Education Business 27.4 by PSI Media

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ISSUE 27.4

Business Information for Education Decision Makers EB50 MOST INFLUENTIAL

FIFTY EDUCATION INFLUENCERS Our pick of the fifty individuals making an impact on education

EB 50

MOST INFLUENTIAL

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www.educationbusinessuk.net

A member of

ISSUE 27.4

Business Information for Education Decision Makers EB50 MOST INFLUENTIAL

FIFTY EDUCATION INFLUENCERS Our pick of the fifty individuals that have shaped education over the year

EB 50

MOST INFLUENTIAL

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Influencing the education landscape This issue of Education Business includes our second EB50 Most Influential list, which is our pick of the fifty individuals making an impact on education. With changes on the horizon outlined in the Schools White Paper, our EB50 Most Influential list looks at the individuals that have, or are having, an influence on the education landscape. This may be through classroom practice, curriculum delivery, assessment, governance, funding, safeguarding, policy reform, teacher training, business management, and so on.

PLUS: EB AWARDS | RECRUITMENT | DESIGN & BUILD | EDUCATION TECHNOLOGY | CYBER SECURITY

Continuing the topic of inspiring individuals and teams in education, the winners of the Education Business Awards 2022 are revealed on page 52. Winners were recognised under 18 categories, spanning environmental excellence, ICT facilities and SEN provision, as well as outstanding progress.

Follow and interact with us on Twitter: @EducationBizz

Elsewhere, Lisa Fathers from the Bright Futures Educational Trust writes on the best methods to boost recruitment and retention in schools, while Emma Hollis from the National Association of School-Based Teacher Trainers, explores the Initial Teacher Training landscape. On page 47, Sarah Lyons from the National Cyber Security Centre shares advice on how schools can protect themselves from cyber threats, and Dr Fiona Aubrey-Smith gives tips on using evidence effectively when making decisions about education technology, on page 37. Angela Pisanu, editor

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Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Contents

Contents Education Business 27.4 19

47 Cyber Security

07 News Review launched into how government works with academy trusts; £320 million confirmed for PE and Sport Premium in 2022/23; and Scotland trials drone-delivered school meals

15 Teacher Training A DfE review into the Initial Teacher Training market concluded that ITT providers must comply with a new set of quality requirements and go through an accreditation process. Emma Hollis, executive director of the National Association of School-Based Teacher Trainers, examines the current situation

19 Recruitment & Retention Lisa Fathers from the Bright Futures Educational Trust shares some of the methods, ways of working, and successful programmes she’s seen that’s made a difference to boosting schools’ recruitment and retention

23 Design & Build The government has various funds and programmes to deliver new school places, maintain and improve school buildings, as well as rebuild and refurbish buildings in the worst condition. We examine the latest developments

31 Sustainability

52 57

A key element of the Department for Education’s Sustainability and Climate Change Strategy is to make the education estate, as well as its operations, greener. We look at what the strategy says about reducing school emissions and slashing energy costs

37 Education Technology

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School leaders deserve to know what value using the edtech product adds to existing teaching and learning experiences. Dr Fiona Aubrey-Smith shares the questions to ask and how to challenge the evidence to ensure edtech purchases fit the requirements of a school

43 IT & Computing

Walford Nursery and Primary School in the tiny village of Walford might be in an idyllic rural location, but it’s also leading the way in computing education. It’s been one of the first schools to gain the NCCE Computing Quality Mark, recognising excellence of computing provision in seven key aspects of the curriculum

Education Business magazine

Like the physical aspects in a school – fences, gates and buildings – a school’s digital estate needs to be properly secured to protect students, staff and the school from cyber threats. Sarah Lyons from the National Cyber Security Centre shares some advice

52 EB Awards Review Schools were recognised for their excellent work in areas such as ICT innovation, environmental excellence, and outstanding progress at the 2022 Education Business Awards

57 Outdoor Learning From 2025, students will be able to study a brand-new GCSE in natural history. Mark Castle, chief executive of environmental education charity, the Field Studies Council, explains why it marks a clear turning point for outdoor education

61 Play School play offers benefits to children’s wellbeing and is essential for their social development. But time assigned for play in the school day has been eroded. That’s why the BPS has launched the Time to Play Campaign, which is calling for an additional ten minutes of play at school every day

65 Sport The government has confirmed that the PE and Sport Premium, worth £320 million, will be delivered to schools in 2022/23, and that £11 million will support the continuation of the School Games programme. We look at how this funding can be used

68 Catering There is widespread confusion among children and adults about which foods do and do not count towards your 5-a-day or provide certain nutrients, according to a survey by the British Nutrition Foundation, released during Healthy Eating Week

71 Health & Safety School buildings and other education settings are often used for events. But how can health and safety be assured when these take place? Jeanette Harris, committee member of the Institution of Occupational Safety and Health’s Education Group, takes a closer look

73 EB50 Most Influential Education Business magazine’s pick of the fifty most influential people that are shaping the education system.

www.educationbusinessuk.net Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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News

ACADEMIES

Review launched into how government works with academy trusts

The Department for Education has launched a review of how it works with academy trusts, which will look at the standards trusts are held to, and the thresholds at which the government uses its powers to intervene in cases of underperformance. It will also look at how the government supports the growth of existing strong trusts and the creation of new strong

trusts, helping trusts improve schools. The review will conclude by the end of 2022, and is intended to give clarity on how the powers in the Schools Bill, currently going through parliament, will be applied. The review will look at how to retain and maximise academy trusts’ innovation, and reduce regulatory burdens, by producing clear standards that are transparently enforced. It will look at improving how intervention works against the new standards, by producing proportionate thresholds for the use of new powers in the Schools Bill for intervention in academy trusts themselves, and focusing government action on preventing failure before it occurs. The review will also consider how to commission new academy trusts

SCHOOL POLICY

INSPECTIONS

DfE looks to recruit school reforms policy adviser

National categorisation of schools in Wales to end

The Department for Education has placed a job advert, looking for a senior policy adviser to support Nadhim Zahawi’s school reforms. The job advert says that the role will be challenging and rewarding, and will work directly with the Secretary of State and Ministers. It says: “This role offers an exciting opportunity to work at the heart of government on the development and delivery of the Government’s flagship education policies, focusing on schools.” Candidates need to have a strong understanding and knowledge of the schools sector, including, for example, funding, accountability and teaching practice, and a good understanding of the latest work in this field. This could be gained through a range of routes such as through teaching or leading within a schools setting, working within a partner organisation, or on relevant research. The successful candidate would work on the development and delivery of the Government’s flagship education policies, focusing on schools and the school system, and help to shape advice on schools policy, “drawing on data and evidence and using your own knowledge and experience of the sector to ensure policy and delivery risks are appropriately considered”. The salary range is from £71,000, up to £100,000 for “outstanding candidates”. CLICK TO READ MORE

The Welsh government has said that National Categorisation of schools will finish and be replaced by a self-evaluation system where good practice can be shared and failure is urgently addressed. By moving away from categorisation, a summary of each school’s improvement priorities and development plan will be made public and published. Reviews have shown that pupil assessment and school accountability have too often been blurred, leading to unintended consequences in the classroom. Assessment should be used in the best interest of pupils, enabling teachers to adjust teaching strategies to support their progress. While accountability, led by Estyn, drives improvement through better transparency and enabling judgement on performance. The new framework distinctly separates the two. There will also be more regular Estyn inspections. From September, Estyn will inspect schools under their new framework with plans to increase the number of inspections from September 2024.

and the expansion of existing trusts, helping make sure there are no ‘cold spots’ of the country where a school does not have an option to join a strong trust that is a good fit for its needs It will be chaired by the Schools Minister Baroness Barran, and be directly informed by an Expert Advisory Group including the Ofsted Chief Inspector Amanda Spielman, Confederation of School Trusts Chief Executive Leora Cruddas and LSE Professor of Political Science and Public Policy Martin Lodge, alongside further representatives from the academy trust sector to be confirmed shortly. CLICK TO READ MORE

The Minister for Education and Welsh Language, Jeremy Miles said: “Assessment and accountability are both critical to raising standards, but they each have a very different role to play, assessment is about understanding an individual pupil’s needs and accountability is about how the school’s overall performance is evaluated. But, the difference between the two has become blurred, which can have a detrimental effect on teaching and learning. “By bringing national categorisation to an end we are doing two things. First, replacing it with a framework which sets out clear expectations so that every pupil is supported properly. “And second, providing better, and more up to date information on each school’s improvement plans, so that the focus is on learner progression rather than on headline descriptions. I’m confident that this framework will encourage more collaboration between schools, which will deliver high standards and aspirations for all our learners and support their well-being.” CLICK TO READ MORE

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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COVID-RECOVERY

£320 million confirmed for PE and Sport Premium in 2022/23

Report calls for more ambitious plan for tutoring

The government has confirmed that the PE and Sport Premium, worth £320 million, will be delivered to schools in 2022/23. The funding will help give more children access to high quality PE lessons and sporting opportunities, supporting both their physical and mental wellbeing. The government has also confirmed £11 million to support the continuation of the School Games programme to give passionate and talented young people the opportunity

to participate in competitive sport. Multiple Olympic athletes have started their careers on the programme, with 29 School Games alumni winning medals at the Tokyo Olympics. CEO of the Youth Sport Trust, Ali Oliver MBE, said: “At the end of a really successful National School Sport Week, we welcome confirmation of this funding for primary schools across England, it is urgently needed, and we know schools will be relieved to be able to confirm arrangements for September. We would like to take this opportunity to thank those working in and with schools who have maintained momentum, keeping children active and schools moving. “Unhappy and unhealthy children don’t learn, if children don’t learn we won’t have a society fit for the future. The Youth Sport Trust is working to build back play, physical activity, and school sport in children’s lives, helping them to balance the demands of a digital age, and create societal change when it comes to the place and value of PE and school sport. Today’s announcement is a positive first step toward this.” CLICK TO READ MORE

MUSIC

National Plan for Music Education launched with funding for instruments The government has announced it is investing £25 million for schools to purchase musical instruments and equipment. This will include adapted instruments for pupils with special educational needs and disabilities (SEND), so that every pupil will have the opportunity to develop a love for music. Schools will also be asked to offer at least one hour of music curriculum a week as part of the launch of a new National Plan for Music Education. Music has been shown to not only support children to develop their creativity, but also their cognitive development, which is why a further £79 million will also be made available every year until 2025 for the Music Hubs programme. As part of the updated guidance in the National Plan for Music Education, every school will be expected to have a designated music lead or head of department. The plan also sets out the ambition for every pupil to have at least one hour a week of high-quality music education in key stages 1-3. It will also provide teachers and young people guidance on how to progress a career in music. The guidance comes alongside additional initiatives in the National Plan for Music

Education to further develop instrument and music teaching, including a pilot to improve music progression in disadvantaged areas and the roll-out of an inclusion strategy in every music hub area so that all children and young people can benefit from high quality music education. CLICK TO READ MORE

News

SPORT & PE

The Centre for Education and Youth has released a report, ‘Levelling Up Tutoring’, which gains views on the government’s Covid recovery policy – The National Tutoring Programme (NTP). Almost all interviewees and survey respondents had some positive perceptions about the NTP, especially its ambition, scale and grounding in evidence. Of the survey respondents, 70 per cent said they believe the NTP should continue for at least a year longer than is currently planned. However, 50 per cent also said they think the programme needs to be radically or significantly redesigned. However, many school and trust leaders had negative perceptions of the NTP before enrolling, with some believing it was “more effort than it’s worth to apply for”, and “corporate”. Others had heard that enrolment was a “bureaucratic nightmare”. The report highlights five design principles to better guide the design and delivery of the remainder of the NTP, but also in-school tutoring policy beyond the programme. It says that schools want and need autonomy to procure and deploy tutors as they see fit. But to do this effectively they need of support services around them. The programme should be simple and accountable. Many barriers to the uptake and impact of the NTP relate to overly complex funding and accountability models. Simplification of these elements would attract schools to in-school tutoring. It also needs to be stable and adaptive. Frequent changes to the NTP have undermined its delivery and impact. Consistency over time, while responding to evaluations of the programme for continuous improvement, would resolve this issue. What’s more, the focus of tutoring in schools policy needs to be on reaching disadvantaged young people, without creating an unfair workload for teachers or resulting in exploitative labour market practices with tutors. Lastly, the report says that to support the ongoing continuous improvement of the NTP and tutoring in schools policy, rigorous, wide-ranging evaluation must be woven into the fabric of the programme. CLICK TO READ MORE

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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News

RECRUITMENT

CATERING

Pay proposals unlikely

Scotland trials drone-delivered school meals

to solve teacher supply problems in STEM subjects New research reveals that the Department for Education’s (DfE) proposals on teacher pay, combined with other financial incentives such as the ‘levelling up premium’, are unlikely to result in an adequate supply of teachers in England in 2022-2025, particularly in STEM subjects. The study by the National Foundation for Educational Research (NFER), commissioned by the Gatsby Foundation, suggests the Initial Teacher Training (ITT) recruitment target for maths may be met over the next four years – but is unlikely to be met in physics, chemistry, computing and across all three science subjects combined. According to the research the attractiveness of teacher pay matters for ITT recruitment. The study estimates that a one per cent increase in the teaching starting salary – over and above the change in the outside-teaching graduate starting salary – is associated with a two per cent increase in applicants to ITT. This suggests an increase in pay could make a real impact in recruiting teachers, as well as retaining them. The study also suggests the Government should introduce additional financial incentives to improve teacher supply, including increasing bursaries and applying the ‘levelling up premium’ early-career retention payment to all teachers of shortage subjects in England. It recommends that for some STEM subjects, combinations of additional financial measures could support the improvement of teacher supply. The research highlights that physics and computing are highly unlikely to meet their recruitment targets under any reasonable package of financial measures. To tackle this the education system could consider additional measures, including, for example: subject specialism training in physics for trainees and teachers in the classroom; ensuring physics teachers are deployed to teach physics rather than other subjects, and addressing the relatively low numbers of students studying physics at A- Level and as an undergraduate degree. The report says that the School Teachers’ Review Body (STRB) should consider recommending that teacher pay should increase by more than 3.9 per cent overall in 2022/23, to maintain teacher pay competitiveness and support teacher supply. The DfE should consider increasing bursaries in shortage subjects up to a maximum of £30,000 and expand the ‘levelling up premium’ to apply to teachers working in schools across England, to further improve recruitment and early-career teacher retention. CLICK TO READ MORE

Argyll and Bute Council and drone specialists Skyports are trialling the use of Unmanned Aerial Vehicles (UAVs) in delivering school meals. Flying from Oban Airport, the trial involves delivering meals freshly prepared in Park Primary School in Oban to Lochnell Primary, which is 1.5km away. Argyll and Bute is Scotland’s second largest local authority with 23 inhabited islands, the most of any UK authority. While the majority of schools have kitchens on site preparing meals, the provision of school meals to some rural and remote schools currently relies on traditional methods of transport including vans, taxis and ferries, which can be affected weather conditions. The use of drones would help the council to deliver meals to all remote and island schools

reducing current delivery times and costs, and help contingency planning in emergencies. The drones also offer an alternative carbon free mode of transport, as they are fully electric. Councillor Robin Currie, Leader of Argyll and Bute Council: “We are committed to connecting remote and island communities to vital mainland services. The possibilities of using UAV’s to improve services to our communities is quite staggering. Argyll and Bute is the perfect location to test the efficiency of drone technology. We have already seen how drones can deliver essential medical supplies to our islands and now we want to make sure all pupils have access to healthy school meals.” CLICK TO READ MORE

RECRUITMENT

New standards for international teachers working in England

International teachers wanting to teach in English schools will need to meet a new set of consistent standards, rather than their eligibility being dictated by the country they qualified in. The DfE says the move will open up opportunities to teachers right across the world and make it fairer and easier for teachers to work in classrooms in England. Under the new plans, new, high standards will be introduced, which include the need to have completed teacher training of at least the same academic standard as that in England and a requirement to demonstrate a proficient level of English. Teachers arriving in England from overseas who are early on in their career will get the same induction period as teachers in England, such as reduced timetables and access to a mentor and development. This

support will help them as they first take up a teaching post and ensure every teacher is of the high standard required, as part of the Government’s Early Career Framework. The current system only recognises teachers from a list of 39 designated countries, including across Europe, the United States and Australia. Teachers from other countries need to re-train, or otherwise find work as an unqualified teacher and then go through paid assessment of their teaching practice. The 39 countries where qualified teachers are currently eligible for QTS are: countries in the EEA, Switzerland, the US, Canada, Australia, New Zealand, Gibraltar, Northern Ireland, Scotland and Wales. CLICK TO READ MORE

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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CATERING

Consultation opens on use of physical intervention in schools guidance

Universal free school meals roll-out in Wales to commence in September

The Scottish Government has launched a consultation on new draft guidance on the use of physical intervention in schools. The human-rights based guidance has been developed with input from young people, parents, carers, education staff and the Children and Young People’s Commissioner Scotland. The guidance focuses on preventative support that should be in place to minimise the use of restraint and provides advice and safeguards that must be followed if restraint is used. It also outlines forms of restraint that should never be used on children and young people. Education Secretary Shirley-Anne Somerville said: “The draft guidance makes it clear that restraint and

seclusion should only ever be used as a last resort and when in the best interests of the child or young person. “The guidance has been developed carefully, over time, with extensive input from over 30 working group members. I would encourage anyone with an interest in this important area, including children and young people themselves, to give their views by taking part in the consultation. “In addition to the publication of non-statutory guidance, we will explore options to strengthen the legal framework in this area, including placing the guidance on a statutory basis.”

News

PHYSCIAL INTERVENTION

CLICK TO READ MORE

COMPUTING

Record numbers of students choose Computer Science A Level in 2022

More students than ever are sitting Computer Science at A Level exams this year, with data revealing it is now the fastest growing subject. Analysis by BCS, the Chartered Institute for IT found that entries in England to take Computer Science A level were up by nearly 18 per cent on last year. Though there are many routes to a tech career, BCS said the subject’s growing popularity was important to the pipeline of talent working in areas like digital health and climate change. BCS’ study of Ofqual’s provisional data shows that 15,210 students are sitting Computer Science A Level in England this year, up from 12,930 in 2021. This rise of 17.6 per cent is the largest increase of any A Level subject. It is the highest number of entrants in England ever and a 57 per cent increase over the last five years, BCS, the professional body for information technology, added. Demand for computer science is rising across higher education too, with BCS’ analysis earlier this

year showing applications to study computer science degrees also rising by 13 per cent – the biggest increase of any UK university subject. Dr Bill Mitchell OBE, Director of Policy at BCS, said: “An A-level in Computer Science helps to develop the thinking skills needed to solve the big challenges facing society, whether that’s in healthcare, climate change, or the digital divide. “Thanks to initiatives like the National Centre for Computing Education, we’ve got the highest number ever of students ever taking A-level Computer Science, which is excellent for these students and excellent for the rest of us who’ll benefit when they take those advanced skills into their further education and their jobs.” Entries to GCSE Computing have also steadily increased over the five years, showing a nine per cent increase, with 79,135 students entering GCSE computing in 2022, up from 72,360 in 2018. CLICK TO READ MORE

The Welsh Government is working closely with local authorities to meet the commitment for every primary school pupil to receive a free school meal by 2024, with £225m committed to secure its delivery over the next three years. From September, the Welsh Government will fund local authorities across Wales to begin rolling out their offer of a free school meal, starting with their youngest learners. Most schools in Wales will be ready to commence the roll-out in September to ensure that children across Wales can benefit from the offer as soon as possible. This will mean that most children in Reception classes will start receiving universal primary free school meals from this September. By April 2023 the majority of children in Years 1 and 2 will also start receiving free school meals, with local authorities given the flexibility, support and funding to start delivering free school meals to those in Years 1 and 2 earlier than April if they can. This first year of delivery will focus on building the capacity of schools to deliver this increased offer and will aim to ensure that, by the start of the Summer term, most pupils in Reception and Years 1 and 2 will be able to have a free school meal. Those in older years who are eligible for free school meals won’t be affected by the roll out of the universal scheme. The Welsh Government and Plaid Cymru will continue to work with local authorities on plans to extend the scheme further into the 2023/24 academic year to meet the commitment for all primary school pupils to receive a free school meal by 2024. CLICK TO READ MORE

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Teacher Training

The Initial Teacher Training landscape At the start of last year, the Department released show that 80 out of 216 providers for Education (DfE) announced a review spanning school and university-based to make well-informed, evidence-based ITT were accredited – and these headline recommendations on how to make sure all outcomes led to further rumblings of trainees receive high-quality training; how discontent. However, in my view, this is not the Initial Teacher Training (ITT) market the time to be speculating about worsemaintains the capacity to deliver enough case scenarios in terms of established and trainees and is accessible to candidates; and proven ITT providers exiting the system, the how the ITT system benefits all schools. impact on the market, and what that might The review, published in December, look like at a key moment in recruitment. concluded that all existing and incoming ITT DfE is well aware of the implications of providers must comply with a new set of losing quality providers. Providers who quality requirements and therefore go through have not yet been accredited are able to rean accreditation/reaccreditation process to apply in round two (deadline 27 June) and, ensure they have the ability and capacity importantly, were given feedback from the to meet these for the start of the 2024-25 DfE which will support their resubmission. academic year. This caused a considerable There is still a very real opportunity for the and uncomfortable backlash. ITT providers vast majority of ITT providers to be accredited. were understandably concerned about the We are only part-way through the process, timeline for accreditation (the first round of and whilst some providers have been counted applications closed two months after the in, nobody has been counted out (also review was published), the sheer not all providers applied in the first amount of work involved in round). That was echoed by the application process, the Schools Minister Robin P roviders and the practicalities of Walker MP, who I met who w implementing some of shortly after the round e not acc re the quality requirements. one announcement, redited were g In May, the DfE and he said then he iven fee notified providers is clear that we are from th who applied to only at the start of the e DfE wdback will sup hich round one of the ITT accreditation process. port th accreditation process In that meeting, he e resubm ir of the outcome. Figures wanted to understand iss

how NASBTT members are feeling about the outcome and encourage any providers who have not been accredited to continue to engage in the process as we move to round two. This spirit of partnership from the DfE was continued in our follow-on member accreditation briefing as they took time to answer questions from ITT professionals (over 200 were present). Questions raised That said, in the same meeting, a number of common concerns were expressed by providers. For example, that whilst the DfE want to encourage collaborative working, the process itself is in some cases causing conflict in the sector. Questions were also raised about the experience of ITT of those evaluating the bids, the lack of consistency and clarity on feedback, and how some providers were approached for further information and others were not. Also on the application itself, and I quote one of our members here: “Are you confident that the process will ensure that E

Written by Emma Hollis, executive director of the National Association of School-Based Teacher Trainers

A DfE review into the Initial Teacher Training market concluded that ITT providers must comply with a new set of quality requirements and go through an accreditation process. Emma Hollis, executive director of the National Association of School-Based Teacher Trainers, examines the current situation

ion

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Teacher Training

ITT providers are playing a major role in the delivery of strategic priorities outlined in the Schools’ White Paper, Opportunity for All. Therefore any doubts about the general quality of ITT must surely be unfounded  the very best providers are accredited as opposed to the best bid writers?” At the same time, we also need to acknowledge that many providers have been accredited – and we offer our heartfelt congratulations to them. Moving forward – and it is important to look ahead and not back – we remain confident from the data we have gathered that there is no pattern or preference emerging in the accreditation process for size and scale of provider – a fear expressed by many in the process. We are also confident that the government at large will want to avoid a potentially catastrophic risk to the teacher supply chain – and quality and availability of provision – which would come from losing significant numbers of providers and further undermining teacher supply at a time when ITT applications are back to, or below, pre-Covid levels. Praise for the sector There remains no doubt that the ITT sector is incredible and we are privileged to be in it. The quality is evidenced as more Ofsted inspection reports are published – with 73 per cent of providers (at the time of writing) now inspected under the new framework judged as good or better – and indeed current ITT providers are playing a major role in the delivery of strategic priorities outlined in the Schools’ White Paper, Opportunity for

All. Therefore any doubts about the general quality of ITT must surely be unfounded. For example, with the Engineers Teach Physics teacher training programme, we are delighted that three NASBTT members (National Mathematics and Physics School Centred Initial Teacher Training, Yorkshire Wolds Teacher Training and the University of Wolverhampton) have been chosen to deliver this. We are also pleased to see the new scholarship to attract language graduates and the sector should be aware of the National Modern Languages SCITT whose mission is to create the next generation of MFL teachers in the UK. They offer training to teach in French, Spanish, German and Mandarin across eight geographical hubs in the UK, and there is a natural alignment with the government’s objectives to attract language graduates into teaching and the approach taken by this SCITT, as well as related policy on a new network of modern foreign language hubs by 2023. Broad curriculum With both of these initiatives, it is important to consider that whilst the wider focus of the Schools White Paper is on literacy and numeracy as the building blocks to a worldclass education. If we are looking for more trainees to fill subject shortage areas, they will need to continue to be able to access the breadth of foundation subjects on their

school ITT placements. As we know, schools are currently being challenged to provide a broad and balanced curriculum, so we need to ensure that continues if we are to recruit teachers in the specific subject areas that the White Paper identifies. We are also wholly supportive of the new bursaries for international trainees with the potential to be brilliant teachers in priority subjects. There is, of course a big opportunity with iQTS that we are championing. By broadening the diversity of teachers, overseas schools will have a staff cohort that is more representative of the nation in which they are based and this could be a real incentive. Potentially those same staff can then use that qualification to move to another international school around the world, or indeed to the UK. Finally, and in terms of the overall picture, school-based ITT providers are clearly heavily invested in the delivery of up to 500,000 teacher training and development opportunities which will be available until 2024. NASBTT is supporting SCITTs, Teaching School Hubs and, in turn, MATs around the development of their ITT provision. Many of these are based in Education Investment Areas (including the 24 priority areas). We also have links with a large number of the school groups and specialist partners involved in the new National Institute of Teaching, which will offer ITT and Early Career Framework training from September 2023 as well as the full suite of National Professional Qualifications. Whilst the future is currently unclear for many ITT providers, we will soon have clearer idea of the landscape going forward. Evolution is welcome, revolution is very risky indeed. L FURTHER INFORMATION www.nasbtt.org.uk

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

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Make space for your own personal development Whether you are the school business manager in a small rural primary school or the chief financial officer of a large multi-academy trust, the pace rarely slows. Bethan Cullen, operations director at the Institute of School Business Leadership, considers how you can find time for professional development

Continuing professional development (CPD) is called that for a reason: we should always be developing professionally; it should be a continuous thing. However, for various reasons we either don’t plan to do it, or it is happening, and we cannot take time to recognise it. There are three useful tools that can help you make space for your own development: 1. CPD review cycle The CPD review cycle is a practical method that helps structure your development plan, learning objectives, and outcomes so that the training (or learning) you undertake is suitable and worthwhile for your career. Use this approach to help you be more intentional in your own development and make sure that where you have undertaken training, you measure the impact of it and how it has improved what you do. 2. Reflection Reflection is the process by which you assess the benefit of your development activities to yourself and your school, recognise strengths and weaknesses for self-

improvement, and generate further ideas for personal and professional development. CPD reflection encourages you and your team to identify links between development activities and their impacts, allowing you to modify any actions, behaviour, and learning objectives appropriately. It also prompts you to identify the purpose of each CPD exercise so that you assess what you are specifically gaining from them, and any areas of potential improvement in the future. Reflection is about learning from your experiences. 3. Development log Keeping a record of your professional development helps you reflect on what you have achieved and how you have applied prior learning. This is especially beneficial when planning for your appraisal and considering your future development needs. Development logs ISBL offers members a way of capturing CPD using a personal CPD log that is available on the member portal. Alternatively, you could create a simple spreadsheet that captures:

My goal; What am I going to do to achieve this? What resources or support do I need? What are my success criteria? What was the outcome? What did I learn from this? Your development log should record what you have done. This might be a specific piece of training, but also covers conversations with other professionals, reading books and magazines, and experiences where you have done something new. Using these simple tools should help you identify areas for development, enabling you to plan the required learning. You should also be able to recognise and reflect on the learning and development you are achieving. We are always learning; we just don’t pause to acknowledge it. L FURTHER INFORMATION If you would like more advice on your own professional development journey, then please email training@isbl.org.uk or visit www.isbl.org.uk

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Recruitment & Retention

Lisa Fathers from the Bright Futures Educational Trust shares some of the methods, ways of working, and successful programmes she’s seen that’s made a difference to boosting recruitment and retention in schools I have been in the education sector for the last 24 years and served in a variety of roles. Every single year it has remained a privilege to be able to impact on the lives of children and young people. As a strategic leader leading two Teaching School Hubs and the wider training offer, maintaining a team of engaged and supported staff is something I’m very passionate about and I care deeply care about the current issues regarding teacher recruitment and retention in the education sector. Teaching is an incredibly rewarding job but can be challenging, and the pandemic certainly added to these challenges. Unsurprisingly this led to a reluctance among many teachers to change jobs at a time where there was already so much uncontrollable external upheaval. A positive from this was that schools experienced greater stability in their staffing. But for those hoping to move roles this could have been a negative, with the a report from The Gatsby Foundation revealing that from March 2020 onwards, the number of teacher recruitment adverts posted by schools fell well below those seen in pre-pandemic years. These factors have had a continued impact on retention and recruitment, even in the incredibly rewarding and unique sector that is teaching. I know that this year teacher and leadership recruitment has been very challenging. To make sure that our education system

remains in good shape, as a sector we need to attract more new teachers to help the next generation fulfil their potential. We must also support our existing excellent teachers in order for better retention across the sector. The following insights outline some of the methods, ways of working, and successful programmes I’ve seen that can really make a difference to boosting schools’ recruitment and retention.

name and any other identifying factors from applications – such as age, address or location, years of experience, and school or university names. Blind Recruitment focuses on skills rather than background – helping to ensure we diversify the teaching workforce. Beyond the application process, the pandemic forced many schools to reconsider the interview process. With remote interviews using Zoom and Microsoft Teams becoming the norm, it helped schools widen their pool of potential teachers to across the nation, and even worldwide to international teachers, who bring a range of skills including teaching language subjects. As we move out of the pandemic, schools can continue to explore perhaps a hybrid model for interviewing.

Written by Lisa Fathers, director of development, partnerships & Teaching School Hubs at Bright Futures Educational Trust.

How to recruit and retain the best teachers?

Rethinking the hiring process – Streamlining the new recruitment methods application process Most of us hope we wouldn’t let our We know teachers are busy, so you don’t own biases and opinions negatively want them to have to dig through influence decisions we make in recruitment websites to find the recruitment process – but your vacancy. Similarly, a Introdu unfortunately unconscious complicated and lengthy cing bias is natural and tricky application form can blind to overcome. Within our be off-putting and recruitm trust our HR Director has demotivating for can hel ent driven a number of ways the applicant. If to improve recruitment. we can simplify stereoty p stop For example, introducing and centralise the p e s a a ssumpt blind recruitment can application process ions dund the recr r help stop stereotypes and for prospective uitmen ing assumptions we might hold teachers, it will make t process from influencing recruitment it easier for those choices, helping to further looking for a new role – promote a diverse workforce and significantly cut cost for in regards to age, gender, ethnicity, schools. One recourse already background and geographical region. This out there is the Department for Education’s process involves removing a candidate’s Teaching Vacancies service. It is a free E Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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protection from injuries for both teachers and performers. • ‘Industry standard’ choice for permanent installation by Harlequin Contracts Division • Minimum floor thickness: 46mm before inclusion of chosen vinyl finish, 38mm before inclusion of chosen wood finish. The educators choice of vinyl performance top surface with Harlequin Activity is Harlequin Cascade with BioCote. Harlequin Cascade is the ultimate heavy-duty vinyl dance floor, with mineral fibre reinforcement for stability and durability. Harlequin have now produced a new, improved Cascade with BioCote® antimicrobial protection. It is the Harlequin Cascade that you know and love but with an added ingredient with proven antibacterial properties that helps keep the floor hygienically clean, so reducing the risk of cross contamination by working constantly to reduce the presence of microbes on the surface of the flooring. For further information or to discuss the available options for your requirements, please contact our technical team:

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Flexible working is here to stay Flexible working has become an increasing priority for the workforce since the pandemic. Offering flexible working arrangements can help ensure that teaching suits employees at different stages of their life, which can range from those with caring responsibilities, to those returning to the profession and teachers who wish to combine their career with professional development or work in their field of study. This has been seen in practice at the Manchester Communication Academy, with 17 per cent of staff working part time. As a result, all the staff are on permanent contracts, and the school has a 90 per cent staff retention rate. Flexible working can also improve staff engagement and satisfaction levels, leading to better retention and reduced recruitment costs. Teaching Vacancies allows school leaders to advertise specifically for flexible roles. Since the service launched, nearly one in five vacancies advertised have been flexible, and this figure is expected to rise to meet the growing demand. Make it clear that your school supports flexible working in all job ads. This will widen the pool of talent your school attracts, and in turn your team will reflect the diversity of the community they serve in.

Teacher wellbeing Prioritising teacher wellbeing as well as their individual mental health is critical to retaining staff. Some practical measures for supporting teaching wellbeing include having regular discussions with staff about workload pressures and giving them the opportunity to have a say in decisions that affect them. If you are an ECT mentor, make sure you are checking up on their wellbeing and not just their workload. For further guidance on this you can have a look at the Government’s education staff wellbeing charter, which you can also print off and put in the staffroom to let your staff know you are following these guidelines. You can also introduce staff and department forums where teachers can anonymously have their say on the running of the school, which will make them feel heard. I would also urge all schools to check out the Well Schools Movement which will give you access to school-led practice and examples, events, podcasts and webinars as well as guidance and support from like-minded colleagues. Career development Ensure your teachers are given access to the training they need. Offering robust professional development programmes will lead to the staff feeling they can grow and learn within the school. I could urge you to connect with your local Teaching School Hub for the ECF and the fully funded National Professional Qualifications (NPQ). The specialist and leadership NPQs provide training and support for teachers and school leaders at all levels by utilising insight from sector experts, the best available evidence

and collective wisdom of the profession. Highlight the registration date in Autumn 2022 and encourage teachers to sign up for email alerts when registration reopens. Other training opportunities are also available, like free CPD and webinars online. We know that from a strategic perspective, feedback, coaching and mentoring and support from senior leadership is a useful tool in making sure teachers feel valued, respected and that the school is invested in their development, which in turn will aid both internal retention as well as making your school a more inviting place which encourages recruitment. There is no one-size fits all for teacher retention and recruitment. Schools all over the country have different strategies based on their region, subject pool and diversity. However, implementing practical changes regarding recruitment resources, flexible working options and teacher support can make a huge difference to the recruitment and retention landscape at your school. L

Recruitment & Retention

 national service for advertising teaching roles, where schools can tap into a national pool of teachers without paying a penny. Roles can be filtered by job-seeking teachers based on criteria including location, job title, education phase, working pattern (flexible hours, part-time) and ECT suitability, allowing teachers to streamline their application process. The service offers a new Easy Apply form which schools can use to help save job-seeking teachers time. Teachers can create an account on the website and save parts of their application information such as employment history, education, and qualifications, ready to submit for their next application. This means teachers don’t have to spend time copying and pasting or tweaking the same application for multiple roles – leaving them more time to tailor their personal statement for their chosen school.

FURTHER INFORMATION www.bright-futures.co.uk About the author Lisa Fathers, executive leader, serving on the executive leadership team for Bright Futures has had an impactful journey in the education sector. Lisa has a wide strategic leadership portfolio, including strategic leadership of professional development, school improvement outreach work, system leadership and partnerships, plus, marketing and communications.

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Design & Build

Funds to improve the school estate The government has various funds and programmes to deliver new school places, maintain and improve school buildings, as well as rebuild and refurbish buildings in the worst condition. We examine the latest developments in this area It is well known that being taught in poor condition school buildings can have an adverse effect on pupil attainment. To ensure children and young people are educated in learning environments that are safe and fit for purpose, no matter where in the country they live, the government has various funds in place, such as the Condition Improvement Fund and Further Education Capital Transformation Fund. There’s also the government’s main school rebuilding programme, which carries out major rebuilding and refurbishment projects at school and sixth-form college buildings across England, with buildings prioritised according to their condition. What’s more, local authorities and education providers can now apply to open free schools, including sixth forms, specialist and alternative provision settings, in areas where school places are needed and education outcomes need improving. Condition Improvement Fund The Condition Improvement Fund (CIF) is an annual bidding round for eligible academies, sixth-form colleges and voluntary aided schools to apply for capital funding. The priority for the fund is to address significant condition need, keeping education provider buildings safe and in good working order. This includes funding projects to address health and safety issues, building compliance and poor building condition.

The Department for Education has confirmed the recipients to the latest payments of the School Condition Improvement Fund. £498 million has been allocated to 1,405 schools and sixth form colleges across the country most in need of improvements to the quality of their buildings. The funding will help schools provide high quality, modern learning environments for all children, no matter where in the country they grow up.

Minister for Skills Alex Burghart said: “Our priority is making sure that every student receives the high-quality training needed to secure a well-paid job, so that businesses in growth sectors such as construction, engineering and digital have a strong talent pipeline as we continue to level up opportunities across the country. “That is why we are investing to ensure colleges can create modern, fitfor-purpose spaces that meet the needs of students and the communities they serve – and most importantly continue Improved colleges to be fantastic places to learn.” The latest round of colleges to receive The Further Education Capital money from the government’s £1.5 billion Transformation fund was first launched in Further Education Capital Transformation September 2020 by the Prime Minister. Fund have also been announced. The first phase of the fund saw an initial The funding will support 62 colleges £200 million allocated to all colleges to undertake building or refurbishment so they could carry out urgent remedial projects that will improve their learning work to refurbish their buildings. environments, including the creation of Following this, in April 2021, the dedicated teaching facilities for government announced plans to specialist subjects, such as work in partnership with sixteen The automotive, ICT, science colleges with some of the and engineering. poorest condition sites in the funding Some colleges will country to upgrade their will hel also construct new sites and ensure they are provide p schools teaching spaces to excellent places to learn. high qu modern ality, replace buildings Construction is under way in poor condition at one of these projects environ learning m e elsewhere in – Stafford College – and n t sf children town centres or others will soon be ready , no maor all on campuses. to begin works. E whe tter

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Design & Build

 More free school places Focusing on the commitments set out in the government’s Schools and Levelling Up White Papers and the SEND and AP Green Paper, the government has announced that up to 75 new free schools, including sixth forms, specialist and alternative provision settings, will be created. The government’s 55 Education Investment Areas – the local authorities where outcomes for pupils are currently weakest – will be prioritised for up to 15 new mainstream free schools. This will include a targeted number of high-quality, standalone sixth forms, designed to help children from disadvantaged backgrounds fulfil their potential. The first of the new wave of up to 60 special and alternative provision free schools will begin opening from September 2025, creating approximately 4,500 new places, and boosting choice for parents. The new alternative provision (AP) schools will help keep those who have been excluded, or are at risk of exclusion, engaged with their education, as well as offering more behaviour and mental health support. Special schools will offer specialist support and education for pupils with needs such as autism, severe learning difficulties or social emotional and mental health conditions. The schools can be built to be more accessible, including with specialist fixtures like ceiling hoists and wheelchair ramps, or acoustically adapted classrooms. The DfE guidance says that applicants do not need to have identified a specific site when submitting an application for a free school at this stage. The DfE has a team with specific

Sixty-two colleges will receive money from the government’s £1.5 billion Further Education Capital Transformation Fund to undertake building or refurbishment projects that will improve their learning environments, including the creation of dedicated teaching facilities for specialist subjects, such as science and engineering expertise that finds and acquires sites for free schools. They also oversee construction, redevelopment and necessary works. The DfE does however, say it gives preference to projects where they are likely to secure a value for money site with an acceptable level of risk. Identifying a site when submitting an application can reduce the risk that the project will be delayed or cancelled in the pre-opening process. The flagship rebuilding scheme The school rebuilding programme carries out major rebuilding and refurbishment projects at school and sixth-form college buildings across England, with buildings prioritised according to their condition. There are currently 100 projects in progress. The first 50 were announced in February 2021 and the second set of 50 schools was announced in July 2021.

Following a public consultation on how the Department for Education prioritises schools for the rebuilding programme, it was announced that up to 300 schools, rather than the usual 50, will be selected for participation later this year. This will give schools and families assurances that they have been prioritised for future investment. The School Rebuilding Programme will continue to start delivery on 50 new projects each year. For the first time in the School Rebuilding Programme, the bodies responsible for running schools such as local authorities and academy trusts will be able to provide additional evidence of their buildings’ condition need, making sure the selection process harnesses local knowledge, helping level up where the need is greatest across the country. All projects in the School Rebuilding Programme are built to the latest E Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Advertisement Feature

Introducing the new Pickerings Education Range of Modular Buildings Range of Modular Buildings Pickerings specialise in the hire, lease and sale of temporary and permanent modular classrooms and buildings for schools and educational institutions. We are delighted to announce our first order placed following the launch of our new Alma range of Modular Buildings designed specifically for the Education Sector. The Alma range is available nationwide and offers tailored designed building layouts to accommodate any number of people and fulfil a whole range of education applications as required. The Pickerings Alma modular building range offers a fresh new look while providing a robust secure, wellmaintained building to meet your requirements. “Introducing the Alma range has enabled Pickerings

to offer a fully compliant tailored product for one of our key sectors. We have invested heavily to ensure our customers in the Education Sector can hire the most modern building solutions and associated products in our industry. We believe that our new Alma range will provide maximum security, comfort, and reliability for as long as our customers need them” Neil Moss, Managing Director of Pickerings Hire. The Pickerings+ range also offers an all-inclusive service that enables you to hire all the furnishings, services and extras you need to create a full turnkey experience from one supplier. To view the Pickerings+ Brochure please visit our Brochures page. Need a modular building for your school, college or university? Try our modular building tool and get in touch with our expert sales team.

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Decarbonisation scheme The first round of funding allocated through phase three of the government’s Public Sector Decarbonisation Scheme have been announced, with schools included in the 160 public sector organisations chosen for clean heat and energy efficiency projects. The Public Sector Decarbonisation Scheme supports the aim of reducing emissions from public sector buildings by 75 per cent, compared to 2017 levels, by 2037. One of the education settings that will receive funding is Hartismere Family of Schools, which will receive more than £600,000 to install a heat pump and improve the energy efficiency of Somerleyton Primary School in Suffolk, a school which was built in 1845 and still has a thatched roof. Leeds City Council meanwhile is receiving £4.3 million to decarbonise six primary schools and four child day care centres. The scheme will be delivered on behalf of the government by Salix Finance. Salix Finance chief executive Annie Shepperd OBE said: “This investment is transforming public buildings, driving down their carbon footprint and improving the experience of their users, including school pupils, patients and

Focusing on the commitments set out in the government’s Schools and Levelling Up White Papers and the SEND and AP Green Paper, the government has announced that up to 75 new free schools, including sixth forms, specialist and alternative provision settings, will be created. visitors to hospitals, and all those people using libraries and leisure centres. “Salix staff are proud to be working as the delivery partner for this scheme and seeing the impact it’s having.” Asbestos considerations The Work and Pensions Committee is calling for the government to commit to a strategy to remove all asbestos from commercial and public buildings, including schools, within 40 years. The Committee’s report highlights that an increase in retrofitting in response to net zero ambitions means that more asbestoscontaining materials will be disturbed in coming decades. The Committee says that reliance on the current asbestos regulations will not be good enough. It concludes that a cross-government

Design & Build

 construction standards, resilient to climate risks, net-zero in operation, and include modern facilities to support a world-class education from classrooms and science labs, to sports halls and dining rooms.

and ‘system-wide’ strategy for the longterm removal of asbestos is needed. The report calls for the Government and Health and Safety Executive (HSE) to back up their stated goal of removing all asbestos by committing to a clear time frame and strategy. The plan should strengthen the evidence base on safe and effective asbestos removal in the first instance before prioritising removal from the highest risk settings, including schools. The Government must also ensure adequate funding for HSE’s inspection and enforcement of the current asbestos regulations, which has declined in recent years. L FURTHER INFORMATION www.gov.uk

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Improving education estates for the next generation MAC’s Expertise within the Education Sector MAC is working with many schools and academies nationally providing strategic estates management services and advice on all aspects of construction projects. With offices based across the UK and multi-disciplinary expert teams, we support our clients to manage their estate in line with the ‘Good Estates Management’ principles outlined by the DfE. Our services include: •Condition Improvement Fund •School Condition Allocation •Condition and Compliance Surveys •Capital Projects Design and Delivery Our team has an excellent understanding of working with schools and academies and we are committed to securing the best possible outcomes for children and young people through delivering essential improvements to the learning environment.

Jonathan Jones, Education Director T: 07943 049754 E: jonathanjones@macconsultingltd.com MAC Construction Consultants W: www.macconsultingltd.com Jon heads up our Education team and works with schools and academies nationally on all aspects of estates and construction management support, including advice on Condition Improvement Fund (CIF) and School Condition Allocation (SCA).

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Celebrating 10 years of Education Estates® The Education Estates® exhibition brings together manufacturers, distributors and service providers to engage with senior education professionals who are focused on planning, designing, funding, construction and managing the UK’s learning spaces Returning this year at Manchester Central on 18-19 October for its 10th anniversary, Education Estates® is the annual gathering of the education community in partnership with the Department for Education. The Education Estates® exhibition is a truly unique event showcasing the best the sector has to offer by bringing together manufacturers, distributors and service providers to engage with senior education professionals who are focused on planning, designing, funding, construction and managing the UK’s learning spaces. By bringing together experts and delegates under one roof, Education Estates® has created the perfect platform to enable meaningful networking opportunities for people within the education sector. There are opportunities to learn and liaise with some of the UK’s leading architecture and construction professionals, consultants, manufacturers and the wider supply chain, creating an insightful environment where individuals can engage with the best the sector has to offer. A key aspect of creating an environment that enables exhibitors to gain knowledge and improve their network, is providing engaging and insightful content relevant to the education estates sector throughout the event, which will provide practical yet innovative solutions to designing and delivering low-to-zero carbon, inclusive and inspiring learning environments. This content is showcased superbly over five different content stages, with over 120 speakers and more than 60 presentations across 30 diverse sessions covering a range of themes that are relevant to the past, present and future of Estates in the education sector. Covering areas from zero carbon and inclusive learning to international design and digital modelling, this year’s content is informative, inspiring and a reflection of all that is going on in the sector. This year Education Estates® is also introducing an event app allowing attendees to personalise their programmes with ease, to maximise their time. Sustainability Education Estates® as an event is environmentally conscious and hopes to reflect the industry it represents by becoming a net zero event organiser. It will be a long journey to reach this net zero objective, however concrete steps to

offset carbon are being made. This year they have partnered up with environmental organisation Ecologi and pledged to plant a tree for every attendee at this year’s event to help offset their carbon footprint. Awards Dinner The Education Estates® Awards Dinner (rates apply) is a prestigious night where the education sector gets together to celebrate excellence & achievement in the industry. There are fifteen categories recognising consultants, contractors, architects, clients, projects as well as innovation and sustainability. It is an uplifting evening full of fun and recognition of outstanding work, with this year’s entertainment provided by comedian Josh Widdicombe! EduFest The hugely popular EduFest Drinks Reception is a great opportunity to network with peers. EduFest brings together all delegates, visitors, exhibitors and speakers in a social environment in the central catering area of Manchester Central. Complimentary drinks and entertainment will be provided from 17:00 to 18:00 on day one of the event. New for 2022 New for 2022 is EduBreakfast, which is open to all registered delegates, speakers and chairs to attend before the event officially opens at 09:00. EduCafe meanwhile will allow delegates to have a quick break and chat with peers with a barista made coffee. Delegates and Speakers will be provided a complimentary coffee before 10:00 each morning. EduBar will be open before 12:00 each day to offer smoothies, fruit juices or

some water. From 12:00 the bar will be open for alcoholic and non-alcoholic drinks until the close of the event each day (normal UK licensing rules apply). EduLounge will allow delegates to network with peers, catch-up on emails or rest your feet! Available to use exclusively for attendees directly employed in schools, colleges, universities, government and local authorities – including governors and independent schools. Complimentary water, seating and workstations will be provided (including power sockets). What’s more, EduHour will take place at EduBar on day two, which will allow delegates to chat and network with peers and enjoy a drink. Complimentary alcoholic and nonalcoholic drinks will be provided to all attendees from 13:15 to 14:15 on day two. EduNetworker EduNetworker will be open to all public sector attendees from schools, MATs, colleges, universities or local authorities. To enter the competition to win the £1,000 prize and also the social media recognition of being the Education Estates® 2022 EduNetworker, qualifying attendees will need to have visited at least 10 exhibitor+ stands over the course of the day or day(s) as well as having attended at least 1 of the above networking opportunities. The £1,000 prize for the winning school, MAT, college, university or local authority will help their organisations journey to Net-Zero. FURTHER INFORMATION https://www.educationestates.com

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Clean classroom air, minimal energy wastage

Visit www.sav-systems.com/smart or call: +44 (0)1483 771910

Energy & Sustainability

Tackling energy and emissions from the school estate A key element of the Department for Education’s Sustainability and Climate Change Strategy is to make the education estate, as well as its operations, greener. We look at what the strategy says about reducing school emissions and slashing energy costs The Department for Education’s Sustainability and Climate Change Strategy outlines its vision to make the education estate, as well as its operations, greener. To do this, the DfE wants to reduce direct and indirect emissions from education buildings, as well as make the education estate resilient to the effects of climate change, enhance biodiversity on school grounds and improve air quality. Research shows that schools and universities represent 36 per cent of total UK public sector building emissions. What’s more, the cost of energy is significant and rising. Research shows that in 2019, schools alone were spending around £630m per annum on energy; needless to say, today’s figure will be far greater. To tackle these two issues, the DfE has said that it wants to get a better understanding of the scale of the problem across the sectors through standardised reporting. Until 2025, the DfE’s focus will be piloting, gathering evidence and sharing research on new technologies and innovative approaches to sustainable building design, retrofit, ICT, building management and the surrounding environment. The DfE has already committed that all new school buildings it delivers will be net zero in operation. They will be designed for a 2oC rise in average global temperatures and future-proofed for a 4oC rise, to adapt to the

Strategy (BEIS) and water companies to trial the delivery of smart meters in schools and encourage the uptake across other settings. By 2025, the DfE aims to have supported education settings to put in place Climate Action Plans. These will increase carbon literacy and inform government on the implementation of decarbonisation solutions and nature-based solutions to alleviate flood risk, protect against increased heat, and improve air quality. A strategic approach to piloting new building technology will also be launched in order to support the future retrofit of the education estate and act as catalyst to the construction sector for implementing new technology. Its building technology pilots will support action to adapt The the existing estate Departm to protect against e n t for Edu the current and cation has alre future effects of ady commit climate change. They will also new sc ted that all hool bu provide evidence it delive i l d i n for the efficient g s r decarbonisation zero in s will be net operati of the estate to on mitigate the causes of climate change. This year, the DfE will also develop its existing Good Estate Management for Schools guidance with updated tips and good practice on the sustainable management of the school estate, covering topics such as energy and water efficiency and addressing issues including ventilation and leaks.

risks of climate change, including increased flooding and higher indoor temperatures. The government has said the roll-out of its ultra-low carbon education buildings programme will be accelerated; by 2025 at least four schools and one college will have been built via the Gen Zero Platform that was demonstrated at COP26. The DfE will also include the use and assessment of nature-based classroom design to maximise access to the outdoors and opportunities for outdoor learning, so education buildings positively impact on physical and mental wellbeing. Sustainable ICT solutions will be integrated into new-build schools as standard, via sustainable procurement, design, implementation and management. Existing buildings The strategy aims to improve collation and use of data on energy usage, water, heat and biodiversity to allow for individual settings, and the DfE, to make evidence-based decisions on where to act and invest to make the greatest impact. The DfE will continue to work with the Department for Business, Energy and Industrial

Air and environmental quality By 2023, the DfE says it wants to pilot the use of smart air and environmental quality monitors in schools to understand the practical implications, benefits and drawbacks of using smart monitoring devices. The pilots aim to provide a rich E

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Improving student’s posture – one chair at a time It is vitally important to offer supportive seating to students in all educational environments. Furniture that doesn’t offer the correct support or that is the wrong size can contribute to musculoskeletal disorders as well as behavioural issues if the users are uncomfortable. European Standard EN 1729 Parts 1 and 2 helps schools to identify furniture that is suitable for the classroom environment and specifies functional dimensions for each age group. When the Spaceforme en series was put in for EN 1729 testing with The Furniture Industry Research Association (FIRA), they were so impressed with the chair, here is what they had to say: “This chair clearly considers all ergonomic factors for a modern classroom chair. In addition, the chair’s aesthetics are design led whilst maintaining exceptional value for money. FIRA have recommended that the chair is put forward for the schools certification scheme - for products going beyond the standard BS EN1729” Levent Caglar, Senior Ergonomist & Head of Ergonomist & Head of Ergonomics Unit, FIRA. The en series range of chairs offer the perfect solution for providing users with high performance chairs that improve posture. Investing in en seating is an investment

for the future, as the effects of well-designed educational environments on learning are widely acknowledged. The clean lines and ergonomic benefits of the en series can play an important role in creating seating environments of which all stake holders can be proud. Learning whilst on the floor can be a truly engaging experience, however, sitting on a floor can be difficult for some. Children fidget and move around whilst an adults inflexibility can hamper being able to sit comfortably with good posture. The en bob floor chair was developed to resolve these issues. An award winning innovative floor chair that uses the well-respected shell of the en classic chair, the floor chair offers comfort for children and adults alike. Feedback from teachers has confirmed that it helps promote a feeling of security whilst improving the student’s concentration. This can be particularly advantageous in aiding learning for children with learning disabilities such as autism. The en series is also available as a standard chair, skid base, computer chair and high chair. The shell utilises a waterfall front to help improve circulation whilst sitting. More details can be found in the video above or on our website below.

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Energy & Sustainability

 dataset on environmental performance, which can be used to help feed into school building design and understand where energy efficiencies can be achieved. As well as supporting DEFRA’s Clean Air Strategy, which aims to diminish the highest concentration of exposure to fine particle matter (PM2.5) to help tackle air pollution and reduce emissions affecting education settings, the DfE will provide guidance to all education settings for practical ways to reduce indoor and outdoor air pollution. The DfE will work with the Department for Transport to encourage schools to expand anti-idling zones to reduce the impact of the school commute, as well as initiatives to increase active and safe travel to school, such as through Bikeability, Walk to School Outreach and School Streets. Heating solutions The building energy efficiency survey indicates that approximately 60 per cent of energy use in education settings is associated with high carbon intensity fuels such as natural gas, coal and oil. There is a need to reduce demand for heating and hot water use and to deliver through sustainable means. The DfE is launching pilots to test its Energy Pods as a way of providing off-site manufactured, low-carbon, heating solutions on the existing school and college estate. The results of these pilots will inform our strategic approach to condition, safety and sustainability for the education estate and provide important research data for education and public sector net-zero projects. In 2022, the DfE aims to test the feasibility of replacing school boilers with ground or air source heat solutions, and use the learning to consider how this can be scaled up to accelerate decarbonisation between 2025 and 2035. It will also continue to work with BEIS to help education settings access the Public Sector Decarbonisation Scheme to support them in replacing fossil fuel heating systems with low carbon heating. Increasing biodiversity First announced at COP26, the strategy outlines details of the ‘National Education Nature Park’ that will help increase the biodiversity in England, as well as get children and young people more involved in the natural world. There are roughly 24,000 schools in England, many of which has vast green spaces. Schools are therefore encouraged to identify areas where they can improve biodiversity by taking small steps, such as planting trees, installing bird feeders and ‘bug hotels’. Teachers will be provided with free, high-quality climate education resources as part of the Nature Park hub. What’s more, children and young people will also be able to undertake a new Climate Award in recognition for their work to improve their environment, with a national awards ceremony held every year. The Climate Leaders Award will help children and young people develop their skills and

By 2023, the DfE says it wants to pilot the use of smart air and environmental quality monitors in schools. These will provide a rich dataset on environmental performance, which can be used to help feed into school building design and understand where energy efficiencies can be achieved knowledge in biodiversity and sustainability and celebrate and recognise their work in developing their skills and knowledge. Natural History GCSE To prepare young people for a world impacted by climate change, a new Natural History qualification will be launched by 2025 and will enable young people to explore the world by learning about organisms and environments, environmental and sustainability issues, and gain a deeper knowledge of the natural world around them. They will also develop the skills to help them into a career in the natural world – for example observation, description, recording and analysis, through sustained and structured field study. Young people will also be able to bolster their environmental education gained in existing subjects, including changes to landscapes and urbanisation in geography, and habitats and ecosystems in science. Education Secretary Nadhim Zahawi said: “The new natural history GCSE will offer young people a chance to develop a deeper knowledge and understanding of this amazing planet, its environment and how we can come together to conserve it.” Support for teaching The Education Secretary has also pledged greater support for teaching climate change at all levels.

The strategy says that from 2022, it will include climate change and sustainability in science teachers’ continuing professional development (CPD) to ensure all young people receive high-quality teaching on the scientific facts about climate change and environmental degradation. The DfE will also share best practice, demonstrating how sustainability and climate change has been incorporated into teaching in early years settings, schools, colleges and universities, so teachers and leaders can consider how best to integrate within their own settings. By 2023 the DfE will develop a Primary Science Model Curriculum, to include an emphasis on nature to ensure all children understand the world around them. It will also develop an occupational standard for further education teaching which explicitly requires all new teachers to integrate sustainability into their teaching, through modelling sustainable practices and promoting sustainable development principles in relation to their subject specialism. The DfE also says it will provide the opportunity for all staff (teaching, leadership and support) to build their understanding of climate change and sustainability by receiving shared carbon literacy training through their sustainability leads within their setting. L FURTHER INFORMATION www.gov.uk

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Monitors

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24” (60,5 cm) / 32” (80 cm) B Line / P Line LCD monitors

242B1H / 329P1H A secure pop-up Webcam with Windows Hello offers personalised and greater security. USB-C docking with 329P1H.

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

BASED ON ANIMATIONS IN THE LEARNER’S MOTHER TONGUE, FEATURING CHARACTERS WHO DO

Language Games website

Ludo-Vic’s motto is: Whatever your mother tongue and your level of schooling, learn the basics of any concept : a new language, health & safety procedures, soft skills, etc…

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This is achieved by contextualising each elements of a concept in short 3D animations featuring the characters Ludo and Vic who were designed specifically so as not to stigmatise any population, and to promote gender equality. These animations are voiced over in the learner’s mother tongue, and in the case of learning the basics of a new language, the instructions are given orally in the learner’s mother tongue.

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How to use evidence effectively when making decisions about edtech As school leaders, we are undoubtedly School leaders deserve to know what value becoming better at using research evidence to using the edtech product adds to existing inform our decision-making, both individually teaching and learning experiences. and collectively. However, 42 per cent of Edtech suppliers are increasingly working buying decisions are still made based on the in partnership with academic researchers to ‘word of mouth’ informal recommendations undertake objective analysis – identifying by other schools (NFER, 2018) which precisely how their products make a direct suggests we still have a long way to go. impact on improving teaching and learning. There are an increasing number of sources Furthermore, edtech suppliers are also of evidence to draw upon when following the trend for online making buying decisions about retail to provide customer edtech. Whilst historically ratings. Ventures such as When many suppliers have EdTech Impact have been receivin produced case studies set up where suppliers g r ecomm from advocate schools list their products and e ndation from ot and soundbites from existing customers s h enthusiasts, many provide validated compar er schools or ison we now recognise the reviews based on preyou are bsites, need for more robust determined criteria. e evidence of impact. Furthermore, sources to as ncouraged

k a ran questio ge of ns

of support such as Educate provide schools with comprehensive guidance about what to consider.

Written by Dr Fiona Aubrey-Smith

School leaders deserve to know what value an edtech product will bring to existing teaching and learning experiences. Dr Fiona Aubrey-Smith shares the questions to ask and how to challenge the evidence, to ensure edtech purchases fit the requirements of a school

Education Technology

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Getting it right As school leaders, it is absolutely vital that we interpret the evidence presented to us – challenging bias within it and being absolutely clear on what it might mean for our school, our teachers and most importantly – for our students. Every school has its own unique flavour – a combination of size, catchment, strategic priorities, characteristics of teaching and learning, improvement or innovation priorities, policies, experience and expertise of staff, and a great many other variables. Even within the same school, a department, phase, year group or class can have a very different personality to its neighbour. We must remember that E

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Education Technology

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As school leaders, it is absolutely vital that we interpret the evidence presented to us – challenging bias within it and being absolutely clear on what it might mean for our school, our teachers and most importantly – for our students.  these kinds of variables affect the relationship of a particular product with a particular school. Moreover, the relationship between a particular product, the teachers and children using it, and the specific context that they are using it within (Aubrey-Smith, 2021). So when receiving recommendations either from other schools, comparison websites or through supplier marketing materials, you are encouraged to ask a range of questions, as follows. Firstly, ask what proportion of staff and students are using the product – and why those staff and those students are the ones using it? This will help to surface the other influences affecting its successful use. What prompted the decision to use this particular product, and which others were considered? This will help to surface whether it’s the general concept of the product that is perceived as successful – such as automated core subject quizzes – or whether it is the specific product itself. Ask how long the product has been in use for – and if it has been renewed what informed that decision? This will help surface how embedded the product is. Since this product has been introduced to the school, find out what other improvement strategies have been implemented – either whole-school or within this particular subject/phase/department? This will help surface whether any improvements seen relate to the product, other T&L strategies, or a combination of both. Once students are used to using this product, what evidence is there that show that their learning translates into the same levels of mastery in other contexts (e.g. if they score ‘x’ or do ‘y’ when using this product, can you be confident that they would later score ‘x’ or do ‘y’ when applying the same skill in an unrelated context?) – are the attainment increases about the child’s knowledge, or the child’s familiarity with the product? Consider what evidence is there of student’s long term knowledge or skill retention – over a week, term, year and beyond? Note: this is not the same as progression through units of work – but about retaining knowledge over time. Is the product securing long term knowledge or targeting short term test preparation or skill validation? Challenging evidence Part of a school becoming an effective professional environment for all staff is about everyone engaging meaningfully with available evidence, and embedding

specific types of strategic thinking and evaluative focus into practice (Twining & Henry, 2014). In other words, all of us using robust evidence to inform our thinking, and being clear on how we use that evidence meaningfully, to make future decisions. There are three key lines of enquiry which will help you to challenge evidence meaningfully: Firstly, realise correlation is not the same as causation. In other words, just because a school using a product saw improved attainment outcomes, increased engagement, reduction in workload or improved accountability measures, it doesn’t mean that it was the product that led to this. Most schools implementing a new product do so as part of a broader strategy focused on improving specific priorities. One would therefore expect the improvements to be seen regardless of which products were chosen because of the underlying strategic prioritisation given to the issue. Instead, focus on how the product affects changes to behaviours, such as increased precision within teaching and learning dialogue. This is where meaningful impact will be found. Secondly, note that for every research finding that argues one approach, there will be research elsewhere arguing for something different. Your role is to identify which research relates closest to your specific context. You can do this by asking who produced the material that I am reading? What bias might they have? Have they acknowledge that bias and shown how they have mitigated for it? Ask what evidence led to their recommendations? What data are findings based on – and are these large scale but surface level, or smaller scale and probed more meaningfully? Inquire what their vision is for teaching and learning and how does this align with the vision of what good learning and good teaching look like in our own school? The third thing to do is to plan for impact before you commit to investing. A vital part of decision making is about planning from the outset how you will evaluate what works and why. You will then remain forensically focused on what matters most to your school throughout procurement, implementation and review. Furthermore, being able to identify and recalibrate when ideas do not work as intended so that future practice improves. Guskey (2016) encourages us to think about impact through five levels; reactions to something, personal learning about it, consequent organisational change, embedding ideas within new practices, and finally creating a positive impact on the lives of all those

involved. These apply to both teachers and students (as well as leader, parents and other stakeholders – depending on the product). Embedding meaningful review of the impact of your product choice connects your intentions to the lived experiences of the students whose needs and future you are serving. The two vital questions that you will want to ask yourself and your team are: what evidence is there that our intentions for this product are being lived out in reality by our young people? And what evidence is there that our provision (through this product) is making a tangible difference to how students view themselves, their learning and their future? Improving the quality of teaching Finally, any decision made in school should always be rooted into improving the quality of teaching and learning. This can easily be lost amongst conversations about requirements and procurement. To help with this, identify three to five “personas” – short descriptions of the people who the product is ultimately intended to support. For example: High Attaining Pupil Premium Students; Working-Class Boys in KS2; KS3 Girls Disengaged with STEM; Children with EAL in KS1. At every point keep coming back to these personas – how would each product, feature, piece of research, impact finding or sample of evidence support those specific students. That way, we keep a forensic eye on what matters most – our students and their learning. L FURTHER INFORMATION www.onelifelearning.co.uk / @FionaAS

About the author Named by Education Business as one of the 50 most influential people in education (2021), Dr Fiona Aubrey-Smith is an awardwinning teacher and leader with a passion for supporting those who work with children and young people. As Director of One Life Learning, Fiona works with schools and trusts, professional learning providers and edtech companies. She is also an Associate Lecturer at The Open University, a Founding Fellow of the Chartered College of Teaching and sits on the board of a number of multi academy and charitable trusts. Fiona is also a sought-after speaker, panellist and author for publications and events addressing education, pedagogy and education technology.

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

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Closing the education gaps widened by the pandemic There is no doubt that over the past two years, the COVID-19 pandemic has created huge challenges across society. The challenges were particularly steep for education. Almost overnight, schools, teachers and students were forced to embrace what was later called ‘the new normal’, leading to an increased reliance on online technologies and digital methods of learning

Simon Hill, managing director, YPO

If you work with educators and young people at all, you know how adaptable and resilient they are, so it was no great surprise that many schools managed to transition if not seamlessly, then with great determination and commitment to maintain learning. As a procurement organisation that works closely with the education sector, YPO was interested in discovering the longerterm impacts that the pandemic had on education, so last year we undertook a piece of research to begin learning more. Our research provided three key takeaways: The first was that the pandemic has permanently altered how education will be delivered. The second finding was that addressing the mental health impacts of the pandemic must continue to be a key focus. The third was that access to the best technologies and internet services is not universal – this must also be addressed. A lasting impact The first point is the easiest to explain. Seventy-nine per cent of the educators surveyed said that they believed that the pandemic would have a lasting impact on teaching, resulting in a hybrid approach that combines traditional and technology-based teaching methods. The data is also clear about the impact the pandemic has had on both educator’s and young people’s mental health with 64 per cent of parents saying they were concerned about their children’s mental health and wellbeing and supporting staff’s mental

health cited as a top challenge by schools. How can we begin to address the challenge of mental health and wellbeing on such a scale? One part of the answer is to harness the digital technology that served educators so well throughout the pandemic. Tutoring help That is why YPO has partnered with a new EdTech tutoring platform, askOLA. askOLA is an online, on-demand platform developed by GLUU, and positions itself as an alternative to private tutoring. Through the platform, which is available on desktop, tablets and mobile devices, young people can access professional academic support from online learning assistants (OLAs). Each OLAs is a qualified and vetted person who delivers personalised academic coaching in key subjects – English, maths, and science. The platform’s point of difference is that alongside academic support, OLAs are also trained to check in on young people’s wellbeing. If needed, they can point students to wellbeing resources, or direct them to professional mental health support through a partner platform, Kooth. Of course, a platform like this cannot address all of challenges exacerbated by the pandemic, but it is a good place to start. In a term-length pilot at Shireland Collegiate Academy Trust (S-CAT), askOLA has been trialled by over 300 students. Of those students, 92 per cent would recommend the platform and it has extended pupil’s learning time by over 1,500 hours, a good first step

in making up the learning time lost to the pandemic. Perhaps more important though is the additional support OLAs can provide to students outside of the classroom. I don’t think there can be stronger endorsements than those of the students themselves and some of them have observed: “I was stressing over the homework and now I’ve been helped, thanks.” “She encouraged me not to be afraid if you don’t know something.” “This website is so good. It helps me with my homework, my wellbeing, and the things I struggle with.” At YPO, we pride ourselves on being a helping hand to schools, and we see great potential in tools like askOLA to provide additional support to students and relieve pressure on teachers, who can then focus on classroom instruction. The third revelation from our research is somewhat more difficult to address. We learned that although the majority of schools did an excellent job of adapting to lockdown, a significant portion of the respondents felt there was room for improvement, especially when it came to supporting students who face wider challenges like economic deprivation. Our research found that young people living in challenging economic circumstances are more likely to be living in digital deserts, where they don’t have access to reliable high-speed broadband and may not have the tools they need to learn remotely, e.g., they may be trying to complete lessons on a smartphone versus a computer or tablet. We already know that less economically advantaged students are at greater risk of falling behind their peers, and our research told us that ensuring digital inclusion was the biggest challenge schools faced throughout the pandemic. Going forward then, we must not only consider how digital platforms can help us address learning gaps and offer additional wellbeing support to young people, we must also consider how we rectify the problem of young people being without the basic digital services and technology they need to succeed. L FURTHER INFORMATION www.ypo.co.uk

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Enhancing the learning experience with best-in-class edtech Over the last two decades, education has been on a digital journey. As technology has improved and become more accessible, education institutions have been adopting solutions that support and enhance learning. This has been particularly pertinent during the Covid-19 pandemic, as the speed of digital transformation massively accelerated, and like many other sectors, education has fast-tracked its digital journey

Fast forward to today, and we see the sector assessing its ongoing needs. Educators need to consider investing in technology for “the classroom of the now”, and offer experiences that support three types of learning: Personal learning: The right solutions support a student’s ability to work the way they need to for the best outcome and help them focus on activities like reading, writing, one-on-one instructor time, self-paced work, or research. Small group learning: Teachers can help students build critical thinking, teamwork, and social skills with solutions that enable effortless student-to-student collaboration as well as teacher-to-student collaboration. Whole class learning: Technology can connect students with remote experts or peers in other school locations, enable digital learning, and more. Ensuring every student sees and hears the teacher, and vice versa, makes this possible. It’s also easier than ever to share content regardless of where they are located Logitech’s classroom solutions At Logitech, supporting education is central to our mission - as we know that today’s students are tomorrow’s innovators. What’s more, we understand the support needed by educators, as they play an important role in guiding the next generation. Educational institutions are increasingly required to adapt to the world around them - refining curriculums, teaching new skills, adopting new styles and methods. Technology is a solution to these changes - with new innovations opening the door to enhanced teaching and transforming learning experiences

for students. As we live in an increasingly intertwined world with the internet and social media, technology will continue to play an even greater role in education. Michael Kolawole, assistant principal and teacher at the Ark Globe Academy in London has been supporting Year 9 students to complete a project to design ‘The mouse of the future’ with the Logitech Pen and Chromebook tablets. As a teacher, he is better able to mentor and support his students with the technology: “In the past, we had to check students’ work one at a time, by marking their work after lessons or walking round the classroom one by one. Now, with a device in front of me which is connected to my own laptop, I can get a link, or a real-time view of the students work and give them immediate feedback – which they can put into practice during the lesson.” Logitech is committed to igniting the full potential of students of all learning styles, and we aim to inspire a love of learning with our innovative solutions. To achieve this, we design our products both for and with students and teachers - making sure that they spark focus and stamina and infuse magic into education. Of course, the requirements of the education sector have naturally shifted, which has called for a new breed of education technology. As well as recognising students’ potential in the classroom, Michael Kolawole also believes the use of technology is an important way to prepare students for the world of work beyond the classroom. “The future working world will hold new ways of working and challenges that we haven’t yet predicted. By using technology in the classroom, students will be prepared to work in innovative ways, embrace new tools and have experience of collaborating and brainstorming to overcome challenges.”

A focus on sustainability In addition to equipping students with solutions that will better prepare them for the future - be that in the workplace or hard and soft skills for personal life - Logitech is committed to ensuring this next generation inherits a planet and environment that will allow them to live their fullest lives. As such, Logitech designs with sustainability in mind - from the moment the raw materials are sourced right through to its potential end-of-life. We realise that the biggest opportunities in reducing environmental impact arise early in the design process when key decisions about a product are made. We understand that education technology is likely to receive significant wear and tear, as it’s passed from student to student and classroom to classroom. We therefore ensure that our products are hardwearing, but are also easily repairable, so they can continue inspiring generations of students, regardless of how they were treated by their previous users. For Michael, the use of technology in classrooms is a more sustainable solution too. “One of the biggest advantages of using the Chromebooks and Logitech Pens in the classroom is the reduction in the use of paper. It’s common for schools to use reams of paper when students are carrying out tasks, but all of that paper can be completely replaced with an online file that can be accessed with the click of a button – and deleted with no waste if it isn’t required!” The role of Logitech Pen The modern classroom aims to set students up for success by letting them work their way – based on their preferences, motor skill development, or the task at hand. That’s where Logitech Pen comes in. Logitech’s flagship stylus for education, the Pen is designed for the ever-prevalent Chromebook, and is USI

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

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enabled and supports students to write as easily as with pen and paper. Logitech Pen provides the control needed for students to express, engage and connect - on their own or in collaboration with their peers and teachers. Since using the Logitech Pen, Michael has seen his students extend the range of tasks they are able to complete. “When it comes to design tasks, the students have had access to paint, brushes and pens to draw with, as well as the internet for research and documents to take notes on – all in one place.” The Pen has been designed with students in mind – and was tested with over 100 students in real-life classroom situations, as well as through insight from ergonomics specialists. The shape, size, and weight of the Pen are designed to fit and support different hand sizes and levels of motor skills development, and a soft, non-slip grip allows for maximum comfort and control, making it ideal for inclass work, homework, exams, and more. With the Pen’s precise active tip, students can also write, draw, take notes, sketch and annotate – not to mention markup, shade, and navigate. And with legible, accessible digital notes, learning is possible anytime, anywhere. Michael has seen his students take to using the Pen with ease. “With a tablet and Pen, students are instantly more creative, they’re able to apply these new problem-solving skills and creative skills to the project they are working on, and hopefully reach a great outcome as well. The creativity that the technology powers is really, really key.”

Logitech Pen also never has to pair, so students can work on each other’s Chromebook laptop or tablet with their own Logitech Pen. Teachers can even write on any students’ Chromebook—just like pen and paper, allowing for the same live, human interaction that makes in-person education so valuable. Plus, the supreme accuracy gives students confidence in knowing that their writing will actually be legible to teachers, with all their complex notes, thoughts, and steps completely intact. When working on this project, Michael has seen his students empowered to work effectively on their own, in small group work with peers, and wider classroom discussions. “The students instantly took to working with the Chromebook and Logitech Pen, finding it simpler to change ideas without pen and paper. They have also been better able to collaborate with one another, by working on the same document or project in real time across devices, and have been able to put initial ideas and further research together more effectively with access to the internet and tools like OneNote from one device.” The students have also noticed the ease of working with Logitech Pen and Chromebook, noting that they have learnt more about expressing their own ideas and personalities because they can share ideas and designs with one another in real time. Looking towards the future Teachers, students, parents and guardians, industry bodies, decision makers, channel

partners, technology providers and more, have all played a key role in helping shape the recent, fast paced digital transformation of the education sector. The changes that have spun out of the pandemic will understandably have an everlasting effect on the sector, and hard work is being done to help schools continue to digitally transform. While the task in hand for Logitech to support educators on their current digital journey is large, we are looking to what the future holds for the sector. As educational institutions increasingly look to match pace with the digitally transforming world around them, it’s understandable that new and exciting innovations like virtual reality (VR) and augmented reality (AR) will impact the sector in the years to come. In addition to this, innovations like artificial intelligence (AI) education, which can provide a personalised learning experience for each student, is set to further transform the classroom in just a matter of years. With the continued adoption of quality digital solutions, we will see the sector become increasingly inclusive of all learning styles. And Logitech, with the help of its partners, will sit at the heart of this digital transformation. L FURTHER INFORMATION https://www.logitech.com/ en-gb/education.html nwaring@logitech.com 07766 746306

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Based in the UK, Evaris have invested heavily within the refurbished sector. We distribute high quality, professionally refurbished laptops and desktops from all the major manufacturers. All machines undergo strict quality control and can be supplied either with official Windows 10 MAR licences and a 12 month RTB warranty as standard, (extendable to 3 years) Our attention to detail, level of quality control, testing, auditing, internal cleaning and full cosmetic refurbishment ensure the unit is as close to new as possible.

Contact: Dylan McCaffery Direct Dial: 01706 362762 Email: dylanm@evaris.com

At Walford Nursery and Primary School in Herefordshire, children and staff are getting ready for their summer festival with a difference. They’ll be celebrating their achievements in computing. Walford Nursery and Primary School in the tiny village of Walford, near Ross-on-Wye, might be in an idyllic rural location, but it’s also leading the way in computing education. It’s been one of the first schools to gain the NCCE Computing Quality Mark, recognising excellence of computing provision in seven key aspects of the curriculum. It completed the National Centre for Computing Education’s new Computing Quality Framework earlier this year, and was among the first 20 schools nationally to gain the Computing Quality Mark. Funded by the Department for Education, the CQF provides a framework for primary and secondary schools to track their progress to deliver excellent computing education. Hundreds of schools have now registered, since its launch this year.

Walford’s headteacher, Louise George, explained that the school and nursery has a great track record in delivering computing education and technical skills. As a regional training centre for Apple over the past ten years, and through keen fundraising, the school has built up an impressive array of technical resources, including iPads, Apple TVs, Micro:Bits, Spheros, Green Screens, etc., which all enhance learning for every child. The school regularly provides support and CPD for many visiting schools, throughout the county of Herefordshire and beyond.

they were happy with the school’s remote learning strategy. We were able to set up learning and teaching online from day one and improved further as time went on through the enforced lockdowns. Teachers delivered three live lessons a day for all children and engagement was high,” said Ms George. “Getting the status as regional training centre for Apple made us think about using technology more. We believe that anything you do - do it with passion and commitment and it will grow,” she said.

Computing Quality Framework Well prepared for lockdown When Claire Weyman, Year 1 teacher and Staff and pupils’ technological expertise meant Computing Lead at Walford, suggested that the school was well prepared and ready the school become one of the first to to cope with the challenges posed by the register with the new Computing Quality Covid lockdown. Framework, headteacher Louise “In the school’s 2021 George welcomed the initiative. Remote Learning Parent/ Claire Weyman explained that Walford Carer Questionnaire, 100 the CQF tracks computing Nursery per cent of our parents provision across seven / carers reported that different aspects. Primary and “It has provided us was on School e with a good steer for o f the firs schools further improvement in t t computing,” said Claire. NCCE C o gain the omputi “The CQF has really helped ng Quality us to focus on the different Mark areas we need to work on and identify targets and priorities for further development. We were pleased to see that we are delivering the computing curriculum well, using the E

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Written by Victoria Temple, press and community engagement officer, NCCE

IT & Computing

How a rural primary school is leading the way with computing education

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IT & Computing

Staff and pupils’ technological expertise meant that the school was well prepared and ready to cope with the challenges posed by the Covid lockdown  Teach Computing resources and lesson plans from the NCCE. For us, one of the priority areas identified by the CQF was to look at careers and bring industry into the school, therefore, we have created opportunities to develop children’s career aspirations. In addition, we are ensuring equality so that SEND and pupils receiving Pupil Premium funding are well-supported and experience success. “Walford prioritises STEM subjects across all year groups, including Nursery. The school recently took part in the Primary Leaders Young Engineers Award and, out of 33,000 entries, eight children from across the school won this prestigious award for their year group. “Our computing lessons are not ‘stand-alone’. Computing is woven into all the subjects in order to enhance children’s learning. We have ensured that all staff have a high standard of computing and technical skills to support all learners and Teach Computing Resources have further supported our teaching, learning and assessment procedures,” she said. Partnership benefits Walford’s CQF journey has been well supported through a close partnership with its local NCCE Hub, based at The Chase School in Malvern.

“I’ve undertaken face-to-face training with the Hub and completed the Primary Computing Certificate through the NCCE. A number of our staff team have also undertaken useful online training,” said Claire. “The NCCE has really helped us on our computing journey, helping us to look carefully at our computing provision and what our next steps should be.” “We regularly monitor the quality of our computing provision but it is particularly rewarding to achieve this external validation.” Now, the school is looking forward to celebrating their success and creativity with the annual Summer Festival of Computing. “Representatives from every class across the school will demonstrate a range of computing skills such as, animation, coding, robotics and CAD design to showcase their learning in computing throughout the year,” said Claire. “We want to inspire young learners and enable them to be confident and creative users of technology which will form such an important part of their future. The festival is a real celebration of our journey together.” L FURTHER INFORMATION

Computing Quality Framework

The Computing Quality Framework is part of the National Centre for Computing Education’s (NCCE) support to schools. It is free to use and designed to help schools review and plan how they teach the computing curriculum. It provides a process for identifying strengths and weaknesses in the school’s computing curriculum and gives links to the NCCE’s resources that will help a school make progress. It also allows schools to compare and benchmark their responses with other schools. The development of the framework was funded by the Department for Education. For more information, visit computingqualityframework.org

www.teachcomputing.org

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Protect and connect your pupils with Exa’s solutions Exa is passionate about providing internet solutions that enhance your learners’ education whilst ensuring you meet the statutory guidelines to keep your students and staff safe online. Here’s how that all user activity is being monitored. The safeguarding team will be alerted immediately about any concerning online activity, allowing early intervention to take place and all captured data can be reviewed and analysed using the Securus Cloud Console, with detailed screenshot evidence available.

Founded in 2003, Exa, is a marketleading Internet Service Provider (ISP) with one vision; to provide fast, reliable and safe internet services to schools and businesses, complemented by excellent technical support. With years of experience and a customer base that includes many of the country’s schools, multi-academy trusts, and businesses, as well as numerous customer service awards, Exa has now made that a reality. Exa is passionate about providing solutions that enhance your learners’ education whilst ensuring you meet the statutory guidelines to keep your students and staff safe online. To meet this demand, Exa has put together its cost effective, fully managed, customisable Protect and Connect® solution, which delivers future-proof full fibre connectivity, content filtering and monitoring that provide effective eSafeguarding for your pupils and staff and world-class firewalls and antivirus that ensure your network, data and devices are secure. So what’s included? Connectivity Exa delivers symmetrical, full fibre connections that are uncongested, which ensures customers receive the full bandwidth they pay for at all times. From 100Mb to 10Gb symmetrical connections Exa’s solutions are suitable for all schools regardless of size. Built using world-class 100Gbps connections, Exa’s diversely routed nationwide network is designed to provide the speed, capacity and resilience required by schools. Exa also has a high level of redundancy built into their network, so should anything ever go wrong, the connection will automatically and seamlessly reroute to Exa’s other locations and hardware without any disruption to service. This ensures increased resilience to issues such as power-loss, denial of service attacks or hardware failures.

The Exa Foundation The Foundation provides computing-related workshops for learners, professional development to teachers and staff, and publishes resources in response to identified needs. Learning objectives for all sessions are purposefully linked to UK National Curriculum requirements and can be adapted for KS2, KS3, KS4 or KS5 students, or held as part of a CPD programme for staff. These sessions usually cost £1,000 per day, but are included as part of the Exa Connectivity package. Content filtering Exa’s in-house content filtering platform, Surfprotect Quantum has been designed and built by Exa to fulfil the guidelines set out in Keeping Children Safe in Education (KCSiE) and The Prevent Duty, in the most cost-effective way. Located entirely in the cloud, SurfProtect Quantum performs network-level filtering, ensuring all traffic on the school’s internet connection is filtered. A default filtering policy is automatically implemented, which prevents access to the most commonly blocked web categories, as advised by the UK Safer Internet Centre. With Quantum’s AD integration feature, customers can create user-specific profiles – making it possible to create separate policies for groups, subject classes, and even individual users. Monitoring Exa partners with Securus to provide a comprehensive monitoring solution for schools that works in harmony with SurfProtect Quantum. Securus also ensures compliance with the statutory guidance on safeguarding children as laid out by the Department for Education’s Keeping Children Safe in Education and the Home Office’s Prevent Duty, as well as meeting Ofsted requirements. Operating in the background, Securus Monitoring gives you peace of mind

Firewalls Exa protects their customers with Fortinet’s market-leading FortiGate VM firewall, Exa’s fully managed hosted solution. The VM firewall is built upon a resilient data centre platform and is fully managed by Exa’s Technical Support team with all configuration and updates performed remotely through FortiManager. This is particularly beneficial for MATs or schools with multiple sites where maintenance and management of various physical firewalls can be costly and time consuming. Exa’s FortiGate VM offers you cost effective protection from a broad array of threats, ensuring pupils, data and network are safe and secure. It seamlessly integrates with SurfProtect Quantum and Securus and delivers the industry’s highest performance, value, and flexibility for complete content and network protection. Antivirus Antivirus protection for devices is essential to ensure the network and its data is secure. Exa recommends Panda’s Antivirus solutions to all customers, and provides two options to choose from that offer different levels of protection; Panda Endpoint Protection and Panda Adaptive Defense 360 (AD 360). Both are managed conveniently and easily from a single web console, allowing centralised administration anytime and anywhere. These products can be mixed and matched across the school or business, offering different levels of protection depending on their requirements. For example, a classroom computer may only require Endpoint Protection, whereas an office computer handling lots of data may require the higher level of security that AD 360 provides. L FURTHER INFORMATION For more information, visit www.exa.net.uk

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

Every day, schools and colleges reap the – from leaders to teachers to IT support benefits of using technology, from helping staff – improve their cyber security. And by teaching in the classroom to facilitating admin following a few practical steps, schools can tasks that keep education running smoothly. significantly reduce their risk of falling victim Reliance on online tools may have to a harmful incident and stay safe online. increased gradually, especially during the pandemic when many schools turned to Fostering a positive culture remote learning, but now more schools than Cyber risks can come in many different ever depend on internet-connected services forms so it’s important school staff know and are growing their ‘digital estates’. what to stay vigilant for. And at a senior Like the physical aspects in a school – level, leaders should understand what their fences, gates and buildings – a school’s digital estate looks like, so they can identify digital estate needs to be properly potential vulnerabilities and dependencies. secured to protect students, staff and the Some cyber-related incidents are accidental. school from cyber threats and risks. For example, a pupil or staff member might At the National Cyber Security Centre accidentally click on a dodgy link hidden in (NCSC), a part of GCHQ, we work a phishing email leading to malware closely with the schools being downloaded. Or a fire or flood sector to understand what that causes damage physically the online risks are could also have long-term, C yber and offer advice on serious digital ramifications risks ca how to effectively if the school’s data has n come in manage them. not been backed up. many differen We have However, as with produced a raft of all incidents, schools importa t forms so it’s n guidance and tools can help to mitigate know wt school staff to help schools them by promoting h

at vigilant to stay for

Threat from ransomware Unfortunately, schools can also experience malicious incidents and the most common come from cyber criminals, with ransomware posing an ongoing threat to the sector. Successful ransomware attacks, where a victim is locked out from their computer systems until a ransom is paid, can have severe impacts on an organisation, affecting finances, reputation and ability to deliver key services. Since 2020, the NCSC has issued three ransomware alerts to the education sector warning schools, colleges and universities of an increase in attacks, and in one spate of attacks more than 80 schools were affected. While the evidence does not suggest schools are being specifically targeted over other sectors, we know criminals scan the internet looking for organisations with weak security defences. That’s why it’s essential schools take action to harden their defences; by raising their level of resilience, they can make themselves less of a target. Backing up your data is paramount. As a cyber incident could happen at any time, having a recent back-up available offline can be the difference between a quick recovery and extended periods of disruption or data being permanently lost. E

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Written by Sarah Lyons, NCSC deputy director for economy and society resilience

Cyber Security

How to protect your digital estate

good staff awareness and a positive cyber hygiene culture. Staff and students should be encouraged to report to their IT support team anything that looks suspicious or when they might have negatively impacted the school’s cyber security. The NCSC’s free cyber security training for school staff package offers some practical advice to help with this, including identifying common signs in phishing messages. We have also published guidance for governors, offering questions they should be asking to gain effective oversight of cyber security.

Cyber Security

While the evidence does not suggest schools are being specifically targeted over other sectors, we know criminals scan the internet looking for organisations with weak security defences  It’s worth also being alert to the possibility of incidents coming from within the school. For example, the NCSC is aware of an incident where a pupil used a teacher’s password left on a post-it note to access records and change their grades, and in another case a member of IT staff accessed school systems from home while they were suspended. These kinds of incident are thankfully rare but raise serious safeguarding concerns so it’s important to be aware and ensure staff and pupils only have access to systems they need to use. Why are schools at risk? As many cyber criminals are motivated by financial gain, schools can seem like an attractive target because they hold lots of sensitive data about pupils, parents and staff, which criminals can find valuable for setting up fake bank accounts and reselling details online. Criminals also know that schools carry out lots of financial transactions, often with just a few individual staff signing off on them. This means they might only need to target one or two individuals in charge of finances in order to con money from the school. Cyber security training is therefore relevant to all staff members, so everyone can play a part in boosting overall resilience.

Fixing weaknesses It’s also important to identify and address vulnerabilities that could put school systems at risk. Earlier this year, we rolled out two cyber defence tools for schools, our free Mail Check and Web Check services, which help organisations identify potential cyber security issues affecting their email servers and websites so technical support staff can fix them promptly. Available for sign up via the NCSC website, these tools are designed to help schools stay on top of potential weaknesses, and they’ve already been benefiting further education colleges and universities. In one case, Mail Check helped a university significantly reduce email spoofing, where attackers exploit an organisation’s email server and send out malicious emails pretending to be from them. Spoofing went down by 99 per cent in just two weeks thanks to the service. And a recent Web Check scan of 10,800 college and university web domains showed the service had alerted users to more than 2,700 urgent findings. After being prompted with NCSC advice, users managed to fix more than 92 per cent of these. Taking a proactive attitude to fixing vulnerabilities should be applied to all technology. As schools grow their

digital estates, it is essential software updates are being applied to prevent vulnerabilities being exploited, especially on older equipment that may run software that is more vulnerable to attacks. Collective approach With technology central to how schools run, cyber security simply cannot be overlooked and everyone in the school community can play a part in defending against cyber threats. It should be a collective effort to boost resilience, with school leaders setting the agenda, IT support staff helping to put technical protective measures in place, and staff fostering a positive environment for identifying and reporting suspicious activity. Parents can play a role in reinforcing this at home too. A good place to start is with the NCSC’s Cyber Aware campaign, which offers top tips on how individuals and families can protect themselves online, including advice on how to create a strong password and turn on 2-step verification on important accounts. There are also educational resources for children available on the NCSC website. Our Cyber Sprinters online game and activities are aimed at 7 to 11-year-olds and designed to give them a head start by demonstrating what good security looks like. And if pupils are interested in pursuing their interests further, we strongly encourage teachers to explore what’s on offer through our CyberFirst programme, which gives young people a chance to explore cyber security through free online courses and our flagship CyberFirst Girls Competition. L FURTHER INFORMATION www.ncsc.gov.uk

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

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So much more than device management Students want easy access to devices whenever they need them, and teachers don’t have the time to hand them out, monitor who has them and who has returned them. Not only that, we are now all being targeted with reducing our carbon footprint. So what’s the best device management strategy?

The days of wheeling a trolley full of laptops into a classroom for students to access and then return is changing. Students want easy access to devices whenever they need them, teachers don’t have the time to hand them out, monitor who has them and who has returned them. IT Technicians need to be able to perform data transfer to all devices at once and often remotely. Not only that, we are now all being targeted with reducing our carbon footprint. Storage innovators LapSafe® are the original innovators of the laptop storage and charging trolley and their flagship Mentor™ charging trolley launched some twenty years ago is still in use today. The Mentor™ trolley is probably one of the most sustainable trolleys in the market as it allows you upgrade your trolley whenever you change your device and its robust design means it can withstand the test of time. Helping organisations achieve their carbon neutral goals, LapSafe®’s SmartLine™ with PowaSave™ features unique ultra-safe low voltage built-in charging cables specific to the make and model of laptop, or Chromebook, eliminating the need for AC adaptors. The highly intelligent SmartLine™ charging system incorporates PowaSave™ as standard. When devices are fully charged, PowaSave™ automatically turns off its internal power supplies rather than dissipating wasted electric as heat. Charging is automatically reinstated when required by the devices. This feature alone will recover the cost of the cabinet in a short space of time through saved electricity and help

towards reducing our carbon footprint! What about easy access to devices and simple device management? More and more schools, colleges and universities are turning to smart locker solutions. Here LapSafe® excels further with their wide range of locker solutions. Whether it is simple keyed lockers to sophisticated intelligent smart lockers, LapSafe® can help. With over 70 per cent of UK universities having now installed LapSafe®’s smart lockers which allows students access to fully charged devices when they need it without staff intervention. These lockers can incorporate data transfer to allow upgrades or similar to all devices simultaneously and from a remote location. Self-service also offers the ability to borrow or return a device 24 x 7. LapSafe®’s smart lockers also use SmartLine™ with PowaSave™ so not only do they save staff time when managing devices but they help to save energy. Innovative smart locker solution This year LapSafe® are launching their new smart locker software together with a variety of new locker bay sizes. Their most powerful, sophisticated, and innovative smart locker solution to date. The new locker software, ONARKEN® offers a host of services and integrations. The powerful ONARKEN™ software is at the heart of their smart lockers and combines all of their software services in one centrally managed suite of applications. Intuitive and straightforward self-check application installed in a terminal allows quick and easy access to the services users need such as borrow,

return, reservations, drop-off and collect. ONARKEN® has been designed from the ground up, following years of user feedback and is probably one of the most universal, powerful and innovative smart locker platforms to date. Existing LapSafe® customers will be able to upgrade to the new software ONARKEN® if they would like the enhanced features and functionality. The new locker bay sizes will be available later this year. To sit alongside the LapSafe® smart locker range or to work standalone, they have also worked tirelessly during the pandemic to bring to the market their NEW Diplomat™UV-C Station which sanitises a laptop or similar device in just 15 seconds! Ninety-nine per cent of bacteria and some viruses are deactivated when exposed to highintensity UV-C light. Fitted with 18 Phillips UV-C bulbs ensure all areas of the device get sanitised, including the hard-to-reach places. The Diplomat™ UV-C Station is simple and easy to use, place your hand in front of the sensor to activate and follow the straightforward instructions on the LCD screen. Place your device into the cleaning bay and leave the unit to do the rest. https:// www.lapsafe.com/products/diplomat/uv-c Leading the way in easy device management for schools, colleges and universities, LapSafe® has a solution to suit every need and budget. L FURTHER INFORMATION For more information, visit www.lapsafe.com

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Sophisticated alarm monitoring from the fire & security experts A fire or unlawful intrusion in a school, college or university can be devastating to life, the quality of learning for students and the premises. The most effective defence against fire and theft is a cuttingedge safety system from a competent and experienced business, such as Churches Fire & Security

A fire or unlawful intrusion in a school, college or university can be devastating to life, the quality of learning for students and the premises. The Regulatory Reform (Fire Safety) Order 2005, as set by the Government, dictates the fire safety equipment that must be installed in educational settings, including fire doors, alarms and fire extinguishers. It is the duty of the Responsible Person to ensure this equipment is maintained to a good working order, and regularly serviced by experienced technicians. The use of security systems, such as CCTV, remote monitoring and access control is increasingly popular in education to protect students and staff from the threat of theft, break-ins, arson and other criminal activity. The most effective defence against fire and theft is a cutting-edge safety system from a competent and experienced business, such as Churches Fire & Security. Fire & intruder alarm monitoring A fire or intruder alarm being activated in a school, college or university during, or after, learning hours can cause stress and worry for those on site. Churches Fire & Security work with educational settings to put structured evacuation plans in place, so that each person can be safely moved away from any threat in an emergency situation. This then allows the administration and Responsible Person the time to take the necessary action. So what happens if an alarm triggers out of hours with no one available to act in response? This is where continuous professional alarm monitoring can help. With alarm monitoring, when a fire or intruder alarm is activated, a secured signal is sent from the customer control panel and received at an Alarm Receiving Centre (ARC). When an alarm has been received, the following actions occur.

The Churches Fire & Security Alarm HEADLINE SPONSOR Receiving Centre is fully equipped to

Firstly, a trained operative assesses the trigger. If found to be genuine, they will alert the business owners, key holders or the emergency services as required. Intentional and malicious alarm triggers can be commonplace in schools, with measures available to put in place to help mitigate this risk. Secondly, if a false alarm or service issue is picked up at the ARC, operatives have the capability to reset the control panel remotely via their secured portal. Then if a service issue cannot be rectified remotely, a qualified technician will be sent to the customer site, equipped with all the knowledge required to carry out a swift fix. Based at a secure location, the receiving centre constantly monitors customer CCTV systems, fire and intruder alarms. The ARC is fully managed 24 hours a day, 365 days a year by specially trained colleagues with the applicable security clearance and knowledge of system practices. Making use of the latest technology, monitoring from Churches Fire & Security gives customers peace of mind that their premises is supervised at all times. Benefits of alarm monitoring There is a lot of value in monitoring fire and security systems at all times with one trusted provider. For example, it gives immediate response to triggered alarms, minimising the chance of loss, damage or unnecessary evacuation. It also gives peace of mind that premises’ are continually monitored, especially when vacant, and gives 24/7 management by highly trained handlers. It can also assist with meeting business insurance requirements (if applicable), and give total management of all systems, removing the need to manage multiple providers. Users also benefit from a secured customer portal to manage their account and view alarm history.

monitor a range of systems, depending on customer requirements, including fire alarms, intruder alarms and CCTV systems. Industry recognised protection The specially built ARC at Churches Fire & Security is 100 per cent dedicated to the management of our own customer’s sites. Monitoring at our ARC is NSI Gold Accredited, and operates to the most up-to-date British Standard. With the highest level of accreditation, our working practices are subject to regular audits to ensure compliance. Manage your school, college or university safety with vigilant monitoring from the fire and security experts at Churches Fire & Security. Additional services Further provisions provided by Churches Fire & Security include fire alarms, fire extinguishers, emergency lighting, gas & kitchen suppression systems, fire door inspections, fire training and risk assessments, dry risers, sprinkler systems, CCTV, intruder alarms and access control. We continuously strive to improve our service offering to our loyal customers across all departments within our business. To this end, we make use of innovative applications and the latest technology to provide streamlined inspections and management of account documentation. For more on alarm monitoring and general fire safety and security, see below. FURTHER INFORMATION 0370 608 4350 customer.services@churchesfire.com http://www.churchesfire.com

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

P R OT E C T Y O U R S C H O O L

0370 608 4350 www.churchesfire.com

HEADLINE SPONSOR

CHURCHES FIRE & SECURITY HAS BEEN PROTECTING THE EDUCATION SECTOR FOR 30 YEARS Ch u r c h e s F i re & Se c u r i ty ’s qu a l i ty pr o t e c t i o n s e r v i c e s h ave be e n enabl i ng t h e e d u c a t i o n i n d u s t r y t o ke e p t h e i r s t a f f, s t u de n t s a n d v i s i t o r s s a fe from t h e t h r e a t o f f i r e and theft.

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EB Awards Review

The Education Business Awards 2022 winners Schools were recognised for their excellent work in areas such as ICT innovation, environmental excellence, and outstanding progress at the 2022 Education Business Awards The Education Business Awards returned as a live event on 15 June at the Royal Garden Hotel in London – after two years hosted as a digital event due to the pandemic. The awards, this year sponsored by Churches Fire, have been recognising the outstanding work, commitment and achievements of schools and academies since 2006. Schools have had a difficult time navigating through the Covid-19 pandemic, balancing the need for a Covid-safe environment while still educating pupils and ensuring they catch-up on any lost learning caused by the closures. Now, more than ever, it is essential that we continue to recognise their achievements and to acknowledge the vital role schools play in helping the country to bounce back after the pandemic. Schools were recognised for their excellent work in areas such as ICT innovation, environmental excellence, and outstanding progress. The 2022 Awards were presented by celebrity host Jeff Brazier. Now a weekly presenter on BT Sport Score, an ambassador for People’s Postcode Lottery and a regular presenter on TalkRadio, Jeff is a qualified Life Coach and Grief

Catholic and Church of England Primary Academy in the Isle of Wight. Since coming under the wing of The Diocese of Chichester Academy Trust, staff and pupils have performed an incredible turnaround at St. Francis. Sharply focused support has helped leaders prioritise and secure improvements in the curriculum.Well-sequenced lesson Outstanding progress plans have helped the school jump from St Bartholomew’s School in Berkshire Inadequate to Good in its latest won the Outstanding Progress Ofsted report last November. Award in the secondary school The In the independent category, which is rated by Educatio sector, the school that won Ofsted as Outstanding. n Busine Outstanding Progress Leaders have put in place returness Awards Award was St Edward’s thoughtful learning Cheltenham. The journeys that help event o d as a live n school’s reputation pupils see how their 1 5 a f June, ter two and results have been knowledge and skills as a digyears hosted growing since the build over time. Careful ital even arrival of new principal content planning allows t due to Matthew Burke, who any learning gaps to be t h e pandem has been shortlisted quickly identified, with ic for a TES Headteacher of personal development the Year Award. January this programmes giving pupils year saw the school become part valuable time to debate issues of the Alpha Schools Group, which has around diversity and equality. pledged to invest £3m in facilities and will The winner of the Outstanding Progress provide new bursaries and scholarships. Award in the primary category was St Francis Counsellour. His first book The Grief Survival Guide was published in 2017. As well as headline sponsor’s Churches Fire, the awards were supported by Strictly Education; City Air Technologies; Alan Patient, ETeach and Fujitsu.

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

people with learning difficulties and complex needs, has taken part in a large tree-planting project which aims to plant over 13,000 trees using sustainable methods. Students worked in groups three days a week to leave their legacy for future generations to see. Students have also learned about biodynamic farming - a holistic, ecological approach to gardening, food, and nutrition, which takes the farm to fork project to the next level. The School Building Award was presented to Addington Valley Academy in London. Part of the Orchard Hill College Academy Trust, the building offers a wide variety of special learning spaces including a science lab, art room, music room, food technology room, hall spaces, library, sensory/calm rooms, soft play, supporting staff spaces and a passenger lift. It has been designed to address the complex needs of the students with all classrooms boasting excellent acoustic performance. Repton School in Derbyshire won the STEM Award, which is central to every aspect of learning at Repton. Its university-standard Science Priory, complete with its own observatory, sits at the heart of the campus. A comprehensive enrichment programme runs from Prep to U6. Science days for primary-aged pupils at the senior school include practical lab lessons and visits to the observatory, while Y8 participate in the CREST awards, a scheme to inspire young people to think like scientists and engineers. Each year Repton sees Y11 pupils gain places on the UK-wide Arkwright Engineering Scholarship.

for its inclusive ethos. The school uses the International Primary Curriculum and runs a bilingual stream, with pupils studying in both French and English. The school actively promotes the United Nations Convention Rights of the Child and was recognised recently by UNICEF for its principles of equality, dignity and respect, nondiscrimination and participation. Children are encouraged to explore the meaning of the UN charter and empathise with children who do not have access to those rights. The School Sport Award went to Heathfield Junior School in Middlesex for its revamped PE curriculum, which had a complete overhaul during covid. The school is using cricket to motivate children from disadvantaged areas to improve their lifeskills and chances in revolutionary ‘thrive sessions’, which include resourcefulness, problem solving, evaluation and decision making. In September 2021, Heathfield won the Year 5 boys 5-a-side football tournament at Hampton School - the first state school ever to win it. Hathaway Academy and Grays Athletic FC won the Academy Partnership Award, which helps to improve sports provision across the Academy and local community and provides an opportunity for students to enjoy a wide range of extra-curricular activities. Students are able to participate in club events such as mascot and match reporter days and also have the opportunity to represent the club over the weekend in both boys and girls football.

Recruitment and procurement The School Recruitment Award was presented to Lycée International de Londres Winston Churchill in London for its innovative approach to recruitment and professional development. Trained and accompanied by the HR & Staff Wellbeing department, the school has collaborated on an interview grid used to evaluate each candidate which is reviewed each year by the team and by students. This school-wide approach results in a lower turnover rate and fosters trust amongst the students who know their teachers have been evaluated against criteria which they have identified. Demonstrating buying excellence, the Transform Trust scooped the School Procurement Award for its decision to align energy and water services at all of its sites, including Ravensdale Junior School, which has led to significant savings. The new supplier offers bill validation - helping to find any unusual water consumption by identifying leaks and any overuse that should be investigated. This proved beneficial in recouping an overcharge of £14,000 - water from the school’s supply but used by an adjacent building when it suffered an arson attack.

SEN inclusion and provision The Hayling College in Hampshire won the SEN Inclusion award for its commitment to meeting the learning needs of pupils, with high quality support from both external professionals and skilled members of the team. Teachers are provided with clear guidance and effective strategies which enable them to help pupils with SEN to learn well. Led by an experienced SENCO who has positively transformed provision, a Speech, Language and Communication Needs Champion and a Disadvantaged Pupil Champion both have specific responsibilities, with flexibility to adapt to pupils needs. An Emotionally Vulnerable unit has also been established to support those who are school phobic. Meanwhile Parker E-ACT Academy was presented with the SEN Provision Award, for its new Social, Emotional, Mental Health provision hub. With a strong reputation for SEND provision, the new facilities include a sensory room, eight small classrooms, a food technology room, ICT suite and general offices. The hub is used as a base for Child and Adolescent Mental Health Services and other external agencies and allows for a group of up to 20 young people with additional needs, such as anxiety, autism or ADHD, to access a fully inclusive school. It brings an opportunity to provide focussed ‘wrap around’ care for young people in the area.

ICT Innovation and facilities Kentmere Academy and Nursery in Rochdale won the ICT Innovation Award for its wide range of technology available and embedded in all curriculum areas. Children are taught based on a Use-Modify-Create pedagogy, where active participation in the classroom is encouraged and detailed lesson plans are provided in advance. Awarded an Online Safety Mark in 2018, children are taught the SMART rules for online safety which are applicable both at home and in school. The children enhance their in-school learning through Animation and Coding clubs. An immersive sensory room features 360-degree projection, sound, lighting, and smells - an innovative use of technology to maximise the learning experience, underlined by receiving the NAACE Mark for Excellence in Education Technology. The ICT Facility Award meanwhile went to Tauheedul Islam Boys’ High School in Blackburn for its use of interactive learning which achieves high levels of engagement. Technicians ensure devices are fit for purpose by carrying out an ‘IT MOT’, with pupils given microphones and cameras to aid engagement when taught from home. Recognising that assessment is a continuing priority, the school has developed ‘digital inking’ so that pupils receive timely, detailed feedback on their work to which they can respond. L

Environmental Practice Showcasing its commitment to sustainability, Castledon School, an SEN provision for young

Community and sport The 2022 Community Award went to Shaftesbury Park Primary School in London

EB Awards Review

Safety and security LEO Academy Trust, which serves more than 3,500 pupils across six primary schools in Sutton, were proud winners of the School Safety Award. The school ensured that any learning loss during lockdown was limited and that most children returned to school having made good progress at home during the Autumn and Spring Terms. In addition to providing places for its own vulnerable children and those of key workers, The Trust also provided places for local schools unable to set up provision themselves. This included free access to childcare places through the Easter Holidays and May Half Term. St Michael’s Primary School scooped the Excellence in Health & Safety Award for its School Streets initiative, which offers a proactive solution for school communities to tackle air pollution, poor health and road dangers by closing the road by the school during drop off and pick up times. Audenshaw School in Manchester, meanwhile, won the School Security Award for its recently replaced access control solution, which has provided increased protection of assets and reduced cyber security risks. A central management platform integrates with existing building management software and fire alarms. In the event of an elevated incident, the new system enables the school to lockdown individual zones directly via a mobile application. Single cards are used to access doors and act as ID, which are linked to managed print services, enabling pupils to use the same PIN. Key personnel are able to override the system with their ID card. All hardware is modular and able to adapt in line with future aspirations.

FURTHER INFORMATION awards.educationbusinessuk.net

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City air technologies – welcome to the new world of active natural purifiers Imagine a high-performance air purifier concealed in a decorative indoor planter. That’s exactly what the founders of City Air Tech were thinking when they started their latest enterprise. What if you could insert a high-performance air cleaner into what appears to be an ordinary planter that adds greenery with reduced clutter? Add some air sensors plus a convenient app and you have the latest concept in active air cleaning technology

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ordinary plants whilst removing toxins and pathogens actively from the air without the need for disposable filter. Although we offer post filtration

for viruses at a rate of 99.7 per cent, the cleaning is actually conducted within the roots on City of the plant itself thereby reducing Ai landfill and Techno r l accumulation of o g i es (CAT) d toxins in the unit. e

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How have you commercialised your offer? We have commercialised our offer by providing it in two ways to the market; one is direct purchase to CAT and the other is through leasing via our partners. We have teamed up with local plant specialists and lease providers across the country and Europe to deliver our solutions and maintain them. We decided not to directly compete with our partners for servicing. How does a person interact or recognise your product? Our product is the only one of its kind and allows for multiple units to be controlled independently from a single app. The units can be coordinated to work as a system or separately in multiple spaces, also collecting environmental and air quality data that can be displayed on a monitor or the app Alerts are sent for water level, power supply and air quality. Motion sensors can automatically turn the units on and off to save energy when no one is present. What gas/volatile compounds will the CAT unit eradicate? The Units remove VOCs, Nitrogen dioxide and PM1-PM10 Particulates including virus sizes particles naturally. The addition of a

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Over three years in development, our patent pending solutions can be inserted or retrofitted into any style of planter including some living walls systems HEPA filter increases the performance by capturing 99.7 per cent of virus sized particles. How quickly does it eradicate VOCS and PMS? A typical planter can exchange 30 to 70 cubic metres of air per hour depending on the planter size which is sufficient for a standard room 3 by 4 metres in area. Adding additional units can accommodate larger spaces alternatively higher fan volumes can be specified for larger planters. Does the CAT APU need access to Wifi? Our units come Wi-Fi ready as standard but can be ordered with GSM capability where Wi-Fi is not available. This will incur a monthly fee where a lease contract is not in place. How do I control the CAT APU from my smartphone? We have designed a user friendly App that it allows for constant visibility remotely and control of each planter. The app provides alerts and data logging of air quality and graphs where requested. Our sensors track temperature humidity PM’s 1 to 10 and CO2 as standard. What information can I see via the smartphone app? The smartphone app has the ability to display the air quality and temperature where the sensor is located. In addition, the unit will notify the App if it requires more water (usually once every two weeks). What type of plants can I have in the unit? Almost any plant is suitable to use with our system. Ideally, plants that match the size of pot and location are recommended. Most indoor plants have sufficient root systems to accommodate enough microbes for the air exchange. The process becomes more efficient over time as the microbes increase to match the air flow rate. Our water alerts let you know when to top up the reservoirs, generally every two weeks. Is there an educational benefit? The system is driven by an interactive app that provides air quality information in real time. Pupils are able to access all

Armando Raish – joint founder & CEO Armando Raish is a trained architect who moved into landscape design and construction before specialising in living facades for over 12 years. He was one of the first to pioneer vertical greening solutions in the UK and has overseen hundreds of installations to date. In 2017 Armando joined forces with Robert Stoutzker an ex-corporate financier and sustainable garden designer, founding City Air Technologies with a view to launching a sustainable environmental solution to indoor air quality.

information for the purpose if interest or as part of school environmental projects. How can a CAT unit benefit an existing air-conditioned environment? Modern air-conditioned buildings will maintain an acceptable air quality when properly maintained and filters are replaced regularly. A CAT unit that is located near to those seated will clean the air in the immediate

vicinity thus improving the quality of air pupils breathe and reducing the likelihood of passing on viruses. The local CAT unit sensors will also allow pupils to visually see the quality of the air through our user friendly App. L FURTHER INFORMATION www.cityairtech.com info@cityairtech.com 0203 925 2436

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Learning outdoors and the benefits it brings to students has been talked about for many years, but it’s never quite got the attention it deserves in the national curriculum. That is, until now. With the Government’s recent announcement that from 2025, students will be able to study a brand-new GCSE in natural history. The launch of this new subject marks an extraordinary moment in the development of the GCSE curriculum and with it there shines a very bright spotlight over outdoor learning in general. This new subject will of course give older secondary school learners the opportunity to study the natural world in greater depth and support them to develop the skills they will need to tackle critical global challenges such as climate change, biodiversity loss and sustainability. But, at the same time, and perhaps more importantly, it gives us a huge opportunity to build and embed more outdoor learning into all aspects of the school curriculum for learners of all ages. By capitalising on the energy and enthusiasm sparked by this landmark

that there is no better time for us to fully embrace the benefits of outdoor education and give it a chance to truly shine. From improving literacy skills to boosting confidence in maths, when learners are immersed in nature, they become far more engaged, learn new skills and become critical thinkers. What they’ve learned in the classroom suddenly makes sense. What was only a concept can become real and tangible. For example, climbing ropes becomes the new way to learn about angles in maths, stunning landscapes provide inspiration for new vocabulary, creative writing and the arts. Enhancing the curriculum We are learning far more Our work during the last 79 about the importance years has demonstrated that Th of nature connection there is not a single subject launch e and its role in helping on the curriculum that learners reconnect cannot be enhanced natural of the and re-engage with through hands-on, GCSE s history h learning and school, practical outdoor i n es a ver bright s their teachers and learning experiences y p o outdoo tlight over their peers. We and the overwhelming r learn also know more support shown for this gene ing in about nature’s E new GCSE highlights moment, we can together ensure primary and secondary school pupils are given the chance to connect with nature and that they are able to experience high quality outdoor learning as a core part of their time at school. Children need to be given opportunities to be curious and passionate about the environment in which they live from a young age and as educators, we have a responsibility to ensure that it is not just those who go on to study this new GCSE, who get the opportunity to explore the natural world first-hand. It’s essential that opportunities exist right across the spectrum.

Written by Mark Castle, chief executive, the Field Studies Council

From 2025, students will be able to study a brand-new GCSE in natural history. Mark Castle, chief executive of environmental education charity, the Field Studies Council, explains why it marks a clear turning point for outdoor education

Outdoor Learning

Outdoor learning and the new natural history GCSE

ral

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Outdoor Learning

Children need to be given opportunities to be curious and passionate about the environment in which they live from a young age and as educators, we have a responsibility to ensure that it is not just those who go on to study this new GCSE, who get the opportunity to explore the natural world first-hand

 ability to boost learners’ mental health and wellbeing. Outdoor learning is one great multi-functional tool in the toolbox to help with the aftermath of Covid. It’s these hands-on, real-life experiences that often ignite passion and curiosity – and from here springs the interest in our natural history and lifelong respect for the environment and the desire to impact on the challenges it is facing. Sustainability and Climate Change Strategy The Department for Education announced the new natural history GCSE in April as part of its Sustainability and Climate Change Strategy, which also included the development of a new National Nature Education Park and The Climate Leaders Award to help younger school children to become more connected to the natural world. It has hopes for the UK education sector to become a world leader in climate change by 2030.

The new subject will be designed to give learners the opportunity to develop knowledge of the natural world from their own local wildlife and environments to developing understanding around bigger and more prominent global issues. Its development has been no accident and is the result of a decade-long campaign led by naturalist Mary Colwell, with support from leading environmentalists such as the Eden Project’s Sir Tim Smit, broadcaster Baroness Floella Benjamin, teenage conservationist Kabir Kaul, and ‘urban birder’ David Lindo. UK exam board OCR has also played a pivotal role in bringing the proposals to fruition following years of research alongside Cambridge University Press & Assessment. A decline in opportunities The Field Studies Council has also made important contributions to the campaign and supplied critical data analysis that demonstrated a long-term national decline in the number of opportunities that learners were being given to explore natural environments beyond their local surroundings. There are many reasons for this decline including teaching pressures, curriculum change, transportation issues and school budget restrictions alongside the notion of school residential trips being seen as optional extras rather than an opportunity to cement learning in the classroom. However, the government’s new strategy will finally help to embed

outdoor learning into the curriculum more than ever and we are excited to be part of these plans as they develop. Our education team will be working in partnership with the teaching profession and exam boards to create a range of courses and resources to support those who decide to study and teach the new subject when it becomes available. As a charity, we have a network of field centres located across the UK that provide a diverse mix of nature-rich environments – from coastal cliffs to urban spaces – that will provide essential study grounds for those choosing to take the subject. We already provide fieldwork courses for those studying GCSE and A-Level Biology, Geography and Ecology, but with the natural history GCSE having a much broader input from science, humanities and the arts, it gives us scope to develop a new and exciting range of courses with our expert tutors. Sharing our own expertise, knowledge and resources with teachers and learners about some of the big issues facing our planet such as biodiversity loss and climate change is really important to us. Carbon neutral We have also been making our own great efforts to become carbon neutral. Back in 2019, long before the government mapped out its own road to net zero, we declared our climate emergency and committed to ambitious targets. By 2020 we had already achieved over 65 per cent reduction in carbon emissions, which exceeded the initial 40 per cent target. Switching to greener, off-grid sources of energy has been key to our success in reducing our carbon footprint. Efforts have also focused on building infrastructure and managing heat loss at centres, replacing our vehicle fleet with more energy efficient cars and reducing travel time for staff. It’s only really the start of our journey, just like the government’s introduction of this new GCSE subject but, together, at long last, it does feel like we are making strides in the right direction to ensure environmental education is a priority for everyone. L FURTHER INFORMATION www.field-studies-council.org

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In the same way that restaurants invested in outdoor dining spaces which have now become permanent, should schools, whether new-build or refurbished, be future-proofing facilities to enable outdoor learning whenever necessary?

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The future of learning, facilitated by fencing proof fixings to help prevent vandalism. With a 25-year guarantee, it is a sustainable choice which offers great lifetime value when compared to cheaper alternatives and the cost of replacing and repairing old fencing.

As the population continues to grow and urbanisation pushes us closer together, the reality for many children living in densely populated areas is that access to outdoor spaces is limited. Additionally, with over population in certain areas driving school entry numbers up, class sizes are increasing. Limited by the size of existing buildings, schools are being relocated or refurbished to increase capacity, and many architects are thinking outside the four walls of the physical classrooms to maximise space. The structure of outdoor spaces in schools has always been considered, but in the last couple of years, there has been a shift in the way these are designed and utilised. Outdoor learning has become commonplace in many schools after it was actively encouraged during the pandemic. In the same way that restaurants invested in outdoor dining spaces which have now become permanent, should schools, whether new-build or refurbished, be future-proofing facilities to enable outdoor learning whenever necessary? Any teacher will know how difficult it can be to keep children on task within the four walls of the classroom. Creating segmented areas outdoors for different classes within schools is a positive tactic to encourage more lessons outside. Learning Outside the Classroom (LOTC) should be facilitated wherever possible, and particularly in school playgrounds. With permanent, segmented boundaries already set up to go, it creates zones which can be customised for different activities and learning methods such as games and physical education, contained in safe, manageable spaces, ready for seamless

transition from the inside classrooms. The benefits of outdoor classrooms include reducing the spread of illness, increased attention spans and engagement, keeping children active and alert, and increasing interest in the natural world. Immersing children in the natural world from an early age can only help to encourage interest in becoming the driving force for making changes that help the planet. Fencing outdoor learning areas Constructed as an extension of the indoor classroom, outdoor classrooms that can be used for playing and learning are often created using fencing. Recently, architects of a newly-built site for the existing Gibside school in Gateshead, Tyne and Wear, decided to create designated outdoor areas within the playground for each learning group. With the number of students more than doubling in the last ten years, more space was required for the school to continue to grow and provide the same excellent level of care and education. In a £12 million development, a new school was constructed, providing relocation of 177 primary school students and 100 staff from the existing school, which was previously split over two sites. The separate outdoor spaces were created by installing Jacksons’ timber Playtime® playground fencing around each space. Timber Playtime fencing is ideal for playgrounds and outdoor classrooms; offering high visibility to allow for independent play, a child-safe, RoSPA approved design with planed, rounded edges to reduce splinters and cuts, and pale-through-rail construction with tamper

Materials When considering installing fencing to create outdoor classrooms, think about the materials used to construct the fencing, the safety of the fencing and gates, sustainability and longevity, lifetime value, and aesthetics. Metal and timber both have their benefits – metal is easy to clean which is ideal where activities like painting are involved, while timber offers a natural, soft appearance and blends well into most environments. Metal fencing should be galvanised to protect it from rust and ideally powder coated to add colour and prevent peeling paint, and timber fencing must be kiln-dried and pressure treated to ensure it is protected from rot and insect attack. Privacy, protection and noise reduction When implementing outdoor classrooms, noise is often a factor to contend with. Whether from adjacent sports fields or busy roads, installing measures to reduce it can help to create a better environment for outdoor and indoor learning. Acoustic barriers in place of traditional fences are highly effective and becoming increasingly popular in schools. Timber acoustic barriers provide multiple benefits, including privacy, protection from climbing, great aesthetics, and noise reduction of up to 32dB, making them a great asset to schools and outdoor classrooms. The type, height, and distance of the barrier should always be determined by an acoustic consultant before installation for best results. Ilderton Primary School, situated on a busy road, benefitted from reduced noise and a welcoming environment by installing Jakoustic® reflective acoustic barriers. A low-impact, unobtrusive appearance was particularly important in order to create a positive atmosphere conducive to learning, appropriate for a primary school. To find out more about Jacksons Fencing’s solutions for schools, contact them today or visit our website. L FURTHER INFORMATION www.jacksons-security.co.uk/school 0800 408 1359

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Play

Reclaiming lost play time School play offers benefits to children’s wellbeing and is essential for their social development. But time assigned for play in the school day has been eroded. That’s why the BPS has launched the Time to Play Campaign, which is calling for an additional ten minutes of play at school every day Play is fundamental to children’s health and wellbeing, and for their social development. It helps develop skills in coping with challenge, facing uncertainty, and how to be flexible and adaptable to different circumstances. Yet research shows that since 1995, break times in the school day have been reduced by 45 minutes a week, resulting in eight out of ten children now having less than one hour of physical activity per day. As such, the British Psychological Society (BPS) has launched its Time to Play campaign - to put more play back in the school day and reverse the impact of lost playtime on children’s wellbeing. The campaign urges for the government to put back 10 minutes each day on to school playtime, reversing the years of decline by restoring 50 minutes spread over a week. It wants to amend the Department for Education’s ministerial responsibilities so ministers are required to be responsible for the provision and sustainment of school

just as important as academic catch-up. playtime. They also want unstructured Almost all parents who responded to the play in school and in pandemic BPS survey said access to playtime recovery to be prioritised. in the primary school day was In a letter to the Education important for their children Secretary, the BPS wrote: The (96 per cent). While 69 “We believe that the BPS wa n per cent were very welfare of children must t s to put m or fairly concerned be at the heart of the o re play ba that the pandemic government’s recovery has impacted on strategy. Evidence school ck in the d a the opportunities by our psychologists y a reverse n their children have demonstrates that the imp d of lost a for unstructured school playtime c t playtim playtime at school is so much more o n c h ildren’s e Dr Dan O’Hare, cothan a well-deserved wellbei chair of the BPS Division reward, it is an essential ng of Educational and investment in children’s Child Psychology, said: “It’s health and well-being.” clear from the survey findings that play is valued highly by parents. We Worries of parents and carers now need the government to take bold A survey for BPS has revealed that more than action and prioritise school playtime three-quarters of parents of primary-aged for our children’s development. E children believe play is now more than or Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Play

A survey for the British Psychological Society has revealed that more than three-quarters of parents of primary-aged children believe play is now more than or just as important as academic catch-up.  “This isn’t an ‘ask’ for more playtime, it’s about reclaiming what has been lost. There needs to be adequate support, funding and resources for teachers who are already under increasing pressure to deliver the curriculum.” As part of its Time to Play campaign, the BPS is calling for a focus on unstructured, child-led play in school, highlighting its benefits including aiding social development, problem solving and physical development as vital priorities alongside academic catch-up. Dr O’Hare added: “We know that prepandemic children’s playtime has been eroded and now, against the landscape of ‘academic catch up’ after lockdowns, closures and pressure on children and schools, this issue is even more urgent. “Reduced opportunities to play will likely have a negative impact on the wellbeing and development of children, and it is vital that we don’t forget that

children have also missed out on play with their friends, physical activity and fun. “It’s important to understand the role play has in children’s development to really understand why we are campaigning to get more play in the school day. Play is fundamental to children’s health and wellbeing. It can develop children’s skills in coping with challenge, facing uncertainty and how to be flexible and adaptable to different circumstances.” Exercise boosts memory A study by a BPS chartered member has shown that children who take part in running programmes at school can benefit mentally and physically. The study looks at the ‘Daily Mile’ and the long-term effects on psychological health of school-based running programmes. A total of 6,908 primary school pupils UK-wide, who were running the required 15-minutes, three times a week, took part in

the study. They were split into three groups – those who had been running for less than two months, those who had been running for more than three months and those who did not take part in a running programme at all. The study found that in the group that had been running for less than two months, those children who were fitter had better memory Those children who had been running longer than three months were physically fitter; however, there were no benefits for cognition or wellbeing in this group. Dr Josie Booth, a chartered BPS member who led the study, believes the findings can give teachers and school leaders the confidence that use of running programmes is justified. She said: “Taking part in the Daily Mile has an immediate impact on children’s wellbeing, memory and attention, which puts them in a better position to learn. Longer term, there are also benefits in improved levels of physical fitness.” However, running programmes were just part of the picture, Dr Booth added. As there was a good body of evidence linking physical activity with improved psychological health, so there was a need to look at the situation ‘holistically’ and consider other ways to get children moving. L FURTHER INFORMATION For more information on the campaign, visit www.bps.org.uk/time-to-play

Funding opportunities available.

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Tackling reduced activity levels and social isolation Action Mats help address reduced activity levels, social isolation, disengagement from exercise and language barriers. They are designed to make sessions simple for children and for teachers by providing all the tools needed in the most straight-forward of mediums, so that everyone can feel empowered and involved Action Mats encourage increased activity by making exercise fun and engaging. The graphics empower children because they can understand the instruction themselves so, need less explanation. They can organise themselves and help and encourage others which increases the soft-skills of social interaction and peer support. Games have been developed to encourage teamwork and cooperation, which are vital for harmony and understanding. And, exercise is at the heart of all Action Mats configurations.

Covid has obviously brought health and wellbeing to the fore however, long before that, there were many that realised the health and wellbeing of children has a direct link to their educational attainment too. Healthy body, healthy mind has long been a well known adage, even though governments around the world have continued to focus on literacy and numeracy as the key metrics for schools! Some years ago, educational resources designer, Jonathan Bhowmick, was asked by a school in Birmingham in the UK, to design an outdoor space that would encourage, engage and excite their 100 per cent Pakistani cohort, in exercise. The cohort was not predisposed to exercise, and they would start school being largely unable to speak English. In addition, of course, the very youngest of any background, can rarely read anyway so, there would need to be an innovative solution employed to get everyone ‘on board’. Jonathan decided to use universal graphics to convey different exercises using simple and recognisable designs such as cartoon hands and feet, arrows and smiley faces. The principal visual key devised to feature on each mat, was a stick man demonstrating each exercise. Therefore, the combination of the stick man, and the graphics, would

clearly show what to do and how. The area created for the school in Birmingham was a total success, seeing use before school, after school, in lessons and at break time. Activity levels rose noticeably at school and children became engaged in exercise when previously they hadn’t been. Action Mats’ resources are developed to be flexible and portable, making them accessible, adaptable and user-friendly. The Action Packed set for KS1 & KS2 is supplied as a set of thirty two mats of varying sizes, with fourteen of them being dedicated exercise stations, four team bases, four targets and ten arrows. Combined, they create multiple configuration opportunities to vary lessons and to create challenges with different emphasise. The EYFS set is called Mini Mats and features twenty four mats in total. There are sixteen activity mats, four arrows and four targets. Designed to combine the development of fine and gross motor skills with exercise, using challenges such as throwing & catching, standing on one leg, or hopping and mental focus, Mini Mats are a vibrant addition to any early years setting. Covid had an enormous impact on children, with lockdowns seeing reduced activity levels and increased social isolation. Action Mats tackle both those issues head-on.

Addressing reduced activity and social isolation Action Mats help address reduced activity levels, social isolation, disengagement from exercise and language barriers. They are designed to make sessions simple for children and for teachers by providing all the tools needed in the most straightforward of mediums, so that everyone can feel empowered and involved. Action Mats are now a multi-awardwinning resource, having been voted Best Primary Resource (non-ICT) at the UK Education Resources Awards in May and, perhaps most significantly, Kid Judge BETT Winners at the London BETT Show in March, where children from several schools from around the UK voted on their favourite resource at the (huge) event. Action Mats are in schools around the world, from Iceland to India, proving their international accessibility and their effectiveness for children from anywhere. L FURTHER INFORMATION www.actionmats.co.uk

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Sport and PE

Funding boost for PE and sport The government has confirmed that the PE and Sport Premium, worth £320 million, will be delivered to schools in 2022/23, and that £11 million will support the continuation of the School Games programme. We look at how this funding can be used The government has recently confirmed that the PE and Sport Premium, worth £320 million, will be delivered to schools in 2022/23. Schools can use this funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport they provide. Any improvements should benefit pupils joining the school in future years. The PE and sport premium should be used to improve engagement of all pupils in regular physical activity. This can be done by providing targeted activities or support to involve and encourage the least active children. It could be used to encourage active play during break times and lunchtimes, as well as for schools to adopt an active mile initiative. Schools can also use the money to establish, extend or fund attendance of school sports clubs and activities and holiday clubs, or broaden the variety offered. The funding could also be used to raise attainment in primary school swimming.

confidence, knowledge and skills of all Whole school improvement staff in teaching PE and sport. This can be The DfE states that the PE and sport premium done by providing staff with professional should be used to raise the profile of PE and development, mentoring, appropriate training sport across the school as a tool for wholeand resources to help them teach school improvement. This could be PE and sport more effectively achieved by actively encouraging to all pupils, and/or to hire pupils to take on leadership or The qualified sports coaches volunteer roles that support PE and and PE specialists to the delivery of sport and sport p work alongside teachers physical activity within to enhance or extend the school (such as should remium current opportunities. ‘sports leader’ or peerimprov be used to e engag Teachers should learn mentoring schemes). ement of all p from coaches the It could also be u p i necessary skills to be used to embed l s i n regular able to teach these physical activity into physica l new sports and physical the school day through actvity activities effectively. encouraging active The funding should travel to and from school, also be used to offer a broader active break times and holding experience of a range of sports and active lessons and teaching. physical activities offered to all pupils, and to Teacher skills should also be considered, increase participation in competitive sport, E as the funding can be used to increased Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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Raising attainment in primary school swimming Swimming and water safety are a national curriculum requirement. It is required that by the end of key stage 2, pupils should be taught to swim competently, confidently and proficiently over a distance of at least 25 metres. It also states that pupils should be able to use a range of strokes effectively, for example, front crawl, backstroke and breaststroke, and perform a safe self-rescue in different water-based situations. Schools can use the PE and sport premium to fund the professional development and training that is available to schools to train staff to support high quality swimming and water safety lessons for their pupils. Schools can also use the PE and sport premium to provide additional top-up swimming lessons to pupils who have not been able to meet the national curriculum requirements for swimming and water safety - after the delivery of core swimming and water safety lessons. Schools are required to publish information on the percentage of pupils in year 6 who met each of the 3 national curriculum requirements. Further details are in the online reporting section of this guidance.

The PE and sport premium to can be used to develop or add to a school’s PE, physical activity and sport provision and build capacity and capability within the school. Schools must ensure that improvements made now are sustainable and will benefit pupils joining the school in future years A positive first step Commenting on the confirmation of the Premium, CEO of the Youth Sport Trust, Ali Oliver MBE, said: “At the end of a really successful National School Sport Week, we welcome confirmation of this funding for primary schools across England, it is urgently needed, and we know schools will be relieved to be able to confirm arrangements for September. We would like to take this opportunity to thank those working in and with schools who have maintained momentum, keeping children active and schools moving. “Unhappy and unhealthy children don’t learn, if children don’t learn we won’t have a society fit for the future. The Youth Sport Trust is working to build back play, physical activity, and school sport in children’s lives, helping them to balance the demands of a digital age, and create societal change when it comes to the place and value of PE and school sport. This announcement is a positive first step toward this.”

Sport & PE

 such as increasing and actively encouraging pupils’ participation in the School Games. A school’s local Active Partnership can provide further advice on how best to use your PE and sport premium. Active Partnerships coordinate the local availability of PE, school sport and physical activity, and can help schools find the right sports opportunities and facilities.

School games The government has also confirmed £11 million to support the continuation of the School Games programme to give passionate and talented young people the opportunity to participate in competitive sport. The School Games programme aims to develop sporting talent at an early age. Multiple Olympic athletes have started their careers on the programme, with 29 School Games alumni winning medals at the Tokyo Olympics. The School Games aims to provide every child with a positive experience in an environment where the young person’s motivation, competence and confidence are at the centre of the competition. The programme aims to put physical activity and competitive sport at the heart of schools and provide more young people with the opportunity to compete and achieve their personal best. L FURTHER INFORMATION www.gov.uk

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Catering Written by the British Nutrition Foundation

Clearing the confusion about healthy eating There is widespread confusion among children and adults about which foods do and do not count towards your 5-a-day or provide certain nutrients, according to a survey by the British Nutrition Foundation, released during Healthy Eating Week During this year’s Healthy Eating Week, of schoolchildren reported that they have which took place 13-17 June 2022, the never tried lentils, one third of adults British Nutrition Foundation revealed survey and 46 percent of schoolchildren have findings that showed widespread confusion never tried chickpeas and over a quarter among people of all ages, including adults (28 percent) of adults and 48 percent of and children, about which foods do and do children have never tried kidney beans. not count towards your 5-a-day or provide Sara Stanner, science director at certain nutrients, including fibre and protein. British Nutrition Foundation comments: The survey suggests that nearly a “Government advice is for us all to eat quarter (24 per cent) of primary school more plant-based foods because they’re children (aged 7-11 years) and 17 per good for us and for the environment. It is cent of older children (11-16 years) think concerning that there is confusion across that chicken counts towards your 5-athe UK about the nutritional contents of day, while nearly a fifth (19 percent) some common foods, including plant-based of primary school children think that foods. Lack of knowledge means people cheese can be one of your 5-a-day. are less empowered to make informed Only 38 per cent of all British adults and choices, and achieving a healthy diet, 23 percent of older children know that with a good balance of the right types of carrots contain fibre, while only 60 per foods, is more difficult if you don’t know cent of secondary school children which key nutrients the foods and 36 per cent of primary that we eat provide.” school children believe that 24 wholemeal bread is a Food waste per cen source of fibre. Nearly The survey findings also primary t of a quarter (24 per cent) reveal a mixed picture school of all school children when it comes to how c hildren think that chicken people most commonly 7-11 ye aged is a source of fibre, manage their food a rs think that ch although it provides waste. A quarter of icken c no fibre at all. all adults say that o u n toward Seventy-nine per cent they put their food s your ts of adults, 91 percent waste in the general 5-a-day of secondary school waste bin, with only 17 children and 70 per cent per cent using a compost of primary school children bin, and 27 percent freezing correctly say that chicken provides left over food to eat at a later date. protein but only half of all adults, 46 per Nearly a third (32 per cent) of adults say cent of older children and 29 percent of that they use ‘what they can’ of unused younger children think that chickpeas foods, cutting off mouldy bits and eating the are a source of protein. This is despite remainder, while 30 per cent say that they the fact that canned chickpeas are a rich look for a recipe to help use leftovers up. source of protein, with an average adult Sara Stanner continues: “From varying portion providing around a fifth of the our protein sources, to increasing our fibre average adult’s recommended intake per intake, to reducing food waste, there’s day (45g for females and 56g for males). a wide range of ways people in the UK The survey also shows that many people can adjust their eating habits for the do not currently eat, or have never tried, benefit of themselves and the planet. But a range of plant foods, such as beans, why is healthy eating so important? peas and lentils, which provide essential “If we think about fibre, eating plenty nutrients like protein and fibre. One third as part of a healthy, balanced diet is of adults and more than half (55 percent) linked to a lower risk of heart disease,

stroke, type 2 diabetes, and bowel cancer, and choosing fibre-rich foods may also help you to feel fuller for longer, which can help support weight management. Most people in the UK do not get enough fibre - adults are recommended to have 30g of fibre each day, but we are currently only eating 19.7g on average. “Pulses, such as chickpeas, kidney beans and lentils, are all great sources of fibre and provide protein. They also have a low environmental impact and are relatively cheap to buy and cook. One portion of pulses even counts towards your 5-aday, yet their nutritional value is often underestimated and many people do not even think to eat them. This Healthy Eating Week, participants got involved in our challenges, learn something new about healthier and more sustainable eating and develop new ways to improve their diets.” Healthy Eating Week Over the last decade, Healthy Eating Week has been instrumental in helping to

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

Fifty-five per cent of school children reported that they have never tried lentils, 46 per cent of school children have never tried chickpeas and 48 per cent of children have never tried kidney beans. to a wealth of free resources, including age appropriate activity packs, posters, health trackers, recipes and certificates. Resources are tailored for early years settings, primary schools and secondary schools to provide teachers with the opportunity and resources for teaching their pupils about healthier and more sustainable diets Schools are also encouraged to engage their catering teams in the Healthy Eating Week activities taking place and to share the resources provided, helping to ensure the lessons and learnings from the Week can be

Catering

educate and inspire young people to lead healthier lives by providing early years settings, primary and secondary schools with a wide range of free resources and activities based on five daily themes that can be practised anywhere. Over 1.8 million adults and children from across the country participated in Healthy Eating Week this year, undertaking a series of daily challenges linked to the theme ‘Eat well for you and the planet’, aimed at raising awareness about healthier and more sustainable diets and empowering people to make positive changes. The challenges included focusing on fibre for meals and snacks, getting 5-a-day, staying hydrated, varying protein and reducing food waste by knowing the correct portion sizes. Healthy Eating Week takes place once a year, normally in June. By signing up for Healthy Eating Week, schools join thousands of others communicating the value and importance of healthy eating and sustainable lifestyles, while gaining access

practised throughout the full school year. Additionally, Healthy Eating Week also aims to get parents involved through discussions with their children around developing healthier and more sustainable diets in practical ways such as substituting healthy snack choices in children’s lunchboxes and putting lessons learned into practice with their children in the kitchen at home. L FURTHER INFORMATION www.nutrition.org.uk

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

Millions of people are at risk of the deadly consequences of conflict in Ukraine. People are fleeing their homes and families are being separated. Many are going without food or clean water. We must get critical support to those who need it most, in Ukraine and its bordering countries.

Please donate to the DEC Ukraine Humanitarian Appeal, if you can.

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make a £10 donation. By texting, you consent to future telephone and SMS marketing contact from British Red Cross. Text SHELTER NO to 70141 to give £10 without consenting to calls and texts.*

Keeping in touch Your support makes a life-changing difference to people in crisis. We write to our supporters to update you about the work of the British Red Cross, and how you can help and donate in other ways. You can change the way we contact you at any time by visiting redcross.org.uk/keepingintouch or calling Freephone 0800 2800 491. Privacy statement The British Red Cross is committed to privacy and will use personal data for the purpose it was collected or other legitimate purposes we tell you about: for example, to provide goods, services or information you have requested or to administer donations or services we provide. We may also analyse data we collect to better understand the people who support us or those who use or deliver our services. Sometimes this means us combining that data with information from reliable public sources. Our research allows us to tailor communications and services in a more focused and cost-effective way, as well as better meeting your needs and the needs of others like you. However, we will never do this in a way that intrudes on personal privacy and will not use your data for a purpose that conflicts with previously expressed privacy preferences. For full details about how we use personal data, our legal basis for doing so and your privacy rights, please see our privacy notice online at redcross.org.uk/privacy. The DEC Ukraine Humanitarian Appeal will support people in areas currently affected and those potentially affected in the future by the crisis. In the unlikely event that we raise more money than can be reasonably and efficiently spent, any surplus funds will be used to help us prepare for and respond to other humanitarian disasters anywhere in the world. For more information visit https://donate. redcross.org.uk/appeal/disaster-fund *Texts cost £10 +1 standard message (we receive 100%). For full T&Cs visit redcross.org.uk/mobile, must be 16+. The British Red Cross Society, incorporated by Royal Charter 1908, is a charity registered in England and Wales (220949), Scotland (SC037738), Isle of Man (0752) and Jersey (430).

We need your help

School buildings and other education settings are often used for events. But how can health and safety be assured when these take place? Jeanette Harris, committee member of the Institution of Occupational Safety and Health’s Education Group, takes a closer look

Before and during the event When starting to plan for the event, it is important to decide the health and safety arrangement required. The key here is ownership: who will manage the event and who else will help to achieve a safe and successful event. This may be senior leadership, heads of department, catering, IT, facilities or specialist teaching teams. Whoever it is, it is important to have competent employees managing the event. Creating a safety plan is a great way to start looking at the details of the event and help to identify the risk and what controls will be put in place to manage these hazards. It is also essential that the relevant people are consulted and have the relevant information before, during and after the event. Examples of things which could be included in the safety plan are details on what the event is and how many people will be attending. Fire management should be considered, and find out what the maximum number allowed to be in the event area is. Find out whether students will be onsite during the event. If yes, what safeguarding controls are required to ensure the students safety? Data protection issues should also be considered. Include details on the location and time of day of the event and how long it lasts. Does the weather forecast need to be considered? Also include what equipment will be used. Has the equipment been serviced and inspected, for example PAT for electrical equipment?

they pose a health and safety risk. As per are needed. What training and experience do normal procedures, if internal or external they have? Do they require further training? services from a contractor is needed it is Ask yourself what health and safety important to check they are competent arrangements are in place to control (they has enough knowledge, training and risks, and ensure cooperation and proper experience) to provide a safe service. coordination of work activities. Workplace welfare facilities also should be Provide your employees and others considered, such as first aid arrangements, with relevant information on any toilets and hand washing facilities, including risks to their health and safety. their locations and access for disabled Ask yourself what emergency users. Also consider temperature arrangements are in place and of the area, lighting, and are there competent staff The parking. Think about the on site during the event? key is provision of drinking What emergency is likely owners water, access to food, a to happen? Has the will ma hip: who rest area for staff, fire emergency procedure assembly, and emergency been communicated event a nage the n contact information. to relevant personnel d w h will hel A formal hire agreement and visitors if p to ac o else hieve a safe an should be in place for required? Do any d succ the event. This should external agencies event? essful include rules, insurance need to be contacted? details and restrictions, Monitor health and agreement that and safety compliance they’ve seen fire procedures to ensure methods and DBS if relevant, and so on. are agreed for controlling Consideration is also needed for hirer’s own risk and ensure they are working. equipment and PAT testing, licences, food You should also review your health and hygiene, competencies or relevant training. safety arrangements including reviewing It must also be clear who is responsible the risk assessment for the event. Roles and for monitoring safety, safeguarding responsibilities should also be assigned. and security throughout the event. Risk assessment After the event Gathering this information will help you to As a follow-up, it is important to always carry out a risk assessment for the event. review how the event went. What went The risk assessment should identify who well, what went wrong and what lessons and how someone could be harmed and which could be learned for future events? the controls which are being put in place to Once the debrief from the event has reduce the risks. The employer has a duty to occurred, the information should then be share the detail of the risk assessment with communicated with the relevant people. the relevant people involved in the event. Communication and consultation are It is also good practice to consult with all crucial to help ensure events are successful relevant employees and visitors/organisers and safe for all, and of course we strive relevant to the event. There may be important to use lessons learned for continuous information exchanged, for example the estates/ improvement from all operational aspects, site department may have a maintenance issue particularly regarding health and safety. L which hasn’t been addressed due to budget issues which may lead to an unsafe environment. It is vital that such information is communicated. FURTHER INFORMATION It is also important that any works be www.iosh.com completed prior to an event, particularly if

Written by Jeanette Harris, committee member of IOSH’s Education Group

Working in education is a very fast changing environment with lots of different events and functions that can occur on site. Examples could include one-off open public exhibitions to small group regular night classes. It is very easy to fail to assess and manage the risk when running an event because people often fail to understand their legal duties on health and safety. A wide variety of different events happen in education settings, with the risk that the organisation can fail to review processes in managing an event as they believe their risk assessment and processes cover the event. The Health and Safety Executive states the organiser has a duty to plan, manage and monitor the event to ensure all staff, pupils and visitors are not exposed to health and safety risks. It is important in planning stages to look how an event will be managed before, during and after, and be prepared for managing incidents and emergencies.

Health & Safety

Health and safety during events

Staff considerations The safety plan should also include what staff will be required to run the event and how many

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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A one-stop shop At ESPO we pride ourselves on providing a true one-stop shop for all our customers. Building and tailoring our range to meet the needs of schools, our catalogue and website provide quick, easy and compliant access to over 25,000 handpicked products. From classroom essentials like pens, pencils and paper, to catering equipment, site management products and furniture; you’ll find everything your school needs, all in one convenient place. Partnerships like the one with AO Business allows us to continuously expand our range and take advantage of the exceptional business credentials that AO has to offer our customer base. Customers can now enjoy access to more big-name brands and models; increased delivery options; even more recycling options for their old appliances; and unrivalled customer service and after sales support. What’s new? Through AO Business we’ve boosted our current ranges to now include the following: White Goods Get even more choice with the most up-todate models and brands. AO Business are well known as an online retailer meaning that the latest make and models are updated regularly so that you have the widest choice covering fridges, freezers, washing machines, dryers, dishwashers, hobs, ovens and more. Kitchen Appliances As well as all your big stuff, customers will also have access to a wide variety of smaller electrical appliances including microwaves, mixers, toaster and irons to name a few. Audio Visual Select from a huge range of all the latest HD TVs, media and equipment to help bring learning to life! Whether they’re for use in the classroom, common rooms or breakout areas, your education setting can pick from the best choice and range around.

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

EB 50

MOST INFLUENTIAL

Education Business magazine’s pick of the fifty most influential people making an impact on education

EB 50 Most Influential

Education Business: 50 Most Influential

EB 50

MOST INFLUENTIAL

50 Andrew Hammond Headteacher, Hall School Wimbledon

Andrew has worked in schools for twenty-five years, holding a variety of positions, including headteacher and director of studies, in both the independent and maintained sectors. Andrew is a former Senior Director of Learning & Community at Discovery Education, where he is now education adviser and series editor for the Pathway programme. Andrew has written over thirty titles for various educational publishers and regularly visits schools, colleges and conferences to deliver CPD training on a range of education issues.

49 Caroline Wright Director General, British Educational Suppliers Association (BESA)

Caroline heads up BESA, which represents more than 400 education suppliers, requiring them to adhere to a rigorous code of conduct so that schools can be confident that they are working with trusted companies. BESA also runs EdTech Exchange, Europe’s largest EdTech Founders networking group. Before heading up BESA, Caroline worked in communications across a range of government departments, including the Department for Education, Ofsted and Partnership for Schools.

Education Business magazine’s pick of the fifty most influential people that have shaped education over the years

Welcome to the second EB50 Most Influential – our pick of the fifty individuals that are making an impact on education. The Schools White Paper, which is the first delivered in six years, includes many wide ranging changes to policies which will alter the education landscape. The most significant reform is the plan for all schools to be in, or in the process of joining, a strong multi-academy trust by 2030. It also includes a ‘Parent Pledge’ from the Department for Education that any child who falls behind in maths or English will get the support they need to get back on track. This is part of the government’s Levelling Up mission for education, for 90 per cent of primary school children to achieve the expected standard in Key Stage 2 reading, writing and maths by 2030. It also states that Ofsted will inspect every school by 2025, including the backlog of ‘outstanding’ schools that haven’t been inspected for many years. Whether the proposed changes are popular or not, they will have a significant impact on the education landscape. Our second EB50 Most Influential list is our selection of people making an impact on education. This may be on classroom practice, curriculum delivery, assessment, governance, funding, safeguarding, policy reform, teacher training or business management. A number of education veterans are on the list, as well as past and present education ministers, union representatives, headteachers, MAT leaders, charities, and association bosses. They have all played their part in shaping how schools are run, how teachers teach, and how pupils learn. And they will no doubt be navigating through the evolving education landscape. Congratulations to all on the list. For consideration on next year’s list, please email angela.pisanu@psigroupltd.co.uk

48 Tom Sherrington Director, Teacherhead Consulting

Tom Sherrington has worked in schools for 30 years, both as teacher and head teacher. Through his consultancy, Teacherhead, Tom works with teachers and school leaders to explore and implement contemporary educational ideas to deliver an excellent all-round education for young people.

47 Matthew Burton Headteacher, Thornhill Community Academy

Matthew rose to fame when he appeared on the TV show Educating Yorkshire in 2013. Burton is headteacher at Thornhill Community Academy, which has recently been awarded a gold standard by the Carnegie Centre of Excellence for Mental Health in Schools, in recognition of the wide range of activities it provides to boost the well-being of students and staff.

46 Mark Anderson head of education, NetSupport

Known as the ICT Evangelist, Mark is a former school leader with more than twenty years of experience in the classroom. He is a advocate for the purposeful use of technology linked to pedagogy. His ICT Evangelist blog won the Education Blog of the Year award in 2015 and he has picked up numerous other accolades over the years. He has also written a booked called ‘Perfect ICT Every Lesson’ and contributed to many other education titles. He is also organiser and lead presenter of EdTech Impact.

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

John Moore is the director of edtech company Renaissance Learning, whose products are used by over 6,500 schools in the UK and 1.8 million pupils. John is a believer that edtech plays an important role in education, especially in helping overcome Covid-19 disruption and recovering lost learning, and strives to help schools improve learning outcomes through technology.

44 Dominic Norrish Chief Operating Officer, United Learning

Dominic will shortly be leaving his post of chief operating officer of United Learning – the country’s largest academy trust – to lead the Independent Association of Prep Schools (IAPS) as chief executive. IAPS accredits prep, junior and pre-prep schools, with members having to show they comply with strict criteria. United Learning ran the government’s edtech demonstrator scheme to improve remote education.

43 Fiona Aubrey-Smith Director, One Life Learning

Dr Fiona Aubrey-Smith is an award-winning teacher and leader with a passion for supporting those who work with children and young people. As Director of One Life Learning, Fiona works with schools and trusts, professional learning providers and edtech companies. She is also an Associate Lecturer at The Open University, a Founding Fellow of the Chartered College of Teaching and sits on the board of a number of multi academy and charitable trusts. Fiona is also a regular contributor to books, panels, and papers about education, pedagogy and education technology.

42 Ross Morrison McGill Founder and CEO, Teacher Toolkit

Ross founded Teacher Toolkit in 2008 as a simple twitter account and blog. It is now a highly used resource for teachers, parents and students, and often makes the top ten of influential educational bloggers in the UK. Ross has a long career in education, working in some of the most challenging secondary schools in London.

41 NEW David Didau Senior Lead Practitioner for English, Ormiston Academies Trust and Director of The Learning Spy

Frustrated by the current state of education, in 2011 David began to blog through The Learning Spy to express the constraints and irritations of teachers, detailing the successes and failures of his time in the classroom. The Learning Spy is widely recognised as one of the most influential education blogs in the UK and has won a number of awards. In 2014, David consulted on Ofsted’s Inspection Handbook, which played a part in lesson observation grades being scrapped, with inspectors asked to look at classroom practice and ask questions, rather than look for preferred methodologies. He also co-hosts It’s Your Time You’re Wasting, an education themed YouTube show.

40 Chris Rothwell Group Strategy and Customer Director, RM Education Chris has played an active role in the technology industry for almost 20 years, and prior to joining RM, was director of education at Microsoft. He is a school governor and a trustee of an edtech charity. At Microsoft, he was responsible for supporting over 30,000 education customers in the UK, across schools, colleges, universities, museums and libraries.

39 Sarah Hewitt-Clarkson Head, Anderton Park Primary

In 2019, Sarah Hewitt-Clarkson made headlines for continuing to teach children about LGBT equality, despite protests outside her school. For this, she was recently crowned winner of the Paul Cottingham Award 2022, which was given for leadership and determination in the defence and promotion of diversity and inclusion.

EB50 Most Influential

45 John Moore Director, Renaissance Learning

38 Sir Michael Wilshaw Former Chief Inspector, Ofsted

Former Ofsted boss Sir Michael Wilshaw continues to be an influential figurehead in education. He served as head of Ofsted from 2012 to 2016, and while opinions were mixed on him, he helped ‘tidy’ up the watchdog and improve its reputation. To help with Covid-related staff absences, in June 2021, he became interim head of JFS school until the end of the 2021 summer term. He then became the school’s executive principal.

37 Hilary Spencer CEO, Ambition Institute

Hilary Spencer runs the Ambition Institute, a national education charity which serves to help schools tackle educational disadvantage. Hilary has held a range of senior positions in government, including more than a decade at the Department for Education. She is a school governor, and helped set up an outstanding secondary school in Lambeth.

36 NEW Professor Simon Peyton Jones Chair of Computing at School (CAS) and NCCE

Prof Peyton Jones is co-founder of Computing at School (CAS), the UK-wide, teacher-led network, supported by BCS, The Chartered Institute for IT. CAS began as a small volunteer group working to establish computer science in schools and support teachers. Today the network is made up of over 360 volunteer communities covering the whole of the UK and has 20,000 members. Prof Peyton Jones was at the heart of the reforms that led to the new National Curriculum subject, Computing, which was introduced in September 2014. Since 2018, Prof Peyton Jones has been Chair of the National Centre for Computing Education (NCCE), and leads its Academic Board. This year, he received an OBE for his services to education and computing science.

35 NEW Sir Mufti Hamid Patel CBE Chief Executive, Star Academies

Hamid is passionate about helping children and young people from the most disadvantaged communities thrive. Hamid is a member of several national and international strategic educational and policy forums. He has contributed to the development of strategies and programmes as diverse as teacher training, leadership development, community cohesion, curriculum reform and social mobility. Within his previous role, as Executive Principal of the Tauheedul Islam Girls’ High School, the school secured three outstanding inspections by Ofsted and became the top school in the country for progress by all students, including those with low prior achievement at primary school and from disadvantaged backgrounds. Hamid serves as a member of the Ofsted Board and is a board member of the Confederation of School Trusts. E Issue 27.4 | EDUCATION BUSINESS MAGAZINE

EB 50 Most Influential

34 Marcus Rashford footballer and campaigner

Rashford continues to be a committed anti-poverty campaigner, using his own experiences of using food banks and free school meals as a child. His efforts on free school meal provision during holidays prompted major changes in government policy in 2020. He is also involved in promoting literacy, with an ambition to get books into the hands of the children who need them most.

33 Ian McNeilly CEO and Accounting Officer, The de Ferrers Trust

Working in education for 28 years, Ian McNeilly has a well-rounded breadth of experience, having held prominent leadership roles in three different, distinct areas of education: Curriculum, as head of a national professional body for English teachers (NATE); Accountability, as Senior Her Majesty’s Inspector for Ofsted for several years; and now back in more frontline education as the CEO of The de Ferrers Trust. He is known for his forthright approach and is never afraid to challenge in the interests of children, particularly those who are disadvantaged. His Trust is underpinned by the very simple values: Work hard, be kind, choose wisely.’

32 Tom Bennett Independent Behaviour Advisor, DfE

Tom currently leads the Department for Education’s Behaviour Hubs project, a £10 million programme designed to help schools diagnose issues and implement new behaviour approaches. Twenty-eight more schools and eight multi-academy trusts have recently been appointed to the behaviour hubs programme. Tom Bennett is the founder of researchED, a teacher-led project that aims to make teachers research-literate. He regularly writes for TES and is the author of four books on teachertraining, behaviour management and educational research.

31 NEW Sir Tim Brighouse educationalist and author

Sir Tim Brighouse is a well-regarded figure on the subject of school improvement. His long career in education includes being London Commissioner for Schools, leading the school improvement programme, the London Challenge. Before that he spent 10 Years as Chief Education Officer in Birmingham and 10 years also as CEO in Oxfordshire separated by four years as Professor of Education in Keele University. He’s also worked in a number of authorities and schools. This year, he has written ‘About Our Schools: Improving on previous best’ with Mick Waters, which examines in detail the turbulent years of education policy and practice from the late 1970s to the present day – and sets out what policy-makers and education leaders can do to improve schools on their previous best.

30 NEW Professor Mick Waters educationalist and author

Known for speaking clearly about the increasingly complex world of education, former head teacher Mick Waters has worked in education for many years, both at classroom and policy levels. He has worked to develop revised policy and practice for leadership, teacher education, governance and classroom teaching. In 2022, he published ‘About Our Schools: Improving on previous best’, with Sir Tim Brighouse, which looks at education policy and sets out what policy-makers and education leaders can do to improve the school system.

29 Professor Dylan Wiliam Emeritus professor, UCL Institute of Education

Dylan Wiliam is a world-respected assessment expert that has had a significant effect on classroom practice over time. He stared in BBC2’s 2011 documentary series on teaching techniques, The Classroom Experiment, and co-wrote ‘Inside the Black Box’, which made waves in education by offering teachers practical, evidence-based advice on how to improve pupil learning through formative assessment. He still regularly commentates on the exams and assessment landscape.

28 Alex Quigley National Content Manager, Education Endowment Foundation

The Education Endowment Foundation (EEF) is an charity dedicated to breaking the link between family income and educational achievement, and does this by supporting schools to improve teaching and learning through better use of evidence. Alex leads the development and quality assurance of EEF tools, resources and training. A former teacher, Alex is also the author of books including ‘Closing the Vocabulary Gap’ and ‘The Confident Teacher’ and he regularly writes columns for TES and Teach Secondary magazines.

27 Daisy Christodoulou Director of Education, No More Marking

Daisy Christodoulou is Director of Education at No More Marking, a provider of online comparative judgement software for schools. She is also the author of three influential books about education: Teachers vs Tech, Making Good Progress, and Seven Myths about Education. She has developed evidence-based practices that have made a big impact in the classroom and made her a big name in the world of assessment. Prior to joining No More Marking, Daisy was head of assessment at Ark Schools.

26 Emma McCrea Head of Curriculum, Oak National Academy

Emma leads on Curriculum at Oak National Academy, which remains a pivotal resource for so many schools. In March, the DfE announced Oak will be established as a new, operationally independent, armslength body of government, to support teachers in delivering excellent curriculum content and improving curriculum expertise. She is a Fellow in Teacher Education, an EdTech start-up founder and author of ‘Making Every Maths Lesson Count’.

25 Dame Christine Lenehan Director of the Council for Disabled Children

Christine works tirelessly to fight the barriers faced by children and young people with SEND. A key part of her role involves working with ministers, civil servants and statutory agencies to examine and advise on policy and improvements that champion the rights of disabled children and young people. She was part of the government’s SEND Review steering group and has recently commented on the government’s SEND and alternative provision green paper, saying that while it has bold ambitions, how it will be delivered needs to be clearer.

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

Annamarie Hassall MBE is the Chief Executive of nasen, a charitable organisation that exists to support and champion those working with children and young people with SEND and learning differences. She is responsibile for strategic direction and operational delivery across the full breadth of nasen’s activity. In 2011, she received an MBE for her dedication to working with children and families, including her work with children and young people with SEND.

23 Sir Kevan Collins Vice Chairman Of The Board, Committee Chair, Learning by Questions Former chief executive of the Education Endowment Foundation and former government catch-up tsar Sir Kevan Collins is now Vice Chairman of the Board and Committee of Learning by Questions, an edtech company which has recently won an award at the Bett Awards. Sir Kevan Collins made headlines when he resigned in 2021 over the government’s catch-up plan, saying it wasn’t credible with the amount of support committed by the government. Sir Kevan has worked in the education sector for over 30 years and continues to be a prominent figure.

22 Shelagh Legrave OBE Further Education Commissioner, DfE

As Further Education Commissioner, Shelagh leads a team of deputies and advisers, working closely with the Education and Skills Funding Agency, to support and strengthen the leadership and governance of colleges, ensuring they are well run and continue to offer high quality education and training. Previous to this, she led the Chichester College Group through two mergers to achieve an outstanding judgement from Ofsted in 2020.

21 NEW Stephen Morales Operations Director, the Institute of School Business Leadership (ISBL)

As CEO of the Institute of School Business Leadership (ISBL), Stephen has spearheaded the positive impact school business professionals are making in schools and academies. Stephen has led the organisation’s transformation from the National Association of School Business Management into ISBL, who then became the architects of the professional standards for 14,500 registered school business professionals. Stephen continues to be influential in government policy, regularly guiding the DfE on how their changes will impact schools and the workforce. Stephen has also pioneered the School Resource Management Adviser (SRMA) initiative and has become the longest standing member of Schools and Academies Funding Group (SAFG).

20 Dr Patrick Roach General Secretary, NASUWT

Dr Patrick Roach continues to fight for teachers right as general secretary of the NASUWT. He has recently made headlines for planning national industrial action to spur the government to deliver pay restoration for teachers. He has also been working to end the injustice of racial inequality within the school workforce.

19 Kevin Courtney, and Dr Mary Bousted Joint General Secretaries of the National Education Union

EB50 Most Influential

24 NEW Annamarie Hassall MBE Chief Executive, Nasen & Chair of Whole School SEND

Kevin and Mary are joint general secretaries of the National Education Union, the largest education union in Europe, supporting and representing more than 450,000 members. Both Mary and Kevin have recently written to Nadhim Zahawi, calling on him to commit to a fully funded inflation-plus pay increase for all teachers, as well as effective action on pay for other educators including supply and support staff, and action to reduce workload.

18 Paul Whiteman General Secretary, National Association of Head Teachers (NAHT)

Paul continues to fight the corner for school leaders, urging the government to address issues such as heavy workloads, staff covid absences and mental health issues, and for pay to be in-line with inflation. Whiteman took up the role of general secretary of NAHT in September 2017, bringing with him a wealth of trade union knowledge, as well as hands-on experience of the vast range of challenges faced by school leaders.

17 Geoff Barton General Secretary of the Association of School and College Leaders (ASCL)

Geoff Barton is serving a second term as General Secretary of the Association of School and College Leaders, which continues to support and represent more than 21,500 leaders of primary, secondary and post-16 education from across the UK. Previous to his work at the union, he had a career in education which included 15 years as headteacher of King Edward VI School, Bury St Edmunds.

16 Dominic Herrington former National Schools Commissioner

Dominic Herrington left his post as national schools commissioner in June 2022 after four years in the role. His exit comes ahead of the restructuring of the government’s team of regional schools commissioners. While he moves on to work for the Ministry of Justice, he remains on the list for his work over the years with the eight regional schools commissioners, supporting school leaders, teachers and governors. He also helped academy schools across the country to continue drive up standards.

15 Professor Becky Francis CEO of the Education Endowment Foundation

Becky continues her efforts to maximise the impact of academic research on the education system. She is best known for her body of research on social identities and educational attainment, including gender, race and social class. Becky is CEO of the Education Endowment Foundation, which aims to break the link between family income and educational achievement by supporting schools to improve teaching and learning through better use of evidence. E

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

EB 50 Most Influential

14 Matt Hood Principal, Oak National Academy 

Oak National Academy continues to grow its influence, with the government in the process of making it a new arms-length body to support teachers with free curriculum resources. Whilst the government said it would be up and running in the autumn, Matt Hood has said he can’t “guarantee anything” and that the creation of the new body is a “complicated process”. The Academy has also rolled out an auto-translate function across all 10,000 of its online lessons to support Ukrainian pupils with their education.

13 Professor Dame Alison Peacock Chief Executive Officer, Chartered College of Teaching

Professor Dame Alison Peacock is CEO of the Chartered College of Teaching, a professional body supporting teachers to provide world-class education and raising the status of the teaching profession. She is involved in the Independent Assessment Commission (IAC), which is working to identify ways to make the assessment and qualification system fit for the future needs of young people, the economy and society. Peacock was previously Executive Headteacher of The Wroxham School in Hertfordshire, and her career has spanned primary, secondary and advisory roles. In 2018, she became an Honorary Fellow of Queen’s College, Cambridge, one of the first ever female Fellows admitted.

12 Sir Peter Lampl chairman of the Education Endowment Foundation (EEF) and founder and chairman of the Sutton Trust

Sir Peter Lampl is a leading figure in the education sector. He founded the Sutton Trust in 1997 to combat educational inequality and remains the Trust’s chairman. Lampl was appointed an OBE in 1999 for services to Access to Higher Education, and knighted in June 2003. Recently, it has been announced that the Education Endowment Foundation, of which Sir Peter Lampl is chairman, will receive at least £100m of government funding so it can continue to evaluate and spread best practice in education across the country.

11 NEW David Thomas Senior Policy Advisor, DfE and Regional Director at Astrea Academy Trust David Thomas has joined the Department for Education on a secondment from the Astrea academy trust, to be policy adviser to Nadhim Zahawi. Thomas, previously strategy director at Inspiration Trust and a principal at its Jane Austen College, brings the voice of teachers and school staff into policy making. His focus is on recovery, academies and remote education. Thomas was recognised for his work at the Oak National Academy, where he was curriculum lead, with an OBE in the Queen’s birthday honours in 2020.

10 Chris Russell National director of education, Ofsted

A former headteacher at the Grange School in Christchurch, Russell was appointed as a Her Majesty’s Inspector in 2006. He has been a regional director of Ofsted since 2014 and is now national director. Chris leads the development of policy and of guidance for inspections and so holds significant power when it comes to how schools are run.

9 Dr Jo Saxton Chief Regulator, Ofqual

Dr Jo Saxton, who became the Chief Regulator of Ofqual in September 2021, heads up the watchdog that regulates qualifications, examinations and assessments in England. She takes up post after the fallout from the pandemic, when exams were cancelled, causing chaos and uncertainty to many. But she wants people to know that her main priority are students, saying recently: “On my watch, all of Ofqual’s statutory powers, resources and focus, will be to regulate in the interests of students of all ages and apprentices.” Jo brings a decade of experience in school leadership to the role. She has been a government advisor and was formerly an academic. Jo held senior roles at multi-academy trust Future Academies and founded Turner Schools in 2016, leading it as Chief Executive until 2020.

8 Samantha Twiselton Director of Sheffield Institute of Education

Samantha is heavily involved in influencing government policy on ensuring trainees and newly qualified teachers get the support needed to start and stay in the profession. She is a member of the ITT Market Review Expert Advisory Group, which recently led the Initial teacher training (ITT) market review. With experience in teacher education, curriculum development and language and literacy, Samantha has made it her mission to develop innovative approaches to Initial and Continuing Teacher development.

7 NEW John Edwards Director General, Regions Group, Department for Education

Former regional schools commissioner John Edwards has been given the Department for Education’s new regions group role, which will replace the current system of Regional School Commissioners. This will be a powerful position, overseeing government school policy. Edwards, was interim chief executive of the Education and Skills Funding Agency, a former director of education in Manchester, and Regional Schools Commissioner for the East Midlands and the Humber from 2017 to 2020. In his new post, Edwards will oversee nine regional directors, who will replace the current eight Regional Schools Commissioners.

6 NEW Robert Halfon MP Chair of the Education Select Committee As chair of the education select committee, Robert Halfon scrutinises government policy and leads the debate on ideas on how to improve education. The Committee has recently concluded an inquiry into the government’s catch up programme, and found that it risks failing pupils who need it the most, and has urged the government to prove it is working.

5 Leora Cruddas CEO, Confederation of School Trusts (CST)

Leora Cruddas continues to hold much influence in the sector, having recently become a member of Nahim Zahawi’s ‘attendance alliance’ which will work to reduce absence from schools. Leora is the CEO of the Confederation of School Trusts (CST) – the national organisation and sector body for school trusts in England and is the vice chair of the Head Teacher Standards Review Group. Prior to establishing CST, she was director of policy and public relations for the Association of School and College Leaders (ASCL). Leora has six years of experience as a Director of Education in two London local authorities.

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

Baroness Barran MBE was appointed Minister for the School System in September 2021. With the government’s academisation plans – for all schools to be in, or joining a strong multiacademy trust by 2030 – Baroness Barran will have significant influence over the future school system. She is chairing a review into how government works with academy trusts, to future proof the role of academies. It will look at the standards trusts are held to, and the thresholds at which the government uses its powers to intervene.

3 Dame Rachel de Souza

The Children’s Commissioner for England Dame Rachel de Souza has conducted what was reported to be the biggest ever consultation with children in England, to find out what their priorities are post-Covid. This and other research has highlighted a very concerning situation: that many children are still home schooled, and that many local authorities cannot identify where each child is receiving an education. Dame Rachel de Souza has therefore launched an attendance drive, saying that everyone needs to get involved to get children back into schools - including schools, parents, politicians, local authority leaders, the NHS, the police, and social workers. de Souza was made a Dame in 2014 for services to education.

EB50 Most Influential

4 NEW Baroness Barran Schools Minister, DfE

2 NEW Nadhim Zahawi Secretary of State for Education Nadhim Zahawi has been education secretary since September 2021, and is believed to be the first ever non-white person to take up the post. He faces the challenge of ensuring children catch up after the pandemic. The Education Secretary has launched the first Schools White Paper in six years, which includes a pledge to parents that any child who falls behind in maths or English will get the support they need to get back on track. He is also taking on the academisation programme, with a pledge that by 2030 all schools will be in, or in the process of joining, a strong multi-academy trust. It is not necessarily a popular policy however, with critics saying it gives the DfE complete control over the education system and that there is no compelling reason for the change. Needless to say, the academisation revolution is set to change the future of the school system. It is Zahawi second stint at the Department for Education, serving as children’s minister from January 2018 to July 2019.

1 Amanda Spielman Her Majesty’s Chief Inspector, Ofsted Her Majesty’s Chief Inspector Amanda Spielman continues with her aim of Ofsted being “a force for improvement”. She holds a significant amount of power over how schools are run and the quality of the education system in England. Spielman has made substantial progress in hailing the importance of the curriculum in schools, and dropping the focus of inspections on exam results so they reflect more about what and how children are taught. The watchdog has now recently published its five year strategy, with commitments to inspect all schools by the end of the 2025 academic year, and to allow more time for professional dialogue and evidence-gathering by doing more of the longer-form inspections. Ofsted will also be evaluating the impact of its inspection framework. Ofsted’s reports during the pandemic highlighted the evolving complexities that schools had to manage, giving valuable insight to the DfE to help influence catch-up policies.

Issue 27.4 | EDUCATION BUSINESS MAGAZINE

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