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Earlier this year, Education Secretary Damian Hinds pledged to tackle teacher workload, drive recruitment and boost the retention of teachers, as well as make sure teaching is regarded as “one of the most rewarding jobs you can do.” So what has been done to attract and retain teachers in the profession? To help existing teachers and attract new recruits, measures have been put in place to reduce workload. We have seen the DfE commit to ways of making data collection simpler, as well as invest funding into making lesson and resource sharing between schools easier. Hinds also announced a while back that classroom teachers would receive a 3.5 per cent pay increase, and that flexible working practices would be introduced.
Follow and interact with us on Twitter: @EducationBizz
To read a full review of the government measures to ‘champion the teaching profession’, see page 21. The Recruitment and Employment Confederation meanwhile writes about the value of using supply agencies, especially when staff need to be found quickly, on page 19. Angela Pisanu, editor
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Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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Contents Education Business 23.8 19
DfE commits to ways of making data collection simpler to reduce workload; £15 million to help struggling colleges to improve
Schools that make a purchase over the relevant EU threshold now have a requirement to carry out all communication and exchange of information relevant to the tender electronically
19 Recruitment: Supply teachers
Chris Russell, REC policy advisor, explains how a specialist recruiter is an important resource when schools need to find staff quickly
21 Recruitment: Workload & retention
Education Business looks at what measures the DfE has put in place to tackle teacher workload, drive recruitment and boost the retention of teachers
The Land Trust has launched a three-year education strategy to encourage more children to get out of the classroom and learn in an outdoor environment
Bett 2019 takes place 23-26 January at London’s Excel and will allow visitors to hear the latest trends in EdTech for 2019
61 Design & Build
With research showing that 70 per cent of state-funded schools in England are not ‘fit for purpose’, Education Business examines the extent of the problem and what is being done to address it
65 Education Buildings Scotland
A preview of the Education Buildings Scotland event on 21-22 November
67 Air Quality
Graeme McCutcheon, associate at Ramboll, examines how to protect children by improving air quality through better school building design
Educational organisations are being urged to make themselves aware of upcoming changes to government energy legislations that will ultimately affect their businesses and management of their energy consumption.
75 Fire Safety: Legislation
This year we have seen some bold statements focusing on food as childhood obesity’s biggest issue. Chris Wright, head of wellbeing at the Youth Sport Trust, discusses a renewed focus and the role sport can play.
The Fire Industry Association summarises what schools need to know about fire safety legislation
41 Play: Obesity & inactivity
Ignored fire extinguishers have a hidden danger and can fail to operate if not properly maintained, writes Robert Thilthorpe, FIA technical manager
The Children’s Commissioner for England’s report Playing Out highlights the importance of play and physical activity in children
45 Play: Healthy Pupil Capital Fund 51
57 Bett Preview
Playgrounds are included in the government’s Healthy Pupil Capital Fund, which goes towards building projects that could help tackle obesity and inactivity in children and young people
51 IT & Computing
BESA is working closely with the Department for Education to deliver its EdTech ambition to help school leaders use technology to improve education outcomes, efficiencies and achieve a better workload balance
Education Business magazine
79 Fire Safety: Fire extinguishers
83 Catering: NSMW
National School Meals Week (NSMW) takes place on 12-16 November and will see a host of events celebrating all that is great about a healthy school meal. Here’s what is happening
87 Catering: Dining facilities & menus
Following the collapse of Carillion, Oxfordshire County Council brought the catering service for its 54 primary schools in-house and gave it a major rebrand to instil confidence in the service.
www.educationbusinessuk.net Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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Increasing safeguarding pressures highlighted in report
A new study by the Association of Directors of Children’s Services has found a substantial increase in calls from the public and professionals worried about a child.
The association’s Safeguarding Pressures research collected data from local authorities in six phases spanning 2007/8 to 2017/18 to evidence and better understand changes in demand for, and provision of, children’s social care. As of March 2018, an estimated 2.4 million initial contacts were made to children’s social care last year, marking a 78 per cent increase over the past ten years. Furthermore, the study revealed that referrals to children’s social care went up by 22 per cent in the last decade, while
the number of children subject to child protection plans increased by 87 per cent in the same period. Abuse and neglect continue to be the primary reason for referrals to children’s social care and for children becoming looked after, with twice as many children becoming subjects of a child protection plan due to neglect in 2017/18 compared to ten years ago. READ MORE tinyurl.com/y9es6jye
DfE commits to ways of making data collection simpler to reduce workload Education Secretary Damian Hinds has set out ways the DfE is helping to cut “unnecessary” workload by making data collection simpler. In a joint letter sent to all school leaders, co-signed by multiple organisations including Ofsted and the Confederation of Schools Trusts, Hinds reiterated his commitment to reduce teachers’ workload. The letter cites research which shows that more than half of teachers’ time is spent on non-teaching tasks, including planning, marking and admin, and that workload is one of the most common reasons for teachers leaving the profession. This coincides with the publication of a report from the Workload Advisory Group – led by education expert, Professor Becky Allen – which was commissioned by Hinds. The report sets out ways that schools, government and Ofsted can tackle the cultures that are leading to this and clamp down on unnecessary use of data.
As a response to the report, Hinds has committed to only asking for pupil attainment data if a school is at risk of failure, above that which is collected for national assessments, if a school is failing. The DfE will only request data in a school’s existing format, where possible, to avoid duplication; and will stop the introduction of resits for year 7 pupils, which would have generated extra workload for teachers. It will also provide practical tools for schools to manage pupil data more effectively, including guidance on how to log incidents of poor behaviour in a simpler way, which the report found can be very burdensome for teachers. The DfE will also give guidance to head teachers on how to conduct teacher appraisals and the use of pupil targets and attainment data. In addition to the commitments, the Department will be conducting research into
the burdens of reporting in schools and the use of technology to support data collection. Ofsted has accepted the recommendations of the report in full, and pledged to make sure inspections promote the proportionate use of data in schools, to help tackle the ‘audit culture’.
READ MORE tinyurl.com/yd344ugl
Ofqual consults on GCSE computer science assessments Ofqual has launched a consultation on longterm arrangements for the assessment of programming skills in GCSE computer science. Earlier this year, Ofqual changed the assessment arrangements for GCSE computer science after the confidentiality of some of the programming tasks had been compromised. These revised arrangements mean that for students taking exams in 2019 and 2020 their GCSE computer science grades will be based on their exam performance alone. Ofqual concluded that it is not possible to use non-exam assessment in the qualification to assess programming skills in a way that is manageable, reliable and fair.
For students starting their courses in 2020, who will be taking their exams in 2022, Ofqual proposes that all assessment, including that of programming skills, is conducted by exam. The assessments will require students to complete the four steps of designing, writing, testing and refining a program to achieve a task or solve a problem as separate or combined activities. The original assessment objective weightings for this qualification are reinstated, to reflect the importance of practical programming skills.The consultation also proposes that the
current short-term arrangements remain in place for students starting courses next September and sitting exams in this subject in 2021. This will allow exam boards to put in place revised assessments and allow teachers time to prepare. The current arrangements mean students have 20 hours set aside in their timetables to complete a programming task, and their programming skills are assessed during the exam. READ MORE tinyurl.com/ycndm5hv
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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Government breakfast club programme sees 500 sign-ups
£15 million to help struggling colleges to improve
Five hundred new or improved breakfast clubs have been established since March under a government-funded programme worth up to £26 million. The figures, published by Family Action, follow the Education Secretary’s announcement in March for two leading charities to run clubs to improve breakfast for pupils in more than 1,700 schools by 2020. Since March, 500 schools have already signed up to the National School Breakfast Programme delivered by Family Action – in partnership with Magic Breakfast, and 150 breakfast clubs are already up and running in schools. Under this programme, Family Action has reported that 15,000 breakfasts are
The second round of the Strategic College Improvement Fund (SCIF) has opened to enable struggling colleges get support from stronger colleges. The SCIF was launched in June 2018 following calls from the sector for a peer-to-peer support programme where stronger colleges help weaker ones to improve. It follows a successful pilot phase, which saw fourteen colleges receive grants totalling over £2million. Outcomes from the pilot showed strong support for the partnership model, and led to colleges reporting that the fund helped build awareness of good practice, fostered mutual learning and enabled rapid action to improve quality. Colleges in need of support can apply for funding to work with a stronger ‘partnering’ college to tackle the issues they face and improve quality.
already being served every day to children – many from disadvantaged families. This programme is focused on the most disadvantaged parts of the country, including the government’s 12 Opportunity Areas.
READ MORE tinyurl.com/y9pje2nv
Tutoring from uni students can help primary pupils struggling in maths Training university students and recent graduates to give disadvantaged primary pupils small-group tuition can boost their maths results by three months’ over the course of a year, according to the results of a trial published by the Education Endowment Foundation (EEF). The Tutor Trust’s affordable tuition model was tested on 105 primary schools in Leeds and Manchester with double the average numbers of disadvantaged pupils. Year 6 pupils who were struggling with their maths were selected to receive the extra support. The tutors were all students and recent graduates recruited to support schools in challenging communities. They were given structured training to help them plan tuition sessions, manage behaviour and assess pupils’ grades. The pupils taking part in the trial received
12 hours of tuition, usually one hour per week for 12 weeks in groups of three. The independent evaluation by a team of researchers from Durham University and the University of York found that the pupils who received tutoring from Tutor Trust tutors made three additional months’ progress in maths compared with a similar group of pupils who were not tutored. They also found some emerging evidence that pupils with low prior attainment tended to benefit more from the tutoring. The EEF tested the Tutor Trust’s model to find out if it could be a cost-effective way to boost disadvantaged pupils’ attainment by giving them access to tuition. READ MORE tinyurl.com/ya5ufmub
New Ofqual handbook has all rules and advice in one place
Ofqual has launched an online handbook, bringing together all its general rules and guidance in one place. It sets out Ofqual’s general conditions of recognition (and associated requirements) and the rules it has set for
all the qualifications and organisations it regulates, as well as how to comply. The handbook is kept user-friendly to enable organisations to use the document to inform their work and ensure that they are meeting all of the rules that apply to them. Ofqual has said it has made sure its key stakeholders and awarding organisations have been fully informed of the changes. READ MORE tinyurl.com/y9cydms6
READ MORE tinyurl.com/y8vwletk
Nine out of ten schools benefitting from music hubs More than 700,000 children were taught to play a musical instrument with their class through the 120 music hubs across the country. A report on the music hubs, which are funded by government and run by Arts Council of England, also shows that in 2016/2017 almost 9 out of 10 schools (89 per cent) benefitted from the support of the music hubs – up from 84 per cent in 2013/2014. 711,241 pupils received whole class ensemble teaching through the hubs, up from 596,820 in 2013/2014 (up 19 per cent), and 182,602 pupils continue to learn an instrument after having had whole class ensemble teaching compared to 166,529 in 2013/14. Choirs are the single biggest type of music making activity, making up 32 per cent of all ensembles. Other popular types of ensemble include rock bands and woodwind ensembles. In 2012 the government introduced a new network of music education hubs to support the teaching of music both in and out of school. These hubs are being supported by £300 million between 2016 and 2020. READ MORE tinyurl.com/yat29oop
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Experts in Performance Floors for Education
Harlequin Floors are renowned manufacturers and installers of sprung dance floors and vinyl, ballet barres and mirrors for all dance studios and performance spaces. Harlequin Liberty is a sprung floor system chosen by Trinity Laban. Based in the spectacular RIBA award-winning Laban Building dancers can rest assured that their rehearsal work in the studio will take place using the same tried and tested Harlequin dance floors they will experience in studios and on dance stages worldwide.
Mirella Bartrip, Director of Dance
It was very, very important for us in this new building to have the very best floors. Harlequin was the name out there. That was our first choice…it is extremely important the floors are of the best quality. First of all they need to have the right degree of spring in them and that is something Harlequin are experts at. Secondly, the actual surface has to be one that isn’t slippery or too sticky. So that’s Harlequin for us.
With over 40 years experience, Harlequin has an enviable reputation having worked with some of the world’s most prestigious dance and performing art schools, leading architects and building contractors within the education industry. Our products are easy to specify from the NBS product selector on RIBA or via the architects page on our website.
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£8 million initiative to boost T Levels skills
Apprenticeships and Skills Minister Anne Milton has announced a new £8 million initiative to help teachers and leaders prepare for new T Levels. Developed by the Education and Training Foundation (ETF), teaching professionals will be offered the opportunity to participate in the new T Level Professional
Development Programme to prepare them for the new technical qualifications, which will come into play from 2020. From September 2020, the first wave of T Levels courses in education and childcare, construction and digital will be taught in over 50 further education and post-16 providers, before a further 22 courses will be rolled out from 2021 covering sectors such as finance, engineering and creative design. Milton said: “T Levels will widen the choices for young people, offering them more than one route to a rewarding career. T Level will equip young people with the knowledge and skills for further study in education or in the workplace.
“It’s a big and important change, and we know we have to be prepared if we want our technical education system to be first class. This new programme will help teachers to build on their skills and gain the additional knowledge they need to make new T Levels a success as soon as the starting pistol is fired.” The ETF will work with individual providers to determine what specific training needs they have before creating tailor made packages that will build on the excellent skills and practice that already exists within the sector. Training is expected to be available from Spring 2019. READ MORE tinyurl.com/yc8hzdym
Search begins for providers to run UK’s first Secure School
Education Secretary appoints new social mobility commissioners
The government is looking for specialist, not-for-profit education providers to apply to run the UK’s first Secure School. This provides a custodial setting for young people which is focused on education and health services, and is first example of this establishment in the UK. Based at Medway, it will offer up to 70 places for boys and girls between the ages of 12 and 17 and will predominantly serve the South East, including London – a crucial area of demand. Headteachers will be given complete autonomy to run a tailored curriculum. The application process has been designed to ensure a wide range of organisations is able to make a strong application, including those with less experience of bidding for government contracts – resulting in a provider with genuine expertise and experience in this field. It will run
until February 2019 before a provider is announced in the summer – with the aim of the school opening in Autumn 2020. Applicants will be asked to demonstrate a child focused ethos and show their experience of working with children who have undergone significant trauma. £5 million will be invested to redevelop Medway Secure Training Centre into a Secure School, including extensive refurbishment of the existing classrooms and residential areas as well as improvement to sports provision on the site. This work will benefit from the findings of the review of sport in youth custody and efforts ongoing as part of the Education and Employment Strategy – both published this year. READ MORE tinyurl.com/y6w2yo6k
The Education Secretary Damian Hinds has appointed 12 Social Mobility Commissioners to support the new Chair of the Social Mobility Commission, Dame Martina Milburn. The new commissioners include leaders from the fields of business, education and technology and include the editor of a women’s magazine Cosmopolitan, a university professor, a headteacher and two youth ambassadors. Dame Martina Milburn, Chair of the Social Mobility Commission said: “This is a group of people with real-life experiences of social mobility will help challenge government, business, and society as a whole, to create a fair system where people can thrive. “Many of our new Commissioners had modest starts in life and know the barriers that young people must overcome to become successful. They are also individuals with the skills, resources, and energy to drive real change around the country, united by a passion for fairness and an ability to make a real difference to people’s lives.” The Social Mobility Commissioners will take up their new roles next month. Their appointments build on Dame Martina’s vision to bring greater ethnic, gender and age diversity to Commission by tapping into a diverse range of backgrounds. See the link below for a list of who the commissioners are.
READ MORE tinyurl.com/y8qac4vx
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Policy on delaying school start of summer babies needs consistent approach
Parents who want to delay their child starting reception at school have varying success rates depending on where they live, a BBC investigation has found.
Many parents in England are applying for their summer-born babies to start a year later due to fears that younger children do not perform as well as older children. Figures supplied under the Freedom of Information Act show 2,243 requests were made to 110 local authorities in England to defer starts to the 2018 school year - 18 per cent higher than the previous 12 months. But while some councils have approved 100 per cent of requests, others have turned down more than half, the BBC reports. Medway turned down 13 out of 17 applications and Wokingham rejected 12 out of 20. Nottingham and Manchester also both rejected more than half of the requests made.
A third of councils who responded meanwhile did not refuse any requests. These included Northamptonshire, which received 142 applications since 2016 and did not turn down any of them. Julie McCulloch, director of policy at the Association of School and College Leaders, said: “Some have a policy of automatically agreeing all requests, while others only agree requests where parents present very strong evidence. “We think there should be a consistent approach across the country.” READ MORE tinyurl.com/ycl5gagb
PE & SPORT
Support to get children swimming by end of primary Primary schools in England will receive extra support and improved guidance to help make sure all children can swim confidently and know how to stay safe in and around water, by the end of primary school. Working in partnership with Swim England, the drive is supported by the £320 million PE and Sport Premium. The extra support will help deliver the government’s sport strategy ‘Sporting Future’, which aims to ensure that every child leaves primary school able to swim. It includes using the PE and Sport Premium for extra lessons for children who have not yet met the national
curriculum expectation after core swimming lessons, and extra training for teachers on water safety and swimming techniques through courses provided by Swim England. There will also be extra guidance, provided by Swim England, to help schools deliver safe, fun and effective swimming lessons, as well as a drive to boost partnerships with independent schools to offer the use of facilities, coaching and other forms of support to schools in their area. To coincide with the announcement, Children and Families Minister Nadhim Zahawi and Sports Minister Tracey Crouch have also
backed a pledge by Swim England – signed by the likes of British Olympic swimmer Steve Parry – calling on teachers and parents to do all they can to ensure children are taught swimming and water safety at primary school. These measures follow a government-backed review of swimming and water safety in primary schools, which found that swimming standards vary in schools, despite being compulsory on the national curriculum. READ MORE tinyurl.com/yamemmkd
Sharp rise in head-teacher mental health issues
Schools could be held to account for exclusions, says Hinds
Depression from senior leaders has risen from 25 per cent in 2017 to 40 per cent in 2018, according to the Education Support Partnership’s Teacher Wellbeing Index 2018, conducted in partnership with YouGov. The survey shows that 80 per cent of senior leaders suffer from work-related stress, 40 per cent suffer from symptoms of depression and 63 per cent consider leaving the profession. Overall, the survey of educational professionals finds that 76 per cent have experienced behavioural, psychological or physical symptoms due to their work, compared to 60 per cent of UK employees, 57 per cent considered leaving the profession in the last two years due to health pressures, and 47 per cent experienced depression, anxiety or panic attacks due to work. The 2018 results – when compared to ESP’s Health Survey 2017 – revealed a significant rise in several mental health and wellbeing-related symptoms. Insomnia has increased from 41 to 56 per cent and irritability or mood swings has risen from 37 to 51 per cent.
Education Secretary Damian Hinds has pledged to evaluate exclusions, once a review by Edward Timpson’s has concluded early next year. Hinds wants to create an equality of ambition between mainstream schools and alternative provision in order to improve the educational outcomes for children. The government launched a review by former Children’s Minister, Edward Timpson, to look at how exclusions are used and why certain groups are disproportionally affected. Hinds made it clear that schools will still reserve the right to exclude as a last resort, but where pupils are excluded, the quality of education they receive should be no different than in mainstream settings. Hinds even said he would not rule out legislation to ensure more accountability for schools that permanently exclude children and place them in alternative provision.
Tearfulness has risen from 31 to 44 per cent, forgetfulness has risen 27 to 41 per cent and difficulty concentrating has increased from 27 per cent to 40 per cent. Senior leaders were more likely to suffer from all these symptoms than teachers and other education professionals.
READ MORE tinyurl.com/y97g2g72
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Electronic tendering and the new regulations
Every school, academy, multi-academy trust and contracting authority that makes a purchase over the relevant EU threshold (typically £181,302 + VAT for goods and services), now has a requirement to carry out all communication and exchange of information relevant to the tender electronically due to new processes introduced by the Public Contract Regulations (2015) that came into effect on 18 October 2018. Each institution must have access to tools and devices for the electronic receipt of tenders and the tools must meet the technical and security requirements set out in the Regulations. Therefore, if you do not have access already, you will need to make arrangements to purchase an e-tendering system to receive tenders. There are a number of different solutions available, all offering slightly different functionality, so researching each solution is time well spent. Our tips below consider the requirements in more detail including the requirements for e-communication generally. 1. Procurement documents must be available to download You need to ensure any potential bidders for your tender can download the relevant procurement documentation at no cost electronically. You will need to provide them with a link to the appropriate webpage within your OJEU Notice. Since 26 February 2015 the regulations have stated that all procurement documents must be available electronically for potential bidders to download at the time the OJEU Notice is published or when an Invitation to Express Interest is sent. Guidance by Crown Commercial Services (CCS) does take a “purposive” view of the definition of “procurement documents” and suggests that what is meant by “procurement documents” changes based on the different stages of the process that has been reached. Best practice guidance on the publication of procurement documents requirements can be found on Further Education Library of Procurement (www.felp.ac.uk). 2. Document any non-electronic communications We recommend that if you conduct any site visits or presentations as part of your procurement process, that you ensure they are adequately documented. You can document
them as written or audio records or summaries of the main elements of the communication. Since 26 February 2015 the e-communications regulations have stated that all oral communications must be documented, and essential parts of the tender process cannot be conducted orally. 3. Use a deal You may not need to purchase an e-tendering system if you always procure above EU threshold contracts through a purchasing consortium. Some consortia may be able to provide you with free of charge access to an e-tendering system which complies with all the relevant Regulations if you procure using one of their deals. 4. Consider e-tendering support Should you have a particularly complex procurement project and require one-off support and you employ a procurement consultant to run a tender for you, do ensure that as part of their service, they are utilising a compliant e-tendering system. Procurement consultancy services will require a fee for their service. You should be aware that some consultancies advertise ‘free services’ but they often result in a mandatory charge to the winning supplier, that is inevitably charged back to the institution within the cost of the goods or service. Ensure that you review the full terms of the contract from the procurement consultancy as hidden costs in the region of five per cent of the contract value are not uncommon, meaning you could pay significantly more indirectly in the long run. Another option is to utilise a tender publication service offered by procurement consultants such as Tenet Education Services on a per tender basis. The consultants will publish your OJEU notice and tender documentation and simply act as the ‘mail exchange’ for clarification questions and submissions. Once you have completed your tender evaluation, they will post your feedback letters and award the contract on the system. This solution is cost effective if your organisation only requires to publish tenders on an infrequent basis. 5. Invest in an e-tendering solution Having a subscription to an e-tendering system may be more cost-effective if your organisation undertakes multiple tenders that exceed the relevant EU threshold.
There are many benefits of using an e-tendering system; in addition to complying with the Regulations, e-tendering systems save you time as they speed up the tender cycle. The systems can also provide fast and accurate pre-qualification and evaluation enabling the automatic rejection of suppliers that fail to meet the tender specification and allow quicker responses to questions and clarifications. E-tendering systems reduce costs to both institutions and suppliers as they reduce administration tasks and the paper trail. The systems also increase integrity and transparency by providing an improved audit trail. Should you be looking for e-tendering solutions, purchasing consortia may be able to advise. Some consortia provide a suite of e-tendering tools designed to provide a one-stop-shop for all e-tendering requirements. One option is the CPC Sourcing Cloud which is an e-tendering tool that has been designed for the education sector by CPC, in partnership with ADB Limited.
Written by Crescent Purchasing Consortium
Schools that makes a purchase over the relevant EU threshold now have a requirement to carry out all communication and exchange of information relevant to the tender electronically. Crescent Purchasing Consortium outlines five points you need to know about the changes
Crescent Purchasing Consortium Crescent Purchasing Consortium (CPC) is owned and run by the education sector. CPC provides safe deals designed for educational establishments covering a wide variety of products and services. The Department for Education recommends 13 of CPC’s deals, including; desktop hardware, ICT solutions, software licences, photocopiers, printers and scanners, insurance, audit services, building cleaning services, PAT testing, leasing services, legal services, removals, library resources and employee screening including DBS checks. CPC provides its members access to CPC Sourcing Cloud an e-tendering solution that allows you to run all your procurement exercises (local, above EU threshold or through CPC deals) within the same system, providing a single repository to record and manage all of your tendering activity. CPC membership is free of charge to schools, academies and the FE sector. Tenet Education Services operate as part of the CPC Group. L FURTHER INFORMATION www.thecpc.ac.uk www.felp.ac.uk www.tenetservices.com
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Could a responsive campus give you the edge? Whether you want to drive recruitment or focus on learning analytics and research, a connected campus can give you a better student and staff experience
For universities, recruitment is more than just a numbers game. They can’t simply accept more and more students to fill their lecture halls and meet their budgets. It’s also about attracting students that want to be there and want to succeed. And the real challenge is getting enough of them to fill every course to capacity. It’s all about upping applications. And to do that, they need to create attractive campuses. In 2018, that means making them smarter, more interactive, and more responsive. “It’s really about building a community, and providing that community access to information in a digital way,” says Philip Baulch, CIO of our major business and public sector division. We’re working on new ways to make campuses more responsive. Creating that feeling of community is important, and we’ve got useful experience. “University is no different to other communities, where we’re looking to build smart places,” Baulch says. Focusing on user experience The starting point for these digital communities needs to be the student needs. Dominic Elliott, Cisco’s CTO, thinks universities need to think of potential students more like customers. “The student population coming in have an expectation to be able to access anything, anytime, anywhere,” he says. If universities can meet – and exceed – those expectations, then
they’ve got the edge over the competition. Elliott goes on to suggest that students “are looking at the user experience when they’re making the decision about which university to go to.” Can a strong, digital experience on open day – and a campus that shows the university is forward-thinking – have a major impact on the number of applications it gets? But a digital campus will do more than just boost applications. Better data lets institutions use analytics to improve learning. Better connectivity will help students work in more places, using the devices they already own. And better security will help them feel safer as they study. Going digital can be a major evolution.
For universities not so focused on research, day-to-day experience is a much larger focus. “A university like mine, a post-’92 university, we’re not very research intensive,” explains Quentin North, director of information services at University of Brighton. “And so digital transformation is as much about improving wi-fi in the classroom as it is about doing things with learning analytics.” But every student wants something different from their university campus. Depending on their age, gender, ethnicity, location and more, the expectations of two students might be poles apart. Finding solutions that fit everyone is tough, so it’s important to have a setup that’s powerful, flexible and diverse.
Better connectivity for all Universities can’t afford to forget about their staff, either – especially if they’re focused on research. For these institutions, better tech could mean better results, more breakthroughs, and results that could give them a global reputation. That’s a big deal when it comes to getting funding. And attracting more students. But why focus on individual groups? There are some upgrades that will benefit everyone. Things like better wi-fi connectivity across the campus, smarter wayfinding to help everyone get around more easily, and faster notifications to let people know if a lecture has moved to a different building or been postponed. Claire Priestly, director of information technology at City, University of London agrees – because she’s seen it in action. “We’ve built an indoor wayfinding tool, because we have 23 buildings over five different sites. I believe it’s one of the best investments we’ve made.”
Work smarter, save money But a smarter campus isn’t only there to help students and staff have the best experience. If it doesn’t also benefit the organisation – and its budgets – then the institution has missed a trick. Yes, a responsive campus can help connect students to the resources they need, or help lecturers share notes online. But it can also help institutions analyse data about where students are working, how they’re getting there, and what devices they’re using. And they can use this data to identify hotspots on campus. So when it comes to offering the best transport, connectivity and space, they can focus on the areas that need it most. Intelligent connectivity can also help universities save money. Connected buses can make journeys more efficient, smart parking can provide live data, and improved estate management means unis can stay on top of things like waste disposal. Combined, these changes can help institutions form a more complete picture of what’s happening on campus. And that means they can direct resources more effectively. By saving time, they’ll save money. Are you thinking of upgrading your campus? Whatever kind of connectivity you need, BT has the network and the know-how to help. BT’s smart solutions are built on powerful technology and backed up the UK’s best fixed and mobile network. BT can help your campus evolve. FURTHER INFORMATION Find out more here: www./business.bt.com/solutions/ connected-campus/ or email: firstname.lastname@example.org
BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net
Facing budget cuts, more schools are going cashless The latest ParentPay survey, to which over 500 schools responded, found that over a quarter of them intended to go fully cashless to help reduce the impact of budget cuts
As schools in the UK are in the middle of a funding crisis, they have cut subjects, extra‑curricular activities, staff, and resources. They have tried to raise funds in new ways, such as letting the school premises during the summer holidays and evenings, having to convert to new ways of working, in an effort to save as much as possible without affecting children’s education. The British Educational Suppliers Association (BESA)’s 2017 report on resources in schools found that despite the attention given to school funding cuts, the average school budget has changed little over the past few years. In 2016/17, primary schools had over £1m budget and secondary schools had £4.6m, which is a budget increase of about one per cent from the year before. While the previous education secretary, Justine Greening, promised an extra £1.3bn for state schools over two years, headteachers across England calculated that this amount would translate to a real‑terms cut of 4.6 per cent from 2015. Damian Hinds the current education secretary has admitted that schools are under increasing ‘cost pressures’. Resource budgets take a hit Among school budgets, resources expenditure has been hit the hardest. BESA found that school leaders expected a 5.5 per cent decrease in resource spending
across primary and secondary schools in 2017 – a further decline on 2016, where expenditure was down 4.7 per cent. The trend is likely to continue into 2018/19. ParentPay conducted some research with schools. Adam Stanton of ParentPay, said: “At least 40 per cent of respondents are convinced they will be facing real cuts in budgets over the next year (2018/19), with 60 per cent stating the same concern last year (2017/18); so many schools are trying to avoid reducing services and resources by making better use of technology and generating additional revenue streams.” The latest ParentPay survey, to which over 500 schools responded, found that over a quarter of them intended to go fully cashless to help reduce the impact of budget cuts. Over 60 per cent of the schools stated they were now fully cashless – an increase on last year. What do school staff think? Removing cash collection from school proves to be an effective way for schools to save money. Helen Tyrrell, senior finance officer at Kings’ School in Hampshire, quickly saw the benefits of going cashless: “Less cash is handled in school, and more time is saved from no longer having to process and reconcile thousands of payments.” Jenny Farrell, school business manager at Hugh Sexey Church of England Middle
The latest ParentPay survey, to which over 500 schools responded, found that over a quarter of them intended to go fully cashless to help reduce the impact of budget cuts. Over 60 per cent of the schools stated they were now fully cashless – an increase on last year.
School MAT in Somerset, agrees with Helen: “The main benefit the school has gained from introducing online payments is the amount of time saved, that would have otherwise been spent on issuing receipts, and processing small payments.” Jenny adds: “Not only have we saved on these tasks, but we have also found less time is spent banking, and because of the online audit trail, we have a more comprehensive record of payments received.” Schools noticed that being cashless was also a reassurance to parents, for two reasons. For Anne Bull, former LACA national chair and head of school facilities at Rhondda Cynon Taf Council, “it reduces the chances of sweets and junk food being purchased on the way to and from school – something which parents flagged as a concern.” Lucian Boyd Harte, director of finance and operations at Chelsea Academy in London, noted that parents were supporters of the change because it reduces risks: “This removes the students’ need to carry cash into school on public transport, and makes paying for school items more secure and safer for our students.” Support from parents This explains ParentPay’s findings, that 92 per cent of parents prefer to pay schools online. This support for paying online encourages schools, around the country, to become cashless. However, schools need to work with parents to ensure the transition goes smoothly for all involved. ParentPay’s survey found that cash‑based families are the main reason some schools decide not to go fully cashless, so the company supports schools to be inclusive and transparent with parents. As Farrell explained: “We took a supportive approach with parents, and have always offered to talk them through the sign-up process, or invited them into school to do so.” Parents also have the possibility to make cash-based payments at one of the 33,000 PayPoint stores, as it is integrated in the ParentPay solution. For Stanton, from ParentPay, it’s about supporting schools through the tough funding crisis: “In such a challenging situation, realistically schools are going to need all our support to continue to provide world-class education for our children in rapidly changing, uncertain times.” FURTHER INFORMATION For more information, visit www.parentpay.com
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Temporary teaching staff: a ‘sticking plaster’ or a real opportunity? First Class Education Solutions is working hard to give teachers the best possible chance of succeeding every time they enter a classroom. Peter Cobrin explains how
Wouldn’t it be great if supply teaching agencies disappeared because there was no demand for their services? Some chance! The problem is most acute in inner London where just 57 per cent of teachers who qualified in 2012 were still working in the classroom by 2017. But don’t be complacent elsewhere, only 74 per cent of newly qualified teachers in the east Midlands and the north‑east were still in service after five years. Ensuring quality learning So here we are – supporting schools in ensuring continuity of quality learning in classrooms. One of the challenges when providing interim staff into a school is to avoid the trap of “supply for supply’s sake”. There is a vacancy, there is a candidate, put
them together – job done. No! It’s definitely not done. At all levels, nursery, primary and secondary, we have to focus on the quality of that individual experience, and this experience starts the moment the classroom door opens.
degree of handholding. We know they want a supply teacher to be as effective in the classroom as is possible, but what do they need to do to achieve this, and what can we do to ensure they do?
Supply teaching For most career teachers, that first lesson with a strange class in a strange school happens very infrequently – especially if they stay in the same school! For the supply teacher, it can be almost a daily occurrence. I have experienced both so I speak from long experience. I can remember my first lesson as if it were yesterday. It was in fact January 5 1981. What I learnt that day was a very simple lesson and one every supply teacher should remember if they remember nothing else. When you meet a new class, you have to exceed expectations, and one way of doing so is to ensure that your tool-bag of “stuff” is full to the brim with surprises, and that you are ready to deliver the moment you walk through that door, because it’s those opening seconds that can make or break the lesson. The answer is partly in the way we as a company manage relationships with a school, and that means in some cases a
First Class Education Solutions For our part, at First Class Education Solutions, we are working hard to give our teachers the best possible chance of succeeding every time they enter a classroom. Temporary teachers are an essential part of school life, just as locums are in a general medical practice. But there the comparison breaks down. The locum GP deals with one patient at a time and has access to all medical records. The supply teacher will meet typically five classes of up to 30 in a day, sometimes without even a list of names. The world of supply teaching is changing, and demand continues to rise. As the arguments about costs and mark-ups run their course, the recent tender for a supply teaching procurement framework is failing miserably, despite well‑publicised promises www.bbc.co.uk/news/education-44334806 from the Department for Education. Agencies I have spoken to have seen barely a handful of enquires through this new procurement framework and schools are blissfully unaware of it. Schools want to deal with companies who focus on the quality of the teaching and learning experience, and this ill‑conceived exercise addresses neither. So our focus will remain first and foremost on putting schools and learners first.
Peter Cobrin entered teaching by accident in 1981 to provide cover for a few days and stayed at the same school for 15 years first as a teacher of history and politics, then head of department and de facto head of sixth form. Later in his career he was a lead adviser in the Building Schools for the Future programme and now he is a key member of the First Class Education Solution family, focusing on innovation, special projects and above all, delivering fully‑funded leadership and management training for schools. L FURTHER INFORMATION www.firstclasseducation.org.uk Tel: 02035409495
BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net
The value of schools using supply agencies The recruitment problems facing schools are well documented. Recruitment & Employment Confederation (REC) members that specialise in helping schools find the teachers they need should be seen as an invaluable asset in facing addressing recruitment challenges. When a teacher phones in sick, schools have a duty to find cover as quickly as possible. A specialist recruiter is an important resource in this situation. From a recent survey the REC carried out, ninety-eight per cent of recruitment businesses typically receive less than two hours’ notice from a school in need of a teacher that same day. The same survey found that over threequarters (77 per cent) of agencies say finding teachers quickly is the main reason schools use them to fill temporary placements. Recruitment businesses that find schools suitable cover at very short notice are a
Candidates for permanent hires For permanent hires, at a time of increasing staff shortages and limited budgets, supply agencies are well placed to find candidates for positions efficiently. The experience of REC members is that schools that do their valuable asset. Without these pools of own recruiting are increasingly finding pre-vetted supply teachers, it would it difficult to locate suitable candidates, be very difficult for schools to provide even after spending large amounts pupils with a teacher to step in. of money on job advertisements. REC director of policy Tom Hadley Schools are under enormous pressure to commented: “Our members tell us that find teachers with the right skills. Indeed, they are often under immense pressure to from our recent survey, two-thirds (66 per find high quality teachers at great speed. cent) of the recruitment agencies polled That is why schools rely on the vital role of say the priority for schools coming to them recruitment agencies to bring for permanent hires is to find quality in fully vetted, qualified teachers with specific skills. From a teaching staff at over school’s perspective, calling in the short notice. threerecruitment experts provides “When a teacher quarter the professional expertise, can’t be in the s o f agencie saves on advertising, and classroom for teacher s say finding they have a pre-vetted any reason, s quickly pool of candidates from pupils can’t main re which to choose. just be passed ason sc is the hools use the All REC members off to existing m to fill comply with the REC’s tempor Code of Professional Practice placem ary and pass a mandatory ents compliance test. Under this code, members are required to agree terms with schools. Agencies within REC membership must agree all fees with a school before any services are provided and must be transparent in all dealings with teachers and schools. The REC also places enormous value on the rights of the candidates our members supply. Our members must check that candidates have consented to undertake a role before they are supplied to a school. REC members promote an Agency Workers Factsheet to supply teachers that outlines their rights and what they are entitled to after 12 weeks. Former Education Secretary, Michael Gove was widely rebuked during the EU referendum for saying “people in this country have had enough of experts.” Schools should ignore his advice and discover the benefits of using recruitment experts. A list of REC members that supply to schools can be found in our member directory, which is online here: www.rec.uk.com/ membership/member-directory L
Written by Chris Russell, Recruitment & Employment policy advisor
A recent REC survey showed that 98 per cent of recruitment businesses typically receive less than two hours’ notice from a school in need of a teacher that same day. Chris Russell, REC policy advisor, explains how a specialist recruiter is an important resource when schools need to find staff quickly
teachers or teaching assistants in the place of a fully qualified teacher– they need dedicated resource. We all understand the cost pressures on schools but these costs must be put in context and weighed against the cost of employing more permanent staff or having in house recruitment banks replicate the work of specialised agencies in sourcing, and placing suitably skilled substitute teachers”. “Ensuring that the right calibre of teacher is in place isn’t something that can be compromised which is why majority of them use specialist agencies for advice and support.”
FURTHER INFORMATION www.rec.uk.com
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
School recruitment: Why has it become ineffective? School recruitment has changed. Can you keep up? Katie Newell, from eTeach highlights eight developments in the last decade that have changed school recruitment for good working afforded by cloud-based technology. As a result, mum returners have other career choices and low loyalty after surviving the paltry maternity terms of teaching. As a school, you now need to entirely change your approach to school recruitment to successfully compete for teaching talent. 70 per cent of your school costs are staff, so it stands to reason this is where your biggest savings can be made.
Candidates are better informed and very well connected Your school’s brand reputation matters and, more importantly, your lack of reputation makes you invisible. If you can’t be found as soon as you’re searched for, you don’t exist. The teacher talent pool is more squeezed than ever Teacher count is stagnating at ten per cent entering the market each year while ten per cent are leaving each year. Meanwhile, pupil numbers are increasing by more than 20 per cent by 2025. Unemployment is low and other industries are offering high salaries for STEM subject specialists. Teachers are increasingly the new generation X and millennials A quarter of the teaching workforce are now under-30s while the 50+ bracket has fallen by six per cent to 15.6 per cent since 2010. This new generation of young millennials shop online, meet their partners online and shop for career moves online. Are they finding you there easily? Social media builds brands and bridges, fast LinkedIn and Facebook present opportunities to education professionals in their free time
when they are open to ideas. Instagram is the hub of lifestyle aspirations. Teachers are no longer categorised as ‘passive’ (employed) or ‘active’ (seeking) Their constant exposure to career opportunities via social media means they can also be ‘actively applying’, ‘casually browsing’ ‘comfortable but open to offers’ or living in any grey zone between. Is your employer brand registering in their psyche year round? 59 per cent of job seekers visiting our site do so on their mobiles They want to find your advert on a search engine, and drop you their details quickly. Only schools offering mobile-optimised ads and mobile application methods can really compete. Teaching careers are geographically fluid When salaries are fixed, teachers are looking for better workload policies. They’ll move schools or even countries to achieve it. Flexible working has opened the door for women And they’re walking out of it! Other industries have embraced job sharing and flexible
A new way – recruit a teaching workforce that lasts Successful businesses are in control of their upcoming workforce pipeline. The method is simple: instead of recruiting reactively from a limited pool of candidates after when a vacancy arises, you can proactively create a year-round campaign that organically attracts the right candidates to sign up to your Talent Pool. You need a strategy and a few simple advertising tools to create and grow your own teacher community with whom you engage earlier and continuously. This is Continuous Candidate Engagement. Approaching recruitment this way allows you to totally flip the control of the talent flow back into your school. What you need is Continuous Candidate Engagement This will help you cultivate a community of teaching talent – proactively advertising year-round to create then continuously nurture the candidates in a Talent Pool, sometimes for years, forming a community of talent for your school which actually increases in value over time. Aim to widen your net: market your school employer brand in more places so that your brand is present in the mind of great teachers before they know they are looking. Be the school that’s easy to apply to. Break down the barriers to teacher engagement by replacing long downloadable application forms with online forms and instantlypopulating online profile-builders. Take advantage of free and cheap technology to take back control and cut out that nasty habit of constantly falling back on expensive agencies and calling it a recruitment strategy. L FURTHER INFORMATION www.eteach.com/recruit / 0845 226 1906
BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net
Championing the teaching profession Earlier this year, Education Secretary Damian Hinds pledged to tackle teacher workload, drive recruitment and boost the retention of teachers. Education Business looks at what measures the DfE has put in place to achieve these aims Speaking to more than 1,000 heads and teachers at the Association of School and College Leaders’ (ASCL) annual conference in Birmingham earlier this year, Education Secretary Damian Hinds said that his “top priority” was to make sure teaching continues to be regarded as “one of the most rewarding jobs you can do”. So what has been done to attract and retain teachers in the profession? Pay rises and flexible working Firstly, the DfE announced that the pay range for classroom teachers will increase by 3.5 per cent. Schools will continue to determine how their staff are paid but the increases will be funded by government with a new teachers’ pay grant – worth £187 million in 2018/19 and £321 million in 2019/20 from the existing Department for Education budget – paid to all schools on top of their core budgets from the National Funding Formula.
In cash terms, the DfE says that teachers could receive a boost of between £1,184 and £1,366 to their salary, while salaries for new teachers will increase by between £802 and £1003. Damian Hinds has also pledged to introduce more flexible working practices, including a £5 million fund to help experienced teachers take a sabbatical.
The resources also include tools to help schools quickly implement new policies, and cut down on time-consuming tasks such as email communication, and a series of case studies to share knowledge of how schools have used technology to streamline processes. Alongside this toolkit, a series of online videos that provide advice and guidance on The Toolkit to remove workload have also been DfE has workload made available. pledged To remove some of One video – on the t o introdu the burdensome theme of planning c responsibilities from – features the joint flexible e more w o teachers, the DfE has general secretaries of r k in practice g s launched a series of the National Education , in c lu ding helping online resources. Union, Mary Bousted exp The toolkit includes and Kevin Courtney, teacher erienced s ta advice and workshops and makes clear that sabbatic ke a on the most burdensome individual lesson planning al. tasks such as pupil feedback is not a requirement from and marking, planning and either the Department for resources, and data management. Education or Ofsted. E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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Lesson planning Money has also been invested into making it easier for teachers to find lesson plans and resources. The first round of £7.7million Curriculum Fund will provide grants to schools to help them share teaching resources with other schools, saving teachers from having to repeatedly create lessons plans from scratch. It comes after research by the Department for Education found that many teachers feel lesson planning creates unnecessary workload and that they want easy access to practical resources that will help them put together innovative and effective lessons. It appears that the clarification of what is expected of teachers is beginning to have an impact on workload. The School Snapshot Survey showed that 73 per cent of the classroom teachers and senior leaders surveyed reported that their school has taken action to review or update school policies to improve workload and 67 per cent reported that their school has taken action to change or reduce marking. Damian Hinds commented: “I believe we need to get back to the heart of successful teaching – to strip away the workload that doesn’t add value and give teachers the time to focus on what actually matters, the pupils in front of them. “I am very encouraged that three quarters of school leaders are taking action to review workload and today’s announcements and the practical help they provide should give head teachers the confidence and means to go even further.”
New recruits The government revealed that in the last academic year, 23,100 newly qualified teachers joined the teacher workforce. What’s more, in a survey by the DfE, ninety-one per cent said that they were confident their training has equipped them well for the classroom. School Standards Minister Nick Gibb: “It has never been a better time to join the teaching profession. This survey demonstrates high levels of satisfaction with teacher training. “Despite the challenges of recruiting graduates in a strong economy with fierce competition for graduates in other professions and industries, last year we
recruited over 32,000 trainee teachers, up three per cent from the previous year. We have recently announced a 3.5 per cent pay rise for teachers in the early part of their careers, and there are ample opportunities for promotion.” Last year 32,710 trainee teachers were recruited – up by 815 (three per cent) on the previous year. What’s more, 98.7 per cent of all teachers have a degree or higher, which has risen by 4.4 percentage points since 2010, and nearly one in five trainees in 2018 has a first-class degree. L FURTHER INFORMATION www.gov.uk
Finding the right candidate for your school Nunchuck Recruitment are passionate about working closely with our schools and academies to ensure we find the right Senior Leader or teachers to match the culture, ethos and future development of their schools and academies. With over 50 years’ experience, we deliver tailored and bespoke solutions, recruiting Senior Leaders & subject specialist teachers in permanent, interim, long-term& supply positions.
RUN BY TEACHERS FOR TEACHERS
We know how important budgets are, We listen, and we work to your budget and talk through all options available. Please do not assume all agencies are an expensive option. Nunchuck Recruitment is an end to end service, we will advertise your vacancies, complete executive searches, prescreen and short-list candidates, arrange interviews, apply for references, whilst always having safer recruitment at the top of our agenda. Nunchuck Recruitment is not just a recruitment agency, it is a support network, driven to finding the right candidate for its clients and the right roles for its candidates, to ensure both have the best outcome and experience. Nunchuck would be delighted to work with you, so please do not hesitate to get in contact.
Contact details: Tel: 0203 906 7198 | Mob: 07738 949341 www.nunchuckrecruitment.co.uk email@example.com
0208 256 0910 firstname.lastname@example.org www.futureeducation.co.uk
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
What is eAssessment? This innovative on-screen approach to assessment from the International Baccalaureate helps create well-rounded learners who think critically, creatively and with the wider picture in mind. eAssessment: • • • •
Is a media-rich, immersive experience that assesses many skills. Requires students to be creative and to work with data. Bases just 25 percent of the evaluation on knowledge and understanding. Conveys the full extent of middle years students’ potential.
Meet us and learn more at the Bett Show, 23-26 January, Stand B84 https://www2.ibo.org/bett-show-2019
Students around the world have one thing in common – they all do a great deal of growing up and changing between the ages of 11 and 16. The International Baccalaureate’s Middle Years Programme keeps them engaged with learning designed specifically for the age group
Middle Years Programme At a time when students are establishing their identity and building their self-esteem, the Middle Years Programme motivates them and helps them to achieve success in school and in life beyond the classroom. It encourages students to make practical connections between their studies and the real world. The result is young people who are creative, critical, reflective thinkers. Learning and teaching in the MYP are inquiry‑based, provoking curiosity, prompting students to inquire into a wide range of issues that are important locally, nationally and globally and encouraging them to become lifelong learners. Research shows that students participating in the MYP outperform nonMYP students in critical academic skills. The programme’s interdisciplinary approach helps students make important connections between their academic subjects. Integrated learning means students analyse complex issues and develop the habits of mind they need to participate in our increasingly interconnected world. More than 1,300 schools in 108 countries offer the MYP, which is an inclusive, whole‑school programme. The MYP is offered by many types of schools, including state‑supported schools, independent schools and international schools. Any school with students aged 11 to 16 can apply to become authorised as an IB World School in order to implement the Middle Years Programme. While the MYP is a five-year programme that can be implemented in a partnership between schools, it also can be offered in several abbreviated (two, three or four-year) formats.
societies, sciences, mathematics, arts, physical and health education and design. In addition, an integral part of the programme is service as action, encapsulated in the MYP community project. In each year of the programme, students take part in service learning activities that connect what they study in school with the needs of their communities. The Middle Years Programme culminates in the Personal Project, an extended independent learning project in which students apply what they have learned in the programme to pursue individual interests and passions. Students document their work and report on the project, reflecting on their accomplishments and their growth as learners. International Baccalaureate Standing behind the holistic five-year programme is the IB. One measure of the IB’s value is its popularity: Almost 5,000 schools teach more than 1 million IB students in over 150 countries. Another measure is the quality of IB alumni: Research suggests that in many cases, students in IB programmes perform better than students who take other
Meet the Middle Years Programme
qualifications. The IB also offers the Primary Years Programme for 3 to 11year-olds and both its well-known Diploma Programme and the Career-related Programme for 16 to 19 year-olds. All IB programmes have the flexibility to help school districts meet government mandates for curriculum. As a leader in education, the IB has created an innovative approach to assessment for the Middle Years Programme. The new MYP eAssessment uses a range of strategies– long term project work, optional portfolio assessments and optional on-screen exams. eAssessment is not another one of those tests that you teach to, with an accompanying list of required material to cover during the year. Instead, eAssessment allows students to demonstrate what they have learned, what they know and what they can do. Results of the assessment help pinpoint students’ strengths and areas needing improvement. On-screen exams The on-screen exams are offered in five subjects: language and literature, individuals and societies, mathematics, sciences and interdisciplinary. In addition to the exams, MYP eAssessment includes ePortfolios, which permit assessment of students’ coursework in language acquisition, arts, physical and health education and design. The portfolios are internally marked by teachers and then moderated to international standards by the IB. “ In 2016, Bonn International School in Bonn, Germany, was among the first IB World Schools to offer MYP eAssessment, seeing it as a good opportunity. “You can’t stay away from this digital world, digital tools, digital assessment. It‘s a matter of when, not whether, you should change,” says Cijith Jacob, Middle Years Programme coordinator at the school. Learn more Learn more about the Middle Years Programme and how your technology‑savvy students could benefit from the programme’s innovative eAssessment. Come visit the IB at the Bett Show, 23-26 January, Stand B84. L FURTHER INFORMATION www2.ibo.org/bett-show-2019
Flexible curriculum A wide range of curriculum requirements can be met through the programme’s flexible curriculum, which comprises eight subject groups: language acquisition, language and literature, individuals and
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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Escape the classroom for enhanced learning
Written by the Land Trust
Taking classes outdoors The impact of outdoor learning on children’s behaviour and attitude towards learning has also been reported to change. This is something that has been praised by teachers who take their classes on outdoor learning sessions. Previous examples of the Trust’s work in education have proven successful. There is already a huge amount of educational activities going on at Land Trust sites across the country, with the number of school visits rising from 3,500 to 7,500 per annum over the last five years. The Land Trust has launched a three-year education Elba Park is a site playing a lead role strategy to encourage more children to get out of the in this work and was awarded Land Trust Educational Site of the Year after classroom and learn in an outdoor environment delivering activities to nearly 1,000 school children over the last 12 months. Based in Sunderland, the team at Elba The announcement of a new three-year The Land Trust will be working in have built excellent working relationships education strategy from national land partnerships with local schools and with local schools which have seen children management charity, the Land Trust, nurseries across their 63 sites in England to enjoying activities such as geocaching, is set to encourage more children to give young people an opportunity to learn pond dipping, meadow sweeps, crafts, learn in an outdoor environment. new skills, enhance their future prospects surveys and identification, bulb and tree There has never been a more important and make a difference in their communities. planting, and heritage activities. time to focus on educating children on the The time spent outdoors is also Students from Portland Academy, benefits of being outdoors. Studies have proven to have a positive a school for young people shown that childhood obesity levels and effect on the mental For with special educational mental health problems are on the rise and and physical health some needs and disability, attend levels of children and young people interacting and wellbeing of the children weekly sessions at the site with the natural environment are decreasing. people participating. ,a classroo with post-16 students undertaking the Duke isn’t alw m setting a of Edinburgh award. y s t h space t e b e Not only does outdoor s t oe learning give people the their in ncourage divi chance to learn about their learningdual surrounding environment and biodiversity, but it provides a setting which can encourage different behaviour in children. Forest schools The forest school programme is very popular among schools in the UK and gives children the opportunity to engage in a variety of activities in natural environment. This involves children and young people undertaking formal and informal learning on Land Trust sites, either facilitated by an educational establishment, home schooling, a charitable organisation or other structured activity. This may also take place in dedicated Woodland Learning Area/ Forest classrooms, which typically have a fire pit, logs for benches, perhaps with a tarpaulin and den building and cooking kit. Not only do these sessions teach children about nature and developing outdoor skills, but it often allows them to produce creative and academic work, similar to what would be taught in the classroom. A literacy coordinator and assistant head teacher whose school was involved in forest school sessions, said: “The work of the Land Trust has inspired many of our pupils to develop some amazingly creative ideas. Our pupil’s skills in literacy have developed during this week of being within a natural environment and using the Woodland Learning Area. It is also clear that for some pupils, working & learning in an outside environment has enabled them to E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Castle Driver Training launches the UK’s only minibus compliance course to tackle the gap in knowledge Castle Driver Training has been working with the ISBA (Independent School Bursar’s Association) and former senior traffic commissioner Beverley Bell, to write and deliver the UK’s only minibus compliance course written specifically for schools and approved by RoSPA. In a survey conducted by Castle Driver Training in 2017, they discovered over 70 per cent of the 300 plus schools asked were not aware of their obligations under the Section 19 Permit and most had never even heard of it despite owning/operating school minibuses. In reaction to this confusion over minibus management, Castle Driver Training approached the ISBA and RoSPA to create a credible minibus compliance course that would educate staff on this area of operations. Launched on 25 September in Bicester the course is delivered in two parts. Part is a day’s training in a classroom setting covering the legal framework under which schools operate their vehicles, including who have the responsibility for legal compliance. Part one also covers the vehicle and the challenges teacher-drivers face, the required pre-journey checks and safety inspections
(with Euro 6 minibus to explore). The first part of the course also examines the driver’s responsibilities, as well as the schools, and the penalties they could face if they fail to fulfil them, as well as planning the journey and emergency protocols. The second part of the MCC is a half day follow-up with the school’s appointed transport manager to assess how compliant they currently are, identify room for improvement and support any changes that need to be made. Beverley Bell, former Senior Traffic Commissioner for the UK comments: “The law in this area is complex and not always easily understood by schools and their teaching staff with severe penalties for non-compliance – as well as the risk to the safety of your pupils. It is therefore vital that your school “gets it right”. John Murphie, chief operating officer
of the ISBA comments: “This is a mustattend course that will raise awareness and thus improve safety standards; not just by a “chalk and talk” approach but by the fact that Castle Driver Training has included a follow up visit to ensure compliance with the course material. When properly implemented in a school this will provide a base for a ‘safety system’ which will be auditable and fully compliant. I hope this can become the basis of a case which will seek to reduce insurance premiums currently paid by schools.” The MCC costs £595 (£495 to ISBA members and associated members) and there are venues and dates available across the UK. FURTHER INFORMATION www.castlemininus.co.uk/ driver-training/MCC
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deliver some of the best academic work we have seen from them.” Many of the skills that children acquire through these activities they aren’t even aware they’re picking up. For example, they are learning to cope and function in what can be a challenging environment. This often involves engaging in teamwork, further developing social skills, resilience and perseverance. They are also challenged to use natural resources in imaginative ways as they seek to improvise in creative games and den building. Freedom and space The Forestry Commission recently published research on the Forest Schools scheme, which outlined six key differences that Forest Schools make to participants: confidence, social skills, communication, motivation, physical skills, and knowledge and understanding. The research found that giving children more freedom and space allowed them to learn and demonstrate independence. The change in setting from a classroom to woodland saw children becoming keener to participate and kept them engaged for longer periods of time. Education and health One of the more significant reasons behind the Land Trust’s new strategy links two of their charitable aims: education and health. More and more research is now being put into the positive impact of spending time outdoors on both physical and mental health. The figures on childhood obesity in the UK are staggering. One in four children start school overweight and one in 10 are obese and by the end of primary school, the percentage of obese children has doubled to one in five. It is reported that three-quarters of UK children spend less time outside than prison inmates, and a fifth of children do
The Land Trust believes it is important that people get outdoors, and that in turn this will benefit them in their academic studies not play outside at all on an average day. The Land Trust believes it is important that people get outdoors and get active, and that in turn this will benefit them in their academic studies. The guidelines for activity state that children should minimise the amount of time spent being sedentary for extended periods and should engage in moderate to vigorous intensity physical activity for at least 60 minutes every day. In time, this approach to learning has the ability to improve interaction, participation and ability for thousands of young people in the UK, potentially changing their relationship with the outdoors. Changing lives As a teacher, school, or educational provider, you have the ability to potentially change lives. For some children, a classroom setting isn’t always the best space to encourage their individual learning. One of the recent participants to one of the Land Trust’s Green Angel’s courses is an example of this. Gawain, who is now in his early twenties, has been diagnosed with autism, and found the outdoor education courses and volunteering sessions helped him massively with his social anxiety and his issues with drugs and alcohol, which developed once he left school. Gawain said: “I’m not very good at being sat inside or on the computer and I’ve never been one to gel with the authoritative
figure in a group, but it’s nothing like that with Carolyn (course leader).” He took part in the course to gain experience in order to obtain work in the future, and has been volunteering locally with the group since completing. He added: “I’ve recently been told about Forest Schools, which sounds great to me. I would’ve appreciated that when I was younger as I don’t like staying indoors.” As a result of Environmental Education course, Gawain has gained qualifications which would be recognised by future employers and has also reported a difference in his mental health, saying: “It’s helped me to get out of that social anxiety state of staying in and saying no. It’s got me more positive and open to opportunities now.” This example shows what difference this can make to an individual after school, but if Gawain had been introduced to this type of learning earlier, it’s possible his journey through primary and secondary education could have been different, thus improving his prospects once finishing school. For more information on the Land Trust’s new education strategy, or to get involved with outdoor education schemes near you, use the contact details below. L FURTHER INFORMATION www.thelandtrust.org.uk email@example.com
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importance of clean water and hygiene. Subjects include KS1-3 Science, Technology, Engineering, Maths and PSHE. This winter, KidZania will be giving back to schools by giving gifts to every school attending each day between 1-24 December. The gifts include books from Usborne Books and Guinness World Records, a class trip with MBNA Thames Clippers and musical instruments from Roland. Contact KidZania’s Schools Team to find out more about our World Book Day and Careers Fair events in 2019.
activity, KidZania even has a cricket stadium and dance studio. Learning at KidZania doesn’t stop there, it also hosts lots of educational events throughout the year that provide enhanced studying in addition to the activities that are already available. This year KidZania partnered Year of Engineering to deliver a fun-packed STEM Fair and it will be hosting its next exciting event from 5 December. Kids can take a Social Science degree in the KidZania University to learn about stem cell and bone marrow transplants in association with Team Margot and NHS Blood and Transplant. Plus, kids can join a first-hand experience of aeronautical engineering as well as being taught the
FURTHER INFORMATION www.KidZania.co.uk/education
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Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Sports hall success for Gerflor at Bolton School Bolton school specified Gerflor’s world renowned Taraflex® sports flooring for its main sports hall and the top-performing Tarasafe Ultra for two of its changing rooms Bolton School is one of the oldest schools in Lancashire. The origins of the Boys’ School can be traced back to at least 1516 when the Bolton Grammar School for Boys was recorded as being “a going concern”. In 1644 it was endowed by Robert Lever and so began a long and close relationship with the Lever name. Sport flourishes at Bolton School and the staff know only too well that keeping fit and focused is a great boon to aid learning. International flooring specialists Gerflor have in-depth sports knowledge and expertise that makes them the market leader and ideally positions them as the preferred sports flooring supplier to the education sector. It’s for this very reason that Bolton school would specify Gerflor’s world renowned Taraflex® sports flooring for their main sports hall and their top-performing Tarasafe Ultra for two of the changing rooms. David Laskey, deputy head of estates, Bolton School said: “After an extensive consultation period with the heads of boys’ and girls’ sport, which included visits to a number of other schools who have recently had different floor finishes installed, a full tendering process was carried out. Several different flooring types were considered and the decision to use Gerflor was ultimately determined based on the performance and cost comparisons.” Bolton School chose on this occasion to appoint Stockport-based Recreational Coatings. With over 30 years’ experience of installing sports surfaces in Olympic, Commonwealth, World and European events throughout the UK and beyond, Recreational Coatings are an expert in this field, with all installations undertaken by their own highly-skilled staff. Ross Johns, commercial director, Recreational Coatings commented: “Taraflex® Comfort
was specified for their main sports hall because it suited the user and activity type at Bolton School. We had to ensure the sub floor was 100 per cent perfect prior to installation. We have been installing Taraflex for many years and are used to working with this outstanding product.” Robust sports flooring Taraflex® Comfort is a P3 category sports flooring, ideal for a variety of sport and leisure activities. Offering a high level of shock absorption, minimising the force of impact on the body and reducing long term injury risk. Taraflex® offers a wide range of colours and is suitable for a variety of applications and has been used by the largest international sports federations (volleyball, handball, badminton, table tennis) for decades. Through partnerships with these federations Gerflor has been present at the Summer Olympic Games since 1976. It’s an Olympic pedigree stretching back over an incredible 42 years. Taraflex® is available in 17 colours and three wood-effect designs. The range also offers greater than 45 per cent force reduction, making it unrivalled in the marketplace in terms of offering comfort for users. Taraflex® meets the EN Standard of 22196 for anti- bacterial activity (E. coli – S. aureus - MRSA) (3) returning >99 per cent levels of growth inhibition. The product is also treated with Protecsol®, which renders polish redundant and is triple action meaning no polish is ever required, it contributes to easy maintenance and is anti-friction burn and slide/grip. Taraflex® has a double density foam backing and with another bonus, it’s environmentally friendly. Taraflex® also meets the EN 14904 Standard for indoor sports surfaces.
Ross Johns added: “This project was very technical and labour intensive. We removed the old timber sports floor, installed a 70mm screed and then the Taraflex® sports flooring. We finished the hall with game lines.” Changing rooms The changing rooms at Bolton School would need flooring that could deliver safety and be extremely durable to be able to handle the amount of usage envisaged. The Tarasafe Ultra range from Gerflor was specified. Tarasafe Ultra is a specialist slip-resistant vinyl safety flooring inlaid with mineral crystals particles, as opposed to industry standard carborundum giving a brighter appearance. It also comes with a tough PVC wearlayer and meets HSE guidelines. Tarasafe Ultra is reinforced with a glass ﬁbre grid and is suitable for use in all areas of heavy trafﬁc where slip-resistance, durability and hygienic conditions are required. Benefiting from Sparclean® surface treatment for extreme resistance to soiling and staining it is also treated with an anti-bacterial and fungicidal treatment. Tarasafe Ultra comes with a 12-year warranty and is also 100 per cent recyclable. The range has a maximum hygiene rating meeting the EN Standard 22196 for anti- bacterial activity (E. coli - S. aureus - MRSA) (3) returning >99 per cent levels of growth inhibition. Ross Johns concluded by saying, “Gerflor is our ‘go-to’ supplier for vinyl flooring products, both in sport and gym environments. Gerflor’s products are excellent quality and they provide a great service.” David Laskey ended by commenting, “I’m extremely pleased with the final result as it has revitalised the sports hall and provided us with a modern multipurpose sports complex floor.” Learn more about Gerflor solutions; ask for a free sample or contact us to speak to a specialist today by calling 01926 622 600, emailing contractuk@ gerflor.com, or visit gerflor.co.uk for the latest innovations. L
FURTHER INFORMATION www.gerflor.co.uk firstname.lastname@example.org
Sport Written by Chris Wright, head of wellbeing at the Youth Sport Trust
Using sport to tackle childhood obesity: Is it too much to digest? This year we have seen some bold statements focusing on food as childhood obesity’s biggest issue. Chris Wright, head of wellbeing at the Youth Sport Trust, discusses a renewed focus and the role sport can play In both the government’s Childhood Obesity Plan Chapter 2 and Ofsted’s thematic review of Obesity, Healthy Eating and Physical Activity published earlier this year, it is apparent there is a clear stance on food being the biggest issue. However, it is a common misconception that this is due to people eating more calories. Research in fact suggests that energy intake has declined since the 1970s, with fat content reducing in our food since the 1980s. Yet a third of children are overweight or obese as they leave primary school, and in our poorest communities the rate of clinical obesity is rising dramatically. So why the focus on food and what role does physical activity have to play? Exercise over extra fries Children around the world have stopped moving. We are simply not doing enough physical activity. As Professor John Ratey, associate clinical professor of psychiatry at Harvard Medical School, states: “We are a species that is born to move such as our prehistoric fore fathers and inactivity is killing the human race.”
Physical inactivity is recognised as an important precursor of chronic ill-health but is something that we can take positive action against. Modifying behaviours from an early age and understanding those most in need of intervention is critical to young peoples’ physical, social and emotional wellbeing. Children that are inactive by the age of six have a higher risk of developing noncommunicable diseases. More significantly, for today’s generation of children, inactivity is also having an increased effect on their mood, increased stress, anxiety disorders, their general happiness and potential in life. What action can schools take? More money is being allocated to primary schools to help cut childhood obesity through the Primary PE and Sport Premium but if we do not support schools to spend the funding in the right way, it will be a wasted opportunity. So what action can schools take and what is in their gift to influence children’s healthy active lifestyle choices? Fundamentally, schools are there to educate and health education is part of this. Ofsted’s report outlines a very
clear position regarding this and in it Amanda Spielman states “education for health is essential and must be done well.” But this will not happen if schools are devoting time and energy to things in which they are neither expert nor likely to have an impact. There were key recommendations laid out in both reports that provide schools with a clear mandate to take positive action. More importantly, it is clear what the role of schools should be and how physical education, sport and healthy active lifestyle education are key drivers for children’s health. Fresh ideas By 2020, we want to see every primary school teacher professionally developed to help teach physical literacy with the same skill and passion as language literacy and numeracy. We know that for all the training a primary school teacher receives, they often get very little guidance on how to educate their pupils in and through movement, exercise and physical activity. We welcome the renewed focus on the 30-minute ambition and the mentioning E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
playlearncompete Sport equipment for all ages and abilities
Equipping a lifetime of activity visit daviessports.co.uk call 0345 120 4515 T&Cs Offer code can only be used once. Cannot be used in conjunction with any other offer. Offer valid until 31st January 2019 on orders over required value. We reserve the right to vary or withdraw the offers at any time without notice or cause. No cash alternatives are available and offers are not transferable. Promoter: Findel Education owner of Davies Sports (Company Number: 01135827) 2 Gregory Street, Hyde, Cheshire, SK14 4TH.
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Starting early We have been working in collaboration with Public Health England, Ofsted and Loughborough University to ensure the importance of physical activity in the
early years is recognised for its impact on school readiness, physical development goals and ongoing emotional wellbeing. There is a huge challenge to children achieving 180 minutes of physical activity every day, particularly where screen, media and restraining children’s movement (pushchairs, highchairs and car seats) is so prominent and where natural space to move more around the home can be limited. Therefore, we see the early years and childcare settings as a key intervention point to try and engage children and families in healthy active lifestyle behaviours. This is why we are focused on the importance of the early years in building the foundations of movement and wellbeing in our 2018-2022 strategy. We have a clear evidence base for what works to increase physical activity in the early years and a commitment in our strategy to use active play to increase social mobility. We have developed a suite of materials called Healthy Movers to encourage children and their families to be active. As part of this, we also have a partnership with PJ
Our objective is to help young people be their very best in life through achieving good physical, social and emotional health, and a refocus on the importance of 60 active minutes for all will support this
Masks that helps all children in this age group achieve 180 minutes of daily physical activity. We hope through our evidencebased approach to delivering high quality PE, sport and physical activity experiences, we can change children’s health behaviours.
of initiatives such as walking programmes and an active mile, but our view is that this ambition should be viewed through the lens of cognitive performance, how it affects mood and readiness to learn. Whilst the active mile can support increased physical activity we need to consider the additional ways in which the 30 active minutes can be incorporated into the structure of the school day through variety and choice. If you are already, or are planning to deliver an active mile initiative, why not try modelling the Team Pursuit in the velodrome, where one team hunts down the other, for your active mile? Or introduce sport skills to it such as dribble a football, dribble a hockey ball, bounce a basketball? When children are moving, more neurons are firing and making connections in the brain.
Behaviour change The Youth Sport Trust sees a host of opportunities in both Ofsted’s and the government’s reports to support schools and families to contribute to the healthy weight of all children. Our number one objective is to help young people be their very best in life through achieving and maintaining good physical, social and emotional health and a refocus on the importance of 60 active minutes for all children will support this. Any approach to increasing physical activity should be to create healthy habits. We need to create active habits through a child’s day and not see the initiatives like the active mile in isolation, but instead as a catalyst to further physical activity. Behaviour change comes with diversity and movement increased throughout the whole day, from when children get out of bed to when they return, with variety in intensity and duration. Investment in PE needs to continue to focus on key skills and developing children’s’ physical literacy, so they are confident beyond PE to adopt healthy active lifestyles and try new sports. L FURTHER INFORMATION www.youthsporttrust.org
Case study Thorner Church of England Primary School, Leeds Thorner Primary School has taken a proactive approach to building 30 minutes of physical activity into the school day by incorporating 10-minute bursts at learning breaks, registration times and as lesson plenaries. They have a no chair policy for certain curriculum subjects and areas of the school where learning is either outside and active or standing, children also create walking buses. This is focused around the school’s ambition to make over 50 per cent of the curriculum active, with active numeracy and literacy lessons part of its offer, as well as a fully inclusive and rich extra-curricular and lunchtime programme. The school also maintained its targeted Change4Life Sports Club and has positive role models throughout its staffing team who get active with children. This has seen a sharp improvement in learning behaviours, concentration, attendance and pupils making healthy choices as well as a better mood amongst pupils and staff.
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Recently rebranded to encompass the entire schools landscape, the Schools & Academies Show is the place for all leaders in education to meet and exchange ideas and learn about new developments straight from the innovators School improvement and enhancing pupil outcomes is always at the top of your agenda, so we have made it ours. The Schools & Academies Show Birmingham, taking place on 21 November is the place to hear debate, the latest policies and excellent practice. Packed with content and exhibitors galore, we are bringing together people, organisations and companies who are driving the sector forward. Get the low down Representatives both sides of the aisle will be delivering keynotes this year, including the Minister for the School System, Lord Agnew, and Shadow Minister for Schools, Mike Kane MP. In one of his first speaking engagements in his new role, the new Interim National Schools Commissioner, Dominic Herrington will be talking on the Main Stage, as will EPI Chairman David Laws. Key influencers such as Mark Lehain and Fiona Millar will be going tête-atête, and other sector heads such as Emma Wilson, Geoff Barton and Andy Mellor will grapple with important issues like Funding and Recruitment. We will have hands-on practitioners too, with Heads, SENCOs, Governors and School Business Professionals showcasing best practice and lessons learned from every aspect of the education landscape. Top suppliers such as PS Financials, Eteach and EPM will also be showcasing how you can overcome any challenge in education, with a rich selection of case studies delivered by school leaders. Policy, pedagogy and products Constantly evolving to meet the everchanging issues facing the education
and one of the largest MATs in the country, sector, the Schools & Academies Show has Oasis Community Learning contributing to our an exciting range of new and improved Buildings, Energy and Estates Management features for Birmingham in 2018. Theatre. In our Business, Benchmarking & The Government Village will answer all your Financial Management Theatre, the DfE will policy questions, staffed by representatives be delivering an interactive workshop on from the Department for Education, Education the new Integrated Curriculum & Financial & Skills Funding Agency, Schools Commercial Planning Tool in concert with ISBL. Team and the Standards & Testing Agency. The Government Village provides Where issues meet solutions the opportunity to put your questions At the heart of the event is the opportunity to senior department advisors and to network and exchange ideas with your policymakers, in addition to their colleagues from academies, maintained many sessions across the agenda. schools, local authorities and education Following its successful debut last charities across the sector – year, the ‘Hot Seat’ returns once something that can be done in again with new speakers, new Ministe abundance at the ‘Central topics and a renewed brief r for the Networking Area’. to tackle the thorniest S The exhibition floor issue, such as funding, System chool , Lord is the soul of the mental health and the Agnew , a Schools & Academies future of education. n d Sh Ministe Show Birmingham, New this year r for Sc adow hools, Mike K with a huge range are large scale ane wil of suppliers offering themed theatres, so k l eynote be the latest technology whether it’s Funding s to help with the issues & Income Generation, at the speakers how you face in your school. Governance & Leadership, From providers of the latest or the MAT Summit, in cutting edge in Edtech, we have content that including Telefonica, Toshiba and has been specially selected to Virtue Technologies, to experts demonstrating address the biggest issues of the day. products and services designed to reduce The SEND Theatre has been expanded to costs and improve pupil outcomes, such meet demand, with sessions from nasen, as Orovia, Sage and Schoolcomms. autism specialists and best practice case We know what the most pressing issues are studies, while our School Improvement in education, so our exhibitors are on hand Summit will be addressing everything to solve them, including Eteach, Randstad from social mobility to VR technology. and The Skills Network as some of our Our Open Theatres pack a punch too, with workforce specialists. If you have an estates Kirri Gooch from Google speaking at our issue, then look no further than Portakabin, Technology & Educational Resources Theatre; Eddisons and Lancaster Maloney for advice. New this year are themed zones where you can find these innovating companies, after their sessions with everything from Technology & Educational Resources, through Buildings, Estates & Energy Management to Sports & Healthy Kids and everything in between.
Schools & Academies Show
Schools & Academies Show
The face of the education sector Put simply, this is the event for delegates from all types of school. Delivered in partnership with the DfE, ESFA, CCS and major sector associations such as CST (formerly FASNA), ASCL, NAHT, ISBL and NGA, this is the leading education policy event to support school business management, teaching quality and pupil outcomes. To register for free please visit the website below. L FURTHER INFORMATION www.schoolsandacademies showbirmingham.co.uk
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One key aspect that is too often overlooked when designing an outdoor play space is that of weather resistance and on-going maintenance. Schools have neither the budget nor the resources to carry out repairs to either surfacing or equipment, so the quality and resilience of the materials is important
With the onset of winter just around the corner, many settings will be assessing just how “all-year round” their outdoor play and learning environments are. Creating playscapes that offer a wide range of experiences for pupils – developing social, emotional, physical and creative skills through independent, open-ended and unpredictable play in a space which is low on maintenance and accessible all-year round can seem difficult to achieve. Fortunately companies such as Playtime by Fawns have a wealth of experience built up over thirty years working with school and nursery settings, and working in a consultative manner with school leaders, to design and create outdoor areas that meet the specific needs of each setting. Sustainability One key aspect that is too often overlooked when designing an outdoor play space is that of weather resistance and on-going maintenance. Unlike public play areas, schools have neither the budget nor the resources to carry out repairs to either surfacing or equipment, and can ill-afford the downtime of equipment or areas being out of use. So the quality and resilience of the materials is important – along with substantial guarantees that cover both the supply and installation of any replacement parts. Materials should come with 10-15 year guarantees and surfacing five year guarantees. Importantly potential suppliers should be
able to demonstrate the ability to fulfil any guarantees – companies with a trading history of only a few years or a chequered financial history are unlikely to be able to honour long-term guarantees going forward. Using members of the Association of Play Industries (API) offers peace of mind to schools and nurseries as members are measured on customer satisfaction and financial stability. Be creative with the space The Fawns approach to play space design is versatility – the area should offer a myriad of play experiences which takes account of the very differing abilities of the pupils. The space should offer challenge, with equipment able to offer both difficult and easier tasks which allow pupils to challenge themselves while enhancing self-confidence. It should include role-play opportunities to encourage peer interaction for younger children mark‑making equipment such as chalkboards or dry wipe boards and performance and story-telling areas. If space (and budget) permits an outdoor classroom area can double up as shade and shelter during free play but also offer a base for taking lessons outside. Colours play an important part in any play area and by adding exciting designs into the surfacing you can encourage role play or simple demarcate areas – effectively zoning – without the added cost or inconvenience of fencing. Using the right surfacing is important to ensuring the area is both all-year round
Creating sustainable outdoor environments fit for all weathers accessible but also to add flexibility to the space. Fawns use their Duralawn artificial grass system which comes in a range of piles, colours and textures but also is tactile enough for the children to use for sitting on and is extremely low-maintenance. It comes with a “no questions asked five-year guarantee”, provides fall height protection of up to three metres with the addition of shock pads. Simple or intricate designs can be incorporated into the scheme along with mounds and tunnels to create landscape features and open-ended play opportunities. Trim-trails and sports premium funding The daily mile has seen an increase in popularity in schools the length and breadth of the country since its inception in Scotland. Many schools have looked to utilise their sports premium funding to encourage pupils to get more active not just during curriculum lessons but also as part of break and lunch times. Some schools have looked at enhancing the daily mile experience with the addition of gym equipment situated along the daily mile route – either traditional static Health Trek equipment that the children can stop and carry out reps as they run the route or with more dynamic outdoor gym equipment that you would find in adult gyms (just smaller in scale and without the resistance element which could be detrimental to growing limbs and muscles). With obesity levels as a proportion of children in year 6 reaching an all-time high, it looks likely that the government will look to extend the planned funding for exercise orientated schemes within schools into the next decade while The Department of Health and Social Care focuses on food labelling and further restrictions on advertising and price promotions on foods high in fat, salt or sugar. Additional funding such as the “sugar tax” should allow schools to formulate more longer term plans to create really innovative sports areas from which pupils can benefit all year round whatever the weather. In turn this should benefit academic results, with even moderate exercise shown to have an “acute benefit” on brain function while there are many benefits to mental health, self-esteem as well as relationships with other children. L FURTHER INFORMATION www.fawns.co.uk email@example.com 01252 515199
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Children’s Commissioner’s Office and one in 10 children have a mental health disorder. Therefore, the impact that the lack of play and activity is having on mental health can not be ignored. Despite these benefits, the proportion of children being active is extremely low. In 2015, just one in four (23 per cent) boys and 1 in 5 (20 per cent) girls aged 5-15 met the With obesity levels soaring amongst children, and mental health recommended 60 minutes of activity each day. Girls are a lot less active than boys: boys increasingly affecting young people, the Children’s Commissioner aged 8- 15 spend on average 40 minutes for England’s report Playing Out highlights the importance of per day on sports activities compared play and physical activity in children with just 25 minutes per day for girls. What’s more, inactivity increases with age. In The Children’s Commissioner for England’s Why is play and 2015, five per cent of girls and boys aged 2-4 report Playing Out highlights that many activity important? were sedentary for 6 hours or more per day on children are spending their free time Play and physical activity is crucial for children’s weekdays, compared to 18 per cent of boys sedentary, indoors and glued to technology well being and development. Children who aged 13-15 and 23 per cent of girls aged 13-15. instead of playing and being outdoors. play are happier and more confident, better The latest results from the latest national child The report identifies three barriers to at dealing with stress and forming healthy measurement programme (NCMP) meanwhile, children playing out. These are an overattachments, and tend to be in better physical shows that the rate of severe obesity among dependence on technology, reluctance health. Playing and being active year 6 children (aged 10 to 11) from parents to allow children out, and a supports children’s physiological, has increased by more than lack of free, high-quality play spaces. cardiovascular and motor skills a third since 2006 to 2007 Childre Highlighting the decrease in the amount development. It is also crucial to 4.2 per cent – its n who pl of high quality play spaces, research by in enabling children to highest rate ever. a y a re happier the Association of Play Industries (API) maintain a healthy weight. confide , more showed that between 2014/15 and Play also helps with The impact nt, and 2015/16, local authorities across England cognitive development, such of technology better a are closed 214 children’s playgrounds, and as problem solving, memory Technology and t d e aling with str may close a further 234 in the future. and concentration, as well social media is With so many children leading technologyas social development, such taking up a lot forming ess and lead, sedentary lives in their free-time, schools as learning how to negotiate, of children’s time. attachmhealthy play a vital role in offering play and physical cooperate and see things from The latest figures ents activities. The report also calls on more other people’s points of view. from Ofcom show that support for opportunities for play to happen Mental health is the most children aged 5 to 15 during holidays and outside of school time. frequently raised issue with the spend an average of nearly E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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INCLUSION EXPERTS IN THE WORLD OF PLAY
Inclusive Play design, develop and manufacture innovative, quality play products offering choice and challenge whilst considering impairment; enabling children, no matter their ability, to play and learn together. This unique perspective allows us to work with you to fill the gaps in your inclusive product range and inclusive design knowledge, developing inclusive play areas for all to enjoy - regardless of background, age, gender and ability. Our main focus is around children with special needs and disabilities so considerations such as ease of transfer, stimulation of the senses and development of manual dexterity are all crucial in the development of our products and play areas. In addition, we developed PiPA, our complementary go-to-tool that assists planners, designers and architects in creating inclusive play areas. PiPA can also be used to audit existing play provision, allowing development of play areas to ensure better inclusion. We passionately believe in every child’s right to play for fun, growth and development, but crucially that places of play are suitable for all. We hope you agree and look forward to hearing from you. “The process of ordering with Inclusive Play was straightforward, their flexibility with installation dates to suit our needs was a great help and the workmen who installed our equipment were so helpful and hard working. The pupils love the sensory panels and the swing and they have made a huge difference to playtimes. Thank you very much” Headteacher, ASD Special School For further information please contact - Joanne Talbot, business manager
firstname.lastname@example.org T. 0131 214 1180 InclusivePlay.com
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The Playing Out report highlights that many children are spending their free time sedentary, indoors and glued to technology two hours a day online during the week, and nearly three hours a day at the weekend. What’s more, over 150,000 children aged 12 to 15 spend over eight hours a day online at the weekend. The report calls for the NHS and Public Health England to make children’s play and physical activity a public health priority. One of their recommendations is to encourage early healthy habits by funding activities to help pre-school get active and stay active. With regards to family life, the report says help should be given to parents to understand the importance of play and activity by providing information and advice following the birth of their child, and help parents to develop strategies and techniques to enable the family to turn screens off, get out and be active. The report acknowledges that the government’s obesity plan focuses mainly on in-school activity, but argues that out of school activity must be at the heart of the plan to reduce obesity. It says: “We know that being active is just as important as diet when it comes to maintaining a healthy weight, and that the need to be active does not end at the school gates. The sugar tax levied for the first time in April is expected to raise £240m per year, with the funds being used to improve school sports provision, playgrounds, kitchen and dining facilities. Some of the proceeds should instead be used to promote play and activity outside of school, along with making healthy meals available to children during these times so that they have the energy and strength to take part.” The report also says that the benefits of play and activity are often overlooked by policymakers when it comes to tackling other challenges faced by children, including mental health and technology use. For example, physical activity is barely mentioned in the government’s green paper on Transforming Children and Young People’s Mental Health, with no measures included to specifically address activity as a key determinant of mental health. While the Internet Safety Strategy green paper recognises the need to advise parents about minimising screen time, it does not recognise the need to offer alternative ways for children to spend their time. Enabling children to play and be active needs to be brought back into all areas of children’s policy.
However, these schemes are often expensive, and getting financial help can be complicated. Many schemes are reliant on childcare vouchers (which ceased in October) or tax-free childcare, the take-up of which has been extremely low, –90 per cent lower than initially expected, according to figures released by HMRC in March 2018. This also means that these schemes are rarely used by disadvantaged children – those least likely to be active. When it comes to looked after children, the report believes that holiday and out of school activities should be funded. It says there is a great deal of inconsistency in how local authorities approach funding these activities for looked after children, leaving many children unable to access them. Some provide specific funding for this, others do not. Some put the onus on foster carers to ask for it, others proactively fund providers to put aside places for looked after children. In order to ensure that children in care can access this vital provision, all local authorities should provide funding directly to providers and publicise holiday clubs to foster carers. Local areas Giving youngsters more play opportunities in local areas is another way to boost activity levels. The report calls on local
authorities to think strategically about how to promote play, and work with local venues to maximise the use of existing facilities. Given its importance to health and wellbeing, play provision should be strategically planned as part of each area’s Joint Strategic Needs Assessment (JSNA). Local authorities should also identify existing facilities which could be opened up for wider use by children use – sports halls, fields and other facilities in leisure centres and schools too often stand empty, particularly in the school holidays. Local authorities should begin conversations with these venues to identify ways of enabling children to make use of them for free, or at a minimal cost. Local areas must also ensure that adequate space for children to play is factored into new residential developments, to enable children to get outside in a safe space next to their home – especially young children who cannot go away from home unsupervised. It is also important to make parks and other areas a safe, child-friendly space, but investment is needed, the report says. Play is a vital way for children to get active. This is recognised in the fund from the PE and Sport Premium which can go towards new school playgrounds. What is clear is that parents, schools, local authorities and central government all have a vital part to play. L FURTHER INFORMATION www.childrenscommissioner.gov.uk
After school and holiday time Reducing the bureaucracy in getting financial help for childcare after school and during school holidays is cited as an important measure to increase activity in the report. Holiday and out of school clubs provide important opportunities for children to play, be active and spend positive time with friends. They offer important physical health benefits, boost mental health and improve children’s social skills, while also providing childcare for parents.
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
We started Landscapes for Learning (formally Mud Kitchens Wales) after a chance conversation with a friend of ours – a teacher working within a primary school based in Cardiff. She told us that her school recently had a disappointing inspection due to the lack of “outdoor, messy, exploratory play opportunities”. This result, however, was somewhat out of their control as the resources designed to cater for this aspect of essential early-years learning and mandatory inspection process were way beyond their school’s very modest budget. We researched the markets and found lots of “pallet projects” that were constructed to turn over a quick quid, but with no consideration for longevity, safety or suitable ergonomic design. At the other end of the scale we found large companies charging exorbitant prices way beyond the budgets of cash-strapped primary schools, nurseries and day care centres. This limited them to just one piece of equipment between two or three classes and parents wanting to support their children’s learning at home. Having a background working with children with additional learning needs, Craig was aware of the educational benefits of sensory play. Craig was sure he could design and build an outdoor exploratory learning station to a high standard and at an affordable price. Landscapes 4 Learning Ltd Twitter: @landscapes4lrn Facebook.com/landscapes4learning Telephone: 02922 403777
Being the size we are we can keep our prices very competitive yet offer the high quality of a trained and time-served carpenter. Using only pressure treated timbers & galvanised screws complying with RoSPA recommendations our products are built to last in any weather and durable enough for even the most enthusiastic mud slinger! We now supply parents, primary schools and other early years educational settings across the UK and Ireland. We are currently expanding our product range to include: Explorers Tables, Buddy benches, Water walls, Ovens and more to accompany our unique Mud Kitchens.
The link between play and wellbeing Playgrounds are included in the government’s Healthy Pupil Capital Fund, which goes towards building projects that could help tackle obesity and inactivity in children and young people The government’s Healthy Pupil Capital Fund includes money for playgrounds, as it is recognised that active play can help tackle obesity and inactivity in children and young people. This is welcome news, given the amount of public parks closing down or at risk of closing down. The Association of Play Industries (API) conducted research recently that showed that between 2014 and 2016, 214 playgrounds had been closed, with a further 234 planned closures between 2016 and 2019. Local authorities cited lack of budget to maintain, repair or replace equipment as reasons for the closures. This worrying picture is backed up by Fields in Trust research which showed that 16 per cent say that their local park or green space has been under threat of being lost or built on.
Play and wellbeing The Mental Health Foundation states that Mental health problems affect about one “being in good physical health, eating a in 10 children and young people, according balanced diet and getting regular exercise, to the Mental Health Foundation. and having time and freedom to play indoors The link between play and wellbeing is and outdoors” can help keep children well documented thanks to numerous and young people mentally well. studies into how play is crucial Many children do not have for children’s emotional, gardens so a trip to their local As social, cognitive and playground represents one the num physical development. of their few opportunities One study from the to enjoy outdoor play. of com ber American Medical Indeed, research from play spa munity ces dec Association said: the Association for lines, playgro “Children will be Public Service Excellence unds in schools smarter, better able to (APSE), showed that are bec get along with others, 95 per cent of parks increasi oming healthier and happier professionals are n when they have regular concerned that a lack of importa gly nt opportunities for free and investment in parks will have unstructured play outdoors.” health and social impacts. E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Safety Surfacing Manufacturers, Suppliers & Installers of
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Offering various safety solutions we have designed a variety of products all of which can be found within our store. Some of our solutions include: • Grass Mats • Wet Pour • Moulded Play Tiles • Rubber Mulch • Indoor Play Tiles • TechRoll • Rubber Spheres • Accessories
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Health benefits of parks Recent research from Fields in Trust reveals a direct link between public parks and green spaces and health and wellbeing. It demonstrates that parks and green spaces provide people with over £34 billion of health and wellbeing benefits. These are a result of people enjoying greater life satisfaction including both improved physical and mental health, directly as a result of using regularly using parks and green spaces. Compiled using HM Treasury approved research methodology, Revaluing Parks and Green Spaces demonstrates National Health Service savings of at least £111 million per year. This figure is based solely on prevented GP visits and doesn’t include savings from non-referrals for treatment or prescriptions – meaning the actual savings to the taxpayer will be significantly higher. The report also calculates that parks provide a total economic value to each person in the UK of just over £30 per year. The value of parks and green spaces is higher for individuals from lower socio‑economic groups and also from black and minority ethnic backgrounds. This means that any loss of parks and green spaces will disproportionately impact disadvantaged and underrepresented communities, precisely those who value them the most. Helen Griffiths, chief executive of Fields in Trust, said: “This report clearly demonstrates the economic and wellbeing benefits that parks and green spaces bring to people across the UK. At a time when parks and green spaces are under threat this is valuable evidence that the loss of green space is hugely damaging to people’s welfare.” Association of Play Industries Chair, Mark Hardy, said: “Now for the first time, Fields in Trust have quantifiable evidence of the value of parks and green spaces. The Wellbeing Value associated with the frequent use of local parks and green spaces is worth £34.2 billion per year to the entire UK adult population and parks are estimated to save the NHS around £111 million. “There is also further evidence that our parks and green spaces contribute to a preventative health agenda, reduce future Exchequer expenditure, reduce health inequalities and increase social cohesion and equality. These spaces have been taken for granted – an essential part of the fabric of our lives – and now they are under threat. “Such is the positive impact of our parks and green spaces, that to lose them will further exacerbate the obesity crisis and rising mental health problems, as well as increasing levels of loneliness across many sectors of the population.”
Recent research from Fields in Trust reveals a direct link between public parks and green spaces and health and wellbeing. Lottery funding and Play England is calling for these levels of national funding to also be made available for play. As the number of community play spaces declines, playgrounds in schools are becoming increasingly important. As such, funding from the Healthy Pupil Capital Fund,
which comes from money raised from the ‘sugar tax’, is welcome news and schools are urged to apply for funding. L FURTHER INFORMATION www.fieldsintrust.org / www.api-play.org
More funding for play Play England, meanwhile, is calling on the government to increase funding for play. It states that investment in play has been cut from £235 million prior to 2010 to zero in 2018. Between 2012 and 2017, Sport England received £1 billion from the government and National
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Are your students ready for Industry 4.0? 3D printers not only improve pupil engagement and learning across a wide range of subjects – especially the crucial STEM subjects – but importantly have also proven to be a key resource in preparing pupils for jobs of the future The skills young people need to be workplace ready are rapidly changing. The world’s economies are gearing towards the next industrial revolution – the rapid economic change driven by dramatic progress in science and technology – termed Industry 4.0 by the World Economic Forum. Young people entering the workplace today, and tomorrow, will need to be familiar with a host of new ground-breaking technologies. Estimates from the World Economic Forum indicate that 65 per cent of children who entered primary school in 2016 will end up working in jobs that don’t yet exist. To keep up with the changing skills that businesses require, educational organisations need to update their approach to learning and development. Hands on learning The journal, Science, found that schools still rely heavily on lecture-style STEM teaching, which has proven to be ineffective in engaging pupils. On the flipside active learning, also called hands-on, experiential, or studentdriven learning, is helping students strengthen their abilities to observe, analyse and draw conclusions using vital problem-solving skills. One technology that can be used as a tool for hands-on learning is 3D printing. 3D printers not only improve pupil engagement and learning across a wide range of subjects – especially STEM – but importantly have also proven to be a key resource in preparing pupils for jobs of the future. Although relatively new to most of us, 3D printing is a well-established industrial technology and some of its most
advanced applications, such as the 3D printing of bone, living tissue and organs, are changing the world we live in. Over the next decade we will see the benefits of rapid prototyping and production across more industries, from architecture to consumer goods. Those in the teaching profession have a responsibility to ensure young people leaving education have an understanding of this important technology. Education printers in action Schools that aren’t already familiarising their students with this technology are not equipping them to meet the needs of the 21st century workplace. Our hope is that with 3D printing becoming increasingly common in schools, that tomorrow’s employees will come ready with the skills and knowledge they need to thrive in tomorrow’s Industry 4.0. The good news is 3D printing has become much more school friendly in recent years. As the speed, scale and range of applications of 3D printing has expanded, so has the accessibility of the technology. The Dremel DigiLab printers are designed specifically with students in mind. They combine simplicity of use and reliability with the capacity to produce advanced designs at a price that schools can afford. Easy to use and with advanced safety features, Dremel 3D printers come with a Cura-based slicing software and is compatible with many others that are specifically created to match different skill levels of students. Outside of Design Technology lessons, 3D printing can be incorporated into the wider
curriculum, where printing practical kit like human skeletons, DNA double helixes and musical instruments, encourages hands-on learning and brings lessons to life. Unlike other 3D printers, the 3D45 has been tailored for use in schools to allow pupils to bring creative visions to life. Turn on the 3D45 and it is ready to go, with intuitive instructions and a construction that can cope with hours of continuous use. The 3D45’s unique fully enclosed seethrough chamber means that young people can safely watch as their design takes shape. Meanwhile two integrated filter systems protect users from dust and fumes released during the printing process. Importantly, the 3D printer can also use four different types of filament that work for beginners through to more advanced users, including an environmentally friendly, plant-based plastic, PLA. The 3D printer’s integrated camera means students and tutors can monitor multiple printers from anywhere. Paul Woodward, Head of Creative Art at Queen Ethelburga’s school: “3D printers are going to be an invaluable tool for design students in the new GCSE and A Level syllabus because of the benefits rapid prototyping will bring to the non-examination assessment. “We have been thoroughly impressed by the speed and accuracy of the Dremel 3D45 which is why we bought two of these over competitor models costing the same amount, and sometimes much more. As the 3D45s are able to run remotely, students can quickly realise their concepts while they concentrate on developing further iterations – a critical element of the new D&T syllabus. Given the focus on prototypes outcomes, schools would undoubtedly benefit from investing in 3D printing.” Workplace ready 3D printers are a vital learning tool for students studying everything from engineering, architecture and design through to science and maths. They serve a dual function helping young people develop the skills they will need in the modern world, where 3D printing is a tool used in many industries from engineering to healthcare, and as a teaching aid to help bring lessons to life. Universities and students have the opportunity to make a difference with Dremel. FURTHER INFORMATION www.dremel3d.co.uk
This year was billed by the government and environmentally friendly. You thread the as the ‘Year of Engineering’ – a year-long wires of PLA through a tube and into the campaign to increase awareness and heating device, where it is heated understanding of what engineers to the required temperature. Once do among young people, You choose your design t he mac parents and teachers. It forms from the USB stick and h gets wo ine part of the government’s then select ‘build’. Industrial Strategy, Prompts on the the see rking, which is committed to machine are clear and chambe -through driving-up engineering tell you next steps. r a to watc llows you skills across the UK. Once the machine h So how can schools gets working, the take sh the design ape boost their engineering see-through chamber is extre , which provision, and get students allows you to watch m and teachers excited the design take shape. fascina ely ting about STEM subjects? It is fascinating and One fun and practical way is mesmerising watching through 3D Printing, which is a tool the machine busy itself used in many industries, from engineering to layering the PLA to build the 3D object. healthcare. Introducing it to the classroom We ‘printed’ a vast range of objects, can therefore give pupils the skills they’ll including frogs, coffee cups, dinosaur key need for the workplace of the future. rings and Christmas tree decorations. To access pre-created 3D designs, I used Designed with schools in mind Makerbot’s Thinguniverse which have designs The offices at Education Business received shared by people on an upon platform. the Dremel DigiLab 3D printer to review. You prepare the image for ‘slicing’ – which It is especially designed for the school again is easy to do – and then save the environment, in that it is easy to use, file to the machine’s memory stick. affordable, safe and comes with software The objects that created the most created with students in mind. amazement from colleagues were Firstly, it must be said that 3D printing is ‘articulated’ ones. These allow for highly addictive and it is immensely satisfying some movement by having connectors to see an object built from scratch. and joints built into the design. To operate the printer, you put a reel of The printer’s integrated camera means filament into the machine. We were using students and teachers can monitor and PLA (polylactic acid), which is plant-based control multiple printers from anywhere.
Written by Angela Pisanu, editor, Education Business
There is a lot of focus this year on STEM in schools, with the ‘Year of Engineering’ drawing to a close. So what better time to give 3D printing a go at our Education Business office? We reviewed the Dremel DigiLab, and here’s what we thought
Education Business trials 3D printing
Designing from scratch Using CAD software, you can design a 3D object from scratch. Tinkercad was recommended to use, which is free to download. It allows you to create basic designs using shapes, letters, numbers and a variety of other tools. The software has easy-to-follow lessons in the basics, such as making holes in objects, resizing, and so on. To find out how 3D printing is being used in schools, I spoke to Paul Woodward, head of creative arts at Queen Ethelburga’s Collegiate in York, who has a Dremel Digilab. The school is using the 3D printer to realise design iterations as part of the new GCSE and A Level syllabus for Design and Technology. They are also using it to experiment with thermoforming techniques as an element of the BTEC 3D Art Crafts, where students are using the process to produce elements for art pieces or for items to sell in a gift shop. Paul said: “Rapid prototyping allows the students to hold in their hand an object they see in their minds. Within hours they can have a physical outcome to test and to inform their next design iteration or prototype. “The Dremel printer has been 100 per cent reliable so far and the remote camera feature allows students to see the process from other rooms and for the technician to monitor progress.” Technology of the future The Dremel DigiLab 3D printer can use four different types of filament that work for beginners through to more advanced users. More experienced users can use the heat-resistant Eco-ABS and advanced users can also use nylon. Going back to its ease-of-use, the Digilab automatically recognises filament and adjusts printer settings, making it straightforward to use different types of filament. Overall, we thoroughly enjoyed our time with the Dremel DigiLab 3D printer. It opened our eyes as to how far technology has come. We all agreed that bringing 3D printing into the classroom is a great way to bring lessons to life, spark children’s imaginations, and enable them to gain the practical skills for a technology that will no doubt play a big part in our futures. L
FURTHER INFORMATION www.digilab.dremel.com
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Recognition for educational technology
Working with BESA The Secretary of State for Education has chosen to work with BESA and its members to help deliver the Department for Education’s EdTech ambition. This vision is to help school leaders use technology to enable improved education outcomes, efficiencies, and a better workload balance for their school teams. In order to meet these ambitions, BESA will shortly be launching two exciting new initiatives called LendEd and LearnEd. LendEd is a new online portal, currently under development, that will offer free advice, guidance and expertise to schools BESA is working closely with the Department for Education looking for information and inspiration to deliver its EdTech ambition, which is to help school on innovative EdTech solutions. This free leaders use technology to improve education outcomes, to use service will be launched in the new year at the Bett Show in London. efficiencies and achieve a better workload balance The second initiative is LearnEd – a joint This summer, the Education Secretary Damian teaching practices; effective and efficient BESA / DfE EdTech roadshow which will Hinds called on the technology industry to help assessment processes, teacher training shortly be coming to a venue near you. tackle the issues facing schools and teachers, and development; administration The concept, created by BESA improving teaching and slashing workload. processes; and solutions to in partnership with the DfE, Damian Hinds said: “Schools, colleges lifelong learning such as comes after Damian Hinds’ LendEd and universities have the power to choose online learning in later life. announcement this the tech tools which are best for them In the coming months, summer of the need for a new o is and their budgets. But they cannot do the Department industry to partner with portal, nline c this alone. It’s only by forging a strong for Education will government and schools u r r e u ntly nder de partnership between government, technology be working with in bringing about a that wi velopment, innovators and the education sector that businesses and digital “revolution” ll offer there will be sustainable, focused solutions schools to ensure they in classrooms across free advice, which will ultimately support and inspire have the infrastructure the country. g u i d anc and exp the learners of today and tomorrow.” in place to be in a BESA’s EdTech ertise toe The DfE highlighted five key opportunities position to implement members are some of the schools for the sector to create a step change in some of this technology most trusted and high-quality education, improving teaching and slashing to improve the school day EdTech suppliers in the UK. workload. These include developing innovative for both pupils and teachers. BESA feels that a collaboration E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
e-Student Tracker e-studenttracker.co.uk
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Serving Education in Partnership
Demystifying the curriculum, demonstrating that anyone can teach computing
What is cyber security, how can we teach it within the new curriculum? Curriculum Audit – are you making the most of your current resources – do you know about all the free resources and grants available to schools? How to get started with a career in tech – what are the jobs available? What qualifications are industries looking for – it is not only GCSE computing.
For more information please contact: Tania Brooks email@example.com 07377 805 990
Robotics, CNC and 3D Printing products for Education and Research
Leading the UK market for the last decade we have introduced 3D printing to hundreds of schools, developed open source robotic platforms and distributed a wide range of products through our site www.robosavvy.com robosavvy
Best practice BESA on behalf of the DfE will facilitate eight ‘best-practice’ CPD roadshows around the country. Led by teachers and school leaders and inspired by Education Secretary Damian Hinds’ recent challenge, the first event will take place on Thursday 29 November 2018 at the New York Stadium in Rotherham and is free to attend. Each event will feature a big name keynote speaker and peer-to-peer panel discussions on curriculum, assessment, teacher time and leadership. Each panel will comprise teachers and leaders who have looked to incorporate technology into their schools and classrooms to support their teachers’ work-life balance and to introduce back-end efficiencies into the running of their schools or multi-academy trusts. Even though the event itself is focused on the use of ICT in the classroom, there will still be non-ICT companies at the LearnED events in our demonstrator classroom. BESA’s demonstrator classroom will feature the best in hands-on and digital curriculum resources and teaching aids, which will see non-EdTech companies displaying products too. Delagates will be able to hear case studies and real-life examples from fellow teachers and debate the issues affecting your school and help identify solutions. The event will
BESA on behalf of the DfE will facilitate eight ‘best-practice’ CPD roadshows around the country, starting in Rotherham. also help visitors to discover new ways of working that will save time and make a positive impact, as well as see best practice in action in the demonstrator classroom Training and support All-too-often we hear that a lack of training and support is the major obstacle to tapping into the potential of education technology in the classroom. We want to work to address this issue – with the roadshows being the first in a series of initiatives to do so. It is encouraging that the DfE has chosen to lead the way in doing so, after almost a decade of making next-to-no comment upon the potential of technology to transform the way education is taught in the classroom. As Caroline Wright, Director General of BESA put it: “I am delighted that the DfE’s plans place teacher training and support at the heart and soul of their future approach to EdTech. As Damian Hinds says, technology can be used in the classroom in “revolutionary ways” – allowing students to explore a rainforest from their classroom, or programme a robot. There are many examples of Ministries of Education across the world evangelising about the revolutionary
IT & Computing
between top quality EdTech suppliers and school leaders would be highly beneficial when incorporating EdTech seamlessly into classrooms.
potential of education technology, often supplied by UK companies. It’s very welcome that our own Department for Education is now setting out a vision for EdTech that, if realised, could have a ground-breaking impact upon its implementation worldwide.” Discussing technology BESA would like to invite all head teachers, ICT Leads and members of school senior leadership teams in the Rotherham area to attend its first event on Thursday 29 November. The Rotherham event will feature a keynote address from Keira Newmark, deputy director of the Department for Education’s STEM and Digital Skills Unit. Newmark will deliver a keynote speech on using education technology within schools and is responsible for the Department’s policy on using Education Technology in schools, colleges and Higher Education institutions. Before her current role, she worked on setting up the new regulatory framework for English Higher Education, and was one of the architects of creating the Teaching Excellence Framework – the first assessment framework to assess the quality of University level teaching in the world. E
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Improve cross school collaboration and stretch IT budgets Delladene CloudStore provides a secure platform for streamlined data sharing. Smaller schools with tight budgets can access the benefits of a shared cloud platform
The pressure to deliver more for less continues to affect all of our public services, and schools are no exception. Some of the most squeezed are small village schools. Parents and communities continue to expect more, yet budgets continue to shrink. Many schools have become very innovative in their approaches. Schools focus on doing all they can to ensure they have positive school inspection reports to prevent negative funding. While many promote their schools in the community, ensuring their student numbers remain as high as possible, some schools are joining forces and are going a step further by adopting a federated model. The political and educational landscape has changed in recent years and the challenge of maintaining village schools is greater than ever. A report from the Church of England states in the foreword that they are “convinced about the need for schools to form effective structural partnerships and collaborations if they are to survive into the future,” (Working Together: The Future of Rural Schools, October 2014).
systems across multiple schools. When it comes to collaborating, these IT systems become difficult to share across resources and locations. These legacy systems were never designed to support digital transformation and the distributed nature of federated or cross school collaboration, yet schools do possess large volumes of digital documents dispersed across multiple devices and multiple locations. In addition, large volumes of paper documents are hard to access and difficult to control between multiple sites. The ability to control who is able to view confidential student records or other sensitive student and administrative data is essential as well as a flexible way of accessing the data, by those that are authorized, from any location.
A collaborative approach A collaborative or federated approach allows each member school to maintain their own unique character yet work together to ensure the best possible outcomes for all the pupils, while remaining as separate schools, in some cases, under a single leadership structure or creating shared administrative structures. Schools can benefit with a share single vision and ethos, a single Governing Board responsible for governance and staffing in both schools. Policies and procedures are shared, helping to contribute to the long-term sustainability of small schools.
Delladene CloudStore pilot Some federated schools are recognising the shortcomings of their current solutions and are deciding to embark on a cloud journey of their own. To help on this cloud journey they need to choose a solution that works in concert with their existing solutions and IT suppliers, without breaking the bank. One such school chose to pilot Delladene CloudStore, see why the Dales Federations chose Delladene CloudStore at https://www. delladene.com/dales-case-study.html. The schools began their journey with a pilot. A pilot enabled the schools to evaluate in a real-world scenario how their documents and files could be uploaded into a single store, allowing those with permission to synchronise and back-up their laptops, desktops and file servers. This initially facilitated quick sharing of documents securely with those that have permission. The solution allowed the schools to access their files from any location via their desktops or mobile devices. The schools board of governors were able to access and update policy documents remotely from any location. After evaluating that Delladene CloudStore provided the critical requirements they needed, they embarked on a rapid on-boarding process. The adoption was facilitated by a familiar interface that has the “look and feel” of a Windows desktop. This meant training was limited to only a few short minutes of orientation.
Village schools Many village schools expend growing amounts of their budget on maintaining legacy IT
Key benefits The key benefits for schools in a federated or collaborative environment provided by
Delladene CloudStore, include: Streamlined collaboration between teaching staff and teaching assistants for the benefit of the students. Improved ease of access to help administrative staff stay on top of work by the right people from any location. Integrated school scanners and multifunction devices to directly receive hard copy papers for electronic archive and retrieval from either school location. Access provided to the remote governing board to modify policy and other documents. Backed-up solution for Administration staff handling critical data. Audit provided to know what has been viewed or changed and by whom. Schools will also be able to take advantage of Delladene CloudStore’s ability to allow students to access homework and study material as well as submit completed homework. Unique to Delladene CloudStore, is a virtual desktop, that provides a very rich user experience on low cost devices such as RaspberryPi or Chromebooks, further stretching school budgets. Delladene CloudStore provides many advanced features, an education pricing model and has been named as a supplier on the Crown Commercial Service’s G-Cloud 10 Framework. Our team is ready to help you gain control of your collaboration needs! Delladene CloudStore, provides a secure document management platform delivered over the internet to government and non-governmental bodies who require, a personalised service and support. At the heart of Delladene CloudStore is a secure document repository, which allows documents to be organised by case, job, project, department or teams. Strong permissions go beyond simple edit or read as Delladene CloudStore uniquely allows document owners to control who can view, print, edit, delete, download, and share documents. Document collaborators can provide special share links to give temporary access to outside contributors without the use of a client license. To access Delladene CloudStore you only need a web browser to access documents and files. An audit function provides a historic record of who did what and when. L FURTHER INFORMATION To learn how other schools are benefiting from Delladene, visit our website at www.delladene.com/edubiz and claim your free trial and consultation today or call us on 01908 870010
IT & Computing
Online platform to help schools evaluate effectiveness of EdTech A new online platform is launching to help teachers discover, evaluate and choose the right type of EdTech solutions for their schools.
She has previously worked in multiple Government Departments, including Cabinet Office and the Department for Business. She has also worked in the private and charitable sectors. The Rotherham event will host panel discussions on topics such as using technology to better support teaching and learning in the classroom, and another on exploring the ways technology can help teachers have more time to teach. Delegates will also be able to hear from two school leaders (one primary head, one secondary head) who have successfully transformed their respective schools with great teaching and technology. BESA will be announcing further speakers and panellists in the coming weeks for all events. Get your free ticket to the Rotherham event by going to www.LearnED.org.uk. There will be a further seven shows taking place around the country throughout next the academic year and you can book for these by using the above link. UK EdTech Companies Commenting on what Damian Hinds’ announcement means for the UK EdTech industry, Caroline Wright concluded: “As director general for the British Education Suppliers Association (BESA), which represents hundreds of the UK’s leading EdTech companies, I am always delighted to see the respect held for the UK’s EdTech offering across the globe. Interest in the EdTech successes of UK schools and industry is growing worldwide. The biggest EdTech show in the world, the Bett Show, takes place here in London every year with over
10,000 overseas visitors, it’s therefore pleasing that the Department for Education has now decided to champion EdTech in English schools too, thanks to this summer’s announcement of an “overarching vision” for education technology by Damian Hinds, the Secretary of State for Education.” L FURTHER INFORMATION www.besa.org.uk
BESA’s full itinerary of roadshows: 29 November 2018, New York Stadium, Rotherham 18 January 2019, Newcastle Racecourse, Newcastle 08 February 2019, Fitzwilliam College, Cambridge 14 March 2019, Emirates Old Trafford, Manchester 22 March 2019, Heart of England, Coventry 25 April 2019, Kent Event Centre, Maidstone 06 June 2019, Marriott City Hotel, Bristol 13 June 2019, Royal Berkshire, Reading
With the multitude of education technology products currently on the market, the platform measures the impact of EdTech products in the specific school context, before they commit to buying the product. Available for free from October, Edtech Impact has been created by Innovate My School and YPO, and has been built with the team behind UCL’s EDUCATE programme, which supports EdTech providers in measuring the efficacy of their product. Dominic Norrish, director of rechnology, United Learning Trust said: “With so many products on the market, schools are spoilt for choice in EdTech, but don’t have access to reliable information about what would most likely work in their classroom context. Edtech Impact is a tool which aggregates robust evidence from schools across the country, which could ultimately save the sector money and deliver replicable impact.” Michael Forshaw, founder and CEO of Edtech Impact and Innovate My School said: “We believe Edtech Impact will revolutionise how schools purchase and use education technology. Through the platform’s unique evaluation tool, Edtech Impact will save teachers time and, importantly, money spent on products without any evidence of whether they would benefit their classroom and improve outcomes. “We know that traditional routes to market for selling EdTech software are becoming increasingly saturated and schools need a transparent view of the EdTech marketplace before committing to purchasing. Edtech Impact provides a solution by evidencing how tech works in different classroom contexts so that teachers make the right choices about EdTech invesments for their schools.” Through Edtech Impact, teachers can discover new EdTech products, evaluate their impact, then analyse the results using the ‘business case’ report. Once teachers are satisfied with the results, they can then go on to purchase the product at a discounted rate through the site. Register at www.edtechimpact.com for early access to the platform.
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Counting down to Bett Bett 2019 takes place 23-26 January at London’s Excel and will allow visitors to hear the latest trends in EdTech for 2019, as well as examine up close the products that will transform learning Bett 2019 takes place 23-26 January at Exceptional Pedagogy London’s Excel and will showcase the Teachers want to do their very best for their latest tech products on the market. learners, to help them tap into the latest A learning-focused agenda will sit at the thinking in improving learning outcomes. heart of the show and provide practical There’s remarkable things happening in solutions and inspiration in equal measure. learning spaces all over the world such as The themes for Bett this year are based only personalised and mobile learning. We’ll be on the needs and challenges of the education sharing the stories and insights behind that community, bringing together outstanding best practice in teaching and learning. examples of people and organisations, to inspire, celebrate and share best practice. Classroom tech and resources Visitors will be able to gain insights into Moving beyond the big shiny hardware on every facet of leadership and understand show at Bett is something that teachers have how to improve their institution, from the been calling for, we’re going to highlight large classroom to the teaching staff, and hear and small examples of innovative tech and the latest trends in EdTech for 2019. resources, especially in the run up to the show This year the bett arena will host many industry that can help empower learning, many of which experts sharing advice and best practice. are free or work for schools on a budget. Learning from overseas, Simen Spurkland a teacher from Vøyenenga Upper Secondary Institute tech and solutions School in Norway will discuss how Operating a school that uses data and analytics changing teaching can release students’ to drive improvements in student outcomes and creativity, engagement and operations is fast becoming a pre-requisite. ownership. Meanwhile, Additionally, they help with the latest Francesc Solans, a approaches to assessment and Bett technology teacher workload management. We’ll has bui from INS Josep highlight the examples, caseVallverdú, Spain, will studies and best practice that a reput lt a t examine coding. can help Senior Leadership i o n over th Education policy Teams and infrastructure e y e ars for sho will also be examined management to make innovat wing the by Carl Ward, Chief the right choices for their i o n Executive of the City institution and make c o m out of Learning Trust; Dame improvements to existing tech. the EdT ing Julia Cleverdon, vice scene ech president of Business in the Community; and Paul Drechsler, vice president of Bibby Line Group.
Futures Bett has built a reputation for showing the innovation coming out of the EdTech scene. Across our seminar programme and Future’s area we’re pushing our exhibitors, and speakers to contextualise how the products, services and solutions they present are effective for institutions. More broadly at Bett we’re committed to driving the efficacy agenda forward and working with the leading minds to break it down into much more manageable bitesize chunks and help schools and colleges embed it into their operations. Exhibitors include established brands offering workshops and valuable presentations such as Microsoft, Adobe and Promethean, through to newcomers such as Alef’s VR experience to Mars and First Scandinavia’s Mobile STEAM classroom and flight simulator, where pupils can learn maths, physics and other subjects with the flight simulator. There’s also Lu interactive playground which makes kids move and learn by gamifying physical education in an innovative and interactive playground. WatchX is an Arduino compatible wearable platform for young makers. It helps and facilitate kids to program in any area or purpose. Drone Kids meanwhile is a drone race course that revolutionises the way kids learn physics and quantum physics, maths, aerodynamic forces and other subjects along with learning how to work as team. E
21st Century Skills and Knowledge A big challenge faced by teachers and leaders is helping their students be ready for an uncertain future. We’ll be bringing to life all the skills that learners today will need to thrive tomorrow. We’ll showcase the best examples of schools and colleges who are challenging their learners to become entrepreneurs and use their abilities to do exceptional things. SEN and Neurodiversity The growth in visible, and invisible, disabilities and learning needs is becoming more of a challenge across all levels of education. Especially as more systems move towards integrated education which creates a more diverse learning space. Across the show we’ll showcase the products and solutions through trails and our new SEN area. Within the seminar programme we’ll share best practice and inspiring stories to help improve knowledge and learning of teachers, leaders and support staff.
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Bett Awards The Bett Awards form an integral part of Bett. Taking place on the evening of 23 January 2019 at the Troxy, London, 135 EdTech organisations will compete for the winning spot. Now in its 21st year, the Bett Awards celebrate the inspiring creativity and innovation that can be found throughout technology for education. The awards recognise excellence across 21 categories including two new categories: Collaboration with a School, and the Impact Award, for the first time involving schools and learners to champion the best edtech they experience. 44 judges have completed the first round of judging to compose the shortlist of finalists who stood out from the hundreds of entries. Judge Steve Whitley, Founder, EdTech Consulting commented: “This year’s entrants include many great new technologies that really improve the teaching of STEAM education, particularly in creative media such as film and music. The Impact Award entrants offer proof that effective use of suitable edtech can deliver real improvements in student learning with many of the entrants using low cost technologies and putting the individual pupil at the centre of their own learning experience.” To see the shortlist, visit www.bettshow.com. Education Show to be co-located with bett The Education Show is moving date and location to coincide with its sister show Bett. While Bett is all about edtech, the Education Show continues to focus on all other school equipment and supplies. With both events under
one roof, school leaders, business managers and teachers will save time, by being able to purchase school essentials in one place. For 2019 the Education Show is extending its offering to incorporate policy, pedagogy and school management for leaders who want to find the knowledge, resources and suppliers to make their schools more successful. Over two days it will tackle the key challenges facing these leaders, examining how they can manage change and improve efficiency through inspiring presentations and free CPD accreditation for personal development. The range of education suppliers to early years, primary, secondary, HE, FE and MATs, combine with hands-on demonstrations to complete the experience. Education Show and Bett managing director, Rohan Marwaha commented: “We’re excited to present the new developments to the Education Show. We’ve had overwhelming support for the change which will see the Education Show provide fresh appeal to those charged with spending budgets as effectively as possible. It will be a national show not only for UK schools, but also for those from
overseas, helping school decision-makers see all that they need to equip their schools, achieving the best outcomes for teachers, students and senior leadership teams.” Caroline Wright, director general, BESA, added; “Today’s cost pressures on schools mean that school leaders need to focus to make every purchase count. The exciting news that the UK’s two premier education exhibitions are to move alongside each other means that schools now have a one-stopshop opportunity to experience the full school range of products, services and support all under one giant roof at Excel London. “Bringing the Education Show and Bett together under one roof will allow a national platform for top quality CPD, training and holistic exhibition space dedicated to helping every aspect of school life, from curriculum learning to multi-academy administration. I am excited that BESA is the strategic partner for Bett and the Education Show.” L FURTHER INFORMATION www.bettshow.com
Learn how Exa Education can benefit your school
Bespoke secure broadband for schools
Exa Education is the UK’s leading independent Internet Service Provider to the education sector. However, despite supplying award-winning solutions to thousands of education establishments nationwide, Exa maintains a small business feel where it knows its customers and never speaks to a faceless name. From primary schools and secondaries to FE and universities, Exa Education supplies internet solutions that are capable of meeting each and every customer’s specific needs – regardless of their size. As an authentic ISP, Exa runs its own network. This means that it is able to constantly monitor its network traffic and increase capacity long before it comes close to reaching its maximum ability. The Exa network is
Awarded Best Security ISP for the second year running by ISPA, and recently endorsed by the CPC Education Framework as an approved DfE provider, there’s no disputing the quality of service delivered by Schools Broadband is on the up. The company philosophy, from the design of its products to the personal guidance and delivery of its service, is to take complex filtering and security products, making them simple for schools to understand and implement without the need for customers to become experts. Schools Broadband has helped over 1,500 schools of all sizes design tailored, allin-one connectivity, filtering and security packages, meeting their needs and budgets. The company also specialises in services to Multi Academy Trusts and offer both fully managed or self-managed options.
based upon a 100Gbps core and has diverse routes throughout the nation. As a result, every connection the company supplies is uncongested and every speed is assured – so your school’s internet service will always run at the speed you expect, without fluctuation or interruption. Exa Education’s in-house technical support team is available for extended business hours to assist with any need you may have across the full range of services we provide, such as connectivity, SurfProtect® content filtering, monitoring, firewalls, VoIP or domain hosting.
FURTHER INFORMATION 0345 145 1234 firstname.lastname@example.org www.exa.foundation
Providing broadband connections from 10Mbps to 10Gbps and firewalls from standard to fully resilient, Schools Broadband is the first education ISP to offer cost effective ultrafast connectivity via G.fast, giving 330Mbps download. The company is looking for BETA trialists for G.fast and will provide free installation and free G.fast broadband for one year. Finally, to save administration time when shopping around for your new provider, Schools Broadband is now approved as a DfE supplier and fully complies with EU procurement regulations. Visit them on stand B281 at BETT.
FURTHER INFORMATION www.schoolsbroadband.co.uk
Bringing in ultrafast connectivity opens up a huge range of useful, genuinely effective possibilities previously unavailable through standard connections. In this article, we’ve put together some information about the key online resources capable of making real differences for schools
Getting the best out of ultrafast internet in schools (search google expeditions), while several other sites like Virtual Reality for Education (www.virtualrealityforeducation.com) compile a selection of free resources.
While internet connectivity is a standard feature in practically every school around the UK, there remains a disparity between the extensive possibilities held by online resources and the practicality of their implementation. Simply put, many schools’ connections are no longer up to speed, and there is a growing need for ultrafast internet – defined by Ofcom as speeds of 300Mbps or more – to become the standard in education; allowing schools to get the best possible results from using their connections. Through our not-for-profit exa.foundation (www.exa.foundation), we’ve worked to help schools get a stronger grip on the possibilities of technology and online resources. With our CPD events and free resources, we’ve been able to directly support educators around the country, but there’s still a lot of cases where schools and academies aren’t getting everything that they could be from their internet connection. Bringing in ultrafast connectivity opens up a huge range of useful, genuinely effective possibilities previously unavailable through standard connections. In this article, we’ve put together some information about the key online resources capable of making real differences for schools, exploring services available through both standard broadband and ultrafast options like our full fibre DarkLight® connectivity. Here are a few key categories of online resources and services, along with Exa Education’s picks of some great free/low-cost options.
characters, or check out Kodu at www.kodugamelab.com, a free resource that lets learners build extremely customisable games.
Online programming sites If you’re teaching Computer Science, it’s important to give learners a real look at how the code they’re creating affects real-world environments, and online programming sites open up a lot of possibilities for this, offering fun and engaging exercises for learners. For a couple of great examples, head over to www.code.org for some fun exercises backed up with popular children’s
Exploring VR worlds Although the jury’s definitely out on whether VR is a real winner for schools, if you’re interested in the in-depth exploration possibilities created by the tech, there’s no doubt that you’ll need an effective Internet connection to back it up, in most cases downloading new experiences and opportunities. We’d recommend checking out the free VR resources provided by Google VR
Streaming Educational Videos While it’s important to have a grasp of what kind of videos students are accessing through sites like YouTube, there’s no doubt that both staff and learners can benefit from the vast range of educational videos out there. For a couple of starting points, we’d recommend checking out our own ExaLens Webinar Archive at www.exa.foundation/exalens-webinars for Primary and Secondary teachers, or
Rolling backup options Having an effective backup service is critical for any school, but the vast amount of data that needs to be backed up with hundreds of students in the picture has traditionally created some problems for schools. With ultrafast connectivity, we’ve seen a lot of schools, even large secondary establishments, adopting real-time backup services, with the symmetrical upload speeds provided by many ultrafast providers opening up the doors to effective cloud-based storage. Getting ultrafast internet to education It’s no secret that many schools still suffer from a lack of connectivity options, relying on aging copper infrastructure or having to pay over the odds to have a dedicated line. At Exa Education we are rolling out full fibre services across the country, with exceptional speeds and surprisingly low costs.
Through our not-for-profit exa.foundation (www.exa.foundation), we’ve worked to help schools get a stronger grip on the possibilities of technology and online resources. With our CPD events and free resources, we’ve been able to directly support educators around the country heading over to this year’s #exabytes keynote presenter – Phil Bagge’s Youtube channel (just search Philip Bagge in YouTube) for a range of excellent exercises exploring Computational Thinking.
Having said this, ultrafast connectivity is more accessible than ever before and schools now have the ability to fully harness the educational resources that are available online. If you would like to speak to us about seeing how fast we could make your schools internet connection, or if you would like to discuss how to fully benefit from this by speaking with our exa.foundation, just get in touch using the details below. FURTHER INFORMATION 0345 145 1234 email@example.com www.exa.foundation
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Design & Build
The state of the school estate With research showing that 70 per cent of state-funded schools in England are not ‘fit for purpose’, Education Business examines the extent of the problem and what is being done to address it Recent research has showed that 88 per cent of state-funded schools in England are reluctantly cutting or delaying routine building maintenance because of funding pressures. The Association of School and College Leaders (ASCL) and education publication Tes surveyed 221 state-school heads about the condition of their school buildings and found that 70 per cent are not ‘fit for purpose’. Leaks were a problem for 74 per cent of schools, asbestos was an issue for 68 per cent, and lack of space was cited as causing problems for 66 per cent. Other repair works causing schools a problem included crumbling walls (59 per cent), faulty boilers/heaters (57 per cent), electrical problems (43 per cent), reliance on mobile classrooms (43 per cent) and damp (39 per cent). Nearly half (46 per cent) of the heads with buildings not fit for purpose had to close part of their school in the last year. Less than one per cent of all heads surveyed had enough capital funding to carry out all work needed and 78 per cent did not even have enough capital funding to carry out all essential work The survey showed that other problems included windows and doors in need of replacement; insufficient sports facilities and poor condition of playing fields and playgrounds; poor ventilation in classrooms and corridors; classrooms too hot or having excessive temperature swings; poor dining facilities and poor condition of toilets.
ASCL’s general secretary Geoff Barton has data about the physical condition of school now called on the government to launch a buildings and how they are managed. major new capital programme to address It started in early 2017 and continues to the situation. He said: “What does it Autumn 2019. The government says say about us as a country that the Condition Data Collection with the sixth largest economy (CDC) programme “is one in the world, 78 per cent of of the biggest exercises in Nearly h a our members say they do condition data collection l f (46 per not have enough to carry in the UK public sector, c e n of the h t) out the essential repair as it will affect all building eads with works in their schools?” schools in England In response, a that are funded by purpos s not fit for e had t Department for Education the government.” o close part of spokeswoman said: “We The CDC will th are investing £23 billion in provide the ESFA with in the l eir school ast yea the school estate between an improved and up r 2016 and 2021 to deliver to date evidence base new school places, maintain which will help inform and improve school buildings, future funding allocations. It as well as rebuild and refurbish will help direct investment to the buildings in the worst condition through areas with the greatest condition need. It will our Priority School Building Programme. also help identify school buildings for inclusion “This funding supports our priority in future rebuilding programmes and help of ensuring there are sufficient school those responsible for maintaining buildings places and that the school estate is safe develop their building management data. and enables a high-quality education. Before the site visit, schools are asked to “We have also begun a new school complete an online school questionnaire, Condition Data Collection, which will and to discuss their site with the provide updated data on the school surveyors on the day of the visit. estate and allow us to better understand The EFSA says that schools input is where funding is needed most.” important because they know their sites well and “will help make sure the information Condition Data Collection collected during the CDC programme is This reference to data collection refers to accurate and of high quality. This will make an ESFA programme that will see every the CDC condition data more useful to maintained school in England visited to collect schools when managing their buildings.” E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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An ageing estate Last year, the National Audit Office said that it would cost £6.7 billion to return all school buildings to satisfactory or better condition, and a further £7.1 billion to bring parts of
Design & Build
Rising pupil numbers The condition of school buildings will become a further issue as the school population grows. The Local Government Association (LGA), which represents 370 councils in England and Wales, has warned of a secondary place shortfall “emergency” in the next five years. LGA analysis revealed that nearly 134,000 children will miss out on a secondary school place by 2023/24 as a result of the surge in primary school pupils, unless new places are created. The LGA analysis reveals that unless more secondary school places are created, 13 local authorities will face a secondary school place shortfall in 2019/20. This will rise to 25 in 2020/21, 46 in 2021/22 and 54 in 2022/23. By 2023/24, a total of 71 councils (52 per cent) face not being able to meet demand for 133,926 places. To address this, the LGA is calling for government to give councils the power to open new maintained schools where that is the local preference; and hand back the responsibility for making decisions about opening new schools. It should also give councils the same powers to direct free schools and academies to expand that they currently hold for maintained schools.
school buildings from satisfactory to good condition. The most common major defects are problems with electrics and external walls. The NAO estimates that the cost of dealing with major defects in the estate will double between 2015-16 and 2020-21, even with current levels of funding, as many buildings near the end of their useful lives, as 60 per cent were built before 1976. Sir Amyas Morse, head of the National Audit Office, said: “Having enough school places in safe, high-quality buildings in the right areas is a crucial part of the education system. The Department has responded positively to start to meet the challenges it faces in relation to the quality and capacity of the school estate.
“Significant challenges remain, however, as the population continues to grow and the condition of the ageing estate deteriorates. To deliver value for money, the Department must make the best use of the capital funding it has available – by continuing to increase the use of data to inform its funding decisions and by creating places where it can demonstrate that they will have the greatest impact.” L FURTHER INFORMATION www.ascl.org.uk www.tes.com www.nao.org.uk www.local.gov.uk
Find out how concentration in schools can be enhanced with Selectaglaze secondary glazing The standard of an institution’s education is down to the teacher’s skills and the individual; others will place more importance on the resources of the school. But what about the building itself? The sound of commuter traffic from the outside drifts in, voices in the hallway can be heard as people walk to class, a draft from the windows sweep in – not an easy environment to learn in. Secondary glazing can help combat all of these problems and can also improve a building’s energy efficiency and increase window security. It is particularly suited to traditional buildings, those in conservation areas or Listed buildings. Secondary glazing involves the fitting of an additional internal window to a building and it is a fully reversible adaptation, so it is widely accepted by most heritage bodies. Single glazed windows offer on average a 20dB reduction of sound, so if in an area or classroom overlooking a playground or a ‘noisy space’ then there are likely to be many distractions for the occupiers. Therefore, if the building has single glazed windows and is Listed, acoustic secondary glazing would be an acceptable adaptation to help lift the performance to required standards. If a cavity of 150mm is created
glass to glass between the primary and secondary windows, then a reduction of up to 45-50dB can be achieved, which is more than double glazing alone. Selectaglaze’s secondary glazing can nearly halve heat loss through the glass and since it seals the whole window, draughts are virtually eradicated. In spaces with large window areas, secondary glazing will assist in conserving energy and reduce long term costs. Security concerns are now a reality in modern education, safety and duty of care for the students and the protection of valuable assets or sensitive information. Secondary glazing offers a second barrier to entry. The Secured by Design accredited range provides greatly enhanced levels of protection from physical attack and blast. The Series 40 fixed light unit offers 30 minutes fire integrity. If the educational establishment is well insulated, then it will induce an improvement in the student’s learning capacity and make their time at school more memorable. Selectaglaze’s purpose made systems arrive fully assembled to allow rapid installation with minimal disruption and works can be staged to suit maintenance budgets.
With fifty years’ experience, Royal Warrant holder Selectaglaze has a wealth of experience working in buildings of all styles. Boasting a wide range of extensively tested products and fully bespoke manufacture allows sympathetic designs to be created for all types of window. FURTHER INFORMATION 01727 837271 firstname.lastname@example.org www.selectaglaze.co.uk
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Bringing light and air into listed educational buildings Scott Leeder, commercial director at VELUX Modular Skylights, looks at how optimised levels of natural light and ventilation have transformed a Grade II Listed Building in Newcastle into a highly productive learning space A number of reports have been carried out, particularly over recent years, to determine how and what effects the environment that they are taught in can have on students. Results found that the overall design of a school or college building can have quite an impact on a pupil’s ability to learn, their attainment, aspirations, and ultimately academic performance. Furthermore, research conducted by Professor Peter Barrett and his team of school design experts at the University of Salford, showed clear evidence that well-designed educational facilities can substantially boost a student’s academic performance. The HEAD Project (Holistic Evidence and Design) by Professor Peter Barrett concluded that differences in the physical characteristics of classrooms explained 16 per cent of the variation in learning progress over a year. Put simply, the better designed the classroom, the better students do academically. It is therefore extremely important that when developing a school or college, architects consider how they can be designed to be healthier and more supportive of great learning outcomes. Brighter, better learning spaces The Grade II Listed Hawthorn Engineering Works building in Newcastle upon Tyne forms part of the £12m pioneering new North East Futures University Technical College (UTC). The technical college specialises in IT and Health Science courses for 14-19 year olds and forms the latest part of the £200m Stephenson Quarter in Newcastle city centre. UTCs are
new types of schools for 14 to 19-year-olds with an objective to prepare students for work or higher education in areas of high level skill demand for the regional economy. The college is on the site of George Stephenson’s Locomotive yard, where the Rocket was built in 1829, and incorporates both a new build element and renovation of the Hawthorn Engineering Works. The concept behind the development was to construct a four-and-a-half storey teaching block next to the retained and refurbished Grade II Listed building. Refurbishing the building was always going to be difficult, being connected on one side via the ‘link’ structure to the four-storey new building and in close proximity to the Metro rail line on the other. The main challenge for Newcastle-based Xsite Architecture was to come up with a design that created a space where students wanted to congregate in the communal areas, yet still satisfied Listed Buildings’ requirements, and maintained the feel of the industrial heritage of the site. A key requirement was high levels of natural light and ventilation and the architects took their lead from the mounting body of research that shows how these elements can increase learning capacity by up to eight per cent. Further research makes a link between natural light and ventilation and quantifiable wellbeing benefits for building occupiers of all ages. Critical to optimising daylight is the amount of glazing, and rooflights are a very effective method of meeting this requirement. The
existing roof on the Hawthorn building, which had originally been fitted with basic linear slot glazing, had fallen into disrepair and so it was agreed that it should be replaced, while retaining as much of the original timber structure as possible. Maintaining the lines of the original rooflights would enhance the internal space and so the focus was on identifying a system that would sit harmoniously with the roof aesthetic of reclaimed slate and traditional lead work. The architects were also looking for a rooflight system that could be used as longlights on the main UTC building and linking structure. They overcame the challenge by incorporating VELUX Modular Skylights into the scheme, ensuring that the internal space of the Hawthorn building, ‘link’ structure and laboratories in the main college are now naturally lit throughout the day. Jonny Flavin at Xsite Architecture said: “The VELUX rooflights demonstrated in an elegant way how natural light can transform space into a highly productive work and communal area – the heart of the UTC. The support and guidance offered by VELUX made specifying the rooflights a very straightforward process.” He added: “The outcome is a single, homogenous internal community space across the listed and new build elements that is naturally-lit and flexible enough for a multitude of school functions.” Summary With building design having an impact on a student’s ability to learn, and the benefits of natural daylight, ventilation and temperature control far outweighing those of artificial options, a growing number of architects are choosing rooflights. Specifying a rooflight that offers all the offsite benefits of being fully prefabricated in a factory controlled environment ensures that they fit right, first time, every time on site – and can be up to three times faster than a traditional installation. The modules simply click into place and can be fitted together in minutes, minimising time spent on the roof and ensuring a watertight seal is achieved exceptionally quickly, so rain won’t hold up the installation. This is vital for educational builds, where time and budget constraints can put strain on schedulers and builders alike. FURTHER INFORMATION
Credit: Eyelevel Creative
For more information, visit www.velux.co.uk/ModularSkylights
Scottish built environment and policy professionals from the education sector will gather at the EICC in Edinburgh for the Education Buildings Scotland event on 21-22 November The conference programme for Education Buildings Scotland is shaping up and is set to feature presentations looking at examples of great collaboration between stakeholders who are working together to create a well-designed built environment to provide the very best opportunity for all children, young people and the wider communities. Collaboration In a joint workshop session, Architecture & Design Scotland and the Scottish Futures Trust will be drawing on examples of place based collaborative working already happening in Scotland with the learning estate at the heart, and identifying opportunities to share learning, and extend collaboration further. Scott Brownrigg will be hosting a workshop where they will explore how learning in the near future can influence the building typologies that we call schools and colleges. Delegates are invited to explore bold new visions and break away from the norm to discuss what form the learning environments of the future will take, where, when and how education will take place, and what environments and resources are needed to support it. The theme of collaboration will be continued in the An Intelligent Client session, where we will be welcoming back Maxine Booth. As quality improvement manager for learning estates at Aberdeenshire Council, Maxine will be presenting the journey of developing an agreed brief, which is wholly designed around educational reasoning and requirements, whilst also challenging learning spaces and meeting the space standard. As a member of the advisory group on Core Facts, she will also demonstrate that part of developing the requirements is ensuring there is a clear understanding of suitability, and how the Core Facts document will be an essential tool in ensuring the learning estate is fit for purpose. Year of young people College and University students and school pupils will feature all through the programme in this, the Year of the Young People, ensuring that their voices are heard in various presentations, workshops and through active participation throughout the event. In a new Hack Space feature with Architecture & Design Scotland, students will also be looking at the learning environments of the future in a live demonstration: they will brainstorm ideas, design and arrange spaces and run a live learning experience. Also supported by Gerald Richards, CEO of the Super Power Agency, he will engage the students using storytelling and imagination techniques. Representatives from the Scottish Youth Parliament will be attending over the two days and will be providing essential insight into the experience of a young person. Chairing the Deputy First Minister and Cabinet Secretary for Education’s opening keynote session, they will be there to give us their points of view and get involved in the discussion and facilitate your questions to Swinney. We are also delighted to welcome back Bernard Chisholm, director of education & children’s services at Comhairle nan Eilean Siar. He will be chairing the Technology Transforming Learning session on day two, during which we will hear from the staff and pupils of Newbattle’s Digital Centre of Excellence and the University of Edinburgh. He will also be chairing the Technology workshop on day one. Mental health As the debate around health and wellbeing continues to hit the headlines and universities work to increase their awareness of mental health and improve their frameworks for dealing with it to provide students and staff with access to the support and infrastructure they need, we will hear from HLM Architects who will be discussing how it can be addressed through the built environment. Drawing on their work with various universities including St Andrews and Glasgow University, Lucy Plumridge and David Greig will be exploring how new learning spaces can respond to the five ways of wellbeing – connectivity, activity, mindfulness, learning and engagement with a wider community.
In the Repurposing of Existing Buildings session, Dr Gordon Heggie, senior lecturer in social sciences and academic lead for the Lanarkshire Campus Project at the University of West Scotland will be giving a presentation on their new campus, charting their journey and the positive impact it has had on how they deliver the curriculum and the benefit to the student experience. Better daylight in schools New for 2018 are the Industry Solutions sessions. Hosted by our exhibitors they will feature presentations from companies who can provide practical solutions to everyday needs. Myopia, or short-sightedness, is a very common eye condition affecting around 30 per cent of people in Britain. Dr Richard Hobday, an independent researcher and author who has published widely on the impacts of sunlight, will discuss the growing body of research that supports better daylight in schools to address Myopia. Inspired by the need for improved daylight engineering, Wai Cheung, specification development manager from VELUX Modular Skylights will present options and assistance available to designers – to maximise effective daylight for schools. Using case studies, Portakabin will showcase the potential of modular construction to not only design buildings for clients that are technically complex, perform sustainably and are durable but show how they can also be exciting, innovative and inspiring. L
Education Buildings Scotland
Education Buildings Scotland
FURTHER INFORMATION www.educationbuildings.scot
Innovative roof lighting solutions for schools Daylight and ventilation are key components of optimal learning spaces. The influential Clever Classrooms study (2015) found that they account for the same variation in primary school children’s learning rates as the teachers themselves. VELUX Company Ltd is known worldwide for creating positive spaces with its roof windows – supplying natural light and fresh air to improve and regulate the indoor climate. Its VELUX Modular Skylights range applies this at scale – providing innovative, modular and sustainable solutions for roof lighting in schools, hospitals and commercial buildings. Designed with architects, Foster + Partners, Velux Modular Skylights can be combined in many configurations in a variety of building types. They have strong sustainability credentials, exceptional energy performance, and a long life expectancy. Fully
prefabricated, they save time and resource on-site, meaning construction is completed quicker and more cost-effectively
FURTHER INFORMATION www.velux.co.uk/ professional/products/ rooflights-roof-glazing/
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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Air Quality Written by Graeme McCutcheon, associate, Ramboll
The hidden danger of poor air quality School-aged children are more vulnerable to airborne pollutants than adults, and thousands of young people are currently breathing in our cities’ toxic air in playgrounds and classrooms. Graeme McCutcheon, associate at Ramboll, examines how to protect children by improving school building design The drive towards healthy and comfortable environments in our schools is one which requires significant focus and is a priority for building designers and engineers in the industry. As professionals in building design, we play a key role in creating healthy indoor environments that protect and improve the wellbeing of school children, in both refurbished and new school buildings across the UK. The UK has the highest prevalence of childhood asthma among all European countries and in 2016, it was reported that 443 primary schools in London were exposed to levels of nitrogen dioxide that breach EU legal limits, which the government accepts are harmful to health. This number dramatically increased to over 800 when other educational institutions, including nurseries, secondary schools and colleges, are included. School-aged children are more vulnerable to airborne pollutants than adults, and thousands of young people are currently breathing in our cities’ toxic air in playgrounds and classrooms. As a result, this issue needs to be met head on.
Getting all involved equipment to be installed during design, so Creating optimum Indoor Air Quality (IAQ) that we, and building designers and engineers, in schools is a complex issue and requires a can better understand patterns, trends and holistic approach and ‘buy in’ from all uses during occupation. We can parties, from building designers then adjust and advise as through to contractors or appropriate to ensure that In operators of schools. Factors the building is being 2016, 4 such as the location of used as intended. primary 43 the school (urban or rural), room orientation, Updated in Lond schools acoustics, window design Building o n were expose and even materials such Bulletin d of nitro to levels as carpets, paints and The recent updates gen dio cleaning products with to Building Bulletin x t hat bre ide low or no Volatile Organic 101 (2018) is a a Compound (VOC) levels welcomed step in legal limch EU its all play a significant part. the right direction However, if occupants do not to improve indoor air know to use the building in the quality in schools and way it was intended, then even the as a result we will see more best designed schools will fail to meet the focus on passive design strategies and intended standards of air quality. mechanical ventilation, as well as priority This is where ‘bridging the gap’ between given to post occupancy thermal comfort. design and operation comes into its own, Within BB101 (2018), requirements for requiring the correct sensors and monitoring CO2 levels have reduced to a maximum E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
The UK has the highest prevalence of childhood asthma in all European countries Graeme McCutcheon, associate at Ramboll
of 2000ppm for mechanically ventilated buildings and 1500ppm for naturally ventilated buildings and whilst this is good news, this will have a significant impact on school design. In recent times the focus in the UK has been on natural ventilation and reductions in energy consumption rather than mechanical ventilation. Because of the new limit, we will see an increased requirement for mechanical ventilation, however if more mechanical ventilation is used then there will be a capital cost penalty for construction as well increases to both maintenance and operational costs. Putting systems in place The challenge for building designers is how we can guide schools to explore how best to implement such systems into their buildings in the most cost-effective way and measure the social and economic benefits of improved IAQ. Expert research (Wargocki, Wyon – 2013) from the International Centre for Energy and Indoor Climate in Denmark concluded that improving ventilation rates in classrooms improved learning performance by 14 per cent. These are significant findings and evidence of how improved IAQ can improve our children’s ability to be smarter and improve attainment levels in schools in the UK. However, whether these new guidelines ‘go far enough’ could be up for debate. As a Danish organisation, Ramboll naturally
looks at our peers for insight into their ways of designing. Danish schools have made significant steps to improve air quality in schools over the last 20 years, so we have naturally collaborated with colleagues in Denmark to learn how to further improve school design in the UK. Danish schools target a maximum of 900ppm of CO2 in classrooms, so most new build schools are mechanically ventilated: as this is not something ground breaking, we can all learn from their way of doing things. Through this collaboration we are ideally placed to work with our clients to find the best ways to implement good IAQ through previous experience. However, this is a complex issue that goes beyond building design. VOCs in materials and furniture play a significant role. Human exposure to VOCs occurs through inhalation or skin contact, and they can be found in a wide range of materials. It’s always important to consult the latest guidelines and consulting the Accredited WELL Building Assessors can be invaluable in deciding how to deal with and mitigate these within design for new and refurbished schools. The WELL Building Standard restricts the inclusion of materials that contain such pollutants to minimise occupants’ exposure to VOC chemicals. It recommends reducing indoor sources of VOCs such as formaldehyde, phthalates, or halogenated flame retardants contained in furniture, waterproofing membranes, piping, insulation or composite wood products to a minimum. WELL encourages subsequent purchasing of compliant products for building maintenance or repair that meet this low-VOC threshold (such as paints or wallpaper) so the levels remain low throughout the building’s life. We can demonstrate that these VOC levels
are maintained at a low level by Post Occupancy Formaldehyde Testing and sensors, and in turn can show that classroom IAQ can be improved this way. The link between design and operation also comes into play here as VOC levels can be impacted by one of the most mundane routines – cleaning. Cleaning products such as air fresheners or floor cleaners may contain VOCs. To lower the risk of increasing VOC levels from cleaning, WELL recommends providing safer cleaning products whose ingredients are not classified as carcinogenic mutagenic or reprotoxic, or otherwise listed under the Globally Harmonized System (the internationally agreed-upon standards for labelling material as hazardous or not). The use of protective equipment is also encouraged along with adequate ventilation. By encouraging schools to use these standards, we can help improve IAQ. Alternatives Of course, we cannot immediately upgrade the majority of our existing school building stock, and retrofitting of ventilation and façade upgrades may be extremely expensive or just not feasible. Cheaper alternatives such as increasing the surrounding green infrastructure by planting more trees and creating ‘green walls’ around the school can be used. These design ideas are more effective in an urban environment where external air quality levels are poorer, however these will have a positive influence on the environment in and around schools generally. What is clear is that we have an obligation as building designers to ensure that good quality indoor environments should be a key priority when designing new schools and refurbishing existing ones. Engineers and schools must work together to find the most cost effective, robust solutions to achieve better indoor air quality in schools. L FURTHER INFORMATION www.uk.ramboll.com
The school catering business at ISS recently took part in a series of events celebrating school meals in line with National School Meals Week, organised by education catering association LACA
LACA National School Meals week anniversary This year marked the 25th Anniversary of the LACA National School Meals Week (NSMW), which ran between 12 –16 November. The purpose of NSMW is to promote school meals, and there are several events in which caterers can participate. ISS served the Nation’s Favourite School Meal, celebrating the Soil Association Food For Life’s National Roast Dinner Day and asked pupils to vote for their favourite school lunch. In addition ISS invited head teachers to enjoy a free school meal during NSMW, so they can experience school meals for themselves. Throughout the week chefs were encouraged to share a #cookeditmyselfie on social media, showcasing the dishes they create in school kitchens, which proved a great success.
Humphries, catering manager at High Weald School in Kent, will take the first posting. She will join the head development chef from Kraft Heinz, sponsors of ‘Host a School Chef’, for a tour of their development kitchen at the Shard Restaurant in Central London. ISS believe in the importance of providing nutritionally balanced school meals to children, as well as equipping them with the knowledge to help them make healthy food choices in later life. ISS have been helping to change the image of school meals in recent years and are currently the holder of the largest number of the Soil Association’s ‘Food For Life Served Here’ awards in England. ISS offer a range of food education initiatives to enhance school curriculum, including cookery clubs, nutrition assemblies, gardening and sports workshops. Steve Kemp, sector director, ISS Education said: “It’s great to see so much positive activity around school meals. Our chefs work hard to give children a healthy meal every day, and its important that we recognise that school food has come a long way in the last ten years. The Host a School Chef programme is fantastic – we have a lot of talent in our kitchens and we are excited for our people to take part in this opportunity to learn new skills.”
ISS Education played its part in National School Meals Week celebrations Benefits and improved outcomes Linda Cregan, food service director, ISS Education commented: “National School Meals Week plays an important role in the mission to change the face of school meals. We have a responsibility to show that the meals we serve help children with energy levels, concentration and attainment, as well as allowing them to build essential social skills by eating together. I am excited that ISS are able to take part in so many of the great initiatives set up by LACA.” Michael Hales, national chair of LACA said: “I encourage all schools, catering contractors and suppliers to become involved in this year’s Jubilee Celebrations of LACA’s National School Meals Week. It is a fantastic opportunity to celebrate all that is great about school meals and share the benefits of the improved outcomes to pupils who eat a hot, healthy and nutritious lunch each day. The passion and enthusiasm of everyone involved in this special week is always superb.”L FURTHER INFORMATION Contact Craig Smith, head of corporate affairs – Public Sector Key Accounts Tel: 07774 759 558 Email: firstname.lastname@example.org Website: www.uk.issworld.com
ISS collaboration To support LACA, ISS collaborated with other caterers to provide food and refreshments for an event at the House of Commons to demonstrate just how important a nutrious lunch is to a growing student. In addition, ISS provided mini-muffins as favours for guests to the event, all packaged using environmentally sustainable material from Vegware. Changing the image of school meals ISS had 15 school chefs taking part in the ‘Host a School Chef initiative’, which will run throughout the year, giving them the opportunity to spend the day behind the scenes in top restaurants. The winner of ISS’ Chef of the Year 2018 competition, Cheryl
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
TU RN YOU R S TU DENTS’ EFF O RTS I NTO ELEC TR ICIT Y A N D LOW ER YOU R EN ERGY CO NSU M P TI O N Imagine if the energy produced during your cardio workout could be harnessed to reduce the gym’s overall electricity consumption? This concept is now a reality!
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Energy Written by Adam Pigott, energy engineer from Kinect Energy Group
Changes to energy legislation and what they mean Educational organisations are being urged to make themselves aware of upcoming changes to government energy legislations that will ultimately affect their businesses and management of their energy consumption. Adam Pigott, energy engineer from Kinect Energy Group, discusses these changes There are a number of changes to government energy legislations that are coming into effect that could have a major impact on many operating in the education sector. These new updates are being introduced to ensure businesses identify energy efficiencies and report on their carbon footprint. Requiring rigorous recording of their energy consumption, eligible organisations, including schools, academies, universities and other educational institutions, that fail to comply could face large fines. You may think this is just more legislation being introduced to generate more work for businesses, but many of the upcoming initiatives also offer opportunities for decision makers and financial controllers in the sector to make significant savings, while also becoming more energy efficient in their gas, electricity and water use.
Streamlined Energy and Carbon progress, the framework looks set to broaden Reporting (SECR) the number of organisations that need to The new Streamlined Energy and Carbon comply, from roughly 6,000 with the existing Reporting (SECR) Framework will launch in Carbon Reduction Commitment (CRC) 2019 as part of a drive to enable business reporting requirement, to nearly 12,000. and industry to make a 20 per cent Furthermore, the new legislation reduction in energy consumption introduces the requirement to and CO2 emissions by 2030. report not just on electricity The While initiatives like SECR and gas consumption, Streamli are broadly welcomed but on energy used n e d E nergy a by the industry and by business-related n d Carbon Reportin will have a significant transportation â€“ a g impact on the UKâ€™s requirement that will laun Framework wider carbon footprint, introduces a whole help org ch in 2019 to in the short term the new set of challenges. anisatio implementation of Unlike the CRC, a reduc ns make tion SECR may create more where qualification was in ener work for organisations, based on a reasonably consum gy in particular smaller ones. high energy consumption ption Although full governmental threshold, SECR will impact guidance remains a work in all UK organisations that E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Providing a platform for creative minds Gratnells Stage is a high quality modular staging system that is light, robust, well finished and easy to assemble. It’s ideal for schools and colleges. Children as young as eight can easily help to move and assemble it as part of class projects. What’s more, it has multiple uses and configurations for all kinds of presentations and performances. From an early age, participation and presentation in groups builds a child’s self confidence and helps them reach their full learning potential. Whether it’s sharing stories, show and tell, celebrating achievement or even an impromptu performance, the Gratnells Step-Up Mini Stage makes the moment special.
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employ 250 people or more, or who have a turnover in excess of £36m, and a balance sheet of £18m. Many participants will not be particularly energy intensive and, consequently, may not currently have the necessary structures in place to capture and report the mandated information. For these businesses it will be a steep learning curve and it will be interesting to see how in the longer term the resultant benefits stack up against the additional administrative requirement. Energy Savings Opportunity Scheme (ESOS) Phase Two Meanwhile, the Energy Savings Opportunity Scheme (ESOS) Phase 2 will also present challenges and opportunities in equal measure. ESOS first came into effect in 2015 to raise awareness of how much energy large organisations consume and ultimately provide recommendations to reduce the amount of energy being wasted, and the associated emissions of CO2. As a mandatory legislation, eligible businesses have to comply with ESOS and many thousands have reaped the benefits of Phase 1, having saved substantial amounts on their energy bills over the last few years. Phase 2 has launched, and businesses are being urged to take action now to ensure that they are ESOS compliant well before the December 2019 deadline, with a view to avoiding a potential shortage of accredited professionals the sector experienced in the run up to the close of Phase 1. Phase 2 will also affect those that previously completed compliance as part of Phase 1, so I would urge all organisations within education, even those that complied four years ago, to assess the extent of their operations in the UK from top level down. If your organisation employs 250 staff or more or have a turnover in excess of 50m and a balance sheet in excess of 43m, participation is mandatory.
Eligible organisations need to calculate their total energy consumption for a 12-month period, including not only all energy sources used within premises, but transportation too. Ninety per cent of the total energy consumption then needs to be subject to a representative energy audit – a time consuming process, underlining the need for early action. The sum of the total energy consumption and the results of the energy audits then need to be presented at board level within the organisation and compliance then needs to be lodged with the Environment Agency by 5 December 2019. Energy cost reductions go straight to the bottom line, whilst the associated reduction in CO2 emissions brings with it significant reputational benefit. And, given that forecasts for both noncommodity and commodity costs show continued increases, the most efficient way to make savings is to reduce consumption and mitigate exposure. ESOS provides the ideal opportunity to identify ways to become more energy efficient and ultimately reduce costs. And consequently, adopting a lowestcost-possible, tick-box approach to compliance with ESOS Phase 2 does not represent value in the longer term. Organisations taking shortcuts in their approach to complying with the new framework could lead to them missing out on cost-saving benefits, or even facing a financial penalty. Adopting a diligent approach to ESOS compliance and to the new SECR legislation may outwardly be viewed as costly and timeconsuming, but it can actually deliver real value to schools, academies and other organisations. By introducing processes within your business, these new legislations should just become a regular part of your energy assessment. L FURTHER INFORMATION
The updates are being introduced to ensure businesses identify energy efficiencies and report on their carbon footprint.
About Adam Pigott
Based in London, and with 16 years’ experience working in the energy sector, Adam Pigott heads up the engineering arm of Kinect Energy Group’s sustainability team, delivering physical energy, cost and carbon reductions to Kinect’s customers. Adam specialises in the delivery of measured energy savings, frequently without the requirement of investment in new equipment. His time is typically divided between working from his office in London and visiting clients and partners on site. Adam works across a wide variety of sectors including industrial, commercial and public sector. However, because intensity of the energy is much higher, he spends the majority of his time working for the industrial sector. During his career as an energy engineer, Adam has worked with engineers and hundreds of organisations from across the globe towards helping them demonstrably reduce their energy consumption, carbon emissions, and energy costs, while ensuring compliance with local legislation. Adam has a BEng 1st class honours degree in Energy Engineering from the University of Leeds and is an accredited Energy Savings Opportunity Scheme (ESOS) Lead Assessor. He is also certified Carbon Trust Standard Assessor and Carbon Trust Energy Assessor.
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
There has been a 34 per cent increase in school fires in London in just one year, new London Fire Brigade figures show. There were a total of 90 fires in preschools, nurseries, primary schools and secondary schools in 2017, up from 67 in 2016. Most notably this year, a school in Dagenham was up in flames the day before term was due to start after the summer holidays. Although the cause of this particular fire was not reported in the press, it is an often quoted fact that schools are often the target of arsonists in the holiday period. As a result, it is vital to protect the school – and the children within – from the risk of fire. Unfortunately, each year in England and Wales more than 1,300 educational buildings suffer fires large enough for the Fire and Rescue Service to be called out, with costs estimated at over £60million. Each commercial building must have a fire risk assessment. How well do you know your fire legislation? Fire safety legislation is often complicated and many people are unaware of their
Where does the law apply? The law applies to virtually all premises and covers nearly every type of building, structure and open space. It does not apply to people’s private homes, including individual flats in a block or house. In England and Wales the law applies to the common parts of flats and HMOs, but not in Scotland and Northern Ireland. Broadly, the law does not apply to the underground parts of mines or offshore installation. It also doesn’t apply to anything that flies, floats or runs on wheels unless it is static and being used like a building, e.g. work in dry dock.
legal duties. In England and Wales, the Regulatory Reform (Fire Safety) Order 2005 applies to all non-domestic (or commercial) premises such as nurseries and schools. In particular the person carrying out the fire risk assessment must identify and reduce the fire risk by managing fire safety procedures, taking account of those particularly at risk; fire drills, evacuation and training; means of escape, signs, notices and emergency lighting; fire protection equipment and fire door maintenance.
Who is responsible? The person responsible for fire safety is anyone who has, to any significant degree, control of the premises (e.g. the owner and Different legislation the managing agent); has control over For clarity, fire safety legislation in the the activities on the premises UK is enacted differently under (occupier); or anyone the three jurisdictions of There who employs people. England & Wales, Scotland has bee In many instances this and Northern Ireland: a 34 pe n will be a company or In England and Wales other organisation. it’s the Regulatory increase r cent They are responsible Reform (fire safety) order in s chool fires in for the safety of 2005. In Scotland, it’s L o n d on one yea people who may the Fire (Scotland) Act r, new L in just be legitimately, E 2005 and Fire Safety ondon Fire Brig ade fi (Scotland) Regulations
Written by the Fire Industry Association (FIA)
Each year in England and Wales, more than 1,300 educational buildings suffer fires large enough for the fire and rescue service to be called out. Each commercial building must therefore have a fire risk assessment, writes the Fire Industry Association
Are you fire safety educated?
2006. In Northern Ireland it’s the Fire and Rescue Services Order 2006 and the Fire Safety Regulations (Northern Ireland) 2010. The differences between the three regions is nothing to worry about as they are largely identical in terms of where they apply and what people have to do to comply with them. We’ll consider them as one law in this article.
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
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on the premises or people who are not on the premises but might be directly affected by a fire on the premises. In many cases, responsibility may be shared between several people but it is not the responsibility of the fire service or any other statutory body. Fire risk assessments Occupied by staff and children during the day, educational premises make for a complex and busy environment. The fire risk assessment needs to take into account the types of people using the building and any special needs they may have. Out of nursery hours there may be sports clubs, evening classes and/or meetings, while over the holidays there may be extended periods when the buildings are unoccupied and be particularly vulnerable to arson. The risk assessment will consider any hazards/risks in the building and areas such as the IT room or an administration office with valuable equipment which need additional protection. Due to the complex nature of the educational premises the school’s management team may wish to contract a ‘competent person’ to conduct the fire risk assessment. However, the school’s management team remain legally accountable so it is important that the fire risk assessor is able to demonstrate a suitable level of competence. All fire protective measures must be safe, reliable, efficient, effective and ready for use at all times. Fire safety law requires that there is a suitable system of maintenance for all fire protection equipment/systems. These checks make sure that any faults or failings will be found and rectified quickly. It is recommended that installation and maintenance of fire protection equipment be carried out by a competent person who has Third Party Certification. If the Fire and Rescue Service is not satisfied with the safety measures they will advise what you need to do. If they find major problems they can serve an enforcement notice requiring safety improvements and/or close the building until sufficient measures are in place. Prosecutions The Fire and Rescue Service can also prosecute educational establishments under the Fire Safety Order, as a school in Chalfont St. Peter, Buckinghamshire, found to its cost. The governing body of St. Joseph’s Catholic Primary School pleaded guilty to breaching fire safety regulations, following a prosecution brought by Buckinghamshire and Milton Keynes Fire Authority. The governing body pleaded guilty to breaching three articles of the Regulatory Reform (Fire Safety) Order 2005, including failure to take general fire precautions, failure to adequately implement the findings of a fire risk assessment and failure to appoint fire wardens. It was fined £2,250 and ordered to pay costs of £5,750. Enforcement Fire authorities are the main agency responsible for enforcing the law. Fire authorities will look into complaints, carry out investigations after fires and carry out targeted inspections. Where poor fire safety management is discovered they may prosecute. If there is a very serious risk to life, the fire authority can issue a notice preventing the premises being used for certain things, or preventing people from using all or part of the premises. Fire certificates and old legislation Old legislation used to require the Fire Brigade or Local Authority to issue a Fire Certificate for certain classes of premises. These are no longer issued and those previously in force will have no legal
status but don’t throw them away. Any fire certificates you have may be useful as a starting point for your fire risk assessment. What do you need to do? The person responsible (or persons if there are more than one), must make sure that everyone is safe from fire. If that is you, you or a person engaged by you must carry out a fire-risk assessment to determine what the risks are and to identify those measures necessary to minimise the risk to an acceptable level. The Fire Industry Association (FIA) has a number of free documents to help duty holders understand their fire safety duties: their Best Practice Guide; a Guide to Choosing a Competent Fire Risk Assessor and a whitepaper explaining Third Party Certification. These can all be found under the ‘Fire Safety Advice’ section of the FIA website under the ‘Resources’ tab. To download the above information, and find out more about your fire safety responsibilities, or even to find a fire protection company to assist with your fire protection, contact the FIA on the details below. L FURTHER INFORMATION www.fia.uk.com 020 3166 5002
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Volume 23.8 | EDUCATION BUSINESS18/10/2018 MAGAZINE 12:09:41
EDSB GroupofofCompanies Companies InstallMercia Mercia EDSB EDSBGroup Groupof ofCompanies CompaniesInstall InstallMercia Mercia EDSB Group Install School’s FireDetection Detection System,Emergency Emergency School’s School’sFire FireDetection DetectionSystem, System,Emergency Emergency School’s Fire System, Voice CommunicationSystem System andWC WC Voice VoiceCommunication CommunicationSystem Systemand andWC WC Voice Communication and Alarms... Alarms... Alarms... Alarms...
EDSB Group of Companies Install Mercia Who is the Client & What was the Project? Who is the Client & What was the Project? School’s Fire Detection System, Emergency Whoisisthe theClient Client& &What Whatwas wasthe theProject? Project? Who Mercia School a brand new, state of the Academy, based in South West Sheffield. EDSB Group of Companies were awarded Mercia School is aisbrand new, state of the artart Academy, based in South West Sheffield. TheThe EDSB Group of Companies were awarded Voice Communication System and WC the Installation of their Fire Detection System, EVCS, Alarms and Door Holders BAM Construction. is the first time EDSB have Mercia School a brand new, state the Academy, based South West Sheffield. The EDSB Group Companies were awarded Mercia School isofis a their brand new, state ofof the artart Academy, based inin South West Sheffield. The EDSB Group ofItof Companies were awarded the Installation Fire Detection System, EVCS, WCWC Alarms and Door Holders via via BAM Construction. isIt the first time EDSB have provided a direct Installation of this calibre BAM, although itlikely is likely to be first of many more as It we why this project the Installation of their Fire Detection System, EVCS, WC Alarms and Door Holders via BAM Construction. It investigate is the first time EDSB have the Installation ofInstallation their Fire Detection System, EVCS, WC Alarms Door Holders via BAM Construction. is the first time EDSB have provided a direct of this calibre for for BAM, although it isand to be thethe first of many more as we investigate why this project Alarms... was such adirect huge success all parties. provided a Installation this calibre BAM, although it is likely the first many more investigate why this project provided aa direct Installation ofof this calibre forfor BAM, although it is likely toto bebe the first ofof many more asas wewe investigate why this project was such huge success for for all parties.
was such a huge success parties. was such a huge success forfor allall parties. EDSB Group of companies have become leading & Security providers in the Facilities Management & Mechanical / Electrical TheThe EDSB Group of companies have become thethe leading FireFire & Security providers in the Facilities Management & Mechanical / Electrical industry with aoftotal service portfolio for all the Building works. Installation, Maintenance &Facilities Remedial services upto 36 different The EDSB Group of companies have become the leading Fire & Security providers Facilities Management & Mechanical /disciplines, Electrical The EDSB Group companies have become leading Fire & Security providers inin the Management & 36 Mechanical / Electrical industry with aWho total service portfolio for all Building works. Installation, Maintenance & the Remedial services for for upto different disciplines, is the Client & What was the Project? Industry accredited with a 24/7 response service. industry with a total service portfolio all Building works. Installation, Maintenance & Remedial services upto different disciplines, industry with a total service portfolio forfor all Building works. Installation, Maintenance & Remedial services forfor upto 3636 different disciplines, Industry accredited with a 24/7 response service. Industry accredited with ais24/7 response service. Merciawith School a brand new, service. state of the art Academy, based in South West Sheffield. The EDSB Group of Companies were awarded Industry accredited a 24/7 response the Installation of their Fire Detection System, EVCS, WC Alarms and Door Holders via BAM Construction. It is the first time EDSB have provided a direct Installation of this calibre for BAM, although it is likely to be the first of many more as we investigate why this project was such a huge success for all parties.
The EDSB Group of companies haveexplains become the leading Fire & Security providers in the Facilities Management & Mechanical / Electrical Head of EDSB Integrated, Andy Louden Head of EDSB Integrated, Andy Louden explains industry with a totalAndy service portfolio for all Building works. Installation, Maintenance & Remedial services for upto 36 different disciplines, why: Head EDSB Integrated, Louden explains Head ofof EDSB Integrated, Andy Louden explains why: Industry accredited with a 24/7 response service. why: why: has developed a unique business model EDSB EDSB has developed a unique business model by providing a true solution from Initial has developed asolution unique business model EDSB has developed atotal unique business model byEDSB providing a true total from Initial Design Consultancy through to Installation by providing a true total solution from Initial by providing a true total solution from Initial Design Consultancy through to Installation & & Commissioning ofthrough Fire & Security Systems. Our Design Consultancy through Installation Design Consultancy toto Installation && Commissioning of Fire & Security Systems. Our attention to detail throughout a project ensures Commissioning of Fire & Security Systems. Our Head of EDSB Integrated, Andy Louden explains Commissioning of throughout Fire & Security Systems. Our attention to detail a project ensures we only deliver as specified but are also why: to detail throughout a project ensures attention to detail throughout abut project ensures weattention notnot only deliver as specified wewe are also prepared for flexibility as and when changes occur. we not only deliver as specified but are also we not only specified but wewe are also prepared fordeliver flexibility asdeveloped and when changes occur. EDSBas has a unique business model prepared flexibility when changes occur. prepared forfor flexibility asas and when occur. by providing aand true totalchanges solution from Initial
Design Design Design Design
Design Consultancy through to Installation & Commissioning of Fire & Security Systems. Our attention to detail throughout a project ensures we not only deliver as specified but we are also prepared for flexibility as and when changes occur.
design offering by EDSB underwent many changes throughout pre-installation stage required a number of onsite meetings TheThe design offering by EDSB stillstill underwent many changes throughout thethe pre-installation stage andand thisthis required a number of onsite meetings todesign communicate those implications, constantly safeguarding the integrity ofpre-installation the Unforeseen issues such as huge steel beams in meetings classrooms design offering by EDSB still underwent many changes throughout the stage and this required a number onsite meetings toThe communicate those implications, constantly safeguarding the integrity of the site.site. Unforeseen issues such as huge steel beams in classrooms The offering by EDSB still underwent many changes throughout the pre-installation stage and this required a number of of onsite and hidden void areas were totally available within design drawings, meaning EDSB to show flexibility during the implementation. to communicate those implications, constantly safeguarding the integrity of the site. Unforeseen issues such huge steel beams classrooms and hidden void areas were notnot totally available within thethe design drawings, EDSB hadhad to show flexibility during the implementation. to communicate those implications, constantly safeguarding the integrity ofmeaning the site. Unforeseen issues such asas huge steel beams in in classrooms Nathan Best, Fire Designer attotally EDSB was key to this stage ‘We several meetings with sites Quantity Surveyors & the Project Managers. and hidden void areas were not totally available within the design drawings, meaning EDSB had to show flexibility during the implementation. Design Nathan Best, Fire Designer at EDSB was key to this stage ‘We hadhad several meetings with thethe sites Quantity Surveyors & Project Managers. WeWe and hidden void areas were not available within the design drawings, meaning EDSB had to show flexibility during implementation. regularly offered Design Engineering Solutions which appeased any concerns regarding the project. Designing a solution with the client in mind Nathan Best, Fire Designer at EDSB was key this stage ‘We had several meetings with the sites Quantity Surveyors & Project Managers. We regularly offered Design Engineering Solutions which appeased any concerns regarding project. Designing a solution with the client in mind Nathan Best, Fire Designer at EDSB was key toto this stage ‘We had several meetings with the sites Quantity Surveyors & Project Managers. We is vital, for example decided toEDSB install Fire Control Panel in the School Plant Room and use a Repeater in Reception. Not only will The design offering stillthe underwent many changes throughout the pre-installation stage and thisPanel required a number of onsite meetings regularly offered Design Engineering Solutions which appeased any concerns regarding the project. Designing a in solution with the client in mind is vital, foroffered example we we decided toby install the Fire Control Panel inany the School Plant Room and use a Repeater Reception. Not only regularly Design Engineering Solutions which appeased concerns regarding the project. Designing aPanel solution with the client inwill mind toVandalism communicate those implications, constantly safeguarding the integrity of the site.the Unforeseen issues such as huge steel beams in classrooms eliminate issues but it the also dramatically reduces the cable runs around school, money and unnecessary disruption. isthis vital, for example decided to install the Fire Control Panel in the School Plant Room and use asaving Repeater Panel in Reception. Not only will this eliminate Vandalism issues but it also dramatically reduces the cable runs around the school, saving money andin unnecessary disruption. is vital, for example wewe decided to install Fire Control Panel in the School Plant Room and use a Repeater Panel Reception. Not only will andduring hiddenthe voidInstallation areas were not totally available within the design drawings, meaning in EDSB had to show flexibility during the implementation. Even after this, and Commissioning stages, Icable was heavily involved the project tomoney guarantee nothing lost in our final this eliminate Vandalism issues but it also dramatically reduces the runs around the school, saving and unnecessary disruption. Even after this, during theissues Installation and Commissioning stages, I was heavily involved in the project to guarantee nothing waswas lost in our final this eliminate Vandalism but it also dramatically reduces the cable around the school, saving money and unnecessary disruption. Nathan Best, Fire Designer at EDSB was key to this stage ‘We had runs several meetings with the sites Quantity Surveyors & Project Managers. We meticulous design.’ Even after this, during the Installation and Commissioning stages, I was heavily involved in the project to guarantee nothing was lost in our final meticulous design.’ Even after this, during the Installation and Commissioning stages, I was heavily involved in the project to guarantee nothing was lost in our final regularly offered Design Engineering Solutions which appeased any concerns regarding the project. Designing a solution with the client in mind meticulous design.’ meticulous design.’ is vital, for example we decided to install the Fire Control Panel in the School Plant Room and use a Repeater Panel in Reception. Not only will this eliminate Vandalism issues but it also dramatically reduces the cable runs around the school, saving money and unnecessary disruption.
Even after this, during the Installation and Commissioning stages, I was heavily involved in the project to guarantee nothing was lost in our final Installation Installation meticulous design.’ Installation Installation
Installation Team Leader was Nathan Moulds. With over 25 years installation experience and a 100% record of hitting TheThe Installation Team Leader for for thisthis sitesite was Nathan Moulds. With over 25 years installation experience and a 100% record of hitting his deliveries, he ishugely aLeader hugely valuable cog inNathan the EDSB machine. However ityears is with no coincidence of his ability, he applies excellent Installation Team Leader for this site was Nathan Moulds. With over 25 installation experience and a 100% record of hitting The Installation Team for this site was Moulds. With over 25 years installation experience and a 100% record of hitting hisThe deliveries, he is a valuable cog in the EDSB machine. However it is with no coincidence of his ability, he applies excellent Installation communication a thorough understanding of machine. every task before commencing, we asked him how this differed: his deliveries, aa hugely valuable cog the EDSB machine. However it is with no coincidence his ability, applies excellent his deliveries, hehe is is aand hugely valuable cog inin the EDSB However it is with no coincidence ofof his ability, hehe applies excellent communication and thorough understanding of every task before commencing, we asked him how this jobjob differed: ‘Before started atthorough School, I walked the site with the design drawings, checking that ithow corresponds with the type of system communication and aMercia thorough understanding of every task before commencing, asked how this job differed: The Installation Team Leader for this site was Nathan Moulds. With over 25checking years installation experience and adiffered: 100% of communication and a understanding of every task before commencing, wewe asked him this job ‘Before wewe started at Mercia School, I walked the site with the design drawings, that ithim corresponds with therecord type ofhitting system offered, relaying any queries to the design team. Calculations are made at this stage toit confirm the volume oftype Cable, Clips and other hisany deliveries, heSchool, isSchool, aback hugely valuable cog in with the EDSB machine. However ischecking with nothat coincidence of his ability, he applies excellent ‘Before we started at Mercia I walked the site with the design drawings, it corresponds with the type system ‘Before we started at Mercia walked the site the design corresponds with the ofof system offered, relaying queries back toIthe design team. Calculations aredrawings, made atitchecking this stage tothat confirm the volume of Cable, Clips and other communication and ato thorough understanding of every task before commencing, wetoasked how this jobjob. differed: Sundries required and assessment isdesign produced of the correct Access Equipment needed tohim ensure a safe offered, relaying any queries back to the team. Calculations are made this stage to confirm volume Cable, Clips and other offered, relaying any queries back the design team. Calculations are made atat this stage confirm the volume ofof Cable, Clips and other Sundries required and an an assessment is produced of the correct Access Equipment needed to ensure athe safe job. ‘Beforeand started at Mercia I walked the site with the design drawings, checking that it corresponds with thewe type of system I then conducted awe meeting with Foreman, Dave Brack, toAccess understand his priorities and what needed to be aware Sundries required an assessment is produced of the correct Access Equipment needed to ensure ainformation safe job. we Sundries required an assessment isSchool, produced of the correct Equipment needed to ensure a safe job. I then conducted aand meeting with SiteSite Foreman, Dave Brack, to understand his priorities and what sitesite information needed to be aware offered, relaying anyWe queries back to theup design team. Calculations are made at thisany stage to confirm the volume of Cable, Clips andWe other of before any work was done. followed this with weekly site meetings to avoid issues occurring with our installation. also I then conducted a meeting with Site Foreman, Dave Brack, to understand his priorities and what site information we needed to be aware Iofthen conducted a meeting with Site Foreman, Dave Brack, to understand his priorities and what site information we needed to be aware before any work was done. We followed this up with weekly site meetings to avoid any issues occurring with our installation. We also Sundries required and an assessment is produced of the correct Access Equipment needed to ensure a safe job. worked closely with site Electricians during the installation of containment, which made our involvement even more seamless. of before any work was done. We followed this up with weekly site meetings avoid any issues occurring with our installation. We also of before any work done. We followed this up with weekly site meetings toto avoid any issues occurring with our installation. We worked closely site Electricians during the installation of containment, which made our involvement even more seamless. Iwith thenwas conducted a meeting with Site Foreman, Dave Brack, to understand his priorities and what site information we needed to be also aware worked closely with site Electricians during the installation of containment, which made our involvement even more seamless. worked closely with site Electricians during the installation of containment, which made our involvement even more seamless. of before any work was done. We followed this up with weekly site meetings to avoid any issues occurring with our installation. We also worked closely with site Electricians during the installation of containment, which made our involvement even more seamless.
Commissioning Commissioning Commissioning Commissioning
Commissioning Once Installation complete, Richard Scarff Commissioning Engineer at EDSB responsible final system testing before client Once thethe Installation waswas complete, Richard Scarff Commissioning Engineer at EDSB waswas responsible for for thethe final system testing before thethe client handover. However, Richards contribution came far earlier in the process as he was also heavily involved from the design stages. ‘As soon as the Once the Installation was complete, Richard Scarff Commissioning Engineer at EDSB was responsible for the final system testing before client handover. However, Richards contribution came farCommissioning earlier in the process as he was also heavily involved from the design stages. ‘As soon asthe the Once the Installation was complete, Richard Scarff Engineer at EDSB was responsible for the final system testing before the client Once the place Installation was complete, Richardwas Scarff Commissioning Engineer at EDSBand wasinterpret responsible for the finalthe system testing before the client initial meetings took onsite, involvement to understand the clients input that within Programming requirements handover. However, Richards contribution came earlier the process as he was also heavily involved from the design stages. ‘As soon as the initial meetings took place onsite, mymy involvement was to understand theprocess clients and that within the Programming handover. However, Richards contribution came farfar earlier in in the process as he was also heavily involved from the design stages. soon asthe the handover. However, Richards contribution came far earlier in the asinput he was alsointerpret heavily from the design stages. ‘As ‘As requirements soon as of the system. Once the installation has been concluded, itcrucial is crucial to deliver the end product toinvolved the client with that specific operational meetings took place onsite, my involvement was to understand the clients input and interpret that within the Programming requirements of initial the system. Once the installation has been concluded, it is to deliver the end product to the client with that specific operational initial meetings took place onsite, my involvement was to understand the clients input and interpret that within the Programming requirements initial meetings took place onsite, my involvement was to understand the clients input and interpret that within the Programming requirements appreciation. At this stage, the system is functional to be adopted by the end user toto maintain itswith integrity.’ of the system. Once the installation has been concluded, it crucial isto crucial to deliver the end product the client that specific operational appreciation. At stage, the system isbeen functional butbut needs be adopted the end user toto maintain itswith integrity.’ of the system. Once installation concluded, itneeds is tocrucial deliver the end the client that specific operational ofthis thethe system. Once thehas installation has been concluded, it is toby deliver theproduct end product to the client with that specific operational appreciation. At this stage, system is functional but needs adopted the end user to maintain Atthe this stage,isthe system is functional but needs to be adopted by the end user to maintain itsintegrity.’ integrity.’ appreciation. Atappreciation. this stage, the system functional but needs toto bebe adopted byby the end user to maintain itsits integrity.’
www.edsb.co.uk www.edsb.co.uk www.edsb.co.uk www.edsb.co.uk www.edsb.co.uk T: 0800 1412292 T: 0800 1412292 T: 0800 1412292 E: email@example.com E: firstname.lastname@example.org E: email@example.com T: 0800 1412292 T: 0800 1412292 E: firstname.lastname@example.org E: email@example.com
Dave Brack, Building Services Manager at BAM Construction Ltd DaveDave Brack, Building Services atBAM BAMConstruction Construction Brack, ServicesManager at Ltd Ltd offered hisBuilding thoughts uponManager the completion of the project; ‘From offered his thoughts upon the ofthe the project; ‘From Ltd offered his thoughts upon thecompletion completion of project; ‘From Dave Brack, Building Services Manager at BAM Construction start to finish EDSB have delivered aatmeticulous service and Dave Brack, Building Services Manager BAM Construction Ltd have start to finish EDSB havedelivered delivered a meticulous service and have startoffered to finish EDSB have meticulous and have his thoughts upon the completion ofservice the project; ‘From communicated excellently throughout. I am very happy with offered his thoughts upon the completion of the project; ‘From communicated excellentlythroughout. throughout. IIam happy with the the the communicated excellently amvery very happy with start to of finish EDSB have delivered a meticulous service and have quality ofthe the Installation and the delivery onservice deadlines, they have start to finish EDSB have delivered a meticulous and have quality Installation and the delivery delivery on deadlines, they have quality of the Installation and the on deadlines, they havethe communicated excellently throughout. I am very happy with worked hard and theI am results show’. communicated excellently throughout. very happy with the worked hard and the results show’. worked hard and and the delivery results show’. quality of the Installation deadlines, they have quality of the Installation and thethe delivery on on deadlines, they have worked hard results show’. worked hard andand thethe results show’.
The hidden danger of fire extinguishers Fire extinguishers are a vital part of fire protection, but all too often, they get misused as door stops – or worse, forgotten about in a corner. But ignored fire extinguishers have a hidden danger and can fail to operate if not properly maintained, writes Robert Thilthorpe, FIA technical manager Fire extinguishers play a very important role in first aid fire-fighting. They can mean the difference between a small localised incident that is quickly put out, or the fire and rescue service arriving to find a raging inferno which is putting life, property and environment at risk. Hopefully there would never be the need to use a fire extinguisher, but if there was, you’d certainly want the extinguisher to work as expected. As such, there is a need for proper maintenance. For example, if the safety pin in the extinguisher has corroded, it will mean that the pin cannot be removed, rendering the fire extinguisher inoperable. Safety checks Annual checks by a competent fire extinguisher technician, who has the relevant training, qualifications, experience, tools, equipment, and access to refills and components, would identify and rectify this type of issue, cleaning and lubricating, or replacing the pin if necessary. When a fire extinguisher technician visits, each extinguisher is subject to a stringent 20-point check before it can be signed off as safe to use. They will be able to identify any extinguisher which has reached end‑of‑life before you end up with an extinguisher that won’t work or, worse, becomes a danger to your or your employees. When selecting a service provider to inspect and maintain your extinguishers it is essential to ensure the competence of the company and/or individual being employed to carry out inspection and maintenance, as not all service providers will be the level of competency you’d expect and hope for. This means that you could have extinguishers that may have been ‘serviced’ but may still not operate correctly. In Article 17 of the Regulatory Reform (Fire Safety) Order (Maintenance section), which is the relevant fire safety legislation for England and Wales, it states “equipment and devices provided in respect of the premises under this Order or, subject to paragraph 6 (General Fire Precautions) under any other enactment, including any enactment repealed or revoked by this Order (RRO) are subject
the inspection and maintenance to a suitable system of maintenance and are of extinguishers. The definition of maintained in an efficient state, in efficient a “competent person” is detailed working order and in good repair”. in BS5306 part 3. Exerts from this In Scotland and Northern Ireland other fire document are below: “A competent safety legislation applies, but the message is person is one who has broadly the same: maintenance undergone an initial of fire protection equipment programme of training is paramount. which includes Due to the complex Fire “on the job” nature of the legislation, extinguis h experience and the Chief Fire Officers e r s can mea attendance of a Association produced n the differen training course, a guidance document c e betwee small lo followed by for enforcing n a calised in the successful authorities. Within t c h ident at is put completion of this document, section an examination 17 maintenance raging inout, or a ferno administered by states that where an independent equipment is “provided examination body. and installed to a British “To maintain competency, Standard; it is reasonable ongoing professional to expect that the standard be development is considered met by the responsible person in terms of essential and is covered by the maintenance and recording systems”. provision of refresher training at three-year intervals together with British standards an examination.” The document Fire extinguishers are manufactured to also goes on to give criteria for BSEN3 and installed in accordance with BS initial training, details of course 5306 part 8; therefore, fire extinguishers content for theory and practical should be serviced to BS5306 part 3. training, too detailed to list here. If all of these codes sound confusing, just know that these are the relevant British Protection Standards (a type of best practice regulation), from risks which the industry uses to deliver fire An employee protection services. Knowledge of these codes who has been is absolutely necessary for fire extinguishing instructed to professionals – which is why these individuals check the should have proper training and you should gauge, or check their credentials, not just the price. gauges on a When selecting a service provider to fire extinguisher inspect and maintain your extinguishers it annually is not a is essential to ensure the competence of the competent person company and/or individual being employed for the purposes to carry out inspection and maintenance; of maintaining life as it is the responsibility of the ‘responsible safety equipment. person’ to ensure the service provider The annual is competent to carry out the work. attendance of The Health and Safety at Work Regulations a professionally require a competent person to carry out trained and E
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
What should you look for to determine competence when choosing ﬁre safety service providers?
er w ns
Third Party Certiﬁcation
All BAFE Registered Organisations are third party certiﬁcated in one or more speciﬁc areas of ﬁre protection. Use BAFE to ﬁnd third party certiﬁcated competent organisations to help meet your ﬁre safety obligations.
www.bafe.org.uk Promoting Quality in Fire Safety
competent fire extinguisher technician to inspect and maintain your equipment, will ensure each extinguisher is in good working order, ensuring you have the appropriate number and types of extinguishers to protect you from the risks present, and should you need the extinguisher it will work and keep you safe. You also rely quite heavily on the organisation behind the technician. For your own protection, they should be third‑party assessed, carry the right liability
insurances, and provide the technician with tools, the correct spares and refills for your extinguishers. They should also be members of a recognised Trade Association (such as The Fire Industry Association) who alert their members to extinguisher‑manufacturer safety notices & recalls. Third Party Certification means that an independent body has inspected the company and assessed them thoroughly. It is designed to give consumers peace of mind when selecting a fire protection company
as those with Third Party Certification are more likely to have the demonstrable skills, knowledge, experience, and competence to do the necessary works in your premises and to provide you with recommendations should any changes be required (for example if you have had any recent building work or an extension to the building – this would likely affect your fire protection). Third Party Certification is obtained on a company basis, not to individuals – so you can rest assured that once you a have selected a certified company, that the individual that arrives on site should be compliant with the relevant British Standards and legislation. However, the easiest and simplest way to check if a fire protection company has been certified is just to look for the Fire Industry Association logo on the company website. L
Annual checks by a competent fire extinguisher technician, who has the relevant training, qualifications, experience, tools, equipment, and access to refills and components, would identify and rectify any issues as they will conduct a 20-point check
FURTHER INFORMATION www.fia.uk.com
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Catering NSMW event in the Jubilee Room in 2016, with MP Sharon Hodgson
National School Meals Week National School Meals Week takes place on 12-16 November and will see a host of events celebrating all that is great about a healthy school meal. Here’s what is happening National School Meals Week (NSMW) takes place 12-16 November and this year marks the initiative’s 25th Anniversary. The week hosts a range of activities celebrating all that is great about school meals, as well as highlighting the benefits, such as health, creativity, academic attainment, concentration and behaviour. There will be a number of high profile events taking place, with a mixture of political activity and engagement with school caterers, pupils and parents. As part of preparations for NSMW, LACA held a poll to find out what the nation’s favourite school meal is over the last 25 years. Curry and Rice emerged as the winner, out of a list which included popular meals such as pasta, roast dinners, fish and chips, homemade pies, and pizza.
The Nation’s favourite school dessert Taking to the road was also put to the polls. In the As part of National School Meals Week, running were fruit crumble, LACA will be hosting activities jam & coconut sponge, across the country, reinforcing Curry cheesecake and the five important messages and Ric pineapple upside about school food; emerge e down cake, but education, concentration, d as the winner, the overwhelming attainment, energy favourite was and nutrition. which i out of a list n c chocolate sponge The ‘Powered by School l u d ed roast di with custard. Meals’ road show will nners, fi pasta, sh and LACA and NSMW include a visit from chips, h ome are now encouraging a ‘scientist’ character pies, an made school caterers to educating on fun food d serve the nation’s facts, a buzz wire where the p i z z a favourite as part of children concentrate on getting their NSMW celebrations to the end of the puzzle trying not and send in their pictures. to ‘buzz’ the buzzer, and a magnetic E Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Back to school with 51 per cent recycled plastic bottles This new school term students and school caterers will notice something a little different about their Radnor Fizz bottles, as Radnor Hills announce the move to 51 per cent recycled plastic. As school caterers start thinking about their back to school menu’s, Radnor Hill’s new Radnor Fizz bottles should be a key player when it comes to deciding what drinks ranges to stock. The move means that the popular 330ml bottles will be made out of 51 per cent recycled plastic called RPET, which has a lower carbon footprint than virgin PET. Radnor Fizz bottles each count as one a child’s recommended 5-a-day portions, and come in a variety of flavours that kids love, including apple, orange, sour cherry, tropical, peach and forest fruits. Whilst suppliers are working hard to try and make the RPET bottles as clear as possible, students and caterers will notice a slight difference in the colour of the bottle, but this will have no effect on the taste or quality of the product inside. Radnor Hills is also working where possible to create a closed loop system with its suppliers for all waste created on site. All waste streams that can be recycled from their production processes are recycled and by the end of 2018 they
will achieve zero to landfill on all waste. “We are very proud as a business to have taken this next step towards a more sustainable future and we hope this encourages more people to recycle their plastic bottles. The use of RPET saves raw materials, reduces waste and creates a better environment for us all,” explains William Watkins, managing director at Radnor Hills. The new RPET bottles will still be 100 per cent recyclable so that they can be remanufactured into a multitude of items. Bottles can be recycled to make T shirts, sweaters, fleece jackets, insulation, sleeping bags, carpeting and of course
Bottles now made out of
51% Recycled PET
plastic bottles. It takes 10 bottles to make a T-shirt and 63 bottles to make a sweater. Radnor Hills also offer a range of school compliant drinks in handy 125ml; 200ml and 250ml planet friendly tetra pak cartons which are made out of sustainable paperboard from FSC approved forests. For more information or to find out how to stock Radnor Hills 51 per cent RPET bottles please visit www.radnorhills.co.uk or email on firstname.lastname@example.org. FURTHER INFORMATION www.radnorhills.co.uk
Fully school compliant
No added sugar
One of your five a day
All natural colours & flavours
Refresh your school drinks sales! Request your free samples today, email email@example.com /radnorhills
T: 01547 530220 W: www.radnorhills.co.uk
puzzle where the children select magnetic pieces from a box and make the design up into a picture. To reinforce the message about energy, children will be encouraged to take part in some simple exercise, similar to circuit training, and to highlight the nutrition message, NSMW sponsors Kraft Heinz will speak on choosing the right food to help fuel the school day. The route is planned out (see www.thegreatschoollunch.co.uk) and will start in Wales and end in the West Midlands for LACA’s Autumn Seminar. Royal celebrations This year, there will be a one-off event to celebrate Prince Charles’ 70th birthday, which takes place during NSMW. To mark the occasion, former LACA Chair and cake maker extraordinaire Carrieanne Bishop, will be producing a cake fit for a (future) King. Carrieanne will collaborate with 2018 LACA SCOTY Regional winners, including the overall winner Michael Goulston, to make different elements of the cake and demonstrate that school caterers are skilled and knowledgeable individuals.
#cookeditmyselfie will return this year. Schools are encouraged to send photos of their food for a chance to win £500.00 prize of equipment or marketing support. National Roast Dinner Day will also be back, led by the Soil Association’s Food For Life initiative. Free to download resources are available. Host a School Chef will also return, with school cooks entering a professional kitchen. Last year, the Ritz Hotel London, Rick Stein’s Sandbanks Restaurant, and the Chester Grosvenor, hosted a school chef. National School Meals Week will conclude with a high profile event at the House of Commons on 20 November to keep school meals firmly on the political agenda. MPs will be able to sample the very best of school meals from a specially designed 25th anniversary menu. Food power Last year, Karen Robinson, a team member of NSMW, took the message of healthy school meals to the road, by running the equivalent of five marathons in five days, with meals provided by schools along the route.
LACA chair of events Neil Porter said: “The five Marathons in five days, ‘Powered by School Meals’ project was hugely ambitious and involved an incredible amount of organisation. NSMW team member Karen Robinson committed herself to running two half Marathons a day in all ten LACA regions in England and Wales across the week.” “It was tremendous to take NSMW on the road and fully engage with the LACA membership around the country and every region deserves terrific credit for the way they worked with the NSMW team to make each individual stage a great success in its own right. “To see hundreds of children, parents, teaching staff, catering staff and LACA regional committee members joining Karen for part of her journey was fantastic. The celebration of great school food to ‘Power’ Karen up for her next part of the route was equally rewarding, as it demonstrated to the best possible effect what our industry can do when it pulls together.” “In every region there were local dignitaries present, with mayors, councillors, MPs, and Welsh Assembly members in attendance (we even had GB athlete Jess Coulson running with Karen in the North West region) celebrating all that is great about today’s school meals.” “In addition, the Marathons showed how generous LACA members are by collectively donating £5,000 to the Chair’s chosen charity, the British Heart Foundation. LACA Chair Tim Blowers said that he was ‘truly humbled’.” L
As part of National School Meals Week, LACA will be hosting activities across the country, reinforcing the important messages about school food.
FURTHER INFORMATION www.thegreatschoollunch.co.uk
#cookeditmyselfie will return this year. Schools are encouraged to send photos of their food for a chance to win £500.00 prize of equipment or marketing support. National Roast Dinner Day will also be back, led by the Soil Association’s Food For Life initiative. Free to download resources are available to invite customers to the event. Host a School Chef will also return, with school cooks entering a professional kitchen. Last year, the Ritz Hotel London, Rick Stein’s Sandbanks Restaurant, and the Chester Grosvenor, hosted a school chef. National School Meals Week will conclude with a high profile event at the House of Commons on 20 November to will be producing a cake fit for a (future) King. Carrieanne will collaborate with 2018 LACA SCOTY Regional winners, including the overall winner Michael Goulston, to make different elements of the cake and demonstrate that school caterers are skilled and knowledgeable individuals.
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Smart procurement for the education sector – driving up buying power, driving down prices Mike Haslin, chief executive officer at TUCO, the University Caterers Organisation, discusses how to achieve value for money in these unpredictable times
Ultimately we want to offer market‑leading value for money. TUCO procurement services are available to all education sector caterers, and can be used to leverage buying position, ensuring members secure the best available pricing. With as much as 80 per cent of the hospitality sector but only five per cent of the education sector using an eProcurement system, the sector is fast catching up to the benefits of online procurement systems. It’s estimated benefits of up to 50 per cent can to be made in administration savings alone and a further 10 per cent through transparent product pricing. As catering procurement experts, TUCO is a wholly transparent, not for profit organisation. Delivering elevated levels of value for money it has a strong heritage in the higher and further education sector, but all public-sector catering operations including schools and local authorities can join and benefit from its procurement frameworks. Over the past few months, we have introduced several new and exciting procurement tools to support caterers cut costs and increase operational efficiencies. Already purchasing over £140million of goods and services for our members through 20 EU compliant frameworks agreements, we deliver in excess of £8million in savings per annum through our procurement services. TUCO aim to embed sustainable procurement within all aspects of their members’ businesses. We aim to play our part, not just in driving down prices but in delivering a true value for money, sustainable service.” The University Caterers Organisation focuses on four key categories; Share, Learn, Buy and Grow. Share For members to share best practice UK‑wide through working groups, regional meetings and networking events.
As an organisation we are committed to supporting and engaging with our members in all aspects of their business. Our annual event, the TUCO Winter Conference, coming up in December at Queen’s University, Belfast is the perfect opportunity to start engaging with TUCO and realising the opportunities it can bring to your business. Learn To boost skills, knowledge and development through our award-winning TUCO Academy where you can join a range of accredited courses and study tours. The TUCO Academy aspires to be the first-choice provider for learning and development. All courses, whether face to face or online, and all Development Days and Study Tours have been designed and created to meet specific demands from members, including business outcomes, and to recognise emerging trends in hospitality and catering. The courses span training and development needs from entry level to senior manager and director level in Universities and Colleges. New to 2018, the academy collaborated with London South Bank University (LSBU) School of Law and Social Sciences to deliver a master’s degree in Hospitality Leadership in Universities and the Public Sector. The unique post-graduate course has been a working process for approximately two years, with the first candidates starting in January 2019. More information can be found at: www.lsbu.ac.uk/courses/course-finder/ hospitality-leadership-ma where registrations are now open through UCAS. Buy To cut costs without compromising on quality, increase profit and improve sustainability through smarter procurement, buying through TUCO has many benefits (see box). Grow By using TUCO’s research and case studies, keep up-to-date with the latest industry trends and consumer preferences helping to build your business.
Benefits of TUCO procurement Spend analysis: TUCO can conduct a detailed evaluation of your institution’s food and beverage spend, identifying opportunities to create further value. Further competition: We can run mini‑competitions on our frameworks, asking approved suppliers to tender for your specific basket of goods; maximising additional cost savings. Product switching: TUCO can help your institution cut costs further by ensuring core list compliance. We can also help you find lower priced, comparable products to create added savings. Product rationalisation: Refining the number of lines you purchase can generate big cost savings. Let TUCO help you shrink your basket and see the benefit to your bottom line. Supplier rationalisation: Managing masses of suppliers is costly and laborious. We can prioritise your supply base – reducing numbers if necessary; improving engagement and cutting costs. At TUCO we recognise the importance and the power of intelligent insight. An example of this is our Global Food & Beverage Trends Report. In this report we seek to help caterers achieve financial advantage in the market place. Our report delivers an in-depth understanding of current and emerging market trends which are influencing Millennial and Gen Z consumers. Proactively responding to these trends can have a positive impact on bottom line. Through our TUCO Research platform benchmarking surveys, intelligence reports and case studies are available for everyone to view via our website (www.tuco.ac.uk). This insight is a powerful tool for caterers to gain market acumen and help catering operations take financial advantage. L FURTHER INFORMATION www.tuco.ac.uk / 0161 713 3420
extend our menu by offering a third choice, beyond the traditional meat and vegetarian options, whilst still ensuring that our menu was compliant with the School Food Plan nutritional guidelines. This was well received and we will shortly be launching our next new menu cycle which includes some dedicated Vegan options – a first for us, but we believe that increased choice and inclusion for minorities are crucial factors for consideration when designing menus. As every school caterer knows, it’s about finding the right balance between menu items that not only encourage our pupils to choose school meals, but to also to introduce new tastes and flavours for children to experience. Our intention is to have our new Autumn / Winter menu independently assessed by LACA (the Lead Association The for Caterers in Education) revamp e which will authenticate d servery our compliance with a r e within as national best practice o give a ur schools nutritional guidelines.
Since the collapse of Carillion back in January, life for the catering service arm of Oxfordshire County Council has been nothing if not busy! With just a two-week window in which to transfer some 150 staff back into the fold and to hit the ground running to ensure the children of Oxfordshire continued to receive healthy and nutritious meals in some 60 schools, this was no mean feat. The transition was almost seamless, thanks largely, to the amazing positive response we had from staff, schools and suppliers in working with us in what were, undoubtedly challenging times. All staff have now been transferred on to Oxfordshire County Council terms and conditions, which for most resulted in enhanced pay and benefits. We also increased the number of support workers in each area to ensure that sites are fully supported through sickness and absence. Again, this is important as we understand that the staff are an incredibly valuable asset and we are keen to retain their expertise and loyalty to enable us to continue to build a sustainable service provision. Once the move back in house was completed, it was important that we instil a sense of confidence, belonging and recognition of the commitment from the council that our aim was to improve on the service offer and increase meal numbers and that we were genuinely excited to have
Written by Gail Witchell, Oxfordshire County Council
Following the collapse of Carillion, Oxfordshire County Council brought the catering service for its 54 primary schools in-house and gave it a major rebrand to instil confidence in the service. The Council’s Gail Witchell, who lead the project, shares her experience
A vibrant catering service for Oxfordshire schools
w vibrant The future the service back i d e n to the tity The catering service, ‘in-house’. This was dining under Carillion had a key message we a r eas been awarded the Bronze needed to communicate Level Food for Life Award, to all our stakeholders, unfortunately this did not pupils, staff, schools and transfer with the service, so we are parents, as we did not want keen to pursue this in our own right. The to just lift and shift the operation. award is based around demonstrating that The catering service invested in a we are providing good healthy, nutritionally programme of revamping servery areas balanced, sustainable food in our schools within our schools to make a clean, new and we will be registering and working and vibrant identity to the dining areas. towards this during the autumn term. All schools signed up to the service were Other initiatives in the pipeline, include offered the opportunity to be included and a trial for an add on to our electronic we worked closely with Elygra Marketing kitchen management system, as we are on producing a suitable design. The team at keen to adopt a process to allow pupils Elygra did a fantastic job in pulling the design and parents to choose meal options in together and rolling out the programme in advance and to make payments on line. a short space of time, despite some schools We already have schools volunteered to requiring bespoke, made to measure options. participate in the trial and if successful, we The result is perfect and we feel we are are hoping to roll this out for the new year. well on the way to achieving our aim. All in all, we are pleased to have stabilised the service and whilst we understand that New menus the future will bring many further challenges, Our next area of focus was on our we continue to strive to provide the best menu offering. With no dedicated menu possible school meal service to the children development resource, we used our of Oxfordshire. L dedicated and experienced management teams’ combined knowledge of school meals to create a new, exciting menu to display FURTHER INFORMATION in our new menu boards. And, of course to www.oxfordshire.gov.uk serve our customers. We took the decision to Volume 23.8 | EDUCATION BUSINESS MAGAZINE
Administering Finance in Education qualification now available as online learning Last year 28 of Norfolk’s school finance administrators and business managers graduated with the new Administering Finance in Education Level 3 qualification specifically designed to develop high quality finance, business and accountancy skills within schools, academies and multi-academy trusts
Level 3 course The Level 3 course covers bookkeeping, costing, VAT, internal control systems, procurement, budgeting and preparing financial accounts. The same course and qualification is available now to all school finance and business managers across the country thanks to a distance learning programme providing online modules, dedicated tutor support, online assessments and feedback. The new qualification is the only operational finance course tailored to education in the country and has been developed by Educator Solutions, the Norfolk County Council trading enterprise that provides services to schools. Speaking about the new course, Educator Solutions training manager Matthew Adams said: “Finance professionals working in educational establishments today need to have stronger business, finance and accountancy skills than ever before in order to manage the pressure on achieving value for money and relating business performance to
the achievement of educational goals. Until now, there hadn’t been a specific qualification focused on developing these vital skills. So we are very proud to be the first and only organisation in the country to be supporting this important element of managing schools.” Catherine De Micco, administrative officer at Hingham Primary, one of the first students to complete the qualification said “The course was both interesting and enjoyable. I acquired valuable skills and was able to apply the new knowledge I’d gained immediately.” Vickie Newrick, head teacher at Hingham Primary said: “We are delighted that Catherine has successfully completed the Finance in Education qualification. As a school we understand the challenges faced by school administrators. They wear so many hats and have to be experts at so much. This qualification has enabled Catherine to focus on this vital area of her role and gain further expertise in finance. The governors and I know our school finance procedures are in excellent hands.” Alison Randall, who leads Educator Solutions’ Governance and Finance Team reinforced the need for a recognised and accredited route to encourage improvement in financial skills in schools. “Many administrative officers within schools don’t have a finance background,” she commented. “They often come from different areas within the school, and even those
The Level 3 Administering Finance in Education course covers bookkeeping, costing, VAT, internal control systems, procurement, budgeting and preparing financial accounts.
with office experience often don’t have knowledge of bookkeeping, accounting for VAT, setting budgets or preparing financial accounts. This course is the first focused on how to develop and use those skills in an educational establishment. It has the added advantage of potentially changing the professional lives of the delegates as well as helping them to have a positive impact on school improvement in their schools.” Matthew Adams continued: “Following the success of the classroom based Level 3 qualification, we’ve developed a structured eLearning programme delivered via our online Learning Hub.” Flexible accessibility Learners will now be able to access bitesized lessons on computers, tablets and smartphones to provide complete flexibility to learn at their own pace wherever they are based. Each lesson contains a mixture of interactive learning activities and supporting knowledge checks to assist learning. Every learner will get direct access to a team of professional tutors and an online community to support them along their learning journey. Level 4 Managing Finance Educator Solutions has also launched the first Level 4 Managing Finance in Education qualification aimed at those already working in a finance management or business management role within an educational establishment. The course builds on the Level 3 qualification with a focus on managing assets, cash and budgets, producing financial statements, managing procurement and projects and generating income. Currently available as a classroom-based course, the qualification will be available as a distance learning course from 2019. The Administering Finance in Education distance learning package, including access to online modules, dedicated tutor support, online assessments and feedback costs £1250. A Level 2 Award in Bookkeeping in Educational Establishments is also available as a distance learning package and costs £400. To find out more about the Finance in Education qualifications visit www.educatorsolutions.org.uk/finqual or contact our professional development team at: firstname.lastname@example.org or on 01603 222543 for an informal discussion about which qualification is right for you. L FURTHER INFORMATION www.educatorsolutions.org.uk/finqual
Artificial turf for a wealth of sports facilities
Helping teachers prepare for retirement financially
Founded in 2000, the UK division of TigerTurf, designs and manufactures artificial turf for sport and landscape applications, and is a major supplier to the European, African and Middle Eastern markets. Thanks to an unrivalled investment in product development, TigerTurf utilises innovative manufacturing processes to develop a comprehensive range of artificial turf which meets a variety of sports and leisure performance standards. TigerTurf selects the most advanced yarns from parent company TenCate – market leader in yarn extrusion – to create a full range of artificial turf for a wealth of sports and education facilities. TigerTurf products are suitable for a range of sports including football, hockey, rugby and
The one day seminar by the Teachers’ Retirement Agency is an ideal way to help teachers prepare for their retirement, both emotionally and financially. It contains the latest information on pension regulation changes and advice. It is never too soon to make sure that the right steps are being taken, as the wrong ones can have serious financial consequences. This is particularly important for higher earning staff as they could be seriously affected by the government’s “back door”raid on pension funds. The course is not just for those who are about to retire soon. Many of the steps suggested could take five to ten years to ensure an individual’s pension fund will be sufficient to meet their retirement needs in the most tax efficient way. Some of the issues addressed
tennis therefore supporting a wide range of curricular and extra-curricular activities. To support its expansive product range, TigerTurf has a network of highly-skilled construction and design partners. TigerTurf is a FIFA licensed supplier and maintains close affiliations with the FA, World Rugby, RFU, RFL, GAA, and ITF, whilst also having relevant products approved by FIH through the Preferred Supplier status of parent company, TenCate.
FURTHER INFORMATION www.tigerturf.com
in the seminar include: paid work after retirement; money management and budgeting; changing status and relationships; health; annual allowance and lifetime allowance; early retirement and maximising state pensions. Carolyn Barker, headteacher at Barbara Priestman Academy, said: “The seminar was a really helpful day, I didn’t know how much I didn’t know.”
FURTHER INFORMATION www.teachersretirement agency.co.uk
Learning outside the classroom through a school trip to Africa
A life-changing experience at Calvert Trust Exmoor
Learning outside the classroom is a widely discussed topic, and there is no doubt that it can bring huge benefits, but how do you choose the right experience for your students? African Adventures strongly believes that real learning happens when students are taken out of their comfort zones and challenged to achieve in situations that they wouldn’t normally encounter. African Adventures’ trips, focused on volunteer work at community schools in developing areas of Ghana, Kenya and Zanzibar, provide students with the opportunity to realise their abilities through adventures that are testing, enriching and eye-opening in equal measure. Through the volunteer roles of teaching, building work and sports coaching, students learn not only about themselves
and what they are capable of, but also about what they have to offer others, and how their contribution can make a difference to people’s lives. The trips by African Adventures are proven to have clear benefits for both the 20,000 children attending the schools the company supports and the volunteers who travel; incredible learning and cultural exchange takes place, and lives are enriched as a result.
FURTHER INFORMATION Find out more by calling 02381 780957 or visiting www.african-adventures. co.uk/school-expeditions
Calvert Trust Exmoor provides accessible activity breaks for people with physical, learning, behavioural and sensory disabilities, together with their friends, classmates, teachers and carers. Located in an area of outstanding natural beauty on the edge of Exmoor National Park, a short distance from the North Devon Coast, a beautiful Victorian farm conversion is at the heart of this awardwinning accessible centre. Structured programmes of adventurous activities are developed to suit your needs and delivered by a highly experienced and qualified team of instructors. Calvert Trust Exmoor has exclusive use of the reservoir for sailing and canoeing, and easy access to the forest activity trails. With all activities based on one site, more of your time can be spent enjoying what the centre
Products & Services
has to offer. In the evening you can relax in the swimming pool, Jacuzzi or sensory room, enjoy beautiful views from the Acland Room veranda, or participate in the evening entertainments, all at no extra cost. Whatever your age or ability, a visit to Calvert Trust Exmoor will provide a life changing experience; building selfconfidence, developing new skills, making friends and having fun. For many students the positive effects are both immediate and long lasting.
FURTHER INFORMATION www.calvert-trust.org.uk/ exmoor
Volume 23.8 | EDUCATION BUSINESS MAGAZINE
DESIGN & BUILD
Inclusive education is more than addressing disability
Creating a safe schools environment for everyone
School buildings need to be equipped to address more than disability to be inclusive, advises the UK’s leading provider of accessible toileting solutions Closomat. The advice comes as new figures reveal the country’s changing social make-up; one in 12 pupils are officially classed as Muslim, prompting consideration to be given to the faith’s toileting etiquette (Qadaa’ al-Haajah and istinja) where washing with water is required. A tenth of pupils have a continence issue and the number of disabled children has increased by more than 60 per cent in 25 years. What’s more, some 60 per cent of statemented children are in mainstream schooling and almost 10 per cent of FE students have a disability. The simple solution is the installation of a shower (wash and dry) toilet in place of a
Displaying the appropriate health and safety signage is a key element in creating a safe workplace for teachers, other staff members, pupils and visitors to a school or college. The Sign Shed, a leading UK manufacturer of British-made signs, provides an extensive range including access, first aid, fire safety, parking and playground, as well as general warning, prohibition and mandatory signage. Providing clearly-visible safety information to highlight dangers helps manage the risks and meet a school’s legal requirements. Signs can help prevent slips, trips and falls, alert to dangers from hot or harmful substances, or accidents from manual handling for example. The Sign Shed has a range of materials and sizes to suit all needs and budgets, whether you need off the shelf or custom
conventional WC, such as the brand leader, the Closomat Palma Vita. Looking like, and capable of being used as a conventional toilet, the version has integrated douching and drying. It ensures the user is effectively and consistently cleaned after toileting. It ensures compliance with Islamic toilet considerations and also helps address accessibility needs. It ensures children with continence problems, or who have had a toilet accident, are enabled to be thoroughly clean after an incident.
FURTHER INFORMATION www.clos-o-mat.com
signs. The firm provides a fast turnaround, even for customised options and next day delivery is available. Its“Pay by Invoice” option gives you up to 30 days credit as standard. The Sign Shed supplies to schools, local authorities, NHS Trusts, individuals and businesses throughout the UK, including the HSE itself. It’s rated Excellent (9.8/10) by Trustpilot and guarantees you great products at decent prices, together with excellent, personal customer service when you need it. FURTHER INFORMATION Tel: 01977 681127 www.thesignshed.co.uk
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A LOT HAS CHANGED
How long has it been since you updated your minibus management, training and policies? 70% of schools* surveyed did not understand their obligations under a Section 19 Permit *survey completed in 2018 by Castle Minibus of 300 UK schools
MINIBUS COMPLIANCE COURSE (MCC) Developed in consultation with the ISBA and a former senior trafﬁc commissioner the course is delivered by Castle Driver Training’s highly experienced ADI instructors. The UK’s only school minibus compliance course covers; ‘The law in this area is complex and not always easily understood by schools and their teaching staff with severe penalties for non-compliance – as well as the risk to the safety of your pupils. It is therefore vital that your school gets it right’ Beverley Bell, Former Senior Trafﬁc Commissioner for Great Britain
Licencing and permits Driver responsibilities Vehicle safety Journey planning Onsite assessment
‘This is a must-attend course that, when properly implemented in a school, will produce a ‘safety system’ which will be auditable and fully compliant’ John Murphie, Chief Operating Ofﬁcer. ISBA
For more information, dates and venues across the UK visit www.castleminibus.co.uk or call 01869 253744
ISS CREATES HAPPY, HEALTHY
ENVIRONMENTS Whether you’re looking for delicious, nutritious lunches or need assistance with your cleaning services – we can help!
We can support you through taking away some of the stresses and hassles of the typical school day. ISS helps teachers to teach and pupils to reach their full potential.
We can provide one or more service solutions, depending on what you’re after.
We partner with schools and MATs to offer great value solutions and packages
Our team of skilled chefs create enjoyable dining experiences
We provide hygienic and bright spaces for pupils to thrive in
Our added value We can provide one orprogrammes more service can support pupil solutions, depending development and include on what you’re after. career skills days, cookery classes, gardening clubs and more!
If you would like to learn more about how ISS can support your school community, please get in touch. isseducation.commercial@ uk.issworld.com 0845 057 6300
FACILITY MANAGEMENT | CLEANING | SUPPORT | TECHNICAL | CATERING | SECURITY | uk.issworld.com