Education Business 24.4

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ISSUE 24.4

Business Information for Education Decision Makers CATERING

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EB AWARDS

EB AWARD WINNERS REVEALED The hard work and dedication of school leaders, teachers and support staff were recognised at the 2019 Education Business Awards

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Comment

www.educationbusinessuk.net

A member of

ISSUE 24.4

Business Information for Education Decision Makers CATERING

CYBER SECURITY

SPORT

EB AWARDS

EB AWARD WINNERS REVEALED The hard work and dedication of school leaders, teachers and support staff were recognised at the 2019 Education Business Awards

PLUS: BEHAVIOUR MANAGEMENT | IT & COMPUTING | PLAY | AIR QUALITY | FINANCE

Applause for the EB Award winners With the responsibility of shaping lives and futures, the education sector is faced with constant scrutiny. Sadly, it is often the bad news that makes headlines. But despite budget cuts and other pressures, it is great to see the amount of inspirational teachers, heads and support staff that get on with the job because of their commitment to their pupils.

With this in mind, it was a pleasure to attend the 2019 Education Business Awards, which once again saw education establishments across the country recognised for their success, hard work and commitment.

The awards emit such positivity because they celebrate the success of schools and individuals and share their stories with the wider world. Find out which schools picked up an award on page 15.

Follow and interact with us on Twitter: @EducationBizz

Well done to all winning and commended schools, and I look forward to seeing your efforts recognised at next year’s event.

Angela Pisanu, editor

P ONLINE P IN PRINT P MOBILE P FACE-TO-FACE If you would like to receive 6 issues of Education Business magazine for £250 a year, please contact Public Sector Information Limited, 226 High Road, Loughton, Essex IG10 1ET. Tel: 020 8532 0055, Fax: 020 8532 0066, or visit the Education Business website at: Business Information for Education Decision Makers

www.educationbusinessuk.net PUBLISHED BY PUBLIC SECTOR INFORMATION LIMITED

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Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Contents

Contents Education Business 24.4 15

07 News

Guidance for academies on setting executive pay; Teacher recruitment hitting disadvantaged schools hardest; Welsh school uniforms to becomes more gender neutral; New framework launched for schools to buy ICT; Healthy schools rating scheme launched

15 EB Awards

Sponsored by

The hard work and dedication of school leaders, teachers, department heads and support staff have been recognised at the 2019 Education Business Awards, which were held on 4 July

23 Finance

An updated handbook to help improve the financial management and governance of academy schools has been issued by the EFSA, with guidance on compliance, risk, pay and whistleblowing

27 Procurement 33 35

Crescent Purchasing Consortium explains the fixed price cost model of procurement consultancies, its advantages and disadvantages, and the questions to ask prospective consultants

29 Behaviour management

The new Ofsted framework comes into force in September 2019 and with it comes a separate judgement for behaviour and attitudes. To help schools get to grips with the new guidance, Imogen Rowley from The Key offers some high impact approaches to managing behaviour

33 Air quality

From ‘walking buses’ to road closures, many schools took action to reduce their contribution to air pollution on Clean Air Day

35 Design & build:

46 Play

With public parks and green spaces in decline, together with the rise in children’s screen time, providing a place to play during the school day has become increasingly important

51 Sport

Schools across the UK used National School Sport Week to send a message about the importance of physical activity at a time when young people’s wellbeing and activity levels are in decline

57 Catering

With the Department for Education currently reviewing its School Food Standards, the Soil Association is calling for a compulsory meat-free day with meals based around beans and pulses

61 IT & computing

Our education system needs to be the first port of call when assessing how to plug the digital skills gap, believes Sheila Flavell, Chair of the Institute of Coding’s industry advisory board

65 Data & cyber security

Schools gather, store and analyse surprisingly large amounts of private data, which is a hot commodity for hackers. Dr. Kelly J. Calhoun Williams, VP Analyst at Gartner, discusses how to strengthen cybersecurity in primary and secondary schools

69 Asbestos

School caretakers, facilities managers and tradespeople are amongst a long list of people that should, for their own safety and others, complete the relevant asbestos training. The UK Asbestos Training Association (UKATA) explains why

51

Sponsored by

The UK has passed into law a target to cut greenhouse gas emissions to net zero by 2050.

So is it possible to have a net zero carbon school building? The UK Green Building Council has developed a framework for achieving this during both construction and operation

40 46

40 Classroom environments

Classrooms have moved away from being regimented and authoritative spaces towards being more open learning environments that allow for movement and flexibility. BESA’s Mark Rosser examines the elements that make up a good classroom for effective teaching and learning

42 Cleaning

Many schools have opened up about how they have to take on additional roles such as cleaning as the budgets to pay for such services has decreased. Education Business investigates the issue

Education Business magazine

61

www.educationbusinessuk.net Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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News

FINANCE

Guidance for academies on setting executive pay

The ESFA has published new guidance to support academy trusts in making decisions about executive pay.

The guidance sets out key factors that should be used by academy trust boards when setting or reviewing executive salaries, so they are set at fair, reasonable and justified levels.

The guidance for setting executive pay enables boards to be confident and accountable for the decisions made on their executive salaries.

Lord Agnew, Parliamentary Under-Secretary of State for the School System said: “Over the past 18 months, we have cracked down on excessive executive pay. However, our focus is not only on challenging trusts where we identify disproportionately high salaries, but in providing support to trusts to enable them to make robust, evidence-based decisions about pay.”

“We expect trusts to make the most of this guidance to ensure that their salary levels are publicly justifiable and provide the best value for money for their institution.”

Eileen Milner, ESFA chief executive said: “We continue to keep a watchful eye on ensuring that excessive executive pay is challenged.

“It is crucial that executive salaries are set at a fair and justified level so that public funding is invested wisely on children’s education.

“Our guidance will help support academies in their decisions on how much executive pay should be set, so that salaries can be set confidently at a reasonable limit.”

READ MORE tinyurl.com/y5wtasnq

RECRUITMENT

AIR QUALITY

Teacher recruitment hitting disadvantaged schools hardest

Car free school streets piloted in Birmingham

New research for the Sutton Trust has found that 85 per cent of teachers in the most deprived state schools think that recruitment issues were affecting the quality of education provided by their school, compared to 55 per cent of teachers in independent secondary schools, and 76 per cent in the most affluent state schools.

Additionally, 58 per cent of teachers in disadvantaged schools said they were uncertain about their school’s ability to find suitable teachers, compared to 35 per cent of teachers in state secondary schools with the lowest number of disadvantaged pupils and just 11 per cent in the independent sector.

Unfortunately, as a result of this, 29 per cent of teachers in the most disadvantaged schools expect to appoint teachers who aren’t well matched to the vacancies they have, while a further 25 per cent said they anticipated serious recruitment difficulties or were certain

they will end up having to use teachers who are not suitably qualified, or supply teachers.

The research also looked at the incentives that would lead teachers to seriously consider applying to teach at disadvantaged schools. While one in five teachers said that nothing would persuade them to apply for a job at a lowperforming local school, 54 per cent said they would if they could see a clearly enforced and effective behaviour policy.

A further 49 per cent also said they would be attracted by a substantial promotion – likely to cost the school around £5,000. A similar proportion (48 per cent) said they would be persuaded by a guaranteed reduction in teaching timetable of around 25 per cent – for a classroom teacher this is likely to cost around £10,000.

READ MORE tinyurl.com/yyg2ms9b

A scheme that closes roads around schools for up to an hour at the start and end of the school day is being piloted in Birmingham from this September.

The Car Free School Streets initiative aims to reduce traffic congestion and improve air quality at the school gates, making it easier and safer for children to get to and from school. The Birmingham pilot will initially be introduced at six schools, with plans to roll this out to more schools across the city in the future.

The council will monitor and assess the impact of Car Free School Streets before deciding whether this should be made permanent, as well as identifying opportunities to expand the scheme to other suitable locations in 2020.

Waseem Zaffar, cabinet member for Transport and Environment at Birmingham City Council, said: “School Streets are places where

we should put children and families first, by encouraging walking, scooting and cycling, and keeping people safe and healthy. Introducing Car Free School Streets will support a move towards more sustainable modes of travel and help improve air quality across the city.

“Air pollution affects everyone in Birmingham, but especially children. Transport is responsible for around 80 per cent of pollutants such as nitrogen oxides and the school gate is a location where we are particularly exposed to this. These closures will really benefit local communities, improving people’s health and the environment. This is a pilot scheme but ultimately I want every school in the city to be a clean air safe haven for our children.”

READ MORE tinyurl.com/y4aenutb

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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News

UNIFORMS

Welsh school uniforms to becomes more gender neutral New statutory guidelines are urging schools in Wales to adopt uniforms which are more affordable, accessible and gender neutral.

Previous 2011 guidance from the Welsh Government was non-statutory, meaning schools were not legally required to have regard to it, but this will change from September. This includes considering ways of keeping down the costs of uniforms, stipulating basic items and colours, whether school logos are strictly necessary and if they should apply to just one item of uniform or provided free of charge.

From September, a school’s uniform policy is also be expected to be genderneutral. This means that when a list of clothing items would be published

by the school, the items would not be assigned to a specific gender.

Kirsty Williams, Minister for Education, said: “Families will know how expensive new uniforms can be. This guidance puts a statutory responsibility on schools to consider the affordability, access and availability when setting their school uniform and appearance policy.

“Along with Pupil Development Grant access, this guidance will help reduce the burden on families so our children can focus on fulfilling their potential and enjoying a healthy academic and social life. We should not be enforcing outdated ideas of what clothes are suitable for their gender, especially if it makes them

WELLBEING

PROCUREMENT

Healthy schools rating scheme launched

New framework launched for schools to buy ICT

The healthy schools rating scheme has been published, two years after it was supposed to be up and running.

Originally proposed as part of the government’s child obesity action plan in 2016, it is a voluntary scheme for schools that recognises and encourages their contribution to supporting pupils’ health and wellbeing.

Schools will be able to determine how well they are promoting healthy eating and physical activity by completing a selfassessment and receiving a rating based on their answers.

They will receive an award for their performance, and information on how they might improve their healthy living policies.

Schools can use the award to show parents how they have performed.

The guidance says: “Where relevant, Ofsted inspectors may wish to consider the scheme as evidence when reaching the judgement on personal development.”

READ MORE tinyurl.com/y43fgm2r

The Government has launched a new framework to help education bodies to procure ICT goods and services.

The Education Technology framework, designed by Crown Commercial Service (CCS) in collaboration with the Department for Education, helps schools, colleges and universities to buy ICT equipment and services including hardware, audio-visual equipment and broadband fibre infrastructure.

Customers will also be able to use the agreement to fully kit out new facilities as well as refresh existing kit.

Niall Quinn, Director of Crown Commercial Service’s Technology Pillar, said: “Guided by the feedback we have gathered by

wear something they feel uncomfortable wearing. This new guidance makes clear that school uniform policies should not dictate items of clothing based on gender.”

READ MORE tinyurl.com/yxmg78em

engaging with schools and the Department for Education, we are proud to offer a practical solution for schools to be able to procure all of their technology needs through one single agreement.”

40 suppliers have been awarded places on the agreement, and 78 per cent of them are small and medium-sized enterprises (SME).

21 suppliers were named on Lot 1 of the agreement in June.

The deal runs for three years with the potential for a further 12 month extension.

READ MORE tinyurl.com/yys73xb7

WELLBEING

Workshops to prepare students for independent living Education Secretary Damian Hinds has announced that new workshops will be available from September to support schools and colleges teach young people about living independently.

Schools, colleges and sixth forms can run the optional Leapskills sessions from September, using specialist resources developed by student accommodation provider Unite, covering: independent living; managing personal finances; developing and maintaining relationships; and how and where to access support.

1,000 students have already benefited from the Leapskills workshops through a 18-month trial, with feedback highlighting that 96 per cent of students were engaged during the session and 91 per cent of teachers would recommend it to a colleague.

Hinds said: “For young people leaving school, starting the next chapter of their life should be a positive life-changing

experience – but we know that many people struggle with the pressures of moving away from home and living independently for the first time. A huge part of education is preparing young people for adult life and it is right that we teach them what to expect for life after school, whether that’s at university, work or an apprenticeship.

“Whilst the majority of that focus is on the knowledge and skills needed to get qualifications, it is also important that we teach our young people the life skills they need like managing finances and understanding healthy relationships, as well as helping them to build character and resilience to be equipped to cope with the everyday challenges in life.”

READ MORE tinyurl.com/y3ra7cjb

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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News

LANGUAGE

More rigorous language exams discouraging take up

Tougher exams are discouraging pupils in England from learning languages, according to a new British Council survey.

71 per cent at state secondary schools and 64 per cent at independent schools told the Language Trends Survey 2019 they were concerned about the content of language exams, a year on from the government’s introduction of new and more rigorous GCSEs and A-levels.

This adds to the long-term problem of the perception of languages as a difficult subject – one of the reasons for the ongoing decline in exam entry numbers. Since 2014 there has been a 19 per cent reduction in the number of

entries for GCSE languages, with both French and German seeing a decline of 30 per cent, although Spanish has remained more stable with just a two per cent decline over the same period. At A-level, all three languages saw a decline in entries between 2017 and 2018, with German down 16 per cent, French seven per cent, and Spanish three per cent.

The most disadvantaged pupils continue to be far less likely than their peers to study languages at GCSE. Revisions to the syllabus in the past three years have had a disproportionate impact on lower attaining pupils, with 84 per cent of state schools (70 per cent of independent schools) saying these pupils are now less likely to take a language than three years ago. Those with special education needs or disabilities are also affected.

At schools where less than 25 per cent of pupils takes a language GCSE, there are statistically higher levels of Pupil Premium, higher levels of pupils receiving Free School Meals, and lower Attainment 8 scores (the average of all a pupil’s scores across eight subjects).

Two in five teachers say Brexit implications pose a major challenge to providing high‑quality language teaching. Twenty

five per cent of teachers at state secondary schools and 15 per cent at independent schools reported a negative impact on pupils’ motivation to learn a European language or languages in general, whilst a further third of teachers (36 per cent at state schools and 30 per cent at independent schools) reported that pupils had mixed attitudes towards languages as a result of Brexit.

Teachers also noted an impact on parental attitudes, with some parents actively discouraging their children from learning languages.

The majority of secondary schools depend on EU citizens to help staff their language departments, the report found. As a result of declining language uptake in recent years, home-grown language teachers are in short supply and two thirds of state schools (67 per cent) and 79 per cent of independent schools employ one or more staff who are EU citizens. Around one quarter (24 per cent) of independent schools and one third (34 per cent) of state schools report difficulties recruiting language staff.

READ MORE tinyurl.com/yxjz2ay7

MENTAL HEALTH

LEADERSHIP

School wellbeing advisory group meets for the first time

Expert group set up to review Headteacher Standards

The recently formed mental health and wellbeing advisory group has met for the first time.

It is made up of representatives from mental health and wellbeing organisations as well as schools and colleges.

During the meeting the CEO of the charity Mind, Paul Farmer, underlined the importance of placing teachers’ wellbeing at the heart of schools’ and colleges’ decision-making – setting out that teachers and school staff must be listened to in order bring about “real change” to staffroom culture Schools Minister Nick Gibb, Apprenticeships and Skills Minister Anne Milton and representatives from a wide range of organisations attended the first meeting to discuss the mental health and wellbeing of school and college staff.

The Education Secretary announced the creation of the mental health and wellbeing advisory group at

A group of education experts have been established to lead a review into updating the Headteacher Standards, which underpin best practice for heads and school leaders in recruitment, appraisal and training.

The advisory group will be led

by Malcolm Trobe, an education specialist and former General Secretary of the Association of School and College Leaders.

The group will aim to ensure the standards are of more practical use for heads and school leaders, encouraging them to be adopted more widely in the sector. This will include addressing how they relate to the variety of leadership roles in the school system.

Minister for School Standards Nick Gibb said: “The advisory group is made up of a wide range of talented and knowledgeable experts who have unrivalled experience in the world of school leadership.

The group will play an essential role in helping us to ensure the support heads and school

the Association of School and College Leaders (ASCL) annual conference in Birmingham as part of a strategy to recruit and retain more schoolteachers.

The strategy included an ambition to transform the day-to-day experiences of teachers, and laid out plans to create a positive, supportive culture in schools.

Paul Farmer, CEO of Mind, said: “Only by ensuring teachers are well supported can we expect them to thrive and deliver the best outcomes for everyone – pupils, parents and the colleagues they work alongside.

“This is an important issue that needs significant attention from government. In order to bring about real change, the views and opinions of teachers and school staff need to be listened to.”

READ MORE tinyurl.com/y6pyfhdc

leaders receive is consistent, and of the highest quality.”

The latest version of the Headteacher Standards was published in January 2015 and included a commitment to review the standards after five years.

The review will seek to establish that the standards continue to effectively serve the education sector in England. This will include ensuring they reflect how the sector has evolved since the last review, alongside how the standards can be best embedded in the sector.

READ MORE tinyurl.com/y6qz6qcr

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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News

EQUALITY

Measures to tackle gender inequality from school age Minister for Women & Equalities, Penny Mordaunt, has set out her vision for gender equality in the UK with the publication of ‘Gender equality at all stages: A roadmap for change’.

It looks at why, despite generally doing better in education, women are more than three times more likely to work part time - with less chance of seeing their wages grow, tend to work in lower paid industries and jobs, and have lower private pensions wealth.

The government will pilot different approaches to education about gender roles, spending £2 million so children will learn about different careers at primary school age. It will also invest in programmes to increase participation in STEM subjects.

Penny Mordaunt said: “Inequality is faced at every stage of a woman’s life – from how she is treated in the classroom, to the caring roles she often takes on, and the lack of savings or pension she accumulates.

This road map is intended to define and guide how we tackle the barriers women

face as they journey through life.” The roadmap sets out plans to financially empower women from school to retirement.

READ MORE tinyurl.com/yyn3ty5r

MENTAL HEALTH

QUALIFICATIONS

Half of young people do not feel confident getting mental health help at school

Level 4 and 5 qualifications to be reviewed and renamed

Three in five young people have experienced a mental health problem or are close to someone who has, according to research from Mind that shows the sheer scale of the pressures faced by young people.

The survey shows that almost two in five (38 per cent) of all pupils said they wouldn’t know where to go to access support within school.

Half (52 per cent) said they wouldn’t feel confident approaching teachers or other school staff if they needed help.

Around one in five young people (21 per cent) had accessed support for their mental health within school. Of these, almost one in two (43 per cent) said they didn’t find the support helpful and two in three (63 per cent) said they weren’t involved in decisions made about that support.

Three in five young people (59 per cent) have either experienced a mental health problem themselves, or are close to someone who has.

The survey shows that one in seven (14 per cent) young people say their mental health is currently poor or very poor and outlines the breadth of the challenges they face.

In terms of receiving help outside the school gates, less than one in three pupils (28 per cent) who had experienced a mental health

Level 4 and 5 qualifications, such as CertHE, DipHE and foundation degrees – will be renamed as Higher Technical Qualifications and quality approved, to get more students to study them.

Despite research showing Higher Technical Qualifications can lead to better wages and provide the skills in demand in the future job market, only around 1 in 10 adults in England hold them - one of the lowest rates in the OECD. Of the 4,000 qualifications offered, research shows that over 40 per cent of these only have five students or even fewer on them.

Recent research has also revealed that students who gain these qualifications in Science, Technology, Engineering and Mathematics (STEM) subjects can earn up to £5,000 more a year than people with degrees from many universities.

The government will review Level 4 and 5 Qualifications – ensuring they are of a high‑quality and lead to well-paid jobs. There are also proposals to award a new quality mark for all approved Higher Technical Qualifications so students and employers can be confident courses provide the skills they need.

The government also wants to ensure that approved Higher Technical Qualifications are only available with access to student finance at high-quality further and higher education providers - so that students know the qualifications they get from these institutions are prestigious and highly valued by employers.

There will also be a new public campaign working alongside employers and careers advisers to showcase the benefits and the wide range of career opportunities that studying a Higher Technical Qualification can open up.

problem had used mental health services.

This means a huge gap in the numbers of young people needing help and those actually accessing support from the NHS. Louise Clarkson, Head of Children and Young People at Mind, said: “It’s not schools at fault – we know they are under increasing pressure to provide wellbeing support for pupils at a time of rising demand and gaps in NHS mental health services. We know that many are doing the best job they can with limited resources and staff need the right expertise and support from other parts of the system. The Prime Minister’s recent announcement about training for teachers is welcome but it’s only one part of the picture – school staff need to know that if they are starting conversations about mental health with a young person, there are services in place to refer them onto.

“It’s time for a fresh approach to supporting young people and equipping them to look after their mental health.”

The data comes from a survey of over 12,000 young people aged between 11 and 19.

READ MORE tinyurl.com/y4s563jo

READ MORE tinyurl.com/y6s3o8kw

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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The winners of the 2019 Education Business Awards

determination to improve pupils’ outcomes led it to be rated ‘Outstanding’ in all five areas. Leaders at the school are said to be ‘uncompromising in their determination to continually improve pupils’ outcomes.’

In the independent school sector, the Outstanding Progress Award, sponsored by PFU - A Fujitsu Company, went to Dunottar School in Surrey.

Since facing closure in 2014, pupil numbers have tripled in just four years at this year’s winner, which has a clear vision to bring learning alive for its broad range of pupils.

The hard work and dedication of school leaders, teachers, Partnership and community department heads and support staff have been recognised at The Academy Partnership Award, sponsored

by Evac + Chair, was presented to Castledon the 2019 Education Business Awards, which were held on 4 July College in Essex for its work to improve the understanding of the needs of SEN students.

The 2019 Education Business Awards, In 2013, Pleckgate was judged ‘Inadequate’ The college has built links with numerous sponsored by Schools Advisory Service,

by Ofsted. After converting to Academy employers to develop work placements for recognised outstanding achievements in status and winning an Educational Outcomes learners with SEND. Leaders’ ambitions to the UK education sector, including the Award in 2017, the school has been hailed raise awareness of inclusion and special hard work and dedication of teachers, as a ‘Beacon of Success’ by the DoE. Maths needs are gradually being realised through department heads, business managers GCSE results put Pleckgate’s high achievers the exciting work pupils do within the and support staff that are instrumental in in the top one per cent in the country under community.The school’s family and inclusion contributing to the success of the school. the new Progress 8 measures. The school team works determinedly with the community This year, 24 categories focused on was rated Outstanding in its latest inspection organisations and employers to ensure that academic progress, facilities, best practice, report published in January this year. professionals and parents gain a better specialisms and innovation. Television and The Outstanding Progress award in the understanding of the needs of the students. radio presenter Angellica Bell presented primary school category, sponsored

The academy also supports two the awards, and opened the ceremony with

by Fun and Active Playgrounds, autism hubs in mainstream schools a heartwarming story about the teachers was presented to Outwood locally, and operates Poppy’s, Angellic that have made an impact on her life.

Primary Academy Ledger a cafe set up and run by the Bell pre a Lane in Wakefield. students for the people Outstanding progress Prior to conversion in within the community. the aw sented Pleckgate High School in Blackburn 2012, two consecutive Students involved all opened ards and scooped the award for Outstanding Ofsted inspections have a specific role, t h e cer with a Progress in the secondary school catergory, had rated the winning whether to meet and story ab emony sponsored by Schools Advisory Service. school as ‘Requires greet, serve customers, out the teacher s that h Improvement’. prepare food or be in av made a Since then, an charge of finance. n impa e uncompromising The Community Award ct on her meanwhile was presented life to Gilbrook Primary School in Wirral for its focus on the problems faced by parents, E

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

EB Awards 2019

Sponsored by

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EB Awards 2019

 and its links with a range of professionals and community organisations to help to improve outcomes for families.

The space to play A new award category this year, the Play Space Award, sponsored by Community Playthings, recognises the outdoor playground environment and spaces in nurseries or primary schools where innovative equipment creates opportunities for learning.

Putney High School GDST in London picked up the award for its environmentally-friendly, ‘natural’ space where pupils can take risks and challenge themselves.

The space features trapeze handles, acrobatic bars, scramble beams, clamber nets, a raised tree-house den and tipi platform for creative role play. The science garden provides a natural environment for socialising, reflection and relaxation and supports a commitment to outdoor learning and protecting the environment.

Awarding exceptional school trips, the Educational Visits Award, sponsored

by Westminster Abbey, was given to Ernesettle Community School in Devon.

Operating in an area of high deprivation, the school has a vision to enable every young person to experience the world beyond the classroom as an essential part of their personal development.

Fully-subsidised trips, visits and visitors add to its rich educational offer. The funding that is allocated by the Governing Board aims to ensure the curriculum is as broad and inspiring as possible. Staff are given the incentive to negotiate with providers, as whatever funds are left at the end of the year can be used for ‘extra’ educational activities and opportunities.

Links between local businesses (including Kawasaki and EDF), faith centres and educational centres have been established, bringing further learning opportunities.

IT and educational technology St Swithun Wells’ Catholic Primary School in Middlesex was the winner of the ICT Innovation Award, sponsored

by PFU - A Fujitsu Company.

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A set of Lego Mindstorms robots are used to learn about programming and robotics.

The school has been involved in many national and international competitions including the Bebras Challenge, a competition sponsored by Google and the University of Oxford that involves solving problems using computational thinking skills in a fun and engaging way.

Putney High School GDST picked up the Play Space Award

Pupils at the school have demonstrated superb coding progress by designing and sharing more than 2,900 apps last year. Coding accounts for half of the computing programme of study and the school is proud to be placed in the top three coding schools nationally.

Talented pupils use their ICT skills to create imaginative computer games, using different programming languages and featuring characters including dinosaurs, princesses and even The Queen. The school has been recognised as a UK Coding Champion by Discovery Education, which provides digital and coding resources to primary schools. It has received a gold award in recognition of its achievements, along with a Makey Makey coding kit – an electronic invention tool which connects everyday objects to the internet.

The ICT Facility Award, sponsored

by Exa Education, was presented to Minehead Middle School in Somerset.

All teachers at Minehead have an iPad that can be connected to interactive whiteboards to develop skills and understanding. There are three ICT suites, one of which was refurbished with new computers in September 2018.

Buildings and facilities Hallbrook Primary School in Leicestershire scooped the Excellence in Health and Safety Award. Induction materials and staff training combine to make the winning school among the most health and safety compliant in the UK. The Parking Management & Travel Planning Award, sponsored by British Parking Association, was awarded to the University of Sussex for its new car park which offers 400 new spaces and was combined with a redesign to entrance buildings and the installation of new footpaths.

The School Building Award showcases what is judged to be the most technically advanced building constructed for the purpose of teaching present and future pupils. The award, which was sponsored by Thomas Sinden, was picked up by Bishop Chavasse Church of England Primary School in Kent.

Officially opened in April this year, the calm and spacious environment provides great opportunities for learning both inside and outside. The new library forms an integral part of the school, which features inspiring book areas in every classroom and breakout reading spaces. Comments from pupils and parent have been extremely positive.

Schools have a duty of care to keep pupils, staff and visitors safe. The School Security Award, sponsored by SECOM Security Systems went to Hope View Independent School in Canterbury for its committment to security.

Situated just off a major transport route and along the same road as the train station, the winning school installed an anti-climb system which keeps pupils safe from unauthorised visitors.

The Outstanding Progress award in the primary school category was presented to Outwood Primary Academy Ledger Lane in Wakefield

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

The headteacher has also recruited new intervention teachers on a one year contract.

The School Procurement Award, sponsored

by Alan Patient & Co, went to Camden Learning for negotiating a fixed, reduced charge rate for supply teachers, allowing it to make savings of 14 per cent.

North Yorkshire Education Services meanwhile scooped the School Recruitment Award, sponsored by Eteach. This local authority service developed a bank of talent to meet the predicted demand for teachers, while at the same time managing to make considerable savings on agency costs.

The 2019 Education Business Awards recognised outstanding achievements in the UK education sector, including the hard work and dedication of teachers, department heads, business managers and support staff that are instrumental in contributing to the success of the school.

Sport, catering and wellbeing Fairholme Primary School in Middlesex picked up the Sports Award, sponsored

by Schools Advisory Service.

Due to a dedicated PE coordinator, sports provision at Fairholme has been transformed.

After school clubs now include martial arts, indoor and outdoor athletics, football, tag rugby, netball, cricket, basketball, multi skills and gymnastics. Teams have won nine London wide trophies in one academic year. Recognised by the Chance to Shine Cricket Initiative as the Primary School of the Year, the sport has had a dramatic impact on its pupils mental health.

The School Catering Award is presented to an educational establishment that can demonstrate a commitment to healthy eating and value for money through the provision of a first class catering service for all students.

The Holmewood School in London won the Catering Award for its innovative cafe concept.

A particular student was at risk of exclusion, but staff developed a programme that swiftly improved their conduct. As a result, a specialist cafe was born which includes a baker, senior chef and several trainees, all supported by occupational therapists.

Finance and buying The Weald Community School and Sixth Form in West Sussex were the worthy winners of the School Finance Award, sponsored by Fathom.

When faced with budget pressures, Weald Community School found a balance between an ideal curriculum and one the school can afford. Options considered include increasing teacher contact time, discontinuing less popular subjects, increasing class sizes for certain year or subject groups and teaching year groups 12 and 13 together in certain subjects. This has led to increased class sizes from 30 to 31, and the discontinuation of ceramics GCSEs and politics A levels.

EB Awards 2019

Sponsored by

Eco awareness Awarded to the school project that can demonstrate a benefit to the environment and the environmental education of its pupils, the Environmental Practice Award went to Bedford Drive Primary School. Its Eco Club started almost ten years ago and has since empowered pupils to improve their environmental awareness and drive change.

In 2018, the school was involved in an art installation by Lulu Quinn entitled A Message in a Bottle. Children from the Eco Club were invited along to a workshop with the artist to help in forming the huge sculpture made from one-use plastic bottles, which was then installed at Marine Point in New Brighton.

The Art & Craft Award went to Queen’s Park Primary and Westminster CU in London for its involvement in numerous community art programmes over the last 12 months. The school has facilitated workshops for students in the public spaces of the Tate Britain, and offers this as a continual provision upon request.

The School Music Award was presented to Lindley Junior School in West Yorkshire for its outstanding music provision. The achievements of its choir were recognised last year at a special house of commons reception.

Kirton Primary School in Lincolnshire won the STEM Award, for surpassing its target to ensure that attainment in science would equal extremely high attainment in maths.

Special educational needs The SEN Inclusion Award is presented to the UK SEN establishment that can demonstrate an increase in the quality of care and education services provided to students with Special Educational Needs.

Marine Academy Primary in Devon won the award for making sure its SEN pupils are given the best chances to succeed in their education.

With a high number of SEN registered pupils, a full time speech therapist and three teachers with the National SEN Qualifications, it is a truly inclusive school.

Castledon School & College in Essex meanwhile won the SEN Provision Award.

Working with community organisations and employers helps to better understand the needs of students with SEN. School leaders make excellent use of community facilities to enhance students’ independent learning. E FURTHER INFORMATION www.ebawards.co.uk

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EB Awards 2019

Sponsored by

EB Award winners at glance Outstanding Progress - Independent School

Excellence in Health and Safety Award

sponsored by PFU - A Fujitsu Company

Hallbrook Primary School, Leicestershire

Dunottar School, Surrey

ICT Facility Award, sponsored by Exa Education

Outstanding Progress - Primary School

Minehead Middle School, Somerset

sponsored by Fun and Active Playgrounds Ltd Outwood Primary Academy Ledger Lane,

sponsored by PFU - A Fujitsu Company

Wakefield Outstanding Progress - Secondary School sponsored by Schools Advisory Service

St Swithun Wells’ Catholic Primary School, Middlesex Parking Management & Travel Planning Award

Pleckgate High School, Blackburn

sponsored by British Parking Association

Academy Partnership Award

University of Sussex

sponsored by Evac + Chair Castledon College, Essex

School Building Award

School Finance Award, sponsored by Fathom The Weald Community School and

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ICT Innovation Award

sponsored by Thomas Sinden Bishop Chavasse Church of England

Sixth Form, West Sussex

Primary School, Kent

Play Space Award

Sports Award

sponsored by Community Playthings

sponsored by Schools Advisory Service

Putney High School GDST, London

Fairholme Primary School, Middlesex

Educational Visits Award

School Procurement Award

sponsored by Westminster Abbey

sponsored by Alan Patient & Co

Ernesettle Community School, Devon

Camden Learning

School Recruitment Award sponsored by Eteach North Yorkshire Education Services School Security Award sponsored by SECOM Security Systems Hope View Independent School, Canterbury School Catering Award The Holmewood School, London Environmental Practice Award Bedford Drive Primary School, Birkenhead Art & Craft Award Queen’s Park Primary and Westminster CU, London Community Award Gilbrook Primary School, Wirral School Music Award Lindley Junior School, West Yorkshire SEN Inclusion Award Marine Academy Primary, Devon SEN Provision Award Castledon School & College, Essex STEM Award Kirton Primary School, Lincolnshire

Technology that monitors and protects equipment

Multi-disciplinary construction services

Rack-Sec is a new IOT company that can monitor, switch and protect equipment all over the internet. It offers two systems to monitor and protect racks. R-EDGE ENT is a 1u unit fitted to your rack with an onboard hi‑res camera, on door opening an image is emailed to a designated account.

There is also a door monitor to show statues of the door open/ closed, and a temperature and humidity sensor to monitor the environment of the rack.

R-EDGE EAC is the same system as described above but with the addition of electronic swing handles fitted with RFID readers.

The RFI Proximity cards can be your own existing or our own cards.

The fitting of controlled access to

Thomas Sinden is a multidisciplinary construction services provider delivering construction excellence throughout London and the South East for over 25 years.

The company has built a reputation and experience for delivering high quality, sustainable projects across all education sectors, from primary schools, secondary schools through to university buildings. Thomas Sinden’s experience spans schemes from classroom refurbishments through to the complete design and build of new schools and colleges. Emphasis is placed on the provision of a service that works to tight budget constraints and represents value for money as well as meeting the strict timetable of the academic year without compromising on quality.

Offering a personal, professional approach, Thomas Sinden

your server/equipment rack will be a step towards GDPR compliance, physical protection of data.

Secom Networks Ltd designs, installs and supports all your Cat5e/6 cabling. Design is important as services such as Voip, Wifi, security systems and IPCCTV use Poe. Power Over Ethernet will power more and more services, this saves money on new 240volt power circuits, however puts extra strain on your cabling system. Before deployment of new Poe connections your cabling has to be tested to ensure compatibility and safe connections.

FURTHER INFORMATION www.rack-sec.com

works closely with educational establishments to create spaces that inspire and support learning and development as well as ensuring sustainability initiatives are included. Whilst on site, the team engages with students to help them learn about the construction industry.

Many of Thomas Sinden’s education projects require construction work to be carried out whilst a site is occupied, and the company works with the headteacher and staff to ensure minimum disruption is made to student learning and that there is careful segregation and coordination to ensure everyone is kept safe at all times.

FURTHER INFORMATION www.thomas-sinden.co.uk

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

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SAS was proud to sponsor the Education Business Awards With times changing and pressure building in schools, Schools Advisory Service understands the importance of the Education Business Awards in recognising the incredible work that school staff do across the UK

What an amazing event! As proud sponsors of the Education Business Awards, we would like to take this opportunity to say a huge congratulations to all those nominated for an award and of course the winners on the day. It was such a fantastic opportunity to get together with all of the wonderful schools whose hard work was acknowledged with a nomination. With times changing and pressure building in schools, we understand the importance of these events and recognising the incredible work that school staff do across the UK. As the UK’s largest provider of staff absence insurance, we work with over 4,000 schools. From our work over the last 20 years we have come to understand some of the challenges that are facing schools in the UK. This is why at Schools Advisory Service (SAS) we want to make a difference to schools; both staff and pupils!

support line for support and advice regarding health and wellbeing concerns. With wellbeing constantly changing, we invest in developing our wellbeing service annually, with the aim to provide school and academy staff with services designed to minimise absence and disruption to the school and ultimately the pupils.

At SAS, we believe that prevention is better than cure, and offer our wellbeing services to staff whether they are currently absent, or still in work. 2018 SAS statistics show that over 60 per cent of staff actively remained in work while accessing our comprehensive wellbeing services. Insured staff can benefit from services such as counselling, physiotherapy, medical operations, and chronic illness support to name a few. We offer confidential, onsite health screening days with our SAS nurses, as well as stress awareness sessions with a focus on mindfulness.

Wellbeing services Every SAS policy includes our second-tonone Wellbeing services. We are so proud to have our own team of qualified nurses who co‑ordinate our wide range of Staff Wellbeing services as well as offering support direct to staff daily on the phone. In 2018, more than 13,000 school staff contacted our SAS nurse

New for this year New for this year we have also introduced some exciting Pupil Wellbeing Services as part of our larger whole school wellbeing programme. As SAS customers, schools and academies can now access support services on behalf of their pupils. These services include an award-winning speech and language therapy

service, a mobile app building platform to build bespoke support apps for individuals with SEND, pupil yoga (coming September 2019) and our new pupil health and wellbeing programme developed with Rugby League legend Jamie Peacock MBE – Be A Champion.

We were pleased to have Jamie join us for the Awards and present an award on our behalf!

Be A Champion focuses on improving pupil mindset, sleep patterns, eating habits and increasing physical activity. Pupils are awarded points based on engagement, teachers are given reports and access to pupil submissions and SAS sponsors rewards for pupils.

At SAS we take pride in our forward‑thinking approach to offer both financial security for schools and comprehensive solutions to support whole school wellbeing.

Hopefully we were able to meet most of you at the event but if you’d like to chat about how we can help you support your school’s wellbeing please do not hesitate to contact us on sales@uk-sas.co.uk or 01773 814400 www.schooladvice.co.uk. L FURTHER INFORMATION sales@uk-sas.co.uk 01773 814400 www.schooladvice.co.uk

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How confident do you feel in your school’s approach to online safety?

15%

42% somewhat confident

very confident

43% unconfident

Primary

18% very confident

32% unconfident

50%

somewhat confident

Secondary

To download RM’s practical guide to online safety, designed to help schools balance risk and opportunity and promote a practical approach please visit rm.com/safetyguide19

Research undertaken by RM Education shows that although schools are delivering training and implementing technology solutions, there is a lack of understanding of online threats and how to respond to them Online technology in education is evolving, with cloud-based applications, social media and great educational resources online all becoming commonplace in the classroom.

As a result staff and students might have access to instant knowledge, but they are also more exposed to online threats.

Technology is continually changing but one thing remains certain – it is a school’s duty of care to protect its staff and students online.

RM Education undertook research, in association with the NSPCC, to review the online safety policies and practices in UK maintained schools. Our findings showed that schools are taking the right steps in terms of defining policy, delivering training and implementing technology solutions.

However, despite all the activity to address online safety, schools are not always confident in their ability to deal with online incidents. In addition, there were significant inconsistencies in levels of understanding of online threats, how online safety is managed and how to respond to serious incidents.

the actions taken reflect best practice.

To find out more about the research results please visit rm.com/safeonlinereport19 So what can schools do to feel more confident that they are doing the right things to keep staff and students safe online?

Key findings Only 37 per cent of respondents felt very confident in identifying and handling online abuse incidents involving children.

The survey found that only 15 per cent of primary and 18 per cent of secondary respondents said they were very confident in their school’s approach to online safety.

Despite being a key point of guidance in KCSiE 2018, 30 per cent of secondary and 73 per cent of primary respondents have no software in place to monitor online activity and identify threats and risk of harm.

Part of the challenge for schools is that there is a lack of awareness around where they can get trusted information and guidance.

As a result many schools are searching the internet and using resources that may not be correct or best practice. The research findings also suggest schools may not be translating policy and theory into best practice in terms of how they identify and deal with online safety threats and incidents. This could ultimately increase the risk of online harm for students and staff. This is particularly likely to be the case where schools are reacting to a problem situation and are under stress – poor decisions are made about where they seek information and advice and whether

Recognise this is a balancing act It’s important that students build resilience to become effective digital citizens but that means managed exposure to risk. While safeguarding is a priority schools are also trying to deliver a rich and engaging curriculum enabled by technology. The right balance will vary

Technology is only useful if it’s used well Most schools now have filtering and some form of monitoring in place but this is only effective if reports highlighting potential risk of harm are triaged correctly. Processes, roles and responsibilities need to be clear and visible and consistently understood and observed.

Filtering is only useful if it’s filtering the right material Your filtering solution needs to be dynamically updated and take input from reputable bodies such as the Internet Watch Foundation. This helps safeguard staff and students against harmful and inappropriate content.

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Keeping students safe online – whose job is it anyway? depending on the nature of the school, its students, and its educational focus.

The whole school needs to be involved This is not a job for one person, it requires the input and involvement of everyone from students to teachers to governors to IT staff. Only then will you have a comprehensive view of the potential threats and a consistent understanding across the school of how to address those threats, and how to act in case of an incident.

Review and evolve Online threats are constantly evolving so it’s essential that online safety policies and processes are regularly reviewed and evolve accordingly. Review cycles need to be regular, and designed to define and deliver specific actions.

Schools are working hard to do the right thing and ensure the online safety of their students and staff. But to make this work effective it is important schools clearly articulate policy, process and action so everyone involved knows what the right thing is. Only then can we hope that schools will feel more confident that they are keeping students and staff safe from online threats and harms.

To download RM’s practical guide to online safety, designed to help schools balance risk and opportunity and promote a practical approach please visit rm.com/safetyguide19. L FURTHER INFORMATION rm.com/safeonlinereport19

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Freedom to focus on educational outcomes Communicate, collaborate and control your entire establishment with Access Workspace for Education, the new platform that brings all your school software into one place.

Discover the school management software that gives you the freedom to deliver outstanding education. Access Workspace for Education, transforms efficiency and engagement across your school, academy or multi-academy trust, giving you more time to focus on your true priorities.

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For more information visit www.theaccessgroup.com/education and book your free online demo

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Finance

Improved financial management and accountability An updated handbook to help improve the financial management and governance of academy schools has been issued by the EFSA, with guidance on compliance, risk, pay and whistleblowing An updated handbook to help improve the financial management and governance of academy schools has been issued.

The key change to the handbook is a new requirement for academy trusts to show they have checked the compliance and efficiency of their internal systems. This must be done through an independentlyprepared annual report submitted to the Education and Skills Funding Agency (ESFA).

The handbook also includes enhanced material on the role governing bodies should play to make sure the pay and other benefits of senior staff are reasonable and reflect their responsibilities.

It highlights the need for trusts to maintain a risk register to ensure procedures and systems are adequately scrutinised.

It also says that a whistleblowing procedure must be put in place, as well as a structure that protects and supports staff so they can report concerns in confidence.

The guidance explains the role of trustees, emphasising the importance of robust governance and highlights the DfE’s powers to act to tackle rare cases of mismanagement – including removing trustees from a trust.

Academies Minister Lord Agnew said: “Academies are raising standards in our schools by placing freedom in the hands of school leaders. In the majority of cases, standards have risen more quickly in sponsored academies than similar council-run schools.

“But we must build on that, and it is important that we hold academy trusts to account to ensure that all academies offer the best education possible and spends public money reasonably.

“To do that, trusts must have strong financial management and governance structures – and this handbook will help trusts to deliver it.”

Better accountability The updated handbook builds on the government’s work to improve the financial management and accountability of academies and clampdown on trusts not adhering to the requirements set out in the Academies Financial Handbook.

Lord Agnew has recently written to 213 academy trusts in the last 18 months, asking them to justify excessive salaries.

Now the ESFA has published new guidance to support academy trusts in making decisions about executive pay.

The guidance sets out key factors that should be used by academy trust boards when setting or reviewing executive salaries, so they are set at fair, reasonable and justified levels.

The guidance for setting executive pay enables boards to be confident and accountable for the decisions made on their executive salaries.

Lord Agnew said: “Over the past 18 months, we have cracked down on excessive executive pay. However, our focus is not only on challenging trusts where we identify disproportionately high salaries, but in E

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Finance

A whistleblowing procedure must be put in place, as well as a structure that protects and supports staff so they can report concerns in confidence.  providing support to trusts to enable them to make robust, evidence-based decisions about pay.”

“We expect trusts to make the most of this guidance to ensure that their salary levels are publicly justifiable and provide the best value for money for their institution.”

Eileen Milner, ESFA chief executive said: “We continue to keep a watchful eye on ensuring that excessive executive pay is challenged.

“It is crucial that executive salaries are set at a fair and justified level so that public funding is invested wisely on children’s education.

“Our guidance will help support academies in their decisions on how much executive pay should be set, so that salaries can be set confidently at a reasonable limit.”

Whistleblowing The updated handbook on academy financial management says that the academy trust must have procedures for whistleblowing, to protect staff who report individuals they believe are doing something wrong or illegal.

The trustees must agree the whistleblowing procedure and the trust should appoint at least one trustee and one member of staff who other staff can contact to report concerns.

The trust must ensure all staff are aware of the whistleblowing process, and how concerns will be managed. Staff should

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know what protection is available to them if they report someone, what areas of malpractice or wrongdoing are covered in the trust’s whistleblowing procedure, and who they can approach to report a concern.

The trust also must ensure all concerns raised with them by whistleblowers are responded to properly and fairly.

Internal scrutiny Academy trusts need to conduct checks to ensure systems are effective and compliant.

This involves having a programme of internal scrutiny to provide independent assurance to the board that its financial and others controls, and risk management procedures, are operating effectively.

Internal scrutiny must focus on evaluating the suitability of, and level of compliance with, financial and other controls. This includes assessing whether procedures are designed effectively and efficiently, and checking transactions to confirm whether agreed procedures have been followed.

Internal scrutiny procedures must offer advice and insight to the board on how to address weaknesses in financial and other controls, acting as a catalyst for improvement, but without diluting management’s responsibility for day to day running of the trust.

Internal scrutiny must also ensure all categories of risk are being adequately identified, reported and managed.

The trust must identify on a risk-basis, with reference to its risk register, the areas it will review each year, modifying its checks accordingly. For example, this may involve greater scrutiny where procedures or systems have changed.

The Academies Financial Handbook is updated annually by the ESFA to support academy leaders, trustees, accounting officers and auditors by describing the requirements to run effective, compliant and successful trusts. L FURTHER INFORMATION www.gov.uk

Guidance on setting executive pay The ESFA has published new guidance to support academy trusts in making decisions about executive pay.

The guidance sets out key factors that should be used by academy trust boards when setting or reviewing executive salaries, so they are set at fair, reasonable and justified levels.

The guidance for setting executive pay enables boards to be confident and accountable for the decisions made on their executive salaries.

This guidance applies to salaries for chief executive officer, accounting officers, chief financial officers, finance directors, executive head teachers, principals, and any other executive leadership positions.

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Simon Wilde, MD of education at Civica, explores why cloud software is the solution for schools and trusts struggling to meet the needs of students, while budgets reduce and student numbers rise

The Association of School and College Leaders (ASCL) recently stated that schools need an extra £5.7 billion to give every child the education that “society expects and children deserve”. And with Civica’s recent report, ‘Financial management fit for the future’, finding 82 per cent of education finance departments have been asked to reduce budgets, the road ahead looks increasingly complex.

A further report, from the Education Policy Institute, found that academies which are part of large multi-academy trusts (MATs), are generally less likely to have in-year deficits than stand-alone academies or those in small ‘starter’ trusts, perhaps a result of their centralised overview of finances on a digital platform. So it’s vital to look at the current digital landscape for MATs to see how the cloud can be used to uncover relevant data insights, and the risks of not doing so. Here, we explore the four main ways cloud software can bring agility and real-time insight to drive more effective management of finances for schools.

Free up valuable time Our research found that 14 per cent of MATs have not yet centralised their finance systems, despite evidence which suggests that they are less likely to be in deficit if they do so, according to the Kreston Academies Benchmarking report.

Over 80 per cent of school finance managers are being asked to make further savings.

This, combined with the extra time spent on administration, means that finance managers are not able to spend time spotting trends and anomalies that could help them save money and continue to grow. Standardising financial reporting and forecasting will alleviate some of the pressure on the finance team, allowing them to focus on maximising budgets while student numbers grow and demand on services rises.

Create a single view of finances By creating a complete view of their financial data, MATs can more easily see where overspending is happening, or is at risk of happening. Finance and operations managers can use this full insight into academy finances to operate as a single entity, helping them streamline their processes while continuing to grow.

This cloud-based consolidated database can then be used by trustees – by gaining real time insight into the financial health of a MAT with ease, both trustees and head teachers alike will have a much clearer picture of income and expenditure, creating a secure and auditable process.

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Four ways the cloud is boosting education management improve their business, MATs need the tools to think and act like a business to transform the way they operate. Cloud-based software can help MATs in their drive to be more flexible. Opportunities to maximise budget are constantly changing, and academies and trusts need reliable systems that can easily grow with them to offer them the flexibility that they require in today’s changing landscape.

This, combined with a centralised database, will allow MATs to make savings and create further efficiencies, such as negotiating favourable rates with suppliers and sharing financial best practice across academies.

Develop benchmarks Our research also found that 36 per cent of school finance managers are unable to quickly produce management reports, which combine financial data from all academies in their trust. This limits their ability to do their job effectively, again reducing the time they allocate towards making the most of their budgets. By embracing a centralised cloudbased finance system, MATs can develop benchmarks for each academy which will help inform future planning and governance.

This will provide head teachers with the insights they need to compare accounts across academies, gain a better understanding of financial health, make it easier to share best practice, and ultimately deliver better outcomes for learners.

Schools need to make the most of what they have available: key to this is centralising data and resources using cloud software which can easily scale and provide fast analysis of insights across more than one organisation. By doing so, MATs will obtain a complete view of financial data to help spot opportunities for cost savings and efficiencies.

With greater insights into where money and time is spent and could be allocated, schools will be better placed to make sure students truly receive the education they deserve.

To download the free report ‘Financial management fit for the future’ and for more information, please visit: http://bit.ly/Civica-MAT-Finance. L FURTHER INFORMATION http://bit.ly/Civica-MAT-Finance

Help find new and previously hidden opportunities Access to real-time data is vital. Just as any organisation would use relevant insights to

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Advertisment Feature

Office Depot – helping you remain in control of your budgets and your time With an established relationship with education organisations and frameworks, Office Depot offers professional insight into a range of products and packages tailored to your needs

Bespoke solutions At Office Depot we already work with education establishments and frameworks which gives us a real insight into the products and services needed for the challenges that you face. That said, we get that you are unique and we can tailor our products and solutions to meet your needs, whether that be your own personalised catalogues and product listings to tailored reporting, we will partner with you to develop a proposition that works for you.

Creating savings and managing budgets It is your budget and we can help ensure you stay in control of it by setting up approvers and approval limits. We can also work with you to identify opportunities to consolidate your orders, whether that be improving the efficiency of existing orders or the consolidation of suppliers. With the breadth

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of our service and product range we will be able to help you reduce the complexity of supply, reducing admin, reducing costs and reducing transportation impacts on the planet.

Meeting your objectives We can help you meet your green and CSR agenda beyond reducing transportation pollution. Along with the 2000 products in our range that have externally verified environmental attributes, we take several steps to care of our environment. We operate a chain of custody for our entire product range and a package reduction programme.

We also send none of our waste to landfill, resulting in 90 per cent of it being recycled.

Buying with confidence Our scale means that you can buy from us with confidence. Our extensive distribution network ensures that the majority of mail

order products are available on the next day.

We can cover all your supply needs from paper and stationary, furniture, printing, shredding and storage, cleaning and hygiene and numerous training packages (including first aid and mental wellbeing). We also provide a 30-day money back guarantee returns/ collections service, giving you piece of mind and letting you get on with the thousands of other task you need to get done.

Talk to us To find out more about how Office Depot can help you manage your office supplies, give Lisa Sammuels a call on 0161 301 8335 or email lisa.sammuels@officedepot.eu. L FURTHER INFORMATION Tel: 0161 301 8335 lisa.sammuels@officedepot.eu

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

Written by Crescent Purchasing Consortium (CPC)

Questions to ask Is the fee negotiable? It is the buyer’s responsibility when appointing a procurement consultant to negotiate the price in the same way as you would expect the consultant to negotiate the best deal for the buyer.

Crescent Purchasing Consortium explains the fixed price cost Additional to the income you are receiving model of procurement consultancies, its advantages and from the buyer, are you receiving any other disadvantages, and the questions to ask prospective consultants income by completing this assignment?

Best practice would be for the consultant to put in writing the income they are We are going to explore the fixed price cost a payment for their expertise and time even receiving for the assignment and provide a model which is the final model to be examined if a saving cannot be evidenced. We have record of the suppliers who have received in this series. Once you have read this article you discussed the ‘no win, no fee’ cost models in business from the projects managed will be able to determine which cost model is a previous article and the fact that a win will by the consultant. This would provide the best solution for your institution. This article be rewarded with a substantial fee based on transparency of the consultant’s income offers unbiased opinion and has been written by a fixed percentage of savings. Procurement and the supplier(s) the consultant has a professional procurement consultant who is consultants that use the fixed price cost model been awarding business to. Be wary of employed by a registered charity which operates will receive a lower fee but the payment will a too regular occurrence of a consultant a Public Sector Buying Organisation (PSBO). not be subject to generated savings, it will awarding to the same supplier.

The fixed price cost model is designed to be as a result of completing the project.

Who are the main providers of enable you to fully understand the total cost the goods/service to education? of the service before any work commences.

Project aims and objectives Network in the education sector to seek This model is available in the education You may wish to prioritise one or more guidance on this question so that you sector and is usually offered as a fixed project project aims and objectives dependant on have something to benchmark the cost. Should a procurement consultant be your individual circumstances. consultant’s answer against. unable or unwilling to provide a fixed price Three examples are: 1. Save PSBO deals will have vetted they may offer a fixed day rate. The two money – to reduce cost it The fixe suppliers allocated and the options are completely different and buyers is sometimes necessary d price co PSBO will provide advice. should be aware of the differences: to reduce the quality of s t model is desig What steps will you the goods or service. take to engage with Fixed price 2. Comply with you to f ned to enable ully und the marketplace to A fixed cost for the delivery of the project is Public Contract er the tota ensure the number agreed between buyer and consultant. Should a Regulations 2015 l cost o stand f the of responses to the project take longer to complete than anticipated (PCR 2015) – this service before tender is acceptable? the consultant cannot request extra costs to applies to public any wo Pro-active consultants cover the extra time. The only exception to sector organisations will undertake essential this would be where the buyer has changed and each organisation comme rk nces pre-market engagement to the scope of the work during the project, it has a duty to ensure they prepare the marketplace for would be fair for the consultant to be paid for undertake procurement your tender opportunity. Through any extra work resulting from the change. exercises that adhere to the this engagement your consultant principals of the regulations. will advise on the best route to market Fixed day rate 3. Improve efficiencies – periodically testing that will ensure the best response.

A fixed day rate is a capped fee for a day’s the marketplace is a good way of identifying Can you provide references of five similar work. A tender process will require several opportunities to make efficiencies. organisations that you have worked with consultancy days to be invested into the under this model in the past 12 months? project, some of which may be full or part How is the fee paid?

Contacting referees will enable you to days. The number of days is not limited The model usually requires the fee to be paid understand the consultant’s suitability for for the completion of the project. directly by the buyer but in some cases a working with you and your organisation.

It is important to agree your aims and objectives consultant may offer the option of the winning It will also enable you to ask if past for the project with the procurement consultant. supplier paying their fee. It is important to customers were happy with the outcome This will ensure that the project is designed insist on total transparency around the value of the procurement process and whether around achieving these and time is not invested of the payment and it should be no more the fixed price model was considered a in outcomes that are not important to you. expensive than if the buyer were to pay. By fair and transparent model for them. authorising the supplier to pay, the fee will It should be noted that any supplier Evidencing a saving be included within their tender submission will not openly offer a reference site Understanding what the benchmark is and and for transparency should be highlighted as for a project that didn’t go well so use evidencing a saving is as important when an additional cost to their service by adding your network groups and contacts to using a fixed price model as any other. an extra line into their cost submission. gain referrals for consultants. L Understanding the benchmark will enable you to calculate or follow the consultant’s Advantages and disadvantages calculation of what saving has been achieved The advantages to the buyer when using FURTHER INFORMATION or is forecast as an outcome from the project. the model include: you only pay a fixed www.thecpc.ac.uk What happens if a saving is not achieved? price for the work, you have knowledge www.tenetservices.com A consultant offering this model will require of the total fee paid to the supplier and

Procurement

Insight into procurement consultancy

you can budget for the work. It also avoids the situation of disagreements with suppliers about consultancy costs once the project has been completed.

A disadvantage is that the price is fixed regardless of what savings or benefits are achieved.

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BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

01/07/2019 11:47

Ofsted says heads should have “strong policies that support staff in tackling poor behaviour” and inspectors will look particularly for evidence of a school’s ability to tackle low-level disruption. To help schools get to grips with the new guidance, here are some high impact approaches to managing behaviour in your school.

Establishing rules and procedures All pupils need clear boundaries to learn effectively. Once established, rules allow groups to function as a whole, but also allow independence within a structure. Below are some strategies for devising and communicating rules to pupils. Consider how you could adapt these approaches for your own class.

Discuss the rules with the class Discuss why we have laws, rules and procedures in society, and ask for examples. What would happen if we didn’t have rules? Explain that the purpose of class rules are to improve learning, and to ensure pupils enjoy the class.

Negotiate to get commitment Suggest your set of rules as a starting point, asking for feedback and suggestions.

Be prepared to justify and compromise.

Alternatively ask the class to devise their own set of rules as described below.

Heighten your classroom awareness Consider asking pupils to work in small groups In his meta-study on what works in behaviour to make sticky note responses to your rules. management, Robert Marzano found that a Then display and discuss these as a class. heightened awareness of what is Consider asking each group to design going on in the classroom and a poster to illustrate one of the responding quickly to actual rules, and display these on the Especia and possible disruptions notice board. These can then led to an average be used as a reminder in with ol lly reduction in disruptions subsequent lessons more re der or of 42 per cent.

Pupils could literally s p o n sible groups Here are some ‘sign up’ to the rules ask pup you could strategies for as political leaders sign ils heightening your treaties. And you should up with to come classroom awareness, refer to the rules as ‘our t adapted from Evidence rules’ not as ‘mine’. own cl heir ass Based Classroom rules Management and Devise class rules Discipline by Geoff Petty.

Especially with older or more Consider how you might adapt responsible groups, you could these approaches for your own class. ask pupils to come up with their own class rules. It may help to start this Scanning process off if you give them issues such as When working with small groups or even ‘how can we make sure everyone gets the individuals, orientate yourself so you face help they need?’ Or you could ask them the rest of the class. Periodically scan the what has worked in other classrooms. class. Try to get eye contact with as many Pupils can work in groups to devise rules pupils as you can. This is easier on different aspects of class management, to do from the edges of the for example, bringing materials, talking, classroom than from the middle. attendance and punctuality. The class can then discuss and vote on suggestions.

Intervene promptly Go away and finalise the set of rules.

The moment you notice a You have every right to the last say disruption, or something that of course. If you reject a popular might escalate into one, make suggestion explain why. your attention known. Fix the offending pupils with eye contact, and if necessary E

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

Written by Imogen Rowley, lead content producer, The Key

The new Ofsted framework comes into force in September 2019 and with it comes a separate judgement for behaviour and attitudes. To help schools get to grips with the new guidance, Imogen Rowley from The Key offers some high impact approaches to managing behaviour

Behaviour Management

Managing classroom behaviour: what works?

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Behaviour Management

Enhance cooperation The following strategies are based on research by McCombs and Whisler, who concluded that one of the most effective methods of enhancing cooperation is to take a personal interest in each pupil in a class.

This could involve talking informally with pupils about their hobbies, interests and their opinions on non-teaching issues and ensuring you are aware of and comment on important events in pupils’ lives.

You could also compliment pupils on important achievements and greet each pupil individually by name as they enter the classroom

Increase dominance Establish clear learning goals before introducing new topics, involve pupils in this process where appropriate.

Summarise what will be covered in a lesson, and offer a persuasive case for why it is being studied.

Exhibit assertive behaviour during the course of lessons.

This includes displaying authoritative body language, using an appropriate tone of voice, avoiding displays of emotion when speaking, and maintaining eye contact.

These strategies are based on a meta-study, which found that teachers assert dominance through providing pupils with clarity about the content and objectives of upcoming lessons.

Dominance is communicated as pupils appreciate that a teacher has the capability to provide clear direction and guidance. L

 walk over to them. Stay near them for a while (but keep scanning the rest of the class from time to time). Proximity and eye contact are often enough to stop disruptive behaviour in its tracks. Sitting on or at a pupil’s desk and looking at them stops most disruptions.

Use names If you can’t get eye contact use their name: ‘Paul?’ When Paul turns around, sustain eye contact for a few seconds. If he knows what he is doing wrong, then an explanation is unnecessary, even if he says ‘what?’ in an innocent tone.

Imogen Rowley is a Lead Content Producer at The Key, a provider of up-to-the-minute sector intelligence and resources that empower education leaders with the knowledge to act. This article is based on The Key’s behaviour management module, part of their CPD Toolkit.

Stop instruction This works best when used in the first few meetings with a new class.

Suppose you are talking to the class and one pupil starts talking. You could use their name as described above. However, another strategy is to wait for complete silence before starting teacher talk. The moment a pupil starts talking, stop talking yourself and look at the pupil. This is pretty startling for the pupil and they usually stop right away. Wait for complete silence again, and then continue from the beginning of the sentence in which you were interrupted. If you do this for a few lessons, pupils usually tire of trying to talk when you are.

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Use non-verbal commands Once you have attention and eye contact with an offending pupil, you can stand to attention with your hands on your hips to signal displeasure. You could also put your finger to your lips to ask for quiet, and shake your head slowly to signal disapproval. Other nonverbal commands include waving your hand in a hello-like gesture but with a frown to signal ‘stop it’, or pointing while clicking your fingers or with a stage cough to signal ‘stop it’. You could also point with a straight arm and a stare to show greater displeasure.

If this behaviour is unfamiliar to you, arrange a visit to the classroom of someone who is good at behaviour management.

Remember, the aim is to stop misbehaviour almost before it has started, so long-distance communication like this is vital.

Avoidance Consider the activities that can potentially lead to disruptions in your classes, for example, pupils collecting materials from the back of the room, or a transition from group discussion to teacher talk.

Disruptions may be avoided by arranging to have the materials given out, by you standing by the equipment, or by letting only one pupil per group collect them. It may not be possible to avoid the transition from group discussion to teacher talk, however a little thought might lead to a better way of managing it. For example, trying: “You have one minute to finish your conversations, then I want complete quiet”.

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Reminders and warnings Before a potentially disruptive activity, remind pupils of the relevant rules.

“Remember, while I’m explaining, listen, no talking, and hands up for questions.” Setting goals before teacher talk encourages pupils to listen.

Increasing dominance and co-operation in the classroom Research conducted by Theodore Wubbels found that the optimal teacher-pupil relationships are those which strike a balance between dominance and cooperation.

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BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

17/06/2019 10:27

NCFE provides engaging technical support for learners from all backgrounds by instilling a sense of confidence and helping to develop progression pathways for securing sustainable employment. David Gallagher explains

At NCFE, our core purpose is to advance and promote learning and through this change the lives of people of all ages and from all backgrounds through the enabling power of education.

With this in mind, I’d like to focus on the social mobility agenda and widening participation in education for those who want to learn and develop themselves.

Accessible education is vital Through copious amounts of our own research, we know that a lack of access to learning is a huge barrier when it comes to people building a better life for themselves and there is a real correlation between adult education and economic prosperity / life chances. For adults trapped in a cycle of disadvantage, accessible education has a vital contribution to make in bridging the gap into the workplace and helping people to become the best they can be.

It’s about recognising that in learning one size doesn’t fit all and working collaboratively as a sector during a time of change, uncertainty and ambiguity; taking the policies and making them work for the success of the learner who should always be at the heart of the system.

The value of adult education This means awarding organisations coming together with policy makers, employers, providers and local partnerships supporting in developing progression pathways to match regional skills gaps. Ensuring that people outside of the sector know and understand the value of adult education and technical education in supporting

economic growth and social mobility.

You may have come across our Fully Functional campaign which is calling for a change to funding to create a level playing field for English and maths. The campaign addresses the fact that currently learners who achieve a D (grade 3) at GCSE have to keep resitting that GCSE until they pass – they can’t progress until that happens and this creates a cycle of failure and really knocks confidence. This in turn means that these learners are unlikely to engage with education as an adult as they’ve lost that motivation.

Functional skills By giving these learners an opportunity to sit an alternative assessment such as Functional Skills, we are treating people as individuals who learn in different ways and respond to different things. We undertook research as part of this campaign and across the 2000 people we surveyed across the UK, over 70 per cent said people should be given the opportunity to learn in a way that suits them.

Confidence and a positive mindset cannot be underestimated when it comes to learners engaging successfully with education and securing sustainable employment. In fact, in a piece of research that we conducted in conjunction with Reed in Partnership and Harvard University, it was found that mindset over skillset was by far the most important factor for employers when they are recruiting.

With this in mind, we need to start from the beginning with many people, using small chunks of learning to build up their sense of achievement, enhance their confidence and equip them with those vital transferable skills that they need – communication

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Widening participation in education skills, working with people, presenting themselves well. We need to think way beyond the traditional entry points in education and go right back to the start.

Of course when it comes to social mobility and adult education, the issue is multi-faceted and digital exclusion presents another huge challenge in the modern world. Digital Skills has recently been highlighted as a focus area for all regions, as a result of a skills gap analysis in Mayoral Combined Authorities (MCAs) and Local Enterprise Partnerships (LEPs) and it is expected that within the next 20 years, all jobs will contain some element of digital skills and knowledge making this an almost mandatory employability requirement.

So how do we ensure that we equip the most amount of people with these skills in an accessible way to enable more people to participate and progress in the labour market?

Quality technical education We are determined to support more people to be able to access education no matter what their background, circumstances or disadvantages they face. By engaging with learners right from school to later life, we are trying to change the historical attitudes towards vocational and technical education by offering people alternative ways of learning and giving them the tools they need to improve their life and career chances.

The quality of technical education has never been higher with the introduction of the forthcoming T Levels, the government’s commitment to apprenticeships, and the Functional Skills Reform. There has never been a better time to engage with technical learning and we believe that NCFE is fantastically placed to help learners get the most from technical education and reach their full potential.

You can find out more about our #FullyFunctional campaign here: www.ncfe.org.uk/blog/why-ncfe-islaunching-the-fullyfunctional-campaign. L FURTHER INFORMATION ncfe.org.uk

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

31

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From ‘walking buses’ to road closures, many schools took action to reduce their contribution to air pollution on Clean Air Day

Clean Air Day on 20 June is the UK’s largest air pollution campaign. Schools, individuals and businesses are encouraged to take simple measures to reduce their own impact on air pollution, such as leaving the car behind on the school run.

A number of schools closed roads during school-run hours to reduce pollution on the day.

In Leeds, roads were closed outside 11 primary schools between 1pm and 4pm on Clean Air Day. A major part of this was to reduce traffic and engine idling at school pick-up time, but it also allowed them to promote the importance of outdoor play.

In Leicester, Brandon Street outside Catherine Junior School was closed to traffic to improve air quality ( 8am until 5pm.) This allowed the school to hold their classes outside.

In Luton, Hillborough Road closed during pick up and drop off times at Hillborough Infant and Junior schools from

10-21 June. The schools teamed up with Luton Council and Sustrans to create a traffic-free space at the school gates.

In Southwark, London, Goose Green Primary started a ‘walking bus’, a new initiative to help parents cut car journeys and help kids walk more. The first departure took place at 8.15 and saw school pupils joined

by MP Helen Hayes and local councillors on their walking journey to school.

Meanwhile, Dulwich Village Primary School used Clean Air Day to celebrate the ‘opening’ of its new green screen, which was placed around the infants’ school to protect children from car fumes.

A road outside Ravensdale Primary School in Coventry closed to become a ‘school street’, which gave children the chance to walk, scoot and cycle to school.

Headteacher Rob Matthews said: “We want to promote clean air day but also to get less people driving to school.

Clean Air Day on 20 June is the UK’s largest air pollution campaign. Schools, individuals and businesses are encouraged to take simple measures to reduce their own impact on air pollution, such as leaving the car behind on the school run.

Air Quality

Schools on Clean Air Day “The biggest issue we have is inconsiderate parking, so it is mainly trying to make sure we raise awareness of road safety across schools.

“The children have really loved it and they enjoy being able to ride and be safe in front of the school.”

In Plymouth, Sustrans has started the Green Gate Awards that will be used to encourage students and parents to help the environment by undertaking traffic assessments, promoting no idling zones and monitoring air quality.

The school will be given a Green Status should their results be a success in terms of cutting congestion, encouraging better-quality air and increasing the number of pupils walking to school.

Claire Harris, Sustrans’ Plymouth Active Travel Officer said: “We hope that schools take part in the Green Gate awards as Plymouth is a place that responds positively to environmental issues.

“Recent beach cleans and a will for reduced use of single use plastics are a great example of this, so I would ask them this Clean Air Day to consider other small changes, think about reducing short journeys by car, switching off engine smoke when stationary, reduce accelerating and braking, and increase walking and cycling.

“Even selecting for children to be on the inside of the pavement can help, plus rewilding our routes with trees and plants is shown to combat pollution due to congestion.”

Wales A number of events and initiatives took place across Wales, as part of efforts to raise awareness about the causes of air pollution and actions needed to reduce personal emissions and personal exposure.

Caerphilly County Borough Council organised a five-day event at Caerphilly Castle celebrating and promoting the day, with schools nearby using a walking bus to attend and those based further away using an electric bus.

The event aimed to raise awareness of Clean Air Day and encourage everyone to make changes in their day to day life to help reduce air pollutants and improve air quality.

As well as the Caerphilly event, a number of initiatives and events were run across Wales to mark Clean Air Day. The Welsh Government provided support through providing a range of bilingual resources for schools, businesses, communities and the health sector. This included Clean Air Day leaflets, stickers and flashing LED shoe clips which promote road safety when walking or cycling for all of the children attending the Caerphilly Castle event. L FURTHER INFORMATION www.cleanairday.org.uk

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

33

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Net-zero carbon school buildings The UK has passed into law a target to cut greenhouse gas emissions to net zero by 2050. So is it possible to have a net zero carbon school building? The UK Green Building Council has developed a framework for achieving this during both construction and operation phases A framework for achieving net zero carbon buildings has been developed by the UK Green Building Council. It incorporates both the emissions from construction as well as the emissions from operational use.

This will help the UK with its goal to become net zero by 2050, as announced by the Prime Minister Theresa May in June.

A net zero carbon building is a building that is highly energy efficient and fully powered from on-site and/ or off-site renewable energy sources.

Schools can strive to be net zero from their new build projects. Existing schools can also aim to be net zero in their operational energy use.

In the UK, the operation of buildings accounts for around 30 per cent of emissions, mainly from heating, cooling and electricity use. For new buildings, the embodied emissions from construction can account for up to half of the carbon impacts associated with the building over its lifecycle.

together to drive down emissions as fast as possible. But this requires a shared vision for what needs to be achieved and the action that needs to be taken. This framework is intended as a catalyst for the construction and property industry to build consensus on the transition to net zero carbon buildings and start to work towards consistent and ambitious outcomes. It is the first step on a journey towards ensuring all of our buildings are fit for the future.”

Design & Build

Sponsored by

Construction considerations To reduce the impact from construction, a whole life carbon assessment should be undertaken and disclosed for all construction projects to drive carbon reductions.

The embodied carbon impacts from the product and construction stages should be The new framework from the UK Green measured and offset at practical completion.

Building Council To reduce operational energy use, reductions offers guidance for developers, owners in energy demand and consumption should and occupiers targeting net zero carbon be prioritised over all other measures. buildings, setting out key principles to In-use energy consumption follow and outlining how such a claim should be calculated and publicly should be measured and evidenced. disclosed on an annual basis.

On-site renewable energy sources should Measure, reduce and offset be prioritised and any remaining Regarding construction of new school carbon should be offset using buildings, the embodied emissions a recognised offsetting associated with products and framework. construction should be measured, A The amount of offsets reduced and offset to net used should be achieve net zero carbon. carbon zero b publicly disclosed.

Regarding operational u il ding is highly e Commenting energy, the energy used by n e r gy effic and full on the framework, the building in operation ie nt yp Rob Perrins, should be reduced and on-site owered from and/or chief executive where possible, any demand off-site renewa at Berkeley met through renewable ble ene Group said: “This energy. Any remaining sources rgy framework is an emissions from operational important step towards energy use should be offset defining net zero carbon to achieve net zero carbon. buildings and helping the In the long term, a broader industry understand how they approach for net zero whole life carbon can be delivered. We want to help lead will cover all of the emissions associated this work, which is so important with the construction, operation, to decarbonising the built maintenance and demolition of a building. environment and protecting Richard Twinn, senior policy advisor at our planet for future UKGBC said: “The urgency of tackling climate generations. E change means that businesses must work

Ashmount Primary School in Islington, London, is the first school building to achieve BREEAM Outstanding

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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 Sustainability runs through everything we do at Berkeley Group. We have already become a carbon positive business and have committed to creating new homes that can operate at net zero carbon by 2030.”

Reducing operational energy To reduce energy demand and consumption, the overall energy demand required to operate the building should be looked at. Improvements include efficient fabric and shading design to reduce heating and cooling demand, natural daylighting to reduce artificial lighting demand, and natural ventilation to reduce HVAC demand.

Building systems should be appropriately sized to limit over-engineering.

Energy efficient building systems should be looked at, such as HVAC, lighting, and vertical transport.

For energy management, smart energy/ building management systems should be introduced. Improvements include conducting an energy audit, managing occupant behaviour, managing ‘peak loads’, adjusting HVAC temperature set points, and achieving ISO 50001 accreditation.

The physical wellbeing of building occupants should also be considered alongside energy reductions. These include considerations around indoor air quality, daylight and overheating. The building should be designed and operated in line with best practice guidance on overheating, however this assessment is not part of the scope Speaking about the net zero framework, James Wimpenny, chief executive at BAM Construct UK said: “Contractors, clients, supply chains need to work together – and quickly – to radically change the way we procure, design and deliver buildings.

Smart use of renewable technologies and efficient use of low carbon materials are a priority. Reducing carbon makes financial sense over the lifecycle of buildings and that means we should not focus solely on capital costs when procuring a building.”

Net zero in use Ashmount Primary School in Islington, London, is the UK’s first zero carbon in use school.

The scheme is zero carbon thanks to combined use of Combined Heat and Power (CHP) plant and a 495kW biomass boiler, housed in the Energy Centre. Base heating is provided by CHP and biomass with CHP also meeting electrical demands of the park lighting.

Excess heat from CHP (70kWe, 104kWth) is delivered off site to neighbouring dwellings thus offsetting the site’s own carbon footprint.

An E-Stack system uses low velocity fans to mix incoming and outgoing air in winter and a path for secure night-time cooling in the summer. Energy savings will be significant over a standard naturally-ventilated solution, saving £1,000 in costs per year.

The school building achieved a BREEAM Outstanding rating of 90.49 per cent, and won a BREEAM award for innovative approach to community energy distribution and approach to energy efficiency. It is the first school building to achieve BREEAM Outstanding.

During construction, virtually no waste was created.

Willmott Dixon MD Chris Tredget: “The constrained nature of the site meant meeting the zero-carbon brief was a challenge, and one way we achieved it was to export energy offsite to a nearby housing estate, just one feature that made it BREEAM outstanding.”

Striving for net zero Hackbridge Primary School in the London Borough of Sutton is being built as a net zero school.

Designed by Architype, the project involves the creation of a new build primary school which will provide space for 420 pupils aged 5-11.

The school is being designed to be net zero carbon, zero primary energy and Passivhaus certified. It will be a highly sustainable environment to learn in and an environment to learn from. Careful consideration has been taken to select materials that are healthy, have low embodied energy and be easy to construct and maintain. The internal environment is developed to maximise natural day lighting and fresh air provision.

To achieve zero carbon and Passivhaus standards, a rigorous approach has been adopted first to reducing energy consumption through very high insulation levels, low air permeability and well considered junctions to minimise thermal bridging. Thereafter, a robust strategy for implementing enough Zero carbon technologies (LZCs) to provide a net zero carbon school will be devised.

Once energy consumption is reduced using PassivHaus methods, achieving a net zero carbon building becomes more realistic through the use of on site renewables.

The aim is to achieve this through an extensive array of high efficiency solar Ashmount Primary School in Islington, London, is the UK’s first zero carbon in use school

PVs and a reverse cycle ground source heat pump system with the potential for inter-seasonal thermal storage to boost the systems ‘coefficient of performance’.

Off site renewables are not required.

The school will have no fossil fuel gas supply (using induction hobs in the kitchen) to avoid any combustion flue products from the site. The building will have a single high efficiency central air handling unit to provide mechanical ventilation to classrooms in winter. In mid season the windows are openable by staff for controlled ventilation and then in peak summer, to avoid potential issues with global warming in future years, the mechanical system can operate in conjunction with cooling from the reverse cycle heat pump (which through the thermal storage increases the winter time performance). L

Design & Build

Sponsored by

FURTHER INFORMATION www.ukgbc.org

UK’s net zero emissions target passed into law The UK has passed into law a target to cut greenhouse gas emissions to net zero by 2050.

This replaces the previous target of at least 80 per cent reduction from 1990 levels.

Net zero means any emissions would be balanced by schemes to offset an equivalent amount of greenhouse gases from the atmosphere, such as planting trees or using technology like carbon capture and storage.

Energy and Clean Growth Minister Chris Skidmore said: “The UK kickstarted the Industrial Revolution, which was responsible for economic growth across the globe but also for increasing emissions.

“We’re leading the world yet again in becoming the first major economy to pass new laws to reduce emissions to net zero by 2050 while remaining committed to growing the economy - putting clean growth at the heart of our modern Industrial Strategy.

“We’re pioneering the way for other countries to follow in our footsteps driving prosperity by seizing the economic opportunities of becoming a greener economy.”

The UK’s 2050 net zero target was recommended by the Committee on Climate Change, the UK’s independent climate advisory body.

The UK is the first major economy in the world to pass laws to end its contribution to global warming by 2050.

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Advertisment Feature

The UK’s largest education spaces and environments event Education Estates 15-16 October at Manchester Central has 100+ exhibitors, 150+ speakers, five stages, more than 2,000+ attendees and six interactive feature areas. Its focus is on the funding, design, build, management and maintenance of schools, colleges and universities across the UK

Education Estates annual convention Education Estates 15-16 October is the education industry’s annual gathering.

It covers universities, colleges, schools, funding, planning, design, construction, estate management, sustainability, FM, building performance, pupil safety/safeguarding, outside spaces, legionella control, special educational needs, and health & wellbeing.

Five conference stages Education Estates this year features five parallel conference stages: Schools, Colleges & Universities, Good Estate Management & Facilities Management, Architecture & Interiors and Building Performance & Energy Efficiency. All stages are free to attend by those employed directly by schools, colleges, universities, and early years settings; the Schools, Colleges & Universities, and Good Estate Management & Facilities Management stages require a delegate fee for commercial or private sector professionals.

continue its long-standing involvement in Education Estates. At the Education Estates conference, we will be focussing on several key topics: building performance, modern methods of construction, results of the Condition Data Collection, estate management and strategic planning for new schools.

“Education Estates is a must attend event in 2019 for all those involved in the design, build, funding, maintenance, management, and performance of education buildings. The DfE Sustainability Award will be given at the Education Estates Awards dinner, recognising and celebrating the best in education buildings operation and management.”

Supporters The Department for Education is a long‑standing supporter of Education Estates, and this year will be contributing to a number of sessions in the conference, focussing on building performance, modern methods of construction, results of the Condition Data Collection, and estate management and strategic planning for new schools.

The Department for Education will also have a stand in the exhibition, enabling attendees to speak to DfE experts direct.

The event is also fortunate to have links with other key groups, including the Higher Education Design and Quality Forum (HEDQF), the Royal Institute of British Architects (RIBA), and LocatED, all of whom will be delivering tailored sessions within the conference.

Delegate and visitor places can be booked at www.educationestates.com, the early booking rate – where it applies, runs until 3 September 2019.

Education Estates is a truly unique marketplace where manufacturers, distributors and service providers can meet decision-makers, clients and specifiers, make new contacts, generate leads and new product ideas, and identify current and emerging opportunities in the education sector. For further information and to view the floorplan please contact Rebecca Stratten on 01892 779995 or rebeccastratten@stepconnect2.com. L FURTHER INFORMATION Tel: 01892 779995 rebeccastratten@stepconnect2.com www.educationestates.com

Keynote speakers Keynote speakers this year include Mike Green, director general and chief operating officer of the Department for Education, and Lara Newman, chief executive of LocatED, both of whom will open the event on Tuesday 15 October. In contrast, the afternoon of the second day of the programme offers our unique keynote speaker and mathematics legend Jonny Ball, taking us all back to the classroom with: Wonders Beyond Numbers, a Brief History of All Things Mathematical.

Rory Kennedy, director of capital at the Department for Education (DfE) said: “The Department for Education is pleased to

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BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

ISBL is illuminating leadership within education through its national conference.

The focus is on professional development and it will provide a breadth of learning opportunities through keynote speakers, interactive workshops and practical solutions

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What have you done today to make you feel proud?

British Journalist, Broadcaster and Thought Leader, Matthew Syed Consulting The conference will explore leadership, the evolution of the school business professional role over the last 30 years and shine a spotlight on good practice and what we can collectively do as a professional body and practitioners to further raise the profile of our profession and the impact of SBPs. The conference delivery provides a range of learning opportunities and a variety of learning methods including high quality keynote speakers, interactive workshops, policy direction, practical tools to take back to your school and networking opportunities with practitioners from across the country.

As a school business professional there will rarely be a day that passes where you haven’t helped shape the life chances of the children within your setting, supported a colleague or delivered some infrastructure improvement. You will see this simply as being part of your job and will rarely highlight your own triumphs.

Perhaps this is the year to do just that!

If we look back in history, we can see that those that prospered were the ones that seized the day, like the Romans, or like Henry Ford saw opportunities for growth and advancement, as he said, “If you always do what you’ve always done, you’ll always get what you’ve always got.”

Education has significantly changed over the last decade and as professionals we have been responding to these developments.

However, with the pace of change have we made time to stop and reflect on our own personal development strategy.

We all need to take time to reflect on where we are going in our career. We need to consider what we want to do more of, where we would like to develop and what we would like to change in both our careers and settings?

Many of us will speak to colleagues who are dissatisfied by the role that that they are undertaking, the lack of recognition they receive or the opportunities that exist.

If we reflect on the phrases above, then who’s responsibility is it to change this?

Don’t we all have some level of responsibility for breaking the model, changing our behaviour and approach. This may involve conversations with work colleagues, line managers or looking for a new job opportunity.

The main reason that many professionals

stay in the comfy chair rather then reaching up and smashing the glass ceiling; is our own professional confidence and belief.

This year the ISBL’s national conference will focus on how professionals can illuminate their own leadership and that of their colleagues; both within their own setting and across the sector. If you have never invested in your attendance at this dedicated two-event solely focused on school business professionals, then look at what it can offer.

ISBL National Conference – Illuminating Leadership As the school business profession celebrates its 30th anniversary as a unique and identifiable role within the state education sector, the conference will consider how we shine a spotlight on leadership across every role in school business leadership and demonstrate the significance and impact that all school business professionals have in the sector. It is through the encouragement, praise and support of our peers that we can all continue to grow, inspire and aspire as professionals.

What does leadership truly mean?

The content will consider how all school business professionals across all roles and at every career stage are leaders and can demonstrate the behaviours of leadership.

Our speaker line up includes Emma Knights, CEO, National Governance Association; Tom Wohlleber, President, Association of School Business Officials International (ASBO); Geoff Barton, General Secretary, Association of School and College Leaders; Jenny Garrett, Coach, Speaker and Trainer, Jenny Garrett Global; Matthew Syed,

Who, where and when?

The event attracts over 300 school business professionals each year, from a range of school types, phases and settings.

ISBL ensure that the content developed covers both maintained and academy schools of all sizes and type. It is essential that we consider practice at every level and across all types of school setting, as good practice is emerging across all of these.

It takes place on 20-21 November 2019 at the Hilton Birmingham Metropole, The NEC Birmingham, Pendigo Way, Marston Green, B40 1PP. With an array of specialist workshops tailored for the school business professional, make sure you take the time to invest in yourself and your own development this year and book your place to attend.

Lesley Burton, school business leader at Bradford commented: “The national conference is an essential part of my CPD, a chance to recalibrate. It’s my annual MOT.” Emma Gray, finance director at Stroud said: “You’ll find tangible inspiration for your own career growth from a whole nation of SBLs all in one room.” L FURTHER INFORMATION isbl.org.uk/National-Conference

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Classroom Environments Written by Mark Rosser, BESA

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What makes a good learning space?

Classrooms have moved away from being regimented and authoritative spaces towards being more open learning environments that allow for movement and flexibility. BESA’s Mark Rosser examines the elements that make up a good classroom for effective teaching and learning Once upon a time, children were quietly sitting on hard-backed wooden chairs listening to their professor lecturing them on the multiple uses of the apostrophe.

We could only hear the sound of their ink pens scraping the paper and the teacher’s shoes on the parquet floor.

We have all seen black and white photos of what classrooms were like in the mid-20th century. Thankfully, we have now travelled far from this regimented, authoritative view of the class and the learning experience, towards an open learning space that allows movement and flexibility.

This is, in part, due to the development of ergonomics. The concept was developed following the Second World War, during which it became clear that systems and products would have to be designed to take account of many human and environmental factors if they were to be used safely and effectively.

Ergonomics “is about ‘fit’: the fit between people, the things they do, the objects they use and the environments they work, travel and play in,” according to the Furniture Industry Research Association (FIRA).

And so chairs, desks, blackboards, and everything else that’s in the classroom have evolved to adapt to children and adults, to their new habits and their new ways of working and learning together.

Flexibility Naturalness Flexibility is one feature that educational Academic research has found clear evidence furniture suppliers are particularly of the effect on users of the overall design concerned with, because they need to build of the physical learning space, in particular environments that are conducive to both the need for ‘Naturalness’. Professor Peter independent learning and group work.

Barrett, an expert in this field and Emeritus Professor Barret recommends to include professor at the University of Oxford, reported clear breakout zones in classrooms, as that light, temperature and air quality – what they impact positively on learning – just he brings together as Naturalness – account like the room shape itself: “Rooms with for half the learning impact of environment. varied floor plan shapes provide greater “Good lighting significantly influences potential for creating different activity reading vocabulary and science test scores,” areas for younger pupils. For older pupils, Professor Barrett writes in his report. He adds: squarer and larger rooms work better in “High levels of natural light via large windows facilitating their learning opportunities.” to the classroom are optimum, moderated by Following this logic, it is important for a need to avoid glare from direct sunlight.” younger pupils that classrooms have The other advantage of large windows, with a number of different learning zones large opening sizes, is that they “allow users to since they “spend a lot of their time ventilate the room effectively under different engaged in play-based learning,” circumstances,” he writes, quoting a Professor Barrett reports. research from 2012 which proved

Community Playthings that “significantly faster and Classro is a BESA member which more accurate responses” applies these principles. to computerised have ev oms It believes that tasks were linked to o l v to adap ed “children seek out improved air quality. t to children a constant change Professor Barrett found of stimuli – scenery, that Individualisation to their and adults, n textures, colours, social (ownership and e w h and the groups, activities, flexibility) and ir new abits wa of work environments, sounds, Stimulation (appropriate ing and ys and smells,” as Francis level of complexity and learning Wardle wrote on the colour), impacts on the company’s website. learning environment.

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Classroom Environments

Evelyn Vanderhoof, from Community Playthings, adds: “Within the room, each corner or activity area should be a mini environment indicating to children what is expected of them in each area.”

BESA member SICO ensures flexibility through both varied furnishings and furniture that is flexible in itself. For example, they have developed adjustable-height desks and tables, and soft seating that can be folded down to flat banquettes.

Basing their work on the worldwide school planning and design firm Fielding Nair International LLC, they understand that furniture should move. Randall Fielding, the company’s Chairman, explains that “students need to be moving frequently. If you’re using hard seating, the chairs should have lots of flexibility and movement built into them.”

It is the case of the SICO MultiApp table, which has the ability to quickly transform any classroom configuration thanks to its built-in mobility. For example, the table tops can be easily folded down and the tables slipped against a wall, which leaves a large space of the classroom to be used for other activities.

This is a perfect example of furniture requiring flexibility to accommodate the collaborative instructional model, the SICO Whitepaper notes. “It also demonstrates the importance of thinking through the collaborative model in order to secure classroom furniture designed specifically to meet the need of this total learning environment.”

Collaborative learning Indeed, flexibility in the classroom is conducive to collaborative learning, which has been proven to be positive for children’s learning.

Jeanne Marcum Gerlach, associate professor of English education at West Virginia University, said: “Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs. We know that learning occurs from sharing our ideas, beliefs, and writing through our interactions with others.”

“Listening to different points of view about how to solve problems or to do different

perspectives on issues helps students to reach deeper levels of understanding about their subjects,” Gerlach added.

As the Secretary of State for Education has been stressing the importance of teaching 21st century skills – also called soft skills – such as communication, teamwork and problem solving, it is becoming crucial for education suppliers to make classroom environments that support children in the development of these skills. L FURTHER INFORMATION www.besa.org.uk

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Issue 24.4 | EDUCATION BUSINESS MAGAZINE

41

Cleaning

Are our schools clean enough?

Many schools have opened up about how they have to take on additional roles such as cleaning as the budgets to pay for such services has decreased. Education Business investigates the issue Stories of headteachers and teachers taking on cleaning duties due to budget cuts has made the headlines this year.

Many schools have opened up about how they have to take on additional roles such as cleaning, maintenance, catering and groundwork as the budgets to pay for such services has decreased.

Scottish education union EIS did a survey to find out what the situation was like in Scotland.

The survey of almost 700 schools across Scotland found that 80 per cent of schools have seen a reduction in the frequency or quality of cleaning due to budget cuts over the past three years.

It found that many schools report no cleaning at all is carried out on some days and that pupils’ desks, classroom sinks, and other shared surfaces are not cleaned or not cleaned regularly.

The issue of cleaning products was also raised. Ineffective cleaning products, or even just water, was reported as being

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“Cuts to cleaning services are placing a great deal of strain on cleaning staff, in some instances forcing teachers to undertake cleaning of classrooms, and creating an environment where germs and disease can spread rapidly and with serious repercussions for the health of pupils and staff.”

“This can lead to increases in pupil and teacher absence, with a detrimental impact on both wellbeing and on learning and teaching. Recent incidences such as major outbreaks of norovirus and infestations of insects or rodents in schools have further highlighted the consequences of cutting back on proper cleaning within our schools.”

given to cleaners. It was also found that there is also no absence cover Teachers taking on cleaning provided when cleaners are off sick.

Many teachers said they had cleaned parts of Many respondents stated that the the school themselves because as teachers, worsening in cleaning standards was not they were concerned with pupils’ welfare, as the cleaners’ fault but down to the reduction the cleaning would not be otherwise done in the amount of cleaning time that they (around 120 of the 626 responses). are given per room. Some responses

The survey questioned expressly stated that their cleaners whether health or hygiene Man were working additional time issues were being (beyond their contracted caused from poor cleaner y s are hours) in order to maintain cleaning. Around workin g addit the cleanliness of classes.

138 of the 626 io time, b Commenting on the respondents eyond t nal heir contrac survey findings, EIS General believed this to Secretary Larry Flanagan be the case, with in orde ted hours, r to ma said: “The results of this poor cleaning intain the clea survey make for worrying resulting in more nli reading. Schools simply frequent staff of class ness must be properly cleaned and pupil illnesses. es on a daily basis to ensure an Many responses appropriate learning and teaching stated, or speculated environment for pupils and staff.” that, specific staff and

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Cleaning

pupil illnesses were caused by poor cleaning, such as how high dust levels were potentially affecting respiratory ailments and exacerbating asthma conditions.

This is a problem found across the country.

Before the NAHT annual conference, three school leaders spoke out about the realities of austerity. As reported in the Guardian, Emily Proffitt from Tittensor First School in Stokeon-Trent said: “To cut costs, I’ve taken on the roles of catering manager, premises manager, safeguarding lead and deputy, as well as head.

I’ve put rubber gloves on and cleaned toilets at the school. I’ve [tended] the school garden.

I’ve managed catering logistics. I’ve spent part of my Easter holidays in school, taking stock of deliveries, with my young children.”

Clem Coady from Stoneraise School in Cumbria said: “I’ve started doing every role I can possibly do at my school to avoid making teachers and support staff redundant.

For example, I’ve ended our maintenance contract and picked up that work. I’ve fixed cupboard doors, leaky taps and door handles.

I’ve painted the school twice, inside and out.

I’ve cut hedges, pruned shrubs and done tree surgery work. I’ve cleaned up sick and unblocked toilets – every member of staff has.”

So what can be done? Budget cuts have effected schools the breadth of the country.

A recent Education Policy Institute report on the state of school finances in local authority and academy schools in England found that almost a third of local authority maintained secondary schools are in deficit.

The EIS believes that schools should campaign

Many respondents stated that the worsening in cleaning standards was not the cleaners’ fault but down to the reduction in the amount of cleaning time that they are given per room. to improve or restore school cleaning services, stating that, for local authority run schools, councils owe a duty of care to staff and a lack of adequate cleaning services is resulting in ill health and staff and pupil absenteeism.

The EIS has also said it will publicise and

highlight the extent of the reduction in cleaning standards in recent years and the effect it is having within schools. L FURTHER INFORMATION www.eis.org.uk

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Issue 24.4 | EDUCATION BUSINESS MAGAZINE

43

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

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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 sales@fawns.co.uk 01252 515199

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Play

The wider benefits of playtime

Health benefits of parks Recent research from Fields in Trust shows that 2.60 million people do not live within a ten-minute walk of a green space.

This is concerning as previous 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 With public parks and green spaces in decline, together with the satisfaction including both improved physical rise in children’s screen time, providing a place to play during the and mental health, directly as a result of using school day has become increasingly important regularly using parks and green spaces.

Revaluing Parks and Green Spaces Mental health problems affect about one Declining play spaces demonstrates National Health Service savings in 10 children and young people, according In April 2017, the Association of Play Industries of at least £111 million per year. This figure to the Mental Health Foundation.

Nowhere to Play report first uncovered the is based solely on prevented GP visits and The link between play and wellbeing is well state of playground decline in England. doesn’t include savings from non-referrals documented thanks to numerous studies into The report showed that between 2014/15 for treatment or prescriptions – meaning how play is crucial for children’s emotional, and 2015/16 local authorities across England the actual savings to the taxpayer social, cognitive and physical development. closed 214 children’s playgrounds, will be significantly higher.

One study from the American Medical and when asked about future The report also calculates Association said: “Children will be plans they admitted their aim that parks provide a total F o r some smarter, better able to get along with to close a further 234. economic value to each children others, healthier and happier when The API once again person in the UK of , s c hool play pla they have regular opportunities for free asked local authorities just over £30 per year. the onl ces provide and unstructured play outdoors.” in November 2018 to The value of y oppo The Mental Health Foundation states disclose current and parks and green rtunity for out that “being in good physical health, planned playground spaces is higher for d o o r play, particu eating a balanced diet and getting regular closures. It found that individuals from larly in exercise, and having time and freedom to by 2020/21, there will lower socio‑economic t h m e ost dep play indoors and outdoors” can help keep have been a decrease in groups and also from riv children and young people mentally well. spend on play facilities of black and minority areas ed However, research from the Association 44 per cent since 2017/18. ethnic backgrounds. of Play Industries (API) shows that there In 2016/17, local This means that any loss has been a rapid and dramatic change from authorities closed 63 of parks and green spaces outdoor to indoor time, with a 50 per cent playgrounds and in 2017/18 a further will disproportionately impact increase in children’s discretionary screen 70 playgrounds have been closed. disadvantaged and underrepresented time (DST) in less than a decade. By the age Since 2014 local authorities have closed communities, precisely those who value of eight, the average child will have spent a total of 347 playgrounds across England. them the most. one full year sitting in front of a screen.

What’s more, the research found that Helen Griffiths, chief executive of Fields in Children and young people need to get there will be a decrease in spend on Trust, said: “This report clearly demonstrates back to spending time playing outdoors. playgrounds of over £13m each year on the economic and wellbeing benefits that But recent research has highlighted the average across England, and local authorities parks and green spaces bring to people alarming rate of closures of public parks estimate a decrease in their spending across the UK. At a time when parks and and the selling off of green spaces. on playgrounds of £25m by 2021. green spaces are under threat this is valuable

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BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Play

The link between play and wellbeing is well documented thanks to studies into how play is crucial for children’s emotional, social, cognitive and physical development. 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.”

The importance of play in the school day As the number of play spaces in the community declines and children spend their free time on screens, school playgrounds have become increasingly important. For some, they provide the only opportunity for outdoor play, particularly in the most deprived areas. But play spaces and playground markings need regular maintenance to keep them safe, fun and attractive.

The government’s Healthy Pupil Capital Fund, which comes from money raised from the ‘sugar tax’, includes money for school playgrounds, as it is recognised that active play can help tackle obesity and inactivity in children and young people. L FURTHER INFORMATION www.api-play.org / www.fieldsintrust.org

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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AN INDOOR CITY RUN BY KIDS Real-life activities focussing on KS1, 2 and 3 for STEM, PSHE and English.

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KidZania London is empowering children through a hands-on learning experience, preparing them for future real-life jobs and providing an opportunity to demonstrate skills in communication, problem solving, team work and decision making

KidZania London enables students to role-play real-life jobs in our indoor city, empowering them to make decisions and utilise their future soft skills such as communication, problem solving and team work. Located in Westfield London, Shepherd’s Bush, the range of jobs students can explore include reporting the latest news and music as a radio presenter, simulating flight as a pilot and assisting the public in need as a fire fighter.

The activities are created with the KS1-3 national curriculum in mind, where students ‘learn by doing’ and apply what they’ve been taught on subjects such as Science, Maths, English and PSHE. Discover the upcoming educational events which perfectly compliment a visit to KidZania, as you plan your next school trip.

Parliament Week 5-7 November 2019 Back by popular demand, for another year to coincide with UK Parliament Week, students will be asked to make their vote count in our Polling Station and to debate on two motions in our own ‘House of Commons’.

Partnering with WWE and NSPCC to support their Call Out Bullying campaign, one of our motions will focus on whether bullying behaviour in our city should be fined, whilst the second motion proposes to ban non-recyclable plastic in KidZania.

The latter motion will have a real impact in our city, as KidZania looks to improve its environmental process. We are giving students a chance to express their thoughts

on what we should do in our city which was built for them. We encourage all schools visiting us for Parliament Week to prepare in advance for these motions, so that students can form their arguments ‘for’ and ‘against’ ready to take part in the debating session.

Students who are unsure on how to debate can attend one of our workshops in association with Usborne Books. This year we will be introducing two new workshops where pupils can create their own political party by addressing policies they think are important, as well as create a bill to pass as KidZanian law on tackling bullying in their school.

Careers Fair – January and March 2020 We feel it’s important for careers education to be available to children as young as 4 years old and have designed the perfect city where your students can try real-life jobs, breaking down any preconceived career stereotypes they may have developed through friends and family. As outlined in a recent study conducted

by Founders4Schools and LKMCo, our Careers Fair events support teachers to deliver age‑appropriate careers education for children aged between 4 – 14 years. For instance, our activities provide universality so that every child, irrespective of background, can access the same careers knowledge and authenticity so that children can gain work experience based on the realities of existing careers.

We recognise that expectations have been set for secondary schools to provide a comprehensive careers plan using the

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Teaching pupils the role of democracy at KidZania London Gatsby Benchmark. KidZania assists students who have just entered secondary school to start thinking about their career path by experiencing first-hand how the choices they make in school will impact their future career aspirations. KidZania covers three benchmarks: Linking curriculum learning to careers through our scripted activities; encounters with employers and employees with our educational events; and experiences of workplaces as each activity is themed based on real-life work situations.

Aimed at predominantly secondary schools, our first Careers Fair of 2020 will be held on 21st – 23rd January 2020. Followed by a second Careers Fair on 3rd – 5th March in accordance with National Careers Week for both primary and secondary schools.

New workshops will be available including CV writing where students can learn what a CV is made up of, applying this learning proactively by developing their skills and experience as they do jobs around the city and an interview skills workshop for KS2-3 students. In addition to these, we will be running a series of workshops focused on careers in public services, hospitality and retail and entertainment. These workshops will be unique, allowing students to consider the skills and equipment needed to perform these jobs, as well as finding evidence of these resources around our city.

Plus, there’ll be opportunities to meet some of our partners who will be present in each activity, giving students a chance to hear from an expert whilst experiencing the job first-hand.

We have more exciting educational events planned for 2020, including the return of Science Week and Maths Celebration, as well as introducing a new event for Mental Health Awareness Week. Contact our schools team for more information.

Prices start from £10 per pupil, but places are limited at that price, so booking early is recommended. L FURTHER INFORMATION To book your next school trip with us or to find out more, visit KidZania.co.uk/education or contact us at schools@kidzania.co.uk.

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Sport

The power of sport to enhance wellbeing Schools across the UK used National School Sport Week to send a message about the importance of physical activity at a time when young people’s wellbeing and activity levels are in decline The Youth Sport Trust’s National School Sport Week 2019 took part 24-28 June and saw thousands of children, organisations and schools engage in sport and physical activity.

The theme of the week was ‘Five Ways to Wellbeing; Be Active, Connect, Give Back, Learn and Take Notice. The aim was to hook children and young people on a lifelong love of movement.

It was supported by official partners DC UK, Decathlon, Everything Branded, and David Lloyd. As well as its main partners of the week, the charity was also supported by the Jo Cox Foundation through the Great Get Together, Sport England and Department for Education.

The Youth Sport Trust pioneers new ways of using sport to improve children’s wellbeing and give them a brighter future.

It is campaigning for the benefits of being active to be widely recognised in

thank you to all of the schools and organisations who have taken part to raise the profile and celebrate the importance of PE and school sport for our wellbeing.”

Speaking about his experience at school, Ben said: “My experience of PE at school was scary. I felt like I wasn’t good enough, like I would never fit in, that I wouldn’t enjoy it and I put so many barriers in place as an excuse not to exercise. Knowing what I know now, this was down to my experience of sport and not having many options to choose from and thinking I needed to be the best. Having found sport later in life, I can now see the power it has to not only build a person’s soul but also the benefits it has on confidence, selfesteem and our overall mental wellbeing. It’s vitally important that every young person has opportunity to enjoy what sport has to offer.

battling declining mental wellbeing and obesity in this and future generations.

YST ambassador Ben Smith toured the Highlights of the week country as part of the week and launched More than 60 children with and without a new programme called ‘Journey SEND from schools across Liverpool to Wellbeing’ as part of his took part in inclusive sports like USA 2020 Challenge. sitting volleyball, new age D ozens Ben said: “We’ve been Kurling, para-badminton, VI of MPs all around the UK athletics, boccia, wheelchair f r o m across t for National School fencing, and goalball visited s he UK Sport Week, we’ve to give every child the been to the Wirral, opportunity to find a sport first-han chools to see d the im Manchester, London they love. The Learning role tha p o r and Cornwall. It has and Discovery festival t a n t PE and t been a full-on week was held on Tuesday as s c h o ol sport p celebrating the Five part of the Department in educ lay Ways to Wellbeing. We for Education-funded ation have done some amazing Inclusion 2020 programme. things as part of it, but

Dozens of MPs in I would like to say a huge England, Scotland and Wales E Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Sport

The theme of National School Sport Week was ‘Five Ways to Wellbeing; Be Active, Connect, Give Back, Learn and Take Notice. The aim was to hook children and young people on a lifelong love of movement.  visited schools in their constituencies to see first-hand the important role that PE and school sport play in education.

Sports retailer Decathlon marked the first anniversary of its Surrey Quays, London store by putting on an active learning event for local primary school children. DC’s Batman provided Batman themed resources available to schools to encourage physical activity.

Children at St Breock Primary School in Wadebridge, Cornwall were joined by YST Ambassador Ben Smith to unveil a giant sand sculpture themed around the Five Ways to Wellbeing. The sculpture was built throughout the week and celebrated women’s football as part of the ‘Take Notice’ strand of the Five Ways to Wellbeing.

The winner of YST’s NSSW social media competition was announced as Sydenham School in London. The school will receive an inspirational athlete mentor visit as a result.

The week finished with YST Chief Executive Ali Oliver joining Sport Minister Mims Davies on a visit to a school in Eastbourne.

Ryan Oates, PE teacher at St Lawrence Academy in Scunthorpe, said: “At the St Lawrence academy we are really passionate about building a learning climate that uses sport as a key way to develop the essential skills and characteristics that a young person needs for a healthy and successful lifestyle.

“As a result, this year’s YST National School Sport Week theme was really appealing for us to seek even further ways that we can engage and enthuse our students through the vehicle of sport. It is so vital we can develop resilient, motivated and confident young people and hopefully we have created an itinerary for the week that will capture the imagination of all our young people, raise awareness to ways they can get involved and active, and through some special moments create even greater ‘togetherness’ amongst our St Lawrence academy community.”

Recommended activity levels Schools across the UK used National School Sport Week to send a message about the importance of physical activity at a time when national statistics shows young people’s wellbeing and levels of activity have been in decline.

According to Chief Medical Officer guidelines, the recommended amount of moderate to vigorous physical activity for children is 60 minutes every day. But research carried out by YouGov on behalf of the Youth Sport Trust has revealed that 68 per cent of UK adults either believe the target is less than 60 minutes or do not know.

The research, which was based on the responses of 2,071 UK adults, found that almost half (49 per cent) thought children and young peopleshould engage in less than 60 minutes of moderate to vigorous physical activity every day. Only 25 per cent correctly said 60 minutes, and the average, amongst UK adults who were able to give an answer, was 46 minutes.

YST chief executive Ali Oliver said: “We’ve seen a worrying trend in recent years of a decline in young people’s physical activity, and a squeeze on time allocated to good quality Physical Education.

“With our new research showing that most people do not know how much physical activity children should be aiming for, it has never been more important to raise awareness of why this is so important.

“Our work with schools across the country all year round shows the power of sport and play to improve young people’s confidence, tackle stress and equip them with the skills to succeed in life.” L FURTHER INFORMATION For more information about National School Sport Week, visit www.youthsporttrust.org/national-school-sport-week

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Get online now to see our latest news and features, as well as our latest issue of Education Business Magazine!

ISS Education holds its Chef of the Year competition as an annual celebration of the talented individuals working in their school kitchens. It is held at Unilever’s Chefmanship Centre in Leatherhead, Surrey. Ingredients are provided by ISS’ suppliers who sponsor the event

This year, Cameron Dunbar, chef at The Hayesbrook School in Tonbridge, Kent was recently awarded the top prize at the annual event that demonstrates ISS’ total commitment to being one of the best catering providers in the United Kingdom..

The competition takes school chefs out of their comfort zone and challenges them to create fine dining calibre dishes.

Winning dish Cameron impressed the judges in the semi‑final with his main dish of spinach and ricotta stuffed chicken breast wrapped in pancetta with sautéed potato, seared fig, pomegranate seeds and a balsamic glaze. His dessert was a mille-feuille with lemon crème patisserie, fresh raspberries, a raspberry coulis and mint sugar.

These dishes secured Cameron a place in the final, where contestants must use their ingenuity to create an improvised dish from a mystery box of ingredients. The mystery ingredients were a choice of duck, salmon or trout, to be accompanied by the contestant’s choice of vegetables. Cameron used the hour provided to prepare pan-fried duck breast on a bed of sweet potato and beetroot, garnished with radish, broad beans, fresh redcurrants with a redcurrant jus.

presentation skills. The judges included members of the ISS Food Services senior team, along with special guest judges Cheryl Humphries, Chef of the Year for 2018 and Kitchen Manager at High Weald Academy in Kent, and Jeanette Orrey MBE, children’s food campaigner and co-founder of Food for Life. ISS UK & Ireland’s CEO, Matthew Brabin, Steve Kemp, ISS Food Services Sector Director – Schools and Jeanette presented a stunned Cameron with his hard-won medal and prizes.

Cameron Dunbar commented “When I arrived on the day, I was confident but also felt a level of expectation as I had finished second place the year before. As soon as it was time to begin cooking the butterflies immediately turned to adrenaline. After the Judges announced I had made it to the final, the butterflies returned as I knew this meant a mystery box was to follow.

The next hour was a blur, having to design, prep and cook two plates. Before the results were announced, I felt good and knew I had cooked well but still couldn’t quite believe it when they announced I had won. A few days have now passed, the reality has sunk in and I’m still ecstatic that I won Chef of the Year. Winning has improved my confidence and has motivated me to push myself further with ISS and see what the future holds.”

Jeanette Orrey stated “It has been fantastic to take part as a guest judge for this competition that celebrates school chefs. There is a lot of talent here and I was very impressed with the quality of the entries, and it shows that the chefs we have in schools have the skills to cook good food for the children they serve. Congratulations to all the contestants.”

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ISS Education celebrates its 2019 Chef of the Year ISS Food Services At another food related event recently ISS Food Services took over Leeds City College Printworks Campus for their annual Food Excellence Awards. ISS sponsors the Professional Cookery Diploma Course at the college, and the fully equipped School of Travel, Food and Drink Campus provides an ideal setting to showcase the skills of the talented chefs from ISS Food Services’ Business & Industry (B&I) sector. The judging panel included Michelin-starred chef, Glynn Purnell.

The event features a diverse range of categories, including seven live cook offs, three static competitions, Barista of the Year and Best Street Food Stall. In addition to challenges for seasoned professional chefs, the awards feature an Academy Chef of the Year competition. This offers a chance for students from the Professional Cookery Diploma Course to demonstrate the skills they have developed and is a valuable experience for the next generation of chefs.

Simon Price, Chef Director for ISS Food Services commented, “I’m so proud of the all our brilliant competitors. We are fortunate to have some truly talented chefs working in our business, and they deserve to be challenged to demonstrate that talent and be recognised for their skill. I want to thank all of the contestants who performed so well on the day, my fellow judges, our generous suppliers and Leeds City College for their support.” L FURTHER INFORMATION www.uk.issworld.com/ services/food-services

Tough competition The quality of all the entries made it a tough decision for the judges, who commented that there were few points in it, but Cameron came out top for his bold flavours and excellent

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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Catering

Less meat in the school week With the Department for Education currently reviewing its School Food Standards, the Soil Association is calling for a compulsory meat-free day with meals based around beans and pulses sure everyone has access to it? And what does this have to do with switching out meat for a plant-based alternative for one meal a week? It’s worth noting that when we talk about plant-based proteins, we mean nutritious and sustainable alternatives to meat, such as lentils and pulses.

In 2019, we have arrived at a crossroads.

We have kids who have lost touch with what real food is. We have UK families eating enormous amounts of ultra-processed food, making us the most obese country

in Western Europe. Our kids are becoming more and more obese faster than you can say ‘pizza and baked beans’ - which, incidentally, is where 17 per cent of the veg in children’s diets come from.

Climate issues Meanwhile, the impacts of climate change are being felt across the globe. And if we want to begin to halt climate change then we must reduce our meat consumption.

Recent reports from EAT-Lancet and UK Climate Change Committee highlight the need for widespread dietary change. This includes a shift to eating less ultra-processed The UK and poor-quality meat Climate and replacing this with C h higher quality, more a n g Commi sustainably produced ttee ha e s called f fresh meat combined with plant-based options.

20 per or a

By promoting a c e n reductio t healthier relationship n in me a consum with food, the ‘less ption t but better’ approach allows caterers to ‘trade up’, switching cheaper meats for better quality higherwelfare meat and serving more affordable beans and pulses on plantbased days. The two go hand in hand.

Steve Cross, head chef at Food for LifeGold awarded Park Community School, is already serving excellent plant-based options with great success. This school is living proof of what can be done to embed food culture into the school day.

The menu often includes up to two meatfree days per week. This less but better approach is enjoyable for the kids and means they know exactly what it is they are eating and where it comes from.

And kids are more likely to eat different foods if they’ve watched them grow.

Steve Cross, head chef at Park Community School, said: “We know that we all need to eat less meat if we are going to face climate change – and that is going to need to start in schools so I think we do need a meat free day. Pulses like lentils and chick peas are very cheap and you can get a lot out of them, and using more of these ingredients plus fruit and vegetables we can afford higher quality meat the rest of the time.

It’s about being clever with your ingredients and cooking to get the most out of a variety of healthy ingredients. We live by the field to fork approach – we want the children to have a good understanding of where their food comes and educate them into eating things that are healthier and more sustainable.” E Issue 24.4 | EDUCATION BUSINESS MAGAZINE

Written by the Soil Association

The Department for Education (DfE) is reviewing its School Food Standards.

Food for Life is urging the government to make a meat-free day with meals based around plant-based proteins, such as beans and pulses, compulsory each week.

‘Real food for everyone, every day’. This is Food for Life’s mission. The charity’s pioneering ‘whole setting approach’ encourages schools to embed healthy food culture into the curriculum and beyond. But what is real food, and how can we make

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Web-based software solution for Allergen, Nutrition, Recipe and Menu Management ZestNutriplanner was the result of a collaboration between Ian Hayes, a software engineer with over 45 years’ experience, and David O’Malley, a chef and caterer with over 47 years catering industry experience. Together they have created paperless solutions for catering management nutritional needs, allowing for the specific setting of individual nutritional targets across a chosen calendar period. It is very suited to any environment where there is a need to monitor closely nutritional and dietary intake.

All the modules, where the information is relevant, can be linked into the finance module. There is no need for double entry.

This includes such features as consumption and purchases, which, when the menu management feature is used to its full extent, will work out what resources are needed to achieve the expected sales volume, taking into account stock held on site, so you only order what you require thus reducing wastage. The stock feature has the capability of including “use by” dates included and will show up as amber five days before an item is past its date and red when it goes out of date.

ZestNutriplanner is proud to provide a complete web based caterers’ solution for recipe and menu management, financial control, planning and dietary analysis, and importantly allergen management.

ZestNutriplanner has developed a unique tool that shows all the allergens in each of the menu items for customers with allergen needs without the need to wade through reams of paper.

The Zest software system The Zest software system has been designed to focus on four primary modules.

The core primary module, “Mise-en-place” is mandatory for each subscriber. However, each subsequent module, (Trakker, Landlord/ Sundries and Finance), can be added as required with an additional subscription.

Part of the successful feature of the core module “Mise-en-place” is that ZestNutriplanner has designed a template for the user’s individual suppliers to complete, which includes product costs and nutritional and allergen information. This then allows the subscriber to have real live information to manage their catering service. Updates on prices or changes in allergen information from these suppliers can be automated or

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updated as product price or ingredient details change, thereby ensuring the information used is accurate. Once updates are loaded the allergen content, nutritional detail, recipe and menu costs are instantly updated, making easy work out of keeping this vital detail accurate.

The other modules provide a wide spectrum of solutions. Summarised here are just a few of these.

Finance This module provides a full range of control measures, invoicing of goods received, cash control, supplier management, labour scheduling and cost, P& L analysis and performance across flexible periods chosen by you.

Landlord/Sundries This is a simplified version of the core module “Mise-en-Place” which allows the user to have a separate bar service accounting system or use for non-food consumables. The bar module will allow multi-level tariff and multi-bar locations for larger sites with different sales points.

Trakker This allows the tracking of individual

Allergen Kiosk One very unique feature that the system offers, particularly relevant in today’s market, is our “Allergen Kiosk”. This enables, via tablet, PC or laptop, the subscriber to enter allergens to be avoided and then run this against their menu offer. In seconds the system will only show menu items that DO NOT contain those allergens. This will result in a much quicker selection options for your customers.

Multi-site locations All modules have been designed to be accessed via tablet or IPad. All that is required is internet connection. Included in the features for larger operations with multi-site locations is the ability to have a full hierarchy structure from Head Office and regional management through to end user.

The system is widely used amongst many branches of the catering industry but has been especially well received in the School and Care catering environment.

Our system is also capable of populating labels for meeting the new “Natasha’s’ Law” legislation. L FURTHER INFORMATION david@ZestNutriplanner.co.uk

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

Catering

 Less and better Clearly, Park Community School are going above and beyond. But there are small changes that caterers can make to lead the way in sustainable food that has a positive impact on kids’ health and well-being as well as the planet. This is demonstrated by the thousands of schools working within the Food for Life Served Here scheme across the UK who are already implementing meat-free days, and using the cost saving opt for local and higher welfare meat for the rest of the week.

This is ‘less and better’ working as it should.

Currently the School Food Standards only include a non-mandatory recommendation to include a weekly meat-free day. Few schools are putting it into action and, when it does take place, choices are often restricted to less healthy options like cheesy pasta or pizza rather than a truly plant-based option rich in fibre. To be clear, plant-based is not synonymous with vegan.

We are asking for climate-friendly options rather than ultra-processed choices.

Sustainable meals The UK Climate Change Committee has called for a 20 per cent reduction in meat consumption, while the IPCC (Intergovernmental Panel on Climate Change) has warned that we have only 10 years to change our diets. Schools need more support and instruction to deliver sustainable meals. As part of the review, the DfE is set to consider recommendations that children should eat more beans and pulses to bring the standards in line with the latest evidence on too little fibre in our diets.

Food for Life is calling for this to be accepted and a mandatory plant-based protein day each week implemented.

This will support more climate-friendly menus and help to tackle poor diets and obesity by increasing fibre intake.

Rob Percival, Head of Policy for Food & Health at the Soil Association, said: “The updated School Food Standards should require that all schools serve a plant-based

By promoting a healthier relationship with food, the ‘less but better’ approach allows caterers to ‘trade up’, switching cheaper meats for better quality higher-welfare meat and serving more affordable beans and pulses on plant-based days. protein day each week. The current, noncompulsory advice for a meat-free day is too weak. We know children would benefit nutritionally from eating more beans,

pulses, and plant-based proteins and the climate would also benefit – we should all be eating less meat, but of a better quality.

Leading Food for Life schools are already showing that it is possible to serve children healthy plant-based meals, with the cost saving used to ‘trade-up’ to higher-welfare and more sustainable meat for the rest of the week. It’s time the government caught up.”

As adults, we often forget that children are wise to the issues affecting the world around them. Recent events like extinction rebellion, led by teenager Greta Thunberg, show us that youngsters are concerned for their natural environment and climate change. We must support our kids to make more sustainable dietary choices and make it easy for them to choose. It’s not about going vegan or dietary fads, but about providing kids with nutritious, sustainable food that’s good for them. Food for Life want to make good food the easy choice for everyone. A mandatory plant-based protein day can help to make this a reality. L FURTHER INFORMATION www.soilassociation.org

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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It is 6:45am and RM Education is already protecting your school community online.

Come rain or shine RM SafetyNet filters over 580 million school web requests every single day. rm.com/safeonline

The digital skills gap presents major challenges expected to change significantly or become for employers and education systems alike. redundant in the next five years due to The shortfall of digitally-adept workers is technology and automation. The research also causing tremendous problems for businesses, found that nearly 90 per cent of organisations and in turn will have a severe consequences admit their staff lack digital skills. This report for economic growth in the long term. comes just after the Bank of England declared Recent research shows the problem that productivity is around 20 per cent below getting worse, not better. It has been estimated where it would have been if it had continued that the current gap is costing the UK £141 at the rate before the financial crash happened. billion in GDP growth, a figure that is only It is deeply concerning that these productivity set to rise if action is not taken soon. levels, a lack of digital skills and rising A recent report from professional networking demand for technology and data experts will only rapidly increase unless we act now to site LinkedIn has found that four of 2018’s implement it at early stages of development. top five emerging jobs were in the machine

learning and developing industry, requiring Changing industries technical skills in subjects like cryptocurrency Throughout the remainder of 2019, many and blockchain. In terms of CVs, it has been industries are set to see digital transformation stated that skills like artificial intelligence (AI) disrupt existing workforces. In particular, and Software as a Service (SaaS) are a crucial farming and agriculture is thought element for surviving in a digitally led to see technology revolutionise landscape. It is apparent that the the industry, with 57 per influx of new technological A recen cent of farmers believing advancements is also t study fr emerging technology set to change jobs as the Uni om will greatly impact their we know them. business in the next In fact, recent Roeham versity of pton fo five years, according research from the t h und at fewe Open University found olds are r 16-yearthat as many as 40 obtaini per cent of jobs are n

a comp g u t i n g qualific ation

Starting from school In order to successfully plug the digital skills gap, more needs to be done before employees reach the stage of beginning their careers and entering the world of work. Employers are starting to look for employees who have the necessary skills that their organisation needs now and will need for the future. The process of plugging the digital skills gap should begin at our education systems in order for students to learn and understand the necessary requirements of the digital world of work.

The process of encouraging this is to advertise these types of subjects at school such as ICT and coding. This means the national curriculum needs to begin introducing these courses as a matter of urgency to ensure the future is not bleak for digital skills.

Teachers are a fantastic advocate for highlighting the importance of their students learning interesting and important skills that will give them better job prospects. From a young age, many students will start to have an idea of a potential field they would like to pursue through, based on a combination of the subjects in school that they have excelled at or enjoy the most, and understand the potential windows of opportunity that those might provide. Therefore, it is essential that we begin to develop, nurture and encourage an interest in STEM (science, technology, engineering, maths) subjects within schools.

Written by Sheila Flavell, Chair of the Institute of Coding’s industry advisory board

Our education system needs to be the first port of call when assessing how to plug the digital skills gap, believes Sheila Flavell, Chair of the Institute of Coding’s industry advisory board

IT & Computing

Closing the digital skills gap

to a study by the National Farm Research Unit. Another industry struggling under the pressure of technology advancements is insurance. A recent global survey found that insurers are increasingly struggling to find the necessary staff with only 25 per cent prepared to use AI. However, this survey also found that only four per cent of insurers are planning to increase spending in re-skilling programmes and that is where one part of the problematic digital skills crisis begins.

A downward spiral It is increasingly concerning that the take-up of important courses like computing in schools is actually on a downward spiral. E

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It is increasingly concerning that the take-up of important courses like computing in schools is actually on a downward spiral. The reality is that we simply must do more to inspire and ignite students’ passion for the subjects which could lead them to a fantastic, long-lasting STEM career later in life.  The reality is that we simply must do more to inspire and ignite students’ passion for the subjects which could lead them to a fantastic, long-lasting STEM career later in life.

A recent annual study from the University of Roehampton found that fewer 16-yearolds are obtaining a computing qualification and that schools have cut back on the hours teaching the subject. The research found that in 2018, 130,000 students got a GCSE in either computing or ICT, down from 140,000 the year before. This decline in numbers is being put down to the change in the curriculum whereby this year the ICT exam is no longer an option. The debate about the removal of the ICT GCSE qualification is still rife, as well as the number of hours spent teaching coding falling 31 per cent from 2012-2017. However despite these changes, the qualification was replaced with a more challenging computer science course which, in theory, could help the issues we are facing with a lack of skills in the workforce. However this course is set to be much more difficult, meaning this could eliminate students or put them off taking it.

The gender issue Another issue which is still prevalent within the education system is this idea that STEM-related subjects are a ‘boysonly-club’. This means our education system must help to encourage girls to recognise the exciting opportunities that these courses can offer, as well as the boys.

By placing emphasis on inspiring girls, we can work towards not only plugging the digital skills gap but helping the gender disparity issues that are incredibly prominent in STEM related subjects.

Our education system needs to be our first port of call when we look at what we can do to plug the digital skills gap. We all need to work hard to design and build more exciting courses and going the extra mile to promote the fantastic opportunities that a career in STEM can bring. It’s a huge shame to see that the interest in these vital subjects seem to be waning at a time when our economy couldn’t require them more.

However, it cannot just be down to the education system, particularly at GCSE level

as that is merely the first step to having a life-long career in a heavily changing industry. We need to begin to see more collaboration between higher education institutions, who often run set courses on computer science and coding, work in collaboration with the industries who require these skills the most to nurture the next generation of their talent pool.

We must begin to see students have the opportunity to work in an environment alongside their degree that will allow them to learn the complications of the trade and understand the modern workplace.

We also need to recognise that existing employees within an industry cannot be forgotten about as the digital environment changes around them. Upskilling the current workforce is important for managing existing resources and offering those who are willing to learn, a chance to grow within the digital age and develop their career.

If we are able to direct the curriculum towards a digitally led world, nurture talent with the close collaboration between businesses and higher education institutions and work to upskill our existing talent, I believe we will start to plug the digital skills gap. Through these three methods, they can assist each other in pushing our digital economy forward to open new opportunities for the future generations to come. L

Sheila Flavell is COO at FDM Group and Chair of the industry advisory board for the Institute of Coding FURTHER INFORMATION www.instituteofcoding.org

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Data & Cyber Security Written by Dr. Kelly J. Calhoun Williams, VP Analyst at Gartner

Don’t be a hacker’s target Schools gather, store and analyse surprisingly large amounts of private data, which is a hot commodity for hackers. Dr. Kelly Calhoun Williams, VP Analyst at Gartner, discusses how to strengthen cybersecurity in primary and secondary schools There are over 32,000 primary and secondary schools in the UK, which have a wide range of cybersecurity capabilities. Irrespective of the level of preparedness, a robust security and risk strategy remains a high priority for nearly all organisations, not least schools, as evidenced by responses to Gartner’s 2019 CIO Agenda survey. It found that 97 per cent of surveyed primary and secondary school CIOs expected an increase in cybersecurity challenges in the next three years.

With concerns growing, the next generation of school security and risk management (SRM) leaders must address multiple challenges, all in an environment with notoriously limited resources.

Schools are targets for hackers Like organisations in many other industries, schools are contending with an abundance of security threats – ransomware, DNS data exfiltration, malware and phishing attacks on employees and students, to

Advances in learning-data collection add to the complexity around this issue. As such, there’s an imperative to increase users’ control and trust, from both the parents’ and the students’ points of view, as ever-increasing amounts of highly personal data are collected.

Overcome complexity To address the complex cyber-risks they face, schools should divide their security strategies into four distinct operational areas: cybersecurity, risk management, business continuity, and auditing and privacy.

Tackling the broad scope and ever-evolving nature of cyber threats with a multifaceted approach, introducing new security roles and then using third-party services, is an effective way to address the challenges and reduce risk. However, it’s also vital that SRM leaders develop a risk-based prioritisation mechanism for action items, in which the responsibility for risk acceptance is clearly defined, in collaboration with relevant business process owners.

name just a few. The frequency of these attacks is rising, which makes it harder for schools to deal with them effectively.

What makes schools such appetising targets for hackers? Schools gather, store and analyse surprisingly large amounts of private data, which is a hot commodity for hackers.

The financial and reputational damage that a security incident or data breach can Schoo cause any organisation Introduce privacy should ls divide can be huge. Add management their se to the equation Privacy management curity strateg the sensitive and is a big part of the ie s into f areas: c personal data of cybersecurity picture, too. o ur ybersec children, and the The maturing international u m r ity, risk anagem increased potential privacy landscape and en value of this data the introduction of new continu t, business ity (which has a longer regulations, not least the auditin , and life span), and EU’s General Data Protection g and schools face an even Regulation (GDPR), add to the privacy greater risk in terms of necessity for a broad privacy liability and loss of trust. management plan in the E

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Targus joins forces with Tech Data to make adoption of technology easier for the education sector

The digitisation of education means today’s education establishments spend a significant amount of money on IT tools and hardware to support teaching, improve productivity and facilitate students. However, technology devices come with short lifespans – the average life cycle for laptops is three years meaning that they should ideally be replaced with newer models regularly. With limited funding, however, such an approach might not be feasible for most establishments.

Targus, a leader in laptop cases and mobile computing accessories is joining forces with Tech Data, a global distribution company specialising in IT products, to support the roll out of its Tech-as-a-Service (TaaS) subscription services for the Education industry. TaaS is a strategic investment that can reduce the total cost of ownership while allowing organisation to regularly upgrade technology and ensure it is up-to-date.

Analysts at IDC report that an average

repair costs approximately £130 and six lost hours per device. Comparing that to the average cost of a protective bag to carry and protect your devices, which is a much more affordable £15, brings to light the crux of the issue – organisations and educational establishments alike are paying the price by not investing in the right accessories to safeguard their valuable technology products.

The business case for investing in TaaS is clear. Educators can save up to 30 per cent on total cost of ownership of hardware and software solutions. They can get up-to-date equipment faster and more often to ensure they get the best from the technological advances available, all while being fully compliant with UK State Education Legislation. The TaaS programme has already made a big splash within the public sector, with over 43 schools and 17 NHS trusts already using the programme to

procure equipment worth millions of pounds.

“TaaS is the way forward for the education industry,” said Marcus Harvey, sales director EMEA at Targus.

“In today’s digitally connected world, having the right tools & technology forms the basis of any successful education programme. However, the costs associated with owning the latest technology tools coupled with repairing damaged devices can cause a big hole in the pocket for education establishments.

“We are thrilled to be working alongside Targus to extend the benefits of TaaS subscriptions to the education industry,” added David Nelson, services director at Tech Data. “With technology evolving at breakneck speeds, educators need to be armed with the latest devices to provide students with the best possible education. We strongly believe that our partnership with Targus’ Designed for Education range of products will help educators achieve this.”

FURTHER INFORMATION For more information, visit uk.targus.com

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 education sector. However, UK schools – some of which already have scarce resources – are faced with a challenging task when it comes to implementing a comprehensive security and privacy strategy.

The idea behind a privacy management programme is to establish the trust and resilience that will enable a school to meet its cybersecurity obligations. Whereas conventional classification focuses on data, a privacy management programme focuses on what the GDPR calls the “data subject.” It’s essentially about people.

Given daily news stories about how privacy has been invaded and damaged, and trust eroded, a foundational programme and consistent principles are needed.

Core principles are a good way to guide business process engineering, enable desired business outcomes, and support and protect the security strategy implementation.

Create a dynamic SRM strategy Importantly, next-generation security needs to provide new methods that support today’s digital initiatives, enable innovation and support an organisation’s academic and administrative objectives. To this end, schools that want to enhance their security and risk profile need to embrace a set of strategies that create suitable levels of trust and resilience.

In today’s digital environment, the traditional security objectives of confidentiality, integrity

and availability should be expanded to include privacy, safety and reliability. Ultimately, for schools to progress and evolve their digital transformation initiatives, they need to build and implement a dynamic SRM strategy.

Pursue next-generation security as a “team sport” Next-generation security requires teamwork, which should be a top priority of SRM leaders in schools. They should implement broadly supported and effective security policies and practices by establishing a comprehensive planning and governance group. This group may be composed of a variety of stakeholders – for example, students, faculty, and finance, legal and HR staff. It should devise plans for mitigating risk, building trust, protecting student privacy and using data ethically.

Schools should strive for continuous improvement. In creating a robust security plan, schools need to identify, continuously and objectively, the strengths and gaps in their existing security arrangements. They can do this with the help of a variety of frameworks or third-party providers, such as the National Institute of Standards and Technology (NIST) and the International Organisation for Standardization (ISO).

Offer cybersecurity training Investing significantly in cybersecurity training and awareness programmes for

students, faculty and other staff means that all stakeholders will be aligned on the security strategy. Schools can achieve this by creating a unit specifically committed to consistently and continuously planning, educating and measuring the impact of security awareness training efforts.

Control personal data Lastly, schools should adopt security and privacy policies that enable administration to evaluate the necessity and purpose of any data being collected, then enable faculty, other staff, students and parents to control what personal data is collected and on what legal grounds processing of it can take place.

To achieve this, they must first evaluate and adjust their current practices for collecting and managing organisational data.

The advent of new, intelligence-based enhancements to learning technologies is creating an exciting age full of new opportunities. A new and improved approach to data management, privacy and cybersecurity will be required to rise to meet the requirements of this new age. L

Data & Cyber Security

Like organisations in many other industries, schools are contending with an abundance of security threats – ransomware, DNS data exfiltration, malware and phishing attacks on employees and students, to name just a few. The frequency of these attacks is rising, which makes it harder for schools to deal with them effectively.

FURTHER INFORMATION www.gartner.com/en

Cybersecurity schools audit launched by LGfL and NCSC Educational not-for-profit LGfL is working with the National Cyber Security Centre (NCSC), part of GCHQ, on an audit of the state of cybersecurity in UK schools that will generate a snapshot of the protections in place across the sector. The audit is now closed and the results will be announced shortly.

Following the threat posed by increasingly sophisticated online attacks, often conducted via the spread of malware or phishing, LGfL is working with NCSC to help meet this challenge through gaining an accurate overview of the current level of cybersecurity protections and training present in schools. The information gained through the audit will be used to shape national policy and inform both training and technological provision, allowing multi-agency solutions to be developed in responding to this increasingly prominent issue. This latest initiative is launched under LGfL CyberCloud, the mission of which is to take a long-term holistic approach to keeping schools secure.

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Deadly asbestos still remains in 86% of UK schools Did you know that an astonishing 86% of schools in the UK are estimated to contain asbestos, a highly lethal material with dangerous health risks?1 manage asbestos than to remove it.”4 In reality, the presence of even the slightest amount of asbestos can risk children and teachers being exposed to this extremely toxic material. Peter Middleman, a representative of the National Education Union, underlines this danger, stating, “The government seems to be satisfied with the reassurance that there is a low risk of disturbance, but one disturbance and it’s too late. A corner of a desk penetrates a wall coating or [a] drawing pin is inserted into a tile with asbestos [and it] will release deadly fibres.”5 The only way to truly protect teachers and students from asbestos exposure tunningly, despite the life-anddeath impact of this topic, research suggests that many schools in the UK don’t know the answer to this question.

More than 50% of teachers and the vast majority of students (and parents) have not been told whether or not their institution is contaminated. According to a BBC documentary, which aired in the autumn of 2018, schools are not obligated to inform parents about the existence of asbestos in their child’s school.

more than 200 teachers have died across the country since 2001 from mesothelioma2, a particularly lethal form of cancer linked to asbestos.

Mesothelioma is caused by exposure to asbestos fibres, with the disease typically developing more than 20 years after contact.

Just as alarming, several different studies have estimated that as many as 400 former students die annually, as a result of exposure to asbestos when they were attending school.3

Asbestos exposure has been proven to cause cancer

Asbestos removal is the only responsible and safe option for UK schools

Prior to being banned in 1999, asbestos had been used regularly in construction throughout the UK. Today, asbestos can still be present in any building that was constructed or refurbished before the year 2000, making the sheer scope of its ability to cause sickness and death massive. Making this crisis even more critical – asbestos was used extensively in schools that were built between the 1950s and 1980s.

As a direct result of the widespread existence of this substance in schools,

The official Health and Safety Executive (HSE) position holds that asbestos, when properly managed, is safe and presents a “very low risk” to people in school buildings.

Yet a recent study by the National Union of Teachers (NUT) has raised the alarm about the government’s response to the potential ticking timebomb of asbestos contamination in school buildings.

The union’s research concludes that, “Asbestos remains a killer in schools and there is simply no evidence to support the government’s case that it is safer to

is to completely eradicate this deadly substance from schools. The best way to ensure that every trace of this killer is safely and completely removed is by using the services of a highly experienced and expert asbestos removal company, such as ION Environmental.

1

www.teachers.org.uk/edufacts/asbestos

2

www.teachers.org.uk/edufacts/asbestos

3

www.express.co.uk/life-style/health/1011814/secretasbestos-schools-annually-killing-400-people

4

www.teachers.org.uk/edufacts/asbestos

5

www.express.co.uk/life-style/health/1011814/secretasbestos-schools-annually-killing-400-people

We specialise in delivering compliant and high-quality solutions which meet the needs of our clients across the UK. For more information about our services please contact us on: 01245 205 500, or email us at ion.enquiries@careysplc.co.uk @careygroupplc

School caretakers, facilities managers and tradespeople are amongst a long list of people that should, for their own safety and others, complete the relevant asbestos training. The UK Asbestos Training Association (UKATA) explains why The leading asbestos training standardssetting body is concerned that many public sector duty holders are not fulfilling their legal duty to manage asbestos. A duty holder is primarily those who have maintenance and repair responsibilities for the premises through a contract or tenancy. Where there is no contract or tenancy the duty falls to the person in control of the premises. It is also for people who are owners, and sub-lessors of premises which they lease out, managing agents, and others such as architects, surveyors and facilities managers, who have a role in the management of premises or who may have relevant information about them.

Since 2001 more than 200 teachers have died across the country from asbestos related cancer. Teacher Michele Reed tragically died from mesothelioma in February 2017.

She believed she had been exposed to asbestos at a school in the North West that she recalled as having dusty classrooms.

Government research has additionally found that children who are exposed to asbestos are five times more likely to contract the asbestos-related cancer mesothelioma, than adults aged 30. It’s a similar picture with hospitals. More than 90 per cent of NHS trusts say that asbestos exists in their buildings.

Craig Evans, chief operating officer of UKATA, explained: “When we use or work in public sector buildings such as schools, hospitals and government buildings, we assume a level of safety. However, seven million tonnes of asbestos was imported to the UK during the 20th century and used widely across both residential and commercial properties. Realistically, we have no idea how much of that remains in place today, which is why asbestos training is critical.”

Regulations Regulation 4 of the Control of Asbestos Regulations (CAR) 2012 specifically requires the duty holder of non-domestic premises to assess whether premises contain asbestos, assess the risk and subsequently take action to manage the risk. A written record of the location and the condition of the asbestos containing materials (ACMs) is required, which should be kept up to date and reviewed regularly, including monitoring of the ACMs and those products presumed to contain asbestos. This information should be cascaded to any persons liable to disturb the fabric of the building during their work activities, including employees and building and maintenance workers.

If you don’t manage the asbestoscontaining materials in your premises, you could be putting your employees’ and other people’s health at risk.

A widespread problem Despite its ban in late 1999, asbestos and ACMs are still widespread. Asbestos is thought to have been contained in over 4,000 products due to it being a strong, insulating, fire resistant, heat resistant and sound proofing material. It is not always easy to identify due to it often being mixed with other materials, such as cement. Whilst considered harmless if undisturbed, the lack of awareness surrounding asbestos and asbestos management means that the lives of building users are being put at risk every time a building undergoes renovations or minor repairs.

Not having awareness of asbestos and consequently disturbing it is an offence and can attract hefty fines. Kent County Council was fined £200,000 in 2018 after asbestos was disturbed in a primary school in Sittingbourne.

Written by UK Asbestos Training Association (UKATA)

Asbestos awareness needed to save lives

Relevant training Asbestos removal, however, is not always practical, necessary or financially viable.

More importantly, people need to be aware of the presence of it and how to manage it.

Craig explained: “There are calls for all schools to have the asbestos removed. I firmly believe this is not necessary, rather it should be mandatory for school duty holders to undertake the relevant asbestos training in order to correctly manage any risk and furthermore ensure this training is refreshed appropriately.

“School caretakers are a particular group at risk due to the nature of their work which involves undertaking minor repairs of school buildings. If asbestos is disturbed during such work, there is a risk that asbestos fibres will be released and create risk to others in the school. Caretakers, maintenance and facilities managers and tradespeople are amongst a long list of roles that should, for their own safety and others, complete the relevant asbestos training through a recognised training provider.”

To encourage greater awareness of the dangers of asbestos, in 2018 the government reopened the Asbestos Management Assurance Process (AMAP) and released the AMAP user guide to help schools and responsible bodies to use the AMAP portal to submit an assurance declaration about compliance with asbestos regulations to the Department for Education.

Schools are now expected to complete the AMAP to demonstrate they are responsible for the management of asbestos in the education estate, in compliance with CAR 2012.

A report will be published this year including an analysis of the data received, along with a list of responsible bodies who provided responses. This report should bring further insight into the scope of asbestos and asbestos management in education buildings.

Nearly 100 people die each week in the UK from asbestos-related diseases. In order to sufficiently protect users of public sector buildings it is imperative that the relevant workers have the appropriate level of asbestos training.

Craig explained: “UKATA members offer a comprehensive portfolio of asbestos training nationwide, including; asbestos awareness, duty to manage, duty to manage: appointed person, non-licensable and licensable to name but a few. The question we should all be asking ourselves is ‘why are more people not doing it?’ The fact is, lives depend on it.” L

Asbestos

When well maintained and in good, undisturbed condition, asbestos poses no threat. When work is undertaken that could disturb asbestos or ACMs, however, there is real risk of releasing asbestos fibres.

When inhaled, they can cause terminal lung cancers and life inhibiting asbestosis.

Prior to 1999, the UK underwent a century of large-scale asbestos use. Today, asbestos can still be found in products such as textured ceilings, ceiling tiles, vinyl floor tiles, asbestos cement fireplaces, roofing, boiler lagging, pipe lagging, AIB (Asbestos Insulation Boards) and partition walls.

FURTHER INFORMATION www.ukata.org.uk

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SPORTS

Delivering high quality sport equipment

Your passport to success with replay maintenance

Harrod Sport is the UK’s leading manufacturer of sport’s equipment including football goal posts, hockey goals and general sports ground equipment, with over 60 years of UK manufacturing expertise.

Within the 130,000 square foot site, in the heart of Lowestoft in Suffolk, it designs and manufactures all sport’s products on site where the company’s investment into product development ensures Harrod Sport remains at the forefront of the sports manufacturing industry.

Harrod Sport’s goals, posts and nets can be seen at a variety of prestigious sporting events and venues worldwide; including Wembley Stadium, the 2015 Rugby World Cup, London 2012 Olympic and Paralympic Games, and most recently the 2016 Olympic Games in Rio. It is also providing all Rugby

As the UK market leader in synthetic sports surface maintenance, Replay Maintenance currently helps more than 600 facilities, from Land’s End to John O’Groats, to maximise the use of their pitches, courts and athletics tracks.

Using processes like Replay Revive, the team of specialists help extend the life of synthetic sports surfaces and minimise the risk of injury by improving grip and reducing compaction.

Replay Maintenance has received recognition for its range of track cleaning services, including for the work on the Olympic Park during the London 2012 Games. The company has also gained FA Counties Partnership status and most recently became the ‘Official Pitch Maintenance Supplier’ to England Hockey.

In May, it launched Passport365, an innovative app,

posts and equipment to the 2019 Rugby World Cup. Harrod Sport’s total commitment to customer satisfaction and product quality is paramount and is proven in its vision. Delivering excellence in quality and service through innovation, where it continuously improves and develops it’s products. At the start of 2017 the company opened it’s Innovation Centre, which is an inspiring environment for designing, developing and prototyping new exciting products.

FURTHER INFORMATION Tel: 01502 583515 www.harrodsport.com

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to help grounds maintenance teams to book in maintenance jobs, record their daily activity and upload images from the sites, which can be viewed by asset managers in head offices across the globe in real time.

With the introduction of Passport365, the company is now helping customers manage their facilities more efficiently. As well as eliminating paperwork, the app also enables multiple staff across regions and even continents to see what is happening at a particular site.

FURTHER INFORMATION www.replaymaintenance.co.uk info@replaymaintenance.co.uk 01636 640506

SPORT & LEISURE

Football Tech: fun and improves player’s technique

VX – the sport that ticks all your boxes

TOCA is a football technology business, which was founded to help players of all levels to ‘find their best’. From schools to grassroots and professionals alike, TOCA’s unique ball delivery system has been proven to improve a player’s touch and technique faster than regular training. Combined with bespoke programmes, we are able to ensure that this is always done in a fun and safe environment.

TOCA’s ball delivery machine, the ‘TOCA Touch Trainer’ is a proven and trusted technology, with 20+ million balls already delivered across the USA, UK and beyond. The app operated machine is simple to use, with a catalogue of inbuilt training programmes.

The precise deliveries allow

What is VX? The BBC called it ‘the best sport you’ve never heard of’. It’s a mixed and inclusive sport that is also accessible to the disabled. It increases participation and gets non-sporty children involved.

It’s suitable for all ages, and beginners can be playing at a fast pace in just ten minutes.

VX has had a massive impact in schools across the UK and is spreading rapidly across the world. It can be played as a team, singles or doubles and has an impact like nothing you’ve ever seen.

Sitting squarely in the National Curriculum and suitable for all ages and abilities VX emphasises honesty and integrity in sport.

Schools use it in many ways, both in the curriculum and for after-school. It involves a massive amount of both aerobic and anaerobic fitness – but the youngsters don’t realise how hard

coaches to focus on individual skills, through good quality and high frequency repetitions.

A small ball philosophy (using size 2 balls) helps to improve player’s touch and technique, whilst also making training more accessible to younger age groups. The TOCA Touch Trainer is the perfect portable coaching assistant.

Leasing a machine can significantly help to improve player development, as well making session more engaging and fun. Setup of the system is incredibly easy, with someone always at the other end of the phone for any support required.

FURTHER INFORMATION tocafootball.co.uk

they are working. It also ticks all your PE & Sport Premium boxes.

As Rachel Mackenzie Jones, Thai Boxing World Champion & Sky Sports Athlete Mentor, says: “Fantastic that I got to play my new favourite sport, VX. It should be compulsory on the PE curriculum.”

FURTHER INFORMATION www.vxinternational.com www.watchvx.tv Tel: 01347 848232

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

LANDSCAPING

CATERING

Innovative and exciting educational outdoor spaces

Healthy and fresh food from vending machines

Green Estate Landscapes has designed and built innovative and exciting school and educational establishment playgrounds, gardens, and outdoor spaces across the UK. As a not-forprofit organisation dedicated to improving lives through landscape and environment, Green Estate Landscapes is uniquely skilled in creating spaces that work as both play spaces and educational resources.

The Green Estate team contains a broad range of highly-qualified specialists who will each bring their skills and experience to create a space that not only meets your specifications but also exceeds your expectations.

Specialist playground designers are knowledgeable about the unique requirements of educational outdoor spaces and will design a space that works for everyone that uses it, and can support delivery of the curriculum

The Jar – Healthy Vending manufactures modern vending machines in London. The Jar provides fully serviced vending machines which are replenished regularly, with delicious fresh food, snacks and drinks. The company has a selection of gluten free, vegan, vegetarian, low sugar diet products and many more. You can conveniently filter dietary preferences on our touch screen to show only the products that suit your taste.

The fresh and healthy food vending machines come with a large touch screen, user friendly interface, contactless card payments are accepted as well as Google and Apple Pay. The products are kept refrigerated at 4°C at all times and monitored 24/7 using the integrated telematics. The integrated telematics system enables remote monitoring of stock levels and detects any issues with the

across a number of subject areas.

Plants are often non-existent or kept to a minimum in educational settings, yet they can make a place feel so different – nurturing, green, elemental. With Green Estate, trained horticulturalists will develop a planting plan for your space that is robust and usable, rather than precious and untouchable. The sensory plants we select, with leaves, berries and flowers that are good to pick, smell and use in play, will benefit a child’s experience of that place.

FURTHER INFORMATION Tel: 0114 276 2828 info@greenestatelandscapes. com

LANDSCAPING

machines, allowing for smooth, uninterrupted operations. The Jar – Healthy Vending machine is a very convenient and very secure point of sale. Moreover the company provides vending machines fully serviced and at no cost to the business!

The Jar – Healthy Vending aims to provide superior service to all its clients!

FURTHER INFORMATION www.eatjar.com

SPORTS

Time to change your thinking on grass cutting?

New EYFS physical development resources

RTM Landscapes undertake over 2,100,000m2 of grass cutting every month during the growing season and with a modern fleet of machines, the company can look after your grounds exactly as you need, providing one-off visits or regular maintenance.

There are different mowers using different methods for cutting grass, from flail to rotary and cylinder; from cut and collect to mulch. It all depends how manicured your grass needs to look and perform after cutting, and how you want to handle the cut grass.

Of course it may be time to embrace robotic mowers, giving you huge advantages in cut, cost and emissions. Selling over 1 million robots since 1995, Husqvarna Automower® is the world leader in robotic mowing and schools are realising it’s time to consider capitalising on the benefits.

Move with Max is an evidence‑based movement programme aimed at EYFS that teaches fundamental movement skills (FMS) through readily available story books. Research suggests that early childhood is an extremely important phase to acquire and develop FMS, in particular between 3-5 years old. Hence, ‘physical development’ is classified as a prime area of learning.

Immerse your children in exciting physical development activities either through physical education lessons or continuous provision with these easy to follow activity cards. Using storybooks as a ‘hook’ not only provides links to other areas of learning and topics being explored, but it promotes engagement in the development of FMS, reducing the tendency of skill levels to plateau. Research highlights that FMS do not develop naturally

As an Automower® specialist, RTM Landscapes can help you determine if it would work for your school, whether or not they have your landscaping contract.

Please call for more information on robotic mowers and all your grounds maintenance needs.

Services: Grass cutting, sports ground marking, playground inspections, herbicide application, hedge cutting, tree maintenance, robotic mower site inspections.

FURTHER INFORMATION www.rtmlandscapes.co.uk 01908 666605

through the maturation process; therefore, FMS programmes should be put in place to allow for the acquisition, development and reinforcement of these basic skills. Each set contains ten double sided activity cards linked to a story book and an assessment framework, allowing you to deliver a comprehensive, progressive and engaging EYFS FMS programme.

Move with Max has been produced by Sedgefield School Sport Partnership who provide a variety of high-quality services and products to schools. www.sedgefieldssp.org.uk.

FURTHER INFORMATION www.movewithmax.co.uk

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SPORT

Ultimate fitness resource for primary schools

Bespoke strength and conditioning equipment

5-a-day Fitness is the ultimate fun fitness resource for primary schools. Increase daily physical activity in your classroom with 5-a-day’s online five-minute exercise routines and two-minute chill-out routines, designed specifically for projection onto whiteboards. Many of routines are also available in French, Spanish and Welsh to help promote crosscurricular language learning.

5-a-day is a great cross-curricular PE and language learning resource.

There’s no teacher preparation required. Simply watch, join in, have fun, get fit and learn!

Each routine enhances kinaesthetic learning, and utilises both audio and visual instructions and demonstrations. The music and choreography are written, created and licensed by 5-aday with education and school appropriateness in mind. The routines are differentiated by complexity, and the language

What is A unit? A part or group with specified function within a complex machine or organisation.

A quantity chosen as a standard in terms of which other quantities may be expressed.

A part of a complex whole. A family unit.

A-Unit is a family run business with over 30 years of design and engineering experience with a passion to provide athletes with the best bespoke strength and conditioning equipment to suit their individual needs.

A-Unit strongly believes it embodies all the above definitions, not just for itself but its clients too.

Forging close relationships with leading Strength & Conditioning Coaches, A-Unit is able to develop products to gain the most out of players and enhance its understanding of what pro-athletes need to be at the top of their game.

learning resources each have three levels of difficulty making 5-a-day Fitness an amazing crosscurricular physical education and modern foreign language learning tool for Key Stage 1 and 2 (K-6).

Offered as a yearly package, subscribing schools get unlimited access to 5-a-day’s easy to use video-on-demand service.

There’s also a Pupil Home Access add-on available (as an upgrade), allowing pupils and parents to use 5-a-day Fitness resources at home, helping to keep pupils active and healthy after school, on weekends, and over the holidays.

FURTHER INFORMATION www.5-a-day.tv

SPORTS

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SPORT

A-Unit now works closely with leading coaches for international and Premiership rugby clubs, Premier League football clubs, schools, colleges and universities on an exclusive one-to-one basis giving them a level of performance that is 100 per cent tailored to their needs. A-Unit treats each client, regardless of size, as part of its team and takes personal pride in watching all its clients succeed!

FURTHER INFORMATION Tel: 07545 873 309 sales@a-unit.co.uk www.a-unit.co.uk

SPORT

Boxercise – encouraging kids to be more active

Learning vital skills on an Adventure Ardeche holiday

Boxercise has the perfect answer to providing fitness sessions that are great fun, easy to teach and suitable for all ages.

Boxercise is already taught in hundreds of schools in the UK. Boxercise is also great for those children not engaged with traditional sports as it is essentially a fitness class based on fun! Sessions can be run in a non-competitive format to appeal to this group and as classes can be found in over 8,000 leisure centres and health clubs around the UK, it is sustainable after leaving school. Boxercise offers high quality PE incorporating physical literacy through footwork drills whilst also incorporating a strong fitness element.

Course attendees are taught how to identify and coach to all learning styles, visual, auditory and kinaesthetic in the training course which can

Change has never occurred so fast as in the past few decades, with advances in technology creating a global gateway and evolving the ways in which we work and interact in infinite measure. In this new world we are more connected, yet more divided than ever before, which is why stepping away from screens and into the great outdoors is one of the most important things a young person can do.

It is through adventure that our youth can develop the skills and experience to thrive. On an Adventure Ardeche holiday, they’ll push themselves so far out of their comfort zones that when they emerge on the other side of a week of activities they’ll be armed with a whole raft of new traits: courage, grit, determination, adaptability, self-belief, empathy.

Groups will experience culture and adventure in the picturesque

be conducted at your school or at one of ten UK venues.

Included in the course fee are extensive resources to assist teachers including course manual, videos and free refresher courses.

Boxercise is a registered trademark.

FURTHER INFORMATION Tel: +44 0116 2404906 admin@boxercise.co.uk www.boxercise.co.uk

mountains of the South of France.

They’ll sail through the trees, canoe through the winding rapids of the Ardeche river and clamber up crags under the watchful eye of our brilliant instructors.

This is a holiday your students will remember forever, so if you’re looking for your school’s next activity week, get in touch – Adventure Ardeche would love to help you create a programme of lasting memories that make a real investment in the young people of today.

FURTHER INFORMATION adventureardeche.com

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

SECURITY

SECURITY

A robust IP lockdown solution in education

Installing and protecting security systems in schools

Bowker IT covering the North West, loves to do what it does best and that’s giving schools a complete IT service.

The company has teamed up with UK based Netgenium to give schools outstanding building security systems.

The potential of a security breach at a school, college or university has become more prevalent recently. This has led to the installation of many security systems such as CCTV, access control and barriers to help protect staff, students and parents.

Netgenium offer a range of network based solutions that create an intelligent, scalable and feature rich security system to help provide a Lockdown solution.

Netgenium’s IP Access Control and IP Public Address are typical systems that are used every day. However, the systems can

CCTV Security UK is a leading installer of security systems nationwide. It has over 20 years experience in designing, installing and maintaining security systems within a wide range of industry sectors especially to schools and local authorities.

School references available.

Delivering the highest professional standards and exceptional customer service is an utmost concern.

The seriousness of protecting the school environment poses many complex questions, especially regarding the increasing need for security measures.

CCTV Security UK offer a vast range of surveillance products including high definition and 4K CCTV systems and all new installations come with a free maintenance package. All staff are registered under the Disclosure & Barring Services certificated for your peace of

also work together so a push of a button, click on a screen or swipe of a smart card could send a site into Lockdown, immediately securing doors and gates and sending pre-recorded announcements around buildings.

The system is incredibly flexible and allows the end user to design and achieve the Lockdown solution that suits their needs.

To find out more contact Kim on 01524 385800 or visit bowkerit.co.uk

FURTHER INFORMATION 01524 385800 bowkerit.co.uk

DRONES

mind. The challenge lies not only in safeguarding your environment from crime, violence and intrusion, but also in the successful and cost-effective manner.

Working in partnership with every client, the company gains to understand their requirements and any potential risks and vulnerabilities, before using its extensive product knowledge and expertise to recommend and deliver high quality, reliable security solutions that are tailored to meet each schools individual needs.

FURTHER INFORMATION www.cctvsecurityuk.co.uk

DOCUMENT MANAGEMENT

Why risk it when you can send a drone to do it

Get the benefits of a paperless environmnent

Quayle Industries Ltd provides aerial photography using drones for businesses and individuals in Nottingham and across the UK. The company is proud to be Civil Aviation Authority approved, which means that it is fully licensed and work to the highest standards.

Before Quayle Industries undertakes any project, it seeks appropriate clearance from the authorities to operate the drone. The company works with you to plan what is needed and how the footage will be used to give you the result you need.

There are many instances where drone photography or filming is the best option. Drones are costeffective and reduce the need for scaffolding or helicopters.

The quality of the photography and videos is of a very high standard.

Drones can be used to access hard to reach areas

Data Planit is a proactive, innovative and reliable provider of state-of-the-art document management services, providing to schools, colleges and universities, as well as many other organisations in the education sector for over 20 years.

Digitising your filing and information systems will have an impressive impact on how you operate as an organisation.

You will quickly benefit from efficiencies that are not possible with archaic physical filing systems. Paperwork stored in filing cabinets is quickly becoming a thing of the past, with the world realising the benefits that comes with the paperless working environment.

Data Planit can scan, store and help you manage your electronic files, starting with a simple consultation. Files that may need digitising may include

inside and outside.

Data and images can be relayed to you within 24 hours ready to download.

Quayle Industries can provide stunning photography and videos for a wide range of purposes from, property developers wanting to showcase their properties for sale, individuals that need a roof inspection through to companies that want some aerial views as part of their marketing campaigns.

FURTHER INFORMATION www.quayleindustries.co.uk

student records, HR documents or invoices. Whatever type of files require scanning, Data Planit has over 20 years’ experience in handling the most sensitive documents, and never breaching data protection regulations.

By outsourcing your document management needs to Data Planit, you will save time and money on administrative processes to concentrate on what’s really important. If you are interested in a world, where your information can be accessed anytime, anywhere, anyhow, get in touch today.

FURTHER INFORMATION 01375 859947 hello@dataplanit.co.uk www.dataplanit.co.uk

Issue 24.4 | EDUCATION BUSINESS MAGAZINE

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RESOURCES

LIGHTING

‘One stop shop’ for all your education buying needs

LED lighting solutions from dedicated professionals

Herts Full Stop is the UK’s fastest growing education supplier with over 60 years’ experience supplying schools, nurseries, charities, the NHS and local authorities. Its vision is to enable schools to deliver an education every child deserves.

With over 18,500 products, Herts Full Stop has everything from stationery and furniture, to art & craft, classroom resources and cleaning.

Its friendly customer service team is on hand to help you through every step of the ordering process. Orders can be placed online, over the phone or by email – whatever suits you best. The company also offers free delivery on all purchases, with no minimum order value.

Dedicated account managers are available to assist with larger capital projects and offer a free spend review service to help you make significant

Since the early 1980s, Venture Lighting has been a pioneer of light source technology, transforming the HID lighting market with the introduction of the revolutionary UNI-FORM arc tube in Metal Halide lamps. Driven by the increasing demand for energy efficient lighting, Venture have taken advantage of the rapid developments in technology by offering its customers a class leading range of LED lighting solutions suitable for indoor and outdoor lighting applications.

The company’s purpose is to provide lighting solutions that have a positive impact on the environment, whilst enhancing the way that people live and interact with lit spaces. In today’s world light has endless possibilities for new value creation; way beyond the boundaries of illumination.

Venture Lighting’s mission is to be the preferred and trusted lighting solution partner to its

savings on your purchasing.

Sarah George, finance administrator at Trinity School, commented: “I found the spend review service an excellent tool as it showed me the savings I could make for our school. Our account manager provided us with all the ordering information we needed to make our transition to order very easy.”

FURTHER INFORMATION www.hertsfullstop.co.uk sales@hertsfullstop.co.uk 01707 292300

customers, offering a commitment to deliver a quality range of products and solutions through continuous innovation.

Venture lighting’s dedicated team of professionals puts customers at the heart of everything it does.

The business is built on lasting relationships. As a Venture Lighting customer, you’re assured the very best technology combined with the highest level of service, from a global leader in the lighting industry. When its customers succeed, Venture Lighting succeed.

FURTHER INFORMATION www.venturelightingeurope. com

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service 5-A-Day-Fitness 72 A-Unit 72 Access UK 22 Bauder 34 Bowker IT 73 Boxercise 72 Carey Group 68 Castle Water 52 Civica UK 25 Crown Commercial Services 8 Data Planit 73 DCRS 30,41 Delaware North 50 Evac Chair International 6 Fawns 44,45 Gerflor 50 Green Estate Landscapes 71 Harrod Sport 70 Healthy Nibbles 56 Herts Fullstop.

74 Institute of School Business 39 ISS Mediclean IFC, 55 Kidzania 48,49 Kingspan Industrial Insulation 32 Knovva Academy 28 Leonard Hudson 53 Minton House Group OBC

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NCFE 31 Nimbus 12 Nutri Planner 58 Office Depot 4,26 Poole Bay Holdings 28 Quayle Industries 73 Recolight 36 RM Education 20,21,60 RTM Landscapes 71 Safe Data Storage 64 Schools Advisory Service 14,19 Secom Networks 18 Sedgefield SSP 71 Shooting Star 70 South East Communications 73 Talk Straight & Schools Broadband 10 Targus 66 The Jar 71 The Kings Ferry IBC Thinkers In Education 22 Thomas Sinden 18 Toca Football 70 Toshiba Tec 62 Venture Lighting 74 VX I 70 Wolf Formations 43

BUSINESS INFORMATION FOR DECISION MAKERS IN PRIMARY AND SECONDARY EDUCATION | www.educationbusinessuk.net

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