by the use of authentic filmmaking materials.

Based just 20 miles from central London, the

Studio Tour reveals behind-the-scenes secrets and showcases the original sets, props and costumes used in all eight Harry Potter films.

A CREATIVE INTEREST Fully-qualified and award-winning teachers with hands-on experience in the creative industries are passing on their knowledge with an interactive education programme.

Lessons are based on the national curriculum from Key Stages 2 – 5 and cover aspects of the film production process including set design, costume characterisation and script writing.

They have enjoyed great success since launching in September 2012 with extra lessons being launched to cope with demand in 2013.

Department for Education (DFE) backed company Commando Joe’s hires ex-military personnel to inspire and motivate young people, building resilience through educational learning and personal development services for schools across the UK. Established five years ago by Mike Hamilton, a former bomb disposal expert who served in Iraq and Afghanistan, Commando Joe’s aims to inspire and motivate school children across the UK to have greater self-confidence, respect, and self‑discipline. Don’t miss the chance to meet Mike and his team on stand E32. E

Safety Centres Alliance M59 Save the Children F15 SBM Partnership H68 Scanning Pens Ltd D2 Schofield & Sims C42 Scholar Educational Products Ltd L11 Scholastic Limited G50 Scotts ofThrapston &Timotay Playscapes B69 See Tickets E40 Smart Kids D51 Smooga Ltd E60 Snifty Fundraising N4 Sovereign Design Play Systems Ltd N43-M42 Space for me B43-A44 Sparrows Education M32 Speaking Volumes M40 Speech Link Multimedia Ltd M33 Stabilo H31 Staedtler (UK) Limited E15-D16 Stage Systems F39 Startle Art A19 Study Fun E72 Sustrans J60 Sweet Counter/ Playground Pictures N20 Synergy Learning Ltd D53 Talking Products Ltd E3 Taskmaster Limited E19 Teachers Assurance D40 Teachers2parents D32 Teejay Publishers E31 The Animal Man K1 The Classroom Loft Company C60 The Creativity Hub G12 The Exercise Book Company K41 The Hawn Foundation UK N49 The Maths Zone J71 The Scout Association M61 The Sticker Factory LL49 The Tipi Company G60 ThinQ Education F16 Third Space Learning H44 Timotay Playscapes & Scotts of Thrapston B69 Top Trumps L12 Topical Resources G1 Trace Assessment J72 Track-Ed F79 Traffic Snake Game L72 Tribal Soul Arts M3 TTS Group Ltd D19-C20 Tute L30 UK School Suppliers E29 Unistage E21 Val Sabin Publications & Training F19 Versa G74 VEUcan L14 Warner Bros. Studios Leavesden N59 WaterAid L42 Wellbeing People J11 Wesleyan F86 West Design Products G10 Westfield4Schools H61 White Space Ltd (Wordshark) E51 Wildgoose Education K13 Wishtrac House Limited D69 Worcestershire Education Network F1 World of Work L38 Yamba UK L41 Yellow Door A1 Young Epilepsy M31 YPO C19-B20 Zapp2Learn C92 Zebra Pen (Uk) Ltd E30

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EASY TO UPDATE SCHOOL WEBSITES It was clear from the very start that the PrimarySite system was the easiest to use by far.

Rob Holmes, Kingsbridge Area Church Schools Federation

Communicate effectively with your whole school community Save valuable staff time Raise your school’s profile

If it’s time to rethink your school or academy website, contact our advisers who will be very happy to discuss the perfect solution for your school.

Call us on 01636 616640 Visit us at The Education Show 2015 - Stand H40 primarysite.net PS_Oct Advert_A5-FINAL.indd 1

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education

EDUCATION SHOW  Helping to manage school budget restrictions, Ryco Book Protection Services will be on stand J20 offering advice on protecting and maintaining your resources. Ryco has protected educational resources for over 20 years, covering millions of books with durable and long lasting book covers. The company is using its expert knowledge of the UK schools market to drive higher standards in this area, through an understanding of the need to maintain the quality of books and other educational materials to keep them in circulation for as long as possible.

The team will be welcoming visitors to come and see what products it has to offer and ask any questions about maintaining the quality of educational resources.

CORE MATHEMATICS On stand E31, TeeJay Publishers will be discussing its new set of core mathematics textbooks and support materials. TeeJay is now the largest supplier of mathematics resources in Scotland, selling to almost every secondary and independent school and over 95 per cent of primaries. The company is also offering to send schools copies of all its books to sample for free.

If you are looking for incentives and reward schemes for your students, we recommend a visit to stand H61 where Westfield4Schools, a leading supplier of badges and achievement

awards will have its large range of products on display. Its new information wheels, used to help pupils learn times tables, fractions and divisions are also a firm favourite with schools.

ly The Ear SEN nd Years a rs and Semina ps offer o Worksh ctical and a free, pr e advice on valuabl ey issues the k d SEN aroun

POCKET GUIDE FOR WEBSITES PrimarySite, on stand H40, is a leading provider of websites that fulfil schools’ visions and helps them to engage students as well as communicate with parents and the whole school community. At Education Show 2015, PrimarySite will be showcasing its new ‘Pocket Guide’ for teachers, detailing all the essential information primary schools need to ensure they have an impressive and effective website that also complies with both the DFE’s and Ofsted’s new requirements.

This year, with mobile learning high on the agenda in schools, the Education Show 2015 is joining forces with the Tablet Academy to provide educators with free, hands-on advice on the use of tablets in schools.

As one of the UK’s leading education consultancy and teacher training organisations focusing solely on the use of tablets in

schools, the Tablet Academy will host the ‘Tablets in Education’ feature, an area devoted to mobile learning at the Education Show 2015.

Whether a school is looking to go down the 1:1 route, or is considering implementing a ‘bring-your-own-device’ scheme (BYOD), the Tablet Academy is inviting visitors to see and test a range of devices in an educational context. Its team of teachers will be on-hand as part of the tablet feature, offering educators the chance to drop by at any point throughout the show to ask any questions or gather advice on mobile learning.

Education Show 2015

Sponsored by

BESA INFORMATION POINT Also on hand to help exhibitors plan their route around the show, the British Educational Supplier’s Association (BESA) will be hosting the BESA Show Information Point. To ensure visitors get the very best out of the event, the association will be offering its knowledge and experience to help them plan their time at the event. L The Education Show 2015 takes place from 19 to 21 March at the NEC, Birmingham. To register for your free, fast-track pass, visit www.education-show.com

N0684

We can help. Operating in the Midlands we are a unique one stop shop for high quality loans of library books, artefacts, original works of art and online curriculum resources. We also provide in-school science and heritage workshops and a range of inset and training opportunities for teachers and school librarians.

Find us at stand J14 at the Education Show in March.

Creative Learning Services www.leics.gov.uk/LSE tel: 0116 305 3816 • e-mail: deb.siviter@leics.gov.uk

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Education Show 2015

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

Marble Art Originals helps Outdoor clothing for to build art confidence in children of all ages pupils aged 3 and up As the importance of outdoor Marble Art Originals has been trading since 1992 and has developed a new generation of marbling experiences, building confidence in students from ages 3 and over.

The revolutionary paint produces fantastic results with minimal effort, and both traditional and contemporary designs are easily achievable.

The marbling system is simple to use and can be used as for marbling in different subjects: Art, History, Textile Design, etc.

Suitable for children aged three years and up, the paints are concentrated to be diluted with water, and are non-toxic, working on paper, fabric, leather, wood, cork, stones, etc. The prints are instant, so there is no waiting for the paint to dry before the designs can be used. The paint is also easy to manipulate, and the tools are simple to obtain

- cocktail sticks or straightened paper clips are recommended.

Marble Art Originals has a variety of products for sale on the website such as marbling kits, paint, a book, DVDs and a selection of other supplies. Each full kit comes complete with six pots of paint (which can be mixed into most colours), step by step instructions, floater, pipettes, alum and two trays for marbling.

FURTHER INFORMATION Tel: 01689 826246 www.marbling4fun.net

Get the new term of to a great start with The Exercise Book Company The Exercise Book Company offers premium eye-catching and affordable exercise books.

The Exercise Book Company uses top quality premium papers, finishing options and vibrant full-colour printing and can provide a seven day turnaround with numerous delivery options.

The company also boasts 99 per cent on-time delivery and a 100 per cent satisfaction guarantee.

The Exercise Book Company, part of WM Print, prides itself not only on the high-grade product it supplies, but also on the superior level of service it offers alongside the flexible approach the company adopts to meet its clients’ needs.

The company continually receives feedback from its customers on the amazing colour quality, turn-around times and

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innovative ideas it provides. So, let The Exercise Book Company’s experience pull everything together for you so you can have the peace of mind you deserve.

Products include: A4 Exercise Books, 9” x 7” (229 x 178mm); small sizes and project books (320 x 230mm). All available in 8mm or 15mm feint + margin, plain, 7mm or 10mm square or 15mm feint ½ page blank.

FURTHER INFORMATION Tel: 01922 471363, sales@ theexercisebookcompany.co.uk www.theexercise bookcompany.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.6

play once again dominates the headlines, enabling children to enjoy the many benefits of outdoor play or ‘green exercise’ remains the motivation behind Kozi Kidz’ advanced range of outdoor clothing. Designed to enable children to play outdoors in all conditions, Kozi Kidz’ awardwinning PU range offers 100 per cent protection from wind and rain.

Perfectly suited to use in nurseries, pre-schools or forest school environments, Kozi Kidz has introduced the colourful and practical Essential Rain Sets.

Each set is made from stretchy PU fabric and is 100 per cent waterproof to 5,000mm for complete peace of mind that the wearer will remain warm and dry.

Advanced features including fully welded seams and a robust, poppered storm flap ensure that even the smallest droplet of water won’t seep through. Designed by experts in Scandinavia each Essential Rain Set also benefits from a peaked hood that offers

optimal vision and weather protection around the face. For a comfortable and secure fit, the trousers feature adjustable, clipoff braces as well as foot stirrups that can be secured under a boot.

Kozi Kidz is also firmly focused on the child’s safety, adding crucial features such as reflectors for increased visibility and a detachable hood.

FURTHER INFORMATION Visit Kozi Kidz at the Education Show 2015, stand H10 or visit the website: www.kozikidz.com

High quality writing instruments from Zebra

Zebra has been producing high quality everyday writing instruments since it was founded in Japan in 1987. Since then, the company has become one of the biggest pen manufacturers in the world, producing over 80 million pens a month. Zebra have over 20 years experience here in the UK and can be found in all major retailers across the country.

The name Zebra is as unique as the products the company produces. It offers a varied range of different writing equipment from disposable fountain pens to coloured ballpoint pens.

The company has a variety of fashionable printed pens that offer a stylish option for those stationery addicts that are all

about making the function just as important as the statement.

Recently, many schools have banned red pens as they have been judged as a negative colour. Green and violet coloured pens have become more popular due to this and Zebra has acknowledged this change.

Keeping up to date with trends and fashion, the company has numerous new products being released in 2015, so keep your eyes open for Zebra products.

FURTHER INFORMATION To find more about Zebra Pen (UK) Ltd please call 0208 974 2202 or visit our website www.zebrapen.co.uk

A leading provider of websites for schools

PrimarySite is a leading provider of websites solely for primary schools. Founded by a teacher in 2002, the company understands primary schools and their unique life-changing role as well as their ever-shifting needs and challenges.

PrimarySite works in partnership with schools to design truly outstanding websites that help them to connect with parents, pupils, governors and wider communities. The company is proud to help schools impress Ofsted and meet the Department for Education’s school website information guidelines. Responsive design comes as standard as well as training, handy guides and over the phone customer service and technical support.

PrimarySite also supplies secure blogging and podcasting systems created especially for primary schools to help raise attainment in reading and writing while meeting the needs of the new computing curriculum.

Websites and associated services offered by PrimarySite all follow the company’s key principles: attractive bespoke designs, a genuinely easyto-use updating system and excellent customer service.

FURTHER INFORMATION Visit us at The Education Show on stand H40 or call us on 01636 616 640 for a brochure and free review of your current school website

Novate provides a one‑stop-shop for direct access to legal experts Most of us at some point in our lives will require the services of a lawyer. The difficult decision is who to turn to. With the increasing competition between lawyers and other service providers, the marketplace is more confusing than ever.

NoVate Direct Legal Solutions explains the process and helps you find the right legal team for your case ensuring that you get the right advice at the right cost.

NoVate has access to lawyers with specialist knowledge of all aspects of educational needs and education law. NoVate can provide assistance to school and college governors and voluntary sector organisations who work with children and families.

Some of the areas NoVate can help with can include: Special educational needs; Admissions; Disability discrimination; Exclusions

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and formal disciplinary procedures; Further and higher education; Judicial review and statutory appeal, and; Governance & funding.

NoVate has access to many education law barristers to suit your needs. If your case requires a solicitor, we can recommend a legal expert to suit your budget.

Your case will be reviewed by a barrister and where appropriate an initial conference of 30 minutes will be provided free of charge.

Novate is a Not For Profit organisation.

FURTHER INFORMATION www.novatedirectlegalsolutions.com

An engaging way to teach DSA helps pupils pursue a career in dentistry children about wildlife Ponds for Schools has done everything it can to make it easy for schools to get real educational value from their pond and wildlife areas.

Most teachers know the value of ponds with their fascinating micro worlds within, but it can be intimidating to start from scratch if you don’t know much about them.

The Bugzone Pond is a brilliantly designed liner with a safety cover included, and is ready to install with detailed instructions and great optional extras. It will last for generations of children and it’s easy to maintain – a fun job for the eco committee.

Ponds are a great habitat, particularly where there is limited outdoor space, as they contain fascinating creatures and children can see life cycles and food chains in action.

In just 10 weeks the Bugzone

can develop a thriving ecosystem with just a plant kit – no expertise required.

Find out more about how easy it is to use this fabulous resource at the Education Show on stand G62 and access excellent curriculum guides for Foundation Stage, KS1 and KS2. The first 200 visitors will get a free pond dipping guide and very special offers.

FURTHER INFORMATION Tel: 01299 877008 info@pondsforschools.co.uk www.pondsforschools.co.uk

Dental Smiles Academy is a City & guilds accredited centre offering various NVQ qualifications, including Level 3 qualification in dental nursing and NVQ level 3 in dental decontamination.

The Academy has the unique strength of being the only dental training provider attached to a working dental practice that offers a full variety of treatments and hands on experience for students in a real working environment.

Dentists and dental care professionals have recognised that the Academy is an ingenious, creative and refreshing facility greatly needed within the education sector of dentistry.

The Academy works with local businesses and schools offering work experience placements, in addition to a six week induction that gives potential students access to expert insights into working in the dental profession.

One of many qualifications the Academy has obtained is the City & Guilds level 3 qualification in Dental Decontamination, an

ideal introductory qualification for anyone interested in the profession. The course covers principles of infection control, professional practice, layout and process of the decontamination area.

Achieving this qualification, which could then be included in personal statements, would have a substantial impact on decisions made when selecting students for bespoke universities for dentistry, given that they already achieved a qualification in their chosen profession. The Academy believe that this could be an ideal opportunity for your students.

FURTHER INFORMATION Tel: 0121 554 2315 dentalsmilesacademy.com

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Sparrows Education – a journey in learning

A leading provider of websites for schools

Sparrows Education focuses on developing the brain whilst using mathematics, spelling and reading as a basis for this development.

It focuses on strengthening old path ways or creating new pathways in the brain.

Sparrows recognises that children learn best through social interaction and fun. That’s why it has created educational board games, toys and storybooks to empower adults in helping children to enjoy mathematics, reading and spelling.

It is all about a journey in learning; a journey to help children and adults get back their confidence and live their lives knowing that they can read and do mathematics. Sparrows’ aim is to improve the relationship between teacher and child, whilst exercising the brain through fun and competitive board games.

The company’s board games are short, quick 10 min fun games, while children build important life skills like attention,

PrimarySite is a leading provider of websites solely for primary schools. Founded by a teacher in 2002, the company understands primary schools and their unique life-changing role as well as their ever-shifting needs and challenges.

PrimarySite works in partnership with schools to design truly outstanding websites that help them to connect with parents, pupils, governors and wider communities. The company is proud to help schools impress Ofsted and meet the Department for Education’s school website information guidelines. Responsive design comes as standard as well as training, handy guides and over the phone customer service and technical support.

problem solving, memory, flexible thinking and processing speed.

It does this by supporting the average achiever to become more confident in his/her learning, to help the high achiever to develop all areas of his/her brain in order to excel, and to help the under achiever to become a more confident speller, reader and mathematician.

When playing Sparrows games, your child not only improves these skills, but learns a realm of new information whilst having fun at the same time.

FURTHER INFORMATION www.sparrowseducation.com

Top quality badges and awards for schools

Westfield4Schools has proudly been supplying education authorities for 50 years. Established in 1965, Westfield4Schools is a company you can truly depend on. The company has grown to be one of the leading suppliers of badges and achievement awards to UK schools.

Westfield4Schools manufactures and supplies a large range of lapel badges, house button badges, titan shield badges, motivation badges, award badges, hi-vis safety tabards, custom printed water bottles, pens, pencils, school bags and a whole lot more.

After 50 years in the business

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of providing motivating ideas to schools, the company has honed its skills so you can expect the highest standard in quality and professionalism.

The company’s dedicated sales and customer service team will help you through every step of ordering. If that wasn’t enough, Westfield4School’s experienced art department and production team will produce your goods to exceptional quality standards.

Visit Stand H61 at the Education Show and see for yourself the fantastic products on offer and pick up your free samples.

FURTHER INFORMATION www.westfieldltd.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.6

PrimarySite also supplies secure blogging and podcasting systems created especially for primary schools to help raise attainment in reading and writing while meeting the needs of the new computing curriculum.

Websites and associated services offered by PrimarySite all follow the company’s key principles: attractive bespoke designs, a genuinely easyto-use updating system and excellent customer service.

FURTHER INFORMATION Visit us at The Education Show on stand H40 or call us on 01636 616 640 for a brochure and free review of your current school website.

The 90kg Rice Challengethe perfect Fair Trade resource for your school JTS is a fair trade organisation set up to facilitate the import and distribution of fairly traded products to the UK. The company empowers and educates producers and consumers, through the fair purchasing and sale of delicious food products from the developing world. JTS seeks to provide sustainable incomes and wellbeing for small holder farmers, producers and their families.

One of its main products is Kilombero rice from Malawi and a popular way for schools to support small holder farmers is through our 90kg Rice Challenge.

The Challenge encourages pupils to sell 90kg of rice – the amount of rice sold that would enable a Malawian farmer pay for a year’s secondary education for one child.

Your school will receive excellent teaching resources that cover a wide variety of subjects including geography, social science, citizenship and

PSHEE. The Fairtrade Foundation welcomes participation in the 90kg Rice Challenge as a contribution towards the Fairtrade Schools awards.

Only one in three children attend high school in Malawi.

Can your school or class take on the Challenge and help Malawian farmers send their children to school?

FURTHER INFORMATION If you would like to learn more, please visit www.jts.co.uk, call 0141 255 0901 or email info@jts.co.uk.

Supporting schools with learning resources With over 25 years experience in supporting schools, Creative Learning Services offers you a one stop lending and support facility, providing learning resources and expertise suited to primary, secondary and special education.

Creative Learning Services enables you to access the resources you need, whenever you need them. A comprehensive collection of up to date, quality books, artefacts, artworks and other media are all easily accessible through an online ordering facility. Direct delivery to your school makes offering the best resources to your pupils a simple, cost effective and sensible choice when faced with both budget and time pressures.

Developing a reading community through providing support for the wider reading and information needs of a successful school is a specialty of this service, with quality resources and experienced professional staff available to add that bit extra to your pupil’s experiences within school.

Experienced teachers also offer a range of curriculum based, in-school workshops, delivered by practitioners with expertise and passion for history and science. Delivering resource based sessions that utilise unique objects and costume helps to bring learning to life and contribute towards the facilitation of memorable learning experiences that can transform pupils’ learning.

FURTHER INFORMATION www.creative learningservices.com

Auditory-Actions: Helping schools to meet the challenges of SEND reform

Auditory-actions is a teaching/ consultancy designed to offer practical support, strategies and individual programmes to schools to meet their duties in line with the SEND reform.

Auditory-actions has worked extensively with hearing impaired pupils and can offer advice on the ‘reasonable adjustments’ in accordance with the pupils’ medical needs as well as TA training.

Auditory-actions is possibly the only teaching/consultancy who is able to provide assessment, training and individual programmes for pupils with auditory processing difficulties, sensory processing/ASD and hearing impairment.

The emphasis is on practical

solutions and easy to implement classroom strategies. In today’s classroom the practitioner is facing many demands.

Auditory-actions can help in assisting in meeting the latest challenges in the field of SEND. Director Catherine Routley, MSc, MA, Dip. SEN, Cert. Teacher of the Deaf is an experienced SEND professional with a strong background in education consultancy and practical courses for professionals working with pupils with a range of special educational needs including hearing impairment and ASD. FURTHER INFORMATION Tel: 07904313661 info@auditory-actions.co.uk www.auditory-actions.co.uk

An interactive phonics system with a difference

Helping to award your students and staff

Zapp 2 Learn is an interactive phonics system with a difference – an app is used to teach and interact with a specially designed book, the ZappBook. It’s an ideal support tool for synthetic phonics, age group 5 and 6, which is designed to complement the school’s literacy programme.

The voice of an experienced primary school teacher with extensive phonics knowledge is recorded within the app, which provides up to 150 sentences and questions based around phase two and three letters and sounds phonics.

Developed in conjunction with Nottinghamshire schools, Zapp 2 Learn is perfect for getting parents involved with their children’s literacy teaching. There is an abundance of smart technology

My School Awards specialises in helping you reward your students, staff and other individuals for all their hard work, achievements and positive conduct by offering a huge choice of top quality trophies, medals, badges and more.

Knowing that you already work really hard and pack a lot into your day, My School Awards aims to make your customer experience a truly positive one by ensuring the ordering process is simple and that communication is timely and clear, and by offering inspiring products together with exemplary customer service.

Within its range of over 8,000 items there is something to suit all tastes and budgets.

Each product also comes with My School Awards multi-buy discounts meaning customers can take advantage of best market prices and the potential therefore to highlight positivity in an inclusive way. A full

in homes today and when merged with the Zapp 2 learn ZappBook, parents can really make a difference, supporting the school with home learning.

Zapp 2 Learn also works great as a support tool for teaching assistants, providing accurate and effective teaching of phonics.

The company is also developing multiple language versions for schools with a high percentage of pupils whose second language is English. The first version available supports Polish children.

FURTHER INFORMATION Visit the company on stand C92 at the Education show 2015. Free samples and demos will be available.

Alternatively, visit the website www.zapp2learn.com

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personalisation service is also available, encompassing school names, logos and free engraving on many items.

With a large choice of delivery options, including next day delivery on the majority of products and purchase order accounts available to all education establishments and local authorities, My School Awards is in first place to help you promote and celebrate greatness in education.

FURTHER INFORMATION www.myschoolawards.com

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r o f e g a s s e m t n e an urg … s t n e r a p d n a s r e teach

I

f you’re of a certain age you might remember ‘Little House on the Prairie’? If you’re not old enough, Google it. It’s right up there with ‘The Waltons’ as the classic clean-cut wholesome family unit. Now I don’t know about you but our house doesn’t resonate with a cheery ‘Night Jim-Bob’ at lights’ out. And try as we might, we hardly ever manage to sit down around a huge table, slicing into and handing round generous helpings of hearty home-made pumpkin pie. This isn’t 1930’s Walton Mountain. It’s the next millennium along and I forgot to tell you - I’m from Derby!

You can’t avoid kids.

Just to clarify, what I mean is you can take certain precautions to avoid having them, but you can’t go through life without encountering them. As a student of the relatively new concept of ‘positive psychology’, I thought it’d be worthwhile trawling the research to find out how the science applies to being in contact with the ‘yoof of today’.

First the bad news. Life is exhausting. Life that contains children, quadrupally so!

Emotions are contagious so I think it’s fair to say, ‘You’re only as happy as your least happy child.’ That principle also applies to your classroom. But, good news, you can implement strategies that will enable your family and classroom to function brilliantly, most of the time.

If you’ve got small children, here’s a parenting belter from Gretchen Rubin.

You know how last thing at night can be a mad rush, dashing around getting school bags sorted, packed lunches packed and school uniforms ironed? Instead of rushing around headless-chicken style, why not indulge in a spot of what Gretchen calls ‘gazing lovingly’.

Gretchen and her husband say, ‘Come on, let’s go and gaze lovingly at the kids as they sleep.’

That is such a fabulous idea. Simple, free and a perfect example of being in the moment.

Carol Dweck’s book is crammed with good advice. One of her experiments involved setting

a group of children a really stern exam after which one group was praised for intelligence (‘You are sooo clever!’) and the other for effort (‘You’ve worked reaaally hard!’)

Next, she set a test that was impossible for them to complete! For a 13 year-old, that’s a real bummer. And here’s the rub folks, the first group (praised for being clever) soon capitulated, figuring that they weren’t clever enough. But the second group (praised for effort) stuck at it and outperformed the others by 30%.

so what?

Dweck’s advice is that if your child accomplishes something, don’t say, ‘Well done, you are such a little genius!’ But rather, ‘Awesome, you put the effort in and got the reward.’

Always praise effort rather than talent. If your son scores a goal at football, don’t high-five him and say, ‘Holy cow, total genius dude. You were born to play football.’

You’d be better off saying, ‘Amazing goal, son. That’s what practice and hard work gets ya!’ And ruffle his hair in a chummy fashion.

Or when your daughter wins an award for art? ‘Crikey young lady, you are destined to be the next Picasso.’ Nope.

‘That’s what you get for all those hours of hard work.’ Yep.

Here’s another pearler, this time from Dan Pink. He says you shouldn’t pay your kids to do chores and on no account should you bribe them with cash for exam results.

whoops! i hear You saY. According to Dan, it’s a slippery slope that kills their work ethic and love of learning. Let’s examine the sub-text of your well-meaning SATs ‘payment by results’ system, carefully devised in consultation with your year 6 child. What you are effectively saying is, ‘I understand that studying is a horrible thing to do. And I appreciate that you will only do it for money.’

Bang goes their love of learning. You are teaching them (albeit innocently and subconsciously) that learning is a chore.

Putting it all together, the truth is that as a parent and/or teacher, you are having an extraordinary effect on the young people in your life. This doesn’t mean that they will necessarily do what you say!

But, we’re wired to copy behaviours so, I promise you, they will do what you do.

Look at Ma and Pa Walton; positive, supportive, close-knit, loving behaviours.

Same with Charles Ingells from ‘The Little House on the Prairie’. And 1970s American TV shows never lie so I rest my case.

Andy x

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FACILITIES MANAGEMENT

Written by Elisha Dignam, The British Institute of Cleaning Science (BICSc)

A CLEAN SCHOOL CREATES A POSITIVE LEARNING ENVIRONMENT

Cleaning

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We never forget our class teachers, but what about the unsung heroes who contributed to our daily wellbeing? The properly trained cleaning operatives whose task made our experiences a safe one, too Take a moment to think back to when you were at school as a pupil, what comes to mind? Personally, I remember the hectic changeover’s between lessons as I ran from one end of the school to the other, the older kids having food fights in the canteen and the water fights on hot summers days.

They were the good old days.

We all remember our teachers for the good and the bad. However, did we ever consider the unsung heroes who kept us safe and comfortable in the environment where we learnt out most valuable lessons: the cleaning operatives and school caretakers?

In a report published by the Northern Ireland Education and Library Board, it was found that there are a number of strategic benefits to a clean school: creates a positive learning experience and contributes to the ethos and culture of the school; encourages good hygiene practices; promotes a positive image to parents and

reassures of pupil safety; teaches respect for property and environment; reduces hidden costs associated with deterioration of property and expenditure on maintenance.

MINIMISE RISKS In addition to the indirect impact cleaning staff has on the learning experience of pupils, maintaining a good standard of housekeeping at your school will also ensure a safe and hygienic environment for all users of the building, including pupils, staff and visitors.

With many accidents in schools being as a result of slips, trips and falls, it is essential to minimise these risks through maintaining a high standard of housekeeping.

Unlike many other building types, education facilities have to accommodate large-scale movements of pupils, staff and others, often concentrated into short periods of time, such as during lesson changes. With this in

There s ie are stor atives, per about oas a result whom, receiving of not d training, te accredi ndangered have e selves them hers and ot

mind it is essential that spillages are cleaned up without delay and a “caution: wet floor” sign is used to protect building users to ensure areas are kept free from hazard or obstruction.

Since its establishment over 50 years ago, The British Institute of Cleaning Science (BICSc) has continued to campaign to raise awareness of the requirement for accredited training and standards within the cleaning industry.

Over the years, the Institute has heard many horror stories about cleaning operatives whom, as a result of not receiving accredited training, have endangered themselves and other users of the building. In particular, BICSc has heard stories about operatives who have mixed corrosive chemicals with their hands or have left chemicals within easy reach of primary school children.

For any teacher or parent, it would be their worst nightmare should a pupil be injured as a result of coming into contact with chemicals that should have been stored out of reach.

As this illustrates, it is essential that all cleaning operatives receive accredited training in skills such as chemical competence when preparing cleaning solutions, to ensure health and safety while performing cleaning duties. E

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FACILITIES MANAGEMENT  Furthermore, without initial accredited training, cleaning operatives will not have been trained in how to clean effectively and safely. For individuals outside of the cleaning industry, it may seem an obscure concept that individuals need accredited training on how to clean. In some ways this is true, but there is much more to consider within commercial cleaning, such as the risk of cross‑infection, correct use of chemicals and health and safety requirements. Many of these substances are designed for use in well-ventilated areas or can cause health problems, such as asthma and dermatitis, if used inappropriately.

With many operatives expected to use these chemicals within areas with little or no ventilation, such as toilets or corridors, operatives are not only posing a risk to their own health but also that

appropriately and must not be accessible to the users of the building, ie, not stored in teaching areas, staffrooms or toilets.

By ensuring a well-maintained and organised cleaning storage area, operatives and employers can further increase the safety of their operatives by ensuring: hazardous materials are out of the reach of young children but remain easy to access by the cleaning operative (ie, not stored above head height); containers are not left open; there is suitable ventilation where required; warning signs are used correctly; all equipment and materials are labelled correctly; heaviest equipment is stored at the lowest levels; storage areas are dry and not immediately next to a heat source; and hazardous substances are not overstocked.

In addition to ensuring that operatives

Scientific research demonstrates that student health, attendance and academic performance is improved with clean and well-maintained schools. Accredited development of skills are crucial to the delivery of a quality service, allowing operatives to carry out their roles effectively of the students and staff at the school.

With one in 11 children in the UK suffering from asthma, it is essential that schools do everything within their capabilities to provide a safe environment, this includes clean and hygienic facilities.

ASSESS SUBSTANCES By law, employers are required to assess the risk of substances used within a workplace under the Control of Substances Hazardous to Health (COSHH) Regulations 2002. For employees, preventing exposure to harmful substances may require: the adoption of good working techniques that avoid or minimise contact with harmful substances and minimise leaks and spills, including safe storage of materials; providing personal protection equipment, such as gloves or eye protection; ensuring good hand care, for example, remove contamination promptly, wash hands properly, dry thoroughly and use skin creams regularly; ensuring the workplace is well-ventilated.

It is essential that cleaning operatives understand the relevant COSHH data sheets to ensure they are aware of what the hazards and risks are and also of what to do in an accident or emergency.

Before conducting any task, an operative should consult the risk assessment and follow the directions on the product labels.

SAFE STORAGE OF EQUIPMENT & MATERIALS All hazardous substances used for cleaning within schools must be stored

store equipment and materials effectively, it is also necessary that an operative receive sufficient training about the safe and correct disposal of hazardous products and materials.

By ensuring cleaning operatives understand the requirement to store all equipment and material safely and correctly, employers can confirm the health and safety of all staff and students, including the cleaning operative themselves.

COMMON COMPLAINTS Further to the risks posed by the use of hazardous materials within schools, it is also necessary to establish that equipment and materials are used safely and correctly.

It is essential to make sure equipment is suitable for use (ie, not damaged or faulty) and is used in a safe and effective way (ie, not left out after use or cables left trailing). How many instances have their been in your school where a pupil or member of staff has tripped over a trailing cable or slipped on a wet floor in the bathroom because there was not a “caution: wet floor” sign?

For many, these are common complaints but they are nonetheless preventable through accredited training and knowledge.

Additionally, cleaning operatives are often employed within a workplace that has been designed with other workers in mind (ie, classrooms). This may generate additional challenges or health and safety problems that require the operative to make adjustments for the environment they are working within.

Cleaning

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Licence to Practice Last year, BICSc introduced the first License to Practice, which ensures cleaning operatives are competent in the necessary skills. To find out more about BICSc-accredited training, visit www.bics.org.uk For example, many secondary schools are on multilevels so, as a result, operatives are expected to carry equipment (such as vacuum cleaners) up and down stairs. This may cause an operative serve physical damage, ultimately affecting attendance and the long-term cleanliness of the facilities.

STANDARDS AND BEST PRACTICE When dealing with buildings such as schools, it is essential that all cleaning operatives are provided with the knowledge and skills to allow them to implement colour coding and best practices, such as ‘from clean to dirty’ to minimise cross-infection. In essence, to clean ‘from clean to dirty’ ensures that an operative always starts with the cleanest area of the environment first, gradually working through to the soiled areas. To illustrate, you would never clean the toilet of a washroom and then continue to the hand basin before you clean the door handle, as you would spread germs from the toilet to all the other areas of the washroom.

Unlike many office buildings, schools often have a wide variety of different facilities that require cleaning, such as classrooms, washrooms, food technology suites and kitchens/canteens. As a result, it is necessary to implement a colour-coding system for cleaning materials and equipment.

The BICSc colour code recommends the use of red materials for general washrooms and bathrooms, red and white materials for higher-risk sanitary appliances, blue for general low‑risk areas, green for general food and bar use, yellow for clinical areas and white for site specific or specialist.

DEVELOPMENT OF SKILLS Scientific research demonstrates that student health, attendance and academic performance is improved with clean and well-maintained schools. Furthermore, accredited training and development of skills are crucial to the delivery of a quality service, while allowing operatives to carry out their roles effectively.

Overall, by improving cleaning standards within schools it is possible to promote a positive learning experience for students, improve health and hygiene within the school and improve the school’s ethos and culture. L FURTHER INFORMATION Tel: 01604 678710 www.bics.org.uk

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HEALTH & SAFETY

The winter months present a number of challenges for those responsible for maintaining the grounds of educational establishments. The British Association of Landscape Industries (BALI) discusses maintenance regimes that reduce risk and protect learning communities

SPORTS PITCHES AND SAFETY SURFACES Maintaining grass sports pitches to provide a playable surface for as long as possible throughout the winter months is no mean feat.

A regular maintenance regime throughout the year, including verti-draining and spiking to reduce compaction, will help to improve drainage and reduce winter ‘puddling’.

Creating a healthy sward will also reduce the risk of impact injuries and abrasions from falls on sparse turf and compacted ground.

Verti-draining requires specialist equipment, which is attached to a tractor, with tines that are up to one inch in diameter. These are thrust into the pitch surface, heaved slightly, and pulled out, loosening the compacted soil. A sand dressing is generally applied and areas where the grass is particularly sparse, e.g. goal mouths, are seeded. As grass on winter pitches is generally left longer for safety purposes, ‘cutting in’ of the grass is usually required to ensure pitch markings remain visible throughout the winter.

In addition to grass pitches, many centres of education have all-weather pitches. To prevent the playing surface becoming ‘clogged’ with ice, moss, algae and other detritus during the winter months, regular weekly drag brushing is essential. This will keep the surface aerated, re-distribute the infill material supporting the ‘turf’ fibres, and maintain a safe playing surface. A comprehensive maintenance regime is provided by specialist contractors with equipment designed for the job.

Pushing a stiff broom around once a week is not adequate maintenance in situations where the safety of users is paramount.

Any safety surfacing beneath play equipment must comply with BS EN 1176(2008) and tested to BS EN 7188 (1998+A2 2009); Part 7 of BS EN 1176(2008) covers maintenance of these surfaces.

Safety surfaces include wet‑pour surfacing, loose fill impact absorbing surface (LIAS), grass safety matting, artificial grass/carpet surfacing, bonded rubber or composite systems, and rubber tiles.

In the majority of E

Written by The British Association of Landscape Industries (BALI)

THE CHALLENGE OF WINTER MAINTENANCE

From the campus environment of a university, college, or larger independent school, to the grounds of a single site ‘maintained’ primary or secondary school, it is no surprise that most maintenance problems arise during the winter season. In place of coping with grass cutting and shrub bed maintenance schedules throughout the spring and summer months, estates bursars and caretakers find themselves planning winter maintenance regimes that focus on keeping the establishment running and reducing to an absolute minimum the risk of injury to those staff and students it serves.

Groundscare & Landscaping

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A g re ular ce an maintenoughout thr regime r, including the yea will help to ’, spiking ve drainage impro uce winter and redddling’ ‘pu

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HEALTH & SAFETY  the above cases, a stiff broom used weekly to remove leaf fall, mud etc, and to prevent the build-up of moss and algae, will be sufficient.

The dangers of trip hazards must always be considered, whatever the time of year, but the greatest danger in the winter months is from slipping on surfaces that have become dirty and slippery. It is also worth remembering that in very cold temperatures, contact with metal can bring its own discomforts, particularly for young children, so playing on slides and other metal equipment in the playground during the colder winter months should be adequately risk assessed.

SNOW AND ICE PLANNING A severe winter can create many difficulties for schools, colleges and universities. In a campus environment there are footpaths and thoroughfares with heavy use at particular times of the day and the requirement to keep these thoroughfares open and safe is paramount. Careful planning and taking preventative measures can go a long way to successfully negotiating the winter months.

Monitoring of weather reports to identify when to grit is essential. Rather than rely on the general overview of a regional radio station a more reliable option is the Met Office’s OpenRoad service (www.metoffice. gov.uk/roads/openroad). Depending on the level of service to which an organisation subscribes, it will provide regular pdf updates, sent to a phone if required, showing forecast data for RST (road surface temperature – much more relevant than air temperature when deciding when to grit), rainfall, falling snow and road state. It also uses a traffic light system to help users make informed judgements on gritting and premises closure; knowing when to grit footpaths and roads, especially on large campuses, can reduce the annual cost of gritting materials and the labour to apply it (usually comprising overtime for unsociable hours) considerably. Additionally, in the increasingly litigious society in which we must all operate, where errors of judgement in deciding whether or not to grit can result in accident and injury, it is worth being able to support decisions made by bursary/caretaking staff by referring back to the official scientific data on which the original decision was based.

THE ENVIRONMENT Also to be considered is the environmental impact of using gritting materials such as halite, commonly called rock salt. As the name indicates, this is the mineral form of sodium chloride (NaCl) and whilst it is effective in helping to melt ice and snow (brine has a lower freezing point than pure water), its over use can affect grass and plants adjacent to paths and roads with which it comes into contact.

The danger from icy paths and roads can be exacerbated by the failure to maintain gutters and drains. If autumn leaf fall and roof detritus is allowed to accumulate in gutters,

Severe an c winters culties. iffi create dcampus preventative tree In a ere are that h t t n surgery work can be e m s n h carried out if required. enviro used footpat Maintaining any heavy h need to be grounds is a challenge whic pen and in the winter months, o kept fe particularly where sa pedestrian access and usage

the rainfall from late autumn storms can cause them to overflow and drains to become blocked. All that is then needed for affected paths to become treacherous is a hard frost. The Work at Height Regulations 2005 requires that the risks from work at height are assessed and appropriate work equipment is selected and used. Gutter clearance may not always be achievable safely by two men and a ladder and the use of an elevated work platform, or ‘cherry-picker’ may be a safer, if more costly, option. Nevertheless, by carrying out this preventative work as soon as the bulk of the leaves have fallen, another potential slip hazard on the school estate is removed.

Where there are open areas of water that are likely to freeze, reasonable precautions should be taken to prevent any ill-judged attempts to ‘test the ice’. Additionally, if access around/over watercourses is available, e.g. boardwalks, bridges etc, these should be kept free of algae, moss or plant matter and sand put down to prevent slipping in frosty conditions.

In periods of snow it may be advisable to limit access or prohibit it entirely.

TREES Winter snowfall can put considerable extra strain on the limbs of mature trees, particularly if autumn storms have put those limbs under pressure. Regular tree surveys should be part of every educational establishment’s maintenance regime. Trees can kill, and without notice if you are not monitoring their health and status. If you have a large estate and numerous trees, engage a qualified arboricultural contractor to establish a tree maintenance plan, which will begin with a detailed survey of mature trees (i.e. over and above a certain size) that have the potential to cause damage should their health and physical integrity deteriorate. Trees are currently under considerable threat from numerous pests and diseases and the outward physical signs are not always apparent to the untrained eye. There is no excuse for failing to have your trees regularly assessed so

takes priority over vehicles.

The potential for injury from falls is heightened and the implications of fault being found with the school/college/university for failure to take proper precautions to prevent accidents need no explanation.

OUTSIDE HELP Few schools are likely to have their own snowplough for periods of heavy snow, or their own gritters. Neither are they likely to have equipment such as a cherry picker to access gutters and flat roofs. If they do not use the services of a professional grounds maintenance company they will be largely left to deal with extreme weather events as best they can. However, this may not be the wisest course of action, particularly for independent schools that have no recourse to local authorities to help them keep their schools open.

If in-house bursary/caretaking staff are not suitably resourced with the necessary plant and equipment, an annual grounds maintenance contract with a reputable, accredited grounds maintenance company is an attractive option. There are BALI Registered contractors around the country, for example, that can provide the full range of services, from sports pitch maintenance, verti-draining, tree surgery, gritting and snow clearance, gutter clearance, shrub bed maintenance, grass cutting, playground inspection and maintenance, and the plethora of activities that estate bursars must deal with throughout the course of the year. They will subscribe to the Met Office OpenRoad service and know exactly when to grit paths and roads and will take the burden of estate safety, particularly during the winter months, from the shoulders of the Estates Bursar or caretaker. L FURTHER INFORMATION www.bali.org.uk

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ALTERNATIVE LEARNING

Literacy

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BRINGING TOGETHER CREATIVITY AND LITERACY

Creativity is characterised by originality and expressiveness, so it can mean making something or it can be something new and innovative. Sir Ken Robinson has said that “Creativity is about working in a highly focused way on ideas and projects, crafting them into their best forms and making critical judgements along the way.”

Bringing creativity and literacy together can be a powerful tool in teaching. It allows children to be active in literacy, from acting out plays through characters that they’ve made themselves or through making props. It allows children to explore their imaginations. Getting involved in a story re-enforces the learning and can also teach practical skills, for example, working with templates or basic sewing.

Children are naturally creative, if you stop and listen to them they often are natural storytellers.

They love to make things up and will very often have imaginary worlds they will refer to. They also love to get involved in making things, giving them a sense of achievement.

If they are engaged they will learn more, so it’s about harnessing their ability to soak up information and to capture their imaginations, which can make teaching more fulfilling.

BENEFITS OF CREATIVE LITERACY The benefits are numerous and wide-ranging.

It encourages greater pupil engagement, brings a subject to life – therefore capturing pupils interest, and improves knowledge retention. It can also improve oral and listening skills, encourage team building, and can be made practical, suiting those who may struggle with some traditional methods of teaching, eg, children who are dyslexic. Creative literacy can also encourage reluctant readers, build confidence, and help teach practical skills.

Education Scotland Foghlam Alba has shown through its research that creativity in learning encourages pupils to think creatively.

They were more open to new ideas and challenges. It gave them a greater ownership over their learning, they became more interested in discovering things for themselves and were more able to solve problems, so they became more effective learners.

In addition, research carried out by Kimberley Stafford and Myra Barrs for the Centre for Literacy in Primary Education (CLPE) in 2005 also found that linking creativity through arts and literacy was a powerful tool. They found it aided sustained learning as the children made

strong connections between reading, writing and their work in creative arts. It enhanced their oral language skills, and a workshop atmosphere promoted concentration and confidence and deepened their understanding so they could reflect on their learning. It also encouraged the children to work as a team.

This approach to learning has famous supporters; Sir Ken is a strong advocate for allowing creativity in education. In an interview, he said students were different and you needed something to engage the whole class. He went on to say: “If they are engaged they will learn.”

Sir Ken believes education is about people and not process, he thinks our education system is currently about conformity which

Creative literacy resources can also be used to teach geography, history or PSHE. All of these can be brought vividly to life through a creative literacy approach to learning.

A story’s location can be a good way to teach geography, for instance, a pirate tale with a treasure island can be used to teach children about the geography of islands. By creating a model of an island it can be used to create a map. The story could lead to making and using a compass. The location may also help teach about the environment if the story covers a specific area, eg deforestation in Costa Rica.

With the characters of a story, you can teach many PSHE topics by discussing the moral dilemmas or situations the characters find themselves in. Making puppets can lead to discussions or, if it’s something sensitive, a child may talk about it through the puppet.

The time-setting of a story is a useful tool to teach history: a story set in ancient Egypt could also be used as a starting point for how pyramids are constructed, the story of Tutankhamun or how Egyptians used to live.

Natasha Dennis of Little Creative Days can concur with the research carried out to the

Written by Tonya Meers, co-director, Little Creative Days

We all know that literacy is the ability to read and write but the definition of creative is a little harder to define: it can be the ability to solve problems or being able to use your imagination.

Bringing creativity and literacy together can be a powerful tool in teaching, writes Tonya Meers

Research shows that creativity in learning encourages pupils to think creatively. They were open to new ideas and challenges, more able to solve problems and became more effective learners is the opposite of where it should be. Clearly, Michael Gove is not a fan of Sir Ken as he seems to want to go in the opposite direction, which is worrying for our future generations and doesn’t help them to prepare for the future.

Pie Corbett, educationalist and author, is known for his books on teaching creative writing. He also advocates that if you use things such as puppets, role-play and acting out stories, it brings stories to life and makes them more memorable. He believes drama also helps children generate their own story ideas.

A CROSS-CURRICULAR APPROACH So where does creative literacy fit into the curriculum? Well, in a variety of areas. Research carried out for the CLPE showed that the role of texts brought together reading, writing, crafting and bodily enactment in a holistic way that addressed curriculum demands.

benefits of using creative literacy resources.

Natasha says: “During the testing of our products we have seen how the children have engaged with the learning in the stories. It has brought the subject to life for them. It has built their confidence, particularly the quieter ones.”

INCLUSIVITY AND SEN A further benefit is inclusivity in the classroom. By teaching this way you can ensure that all children feel included. Some children, particularly those with dyslexia, like to learn in a multi-sensory way so bringing subjects to life will suit their style of learning. They will feel less isolated/different from their classmates. They are likely to take hold of the subject and help others to see things differently, thereby enriching the experience for all. L FURTHER INFORMATION www.littlecreativedays.co.uk

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IT’S TIME TO TALK ABOUT YOUR RETIREMENT PLANS

The Teachers’ Pension Scheme is due to change from April 2015. From this date, pension benefits will be calculated on a career average earnings basis and the scheme pension age will be linked to the state pension age.

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Follow us * Terms & conditions: For any teacher or related profession booking a no-obligation financial review by 31 March 2015. Offer based on one voucher per person and only valid on the first appointment booked during 2014/2015. No purchase is necessary and excludes personal loans and personal insurance enquiries. No alternative is available. Employees of Wesleyan are excluded. If a meeting is cancelled you will not be entitled to the vouchers. You will be required to complete and return a confirmation card after your first meeting and £20 of Marks and Spencer vouchers will be sent to you within 14 days of the card being received by Wesleyan.

Advice is provided by Wesleyan Financial Services Ltd. ‘WESLEYAN’ is a trading name of the Wesleyan Group of companies. Wesleyan Financial Services Ltd (Registered in England and Wales No. 1651212) is authorised and regulated by the Financial Conduct Authority and is wholly owned by Wesleyan Assurance Society. Wesleyan Assurance Society is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority. Incorporated in England and Wales by Private Act of Parliament (No.ZC145). Registered Office: Colmore Circus, Birmingham B4 6AR. Telephone calls may be recorded for monitoring and training purposes.

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DESIGN & BUILD

DESIGN & BUILD

BenchVent recently provided extraction to create a safe, practical and eco-friendly learning environment for a state of the art hair salon at Fife College which was being developed for hair treatment courses commencing in September 2014. The company was asked to supply a low energy system that would effectively extract the range of particulates, chemicals and clippings resulting from various hair treatments.

Each of the 21 arms were ceiling mounted and then ducted back to a centralised digital extraction unit that filters the air through large labyrinth particle filters and carbon filters and returns the cleaned air back into the room with no loss of air temperature.

With a flexible and user friendly design, the product can be manipulated into position over the client by the student prior to commencing the treatment.

Benefits include: clear vision

Dancestudiomirrors. co.uk and gymmirror. co.uk are owned and operated by Aspect Safety Mirrors (ASM), a family run business based in Cambridge that undertakes contracts throughout the UK. ASM has been supplying and installing shatter-resistant and unbreakable mirror products for over 10 years.

ASM is 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 says: “We’re having our best year ever, 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

BenchVent – protecting your students and clients

maintained through use of transparent hood; innovative arms with incredible positioning capabilities; above head location, allowing for maximum collection of the upward moving particulates; digitally controlled with both particle and carbon filter monitoring; and hides tidy when not in use.

Call for completely free advice on how BenchVent’s cost effective air extraction solutions can benefit your learning environments.

FURTHER INFORMATION Tel: 01423 790 039 info@benchvent.com www.benchvent.com

Unbreakable and shatterresistant mirror products

DESIGN & BUILD

DESIGN & BUILD

Is the residential capacity of your school, college or university under pressure as student numbers rise?

Many accommodation teams are looking at creative ways of fitting more students into their existing facilities. Twinning is more prevalent with double occupancy becoming a permanent part of schools and universities estates.

The StudyBed is a proven aid to twinning, with its unique dual functionality and compact footprint.

The desk converts to a bed within three seconds, and everything stays in place. Mattresses and matching bespoke furniture are available.

Oliver Lane, Accommodation Services manager, Falmouth University states “StudyBeds were an obvious solution to our increased demand for accommodation, allowing us to offer an innovative and attractive shared room option to our students. The StudyBed team offered a high level of professionalism and customer service during the project. The

Formerly known as West Country Finishes, Spectral Coatings specialises in the manufacture of non-toxic child safe paint, stains and lacquers.

The company’s products offer a range of benefits including: non-toxicity; non-flammability; low odour; higher solids levels with faster drying times; ease of use, and; quality of finish.

The company prides itself on giving a first class service, and the products speak for themselves when it comes to their ease of use and the simplicity of washing all equipment out in water.

All products in the bright colour range are high opacity waterbased acrylic paints and stains, and are by far the most popular and versatile products.

As such they are the number one choice of the toymaker, craft worker, concrete garden ornament manufacurer and Design and Technology teacher.

They are ideal for use on MDF, soft and hardwoods,

School furniture from the StudyBed Company

feedback we have received from students using the StudyBeds, and prospective students visiting campus, has been very positive.”

The StudyBed Company also offer a leasing deal, whereby the cost can be spread over three to five years. E.g. under £1 per day would finance a single StudyBed plus overhead storage.

If you calculate the extra revenue achieved by twinning a room, it is easy to see how profitable the deployment of these beds can be, let alone solving the problem of insufficient bed spaces. Call for a free trial.

FURTHER INFORMATION Tel: 01844 214 484 sales@studybed.co.uk www.studybed.co.uk

Products & Services

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brilliantly for functional dance 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 please visit the websites.

FURTHER INFORMATION www.gymmirror.co.uk www.dancestudiomirrors.co.uk

Child safe paint, stains and lacquers from Spectral

styrofoam, plywoods, resins etc.

They give a semi gloss finish and can be overcoated with Gloss Lacquer to give a high build gloss finish if required.

The BS penetrating bright water stains are manufactured as a concentrate, meaning you simply dilute with water until you achieve the colour strength you require. They will not leach or bleed. The company also supplies the new EN71/3 Certificate.

FURTHER INFORMATION www.spectralcoatings.co.uk spectralcoatings@btconnect.com Tel: 01626 867973

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Products & Services

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ENERGY

Worldview Learning’s innovation to help schools Worldview Learning, after winning Innovation of the Year at the 2degrees Champions Awards this year, is exploring how its engagement software could be helping schools.

Worldview’s ‘discover’ platform is a cloudbased engagement platform designed for users to interactively navigate through a virtual representation of their school to find out more about how the building operates. Particular emphasis is placed on driving down energy consumption and carbon, but other uses of the platform for schools are coming to light each week.

The ‘discover’ platform includes: customisable information hotspots, energy efficiency eLearning modules and quizzes, virtual suggestion box, social media integration, the Carbon Promise (where users have

free choice to ‘do something different tomorrow’) and individual and group tracking of quiz scores and promises made.

Dan Saxton, director, Worldview Learning commented: “We’re convinced that the education sector will benefit from understanding more about their workplace and how the users of the building, whether teachers or students, can contribute to reducing the energy they use. Helping to educate building users about their environment is crucial to tackling climate change; we also have the chance to take that knowledge in to the workplace when better informed students take the next step in their lives.”

FURTHER INFORMATION Tel: +44 (0) 24 7615 8410 sales@worldview-learning.com

Legionella Control for the educational sector

136

Save money and reduce your carbon emissions

The Free Solar For Schools Project is an initiative set up to encourage all UK schools to play their part in reducing the UK’s carbon emissions and allows schools access to the benefits of solar energy regardless of their budgets. The nationwide initiative offers energy savings between £100,000 and £2.5Million* over 35 years and a carbon reduction of between 5,000kg and 50,000kg* of CO2 per year for each school that takes advantage of this opportunity.

The initiative offers three funding options designed to suit all schools budgets and is able to accurately forecast a school’s savings year on year over 35 years for the three different solar funding options it offers, which is presented to

the school as part of a bespoke proposal allowing schools to make a fully informed decision.

The project’s free solar pv opportunity is funded by private investors with an investment fund of over £5 billion and, working in partnership with five of the largest solar PV installation companies within the UK, including Northern Ireland, the Free Solar For Schools Project is able to boast of being one of the largest solar initiatives of its kind.

FURTHER INFORMATION Tel: 08444 877822 www.freesolarforschools.com

*= Savings based upon existing savings proposals. Savings vary and are individual to each school.

ENERGY

LEGIONELLA

Chlorine Dioxide (ClO2) has been called the ‘ideal’ biocide because of its unique combination of properties.

ClO2 is very effective at low dosage rates and is able to permeate and penetrate biofilms which are relatively resistant to other drinking water disinfectants such as chlorine.

Its effectiveness against biofilms and legionella bacteria make it ideal to control the risk of Legionnaires’ Disease associated with hot and cold domestic water systems, cooling water systems, spas, hot tubs and leisure pools.

For this reason, chlorine dioxide is increasingly being used to control legionella in educational institutions’ water systems. However, traditional chlorine dioxide generators can be complex, unreliable and use hazardous chemicals. The

ENERGY

Activ-Ox® systems from Feedwater are simpler and safer than other chlorine dioxide systems, giving a high yield of chlorine dioxide instantly from low hazard precursors.

A range of systems are available, suitable for either treating all the incoming water within the building or just the targeted dosing of a high risk area. Feedwater have been producing chlorine dioxide products for 20 years and as well as their own patented Activ-Ox® systems they can also supply chemicals for other chlorine dioxide generators at competitive prices.

FURTHER INFORMATION To find out more about Chlorine Dioxide and see a video demonstration of Activ-Ox visit www.feedwater.co.uk

EDUCATION BUSINESS MAGAZINE | Volume 19.6

Building services and project management for the public sector DP Consulting Ltd provides a professional service of high standards, meeting the exacting requirements of its clients whilst remaining affordable and accessible.

The company actively helps to project manage schemes, ensuring that sustainable resources and generation plant are utilised to their best potential.

DP Consulting is committed to sustainable energy and micro generation and is a member of ESTA (Energy Services and Technology Association), whose aim is to help in the design, construction, updating, operating and managing facilities at a lower cost, while improving sustainability and reducing CO2 emissions.

Sustainable building practises are rapidly rewriting the rules of the design and construction

industry. Building systems consume 40 per cent of the world’s energy, and DP Consulting believes that the industry has a moral imperative to dedicate itself to moving toward a greener future – one that reduces the impact of the environment and reverses climate change.

DP Consulting has a clear vision for the future: To offer top-class performance on every project it undertakes. This is fuelled by the fact that its Leicestershirebased team encompasses a wide range of capabilities, and can offer a full service with impeccable speed, responsiveness and attention to detail.

FURTHER INFORMATION www.dpconsulting.eu.com

CATERING

CATERING

manufacturer of the unique and innovative Easyliner. The liners are quality manufactured in a BRC food approved environment, with watertight/leak proof seals and are tailored to suit individual market preferences for all catering establishments with direct contact with food.

The product saves the busy caterer/chef time and money whilst also keeping food fresh.

Easyliners sit in a Bain Marie/ Gastronorm pot where food is being kept prior to serving. Once prepared, the food is placed into the liner for the duration of service, keeping the food moist.

Alleviating the scrubbing and soaking of dirty containers the liner is simply disposed of, with food residue left inside, so no waste food goes down the sink.

Mexa Thermal Systems is the UK’s leading Mobile Cook Station manufacturer.

The company has over 30 years of experience developing and manufacturing equipment for schools, colleges and universities. All the Cook Station range comply with the European British Standard EN 60335-2-6. There is no safer Cook Stations on the market.

Mexa has designed and manufactured a standard range of Cook Stations for schools to teaching practical cooking to their students. The standard equipment comes with many options to suit most schools’ needs but should customers require something outside the standard range, Mexa offers a bespoke service to fulfill exact needs.

The UK’s only manufacturer Safe Mobile Cook Stations of the innovative Easyliner for schools from Mexa Easyliners is Thermal Systems the UK’s only

This saves time, money and energy and is more hygienic.

The liners are suitable for hot/cold temperatures – food can be saved in the liner in a chiller or refrigerator.

Original Easyliners are available in clear in all sizes, the budget and blue tinted including the original liners are available in sizes 1,2,3 and 4. Both types are suitable for use in direct food contact.

FURTHER INFORMATION For more information and samples visit the website www.easyliners.co.uk

STATIONERY

First class stationery supplier for schools Stationery Market is a leading and innovative UK wholesaler of arts, crafts and writing instruments, representing several European brands. Having a great product portfolio, Stationery Market provides first class customer service to its clientele, with products available from its warehouse for next day delivery.

Stationery Market supplies modelling clays, pottery clays, wax crayons, oil pastels, water colours, fabric pens, adhesives, felt tip pens, markers, highlighters, all kind of pens and pencils and much more.

All available products are strictly compliant with European quality and safety standards.

If you are in the business of selling in the UK, then Stationery Market has product to increase revenues and profits with quick turnover opportunities.

The company is looking to supply a wide range of resellers and no matter how big your customer base.

Stationery Market offers a wide range of attractive commissions or discount opportunities, depending on volumes, with 10 per cent commission being the lowest return for resellers who can make significant margins for themselves.

The company offers opportunities to supply wholesalers, retailers, e-tailers and agents, and have a simple ordering and processing system to meet all requirements.

FURTHER INFORMATION Please contact by email at info@stationerymarket. co.uk or call Stationery Market on 0208 263 6099

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All Mexa equipment comes with a 12 month on-site warranty, so in the unlikely event of equipment failure, the company will visit your school and put things right. Extended warranties are available.

Buying British, Mexa is a UK design and manufacturing company and only fits the highest quality equipment to its product range. From sales to after care, Mexa prides itself on customer service.

FURTHER INFORMATION Tel: 01744 410 438 www.mexathermal.co.uk

STATIONERY

A robust lightbox solution that is ideal for educational environments The GCL range of robust lightboxes manufactured from aluminium attractive two tone powdered coated finish are a valuable aid to all artwork preparation.

Three sizes are available with viewing areas that will accept up to either A4, A3 or A2 size artwork.

GCL’s clients include schools, colleges and universities as well as artists, hospitals and engineering companies.

All of GCL’s lightboxes are made in the UK. All products on the range of lightboxes are robust and aluminium constructed, and are coated with two tone grey attractive tough powder coated paint.

Cool white fluorescent tubes are mounted below a perspex diffuser and protected by toughened glass working surface.

This provides an even illumination over the whole

viewing area. There are louvers on all sides to ensure natural air flow. The A3 and A2 versions have an on/off switch which also selects one or two tubes operation.

In addition, they have a tilt facility which will adjust the viewing angle on both A3 and A2. Lightboxes are supplied with a detachable 2 meter UK/iec main lead.

With GCL you have a 12 month guarantee. GCL has 13 years’ experience and products are manufactured in the UK. FURTHER INFORMATION Tel: 01388 601 666 enquiries@lightboxes.uk.com lightboxes.uk.com

Volume 19.6 | EDUCATION BUSINESS MAGAZINE

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Advertisers Index

www.educationbusinessuk.net – THE BUSINESS MAGAZINE FOR EDUCATION

GAMES

RECRUITMENT

eco action games, a social enterprise, produces environmentally-themed versions of well known, traditional social games.

The games certainly entertain, but more importantly educate players on the importance of environmental issues and give examples of simple actions children and young adults can take in their daily lives to become more environmentally literate. The games have consistently proved to engage players and change behaviours.

The company offers a selection of games that suit any pocket and age group from KS2, ranging from pocket-sized card games to compendium sets of giant games suitable for schools.

The games are re-imagined versions of trumps, bingo, snakes and ladders, twister and that quiz show favourite ‘play your cards right’. They cover a range of themes, e.g. everyday actions including: energy saving,

When you have a professional support role that needs to be completed, you need to know that you’ve got the best people in place with the right skills and educational experience to deliver.

Education Support Professionals (ESP), established in 2010, uniquely specialises in the recruitment of temporary and permanent support staff particularly in ICT, MIS, finance, business management, HR and admin.

The company also provides MIS trainers and consultants to support schools’ use of various MIS systems. ESP understands that in education there is too much to do to spend time on a drawnout selection process. It also knows that there is little time and resources for ‘on the job’ training.

That is why the company gives you access to its team

Envionmentally-themed games for children

renewable energies, waste and recycling; free behavioural type eco actions that anyone can do; and water eco actions and eco parenting actions.

Besides the traditional games, eco action games has launched a mobile app that’s a version of the eco trumps game. It’s available for Apple products and is totally free to download – just search the iTunes store for ‘eco’.

FURTHER INFORMATION To find out more about the games on offer, visit eco action games online: http://ecoactiongames.org. uk or call 07920 090931.

ESP – helping you to build a talented workforce

of experts with over 30 years experience of matching education’s finest people to the roles that need them. Whether you are an educational supplier, local authority, academy trust, maintained, independent, FE college, university or international school, ESP understands the unique challenges you face and can save you time and money in finding the right people for you.

The company is an REC corporate member and has passed its qualifying compliance test. ESP also follows the DFE safeguarding guidance.

FURTHER INFORMATION www.esp-recruit.co.uk

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service Active IQ 18 AEL Solutions 77 Affordable Awnings 80 AJ Tensile Tension Structures 66 Amerden Environmental 136 ANPR 102 Aspect Safety Mirrors 135 Auditory Actions 123 Aver Information Europe 48, 52 Babcock 12 BBB Printing 58 Bench Vent 135 Bosse Interspice 100 Cambridge Style Canopies 78 Carbon Numbers 70 Casio 38 Catering Price Index 96 Cloud PC 365 53 Computers Unlimited 36 Creative Pond Covers 119, 121 Crystal Curtains 81 DBS 29 Decorative Panels Lamination 76 Delphis 94 Dental Smiles Academy 112 Dental Smiles Academy 121 Digital Air Wireless 32 Direction Group 46, 52

138

DP Consulting 136 Eastern Shires Purchasing 104 Easy Liners 137 Eco Actions Games 138 Eco Dek 72 Education Support 138 Elliott UK 106 Eurisko 49, 53 EXA Networks 43 BC Feedwater 136 GCL Lightboxes 137 Grange Services 82 Group Call 28 Group Travel Executive 92 Hemcrete Projects 70 Interactive Education 44, 52 Interactive Keywords 123 J & CR Wood 59 Jadan Press 107 John Wiley & Sons 124 JTS Trading Scotland 122 Just Teachers 26 Kozi Kidz 120 Kyocera 6 Library Services 119 Library Services for Education 123 Living Space UK 4 Lloyds TSB 10

EDUCATION BUSINESS MAGAZINE | Volume 19.6

Lock N Charge 8 Marble Art Originals 110, 120 Martin Kaye 16 Merlin Environmental Solutions 74 Mexa Thermal Systems 137 Misco UK 108 My School Awards 118 My School Awards 123 NEC Display Solutions 30 Nomandic School 90 Novate Direct Legal Services 114, 121 OKI Systems 126 ParentPay 47 PC Werth 50, 53 PCC Office Supplies 56 Peninsula Business Services 24 Planet Hollywood 84 Primary Site 118 Primary Site 121 Printme 3D 54 Qnap Systems 34, 35 RM Education 42, 52 Robinsons Catering 96 RPA Group 60 Rubb Buildings 62 School Thing 40, 53 Schools UK 25

Service Graphics 128 Sparrows Education 116, 122 Sparrows Education 122 Spectral Coatings 135 Sport Soft 92 Stationary Market 137 Sundeala IFC Sussex & Surrey Partitioning 22 Symmetry 14 T M Electronics (UK) 70 The Kings Ferry IBC The Playground Company 67 The Studybed Company 135 Travel Bound 87 UKSA Isle of Wight 92 Ultimaker 20 Uniplay 132 Universal Services 92 Virtual College 130 VM Print 120 Wesleyan for Teachers 134 Westfield4Schools 122 WM Print 118 Worldview 136 Yeoman Shield 64 Youngs Seafood 98 Zebra Pen UK 120 Zehnder Group 68

The Schools’ Pack Service includes: • • • • • • •

Pre packaged transport and venue deals Preferential school rates Venue guide CRB checked and knowledgeable drivers Health and Safety declaration Legal compliance Letter templates for parents

The School’s Pack: Complete educational trip advice, guidance and resource package

0845 257 9906 | www.thekingsferry.co.uk/school-travel

Upgrade your Increase their classroom... engagement.

...with an internet connection as dedicated as you are.

As an authentic ISP and member of the Internet Service Providers’ Association (ISPA), we are dedicated to providing you with the fast, reliable connection you require. As we run our own network, we are able to ensure that your service remains uncongested. This means that each school receives a dedicated connection and its speed is assured - enabling the internet to run consistently and reliably throughout the day. Our SurfProtectⓇ content filtering system is inclusive with all connections, providing you with complete control over which websites are accessible through your internet service.

We are exhibiting at the Bett Show, visit us at Stand 228 to find out why thousands of schools nationwide choose Exa Education as their Internet Service Provider.

0845 145 1234 education@exa.net.uk www.exa.net.uk

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