Education Business 25.2

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ISSUE 25.2

Business Information for Education Decision Makers OFSTED INTERVIEW

HEALTHY EATING

WELLBEING

SPORT

IMPROVING THE DESIGN AND DELIVERY OF PE

A new campaign is empowering secondary school girls to get their peers active

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www.educationbusinessuk.net

A member of

ISSUE 25.2

Business Information for Education Decision Makers OFSTED INTERVIEW

HEALTHY EATING

WELLBEING

SPORT

IMPROVING THE DESIGN AND DELIVERY OF PE

A new campaign is empowering secondary school girls to get their peers active

PLUS: RECRUITMENT | SECURITY | TRIPS | PLAY | SCHOOL IMPROVEMENT

An abrupt end to the school term for many I write this on Friday 20th March 2020 – the last day at school for most children in England, Scotland and Wales until further notice, in response to the coronavirus.

Schools are closing to everyone except vulnerable children, and those with ‘key worker’ parents.

I’m sure all would agree these are strange, sombre and worrying times, as we all have to change the way we live our lives, with no definite end-date.

The educational professionals that remain in post should be applauded for what they are doing: continuing to work so those on the frontline fighting the coronavirus can continue to do so, and those vital to running the country can continue their work.

What’s more, A-level and GCSE exams are being cancelled, as well as Scottish highers. But plans are being discussed to still grade pupils so they can progress their education, go into work or on to college.

Follow and interact with us on Twitter: @EducationBizz

These are unprecedented times which have required drastic action.

With the situation changing every day, Education Business will be reporting daily on its website, so stay online for the latest information.

Angela Pisanu, editor

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Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Contents

Contents Education Business 25.2 12

07 News £1m for student mental health projects for ‘at risk’ groups; Leicestershire backs children eating more veg campaign; School exclusions being driven by ‘perverse incentives’

12 Interview: Ofsted We talk to Sean Harford, Ofsted’s National Director for Education, about the amended focus of the inspection framework, and how Ofsted now looks at schools’ handling of disruptive behaviour

15 School Improvement

15

If only 20-30 per cent of the factors that influence educational outcomes are directly within a school’s control, isn’t it time they flip their thinking? Authors of Flipping Schools Malcolm Groves and John WestBurnham share some ideas to empower schools to change their thinking and address the wider external factors at play when it comes to children’s learning outcomes

19 19 Wellbeing To support teacher wellbeing and ensure schools keep incredible teachers, senior leaders need to shift their mindset about what wellbeing is. Kat Howard shares some thoughts

23 Recruitment 35

To boost England’s provision of Modern Foreign Languages, Spain’s Visiting Teachers Programme (SVTP) helps schools recruit qualified teachers from Spain to teach modern foreign languages

25 IT & Computing The curriculum needs to continue to be re-orientated towards digital skills for the future, such as coding, web-design and technologies of the future, finds a new report

29 Healthy Eating 59

Public authorities have to ensure that vegan provisions are readily available, in order to prevent direct or indirect acts of discrimination. But aside from this, there are many benefits to providing plantbased options for everyone at school

44 Trips

Sponsored by

Getting children to spend time studying and connecting with the outside world has numerous benefits. But for those teachers daunted by the prospect, Mark Castle from the Field Studies Council shares some tips for planning a successful trip

47 Play

School breaktimes are much shorter than they were two decades ago, meaning children are missing out on opportunities to play, make friends, develop social skills and exercise. So how can schools ensure playtime is a critical part of the school day?

51 Fire

With the ‘Hackitt Report’ highlighting the need for competency in the industry, the FIA has introduced a new qualification to provide a comprehensive introduction to the Fire Detection and Alarm (FD&A) sector and a core understanding of BS 5839-1

52 Security

A school’s security policy should reflect the balance between maintaining an open and welcoming environment for learners, parents and the wider community and protecting them from harm. As such, the Department for Education has published updated guidance on securing schools

56 Apprenticeships

Music teaching apprentice Gemma Longhurst from Carshalton Boys Sports College discusses the benefits of the apprenticeship programme and how school business managers can maximise opportunities offered by the apprenticeship levy

59 Procurement

The first stage to ensuring your school gets the cleaning service it requires is to make sure you get a solid procurement procedure in place.

Crescent Purchasing Consortium explains how

61 Academies Show

35 Sport New resources have been rolled out to girls in secondary schools as part of a campaign to empower them to get their peers active

Education Business magazine

39 Sports Facilities

The DfE has allocated £1.6 million to help schools use their sports facilities outside the school day, with the aim of giving children more sporting opportunities as well as additional income for schools

Building on the recent political changes and reacting to a new government with a new agenda, the Schools & Academies Show returns to London ExCeL for its first show of a new decade

www.educationbusinessuk.net Issue 25.2 | EDUCATION BUSINESS MAGAZINE

5

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News

MENTAL HEALTH

£1m for student mental health projects for ‘at risk’ groups The government is funding new projects to support groups of students research suggests could be more ‘at risk’ of developing a mental health condition, such as black or ethnic minority students, those from disadvantaged backgrounds, LGBT+ students or those with a disability. £1m provided by the Department for Health and Social Care, will go to the universities regulator the Office for Students (OfS), who is inviting bidders to submit proposals that will target and help students who might be at greater risk of mental ill health or who

may face barriers to getting support.

In a 2019 survey, 17 per cent of students reported having a mental health condition (up from 12 per cent in 2016) and one in four students say they often or always feel lonely, according to a report by HEPI. OfS data has highlighted how outcomes for some student groups are more likely to be impacted by mental health problems.

For example, the degree attainment gap between black and white students with a reported mental health condition is 26.8 percentage points. Successful projects will

also target groups of students who might face barriers in accessing support, like carers, part-time and international students and those on placements as part of their course.

The projects will also be judged on how they use innovative and technological approaches to addressing mental health issues, in line with the new NHS drive for improvement in digital support.

READ MORE https://tinyurl.com/qkznrln

CATERING

Leicestershire backs children eating more veg campaign Leicestershire County Council has joined the national Eat Them To Defeat Them campaign to encourage children across the county to eat more vegetables.

Veg Power’s national seven-week campaign, which launched on 12 February, seeks to capture children’s imagination by encouraging them to join the fight to defeat vegetables. Now, county council services, LTS Catering and public health have joined forces to get Leicestershire schools involved in the healthy eating initiative.

Schools in the region are also helping out by promoting to pupils the benefits of eating the vegetable of the week and using the vegetable in the school food to

prove how defeating vegetables is very tasty work. So far, carrots, peas, broccoli and sweetcorn have all been targeted.

More than 60 schools are taking part across the county of Leicestershire.

Lee Breckon, cabinet member for health and wellbeing, said: “This kind of initiative is a great way to get children engaged with and motivated by healthy eating. It really compliments the weight management work that we are doing within our public health service and we hope that parents and children alike will take advantage of the resources available to help develop healthy habits inside and outside of the home that will last a lifetime.”

Dame Rosie Boycott, Chair of Veg Power, hassaid: “The Eat Them to Defeat Them campaign has driven real behaviour change and is loved by children and adults alike.

“We’ve proven that the power of creative advertising can inspire children to eat more veg and reduce their chances of developing diet-related illness, so it’s crucial that we build on this success: industry, business and government must forge ahead and promote veg in more dynamic and creative ways.”

READ MORE https://tinyurl.com/vrzahg7

EXCLUSIONS

School exclusions being driven by ‘perverse incentives’ The RSA has reported that ‘perverse incentives’ are driving an alarming trend of schools excluding pupils to boost their league table standings.

The report, Pinball Kids: Preventing School Exclusions, examines the reasons behind the growing number of pupils excluded from schools in England and uncovers quantitative evidence that pupils are being permanently excluded to artificially boost a school’s standing in league tables.

Freedom of information requests made to all local authorities in the UK found that more than 1,200 pupils were admitted to Pupil Referral Units in the first term of Year 11 in 2016-17, the last point before a student’s exam results count towards a school’s performance. This compares to 763 in the second term of Year 11, and 676 in the last term of Year 10 - the next highest period. This suggests schools could be excluding pupils before they count to their exam results.

The RSA says that the gaming of league tables by off-rolling pupils is just the tip of the iceberg, and calls for Ofsted grading to reflect the guidance to inspectors

to assess the extent to which a school creates an inclusive environment, which would, in turn, reward headteachers for pursuing measures to ensure every pupil feels included and supported at school.

The report also calls for wider change in the system to focus on inclusive relationships between staff and pupils, especially focused on ensuring good mental health for all.

This includes the government investing in a ‘what works fund’ to research how to create strong teacher-pupil relationships and create ‘professional pathways’ for pastoral staff to help provide social and emotional behavioural support. It also calls for headteachers to ensure that every child has a relationship with a trusted adult in school. It also calls for local authorities to support initiatives to create multi-agency teams including representation from Child and Adolescent Mental Health Services, social workers and youth offending teams that work to support head teachers to meet the needs of pupils, thus reducing the need to exclude.

Laura Partridge, associate director at the RSA and report lead author, said: “The number of

disadvantaged pupils being excluded from school every day is alarming and should prompt urgent action. While wider social factors as a result of austerity have played a role, our research shows that the direct and indirect consequences of the accountability system are directly contributing to this rise.

“Pursuing perverse incentives, instead of prioritising quality teacher-pupil relationships, is having a hugely detrimental effect on the life chances of the most vulnerable pupils.

Many schools are already doing great work, but this is becoming harder and harder to maintain under the current system, which is why Ofsted needs to reward schools that value inclusivity. But importantly, this isn’t just about Ofsted. Further investment is needed so that collectives of schools and public services can work preventatively to meet the needs of all pupils, thus reducing the need for that ‘final resort’ of exclusion.”

READ MORE https://tinyurl.com/vd85coy

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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News

COMMENT EARLY YEARS

Childcare provision lower in disadvantaged areas The National Audit Office has reported that the take-up of free early education and childcare places is lower in the most deprived areas of England.

The Department for Education currently funds three entitlements to free early education and childcare for pre-school children in England, aiming to support children’s development and help parents manage childcare costs so that they can work.

However, in 2019, there was a 17 percentage points gap in the proportion of children achieving a good level of development between children in the 10 per cent most and least deprived areas.The NAO says that this risks increasing the development gap between disadvantaged children and their peers, and could have a negative impact on social mobility.

Since 2016-17, the NAO estimates that total funding has increased by 24 per cent in real terms due to the introduction of the extended entitlement for working parents of three‑ and four-year olds. However, funding for the disadvantage and universal entitlements has fallen by four per cent.

There is conflicting evidence on whether the DfE’s funding is sufficient to cover the costs of early years providers.

Take-up of the universal entitlement of 15 hours per week

for all three- and four-year olds is high, with 93 per cent using the entitlement in January 2019.

However, the DfE has missed its aspiration for between 73 per cent and 77 per cent of eligible two-year-olds to take up the disadvantage entitlement of 15 hours per week. In 2019, take-up nationally fell to 68 per cent, and varied between 39 per cent and 97 per cent among different local authorities.

Families in deprived areas are less likely than families in other areas to take up these free childcare places. This is partly due to barriers to making use of the entitlements particularly affecting disadvantaged families.

Gareth Davies, the head of the NAO, said: “Families with young children across the country are benefiting from their entitlement to free early education and childcare places, which aim to prepare children for school and improve their life chances.

“However, if these entitlements are to help level the playing field, it is essential that more disadvantaged children benefit from high-quality childcare. DfE should do more to ensure that all disadvantaged families are aware of the free childcare on offer and are able to access it.”

READ MORE https://tinyurl.com/t2rf7qk

DfE’s Matt Gage

Affordable, efficient and renewable energy for schools We’re all doing our bit to reduce our carbon footprint where we can and be more mindful of our energy consumption at home and work, writes Matt Gage, Programme Director for Schools Commercial at the DfE. In the Schools Commercial Team, our colleagues across the country are meeting with school business professionals to hear about the challenges and successes our schools are having, including improving our energy efficiency.

Our team is keen to support the challenges of managing the business side of schools on a day to day basis. We know it can be a headache and expensive to replace things like heating systems whilst balancing the desire to find greener, more renewable solutions. In response to this, considering the feedback from schools and the insight we have gathered, we have worked in partnership with a company called Fusion21 to design a heating and renewable energy deal for schools and the wider education sector.

We believe that not only will it offer value for money and improve your schools heating efficiency, but Fusion21 will take some of the pain away, by managing the project on your behalf - from sourcing the right regional supplier, with DBS checked staff to managing the installation process.

Your school may also be eligible for an interest free loan. If you are planning any energy efficiency projects, including the Fusion21 initiative, it is worth investigating if your school could be eligible to secure an interest free loan to pay for the work from Salix, a not for profit organisation who provide interest-free capital for all maintained schools, academies, free schools and sixth form colleges.

The interest-free funding is repaid based upon your predicted energy savings. Further information can be found here bit.ly/0220Salix If your schools’ energy contract is up for renewal, you may want to compare offers and check you are getting best value. Last year we launched School Switch, an energy comparison service to do just that. On average schools are saving £1,500 (around 11 per cent) through using the service. We are always seeking to improve our offer to schools and respond to your feedback. To find out more about Fusion21, School Switch and all the other DfE approved deals that are available to schools visit https://find-dfe-approved-framework. service.gov.uk/list or search ‘buying for schools’ on GOV.UK.

FURTHER INFORMATION www.gov.uk

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

9

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News

EXAMS

Majority of school leaders want GCSE reform A new ASCL survey has revealed that 86 per cent of school and college leaders have called for GCSEs to be reformed or scrapped.

The survey of 799 school and college leaders in England highlighted widespread dissatisfaction with GCSEs, which have been reformed since 2015 to make them more difficult, with more content and exams.

Respondents argued that the GCSEs do not work well for all students, and raised concerns that these qualifications are not accessible to a significant proportion of lower attaining students, including those with special educational needs.

Only 13.5 per cent of respondents think that

GCSEs should be retained in their current form. A common theme among many respondents was the need for a broader range of alternative qualifications to GCSEs, in particular vocational qualifications.

Rachael Warwick, President of the Association of School and College Leaders, said: “Is it really too much to ask that the government looks again at GCSEs? That it recognises that the reforms it introduced to deliberately make GCSEs harder have resulted in life becoming even more difficult for the very children who most need our support? Surely, the fact that this is being said by school

leaders – the people who deliver these qualifications – should be listened to.

“The pressure of a large number of terminal exams and the ignominy of Grades 1-3 are creating young people who exhibit unprecedented levels of stress and anxiety.

Add to this the pernicious potential of social media to attack self-esteem and perpetuate bullying, and the fact that nearly a third of the country’s children grow up in grinding, relentless poverty, and we have a perfect storm.”

READ MORE https://tinyurl.com/vosf42m

INSPECTIONS

STEM

Leaders say Ofsted requires improvement

Scotland expands STEM bursary scheme

Nearly nine out of ten school leaders believe that the current Ofsted inspection system fails to consistently, fairly and accurately judge the performance of schools and colleges.

A new survey, from the Association of School and College Leaders, has found that dissatisfaction with Ofsted inspections remains high, even though three-quarters of school and college leaders believe the organisation’s new approach to inspections is an improvement on previous frameworks.

Introduced in September 2019, the new inspection framework focuses more on the quality of the curriculum and less on data from exams and tests.

However, despite the majority of respondents supporting this move, there is significant disquiet over the perception that Ofsted is favouring a specific curriculum

model of a two-year Key Stage 4 during which pupils study for GCSEs, and that schools which successfully run a three-year programme will be downgraded.

Speaking at the ASCL annual conference, Geoff Barton called on Ofsted to provide greater clarity, reassurance and consistency.

The association’s general secretary said: “The great shame is that this one topic risks overshadowing the generally positive reception of the new framework. So our message to Ofsted is this. You have to grasp this issue, and provide schools with greater clarity, reassurance and consistency.

We have to know exactly where we stand.”

Scotland’s STEM Bursary Scheme is being expanded this year to encourage more people to train as secondary school teachers in science, technology, engineering and mathematics (STEM).

The increase means that 150 career changers will be able to apply for the £20,000 bursary to support them while training, to fill the highdemand teaching roles in STEM subjects. The scheme’s budget is also being increased from £2 million to £3 million.

Last year, Home Economics was included in the subjects available for the first time, while the other STEM subjects in most demand are Physics, Chemistry, Maths, Technical Education and Computing Science.

Deputy First Minister John Swinney said: “Developing STEM skills is vital for our future economy, and having great STEM teachers who are enthusiastic about their subjects will inspire the next generation of the Scottish workforce. The success of the 2019-20 scheme demonstrates that teaching

is recognised as an attractive profession, and we want to continue to make it more accessible to those considering a career change to become teachers. These bursaries continue to provide financial help, making it easier for enthusiastic career changers to take that step into a rewarding and exciting new career, sharing their passion and expertise with young people.”

To be eligible to apply for the 2019-20 scheme, candidates must have been in employment for at least 36 months out of the last 60 months, including career breaks and hold a 2.1 degree or meet the minimum ITE entry requirement with a relevant masters in their subject area. They must also have Higher English and National 5/credit level Maths, or equivalent; and be at least 36 months away from full-time education unless they have completed a paid PhD which includes teaching experience.

READ MORE https://tinyurl.com/sum8ef9

READ MORE https://tinyurl.com/sfbgh8v

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Interview

Interview with Ofsted’s Sean Harford We talk to Sean Harford, Ofsted’s National Director for Education, about the amended focus of the inspection framework, and how Ofsted now looks at schools’ handling of disruptive behaviour What are the main changes to the inspection framework and what were the reasons behind amending the focus?

For a long time, our education system has focused on outcomes. In one way, this is hugely important; standards matter, and qualifications are a vital passport for young people as they enter work or further and higher education. We must not lose that. But a system that leans too heavily on test and exam results and too lightly on what children and young people are learning can lead to a distorted view, and distorted behaviours.

When considering the education that children and young people receive, there are a few fundamental questions. What more do they know as a result of their education?

What do they remember? What can they do that they could not before? This is the real substance of education: the curriculum. Too often, our education system has not done this well enough. Our curriculum research, and a vast amount of sector feedback, told us that a focus on performance data is coming at the expense of what is taught in schools.

When data trumps substance, it is the curriculum, teaching and learning that suffer.

We know that a narrowed curriculum can mean that children miss out on opportunities to study subjects and gain knowledge that could be valuable for pupils in their future lives. Often this disproportionately affects the most disadvantaged pupils.

In response, we used a combination of education research and our inspection experience to produce the education inspection framework (EIF). Inspection is a professional dialogue between inspectors, teachers and school leaders, and shared engagement with pupils, their work and their lessons. Inspection complements test and exam data; it doesn’t just repeat it in another form. The quality of education judgement is at the heart of the new framework; it joins together consideration of curriculum, teaching, assessment and outcomes into a single, connected, educational conversation.

We have also used research with parents and the public to reshape our inspection reports. They are now much shorter, much more focussed on what parents want to

12

So, when inspectors visit schools, they will of course be interested in some of the key documentation, such as records and analysis of exclusions, the single central record, and records of bullying. But the primary way inspectors will gather evidence will be by seeing pupils’ behaviour and attitudes first hand; in classrooms, at changeover times, in common areas. And inspectors will want to talk to those who most often bear the brunt of poor behaviour — pupils themselves, new and inexperienced teachers and support staff around the school.

But inspectors are not looking for perfection.

Behaviour is never impeccable in any realworld situation. What inspectors want to see is, when issues do arise, do leaders, staff and pupils know what to do — and do they do it swiftly and effectively to make sure that every pupil has the chance to learn and to feel safe?

How can a school contribute to pupils’ broader development and how can this be demonstrated to Ofsted?

The ‘curriculum’, in a word. But the curriculum is more than just the academic, technical or vocational. That’s why we have that separate ‘personal development’ judgement under the new framework; to give schools and inspectors space to discuss and consider this broader development.

An outstanding school is one in which pupils have the opportunity for a wide range of experiences: trips, dramatic performances, sport, and so on. Crucially, it’s one in which the pupils who normally miss out on How will Ofsted assess that this sort of thing for one reason a school is adequately or another are included and managing behaviour get the experiences that and disruption?

T he prim their more advantaged Is there a way way ins ary peers routinely access. that schools can p ectors will gat Pupils who are document their h developing well are processes to about b er evidence e being supported to eat help with the be by s haviour will healthily, to exercise, judging? eeing p upils’ and to be physically The way we look behavio ur and and mentally healthy. at behaviour has attitude They are receiving changed. Before last s first great, age-appropriate September, personal h and careers guidance. Ultimately, development and behaviour we all want pupils to be were amalgamated into one prepared for their next stage and judgement. Now, ‘behaviour life in modern Britain. What this should and attitudes’ has its own judgement, look like is very much up to schools. along with a separate judgement on Ofsted is not prescriptive about how pupils’ ‘personal development’. This schools should do things; we want to allows our school inspectors to explore know the way that the school has found better how schools manage behaviour in that works for their pupils. Inspectors will the classroom. I think it makes it clearer make a judgement about pupils’ broader for parents and carers too. Are schools development once they have spoken to creating an orderly and safe environment school leaders, teachers and, of course, the in which pupils can and do learn? Is low pupils themselves – as well as taking into level disruption tolerated, or dealt with account feedback from parents and carers. quickly? And what about bullying? These are the kind of questions inspectors ask How much focus will Ofsted themselves when they go into schools. be giving to test data?

Research and inspection evidence tell Outcomes matter. Qualifications and tests are us that the factors that contribute most important. It is essential that pupils learn to strongly to positive behaviour and attitudes read and to master mathematical concepts are a calm and orderly environment, clear and operations at primary school. No-one routines and expectations, a positive would doubt the value of GCSEs, A-levels and respectful culture, and a strong and other secondary school qualifications. focus on attendance and punctuality. see, and much clearer in telling the story of what it is like to be a pupil in a school.

All this change builds on what has gone before. It represents an evolution, rather than a revolution, in the way we inspect schools.

Of course, our new framework isn’t so new anymore: we are now in its sixth month of operation and so far we’ve carried out more than 1,200 inspections across England. Initial feedback from school leaders and teachers has been broadly positive so far. In fact, in post-inspection surveys, nearly 9 out of 10 respondents said they were satisfied with the way their inspection was carried out.

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

Interview

Sean Harford, Ofsted’s National Director for Education

It is hugely important that pupils make progress from one stage of education to the next, otherwise we are failing them.

Inspectors will always consider the published national data in relation to the progress and attainment of pupils. But they are interested in what lies beneath these headline numbers. What more do pupils know and remember than before? What can they do that they could not do before?

This is why we have been categorical that inspectors will not look at a school’s internal progress and attainment data — inspectors will focus on seeing the education first-hand, rather than getting diverted into a lengthy conversation about numbers and scores. Ultimately, this is about the children and young people, not a spreadsheet abstract of what’s going on in the school.

Good results should flow from a rich and ambitious curriculum, welltaught. This is why all of these elements are combined together into a single judgement: the quality of education.

An outstanding school is one in which pupils have the opportunity for a wide range of experiences: trips, dramatic performances, sport, and so on. Crucially, it’s one in which the pupils who normally miss out on this sort of thing are included and get the experiences that their more advantaged peers routinely access.

How likely are Boris Johnson’s proposals for ‘no notice’ inspections and to extend the length of inspections from two to three days?

You’ll understand if I don’t say too much here; these were the nowgovernment’s announcements and I don’t want to pre-empt their thinking.

However, rest assured that we’ve been talking to our counterparts at the Department for Education about this and I expect there will be announcements in due course – so watch this space! L FURTHER INFORMATION www.gov.uk

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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WORLD CLASS. BRITISH MADE.

Sajid R.

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Machine Shop Supervisor - 32+ years

School Improvement

If only 20-30 per cent of the factors that influence educational outcomes are directly within a school’s control, isn’t it time they flip their thinking? Authors of Flipping Schools Malcolm Groves and John West-Burnham share some ideas to empower schools to change their thinking and address the wider external factors at play when it comes to children’s learning outcomes The evidence that current models of school improvement are stalling in their impact has been accumulating for a while. Indeed the current situation across the school system might best be described as one of diminishing returns, where the energy and commitment of students, their parents, teachers and school leaders are simply not producing the outcomes appropriate to those levels of engagement and investment.

The average science, mathematics and reading scores of pupils in England have not changed between 2006 and 2016 (Jerrim and Shure 2016, p.4). Moreover, the evidence presented by the 2019 Education Policy Institute clearly points to the fact that the gap in performance between advantaged and disadvantaged students is not only narrowing but actually growing and potentially lasting into the distant future. It all points to a fundamental lack of equity in our school system that makes disadvantage systemic for the most vulnerable.

A radical change As a result, we believe it is now time to move away from incremental models of school improvement towards more fundamental and radical change. For us this involves flipping the collective educational mindset away from seeing the school as

Written by Malcolm Groves and John West-Burnham, authors of Flipping Schools

Why it’s time to turn schools inside out an organisation towards viewing it as a Of course we have a problem with the current community. It means turning school-centric understanding of accountability, which faces thinking inside out to open up a communityfour major problems. It fails to differentiate the centred and learner-focused mindset. multiplicity of the many different interested The reasons for this have also been clear for parties in school success. It does not recognise some time. We know from a range of evidence the multi-faceted and sometimes conflicting sources over the last twenty years that only demands of those users. As a result, it relies on between 20 per cent and 30 per cent too narrow a range of measurement and of the factors that influence it uses and over-privileges methods educational outcomes are of measurement which are It directly within a school’s also statistically flawed. is now control. Roughly 50 per cent So although we have t i m e to mov can be accounted for by models in business genetic factors (Plomin which show success from in e away c r e 2018), while social and can be achieved m ental models economic factors such with radically o f s improv as levels of poverty, different models of ement chool toward social class and family accountability, and in more fu s nd background account for our book we examine and radamental a further 20-30 per cent. the experience of ic So it would seem sensible the British company change al to encourage schools to Timpson, it requires pay a little more attention bravery, conviction and the to engaging with those social, confidence to take a long-term economic and environmental factors view for a school leader to put the beyond the school’s gates so as to exert accountability pressure back in its box. positive influence on them and to focus in more on the individual learner in their How other schools have done it social and educational context. The key to At the heart of our book are the experiences the next phase of school improvement lies of four schools that have started this process in building social and cultural capital. of exploring what it means to move from E Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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School Improvement

 being school-centric to being communitycentric in their structures, policies and relationships. They deliberately do not come from brand-new schools able to create themselves from the group up in their own image. They are ‘ordinary’ schools changing even as they continue to function.

Our argument is that if some schools – such as these four – can make changes in the way they think about accountability, outcomes, purpose and quality and can start to do things differently, then there is nothing in principle (except perhaps fear) to stop any other school wanting to do the same.

Our review of their practice and supporting research led us to focus on four key components of the outward-facing school that inform our thinking about the next phase of school improvement.

Firstly, the outward-facing successful school of the future has to be a place of trust and mutual respect. Relationships matter and drive everything. The school models community in the way it conducts itself inside so that it then able to turn and reflect that outwards to help build community around it. This requires conscious and deliberate purpose. Children do not learn academically if they do not feel cared for. Their wellbeing is linked to achievement.

Secondly, it provides a base of value and values. Its curriculum is person-centred.

By that we mean community, values and curriculum are inextricably interwined.

It implies making learning both real and personal for every individual.

Thirdly, the outward-facing school provides an engine of engagement and participation. It engages its students, their families and communities in an ongoing conversation about the purpose and nature of schooling and it values and learns from their contributions as co-partners.

Finally, such a school makes itself a hub of networks and support for learning. This

A school improvement initiative based on flawed numerical measures which fails to take into account broader factors, such as personal/social development and wellbeing, can become dangerous and damaging. also involves nurturing an environment for changemakers to emerge.

Importantly, it is the interaction of these four elements that generates the social and cultural capital vital to building and developing community.

Proof is in the evidence We were determined to be evidence-informed in developing the case for change. We believe that all the evidence, experience and expertise that we have assembled reinforces the case for radical rethinking based on the conceptual framework of social justice expressed through the building of social and cultural capital.

We contend that any school improvement initiative which fails to align with a strategy for community engagement is now unfit for purpose.

A school improvement initiative based on flawed numerical measures which fails to take into account broader factors, such as personal/ social development and wellbeing, can become dangerous and damaging. A school improvement initiative which fails to understand the difference between organisation and community cannot now take us to the levels of excellence and equity we need. Nor can it equip our children and young people to face successfully the unprecedented personal, societal and global challenges that now lie before them. L FURTHER INFORMATION www.johncattbookshop.com

Author Biographies Malcolm Groves has worked at the forefront of educational innovation for over 40 years, embracing primary and secondary education, youth work and adult education.

He has been a registered OFSTED inspector, local authority inspector, school improvement partner, NPQH assessor, and national adviser for specialist schools. He is a founder director of the ground-breaking research and development network, Schools of Tomorrow.

John West-Burnham is a writer, teacher and independent consultant in education leadership with a particular interest in innovative approaches to learning in schools and communities. He has been a schoolteacher, education officer and has held posts in six universities. He is now an honorary professor at the University of Worcester and visiting professor at the University of Suffolk.

John is the sole or joint author of 19 books and editor of 11 books, and has worked in 27 countries.

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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ANGER SHOCK

DENIAL

DEPRESSION

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Emotional Logic lifelong learning empowers staff, pupils and parents to harness emotion constructively into action during times of change, and come out stronger together.

• Reduce mental illness by improved communication about hidden losses.

Retain staff; reduce stress-related sickness absence.

Improve pupil concentration and behaviour – primary and secondary.

Turn parent conflict into cooperation.

Cost-effective whole school community training first equips staff for mutual adaptability.

Set aside £2,400 per thousand pupils per year for two years in April’s budget.

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Since it shot to the top of the agenda for schools, ‘wellbeing’ has received some bad press. As a result, staff wellbeing has been miscommunicated as something of a process – a journey that we take staff on to ensure that our teachers feel a sense of fulfillment and job satisfaction in our schools. External pressures, poor relationships then leading to further emulation of poor relationships, and a complete lack of effective leadership training means that wellbeing in some scenarios, even with the best of intentions, has led to a skewed definition of what it means to be well.

In an earnest bid to improve conditions, senior leaders have provided staff bodies with yoga classes, cake Friday and mindfulness courses – then scratched their heads, somewhat puzzled when the classes are empty, the cakes are left discarded and no one wants to be

What would we like them to spend their time doing instead?

Teaching, of course, but teaching a ‘present’ because they’re too busy marking, curriculum menu that feels meaningful and too despairing at the lack of time to exercise knowledge-rich to them as the experts. Do and in too much of a rush to get home to not underestimate the value of a decent loved ones on a Friday to watch clouds float curriculum provision when it comes to past on a DVD loop of the summer sky. considering the wellbeing of staff; as intellectuals, staff hold the freedom and Where are we getting it wrong? space to teach the very best of their subject I would argue that it requires a shift in our is absolutely invaluable. The capacity mindset when it comes to what wellbeing is. to discuss the etymology Simply put, wellbeing is the outcome of and origin of language, all that we do in schools, and not the impact of history the prescription that we offer upon literature, or teachers in how to get there. It If we ar the very dissection would be patronising of me e t o keep in of characters to dictate to others what c r e dible teacher themselves, as an makes them happy, and English teacher, is fulfilled outside of work, we mu s in schools, st value what I entered the and so as a senior leader, way in the profession to do. E all I can do is support wh

Written by Kat Howard, Assistant Principal at The Duston School

To support teacher wellbeing and ensure schools keep incredible teachers, senior leaders need to shift their mindset about what wellbeing is. Kat Howard from Duston School explains how

Wellbeing

How can schools address teacher wellbeing?

teachers to spend most of their time in work feeling as close as possible to their overarching sense of purpose, to teach, and make sure they feel a sense of autonomy and collective purpose. Sounds simple, right?

Start by time costing your existing systems.

What are your teaching staff, trained academics that are experts in their subject speciality, spending most of their day-today time in school doing? If it is inputting data, logging behaviour, holding detentions, calling parents, then they have become a very expensive administrative team. If it is excessively marking, planning in isolation, trawling the internet for outrageously priced resources which they then pay for form their own pocket, then they have become little more than an operative.

use the ich we ir time

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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18/12/2019 11:50

External pressures, poor relationships then leading to further emulation of poor relationships, and a complete lack of effective leadership training means that wellbeing in some scenarios, even with the best of intentions, has led to a skewed definition of what it means to be well  Of course, at times, I am required to do other things, but we must nurture and protect the teacher’s right to this core purpose if we are to retain the very best of people. Equally so, we must enable them the time to develop as subject experts: our specialisms are broad and vast, and we can only become experts with a CPD provision that achieves exactly that. Gone are the days of whole-school INSET twelve times a year, delivering the same message to all subjects in a one-size fits all approach.

Whilst entities like behaviour, curriculum do carry inclusive messages, we must temper that with a high regard for our subjects.

To enable staff to form such relationships, we need to make time for real-life conversation, which means we need to ease up on the email. Personally, I would argue that email has a limited function in schools, and we must work hard to enable staff to meet as much as possible to speak to one another to ensure ideas are sounded out and given a test run, but also to avoid a loss in translation that we can fall foul of with electronic conversation.

Furthermore, we are not senior surgeons or government Ministers; we do not save lives or make national decisions, and so could probably afford to leave our staff alone of an evening or a weekend. For that reason, there needs to be a consistent message for email usage in school that understands flexible working, but also draws boundaries for staff that means there

is a sense of ‘switch-off.’ Whilst I understand that this needs to work for your context, I would encourage you to speak with staff to decide upon the whole-school approach so you don’t have the 11pm night bird emailing, followed by the 5am early riser, sending staff into somewhat of a 24/7 operating frenzy.

The impact on all levels On that note, when making change or deliberating over new initiatives in schools, we must think carefully about how we have considered the impact that such change will affect every layer of the staff body, from the NQT, to the 22 hour teaching timetabled teacher, to the middler leader, to senior level.

And where have we explicitly asked their opinion, the obstacle or challenges that they anticipate with such a change and most importantly, the solutions that they may suggest to reach resolutions and a refinement from the original idea? Creating working parties empowers staff to think through, consider and implement change, but also feel like an integral part of the collective purpose of the school itself; to know that they have helped to shape and mould the school journey will not only develop them professionally, but will make it more likely for them to want to stay, to see out the process to fruition.

I need to set the caveat that none of this is possible without a dual narrative between

Wellbeing

About the author

Kat Howard is an Assistant Principal at The Duston School, an all-through school in Northamptonshire.

Kat is also Founder of Litdrive, a resource and CPD provision for English teachers with the key aim of reducing workload through effective curriculum planning and subject enrichment. An advocate for improving teaching conditions for teachers in schools, Kat is regional representative for the MTPT Project, a charity that supports parent teachers.

Kat’s recently released book, Stop Talking About Wellbeing works to take a pragmatic look at how we can improve conditions for teachers in schools through systematic change and a practical approach, shifting the focus from tokenism to takeaway strategy. In this article, she examines the current issues facing school leaders around recruitment and retention, and provides a range of ways in which school leaders can attract and keep excellent teachers in their schools. the senior leadership team and the teaching body; if we are to create a narrative of ‘done with, not done to’ with staff, we must ensure that we are providing a doors open approach to new initiative, and cultivating honest, solution-driven feedback with our teachers.

Finally, we must make room for flexibility in the educational sector. Somewhat behind other industries here, the fact that almost a third of our leaving teachers are women aged 30-39 should be a stark indicator to us that for whatever reason, we are asking parent teachers to choose between their career and feeling like a committed parent, when I would argue with the correct systems in place, both in synergy are entirely possible.

If we are to keep incredible teachers in schools, we must value the way in which we use their time, and ensure that it is to foster purposeful discussion, drive and a sense of community to continue to build a profession with longevity and a sensible approach to people-centred development. L FURTHER INFORMATION www.johncattbookshop.com

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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To support recruitment of teachers in schools in England within Modern Foreign Languages (MFL), we are working alongside the Department for Education (DfE) to give you access to a pool of language teachers through Spain’s Visiting Teachers Programme (SVTP).

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To boost England’s provision of language teaching, Spain’s Visiting Teachers Programme (SVTP) helps schools recruit qualified teachers from Spain to teach modern foreign languages Languages are an essential part of a broad, balanced curriculum, according to Ofsted’s Sean Harford. Writing for the Guardian, he said: “Not only do languages provide an opportunity to communicate more effectively with others – something that will be even more vital in a post-Brexit world - they also help pupils to understand what it is to be a global citizen, including the importance of tolerance and understanding.”

According to the DfE’s Recruitment and Retention Strategy, by 2025, there will be 15 per cent more pupils in secondary schools than there were in 2018. The strategy says that there needs to be an increase in secondary teacher numbers to meet this demand – which is especially difficult in shortage subjects, such as modern foreign languages.

To help fill this gap, secondary schools in England can get help recruiting qualified teachers from Spain to teach modern foreign languages (MFL) as part the government’s Spain’s Visiting Teachers Programme (SVTP), run in partnership with Spain’s Ministry of Education and Vocational Training.

This will give schools access to a pool of qualified teachers from Spain that can teach Spanish, and possibly also French or German.

All teachers referred through the programme will meet eligibility criteria and have been assessed and interviewed by senior leaders of English schools. They will receive an acclimatisation package and continuing professional development (CPD), covering topics such as behaviour management, safeguarding and England’s examination and accountability system.

Schools can interview their preferred candidates through Skype or similar.

How does it work?

The Department for Education will fund recruitment costs, an acclimatisation package, ongoing CPD during the teacher’s first year, as well as DBS checks.

Schools will need to fund the teacher’s salary and supply cover costs to support CPD days (at least one day per term), as well as mentor training. Schools must also appoint an in-school mentor to support their overseas teacher.

After a school has registered its interest, DfE’s commercial partner, Randstad Public Services, will contact the school within two working days to discuss the school’s needs. Schools will be given access to candidate information online, including previous experience and notes from

their assessment and interview. Schools will also get help to arrange final interviews with its shortlisted candidates (via Skype or similar).

Candidate eligibility criteria Secondary MFL teachers will have a Bachelor’s degree in English, Spanish, French or German studies or equivalent, or a Bachelor’s degree in translation studies.

They will also have a Teaching Certificate of Aptitude or a Master’s degree in teaching or equivalent. They will also have at least one year of teaching experience in the last five years, as a full-time teacher in formal education, equivalent to secondary school.

Primary MFL teachers will have a Bachelor’s degree in teaching primary education and will have completed a three year initial teacher training programme to obtain a Masetro/Mestro/Mestre. They will also have a specialisation in a foreign language on completion of the primary education degree, and at least one year of teaching experience in the last five years, as a full time teacher in formal education, equivalent to primary school.

Candidates will also have a B2 level English proficiency, in line with the Common European Framework of Reference for Languages, Spanish criminal background checks, a medical form (English school standard upon offer of contract), and qualified teacher status (QTS).

The importance of culture and languages Evidence shows that businesses are increasingly looking for employees with international experience and language skills – and, according to a British Council survey, almost two-thirds of university language students said that an international exchange helped inspire them to choose their degree course.

The Department for Education announced a £2.5 million programme last spring enabling Schools in England to apply for grants to take pupils aged 11 and above to visit partner schools around the world, giving them the chance to experience different cultures, improve language skills and build independence, character and resilience.

The programme, which is principally focused on supporting children from disadvantaged backgrounds, will be run in partnership with the British Council – whose own research has found that only 39 per cent of secondary schools run international exchanges. For independent schools, the figure is 77 per cent. L FURTHER INFORMATION www.randstad.co.uk

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

Getting the best IT for your students With over 20 years’ experience at PETROC college, Neil Tanton, IT services manager, explains that one of the reasons the college stays at the top of their game is the constant drive to use the best IT available for their students, including LapSafe® Mentor™ units With campuses in Barnstaple and Tiverton, PETROC a college of further and higher education, is committed to driving forward educational success by offering an exceptional range of study programmes, courses and qualifications.

With just over 3,000 students, PETROC has innovative and up-to-date facilities, making it one of the most advanced college establishments in the country. In 2018 it was rated as the ‘Best College in The Country’.

With over 20 years’ experience working at PETROC, Neil Tanton, IT services manager explains that one of the reasons the college stays at the top of their game is the constant drive to move forward with the best IT available for their students: “The PETROC IT department works really hard to keep the college up to date and we run a successful strategy called ‘Bring, Buy or Borrow.

“This means that students can either bring their own device to use at the college, buy one from us via our third-party scheme, or we offer to loan devices to students who do not have one themselves or want to borrow one for a short period of time.

“We have mixed environments around the college, some with laptops or desk tops and this summer we transitioned into Google Classroom too. Previously we had 600 laptops available for classroom and flexible learning use, but we decided to shrink that down and swapped old large laptops to Chromebooks.

We gave 250 Chromebooks to our fulltime teachers for them to use and then purchased another 600 Chromebooks and deployed them into the LapSafe® Mini Mentor™ units.”

PETROC have traditionally used LapSafe® units for storing and charging their laptops with

Neil purchasing the first Mini Mentor™ back in 2006, which is still going strong and being used today. Neil continues: “The robustness of the Mentor™ unit is the reason why they have stood the test of time, they are well constructed with good security. We looked at other makes and models of trolleys and you needed to add the power supplies into the trolleys yourself, whereas the Mentor™ has its own ultra-smart power management system and are the only trolley which have upgradable modules inside.”

Upgraded IT The changes made by PETROC in the summer of 2018 included purchasing eight new LapSafe® trolleys and upgrading 10 of their existing trolleys by changing the modules inside. Neil explains: “We went from being able to charge 10 laptops in each of our old trolleys to being able to charge 15 Chromebooks, which is great for a reusability aspect for the college. They are robust enough to have done five to ten years with laptops and then to be upgraded and now to be issuing Chromebooks. The LapSafe service team came in and upgraded

them really easily, we now have around 20 Mentor™ trolleys around our campuses.”

With the increase of colleges requiring more flexible learning spaces PETROC installed dedicated learning spaces for self-organised learning which uses mainly online material.

The flexibility of using these trolleys at PETROC means that both staff and students have access to Chromebooks for a period of time.

Neil concludes: “We had investigated the use of a static LapSafe Self-Service Diplomat units for our Tech Hub area. However, at the moment we have decided to go for setting the system up in the trolleys ourselves. This way we have the best of both giving us the flexibility of moving them around the college as required.

“We have adapted some of the older mentors slightly by fixing a 4-digit code padlock, with the pin number given to staff so they can book a trolley online for a class. Within the staffed Tech Hub area students are also given the chance to self-issue a Chromebook for a two-hour loan period or use the tech desk PC. The robustness of the Mentor™ has meant we are able to keep IT current and upcycle all our trolley units rather than throw them away and waste money.

“The flexibility of being able to change the insides of the units from laptops to Chromebook has been very beneficial, and the ultra-smart power management system charging inside has been perfect, we know that there are only being charged when they need to be which gives longevity to the batteries. The service side has been really good, I know I can chat to James in support, they are always very helpful and quick to get back to me if I need anything.

Money is tight in FE and keeping IT up to date is a real challenge, how we are delivering IT and having the flexible and accessibility learning spaces has been the way forward for us.” L FURTHER INFORMATION www.lapsafe.com 01787 226 166

24

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

A look at digital proficiency across schools in Britain The curriculum needs to continue to be re-orientated towards digital skills for the future, such as coding, web-design and artificial intelligence, finds a new report The Technology in UK Schools report gives insights into the use of technology in UK schools in 2020, examining the types of technology that have been adopted, how this has been applied, and the ways in which this has shaped the learning environment The report commissioned by Lenovo and conducted by CEBR asked 2,000 teachers from a range of different school types across the UK, alongside one-to-one interviews with experts from the education and tech sectors from Lenovo’s education network in the UK. The digital proficiency of schools in the UK, looking at region, school size and category among other factors, was rated using a Digital Proficiency Scale developed by CEBR, It found that nearly one in ten (eight per cent) schools fall into the inadequate category on the Digital Proficiency Scale developed within this report. One in five (20 per cent) are in the excellent category.

One in five (18 per cent) of all private schools fall into the highest scoring group, compared to just five per cent of the state schools in the survey.

Scotland emerges as the part of the UK with the highest level of digital proficiency in schools.

Examining the digital proficiency at different stages of the educational system reveals that secondary schools and sixth form colleges score slightly higher than primary schools.

Smaller schools have on average a slightly lower overall score whereas bigger schools have a higher degree of technological proficiency.

Computer availability The survey revealed that the number one priority for teachers is to increase the number of computers available to students in school, followed by more provision of training for teachers on the use of technology.

Nearly half of students access school computers at least four times a week.

It is not very common for schools to provide laptops or tablets that students can bring home. Only three per cent of the teachers work at schools where all students are equipped with laptops or tablets that they can bring home.

Microsoft Word and coding are the most common digital skills on the school curriculum.

Teachers are using technology to digitalise their administrative work. 79 per cent of all teachers surveyed responded saying that they are performing some or all their administrative tasks digitally.

Recommendations The report says there is a need to expand the provision of training to teachers, in order to maximise the effectiveness of new technologies.

The curriculum also needs to continue to embrace digital skills for the future, such as coding, web-design and technologies of the future.

The report encourages information sharing among teachers to improve and inspire usage of new technology and digital skills in classrooms.

IT & Computing

It also calls for the expansion of funding for new technologies to address the shortfall identified by teachers and unlock the gains associated with higher workforce productivity in the longer term.

Calls to action The report believes that the teaching community needs to be engaged as new technologies are introduced: while only a small percentage of teachers feel there is too much technology in schools, more than two in five (42 per cent) believe the use of technology is currently about right.

In order to maximise the effectiveness of new technologies, it is essential that they have the support of the teaching community. This can be achieved by expanding the provision of training to teachers (currently just a quarter of teachers receive training on the use of technology more often than once a year), as well as collaborating with staff on an ongoing basis to ensure that technologies are implemented in a way that aligns with the school’s objectives.

The curriculum must continue to develop digital skills for the future: as technology evolves, routine tasks are increasingly likely to become automated, and workers will instead be required to interact with computers in a more involved and creative way. It is therefore essential that schools continue to shift their focus towards developing these deeper digital skills. While it is encouraging that most schools now teach computer programming, the fact that only one in five (21 per cent) include topics relating to technologies of the future such as machine learning or artificial intelligence highlights that there is still progress to be made.

Information needs to be shared The interview with digital technology lead and computing teacher Donna Shah gives further insight into how teachers use technology to share information with colleagues, students and parents. Software programmes such as Microsoft Teams allows communication to increase between teachers and can speed up administrative processes which allows for teachers to spend more times with students.

In addition to this, information sharing among teachers can also improve the technological and digital skills of teachers, as they are encouraged to share and learn from each other, which in turn leads to an increase in the quality of digital skills teaching in the classroom.

The need for funding While there are ways in which schools can upgrade their technological proficiency in a relatively cost-effective way, many of the areas of weakness identified in this research require considerable investment in order to be addressed fully. Although the initial costs of technology can be steep, the feedback from teachers and the wider literature is that technology delivers a sizeable boost to educational outcomes, and in the longer term would result in higher workforce productivity. L FURTHER INFORMATION www.lenovo.com

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

Building a connected society in the UK Connected Britain is the event which helps organisations to keep up to date with the latest developments in the connectivity market and is the best place to understand the regulatory and financial landscape for digital infrastructure investment The UK has taken an early leadership position on 5G, with all four of the countries MNO’s launching their initial services in 2019. The country is also seeing rapid fibre deployment, as it attempts to boost its Fibre To The Home (FTTH) penetration levels.

2020 will be a pivotal year for British telcos and service providers as the country strives to provide ubiquitous, gigabit connectivity to more than 60 million people.

Connected Britain is the B2B event which helps organisations to keep up to date with the latest developments in the connectivity market and is ultimately the best place to understand the regulatory and financial landscape for digital infrastructure investment in the UK. The 2020 series continues to focus on the wider implications of the Digital Strategy and explores how the UK can tackle emerging challenges head on to become a leading player in the digital revolution.

Launched in 2015, Connected Britain has gone from strength to strength, starting as a 200 attendee event, doubling in size each year and now expecting 2,500 attendees in June 2020. Its most recent success saw the event crowned the winner of the PPA’s Independent Publisher Awards’ Event of the Year 2019.

So how did it get here?

Ultimately, it’s down to a great concept carefully executed. In 2015, Connected Britain was all about building high-capacity telecom networks, but now it is the preeminent digital economy event for the UK. Since then the content has evolved to include tracks on building a connected society, promoting digital literacy, delivering the cities of the future, digitising the UK’s workforce, building digitally connected national infrastructure and more.

There will be nine streams in total for 2020 with over 350 speakers and 2,500 participants.

Connected Britain receives only the most senior and influential speakers in the industry, including in 2019 the CEO’s of Three, TalkTalk and Openreach amongst a line-up of 160 speakers – 31 of whom were CxO’s of major UK telcos. However, the real uniqueness of Connected Britain is its many relationships that have been built with the public sector including both national government and local authorities.

To quote the chief strategy officer of community fibre, Connected Britain is “one of those rare conferences where all the players are in one place and engaged in real debate.”

Connected Britain also offers a unique

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platform for industry startups to engage with potential partners and investors thanks to the dedicated Startup Zone and Stage. Additionally, 2018 saw the launch of the Connected Britain Awards, recognising the best and most innovative players from across the industry.

Moving the UK network forward “Connected Britain just gets stronger and stronger and has become the definitive platform for all the critical discussion points in moving the UK network forward,” said Total Telecom managing director Rob Chambers. “Every year we have more conference streams, and a total sell-out of tickets and exhibition space. Anyone who has an interest and involvement in our network and its future needs to be here in June 2020!”

With connectivity now central to everyday life and work, we see no sign of Connected Britain’s growth slowing.

Now in its 6th year, Connected Britain will return to the Business Design Centre from 18-19 June.

About Total Telecom Since 1997, Total Telecom has provided the connection between the buyers and sellers in the global telecom market. We do this through high quality editorial content and events to facilitate discussion on industry issues, and recognise innovation and excellence by companies and individuals.

Its community of 120,000+ telecom professionals relies on Total Telecom for daily news and regular in-depth insight, delivered through a number of channels including online, video, social media, and at its series of events. L FURTHER INFORMATION www.totaltele.com/connectedbritain

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

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Empowered leaders, empower leadership By attending an ISBL regional conference during 2020, you can ensure you are maintaining your professional knowledge and using this to enlighten your team, as well as demonstrate to your colleagues that you are investing in your development to ensure you are ready to respond to the changing demands of education It is essential that as school business leaders we role model what we expect from our colleagues and this includes a continued focused and investment in professional development. There is always that feeling of not having enough time to do the job to allow us to take time to attend training and events.

Other reasons can be identifying the funds within the budget to facilitate attendance.

The ultimate question is can we afford not to make the time and to find the funding for professional learning.

By attending selected events and training across the year, professionals have been proven to gain significant insights and access new practice that has saved management time, unlocked additional funding opportunities or develop new collaborations with other schools that have delivered procurement efficiencies.

With both the Prime Minister and Gavin Williamson MP, as the Secretary of State for Education, pledging further funding for education, perhaps now is the time to invest in further professional development.

2020 could bring further changes and challenges for the education sector, especially when you add any impact from Brexit and a continued focus on excellence in school resource management.

As leaders, we can only prepare for what we know is to come. It is far more effective to scan the horizon and identify change so that we can be proactively preparing rather than having to be reactive.

The most effective way to do this is through joining your professional body (ISBL – www.isbl.org.uk). Through your professional membership you can ensure you stay fully updated on any sector changes and new development opportunities.

Your professional membership also provides you with professional credibility and assurance for you employers of your professional standing and continued commitment to your professional learning and development. Additionally, as a member of ISBL you can attend one of our regional conferences for free each year.

As a school business professional,

By attending a regional conference during 2020, you can ensure you are maintaining your professional knowledge and using this to enlighten your team

you can expect that other senior school leaders will look to you to provide recommendations on how resources can be optimised to deliver continued pupil progress and ensure that all pupils’ educational needs are met.

Having a good working knowledge of Integrated Curriculum Financial Planning (ICFP) and its application will be key, because these key metrics should be used by the school for discussion and review of its strategy. It is crucial that schools are aware of where they are spending their available resources, that they are being appropriately deployed, and that the leadership can justify the allocation.

By attending a regional conference, you can ensure you are maintaining your professional knowledge and using this to enlighten your team.

You can also demonstrate to your school colleagues that you are investing in your professional development to ensure you and the school are ready to respond to the changing demands of education.

The conference programme will cover the key issues facing school leaders in 2020, as follows: ICFP – Knowing the principles and developing recommendations; Brexit and the impact on staffing, resources and pupils; GDPR – lessons learnt and areas of concerns in schools; The importance of professional dialogue; Risk management – assessing your appetite for risk.

The conferences present huge value to our members: there is no charge to attend and members benefit from the CPD and networking that the events offer, plus have the opportunity to meet with exhibitors, offering a range of products and services specifically aimed at school business professionals.

We hope to welcome many of you to these events during 2020, so please book early because places fill up quickly and are allocated on a first-come first-served basis.L

The locations and proposed dates are: Newcastle (19 March); Sheffield (25 March); Birmingham (13 May); Taunton (11 June) Sheffield (25 June); Portsmouth (9 July) FURTHER INFORMATION For more information, visit www.isbl.org.uk

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

Loving British food helps the health of the nation Our diets are leading to high levels obesity, type 2 diabetes and other diet-related disease, and the simple fact is that we all need to eat more vegetables. The Food Foundation has joined with other likeminded project partners to create the Peas Please Campaign, and are seeking other organisations to make their own Peas Please Pledges Peas Please Pledge ISS Food Services caters for over 450 primary and secondary schools across England and have been proud Peas Please pledgers since early 2019. Through committing to playing our part to help everyone in Britain eat an extra portion of veg a day, we’ve made a conscious effort to do more to promote the greens on our menus and offer diners more opportunities to learn about, taste test and choose veggies, making them fun again.

In schools, we have championed seasonal vegetables through our ‘Produce of the Month’ campaign. ISS believe the more children know about where their food comes from, the more likely they are to tuck in! Each month our catering teams celebrate a star vegetable by sharing fact posters, providing tasters and creating vibrant displays. Our

Business and Industry (B&I) and Healthcare customers can similarly learn about their veg when they visit our restaurants. Monthly ‘Food Heroes’ – UK-based growers – share insights on how they sow, grow and harvest the produce which ‘crops up’ in our dishes.

We hold ‘Green Fingers’ in the spring, a gardening themed week which shares the joys of ‘growing your own’ with young people and teaches them where their food comes from. Children are encouraged to try daily taster dishes and take part in a competition to win seed packs, growing kits and gardening days. They receive stickers for trying new vegetables and have the opportunity to provide feedback, which we have since used to make sure plenty of popular veg-rich dishes made it on to our weekly menus.

Our B&I Summer’s ‘Just Vegan’ concept launched last year, offering our customers a wider range of plant-based dishes than ever before. Recognising the demand for less meat and more veg from many of our diners, we brought together a range of different breakfast, lunch and snack items which put vegetables at the heart of our dishes. Much of the success of this new offer has now been seasonally adapted to work for our winter ranges too, alongside several new plant-based dishes which celebrate great winter produce.

ISS has already introduced veg snacking stations into hundreds of schools around the country and are working with our customers to ensure every school has at least one station where the children can help themselves whilst queuing for their lunches. Not only does it get them eating more veg, but it also stems hunger and calms the queue too!

A real highlight for ISS was getting behind the national Veg Power campaign. Our super local school catering teams created fabulous displays in their dining halls to reinforce the ‘Eat Them to Defeat Them’ messages seen on TV. We’ve got loads more veg themed fun in store for 2020, which makes us confident that we’ll reach our goal to increase the servings (kgs) of vegetables we serve across our business by 10% by July 2020.

Love British Food All this comes at a time when we are leaving the European Union, so it was perhaps timely that ISS also recently partnered with Love British Food to celebrate all that’s great about UK produce, not just the vegetables. We champion local, homegrown ingredients across our business, which provides food services to businesses of all sizes, schools and hospitals.

ISS work with British suppliers to create seasonal menus and share provenance stories, so our customers can be confident that they know where their food comes from.

Many of our schools also hold the Soil Association’s ‘Food for Life Served Here’ Bronze, Silver and Gold accreditations. Serving certified menus means we commit to ensuring our recipes are packed with UK ingredients. L FURTHER INFORMATION uk.issworld.com/services/food-services twitter.com/ISSFoodServices linkedin.com/showcase/iss-uk-catering-services instagram.com/issfoodservices

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

Healthy Eating

Plant-based meals on the school menu It’s been heartening to see a recent increase in the number of schools who are now providing plant-based meals on their menus. And yet, such schools remain a minority, with overall accessibility to vegan options remaining few and far between, as many vegan pupils continue to find themselves unable to eat during lunchtime.

The Vegan Society often hear from many concerned parents who are reliant on preprepared packed lunches to ensure that their children have sufficient food when they go to school. As it stands, many public sector institutions will claim to have vegan options available upon request, and yet the reality of the situation is starkly different; vegans are often told that they cannot be provided for, or are offered very limited options - such as a plain jacket potato and beans - which do not meet the nutritional standards laid out in many of the healthy eating guidelines that schools adhere to.

Legislative change has already taken place Rights in other countries to ensure this, such as This highlights issues with the rights Portugal, where vegan options are mandated of vegans; a lack of provision often as standard on all public sector menus. alienates vegan pupils from their peers It must also be noted that the benefits and encourages playground bullying due of plant-based provision isn’t just limited to ‘othering’, especially as education to vegans – such meals can be enjoyed by of veganism is otherwise limited in almost all – including vegetarians or people comparison to other beliefs. This lack of with religious dietary requirements – and understanding makes it easy for other pupils can support inclusivity, as vegan dishes are to dismiss the beliefs of vegans entirely. typically also suitable for people who follow It’s crucial to address this following a the Islamic, Jewish, Sikh and Hindu faiths. landmark tribunal case in January, where veganism was found to have passed the legal Health tests to be deemed a philosophical belief, A vegan option could also support healthy and its status as a Protected Characteristic eating initiatives – a well-planned vegan under the 2010 Equality Act was confirmed. diet is typically high in fruits and vegetables This underlines the legal obligation on and therefore meets the nutritional public authorities to ensure that standards laid out in various vegan provisions are readily healthy eating guidelines, such available, in order to A vega as the Eatwell Guide. If we prevent direct or indirect n option acknowledge that children acts of discrimination. already struggle to also supcould p consume their five-a-day, o r t hea it almost seems obvious initiativ lthy eating to ensure accessibility to es as a vegan healthier options. Studies diet is t y p have also suggested that i c a high in ll introducing nutritious fruits a y nd meals early can help provide vegetab les long-term health benefits - ensuring a vegan-friendly option on school menus would familiarise children with healthier and more sustainable plant-based foods, encouraging healthy habits that they can carry into their adult life, whilst also tackling childhood obesity concerns in the interim.

Written by Sabrina Ahmed, campaigns and policy officer, the Vegan Society

Public authorities have to ensure that vegan provisions are readily available, in order to prevent direct or indirect acts of discrimination. But aside from this, there are many benefits to providing plant-based options for everyone at school, writes Sabrina Ahmed from the Vegan Society

Environment An increasing amount of scientific evidence has stated that we should be eating more plant-based meals, which is all the more paramount in light of the climate crisis.

Research from Oxford University states that eating a plant-based diet could be the ‘single biggest way’ to reduce an individual’s environmental impact, whilst the Committee on Climate Change asserts that ‘the public sector should take a strong lead by providing plant-based options in schools and hospitals’. Not only would this support a societal shift towards better consumption patterns, but would also indicate that the UK public sector is serious about tackling the climate crisis effectively. E Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Healthy Eating

Leicestershire backs children eating more veg campaign Leicestershire County Council has joined the national Eat Them To Defeat Them campaign to encourage children across the county to eat more vegetables.

Veg Power’s national seven-week campaign, which launched on 12 February, seeks to capture children’s imagination by encouraging them to join the fight to defeat vegetables. Now, county council services, LTS Catering and public health have joined forces to get Leicestershire schools involved in the healthy eating initiative.

Schools in the region are also helping out by promoting to pupils the benefits of eating the vegetable of the week and using the vegetable in the school food to prove how defeating vegetables is very tasty work.

So far, carrots, peas, broccoli and sweetcorn have all been targeted.

More than 60 schools are taking part across the county of Leicestershire.

Lee Breckon, cabinet member for health and wellbeing, said: “This kind of initiative is a great way to get children engaged with and motivated by healthy eating. It really compliments the weight management work that we are doing within our public health service and we hope that parents and children alike will take advantage of the resources available to help develop healthy habits inside and outside of the home that will last a lifetime.”

For information on the campaign visit eatthemtodefeatthem.com

 Cooking for vegans Catering for vegans doesn’t need to be complex – altering existing vegetarian options with simple swaps, such as using dairy-free alternatives in place of cow’s milk or cheese – ensures that meals are more inclusive, and suitable for all.

It’s important to feature a protein source within meals. Legumes are an economical option but consider adding variety to meals by making use of soya mince and tofu.

Be sure to include a Vitamin C source – such as pineapple or grapefruit – which helps boost the absorption of iron from plant foods.

Encouraging uptake might even be the simple matter of being able to market the food well.

Using enticing language – which highlights individual flavours and ingredients – could

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encourage children to try new options, whilst highlighting the ‘forkprint’ (the GHG emissions within each meal) could be a fun, yet educational way to inspire children to opt for more sustainable food options.

Value for money Commonly, lack of demand has been cited as a reason against vegan provision, with low uptake leading to food wastage. And yet, the number of vegans in the UK is on a continuous rise, having quadrupled in the last five years, as people become more mindful of their consumption. This indicates that eating habits are changing, and it’s now imperative for the public sector to keep up with changing demand.

Vegan options can also be economical

and lead to a long-run cost-saving, as many plant-based proteins (such as beans and lentils) are significantly cheaper in comparison to their meatbased alternatives, with a longer shelf-life and lower price volatility.

Catering support The Vegan Society can support catering managers interested in providing plant-based options. Visit www.vegansociety.com/cateringforeveryone for further information. L FURTHER INFORMATION For more information, visit www.vegansociety.com

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

Chris Wakefield, vice president for European marketing & product development at GOJO Industries-Europe Ltd, explains how a new, hardworking hand hygiene system can promote healthier learning environments It’s a well-known fact that practising good hand hygiene is crucial for health. We are used to seeing hand washing facilities and sanitisers in health care settings and high traffic areas like airports.

It is equally important that educational establishments also offer the same hand hygiene provision.

After all, in England, primary school children in state schools currently spend 635 hours in the classroom each year and play and learn in close contact with each other.

Put this together with the fact that children have immature immune systems, and, often, a poor understanding of healthy hygiene practices, and you have the ideal breeding ground for germs.

It is not surprising then that they are able to spread so quickly and easily throughout schools.

Teaching and encouraging healthy hand hygiene behaviour to children from a young age not only enhances the overall health and well-being of all school pupils and staff, but can also help to reduce the number of days lost to illness.

One study observed a 50 per cent reduction in absenteeism within primary schools, after implementing a comprehensive hand hygiene programme.

A smarter solution As a founder member of the World Health Organization’s ‘Private Organizations for Patient Safety’ group, here at GOJO, we are firm advocates of making hand hygiene second nature to everyone.

Our wealth of experience means we understand the specific challenges schools face as well as the general barriers to hand hygiene. We are also passionate about developing products that deliver results, are a pleasure to use, and that are gentle, especially to children’s delicate skin.

That’s why we have created The PURELL SOLUTION™. This hardworking hand hygiene system offers a new, complete solution to help fight the spread of germs in schools and other educational facilities. This includes a brand new type of ‘healthy soap’ that works harder to remove dirt and bacteria from the skin.

Little hands that are even cleaner Our PURELL HEALTHY SOAP™ High Performance Foam Hand Wash products benefit from ‘CLEAN RELEASE™ Technology’ (CRT). Dermatologically tested and suitable for dry and sensitive skin, their formulations are remarkably mild and gentle – even with frequent use.

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A smarter solution to hand hygiene

The formulation includes 90 per cent naturally derived ingredients, and leaves 2x less residue on the skin – perfect for cleaning hands that may be grubby from sticking, painting, forest school lessons, or that may just need washing before eating or after using the toilet.

Not only kind to skin, PURELL HEALTHY SOAP works hard to clean hands more effectively than standard soaps. The technology allows the product to reach into areas of the skin which are normally difficult to access. This means that more than 99 per cent of dirt and germs are removed from hands and results in up to 3.4 times fewer germs left on the skin.

No more empty dispensers When it comes to hand hygiene, two of the most common challenges that schools face are when dispensers run empty or the batteries wear out. After all, they are not often checked during the school day, instead forming part of the cleaning operative’s tasks, after school.

To combat these challenges, we have developed the revolutionary PURELL® ES8 Dispenser.

Thanks to its ‘AT-A-GLANCE™’ refill design, it is easy to monitor product levels with one quick look. Each refill also comes with an integrated battery, which allows continuous touch-free dispensing, without the worry of the battery wearing out or the trouble of having to change it.

We have also thought about the planet when developing this model; when compared to the leading touch‑free systems on the market, the PURELL ES8 system represents a 15 per cent reduction in greenhouse gas emissions over its lifetime.

As well as specialist soap formulations and innovative dispensers, children should be encouraged to use handwashing and sanitising facilities. Make sure that dispensers are situated at an appropriate height, so that children can reach them easily. Consider placing hand sanitisers within classrooms to help create an even healthier learning environment.

Place eye‑catching posters at key germ hot-spots, such as the washrooms, to prompt hygienic behaviour. This not only reminds children that they need to wash their hands, but also illustrates the best technique to them. Such educational signage and materials also form part of The PURELL SOLUTION™.

By educating children about the importance of hand hygiene and supplying them with the best products and dispensers to make the activity pleasant rather than a chore, schools are embedding life skills in their students. This not only helps promote healthier learning environments in the present, but will also benefit students as they journey into adulthood and beyond.

For a tailored and effective solution for your setting, or for more information, please call +44 (0)1908 588444, email infouk@ GOJO.com or visit www.GOJO.com L FURTHER INFORMATION www.GOJO.com

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Sport

School girls empowered to become campaigners for PE New resources have been rolled out to girls in secondary schools as part of a campaign to empower them to get their peers active

Peer influence The campaign recognises that friends are the greatest influencers on adolescent girls and that positive encouragement and support from their peers is the most effective way to get girls more active.

Since its launch five years ago, This Girl Can has inspired nearly three million women to take steps towards or become more active. Sport England and the Youth

programmes that girls’ needs differ and Sport Trust are now taking the awardchange as they mature. When girls have input winning formula into secondary schools on the design and delivery of their PE and by refreshing resources for teachers. sport offer, we know it has incredible results.

Kate Dale, from Sport England’s This “We are really excited by the This Girl Can… Girl Can campaign, said: “Teachers play Create Change resources. It presents a real a crucial role in helping their students opportunity to develop the next generation develop positive attitudes towards PE, and of PE and school sport campaigners in we’ve introduced these resources to help our schools that we desperately need to teachers make PE engaging for students. prevent curriculum time for the subject “Sport England’s research shows that fun from being squeezed, and to make a stance – above all else – is the number one factor against the decline in girls getting active.” motivating children to get active. With these new resources, girls can become the Greta Getting young people fit Thunberg’s of their school by helping other The campaign forms part of a wider girls enjoy activity. The students themselves programme of work by the organisations to are going to be the ones improving the design help young people get active – including their and delivery of PE so it works for them.” offer of free training to 17,000 secondary The resources also support girls to lobby school PE teachers to help young people teachers and head teachers to explain how develop a positive attitude towards PE young campaigners can raise awareness, and being active so they are more change attitudes and inform provision. The likely to be active adults. resource guide for teachers aims

Already schools are to help schools to construct Girls putting the resources a curriculum that meets aged 1 into practice with every girl’s needs – now schools across the and for future success.

18 will 1 to country using the Ali Oliver, Chief practica receive tips and ideas to Executive of the Youth l i d e a s and advice empower girls.

Sport Trust, said: “We One school told know from our research they caabout how n get t children’s charity E and other girls focussed

Written by Youth Sport Trust

National statistics show that from the age of five up, boys are more active than girls at every age. Sport England data from its Active Lives: Children & Young People survey revealed that boys (51 per cent) are more likely to be active than girls (43 per cent).

Part of the national This Girl Can campaign – which is back on TV with brand new adverts – ‘This Girl Can Create Change’ is a charity partnership delivered by the Youth Sport Trust and Sport England funded by the National Lottery.

Girls aged 11 to 18 will receive practical ideas and advice about how they can get their friends, families, and teachers active.

It encourages girls to set up PE opinion boxes in school changing rooms, use social media to promote positive messages about getting active, and plan flash mobs in school lobbies to celebrate PE and school sport.

he friends, families ir and tea , chers active

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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5-a-day Fitness is used by hundreds of schools around the world every day to help boost in-classroom activity 5-a-day Fitness is the ultimate fun fitness resource for primary schools. Increase daily physical activity in your school with online, follow-along five-minute exercise routines designed specifically to be used with classroom screens, or projected onto whiteboards.

The resources can be used at any time of the day to enhance learning and the curriculum with ease, there’s no need to rearrange the classroom or change into PE kits. The perfect opportunity to get pupils up and active first thing in the morning as a wake up activity, a mid-lesson energy or brain break, a refocusing tool, as part of a warm or cool up during a PE lesson, or to use up any excess energy they may have after lunch or break time.

There’s no teacher training, planning, or preparation, no need to relocate or rearrange furniture. Simply log in, select a video, and let your class join in, have fun, get fit and learn!

The fun fitness video resources are also available with Modern Foreign Language voice-overs and on-screen translations.

These cross-curricular language learning options are often used as active starters in MFL lessons, providing increased

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opportunities for additional structured physical activity time during language learning, making 5-a-day Fitness an amazing cross-curricular PE and MFL learning tool for Key Stage 1 and 2 (K-6).

Many of the videos are available in French, Spanish and Welsh. These language videos have optional onscreen Key Word translations, thereby improving language reading and listening skills.

Now your class can have fun, get fit, and learn a language!

5-a-day’s 2-minute Time-2-Chill routines concentrate on relaxation, imagination, co-ordination and mindfulness. Ideal for refocusing a class after a break, or even midway through a lesson.

Each routine enhances kinesthetic learning, and utilises both audio and visual instructions and demonstrations. The music

and choreography are written, created, and licensed by 5-a-day with education and school appropriateness in mind.

Resources are differentiated by complexity and speed, and the language learning resources each have 3 levels of difficulty.

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, at weekends, and over the holidays.

FURTHER INFORMATION www.5-a-day.tv info@5-a-dayfitness.com

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

Sport

Sport England’s second annual Active Lives Children and Young People Survey

According to Sport England’s second annual Active Lives Children and Young People Survey, there has been an increase of 3.6 per cent in the number of children in England doing an average of 60 minutes or more of physical activity a day in the academic year 2018/19.

 the Youth Sport Trust that a group of its students had joined together to form a This Girl Can team to support staff to introduce monthly activities and brand them with names like Fit Feb, Match March and Action April to promote fun and getting more of their peers moving.

Another school the charity contacted said it had made posters of all its female staff taking part in sport or physical activity and put them up in the corridors as role models for students.

The programme is backed by a £13.5 million investment from Sport England between now and 2021 and teachers can get their schools involved by downloading the resources at www.youthsporttrust.org/this-girl-can/teachers Schools said they believed the campaign and resources will impact a lot on raising the profile of girls’ PE, sport and physical activity across their schools.

One teacher said: “As a girls inner city school we are hoping the resources will help break stereotypes and remove barriers about what girls should/shouldn’t and can/can’t do.

“I would like sport to be accessible for all and enjoyable. I would like to use this programme to assist in developing lifelong participation for girls. I feel that this needs to be a whole school approach in order for it to be successful.”

Funding for Primary PE The Budget announcement delivered by the Chancellor has set out funding commitments to support primary PE teaching and improve the use of school sport facilities, while updating the School Sport and Activity Action Plan.

The Budget document states that: “To ensure that children get an active start in life, the government will bring forward an updated School Sport and Activity Action Plan following the Comprehensive Spending Review. Ahead of that, the Budget provides £29 million a year by 2023-24 to support primary school PE teaching and help schools make best use of their sports facilities. The funding will support high quality teacher training and professional development for PE, informed by best practice PE teaching.”

The Youth Sport Trust is seeking clarity from government departments on the future funding of the Primary PE and Sport Premium and School Games Organiser network. L FURTHER INFORMATION To view and access the resources for free visit www.youthsporttrust. org/this-girl-can/teachers

That means that 46.8 per cent of the nation’s children and young people are meeting the recommended level, with the increase driven by more out of school activity – including increases in active play, team sports and walking.

The figures show that 57.2 per cent (up 4.6 per cent) of children are doing 30 minutes or more of physical activity outside of school, compared to 40.4 per cent at school.

However, 2.1 million children and young people (29.0 per cent) are doing fewer than 30 minutes of physical activity a day, and while that number is down (by 3.9 per cent over the last year), more needs to be done. In the middle, another 1.7 million (24.2 per cent) children are ‘fairly active’ – taking part in average of 30-59 minutes a day.

The report does suggest that activity levels are affected by how rich or poor families are, with 54 per cent of children from the most affluent families considered active compared to 42 per cent from the least affluent families – while from the age of five up, boys are more active than girls at every age.

The survey also shows that active children are happier, more resilient and trusting of others and its also shown a positive association between being active and higher levels of mental wellbeing and individual development.

Government guidelines recommend that children and young people should get 30 minutes of their daily physical activity in the school day and 30 minutes outside of school.

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Advertisement Feature

Make managing your lettings easier with BookingsGuru Schools are home to some of the best sporting and academic facilities across the UK, and with such valuable assets right on the community’s doorstep, it is no surprise that more institutions are opting to hire our their facilities. Of course, schools that do choose to do this must then manage a whole host of tasks, from lettings finances to administration In many cases, schools do not have the team capacity to take all the responsibility of driving the lettings, so by introducing a remote administration service, such as Kajima Community’s BookingsGuru, it reduces strain on the school’s resource.

In addition to overseeing the administrative side of lettings, the service can support the marketing and strategy development of a schools lettings, ensuring your school is being promoted to target hirer groups.

With so much opportunity for exposure through social media and website visits, many schools don’t have the time to create the content for posting online. Having the expertise of a team like BookingsGuru to set up a tailored web presence can help schools to maximise and drive their lettings, without all of the extra work.

As part of a successful lettings strategy, schools also need to be reviewing what else is going on in the community to ensure they are making the most of what they have to offer. As part of the managed service, BookingsGuru will complete a competitor analysis to give the schools greater intelligence about the market, ensuring the right pricing of facilities and services on offer. This approach drives significant new opportunities for schools, helping them further engage with the community. But don’t

just take our word for it, hear from one of our customers at Walthamstow School for Girls below about their own experience with us.

Facilities for the community Romi Jalil, business manager at Walthamstow School for Girls, said: “As business manager at Walthamstow School, I oversee the leadership team responsible for the finances, HR and operational management of the school. We are proud to work closely with the local community and offering our facilities out to a wide variety of groups and having a lettings system in place was hugely important to this side of our business.

“Initially, the lettings process here at Walthamstow was relatively sluggish – although we were playing host to a variety of different hirer groups, we were only averaging £20,000 a year and not seeing the impact we wanted. As a small team wanting to increase our lettings, we knew we did not have the staffing capacity to execute it. So we began looking for an all-encompassing managed service that could help get us off the ground – and BookingsGuru was the perfect piece to the puzzle.

“Having worked with Kajima and BookingsGuru for just over five years now, we have seen a major improvement in our lettings services. With expertise in marketing, strategy

development and complete administrative services, BookingsGuru has been a brilliant solution to taking our lettings to the next level, while alleviating strain on our resource.

“We have a day-to-day contact at BookingsGuru that deals with all our bookings. This was critical for us. As part of the initial set up, the BookingsGuru team visited the school, saw the facilities we have to offer and took the time to understand how the school operates. They can provide the personal touch when speaking to us about what would work well for both hirers and the school itself.

“One of our main goals was to broaden opportunities for hirers and publicise our facilities to a larger audience. Before partnering with Kajima, we had no web presence or marketing strategy to promote our lettings so it was a challenge to attract new hirers. Then the team at BookingsGuru came along and knew exactly what we needed to help create our website. They took photos of our different rooms, including our Grand Hall and Theatre, and created descriptions for each facility to use on the website which was very beneficial for prospective hirers to see exactly what they would be getting.

“Through the forward-thinking expertise from the BookingsGuru team, we have gained an array of diverse and interesting groups which has been really fun to see. Recently, we had some filming take place in our Grand Hall with stars from a well known ITV show – it was fantastic to receive some recognition for our facility and it created a great buzz with the pupils throughout our school.

“The BookingsGuru team and Kajima Community have helped us generate and capitalise on countless new opportunities, which otherwise would have been untapped.

“This has helped increase our income average to around £100,000 – a huge difference to our initial outcomes. They take care of managing our lettings, allowing me to focus my time on the core educational business. I could not recommend them more highly!” L FURTHER INFORMATION www.bookingsguru.co.uk

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

Sports Facilities

Opening school sports facilities after hours The DfE has allocated £1.6 million to help schools use their sports facilities outside the school day, with the aim of giving children more sporting opportunities as well as additional income for schools After-school clubs provide some of the best opportunities for children and young people to participate in sport and physical activity.

Extending school facilities to sports and activity clubs outside of teaching hours will enable schools to generate additional income from leasing their premises to external organisations at affordable rates. It will also open the amount of sporting opportunities available for young people and the community.

To this effect, the Department for Education has allocated £1.6 million out of a £2.4 million pot going towards improving sports activities and PE teacher training.

The Active Partnership Network, supported by Sport England, will set up partnerships between schools and local sport providers, encouraging them to open up their sport facilities for fun and engaging sporting competitions, after school clubs and holiday activities.

The fund will provide sporting opportunities across the country including in North Yorkshire and County Durham, Buckinghamshire and Milton Keynes, Greater Manchester, London and Gloucestershire.

He continued: “As we outlined last year, Education Secretary Gavin Williamson said: our School Sport and Activity Action Plan “Getting children active from a young age will mean that all children have access helps them build confidence and learn to at least 60 minutes of daily skills they will use in later life. physical activity through quality Many schools already open PE, sport sessions, clubs up their facilities so their The Active P and facilities inside and communities can benefit outside of school hours. and I want to encourage Networ artnership k “By opening up school even more to do so. , s u pp

by Spor sports halls and playing “By backing schools t Engla orted nd, will set up p fields to sports clubs and with this extra artners the wider community, money we can make h betwee ip we will increase more fun activities n schoo s ls and loc opportunities, particularly available all year al sport for those with the least round - everything from provide access and from the most football to dodgeball rs deprived areas and deliver on – to help children find a our manifesto commitment.” sport that they will enjoy and Health Minister Jo Churchill which will keep them healthy.” said: “We all know that exercise has huge benefits for both our physical Access to sport and mental health - this is especially “It is absolutely right that every child, important for our children and young regardless of background, has the chance people as they grow and develop. to learn how to run, jump, throw, and “Sports and physical activity can inspire catch to develop a healthy lifestyle,” and empower young people to fulfil their E comments Sports Minister Nigel Adams.

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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

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This fantastic investment will ensure thousands more children have access to the right facilities.”

The new investment builds on the government’s manifesto pledge to level up opportunities for young people across the country and create a £1 billion fund for more high quality wraparound and holiday childcare places. Through the plans, parents and carers will benefit from an extended school day, helping to accommodate working patterns after school, at the weekend and during school holidays.

Sport England will update its ‘Use Our School’ resource, which provides guidance and support for schools on opening up facilities, including modelling potential financial benefits.

Lee Mason, Chief Executive, Active Partnerships said: “This funding is a great opportunity to better understand how we can support all types of secondary schools to open up their facilities during evenings, weekends and holiday periods for the benefit of their school children and local communities. Schools are trusted sites within local communities and are the ideal place for people of all ages to be more active.

“By the end of this project, we will know more about the barriers schools face when trying to open their facilities for community use and how to support schools to overcome these challenges. We will also identify and celebrate schools who are placing their facilities at the heart of their community and the impact that this is having on both school and community life.”

Mike Diaper, Sport England’s Director of Children and Young People said: “A significant amount of community sports facilities are found in schools. This new funding will help support schools to open up their facilities beyond the school day so they can be used for as long as possible by young people and the wider community and link schools up with great local activities.

“The 19 Active Partnerships around the country will working with local schools to make it easier, overcome some of the obstacles and share best practice – in what will be a win-win for pupils, community members and local sports clubs.”

Improving the teaching of PE In addition to the funding to support extended hours for school sports facilities, nine teaching schools known for their expertise in sport in different parts of the country will share a £500,000 grant to trial new ways to engage the least active pupils and help to develop the skills and confidence of PE teachers.

In further efforts to drive up the importance and quality of PE lessons, these nine teaching schools will test new ways to provide high-quality PE lessons that meet Ofsted’s new inspection framework, which requires schools to create opportunities for children to be physically active.

With volunteering rates among young people having increased in recent years, the Department for Education will also award a grant worth £20,000 for Birmingham to increase the number of youth volunteers in the community, ahead of the Commonwealth Games hosted by Birmingham in 2022. This is part of a £300,000 funding package to encourage volunteering opportunities in other parts of the country.

The investments, totalling £2.4 million, forms part of the government’s push to make sport and exercise an integral part of pupils’ daily routine, boosting their physical health, mental wellbeing, character and resilience. L

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Sport England will update its ‘Use Our School’ resource, which provides guidance for schools on opening up facilities, including modelling financial benefits

Sports Facilities

Sport England will also invest £2 million to create 400 new ‘satellite clubs’ across the country to get more young people in disadvantaged areas active. The clubs, which target 14 to 19-yearolds, aim to bridge the gap between school, college and community sport. Already, the 6,500 active clubs in England have helped over half a million young people to get active, particularly girls, who make up 57 per cent of participants. Satellite clubs offer 58 different sports (including multi-sport clubs) and nine per cent are specifically focused on inclusivity for young people with disabilities.

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School Trips Written by Field Studies Council

Taking learning outside the classroom Getting children to spend time studying and connecting with the outside world has numerous benefits.

But for those teachers daunted by the prospect of planning a school trip with thirty children, Mark Castle from the Field Studies Council shares some tips unexpected are essential to equip learners for the 4th industrial revolution.

And let’s not forget the important role which outdoor learning can play in helping to develop children’s personal and social skills.

Being away from home breaks up the traditional classroom hierarchies, providing time and opportunities for learners to mix as they share space, mealtimes and overcome new challenges together. And, for teachers, they get to know their students better.

And last but by no means least, the health and well-being benefits associated with time spent outdoors are undeniably far reaching. Indeed, current research suggests that just one hour a day learning in wild places can improve the well-being and confidence of young children.

Our planet is facing the single biggest environmental crisis we’ve ever known so how do we get more people, children especially, to care about the world in which they live?

According to Mark Castle, chief executive of the environmental education charity the Field Studies Council (FSC), the answer is to get more young people out of the classroom and into the great outdoors.

And what better way to do this than organising a school trip or better still, an overnight residential course where children get to spend time exploring, studying and connecting with the outside world.

Last year, the FSC welcomed more than 150,000 visitors to its network of 25 UK centres, explained Mark, and we have made it our mission over the next five years to inspire everyone to be more curious, knowledgeable, passionate and caring about the environment.

“We believe that encouraging more people to spend more time outdoors will help nurture a society which, is not only healthier, but one which is more engaged and more likely to make choices which will help protect our planet from climate change and biodiversity loss.

“There is no substitute for first-hand experiences in the real world and school

44

Planning the perfect school trip The FSC has been providing residential experiences and day courses for primary and secondary schools, colleges and universities for many years. It’s curriculum courses are specifically tailored to meet the requirements of the different exam boards.

Expert tutors in a range of subject areas including biology, geography and ecology deliver numerous courses which trips to awe-inspiring places engage and enable children to explore and learn about re-engage children of all ages, especially everything from creepy crawlies, rocks those who struggle with the conventional and soils to outdoor survival skills. setting of a school classroom.”

But, according to Mark, the key to any successful school trip is in the Much more than just science planning. “For many teachers the idea For all of us who work at the FSC we see of leaving the classroom and taking outdoor learning and out of school residential 30 plus pupils on a school trip can be experiences as much more than just science a daunting challenge,” he explains. and geography. The benefits are wide-ranging.

“We know that filling in paperwork It boosts understanding and enjoyment isn’t much fun and having to do risk of subjects such as English and assessments can be off-putting so at maths with nature providing FSC we take a lot of that stress inspiration for writing Knowin away by guiding teachers and creative ways to g how yo through the process so they demonstrate abstract ur school can focus on the fun bits.” mathematical But, there are several concepts by rooting finance trip is to be d is imp other things teachers and them firmly in ortant.

Do you schools can do to make the real world. h a v e budg or will y sure their school trip is the Life skills too e t ou be a highlight of everyone’s year. are developed s k in parents Start planning early – by learning to self- g advance preparations and outdoors. Studying in fund? early ground work is essential. unpredictable nature We would always suggest that develops practical science teachers start planning their class/ skills and problem solving. school residential at least 12 months And, dealing with complex, in advance. This gives time for teachers to messy data and adapting to the

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

Post-trip and back in the classroom, teachers will see a renewed confidence in pupils, a new resilience and ability to problem solve as a result of their out-of classroom, away-from-home experience arrange a pre-visit to possible venues to look at options and discuss requirements.

Finance and budget – knowing how your school trip is to be financed is really important. Do you have any school budget available or will you be asking parents to self-fund the trip for their child? There may be an option to seek sponsorship, fundraise or put in a request to the PTA. Organisations like FSC also have special funds such as its FSC Kids Fund and Bursary scheme which can help disadvantaged learners attend a course. Whichever way, having a budget in mind will enable you to explore options and cost out trips realistically.

Set out your goals and vision for the trip early – what is it you want to achieve? Are you looking to back up classroom learning around a particular topic or will your trip kick-start a new topic or theme? Once you know what you want to get out of the trip, it will focus your research better.

Location and length of stay – for primary school children, who might get homesick still, it’s perhaps best to limit a school trip

to just one or two nights and not too far from home. For older children, consider a 3-5 day residential. This gives them time to find their feet, settle into a new environment and develop new skills.

Communicate effectively with parents – if possible, try to give as much advance warning to parents, particularly if you’re expecting them to fund or part-fund their child’s trip. Give parents as many details as you can as to why you are running the trip, outlining the educational and social benefits.

Safety first– where there is fun and adventure, unfortunately there is always risk. But this doesn’t have to stop you and the children having a good time. The essential thing is to make sure you’re prepared by running risk assessments and completing any health and safety paperwork prior to the trip. At FSC we work with teachers to remove these hurdles by completing any necessary paperwork.

Get excited – with all the planning taken care of and your school trip in the diary, all that’s left to do is get excited about it. Talk

to students in advance about the trip, what it will involve, the types of activities they will do. Familiarise them with the setting by showing them pictures and set them some fun challenges to inspire curiosity.

Post-trip and back in the classroom teachers will see a renewed confidence in pupils, a new resilience and ability to problem solve as a result of their out-of classroom, away-from-home experience.

For those children experiencing an outdoor learning trip for the very first time, it will be a memory never to be forgotten and you, as teachers, will have played a part in sowing the seed for our future environmental thinkers – the scientists, environmentalists and creatives who will be critical to our future.

School Trips

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About FSC Field Studies Council (FSC) is an environmental education charity committed to helping people, discover, explore, understand and be inspired by the natural world.

Its network of centres provides day and residential courses for all ages from young children to retired adults from schools and communities throughout the UK. It also reaches many others through its publications and communitybased programmes. L FURTHER INFORMATION For further information on all FSC courses visit www.field-studies-council.org

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Ensuring there’s time to play in the school day

a quarter of secondary schools reported lunchtimes of 35 minutes or less.

As well as having less time for breaks, nearly 60 per cent of schools also withhold breaks from children when they or their classmates have been poorly behaved or need to complete work.

Squeezing free time Lead author, Dr Ed Baines (Department of Psychology and Human Development) said: “Despite the length of the school day remaining much the same, break times are being squeezed even further with potential serious implications for School breaktimes are much shorter than they were two decades children’s well-being and development. ago, meaning children are missing out on opportunities to play, “Not only are break times an opportunity make friends, develop social skills and exercise. So how can for children to get physical exercise – an issue of particular concern given the rise in obesity, schools ensure playtime is a critical part of the school day? but they provide valuable time to make friends and to develop important social skills – experiences that are not necessarily According to a study by UCL Institute Stage 2 and just over half of Key learned or taught in formal lessons.” of Education, school break times Stage 1 children having an “Whereas at one time are as much as an hour shorter than afternoon break. In 1995, Pupils afternoon breaks were a daily they were two decades ago.

13 per cent of secondary at prim experience for nearly all The research looked at how school breaks schools reported an a r y a nd primary school children, and young people’s social lives have changed afternoon break levels v secondary now they are increasingly over 25 years, comparing data from over period. Now only a l u ed brea first an a thing of the past. And 1,000 primary and secondary schools in one per cent of ks d there has also been a 2017 to data collected in 2006 and 1995. secondary schools the opp foremost for decline in lunch breaks, The study showed that children at report having one. o r provide tunity they which is of particular Key Stage 1 (five to seven years of age) Lunch breaks to concern,” added Dr Baines. now have 45 minutes less break time have also been cut with fri socialise “Children barely have per week than children of the same age down. In 1995, just ends enough time to queue up and in 1995 and pupils at Key Stage 3 and 4 a third of secondary to eat their lunch, let alone have (11 to 16 years) have 65 minutes less. schools (30 per cent) time for other things like socialising, The researchers found that there has been reported lunch breaks of physical exercise, or exploring selfan almost ‘virtual elimination’ of afternoon less than 55 minutes. Now, that chosen activities.” E breaks, with only 15 per cent of children in Key figure has risen to 82 per cent. Furthermore, Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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

Play

Schools should reconsider the practice of withholding break time as punishment or for pupils to use it to complete work, especially if this is routinely used. There is evidence that this approach is likely to be counter-productive to children’s well-being  The researchers found that pupils were overwhelmingly positive about taking breaks (particularly longer lunch breaks), with 87 per cent of children saying they ‘liked’ or ‘really like’ them. Just five per cent of children said they did not like break times.

Pupils at primary and secondary levels valued breaks first and foremost for the opportunity they provide to socialise with friends. They also valued the opportunity for some free time, and the chance to choose what they wanted to do and engage in playful activities.

School staff said the breaks gave children the opportunity to get some physical exercise, fresh air and something to eat.

After the school day Most primary pupils, but only a minority of secondary school pupils, attended after-school clubs and clubs outside of school. There has been a marked decline in the attendance of after-school and out-of-school clubs in the 10 years since the previous survey in 2006. The types of clubs attended include sports and music, and out-of-school youth organisations, such as Brownies, Scouts.

Most pupils, particularly older students, reported that they go straight home after school.

Children are half as likely to meet up with friends in person after school, with 31 per cent of children reporting that they seldom get to meet peers and friends compared to 15 per cent in 2006.

Watching TV or playing on devices without friends physically present is now the principle after school activity.

These findings highlight that school is increasingly the main, and in some cases, the only context where young people get to socialise directly with peers and friends of their own age.

Recommendations The report makes a series of recommendations for schools to consider.

The time available for breaks should be assessed to ensure that pupils in both primary and secondary schools have adequate breaks in the day. This should include a lunch time that allows reasonable time for pupils to meet with friends, collect and eat a meal, and some free time for self-chosen activities, whether this is play, participating in a club or socialising freely with friends and peers.

Schools should aim to develop a policy on breaks in the school day. While breaktimes make up around 20 per cent of the school day, they are overlooked, and this is reflected in the lack of school policy. A school policy should cover their nature and length, their staffing and training for break time supervision, making clear what the school hopes pupils will gain from breaks and how it is perceived that these times support children’s development, learning and wellbeing.

Schools should work with pupils to enable them to have a say on break times, the activities and clubs on offer and how the outdoor space is set up, resourced and decorated.

There are a number of organisations that provide useful advice on, and support for, improving opportunities during breaktimes.

Secondary schools, in particularly, should also try innovative ideas to enrich the quality of breaktimes for pupils. Schools should consider providing adult led clubs/ extended learning opportunities as part of the school day or after school rather than during break times.

Schools should reconsider the practice of withholding break time as punishment or for pupils to use it to complete work, especially if this is routinely used. There is evidence that this approach is likely to be counter-productive to children’s well-being generally. It is also important to note that although there appears

to be no legislation requiring that pupils are allowed time for a break, article 31 of the UN Convention on the Rights of the Child, to which the UK is a signatory, states that children have a right to play. Schools should consider alternative, constructive ways of motivating and sanctioning pupils and enabling them to finish academic work rather than withholding breaktimes.

Supervisor training The training of supervisors should be reviewed to ensure they support, manage and facilitate positive and constructive breaktime experiences. Training should ensure that staff know how to manage everyday problems that can arise during breaks in an inclusive and strategic fashion.

Policy makers should consider legislating for time for pupils to have breaks. Working adults, including teachers have a right to breaks but there is no equivalent policy for pupils. Legislation should convey an average expectation that ensures all pupils have regular and sustained periods of break time everyday to undertake activities of their own choosing, with peers and in an outdoor space for the purpose of play, recreation and social development.

Co-author professor Peter Blatchford, from the Department of Psychology and Human Development, said: “We believe that schools should carefully consider the time available for breaks and refrain from cutting them further. Policy makers should also consider legislating for time for pupils to have adequate breaks – whereas working adults, including teachers have a right to breaks, there is no equivalent policy for pupils.”

Josh Hillman, director of education at the Nuffield Foundation, the organisation that funded the research, said: “School break time is the sort of issue that easily falls below the radar, but this research – spanning two decades – sheds light on a very worrying trend. As concern for the mental health and well-being of school children grows, break times have got shorter. Working adults are entitled to breaks to improve productivity so it is surprising school age children do not have equivalent rights. We hope that the report’s findings and recommendations will encourage policy makers to take action to ensure pupils have adequate breaks during the school day.” L FURTHER INFORMATION www.ucl.ac.uk

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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Another False Fire Alarm?

Protective covers reduce the threat of accidental or malicious activations causing unwanted fire alarms, evacuations and disruption

More than 3,100 false fire alarms were maliciously activated across England in 2018/19 – disrupting schools and businesses, placing unnecessary strain on our emergency services and reducing the confidence the general public have in fire alarms.  www.sti-emea.com  info@sti-emea.com  01527 520 999    

Fire Safety

How training can help with fire industry changes After the Grenfell Tower tragedy a report was commissioned by the Government, resultingly Dame Judith Hackitt’s ‘Building a Safer Future: Independent Review of Building Regulations and Fire Safety’ was published in May 2018.

The report coined as the ‘Hackitt Report’ stated it was absolutely fundamental for whole scale cultural changes within the industry. There was a particular focus on the term competency, in fact it was mentioned 143 times. To be competent, persons must have sufficient knowledge, experience and skills needed to meet the requirements of the tasks related to the Scheme. Competent persons must have an awareness of their own limitations.

The FIA welcomed the Hackitt Report as we have been calling for many years for improvements to the regulatory environment and competency levels in the UK fire safety industry. Beyond calling for it, the FIA has been instrumental in ensuring that the industry is becoming more competent thorough providing a range of industrybest training courses for individuals and a membership criterion that demands company certification to a relevant third-party scheme.

In these ways, it takes responsibility for both enabling competency in the sector and providing assurance that FIA members deliver credibility and the very highest quality in the provision of products and services.

Further to this, as part of a process of continuous improvement and based on consultation with its members, the FIA has just introduced a new and more concise Level 3 qualification entitled ‘Fundamentals of FD&A in Non-Domestic Premises’, which will join our extensive collection of industry recognised training and qualification. This qualification aims to provide a comprehensive introduction to the Fire Detection and Alarm (FD&A) sector and a core understanding of BS 5839-1.

Our new Fundamentals Qualification comes from our commitment to driving the highest levels of competency within the industry.

We are here to help and empower our members, end-users and the industry in order to further improve the safety of the public.

Taking our new standalone qualification can take either two or four days depending on what training you have previously taken and is a great first step

in your journey towards becoming a competent figure with in the figure.

Here at the FIA, we deliver over 280 individual courses at 17 venues around the UK. This can cause confusion around what your qualification means. Let us take a closer look at what has happened regarding qualifications in the UK over the last few years and how this affects FIA AO Qualifications.

Having completed your qualification, you should now or very soon be in receipt of a certificate recognising your achievement.

FIA AO qualifications are registered on the Regulated Qualifications Framework (RQF). But what does that mean and why doesn’t my certificate tell me whether I have achieved an ‘Award’, ‘Certificate’ or ‘Diploma’? In short, certificates recognise learner achievement and the knowledge, understanding and skills demonstrated.

Awarding organisations are under regulatory requirements to include certain information and should provide clear and unambiguous detail of the learner and of their achievement.

What changes have been made?

There has been a number of changes over the past decade as the 2010 National Vocational Qualifications (NVQ) were replaced with the Qualification and Credit Framework (QCF).

The title NVQ was kept for industries that had well established, recognised qualifications in place, however the structure of qualifications changed.

The new format was intended to be flexible.

As credits were awarded for units achieved leading to completion of the qualification.

Therefore, learners could pick and choose units to complete whilst they were gaining credits as they progressed. These credits were then recognised with the titles ‘Award’, ‘Certificate’ or ‘Diploma’ included on the face of the certificate. It was quickly realised, however, that there was too much focus on the structure of the qualification and not enough on validity.

In 2015, qualifications once again changed and the QCF was replaced with the Regulated Qualifications Framework (RQF).

RQF was introduced to make management of qualifications simpler. The structure was changed to a more flexible model and the need to recognise qualifications as ‘Award’, ‘Certificate’ or ‘Diploma’ was removed.

What makes up a qualification?

As a guide, a Level 3 qualification is intended to be equivalent in complexity to an ‘A’ or ‘AS’ Level and is best described on the NIDirect.gov.uk website as giving the ability to gain or apply a range of knowledge, skills and understanding at a detailed level and appropriate if you plan to go to university, work independently or (in some cases) supervise and train others in their field of work.

The size of the qualification is expressed as the Total Qualification Time (TQT) which is stated in the qualification specification.

TQT replaced ‘Award’, ‘Certificate’ or ‘Diploma’ as an expression of the length of the qualification. It is made up of Guided Learning Hours (number of hours under direct instruction of a teacher, lecturer or tutor) and Directed Learning Hours (number of hours learning other than under the direct instruction of a teacher, lecturer or tutor). It is also made up of Invigilated Assessment (the number of hours assigned to assessment, details of format and structure will also be included in the qualification specification.

There is no requirement to include TQT on the certificate, although it must be clearly stated in the qualification specification and serve as guidance to centres providing the learning necessary to achieve award. Some centres may take a longer time than others and the effect of this can be seen in the centre results.

Written by Fire Industry Association

With the ‘Hackitt Report’ highlighting the need for competency in the industry, the FIA has introduced a new qualification to provide a comprehensive introduction to the Fire Detection and Alarm (FD&A) sector and a core understanding of BS 5839-1

Conclusion In short, the RQF is straightforward. The RQF provides a single, simple system for cataloguing all qualifications regulated by us. It’s like a bookcase in a library, with qualifications indexed by their ‘level’ and ‘size’. Qualifications at any specific level can be very different from one another, for example in their content and purpose. The more complex and difficult the qualification, the higher the level of it. Qualifications can be made of smaller units. Within the framework there are eight levels of qualification plus three entry levels. L FURTHER INFORMATION www.fia.uk.com

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Security

Guidance on securing schools A school’s security policy should reflect the balance between maintaining an open and welcoming environment for learners, parents and the wider community and protecting them from harm. As such, the Department for Education has published updated guidance on securing schools The Department for Education’s recent school security guidance has been published to help schools and colleges manage their security effectively so they can meet their obligations.

It says that a school’s security policy should complement its safeguarding policy, particularly where it puts in place measures to protect students and address the threat of serious violence. It should form part of a school’s suite of policies to ensure the health, safety and well-being of students and staff.

A competent person must be appointed to lead in health and safety and security, which may or may not be the same person.

Staff and students should take personal responsibility for both their own security and the security of those they work and learn alongside. This, along with the effective management and handling of security related matters, should help to ensure that staff and students are able to work and be taught in a safe and secure environment, including the online environment.

Staff and students should be familiar with what is required by your security policy and plan. Senior staff should have an awareness of relevant security networks and be able to evaluate and assess the impact of any new initiatives on the security policy and its day-to-day operation.

Getting started on your security policy and plan Whilst education establishments continue to be amongst the safest places, they

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local authority, academy trust, police and should not ignore the potential threat others, such as local resilience forums. of, and impact arising from, security In a rapidly changing world where security related issues, such as vandalism, arson, threats are becoming more prevalent and cyber-attack, a serious incident involving diverse, it is essential schools consider and a weapon or terrorist attacks. routinely review their security arrangements, A school’s security policy should reflect policies and plans. the balance between maintaining an open and welcoming environment for learners, Identifying internal parents and the wider community and and external risks protecting them from harm. It should help When considering security, the same create a culture in which staff and students approach as a health and safety risk recognise and understand the need to be assessment can be followed. In more vigilant about their own and summary, the competent person the safety and security of others. should determine the type, The policy should It is frequency and probability also demonstrate an essentia of an incident or event understanding of the l schools happening and then put issues that could conside in place measures either impact on your and rou r to eliminate or reduce school or college and t i n r e eview t the risk of it occurring. wider community. heir secly Schools should Plans and supporting urity arrange ments, also be aware of the procedures should be policies indicators which may based on a realistic and signal that students assessment of the plans are at risk from, or are threats relevant to your involved with, serious school or college, and violent crime. All staff should demonstrate that there is a be aware of the associated risks shared and common understanding and understand the measures in place about how to respond to them. to manage these. There is a range of It should also be very clear about what is advice about violence, drugs and child expected from the staff, students and the exploitation in the DfE guidance, which local community should an incident occur. will help inform your understanding Procedures should also draw on and help with policy development. experience and expertise provided by your

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

Preventative measures Protection of premises against a potential criminal, terrorist and other unlawful action is an important issue. You should consider how both local and national security incidents might impact on your day-to-day business and the safety and security of staff and students. Whilst you may determine that you would routinely have to deal with incidents involving abusive or threatening individuals, or acts of vandalism on site, consideration should be given to the likelihood of a more serious incident occurring, such as one involving a student with an offensive weapon, a serious cyberattack, or a physical attack on the premises.

In determining the type of preventative action to be taken, you should keep in mind that any measures put in place should be proportionate to the type of threat when assessed alongside the likelihood of it occurring and the impact that it would have on school or college life.

Where significant risk is identified, you should review your existing measures and where necessary update them. For example, review invacuation and evacuation procedures, or consider whether to introduce dynamic lockdown procedures in order to help manage an increased level of risk. The local police will be best placed to give advice on lockdown procedures where there is a threat to your school or college. Guidance is available on developing dynamic lockdown procedures.

Understanding and making best use of your estate can improve its security. A well maintained estate can act as a visible deterrent and underpin risk prevention plans.

For example, having good access controls and effective physical security measures, such as security lighting, will make it harder for an intruder to infiltrate buildings and premises. Our good estate management for schools offers practical advice on effective estate management and governance.

Understanding and making best use of your estate can improve its security. A well maintained estate can act as a visible deterrent and underpin risk prevention plans Access control Controlling access to school premises provides guidance on handling incidents and restricting access to, and barring of abusive or threatening individuals from, school premises and clarifies what a school is able to do should such an incident occur. Section 85A of the Further and Higher Education Act 1992 enables the removal of a person committing, or who has committed an offence of nuisance or causing a disturbance when on premises of colleges, 16 to 19 academies, and institutions maintained by local authorities that provide FE and HE. Searching, screening and confiscation at schools makes clear that where a headteacher or an authorised member of staff has reasonable grounds for suspecting that a pupil may have a prohibited item in school, they have statutory powers to search pupils and their possessions without consent and can seize prohibited items found as a result of the search. The advice also explains the law on the deletion of images from mobile phones and the confiscation of prohibited items. This may be particularly relevant if you are facing challenges associated with pupils carrying offensive weapons, especially knives, into schools. Sections 85AA to 85AD of the Further and Higher Education Act 1992 creates separate search powers relating to FE institutions and 16 to 19 academies if there are reasonable grounds for suspecting that a student may be carrying a prohibited item applicable to their age.

Weapons on site If a school has concerns about weapons being brought on to its premises, someone should discuss these concerns with the students identified as being at risk and

Security

The DfE guidance provides templates and checklists which can assist schools with the following: emergency planning; risk assessment; business continuity planning; evacuation; bomb alert or threat; invacuation; lockdown; and post incident support.

establish what mechanisms should be put in place to ensure the students are kept safe. Before considering the installation of any physical screening of pupils, you should first consult with the local police, who will be able to provide advice about whether installation of these devices is appropriate.

The Home Office provides Preventing youth violence and gang involvement guidance for staff in schools or colleges affected by gang or youth violence. When developing an approach, it is recommended that you discuss ways to address youth violence with local police and community safety partners, as well as other local educational institutions.

The Serious Violence Strategy sets out the government’s response to serious violence and recent increases in knife crime, gun crime and homicide.

There is also guidance on criminal exploitation of children and vulnerable adults: county lines, which outlines what county lines and associated criminal exploitation is, the signs to look for in potential victims, and what to do about it in partnership with the police and community safety partners. Further information is available on Safeguarding children who may have been trafficked.

As part of its response to violent crime the Home Office has also developed a resource pack for teachers and other professionals working with young people at risk of involvement in knife crime. These resources can be used in lessons or alongside other relevant materials to deliver messages and advice to young people on the consequences of knife crime. The campaign signposts teachers and young people to support services.

Counter Terrorism Policing have collaborated with specialists from the PSHE Association and Girlguiding to produce ACT for Youth.

The Run Hide Tell resource pack provides a comprehensive toolkit, including lesson plans, posters and short films. Schools can use it to introduce security awareness into your school or college, to actively and openly engage with students about the impact and consequences of violent crime and terrorist activity on themselves and others and equip them with good advice and strategies to use outside of your school or college.

In circumstances where the DfE is made aware of an extremist or counter terrorismrelated incident at an education institution, it will work with the local authority and other partners to ensure that the relevant support is provided. This would include, if appropriate, support from a FE or HE Prevent Coordinator or the Prevent Education Officer. L FURTHER INFORMATION www.gov.uk

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ONE LESS THING TO WORRY ABOUT You can’t stop children being children, but you can keep them safe while they do it. Every Jacksons fence comes with a 25-year-guarantee, so even your children’s children can get on with being themselves.

Call 0800 408 1359 or visit www.jacksons-security.co.uk/education-business

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Upgrading perimeter security at Kennington CE Academy Kennington CE Academy is a busy primary school located in the Ashford suburb of Kennington. As part of the school’s commitment to safeguarding, it decided to update its perimeter fencing which had succumbed to age and no longer provided optimal security Kennington CE Academy is a busy primary school located in the Ashford suburb of Kennington. The school has existed on the site since 1872 with expansions taking place in the 1950s and 2000. They work closely with their local community and are committed to safeguarding the school to provide a learning environment where children are safe and secure but feel relaxed and comfortable As part of the school’s commitment to safeguarding, it decided to update its perimeter fencing which had succumbed to age and no longer provided optimal security.

Jacksons were chosen to the secure the site and worked closely with M&J Construction to ensure the project was delivered.

The works were split into seven areas to allow the fencing to be installed during term time while the day to day activities of the school continued.

Chosen for its durability and security, Jacksons installed over 250m of 2m high Euroguard® Flatform Medium around the perimeter of the school, including the boundaries for the school car park, public footpath, main road and a large public field which sits adjacent to school grounds.

Replacing the previously existing timber picket fencing which had fallen into disrepair, the mesh panels were polyester powder coated and coloured black RAL 9005 at the front of the school to comply with planning permission conditions which required the fence to match the aesthetics of the neighbouring residential properties. At the back of the site where the school overlooked the playing field the fence was coloured green RAL 6005 to fit in with the natural appearance of the surrounding trees and bushes.

be visually intrusive and should instead complement the aesthetic of the attractive and original Victorian building which now housed the school reception area, as well as class rooms. Jackson’s Bow Top fencing fit the criteria and was provide and installed with a colour powder coated black RAL 9005 finish, running a total length of 32m and standing at a height of 2m. The Bow Top replaced the previously existing timber palisade and low wire mesh fence which were showing the signs of age and no longer provided security, helping to create a friendly and welcoming appearance at the main school entrance without being visually intrusive to the original Victorian building.

Security and control To provide security and control access to and from the school Jacksons installed

gates to match the appropriate fencing.

In the staff car park a pair of 2m high double leaf Euroguard® Flatform Heavy gates were installed; one to control access to and from the main road and another controlling access between the car park and the playground. To control footfall between the playground and main road, a 2m double leaf Euroguard® Flatform Heavy gate was installed with manual operation and lock options to allow the school complete control over when access would be permitted.

For more information on Jacksons’ school solutions, visit its website or call on the details below L FURTHER INFORMATION www.jacksons-security.co.uk 0800 408 1359

Safeguarding As part of the strategy to safeguard the school, the Euroguard® Flatform mesh installed along the perimeter of the main road, public footpath and the public field was combined with well established rows of high hedging, bushes and trees.

This blocks the line of site into the school premises, increasing privacy and preventing the public from being able to see into the classrooms and playground which reduces the potential risk of anti-social behaviour.

At the school entrance the local council stipulated that the boundary should not

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Apprenticeships Written by Gemma Longhurst

Making the most of the teacher apprenticeship levy Music teaching apprentice Gemma Longhurst from Carshalton Boys Sports College discusses the benefits of the apprenticeship programme and how school business managers can maximise opportunities offered by the apprenticeship levy

The apprenticeship levy is a UK tax on employers used to fund apprenticeship training applicable to all employers with a payroll exceeding £3 million.

Employers that pay into the apprenticeship and create an apprenticeship service account will be able to use up to £9,000 of funding from this account to cover the cost of training and assessing the apprentice.

Accessing the apprenticeship levy is a budget-friendly opportunity for schools to ‘grow their own’ teachers and school staff in the midst of a severe recruitment and retention crisis: just 84.7 per cent of those teachers who qualified in 2017 were still working in the sector after twelve months.

Using the levy to fund apprenticeships is also an invaluable solution to the high costs

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associated with teacher recruitment, Placement Group, strongly believes more with the average cost of schools should consider signing up recruiting a teacher £3,000, for teaching apprenticeship and some agency programmes. She says that With th ‘finder’s fees’ costing “when schools have to e s e persiste as much as £10,000. count every penny, growing nt educ ation workfo With these teachers organically rce recr uitmen persistent education through a funded and ret t ent workforce programme makes a vital tha ion issues, it is recruitment and lot of sense. Growing t new r ou teachin retention issues, your own teachers g are ex tes into plored it is vital that new is a step change for and funding routes into teaching Headteachers nationwide is fully are explored and who are looking to fulfil utilised funding is fully utilised. their staffing requirements Robyn Johnstone, CEO in a climate where numbers of teacher recruitment and of NQTs are falling and qualified retention specialist Education teachers are leaving the profession.”

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

The Teaching Apprenticeship Programme (TAP) is a fee-free, salaried route for graduates to gain Qualified Teacher Status (QTS) by the end of the year – this is required to teach in UK government maintained schools.

Balancing work with training means the workload is full on, but you are well supported and with good organisation, it is manageable. Taking responsibility for my own classes can be a lot of pressure, but it allows me to try out different teaching methods, helping to build a sense of the kind of teacher I want to become.

Having a say over where you work is incredibly empowering and has allowed me to develop my own personal teaching philosophy. It can be difficult to be placed somewhere which you know isn’t the right fit. With the apprenticeship programme, you are employed by the school, allowing you to choose a school where you’ll enjoy training!

It’s a great option for people who are already working in a school setting and would like to receive QTS - they can qualify without needing to leave a school or give up a salary for a year.

The benefits of teaching apprentices for schools are equally notable. School senior leadership teams are afforded a lot of autonomy as they select the apprentice

Gemma Longhurst is a music teaching apprentice at Carshalton Boys Sports College

Apprenticeships

My experience From a young age I wanted to be a music teacher - I know firsthand the transformative role a good teacher can play! I come from a single parent family with a fairly low income – affording music lessons would have been difficult. My teachers offered me subsidised flute, singing and piano tuition; without this support I couldn’t have pursued a career in teaching music.

Upon completing my degree, my route into teaching was less straightforward.

Before beginning a PGCE I was working as an SEN support assistant when I heard about an opportunity to train as an apprentice with teacher training provider e-Qualitas at a school I knew and liked.

The Teaching Apprenticeship Programme (TAP) is a fee-free, salaried route for graduates to gain Qualified Teacher Status (QTS) by the end of the year – this is required to teach in UK government maintained schools.

A work-based route was appealing because I wanted my training to match the everyday reality of teaching - as a teaching apprentice you are responsible for your own classes and integrate yourself into one school rather than complete a number of different placements.

The programme provides trainees with a School Based Trainer (SBT) and an e-Qualitas tutor who are both incredibly supportive, and e-Qualitas also runs training days and modules to support your development, which are useful and an opportunity to share experiences with other trainees.

themselves, as opposed to other processes where the organisation places a trainee without input from the school. Therefore, schools can employ a trainee who they feel will be an asset to the institution. Hosting a trainee teacher enables schools to inform the apprentice of their school’s vision, helping senior leadership teams find and shape future full-time staff who will have the same priorities and focus as the school.

The financial advantage is significant too as apprentices are by nature cheaper than other employees. Schools can apply for grant funding to subsidise their salary (grants vary dependent upon subject and phase) but importantly the training is also paid for by the apprenticeship levy.

Teaching apprenticeships are a budgetfriendly way to improve staff retention: the supportive nature of the course definitely encourages teachers to stick at it longer! It’s a tough job, but the level of care received means I feel free to experiment with new methods and make mistakes, which has led to a really enjoyable experience.

I feel lucky to be at a school I love: I am challenged and supported in equal measures and I know it’s where I would like to teach for the foreseeable future. L FURTHER INFORMATION www.teachingapprenticeships.com

The Teaching Apprenticeship Programme (TAP) in detail Graduates are employed by the school for a minimum of 12 months during their Initial Teacher Training (ITT) After nine months, they achieve Qualified Teacher Status and complete End-Point Assessment to pass the apprenticeship Graduates have the option to integrate the PGCE with TAP Apprenticeship Training is delivered by a Department for Education approved ITT trainer Trainee teachers are paid in line with the unqualified teacher salary scale starting at £21,641 in Inner London and £17,208 across the rest of the country.

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Procurement Written by CPL Group

Key considerations for buying cleaning services The first stage to ensuring your school gets the cleaning service it requires is to make sure you get a solid procurement procedure in place. CPL Group explains how A main factor in determining the successfulness of a cleaning tender is finding the right balance between the service required and price. Don’t solely appoint the supplier based on price as there would be a strong possibility that the cheapest supplier has neglected part of the service required.

Consider the level of service needed within the specification because an overly onerous specification with high cleaning frequencies will significantly increase the cost unnecessarily. Weigh up the right balance which gives your institution the service you require whilst providing value for money.

All public sector organisations need to make sure that the tender process is EU compliant and two assured routes of achieving this are utilising a public sector buying organisation (PSBO) agreement or appointing a procurement consultant to complete the process on your behalf.

understanding of the marketplace. This will help ensure a contract is put in place that best positions your institution’s site to achieve a successful contract.

A specialist who understands the importance of an effective procurement process, has marketplace expertise and experience cannot be underestimated.

They can work with your institution to ensure the specification is accurate to the site’s requirements and ensure the site will achieve the level of cleanliness required as part of the bespoke specification whilst achieving value for money.

Key areas of importance There are some key areas of importance when preparing to go out to market: Firstly, it is key to allow enough time to achieve a positive outcome. At the start of the process provide yourself and suppliers with enough time to run an effective tendering process. A rushed process can often mean an unsuccessful PSBO agreement one. Allow at least 14 weeks: Using an agreement also known as a two weeks to prepare and make the deal or framework will give you the project live to suppliers; four weeks for opportunity to access a list of suppliers suppliers to respond; two weeks for that have been pre-vetted by the PSBO evaluation, recommendation reports and deemed suitable to meet the criteria and feedback. Leave also two weeks of the agreement. You will for the standstill period, and not need to complete an four weeks for the mobilisation An OJEU advert as this of the successful contractor. agreem process has already

The second thing to also kn ent, been done but it do when preparing to go is important to out to market is to have deal or own as a framew ask the PSBO for clearly defined evaluation ork, will giv evidence that criteria and weightings. opport e you the the agreement Providing clear definitions u nity to provides the assists in the compliancy a cc a list of buyer with EU and effectiveness in supplie ess r that ha compliance. evaluating submissions. ve been s It is important to tailor the pre-vet Procurement criteria and weightings so that ted consultancy it is relevant to the requirements Many institutions choose of your unique institution. to appoint a consultant to

The third thing to do is a site complete the process due to the complexity visit – due to every institution’s site being of cleaning procurement. Choose an individual it is essential that suppliers established consultant who is a specialist visit it to gain an understanding of what within the education sector and has the is required. It is important to plan the procurement expertise, experience and visit in advance and arrange it so that all

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

suppliers can attend at the same time.

This will give them the same experience of the site, seeing its buildings, floorings and individuality. They will be able to ask any site-specific questions and hear the same answers at the same time.

Cleaning tender packs Consider these key points when preparing the tender pack: 1.

2.

3.

Accurate square meterage – cleaning is a science and suppliers will use their experience and expertise to develop formulas that can determine the amount of hours/staff it needs to fulfil the requirements. Make sure this is accurate so there are no surprises after you have awarded the contract because the space of your site has a direct implication on the cost of the service.

TUPE and Pension data – make sure this is detailed as the Regulations preserve employees’ terms and conditions when a business or part of one is transferred to a new employer. Suppliers need to be made aware of the current staffing T&Cs to ensure they have an accurate understanding of the staffing provision they are taking on and can account for this when preparing their tender response. Should your service currently be delivered inhouse, your HR team will be able to provide this and if your service is outsourced then your incumbent can provide the information.

Bespoke specification – your site and requirements are individual so ensure your specification is bespoke to your requirements. Make sure the specification is accurate as this will ensure that you receive a service tailored to your specification. Include key performance indicators (KPIs) within the contract document as these will help you contract manage once the contract is awarded.

Key challenges When procuring cleaning services be aware of lack of sector knowledge. It can be difficult to understand the science and innovation behind the delivery of a cleaning service in today’s industry without a firm knowledge of the marketplace.

You need to know the marketplace or appoint a consultant with this expertise.

Procurement

Due to every school site being individual, it is essential that suppliers visit to gain an understanding of what is required You also need to have operational understanding. You must understand both the market and the Public Contract Regulations. Failure to consider either could spell disaster for your tender process resulting in a potential legal challenge if compliance is not adhered to. Significant research into both the cleaning industry and relevant EU procurement legislation needs to have been completed before going out to market.

The financial data The financials suppliers submit when responding to a tender can be complex and difficult to interpret. Make sure you understand how they are calculated when you review them and how the different elements of the costings affect the service provided. Make sure that the costs are fully transparent.

Top tips for cleaning procurement Know the marketplace. It is important to do research, seek expert advice and learn about the industry before designing a specification and conducting a tender process. Should you appoint a consultant, make sure they have extensive cleaning procurement expertise. This research can be time consuming, so build enough time into your process.

Consider a PSBO agreement. You can save your organisation time and money by using a ready-made framework agreement.

Get expert support. If you don’t have sufficient cleaning expertise in-house to maximise results from your cleaning contract when using a framework agreement use a procurement consultancy to help manage the procurement and contracting process.

CPL Group CPC and Tenet Education Services are not-for-profit organisations which are part of CPL Group, an education owned charity that gives back to the sector. CPC provides deals designed for education covering a wide variety of products and services, 12 deals are recommended by the DfE. CPC membership is free of charge to all institutions. Tenet provides procurement consultancy support. L FURTHER INFORMATION https://cpl.group www.thecpc.ac.uk www.tenetservices.com

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

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How we can help you to save thousands and connect you directly to the best staff:

One recruitment solution to all your permanent and temporary staffing needs

Evolve Education is a Platform and mobile app for schools and teachers to connect directly. This provides a streamlined solution for schools to advertise roles on our platform, to select teachers for permanent roles via our database and to reduce the cost of supply by directly booking staff.

We believe it is time to revolutionise recruitment using smart technology to streamline your processes, to provide full transparency and save time and money.

• Advertise - All permanent and temporary vacancies online for a single fee.

• Search staff profiles online - Find your next permanent, long-term hire, or supply staff.

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• Save thousands - Our one stop shop recruitment package is designed to save you money so you can invest it back into your school.

Booking cover staff is currently inefficient, however our technology platform enables you to seamlessly search for staff online, at a time convenient to you and to book them with a single click. We only provide staff who are within easy reach of your school and available.

No more time sheets. Our booking system incorporates time sheet generation automatically.

A perfect solution to safeguarding with all vetting online and full transparency.

0191 556 1033 office@evolveducation.co.uk www.evolveeducationuk.co.uk

www.apfs.org.uk | info@apfs.org.uk | 0800 027 1939

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

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The Schools & Academies Show returns for its first show of a new decade Building on the recent political changes and reacting to a new government with a new agenda, the Schools & Academies Show returns to London ExCeL for its first show of a new decade The only show strategically supported by the Department of Education and the Education & Skills Funding Agency, the Schools & Academies Show is perfectly timed at a pivotal moment post general election to provide visitors with an unrivalled opportunity to engage with a range of high-level speakers, meet-face-to-face with industry-leading suppliers, and take away practical advice and best-practice from policy makers, education pioneers and inspirational peers.

To help keep visitors up-to-date and knowledgeable in the face of an ever‑changing educational landscape, the Schools & Academies Show will host eight agenda themed theatres, each specialising on key areas shaping today’s education systems.

This year’s theatres include: Main Stage; School improvement Summit; MAT Summit; SEND Theatre; Business & Finance Theatre; Tech Theatre; Wellbeing Demo Area; and the Leader’s Town Hall.

Each session is hosted by a renowned industry speaker, providing innovative research, case studies and ready to implement takeaway tips and techniques.

New for 2020, every session will finish with three practical learning outcomes from the speaker or chair, aiming to provide visitors with valuable ideas and lessons which they can implement in their school.

As a sign of the show’s continual growth over the last nine years, the London show will be welcoming Sir Ranulph Fiennes, one of our times greatest explorers as its first Celebrity Guest Speaker. Sir Ranulph Fiennes will be headlining the Main Stage on day 2, speaking on ‘Being a Resilient Leader’.

See the website for the full speakers list.

Against the tough economic backdrop British schools face today, the show will fill the ExCel halls with over 200 of the UK’s finest education suppliers, creating a platform and opportunities for educational institutions to source solutions at cost effective prices.

Chris Callaghan, event director from the Schools & Academies Show said: “The consensus from our visitors and exhibitors is that each year the calibre of content and speakers coming out of the seminar theatres is outstanding. We aim to provide the highest quality of content that provides school leaders with vital updates and information

that helps them to run their school and provide improved pupil outcomes.”

Making a welcome return to the London show, after being absent from the Birmingham show in November is the Government Education Village, a feature produced in conjunction with the Department of Education and the Education & Skills Funding Agency.

In light of the election result and Brexit, this feature provides a timely opportunity to discuss new polices, reforms and other potential changes looming over the education sector with those shaping and making policies.

Alongside returning favourites, the 2020 edition will also be introducing ‘An interview with...’ feature, where we sit down with a key industry personnel and dive deep into their predictions for the future of our industry. We kick start this off at our London 2020 where we will be interviewing Amanda Spielman HMCI of Ofsted.

Our new feature area, the Leader’s Town Hall will be a ‘Question Time’ style theatre providing visitors and speakers the opportunity to debate the biggest topics within the education sector. You will have the perfect

opportunity to have your say on the biggest topics in the sector whilst hearing from experts and policy makers on party manifesto pledges, new policies and funding announcements.

We’re excited to release the first three episodes of the ‘Schools & Academies Show Podcast’ which will provide education professionals with the latest policy updates and insights concerning schools in the UK. Have a listen to them here: https://bit.ly/31SrXiE. Registration Registration for The Schools & Academies Show London 2020 is completely free for those working in schools, multi-academy trusts, charities and local and central government.

Register today by visiting the website and be the first to receive the latest insights, initiatives and guidance on the changes shaping the ever-evolving education sector. L FURTHER INFORMATION For more information, visit www.schoolsandacademiesshow.co.uk

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

61

Products & Services

ENERGY

LED LIGHTING

Helping you make the green shift to LED lighting

Catering for your school’s hot water demands

V-TAC UK Ltd brings high quality, sustainable LED lighting solutions to the UK education sector. The company’s ceaseless innovation and extensive experience in the UK lighting market has shaped its diverse range of next-generation LED lighting technologies, designed to provide energy-efficient, professional lighting solutions that not only save energy, but also significantly support pedagogical concepts and learning.

The positive impact of the right light on the ability to concentrate, well-being and safety has been scientifically verified. V-TAC enables you to make the most of these concepts, offering a full turn key solution to the education sector using our enhanced range of five-year warranty LED lighting solutions with Samsung’s reliable LED components. As a result, V-TAC’s lighting solutions can simulate the natural course of

Creating an optimised hot water system is often a crucial element for an education building project.

Unfortunately, what we see far too often are systems that have been oversized, demanding more appliances, ancillaries, space and complex installation than necessary. Inefficient and less environmentally friendly, such systems will prove more costly to build and operate for their entire lifespan.

Oversizing inherently comes from a lack of understanding of different types of domestic hot water system (DHW). When faced with school and university DHW systems that have too many variables and decisions on diversity, sizing programmes will oversize to prevent perceived hot water problems.

Understanding the application demands, from intense peak/all storage, to continuous demand/ all burner power is critical when

daylight, improving motivation, well-being and productivity.

V-TAC protects both the budget and the environment, ensuring low energy consumption and low maintenance costs, reducing your carbon footprint and saving up to 80 per cent on your energy bill.

The energy management team will visit your facility and assess your current lighting situation, providing a free report identifying potential savings. Comprehensive funding packages are also available to help you make the shift to LED lighting with minimal disruption to your business.

FURTHER INFORMATION Tel. +442072991212 www.vtacexports.com

CATERING

62

sizing a dynamic hot water system. Adveco’s dedicated application design team provide accurate, bespoke sizing, for both new build and refurbishment projects. Once correctly sized, Adveco can recommend, supply, commission and service the optimal appliances. Whether gas, electric or a hybrid approach – which can incorporate low carbon and renewable technologies such as solar thermal, m-CHP and heat pumps – school, college and university hot water demands are met in the most cost-effective and sustainable manner.

FURTHER INFORMATION www.adveco.co

HEALTHY EATING

Turnkey solutions for commercial kitchens and serveries

Non-carbonated vegan friendly fruit drinks

CCE Group Ltd provides turnkey solutions for commercial kitchens and serveries for a wide range of establishments including schools and colleges. With a helpful, collaborative approach to every project, CCE Group can help clients achieve a design and equipment specification that suits their menu and fulfils their operational needs.

Commercial kitchens and serveries from CCE Group are truly bespoke, with in-house design and fabrication at the heart of every project. A CCE Group project manager is assigned to every job, providing a dedicated, single point of contact throughout.

Equipment installation by trained, qualified engineers and attentive after sales service complete the picture of a company which prides itself on working alongside clients every step of the way.

As a nation, we are becoming more aware of our diet and healthy eating. What we drink is also of great concern, especially the effect that caffeine fuelled high sugar drinks have on the human body, which are devoid of any nutritional benefits. Alternatives are hard to find. The lack of choice at restaurants, takeaways, vending machines and shops are very limited and bland in flavour.

After launching in 2008 with a range of natural skincare products, Natural Origin’s frustration at the lack of tasty still beverages drove it to develop its current range of natural, fruit drinks in 2013.

Natural Origin UK offer noncarbonated vegan friendly fruit drinks free from artificial flavours, colours and preservatives.

Oranges, lemons, lime and hibiscus provide high levels of Vitamin C and antioxidants while ginger is known for its digestive and anti-inflammatory properties.

Add to that the company’s status as a premium dealer for all major catering equipment brands and CCE Group can supply and install everything required within the catering environment including hygienic floors, walls and ceilings.

CCE Group is pleased to offer a FREE SITE SURVEY to any education establishment quoting Education Business when they enquire.

FURTHER INFORMATION Email: sales@ccegroupltd.co.uk Web: www.ccegroupltd.co.uk Tel: 01268 412121

Sales at outdoor events have proven to be very popular with children and adults of all ages and the company is proud to be winners of two Great Taste Awards. The range includes Hibiscus & Ginger, Lime & Ginger, Jamaican Ginger Beer, Real Lemonade and Citrus Fusion.

Natural Origin is available for events, sports, graduation, parents evening, opening days, private functions (using compostable cups and drink dispensers) and wholesale by the 330ml and 750ml glass bottle.

FURTHER INFORMATION info@naturaloriginuk.com www.naturaloriginuk.com/ juices or call 0208 0996513

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

Bespoke yoga classes for schools from Ambika

A safe and fun environment for rhythmic gymnastics

Ambika Yoga is a specialist yoga company that offers Bespoke yoga classes across London to clients with specific health and wellbeing requirements ranging from conditions, corporate and office-based classes, schools, children and the elderly.

Founder and senior yoga teacher, Alexa Kho-Hinkson leads a strong team of yoga teachers to deliver classes in the capital and mentors all the teachers individually, as well as designing specific programmes for clients needs.

Throughout the years Ambika Yoga has gained recognition for classes from the NHS, OM Yoga & Lifestyle Magazine, Sweaty Betty and IKEA, and Alexa is also an Ambassador for M Life; a Luxury, eco and social conscious brand.

Whether you are looking to offer yoga classes to staff, students or your business, Ambika Yoga can design

A & V Rhythmic Gymnastics Club (Latin names stands for Amicitia and Validus – Friendship and Mighty) is one of the first clubs founded by Friendship Society charity in London to provide safe and fun environment for rhythmic gymnasts. Sport for all promotes a social ‘growingtogether’. More than 200 kids are members of A & V Rhythmic Club, which is now in its 10th year.

A & V Rhythmic Club is keen to offer primary schools afterschool sessions directly. All of the company’s international coaches hold university degrees in Master of Sport in Rhythmic Gymnastics and are DBS checked. The company’s qualified and experienced coaches are experts in ensuring children enjoy themselves, have fun and learn new skills.

Rhythmic gymnastics combines grace of ballet and athletic tricks with apparatus such as ribbon,

and deliver intelligent yoga programmes to cater for your requirements from stress management, relaxation, breathing techniques, mindfulness and meditation, for all ages and abilities.

FURTHER INFORMATION Visit www.ambikayoga.co.uk and contact Alexa by e-mail alexa@ambikayoga.co.uk, or call 07800 896 425 today.

SPORTS

hoops, balls, clubs and rope.

Gymnasts perform their routines with music either individually or in a group. A routine consists of body elements such as leaps, pivots and balances combined with dance and acrobatics.

Benefits of the sport include flexibility, muscle tone, handeye coordination, strength, confidence and overall fitness.

FURTHER INFORMATION www.avrhythmic.org.uk

SPORTS

Rhythmic gymnastics classes for kids ages 5-12

Make additional income from your school facilities

Children should be encouraged to participate in sports and physical activity which benefits their mind, body and spirit.

Rhythmic Gymnastics is one of the most unique and beautiful Olympic sports.

In Rhythmic Gymnastics children learn invaluable skills of leading a healthy lifestyle, ability to focus, competitiveness and goal setting that will last throughout their lives.

Furthermore, this incredible and dynamic sport which combines elements of ballet, gymnastics, dance and music instils confidence and self-esteem.

Graceful body movement, agility, coordination and flexibility with the accompaniment of music and apparatus are all part of rhythmic gymnast’s development leading to success and preparing a gymnast’s body and mind for life’s challenges.

Rhythmic Gymnastics’ fun

Do you have a sports hall, dance studio, school hall, astro turf, classroom or more that remain unused after your school closes?

If so, why not allow the local community use of these facilities and earn additional revenue for your school at the same time!

This is where Schools Plus can help. It’s the UK’s longest running school lettings provider with a proven track record of increasing its partner school’s monthly revenues by turning their sites into community hubs on evenings, weekends and school holidays.

Schools Plus’ own professional personnel will be able to identify how it can help maximise your educational and sporting facilities. They will be on site every minute of the shifts, setting up before customers arrive and securing the site after they leave, so

classes are selected according to age and ability. During sessions gymnasts use apparatus like rope, hoop, ball, clubs and ribbon. Classes are led by head coach with accomplishments in the fields of Rhythmic Gymnastics including: qualifying as Master of Sports in Rhythmic Gymnastics, winning National and International Rhythmic Gymnastics Championships and Tournaments, and participating in 2004 Olympic Games in a choreographic group.

FURTHER INFORMATION www.dkngymnastix.co.uk dkngymnastix@gmail.com 07751896324

Products & Services

SPORTS

SPORT

you never have to worry about trusting your school with us.

If you’re interested in finding out more about Schools Plus and seeing if it can help generate additional revenue for your school today, please don’t hesitate to contact the company on the details below.

FURTHER INFORMATION www.schoolsplus.co.uk enquiries@schoolsplus.co.uk Tel: 0345 222 2323

Issue 25.2 | EDUCATION BUSINESS MAGAZINE

63

Products & Services

PROCUREMENT

A new approach to procurement

Solar powered traffic control solutions

St Alban’s Primary is a catholic school in Hornchurch, East London. Built in 1972, the school provides education for children aged 4 to 11.

St Alban’s Finance Officer, Trish Pascoe, joined the Brokerage Service in 2014 and has been impressed with the collaborative approach and expertise she has received: “The Brokerage Service has many benefits. In particular, the time it saves us by researching companies and tendering to ensure that we receive the best quality assured companies and value for money.

“The benefits of a collaborative approach to procurement are huge. The time saved for us as individuals is a big factor, as time is money, and the large scale approach attracts a wider range of companies to take part, which ultimately gives the brokerage more scope to secure the best deals for us.

Controlling the access into a staff car park or as part of a safe crossing point on an internal road, Dofygate can provide a very cost effective system. Its barrier can control parents who might otherwise ignore instruction not to park in a particular area or bring their vehicle to a stop at a particular point, all done without the need for confrontation. Power is provided by an integral solar charged battery so no wiring to or between the gate units. A full range of opening options are available including transmitter fobs, keypad, intercom, fixed radio button and auto open.

Unlike alternatives a Dofygate is a barrier designed for solar rather than a solar panel fitted

“The team have the skill set to ask all the relevant questions and take the companies through due process that, as an individual school, is difficult.

“I would also like to mention the team who are always so supportive, informative and helpful. The impact the Brokerage has on my role in school is, without a doubt, amazing.”

FURTHER INFORMATION Find out more about the Brokerage here: http://hes. org.uk/Services/1955

Self-catering holiday accommodation in Wales Tynrhyd is an inspiring destination for a productive business retreat or company getaway. Strengthen team spirit with a workation or group meet-up in this secluded, private destination. Motivate and revitalise your team with an executive offsite or a welldeserved team retreat in a venue which sparks creativity.

A convenient, accessible location in the heart of Mid Wales. Ideally placed to draw team members together from across the Principality or escape the concrete jungles.

In a stimulating environment enveloped in mountain swells and rugged moorland see moral improve and team spirit strengthen.

For an inspiring range of fun team building activities designed to strengthen relationships, promote co-working and development Tynrhyd can put together bespoke activities to meet your budget and requirements.

Facilities include: Great Hall

to an existing design. The carbon fibre arms are lightweight with a breakaway clutch meaning the arm survives accidental vehicle impacts and is easily reset. Should any contact be made with a person or vehicle the force applied by the gate is light and harmless.

Most systems are fixed position but Dofygate’s recently introduced Wheelygate comes complete with its own mobile stand, providing an extremely versatile remote controlled traffic barrier system.

FURTHER INFORMATION www.dofygate.co.uk 01263 493102

CLASSROOM RESOURCES

CONFERENCES & EVENTS

64

SECURITY

seating up to 50 delegates; a projector screen – 6’x 5’ projector; four break out rooms; 13 acres of grounds and woodland; outside seating areas, toilets and benches with disability access; private dining and onsite catering; Adventure and Team Building; free parking, with off road parking 25 vehicles/ coaches; free Wi-Fi; a Garden Swim Spa Hot tub; and 4/5* accommodation for up to 50 guests in 15 bedrooms onsite.

FURTHER INFORMATION Tel: +44 (0) 1970607913 holidays@tynrhyd.com www.tynrhyd.com

An education for all

EDLounge believes that all children should be given the best chance of an education, therefore there are no limits to the resources it provides to cater for all circumstances that occur on/offsite school.

EDLounge’s services supports schools with curriculum lessons, behavioural repair work and ensuring that those students who are unable to attend mainstream education are given safe and supervised lessons to limit disruption to their learning.

EDLounge has extensive content covering 50 topics that allows schools access to over 12,000 lessons. And by allowing teachers the ability to tailor make learning each

student is learning to their personal ability and style.

Each year EDLounge attends BETT where it encourages schools to come along, meet its friendly team and experience its services for yourself. EDLounge also takes time out to talk about issues or circumstances you are currently facing in school to tailor make a solution for you.

If you don’t want to wait for BETT and would like further information in regards to how EDLounge can benefit your school and importantly your students, please contact us.

FURTHER INFORMATION www.edlounge.com

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

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

Advertisers Index

SECURITY

HYGIENE

A one-stop-shop for school security systems

Hillbrush knows what clean really means

Lee Security Ltd is a fully compliant, NSI Gold approved, fire and security company, formed in 1982 and incorporated in 1983. The company looks after the requirements of commercial, educational and domestic customers.

Although based in the Borough of Enfield, Lee Security has had a long established relationship with the London Borough of Barnet, installing many security systems in their schools, office buildings and libraries.

Lee Security is a one stop shop, from concept to installation, working seamlessly with architects and contractors on behalf of the clients. Lee Security is totally committed to the task, working to strict timetables and budgets, in order to offer complete customer satisfaction.

Lee Security has recently teamed up with Tower Leasing in order to offer its

Cleanliness and hygiene is paramount within the educational sector where young people are involved.

Ensuring that pupils are safe and healthy is the top concern and having a clean and safe learning environment is key for development success. Hygiene and sanitation regulations in schools is key to ensure that your staff are following the correct health-related policy.

With a range of over twothousand products and distribution partners in over 90 countries, Hillbrush is the largest UK manufacturer of brushware and hygienic cleaning tools, selling to a global customer base. Setting the benchmark for quality and innovation, the mission for continuous development and outstanding service is as prominent now as it was when the company was founded in 1922.

customers more choice in their payment terms, meaning no significant upfront outlay.

Then having installed the client’s security, be it a fire, intruder, CCTV, access control or video entry system, Lee Security then maintains the system at regular intervals in order to comply with the client’s insurance requirements and ensure the smooth running of the system long into the future.

Lee Security is also there for the customer 24/7 365 days of the year should the need arise.

FURTHER INFORMATION Call free on: 0800 731 3365 Email: info@leesecurity.com

Hillbrush has developed an extensive product line designed for a range of sectors, from hygiene products suitable for food manufacture and production, commercial brushes and ancillary items – perfect for janitorial cleaning applications, to traditional natural fibre products for the agricultural and construction industries.

Hillbrush continues to be the only single-source manufacturer to provide our customers with the diverse range of quality brushware and cleaning solutions for all industries.

FURTHER INFORMATION www.hillbrush.com +44 (0)1747 860494

ADVERTISERS INDEX

The publishers accept no responsibility for errors or omissions in this free service 5-a-day Fitness

36

Institute of School Business

A & V Rhythmic

63

ISS 28

Adveco (AWP)

62

Jacksons Fencing

Ambika Yoga

63

Kajima Partnerships

Bendcrete Leisure

34

Kidzania 42,43

Big Dug

48

54,55 38

Lapsafe Self Service Solutions

24

Caloo 41

Natural Origin

64

CCE Group

62

Office Depot

Civica UK

6

Dkn Gymnastix

66

27

63

PBS Group

32,33 8

Poole Bay Holdings

20

Dofygate 64

Premier Teachers

60

Emotional Logic Centre

Randstad Solutions

22

Ergochair 16

Safety Technology

50

Evac Chair International

14

Schools Plus

63

Fresh Air Fitness

48

Skibound 45

18

Fujitsu OBC

Smart Technologies

Gerflor 40

Solictude Training

Get Set 4 PE

40

Stuart Canvas

34

GoJo Industries

31

Talk Straight & Schools

IFC

Harlequin Floors

IBC

Total Telecoms

26

Hes 64

TVS Group

46

Hoge 100 Business Systems

Tynrhyd Retreat

64

10

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

4 20

Supporting administration Supporting and improving administration the learning and improving experience the learning experience

As schools, colleges and universities attempt the tricky balancing act of cutting costs while improving service levels, more and more are discovering the benefits of deploying Fujitsu scanners in the classroom and administrative offices.

Enhance collaboration, GDPRthe compliance.

As schools, colleges andproductivity universities and attempt tricky balancing act of cutting costs while improving Fujitsu offers a wide of scanners, includingthe sheetfed, and overhead models.

Different service levels, morerange and more are discovering benefifltsatbed of deploying Fujitsu scanners in themodels are suited to different applications, but all perform the same essential function, the conversion of printed and classroom and administrative offices. handwritten information into digital that compliance. can be shared, stored and distributed digitally.

Enhance collaboration, productivityimages and GDPR Visit http://emea.fujitsu.com/scanners-in-education to fiflnd out more Fujitsu offers a wide range of scanners, including sheetfed, atbed and overhead models. Different models are suited to different applications, but all perform the same essential function, the conversion of printed and handwritten information into digital images that can be shared, stored and distributed digitally.

Visit http://emea.fujitsu.com/scanners-in-education to find out more

ScanSnap iX100 ■Battery powered scanner for

ScanSnap iX1500 ■Scan everyday documents

ScanSnap SV600 ■Overhead contactless scanning

scanning in the classroom, such as forms & permission of loose documents up to A3, office or at home slips up to A4 & even A3 bound material & pupil produced ■Wirelessly scan to a cloud ■Scan colour, double sided & material such as craft items ScanSnap iX100 ScanSnap iX1500 ScanSnap SV600 account, smart device,notebook mixed batches of documents ■Simple one button approach, ■Battery powered scanner for ■ Scan everyday documents ■ Overhead or email address compatiblecontactless with both PCscanning & Mac ■Simple in its operation, scanning in the classroom, such as forms & permission of loose documents ■Scan small documents connection via USB to PC or Mac ■Continuous scanningup to A3, offi ceas orpermission at home slips or up to A4 & even scanning A3 bound material & pupil produced such ■slips Intuitive & automated possible with page turning ■Wirelessly scansimultaneously to a cloud ■Scan colour,distribution double sided material as craft items notifications & seamless to a &host detectionsuch & timed scanning mixed batchessuch of documents ■ one button approach, of destinations as email ■account, Choice ofsmart paperdevice,notebook paths ■Simple Automated image enhancement or email address ■ Simple in its operation, compatible with both PC & Mac ■Bundled with OCR software for flexible operation ■Bundled with OCR software connection via USB to PC or Mac ■Scan small documents ■ Continuous scanning for creation of searchable for creation of searchable such as permission slips or ■& Intuitive & automated scanning possible with editable files & editable filespage turning notifications simultaneously & seamless distribution to a host detection & timed scanning of destinations such as email ■Choice of paper paths ■Automated image enhancement ■aBundled OCR software for flexible operation ■Bundled OCR software Please scan here for YouTubewith hosted video featuring teachers talkingwith about using for ts creation for creation of searchable scanners and the benefi of themofinsearchable the classroom and for admin & editable files & editable files Please scan here for a YouTube hosted video featuring teachers talking about using Fujitsu would like tobenefi congratulate all and the nominees scanners and the ts of them in the classroom for admin and winners at today’s Education Business Awards event

fi-65F ■Designed for easy &

quick scanning of small documents up to A6 ■Scan items such as a fi-65F passport, ID card, driving ■Designed for easy & license or small slip quick scanning of small ■Scan in colour or black & documents upoptionally to A6 white, can be ■Scan items powered bysuch USB as a ID card, ■passport, Small footprint fordriving installation license or small slip in any environment ■Scan in colour or black & white, can be optionally powered by USB ■Small footprint for installation in any environment